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Chapter 2 Resource Masters

Chapter 2 Resource Masters New York, New York Columbus, Ohio Woodland Hills, California Peoria, Illinois

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

0-07-869610-0

Skills Practice Workbook

0-07-869311-X

Practice Workbook

0-07-869609-7

Spanish Study Guide and Assessment

0-07-869611-9

ANSWERS FOR WORKBOOKS The answers for Chapter 2 of these workbooks can be found in the back of this Chapter Resource Masters booklet.

StudentWorks TM This CD-ROM includes the entire Student Edition along with the English workbooks listed above.

TeacherWorks TM All of the materials found in this booklet are included for viewing and printing in the Algebra: Concepts and Applications TeacherWorks CD-ROM.

Algebra: Concepts and Applications TeacherWorks CD-ROM. Copyright © The McGraw-Hill Companies, Inc. All rights

Copyright © The McGraw-Hill 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.

Send all inquiries to:

Glencoe/McGraw-Hill 8787 Orion Place Columbus, OH 43240-4027

ISBN: 0-07-869254-7

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Algebra: Concepts and Applications Chapter 2 Resource Masters

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Vocabulary Builder

Contents

vii-viii

Lesson 2-5

Study Guide and Intervention

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Lesson 2-1

 

Skills

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Study Guide and Intervention

 

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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 2-6

 

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Study Guide and Intervention

 

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Lesson 2-2

 

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Study Guide and Intervention

 

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Reading to Learn Mathematics

 

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Enrichment.

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. Reading to Learn Mathematics

Practice.

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Chapter 2 Assessment

 

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Chapter 2 Test, Form

 

81-82

 

Chapter 2 Test, Form 1B

83-84

Lesson 2-3

 

Chapter 2 Test, Form

85-86

Study Guide and Intervention

 

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Chapter 2 Test, Form 2B

87-88

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Chapter 2 Extended Response Assessment

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Chapter 2 Mid-Chapter

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Reading to Learn Mathematics

 

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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

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Lesson 2-4

 

Study Guide and Intervention

 

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Standardized Test Practice

 

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Student Recording Sheet

 

A1

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ANSWERS

 

A2-A23

Reading to Learn Mathematics

 

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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 CD-ROM.

Vocabulary Builder Pages vii-viii 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 2-1. 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.

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 multiple-choice questions and are intended for use with average-level and basic-level 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 basic-level 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 Mid-Chapter Test provides an option to assess the first half of the chapter. It is composed of free-response questions.

• Two free-response 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 free-response 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 lesson-by-lesson masters are provided as reduced pages with answers appearing in red.

Full-size answer keys are provided for the assessment options in this booklet.

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 worked-out 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 note-taking and study skills.

Skills Practice masters allow students who are progressing at a slower pace to practice concepts using easier problems. Practice masters provide average-level 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

concepts primarily applications BASIC AVERAGE ADVANCED 1 Prerequisite Skills Workbook   2 Study
concepts primarily applications BASIC AVERAGE ADVANCED 1 Prerequisite Skills Workbook   2 Study
1
1

Prerequisite Skills Workbook

 
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Study Guide and Intervention

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3

Reading to Learn Mathematics

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Noteables TM : Interactive Study Notebook with Foldables TM

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Skills Practice

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6

Vocabulary Builder

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22

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)

NAME

DATE

22 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

x-axis

x-coordinate

y-axis

y-coordinate

zero pair

2–12–1
2–12–1

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.

negative integers positive integers –5 –4 –3 –2 –1 0 123 4 5
negative integers
positive integers
–5
–4
–3
–2
–1
0
123 4
5

integers

Use dots to graph numbers on a number line. You can label the dots with capital letters.

A B C D E F –5 –4 –3 –2 –1 0123 4 5
A B
C
D
E
F
–5
–4
–3
–2
–1
0123
4
5

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.

|3| 3 3 units 3 units | 3| 3 The absolute value of 3 is
|3| 3
3 units
3 units
| 3| 3
The absolute value of 3 is 3.
The absolute value of 3 is 3.
–4
–3
–2
–1
0
123
4

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.

each set of numbers on a number line. 4. { 3, 2, 4} 5. –4 –3
each set of numbers on a number line. 4. { 3, 2, 4} 5. –4 –3
each set of numbers on a number line. 4. { 3, 2, 4} 5. –4 –3
each set of numbers on a number line. 4. { 3, 2, 4} 5. –4 –3
each set of numbers on a number line. 4. { 3, 2, 4} 5. –4 –3
each set of numbers on a number line. 4. { 3, 2, 4} 5. –4 –3
each set of numbers on a number line. 4. { 3, 2, 4} 5. –4 –3
each set of numbers on a number line. 4. { 3, 2, 4} 5. –4 –3
each set of numbers on a number line. 4. { 3, 2, 4} 5. –4 –3
each set of numbers on a number line. 4. { 3, 2, 4} 5. –4 –3
each set of numbers on a number line. 4. { 3, 2, 4} 5. –4 –3
each set of numbers on a number line. 4. { 3, 2, 4} 5. –4 –3
each set of numbers on a number line. 4. { 3, 2, 4} 5. –4 –3
each set of numbers on a number line. 4. { 3, 2, 4} 5. –4 –3
each set of numbers on a number line. 4. { 3, 2, 4} 5. –4 –3
each set of numbers on a number line. 4. { 3, 2, 4} 5. –4 –3
each set of numbers on a number line. 4. { 3, 2, 4} 5. –4 –3
each set of numbers on a number line. 4. { 3, 2, 4} 5. –4 –3
each set of numbers on a number line. 4. { 3, 2, 4} 5. –4 –3
each set of numbers on a number line. 4. { 3, 2, 4} 5. –4 –3
each set of numbers on a number line. 4. { 3, 2, 4} 5. –4 –3
each set of numbers on a number line. 4. { 3, 2, 4} 5. –4 –3

–4

–3

–2

–1

0123

4

B D E F G –5 –4 –3 –2 –1 0123 4 5 6
B
D
E
F
G
–5
–4
–3
–2
–1
0123
4
5
6

{ 1, 0, 3}

G –5 –4 –3 –2 –1 0123 4 5 6 { 1, 0, 3} –2 –1
G –5 –4 –3 –2 –1 0123 4 5 6 { 1, 0, 3} –2 –1
G –5 –4 –3 –2 –1 0123 4 5 6 { 1, 0, 3} –2 –1
G –5 –4 –3 –2 –1 0123 4 5 6 { 1, 0, 3} –2 –1
G –5 –4 –3 –2 –1 0123 4 5 6 { 1, 0, 3} –2 –1
G –5 –4 –3 –2 –1 0123 4 5 6 { 1, 0, 3} –2 –1
G –5 –4 –3 –2 –1 0123 4 5 6 { 1, 0, 3} –2 –1
G –5 –4 –3 –2 –1 0123 4 5 6 { 1, 0, 3} –2 –1
G –5 –4 –3 –2 –1 0123 4 5 6 { 1, 0, 3} –2 –1
G –5 –4 –3 –2 –1 0123 4 5 6 { 1, 0, 3} –2 –1
G –5 –4 –3 –2 –1 0123 4 5 6 { 1, 0, 3} –2 –1
G –5 –4 –3 –2 –1 0123 4 5 6 { 1, 0, 3} –2 –1
G –5 –4 –3 –2 –1 0123 4 5 6 { 1, 0, 3} –2 –1
G –5 –4 –3 –2 –1 0123 4 5 6 { 1, 0, 3} –2 –1
G –5 –4 –3 –2 –1 0123 4 5 6 { 1, 0, 3} –2 –1
G –5 –4 –3 –2 –1 0123 4 5 6 { 1, 0, 3} –2 –1
G –5 –4 –3 –2 –1 0123 4 5 6 { 1, 0, 3} –2 –1
G –5 –4 –3 –2 –1 0123 4 5 6 { 1, 0, 3} –2 –1

–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

2–12–1

NAME

Skills Practice

DATE

PERIOD

Graphing Integers on a Number Line

Name the coordinate of each point.

R ST UV W 5 4 3 2 1 012345
R
ST
UV
W
5
4
3
2
1
012345

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

2–12–1
2–12–1

NAME

Practice

DATE

PERIOD

Graphing Integers on a Number Line

Name the coordinate of each point.

A E C F B D –5 –4 –3 –2 –1 0123 4 5
A E
C
F
B
D
–5
–4
–3
–2
–1
0123
4
5

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

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.

5 4 3 2 1 0 1 2 3 4 5
5 4 3 2 1
0
1
2
3
4
5

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.

true

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

Whole Numbers Integers Natural Numbers
Whole
Numbers
Integers
Natural Numbers

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 50-yard line is 50 yards.

2–12–1
2–12–1

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 long-eared animals.

animals with long ears rabbits
animals with
long ears
rabbits

The set of rabbits is called a subset of the set of long-eared animals.

The Venn diagram can also explain how to write the statement, “All rabbits have long ears,” in if-then form. Every rabbit is in the group of long-eared 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 if-then 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, then the person likes corn.

If a person is a staff member, then the person is allowed in the faculty lounge.

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 x-axis, and the vertical number line is called the y-axis. The x- and y-axes divide the coordinate plane into four quadrants. Point S in Quadrant I is the graph of the ordered pair (3, 2). The x-coordinate of point S is 3, and the y-coordinate of point S is 2.

PERIOD

Quadrant II y Quadrant I 4 3 S 2 1 x –4 –3 –2 –1
Quadrant II
y
Quadrant
I
4
3
S
2
1
x
–4 –3 –2 –1
O
1
234
–1
–2
–3
–4
Quadrant
III
Quadrant
IV

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 x-axis 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

Quadrant II y Quadrant I 4 3 2 J 1 x –4 –3 –2 –1
Quadrant II
y
Quadrant
I
4
3
2
J
1
x
–4 –3 –2 –1
O
1
234
–1
–2
–3
M
–4
Quadrant
III
Quadrant
IV
y
4
P
3
2
R
1
T
x
–4 –3 –2 –1
O
1234
–1
–2
–3
Q
–4
y O x
y
O
x
2–22–2
2–22–2

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)

y Q 4 V 2 R L T P 4 2 24 x S M
y
Q
4
V
2
R
L
T
P
4
2
24
x
S
M
2
U
N
4
y
4
2
4
2
24
x
2
4

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

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)

y H A B E O F x K C G D J
y
H
A
B
E
O
F
x
K
C
G
D
J

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)

y O x
y
O
x

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

2–22–2
2–22–2

NAME

DATE

PERIOD

Reading to Learn Mathematics

The Coordinate plane

Key Terms

coordinate plane coordinate system

the plane containing the x- and y-axes 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 y-axes

separate the coordinate plane

x-axis

the horizontal number line on a coordinate plane

y-axis

the vertical number line on a coordinate plane

x-coordinate

the first number in a coordinate pair

y-coordinate

the second number in a coordinate pair

Reading the Lesson

1. Identify each part of the coordinate system.

y y axis origin x axis O x 2. Use the ordered pair ( 2,
y
y axis
origin
x axis
O
x
2. Use the ordered pair ( 2, 3).

a. Explain how to identify the x- and y-coordinates.

The x-coordinate is the first number; the y-coordinate is the second number.

b. Name the x-and y-coordinates.

The x-coordinate is 2 and the y-coordinate 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.

NAME DATE PERIOD 2–22–2 Enrichment Points and Lines on a Matrix A matrix is a
NAME
DATE
PERIOD
2–22–2
Enrichment
Points and Lines on a Matrix
A matrix is a rectangular array of rows and columns. Points
and lines on a matrix are not defined in the same way as in
Euclidean geometry. A point on a matrix is a dot, which can be
small or large. A line on a matrix is a path of dots that “line up.”
Between two points on a line there may or may not be other
points. Three examples of lines are shown at the upper right.
The broad line can be thought of as a single line or as two nar-
row lines side by side.
A dot-matrix printer for a computer uses dots to form characters.
The dots are often called pixels. The matrix at the right shows
how a dot-matrix printer might print the letter P.
Sample answers are given.
Draw points on each matrix to create the given figures.
1. Draw two intersecting lines that have four points in common. 2. Draw two lines
1.
Draw two intersecting lines that have
four points in common.
2. Draw two lines that cross but have
no common points.
3.
Make the number 0 (zero) so that it
extends to the top and bottom sides
of the matrix.
4. Make the capital letter O so that it
extends to each side of the matrix.
5.
Using separate grid paper, make dot designs for several
other letters. Which were the easiest and which were the

most difficult? See students’ work.

2–32–3
2–32–3

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 10 1 2 3 4 5
2
1
10
1
2
3
4
5

2 1 3

1 2 4 3 2 10 1 2
1
2
4
3
2
10
1
2

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.

1 2 4 3 2 10 1 2
1
2
4
3
2
10
1
2

2 1 1

Move 2 units left, then 1 unit right.

1 2 2 10 1 2 3 4
1
2
2
10
1
2
3
4

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 (