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Lesson 2-1 Rational Numbers
Lesson 2-2 Comparing and Ordering Rational Numbers Lesson 2-3 Multiplying Positive and Negative Fractions Lesson 2-4 Dividing Positive and Negative Fractions Lesson 2-5 Adding and Subtracting Like Fractions Lesson 2-6 Adding and Subtracting Unlike Fractions Lesson 2-7 Solving Equations with Rational Numbers Lesson 2-8 Problem-Solving Investigation: Look for a Pattern Lesson 2-9 Powers and Exponents Lesson 2-10 Scientific Notation Chapter Menu

Five-Minute Check (over Chapter 1) Main Idea and Vocabulary
Targeted TEKS Key Concept: Rational Numbers Example 1: Write a Fraction as a Decimal Example 2: Write a Mixed Number as a Decimal Example 3: Round a Repeating Decimal Example 4: Write a Decimal as a Fraction Example 5: Write a Decimal as a Fraction Lesson 1 Menu

Express rational numbers as decimals and decimals as fractions.
Any number that can be expressed as a fraction terminating decimal fraction where division ends and remainder = 0 repeating decimal Division NEVER ends, and digits repeat forever bar notation a line over the repeating digits Lesson 1 MI/Vocab

NOTES - Rational Numbers
Rational Numbers contain ALL repeating decimals – 1/3 = .3 terminating decimals – .25 Fractions - 1/4 positive and negative integers – 1, 2, -6, 28 whole numbers – 1, 2, 3 Lesson 1 TEKS

NOTES - Rational Numbers – Cont.
To convert FRACTIONSDECIMALS TOP IN THE BOX!! Do the Division. Convert TERMINATING DECIMALS  FRACTIONS: Put decimal over the place value Reduce the fraction To convert MIXED NUMBERS  IMPROPER Remember the BOWL method or the “Smiley Face” method! Lesson 1 TEKS

NOTES - Rational Numbers – Cont.
Convert REPEATING DECIMALS  FRACTIONS: Figure out how many places repeat. Put those numbers over that many 9’s. Simplify the fraction Lesson 1 TEKS

Key Concept

Write a Fraction as a Decimal
Write as a decimal. .1 8 7 5 Divide 3 by 16. –16 14 –128 12 –112 8 –80 Lesson 1 Ex1

Write a Fraction as a Decimal
Answer: Lesson 1 Ex1

A B C D. 0.16 A B C D Lesson 1 CYP1

Write a Repeating Decimal
You can divide as shown in Example 1 or use a calculator. – – ENTER ÷ Answer: Lesson 1 Ex2

A B C D A B C D Lesson 1 CYP2

Round a Repeating Decimal
AGRICULTURE A Texas farmer lost the fruit on 8 of 15 orange trees because of unexpected freezing temperatures. Find the fraction of the orange trees that did not produce fruit. Express your answer as a decimal rounded to the nearest thousandth. To find the fraction of trees that did not produce fruit, divide the number of lost trees, 8, by the total number of trees, 15. ENTER ÷ Look at the digit to the right of the thousandths place. Round down since 3 < 5. Lesson 1 Ex3

Round a Repeating Decimal
Answer: The fraction of fruit trees that did not produce fruit was Lesson 1 Ex3

SCHOOL In Mrs. Townley’s eighth grade science class, 4 out of 22 students did not turn in their homework. Find the fraction of the students who did not turn in their homework. Express your answer as a decimal rounded to the nearest thousandth. A B C D A B C D Lesson 1 CYP3

Write a Decimal as a Fraction
Write 0.32 as a fraction. 0.32 is 32 hundredths. Simplify. Answer: Lesson 1 Ex4

Write 0.16 as a fraction. A. B. C. D. A B C D Lesson 1 CYP4

ALGEBRA Write 2.7 as a mixed number. Let N = 2.7 or Then 10N = Multiply N by 10 because 1 digit repeats. Subtract N = to eliminate the repeating part, Lesson 1 Ex5

10N = –1N = 9N = N – 1N = 9N Divide each side by 9. Simplify. Answer: Lesson 1 Ex5

ALGEBRA Write 1.7 as a mixed number.
C. D. A B C D Lesson 1 CYP5

End of Lesson 1

Five-Minute Check (over Lesson 2-1) Main Idea Targeted TEKS
Example 1: Compare Positive Rational Numbers Example 2: Compare Using Decimals Example 3: Order Rational Numbers Example 4: Compare Negative Rational Numbers Example 5: Compare Negative Rational Numbers Lesson 2 Menu

Compare and order rational numbers.
Lesson 2 MI/Vocab

Comparing and Ordering Rational Numbers
I can only COMPARE things in math that ???? LOOK ALIKE! I can only COMBINE things in math that ???? In order to compare rational numbers, convert them to the “SAME THING.” Fractions Decimals Percents When comparing NEGATIVE numbers LESS IS MORE AND MORE IS LESS. Lesson 2 TEKS

Compare Positive Rational Numbers
Replace ■ with <, >, or = to make ■ a true sentence. Write as fractions with the same denominator. Answer: Lesson 2 Ex1

Replace ■ with <, >, or = to make ■ a true sentence.
B. < C. = D. None of the above. A B C D Lesson 2 CYP1

Compare Using Decimals
Replace ■ with <, >, or = to make 0.7 ■ a true sentence. ■ ■ Express as a decimal. In the tenths place, 7 > 6. Answer: Lesson 2 Ex2

Replace ■ with <, >, or = to make ■ 0.5 a true sentence.

Order Rational Numbers
CHEMISTRY The values for the approximate densities of various substances are shown in the table. Order the densities from least to greatest. Write each fraction as a decimal. Lesson 2 Ex3

Order Rational Numbers
Answer: From the least to the greatest, the densities are Lesson 2 Ex3

AMUSEMENT PARKS The ride times for five amusement park attractions are shown in the table. Order the lengths from least to greatest. A. B. C. D. A B C D Lesson 2 CYP3

Compare Negative Rational Numbers
Replace ■ with <, >, or = to make –4.62 ■ –4.7 a true sentence. –4.62 ■ –4.7 Graph the decimals on a number line. Answer: Since –4.62 is to the right of –4.7, –4.62 > –4.7. Lesson 2 Ex4

Replace ■ with <, >, or = to make –2.67 ■ –2.7 a true sentence.
B. > C. = D. None of the above. A B C D Lesson 2 CYP4

Compare Negative Rational Numbers
Replace ■ with <, >, or = to make a true sentence. Since the denominations are the same, compare the numerators. Answer: Lesson 2 Ex5

Replace ■ with <, >, or = to make a true sentence.

End of Lesson 2

Five-Minute Check (over Lesson 2-2) Main Idea and Vocabulary
Targeted TEKS Key Concept: Multiply Fractions Example 1: Multiply Positive Fractions Example 2: Multiply Negative Fractions Example 3: Multiply Mixed Numbers Example 4: Multiply Mixed Numbers Example 5: Use Dimensional Analysis Lesson 3 Menu

Multiply positive and negative fractions.
dimensional analysis – including UNITS OF MEASURE in your multiplication and division Example Distance = rate * time Distance = 25 miles * 2 hours hour Lesson 3 MI/Vocab

Multiplying Fractions
See your “Fraction Rules” sheet Couple of rules to ALWAYS remember: If you see a mixed number in a math problem CONVERT IT TO AN IMPROPER FRACTION TO DO THE MATH. CONVERT THE IMPROPER FRACTION BACK TO A MIXED NUMBER WHEN YOU ARE DONE. Reduce the fractions FIRST if you can. To Multiply Fractions: Multiply STRAIGHT across the top and the bottom - * + = negative - * - = positive + * + = positive Lesson 3 TEKS

Animation: Multiplying Fractions
Key Concept

Multiply Positive Fractions
Divide 3 and 9 by their GCF, 3. Multiply the numerators. Multiply the denominators. Simplify. Answer: Lesson 3 Ex1

A. B. C. D. A B C D Lesson 3 CYP1

Multiply Negative Fractions
Divide –3 and 12 by their GCF, 3. Multiply the numerators. Multiply the denominators. The numerator and denominator have different signs, so the product is negative. Answer: Lesson 3 Ex2

Multiply Mixed Numbers
Divide 16 and 4 by their GCF, 4. Multiply the numerators. Multiply the denominators. Lesson 3 Ex3

Simplify. Compare to the estimate. Answer: Lesson 3 Ex3

VOLUNTEER WORK Last summer, the 7th graders performed a total of 250 hours of community service. If the 8th graders spent this much time volunteering, how many hours of community service did the 8th graders perform? The 8th graders spent the amount of time as the 7th graders on community service. Lesson 3 Ex4

Answer: The 8th graders did 300 hours of community service last summer. Lesson 3 Ex4

VOLUNTEER WORK Last summer, the 5th graders performed a total of 150 hours of community service. If the 6th graders spent this much time volunteering, how many hours of community service did the 6th graders perform? A. 175 hours B hours C. 200 hours D hours A B C D Lesson 3 CYP4

Use Dimensional Analysis
WATER USE Low–flow showerheads use gallons of water per minute. If family members shower a total of hours per week, how much water does the family use for showers each week? Words Water used equals the time multiplied by the water flow rate. Variable Let w represent the gallons of water used. Equation Lesson 3 Ex5

Divide by common factors and units. Lesson 3 Ex5

Answer: If the family showers hours per week at a rate of gallons per minute, they will use gallons of water. Lesson 3 Ex5

A. 15 gallons B. 38 gallons C. 775 gallons D. 897 gallons A B C D
Lesson 3 CYP5

End of Lesson 3

Targeted TEKS Key Concept: Inverse Property of Multiplication Example 1: Find a Multiplicative Inverse Key Concept: Divide Fractions Example 2: Divide Fractions Example 3: Divide Fractions Example 4: Divide by a Whole Number Example 5: Divide Mixed Numbers Example 6: Real-World Example Lesson 4 Menu

Divide positive and negative fractions.
multiplicative inverses – AKA “reciprocal.” Multiplicative inverses are 2 numbers that multiply to get 1. Example 4 * ¼ = 1 Reciprocals – Turn the fraction upside down Lesson 4 MI/Vocab

BrainPop: Multiplying and Dividing Fractions
Dividing Positive and Negative Fractions To Divide a fraction, CONVERT PROBLEM IN A MULTIPLICATION PROBLEM. This is a 3 step process. KEEP the top (or FIRST) number the same. CHANGE the division to a multiplication. FLIP the bottom (or second) number to get it’s reciprical. Remember KEEP – CHANGE – FLIP. BrainPop: Multiplying and Dividing Fractions Lesson 4 TEKS

BrainPop: Multiplying and Dividing Fractions
Key Concept 4a

Find a Multiplicative Inverse

Key Concept 4b

Divide Fractions Lesson 4 Ex2

Divide Fractions Answer: Lesson 4 Ex2

Multiply by the multiplicative
Divide Fractions Multiply by the multiplicative The fractions have different signs, so the quotient is negative. Answer: Lesson 4 Ex3

Divide by a Whole Number
Divide 6 and 12 by their GCF, 6. Lesson 4 Ex4

Divide by a Whole Number

Divide Mixed Numbers The multiplicative inverse of
Divide 4 and 8 by their GCF, 4. Lesson 4 Ex5

Divide Mixed Numbers Simplify.
Check for Reasonableness Compare to the estimate. The answer seems reasonable because –1.5 is close to Answer: Lesson 4 Ex5

Lesson 4 Ex6

Divide by common factors.
= 5 Simplify. Answer: The cinema shows the movie 5 times that day. Lesson 4 Ex6

A. 4 times B. 5 times C. 6 times D. 7 times A B C D Lesson 4 CYP6

End of Lesson 4

Targeted TEKS Key Concept: Add and Subtract Like Fractions Example 1: Add Like Fractions Example 2: Subtract Like Fractions Example 3: Add Mixed Numbers Example 4: Subtract Mixed Numbers Lesson 5 Menu

Add and subtract fractions with like denominations.
like fractions Fractions with the same denominator Lesson 5 MI/Vocab

Adding and Subtracting LIKE Fractions
CHECK YOUR FRACTION RULES PAPER IF YOU FORGET THE RULES! I can only combine things in math that ?????? If I have a Mixed number, what do I do with it?? Can ONLY add/subtract if the denominator (bottom number!) is the SAME!! Once the denominator is the same: ADD or Subtract ACROSS THE TOP like normal. LEAVE the bottom number the SAME. Rules for adding and subtracting fractions with different signs are the same as the rules for integers. Lesson 5 TEKS

Key Concept 5a

Add the numerators. The denominators are the same.
Add Like Fractions Add the numerators. The denominators are the same. Answer: Lesson 5 Ex1

Subtract Like Fractions
Subtract the numerators. The denominators are the same. Answer: Lesson 5 Ex2

Add the whole numbers and fractions separately.
Add Mixed Numbers Add the whole numbers and fractions separately. Answer: Lesson 5 Ex3

Subtract Mixed Numbers
Estimate 64 – 54 = 10 Lesson 5 Ex4

Subtract Mixed Numbers
Write the mixed numbers as improper fractions. Subtract the numerators. The denominators are the same. Answer: Lesson 5 Ex4

End of Lesson 5

Targeted TEKS Example 1: Add and Subtract Unlike Fractions Example 2: Add and Subtract Unlike Fractions Example 3: Add and Subtract Mixed Numbers Example 4: Test Example Lesson 6 Menu

Add and subtract fractions with unlike denominations.
unlike fractions Fractions with DIFFERENT Denominators Lesson 6 MI/Vocab

Adding/Subtracting UNLIKE Fractions
I can only combine things in math that ?????? If I have a Mixed number, what do I do with it?? Can ONLY add/subtract if the denominator (bottom number!) is the SAME!! If the denominator’s aren’t alike, CONVERT THEM TO A COMMON DENOMINATOR!!! Once the denominator is the same: ADD or Subtract ACROSS THE TOP like normal. LEAVE the bottom number the SAME. Rules for adding and subtracting fractions with different signs are the same as the rules for integers. DEMO from NLVM Lesson 6 TEKS

Add and Subtract Unlike Fractions
The LCD is 2 ● 2 ● 2 or 8. Rename the fractions using the LCD. Add the numerators. Lesson 6 Ex1

Simplify. Answer: Lesson 6 Ex1

Rename each fraction using the LCD. Subtract by adding its inverse, Lesson 6 Ex2

Add and Subtract Mixed Numbers
Write the mixed numbers as fractions. The LCD is 2 ● 2 ● 2 ● 3 or 24. Lesson 6 Ex3

Add and Subtract Mixed Numbers
Add the numerators. Simplify. Answer: Lesson 6 Ex3

A B C D Lesson 6 Ex4

Read the Test Item You need to find the sum of four mixed numbers.
Solve the Test Item It would take some time to change each of the fractions to ones with a common denominator. However, notice that all four of the numbers are about 2. Since 2 x 4 = 8, the answer will be about 8. Notice that only one of the choices is close to 8. Answer: B Lesson 6 Ex4

End of Lesson 6

Example 1: Solve by Using Addition or Subtraction Example 2: Solve by Using Addition or Subtraction Example 3: Solve by Using Multiplication or Division Example 4: Solve by Using Multiplication or Division Example 5: Write an Equation to Solve a Problem Lesson 7 Menu

Solve equations involving rational numbers.
Lesson 7 MI/Vocab

Primary Goal of Solving Algebra Equations is:
GET THE VARIABLE BY ITSELF REMEMBER: 1) Addition And Subtraction are OPPOSITES 2) Multiplication and Division are OPPOSITES 3) Dividing is the same thing as multiplying by the reciprocal - KCF 4) If I do something to ONE SIDE of the equals sign, I must do EXACTLY the same thing to the other side! Lesson 7 TEKS

Solve by Using Addition or Subtraction
Solve g = 3.62. g = Write the equation. g – 2.84 = 3.62 – 2.84 Subtract 2.84 from each side. g = Simplify. Answer: 0.78 Lesson 7 Ex1

Solve h = 5.73. A. 3.08 B. 3.26 C. 7.92 D. 8.38 A B C D Lesson 7 CYP1

Lesson 7 Ex2

Rename each fraction using the LCD, 15. Answer: Lesson 7 Ex2

Solve by Using Multiplication or Division
Answer: –33 Lesson 7 Ex3

A. 22 B. 9 C. –12 D. –45 A B C D Lesson 7 CYP3

Solve by Using Multiplication or Division
Answer: –7 Lesson 7 Ex4

Solve 3.4t = –27.2. A. –12 B. –8 C. –5 D. –2 A B C D Lesson 7 CYP4

Write an Equation to Solve a Problem
PHYSICS You can determine the rate an object is traveling by dividing the distance it travels by the time it takes to cover the distance If an object travels at a rate of 14.3 meters per second for 17 seconds, how far does it travel? Words Rate equals distance divided by time. Variable Equation Lesson 7 Ex5

Write an Equation to Solve a Problem
Answer: The object travels meters. Lesson 7 Ex5

time it takes to cover the distance If an object
PHYSICS You can determine the rate an object is traveling by dividing the distance it travels by the time it takes to cover the distance If an object travels at a rate of 73 miles per hour for 5.2 hours, how far does it travel? A miles B miles C miles D miles A B C D Lesson 7 CYP5

End of Lesson 7

Example 1: Look for a Pattern Lesson 8 Menu

Look for a pattern to solve problems.
Lesson 8 MI/Vocab

8.14 The student applies Grade 8 mathematics to solve problems connected to everyday experiences, investigations in other disciplines, and activities in and outside of school. (C) Select or develop an appropriate problem-solving strategy from a variety of different types, including...looking for a pattern...to solve a problem. Lesson 8 TEKS

Look for a Pattern INTEREST The table shows the amount of interest $3,000 would earn after 7 years at various interest rates. How much interest would $3,000 earn at 6 percent interest? Explore You know the amount of interest earned at interest rates of 1%, 2%, 3%, 4%, and 5%. You want to know the amount of interest earned at 6%. Lesson 8 Ex1

Check Check your pattern to make sure the answer is correct.
Look for a Pattern Plan Look for a pattern in the amounts of interest earned. Then continue the pattern to find the amount of interest earned at a rate of 6%. Solve For each increase in interest rate, the amount of interest earned increases by $210. So for an interest rate of 6%, the amount of interest earned would be $1,050 + $210 = $1,260. Check Check your pattern to make sure the answer is correct. Answer: $1,260 Lesson 8 Ex1

INTEREST The table below shows the amount of interest $5,000 would earn after 3 years at various interest rates. How much interest would $5,000 earn at 7 percent interest? A. $800 B. $900 C. $1,000 D. $1,050 A B C D Lesson 8 CYP1

End of Lesson 8

Targeted TEKS Example 1: Write Expressions Using Powers Example 2: Write Expressions Using Powers Key Concept: Zero and Negative Exponents Example 3: Evaluate Powers Example 4: Evaluate Powers Example 5: Evaluate Powers Lesson 9 Menu

Use powers and exponents in expressions.
Repeated multiplication Base Factor that is repeatedly multiplied Exponent How many times the Base is multiplied Lesson 9 MI/Vocab

am = a.a.a.a.a… Exponents: Definition: exponent/power base
“m” number of times Multiply the base times itself “m” times. Exponents:

a = a1 or 1a1 = a Exponent Rule Power of 1
Any number raised to the first power is equal to the number. a = a1 or 1a1 = a If no exponent or coefficient – it is understood to be one.

a0 = 1 Any nonzero number raised to the zero power is 1.
Exponent Rule Power of 0 a0 = 1 Any nonzero number raised to the zero power is 1.

Exponent Rule Negative Powers
A negative exponent means to take the reciprocal of that number, then raise it to the indicated power. REMEMBER: Negative exponent means FLIP THE LINE AND CHANGE THE SIGN!

Write Expressions Using Powers
Write 3 ● 3 ● 3 ● 7 ● 7 using exponents. 3 ● 3 ● 3 ● 7 ● 7 = (3 ● 3 ● 3) ● (7 ● 7) Associative Property = 33 ● 72 Definition of exponents Answer: 33 ● 72 Lesson 9 Ex1

Write 2 ● 2 ● 2 ● 2 ● 5 ● 5 ● 5 using exponents.
A. 23 ● 53 B. 24 ● 53 C. (2 ● 5)4 D. (2 ● 5)7 A B C D Lesson 9 CYP1

Write Expressions Using Powers
Write p ● p ● p ● q ● p ● q ● q using exponents. p ● p ● p ● q ● p ● q ● q = p ● p ● p ● p ● q ● q ● q Commutative Property = (p ● p ● p ● p) ● (q ● q ● q) Associative Property = p4 ● q Definition of exponents Answer: p4 ● q3 Lesson 9 Ex2

Write x ● y ● x ● x ● y ● y ● y using exponents.
A. x3 ● y4 B. x4 ● y3 C. x3 ● y7 D. (x ● y)7 A B C D Lesson 9 CYP2

Key Concept 9a

95 = 9 ● 9 ● 9 ● 9 ● 9 Definition of exponents
Evaluate Powers Evaluate 95. 95 = 9 ● 9 ● 9 ● 9 ● 9 Definition of exponents = 59,049 Simplify. Check using a calculator. ENTER Answer: 59,049 Lesson 9 Ex3

Evaluate 65. A. 30 B. 1,296 C. 6,842 D. 7,776 A B C D Lesson 9 CYP3

Evaluate Powers Evaluate 3–7. Answer: Lesson 9 Ex4

Evaluate 2–5. A. B. C. D. A B C D Lesson 9 CYP4

ALGEBRA Evaluate x3 ● y5 if x = 4 and y = 2.
Evaluate Powers ALGEBRA Evaluate x3 ● y5 if x = 4 and y = 2. x3 ● y5 = 43 ● 25 Replace x with 4 and y with 2. = (4 ● 4 ● 4) ● (2 ● 2 ● 2 ● 2 ● 2) Write the powers as products. = 64 ● 32 Simplify. = 2,048 Simplify. Answer: 2,048 Lesson 9 Ex5

ALGEBRA Evaluate x2 ● y4 if x = 3 and y = 4.
C. 2,304 D. 3,112 A B C D Lesson 9 CYP5

End of Lesson 9

Targeted TEKS Key Concept: Scientific Notation to Standard Form Example 1: Express Numbers in Standard Form Example 2: Express Numbers in Standard Form Key Concept: Standard Form to Scientific Notation Example 3: Write Numbers in Scientific Notation Example 4: Write Numbers in Scientific Notation Example 5: Real-World Example Lesson 10 Menu

Express numbers in scientific notation.
Compact way of expressing very LARGE or very SMALL numbers Lesson 10 MI/Vocab

Example: 3.14 * 104 Rules of Scientific Notation
First number MUST be between 1 and 10!! Second number will always be 10 raised to a power. The power will be the number of places the decimal point moves POSITIVE means to the RIGHT NEGATIVE means to the LEFT Lesson 10 TEKS

Key Concept 10a

Express Numbers in Standard Form
Write 9.62 × 105 in standard form. 9.62 × 105 = 962,000 The decimal point moves 5 places to the right. Answer: 962,000 Lesson 10 Ex1

Write 5.32 × 104 in standard form.
B. 5,320 C. 53,200 D. 532,000 A B C D Lesson 10 CYP1

Express Numbers in Standard Form
Write 2.85 × 10–6 in standard form. 2.85 × 10–6 = The decimal point moves 6 places to the left. Answer: Lesson 10 Ex2

Write 3.81 × 10–4 in standard form.
B C D A B C D Lesson 10 CYP2

Key Concept 10b

Write Numbers in Scientific Notation
Write 931,500,000 in scientific notation. 931,500,000 = × 100,000,000 The decimal point moves 8 places. = × 108 The exponent is positive. Answer: × 108 Lesson 10 Ex3

Write 35,600,000 in scientific notation.
B × 105 C × 106 D × 107 A B C D Lesson 10 CYP3

Write Numbers in Scientific Notation
Write in scientific notation. = 4.43 × The decimal point moves 3 places. = 4.43 × 10–3 The exponent is negative. Answer: × 10–3 Lesson 10 Ex4

Write 0.000653 in scientific notation.
B × 10–4 C × 10–5 D × 10–6 A B C D Lesson 10 CYP4

PLANETS The table lists the average radius at the equator for each of the planets in our solar system. Order the planets according to radius from largest to smallest. First order the numbers according to their exponents. Then order the numbers with the same exponents by comparing the factors. Lesson 10 Ex5

Jupiter, Neptune, Saturn, Uranus Earth, Mars, Mercury, Pluto, Venus
Step 1 7.14 × × × × 104 6.38 × × × × × 103 > Lesson 10 Ex5

Step 2 7.14 × 104 > 6.0 × 104 > 2.54 × 104 > 2.43 × 104
Jupiter Saturn Uranus Neptune 6.38 × 103 > 6.05 × 103 > 3.40 × 103 > 2.44 × 103 > 1.5 × 103 Earth Venus Mars Mercury Pluto Answer: The order from largest to smallest is Jupiter, Saturn, Uranus, Neptune, Earth, Venus, Mars, Mercury, and Pluto. Lesson 10 Ex5

PLANETS The table lists the mass for each of the planets in our solar system. Order the planets according to mass from largest to smallest. A. Jupiter, Saturn, Neptune, Uranus, Earth, Venus, Mars, Mercury, Pluto B. Jupiter, Saturn, Uranus, Neptune, Earth, Venus, Mercury, Mars, Pluto C. Saturn, Jupiter, Neptune, Uranus, Venus, Earth, Mars, Mercury, Pluto D. Pluto, Mercury, Mars, Earth, Venus, Uranus, Saturn, Neptune, Jupiter A B C D Lesson 10 CYP5

End of Lesson 10

Five-Minute Checks Image Bank Math Tools Multiplying Fractions
Multiplying and Dividing Fractions CR Menu

Lesson 2-1 (over Chapter 1) Lesson 2-2 (over Lesson 2-1)
5Min Menu

1. Exit this presentation.
To use the images that are on the following three 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. IB 1

Animation 1

Evaluate 8 + (20 – 3)(2). A. 22 B. 25 C. 42 D. 50 (over Chapter 1) A B
5Min 1-1

Evaluate 16 + (–9). A. 25 B. 7 C. –7 D. –25 (over Chapter 1) A B C D
5Min 1-2

Evaluate –7 – 10. A. 17 B. 3 C. –3 D. –17 (over Chapter 1) A B C D
5Min 1-3

(over Chapter 1) A. 90 B. 19 C. –19 D. –90 A B C D 5Min 1-4

Solve the equation Then check your solution.
(over Chapter 1) Solve the equation Then check your solution. A. 40 B. 10 C. –10 D. –40 A B C D 5Min 1-5

(over Chapter 1) Yasmine earns $0.25 for each cup of lemonade she sells. She earned $86 last Thursday selling lemonade. How many cups of lemonade did she sell last Thursday? A. 344 B. 2,150 C. 340 D. 443 A B C D 5Min 1-6

Write the fraction as a decimal.
(over Lesson 2-1) Write the fraction as a decimal. A B C. 0.78 D. 0.13 A B C D 5Min 2-1

Write the fraction as a decimal.
(over Lesson 2-1) Write the fraction as a decimal. A. –2.4 B. –0.4166 C D. 2.4 A B C D 5Min 2-2

Write the A. 2.15 B. 2.3 C. 0.3 D. 0.15 (over Lesson 2-1) A B C D
5Min 2-3

Write the decimal 0.08 as a fraction in simplest form.
(over Lesson 2-1) Write the decimal 0.08 as a fraction in simplest form. A. B. C. D. A B C D 5Min 2-4

Write the decimal 1.375 as a mixed number in simplest form.
(over Lesson 2-1) Write the decimal as a mixed number in simplest form. A. B. C. D. A B C D 5Min 2-5

(over Lesson 2-1) The largest moth is the Atlas moth. The Atlas moth is 11.8 inches long. Which of the following is the length of an Atlas moth written as a mixed number? A. B. C. D. A B C D 5Min 2-6

Use <, >, or = in A. < B. > C. = A B C (over Lesson 2-2)
5Min 3-1

5Min 3-2

5Min 3-3

(over Lesson 2-2) A. B. C. D. A B C D 5Min 3-4

Which number is least? A. B. 0.83... C. D. 0.61 (over Lesson 2-2) A B
5Min 3-6

(over Lesson 2-3) Which of the following is written as a fraction in simplest form? A. 3.2 B. C. D. A B C D 5Min 4-6

Write the multiplicative inverse of 9.
(over Lesson 2-4) Write the multiplicative inverse of 9. A. B. 9 C. –9 D. A B C D 5Min 5-1

(over Lesson 2-4) A. B. 1 C. –1 D. A B C D 5Min 5-5

(over Lesson 2-4) A traditional salad dressing requires cup of oil and cup of vinegar per serving. How much oil is in a half serving? A. B. C. D. 1 cup A B C D 5Min 5-6

(over Lesson 2-5) A. 9 B. C. D. 1 A B C D 5Min 6-2

(over Lesson 2-5) A. B. 0 C. D. A B C D 5Min 6-4

(over Lesson 2-5) Julie and Carmen are both long jumpers on the track team. Julie jumped feet and Carmen jumped feet. How much farther did Julie jump than Carmen? A B C D A. B. 1 ft C. D. 5Min 6-6

(over Lesson 2-6) Two-eighths of a class wore green shirts and of the class wore white shirts. What fraction of the class wore either a green or white shirt? A. B. C. D. A B C D 5Min 7-6

Solve c + 2.16 = 5. Then check your solution.
(over Lesson 2-7) Solve c = 5. Then check your solution. A. 7.10 B. 2.84 C. –2.84 D. –16.6 A B C D 5Min 8-1

(over Lesson 2-7) A. B. C. 12 D. 36 A B C D 5Min 8-2

Solve –49 – d = –71. Then check your solution.
(over Lesson 2-7) Solve –49 – d = –71. Then check your solution. A. 120 B. 22 C. –22 D. –120 A B C D 5Min 8-3

(over Lesson 2-7) A. –112 B. C. D. 112 A B C D 5Min 8-4

Solve 9.16 = k – (–2.34). Then check your solution.
(over Lesson 2-7) Solve 9.16 = k – (–2.34). Then check your solution. A. 3.91 B. 6.82 C. 11.5 D A B C D 5Min 8-5

(over Lesson 2-8) In a stadium there are 10 seats in the 1st row, 13 seats in the 2nd row, 16 seats in the 3rd row, and so on. How many seats are in the 10th row? A. 25 B. 31 C. 37 D. 43 A B C D 5Min 9-1

(over Lesson 2-8) Find the next three numbers in the sequences 20, 24, 21, 25, 22, A. 28, 32, 29 B. 23, 27, 24 C. 30, 27, 31 D. 24, 28, 25 A B C D 5Min 9-2

(over Lesson 2-8) Sarah rents videos from a video rental store that charges a monthly rate of $9.95 plus $0.75 per video rental. If Sarah’s total monthly bill was $30.95, how many videos did she rent? A. 24 B. 28 C. 30 D. 32 A B C D 5Min 9-3

(over Lesson 2-8) The Ito family is driving to Oklahoma City from Houston. If they average 65 miles per hour, how far will they drive in hours? A. 130 miles B miles C. 195 miles D miles A B C D 5Min 9-4

(over Lesson 2-9) Write the expression c  c  c  c  c  c  c  c  c using exponents. A. 9c B. 9c C. c8 D. c9 A B C D 5Min 10-1

Write the expression 8  8  8  8  8 using exponents.
(over Lesson 2-9) Write the expression 8  8  8  8  8 using exponents. A. 85 B. 84 C. 54 D. 58 A B C D 5Min 10-2

(over Lesson 2-9) Write the expression x  y  x  x  y  x  x  x  y using exponents. A. (y2)(x6) B. (y3)(x5) C. (x6)(y3) D. (x7)(y2) A B C D 5Min 10-3

Evaluate 29. A. 18 B. 81 C. 128 D. 512 (over Lesson 2-9) A B C D
5Min 10-4

(over Lesson 2-9) Evaluate 6(–3). A. B. C. 36 D. 216 A B C D 5Min 10-5

(over Lesson 2-9) Write the following using exponents m  n  m  p  m  n  m  p  n  m  p. A. (m3)(n5)(p3) B. (m3)(n3)(p3) C. (m5)(n3)(p5) D. (m5)(n3)(p3) A B C D 5Min 10-6

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