ࡱ> ^ ` E F G H I J K L M N O P Q R S T U V W X Y Z [ \ ] %` I bjbjNN rR ,,m_$ ĭ|Xenm>m>m>m>m>m$ohqbmhhhbmnhhhh 7d.d < 9 or d > 7 ____ 114. The levels of humidity in a hermit crab cage are kept within 5% of 75% humidity. What is the range of humidity levels in the cage? a.{x | 70 x}c.{x | x 70 or x  80}b.{x | x 80}d.{x | 70 x 80} ____ 115. At a track meet, the height of John s high jump was within 6 inches of the track record of 76 inches. What is the range of heights for John s jump? a.{x | 70 x 82}c.{x | 70 x}b.{x | x 70 or x  82}d.{x | x 82} ____ 116. In order to earn a grade of C on the midterm, a student must have a score that is within 6 points of the average score of 62 points. Which score would earn a C? a.{x | 56 < x < 68}c.{x | 56 x 68}b.{x | x < 56 or x > 68}d.{x | x 56 or x  68} A student can buy notebooks for $0.40 each and pens for $0.25 each. Ben needs to have at least 8 notebooks. He has a total of $5.00 to spend. ____ 117. Write a system of inequalities to show how many notebooks and pens Ben can buy. a.c.b.d. ____ 118. The difference between Rosas age and her fathers age is less than 35. Rosas father is more than three times her age. Which of the following are possible ages for Rosa and her father? a.5 and 40c.10 and 30b.7 and 28d.14 and 38 Short Answer 119. Define a mathematical expression. Give an example of a verbal expression translated into a mathematical expression. 120. Define a variable to represent a real-life quantity, such as length in centimeters or money in cents. Then use the variable to write a mathematical expression to represent one of your daily activities. Describe in words what your expression represents, and explain your reasoning. 121. Define a variable to represent a real-life quantity, such as weight in pounds or capacity in quarts. Then use the variable to write a mathematical expression to represent one of your daily activities. Describe in words what your expression represents, and explain your reasoning. 122. In the square, x represents a positive whole number. Find the value of x such that the area is equal to half the perimeter of the square.  123. The table shows annual expenditure estimates of a relief organization on different diseases.  Write and solve an expression that could be used to determine the total expenditure on the following: 1. Five-year expenditure on HIV/AIDS and tuberculosis. 2. Seven-year expenditure on malaria and leprosy. 124. At a local fair, a stall for a dart game displays the following prize money for different scores. Each player has three chances and the prize money is awarded on the basis of total points.  Write and solve an expression that can be used to find the total prize money for the following: 1. Eleven people who scored between  and . 2. Nine people who scored between  and above 300. Name the properties used. 125. Every month, Ben spends $350 on groceries, $150 on gasoline, and $250 on clothes. Write and evaluate an expression to predict how much money he will spend on these items over the next 12 months. 126. Lisa earns $7.15 per hour working after school. She needs at least $235 to buy a stereo system. Write and solve an inequality to find the minimum number of hours she must work to buy the stereo. 127. A gourmet jelly bean company packs 2565 jelly beans in 45 different packets every hour. Write and solve an equation to find how many jelly beans each packet holds, assuming each packet contains equal number of jelly beans. Express the relation shown in each table, mapping, or graph as a set of ordered pairs. Then write the inverse of the relation. 128.  Determine whether the relation is a function. 129.  130.  131. {(5, 9), (4, 8), (7, 4), (0, 4), (2, 4), (3, 9), (3, 8)} Identify the hypothesis and conclusion of each statement. Then write each statement in if-then form. 132. Mark uses an umbrella when it rains. 133. A potted tree weighs 21 pounds. The pot weighs 3 pounds. If w represents the weight of the tree without the pot, write an equation to find the weight of the tree without the pot. 134. Jacks school is 20 miles from his house. He has already traveled 13 miles. If d represents the distance he still needs to travel to reach his school, write an equation to represent this situation. Then use this equation to find the distance Jack still needs to travel to reach his destination. 135. Mary bought a coat on sale for $63.75. The original price for the coat was $85. Write and solve an equation to find the amount of money Mary saved. 136. Bryan eats three slices of a ten-slice pizza. He pays $3.30 as his share of the full price. Write and solve an equation to find the full price. 137. Eleven increased by three times a number equals 68. Write an equation for this situation and then find the number. 138. Fourteen decreased by twice a number equals 42. Write an equation for this situation and then find the number. 139. Forty-two is twelve added to five eighths of a number. Write an equation for this situation and then find the number. 140. Act 3 of the 2003 Leonid meteor shower was expected to last 24 hours. The margin of error for this prediction was 0.7 days. What was the range for the length of time that Act 3 could last? 141. In a random sample of 400 customers at a fast food restaurant, it was determined that 124 customers ordered a salad. If the restaurant typically has 1200 customers in a day, how many of these customers will probably order a salad? 142. In 1989, a poll of 1000 voters conducted by the staff of a senator found that 390 people approved of the job the senator was doing. The following year, a new poll of 1000 voters found that 335 people were happy with the senators performance. What is the percent of decrease of the senators approval rating? Round to the nearest whole percent. 143. In 2001, Bradleys Pet Shop had a 210% increase in turtle sales over the previous year. If they sold 30 turtles in 2000, find the total number of turtles sold in 2001. Write an equation and solve for the variable specified. 144. Twelve more than a number, s, equals another number, p, minus 4. Solve for s. 145. How many liters of a 26% vinegar solution should be added to a 60% vinegar solution to create 136 liters of a 49% vinegar solution? Copy and complete the table representing the problem. LitersTotal Amount of Vinegar49% Vinegar13626% Vinegarn60% Vinegar136 - n Also write an equation to represent the problem. 146. Find the x- and y-intercepts of the graph of . 147. Trudy bought a $20 prepaid long distance phone card. For every minute that she talks, $0.25 is deducted from her card. The function  represents the amount of money f(m) she has left after talking m minutes. Find the zero and explain what it means in the context of this situation. Use the graph of computer prices for 19801987 to answer the following questions.   Source: http://oldcomputers.net/appleiicp.html 148. In which years did computer prices fall the most? Explain two ways you could find this. 149. What is the difference between proportional and nonproportional relationships? 150. The table of ordered pairs shows the coordinates of the two points on the graph of a line. xy06410 Write an equation that describes the line. 151. A company manufactured 324,000 computers in 2002. The companys output grows by 5,000 units per year. YearProduction (thousands)200232420033292004334 Write a linear equation to find the companys production, P, in year, t. 152. Write the point-slope form, slope-intercept form, and standard form of an equation for a line that passes through  with slope 4. 153. Line l passes through  with slope . Write the point-slope form, slope-intercept form, and standard form of an equation for line l. 154. Write an equation of the line that is parallel to the graph of  and passes through . 155. The graph below shows the relationship between a long-distance truck drivers driving times and the number of miles traveled.   Is it reasonable to use the equation for line of fit to estimate the distance traveled for a driving time of 10 hours? Explain. 156. Olivia must earn 475 points out of 550 to receive a B in math. So far, she has earned 240 test points, 85, quiz point, and 40 homework points. How many points, p, must she score on her final exam to earn at least a B in math? 157. A school is having a raffle to raise money for a charity. Any homeroom that sells at least 175 tickets can help charity volunteers build a home. Ms. Blakelys homeroom is keeping a table of the number of tickets sold each day. How many more tickets, t, do they need to sell to help build the home? DayTickets1432213?4? 158. Isabella works part time to earn money. She wants to earn at least $275 to buy a new computer. If she earns $11 per hour, how many hours must she work to reach her target? 159. A machine can produce 200 jellybeans in an hour. If 15 jellybeans are packed in a single packet, how many packets of jellybeans can be packed in an hour? Define a variable and write an inequality to solve the problem. Interpret your solution. 160. Aarons point totals in the first four of five basketball games were 15, 18, 19, and 12. How many points, t, must he score to have a mean point total of more than 16? 161. A bank investment plan reads, In one year, your balance will be greater than your original investment plus 8% of the investment. Suppose Sandra invests $1200. How much money, x, can she expect to have at the end of the year? 162. The water temperature for a manufacturing process should be kept at 140F. A computer program uses the inequality , which describes the acceptable water temperatures, t, in Fahrenheit. What is the range of acceptable temperatures for the water? 163. Morgan is building a square dog kennel in his backyard. The perimeter of the kennel is to be at least 14 feet but not more than 48 feet. Find all the possible values for the length, s, of its sides. 164. Students tested the average acidity of the campus pond over a three-day period. On Monday and Tuesday, the pH values were 7.01 and 7.94. Find the range of pH values for Wednesdays reading that will result in an average acidity greater than 6.8 and less than 7.3. 165. Solve  and graph the solution set. 166. Compare and contrast the solution of  and the solution of . A radio station is giving away tickets to a play. They plan to give away tickets to seats that cost $10 or $20. They plan to give away at least 20 tickets, and the total cost of all the tickets can be no more than $300. 167. Write two ways of giving away the tickets keeping the restrictions in mind. Suppose a car dealer receives a profit of $500 for each mid-sized car m sold and $750 for each sport-utility vehicle s sold. The dealer must sell at least two mid-sized cars for each sport-utility vehicle and must earn at least $3500 per week. 168. Suppose a car dealer sells 2 sport-utility vehicles. How many mid-sized cars must be sold to earn at least $3500? Essay 169. A carrom board is a square board with four corner pockets. Each pocket is at the same distance from the next consecutive pocket on the board. Suppose d represents the length of each side. a. Explain how expressions can be used to find the perimeter of the carrom board. b. Include two different verbal expressions and an algebraic expression other than 4d to represent the perimeter of the carrom board. 170. The table shows the points scored by teams A, B, C, and D in two rounds of a quiz show.  a. Write an open-sentence to show the Reflexive Property using the above data. b. Explain how properties can be used to compare data. c. Include an example of the Transitive Property if another round was added in the quiz show. 171. The table shows the time taken by a southbound train to reach different stations.  a. Write an expression to find the time to reach Springfield from Cleveland. b. Explain how the Commutative and Associative Properties are useful in performing calculations. c. Include an expression using the properties that could help you find the time to reach Fairview from Lexington. 172. An amusement park charges $8 for admission and $1.50 per ride. Diego has $25. a. Write an open-sentence to find the maximum number of rides he can take with the given amount? b. Explain the answer given in part a. c. Give examples of real-world situations in which you would use inequalities and equations? 173. The table below gives the statistics for goals scored and shots on goal for a soccer championship, which can be represented as a set of ordered pairs. The number of goals are the first coordinates, and the shots on goal are the second coordinates.  a. Explain how relations can be used to represent soccer statistics. b. Include a graph of the relation of goals and the number of shots on goal for all the teams. c. Describe the relationship between the quantities. 174. A company increases the salaries of its employees every year by 15%. The graph shows the salary of a particular employee as the number of years increase.  The increase in salary of the employee is the function of the number of years passed. Explain how real-world situations can be modeled using graphs and functions. 175. The graph below shows the average annual rainfall of a region from the years 1998 to 2003.  The average annual rainfall in 2002 is 30 inches which is 20 less than the average annual rainfall in 2003. An equation can be used to find the average annual rainfall in 2003. If a is the average annual rainfall for 2003, then . You can use a property of equality to find the value of a. a. Explain how equations can be used to compare data. b. Explain how to solve the equation given above. c. Include a sample problem and related equation using the information in the graph. 176. The information below gives the power supply needed for different sizes of air conditioners. Power of different sized air conditioners 3120 watts 5050 watts 9540 watts 4590 watts 14,300 watts 20,000 watts Electric power equals the product of voltage and current. If we assume that the voltage is supplied at a constant rate of 220 volts, the following equation can be used to find the current for different air conditioners.  a. Explain how equations can be used to find the current flow for different sizes of air conditioners. b. Write and explain an equation to find the current for an air conditioner that has 20,000 watts of power. 177. Elephant seals dive deep underwater and can stay submerged for many minutes, even though they are air-breathing mammals. They do this by slowing their metabolism, especially their heart rate. The expression  represents the average heart rate of an elephant seal, when it is submerged in water for x minutes. If the heart rate of a particular elephant seal is 90 beats per minute under water, the equation  can be used to estimate the time for which the elephant seal can stay submerged in water. a. Explain how equations can be used to estimate the time for which the elephant seal can stay submerged in water. b. Include an explanation of how to solve the equation representing the average heart rate and the time for which the elephant seal can stay submerged in water. 178. The ingredients in the recipe given below will make 4 glasses of summer cooler mocktail.  Cathy can use ratios and equations to find the amount of each ingredient needed to make enough mocktail for her party. a. Explain how ratios are used in recipes. b. Include an explanation of how to use a proportion to determine how much grenadine is needed if you use 3 scoops of ice cream, and a description of how to alter the recipe to get 7 glasses of mocktail. 179. Anthony threw a ball from the top of a 10-story building that was 165 feet tall. The speed of the ball was 85 feet per second. If we ignore the friction, the equation  can be used to find the maximum height the ball can attain after being thrown from the top of the building. In this equation g represents the acceleration due to gravity (32 feet per second squared), h is the maximum height attained by the ball, and v is the speed of the ball. a. Explain how equations can be used to find the maximum height the ball can attain after being thrown from the top of the building. b. Include a list of steps you could use to solve the equation for h, the maximum height the ball can attain after being thrown from the top of the building. 180. The temperature C, in degrees, that is equivalent to a temperature of F degrees Fahrenheit is given by . The graph of this equation shows the temperature in Celsius for the corresponding temperatures in Fahrenheit.  a. Explain how linear equations can be used in temperature conversion. b. Explain how could you could use the conversion graph to find the normal body temperature in degrees Celsius, which is 98.6F. 181. Write a function with a zero of . Explain how you know. 182. Mary charges a flat fee of $5 plus $2 per hour for baby-sitting.  a. Explain how y-intercepts can be used to describe real-world costs. b. Write a description of a situation in which the y-intercept of its graph is $7.50. 183. Megan wants to change her Internet Service Provider. She is considering three different plans. Plan 1 charges a $15 monthly fee plus $0.08 per minute of use. Plan 2 charges a $5 monthly fee plus $0.11 per minute of use. Plan 3 charges a flat monthly fee of $49.95. a. For each plan, write an equation that represents the monthly cost C for m minutes per month. b. Graph each of the three equations on the same coordinate axes. Label each line. c. Megan expects to use 500 minutes per month. In which plan do you think Megan should enroll? Explain. 184. Average Hourly Earnings (dollars) of U.S. Production Workers, 1991-2001Year19911992199319941995199619971998199920002001Earnings10.3210.5710.8311.1211.4311.8212.2812.7813.2413.7614.32Source: Bureau of Labor Statistics, U.S. Dept. of Labor a. Draw a scatter plot with years on the x-axis and earnings on the y-axis. b. Draw a line of fit for the data. c. Write the slope-intercept form of an equation for the line of fit. d. Predict the hourly earnings for production workers in 2005. 185. Alan used his graphing calculator to find the best-fit line of a set of data. The correlation coefficient was -0.965. Explain what that means. 186. Peter works part time for 3 hours every day and Cindy works part time for 2 hours every day. a. If both of them get $4.50 an hour, write an inequality to compare Peters and Cindys earnings. b. What should Cindys per-hour income be so that she earns at least $14 a day? Write an inequality and an explanation of how to solve it. 187. Admission prices to Cinema I to see a movie are $9.50 for an adult and $6.50 for a child. The admission charge at Cinema II is $8.00 per person regardless of age. a. Write an inequality showing that the prices are cheaper at Cinema I than at Cinema II. b. If 6 adults and their children go together to see a movie, use the inequality to find how many children must attend for Cinema I to be the better deal. 188. A county government says that a safe level of chlorine in a hot tub is within 1.75 ppm of 3.25 ppm. a. Write and solve an absolute value inequality to represent this situation. b. Graph the solution. c. A lifeguard measures the chlorine level in the pool and finds it is 1.0 ppm. Should he add more chlorine? Explain. final Answer Section MULTIPLE CHOICE 1. ANS: B Translate the algebraic expression into a verbal expression using key operation words. FeedbackAIs that a product?BCorrect!CIs division indicated?DWhich number is the exponent? PTS: 1 DIF: Basic REF: Lesson 1-1 OBJ: 1-1.2 Write verbal expressions for mathematical expressions. NAT: NA 1 | NA 3 | NA 9 | NA 10 | NA 2 TOP: Write verbal expressions for mathematical expressions KEY: Write Expressions | Verbal Expressions 2. ANS: D Translate the algebraic expression into a verbal expression using key operation words. FeedbackAWhat is the exponent?BWhat is the meaning of increased by?CIs addition involved in the expression?DCorrect! PTS: 1 DIF: Basic REF: Lesson 1-1 OBJ: 1-1.2 Write verbal expressions for mathematical expressions. NAT: NA 1 | NA 3 | NA 9 | NA 10 | NA 2 TOP: Write verbal expressions for mathematical expressions KEY: Write Expressions | Verbal Expressions 3. ANS: C Translate the algebraic expression into a verbal expression using key operation words. FeedbackADoes decreased indicate addition?BDoes the expression involve subtraction?CCorrect!DDoes the expression involve division? PTS: 1 DIF: Average REF: Lesson 1-1 OBJ: 1-1.2 Write verbal expressions for mathematical expressions. NAT: NA 1 | NA 3 | NA 9 | NA 10 | NA 2 TOP: Write verbal expressions for mathematical expressions KEY: Write Expressions | Verbal Expressions 4. ANS: A Translate the algebraic expression into a verbal expression using key operation words. FeedbackACorrect!BIs there subtraction in the expression?CDoes the expression indicate multiplication?DDoes the expression involve division? PTS: 1 DIF: Basic REF: Lesson 1-1 OBJ: 1-1.2 Write verbal expressions for mathematical expressions. NAT: NA 1 | NA 3 | NA 9 | NA 10 | NA 2 TOP: Write verbal expressions for mathematical expressions KEY: Write Expressions | Verbal Expressions 5. ANS: B Perform any operations within grouping symbols first. Then evaluate powers followed by multiplication and division from left to right, then addition and subtraction from left to right. FeedbackADid you do multiplication before any addition or subtraction?BCorrect!CDid you perform operations within parentheses first?DBe careful with addition and subtraction. PTS: 1 DIF: Average REF: Lesson 1-2 OBJ: 1-2.1 Evaluate numerical expressions by using the order of operations. TOP: Evaluate numerical expressions by using the order of operations KEY: Evaluate Expressions | Order of Operations 6. ANS: C Replace the variables with their values. Then find the value of the numerical expression using the order of operations. FeedbackADid you replace the variables carefully?BBe careful with the order of operations.CCorrect!DDid you add before multiplying? PTS: 1 DIF: Average REF: Lesson 1-2 OBJ: 1-2.2 Evaluate algebraic expressions by using the order of operations. NAT: NA 1 | NA 6 | NA 8 | NA 9 | NA 2 TOP: Evaluate algebraic expressions by using the order of operations KEY: Evaluate Expressions | Order of Operations 7. ANS: A Translate the verbal expression to an algebraic expression. Use the properties learned so far to simplify the expression. FeedbackACorrect!BDid you use the Distributive Property correctly?CDid you try to add unlike terms?DDid you add unlike terms? PTS: 1 DIF: Average REF: Lesson 1-3 OBJ: 1-3.3 Use the Commutative and Associative Properties to simplify algebraic expressions. NAT: NA 1 | NA 8 | NA 9 | NA 10 | NA 2 TOP: Recognize the Commutative and Associative Properties KEY: Commutative Property | Associative Property 8. ANS: B Use identity and equality properties along with the order of operations to evaluate the expression. FeedbackABe careful with the order of operations.BCorrect!CDid you evaluate the power correctly?DDid you forget to evaluate the power? PTS: 1 DIF: Average REF: Lesson 1-3 OBJ: 1-3.2 Use the properties of identity and equality. NAT: NA 1 | NA 6 | NA 8 | NA 10 | NA 2 TOP: Use the properties of identity and equality KEY: Identity Property | Equality Property 9. ANS: D Use the properties studied so far to simplify the expression. FeedbackADid you use the Distributive Property carefully on both products?BDid you switch x and y?CDid you correctly use the Distributive Property on both products?DCorrect! PTS: 1 DIF: Average REF: Lesson 1-3 OBJ: 1-3.3 Use the Commutative and Associative Properties to simplify algebraic expressions. NAT: NA 1 | NA 8 | NA 9 | NA 10 | NA 2 TOP: Use the Commutative and Associative Properties to simplify algebraic expressions KEY: Commutative Property | Associative Property 10. ANS: C Use the properties studied so far to simplify the expression. FeedbackADid you correctly use the Distributive Property?BDid you use the Distributive Property?CCorrect!DDid you correctly use the properties? PTS: 1 DIF: Average REF: Lesson 1-3 OBJ: 1-3.3 Use the Commutative and Associative Properties to simplify algebraic expressions. NAT: NA 1 | NA 8 | NA 9 | NA 10 | NA 2 TOP: Use the Commutative and Associative Properties to simplify algebraic expressions KEY: Commutative Property | Associative Property 11. ANS: A The solution set of an open-sentence is the set of elements from the replacement set that make the open-sentence true. FeedbackACorrect!BDid you add or subtract after replacing the variable?CDoes that replacement make the equation true?DBe careful with division. PTS: 1 DIF: Basic REF: Lesson 1-5 OBJ: 1-5.1 Solve open-sentence equations. NAT: NA 1 | NA 6 | NA 8 | NA 9 | NA 2 TOP: Solve open-sentence equations KEY: Equations | Solve Equations 12. ANS: A Replace the variable with each member of the replacement set. All values from the replacement set that make the inequality true are solutions. FeedbackACorrect!BCheck all replacements again.CDo you have all the solutions in the replacement set?DDo you have too many solutions? PTS: 1 DIF: Basic REF: Lesson 1-5 OBJ: 1-5.2 Solve open-sentence inequalities. NAT: NA 1 | NA 6 | NA 8 | NA 10 | NA 2 TOP: Solve open-sentence inequalities KEY: Inequalities | Solve Inequalities 13. ANS: A Replace the variable with each member of the replacement set. All values from the replacement set that make the inequality true are solutions. FeedbackACorrect!BCheck all replacements again.CMake sure you check each member from the replacement set.DDid you check all replacements carefully? PTS: 1 DIF: Average REF: Lesson 1-5 OBJ: 1-5.2 Solve open-sentence inequalities. NAT: NA 1 | NA 6 | NA 8 | NA 10 | NA 2 TOP: Solve open-sentence inequalities KEY: Inequalities | Solve Inequalities 14. ANS: A A relation is a set of ordered pairs. A relation can also be represented by a table, a graph, or a mapping. FeedbackACorrect!BAre you sure about the mapping?CDid you plot the points correctly?DCheck the mapping again. PTS: 1 DIF: Average REF: Lesson 1-6 OBJ: 1-6.1 Represent relations of sets of ordered pairs, tables, mappings, and graphs. NAT: NA 2 | NA 8 | NA 9 | NA 10 | NA 3 TOP: Represent relations as sets of ordered pairs, tables, mappings, and graphs KEY: Relations | Ordered Pairs | Tables | Mappings | Graphs 15. ANS: B A relation is a set of ordered pairs. A relation can also be represented by a table, a graph, or a mapping. FeedbackAAre you sure about the domain?BCorrect!CDid you plot the points correctly?DAre you sure about the mapping? PTS: 1 DIF: Average REF: Lesson 1-6 OBJ: 1-6.1 Represent relations of sets of ordered pairs, tables, mappings, and graphs. NAT: NA 2 | NA 8 | NA 9 | NA 10 | NA 3 TOP: Represent relations as sets of ordered pairs, tables, mappings, and graphs KEY: Relations | Ordered Pairs | Tables | Mappings | Graphs 16. ANS: C A relation is a set of ordered pairs. A relation can also be represented by a table, a graph, or a mapping. FeedbackADid you plot all the points correctly?BCheck your table again.CCorrect!DAre you sure about the domain and range? PTS: 1 DIF: Average REF: Lesson 1-6 OBJ: 1-6.1 Represent relations of sets of ordered pairs, tables, mappings, and graphs. NAT: NA 2 | NA 8 | NA 9 | NA 10 | NA 3 TOP: Represent relations as sets of ordered pairs, tables, mappings, and graphs KEY: Relations | Ordered Pairs | Tables | Mappings | Graphs 17. ANS: A The ball leaves the pitcher with an initial speed which goes to zero when struck by the bat and then increases rapidly and then slows down. FeedbackACorrect!BDoes the ball leave the pitcher with zero speed?CDoes the ball change direction without stopping?DDoes the ball change speed when it is hit? PTS: 1 DIF: Average REF: Lesson 1-6 OBJ: 1-6.2 Interpret graphs of relations. NAT: NA 6 | NA 8 | NA 9 | NA 10 | NA 7 TOP: Interpret graphs of functions KEY: Interpret Graphs | Functions 18. ANS: A The plane increases altitude steadily and levels off. The skydiver jump and descends rapidly at first, then opens his chute and slows as he drifts to the ground. FeedbackACorrect!BDoes the plane go high enough? Does he fall straight down?CWas the plane already at high altitude?DDid he go up after he jumped? PTS: 1 DIF: Average REF: Lesson 1-6 OBJ: 1-6.2 Interpret graphs of relations. NAT: NA 6 | NA 8 | NA 9 | NA 10 | NA 7 TOP: Interpret graphs of functions KEY: Interpret Graphs | Functions 19. ANS: B The water level slowly and steadily decreases to zero. FeedbackADoes the water get deeper?BCorrect!CDoes the water level rise after it begins to drain?DDoes the water level stay constant for a while and then drop to zero? PTS: 1 DIF: Basic REF: Lesson 1-6 OBJ: 1-6.2 Interpret graphs of relations. NAT: NA 6 | NA 8 | NA 9 | NA 10 | NA 7 TOP: Interpret graphs of functions KEY: Interpret Graphs | Functions 20. ANS: D The height of the ball decreases as the ball falls. It hits the floor and bounces up and down until the height stays at zero. FeedbackADoes the ball go up before it falls?BDoes the ball bounce?CWas the ball thrown upward?DCorrect! PTS: 1 DIF: Average REF: Lesson 1-6 OBJ: 1-6.2 Interpret graphs of relations. NAT: NA 6 | NA 8 | NA 9 | NA 10 | NA 7 TOP: Interpret graphs of functions KEY: Interpret Graphs | Functions 21. ANS: A The snow accumulates slowly for a while. The accumulation stops for a while, and then accumulates faster as it snows harder. As the snow stops, the accumulation levels off. FeedbackACorrect!BWas there only one period of snow accumulation?CWas the snow steady for the entire period?DDid melting occur during the period? PTS: 1 DIF: Average REF: Lesson 1-6 OBJ: 1-6.2 Interpret graphs of relations. NAT: NA 6 | NA 8 | NA 9 | NA 10 | NA 7 TOP: Interpret graphs of functions KEY: Interpret Graphs | Functions 22. ANS: D In the table, number of sales depends on the day of the first seven days of October. Therefore, Day is the independent variable and Sales is the dependent variable. FeedbackADoes the day depend on the number of sales?BDoes the table involve a salesman?CAre days of the week mentioned in the table?DCorrect! PTS: 1 DIF: Average REF: Lesson 1-6 OBJ: 1-6.3 Draw graphs of relations. NAT: NA 1 | NA 6 | NA 8 | NA 10 | NA 2 TOP: Draw graphs of functions KEY: Graphs | Functions 23. ANS: A An ordered pair is a set of numbers, or coordinates, written in the form (x, y). FeedbackACorrect!BWere you suppose to round the decimals?CWhich variable is the independent variable?DDid you list all of the ordered pairs? PTS: 1 DIF: Basic REF: Lesson 1-6 OBJ: 1-6.3 Draw graphs of relations. NAT: NA 1 | NA 6 | NA 8 | NA 10 | NA 2 TOP: Draw graphs of functions KEY: Graphs | Functions 24. ANS: B Use the table to find the relationship between the independent and dependent variables. Use this relationship to find the cost for one year. FeedbackAHow many months are in one year?BCorrect!CHow many months did you use?DDid you multiply correctly? PTS: 1 DIF: Average REF: Lesson 1-6 OBJ: 1-6.3 Draw graphs of relations. NAT: NA 1 | NA 6 | NA 8 | NA 10 | NA 2 TOP: Draw graphs of functions KEY: Graphs | Functions 25. ANS: B A function is a relation in which each element of the domain is paired with exactly one element of the range. FeedbackAHow many elements of the range are paired with 3?BCorrect!CIs there exactly one element of the range paired with each element of the domain?DHow many range elements are paired with 5? PTS: 1 DIF: Basic REF: Lesson 1-7 OBJ: 1-7.1 Describe whether a relation is a function. NAT: NA 2 | NA 8 | NA 9 | NA 10 | NA 3 TOP: Determine whether a relation is a function KEY: Relations | Functions 26. ANS: A A function is a relation in which each element of the domain is paired with exactly one element of the range. FeedbackACorrect!BIs there exactly one range element paired with each element of the domain?CHow many range elements are paired with 5?DDid you look at the domain carefully? PTS: 1 DIF: Basic REF: Lesson 1-7 OBJ: 1-7.1 Describe whether a relation is a function. NAT: NA 2 | NA 8 | NA 9 | NA 10 | NA 3 TOP: Determine whether a relation is a function KEY: Relations | Functions 27. ANS: C A function is a relation in which each element of the domain is paired with exactly one element of the range. FeedbackAIs there only one range element paired with each element of the domain?BHow many range elements are paired with x = 2?CCorrect!DWhat range elements are paired with x = 0? PTS: 1 DIF: Basic REF: Lesson 1-7 OBJ: 1-7.1 Describe whether a relation is a function. NAT: NA 2 | NA 8 | NA 9 | NA 10 | NA 3 TOP: Determine whether a relation is a function KEY: Relations | Functions 28. ANS: D A function is a relation in which each element of the domain is paired with exactly one element of the range. FeedbackAIs there only one range element paired with each element of the domain?BHow many range elements are paired with x = 5?CWhat range elements are paired with x = 5?DCorrect! PTS: 1 DIF: Basic REF: Lesson 1-7 OBJ: 1-7.1 Describe whether a relation is a function. NAT: NA 2 | NA 8 | NA 9 | NA 10 | NA 3 TOP: Determine whether a relation is a function KEY: Relations | Functions 29. ANS: A A function is a relation in which each element of the domain is paired with exactly one element of the range. FeedbackACorrect!BHow many range elements are paired with x = 1?CDid you try the vertical line test?DDoes the graph pass the vertical line test? PTS: 1 DIF: Basic REF: Lesson 1-7 OBJ: 1-7.1 Describe whether a relation is a function. NAT: NA 2 | NA 8 | NA 9 | NA 10 | NA 3 TOP: Determine whether a relation is a function KEY: Relations | Functions 30. ANS: A The hypothesis is the part of the conditional following the word if, and the conclusion is the part of the conditional following the word then. FeedbackACorrect!BCan he only go swimming on days that he mows?CDoes the statement involve chores?DDoes the statement involve playing tennis? PTS: 1 DIF: Average REF: Lesson 1-8 OBJ: 1-8.1 Identify the hypothesis and conclusion in a conditional statement. NAT: NA 1 | NA 8 | NA 9 | NA 10 | NA 2 TOP: Identify the hypothesis and conclusion in a conditional statement KEY: Conditional Statements | Hypothesis | Conclusion 31. ANS: B A counterexample is a specific case in which a statement is false. It takes only one counterexample to show that a statement is false. FeedbackAAre the hypothesis and conclusion both true?BCorrect!CIs the hypothesis true?DIs the hypothesis true? PTS: 1 DIF: Average REF: Lesson 1-8 OBJ: 1-8.2 Use a counterexample to show that an assertion is false. NAT: NA 6 | NA 8 | NA 9 | NA 10 | NA 7 TOP: Use a counterexample to show that an assertion is false KEY: Counterexample | Deductive Reasoning 32. ANS: A A counterexample is a specific case in which a statement is false. It takes only one counterexample to show that a statement is false. FeedbackACorrect!BAre the hypothesis and conclusion both true?CIs the hypothesis true?DIs the hypothesis true? PTS: 1 DIF: Average REF: Lesson 1-8 OBJ: 1-8.2 Use a counterexample to show that an assertion is false. NAT: NA 6 | NA 8 | NA 9 | NA 10 | NA 7 TOP: Use a counterexample to show that an assertion is false KEY: Counterexample | Deductive Reasoning 33. ANS: A A counterexample is a specific case in which a statement is false. It takes only one counterexample to show that a statement is false. FeedbackACorrect!BAre the hypothesis and conclusion both true?CIs the hypothesis true?DIs the hypothesis true? PTS: 1 DIF: Average REF: Lesson 1-8 OBJ: 1-8.2 Use a counterexample to show that an assertion is false. NAT: NA 6 | NA 8 | NA 9 | NA 10 | NA 7 TOP: Use a counterexample to show that an assertion is false KEY: Counterexample | Deductive Reasoning 34. ANS: C A counterexample is a specific case in which a statement is false. It takes only one counterexample to show that a statement is false. FeedbackAAre the hypothesis and conclusion both true?BAre the hypothesis and conclusion both true?CCorrect!DIs the hypothesis true? PTS: 1 DIF: Average REF: Lesson 1-8 OBJ: 1-8.2 Use a counterexample to show that an assertion is false. NAT: NA 6 | NA 8 | NA 9 | NA 10 | NA 7 TOP: Use a counterexample to show that an assertion is false KEY: Counterexample | Deductive Reasoning 35. ANS: A Translate verbal sentences into equations by using key words and phrases you have learned to replace words with symbols. FeedbackACorrect!BWhat does increased by translate to in an equation?CDoes increased by indicate multiplication?DShould you have divided? PTS: 1 DIF: Basic REF: Lesson 2-1 OBJ: 2-1.1 Translate verbal sentences into equations. NAT: NA 6 TOP: Translate verbal sentences into equations KEY: Verbal Sentences | Equations 36. ANS: B Translate verbal sentences into equations by using key words and phrases you have learned to replace words with symbols. FeedbackAIs addition indicated by the sentence?BCorrect!CWhat is being subtracted?DAre the parentheses needed? PTS: 1 DIF: Basic REF: Lesson 2-1 OBJ: 2-1.1 Translate verbal sentences into equations. NAT: NA 6 TOP: Translate verbal sentences into equations KEY: Verbal Sentences | Equations 37. ANS: D Translate verbal sentences into equations by using key words and phrases you have learned to replace words with symbols. FeedbackAHow do you translate increased by?BBe careful with the order of the subtraction.CAre the parentheses indicated by the sentence?DCorrect! PTS: 1 DIF: Average REF: Lesson 2-1 OBJ: 2-1.1 Translate verbal sentences into equations. NAT: NA 6 TOP: Translate verbal sentences into equations KEY: Verbal Sentences | Equations 38. ANS: A Using key words for operations, translate the equation into a number sentence. FeedbackACorrect!BIs there addition in the equation?CIs there division in the equation?DCarefully look at the equation again. PTS: 1 DIF: Basic REF: Lesson 2-1 OBJ: 2-1.2 Translate equations into verbal sentences. NAT: NA 1 | NA 8 | NA 9 | NA 10 | NA 2 TOP: Translate equations into verbal sentences KEY: Equations | Verbal Sentences 39. ANS: A Using key words for operations, translate the equation into a number sentence. FeedbackACorrect!BWhat is meant by decreased by?CAre you sure about the right side of the equation?DWhat did you translate as the quotient? PTS: 1 DIF: Average REF: Lesson 2-1 OBJ: 2-1.2 Translate equations into verbal sentences. NAT: NA 1 | NA 8 | NA 9 | NA 10 | NA 2 TOP: Translate equations into verbal sentences KEY: Equations | Verbal Sentences 40. ANS: D Using key words for operations, translate the equation into a number sentence. FeedbackAIs there addition in the equation?BCheck the left side of the equation again.CWhat is meant by increased by?DCorrect! PTS: 1 DIF: Basic REF: Lesson 2-1 OBJ: 2-1.2 Translate equations into verbal sentences. NAT: NA 1 | NA 8 | NA 9 | NA 10 | NA 2 TOP: Translate equations into verbal sentences KEY: Equations | Verbal Sentences 41. ANS: B Using key words for operations, translate the equation into a number sentence. FeedbackAWhat did you translate as the difference?BCorrect!CAre there three additions in the equation?DAre there two products in the equation? PTS: 1 DIF: Basic REF: Lesson 2-1 OBJ: 2-1.2 Translate equations into verbal sentences. NAT: NA 1 | NA 8 | NA 9 | NA 10 | NA 2 TOP: Translate equations into verbal sentences KEY: Equations | Verbal Sentences 42. ANS: B To solve an equation means to find all the values of the variable that make the equation a true statement. One way to do this is to isolate the variable on one side of the equation. You can sometimes do this by adding the same number to both sides of the equation. FeedbackABe careful with sign rules.BCorrect!CHow do you add fractions?DWhat did you add to both sides? PTS: 1 DIF: Average REF: Lesson 2-2 OBJ: 2-2.2 Solve equations with fractions by using addition. NAT: NA 1 | NA 8 | NA 9 | NA 10 | NA 2 TOP: Solve equations with fractions by using addition KEY: Solve Equations | Addition | Fractions 43. ANS: A To solve an equation means to find all the values of the variable that make the equation a true statement. One way to do this is to isolate the variable on one side of the equation. You can sometimes do this by adding the same number to both sides of the equation. FeedbackACorrect!BWhat did you add to both sides?CHow do you add fractions?DBe careful with sign rules. PTS: 1 DIF: Average REF: Lesson 2-2 OBJ: 2-2.2 Solve equations with fractions by using addition. NAT: NA 1 | NA 8 | NA 9 | NA 10 | NA 2 TOP: Solve equations with fractions by using addition KEY: Solve Equations | Addition | Fractions 44. ANS: B To solve an equation means to find all the values of the variable that make the equation a true statement. One way to do this is to isolate the variable on one side of the equation. You can sometimes do this by subtracting the same number from both sides of the equation. FeedbackABe careful with sign rules.BCorrect!CDid you subtract a number from both sides?DDid you perform the subtraction correctly? PTS: 1 DIF: Basic REF: Lesson 2-2 OBJ: 2-2.4 Solve equations with integers by using subtraction. NAT: NA 1 | NA 8 | NA 9 | NA 10 | NA 2 TOP: Solve equations with integers by using subtraction KEY: Solve Equations | Subtraction | Integers 45. ANS: C To solve an equation means to find all the values of the variable that make the equation a true statement. One way to do this is to isolate the variable on one side of the equation. You can sometimes do this by subtracting the same number from both sides of the equation. FeedbackADid you subtract a number from both sides?BDid you perform the subtraction correctly?CCorrect!DBe careful with sign rules. PTS: 1 DIF: Basic REF: Lesson 2-2 OBJ: 2-2.4 Solve equations with integers by using subtraction. NAT: NA 1 | NA 8 | NA 9 | NA 10 | NA 2 TOP: Solve equations with integers by using subtraction KEY: Solve Equations | Subtraction | Integers 46. ANS: D To solve an equation means to find all the values of the variable that make the equation a true statement. One way to do this is to isolate the variable on one side of the equation. You can sometimes do this by subtracting the same number from both sides of the equation. FeedbackABe careful with sign rules.BHow do you subtract fractions?CWhat did you subtract from both sides?DCorrect! PTS: 1 DIF: Average REF: Lesson 2-2 OBJ: 2-2.5 Solve equations with fractions by using subtraction. NAT: NA 1 | NA 8 | NA 9 | NA 10 | NA 2 TOP: Solve equations with fractions by using subtraction KEY: Solve Equations | Subtraction | Fractions 47. ANS: B If an equation is true and each side is multiplied by the same number, the resulting equation is true. FeedbackAWhat did you multiply both sides by?BCorrect!CDid you isolate the variable?DDid you multiply both sides by the correct number? PTS: 1 DIF: Average REF: Lesson 2-2 OBJ: 2-2.7 Solve equations with integers by using multiplication. NAT: NA 1 | NA 8 | NA 9 | NA 10 | NA 2 TOP: Solve equations with integers by using multiplication KEY: Solve Equations | Multiplication | Integers 48. ANS: B If an equation is true and each side is multiplied or divided by the same number, the resulting equation is true. FeedbackADid you add a number to both sides?BCorrect!CDo you undo multiplication by subtracting?DHow do you undo multiplication? PTS: 1 DIF: Basic REF: Lesson 2-2 OBJ: 2-2.11 Solve equations with decimals using multiplication and division. NAT: NA 1 | NA 8 | NA 9 | NA 10 | NA 2 TOP: Solve equations with decimals by using multiplication and division KEY: Solve Equations | Multiplication | Division | Decimals 49. ANS: C First translate the verbal sentences into equations by using key words and phrases you have learned to replace words with symbols. Then to solve an equation with more than one operation, undo operations by working backward. FeedbackACarefully read the sentence again.BDid you isolate the variable?CCorrect!DIs subtraction indicated by the sentence? PTS: 1 DIF: Basic REF: Lesson 2-3 OBJ: 2-3.2 Solve consecutive integer problems. NAT: NA 1 | NA 2 | NA 6 | NA 8 TOP: Solve consecutive integer problems. KEY: Solve equations | Integers 50. ANS: C First translate the verbal sentences into equations by using key words and phrases you have learned to replace words with symbols. Then to solve an equation with more than one operation, undo operations by working backward. FeedbackADid you do the correct operation?BAre these consecutive integers?CCorrect!DDid you isolate the variable? PTS: 1 DIF: Average REF: Lesson 2-3 OBJ: 2-3.2 Solve consecutive integer problems. NAT: NA 1 | NA 2 | NA 6 | NA 8 TOP: Solve consecutive integer problems. KEY: Solve equations | Integers 51. ANS: D First translate the verbal sentences into equations by using key words and phrases you have learned to replace words with symbols. Then to solve an equation with more than one operation, undo operations by working backward. FeedbackADid you do the correct operation?BAre these consecutive odd integers?CCheck your calculation again.DCorrect! PTS: 1 DIF: Average REF: Lesson 2-3 OBJ: 2-3.2 Solve consecutive integer problems. NAT: NA 1 | NA 2 | NA 6 | NA 8 TOP: Solve consecutive integer problems. KEY: Solve equations | Integers 52. ANS: C To solve equations with variables on each side, first use the Addition or Subtraction Property of Equality to write an equivalent equation that has all of the variables on one side. Simplify both sides of the equation, and use the Multiplication or Division Property of Equality to solve for the variable. FeedbackABe careful with sign rules.BBe careful with sign rules.CCorrect!DWhich property did you use first? PTS: 1 DIF: Average REF: Lesson 2-4 OBJ: 2-4.1 Solve equations with integers with the variable on each side. NAT: NA 1 | NA 8 | NA 9 | NA 10 | NA 2 TOP: Solve equations with integers with the variable on each side KEY: Solve Equations | Variables | Integers 53. ANS: A To solve equations with variables on each side, first use the Addition or Subtraction Property of Equality to write an equivalent equation that has all of the variables on one side. Simplify both sides of the equation, and use the Multiplication or Division Property of Equality to solve for the variable. FeedbackACorrect!BBe careful with sign rules.CDid you combine the variable fractions correctly?DDid you use the Addition or Subtraction Property correctly? PTS: 1 DIF: Average REF: Lesson 2-4 OBJ: 2-4.2 Solve equations with fractions with the variable on each side. NAT: NA 1 | NA 8 | NA 9 | NA 10 | NA 2 TOP: Solve equations with fractions with the variable on each side KEY: Solve Equations | Variables | Fractions 54. ANS: B To solve equations with variables on each side, first use the Addition or Subtraction Property of Equality to write an equivalent equation that has all of the variables on one side. Simplify both sides of the equation, and use the Multiplication or Division Property of Equality to solve for the variable. FeedbackADid you use the Addition or Subtraction Property correctly?BCorrect!CDid you combine the variable fractions correctly?DBe careful with sign rules. PTS: 1 DIF: Average REF: Lesson 2-4 OBJ: 2-4.2 Solve equations with fractions with the variable on each side. NAT: NA 1 | NA 8 | NA 9 | NA 10 | NA 2 TOP: Solve equations with fractions with the variable on each side KEY: Solve Equations | Variables | Fractions 55. ANS: B Set f(x) = 0 and solve for x to find the minimum value. Then choose values for x that are greater and less than the minimum value to make a table of (x, y) values. FeedbackADid you solve the equation  to find the x-coordinate of the minimum point?BCorrect!CDid you solve the equation  to find the x-coordinate of the minimum point?DDid you solve the equation  to find the x-coordinate of the minimum point? PTS: 1 DIF: Average REF: Lesson 2-5 OBJ: 2-5.2 Graph absolute value functions. NAT: NA 2 | NA 8 TOP: Graph absolute value functions. KEY: Absolute Value | Graphs 56. ANS: B If the cross products are equal, the ratios are equal and form a proportion. FeedbackAAre the cross products the same?BCorrect!CDid you multiply carefully?DAre the cross products the same? PTS: 1 DIF: Average REF: Lesson 2-6 OBJ: 2-6.1 Determine whether two ratios form a proportion. NAT: NA 1 | NA 8 | NA 9 | NA 10 | NA 2 TOP: Determine whether two ratios form a proportion KEY: Ratios | Proportions 57. ANS: C To solve a proportion containing a variable, use cross products and other techniques to solve the equation. FeedbackADid you multiply correctly?BHow do you solve a proportion?CCorrect!DDid you find the cross product correctly? PTS: 1 DIF: Average REF: Lesson 2-6 OBJ: 2-6.2 Solve proportions. NAT: NA 1 | NA 3 | NA 8 | NA 9 | NA 2 TOP: Solve proportions KEY: Proportions | Solve Proportions 58. ANS: A First find the amount of change. Then find the percent of change by using the original number as the base. FeedbackACorrect!BDid you use the original number as the base?CWhich is the greater number, the new or the original?DWhich number is greater? PTS: 1 DIF: Average REF: Lesson 2-7 OBJ: 2-7.1 Find percents of increase and decrease. NAT: NA 2 | NA 6 | NA 8 | NA 9 | NA 3 TOP: Find percents of increase and decrease KEY: Percent of Increase | Percent of Decrease 59. ANS: D Find the amount of discount by multiplying the discount rate converted to a decimal. Subtract the amount of discount from the original price. Compute the tax on the discounted price. FeedbackADid you forget to add the tax?BDid you subtract the tax?CDid you mix up the discount and the tax?DCorrect! PTS: 1 DIF: Average REF: Lesson 2-7 OBJ: 2-7.2 Solve problems involving percents of change. NAT: NA 1 | NA 8 | NA 9 | NA 10 | NA 2 TOP: Solve problems involving percents of change KEY: Percent of Change | Solve Problems 60. ANS: B Find the amount of discount by multiplying the discount rate converted to a decimal. Subtract the amount of discount from the original price. Compute the tax on the discounted price. FeedbackADid you forget to subtract the tax?BCorrect!CDid you subtract the tax?DDid you forget the discount? PTS: 1 DIF: Average REF: Lesson 2-7 OBJ: 2-7.2 Solve problems involving percents of change. NAT: NA 1 | NA 8 | NA 9 | NA 10 | NA 2 TOP: Solve problems involving percents of change KEY: Percent of Change | Solve Problems 61. ANS: D Solve the formula for w. Then evaluate using the given values for P and . FeedbackADo you measure width in square units?BDid you divide by 2?CWhat is the formula for the width of the rectangle?DCorrect! PTS: 1 DIF: Basic REF: Lesson 2-8 OBJ: 2-8.2 Use formulas to solve real-world problems. NAT: NA 1 | NA 8 | NA 9 | NA 10 | NA 2 TOP: Use formulas to solve real-world problems KEY: Formulas | Real-World Problems 62. ANS: D Solve the formula for the specified variable using the properties of equality. FeedbackADid you divide both sides of the equation by the same number?BShould you have added to both sides?CDid you do the division property correctly?DCorrect! PTS: 1 DIF: Basic REF: Lesson 2-8 OBJ: 2-8.2 Use formulas to solve real-world problems. NAT: NA 1 | NA 8 | NA 9 | NA 10 | NA 2 TOP: Use formulas to solve real-world problems KEY: Formulas | Real-World Problems 63. ANS: A Uniform motion problems are problems where an object moves at a certain speed, or rate. Use the formula d=rt to solve these problems, where d is the distance, r is the rate, and t is the time. Complete the table using the given information. FeedbackACorrect!BHow fast were the trains traveling?CDid the eastbound train travel longer?DWere the trains traveling at the same rate of speed? PTS: 1 DIF: Average REF: Lesson 2-9 OBJ: 2-9.1 Solve uniform motion problems. NAT: NA 2 | NA 8 | NA 9 | NA 10 | NA 6 TOP: Solve uniform motion problems KEY: Uniform Motion | Solve Problems 64. ANS: D Uniform motion problems are problems where an object moves at a certain speed, or rate. Use the formula d=rt to solve these problems, where d is the distance, r is the rate, and t is the time. Complete the table using the given information. FeedbackAHow fast was Kenji traveling?BDid Kenji travel for a longer period of time?CDid Kenji travel for a longer period of time?DCorrect! PTS: 1 DIF: Average REF: Lesson 2-9 OBJ: 2-9.1 Solve uniform motion problems. NAT: NA 2 | NA 8 | NA 9 | NA 10 | NA 6 TOP: Solve uniform motion problems KEY: Uniform Motion | Solve Problems 65. ANS: A Uniform motion problems are problems where an object moves at a certain speed, or rate. Use the formula d=rt to solve these problems, where d is the distance, r is the rate, and t is the time. Complete the table using the given information. The sum of the distances the two men travel is equal to the total distance. FeedbackACorrect!BDoes the left side of the equation equal the total distance traveled?CDoes the right side of the equation equal the total distance traveled?DDoes the left side of the equation equal the total distance traveled? PTS: 1 DIF: Average REF: Lesson 2-9 OBJ: 2-9.1 Solve uniform motion problems. NAT: NA 2 | NA 8 | NA 9 | NA 10 | NA 6 TOP: Solve uniform motion problems KEY: Uniform Motion | Solve Problems 66. ANS: D Uniform motion problems are problems where an object moves at a certain speed, or rate. Use the formula d=rt to solve these problems, where d is the distance, r is the rate, and t is the time. Complete the table using the given information. The sum of the distances the two men travel is equal to the total distance. Solve the equation for t. FeedbackADid you subtract the distances of each man?BDid they travel at the same rate of speed?CWhat was the total distance traveled?DCorrect! PTS: 1 DIF: Average REF: Lesson 2-9 OBJ: 2-9.1 Solve uniform motion problems. NAT: NA 2 | NA 8 | NA 9 | NA 10 | NA 6 TOP: Solve uniform motion problems KEY: Uniform Motion | Solve Problems 67. ANS: D Uniform motion problems are problems where an object moves at a certain speed, or rate. Use the formula d=rt to solve these problems, where d is the distance, r is the rate, and t is the time. Complete the table using the given information. FeedbackAHow fast were the planes traveling?BDid the westbound plane leave earlier?CDid the westbound plane leave earlier?DCorrect! PTS: 1 DIF: Average REF: Lesson 2-9 OBJ: 2-9.1 Solve uniform motion problems. NAT: NA 2 | NA 8 | NA 9 | NA 10 | NA 6 TOP: Solve uniform motion problems KEY: Uniform Motion | Solve Problems 68. ANS: D Uniform motion problems are problems where an object moves at a certain speed, or rate. Use the formula d=rt to solve these problems, where d is the distance, r is the rate, and t is the time. Complete the table using the given information. The sum of the distances the two bicycles travel is equal to the total distance. Solve the equation for t. FeedbackADid you subtract the distances of each cyclist?BDid you use the Division Property of Equality correctly?CDid both cyclists travel at 10 miles per hour?DCorrect! PTS: 1 DIF: Average REF: Lesson 2-9 OBJ: 2-9.1 Solve uniform motion problems. NAT: NA 2 | NA 8 | NA 9 | NA 10 | NA 6 TOP: Solve uniform motion problems KEY: Uniform Motion | Solve Problems 69. ANS: A Complete the table with expressions for price per pound and total price. FeedbackACorrect!BAre you sure about the price per pound?CAre the total prices correct?DBe careful placing the values into the table. PTS: 1 DIF: Average REF: Lesson 2-9 OBJ: 2-9.2 Solve mixture problems. NAT: NA 2 | NA 8 | NA 9 | NA 10 | NA 6 TOP: Solve mixture problems KEY: Mixture Problems | Solve Problems 70. ANS: D Complete the table and use the values in the total price column to write the equation for total price. FeedbackADid they sell more cashews than peanuts?BDoes your equation represent a total price?CWhat is the price per pound of peanuts?DCorrect PTS: 1 DIF: Average REF: Lesson 2-9 OBJ: 2-9.2 Solve mixture problems. NAT: NA 2 | NA 8 | NA 9 | NA 10 | NA 6 TOP: Solve mixture problems KEY: Mixture Problems | Solve Problems 71. ANS: B Complete the table with expressions for price per pound, total price, and mixture. Use the total price column to write an equation for the problem. FeedbackAShould you subtract the price of the Brazilian Coffee?BCorrect!CWhat is to be the price of the mixture?DHow many pounds of Columbian Coffee is to be in the mixture? PTS: 1 DIF: Average REF: Lesson 2-9 OBJ: 2-9.2 Solve mixture problems. NAT: NA 2 | NA 8 | NA 9 | NA 10 | NA 6 TOP: Solve mixture problems KEY: Mixture Problems | Solve Problems 72. ANS: B Complete the table with expressions for price per pound, total price, and mixture. FeedbackADo the number of pounds of beef and lamb equal the number of pounds of the mixture?BCorrect!CWhat is the price per pound of the beef-based food?DWhat is the weight of the mixture? PTS: 1 DIF: Average REF: Lesson 2-9 OBJ: 2-9.2 Solve mixture problems. NAT: NA 2 | NA 8 | NA 9 | NA 10 | NA 6 TOP: Solve mixture problems KEY: Mixture Problems | Solve Problems 73. ANS: C A solution of an equation in two variables is an ordered pair that results in a true statement when substituted into the equation. You can graph the ordered pairs in the solution set for an equation in two variables. FeedbackAAre all the ordered pairs correct?BAre all the ordered pairs correct?CCorrect!DDid you plot all points correctly? PTS: 1 DIF: Average REF: Lesson 3-1 OBJ: 3-1.2 Graph linear equations. NAT: NA 2 | NA 8 | NA 9 | NA 10 | NA 3 TOP: Graph the solution set for a given domain KEY: Domain | Graph Solutions 74. ANS: D A solution of an equation in two variables is an ordered pair that results in a true statement when substituted into the equation. You can graph the ordered pairs in the solution set for an equation in two variables. FeedbackADid you plot all points correctly?BAre all the ordered pairs correct?CAre all the ordered pairs correct?DCorrect! PTS: 1 DIF: Average REF: Lesson 3-1 OBJ: 3-1.2 Graph linear equations. NAT: NA 2 | NA 8 | NA 9 | NA 10 | NA 3 TOP: Graph the solution set for a given domain KEY: Domain | Graph Solutions 75. ANS: B PTS: 1 DIF: Basic REF: Lesson 3-2 OBJ: 3-2.1 Solve equations. TOP: Solve linear equations by graphing. KEY: linear function 76. ANS: D PTS: 1 DIF: Basic REF: Lesson 3-2 OBJ: 3-2.1 Solve equations. TOP: Solve linear equations by graphing. KEY: linear function 77. ANS: B The slope m of a nonvertical line through any two points, is the ratio of the difference of the y-coordinates to the difference of the x-coordinates. A vertical line has an undefined slope. FeedbackAIs that the rise over the run?BCorrect!CIs that a positive number?DIs the board vertical? PTS: 1 DIF: Basic REF: Lesson 3-3 OBJ: 3-3.1 Use rate of change to solve problems. NAT: NA 2 | NA 4 | NA 7 | NA 10 | NA 3 TOP: Use rate of change to solve problems KEY: Rate of Change | Solve Problems 78. ANS: C The slope m of a nonvertical line through any two points is the ratio of the difference of the y-coordinates to the difference of the x-coordinates. A vertical line has an undefined slope. FeedbackAIs the belt vertical?BIs that the run over the rise?CCorrect!DIs the belt horizontal? PTS: 1 DIF: Basic REF: Lesson 3-3 OBJ: 3-3.1 Use rate of change to solve problems. NAT: NA 2 | NA 4 | NA 7 | NA 10 | NA 3 TOP: Use rate of change to solve problems KEY: Rate of Change | Solve Problems 79. ANS: A Slope can be used to describe a rate of change. The rate of change tells, on average, how a quantity is changing over time. FeedbackACorrect!BWhat is the difference in rainfall amounts for that period?CIs that the largest rate of change?DWhat is the rate of change for that period? PTS: 1 DIF: Average REF: Lesson 3-3 OBJ: 3-3.1 Use rate of change to solve problems. NAT: NA 2 | NA 4 | NA 7 | NA 10 | NA 3 TOP: Use rate of change to solve problems KEY: Rate of Change | Solve Problems 80. ANS: A Slope can be used to describe a rate of change. The rate of change tells, on average, how a quantity is changing over time. Slope can be used to describe a rate of change. The rate of change tells, on average, how a quantity is changing over time. FeedbackACorrect!BWhat is the rate of change over that period.CIs that the period with the steepest slope?DCan you determine the rate of change over that period of time? PTS: 1 DIF: Average REF: Lesson 3-3 OBJ: 3-3.1 Use rate of change to solve problems. NAT: NA 2 | NA 4 | NA 7 | NA 10 | NA 3 TOP: Use rate of change to solve problems KEY: Rate of Change | Solve Problems 81. ANS: B Slope can be used to describe a rate of change. The rate of change tells, on average, how a quantity is changing over time. Slope can be used to describe a rate of change. The rate of change tells, on average, how a quantity is changing over time. FeedbackAWhat is the rate of change over that period?BCorrect!CIs that the period with the smallest slope?DCan you determine the rate of change over that period of time? PTS: 1 DIF: Average REF: Lesson 3-3 OBJ: 3-3.1 Use rate of change to solve problems. NAT: NA 2 | NA 4 | NA 7 | NA 10 | NA 3 TOP: Use rate of change to solve problems KEY: Rate of Change | Solve Problems 82. ANS: C A direct variation is described by an equation of the form y = kx, where k  0. We say that y varies directly with x or y varies directly as x. In the equation y = kx, k is the constant of variation. FeedbackABe careful with sign rules.BAre you sure about the solution to the equation?CCorrect!DDoes that equation work for the given values? PTS: 1 DIF: Basic REF: Lesson 3-4 OBJ: 3-4.1 Write and graph direct variation equations. NAT: NA 2 | NA 4 | NA 7 | NA 10 | NA 3 TOP: Write and graph direct variation equations KEY: Direct Variation | Graphs | Equations 83. ANS: C Direct variation equations are of the form y = kx, where k  0. The graph of y = kx always passes through the origin. FeedbackADoes the graph match the equation?BWhich variable is the independent variable?CCorrect!DDo points on the graph make the equation true? PTS: 1 DIF: Average REF: Lesson 3-4 OBJ: 3-4.2 Solve problems involving direct variation. NAT: NA 2 | NA 8 | NA 9 | NA 10 | NA 4 TOP: Solve problems involving direct variation KEY: Direct Variation | Solve Problems 84. ANS: B Direct variation equations are of the form y = kx, where k  0. The graph of y = kx always passes through the origin. FeedbackAWhich variable is the independent variable?BCorrect!CDo the equation and graph match?DDo points on the graph make the equation true? PTS: 1 DIF: Average REF: Lesson 3-4 OBJ: 3-4.2 Solve problems involving direct variation. NAT: NA 2 | NA 8 | NA 9 | NA 10 | NA 4 TOP: Solve problems involving direct variation KEY: Direct Variation | Solve Problems 85. ANS: D Direct variation equations are of the form y = kx, where k  0. The graph of y = kx always passes through the origin. FeedbackADoes the graph match the equation?BWhich variable is the independent variable?CDo points on the graph make the equation true?DCorrect! PTS: 1 DIF: Average REF: Lesson 3-4 OBJ: 3-4.2 Solve problems involving direct variation. NAT: NA 2 | NA 8 | NA 9 | NA 10 | NA 4 TOP: Solve problems involving direct variation KEY: Direct Variation | Solve Problems 86. ANS: B Direct variation equations are of the form y = kx, where k  0. The graph of y = kx always passes through the origin. FeedbackAWhich variable is the independent variable?BCorrect!CDo points on the graph make the equation true?DWhat was Luis' rate of speed? PTS: 1 DIF: Average REF: Lesson 3-4 OBJ: 3-4.2 Solve problems involving direct variation. NAT: NA 2 | NA 8 | NA 9 | NA 10 | NA 4 TOP: Solve problems involving direct variation KEY: Direct Variation | Solve Problems 87. ANS: A Find the difference of the values for t and d. Use the relationship between them to write an equation. FeedbackACorrect!BCheck the operator.CCheck your answer.DLook at the hint and try again! PTS: 1 DIF: Basic REF: Lesson 3-6 OBJ: 3-6.1 Write an equation for a proportional or nonproportional relationship. NAT: NA 1 | NA 8 | NA 9 | NA 10 | NA 2 TOP: Write an equation for a proportional or nonproportional relationship. KEY: Equations | Analyzing Data 88. ANS: C The linear equation y = mx + b is written in slope-intercept form, where m is the slope and b is the y-intercept. FeedbackAWhat is the slope?BWhat is the y-intercept?CCorrect!DWhat is the slope of the line? PTS: 1 DIF: Basic REF: Lesson 4-1 OBJ: 4-1.1 Write and graph linear equations in slope-intercept form. NAT: NA 2 | NA 8 | NA 9 | NA 10 | NA 4 TOP: Write and graph linear equations in slope-intercept form KEY: Slope-Intercept Form | Linear Equations | Graphs 89. ANS: A If a quantity changes at a constant rate over time, it can be modeled by a linear equation. The y-intercept represents a starting point, and the slope represents the rate of change. FeedbackACorrect!BWhat was the original length of the icicle?CWhat is the rate of change?DWhich variable is the independent variable? PTS: 1 DIF: Average REF: Lesson 4-1 OBJ: 4-1.2 Model real-world data with an equation in slope-intercept form. NAT: NA 2 | NA 4 | NA 9 | NA 10 | NA 3 TOP: Model real-world data with an equation in slope-intercept form KEY: Slope-Intercept Form | Equations | Real-World Problems 90. ANS: B If a quantity changes at a constant rate over time, it can be modeled by a linear equation. The y-intercept represents a starting point, and the slope represents the rate of change. FeedbackAWhat is the starting temperature?BCorrect!CIs the temperature decreasing?DWhich variable is the independent variable? PTS: 1 DIF: Basic REF: Lesson 4-1 OBJ: 4-1.2 Model real-world data with an equation in slope-intercept form. NAT: NA 2 | NA 4 | NA 9 | NA 10 | NA 3 TOP: Model real-world data with an equation in slope-intercept form KEY: Slope-Intercept Form | Equations | Real-World Problems 91. ANS: A If a quantity changes at a constant rate over time, it can be modeled by a linear equation. The y-intercept represents a starting point, and the slope represents the rate of change. FeedbackACorrect!BWhat is the y-intercept?CDoes the number of sections standing decrease each Saturday?DWhat is the slope of the line? PTS: 1 DIF: Average REF: Lesson 4-1 OBJ: 4-1.2 Model real-world data with an equation in slope-intercept form. NAT: NA 2 | NA 4 | NA 9 | NA 10 | NA 3 TOP: Model real-world data with an equation in slope-intercept form KEY: Slope-Intercept Form | Equations | Real-World Problems 92. ANS: B Find the slope of the line with the slope formula. Find the y-intercept by replacing x and y with the given point and m with the slope in the slope-intercept form. Solve for b. Write the equation in slope-intercept form using the given m and the calculated b. FeedbackAWhat is the y-intercept?BCorrect!CIs the slope positive or negative?DHow did you find the y-intercept? PTS: 1 DIF: Average REF: Lesson 4-2 OBJ: 4-2.2 Write an equation of a line given two points on the line. NAT: NA 2 | NA 8 | NA 9 | NA 10 | NA 6 TOP: Write an equation of a line given two points on the line KEY: Slope | Lines | Equations 93. ANS: B Solve the equation for y. Use Addition and Subtraction Properties of Equality to rewrite the equation in standard form. FeedbackADid you use the correct property of equality?BCorrect!CIs that standard form?DHow did you determine the sign of the y-term? PTS: 1 DIF: Average REF: Lesson 4-3 OBJ: 4-3.2 Write linear equations in standard form. NAT: NA 2 | NA 8 | NA 9 | NA 10 | NA 6 TOP: Write linear equations in standard form KEY: Standard Form | Linear Equations 94. ANS: A Two nonvertical lines are parallel if they have the same slope. Use the given point with the slope of the parallel line in the point-slope form. Then change to the slope-intercept form. FeedbackACorrect!BBe careful with signs when adding to or subtracting from both sides of the equation.CDid you add or subtract carefully? Should the slope be the same as the slope of the parallel line?DWhat is the slope of the parallel line? PTS: 1 DIF: Average REF: Lesson 4-4 OBJ: 4-4.1 Write an equation of the line that passes through a given point, parallel to a given line. NAT: NA 2 | NA 8 | NA 9 | NA 10 | NA 6 TOP: Write an equation of the line that passes through a given point, parallel to a given line KEY: Lines | Equations | Parallel 95. ANS: C A scatter plot is a graph in which two sets of data are plotted as ordered pairs in a coordinate plane. There is a positive correlation when as x increases, y increases. There is a negative correlation when as x increases, y decreases. There is no correlation when x and y are not related. FeedbackAWhat is meant by negative correlation?BDoes the amount of fine decrease with the number of videos rented?CCorrect!DWhat is meant by positive correlation? PTS: 1 DIF: Basic REF: Lesson 4-5 OBJ: 4-5.1 Interpret points on a scatter plot. NAT: NA 2 | NA 6 | NA 7 | NA 9 | NA 3 TOP: Interpret points on a scatter plot KEY: Scatter Plot | Interpret Data 96. ANS: B A scatter plot is a graph in which two sets of data are plotted as ordered pairs in a coordinate plane. There is a positive correlation when as x increases, y increases. There is a negative correlation when as x increases, y decreases. There is no correlation when x and y are not related. FeedbackAWhat is meant by positive correlation?BCorrect!CAre the variables related?DDoes the number of quarts picked increase over time? PTS: 1 DIF: Average REF: Lesson 4-5 OBJ: 4-5.1 Interpret points on a scatter plot. NAT: NA 2 | NA 6 | NA 7 | NA 9 | NA 3 TOP: Interpret points on a scatter plot KEY: Scatter Plot | Interpret Data 97. ANS: D Write an equation for the line of fit. Substitute to find a prediction for 2005. FeedbackADo you predict that the rate will remain unchanged from 2001?BDid you write an equation for the line of fit?CDo you predict the rate will increase from 2001?DCorrect! PTS: 1 DIF: Average REF: Lesson 4-5 OBJ: 4-5.2 Use lines of fit to make and evaluate predictions. NAT: NA 2 | NA 6 | NA 7 | NA 9 | NA 5 TOP: Write equations for lines of fit KEY: Best Fit Line | Equations 98. ANS: D Use the two points to calculate the slope of the line. Then find the slope intercept form of the equation of the line using the slope and one of the points. FeedbackAHow do you read that amount?BDo you expect the amount of spending to decrease?CDid you read the graph carefully?DCorrect! PTS: 1 DIF: Average REF: Lesson 4-5 OBJ: 4-5.2 Use lines of fit to make and evaluate predictions. NAT: NA 2 | NA 6 | NA 7 | NA 9 | NA 5 TOP: Write equations for lines of fit KEY: Best Fit Line | Equations 99. ANS: D Use the two points to calculate the slope of the line. Then find the slope intercept form of the equation of the line using the slope and one of the points. FeedbackAIs the slope of the line of fit positive?BWhich variable is the independent variable?CHow did you determine the slope of the line?DCorrect! PTS: 1 DIF: Average REF: Lesson 4-5 OBJ: 4-5.2 Use lines of fit to make and evaluate predictions. NAT: NA 2 | NA 6 | NA 7 | NA 9 | NA 5 TOP: Write equations for lines of fit KEY: Best Fit Line | Equations 100. ANS: A Use the two points to calculate the slope of the line. Then find the slope intercept form of the equation of the line using the slope and one of the points. FeedbackACorrect!BWhich variable is the independent variable?CIs the slope of the line of fit positive?DHow did you determine the slope of the line? PTS: 1 DIF: Average REF: Lesson 4-5 OBJ: 4-5.2 Use lines of fit to make and evaluate predictions. NAT: NA 2 | NA 6 | NA 7 | NA 9 | NA 5 TOP: Write equations for lines of fit KEY: Best Fit Line | Equations 101. ANS: B Use the two points to calculate the slope of the line. Then find the slope intercept form of the equation of the line using the slope and one of the points. Use the equation to make the prediction. FeedbackAWhat is the slope in your equation?BCorrect!CDo you expect the number quarts to increase?DDid you evaluate the equation carefully? PTS: 1 DIF: Average REF: Lesson 4-5 OBJ: 4-5.2 Use lines of fit to make and evaluate predictions. NAT: NA 2 | NA 6 | NA 7 | NA 9 | NA 5 TOP: Write equations for lines of fit KEY: Best Fit Line | Equations 102. ANS: B PTS: 1 DIF: Basic REF: Lesson 4-6 OBJ: 4-6.1 Write equations of best-fit lines using linear regression. TOP: Regression and median fit lines. KEY: linear regression | best-fit line 103. ANS: A PTS: 1 DIF: Basic REF: Lesson 4-6 OBJ: 4-6.1 Write equations of best-fit lines using linear regression. TOP: Regression and median fit lines. KEY: linear regression | best-fit line 104. ANS: A PTS: 1 DIF: Basic REF: Lesson 4-7 OBJ: 4-7.1 Identify and graph absolute value functions. TOP: Special functions. KEY: absolute value function 105. ANS: C PTS: 1 DIF: Basic REF: Lesson 4-7 OBJ: 4-7.1 Identify and graph absolute value functions. TOP: Special functions. KEY: absolute value function 106. ANS: A Solve the inequality by adding the constant on the right to both sides of the inequality. FeedbackACorrect!BAdd to solve this inequality.CAdd to solve this inequality.DCheck the inequality sign. PTS: 1 DIF: Average REF: Lesson 5-1 OBJ: 5-1.1 Solve linear inequalities by using addition. NAT: NA 6 TOP: Solve linear inequalities by using addition KEY: Linear Inequalities | Addition 107. ANS: C Solve the inequality by subtracting the constant term on the left side of the inequality from both sides of the inequality. FeedbackACheck the inequality sign.BUse subtraction to solve this inequality.CCorrect!DUse subtraction to solve this inequality. PTS: 1 DIF: Average REF: Lesson 5-1 OBJ: 5-1.2 Solve linear inequalities by using subtraction. NAT: NA 2 | NA 8 | NA 9 | NA 10 | NA 6 TOP: Solve linear inequalities by using subtraction KEY: Linear Inequalities | Subtraction 108. ANS: C Solve the inequality by subtracting the constant term on the right side of the inequality from both sides of the inequality. FeedbackACheck the inequality sign.BUse subtraction to solve this inequality.CCorrect!DUse subtraction to solve this inequality and check the inequality sign. PTS: 1 DIF: Average REF: Lesson 5-1 OBJ: 5-1.2 Solve linear inequalities by using subtraction. NAT: NA 2 | NA 8 | NA 9 | NA 10 | NA 6 TOP: Solve linear inequalities by using subtraction KEY: Linear Inequalities | Subtraction 109. ANS: D Divide both sides of the inequality by the constant on the left. Remember to flip the inequality sign since you are dividing by a negative number. FeedbackAUse division instead of subtraction to solve this.BUse division instead of multiplication to solve this.CRemember to flip the inequality sign since you are dividing by a negative number.DCorrect! PTS: 1 DIF: Average REF: Lesson 5-2 OBJ: 5-2.2 Solve linear inequalities by using division. NAT: NA 2 | NA 8 | NA 9 | NA 10 | NA 6 TOP: Solve linear inequalities by using division KEY: Linear Inequalities | Division 110. ANS: C First combine the two variable terms on the left. Secondly, combine the constants by subtracting the constant term on the left from both sides. Next, divide both sides by the coefficient of the variable. Remember to flip the inequality sign since you are dividing by a negative number. FeedbackAYou added instead of subtracting the constant on the left from both sides.BYou must combine the two variable terms before dividing.CCorrect!DYou forgot to flip the inequality sign since you are dividing by a negative number. PTS: 1 DIF: Average REF: Lesson 5-3 OBJ: 5-3.1 Solve linear inequalities with integers involving more than one operation. NAT: NA 2 | NA 8 | NA 9 | NA 10 | NA 6 TOP: Solve linear inequalities with integers involving more than one operation KEY: Linear Inequalities | Integers 111. ANS: B Using the Distributive Property, multiply to eliminate the parentheses. Combine like terms and then solve the inequality for c. FeedbackADouble-check your calculations.BCorrect!CIs this the correct inequality sign?DDouble-check your calculations. Remember to multiply every term in the parentheses by the number in front of the parentheses. PTS: 1 DIF: Average REF: Lesson 5-3 OBJ: 5-3.5 Solve linear inequalities with decimals involving the Distributive Property. NAT: NA 2 | NA 8 | NA 9 | NA 10 | NA 6 TOP: Solve linear inequalities with decimals involving the Distributive Property KEY: Linear Inequalities | Decimals | Distributive Property 112. ANS: C Solve each of the inequalities for g. Graph the union on the number line using the lower value of g for the endpoint of the ray. FeedbackADid you use the correct inequality sign?BThis is the intersection of the two inequalities instead of the union.CCorrect!DDid you graph the union of the two inequalities? PTS: 1 DIF: Basic REF: Lesson 5-4 OBJ: 5-4.2 Solve compound inequalities containing the word or and graph their solution sets. NAT: NA 2 | NA 8 | NA 9 | NA 10 | NA 4 TOP: Solve compound inequalities containing the word 'or' and graph their solution sets KEY: Compound Inequalities | Graphs | Solution Set 113. ANS: D Consider two cases: that the expression inside the absolute value symbol is positive, and that the expression inside the absolute value symbol is negative. FeedbackADid you consider the case that the expression inside the absolute value symbol is positive?BDid you consider the case that the expression inside the absolute value symbol is negative?CBe careful with your greater than and less than symbols.DCorrect! PTS: 1 DIF: Basic REF: Lesson 5-5 OBJ: 5-5.1 Solve absolute value inequalities. NAT: NA 2 | NA 8 | NA 9 | NA 10 | NA 4 TOP: Solve absolute value inequalities. KEY: Absolute Value | Inequalities 114. ANS: D The difference between 75% humidity and the actual humidity is less than or equal 5%. Let x be the actual humidity level. Write an absolute value inequality and solve. FeedbackADid you consider the case that the expression inside the absolute value symbol is positive?BDid you consider the case that the expression inside the absolute value symbol is negative?CBe careful with your greater than and less than symbols.DCorrect! PTS: 1 DIF: Basic REF: Lesson 5-5 OBJ: 5-5.2 Apply absolute value inequalities in real-world problems. NAT: NA 2 | NA 8 TOP: Apply absolute value inequalities in real-world problems. KEY: Absolute Value | Inequalities | Real-World Problems 115. ANS: A The difference between the height of the record jump and the height of Johns jump is less than or equal to 6 inches. Let x be the height of Johns jump. Write an absolute value inequality and solve. FeedbackACorrect!BBe careful with your greater than and less than symbols.CDid you consider the case that the expression inside the absolute value symbol is positive?DDid you consider the case that the expression inside the absolute value symbol is negative? PTS: 1 DIF: Basic REF: Lesson 5-5 OBJ: 5-5.2 Apply absolute value inequalities in real-world problems. NAT: NA 2 | NA 8 TOP: Apply absolute value inequalities in real-world problems. KEY: Absolute Value | Inequalities | Real-World Problems 116. ANS: C The difference between the average score and the actual score is less than or equal to 6 points. Let x be the actual score. Write an absolute value inequality and solve. FeedbackAWhat are the minimum and maximum scores?BBe careful with your greater than and less than symbols. What are the minimum and maximum scores?CCorrect!DBe careful with your greater than and less than symbols. PTS: 1 DIF: Basic REF: Lesson 5-5 OBJ: 5-5.2 Apply absolute value inequalities in real-world problems. NAT: NA 2 | NA 8 TOP: Apply absolute value inequalities in real-world problems. KEY: Absolute Value | Inequalities | Real-World Problems 117. ANS: D Ben needs 8 notebooks or more, and he can spend a maximum of $5.00. FeedbackAHe must have at least 8 notebooks and can spend no more than $5.00.BThe price of the objects is needed in the second inequality and not in the first.CThe price per notebook is not needed in the first inequality.DCorrect! PTS: 1 DIF: Average REF: Lesson 5-6 OBJ: 5-6.2 Solve real-world problems involving systems of inequalities. NAT: NA 2 | NA 8 | NA 9 | NA 10 | NA 6 TOP: Solve real-world problems involving systems of inequalities KEY: System of Inequalities | Real-World Problems 118. ANS: B  FeedbackAThe difference in their ages is less than 35.BCorrect!CRosa's father is more than three times her age.DRosa's father is more than three times her age. PTS: 1 DIF: Basic REF: Lesson 5-6 OBJ: 5-6.2 Solve real-world problems involving systems of inequalities. NAT: NA 2 | NA 8 | NA 9 | NA 10 | NA 6 TOP: Solve real-world problems involving systems of inequalities KEY: System of Inequalities | Real-World Problems SHORT ANSWER 119. ANS: An expression that combines operations, numbers, variables, and mathematical symbols is called a mathematical expression. For example: Four times the sum of x and y decreased by 5 can be written mathematically as . An expression written in words is called a verbal expression. An example of a mathematical expression is . PTS: 1 DIF: Basic REF: Lesson 1-1 OBJ: 1-1.3 Solve multi-step problems. NAT: NA 1 | NA 3 | NA 9 | NA 10 | NA 2 TOP: Solve multi-step problems. KEY: Multi-step | Problem Solving 120. ANS:   For example, seven times the amount saved in a single day. Symbols used to represent unspecified numbers or values are called variables. Any letter can be used as a variable. For example: In an algebraic expression 4s, the letter s is a variable. PTS: 1 DIF: Average REF: Lesson 1-1 OBJ: 1-1.3 Solve multi-step problems. NAT: NA 1 | NA 3 | NA 9 | NA 10 | NA 2 TOP: Solve multi-step problems. KEY: Multi-step | Problem Solving 121. ANS:   For example, twelve times the amount in a single bottle Symbols used to represent unspecified numbers or values are called variables. Any letter can be used as a variable. For example: In an algebraic expression 4s, the letter s is a variable. PTS: 1 DIF: Average REF: Lesson 1-1 OBJ: 1-1.3 Solve multi-step problems. NAT: NA 1 | NA 3 | NA 9 | NA 10 | NA 2 TOP: Solve multi-step problems. KEY: Multi-step | Problem Solving 122. ANS:  The area of a square is equal to the product of its sides.  or A = s2 The perimeter of a square is equal to the sum of its four sides.  or P = 4s From the problem we know that the area is equal to half the perimeter, so we can set up the problem s2 = (4s) and solve for s.  Since 0 cannot be the length of a side, s = 2. PTS: 1 DIF: Advanced REF: Lesson 1-1 OBJ: 1-1.3 Solve multi-step problems. NAT: NA 1 | NA 3 | NA 9 | NA 10 | NA 2 TOP: Solve multi-step problems. KEY: Multi-step | Problem Solving 123. ANS: ; $29.26 hundred million To calculate the total expenditure, first add the amount spent on different diseases and then multiply it with the number of years. PTS: 1 DIF: Advanced REF: Lesson 1-3 OBJ: 1-3.4 Solve multi-step problems. NAT: NA 1 | NA 8 | NA 9 | NA 10 | NA 2 | NA 6 TOP: Solve multi-step problems. KEY: Multi-step | Problem Solving 124. ANS: ; $735; Substitution Property Add the prize money won for the different points scored and multiply it by the number of people. PTS: 1 DIF: Advanced REF: Lesson 1-3 OBJ: 1-3.4 Solve multi-step problems. NAT: NA 1 | NA 8 | NA 9 | NA 10 | NA 2 | NA 6 TOP: Solve multi-step problems. KEY: Multi-step | Problem Solving 125. ANS: ; $9000 To calculate the total expenditures, first add the expenses for one month and then multiply by 12. PTS: 1 DIF: Average REF: Lesson 1-4 OBJ: 1-4.3 Solve multi-step problems. NAT: NA 1 | NA 8 | NA 9 | NA 10 | NA 2 | NA 6 TOP: Solve multi-step problems. KEY: Multi-step | Problem Solving 126. ANS: ; about 32.87 hours  PTS: 1 DIF: Basic REF: Lesson 1-5 OBJ: 1-5.3 Solve multi-step problems. NAT: NA 1 | NA 8 | NA 9 | NA 10 | NA 2 | NA 6 TOP: Solve multi-step problems. KEY: Multi-step | Problem Solving 127. ANS: ; 57 jelly beans  PTS: 1 DIF: Average REF: Lesson 1-5 OBJ: 1-5.3 Solve multi-step problems. NAT: NA 1 | NA 8 | NA 9 | NA 10 | NA 2 | NA 6 TOP: Solve multi-step problems. KEY: Multi-step | Problem Solving 128. ANS: ;  To find the inverse of a relation, exchange x and y in each ordered pair. PTS: 1 DIF: Advanced REF: Lesson 1-6 OBJ: 1-6.5 Solve multi-step problems. NAT: NA 1 | NA 8 | NA 9 | NA 10 | NA 2 | NA 6 | NA 7 TOP: Solve multi-step problems. KEY: Multi-step | Problem Solving 129. ANS: Yes PTS: 1 DIF: Basic REF: Lesson 1-7 OBJ: 1-7.4 Solve multi-step problems. NAT: NA 2 | NA 8 | NA 9 | NA 10 | NA 3 | NA 1 | NA 6 TOP: Determine whether a relation is a function KEY: Relations | Functions 130. ANS: Yes PTS: 1 DIF: Basic REF: Lesson 1-7 OBJ: 1-7.4 Solve multi-step problems. NAT: NA 2 | NA 8 | NA 9 | NA 10 | NA 3 | NA 1 | NA 6 TOP: Determine whether a relation is a function KEY: Relations | Functions 131. ANS: Yes PTS: 1 DIF: Basic REF: Lesson 1-7 OBJ: 1-7.4 Solve multi-step problems. NAT: NA 2 | NA 8 | NA 9 | NA 10 | NA 3 | NA 1 | NA 6 TOP: Determine whether a relation is a function KEY: Relations | Functions 132. ANS: H: It rains. C: Mark uses an umbrella. If it rains, then Mark uses an umbrella. A hypothesis is a belief used as a basis for action. It follows the word if. A conclusion is a result or outcome of an act or process. It follows the word then. PTS: 1 DIF: Average REF: Lesson 1-8 OBJ: 1-8.3 Solve multi-step problems. NAT: NA 2 | NA 8 | NA 9 | NA 10 | NA 7 | NA 1 | NA 6 TOP: Solve multi-step problems. KEY: Multi-step | Problem Solving 133. ANS:  Read each statement carefully and write the equation according to the given information. PTS: 1 DIF: Average REF: Lesson 2-1 OBJ: 2-1.3 Solve multi-step problems. NAT: NA 1 | NA 8 | NA 9 | NA 10 | NA 2 | NA 6 TOP: Solve multi-step problems. KEY: Multi-step | Problem Solving 134. ANS: ; 7 miles Read each statement carefully and write the equation according to the given information. Solve the written equation by isolating the variable on one side of the equation. PTS: 1 DIF: Advanced REF: Lesson 2-1 OBJ: 2-1.3 Solve multi-step problems. NAT: NA 1 | NA 8 | NA 9 | NA 10 | NA 2 | NA 6 TOP: Solve multi-step problems. KEY: Multi-step | Problem Solving 135. ANS: ; $21.25 Read each statement carefully and write the equation according to the given information. Solve the written equation by isolating the variable on one side of the equation. PTS: 1 DIF: Basic REF: Lesson 2-2 OBJ: 2-2.12 Solve multi-step problems. NAT: NA 1 | NA 8 | NA 9 | NA 10 | NA 2 TOP: Solve multi-step problems. KEY: Multi-step | Problem Solving 136. ANS: ; $11 Read each statement carefully and write the equation according to the given information. Solve the written equation by isolating the variable on one side of the equation. PTS: 1 DIF: Advanced REF: Lesson 2-2 OBJ: 2-2.12 Solve multi-step problems. NAT: NA 1 | NA 8 | NA 9 | NA 10 | NA 2 TOP: Solve multi-step problems. KEY: Multi-step | Problem Solving 137. ANS: ; 19 First translate the verbal sentences into equations by using key words and phrases you have learned to replace words with symbols. Then to solve an equation with more than one operation, undo operations by working backward. PTS: 1 DIF: Basic REF: Lesson 2-3 OBJ: 2-3.3 Solve multi-step problems. NAT: NA 1 | NA 8 | NA 9 | NA 10 | NA 2 | NA 6 TOP: Solve multi-step problems. KEY: Multi-step | Problem Solving 138. ANS: ; 28 First translate the verbal sentences into equations by using key words and phrases you have learned to replace words with symbols. Then to solve an equation with more than one operation, undo operations by working backward. PTS: 1 DIF: Average REF: Lesson 2-3 OBJ: 2-3.3 Solve multi-step problems. NAT: NA 1 | NA 8 | NA 9 | NA 10 | NA 2 | NA 6 TOP: Solve multi-step problems. KEY: Multi-step | Problem Solving 139. ANS: ; 48 First translate the verbal sentences into equations by using key words and phrases you have learned to replace words with symbols. Then to solve an equation with more than one operation, undo operations by working backward. PTS: 1 DIF: Advanced REF: Lesson 2-3 OBJ: 2-3.3 Solve multi-step problems. NAT: NA 1 | NA 8 | NA 9 | NA 10 | NA 2 | NA 6 TOP: Solve multi-step problems. KEY: Multi-step | Problem Solving 140. ANS: 0.3 days (or 7.2 hours) to 1.7 days (or 40.8 hours) The difference between the expected time and the actual time is less than or equal to 0.7 days. Convert the actual time and the margin of error to the same units, either days or hours. To find the range, write an absolute value inequality and solve. To solve, rewrite the absolute value inequality as a compound sentence and solve each part. (source: http://www.space.com/spacewatch/leonids_2003_news_031017.html) PTS: 1 DIF: Average REF: Lesson 2-5 OBJ: 2-5.3 Solve multi-step problems. NAT: NA 2 | NA 8 | NA 9 | NA 10 | NA 4 TOP: Solve multi-step problems. KEY: Multi-step | Problem Solving 141. ANS: 372 Read each statement carefully and write the equation according to the given information. To solve a proportion containing a variable, use cross products and other techniques to solve the equation. PTS: 1 DIF: Advanced REF: Lesson 2-6 OBJ: 2-6.3 Solve multi-step problems. NAT: NA 1 | NA 3 | NA 8 | NA 9 | NA 2 | NA 10 TOP: Solve multi-step problems. KEY: Multi-step | Problem Solving 142. ANS: 14% First find the amount of change. Then find the percent of change by using the original number as the base.  PTS: 1 DIF: Advanced REF: Lesson 2-7 OBJ: 2-7.3 Solve multi-step problems. NAT: NA 1 | NA 3 | NA 8 | NA 9 | NA 2 | NA 10 | NA 6 TOP: Solve multi-step problems. KEY: Multi-step | Problem Solving 143. ANS: 93 turtles Find the increase in sales by multiplying the rate as a decimal with the previous years sales. Add the amount to the previous years sales. PTS: 1 DIF: Advanced REF: Lesson 2-7 OBJ: 2-7.3 Solve multi-step problems. NAT: NA 1 | NA 3 | NA 8 | NA 9 | NA 2 | NA 10 | NA 6 TOP: Solve multi-step problems. KEY: Multi-step | Problem Solving 144. ANS: ;  First translate the verbal sentences into equations by using key words and phrases you have learned to replace words with symbols. Then to solve an equation for a specific variable, use the properties of equality to isolate the specified variable on one side of the equation. PTS: 1 DIF: Basic REF: Lesson 2-8 OBJ: 2-8.3 Solve multi-step problems. NAT: NA 1 | NA 8 | NA 9 | NA 2 | NA 10 | NA 6 TOP: Solve multi-step problems. KEY: Multi-step | Problem Solving 145. ANS: 44 liters of 26% vinegar solution. LitersTotal Amount of Vinegar49% Vinegar1360.49(136)26% Vinegarn0.26n60% Vinegar136 - n0.60(136 - n)  Complete the table with expressions for liters and total amount of vinegar. Use the total amount of vinegar column in the table to write the equation for the problem. PTS: 1 DIF: Advanced REF: Lesson 2-9 OBJ: 2-9.3 Solve multi-step problems. NAT: NA 2 | NA 8 | NA 9 | NA 10 | NA 6 TOP: Solve multi-step problems. KEY: Multi-step | Problem Solving 146. ANS: 12,  To find the x-intercept, set  and solve for x. To find the y-intercept, set  and solve for y. PTS: 1 DIF: Average REF: Lesson 3-1 OBJ: 3-1.3 Solve multi-step problems. NAT: NA 2 | NA 8 | NA 9 | NA 10 | NA 3 TOP: Solve multi-step problems. KEY: Multi-step | Problem Solving 147. ANS: 80; After speaking for 80 minutes, he will have $0 remaining on his phone card. PTS: 1 DIF: Average REF: Lesson 3-2 OBJ: 3-2.2 Solve multi-step problems. TOP: Solve linear equations by graphing. KEY: linear function | zeros 148. ANS: Sample answer: 19821983; Look on the graph for the steepest line segment, which indicates the greatest rate of change, or calculate the biggest difference using the values given on the graph. Slope can be used to describe a rate of change. The rate of change tells, on average, how a quantity changes over time. PTS: 1 DIF: Average REF: Lesson 3-3 OBJ: 3-3.3 Solve multi-step problems. NAT: NA 2 | NA 4 | NA 7 | NA 10 | NA 3 TOP: Solve multi-step problems. KEY: Multi-step | Problem Solving 149. ANS: Sample answer: Sometimes a pattern can lead to a general rule. If the equation that represents the pattern is of the form , then the relationship is proportional. In a nonproportional situation, you must add or subtract a constant to write an equation for the relationship. It is of the form . Also, nonlinear relationships are nonproportional because they do not have a constant rate of change. The circumference of a circle and its diameter is an example of a proportional relationship. Final velocity of a moving object which is given by , where u is initial velocity, t is the time, and a is acceleration is an example of a nonproportional relationship. PTS: 1 DIF: Advanced REF: Lesson 3-6 OBJ: 3-6.2 Solve multi-step problems. NAT: NA 1 | NA 8 | NA 9 | NA 10 | NA 2 TOP: Solve multi-step problems. KEY: Multi-step | Problem Solving 150. ANS:  Find the slope of the line with the slope formula. Find the y-intercept by replacing x and y with the given point and m with the slope in the slope-intercept form. Solve for b. Write the equation in slope-intercept form using the given m and the calculated b. PTS: 1 DIF: Basic REF: Lesson 4-2 OBJ: 4-2.3 Solve multi-step problems. NAT: NA 2 | NA 8 | NA 9 | NA 10 | NA 6 | NA 3 | NA 4 TOP: Solve multi-step problems. KEY: Multi-step | Problem Solving 151. ANS:  Find the slope of the line with the slope formula. Find the y-intercept by replacing x and y with the given point and m with the slope in the slope-intercept form. Solve for b. Write the equation in slope-intercept form using the given m and the calculated b. PTS: 1 DIF: Advanced REF: Lesson 4-2 OBJ: 4-2.3 Solve multi-step problems. NAT: NA 2 | NA 8 | NA 9 | NA 10 | NA 6 | NA 3 | NA 4 TOP: Solve multi-step problems. KEY: Multi-step | Problem Solving 152. ANS: ; ;  The linear equation is written in point-slope form, where  is a given point on a nonvertical line and m is the slope of the line. Given an equation in point-slope form, solve the equation for y to find the equation in slope-intercept form. The linear equation in standard form is given as , where A, B, and C are constants. Use Addition and Subtraction Properties of Equality to rewrite the equation in standard form. PTS: 1 DIF: Basic REF: Lesson 4-3 OBJ: 4-3.4 Solve multi-step problems. NAT: NA 2 | NA 8 | NA 9 | NA 10 | NA 6 TOP: Solve multi-step problems. KEY: Multi-step | Problem Solving 153. ANS: ; ;  The linear equation is written in point-slope form, where  is a given point on a nonvertical line and m is the slope of the line. Given an equation in point-slope form, solve the equation for y to find the equation in slope-intercept form. The linear equation in standard form is given as , where A, B, and C are constants. Use Addition and Subtraction Properties of Equality to rewrite the equation in standard form. Remember that A, B, and C must be integers with a GCF of 1. PTS: 1 DIF: Average REF: Lesson 4-3 OBJ: 4-3.4 Solve multi-step problems. NAT: NA 2 | NA 8 | NA 9 | NA 10 | NA 6 TOP: Solve multi-step problems. KEY: Multi-step | Problem Solving 154. ANS:  Two nonvertical lines are parallel if they have the same slope. Use the given point with the slope of the parallel line in the point-slope form. Then change to the slope-intercept form. PTS: 1 DIF: Average REF: Lesson 4-4 OBJ: 4-4.3 Solve multi-step problems. NAT: NA 2 | NA 8 | NA 9 | NA 10 | NA 6 | NA 7 | NA 3 TOP: Solve multi-step problems. KEY: Multi-step | Problem Solving 155. ANS: No; using the equation would give 333.3 miles, which is not a reasonable estimate. Write an equation for the line of fit. Use the equation to make the prediction. PTS: 1 DIF: Advanced REF: Lesson 4-5 OBJ: 4-5.3 Solve multi-step problems. NAT: NA 2 | NA 6 | NA 7 | NA 9 | NA 5 | NA 3 TOP: Solve multi-step problems. KEY: Multi-step | Problem Solving 156. ANS:   Solve the inequality by subtracting the sum of the constant terms on the left side of the inequality from both sides of the inequality. PTS: 1 DIF: Average REF: Lesson 5-1 OBJ: 5-1.3 Solve multi-step problems. NAT: NA 2 | NA 8 | NA 9 | NA 10 | NA 6 TOP: Solve multi-step problems. KEY: Multi-step | Problem Solving 157. ANS:   Solve the inequality by subtracting the sum of constant terms on the left side of the inequality from both sides of the inequality. PTS: 1 DIF: Advanced REF: Lesson 5-1 OBJ: 5-1.3 Solve multi-step problems. NAT: NA 2 | NA 8 | NA 9 | NA 10 | NA 6 TOP: Solve multi-step problems. KEY: Multi-step | Problem Solving 158. ANS: at least 25 hours  Divide both sides of the inequality by the constant on the left. PTS: 1 DIF: Basic REF: Lesson 5-2 OBJ: 5-2.3 Solve multi-step problems. NAT: NA 2 | NA 8 | NA 9 | NA 10 | NA 6 TOP: Solve multi-step problems. KEY: Multi-step | Problem Solving 159. ANS: Sample answer: Let , ; , at most 13 packets can be packed  Divide both sides of the inequality by the constant on the left. PTS: 1 DIF: Advanced REF: Lesson 5-2 OBJ: 5-2.3 Solve multi-step problems. NAT: NA 2 | NA 8 | NA 9 | NA 10 | NA 6 TOP: Solve multi-step problems. KEY: Multi-step | Problem Solving 160. ANS:   First add the constant terms in the numerator. Secondly, multiply both sides by the denominator. Next, subtract the constant term on the left to both sides. PTS: 1 DIF: Basic REF: Lesson 5-3 OBJ: 5-3.6 Solve multi-step problems. NAT: NA 2 | NA 8 | NA 9 | NA 10 | NA 6 TOP: Solve multi-step problems. KEY: Multi-step | Problem Solving 161. ANS:  Let x be the money expected at the end of the year. Calculate the 8% of the investment and add it to the original investment. The expected money must be greater than the calculated amount. PTS: 1 DIF: Average REF: Lesson 5-3 OBJ: 5-3.6 Solve multi-step problems. NAT: NA 2 | NA 8 | NA 9 | NA 10 | NA 6 TOP: Solve multi-step problems. KEY: Multi-step | Problem Solving 162. ANS:  Let the expression inside the absolute value symbols be less than the constant on the right and greater than the opposite of the constant. Solve each inequality. This will give two solutions. PTS: 1 DIF: Basic REF: Lesson 5-4 OBJ: 5-4.3 Solve multi-step problems. NAT: NA 2 | NA 8 | NA 9 | NA 10 | NA 4 | NA 6 TOP: Solve multi-step problems. KEY: Multi-step | Problem Solving 163. ANS:  The perimeter, 4s, of the kennel must lie between 14 and 48. To solve the inequality, divide each side of the inequality by the coefficient of the variable. PTS: 1 DIF: Average REF: Lesson 5-4 OBJ: 5-4.3 Solve multi-step problems. NAT: NA 2 | NA 8 | NA 9 | NA 10 | NA 4 | NA 6 TOP: Solve multi-step problems. KEY: Multi-step | Problem Solving 164. ANS:  The mean of pH values for the three days must lie between 6.8 and 7.3. To solve the inequality, first combine the constants by subtracting the constant term on the left from both sides. Next, divide both sides by the coefficient of the variable. PTS: 1 DIF: Advanced REF: Lesson 5-4 OBJ: 5-4.3 Solve multi-step problems. NAT: NA 2 | NA 8 | NA 9 | NA 10 | NA 4 | NA 6 TOP: Solve multi-step problems. KEY: Multi-step | Problem Solving 165. ANS: d =  or d =   Solve by writing the equation as a compound sentence. For the first part of the compound sentence, consider the case in which  is a positive number equal to 2. For the second part, consider the case in which  is a negative number whose opposite is equal to 2. Solve each part of the compound sentence. Then graph the two solutions. PTS: 1 DIF: Average REF: Lesson 5-5 OBJ: 5-5.3 Solve multi-step problems. NAT: NA 2 | NA 8 | NA 9 | NA 10 | NA 4 TOP: Solve multi-step problems. KEY: Multi-step | Problem Solving 166. ANS: The solution of  is , and the solution to  is  or . Both solutions include 8 and 2, but the inequality with the less than or equal to symbol also includes all the points in between 8 and 2, and the inequality with the greater than or equal to sign also includes all points less than 8 or more than 2. PTS: 1 DIF: Advanced REF: Lesson 5-5 OBJ: 5-5.3 Solve multi-step problems. NAT: NA 2 | NA 8 | NA 9 | NA 10 | NA 4 TOP: Solve multi-step problems. KEY: Multi-step | Problem Solving 167. ANS: Sample answer: They can give away 20 of the $10 tickets and 5 of the $20 tickets or 15 of the $10 tickets and 7 of the $20 tickets. Total number of tickets given away must be greater than equal to 20 and the total cost of the tickets must be less than or equal to $300. PTS: 1 DIF: Advanced REF: Lesson 5-6 OBJ: 5-6.3 Solve multi-step problems. NAT: NA 2 | NA 8 | NA 9 | NA 10 | NA 6 TOP: Solve multi-step problems. KEY: Multi-step | Problem Solving 168. ANS: 4 cars The number of mid-sized cars sold must be greater than or equal to twice the number of sport-utility vehicles and sum of the profit earned from car of each type must be greater than or equal to $3500. PTS: 1 DIF: Average REF: Lesson 5-6 OBJ: 5-6.3 Solve multi-step problems. NAT: NA 2 | NA 8 | NA 9 | NA 10 | NA 6 TOP: Solve multi-step problems. KEY: Multi-step | Problem Solving ESSAY 169. ANS: a. If each side is length d, multiply 4 times d to find the perimeter. You can use the expression 4d to find the perimeter of the carrom board. b. The perimeter of the carrom board is four times the length of one side, or the sum of the four sides. P = 4d or P =  Assessment Rubric Level 3 Superior *Shows thorough understanding of concepts. *Uses appropriate strategies. *Computation is correct. *Written explanation is exemplary. *Diagram/table/chart is accurate (as applicable). *Goes beyond requirements of problem. Level 2 Satisfactory *Shows understanding of concepts. *Uses appropriate strategies. *Computation is mostly correct. *Written explanation is effective. *Diagram/table/chart is mostly accurate (as applicable). *Satisfies all requirements of problem. Level 1 Nearly Satisfactory *Shows understanding of most concepts. *May not use appropriate strategies. *Computation is mostly correct. *Written explanation is satisfactory. *Diagram/table/chart is mostly accurate (as applicable). *Satisfies most of the requirements of problem. Level 0 Unsatisfactory *Shows little or no understanding of the concept. *May not use appropriate strategies. *Computation is incorrect. *Written explanation is not satisfactory. *Diagram/table/chart is not accurate (as applicable). *Does not satisfy requirements of problem. PTS: 1 DIF: Advanced REF: Lesson 1-1 OBJ: 1-1.4 Solve problems and show solutions. NAT: NA 1 | NA 3 | NA 9 | NA 10 | NA 2 TOP: Solve problems and show solutions. KEY: Problem Solving | Show Solutions 170. ANS: a. The open-sentence below represents the change in points of Team B in two rounds.  b. You can use the Identity and Equality properties to see if the data is the same. c. For Team D, Scores in , , . Then by Transitive Property: . Assessment Rubric Level 3 Superior *Shows thorough understanding of concepts. *Uses appropriate strategies. *Computation is correct. *Written explanation is exemplary. *Diagram/table/chart is accurate (as applicable). *Goes beyond requirements of problem. Level 2 Satisfactory *Shows understanding of concepts. *Uses appropriate strategies. *Computation is mostly correct. *Written explanation is effective. *Diagram/table/chart is mostly accurate (as applicable). *Satisfies all requirements of problem. Level 1 Nearly Satisfactory *Shows understanding of most concepts. *May not use appropriate strategies. *Computation is mostly correct. *Written explanation is satisfactory. *Diagram/table/chart is mostly accurate (as applicable). *Satisfies most of the requirements of problem. Level 0 Unsatisfactory *Shows little or no understanding of the concept. *May not use appropriate strategies. *Computation is incorrect. *Written explanation is not satisfactory. *Diagram/table/chart is not accurate (as applicable). *Does not satisfy requirements of problem. PTS: 1 DIF: Advanced REF: Lesson 1-3 OBJ: 1-3.5 Solve problems and show solutions. NAT: NA 1 | NA 8 | NA 9 | NA 10 | NA 2 | NA 6 TOP: Solve problems and show solutions. KEY: Problem Solving | Show Solutions 171. ANS: a. The time to reach Springfield from Cleveland can be found by evaluating  Likewise the time to reach Cleveland from Springfield can be found by evaluating . b. You can use the Commutative and Associative Properties to rearrange and group numbers for easier calculations. c. Answers should include: Time . Assessment Rubric Level 3 Superior *Shows thorough understanding of concepts. *Uses appropriate strategies. *Computation is correct. *Written explanation is exemplary. *Diagram/table/chart is accurate (as applicable). *Goes beyond requirements of problem. Level 2 Satisfactory *Shows understanding of concepts. *Uses appropriate strategies. *Computation is mostly correct. *Written explanation is effective. *Diagram/table/chart is mostly accurate (as applicable). *Satisfies all requirements of problem. Level 1 Nearly Satisfactory *Shows understanding of most concepts. *May not use appropriate strategies. *Computation is mostly correct. *Written explanation is satisfactory. *Diagram/table/chart is mostly accurate (as applicable). *Satisfies most of the requirements of problem. Level 0 Unsatisfactory *Shows little or no understanding of the concept. *May not use appropriate strategies. *Computation is incorrect. *Written explanation is not satisfactory. *Diagram/table/chart is not accurate (as applicable). *Does not satisfy requirements of problem. PTS: 1 DIF: Advanced REF: Lesson 1-3 OBJ: 1-3.5 Solve problems and show solutions. NAT: NA 1 | NA 8 | NA 9 | NA 10 | NA 2 | NA 6 TOP: Solve problems and show solutions. KEY: Problem Solving | Show Solutions 172. ANS: a.  where n represents the number of rides. b. Inequalities can be used to determine how many rides can be taken with the given amount of money. c. Real-world example should include instances such as calculating distance and shopping amount. Assessment Rubric Level 3 Superior *Shows thorough understanding of concepts. *Uses appropriate strategies. *Computation is correct. *Written explanation is exemplary. *Diagram/table/chart is accurate (as applicable). *Goes beyond requirements of problem. Level 2 Satisfactory *Shows understanding of concepts. *Uses appropriate strategies. *Computation is mostly correct. *Written explanation is effective. *Diagram/table/chart is mostly accurate (as applicable). *Satisfies all requirements of problem. Level 1 Nearly Satisfactory *Shows understanding of most concepts. *May not use appropriate strategies. *Computation is mostly correct. *Written explanation is satisfactory. *Diagram/table/chart is mostly accurate (as applicable). *Satisfies most of the requirements of problem. Level 0 Unsatisfactory *Shows little or no understanding of the concept. *May not use appropriate strategies. *Computation is incorrect. *Written explanation is not satisfactory. *Diagram/table/chart is not accurate (as applicable). *Does not satisfy requirements of problem. PTS: 1 DIF: Advanced REF: Lesson 1-5 OBJ: 1-5.4 Solve problems and show solutions. NAT: NA 1 | NA 8 | NA 9 | NA 10 | NA 2 | NA 6 TOP: Solve problems and show solutions. KEY: Problem Solving | Show Solutions 173. ANS: a. Sample answer: Expressing real-world data as relations shows how the members of a domain relate to the members of the range. For example, a table helps to organize the data or a graph may show a pattern in the data. b. Following is the graph that shows the number of goals and shots on goal.  c. There seems to be a positive relationship between these sets of data. The number of goals increases with the increased number of shots on goal. Plot the points on the graph with the number of goals scored on the x-axis and the number of shots on goal on the y-axis. Assessment Rubric Level 3 Superior *Shows thorough understanding of concepts. *Uses appropriate strategies. *Computation is correct. *Written explanation is exemplary. *Diagram/table/chart is accurate (as applicable). *Goes beyond requirements of problem. Level 2 Satisfactory *Shows understanding of concepts. *Uses appropriate strategies. *Computation is mostly correct. *Written explanation is effective. *Diagram/table/chart is mostly accurate (as applicable). *Satisfies all requirements of problem. Level 1 Nearly Satisfactory *Shows understanding of most concepts. *May not use appropriate strategies. *Computation is mostly correct. *Written explanation is satisfactory. *Diagram/table/chart is mostly accurate (as applicable). *Satisfies most of the requirements of problem. Level 0 Unsatisfactory *Shows little or no understanding of the concept. *May not use appropriate strategies. *Computation is incorrect. *Written explanation is not satisfactory. *Diagram/table/chart is not accurate (as applicable). *Does not satisfy requirements of problem. PTS: 1 DIF: Advanced REF: Lesson 1-6 OBJ: 1-6.6 Solve problems and show solutions. NAT: NA 1 | NA 8 | NA 9 | NA 10 | NA 2 | NA 6 | NA 7 TOP: Solve problems and show solutions. KEY: Problem Solving | Show Solutions 174. ANS: Real-world data can be recorded and visualized in a graph and by expressing an event as a function of another event. A graph gives you a visual representation of the situation which is easier to analyze and evaluate. The employees salary doubles in five years and it almost becomes four times the original amount in ten years. Assessment Rubric Level 3 Superior *Shows thorough understanding of concepts. *Uses appropriate strategies. *Computation is correct. *Written explanation is exemplary. *Diagram/table/chart is accurate (as applicable). *Goes beyond requirements of problem. Level 2 Satisfactory *Shows understanding of concepts. *Uses appropriate strategies. *Computation is mostly correct. *Written explanation is effective. *Diagram/table/chart is mostly accurate (as applicable). *Satisfies all requirements of problem. Level 1 Nearly Satisfactory *Shows understanding of most concepts. *May not use appropriate strategies. *Computation is mostly correct. *Written explanation is satisfactory. *Diagram/table/chart is mostly accurate (as applicable). *Satisfies most of the requirements of problem. Level 0 Unsatisfactory *Shows little or no understanding of the concept. *May not use appropriate strategies. *Computation is incorrect. *Written explanation is not satisfactory. *Diagram/table/chart is not accurate (as applicable). *Does not satisfy requirements of problem. PTS: 1 DIF: Advanced REF: Lesson 1-7 OBJ: 1-7.5 Solve problems and show solutions. NAT: NA 2 | NA 8 | NA 9 | NA 10 | NA 3 | NA 1 | NA 6 TOP: Solve problems and show solutions. KEY: Problem Solving | Show Solutions 175. ANS: a. Equations can be used to describe the relationships of average annual rainfall with the passing years. b. To solve the equation, add 20 to each side. The solution is . c. Sample problem: The average annual rainfall in 2001 is 40 inches more than the average annual rainfall in 1998. If the average annual rainfall in 2001 is 60 inches, what is the average annual rainfall for 1998? ; 20 inches Read each statement carefully and write the equation according to the given information. Solve the written equation by isolating the variable on one side of the equation. Assessment Rubric Level 3 Superior *Shows thorough understanding of concepts. *Uses appropriate strategies. *Computation is correct. *Written explanation is exemplary. *Diagram/table/chart is accurate (as applicable). *Goes beyond requirements of problem. Level 2 Satisfactory *Shows understanding of concepts. *Uses appropriate strategies. *Computation is mostly correct. *Written explanation is effective. *Diagram/table/chart is mostly accurate (as applicable). *Satisfies all requirements of problem. Level 1 Nearly Satisfactory *Shows understanding of most concepts. *May not use appropriate strategies. *Computation is mostly correct. *Written explanation is satisfactory. *Diagram/table/chart is mostly accurate (as applicable). *Satisfies most of the requirements of problem. Level 0 Unsatisfactory *Shows little or no understanding of the concept. *May not use appropriate strategies. *Computation is incorrect. *Written explanation is not satisfactory. *Diagram/table/chart is not accurate (as applicable). *Does not satisfy requirements of problem. PTS: 1 DIF: Advanced REF: Lesson 2-2 OBJ: 2-2.13 Solve problems and show solutions. NAT: NA 1 | NA 8 | NA 9 | NA 10 | NA 2 TOP: Solve problems and show solutions. KEY: Problem Solving | Show Solutions 176. ANS: a.You can use the formula  and voltage to find the current flow for different sized air conditioners. b. The equation  gives the current for a 20,000-watt air conditioner. The equation can be solved by dividing each side by 220. The answer is 90.9 ampere. Read each statement carefully and write the equation according to the given information. Solve the written equation by isolating the variable on one side of the equation. Assessment Rubric Level 3 Superior *Shows thorough understanding of concepts. *Uses appropriate strategies. *Computation is correct. *Written explanation is exemplary. *Diagram/table/chart is accurate (as applicable). *Goes beyond requirements of problem. Level 2 Satisfactory *Shows understanding of concepts. *Uses appropriate strategies. *Computation is mostly correct. *Written explanation is effective. *Diagram/table/chart is mostly accurate (as applicable). *Satisfies all requirements of problem. Level 1 Nearly Satisfactory *Shows understanding of most concepts. *May not use appropriate strategies. *Computation is mostly correct. *Written explanation is satisfactory. *Diagram/table/chart is mostly accurate (as applicable). *Satisfies most of the requirements of problem. Level 0 Unsatisfactory *Shows little or no understanding of the concept. *May not use appropriate strategies. *Computation is incorrect. *Written explanation is not satisfactory. *Diagram/table/chart is not accurate (as applicable). *Does not satisfy requirements of problem. PTS: 1 DIF: Advanced REF: Lesson 2-2 OBJ: 2-2.13 Solve problems and show solutions. NAT: NA 1 | NA 8 | NA 9 | NA 10 | NA 2 TOP: Solve problems and show solutions. KEY: Problem Solving | Show Solutions 177. ANS: a. Sample answer: By using the increase in heart rate per minute, minimum heart rate, and the current heart rate, you can write and solve an equation to find the time for which the elephant seal can stay submerged in water. b. To solve the equation, subtract 23 from each side and then divide each side by 1.25. The time for which the elephant seal can stay submerged in water is about 53 to 54 minutes. Solve the written equation by isolating the variable on one side of the equation. Assessment Rubric Level 3 Superior *Shows thorough understanding of concepts. *Uses appropriate strategies. *Computation is correct. *Written explanation is exemplary. *Diagram/table/chart is accurate (as applicable). *Goes beyond requirements of problem. Level 2 Satisfactory *Shows understanding of concepts. *Uses appropriate strategies. *Computation is mostly correct. *Written explanation is effective. *Diagram/table/chart is mostly accurate (as applicable). *Satisfies all requirements of problem. Level 1 Nearly Satisfactory *Shows understanding of most concepts. *May not use appropriate strategies. *Computation is mostly correct. *Written explanation is satisfactory. *Diagram/table/chart is mostly accurate (as applicable). *Satisfies most of the requirements of problem. Level 0 Unsatisfactory *Shows little or no understanding of the concept. *May not use appropriate strategies. *Computation is incorrect. *Written explanation is not satisfactory. *Diagram/table/chart is not accurate (as applicable). *Does not satisfy requirements of problem. PTS: 1 DIF: Advanced REF: Lesson 2-3 OBJ: 2-3.4 Solve problems and show solutions. NAT: NA 1 | NA 8 | NA 9 | NA 10 | NA 2 | NA 6 TOP: Solve problems and show solutions. KEY: Problem Solving | Show Solutions 178. ANS: a. Ratios are used to determine how much of each ingredient to use for a given number of servings. b. To determine how much grenadine is needed if you use 3 scoops of ice cream, write and solve the proportion , where g is the amount of grenadine. To alter the recipe to get 7 glasses of mocktail, multiply each amount by . Read each statement carefully and write the equation according to the given information. To solve a proportion containing a variable, use cross products and other techniques to solve the equation. Assessment Rubric Level 3 Superior *Shows thorough understanding of concepts. *Uses appropriate strategies. *Computation is correct. *Written explanation is exemplary. *Diagram/table/chart is accurate (as applicable). *Goes beyond requirements of problem. Level 2 Satisfactory *Shows understanding of concepts. *Uses appropriate strategies. *Computation is mostly correct. *Written explanation is effective. *Diagram/table/chart is mostly accurate (as applicable). *Satisfies all requirements of problem. Level 1 Nearly Satisfactory *Shows understanding of most concepts. *May not use appropriate strategies. *Computation is mostly correct. *Written explanation is satisfactory. *Diagram/table/chart is mostly accurate (as applicable). *Satisfies most of the requirements of problem. Level 0 Unsatisfactory *Shows little or no understanding of the concept. *May not use appropriate strategies. *Computation is incorrect. *Written explanation is not satisfactory. *Diagram/table/chart is not accurate (as applicable). *Does not satisfy requirements of problem. PTS: 1 DIF: Advanced REF: Lesson 2-6 OBJ: 2-6.4 Solve problems and show solutions. NAT: NA 1 | NA 3 | NA 8 | NA 9 | NA 2 | NA 10 TOP: Solve problems and show solutions. KEY: Problem Solving | Show Solutions 179. ANS: a. Sample answer: Equations from physics can be used to determine the height needed to produce results. b. (1) Use the Distributive Property to write the equation in the form . (2) Subtract 165g from each side. (3) Divide each side by g. The maximum height the ball can attain after being thrown from the top of the building should be 52 feet. To solve an equation for a specific variable, use the properties of equality to isolate the specified variable on one side of the equation. Assessment Rubric Level 3 Superior *Shows thorough understanding of concepts. *Uses appropriate strategies. *Computation is correct. *Written explanation is exemplary. *Diagram/table/chart is accurate (as applicable). *Goes beyond requirements of problem. Level 2 Satisfactory *Shows understanding of concepts. *Uses appropriate strategies. *Computation is mostly correct. *Written explanation is effective. *Diagram/table/chart is mostly accurate (as applicable). *Satisfies all requirements of problem. Level 1 Nearly Satisfactory *Shows understanding of most concepts. *May not use appropriate strategies. *Computation is mostly correct. *Written explanation is satisfactory. *Diagram/table/chart is mostly accurate (as applicable). *Satisfies most of the requirements of problem. Level 0 Unsatisfactory *Shows little or no understanding of the concept. *May not use appropriate strategies. *Computation is incorrect. *Written explanation is not satisfactory. *Diagram/table/chart is not accurate (as applicable). *Does not satisfy requirements of problem. PTS: 1 DIF: Advanced REF: Lesson 2-8 OBJ: 2-8.4 Solve problems and show solutions. NAT: NA 1 | NA 8 | NA 9 | NA 2 | NA 10 | NA 6 TOP: Solve problems and show solutions. KEY: Problem Solving | Show Solutions 180. ANS: a. Sample answer: You can graph an equation that represents how many degrees in Fahrenheit is equal to the degrees in Celsius. b. Since for different degrees in Fahrenheit we have different degrees in Celsius, it is easier to use the graph for temperature conversions. Normal body temperature in degrees Celsius is 37C. The relationship between temperature in degrees Celsius and temperature in degrees Fahrenheit can be represented by a linear equation. This linear equation can be used to plot a graph between the two values. Also, the temperature conversion can be predicted from the graph. Assessment Rubric Level 3 Superior *Shows thorough understanding of concepts. *Uses appropriate strategies. *Computation is correct. *Written explanation is exemplary. *Diagram/table/chart is accurate (as applicable). *Goes beyond requirements of problem. Level 2 Satisfactory *Shows understanding of concepts. *Uses appropriate strategies. *Computation is mostly correct. *Written explanation is effective. *Diagram/table/chart is mostly accurate (as applicable). *Satisfies all requirements of problem. Level 1 Nearly Satisfactory *Shows understanding of most concepts. *May not use appropriate strategies. *Computation is mostly correct. *Written explanation is satisfactory. *Diagram/table/chart is mostly accurate (as applicable). *Satisfies most of the requirements of problem. Level 0 Unsatisfactory *Shows little or no understanding of the concept. *May not use appropriate strategies. *Computation is incorrect. *Written explanation is not satisfactory. *Diagram/table/chart is not accurate (as applicable). *Does not satisfy requirements of problem. PTS: 1 DIF: Advanced REF: Lesson 3-1 OBJ: 3-1.4 Solve problems and show solutions. NAT: NA 2 | NA 8 | NA 9 | NA 10 | NA 3 TOP: Solve problems and show solutions. KEY: Problem Solving | Show Solutions 181. ANS: Sample function; . For this function  is the zero. One half is the value of x for which  which is the x-intercept. The line of the function intercepts the x-axis at . Assessment Rubric Level 3 Superior *Shows thorough understanding of concepts. *Uses appropriate strategies. *Computation is correct. *Written explanation is exemplary. *Diagram/table/chart is accurate (as applicable). *Goes beyond requirements of problem. Level 2 Satisfactory *Shows understanding of concepts. *Uses appropriate strategies. *Computation is mostly correct. *Written explanation is effective. *Diagram/table/chart is mostly accurate (as applicable). *Satisfies all requirements of problem. Level 1 Nearly Satisfactory *Shows understanding of most concepts. *May not use appropriate strategies. *Computation is mostly correct. *Written explanation is satisfactory. *Diagram/table/chart is mostly accurate (as applicable). *Satisfies most of the requirements of problem. Level 0 Unsatisfactory *Shows little or no understanding of the concept. *May not use appropriate strategies. *Computation is incorrect. *Written explanation is not satisfactory. *Diagram/table/chart is not accurate (as applicable). *Does not satisfy requirements of problem. PTS: 1 DIF: Advanced REF: Lesson 3-2 OBJ: 3-2.3 Solve problems and show solutions. TOP: Solve linear equations by graphing. KEY: linear function | zeros 182. ANS: Sample answer: a. The y-intercept is the flat fee in an equation that represents a price. b. If Mary charges $7.50 as the flat fee plus $2 per hour for babysitting, the graph representing this situation would have a y-intercept of $7.50. The linear equation y = mx + b is written in slope-intercept form, where m is the slope and b is the y-intercept. If a quantity changes at a constant rate over time, it can be modeled by a linear function. The y-intercept represents a starting point, and the slope represents the rate of change. Assessment Rubric Level 3 Superior *Shows thorough understanding of concepts. *Uses appropriate strategies. *Computation is correct. *Written explanation is exemplary. *Diagram/table/chart is accurate (as applicable). *Goes beyond requirements of problem. Level 2 Satisfactory *Shows understanding of concepts. *Uses appropriate strategies. *Computation is mostly correct. *Written explanation is effective. *Diagram/table/chart is mostly accurate (as applicable). *Satisfies all requirements of problem. Level 1 Nearly Satisfactory *Shows understanding of most concepts. *May not use appropriate strategies. *Computation is mostly correct. *Written explanation is satisfactory. *Diagram/table/chart is mostly accurate (as applicable). *Satisfies most of the requirements of problem. Level 0 Unsatisfactory *Shows little or no understanding of the concept. *May not use appropriate strategies. *Computation is incorrect. *Written explanation is not satisfactory. *Diagram/table/chart is not accurate (as applicable). *Does not satisfy requirements of problem. PTS: 1 DIF: Advanced REF: Lesson 4-1 OBJ: 4-1.4 Solve problems and show solutions. NAT: NA 2 | NA 4 | NA 9 | NA 10 | NA 3 | NA 8 TOP: Solve problems and show solutions. KEY: Problem Solving | Show Solutions 183. ANS: Sample Answer a. Plan 1:  Plan 2:  Plan 3:  b.  c. Megan should enroll in Plan 3. The graph shows that at 500 minutes, she would be paying $49.95 for Plan 3, about $60 for Plan 2, and about $55 for Plan 1. Assessment Rubric Level 3 Superior *Shows thorough understanding of concepts. *Uses appropriate strategies. *Computation is correct. *Written explanation is exemplary. *Diagram/table/chart is accurate (as applicable). *Goes beyond requirements of problem. Level 2 Satisfactory *Shows understanding of concepts. *Uses appropriate strategies. *Computation is mostly correct. *Written explanation is effective. *Diagram/table/chart is mostly accurate (as applicable). *Satisfies all requirements of problem. Level 1 Nearly Satisfactory *Shows understanding of most concepts. *May not use appropriate strategies. *Computation is mostly correct. *Written explanation is satisfactory. *Diagram/table/chart is mostly accurate (as applicable). *Satisfies most of the requirements of problem. Level 0 Unsatisfactory *Shows little or no understanding of the concept. *May not use appropriate strategies. *Computation is incorrect. *Written explanation is not satisfactory. *Diagram/table/chart is not accurate (as applicable). *Does not satisfy requirements of problem. PTS: 1 DIF: Advanced REF: Lesson 4-3 OBJ: 4-3.5 Solve problems and show solutions. NAT: NA 2 | NA 8 | NA 9 | NA 10 | NA 6 TOP: Performance assessment KEY: Problem Solving | Show Solutions 184. ANS: Sample Answer a. and b. Average Hourly Earnings (dollars) of U.S. Production Workers, 1991-2001 Year c. Using (1992, 10.57) and (2000, 13.76), the slope of the line is: . Find b using one of the points.  The equation for the line of fit is  d.  Hourly earnings in 2005 should be about $15.76. Assessment Rubric Level 3 Superior *Shows thorough understanding of concepts. *Uses appropriate strategies. *Computation is correct. *Written explanation is exemplary. *Diagram/table/chart is accurate (as applicable). *Goes beyond requirements of problem. Level 2 Satisfactory *Shows understanding of concepts. *Uses appropriate strategies. *Computation is mostly correct. *Written explanation is effective. *Diagram/table/chart is mostly accurate (as applicable). *Satisfies all requirements of problem. Level 1 Nearly Satisfactory *Shows understanding of most concepts. *May not use appropriate strategies. *Computation is mostly correct. *Written explanation is satisfactory. *Diagram/table/chart is mostly accurate (as applicable). *Satisfies most of the requirements of problem. Level 0 Unsatisfactory *Shows little or no understanding of the concept. *May not use appropriate strategies. *Computation is incorrect. *Written explanation is not satisfactory. *Diagram/table/chart is not accurate (as applicable). *Does not satisfy requirements of problem. PTS: 1 DIF: Advanced REF: Lesson 4-5 OBJ: 4-5.4 Solve problems and show solutions. NAT: NA 2 | NA 6 | NA 7 | NA 9 | NA 5 | NA 3 TOP: Performance assessment KEY: Problem Solving | Show Solutions 185. ANS: The correlation coefficient measures the how closely the best-fit line is modeling the data. The closer it is to 1 or -1, the more closely it models the data. The best-fit line is a good model for the data because -0.965 is very close to -1. The fact that it is negative means that there is a negative correlation. Assessment Rubric Level 3 Superior *Shows thorough understanding of concepts. *Uses appropriate strategies. *Computation is correct. *Written explanation is exemplary. *Diagram/table/chart is accurate (as applicable). *Goes beyond requirements of problem. Level 2 Satisfactory *Shows understanding of concepts. *Uses appropriate strategies. *Computation is mostly correct. *Written explanation is effective. *Diagram/table/chart is mostly accurate (as applicable). *Satisfies all requirements of problem. Level 1 Nearly Satisfactory *Shows understanding of most concepts. *May not use appropriate strategies. *Computation is mostly correct. *Written explanation is satisfactory. *Diagram/table/chart is mostly accurate (as applicable). *Satisfies most of the requirements of problem. Level 0 Unsatisfactory *Shows little or no understanding of the concept. *May not use appropriate strategies. *Computation is incorrect. *Written explanation is not satisfactory. *Diagram/table/chart is not accurate (as applicable). *Does not satisfy requirements of problem. PTS: 1 DIF: Advanced REF: Lesson 4-6 OBJ: 4-6.3 Solve problems and show solutions. TOP: Regression and median fit lines. KEY: linear regression | best-fit line | correlation coefficient 186. ANS: a.  b. If x represents Cindys per-hour income and her minimum earning in a day is $14, then . To solve this inequality, divide each side by 2 and do not change the direction of the inequality. The solution is . This means that her minimum wage per hour must be $7 or higher. When each side of an inequality is multiplied by a positive number, the inequality remains true. Assessment Rubric Level 3 Superior *Shows thorough understanding of concepts. *Uses appropriate strategies. *Computation is correct. *Written explanation is exemplary. *Diagram/table/chart is accurate (as applicable). *Goes beyond requirements of problem. Level 2 Satisfactory *Shows understanding of concepts. *Uses appropriate strategies. *Computation is mostly correct. *Written explanation is effective. *Diagram/table/chart is mostly accurate (as applicable). *Satisfies all requirements of problem. Level 1 Nearly Satisfactory *Shows understanding of most concepts. *May not use appropriate strategies. *Computation is mostly correct. *Written explanation is satisfactory. *Diagram/table/chart is mostly accurate (as applicable). *Satisfies most of the requirements of problem. Level 0 Unsatisfactory *Shows little or no understanding of the concept. *May not use appropriate strategies. *Computation is incorrect. *Written explanation is not satisfactory. *Diagram/table/chart is not accurate (as applicable). *Does not satisfy requirements of problem. PTS: 1 DIF: Advanced REF: Lesson 5-2 OBJ: 5-2.4 Solve problems and show solutions. NAT: NA 2 | NA 8 | NA 9 | NA 10 | NA 6 TOP: Solve problems and show solutions. KEY: Problem Solving | Show Solutions 187. ANS: a.  b. Cinema I is cheaper only if there are more than 6 children.  Assessment Rubric Level 3 Superior *Shows thorough understanding of concepts. *Uses appropriate strategies. *Computation is correct. *Written explanation is exemplary. *Diagram/table/chart is accurate (as applicable). *Goes beyond requirements of problem. Level 2 Satisfactory *Shows understanding of concepts. *Uses appropriate strategies. *Computation is mostly correct. *Written explanation is effective. *Diagram/table/chart is mostly accurate (as applicable). *Satisfies all requirements of problem. 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Level 0 Unsatisfactory *Shows little or no understanding of the concept. *May not use appropriate strategies. *Computation is incorrect. *Written explanation is not satisfactory. *Diagram/table/chart is not accurate (as applicable). *Does not satisfy requirements of problem. PTS: 1 DIF: Advanced REF: Lesson 5-3 OBJ: 5-3.7 Solve problems and show solutions. NAT: NA 2 | NA 8 | NA 9 | NA 10 | NA 6 TOP: Performance assessment KEY: Problem Solving | Show Solutions 188. ANS: a. |x  3.25| 1.75; {x | 1.5 x 5} b.  c. Yes; possible explanation: This level of chlorine is below the safe range, so he should add more chlorine. Assessment Rubric: Level 3 Superior *Shows thorough understanding of concepts. *Uses appropriate strategies. *Computation is correct. *Written explanation is exemplary. *Diagram/table/chart is accurate (as applicable). *Goes beyond requirements of problem. Level 2 Satisfactory *Shows understanding of concepts. *Uses appropriate strategies. *Computation is mostly correct. *Written explanation is effective. *Diagram/table/chart is mostly accurate (as applicable). *Satisfies all requirements of problem. Level 1 Nearly Satisfactory *Shows understanding of most concepts. *May not use appropriate strategies. *Computation is mostly correct. *Written explanation is satisfactory. *Diagram/table/chart is mostly accurate (as applicable). *Satisfies most of the requirements of problem. Level 0 Unsatisfactory *Shows little or no understanding of the concept. *May not use appropriate strategies. *Computation is incorrect. *Written explanation is not satisfactory. *Diagram/table/chart is not accurate (as applicable). *Does not satisfy requirements of problem. PTS: 1 DIF: Advanced REF: Lesson 5-5 OBJ: 5-5.4 Solve problems and show solutions. NAT: NA 2 | NA 8 | NA 9 | NA 10 | NA 4 TOP: Solve problems and show solutions. 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