Illustrators: The Artifact Group, Greg Lawhun, Wayno, Scott Rolfs, Pat Lewis, Jim Callahan, Mark Ricketts

Copyright by The McGraw-Hill Companies, Inc. All rights reserved. Permission is granted to reproduce the material contained herein on the condition that such materials be reproduced only for classroom use; be provided to students, teachers, and families without charge; and be used solely in conjunction with the McGraw-Hill Mathematics program. Any other reproduction, for sale or other use, is expressly prohibited. Send all inquiries to: Glencoe/McGraw-Hill 8787 Orion Place Columbus, OH 43240-4027 ISBN: 978-0-07-890523-0 MHID: 0-07-890523-0 Printed in the United States of America. 1 2 3 4 5 6 7 8 9 10 009 12 11 10 09 08

TABLE of CONTENTS
Letter to the Teacher ......................................................... iv Teaching Strategies and Answers ................................... v
Reasoning and Proof
1 Series: Whats Shakin?........................................................................ 1 2 Reasoning: Money Mystery .................................................................. 4 3 Proof: King of the Learning Lab ........................................................... 5 Practice On Your Own .............................................................................. 6

Triangles and Quadrilaterals

1 Pythagorean Theorem: The Long Walk Home .................................... 7 2 Perpendicular Bisector: The Scavenger Hunt .................................... 10 3 Quadrilaterals: Sunshi Makes a Kite .................................................. 11 Practice On Your Own ............................................................................ 12

Similarity
1 Scale Factors: The Scale of Justice................................................... 13 2 Ratios: Photo Paper Problem............................................................. 16 3 Proportions: Radio Riddle .................................................................. 17 Practice On Your Own ............................................................................ 18

Transformations
1 Rotations: Fun By Design .................................................................. 19 2 Reflections: Bank On It ...................................................................... 22 3 Vectors: Its Your Move....................................................................... 23 Practice On Your Own ............................................................................ 24

Circles
1 Chords: The Mission .......................................................................... 25 2 Inscribed Angles: Circle Slicing .......................................................... 28 3 Semicircles: Fast Track ...................................................................... 29 Practice On Your Own ............................................................................ 30

Area, Surface Area, and Volume

1 Area: Julia Does Up the Gym ............................................................. 31 2 Surface Area: Problems in Pyramid Painting .................................... 34 3 Volume: Whats Your Volume? ........................................................... 35 Practice On Your Own ............................................................................ 36
iii

LETTER to the TEACHER

USING GRAPHIC NOVELS:
Popular Culture and Mathematics Interact
Graphic novels represent a significant segment of the literary market for adolescents and young adults. They are amazingly diverse, both in terms of their content and usefulness. Graphic novels are exactly what teens are looking forthey are motivating, engaging, challenging, and interesting. They allow teachers to enter the youth culture and students to bring their out of school experiences into the classroom. Graphic novels have also been used effectively with students with disabilities, struggling readers, and English learners. One of the theories behind the use of graphic novels for struggling adolescents focuses on the fact that the graphic novel presents complex ideas that are interesting and engaging for adolescents, while reducing the text or reading demands. However, graphic novels are motivating and engaging for all students. They allow us to differentiate our instruction and provide universal access to the curriculum. We hope youll find the graphic novels in this book useful as you engage your students in the study of mathematics and problem solving. Sincerely, Douglas Fisher & Nancy Frey

Douglas Fisher, Ph.D. Professor San Diego State University

iv

Nancy Frey, Ph.D. Associate Professor San Diego State University

TEACHING STRATEGIES and ANSWERS

Graphic Novels in the Classroom
As we have noted, graphic novels are an excellent adjunct text. While they cannot and should not replace reading or the core, standards-based textbook, they can be effectively used to build students background knowledge, to motivate students, to provide a different access route to the content, and to allow students to check and review their work. Mathematical problem solving is presented in graphic novel format. The novels contain real-world problems for each of the following mathematical content strands: Reasoning and Proof, Triangles and Quadrilaterals, Similarity, Transformations, Circles, and Area, Surface Area, and Volume. The first graphic novel that appears in each content strand describes a real-world problem that is solved in graphic novel format. The second and third graphic novels that appear in each content strand are left to the reader to formulate the solution. Finally, there are additional problems for students to practice on their own.

Teaching Strategies
1. Previewing Content You can use a graphic novel as a lesson preview
to activate background and prior knowledge. For example, you may display a graphic novel on the overhead projector and discuss it with the class. By doing so, you may provide students with advance information that they will read later in the book. Alternatively, you may display the graphic novel and invite students, in pairs or groups, to share their thinking with one another. Regardless of the approach, the goal is to activate students interest and background knowledge in advance of the reading.

2. Narrative Writing Use the second and third graphic novels from each
content strand and ask students to solve the posed problem in graphic novel format. Students should be encouraged to create character dialogue and complete the story line detailing their solution. Another alternative is to provide students with the first two pages of the first graphic novel and ask students to complete the story line with the solution to the problem posed. Not only does this engage students in thinking about the content, but it also provides you with some assessment information. Based on the dialogue that the students create of their solution, youll understand what they already know, what they misunderstand, and what they do not yet know.
v

3. Reviewing Content In addition to narrative summaries, graphic novels

can also be used for content review. While there are many reasons to review contentsuch as preparing for a testgraphic novels are especially useful for providing students with a review of past chapters. You can use a graphic novel from a previous chapter to review its major concepts.

4. Analysis In the analysis approach, students read the graphic novel to try
to understand the main point the author is making. This approach is particularly useful after students have covered the content in their textbook. Encouraging students to pose questions about the text will help to uncover the main points. For example: Why did the author choose this real-world situation to present this concept we have studied? What are some other real-world situations that can be used to present this concept? What does the graphic novel tell me about concepts we have studied? Have students write a few sentences answering these questions. Then, have them summarize what they believe is the main point of the graphic novel.

5. Visualizing Have your students skim over the exercises in the chapter
you are working on or the Practice On Your Own pages. The student should then pick one exercise and create their own graphic representation about it. Another option would be to use other forms of multimedia for their topic. Students could take pictures, make a computer slide-show presentation, make a video, or create a song. These are just some of the many uses of graphic novels. As you introduce them into your class, you may discover more ways to use them to engage your students in a new method of learning while exercising the multiple literacies that your students already possess. We welcome you to the world of learning through graphic novels!

References
Cary, S. (2004). Going graphic: Comics at work in the multilingual classroom. Portsmouth, NH: Heinemann. Fisher, D., & Frey, N. (2004). Improving adolescent literacy: Strategies at work. Upper Saddle River, NJ: Merrill Education. Frey, N., & Fisher, D. (2004). Using graphic novels, anime, and the Internet in an urban high school. English Journal, 93(3), 1925. Gorman, M. (2002). What teens want: Thirty graphic novels you cant live without. School Library Journal, 48(8), 4247. Schwarz, G. (2002a). Graphic novels for diverse needs: Engaging reluctant and curious readers. ALAN Review, 30(1), 5457. Schwarz, G. (2002b). Graphic novels for multiple literacies. Journal of Adolescent & Adult Literacy, 46, 262265. Schwarz, G. (2004). Graphic novels: Multiple cultures and multiple literacies. Thinking Classroom, 5(4), 1724.

vi

ANSWERS
Reasoning and Proof
Reasoning: Money Mystery, page 4
Set up a grid that contains the information Toshiro received. Use each piece of information to eliminate as many boxes as possible. When the grid is completed, you will know who put the money box in the wrong place. long short curly black straight black jeans shorts skirt khakis hair hair hair hair hair pants

Tina George Alexa Jos Paul jeans shorts skirt khakis black pants

Alexa has curly hair and put the money box in the wrong place.

Proof: King of the Learning Lab, page 5

To find the fallacy, justify each step with a property of real numbers. 1. a > 0, b > 0 Given 2. a = b Given 2 3. ab = b Multiply each side by b. 4. ab - a 2 = b 2 - a 2 Subtract a 2 from each side. 5. a(b - a) = (b + a)(b - a) Factor each side. 6. a = b + a Divide each side by (b - a). 7. 0 = b Subtract a from each side. 8. b = 2b Add b to each side. 9. 1 = 2 Divide each side by b. It appears that each step has a justification. However, in Step 6, each side of the equation was divided by the quantity b - a. This can only be done if b - a 0. However, it is given in Step 2 that a = b. By substituting b for a, you find the quantity b - a = b - b = 0. The fallacy happens in Step 6 because you cannot divide by zero.

Practice On Your Own, page 6

1. C 2. G 3. D 4. J 5. D 6. F
vii

Triangles and Quadrilaterals

Perpendicular Bisector: The Scavenger Hunt, page 10
The point that is equidistant from the vertices of a triangle is the point where the perpendicular bisectors of each side intersect. Use a compass and straightedge to construct the perpendicular bisectors. 1. Set the compass opening to be slightly larger than half the length of the line. 2. Draw an arc centered at each endpoint. 3. Draw the perpendicular bisector by connecting the connecting the points where the two arcs intersect. Repeat these steps to draw the perpendicular bisector for each side of the triangle. Extend all three perpendicular bisectors until they intersect. This is the point where Jacob should look for the item.
382 ft

Happiness Park

556 ft

428 ft

Quadrilaterals: Sunshi Makes a Kite, page 11

Sketch a diagram of Sunshis kite and mark the given information. Use the Pythagorean Theorem to find the lengths of a 1 and a 2. In the smaller triangles in the upper portion of the kite, b = 13 and c = 18.4. a22 + b2 = c2 a 2 + 13 = 18.4
2 2 2

18.4 in.

a2

18.4 in. 13 in. 29 in.

13 in. 29 in. a1

Pythagorean Theorem Substitute 13 for b and 18.4 for c. Evaluate powers. Subtract 169 from each side. Take the square root of each side.

a 2 2 + 169 = 338.56 a 2 2 = 169.56 a 2 13.02 a12 + b2 = c2 a 1 2 + 13 2 = 29 2 a 1 2 + 169 = 841 a 1 2 = 672 a 1 25.92

In the larger triangles in the lower portion of the kite, b = 13 and c = 29. Pythagorean Theorem Substitute 13 for b and 29 for c. Evaluate powers. Subtract 169 from each side. Take the square root of each side.

The longer diagonal should be the length of a 1 + a 2. a 1 + a 2 13 + 26 = 39 Sunshi needs to cut the longer wood piece to be 39 inches.

Practice On Your Own, page 12

1. C
viii

2. H

3. A

4. H

5. A

6. G

Similarity
Ratios: Photo Paper Problem, page 16
Find the ratio of the areas of the papers. The formula for the area of a rectangle is A = w. Write a ratio of the area of the smaller size paper to the area of the larger size paper.
46 24 1 _ = _ or _ 8 12 96 4

The larger size paper is 4 times larger than the smaller size paper. The larger paper should cost 4 times the cost of the smaller paper. $0.25 4 = $1 The paper for an 8-inch by 12-inch photo should cost $1.

Proportions: Radio Riddle, page 17

Set up a proportion that equates Rosalyns height and the length of her shadow to the towers height and the length of its shadow.
height of Rosalyn height of the tower __ = ___ length of her shadow length of the towers shadow 5.5 x _ = _ Substitute. 3 273

1501.5 = 3x 500.5 = x

Cross multiply. Divide each side by 3.

The tower is approximately 500.5 feet tall.

Practice On Your Own, page 18

1. C 2. G 3. C 4. G 5. C 6. G

ix

Transformations
Reflections: Bank On It, page 22
In order to line up the shot, Sandra considers the right side of the pool table a line of reflection. She visualizes the location of the left side pocket if it were reflected over that line. If she aims at the imaginary image of the pocket after it is reflected over the line, the ball will bank off of the bumper on the side of the table and into the left, side pocket. This is because the ball will bounce off the right side bumper at the same angle as it hits. Because a reflection preserves angle measure, the angle from the ball to the image of the pocket is the same as the angle between the point where the ball hits the side bumper and the target pocket.

Line of Reection

Reected Pocket Back Angle

Vectors: Its Your Move, page 23

Find the horizontal movement and the vertical movement of the knight. The knight moves a horizontal distance from b8 to c8. This is a move of 1 square. The knight moves a vertical distance from c8 to c6. This is a move of 2 squares. The vector Kanya sends to Analiese to indicate his move is <1, 2>.

Practice On Your Own, page 24

1. D 2. H 3. B 4. D 5. H 6. B

Circles
Inscribed Angles: Circle Slicing, page 28
Madison can use properties of inscribed angles to find the center of the circle. When a right angle is inscribed in a circle, the intercepted arc is 180. Begin by placing the vertex of a right angle anywhere on a circle. Mark the points where the sides of the angle intersect the circle. Draw a line to connect these points. This line is a diameter of the circle. Place the right angle at another point and draw a second diameter. The point where the two diameters intersect is the center of the circle. The location of the fountain is the point where the diameters intersect.

Semicircles: Fast Track, page 29

Because the width of the rectangle is 160 yards, the radius of each semicircle is 160 2 or 80 yards. Because the radii of the semicircles are 80 yards, the length of the property remaining for the straight sections is 300 - 2(80) or 140 yards.

80 yd

80 yd

300 yd

The length of the turns is the circumference of the semicircles. Because the two semicircles make a whole circle, the total length of the turns is the circumference of a circle with radius 80 yards. C = 2r = 2(80) or about 502 yd The lengths of two straight sections 2(140) plus + Formula for circumference of circle Substitute 80 for r. the circumference of the two turns 502 equals = the length of track. 782

The maximum length Nate can make the track is 782 yards.

Practice On Your Own, page 30

1. C 2. G 3. B 4. G 5. A 6. C
xi

Area, Surface Area, and Volume

Surface Area: Problems in Pyramid Painting, page 34 1 Use the formula for the surface area of a pyramid: S = _P + B, where
2

P is the perimeter of the base, is the slant height, and B is the area of the base. B = 6 6 or 36 ft2, and P = 6 4 or 24 ft.
1 SA = B + _P 2 1 = 36 + _(24)(8) 2

Formula for surface area of pyramid Substitute 36 for B and 24 for P. Multiply and add.

= 36 + 96 or 132 ft 2

Alejandro needs paint to cover 132 square feet on the pyramid.

Volume: Whats Your Volume?, page 35

Find the volume of each of Dellas garbage cans. The formula for the volume of a cylinder is V = r 2h, where r is the radius and h is the height.
1 1 r = _d, where d is the diameter; _(34) or 17, and h = 32. 2 2

V = r h = (17) 2(32) 29,053.4 in 3

Formula for volume of cylinder Substitute 17 for r and 32 for h. Evaluate the power and multiply.

Della collected 3 garbage cans, so she collected 3(29,053.4) or 87,160.2 cubic inches of aluminum. Find the volume of each of Juanitas boxes. The formula for the volume of a rectangular prism is V = wh, where is the length, w is the width, and h is the height. For one box, V = wh = 3, w = 4, and h = 5. Formula for volume of rectangular prism Substitute. For the other box, V = wh = 2, w = 4, and h = 6. Formula for volume of rectangular prism Substitute.

= 3 4 5 or 60 ft3

= 2 4 6 or 48 ft3

Juanita collected 60 + 48 or 108 cubic feet of aluminum. The volume of the garbage cans is in cubic inches, and the volume of the boxes is in cubic feet. Convert the volumes to the same units. There are 12 inches in 1 foot. Because volume is a cubic measurement, divide Dellas volume by 123 to find the volume in cubic feet.
87,160.2 _ 50.44 123

Della collected about 50 cubic feet of aluminum. 108 cubic feet is more than 50 cubic feet, so Juanita collected more aluminum than Della.

Practice On Your Own, page 36

1. C
xii

2. F

3. D

4. H

5. B

6. G

7. C

Reasoning and Proof 1: Series

Reasoning and Proof 1: Series (continued)

Reasoning and Proof 1: Series (continued)

Reasoning and Proof 2: Reasoning

Reasoning and Proof 3: Proof

PRACTICE
Reasoning and Proof
Read each question. Then, fill in the correct answer on the answer document provided by your teacher or on a sheet of paper.

1. Which of the following is the inverse of the statement, If it is Saturday, then Jennifer is at work? A If Jennifer is at work, then it is Saturday. B If Jennifer is not at work, then it is not Saturday. C If it is not Saturday, then Jennifer is not at work. D If it is Saturday, then Jennifer is not at work. 2. Which of the following can you conclude given the statement, Tara was not the first person in line? F Tara did have a person behind her in line. G Tara did have a person in front of her in line. H Tara did not have a person behind her in line. J Tara did not have a person in front of her in line. 3. In the diagram below, AB is an angle bisector of DAC.
D B

4. Which property justifies the following statement? If mA = mB and mB = mC, then mA = mC. F G H J Reflexive Property Substitution Property Symmetric Property Transitive Property

5. Which Venn diagram illustrates that all reality TV shows are on Channel 10? A
Reality TV Shows Channel 10

Reality TV Shows Channel 10

C
Reality TV Shows Channel 10

D
Reality TV Shows

Channel 10

Which of the following conclusions does not have to be true? A B C D

6

6. What is the hypothesis of the statement, Any two Labradors are similar? F G H J if if if if two dogs are Labradors two Labradors are dogs Labradors are similar two dogs are similar

DAC BAC A and D are collinear. 2(mBAC) = mDAC DAC is a right angle.

Triangles and Quadrilaterals 1: Pythagorean Theorem

Triangles and Quadrilaterals 1: Pythagorean Theorem (continued)

Triangles and Quadrilaterals 1: Pythagorean Theorem (continued)

Triangles and Quadrilaterals 2: Perpendicular Bisector

Are you ready for the scavenger hunt?

Heres a map with all the details.

Read it over and bring back what you find.

Any questions?

Yeah, it says the item is in a spot equidistant from the swing, the tree and koi pond. What does that mean? Thats what you need to figure out!

Hmmm?

Where should Jacob look for the item?

10

Triangles and Quadrilaterals 3: Quadrilaterals

SUNSHI MAKES A KITE

hi!

1 Sunshi is making a kite for the spring parade.

3 The shorter piece of wood is 26 inches long.

2 Sunshi uses a quadrilateral-shaped piece of fabric with two consecutive sides each measuring 18.4 inches and two consecutive sides each measuring 29 inches.

4 The shorter piece needs to bisect the longer piece so that two thirds of the length of the longer piece forms the lower portion of the kite. YOUR TURN! Help Sunshi make her kite.
What length should I cut the longer piece of woOd?

this is going to be

awesome!

11

PRACTICE
Triangles and Quadrilaterals
Read each question. Then, fill in the correct answer on the answer document provided by your teacher or on a sheet of paper.

1. When Oscar looks at his roof on the side of his house, he sees an isosceles triangle. The legs of the triangle are 16 feet and the base is 10 feet. What is the measurement of the altitude of the roof? A B C D 10 feet 11.6 feet 15.2 feet 16 feet

4. In the figure below, n is a whole number. What is the least possible value for n?

25

2n

F 2. Cliff has cut an equilateral triangle out of a sheet of notebook paper. He then draws an angle bisector through one of the angles and cuts along that line. Cliff now has two triangles. Which word best describes these two new triangles? F G H J hypotenuse equilateral congruent acute

G 8

H 9

J 11

5. Delsin is constructing a triangular display case in the shape of an isosceles triangle. One of the angles is 40. Which of the following could be the measure of one of the other angles? A B C D 70 80 110 140

3. Desiree is at a swimming pool with her friends Katie and Michaela. Katie and Michaela are at one corner of the 31 feet by 20 feet rectangular pool. Desiree is at the opposite corner of the pool. Katie swims along the diagonal of the pool to reach Desiree. Michaela walks around the sides of the pool to reach Desiree. Estimate the distance Katie saves by swimming to Desiree rather than walking. A B C D
12

6. Hallie cuts a hexagon from a piece of poster board. She uses a protractor to mark the first interior angle along the bottom edge of the board as shown below. What is the m1 in the piece of poster board she cut off?

14 23 28 37

feet feet feet feet

120

G 60

H 40

J 30

Similarity 1: Scale Factors

Brianna & Alex in

The Scale of Justice

How so?

Thanks for helping me with my civics project, Alex. Im having a little trouble getting started.

Well, I picked a court room for my project. And I have to build a diorama.

Yeah, I even have the courtroom plan showing the actual dimensions. See

30 feet
Judges Chambers Jury Room Judges Bench Court Reporter Table Witness Stand 7 ft 5 ft Jury Box

20 feet

5 ft 2 ft Defendant s Table

Court clerks Table 5 ft 2 ft

5 ft 2 ft Plaintiff s Table

Looks like you have what you need. Whats the problem?

13

Similarity 1: Scale Factors (continued)

Im not sure what size things should be. My base foam board is 40 x 60

I get it, you need a scale factor. That will help you figure out the size of the diorama compared to the real courtroom.

Okay, how do I do that?

Here. Ill show you. First well start with the courtroom length and width compared to the foamboard length and width and fill in the dimensions.

length of courtroom length of foamboard width of courtroom width of foamboard

So, since the ratio is 1 ft./2 inches for both the width and the height, my scale for both dimensions is the same. Awesome!

= =

30 ft 60 inches 20 ft 40 inches or

1 ft 2 inches 1 ft 2 inches

Yep, now you can take the dimensions in feet on your plan and turn them into inches in your diorama.

14

Similarity 1: Scale Factors (continued)

So I can plan out my diorama dimensions and start building! Thanks, Alex! Lets see the court clerks table is 5 feet x 2 feet. So in my diarama, thats 10 x 4.

Terras Diagram
Judges Chambers

60 in.
Jury Room Judges Bench

Hey sis, hows the diorama coming?

Court Reporter Table

Witness Stand

14 in. 10 in. Jury Box

40 in.

10 in. 4 in. Defendant s Table Court clerks Table 10 in. 4 in.

10 in. 4 in. Plaintiff s Table

One week later.

I think Im getting an A on my Civics project!

Just putting on the finishing touches. What do you think?

15

Similarity 2: Ratios

Boy, the printer is getting low on photo paper!

I thought you had plenty.

All I have is 4 X 6 paper, and I wanted to print these on 8 X 12.

I wonder how much more that will cost.

How much is a single sheet of 4 X 6 paper? Only 25.

I wonder if the cost of paper increases proportionally.

Probably not, but if it did...

...a sheet of 8 12 photo paper should only cost me...

16

Similarity 3: Proportions

17

PRACTICE
Similarity
Read each question. Then, fill in the correct answer on the answer document provided by your teacher or on a sheet of paper.

1. The Eiffel Tower in Paris, France, stands 324 meters tall. The Paris Hotel in Las
1 Vegas has a _ scaled replica of the 2

4. If you set a copy machine at 120%, what will be the dimensions of the copy of a 6-inch by 8-inch image? F
2 5 in. by 6_ in. 3

tower. How tall, to the nearest foot, is the tower in Las Vegas? Use the conversion 1 meter 3.3 feet. A B C D 99 ft 162 ft 535 ft 1063 ft
2

G 7.2 in. by 9.6 in. H 8 in. by 10 in. J 720 in. by 960 in. 5. Given that trapezoid BCDE is similar to trapezoid KLMN, find the length of MN.
12 cm 8 cm 6 cm 15 cm

1 2. Each time a sheet of plain 8_-inch

by 11-inch paper is folded in half, a rectangle similar to the original rectangle is formed. What are the dimensions of the rectangle formed after the paper is folded four times? F
1 1 4_ in. by 5_ in. 4 8 2 4

10 cm

3 1 G 2_ in. by 2_ in. 1 1 H 2_ in. by 2_ in. 4 2 3 1 _ in. by 1_ in. 1 16 8

A B C D

12 cm 8 cm 7.5 cm 4.8 cm

6. The dimensions of the home plate in a professional baseball stadium are shown in the diagram. An architect is creating a model of a new baseball stadium that is
3 a _ scale of the actual stadium. What is 8

3. Travis, who is 5 feet 9 inches, measured his shadow to be 2 feet 6 inches. At the time, Taina measured the shadow of the tree in their backyard to be 7 feet 3 inches. What is the estimated height of the tree? A B C D 3 ft 2 in. 16 ft 6 in. 16 ft 8 in. 17 ft 10 in.

the perimeter of a home plate he makes for the model stadium? F G H J 14 in. 21.75 in. 54.19 in. 58 in.
12 in. 12 in.

8.5 in. 17 in.

8.5 in.

18

Transformations 1: Rotations

19

Transformations 1: Rotations (continued)

20

Transformations 1: Rotations (continued)

21

Transformations 2: Reflections

22

Transformations 3: Vectors

23

PRACTICE
Transformations
Read each question. Then, fill in the correct answer on the answer document provided by your teacher or on a sheet of paper.

1. A reflection has been applied to the letter N. Which of the following images has had the same reflection applied?

4. What are the coordinates of the image of vertex C after a reflection over the x-axis?
7 y 5 3 1 -8 -6 -4 -2 -1 -3 O

N
A

2. In a board game, moves are made using translations. Which translation will allow the black chip to capture the white chip?

F 6, -3 G -3, 5

H 5, -3 J -4, 2

R il e y R ey

3. What is the order of rotation for the yard ornament shown here? A B C D
24

A 30 B 60

i le y yR Ril

2 4 8 16

K K

N
B

Q Q R

2x

A (-2, -4) B (2, 4)

C (0, -1) D (0, 1)

5. A series of transformations are shown. What is a single transformation to get from Step 1 to Step 7?
Step 1 Step 7

F G H J

vertical reflection 90 counterclockwise rotation 90 clockwise rotation 180 rotation

6. What angle of rotation does Riley use to completely surround the circle with his name? Ri iley ley

C 120 D 360

eyRile R il

Circles 1: Chords

THE MIsSION

Marcos in

There is a distress beacon buried somewhere in the woods. Its my mission to locate it.

blip! blip! blip! blip! blip! blip! blip! blip! blip! blip! blip! blip!
The pressure is on! |'m up against the clock.

blip! blip! blip! blip! blip! blip! blip! blip! blip! blip! blip! blip!
If | want to become a part of my community rescue team, |ll have to retrieve the beacon...

...before my time runs out.

blip! blip! blip! blip! blip! blip! blip! blip! blip! blip! blip! blip!
25

Circles 1: Chords (continued)

The beacon emits a signal that can be heard within a 30-meter radius. To locate the center of a circle with a 30-meter radius, | must use the properties of chords and diameters.

blip!

blip!

blip!
| have to hurRy the . clock is ticking!

blip!
blip!

blip! blip!

blip!

blip! lip! b

| can hear the signal at point A, so | should walk in a straight line until | can no longer hear the signal--point B.

C A B

If a radius of a circle intersects a chord at a right angle, then the diameter bisects the chord. | should find the midpoint of the path AB. That is where the sound should be the loudest.

At this point, | need to walk at a right angle, away from the sound, until | can no longer hear the signal--point C.
26

Circles 1: Chords (continued)

Because it is perpendicular to AB at its midpoint, this path is part of a radius of the circle that has the beacon at its center.
almost there, and I think Im making goOd time, toO.

C A

To find the rest of the radius, | need to turn 180 and walk the opposite direction until | can no longer hear the signal--point D.
the distresS beacon is buried here!

Okay , this is the center of the circle.

blip!

CONGRaTULATIONS, MARCOS.

blip!

blip!

blip!

you made the team!

blip!

blip!
END
27

The midpoint of the path, CD, is the center of the circle.

Circles 2: Inscribed Angles

with Madison and her little brother I need to come up with a sketch for my community service project.

Whatcha drawing, Sis?

Is it a horse?

No, silly! Im drawing a circular water garden for the park.

I can use my paper cup to make a circle. This will be the total area of my garden.

And the horse will be in the middle of the garden?

No horse! I want to place a fountain directly in the center, but all I have with me is this cup and a few pieces of paper What can to use as right angles Madison do and a straightedge. to find the center of her circle?

If I keep talking instead of drawing, Im gonna be a little hoarse!

That would make you a pony!

28

Circles 3: Semicircles

29

PRACTICE
Circles
Read each question. Then, fill in the correct answer on the answer document provided by your teacher or on a sheet of paper.

1. The diameter of Earth at the equator is about 7926 miles. An airplane flies at 600 mph about 5.5 miles above Earth in a path that follows the equator. About how long will it take for this plane to travel all the way around Earth? A 42 days B 21 days C 42 hours D 21 hours

4. Circle C has radius r and ABCD is a rectangle. Find DB. F r 3 G r H r_ J r_

3 2
2 2

2. In a circular theater, Laura wants to sit along the edge of the room, as close to the center of the theater as possible. In the diagram below, she is seated at Point L. What is the minimum angle of vision that Laura needs to be able to see the entire stage?
stage

5. James bakes an apple pie in an 8-inch pie plate. He cuts the pie twice through the center to make 4 equal pieces. What is the length of the arc in each piece that the outermost crust makes? A B C D 2 3 4 8 inches inches inches inches

110

118

F 33 G 66

H 76 J 152

6. In geometry class, Callie was given a piece of grid paper with the graph of the circle with equation (x + 2) 2 + (y + 2) 2 = 25. She must write the equation of another circle that can be graphed on the same piece of paper and completely fit into the circle she was given. Which equation could be the one Callie wrote? A B C D (x (x (x (x + + 1) 2 1) 2 1) 2 1) 2 + + + + (y (y (y (y - 1) 2 = 9 + 1) 2 = 9 + 1) 2 = 9 - 1) 2 = 9

3. A guest that wants the largest portion should select a slice from which of the following pizzas? A a 10-inch pizza cut into four equalsized pieces B a 14-inch pizza cut into six equalsized pieces C a 16-inch pizza cut into eight equalsized pieces D an 18-inch pizza cut into ten equalsized pieces
30

Area, Surface Area, and Volume 1: Area

31

Area, Surface Area, and Volume 1: Area (continued)

32

Area, Surface Area, and Volume 1: Area (continued)

33

Area, Surface Area, and Volume 2: Surface Area

Alejandro and Tyler in...

Your minature golf course is gonna be cool when were done!

I want it to look like sandstone when its finished.

Yeah... all we need to do is paint this pyramid!

That will be sweet!

It would be so much easier to figure if the sides were square.

How wide is the base, Alejandro?

I come up with 6 feet wide.

Like you?

And what is the slant height?

Looks like 8 feet.

What is the surface area that Alejandro and his buddy need to paint?

34

Area, Surface Area, and Volume 3: Volume

Whats your Volume?

Juanita & Della in

N REC YCLITEG CEN R

Sprin

RECYCLINGHey, Della!
CENTER

C C o n tl e asntu p e

Take a look at my boxes. I think Ive got you beat!

Hi, Juanita! Are you ready to see who has the most aluminum cans? Whatever! Lets figure out the volume to see who has more. Okay. All 3 of my trash cans are 34 inches high and have a 32 inch diameter.

Youre on! Whoever has less can pay for movie tickets tonight.

My first box is 3 feet by 4 feet by 5 feet. The other box is 2 feet by 4 feet by 6 feet.

I think its obvious. My boxes have more volume.

You Figure It Out! Who Has More Volume?

How do you figure? I think Ive got more!

35

PRACTICE
Area, Surface Area, and Volume
Read each question. Then, fill in the correct answer on the answer document provided by your teacher or on a sheet of paper.

1. Hinto is wrapping a box that is 14 inches long, 8 inches wide, and 2 inches tall. At the very minimum, how much wrapping paper will he need? A 224 in 2 B 224 in 3 C 312 in 2 D 312 in 3

4. Roberto pulled the pages out of a catalogue and laid them side by side. The catalogue had 750 8-inch by 10-inch pages. What was the total area covered by the pages? F G H J 750 in 2 6,000 in 2 30,000 in 2 60,000 in 2

2. During the week, Evita drinks 6 glasses of water each day using the glass shown below on the left. On Saturday and Sunday, she drinks 5 glasses of water using the glass shown below on the right. How much more water does she drink each weekday than each day on the weekend?
3 in. 4 in. 6 in.
2 in.

5. Cleveland wants to build a fence around the circular field where his horses graze. The diameter of the field is 500 feet. Approximately how many feet of fencing does Cleveland need? A 786 feet B 1570 feet C 196,350 feet D 785,399 feet

F G H J

about about about about

3 in 3 8 in 3 250 in 3 670 in 3

6. Ella finds an artist that will paint an ornamental garden ball with any design she wants, but she charges $0.06 per square inch of surface area. The ball she wants painted has a diameter of 12 inches. About how much will it cost her for a design that covers the entire ball? F $4.50 G $27.00 H $54.00 J $90.00

3. Nestor wants to know the volume of the Great Pyramid of Giza in Egypt. The height of the pyramid is 455 feet and the length of each side of the base is 756 feet. What is the approximate volume of the Great Pyramid of Giza? A B C D
36

38,278,280 52,170,300 65,012,220 86,682,960

ft 3 ft 3 ft 3 ft 3

7. Bianca has a rectangular fish tank. Its dimensions are 4 feet by 3 feet by 2 feet. How much water does she need to fill the tank if 6 cubic feet are taken up by coral and sand? A 144 ft 3 B 24 ft 3 C 18 ft 3 D 3 ft 3