1. Splash Screen Chapter 1 Number Sense, Algebra, and Functions Click the mouse or press the space bar to continue. Chapter 1 Number Sense, Algebra, and Functions Click the mouse or press the space bar to continue.

2. Chapter Menu Lesson 1-1Lesson 1-1Prime Factors Lesson 1-2Lesson 1-2Powers and Exponents Lesson 1-3Lesson 1-3Order of Operations Lesson 1-4Lesson 1-4Problem-Solving Investigation: Use the Four-Step Plan Lesson 1-5Lesson 1-5Algebra: Variables and Expressions Lesson 1-6Lesson 1-6Algebra: Functions Lesson 1-7Lesson 1-7Problem-Solving Strategy: Guess and Check Lesson 1-8Lesson 1-8Algebra: Equations Lesson 1-9Lesson 1-9Algebra: Area Formulas Lesson 1-10Lesson 1-10Algebra: The Distributive Property 1 1 Number Sense, Algebra, and Functions

3. Lesson 1 Menu Five-Minute Check Main Idea and Vocabulary California Standards Key Concept: Prime and Composite Example 1: Identify Prime and Composite Numbers Example 2: Identify Prime and Composite Numbers Example 3: Find Prime Factorization 1-1 Prime Factors

4. 1-1 Prime Factors Lesson 1 MI/Vocab I will find the prime factorization of a composite number. factor prime number composite number prime factorization

5. 1-1 Prime Factors Lesson 1 Standard 1 Standard 5NS1.4 Determine the prime factors of all numbers through 50 and write the numbers as the product of their prime factors by using exponents to show multiples of a factor (e.g., 24 = 2 × 2 × 2 × 3 = 2 3 × 3).

6. Lesson 1 Key Concept 1 1-1 Prime Factors

7. Factors of 13: 1, 13 Lesson 1 Ex1 Tell whether the number 13 is prime, composite, or neither. 1-1 Prime Factors Answer: So, 13 is a prime number. A whole number that has exactly two unique factors, 1 and the number itself, is a prime number.

8. Lesson 1 CYP1 1-1 Prime Factors Which of the following numbers is prime? A.4 B.7 C.6 D.8

9. Lesson 1 Ex2 Tell whether the number 30 is prime, composite, or neither. 1-1 Prime Factors Factors of 30: 1, 2, 3, 5, 6, 10, 15, 30 Answer: So, 30 is a composite number. A number greater than 1 with more than two factors is a composite number.

10. Lesson 1 CYP2 1-1 Prime Factors Which of the following is a composite number? A.3 B.5 C.17 D.9

11. Lesson 1 Ex3 Write the prime factorization of 48. 1-1 Prime Factors 48 4 × 12 2 × 2 2 × 6× 222 × 32 ×× × 48 2 × 24 2 6 × 4 × 2× 3 × 2 × 2 × 2 Answer: 2 × 2 × 2 × 2 × 3

12. Lesson 1 CYP3 1-1 Prime Factors What is the prime factorization of 64? A.2 × 4 × 2 × 4 B.8 × 8 C.2 × 32 D.2 × 2 × 2 × 2 × 2 × 2

13. End of Lesson 1

14. Lesson 2 Menu Five-Minute Check (over Lesson 1-1) Main Idea and Vocabulary California Standards Example 1: Write Powers and Products Example 2: Write Powers and Products Example 3: Real-World Example Example 4: Real-World Example Example 5: Prime Factorization Using Exponents Example 6: Prime Factorization Using Exponents Example 7: Prime Factorization Using Exponents 1-2 Powers and Exponents

15. 1-2 Powers and Exponents Lesson 2 MI/Vocab I will use powers and exponents in expressions. base exponent power squared cubed

16. 1-2 Powers and Exponents Standard 5NS1.4 Determine the prime factors of all numbers through 50 and write the numbers as the product of their prime factors by using exponents to show multiples of a factor. Lesson 2 Standard 1 Standard 5NS1.3 Understand and compute positive integer powers of nonnegative integers; compute examples as repeated multiplication.

17. Lesson 2 Ex1 1-2 Powers and Exponents Write 7 × 7 × 7 × 7 × 7 using an exponent. The base is 7. Since 7 is used as a factor five times, the exponent is 5. 7 × 7 × 7 × 7 × 7 = 7 5 Answer: 7 5 Write as a power.

18. Lesson 2 CYP1 1-2 Powers and Exponents Which of the following is 4 × 4 × 4 × 4 × 4 × 4 written using an exponent? A.6 4 B.4 5 C.4 6 D.4 4

19. Lesson 2 Ex2 1-2 Powers and Exponents Write 9 3 as a product of the same factor. Then find the value. The base is 9. The exponent is 3. So, 9 is used as a factor 3 times. 9 3 = 9 × 9 × 9 Write 9 3 using repeated multiplication. = 729 Multiply. Answer: 9 × 9 × 9 = 729

20. Lesson 2 CYP2 1-2 Powers and Exponents Which of the following is 2 7 written as the product of the same factor? A.2 × 2 × 2 × 2 × 2 × 2 = 64 B.2 × 2 × 2 × 2 × 2 × 2 × 2 = 128 C.2 × 64 = 128 D.2 × 2 × 32 = 128

21. Lesson 2 Ex3 1-2 Powers and Exponents King’s Peak is the highest point in Utah. It stands just a bit more than 4 6 meters. What is the height of the peak? The base is 4. The exponent is 6. So, 4 is used as a factor 6 times. 4 6 = 4 × 4 × 4 × 4 × 4 × 4 Write 4 6 as a product. = 4,096 Multiply. Answer: So, King’s Peak is 4,096 meters.

22. Lesson 2 CYP3 1-2 Powers and Exponents The Taipei 101 building in Taiwan is just under 3 7 feet tall. What is the height of the building? A.2,187 feet B.3,000 feet C.2,000 feet D.1,678 feet

23. Lesson 2 Ex4 1-2 Powers and Exponents The hottest temperature at Salton Sea State Park in California can reach 5 3 degrees. What is the temperature? 5 3 = 5 × 5 × 5 Write 5 3 as a product. = 125 Multiply. Answer: So, the hottest temperature is 125 degrees.

24. Lesson 2 CYP4 1-2 Powers and Exponents The coastal shelf of the Pacific Ocean is 3 6 feet deep. How deep is it? A.700 feet B.650 feet C.828 feet D.729 feet

25. Lesson 2 Ex5 1-2 Powers and Exponents Write the prime factorization of 28 using exponents. 28 = 2 × 2 × 7 Write the prime factorization. = 2 2 × 7 Write products of identical factors using exponents. Answer: 2 2 × 7

26. Lesson 2 CYP5 1-2 Powers and Exponents Which of the following is the prime factorization of 36? A.3 3 × 2 2 B.2 2 × 3 3 C.2 2 × 3 2 D.3 4 × 2

27. Lesson 2 Ex6 1-2 Powers and Exponents Write the prime factorization of 45 using exponents. 45 = 3 × 3 × 5 Write the prime factorization. = 3 2 × 5 Write products of identical factors using exponents. Answer: 3 2 × 5

28. Lesson 2 CYP6 1-2 Powers and Exponents Which of the following is the prime factorization of 50? A.3 3 × 5 2 B.2 4 × 3 3 C.2 2 × 3 3 D.5 2 × 2

29. Lesson 2 Ex7 1-2 Powers and Exponents Write the prime factorization of 34 using exponents. 34 = 2 × 17 Write the prime factorization. Answer: 2 × 17

30. Lesson 2 CYP7 1-2 Powers and Exponents Which of the following is the prime factorization of 26? A.3 3 × 2 B.2 × 3 C.2 × 13 D.17 × 2

31. End of Lesson 2

32. Lesson 3 Menu Five-Minute Check (over Lesson 1-2) Main Idea and Vocabulary California Standards Key Concept: Order of Operations Example 1: Use Order of Operations Example 2: Use Order of Operations Example 3: Parentheses and Exponents Example 4: Parentheses and Exponents Example 5: Real-World Example 1-3 Order of Operations

33. 1-3 Order of Operations Lesson 3 MI/Vocab I will find the value of expressions using the order of operations. numerical expression order of operations

34. 1-3 Order of Operations Lesson 3 Standard 1 Reinforcement of Standard 4AF1.2 Interpret and evaluate mathematical expressions that now use parentheses.

35. Lesson 3 Key Concept 1 1-3 Order of Operations

36. Lesson 3 Ex1 1-3 Order of Operations Find the value 7 + 4 × 8. 7 + 4 × 8 = 7 + 32 = 39 Multiply 4 and 8 first. Add 7 and 32. Answer: 39

37. Lesson 3 CYP1 1-3 Order of Operations Find the value of 6 + 2 × 7. A.84 B.44 C.20 D.56

38. Lesson 3 Ex2 1-3 Order of Operations Find the value of 6 + 12 – 8. 6 + 12 – 8 = 18 – 8 = 10 Add 6 and 12 first. Subtract 8 from 18. Answer: 10

39. Lesson 3 CYP2 1-3 Order of Operations Find the value of 4 + 7 – 3. A.8 B.7 C.9 D.2

40. Lesson 3 Ex3 1-3 Order of Operations Find the value of 80 ÷ 4 + (8 – 5) – 10. 80 ÷ 4 + (8 – 5) – 10 = 80 ÷ 4 + 3 – 10 = 20 + 3 – 10 Subtract 5 from 8. Divide 80 by 4. = 23 – 10 Add 20 and 3. = 13 Subtract 10 from 23. Answer: 13

41. Lesson 3 CYP3 1-3 Order of Operations Find the value of 50 ÷ 5 + (6 – 2) + 3. A.15 B.13 C.17 D.12

42. Lesson 3 Ex4 1-3 Order of Operations Find the value of 24 + 6 × 3 – 5. 24 + 6 × 3 – 5 = 24 + 18 – 5 = 42 – 5 Multiply 6 and 3 first. Add 24 and 18. = 37 Subtract 5 from 42. Answer: 37

43. Lesson 3 CYP4 1-3 Order of Operations Find the value of 15 + 2 × 8 – 12. A.19 B.124 C.21 D.18

44. Lesson 3 Ex5 To find the total cost, write an expression and then find its value. 1-3 Order of Operations Maria and 2 friends buy school supplies. Each person buys a pen, a folder, and a book. Write an expression for the total cost of their school supplies. Then find the cost.

45. Lesson 3 Ex5 1-3 Order of Operations 3 × $1 + 3 × $2 + 3 × $8 = $3 + 3 × $2 + 3 × $8 Multiply 3 and 1. = $3 + $6 + 3 × $8 Multiply 3 and 2. = $3 + $6 + $24 Multiply 3 and 8. = $33 Add 3, 6 and 24. Answer: So, the total cost for school supplies was $33.

46. Lesson 3 CYP5 1-3 Order of Operations Kelly and her 2 sisters buy a new outfit. Each girl buys a shirt for $5, a skirt for $6, and a hair ribbon for $2. Choose the correct expression and total cost of their clothes. A.2 × $5 + 2 × $6 + 2 × $2 = $26 B.3 × $5 + 3 × $6 + 3 × $2 = $39 C.2 × $5 + 2 × $6 + 2 × $2 = $39 D.3 × $5 + 3 × $6 + 3 × $2 = $26

47. End of Lesson 3

48. Lesson 4 Menu Five-Minute Check (over Lesson 1-3) Main Idea California Standards Example 1: Problem-Solving Investigation 1-4 Problem-Solving Investigation: Use the Four-Step Plan

49. 1-4 Problem-Solving Investigation: Use the Four-Step Plan Lesson 4 MI/Vocab I will use the four-step plan to solve a problem.

50. 1-4 Problem-Solving Investigation: Use the Four-Step Plan Lesson 4 Standard 1 Standard 5MR1.1 Analyze problems by identifying relationships, distinguishing relevant from irrelevant information, sequencing and prioritizing information, and observing patterns. Reinforcement of Standard 4NS3.4 Solve problems involving division of multidigit numbers by one-digit numbers.

51. Lesson 4 Ex1 DAVID: Today, I learned that there are 5,280 feet in one mile. I wonder how many pennies would be in one mile if I lined the pennies up side by side? YOUR MISSION: Find how many pennies are in a row that is one mile long. 1-4 Problem-Solving Investigation: Use the Four-Step Plan

52. Lesson 4 Ex1 Understand What facts do you know? There are 5,280 feet in one mile. What do you need to find? You need to find how many pennies are in a row that is one mile long. 1-4 Problem-Solving Investigation: Use the Four-Step Plan

53. Lesson 4 Ex1 Plan Plan a strategy for solving the problem. Find how many pennies are in one foot. Then multiply by 5,280 to find how many pennies are in one mile. 1-4 Problem-Solving Investigation: Use the Four-Step Plan

54. Lesson 4 Ex1 Solve Use your plan to solve the problem. 1-4 Problem-Solving Investigation: Use the Four-Step Plan Line up pennies along a ruler. There are 16 pennies in one foot, and 16 × 5,280 = 84,480.

55. Lesson 4 Ex1 Solve What is the solution? 1-4 Problem-Solving Investigation: Use the Four-Step Plan Answer: So, a row of pennies one mile long will contain 84,480 pennies.

56. Lesson 4 Ex1 Check 1-4 Problem-Solving Investigation: Use the Four-Step Plan Does the answer make sense? Look back at the problem. Use estimation to check. 15 × 5,000 = 75,000

57. End of Lesson 4

58. Lesson 5 Menu Five-Minute Check (over Lesson 1-4) Main Idea and Vocabulary California Standards Example 1: Evaluate Algebraic Expressions Example 2: Evaluate Algebraic Expressions Example 3: Evaluate Algebraic Expressions Example 4: Real-World Example Example 5: Real-World Example 1-5 Algebra: Variables and Expressions

59. 1-5 Algebra: Variables and Expressions Lesson 5 MI/Vocab I will evaluate algebraic expressions. algebra variable algebraic expression evaluate

60. 1-5 Algebra: Variables and Expressions Lesson 5 Standard 1 Standard 5AF1.2 Use a letter to represent an unknown number; write and evaluate simple algebraic expressions in one variable by substitution.

61. Lesson 5 Ex1 1-5 Algebra: Variables and Expressions Evaluate 30 + d if d = 6. 30 + d = 30 + 6 = 36 Replace d with 6. Add 30 and 6. Answer: 36

62. Lesson 5 CYP1 1-5 Algebra: Variables and Expressions Evaluate 42 – c if c = 12. A.54 B.40 C.30 D.10

63. Lesson 5 Ex2 1-5 Algebra: Variables and Expressions Evaluate e – f if e = 12 and f = 9. e – f = 12 – 9 = 3 Replace e with 12 and f with 9. Subtract 9 from 12. Answer: 3

64. Lesson 5 CYP2 1-5 Algebra: Variables and Expressions Evaluate a + b if a = 6 and b = 7. A.12 B.13 C.14 D.15

65. Lesson 5 Ex3 1-5 Algebra: Variables and Expressions Evaluate 4y – 5 if y = 3. 4y – 5 = 4 3 – 5 = 12 – 5 Replace y with 3. Multiply 4 and 3. = 7 Subtract 5 from 12. Answer: 7

66. Lesson 5 CYP3 1-5 Algebra: Variables and Expressions Evaluate 3x + 7 if x = 5. A.50 B.21 C.22 D.30

67. Lesson 5 Ex4 The expression 6x – 3 represents the amount of money Dhara will need to pay for 6 binders with a $3 off coupon where x is the cost of each binder. How much will she pay if each binder is $5? 1-5 Algebra: Variables and Expressions 6x – 3 = 6 5 – 3 = 30 – 3 Replace x with 5. Multiply 6 and 5. = 27 Subtract 3 from 30. Answer: So, Dhara will pay $27 for the binders.

68. Lesson 5 CYP4 1-5 Algebra: Variables and Expressions The expression 5x – 8 represents the amount of money Myra will need to pay for 5 candles with an $8 off coupon where x is the cost of each candle. How much will she pay if each candle is $8? A.$32 B.$45 C.$40 D.$55

69. Lesson 5 Ex5 An expression for finding the area of a triangle whose height is 5 units longer than its base is (b + 5) b ÷ 2, where b is the measure of the base. Find the area of a triangle with a base of 6. 1-5 Algebra: Variables and Expressions (b + 5) b ÷ 2 = (6 + 5) 6 ÷ 2 = 11 6 ÷ 2 Replace b with 6. Add 6 and 5. = 66 ÷ 2 Multiply 11 and 6. Answer: So, the area of the triangle is 33 square units. = 33 Divide 66 and 2.

70. Lesson 5 CYP5 1-5 Algebra: Variables and Expressions An expression for finding the area of a triangle whose height is 7 units longer than its base is (b + 7) b ÷ 2, where b is the measure of the base. Find the area of a triangle with a base of 3. A.12 square units B.20 square units C.15 square units D.10 square units

71. End of Lesson 5

72. Lesson 6 Menu Five-Minute Check (over Lesson 1-5) Main Idea and Vocabulary California Standards Example 1: Complete a Function Table Example 2: Find the Rule for a Function Table Example 3: Find the Rule for a Function Table Example 4: Real-World Example 1-6 Algebra: Functions

73. 1-6 Algebra: Functions Lesson 6 MI/Vocab I will complete function tables and find function rules. function function table function rule defining the variable

74. 1-6 Algebra: Functions Lesson 6 Standard 1 Standard 5AF1.2 Use a letter to represent an unknown number; write and evaluate simple algebraic expressions in one variable by substitution.

75. 1-6 Algebra: Functions Lesson 6 Standard 1 Standard 5AF1.5 Solve problems involving linear functions with integer values; write the equation; and graph the resulting ordered pairs of integers on a grid.

76. Lesson 6 Ex1 Complete the function table below. 1-6 Algebra: Functions The function rule is x + 5. Add 5 to each input. 4 + 5 10 + 5 11 + 5 9 15 16

77. Lesson 6 CYP1 1-6 Algebra: Functions Which answers complete the function table? A.10, 14, 19 B.11, 14, 19 C.10, 13, 19 D.10, 14, 20

78. Lesson 6 Ex2 Find the rule for the function table. 1-6 Algebra: Functions Study the relationship between each input and output. Each output is three more than the input. Answer: So, the function rule is n – 3.

79. Lesson 6 CYP2 1-6 Algebra: Functions Find the function rule for the function table. A. n + 5 B. n + 7 C. 3n D. 2n

80. Lesson 6 Ex3 Find the rule for the function table. 1-6 Algebra: Functions Study the relationship between each input and output. Each output is one ninth the input. Answer: So, the function rule is t ÷ 9.

81. Lesson 6 CYP3 1-6 Algebra: Functions Find the rule for the function table. A. t – 6 B. t – 10 C. t ÷ 3 D. t ÷ 4

82. $20 for each yard Lesson 6 Ex4 Taylor earns $20 for each yard she mows. Define a variable. Then write a function rule that relates the money she earns to the number of yards she mows. 1-6 Algebra: Functions Words Variable Expression Let y represent the number of yards Taylor mows. 20 y Answer: 20y

83. Lesson 6 CYP4 1-6 Algebra: Functions Shane earns $2 for every item he sells during the fundraiser. Write a function rule that relates the money he earns to the number of items sold. A. 2f B. f – 2 C. f + 2 D. 2 ÷ f

84. End of Lesson 6

85. Lesson 7 Menu Five-Minute Check (over Lesson 1-6) Main Idea California Standards Example 1: Problem-Solving Strategy 1-7 Problem-Solving Strategy: Guess and Check

86. 1-7 Problem-Solving Strategy: Guess and Check Lesson 7 MI/Vocab I will solve problems by using the guess and check strategy.

87. 1-7 Problem-Solving Strategy: Guess and Check Lesson 7 Standard 1 Standard 5MR2.6 Make precise calculations and check the validity of the results from the context of the problem. Reinforcement of Standard 4NS2.1 Estimate and compute the sum or difference of whole numbers and positive decimals to two places.

88. Lesson 7 Ex1 A comic book store sells used comic books in packages of 5 and new comic books in packages of 3. Keisha buys a total of 16 comic books for her brother Trent for his birthday. How many packages of new and used comic books did Keisha buy for Trent? 1-7 Problem-Solving Strategy: Guess and Check

89. Lesson 7 Ex1 Understand What facts do you know? The comic book store sells 3-book packages and 5-book packages. The used comic books come in packages of 5. The new comic books come in packages of 3. 16 books were bought. What do you need to find? How many packages of new and used comic books did Keisha buy for Trent? 1-7 Problem-Solving Strategy: Guess and Check

90. Lesson 7 Ex1 Plan Plan a strategy for solving the problem. Make a guess until you find an answer that makes sense for the problem. 1-7 Problem-Solving Strategy: Guess and Check

91. Lesson 7 Ex1 Solve Use your plan to solve the problem. Answer: So, Keisha bought two 3-book packages and two 5-book packages. 1-7 Problem-Solving Strategy: Guess and Check 1 1 2 2 1 2 1 2 1(3) + 1(5) = 8 1(3) + 2(5) = 13 2(3) + 1(5) = 11 2(3) + 2(5) = 16

92. Lesson 7 Ex1 Check Does the answer make sense? Look back at the problem. Two 3-book packages result in 6 books. Two 5-book packages result in 10 books. Since 6 + 10 is 16, the answer is correct. 1-7 Problem-Solving Strategy: Guess and Check

93. End of Lesson 7

94. Lesson 8 Menu Five-Minute Check (over Lesson 1-7) Main Idea and Vocabulary California Standards Example 1: Find the Solution of an Equation Example 2: Solve an Equation Mentally Example 3: Real-World Example 1-8 Algebra: Equations

95. 1-8 Algebra: Equations Lesson 8 MI/Vocab I will solve equations by using mental math and the guess and check strategy. equation equals sign solve solution

96. 1-8 Algebra: Equations Standard 5AF1.2 Use a letter to represent an unknown number; write and evaluate simple algebraic expressions in one variable by substitution. Lesson 8 Standard 1 Standard 5AF1.1 Use information taken from a graph or equation to answer questions about a problem situation.

97. 4 + 9 = 15 13 ≠ 15 Lesson 8 Ex1 Is 4, 5, or 6 the solution of the equation f + 9 = 15? 1-8 Algebra: Equations 4 5 6 no yes 5 + 9 = 15 14 ≠ 15 6 + 9 = 15 15 = 15 Answer: The solution is 6 since replacing f with 6 results in a true sentence.

98. Lesson 8 CYP1 1-8 Algebra: Equations Is 5, 6, or 7 the solution of the equation n + 8 = 14? A.5 B.6 C.7 D.8

99. Lesson 8 Ex2 Solve 24 = 8w mentally. 24 = 8w 1-8 Algebra: Equations THINK 24 equals 8 times what number? 24 = 8 3 You know that 24 = 8 3. Answer: So, w = 3. The solution is 3.

100. Lesson 8 CYP2 1-8 Algebra: Equations Solve 45 = 5x mentally. A.8 B.10 C.9 D.7

101. Lesson 8 Ex3 The highest temperature recorded in Saskatchewan, Canada was 113 degrees. This is 21 degrees fewer than the highest temperature recorded in Death Valley, California. Solve the equation t – 21 = 113 to find the Death Valley temperature. Use the guess and check strategy. 1-8 Algebra: Equations

102. Lesson 8 Ex3 Try 130. 1-8 Algebra: Equations t – 21 = 113 130 – 21 = 113 ? 109 ≠ 113 Try 132. t – 21 = 113 111 ≠ 113 132 – 21 = 113 ?

103. Lesson 8 Ex3 Try 134. 1-8 Algebra: Equations t – 21 = 113 113 = 113 134 – 21 = 113 ? Answer: So, the highest temperature recorded in Death Valley, California is 134 degrees.

104. Lesson 8 CYP3 1-8 Algebra: Equations The average depth of Lake Erie is 65 feet. This is 130 feet shallower than Lake Huron. Solve the equation d – 65 = 130 to find the depth of Lake Huron. A.200 feet B.195 feet C.155 feet D.175 feet

105. End of Lesson 8

106. Lesson 9 Menu Five-Minute Check (over Lesson 1-8) Main Idea and Vocabulary California Standards Key Concept: Area of a Rectangle Key Concept: Area of a Square Click here to continue the Lesson Menu 1-9 Algebra: Area Formulas Area of Rectangles and Squares

107. Lesson 9 Menu 1-9 Algebra: Area Formulas Area of Rectangles and Squares Example 1: Find the Area of a Rectangle Example 2: Find the Area of a Square Example 3: Real-World Example Example 4: Real-World Example

108. 1-9 Algebra: Area Formulas Lesson 9 MI/Vocab I will find the areas of rectangles and squares. area formula

109. 1-9 Algebra: Area Formulas Lesson 9 Standard 1 Standard 5AF1.2 Use a letter to represent an unknown number; write and evaluate simple algebraic expressions in one variable by substitution. Standard 5MG1.4 Differentiate between, and use appropriate units of measures for, two- and three dimensional objects.

110. Lesson 9 Key Concept 1 1-9 Algebra: Area Formulas

111. Lesson 9 Key Concept 2 1-9 Algebra: Area Formulas

112. Lesson 9 Ex1 Find the area of the rectangle with length 13 feet and width 10 feet. 1-9 Algebra: Area Formulas A = 13 10 Replace with 13 and w with 10. A = 130 Multiply. Answer: The area is 130 square feet. A = w Area of a rectangle

113. Lesson 9 CYP1 1-9 Algebra: Area Formulas Find the area of a rectangle with a length 8 feet and a width 5 feet. A.40 square feet B.35 square feet C.45 square feet D.50 square feet

114. Lesson 9 Ex2 Find the area of a square with side length of 5 meters. A = s 2 1-9 Algebra: Area Formulas A = 5 2 Replace s with 5. Area of a square A = 25 Multiply. Answer: The area is 25 square meters.

115. Lesson 9 CYP2 1-9 Algebra: Area Formulas Find the area of a square with a side length of 6 inches. A.25 B.30 C.32 D.36

116. Lesson 9 Ex3 An adult regulation soccer field is 100 yards long and 60 yards wide. What is the area of the field? 1-9 Algebra: Area Formulas Area of a rectangle A = w A = 100 60 Replace with 100 and w with 60. A = 6,000 Multiply. Answer: The area is 6,000 square yards.

117. Lesson 9 CYP3 1-9 Algebra: Area Formulas A professional basketball court is 90 feet long by 50 feet wide. What is the area of the court? A.450 square feet B.4,500 square feet C.9,000 square feet D.5,000 square feet

118. Lesson 9 Ex4 The gymnasium is 30 feet square. What is the area of the gymnasium? 1-9 Algebra: Area Formulas A = s 2 A = 30 2 Replace s with 30. Area of a square A = 900 Multiply. Answer: The area is 900 square feet.

119. Lesson 9 CYP4 1-9 Algebra: Area Formulas The dance floor is 20 feet square. What is the area of the dance floor? A.400 square feet B.600 square feet C.40 square feet D.300 square feet

120. End of Lesson 9

121. Lesson 10 Menu Five-Minute Check (over Lesson 1-9) Main Idea and Vocabulary California Standards Key Concept: Distributive Property Example 1: Use the Distributive Property Example 2: Real-World Example 1-10 Algebra: The Distributive Property

122. 1-10 Algebra: The Distributive Property Lesson 10 MI/Vocab I will use the Distributive Property in equations and expressions. Distributive Property

123. 1-10 Algebra: The Distributive Property Lesson 10 Standard 1 Standard 5AF1.3 Know and use the distributive property in equations and expressions with variables.

124. Lesson 10 Key Concept 1 1-10 Algebra: The Distributive Property

125. Lesson 10 Ex1 1-10 Algebra: The Distributive Property 7 × 84 = 7 × (80 + 4) Find 7 × 84 mentally using the Distributive Property. Write 84 as 80 + 4. = (7 × 80) + (7 × 4) Distributive Property = 560 + 28 Find each product mentally. = 588 Add 560 and 28 mentally.

126. Lesson 10 CYP1 1-10 Algebra: The Distributive Property Find 6 × 37 mentally using the Distributive Property. A.6 × (30 + 7) = (6 × 30) + (6 × 7) = 180 + 42 = 322 B.6 × (30 + 7) = 322 C.6 × (30 + 7) = 222 D.6 × (30 + 7) = (6 × 30) + (6 × 7) = 180 + 42 = 222

127. Lesson 10 Ex2 Suppose it costs students $3 to bowl a game and $2 to rent shoes. What is the cost for 25 students? 1-10 Algebra: The Distributive Property 25 × (3 + 2) = (25 × 3) + (25 × 2) Distributive Property = 75 + 50 Multiply. = 125 Add. Answer: The total cost is $125 for 25 students.

128. Lesson 10 CYP2 1-10 Algebra: The Distributive Property Suppose it costs students $7 to see a movie at a theater and $4 for popcorn. What is the cost for 20 students? A.$200 B.$250 C.$220 D.$180

129. End of Lesson 10

130. 1 1 Number Sense, Algebra, and Functions 1 1 CR Menu Five-Minute Checks Math Tool Chest Image Bank Area of Rectangles and Squares

131. 1 1 Number Sense, Algebra, and Functions IB Instructions To use the images that are on the following four slides in your own presentation: 1.Exit this presentation. 2.Open a chapter presentation using a full installation of Microsoft ® PowerPoint ® in editing mode and scroll to the Image Bank slides. 3.Select an image, copy it, and paste it into your presentation.

132. 1 1 Number Sense, Algebra, and Functions IB 1

133. 1 1 Number Sense, Algebra, and Functions IB 2

134. 1 1 Number Sense, Algebra, and Functions IB 3

135. 1 1 Number Sense, Algebra, and Functions IB 4

136. 1 1 Number Sense, Algebra, and Functions 1 1 5Min Menu Lesson 1-1 Lesson 1-2Lesson 1-2(over Lesson 1-1) Lesson 1-3Lesson 1-3(over Lesson 1-2) Lesson 1-4Lesson 1-4(over Lesson 1-3) Lesson 1-5Lesson 1-5(over Lesson 1-4) Lesson 1-6Lesson 1-6(over Lesson 1-5) Lesson 1-7Lesson 1-7(over Lesson 1-6) Lesson 1-8Lesson 1-8(over Lesson 1-7) Lesson 1-9Lesson 1-9(over Lesson 1-8) Lesson 1-10Lesson 1-10(over Lesson 1-9)

137. 1 1 Number Sense, Algebra, and Functions 5Min 1-1 Find the total amount of cheese that was produced in California. A.477,288 tons B.476,278 tons C.377,198 tons D.467,882 tons

138. 1 1 Number Sense, Algebra, and Functions 5Min 1-2 How much more cheese than butter was produced? A.237,355 tons B.529,348 tons C.107,315 tons D.273,355 tons

139. 1 1 Number Sense, Algebra, and Functions 5Min 2-1 (over Lesson 1-1) Tell whether 33 is prime, composite, or neither. A.prime B.composite C.neither

140. 1 1 Number Sense, Algebra, and Functions 5Min 2-2 (over Lesson 1-1) Tell whether 41 is prime, composite, or neither. A.prime B.composite C.neither

141. 1 1 Number Sense, Algebra, and Functions 5Min 2-3 (over Lesson 1-1) Tell whether 49 is prime, composite, or neither. A.prime B.composite C.neither

142. 1 1 Number Sense, Algebra, and Functions 5Min 2-4 (over Lesson 1-1) Find the prime factorization of 48. A.2 × 2 × 3 × 4 B.4 × 4 × 3 C.2 × 2 × 2 × 2 × 3 D.2 × 4 × 6

143. 1 1 Number Sense, Algebra, and Functions 5Min 2-5 (over Lesson 1-1) Find the prime factorization of 102. A.2 × 3 × 17 B.6 × 7 × 10 C.2 × 2 × 2 × 17 D.4 × 5 × 5 + 2

144. 1 1 Number Sense, Algebra, and Functions 5Min 3-1 (over Lesson 1-2) Write 5 × 5 × 5 × 5 × 5 × 5 using an exponent. A.5 5 B.25 3 C.5 6 D.125 2

145. 1 1 Number Sense, Algebra, and Functions 5Min 3-2 Write 1 3 as a product of the same factor. Then find the value. A.1 × 3; 3 B.1 × 1 × 1; 3 C.1 + 1 + 1; 3 D.1 × 1 × 1; 1 (over Lesson 1-2)

146. 1 1 Number Sense, Algebra, and Functions 5Min 3-3 Write the prime factorization of 100. (over Lesson 1-2) A.2 2 × 5 2 B.4 × 5 × 5 C.10 + 20 + 20 + 20 + 30 D.10 × 10

147. 1 1 Number Sense, Algebra, and Functions 5Min 3-4 Carlos has 9 2 CDs. What whole number is this? A.18 B.72 C.11 D.81 (over Lesson 1-2)

148. 1 1 Number Sense, Algebra, and Functions 5Min 4-1 (over Lesson 1-3) Find the value of the following expression. A.6 B.15 C.24 D.42 27 – 18 ÷ 3 × 2

149. 1 1 Number Sense, Algebra, and Functions 5Min 4-2 (over Lesson 1-3) Find the value of the following expression. A.7 B.10 C.13 D.19.5 4 + 6 2 ÷ 4

150. 1 1 Number Sense, Algebra, and Functions 5Min 4-3 (over Lesson 1-3) Find the value of the following expression. A.45 B.10 C.57 D.17 5 × (6 – 4) + 7

151. 1 1 Number Sense, Algebra, and Functions 5Min 4-4 (over Lesson 1-3) Find the value of the following expression. A.35 B.28 C.14 D.2 12 ÷ (4 – 1) × 7

152. 1 1 Number Sense, Algebra, and Functions 5Min 5-1 (over Lesson 1-4) Use the four-step plan to solve the problem. Halima runs one mile in 9 minutes. If she continues at this rate, how long will it take for her to run 6 miles? A.52 minutes B.14 minutes C.54 minutes D.15 minutes

153. 1 1 Number Sense, Algebra, and Functions 5Min 5-2 (over Lesson 1-4) Use the four-step plan to solve the problem. Reynaldo stencils the following pattern on his bedroom wall: circle, circle, triangle, square, circle, circle. If the pattern continues, what will the 14th shape be? A.triangle B.circle C.rectangle D.square

154. 1 1 Number Sense, Algebra, and Functions 5Min 6-1 (over Lesson 1-5) Evaluate the following expression if a = 4 and b = 2. A.4 B.6 C.10 D.14 4a – b

155. 1 1 Number Sense, Algebra, and Functions 5Min 6-2 (over Lesson 1-5) Evaluate the following expression if a = 4. A.9 B.12 C.7 D.6 3a3a

156. 1 1 Number Sense, Algebra, and Functions 5Min 6-3 (over Lesson 1-5) Evaluate the following expression if b = 2. A.7 B.8 C.10 D.28 14 ÷ b

157. 1 1 Number Sense, Algebra, and Functions 5Min 6-4 (over Lesson 1-5) Evaluate the following expression if a = 4 and b = 2. A.0 B.2 C.4 D.6 a + b – 4

158. 1 1 Number Sense, Algebra, and Functions 5Min 7-1 (over Lesson 1-6) Find the rule for the function table. A. 2x B. x + 12 C. 3x D. x + 20

159. 1 1 Number Sense, Algebra, and Functions 5Min 7-2 Osvaldo hit 7 more home runs than Josh. Define a variable. Write a function rule that relates the number of home runs hit by Osvaldo to the number hit by Josh. A.Let J represent Josh’s hits and O represent Osvaldo’s hits; J + O = 7 B.Let h represent Josh’s hits; 7 – h C.Let J represent Josh’s hits; J × 7 D.Let h represent Josh’s hits; h + 7 (over Lesson 1-6)

160. 1 1 Number Sense, Algebra, and Functions 5Min 8-1 (over Lesson 1-7) Solve. Use the guess and check strategy. Aja has 10 coins in his pocket that total $2.17. What are the coins? A.8 quarters, 1 dime, 1 nickel, 2 pennies B.2 half-dollars, 4 quarters, 1 dime, 1 nickel, 2 pennies C.6 quarters, 1 dime, 1 nickel, 2 pennies D.1 half-dollar, 6 quarters, 3 nickels, 2 pennies

161. 1 1 Number Sense, Algebra, and Functions 5Min 9-1 (over Lesson 1-8) Identify the solution from the list given. A.5 B.6 C.7 D.8 19 – x = 12; 5, 6, 7, 8

162. 1 1 Number Sense, Algebra, and Functions 5Min 9-2 (over Lesson 1-8) Identify the solution from the list given. A.3 B.5 C.7 D.9 35 = 7y; 3, 5, 7, 9

163. 1 1 Number Sense, Algebra, and Functions 5Min 9-3 (over Lesson 1-8) Solve the following equation mentally. A.7 B.9 C.6 D.8 56 ÷ w = 7

164. 1 1 Number Sense, Algebra, and Functions 5Min 9-4 (over Lesson 1-8) Solve the following equation mentally. A.26 B.18 C.16 D.6 x + 22 = 38

165. 1 1 Number Sense, Algebra, and Functions 5Min 10-1 (over Lesson 1-9) Find the area of a rectangle with a length of 13 feet and a width of 9 feet. A.117 ft 2 B.111 ft 2 C.108 ft 2 D.44 ft 2 13 ft 9 ft

166. 1 1 Number Sense, Algebra, and Functions 5Min 10-2 (over Lesson 1-9) Find the area of a rectangle with a length of 20 meters and a width of 11 meters. A.40 m 2 B.220 m 2 C.62 m 2 D.231 m 2 20 m 11 m

167. 1 1 Number Sense, Algebra, and Functions 5Min 10-3 (over Lesson 1-9) Find the area of a square with a side length of 18 yards. A.72 yd 2 B.162 yd 2 C.316 yd 2 D.324 yd 2 18 yd

168. 1 1 Number Sense, Algebra, and Functions 5Min 10-4 (over Lesson 1-9) Find the area of a square with a side length of 7 centimeters. A.42 cm 2 B.28 cm 2 C.49 cm 2 D.32 cm 2 7 cm

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