Answers

Chapter 1, p. 1 14.

Number 11 12 13 14 15 16 17 18 19 20
1.2 Recognizing Perfect Squares, pp. 8–9
1. a), b), d), and f) Square 121 144 169 196 225 256 289 324 361 400
2. a) e.g., 1225 equals a whole number, 35, Ones digit
1 4 9 6 5 6 9 4 1 0
multiplied by itself, so it is a perfect square. of square
b) e.g., 484
22  22 or 222
c) e.g., 45 is a whole number, so 452 or 2025 15. a) 1 b) 4 c) 5 d) 4
must be a perfect square. 16. No, e.g., if the ones digit of the square is 6 then
3. e.g., The diagram shows that 289
17  17 or 172. the ones digit of the number squared can be 4 or 6.
4. a) 16
4  4 or c) 1764
42  42 or
42 422 17. e.g., Use the factor 17 to show that 172
289.
b) 144
12  12 or 122
5. Yes, e.g., 225 can be written as 15  15 or 152.
1.3 Square Roots of Perfect Squares, pp. 13–15
1. a)
6. a) 36 c) 121 e) 625 g) 10 000
b) 81 d) 144 f) 1600 h) 1 000 000
7. e.g., She can group the factors as (5  9)  (5  9)
or 45  45 or 452. 6m
area
36 m2 7m
8. Yes, e.g., 13  13
169, so 169 is a square, and 8m
area
49 m2
31  31
961, so 961 is also a square. area
64 m2
9. e.g., an 8-by-8 and a 2-by-2 square with two b) 6 m, 7 m, and 8 m
congruent 2-by-8 rectangles 2. a) 2 b) 4 c) 9 d) 20
10. a) two, 900 and 961 3. a) e.g., 7, 21, 21, 63, and
441

21
b) e.g., The greatest perfect square must be 292 b) e.g., 21  21 or 212
441
or 841 because the next square is 302 or 900.
4. 27
The least perfect square must be 322 because
312 is 961. 5. a) 4-by-16, 8-by-8
b) e.g., She can choose the square with equal side
11. yes
lengths of 8, which is the square root.
12. e.g., The result will be even if the number squared c) 12
is even, and odd if the number squared is odd. d) e.g., Sanjev’s factor rainbow shows each factor
13. e.g., Each square number can be written as a matched to a partner. This matching is like
number multiplied by itself, so when two square showing the dimensions of rectangles with the
numbers are multiplied, the product can also be same area used in Maddy’s method.
grouped to show a number multiplied by itself. 6. a) 1 b) 0 c) 5 d) 10 e) 20 f) 30

NEL Answers 489

 7. a) e.g.,
31
31  is 31 because 31  31 18. a) e.g., The only factor that cannot be paired with
represents the area of a square and 31 is the a different number is 77, which is the square
side length or square root. root of 5929.
b) e.g.,
43
43  is 43 because 432 is a perfect b) e.g., 772
5929
square. The square root of a whole number 19. e.g., If a whole number has an odd number of
squared is the whole number. factors, then you can pair each factor except for
c) e.g., The factors can be arranged in one. This factor must be the square root.

2  2  3 3 as
(2) 3 
 (2  3) 20. e.g., Squaring a number and taking the square root


6   6 or 62, so the square root must be 6.
gives the original number.
8. a) 32 b) 121
9. yes 1.4 Estimating Square Roots, pp. 18–20
10. 16 m 1. a) about 3.8 b) about 5.5

11. a) e.g., 102
100 and 202
400, so the square 2. a) 2.8 b) 6.5 c) 12.8 d) 31.3
root of 225 must be between 10 and 20. 3. 31.3, e.g.,
979
 should be just greater than
b) e.g., Only numbers with a ones digit of 5 when 
30.

900
squared will also have a ones digit of 5. 4. a) reasonable
c) e.g., The ones digit of the square root must be b) not reasonable,
15

3.9
5, and the square root must be between 10 and c) reasonable
20, so 15 must be the square root. d) not reasonable,
289

17
12. a) yes b) 26 e) not reasonable,
342

18.5
13. a) f) reasonable
Ones digit of Ones digit of
5. a) 4.2 c) 6.2 e) 28.3
perfect square square root
b) 8.7 d) 12.2 f) 62.4
0 0
6. a) e.g., Take the square root of the area of the
1 1 or 9 square to determine the side length.
2 not possible b) e.g., 3000 is between 502
2500 and
602
3600, so the side length must be
3 not possible between 50 m and 60 m.
4 2 or 8 c) 54.8 m

5 5 7. e.g., a) 7 b) 20 c) 1 d) 25
8. a) about 663 m
6 4 or 6
b) e.g., I calculated 6632
439 569, which is
7 not possible close to 440 000 or 880  500.
8 not possible 9. a) e.g., 29 is between 25 and 36, so
29
 is
9 3 or 7 
5 and
36
between
25 
6
b) e.g., 26, 27, and 28
b) No, e.g., the only time you can predict the ones 10. a) 4.5 s c) 9.0 s e) 20.1 s
digit of a square root is when the ones digit of b) 6.4 s d) 13.5 s f) 45.0 s
the perfect square is 0 or 5.
11. 35
14. a) 17 b) 21 c) 47 d) 55
12. a) e.g., choose 20. 202
400;
15. e.g., Use estimating and predicting the ones digit 400  2  20
440; 440  1
441;
after squaring, or identify all the factors of 324. 
21; 21  20
1

441
16. a) 10 b) 100 c) 1000 b) All answers are equal to 1.
17. 10 000 13. 2025

490 Answers NEL

14. a) 2.236 c) 223.607 4. a)
b) 22.361 d) 2236.068
15. a) When the number increases by a factor of 100, 10 cm 13 cm
the square root increases by a factor of 10.
b) 22 360.680
16. e.g., Determine the side length s of the square with
area 5 square units to determine the square root. 8 cm
s2
5, so s is about 2.2.
b) yes
c) e.g., 102  82
164, but 132
169, so the
Mid-Chapter Review, p. 23
triangle is not a right triangle
1. a) c)
5. a) 32  42
25 and 52
25
b) 52  122
169 and 132
169
area
49 c) 72  242
625 and 252
625
area
144 d) 82  152
289 and 172
289
7 e) 92  402
1681 and 412
1681
f) 112  602
3721 and 612
3721
6. a) yes b) yes
b) d) 12
7. about 66 m
8. a) 24 m b) about 23.9 m
area
64 9. a) 7.8 cm b) 6.3 km c) 4.1 cm d) 5.8 cm
area
196 10. 5 units
8 11. about 7.1 cm each
12. e.g., If the carpenter measures 5 m from the corner
of each wall, then the walls form a right triangle,
2. 64, 81 14 since 32  42
52.
3. C 13.
4. e.g., 11 025
(3  5  7)  (3  5  7), which
represents 105  105 or 1052 9 cm 9 cm 12 cm
5. 36, 6
6. e.g., Determine the square root of the area,

30, so the side length is 30 m.

900 12 cm

7. e.g., The only factor of 81 that is not paired with a 14. e.g., If the diagonal of a square has a length of 8 cm,

9.
partner that is a different number is 9, so
81 by the Pythagorean theorem the side length of the
8. a) about 3.5 c) about 30.4 square can only be
32  cm. Many rectangles can
have different side lengths with this diagonal.
b) about 4.1 d) about 39.8
9. 100 cm 1.7 Solve Problems Using Diagrams, p. 35
1. 200 cm
1.6 The Pythagorean Theorem, pp. 29–31 2. about 1098 cm
1. GHI
3. 204
2. a) 26 cm b) 8 cm
4. a) 9 b) 11
3. e.g., The sum of the areas of the two smaller
5. 20 cm
squares equals the area of the largest square.
6. about 29.4 km

NEL Answers 491

 7. 25 8. about 900 km
8. e.g., What is the length of x to one decimal place? 9. 5 cm, 5.6 cm, and 5.6 cm
11.2 m 10. 30 units

Chapter Self-Test, pp. 36–37

1. a) 121 b) 196
2. a) e.g., 25 can be written as a whole number
c
multiplied by itself or as 52. 24 units
b) 16  9
42  32
3. a) 1 b) 49 c) 225 d) 900
4. 4 18 units
5. a) 18 cm b) about 6.5 cm
6. e.g.,
90
 is between
81

9 and
100

10, Chapter 2, p. 42
 is between 9 and 10, about 9.5.
so
90
2.1 Multiplying a Whole Number by a Fraction,
7. about 807 km
pp. 49–50
8. DEF 2
1. 4
9. about 4.47 units 3
3 3 3 3 3
2. a)         
10. 10 cm and about 7.1 cm 4 4 4 4 4
15
b) 
4
Chapter Review, pp. 39–40 15 3
c)  , 3
1. a) perfect square c) perfect square 4 4
2 18 1 21 1
b) not a perfect square d) not a perfect square 3. a)  c) , 2 e) , 3
3 8 4 6 2
2. e.g., 529 cm2 is a perfect square, and its square 15 8 3 32
b)  , 3 d) , 1 f) , 16
5 5 5 2
root is the side length of the square.
4. b), c), e), f)
3. 160 m 1
5. 4 h
4. e.g., A square with an area of 11 cm2 will have a 6
 cm. By comparing this square
side length of
11 6. 4 cups
1
 must be between 3 and 4.
to the other two,
11 7. Yes, e.g., a quarter is  of a dollar, so multiplying
4
5. a) about 2.6 c) about 20.6 by 17 will tell how many dollars it is worth.
b) about 5.7 d) about 30.4 12
8. a) They are the same—both end up at .
5
6. about 16.2 m 4 5
b) e.g., 5   and 4  
8 8
7. a) e.g., The diagram represents the problem 4
9. a) 
because it shows 9 chairs in front of the square 5
and the remaining 121 chairs in equal rows b) 40%, 80%
4
and columns. c) 
80%, so the answers are equal.
5
b) s2  9
130, where s represents the number
10. 11.5
of rows and columns 5 10 3
c) e.g., If s2  9
130, I can remove 9 chairs 11. e.g., 6  ; 3  ; 10  
8 12 5
from the diagram to get s2
121, so s must be 8 2
12. e.g., 8  ; 35  ; 14  
4
10 10 8
11 because 112
121. 2
13. e.g., I exercised  of an hour, 4 days in a row.
d) 11, 11 3
How many hours did I exercise?
4
14. 
5

492 Answers NEL

 2
15.  2.5 Multiplying Fractions Greater Than 1,
5
16. a) e.g., Each time, you have 5 sets of 2 parts. pp. 61–63
b) e.g., because sometimes the parts are thirds, 1. a) e.g., about 4 b) e.g., about 49
sometimes fifths, and sometimes sevenths 4 2
2. a) 4 b) 2
5 7

2.3 Multiplying Fractions, pp. 54–56 3. 1 dozen

1 15 8 1 3 7
4
1. a)   
3 3
b)   
2 4. a) 1 b)  c)  d) 2 e) 1 f) 
2 16 15 8 7 27
9 4 7 3 11
2. 
3 5. 11
12
10
1 6. a) e.g., b) e.g.,
3. about 
55
3 1 2 4 1 5
4. a)    b)    c)   
4 2 3 5 2 7
3 4 1 1 1 2
5. a)  b)  c)  d)  e)  f) 
16 15 15 4 5 5
7 1 3 8
6. a)  b)  c)  d) 
12 6 10 15
1 6 3 2 c) e.g.,
7. a) e.g., b) e.g.,    and   
4 10 20 2

1
8. 
1 23 3
5
5
5
9. a)  b) 10 h
12
4
10. 
15
1 1
11. a)  b) 
160 20
1 1 1
12. 
1 2 
5 6 5 6
2 3
13. e.g., A gas tank was  full.  of the gas was used 1 3 4 1 4 11
3 5 7. a) 7 b) 3 c) 4 d) 7 e) 8 f) 1
2 4 5 5 9 24
for a trip. What fraction of the tank is still full? 1 1
1 1 1 1 1 8. a) 3 cups b) 4 cups
14. a) 2, 1, , , , ,  8 6
2 4 8 16 32 9. 2 times as much
1 1
b) e.g., To continue the pattern,    should be
2 2 10. a) e.g., Most likely his estimate would be
1 1 1 1
half of 1  . Since 1  
, it should be . 3  4
12, so his answer would not be far
2 2 2 4
1 1 7 off his estimate.
15. a)  b)  c)  1 3 7
35 12 20 b) e.g., Use a model to show 3  4
14.
3 8 12
16. a) 0.12 2
11. 2
12 12 9
b) ,  is the same as 0.12 9
100 100 12. Mount Columbia is 26 times as high.
1 20
17.  41
100 13. a) 7
50
18. The product is less than each fraction because you 4 3
b) 3
3.40, and 2
2.30, 3.4  2.3
7.82
are taking only a part of either fraction. 10 10
c) e.g., The answers were the same; both times
19. a) e.g., It is a multiple of 5.
you had to multiply 34 by 23 and adjust the
b) e.g., It might be a multiple of 3, but it does not
result to make it hundredths instead of ones.
have to be if you write the fraction in lowest 8 5 7
1 3 1 3 3 9 14. e.g., , , and 
terms. e.g.,   
 but   
 and 5 4 3
3 5 5 4 5 20 1
the numerator is a multiple of 3. 15. e.g., Mark has 3 times as many marbles as I
2
1
have, and Kyle has 2 times as many as Mark has.
3
how many times as many marbles does Kyle have
as I have?

NEL Answers 493

 2 3 2 7 8 7
16. Disagree, e.g., 2  3
10, which is not a 5. a) e.g., The quotients are , , and ;  is
9 16 27 16
3 4
mixed number using twelfths. 1 8 8 1 2 2
almost  and   , which is , but   ,
2 27 32 4 9 8
1
which is .
Mid-Chapter Review, pp. 66–67 4
1 1 1 1 1 1 6 1 5
1. a)           , , 1 6.  of a can
5 5 5 5 5 5 5 5 24
5 5 5 5 20 5 2 5
b)       ,  or , 1 7. 
12 12 12 12 12 3 3 24
3 3 3 3 3 3 3 3 24 4 4
c)               , , 4 8. a) 
5 5 5 5 5 5 5 5 5 5 25
4 4 4 4 4 20 2 b) 80%  5
16%
d)         , , 2
9 9 9 9 9 9 9 16 4
9 1 25 1 c) 16%

; that was the answer to a).
2. a)  or 1 c)  or 4 100 25
8 8 6 6 2
10 1 8 3 9. e.g., a) I have  of the lawn left to rake. Three of
b)  or 1 d)  or 1 3
9 9 5 5 my friends agree to share the job with me. How
3
3. e.g., 8   much do we each have to rake?
5
1
4. e.g., b) Each rakes  of the lawn.
6
10. a) You are always dividing 8 pieces into 2 groups,
so you get 4 in a group.
1 3 1
5. a)  b)  c)  b) because the piece sizes are different
14 4 3
1 12 11. Yes, e.g., if you divide a fraction by, for example,
6. a)  b) 
18 35
3 2 1 5, you divide each piece into 5 and keep one of
7. a)  


6 5 5 them. Since the original number of parts was the
2 6 3
b)  

 denominator of the fraction, you would have 5
4 7 7
3 1 3 times as many.
c)  


5 2 10
2 1 2 1
8. Yes, e.g.,   
, which is equivalent to . 2.7 Estimating Fraction Quotients, pp. 74–75
8 5 40 20
3 1
9.  1. e.g., You can see that about 7 of the  make up
16 12
5
10. a) the .
9
1 2 5 2. a) 2 b) 2 c) 4
11. a) 1 c) 2 e) 10
2 9 16 5
16 2 2 3. e.g., 8 of the tenths are close to .
b)  d) 5 f) 20 6
25 5 5 4. e.g., about 2
2
12. 1
5 5. a) about 4 c) about 6 e) about 8
b) about 6 d) about 7 f) about 1
2.6 Dividing Fractions by Whole Numbers,
6. about 2
pp. 70–71 7 2 1
2 7. e.g.,  is close to 1 and  is close to . It is easier
1.  8 7 4
9 to figure out how many fourths are in 1.
2 5
2. a)  b)  1 1 4 1
7 21 8. a) e.g.,    b) e.g.,   
c) You need to use an equivalent fraction in part 4 7 5 4
4 1 1 1 1 1
b) to make equal parts, but not in part a). 9. a) e.g.,    b) e.g.,    c) e.g.,   
10 11 3 24 4 80
1 5 1
3. a)    b) You want  of 5 out of 6. 10. about 40
4 6 4
2 1 2 7
4. a)  c)  e)  11. e.g., You have  of a can of sauce and you need
9 6 15 8
1
1 1 7  cup for a recipe. How many recipes can you make?
b)  d)  f)  3
18 10 24 5 3 5 3
12. e.g.,   , so not even 1 whole  fits into .
6 4 6 4

494 Answers NEL

 2
13. a) e.g., Estimate using 1  
5 or estimate 14. e.g., There are 6 sixths in 1, so if you are trying to
10
77 14
using   , which is about 70  14
5. figure out how many sixths fit into one piece, you
88 88 will get 6. Finding out how many sixths fit inside
b) e.g., I think the first way is easier.
another number is the same as counting how many
1
units of 6 pieces can fit inside. One is division by 
2.8 Dividing Fractions by Measuring, pp. 79–80 6
2 2 and the other is multiplication by 6, so they are the
1.    same thing.
3 9
1
2. 3 1 1 1 1 1 1 1 15. a) division
2 8 8 8 8 8 8 8 1 1
b) e.g., 2   gives a fraction. If each section
2 3
1 1
was  of an hour long, the quotient would be a
4 3
whole number.
5 3 5 2 2 1 2
3. a)  b) 3 16. e.g., 
    ; If you divide by , you can
6 4 a a a a a
2 2 5 1 2
4. 6 see there are 2 groups of  in . The  is half of ,
3 a a a a
1
3 5 2 so there are 2 groups.
5. a)    b) 2   2
4 8 5
1 2 18
6. a) 15 b) 2 c) 6 d)  2.9 Dividing Fractions Using a Related
10 3 25
e.g., Use a common denominator of 30 by Multiplication, pp. 85–86
multiplying the numerator and the denominator of 3 5
1. a)  b) 2
3 5 4 8
 by 6 and of  by 5. The two fractions are then 1
5 6 2. 2 small cans
18 25 18 18 25 2
renamed  and . The  fills out  of the , 1 1 4 1 1 3
30 30 30 25 30 3. a) 1 b) 1 c)  d) 1 e)  f) 
18 2 2 7 5 2 4
so the quotient is . 1
25 4. 3 snack packs
1 3
7. 2 h
2
5. e.g., When dividing, you multiply by the
8. e.g., You can pour 10 glasses of juice from a 7 4
1 reciprocal. You would be multiplying  by ,
pitcher. How many glasses can you pour from  of 8 3
3 which is greater than 1, and you would get a
1 1 10 1
a pitcher? Solution:   
, or 3 7
3 10 3 3 product greater than .
9. a) 13 times 8
6. b) and d)
b) e.g., Each time Alana checks the turkey there is
1 64 68 105
 of an hour less time until it is cooked. 7. a) 2;  b) 4;  c) 4; 
3 35 15 28
4 5 8 31 29
10. e.g., Use equivalent fractions with a denominator 8. a) 3 b) 2 c) 1 d) 3 e) 1 f) 2
6 5 6 5 6 9 33 35
of 10 and divide the numerators.   
 9. a) ii) and iii)
10 10 5
3 9 16 11 5 16 b) e.g., If the first fraction is greater than the
11. a)  b)  c)  d) 1 e) 1 f) 
8 10 27 45 22 21
second, then the answer is greater than 1.
12. a) multiplication 2 1 5
b) division or multiplication 10. a) 2 b) 4 c) not greater than 2 d) 2
9 6 8
1 4
13. Yes, order matters; e.g., if one fraction fits into 11. e.g.,  and 
2 3
another more than once, if you switch the 1
12. a) 13 pages/min
fractions, the larger one will not fit in even once. 3
b) 15 pages/min

NEL Answers 495

 3
13. 3 pitchers 2.11 Communicate about Multiplication and
4
2
14. a) 6 laps
4
b) 4 laps c) 3 laps
1 Division, pp. 94–95
3 9 3
3 1. a) e.g., 8 out of every 9 students I surveyed had a
15. a) 1.5 b)  2
2 brother or sister, and  of those who had a
c) e.g., The answers are equivalent. 3
brother also had a sister. What fraction of the
16. 5 blue blocks
2 students I surveyed had both a brother and a
17. a) e.g., A small glass of juice holds  as much as a 16
sister? Solution: .
3 27
large glass. How many small glasses can you
1 b) e.g., because you are taking one fraction of
fill by pouring in juice from 1 large glasses? 2 8
8 another fraction. It is  of the  that I had
2 3 9
b) e.g., It takes 2 glasses of juice to fill a pitcher. 2
3 information about, not  of the whole group.
2 3
If you have room to fill 1 pitchers, what 16 18 2 8
5 c) e.g.,  is close to , which is . Since  is
2 27 27 3 9
fraction of the 2 glasses of juice can you use? 2 2
3 close to 1,  of it should be close to .
3 3
2
2.10 Order of Operations, pp. 90–91 2. In the first grid,  represents the first two rows,
3
25 3
1. a) 9 b)  and  of each row is shaded. This gives 6 shaded
36 5
3
2 1 3 39 boxes out of 15. In the second grid,  represents
2. e.g.,     
1, 2
5
5 4 8 40 the first 3 rows, and  of the row is shaded. This
2 3 1 19 3
    
1, also gives 6 shaded boxes out of 15.
5 8 4 60
2 1 3 1
    
1 3
3. a) e.g., Small pizzas are  the size of medium
5 4 8 15 5
1 2 37 29 37 19 ones. There were 3 small pizzas for 4 people to
3. a) 1 b) 1 c) 1 d)  e)  f) 
12 3 60 120 10 24 share. What was the size of a medium pizza
1 2 4 2 4 2 1 16
4. a) e.g.,     
,     
 , that each one got?
2 9 5 9 5 9 2 45
4 1 2 17 b) e.g., Another calculation I could have done
    
1
5 2 9 45 3 1
would be     3, since dividing by 4 is
4
( 1 2
b) e.g.,     
1
5 2 9 ) 7
20
5 4 1
always the same as multiplying by .
4
5. a) and b) 2 6 2
4. a) 2   is the same as   .
9 7 1 22 7 4 3 3 3
6. a)  b) 6 c) 12 d)  e) 5 f) 4 2
35 12 2 28 9 63 b) e.g., 2   means that 2 wholes are divided
23 101 19 3
7. a) i)  ii)  iii)  into thirds and the thirds are put in groups of 2.
30 120 30
b) e.g., Inserting brackets in the same expression 1 1
5. e.g., To calculate  of 3.55, I took  of each
in different places can change the answer. 5 5
1
8. 144 hundredths grid.  of the first hundredths grid is
5
1
20 hundredths, and  of the second and third grids
( 141 3
) 2 3 1
9. 2              
3 7 5 8 10 ( 1
5 ) 5
1
is also 20 hundredths each.  of the last grid is
35 1 5
10. e.g., a
, b
, and c
 5
36 36 6 55  5
11 hundredths. This gives a total of
48 1 6
or a
, b
, and c
 20  20  20  11
71 hundredths, so the total
49 49 7
11. a), b), d) is 3.55  0.71
4.26.
42 2 84
84
4 1
12. e.g.,     
3 6.   
 
0.84
5 3 5 10 10 100
100
60 30 3
13. e.g., Some students might add before they multiply, 7. a) e.g., 60% =  or  or ; 1.5 = 2 halves
100 50 5
and get a different answer. 3
 1 half, or .
2
b) e.g., No, I think it is easier to calculate 60% of
1 and then 60% of 0.5—60% of 1 is 0.6, and
60% of 0.5 is 0.3, so 60% of 1.5
0.9.

496 Answers NEL

 n
8. e.g., Another name for 1 is . It does not matter Chapter Review, pp. 99–100
n
what value you use for n, as long as it is not zero. 1. e.g.,
a n
When you multiply   , you end up multiplying
b n
the numerator by n and the denominator by n.
Multiplying by 1 does not change anything.
2 1
9. Agree; e.g., 1  
1.4  0.5
0.7; Disagree; 2 3 4
5 2 2. a) 6 b) 3 c) 2 d) 8
1 1 5 5 7
e.g., 1    is about 1.33  0.25; it is easier to 1 1 1 1
3 4 3. a)  b)  c)  d) 
4 1 1 10 3 2 3
multiply as fractions, e.g.,   
. 3 3
3 4 3 4. a)  b) 
5 4
10. e.g., Alike: when you multiply the numerators and
5.
multiply the denominators, you are multiplying
whole numbers. Different: the answer can be a
fraction that cannot be expressed as a whole 4 6 5 1
6. a)  b)  c)  d) 
number. 63 35 12 7
1 2
11. e.g., You know that 6  3 is 18 and 3  6 is 21. 7. 
2 9
Since these numbers are less than or equal to the 8. a), c), d)
1 1
given numbers, the product of 3 and 6 must be 9. e.g.,
2 3 1
greater than 21. 2 5
5 5
12. e.g., Since  is exactly twice the size of , it will
8 16
15 1
fit into  exactly half as many times. 1 2
16 5

Chapter Self-Test, p. 96
3 6 3
1. e.g., 4 4 20

1 1 24 1
2. a)  b)  c) 
6 3 35 5
5 5 1
3. e.g., Multiplying by  means taking  of something; 4
6 6
that is only part of it, not all of it, so the answer is
less than the number you started with.
3 5 1 15
4. a)  b)  c)  d) 
8 18 14 56
1 2 9 3 5 9 15 3 7 156 39
5. e.g., 2    
3 or   
 or 3 10. a)  b)  or 
4 3 4 4 3 4 4 4 5 20 5
3
6. a) 3 b) 4
29
c) 2
9
d) 1
5 11. 45 employees
10 40 20 27
12. e.g.,
7. a) e.g., 1 1 1 1
4 4 4 4
2
1 1 1 1 1 1 1 1
8 8 8 8 8 8 8 8 8
3 9 2
3 8 1 13. a)  b)  c) 
b)   
1 10 20 15
4 5 5
1 8 4 14. e.g., You have halves that you are dividing by 3, or
8. a) 2 b) 3 c)  d) 2 into sixths.
8 25 5
9 25 1
9. a)  b)  c)  15. a) and c)
16 144 4
1 1
16.   
2 4
17. e.g.,

NEL Answers 497

18. e.g., Since each set of numbers has a common 8. a) e.g.,
denominator, you need to compare only the
3
4 3 4 4 3
numerators, so   
 and   
.
4 b) e.g., blue to white
3 :1, blue to total

6 6 3 5 5 3 4
6
1 1 11 c) e.g., 6 : 2 and 
19. a) 5 b) 2 c) 3 d) 1 8
2 3 16
9 1
20.   
18
2 4
8 9. a) e.g., 30 : 420
1:14
21.  of her sugar
9 b) e.g., 150 : 2100
1:14
22. A; e.g., you can tell which fraction is the largest by c) 15 h
comparing the numerators. If the fractions have
10. B
the same denominator, compare the numerators to
determine the greatest value. 11. 820 bears

23. 3  ( 2 1
  
3 3 ) 1
 
12
4
12. 172 cm
1 9 1 9 1 9 13. e.g., In the aquatic world races, the U.S. won
24. e.g., 4.5 is 4, or , and 0.5 is , so   
,
2 2 2 2 2 4 35 medals and Australia won 22, so the ratio was
or 2.25.
35 : 22. It is a ratio, since you are comparing two
quantities.
8
14. a) e.g., The probability is , since a 5 was rolled
Chapter 3, p. 102 30
8 times out of 30. It is a part-to-whole ratio.
b) 8 : 4
3.1 Using Two-Term Ratios, pp. 110–112
c) yes, rolls of 1 to the rolls of 6
1. A. 2 : 5, 2 : 5
4 : ■, 10
d) e.g.,
B. 3 : 5, 3 : 5
■ : 15, 9
C. 2 : 5, 2 : 5
8 : ■, 20 Roll of 1 2 3 4 5 6
D. 3 : 9, 3 : 9
4 : ■, 12
How many times 1 2 2 2 2 1
2. a) 6 b) 15
3. a) e.g., b) e.g., 15. a) e.g., the ratio of the number of teachers to the
total number of students and teachers on a
field trip
4. a) e.g., 3 to 8, 6 to 16, 12 to 32 b) e.g., the ratio of the number of times you spin
b) e.g., 1 : 9, 2 : 18, 3 : 27 a number on a spinner to the number of times
c) e.g., 4 :3, 8 : 6, 16 : 12 you do not spin that number
2 4 6 16. 12 cm, 16 cm
d) e.g., , , 
5 10 15
e) e.g., 1 to 6, 2 to 12, 14 to 84 17. e.g., To get an equivalent ratio, you multiply both
f)
6 9 12
e.g., , ,  terms by the same amount.
16 24 32
5. e.g., In figures A and B, 3 out of 5 columns are 3.2 Using Ratio Tables, pp. 116–117
shaded, representing a ratio of 3 : 5. In figure C, 1. a)
6 out of 10 columns are shaded and both parts of Boys 2 20 40 10 30
the ratio can be divided by 2, which is the same Girls 3 30 60 15 45
as 3 : 5.
6. a) 3 b) 9 c) 6 d) 20 b)
Bottles of juice 60 6 18 66 54
7. a) e.g., 400 :1000 Bottles of water 90 9 27 99 81
b) e.g., 60 to 7
c) e.g., 200 to 180 2. a) 54 b) 45 c) 33 d) 96

498 Answers NEL

 3. 0.5 L 10. about 11 min
4. a) 15 b) 945 c) 14 d) 36 11. e.g., My mom drove 240 km in 3 h. What is her
5. a) 20.25 kg b) 80 kg speed in km/h? Answer: Write the distance and time
as a ratio, 240 : 3
80 : 1. Her speed is 80 km/h.
6. a) e.g., 3 cm on the map represents 2 000 000 cm
or 20 000 m or 20 km.
3.5 Communicate about Ratios and Rates,
b) 10.2 cm
p. 128
7. 3000 people 1. yes
8. a) e.g., 4 blue, 9 red, and 16 blue, 36 red 2. 1800 flyers. e.g., He gets $1/40 flyers. To get $45,
b) e.g., 8 blue, 9 red; 16 blue, 18 red; 24 blue, he needs to deliver 45  40
1800 flyers.
36 red
3. no
9. e.g., Using a ratio table is helpful when solving
4. a) 55¢
proportions. It is easy to multiply, divide, add, and
b) e.g., 550 g of golden raisins
subtract to determine equivalent ratios.
c) yes

Mid-Chapter Review, p. 121 5. 2400 KB, 1200 KB

1. a) e.g., 8 : 18, 16 : 36, 32 : 72 b) yes; yes 6. no
2. a) 1 b) 35 c) 34 7. solution to 8 : 10
20 : ■
3
3. a)  b) 1.25 L 8. no
8
4. a) 50 : 50 b) 16 : 12
3.6 Using Equivalent Ratios to Solve Problems,
5. a)
Number of days 7 49 140 28 56 pp. 132–133
1. 158.4 cm
Number of school days 5 35 100 20 40
2. no
b) 3. a) 3.3 min b) 13.3 min c) 23.3 min
Number of dimes 1 9 8 6 80
4. about 200 000
Value of dimes 10¢ 90¢ 80¢ 60¢ 800¢
5. about 119 min
6. 49 6. pig: about 367 m, chicken: about 300 m
7. 20 red, 12 blue, and 4 purple 7. about 79.7 km/h
8. 58.5 cm
3.4 Using Rates, pp. 124–125
9. e.g., for a school of 800 students, 320
1. a) e.g., 0.5 goals/game, 20 goals/40 games
10. a) 44.1: 30.5
b) e.g., 20 km/2 h, 0.17 km/min
b) 21.1 million tonnes
c) e.g., 2 penalties/5 games, 0.4 penalties/game
11. a) about 2530 km2
2. a) 4 km/h b) 8 km
b) more crowded
3. a) 108 b) 160 c) $90 d) 4 c) 4.9 billion
4. a) 3 CDs 12. e.g., Set up a proportion, 212 hits/1000 at bats
b) e.g., Since 28 is half of 56, it is easier to divide

■ hits/400 at bats, and solve for the number
4 in half to get 2. of hits.
5. a) $1.85/kg b) $1.58/L c) $12.59/m2 13. e.g., Two out of every three students who tried out
6. a) 1.92 points/game b) about 152 for the musical were girls. If 48 students tried out,
7. 9 kg how many were boys? Answer: 16
8. 11 520 times e.g., Two cans of tuna cost $3. How much will
9. e.g., to decide which of two brands costs less 5 cans cost? Answer: $7.50

NEL Answers 499

Chapter Self-Test, p. 134 Chapter 4, p. 140
1. a) e.g., 15 : 27, 25 : 45 b) 50 : 90, 90 : 162
4.1 Percents Greater than 100%, pp.147–149
2.
blue 3 24 27 54 51 1. 215%
yellow 4 32 36 72 68 2.
red 8 64 72 144 136

3. a) 10 b) 9 c) 28 d) 21
4. 150 cells
5. $104 3. 165 cm
6. 45 cats 4. a)
7. 96 000
8. about 6 min
9. $8.90, e.g., Calculate the unit rate for 1 bar,
multiply the unit rate by the number of bars.
b)
Chapter Review, p. 136
1. a) e.g., 18 : 40, 36 : 80 c) e.g., 7 to 1, 14 to 2
8 16
b) e.g., ,  d) e.g., 6 : 0.5, 12 : 1
10 20
2. a) 72 b) 136 c) 4
3. a) 1: 2 b) 1: 4 c)
4.
Boys 15 30 45 5 50
Girls 18 36 54 6 60

5. 82.5
8 4 2 1
6. , , , 
15 15 15 15
7. a) 8 cookies/$1 b) 2.5 kg of sugar/$1
8. 3 tosses for 50¢
9. e.g., I would show that 20 : 30 is equivalent to
5. e.g., Paul would be correct if the first grid
2 : 3, since 20  10 : 30  10
2 : 3; 2 : 3 is
represents 100%, and Rebecca would be correct if
equivalent to 25 : 37.5, not 25 : 35, since
the two grids together represent 100%.
2  12.5 : 3  12.5
25 : 37.5.
6. a) 48 b) 260 c) 52.8 d) 45
10. 400 g of lettuce, 200 g of cabbage, and 150 g of
carrots 7. 350%
11. 12 L/100 km 8. a) $45 b) $155
9. e.g., The comparison would not make sense
Cumulative Review: Chapters 1–3, pp. 138–139 because litres and hours are different quantities.
1. B 6. A 11. B 16. B 10. a) 1110 b) 1350
2. C 7. D 12. D 17. B 11. a) 320 students b) 40%
3. C 8. C 13. B 18. D 12. a) 400% b) 400% c) e.g., about 140%
4. A 9. A 14. C 19. C d) e.g., What percent of its side length is the
perimeter of an equilateral triangle? 300%
5. B 10. A 15. D

500 Answers NEL

13. a) e.g., about 400% b) e.g., about 25% 9. a) 0.1% of a number is the number divided by
14. a) e.g., 2 and 10 1000, and 1 m is equal to 1000 mm.
1 1 1000 mm  1000
1 mm.
b) 20%; 2 is  of 10 and 
20%
5 5 b) 0.32%
10. a), b), c)
4.2 Fractional Percents, pp. 152–153
1. a) 11. when the number is a multiple of 1000
12. No; e.g., 5.1% is 0.1% more than 5%; if the
number is very big, then 0.1% could still be a lot.
e.g., If the number is 1 000 000, 0.1% is 1000,
so the numbers would be 1000 apart.

4.3 Relating Percents to Decimals and Fractions,

pp. 157–158
b) 1. a) 75% b) 120%

11
2. a) 0.011 b) 
1000
c) 3 34
3. a) , 0.375, 37.5% b) , 3.4, 340%
8 10
32 64
4. a) , 0.032 b) 125%, 1.25 c) 6.4%, 
1000 1000
136
5.  and 1.36
100
6. a) 16.67% b) 58.33% c) 25%
7. a) e.g., 40%
b) The bar was 40 mm long and the shaded part
2. 5 g of sugar was 16 mm, which is 0.4 of 40.
3. a) 3.5% b) 4.75% 2
c) e.g., 0.40 and 
5
4. a) 5 g b) 0.5 g c) 12.5 g 8. a) 
9
b) 9% c) about 130 min
100
5. a) e.g., 2; 1% of 630 is about 600  100
6, 41
9.  and 4.1
so 0.1%
0.6; 0.3% is 3 times as much. 10
3  0.6
1.8. Since 630 is more than 600, 10. 450%
14
the estimate should be increased to 2. 11. a) , 233% b) 2 red, 3 blue
6
b) 20 2.5
12. a) e.g., Set up the proportion 
 and solve it
■ 100
by getting a common denominator of 100  ■.
The numerators of 20  100 and 2.5  ■
would be equal. To solve 20  100
2.5  ■,
divide 20 by 2.5 and then multiply by 100.
1
b) 0.025 is  of 2.5, so there are 100 times as
c) 1.89 100
many pieces of size 0.025 as pieces of size 2.5
6. 2.5 g in a number. So, ■  0.025
100  ■  2.5
7. a) 9.3 mL b) 0.3 mL and I know from part a) that that is a way to
8. $8000 calculate the answer.
13. 100%

NEL Answers 501

14. e.g., To write a decimal as a percent, just multiply 6. $500
by 100 using mental math. If the fraction is an easy 7. about 80
1 1
one, like  or , it is easy to write as a percent. 8. about 187
10 100
9. The 13.3% of the population that they make up
4.4 Solving Problems Using a Proportion,
now is a percent of the current population and not
pp. 161–162
the population in 2045.
1. e.g., The percents go from 0 to 425; 425% is a bit
more than 400%, and 400% is 4 groups of 100%. 10. 1 691 648 people
Since 100% is 85 from the second number line, to 11. $164.62
get 425% of 85 multiply 85 by 4 and add a bit. 12. 8
2. 32.24 kg 13. a) e.g., Last year, the school population was
3. a) 108 b) 180 c) 24 d) 11 400 students. The population grew by 125%.
4. e.g., 32; 20 is a little more than halfway to 100%, What is the new population?
so the number is between 30 and 40, or about 32. b) e.g., A school population is now 400 students,
which is 125% of the original population.
5. e.g., a)
What was the original population?
0% 20% 40% 60% 80% 100% c) e.g., 3.5% of the students in a school of
0 23 46 69 92 115 400 competed in a math contest. How many
students competed?
b) 0% 20% 40% 60% 80% 100%

0 10 20 30 40 50 Mid-Chapter Review, p. 169

1. a)
6. about 2.8 billion downloads
5
7. a)  b) 0.5% c) 20 000%
1000
8. e.g., 3 330 000
9. e.g., 1.26 million
10. e.g., A percent is a ratio where the second term is b)
100. If you are trying to compare one number to
another and write it as a percent, you are trying to
get an equivalent ratio where the second term is 100.

4.5 Solving Percent Problems Using Decimals,

pp. 165–167
1. a) 0.152  35
■, 5.32
b) 1.24  18
■, 22.32
c) 40  0.055
■, 727.27
d) 30  1.60
■, 18.75
c)
2. 560
3. a) 7 b) 1.125 c) 160 d) 3000
4. a) What is 45% of 36?
b) What is 120% of 45?
c) What is 0.4% of 180?
d) 56 is 7% of what number?
e) 36 is 180% of what number?
f) 90 is 0.5% of what number?
5. a) $209.99 b) $83.99 c) $52.49

502 Answers NEL

 2. a) 7. $540
8. e.g., When you use a ratio table, you can decide
what percents to put together to make the
necessary percent, so it is your own point of view.

4.8 Combining Percents, pp. 176–177

1. discount $84.99, final cost $267.71
2. $28 400
b)
3. a) $35.99 b) $131.99 c) $1.80
4. a) i) $134.96 ii) $74.99 iii) $24.84
b) i) $141.71 ii) $78.74 iii) $26.08
5. Yes; suppose the item was $100, the discount was
10%, and the taxes were 5%. If you do the taxes
first and then the discount, you would take 90%
of $105
$94.50. If you take the discount first
c) and then do the taxes, you would take 105% of
$90
$94.50.
6. $87.50
7. the second store
8. a) 14% b) 15.6%
9. The 25% is based on a price of $150, so the added
amount is 25% of 150. However, the reduction is
3. action: 20 students, fantasy: 5 students, based on the new price, which is higher, so the
sports: 15 students reduction is 25% of a higher number. The
4. a) e.g., 150%, 135 is close to 150, and 95 is close reduction is greater than the increase, so the final
150
to 100, and  is 150%. price is not the original price.
100
b) e.g., 120%, 29 is close to 30, and 26 is close to
30
4.9 Percent Change, pp. 181–183
25, and  is 120%.
25 1. a) 65 b) 125 c) 40 d) 49.75
1
c) e.g., 0.5%, 6 is about , or 1%, of 640, and
100 2. a) e.g., 10% of 8500 is 850 and 8% is less than
3 is half of that.
10%.
5. 27
b) 108% c) 9180 d) 92.59%
6. 40
3. a) 50% decrease c) 300% increase
7. a) 15.15 L b) 220 L
b) 12.5% increase d) 10% decrease

4.6 Solve Problems by Changing Your 4. 250%

Point of View, p. 173 5. 95.5%
1. a) 0.8  price b) 1.05  price 6. $220
2. e.g., Double 20% and then add half of the number; 7. a) 15.09%; 30 782  26 745
4037. Compare
or triple 20% and subtract half of the number. 4037 to the 2001 population since that is the
4037
3. $51.44 population that increased. 
0.1509, so
26 745
the percent increase is 15.09%.
4. $508.50
b) 35 427
5. 64 cm2
8. a) 11.48% b) 111.48%
6. e.g., Bella 10 days, Alan 3 days, and Richard 15 days;
9. a) 3939 homes b) 3374 homes
or Bella 20 days, Alan 6 days, and Richard 30 days

NEL Answers 503

10. No, the increase was 1.5 hours, which is 3 times 2. e.g., On Tuesday, I did homework for 1 h and on
1
 hour. That means the increase was only 300%. Wednesday I did it for 2 h, so the time spent on
2
11. 137.5% homework increased by 200%.
12. about 1.6 kg 3. a) 240%
b) because the number of litres is not a percent
13. 19.3 million
of time
14. 6.7 million
4. a)
15. a) 3.5% b) $7.76
16. b), c), d); e.g., A decrease of 25% means the new
price is 75% of the old one. The first choice is
125% of the old price, not 75%, but all of the
others are 75% of the original price.

Chapter Self-Test, p. 185

1. a) 77 b) 67.5 b)
2. 3.5%
3. about 9.1%
4. 6700 km
5. 124 students
6. a) $42.83 b) 95%
7. 700%
c)
Chapter Review, pp. 187–188
1. a)

b)
5. 615 students
40 205
6. a) , 0.4, 40% b) , 2.05, 205%
100 100
7. a) 250% b) 0.4% c) 158%
c) 8. 12.5%
9. a) 40 b) 20.8 c) 250% d) 20 000
10. 3.2%
11. a) 11.2 b) 23.6 c) 45
12. 250 students
13. a) 65% b) 105%
14. a) $24.13 b) $44.82 c) $5.38 d) $50.20
15. a) 300% increase c) 900% increase
d) b) 25% decrease d) 90% decrease
16. 40.3%

504 Answers NEL

Chapter 5, p. 190 b)
3 cm
5.2 Drawing the Nets of Prisms and Cylinders, 2.6 cm
pp. 198–199
1.
18 cm
2 cm
c) <ANS-F032c-MF8SB:
6.5 cm
4 cm

20.4 cm

12.0 cm
3 cm
2. A and C
3. 2 cm
2.5 cm

6 cm 5. a) triangular prism b) cube

6. a) one rectangular prism and one triangular prism
with the same width
3 cm b)

2.5 cm

3.5 cm
4. a) <ANS-F032a-MF8SB:>

2.5 cm

7. a)
7.5 cm 30 cm 33 cm

14 cm

6 cm

NEL Answers 505

 b) 27 cm b) e.g., For a rectangular prism, draw the base
9 cm rectangle, and the sides of the base around it.
Add the top of the prism to one side. For a
triangular prism, draw the base rectangle, and
then the triangular bases of the prism at the
ends of the rectangle. Draw the two other sides
50 cm of the prism, connected on each side of the
base. For a cylinder, draw two circles with the
same radius as the cylinder. In between them,
draw a rectangle whose length is the height of
the cylinder and whose width is the
circumference of the cylinder.

c)
20 cm

63 cm

60 cm

5.3 Determining the Surface Area of Prisms,

8. e.g., assuming the rolls are in a 1-by-8 array, pp. 205–206
standing up: 1. a)
56 cm 8.0 cm

4.5 cm

13 cm 3.2 cm

b) 9.2 cm

5.1 cm

9. a) e.g., If the net has 6 sides, all of them rectangles,

then it is likely to be a rectangular prism. If it has 3.6 cm
5 sides, 2 of which are congruent triangles and 3
of which are congruent rectangles, it is likely to 4.8 cm
be a triangular prism. If it has two circles and a
rectangle, it is likely to be a cylinder.

506 Answers NEL

 2. rectangular prism 152 cm2, c) 68 400 cm2; 50 400 cm2; 46 800 cm2
triangular prism 144.24 cm2 d) e.g., The crate with the least surface area is
3. a) b) 126 cm2 60 cm by 90 cm by 120 cm.
5. yes
6. a) 39.1 m2 b) 3 cans
3 cm 7. 20.6 m2
8. figure B
5 cm 9. greater than
10. a) e.g.,
6 cm
4. a) 2 cm
360 cm 60 cm

2 cm
60 cm
b) e.g., The new surface area is 4 times greater
than the original surface area.
30 cm 180 cm 1
c) e.g., The new surface area is  of the original
60 cm 4
surface area.
90 cm
11. a) 376 m2 b) e.g., h
6 m, b
6 m, l
17.5 m
12. e.g., to calculate how much material needs to be
120 cm used to build or cover the prism
60 cm
13. a) 5 separate areas but only 2 or 3 different areas
b) 360 cm b) 6 separate areas but only 3 different areas
side 30 cm
5.4 Determining the Surface Area of Cylinders,
60 cm end base end
pp. 212–213
side 1. a) about 251 cm2 b) about 353.3 cm2
2. a) about 314 cm2 b) about 184.3 cm2
top
3. a) about 408.2 cm2
b) about 361.1 cm2
c) about 452.2 cm2
4. about 19 m2
5. a) about 0.60 m2 b) about 0.17 m2
60 cm 6. a) about 188.9 m2 b) $175

180 cm 7. If both cylinders have the same height but the

circular base of each cylinder is different, the
cylinders will have different surface areas.
8. about 2.4 m2
9. about 1.3 m2
90 cm 10 a) about 162.9 m2
b) about 2491.6 m2
60 cm c) about 201.0 cm2
11. 53 CDs
120 cm

NEL Answers 507

12. Alike: you have to calculate the area of each c)
8.5 cm
surface and add them together. You can use the
formula for the area of a rectangle to calculate at
least one face of each. Different: you have to use
the formula for the area of a circle to find the
surface area of a cylinder. 20.5 cm

Mid-Chapter Review, p. 216

1.

about 1548.0 cm2

d)
25 cm

10 cm

4 cm 80 cm

6 cm

about 16 485 cm2

6. about 2.8 m2
2. a) No, both circular faces are on the same side.
b) yes
5.5 Determining the Volume of Prisms,
c) No, circular faces are not on opposite sides.
pp. 220–222
3. 272 cm2
1. a) 84 cm3 b) 43.0 cm3 c) 165 cm3
4. 8.28 m2
2. a) 1440 cm3 b) 720 cm3
5. a)
4 cm 3. a) 72 cm3 c) 1020.0 cm3 e) 42 cm3
b) 650.0 cm3 d) 12.0 cm3 f) 21.0 cm3
4. a) 60 cm3
8 cm b) No, because B has the same dimensions as A,
so they have the same volume.
5. a) 160 cm3
about 301 cm2 b) No, because both A and B are equal to half of
a rectangular prism 10 cm  4 cm  8 cm.
b)
7.5 cm 6. a) 512 cm3 b) 0.5 cm3 c) 21.0 km3
7. a) 288 cm3 b) 9.6 cm c) 3 cm
8. a) 144 cm3 b) 40 cm
15 cm 9. B; its volume is greater than A’s, so Anthony would
get more nails for the same price.
10. e.g., 41 160 cm3
11. 432 000 cm3 or 0.432 m3
about 1059.8 cm2

508 Answers NEL

12. a) 3. a) b) about 3.7 m2

2 cm 1.25 m
4 cm
3 cm
0.50 m
b) It is 8 times the original.
1
c) It is  the original. 2.50 m
8
13. the family size 4. a) 24
14. a) red 384 cm3,
white 384 cm3,
blue 128 cm3, b) e.g., box A: 18 cm by 24 cm by 12 cm, surface
yellow 288 cm3, purple 512 cm3, green 352 cm3 area of 1872 cm2; box B: 12 cm by 36 cm by
b) purple 12 cm, surface area of 2016 cm2; use box A as
it has less surface area.
15. e.g., A classroom about 8 m wide, 10 m long, and
3 m high has a volume of 240 m3. 5. Assuming the pizza is 3 cm thick, it occupies 37%
of the box and does not occupy 63% of the box.
16. no, if the bases are also equal
6. yes, when the objects involved are simple
5.6 Determining the Volume of Cylinders,
pp. 225–226 Chapter Self-Test, pp. 233–234
1. a) about 314 m3 b) about 337.6 cm3 1. a) 354.3 cm2 b) 1350 cm2 c) 553.0 cm2

2. a) about 8204.0 cm3 b) about 143.3 cm3 2. 8.00 cm 8.00 cm

3. a) about 48.1 cm3 b) about 31.4 cm3 25.12 cm 25.12 cm
4. 72 times 14.00 cm 11.00 cm
5. e.g., about 27 500 L
6. about 220 cm3
7. 10.0 cm
3. statement a)
8. 25 coins
4. a) 133.8 cm2 b) 282.0 cm2 c) 227.0 cm2
9. B
5. a) 140 cm3 b) 3780 cm3
10. the cylinder 10 cm in diameter and 7 cm high
6. A
11. a) 4.5 cm b) chicken soup can
7. a) surface area 420.4 cm2, volume 652.2 cm3
12. Alike: you use the formula V
area of base  height
b) surface area 466 cm2, volume 760 cm3
to calculate the volume. Different: you calculate the
8. No, the volume is 31 500 cm3.
area of the base differently, depending on whether it
is a rectangle, a triangle, or a circle. 9. a) 20
b) e.g.,
5.7 Solve Problems Using Models, p. 231 40 cm
20 cm
1. arrangement B
75 cm 16 cm 75 cm 8 cm
2. a) e.g., box A: 32 cm by 24 cm by 16 cm (4 cans
by 3 cans by 2 cans); box B: 48 cm by 32 cm I would use box A, as it uses less material.
by 8 cm (6 cans by 4 cans by 1 can).
b) box A; it uses less material.

NEL Answers 509

Chapter Review, pp. 236–238 3. a) A: B’s base and top are too small.
1. a) b) B: A’s base is an equilateral triangle.
c) A: B’s base is too large.
d) B: A is a rectangular prism.
5 cm
4. a) 888 cm2 b) 1334.5 cm2 c) 1012.5 cm2
3 cm 5. 15 120 cm2, or about 1.5 m2

8 cm 6. about 980 cm2

b) 7. B, because it has the greater volume.
8. 729 000 cm3
9. e.g., about 15 cm high and a radius of 4 cm
10. 127 562.5 cm3
11. a) e.g.,
A. B.

15 cm
15 cm
6 cm 10 cm
20 cm 40 cm
20 cm
c)
1 case  1 case  10 cases 1 case  2 cases  5 cases
6 cm b) e.g., box A, because it requires less material.
4 cm

5 cm
Chapter 6, p. 240
6.1 Integer Multiplication, pp. 248–250
1. a) e.g., 3(4) c) e.g., 2(7)
b) e.g., 3(1) d) e.g., 5(4)
d)
10 cm 2. a) 10 b) 12 c) 12
3. a) 12 b) 8 c) 25 d) 16
31.4 cm
7 cm 4. a)

b)

2. e.g., Draw the base of the prism, the two sides, the
top part, and the two ends. The top and the base
are congruent, the sides are congruent, and the c)
ends are congruent. Calculate the area of each part
and then calculate the total of the areas to
determine the surface area of the prism.
side

end base end

side
5. a) 4  (2)
8 c) 4  (2)
8
b) 2  4
8 d) 2  4
8
top

510 Answers NEL

 6. a) 20 b) 20 c) 16 d) 16 e) 30 f) 30 6.2 Using Number Lines to Model Integer
7. a) e.g., 2, 7 b) e.g., 8, 4 c) 8, 9 Multiplication, pp. 255–257
8. a) 2 b) e.g., 5, 3 c) e.g., 6, 4 d) e.g., 9, 3 1. a) 2  9
18 b) 3  (5)
15
9. e.g., If you multiply two negative integers, the 2. a) 10 h ago b) 12 h ago c) 20 h ago
product is positive, and if you multiply two positive 3.
integers the product is positive (e.g., 3  6
18
14 12 10 8 6 4 2 0
and 3  6
18). If one integer is negative and
the other is positive, then the product is negative. 4  (3)
12
It doesn't matter which integer is negative and 4.
which one is positive (e.g., 3  6
18 and
3  6
18). 28 24 20 16 12 8 4 0
10. a) 5 and 5 or 5 and 5, product of 25 4  (7)
28
b) 5 and 5 or 5 and 5, product of 25
5. a) 5  4
20 b) 2  5
10
11. a)  b)
c)  d)  e)  f) 
6. a) 5(6)
30, 5  6
30
12. a) 1  16, 1  16, 2  8, 2  8, 4  4 b) because 5(6)
5(6)
b) 1  16, 1  16, 2  8, 2  8,
7. a) 4  (100)
400
4  4, 4  4
b) 3  5
15
13. e.g., 2, 3, 4; 2, 3, 4; 1, 2, 12; 1, 3, 8; c) 6  (2)
12
1, 4, 6
8. a) 0 c) 80 e) 180
14. a) e.g., 3  (10) c) e.g., 1  1
b) 140 d) 60 f) 1000
b) e.g., 25  2 d) e.g., 4  10
9. a) 200
20  (10)
15. 50  (2)
100 b) e.g., A negative speed value, in km/h,
16. a) In A, each product is 14. In B, each product represents riding a bicycle west, and a positive
is 14. speed value represents riding east. A positive
b) e.g., If a golfer scores 2 under par for 7 holes, number tells for how long in hours someone
she is 14 under par. If you spent $7 each day rides, and a negative number tells how long
for 2 days, you would have 14 fewer dollars, ago they started riding. If Ted started riding 10
or $14. If you had 2 parking tickets for $7 hours ago at 20 km/h west, where is he now?
cancelled, you would get your $14 back. If you 10. e.g., 6  4, 4  6, 3  7, 7  3, 11  2
bought 2 packs of 7 stickers, you would have
11. Draw a blue arrow from 108 to 0. Make 9 equal
14 stickers.
jumps from 108 to 0 and determine the length of
17. a) The product of 3  (2) is positive. The each section. Each section is 12 units long. Since
product of a positive number and 4 is also the arrows point left, each represents 12.
positive.
12. a) 2500, 12 500, 62 500. Multiply the previous
b) 4  (5) is negative. The product of a negative
term by 5.
number and 6 is also negative.
b) 6655, 73 205, 805 255. Multiply the
18. a) 243, 729, 2187. Multiply the previous term previous term by 11.
by 3.
13. a) 120 b) 600
b) 24, 48, 96. Multiply the previous term by 2.
14. a) 20 b) 16 c) yes
19. Either there were three positive integers and one
negative integer or there were three negative
integers and one positive integer.

NEL Answers 511

15. a) 12  10 4. a)
40 32 24 16 8 0
0 20 40 60 80 100 120
b)
24 20 16 12 8 4 0
12  10
120
12  (10)
12  (10)
120 c)
0 9 18 27 36 45
120 100 80 60 40 20 0

b) (15)  (20)
5. 3  (8)
24

300 240 180 120 60 0 6. 30  15
450

7. e.g., Marc took $10 out of his bank account eight
15  (20)
300 weeks in a row. Express the amount of money that
15  20 came out of the account as an integer.
15  20
300
6.4 Integer Division, pp. 264–267
1. a) 9 b) 0 c) –9 d) –8
0 60 120 180 240 300
2. a) B, 2 b) C, 2 c) D, 2 d) A, 2
16. a) For ()  (), show a chain of equal left- 3. a) 15  3
5 b) 10  5
2
pointing blue arrows starting at 0. For ()  4. a) 8  (9)
72; 72  (9)
8
(), show a chain of red arrows of the same b) 12  7
84; 84  7
12
length as the blue one, but ending at 0. Both c) 6  (11)
66; 66  (11)
6
arrows show the same negative number on d) 40  20
800; 800  20
40
the left. 5. a) 8 b) 4 c) 8 d) 11 e) 0 f) 6
b) For ()  (), show a chain of equal left-
6. Agree; the mean represents the total score change
pointing blue arrows ending at 0. The starting divided by the number of score changes recorded.
point of the chain should show the positive The number of score changes recorded must be a
product of the negative integers. positive number.
7. e.g., a) 200 c) 14 e) 7
Mid-Chapter Review, p. 259
b) 30 d) 20 f) 24
1. a)
8. a) 4 b) 4 c) 3 d) 16 e) 8 f) 27
b) 9. a)
a b ab Example

   23
6
   2  (3)
6
   2  3
6

c)    2  (3)
6

a b ab Example

   62
3
2. a) 12 b) 18 c) 20 d) 8 e) 0 f) 56
3. a)  b)
c)  d)  e)  f)     6  (2)
3
   6  2
3

   6  (2)
3
512 Answers NEL
 b) e.g., Division can be related to a multiplication 12. a)
Starting Final Change in
operation. You can then use the multiplication
Day price ($) price ($) price ($)
rules.
10. a) 20 b) 12 c) 100 d) 8 Mon. 675 673 2

11. e.g., Modelling these divisions on a number line Tues. 673 671 2
shows jumps in opposite directions, so the
Wed. 671 669 2
quotients are opposites.
Thurs. 669 677 8
12. 4  (2)
(2), since ()  ()
().
4  2
(2), since ()  ()
(). Fri. 677 685 8
These expressions are equal. (4)  (2)
2,
since ()  ()
(). 4  2
2. b) $675 c) $2
These expressions are equal. 13. e.g., I have 2 soft drinks and bought 2 more
13. 1 packs, each pack containing 6 soft drinks.
14. a) 2¢ b) 22¢ c) 11¢ 2  2  6
14. If calculated from left to right,
the result is 24.
15. a) 6 b) 9 c) 1 d) 4 e) 2 f) 3
14. e.g., Same: the order of operations. Different:
16. e.g., How many times as deep as Lake Superior is
with whole numbers you have to consider only
the Marianas Trench?
the number value, but with integers you have to
10 962 m  406 m
27 times
consider the sign too.
17. a) negative, since ()  ()
()
b) negative, since ()  ()
() 6.6 Communicate about Problem Solutions,
c) positive, since ()  ()
() p. 277
1. a) e.g., i) Multiply by 2. Add 4. Subtract 14.
6.5 Order of Operations, pp. 270–273 ii) Subtract 2. Multiply by 3. Subtract 26.
1. a) 8 b) 27 c) 22 d) 1 iii) Add 4. Divide by 2. Add 7.
2. a) (6)  (8) b) 9  (3) b) Do the opposite operation, in reverse order.
3. a) 10 b) 35 c) 28 d) 30 e) 60 f) 666 e.g., i) Add 14. Subtract 4. Divide by 2.
ii) Add 26. Divide by 3. Add 2.
4. a) (2  4) was not performed first.
iii) Subtract 7. Multiply by 2. Subtract 4.
b) 3  (8)  (2  4)
3  (8)  (6)
2. 3

24  (6)

4 3. 28

5. a) 2 b) 1 c) 1 d) 6 e) 1 f) 8 4. 2 km west
5. a) e.g., These were Guy’s last three cards before he
6. a) 213
b) Yes; otherwise it would have done the landed on 5 on the game board, but maybe
operations from left to right and given the not in the order shown: Subtract 2. Add 2.
answer 26.85. Divide by 3. Where was he three turns ago?
b) e.g., Try the reverse operations in all the
7. (40  6  3)  (4  5)
237
different possible orders. He might have been
8. 40 °C on 7, 15, or 23.
4  (4)  0  1  (1)  (2)  (4)
9.  ; 2 °C
7
Chapter Self-Test, p. 280
10. a) 36  (4  1)  2
24
1. a) e.g.,
b) 12  4  (3)
24
c) 15  (12)  6  16
47
b) e.g.,
11. 10  (39  42)  100  (4  5)  50  (42  38)
 30  (21  19)
130
0 2 4 6 8 10 12 14 16

NEL Answers 513

 c) e.g., 7. a) 58  (36)  (15)
37
b) 4  (3)  28
40
8. a) e.g., 35 b) e.g., 10
9. wrong, e.g., for 2  3  4, using order of
operations: 2  3  4
2  12
–10,
from left to right: 2  3  4
1  4
4

Chapter 7, p. 284
d) e.g., 7.2 Tessellating with Regular Polygons, p. 292
1. A regular hexagon tessellates. e.g., Its interior
angles are 120°, and so three regular hexagons fit
25 20 15 10 5 0 around a vertex.
2. No, two octagons would cover 270°. Three
octagons would cover 405°. The third octagon
e) e.g.,
would overlap.
3. a) No, two dodecagons would cover 300°. A
third would overlap.
b) No, because the interior angles would not
change.
4. e.g., No, Jordan is wrong, because he used the
wrong division. He divided by the number of sides
f) e.g., instead of by the size of the interior angles.
5. e.g., The size of the interior angles must be a factor
of 360°.
36 27 18 9 0
7.3 Tessellating with Quadrilaterals, p. 296
2. a) 6 b) 27 c) 144 d) 6 e) 7 f) 8 1. a) b) e.g., I reflected a rhombus along one of its
3. a) 9 b) 12 c) 56 d) 414 sides. I reflected the second rhombus the same way.
4. lost $250
5. 12 and 10
6. 39 greater
7. a) 10 b) 33 c) 666 d) 9
8. e.g., 10  10  (4)  (4  3) c) e.g., I rotated the quadrilateral about the
middle of the slanted side to form a rectangle.
Chapter Review, p. 282 I copied and translated the rectangle to form
1. a) 16 b) 16 c) 0 d) 20 a tessellation.
2. a) positive; ()  ()
(), then ()  ()
() 2. a) e.g., I translated the two rhombuses to the
b) negative; ()  ()
(), then ()  ()
() right the width of one rhombus. I continued
3. a) 80 b) 80 c) 72 d) 231 the translation.
4. e.g., 1  (1)  (3)  4  (2) and
1  (1)  (6)  2  (2)
5. a) 4 b) 4 c) 9 d) 3
6. a) 5 b) 6

514 Answers NEL

 b) e.g., All the figures in this tessellation have the c) No; all quadrilaterals must tessellate.
same orientation.
7.4 Tessellating with Triangles, p. 302
1. a) e.g., a square
b) e.g., Yes, all squares tessellate.
2. a) a right triangle
3. e.g., I rotated the trapezoid about the slanted side b) Yes, I can reflect the new triangle along its
to form a rectangle. I copied and translated the hypotenuse to make a square, which I know
rectangle to form a tessellation. will tessellate.
3. b) e.g., I tessellated by rotating 180° about the
midpoint of the longest side to make a
parallelogram.

I rotated the trapezoid about the midpoint of the

slanted side to form a rectangle. I reflected the
rectangle along its sides to form a tessellation. c) e.g., I tessellated by reflecting along the longest
side to make a kite on its side.

4. e.g., a) – c) I rotated the kite about the midpoints

of its sides and continued this tessallation.
d) e.g., I was tessellating a quadrilateral both times,
but the tessellations looked different because one
was a kite and the other was a parallelogram.
4. e.g., I reflected over one of the equal sides to create
a kite and I rotated 180° around the midpoint of
one of the equal sides to create a parallelogram.
5. e.g., Yes, except for equilateral triangles, which
always form the same tessellation.

5. a), b) no tessellation possible Mid-Chapter Review, p. 305

1. No, because copies of the loonie cannot be arranged
c) e.g.,
so the angles at each vertex add up to 360°.
2. e.g., I translated in the first tessellation and
reflected and translated in the second.

6. rotate a quadrilateral about the midpoint of a side

7. a) b) e.g.,

NEL Answers 515

 3. e.g., Using the lower right quadrilateral, he can 7.6 Tessellating Designs, p. 315
rotate the top side and left side 180° about their 1. a)
midpoints and translate up to the left.
4. the same

7.5 Tessellating by Combining Shapes, p. 309

1. No; no combination of interior angles for
hexagons and squares adds up to 360°.
2. No; no combination of interior angles for b) Yes, because it is based on a square, and
pentagons and equilateral triangles adds up to 360°. squares tessellate.
3. a) e.g., I think hexagons and triangles will 2. a) e.g.,
tessellate because combinations of their interior
angles, 60° and 120°, add up to 360°.
b) e.g.,

b) e.g., I changed the left side and translated it to

the right side. I changed the top and translated
it to the bottom.
c) Yes, because it is based on a rectangle, and
rectangles tessellate.
3. a) e.g.,
c) e.g., I placed 4 triangles and 1 hexagon at one
vertex, and their angle sum was 360°. Once I
had my first vertex with my 5 shapes, I
continued this combination for the other
vertices. This pattern of one hexagon and 18
equilateral triangles can continue forever by
translation.
4. A dodecagon and an equilateral triangle; the
angle sum at the vertex would be b) It will tessellate because it is based on a
150°  60°  150°
360°. triangle, and triangles tessellate.
5. Yes; the angle sum at the vertex is 360°, and c) e.g.,
120°  90°  60°  90°
360°. The angle of the
gap where the hexagon meets the square is 150°.
I can fit a square and a triangle into the gap. I can
keep repeating that combination at every vertex.

4. a) a rectangle
b) translations, reflections, and rotations
c) e.g., He probably cut out a section from one
half of one side and added it to the other half
of the same side.

516 Answers NEL

 5. e.g., No, because if the same change does not happen b) e.g., I added a hexagon along the top side of
on the opposite side, or if half a side is not changed the dodecagon and a square along an adjacent
and rotated, then the tiles will not fit together. side of the dodecagon. I used translations to
add hexagons and rotations to add squares to
7.8 Communicate about Tessellations, p. 320 the dodecagon.
1. e.g., Translate the hexagon to the left, right, and 3. The two patterns will be the same.
up and down.
4. a)
2. e.g., Pentagons do not tessellate because they have
no combination in which the interior angles at a
vertex add up to 360°.
3. e.g., The artist changed the left and top sides of a
rectangle and translated the changes to the right
and bottom sides.
c) No, it is not possible, because no arrangement
works.
5. a) b) e.g., Change the left side, then rotate the
change 180° about its midpoint and apply it to the
right side.

4. a) e.g., 1) Reflect the kite horizontally and

translate the image alongside the kite to create
a six-sided figure. This figure will tessellate.
2) Rotate the kite 180° cw about its midpoint
and translate the image alongside the kite to
create a six-sided figure. This figure will Chapter Review, p. 324
tessellate. 1. The interior angles of a nonagon are 140°, so
b) The result is the same for both methods. putting two nonagons together at a vertex gives a
centre angle sum of 280°, which will leave a gap of
80°, while putting three nonagons together gives a
centre angle sum of 420°, which will cause overlap.
2. a)

Chapter Self-Test, p. 322

1. a) Yes, it is a triangle, and all triangles tessellate.
b) Yes, it is a quadrilateral, and all quadrilaterals b) No, it is not possible to tessellate the
tessellate. quadrilateral in any other way so that all the
sides match and the angle sum is 360°.
2. a) e.g.,
3. No, all quadrilaterals tessellate, e.g.,
2 3 4 1
1 4 3
4 2
1 2 3
3 2 1 4

NEL Answers 517

 4. Yifan rotated the triangle about the midpoints of 2. a) e.g., What is the approximate time needed for
its sides until he made a hexagon. Patrick rotated most students to get to school?
the triangle about the midpoints of its sides until b) e.g., How many students need less than 2
he made a trapezoid. Then he reflected the minutes to get to school?
trapezoid along its base. 3. a) e.g., the double-bar graph; yes
5. square and hexagon; e.g., The interior angle of b) e.g., the mean temperature for each month
the dodecagon is 150°. That leaves 210° to fill at 4. a) e.g., yes, by reading the running times from the
the vertex. A square has angles of 90° and a bar graph
regular hexagon has angles of 120°. b) because Juan’s graph would show how many
150°  90°  120°
360°. There was no way to movies are in each group, not the actual
combine 60° or 108° with 150° and one other running times
shape to total 360°.
5. a) e.g., group by whole seconds and group by half
6. e.g., I changed the top left (short) side and made seconds
the same change to the top right side. I then b) e.g., Running Times
changed the bottom left (long) side and made the 14
same change to the bottom right side. 12

Number of runners
10
8
6
4
2

.9

.9

.9

.9
.9
11

13

14

15
12
.0–

.0–

.0–

.0–
.0–
11

13

14

15
12 Times of runners (s)
Cumulative Review: Chapters 4–7, pp. 326–327 Running Times
1. B 4. D 7. D 10. C 10
Number of runners

2. A 5. C 8. D 11. A 8
3. B 6. C 9. B
6

4
Chapter 8, p. 328 2
8.2 Changing the Format of a Graph,
pp. 337–338 0
.9

.9

.4

.9

.4

.9

.4
.4
11

12

13

13

14

14

15
12

1. a) Same: they display the same data. Different:

.5–

.5–

.0–

.5–

.0–

.5–

.0–
.0–

the way the data are displayed.

11

12

13

13

14

14

15
12

b) e.g., In the pictograph, dogs appear to be just a Times of runners (s)

little more popular than cats. The bar graph and c) e.g., Graph 1 shows that most runners had a
circle graph show dogs as much more popular. time in the 14.0–14.9 group and Graph 2
c) e.g., the bar graph, because it is easier to shows that most runners had a time in the
compare the categories. 13.5–13.9 group.
6. The height of each bar may change.

518 Answers NEL

8.3 Communicate about Choosing a Graph, 2. a) e.g., I chose a bar graph so that I could
p. 341 compare the data quickly.
1. e.g., A circle graph would be best for displaying Top Earning Movies in 2006
topics in which the data can be grouped into 5

Number of movies
categories that can be compared to the whole, such 4
as budgeting money, time spent on different
activities in a day, or comparing the number of 3
copies sold in one year of three different 2
magazines. The values of the categories within
1
these topics may not be as important as the size of
the category in relation to the whole. 0
200–249 250–299 300–349 350–399 400–449
2. e.g., A track and field team may want to have
Box office returns ($ million)
information about their total number of wins and
losses in each event. They could use a bar graph or b) e.g., My classmate used a pictograph. Both
pictograph to display the frequency of wins and graphs showed a big difference between the top
losses for each event and to compare them. earning movie and the others, but I thought the
3. a) e.g., Endangered species in Canada include bar graph showed this better.
plants and animals. More animals are c) e.g., Pirates of the Caribbean: Dead Man’s
endangered than plants, but plants make up Chest was the most popular movie, so order
the largest single group. more copies of this movie to rent.
b) e.g., Yes, a bar graph could show numbers
instead of percents. 8.4 Changing the Scale of a Graph, pp. 347–349
1. a) Ketchup is the most popular, followed by
4. e.g., Include the source of the data. Suggest how to
mustard. Relish is much less popular, and hot
lower the number of endangered species. Would
peppers are not popular at all.
another type of graph be better to present the data?
b) e.g., Favourite Hot Dog Toppings
5. e.g., Use a line graph when the data describe a trend, 300
a pictograph or bar graph to describe frequency, and
Number of people

250
a circle graph to describe parts of a whole.
200

Mid-Chapter Review, p. 343 150

1. a) between 10 and 19 km 100
b) e.g., Distance Cycled by Bike-a-thon 50
Participants
18 0
ketchup mustard relish hot peppers
Number of participants

16
Toppings
14
12 2. a) Graph 1
10 b) Yes, the data points are identical.
8
6 c) Graph 1; it shows a greater increase in
4 attendance.
2
3. a) Annual Amount of Pop for Each Person
0
0–24 25–49 50–74
2001
Distance (km)
1991
Year

Most rode from 25 to 49 km.

1981
c) e.g., Yes, the second graph makes it appear that
most participants rode a greater distance. 1971

0 10 20 30 40 50 60 70 80 90 100 110 120

Amount (L)

NEL Answers 519

 b) e.g., My scale is from 0 to 120 in increments Chapter Self-Test, pp. 356–357
of 10. 1. e.g., bar graph, to make comparison easier
4. a) no 2. a) e.g., Wingspans of Seagulls
b) Draw the number scale from 0 to 29. 8
7

Number of seagulls
5. Distance Travelled During 6
Summer Vacation 5
14
4
12
Number of students

3
10 2
8 1
6 0

9
4

9
12

15
14

16
13
0–

0–
2

0–

0–
0–
12

15
14

16
13
0
Wingspans (cm)
99

9
9

29

39

49
19
0–

0–

0–

0–
0–

Wingspans of Seagulls
8
20

30

40
10

Distance travelled (km) 7

Number of seagulls
6
6. e.g., To make the differences appear less than they 5
are, start the graph at 0. To make them appear 4
greater, start it at 41. 3
2
1
8.5 Recognizing Misleading Graphs,
0
pp. 352–353
9

8
7

16
12

15
14

16
13
1. a) Graph 1

4–
2–

6–
8–

2–
b) The width of the bars makes the differences 0–

15
12

13

14

16
13

appear greater than they are. Wingspans (cm)

2. a) e.g., Same: both show increase in profit. b) e.g., Yes, Graph 1 makes the first groups look
Different: Graph 2 is steeper. similar while Graph 2 makes them look quite
b) Graph 2, because the profits appear to increase different.
more quickly
3. a) e.g., a line graph to show change over time
c) about $5800, assuming profits continue to
b) Even though the 2006 price is less than the
increase at the same rate
2001 price, there was a large increase from
1
3. a) The second one is  times the first. 2002 to 2006.
4
b) The buying power is , not .
1 1 c) e.g., a bar graph, with the cost for each year as
2 4 a bar
c) Draw the same graph, but with bars the same
width. 4. e.g., Start the horizontal scale at 400.

4. No; it is possible that no single cause in “Other” is B.C. National Park Attendance
greater than 27.2%. Yoho 581
5. e.g., In a bar graph, the scales are evenly spaced Pacific
Rim 769
and the bars are the same width.
Mount
606
Revelstoke
Kootenay 425

400 500 600 700 800

Thousands of visitors

520 Answers NEL

 5. a) e.g., They show the same data. c) It would look as if the white-tailed deer, wolf,
b) The scales are different. caribou, and lynx have no lifespan.
c) e.g., Students like pepperoni the best and 5. a) 1995: 1; 2000: 8; 2005: 27.
onions the least. b) No, the sales in 2000 should be double the sales
d) Each graph is misleading. In the first graph, the in 1995, not 8 times greater, and sales in 2005
bars have different widths, and the scale of the should be triple the sales in 1995, not 27 times
second graph starts at 25, not 0. greater.
c) e.g., Draw a bar graph with a scale from 0 to
Chapter Review. pp. 359–360 400, with each square 50.
1. a) e.g., Life Expectancy in Countries
6 6. e.g., Use scales that do not exaggerate the data and
Number of countries

5 do not enlarge bars in bar graphs or sectors in circle

4 graphs to create a false impression.
3
2
1 Chapter 9, p. 362
0
50–59 60–69 70–79 80–89 9.1 Making a Table of Values, pp. 368–369
Life expectancy (years) 1. a) b) n
n c
4(n  3) n t
  7
b) e.g., Life Expectancy in Countries 2
4
Number of countries

1 16 1 7.5
3
2 20 2 8
2 3 24 3 8.5
1 4 28 4 9
0 5 32 5 9.5
45–54 55–64 65–74 75–84
Life expectancy (years) 6 36 6 10
The first bar graph shows a rise and fall in life n
2. e.g., a) k
  4n, t
5(4  n)
expectancy, while the second shows a steady rise. 2
2. a) It is easy to compare the data. b) n
n k
  4n n t
5(4  n)
b) e.g., A pictograph can display the same data 2
using the name of the country. 4 18 4 40
3. a) You can compare the different groups to the 6 50
6 27
whole.
b) e.g., the number of 13-year-olds surveyed; how 8 36 8 60
the survey was conducted; where the survey n
3. a) c
35n b) c
 c) c
27t  15
was conducted 2
c) The two largest sectors are for 20–29 and 4. e.g.,
30–39. That means more than 60% of a)
n c
35n
13-year-olds listen to at least 20 hours of music
per week. 1 35
4. a) The scales are different. 2 70
b) Kaycee’s graph shows the polar bear’s life is
1.7 times that of the wolf’s. Melissa’s graph 3 105
shows the polar bear’s life is 3 times that of the 4 140
wolf’s.
5 175

NEL Answers 521

5. a) 8n  24
c 9.2 Graphing Linear Relations, pp. 374–376
b) 1. a) e.g.,
n c
8n  24 x y

5 64 0 8
6 72 1 6
7 80 2 4
8 88 3 2
9 96 4 0
10 104
b) e.g., y y
8  2x
6. a) e.g., 9
s L
16s  80
8
15 320 7
6
20 400 5
4
25 480
3
2
b) e.g., The tables are the same because 16s  80 1
and 16(s  5) are equal. x
t 0 1 2 3 4 5
7. a) e.g., e
  10 b) $70
4
c) no
8. a) e.g., w
l  2 b) e.g., p
4l  4
c) 2. a)
Length, l (cm) Perimeter, p (cm) r c

10 36 1 20

12 44 4 35

14 52 10 65

16 60 b) 7 rides cost $50.

18 68 Admission to Fairgrounds
20 76 80
Cost of admission ($)

70
d) 140 cm 60
9. a) e.g., A table shows many solutions at one time 50
40
and helps me determine a pattern rule.
30
b) e.g., An equation lets me calculate any value in 20
a relation. 10

0 2 4 6 8 1012
Number of rides
c) 12 rides

522 Answers NEL

 3. a) e.g., b) e.g., about $55 c) e.g., 11 windows
x y
d) e.g., The company would lose money.
0 2 7. a) Total Cost of Ski Trip
4 3
2500
8 4
12 5 2000

Total cost ($)

b) x 1500
y
2
4
16 1000
14
12
10 500
y

8
6
4 0 5 10 15 20 25
2 Number of skiers

0 2 4 6 8 101214 b) $2200 c) about $135

x 8. a) Draining the Pool
c) no d) e.g., about 4.5
4800
4. a) y
2(x  3)
y

Amount of water left (kL)

4000
2
x 3200
864 0 2 4 6 8
2400
4
6
1600
8
10
800
12
14
0 12 24 36 48 60
b) y decreases by 2. Time (h)
c) negative
b) 2300 kL c) e.g., about 120 h
d) (0, 6)
9. a) Graph 3 b) Graph 2 c) Graph 1
5. Graph 2
10. e.g., how quickly or how slowly the situation is
6. a) The cost increases by $20.
increasing or decreasing
Window Cost
9.4 Drawing Diagrams to Represent Equations,
70
60 pp. 381–382
1. a) n
5 b) x
9
Total cost

50
40 2. a) x
54 b) x
9
30
x
20 3. a) e.g., 5(r  3)
25 b) e.g.,   4
6
2
10
4. a) e.g., r
2 b) e.g., x
20
0 2 4 6 8 10 12 14 16 18 20 5. a) x
6 c) x
44
Number of windows b) x
12 d) x
2

NEL Answers 523

 6. a) e.g., 2. a) c
2t  30
x y
b)
Number of theme groups Total cost ($)
2 10
0 $30
0 4
2 $34
2 2
4 $38
4 8
6 $42
6 14
8 20 8 $46
10 $50
b) e.g., y
3x  4
y c) $44 d) 11
20 3. y
16
12 20
8 18
4 16
x 14
0 12
20 12 4 4 8 12 16 20 y
4x  5
8 10
8 y
3(x  4)
12
16 6 x
4 y
1
20 2
2
x
c) x
5, x
4 0
2 2 4 6 8
d) e.g., A graph displays many solutions. 4
7. a) e.g., c
4g  2 b) 7 6
8. e.g., D, because a diagram would make the
4. Time on the Road
solution clearer.
Time on the road, t (h)

14
Mid-Chapter Review, p. 385 12
1. 10
n c 8
6
3 125 4
2
7 225
15 425 0 160 320 480 640 800 960
Distance travelled, d (km)
20 550
5. a) 6 h b) 9 h c) 12 h
6. a) 320 km b) 560 km c) 720 km
7. a) x
5 c) x
20
b) x
9 d) x
36

524 Answers NEL

 3
9.5 Solve Equations with Counter Models, 6. a) x
3 c) z
35 e) x

2
pp. 391–392 b) m
11 d) z
6 f) x
3
1. a) z
4 c) x
2 x
7.   12
14; x
208
b) k
11 d) d
3 8
8. a) 3(2  s)
18 b) s
$4
2. a) x
7 3
b) e.g., The model helped me to see what counters 9. a) t
 c) f
1
4
to remove on the left side to isolate 3x. b) k
36 d) m
24
3. a) 2x  5
15, x
10 10. $42
b) 2x  6
24, x
15 11. 11 people
3
4. a) x
1 12. $39 per person
4
b) The equation simplifies to 4x
7, and you 13. e.g., Yes, because thinking of the pan balance
cannot divide 7 counters into 4 equal groups. reminds you to balance the equation.
3
5. a) g
6 c) m
7 e) f

2
3 9.7 Correcting Errors in Solutions, pp. 402–403
b) h
8 d) a
2 f) y
6
5 1. a) incorrect, x
6
6. a) 5x  7
22, x
3 b) incorrect, x
1 c) correct
b) 4x  3
21, x
6 2. a) x
7 b) x
27 c) x
7
c) 4(x  2)
32, x
6
3. a) incorrect, x
3
7. a) d
3 b) x
1 c) z
7 b) incorrect, x
7
8. a) x
60 c) incorrect, x
2
b) e.g., You cannot divide a cube representing a 4. In each case, variables and constants were added
variable into parts. together, which is incorrect.
9. a) 9 b) 48, 19 c) 6 5. a) d
7 b) k
6 c) s
4
10. e.g., Solve 4x  3
11. There would be 4 bags 6. a) incorrect, x
4 b) correct
and 3 counters on the left side and 11 counters on
c) incorrect, s
48 d) incorrect, d
1
the right. The value of x is 2.
7. $1
11. The value of the variable can change but the mass
of a cube cannot. 8. e.g., so you can check for errors

12. e.g., To solve an equation, you need to get a

9.8 Solve Problems Using Logical Reasoning,
variable alone on one side and a number on the
p. 408
other side. That's how you can tell how much the
1. $42
variable represents. If you can't tell which part is
the variable, then you can't get it alone on one 2. Airline B $444, bus $399
side. 3. black gear 12 cm, blue gear 6 cm
4. e.g., If you double the cost of the Yukon trip and
9.6 Solve Equations Symbolically, pp. 397–399 add $50, the result is the cost of the B.C. trip. The
1. a) a
48 c) s
18 e) n
7 B.C. trip costs $300. How much is the Yukon trip?
b) b
52 d) a
3 f) w
100
5. 39 years old
2. a) q
14 c) z
30 e) n
2
6. e.g., An equation helps you see what information
b) s
13 d) d
11 f) t
68
you have, what information you need, and how to
3. c
4 get from what you have to what you need.
2
4. r

3
5. x
9

NEL Answers 525

Chapter Self-Test, p. 410 2. a) Money in Bank
1. a) e.g.,
x y 480
432
0 6 384

Money ($)
336
1 3
288
2 0 240
192
3 3 144
96
b) e.g., y 48
12 0 2 4 6 8 10 12 14 16 18 20
10 Week
8 b) $312 c) 9 weeks
6
4 3. a) x
5 b) x
27
2 4. a) t
4
6
b) z
 c) x
–7
x 8
0 2
6 2 2 4 6 8 10 12 5. a) a
16 b) t
384 c) x

4 5
6 6. incorrect, x
3
8 7. a) correct b) incorrect, p
1
10
8. beginner’s tour $55, intermediate tour $72

x y

2 12 Chapter 10, p. 416

5 9 10.2 Probability of Independent Events,
1 9 pp. 426–427
4 6
1. a)

Second counter
2. a) a
7 c) c
2.5 e) t
8
orange orange green green purple purple
b) x
24 d) z
4 f) z
3
3. $45 orange OO OO OG OG OP OP
4. a) incorrect, a
17 b) incorrect, x
40 orange OO OO OG OG OP OP
5. $1150 First counter green GO GO GG GG GP GP

Chapter Review, pp. 413–414 green GO GO GG GG GP GP

1. a) e.g., w
120t  4000 purple PO PO PG PG PP PP
b) e.g.,
Time, t (min) Water, w (L) purple PO PO PG PG PP PP

15 5 800 1
b) 
9
30 7 600 2. not independent
45 9 400
60 11 200

526 Answers NEL

 3. e.g., 10.3 Using a Formula to Calculate Probability,
pp. 432–433
Spin of spinner 1 1 1
1. a)  b)  c) 
green yellow orange purple 48 4 16
2. a) The second event does not depend on the
1 1G 1Y 1O 1P
first event.
2 2G 2Y 2O 2P 4 9 1
b)  c)  d) 
49 49 49
Roll of 3 3G 3Y 3O 3P 3. a) The second event does not depend on the
die 4 4G 4Y 4O 4P first event.
1 1 1
b)  c)  d) 
5 5G 5Y 5O 5P 30 6 10
3 3 1 9
6 6G 6Y 6O 6P 4. a)  b)  c)  d) 
8 20 4 40
21
5. a) 
1 1 40
b)  c)  b) The two events are not independent.
24 8
4. a) e.g., 1 4 1
6. a)  b)  c) 
400 25 25
Second spin d) e.g., The events are independent because one
does not depend on the other.
$1000 $200 $100 $50
1
7. 
$1000 $2000 $1200 $1100 $1050 1600
2 3
8. a)  b) 
First $200 $1200 $400 $300 $250 5 25
c) Probabilities of the team losing are not
spin $100 $1100 $300 $200 $150 included.
$50 $1050 $250 $150 $100 9. a) The two events are independent.
b) The two events are not independent.
15 9
b)  c) 
16 16
1
5. a) 
1
b)  c) 
1 5
d) 
10.4 Communicate about Probability,
24 4 4 8 pp. 437–438
e) e.g., An outcome table and a tree diagram give
1. e.g., Lam could get a hit in his second at-bat. The
the same results.
probability is 0.250.
6. e.g., with a tree diagram,
1 7 1 11 2. e.g., How do you know that the events are
a)  b)  c)  d)  independent? Should you schedule the picnic for
48 48 16 48
e) e.g., An outcome table and a tree diagram give Saturday only, since the chance of rain then is
the same results. much less likely? Have you shown why your
7. a) Selecting the second tile does not depend on conclusion is reasonable?
the result of selecting the first tile. 1
3. a) Multiply P(Y) by P(Y): P(YY)

9 4 6 4
b)  c)  d)  b) e.g., Use an outcome table. There are 4
25 25 25
e) e.g., An outcome table and a tree diagram give favourable (YY) outcomes in 16 possible
1
the same results. outcomes. P(YY)
.
4
8. a) The denominator is equal to all possible 4. a) Multiply P(heads)  P(even).
1
outcomes in a tree diagram or outcome table. P(heads, even)

4
b) They list all the possible outcomes in the b) e.g., List the possible outcomes: H1, H2, H3,
probability experiment. H4, H5, H6, H7, H8, H9, H10, H11, H12,
T1, T2, T3, T4, T5, T6, T7, T8, T9, T10, T11,
T12. Six of the 24 outcomes are favourable, so
1
P(H, even)
.
4

NEL Answers 527

 32 6
5. These events are not independent. 3. a)  or 32% b)  or 6%
100 100
9 c) e.g., A tree diagram with 8 branches for rain
6. a) 
100
b) e.g., I made a spinner with 10 equal sections, and 2 branches for sun, each one ending with
3 marked “Catch” and 7 marked “No catch.” 10 game-outcome branches, gives the same
I did 50 trials of spinning the spinner twice. results.
1 7 16
I got two “catches” in a row 4 times. 4. a)  b)  c) 
4 4 20 25
The experimental probability is  or 8%.
50
c) e.g., Yes, if there are lots of trout in the lake. Chapter Review, p. 442
3
7. P(B)
 1. a)
5
8. a) You need to know because you can only Spinner
multiply the probabilities of independent
10 20 30 40
events.
b) e.g., It is a good way to check your answer. 1 1, 10 1, 20 1, 30 1, 40
Die 2 2, 10 2, 20 2, 30 2, 40
Chapter Self-Test, p. 440
3 3, 10 3, 20 3, 30 3, 40
1. a)
4 4, 10 4, 20 4, 30 4, 40
Second spin
1 2 3 4 5 1 6 3
b)  c)  or 
16 16 8
1 1, 1 1, 2 1, 3 1, 4 1, 5 d) e.g., Spinner 4-sided die Outcome
2 2, 1 2, 2 2, 3 2, 4 2, 5 10 1, 10
20 1, 20
1
First spin 3 3, 1 3, 2 3, 3 3, 4 3, 5 30 1, 30
40 1, 40
4 4, 1 4, 2 4, 3 4, 4 4, 5 10 2, 10
5 5, 1 5, 2 5, 3 5, 4 5, 5 20 2, 20
2
30 2, 30
4 9 40 2, 40
b) ,  10 3, 10
25 25
c) There are more outcomes in which both are 20 3, 20
3
odd than in which both are even. 30 3, 30
40 3, 40
2. a) The probability of guessing the second answer 10 4, 10
correctly is not affected by the first guess. 20 4, 20
4
1 30 4, 30
b) 
25 40 4, 40
c) e.g., 1
P(1, 20)
 and P(toss  1, spin  30)
16
Guess to second question 6 3

 or 
A B C D E 16 8

A AA AB AC AD AE
Guess B BA BB BC BD BE
to first C CA CB CC CD CE
question D DA DB DC DD DE
E EA EB EC ED EE

There are 25 outcomes and only AC is

1
favourable so P(both correct)
.
25

528 Answers NEL

 2. a) e.g., 5. e.g., a)

Second marble
blue blue blue red red red
blue BB BB BB BR BR BR
First blue BB BB BB BR BR BR
marble blue BB BB BB BR BR BR b)
red RB RB RB RR RR RR
red RB RB RB RR RR RR
red RB RB RB RR RR RR right

1
b)  c) no
2
1
3. a) 
36
b) e.g., An outcome table and a tree diagram both
give the same result. top front
4. a) 0.105 b) 0.0225 c) 0.7225 6.
d) e.g., That seeing moose and seeing loons are
independent events.
1
5. 
4

top front
Chapter 11, p. 444
11.1 Drawing Views of Cube Structures,
pp. 450–451
1. a) top b) right c) front
2. c)
right
7. c)

top front right

3. e.g.,

top front side top front

4. The top view would be a 7 cm by 5 cm rectangle.
The front view would be a 10 cm by
7 cm rectangle. The side views would each be a
10 cm by 5 cm rectangle.

right

NEL Answers 529

 8. b) 4. e.g., a) b)

top right
front
front

5. a)

front left

c) All of the views would look different. In the top

view, the upper red cube would be yellow and
the lower red cube would be missing. In the
front front front
right view, the upper red cube would be missing
and the lower red cube would be yellow with b) e.g.,
no depth change. In the front view, both red
cubes would be missing. In the left view, the red
cube would be missing.
9. a) e.g., Add a cube on top of the red cube in the
tower.
b) e.g., Add a cube to the left of the front two.
10. They are all rectangles.
11. No, you would need to see the left view in a case front front
front
where some cubes cannot be seen on the top view
or the right view. c) e.g.,

11.3 Creating Isometric Drawings, pp. 456–457

1.

front top front right

2. e.g., b) c)

front front top front right

3. b) e.g.,

front front
top front right

530 Answers NEL

 6. second
structure

front right
front front

7. e.g., a) b)

left

3.
front
back A back B

8. e.g., to show what the building will look like when

it is built. The isometric drawing makes the 2-D
picture look 3-D.
4.

Mid-Chapter Review, p. 459

1. a)

5. a) e.g.,

front top

right left front

b) b) e.g.,

front right left top

2. e.g., a), b) front
back
first structure
6. c) e.g., Yes, my structure did match, because the
drawings were clear.
front right

left

NEL Answers 531

11.4 Creating Cube Structures from Isometric 5. a)
Drawings, p. 462
1. a) 12 cubes
b), c)You can use 13, 14, or 15 cubes, depending
on how many cubes are not visible in the
isometric drawing of the structure; e.g., in the
structure on the left, 2 cubes have been added
to the back of the structure; in the structure top right front
on the right, 1 cube has been added to the b)
middle of the second tier.

front top
back front

2. e.g., right

c) e.g., Either rotation could occur in real life, but

I think a horizontal rotation is more common.
left back Airplanes bank to the right and the left when
making turns. An airplane would only rotate
3. A and D are the same
vertically if it were doing aerobatics.
6. a) T, F, and L
4. e.g., I would choose the drawings in set A. The
b) e.g., They are simple constructions and we use
isometric drawing provides a good representation of
the 3-D object. them every day, which makes them easy to
recognize.
c) No, because you would only see the side view,
11.5 Rotating Cube Structures, pp. 469–470
1. a)
which would be a vertical stack of cubes.
7. a) horizontal rotations of 90° cw and 270° ccw
b) Horizontal rotations of 90º cw, 180º cw, and
270º cw all match this view.
front top right 8. e.g., front, before and after

b) front

front top right

2. The structure was horizontally rotated 270º ccw.
right, before top, before and after
3. Naghma is correct. Ruiz’s structure is the same as and after
hers after a vertical rotation of 90º cw.
4. Objects B and C match the blue object.

532 Answers NEL

 9. e.g., Looking at different views of a structure b) My description is good because I sketched
shows you how you would see the structure as you isometric drawings to represent what I did at
would if you walked around it. If a structure is not each step. I also told the number of cubes
identical on all sides, it gives you information needed each time and used appropriate
about what features the different sides have. mathematical language. I could improve my
description by including isometric drawings of
11.6 Communicate about Views, p. 475 the back of the structure.
1. e.g., The structure has 12 visible cubes. The top 3. a)
view and side views show cubes behind that are
not visible from the front.

front
b) The structure is made with 12 cubes.

top right left

2. a) First, I used 7 cubes to build a structure that
matches the front view.

front top

front
left right

Then I turned my structure so the left face is e.g.,

showing. I did not need to add any cubes to
match the left view.

The structure is made with 12 cubes. It looks a

front bit like a dog that is missing its left front leg.

Finally, I looked down on my structure and

added 1 more cube so the top view of my
structure matched the top view shown.

NEL Answers 533

 4. a) e.g., I made a model of the computer monitor at b) e.g.,
home. The model is made with 31 linking cubes.
The screen is 5 cubes long by 5 cubes high by 1
cube deep. One cube links the centre of the
bottom of the screen with the middle of the front top
base. The base is made up of a row of 5 cubes.

right left
c) e.g.,

front

4. They represent the same structure. I made the first

structure with linking cubes and rotated it 180° cw.

Chapter Review, p. 478

1. b)

top left right

5. Different views give you information about how
the pieces are assembled. If you have only one
view, you might not know how the parts that are top front
not visible go together.

Chapter Self-Test, p. 476

1. B
2. a) b)
left right
c) All views would look different, as shown.
right
front
3. a) e.g.,

front left right

top

534 Answers NEL

 2. 5. b)

back
3. e.g., b) c)

rotation of rotation of
0° and 180° 90° and 270°
front
6. e.g., Start with the body. Put nine linking cubes
together to form a rectangle that is 3 cubes wide
and 3 cubes high. Make each leg by connecting
right
two linking cubes. Stick each leg onto the lower
4. part of the body. To make the arms, stick one
linking cube to each side of the body, at shoulder
level. Then put one cube on top for the head.

Chapters 8–11
Cumulative Review, pp. 480–481
1. C 3. B 5. B 7. B
2. A 4. D 6. A

NEL Answers 535