Chapter 2 Resource Masters
New York, New York
Columbus, Ohio
Woodland Hills, California
Peoria, Illinois
CONSUMABLE WORKBOOKS Many of the worksheets contained in the Chapter Resource Masters booklets are available as consumable workbooks in both English and Spanish.
Study Guide Workbook 
0078696100 
Skills Practice Workbook 
007869311X 
Practice Workbook 
0078696097 
Spanish Study Guide and Assessment 
0078696119 
ANSWERS FOR WORKBOOKS The answers for Chapter 2 of these workbooks can be found in the back of this Chapter Resource Masters booklet.
StudentWorks ^{T}^{M} This CDROM includes the entire Student Edition along with the English workbooks listed above.
TeacherWorks ^{T}^{M} All of the materials found in this booklet are included for viewing and printing in the Algebra: Concepts and Applications TeacherWorks CDROM.
Copyright © The McGrawHill Companies, Inc. All rights reserved. Printed in the United States of America. Permission is granted to reproduce the material contained herein on the condition that such material be reproduced only for classroom use; be provided to students, teachers, and families without charge; and be used solely in conjunction with Glencoe Algebra: Concepts and Applications. Any other reproduction, for use or sale, is prohibited without prior written permission of the publisher.
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ISBN: 0078692547
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Algebra: Concepts and Applications Chapter 2 Resource Masters
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Vocabulary Builder
Contents
viiviii
Lesson 25
Study Guide and Intervention
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Lesson 21 
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Reading to Learn Mathematics 
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Enrichment. 
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Reading to Learn Mathematics 
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Lesson 26 

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Study Guide and Intervention 
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Lesson 22 
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Study Guide and Intervention 
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Chapter 2 Assessment 

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Chapter 2 Test, Form 
8182 

Chapter 2 Test, Form 1B 
8384 

Lesson 23 
Chapter 2 Test, Form 
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Study Guide and Intervention 
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Chapter 2 Test, Form 2B 
8788 

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Chapter 2 Extended Response Assessment 
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Chapter 2 MidChapter 
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Chapter 2 Quizzes A & 
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Chapter 2 Cumulative Review 
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Chapter 2 Standardized Test Practice 
9394 

Lesson 24 

Study Guide and Intervention 
66 
Standardized Test Practice 

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Student Recording Sheet 
A1 

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ANSWERS 
A2A23 

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© Glencoe/McGrawHill
iii
Algebra: Concepts and Applications
A Teacher’s Guide to Using the Chapter 2 Resource Masters
The Fast File Chapter Resource system allows you to conveniently file the resources you use most often. The Chapter 2 Resource Masters include the core materials needed for Chapter 2. These materials include worksheets, extensions, and assessment options. The answers for these pages appear at the back of this booklet.
All of the materials found in this booklet are included for viewing and printing in the Algebra: Concepts and Applications TeacherWorks CDROM.
Vocabulary Builder Pages viiviii include a student study tool that presents the key vocabulary terms from the chapter. Students are to record definitions and/or examples for each term. You may suggest that students highlight or star the terms with which they are not familiar.
When to Use Give these pages to students before beginning Lesson 21. Encourage them to add these pages to their Algebra: Concepts and Applications Interactive Study Notebook. Remind them to add definitions and examples as they complete each lesson.
Study Guide There is one Study Guide master for each lesson.
When to Use Use these masters as reteaching activities for students who need additional reinforcement. These pages can also be used in conjunction with the Student Edition as an instructional tool for those students who have been absent.
Skills Practice There is one master for each lesson. These provide computational practice at a basic level.
When to Use These worksheets can be used with students who have weaker mathematics backgrounds or need additional reinforcement.
Practice There is one master for each lesson. These problems more closely follow the structure of the Practice section of the Student Edition exercises. These exercises are of average difficulty.
When to Use These provide additional practice options or may be used as homework for second day teaching of the lesson.
Reading to Learn Mathematics One
master is included for each lesson. The first section of each master presents key terms from the lesson. The second section contains questions that ask students to interpret the context of and relationships among terms in the lesson. Finally, students are asked to summarize what they have learned using various representation techniques.
When to Use This master can be used as a study tool when presenting the lesson or as an informal reading assessment after presenting the lesson. It is also a helpful tool for ELL (English Language Learners) students.
Enrichment There is one master for each lesson. These activities may extend the concepts in the lesson, offer a historical or multicultural look at the concepts, or widen students’ perspectives on the mathematics they are learning. These are not written exclusively for honors students, but are accessible for use with all levels of students.
When to Use These may be used as extra credit, short term projects, or as activities for days when class periods are shortened.
© Glencoe/McGrawHill
iv
Algebra: Concepts and Applications
Assessment Options
The assessment section of the Chapter 2 Resources Masters offers a wide range of assessment tools for intermediate and final assessment. The following lists describe each assessment master and its intended use.
Chapter Assessments Chapter Tests
• Fo rms 1A and 1B contain multiplechoice questions and are intended for use with averagelevel and basiclevel students, respectively. These tests are similar in format to offer comparable testing situations.
• Fo rms 2A and 2B are composed of free response questions aimed at the average level and basiclevel student, respectively. These tests are similar in format to offer comparable testing situations.
All of the above tests include a challenging Bonus question.
• The Extended Response Assessment includes performance assessment tasks that are suitable for all students. A scoring rubric is included for evaluation guidelines. Sample answers are provided for assessment.
Intermediate Assessment
• A MidChapter Test provides an option to assess the first half of the chapter. It is composed of freeresponse questions.
• Two freeresponse quizzes are included to offer assessment at appropriate intervals in the chapter.
Continuing Assessment
• The Cumulative Review provides students an opportunity to reinforce and retain skills as they proceed through their study of algebra. It can also be used as a test. The master includes freeresponse questions.
• The Standardized Test Practice offers continuing review of algebra concepts in multiple choice format.
Answers
• Page A1 is an answer sheet for the Standardized Test Practice questions that appear in the Student Edition on page 89. This improves students’ familiarity with the answer formats they may encounter in test taking.
• The answers for the lessonbylesson masters are provided as reduced pages with answers appearing in red.
• Fullsize answer keys are provided for the assessment options in this booklet.
© Glencoe/McGrawHill
v
Algebra: Concepts and Applications
Chapter 2 Leveled Worksheets
Glencoe’s leveled worksheets are helpful for meeting the needs of every student in a variety of ways. These worksheets, many of which are found in the FAST FILE Chapter Resource Masters, are shown in the chart below.
• The Prerequisite Skills Workbook provides extra practice on the basic skills students need for success in algebra.
• Study Guide and Intervention masters provide workedout examples as well as practice problems.
• Reading to Learn Mathematics masters help students improve reading skills by examining lesson concepts more closely.
• Noteables™: Interactive Study Notebook with Foldables™ helps students improve notetaking and study skills.
• Skills Practice masters allow students who are progressing at a slower pace to practice concepts using easier problems. Practice masters provide averagelevel problems for students who are moving at a regular pace.
• Each chapter’s Vocabulary Builder master provides students the opportunity to write out key concepts and definitions in their own words.
• Enrichment masters offer students the opportunity to extend their learning.
Nine Different Options to Meet the Needs of Every Student in a Variety of Ways
primarily skills 
primarily concepts 
primarily applications 
BASIC
AVERAGE
ADVANCED
1

Prerequisite Skills Workbook 

2

Study Guide and Intervention 

3

Reading to Learn Mathematics 

4

Noteables ^{T}^{M} : Interactive Study Notebook with Foldables ^{T}^{M} 

5

Skills Practice 

6

Vocabulary Builder 
Parent and Student Study Guide (online)
Practice
Enrichment
© Glencoe/McGrawHill
vi
Algebra: Concepts and Applications
NAME
DATE
PERIOD
Reading to Learn Mathematics
Vocabulary Builder
This is an alphabetical list of the key vocabulary terms you will learn in Chapter 2. As you study the chapter, complete each term’s definition or description. Remember to add the page number where you found the term.
Vocabulary Term 
Found 
Definition/Description/Example 
on Page 

absolute value 

additive inverse 

A•duh•tiv 

coordinate 

co•OR•duh•net 

coordinate plane 

coordinate system 

dimensions 

element 

graph 

integers 

IN•tah•jerz 

matrix 

MAY•triks 

natural numbers 

negative numbers 
(continued on the next page)
© Glencoe/McGrawHill
vii
Algebra: Concepts and Applications
NAME
DATE
^{2}^{2} Reading to Learn Mathematics
Vocabulary Builder (continued)
PERIOD
Vocabulary Term
Found
on Page
Definition/Description/Example
number line
opposites
ordered array
ordered pair
origin
OR•a•jin
quadrants
KWA•druntz
scalar multiplication SKAY•ler
Venn diagram
xaxis
xcoordinate
yaxis
ycoordinate
zero pair
© Glencoe/McGrawHill
viii
Algebra: Concepts and Applications
NAME
Study Guide
DATE
PERIOD
Graphing Integers on a Number Line
The numbers displayed on the number line below belong to the set of integers. The arrows at both ends of the number line indicate that the numbers continue indefinitely in both directions. Notice that the integers are equally spaced.
integers
Use dots to graph numbers on a number line. You can label the dots with capital letters.
The coordinate of B is 3 and the coordinate of D is 0.
Because 3 is to the right of 3 on the number line, 3 3. And because 5 is to the left of 1, 5 1. Because 3 and 3 are the same distance from 0, they have the same absolute value, 3. Use two vertical lines to represent absolute value.
Example:
Evaluate  12 10.
 12 10 12 10 22
 12 12 and 10 10
Name the coordinate of each point.
1. B
4
2. D
3
3.
G 5
Graph each set of numbers on a number line.
4. { 3, 2, 4}
5.
–4
–3
–2
–1
0123
4
{ 1, 0, 3}
–2
–1
0123
4
Write or in each blank to make a true sentence.
6. 7
5
7. 3
8
Evaluate each expression.
9. 9
9
10.  15
15
8.  1
0
11.  20 10
10
© Glencoe/McGrawHill
51
Algebra: Concepts and Applications
2–12–1
NAME
Skills Practice
DATE
PERIOD
Graphing Integers on a Number Line
Name the coordinate of each point.
1. S 
3 
2. 
U 
0 
3. 
T 
2 
4. R 
5 
5. 
W 
4 
6. 
V 
1 
Graph each set of numbers on a number line.
7. { 2, 0, 3} 
8. 
{ 5, 3, 1} 
9. {2, 4, 4} 
10. 
{ 1, 3, 5} 
11. { 4, 2, 2} 
12. 
{ 3, 1, 1, 3} 
Write or in each blank to make a true sentence.
13. 2
7
14.
4
2
16. 5
19. 4
2
3
17.
20.
1
2
0
9
Evaluate each expression.
15.
18.
21.
3
5
6
22. 4 
4 
23. 
 5 
5 

24.  8 
8 
25. 10 
10 
26. 3  2
5
27.
 7  12
19
0
8
3
© Glencoe/McGrawHill
52
Algebra: Concepts and Applications
NAME
Practice
DATE
PERIOD
Graphing Integers on a Number Line
Name the coordinate of each point.
1. 
A 4 
2. 
B 3 E 2 
3. 
C 1 F 1 

4. 
D 5 
5. 
6. 

Graph each set of numbers on a number line. 

7. 
{ 5, 0, 2} 
8. 
{4, 1, 2} 






–5 
–4 
–3 
–2 
–1 0123 4 5 
–5 
–4 
–3 
–2 
–1 0123 4 5 

9. 
{3, 4, 3} 
10. 
{ 2, 5, 1} 






–5 
–4 
–3 
–2 
–1 0123 4 5 
–5 
–4 
–3 
–2 
–1 0123 4 5 

11. {2, 5, 0} 
12. 
{ 4, 3, 2, 4} 






–5 
–4 
–3 
–2 
–1 0123 4 5 
–5 
–4 
–3 
–2 
–1 0123 4 5 
Write or in each blank to make a true sentence.
13. 7
9
14.
0
1
16. 6
3
19. 8
0
17.
20.
4
5
11
2
Evaluate each expression.
15.
18.
21.
2
7
5
2
3
6
22.  4 
4 
23. 
6 
6 

24.  3 1 
4 
25. 
9  8 
1 

26.  7  2 
5 
27. 
 8 11 
19 
© Glencoe/McGrawHill
53
Algebra: Concepts and Applications
2–12–1
NAME
DATE
Reading to Learn Mathematics
Graphing Integers on a Number Line
PERIOD
Key Terms
absolute value
number line coordinate (co OR di net) point on a number line
the distance a number is from 0 on a
the number that corresponds to a
graph
number line
to plot points named by numbers on a number line
a line with equal distances marked off to
represent numbers
Reading the Lesson
1. Refer to the number line.
a. What do the arrowheads on each end of the number line mean?
The line and the set of numbers continue infinitely in each direction.
b. What is the absolute value of 3? What is the absolute value of 3? Explain.
3, 3; 3 and 3 are both 3 units away from zero on the number line.
2. Refer to the Venn diagram shown at the right. Write true or false for each of the following statements.
a. All whole numbers are integers.
_{t}_{r}_{u}_{e}
b. All natural numbers are integers. 
true 

c. All whole numbers are natural numbers. 
false 

d. All natural numbers are whole numbers. 
true 

e. All whole numbers are positive numbers. 
false 
f. All integers are natural numbers. false
g. Whole numbers are a subset of natural numbers.
h. Natural numbers are a subset of integers.
true
Helping You Remember
false
3. One way to remember a mathematical concept is to connect it to something you have seen or heard in everyday life. Describe a situation that illustrates the concept of absolute value.
Sample answer: On a football field, the distance from each goal line to the 50yard line is 50 yards.
© Glencoe/McGrawHill
54
Algebra: Concepts and Applications
NAME
Enrichment
Venn Diagrams
DATE
PERIOD
A type of drawing called a Venn diagram can be useful in explaining conditional
statements. A Venn diagram uses circles to represent sets of objects.
Consider the statement “All rabbits have long ears.” To make a Venn diagram for this statement, a large circle is drawn to represent all animals with long ears. Then
a smaller circle is drawn inside the first to represent all rabbits. The Venn diagram shows that every rabbit is included in the group of longeared animals.
The set of rabbits is called a subset of the set of longeared animals.
The Venn diagram can also explain how to write the statement, “All rabbits have long ears,” in ifthen form. Every rabbit is in the group of longeared animals, so if an animal is a rabbit, then it has long ears.
For each statement, draw a Venn diagram. The write the sentence in ifthen form.
1. 
Every dog has long hair. 
2. 
All rational numbers are real. 
If an animal is a dog, then it has long hair. 
If a number is rational, then it is real. 

3. 
People who live in Iowa like corn. 
4. Staff members are allowed in the faculty lounge. 
If a person lives in Iowa, _{t}_{h}_{e}_{n} _{t}_{h}_{e} _{p}_{e}_{r}_{s}_{o}_{n} _{l}_{i}_{k}_{e}_{s} _{c}_{o}_{r}_{n}_{.}
If a person is a staff member, then the person is allowed in the faculty lounge.
© Glencoe/McGrawHill
55
Algebra: Concepts and Applications
2–22–2
NAME
Study Guide
DATE
The Coordinate Plane
The two intersecting lines and the grid at the right form a coordinate system. The horizontal number line is called the xaxis, and the vertical number line is called the yaxis. The x and yaxes divide the coordinate plane into four quadrants. Point S in Quadrant I is the graph of the ordered pair (3, 2). The xcoordinate of point S is 3, and the ycoordinate of point S is 2.
PERIOD
The point at which the axes meet has coordinates (0, 0) and is called the origin.
Example 1:
In what quadrant is point J located? You move 4 units to the left of the origin and then 1 unit up to get to J. So the ordered pair for J is ( 4, 1). Point J is located in Quadrant II.
What is the ordered pair for point J?
Example 2:
Start at the origin. Move left on the xaxis to 2 and then down 4 units. Draw a dot here and label it M.
Graph M( 2, 4) on the coordinate plane.
Write the ordered pair that names each point.
_{1}_{.} 
_{P} 
(1, 3) 
2. Q 
( 4, 3) 
3. 
R 
(0, 2) 
4. T ( 4, 0) 
Graph each point on the coordinate plane. Name the quadrant, if any, in which each point is located.
5. 
A(5, 1) 
IV 
6. B( 3, 0) none 

7. 
C( 3, 1) 
II 
8. D(0, 1) none 

9. 
E(3, 3) 
I 
10. 
F( 1, 2) 
III 
© Glencoe/McGrawHill
56
Algebra: Concepts and Applications
NAME
Skills Practice
DATE
PERIOD
The Coordinate Plane
Write the ordered pair that names each point.
_{1}_{.} 
_{L} 
( 4, 0) 
2. 
M 
( 3, 1) 
3. 
N 
( 1, 3) 
4. 
P 
(0, 0) 
5. 
Q 
( 2, 4) 
6. 
R 
(2, 1) 
7. 
S 
(2, 1) 
8. 
T 
(5, 0) 
9. 
U 
(0, 2) 
10. 
V 
(0, 3) 
Graph each point on the coordinate plane.
11. 
A( 2, 4) 
12. B(0, 4) 

13. 
C(5, 3) 
14. 
D( 2, 1) 
15. 
E(1, 4) 
16. F(4, 0) 

17. 
G( 4, 1) 
18. H(3, 3) 

19. 
I( 4, 3) 
20. J( 5, 0) 
Name the quadrant in which each point is located.
21. 
( 2, 2) 
III 
22. 
(3, 4) 
I 

23. 
( 4, 3) 
II 
24. 
(4, 3) 
IV 

25. 
(0, 2) 
none 
26. 
( 1, 1) 
III 

27. 
(4, 1) 
IV 
28. 
( 3, 5) 
II 

29. 
( 3, 0) 
none 
30. 
(8, 4) 
IV 
© Glencoe/McGrawHill
57
Algebra: Concepts and Applications
2–22–2
NAME
Practice
DATE
PERIOD
The Coordinate Plane
Write the ordered pair that names each point.
_{1}_{.} 
_{A} 
( 3, 4) 
2. 
B (5, 2) 
3. 
C 
( 4, 3) 
4. 
D (2, 4) 
5. 
E 
( 1, 1) 
6. 
F (1, 0) 
7. 
G 
(0, 2) 
8. 
H ( 2, 5) 
9. 
J 
( 2, 4) 
10. 
K (5, 1) 
Graph each point on the coordinate plane.
11. 
K(0, 3) 
12. L( 2, 3) 

13. 
M(4, 4) 
14. N( 3, 0) 

15. 
P( 4, 1) 
16. Q(1, 2) 

17. 
R( 5, 5) 
18. S(3, 2) 

19. 
T(2, 1) 
20. 
W( 1, 4) 
Name the quadrant in which each point is located.
21. 
(1, 9) 
I 
22. 
( 2, 7) 
III 

23. 
(0, 1) 
none 
24. 
( 4, 6) 
II 

25. 
(5, 3) 
IV 
26. ( 3, 0) none 

27. 
( 1, 1) 
III 
28. 
(6, 5) 
IV 

29. 
( 8, 4) 
II 
30. 
( 9, 2) 
III 
© Glencoe/McGrawHill
58
Algebra: Concepts and Applications
NAME
DATE
PERIOD
Reading to Learn Mathematics
The Coordinate plane
Key Terms
coordinate plane coordinate system
the plane containing the x and yaxes the grid formed by the intersection of two
perpendicular number lines that meet at their zero points
ordered pair
a pair of numbers used to locate any point on a
coordinate plane
quadrant
one of the four regions into which the x and yaxes
separate the coordinate plane
xaxis 
the horizontal number line on a coordinate plane 
yaxis 
the vertical number line on a coordinate plane 
xcoordinate 
the first number in a coordinate pair 
ycoordinate 
the second number in a coordinate pair 
Reading the Lesson
1. Identify each part of the coordinate system.
a. Explain how to identify the x and ycoordinates.
The xcoordinate is the first number; the ycoordinate is the second number.
b. Name the xand ycoordinates.
The xcoordinate is 2 and the ycoordinate 3.
c. Describe the steps you would use to locate the point at ( 2, 3) on the coordinate plane.
Start at the origin, move two units to the left and then move up three units.
3. What does the term quadrant mean?
Sample answer: It is one of four regions in the coordinate plane.
Helping You Remember
4. Describe a method to remember how to write an ordered pair.
Sample answer: Since x comes before y in the alphabet, the x coordinate is written first in an ordered pair.
© Glencoe/McGrawHill
59
Algebra: Concepts and Applications
_{m}_{o}_{s}_{t} _{d}_{i}_{f}_{f}_{i}_{c}_{u}_{l}_{t}_{?} See students’ work.
© Glencoe/McGrawHill
60
Algebra: Concepts and Applications
NAME
Study Guide
Adding Integers
DATE
PERIOD
You can use a number line to add integers. Start at 0. Then move to the right for positive integers and move to the left for negative integers.
2 1 3
2 ( 1) 3
Both integers are positive. First move 2 units right from 0. Then move 1 more unit right.
When you add one positive integer and one negative integer on the number line, you change directions, which results in one move being subtracted from the other move.
Both integers are negative. First move 2 units left from 0. Then move 1 more unit left.
2 1 1
Move 2 units left, then 1 unit right.
2 ( 1) 1
Move 2 units right, then 1 unit left.
Use the following rules to add two integers and to simplify expressions.
Rule 
Examples 

To add integers with the same sign, add their absolute values. Give the result the same sign as the integers. 
7 
4 11 
8 ( 
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