1. Splash Screen

2. Chapter Menu Lesson 2-1Lesson 2-1Integers and Absolute Value Lesson 2-2Lesson 2-2Comparing and Ordering Integers Lesson 2-3Lesson 2-3The Coordinate Plane Lesson 2-4Lesson 2-4Adding Integers Lesson 2-5Lesson 2-5Subtracting Integers Lesson 2-6Lesson 2-6Multiplying Integers Lesson 2-7Lesson 2-7Problem-Solving Investigation: Look for a Pattern Lesson 2-8Lesson 2-8Dividing Integers

3. Lesson 1 MI/Vocab integer negative integer positive integer graph absolute value Read and write integers, and find the absolute value of a number.

4. The Number Line Natural Numbers = {1, 2, 3, …} Whole Numbers = {0, 1, 2, …} Integers = {…, -2, -1, 0, 1, 2, …} -505

5. Graph {-1, 0, 2} Be sure to put the dots on the line - not above or below. 05 -5

6. Name the set of numbers graphed. {-2, -1, 0,... } The darkened arrow means that the graph keeps on going. When you see this, put 3 dots in your set.

7. Definition Positive number – a number greater than zero. 0123456

8. Definition Negative number – a number less than zero. 0123456-2-3-4-5-6

9. Definition Opposite Numbers – numbers that are the same distance from zero in the opposite direction 0123456-2-3-4-5-6

10. Negative Numbers Are Used to Measure Temperature

11. 0 10 20 30 -10 -20 -30 -40 -50 Negative Numbers Are Used to Measure Under Sea Level

12. Negative Numbers Are Used to Show Debt Let’s say your parents bought a car but had to get a loan from the bank for $5,000. When counting all their money they add in –$5,000 to show they still owe the bank.

13. Hint If you don’t see a negative or positive sign in front of a number it is positive. 9 +

14. Temperature Sea Level $ Slope of a Line Football Directions on a # Line Cold Example+─ -5 -4 -3 -2 -1 0 1 2 3 4 5 Below Debt Downhill Yards Lost Left Hot Above Profit Uphill Yards Gained Right

15. Lesson 1 Ex1 Write an integer for the following situation. a total rainfall of 2 inches below normal Answer: Because it represents below normal, the integer is –2.

16. A.A B.B C.C D.D Lesson 1 CYP1 A.–4 B.4 C.36 D.none of the above Write an integer for the following situation. an average monthly temperature of 4 degrees below normal

17. Lesson 1 Ex2 Write an integer for the following situation. a seasonal snowfall of 3 inches above normal Answer: Because it represents above normal, the integer is +3. Write Integers for Real-Life Situations

18. Lesson 1 CYP2 1.A 2.B 3.C 4.D A.–5 B.5 C.27 D.none of the above Write an integer for the following situation. a total snowfall of 5 inches above normal

19. Lesson 1 Ex3 Graph Integers Graph the set of integers  –1, 3, –2  on a number line. Draw a number line. Then draw a dot at the location of each integer.

20. 1.A 2.B 3.C 4.D Lesson 1 CYP3 Graph the set of integers  –2, 1, –4  on a number line. A. B. C. D.

21. Lesson 1 KC 1

22. Absolute Value The absolute value is the distance from zero. Bars are used to show absolute value. l -2 l = 2 and l 2 l = 2 02-2

23. Absolute Value Absolute Value – The size of a number with or without the negative sign. l 9 l = 9 l –9 l = 9

24. Lesson 1 Ex4 Evaluate Expressions Evaluate the expression |–5|. On the number line, the graph of –5 is 5 units from 0. Answer: So, |–5| = 5.

25. A.A B.B C.C D.D Lesson 1 CYP4 A.–9 B.0 C.9 D.81 Evaluate the expression |–9|.

26. Lesson 1 Ex5 Evaluate the expression |–4| – |–3|. |–4| – |–3| = 4 – 3 = 1 Answer: 1 Evaluate Expressions

27. A.A B.B C.C D.D Lesson 1 CYP5 A.–3 B.3 C.13 D.40 Evaluate the expression |8| – |–5|.

28. End of Lesson 1

29. Lesson 2 MI/Vocab Compare and order integers.

30. When two numbers are graphed on the number line, the number on the left is always less than the number on the right. The number on the right is always greater than the number on the left.

31. Definition Positive number – a number greater than zero. 0123456

32. Definition Negative number – a number less than zero. 0123456-2-3-4-5-6

33. Lesson 2 Ex1 Compare Two Integers Replace the ● with to make –9 ● –5 a true sentence. Answer: –9 < –5.

34. A.A B.B C.C D.D Lesson 2 CYP1 A.< B.> C.= D.none of the above Replace ● with to make –3 ● –6 a true sentence.

35. Lesson 2 Ex2 The lowest temperatures in Europe, Greenland, Oceania, and Antarctica are listed in the table. Which list shows the temperatures in order from coolest to warmest? A–67, –87, 14, –129 B14, –67, –87, –129 C–129, –87, –67, 14 D–67, –87, –129, 14

36. Lesson 2 Ex2 Read the Item To order the integers, graph them on a number line. Answer: C Order the integers from least to greatest by reading from left to right: –129, –87, –67, 14. Solve the Item

37. Lesson 2 CYP2 1.A 2.B 3.C 4.D A.–3, –6, 7, –12 B.–12, –6, –3, 7 C.–12, 7, –6, –3 D.–3, –6, 7, –12 The lowest temperatures on a given day in four cities in the United State are listed in the table. Which of the following lists the temperatures in order from coolest to warmest?

38. End of Lesson 2

39. Lesson 3 MI/Vocab coordinate plane x-axis y-axis origin quadrant Graph points on a coordinate plane. ordered pair x-coordinate y-coordinate

41. Lesson 3 Ex1 Naming Points Using Ordered Pairs Write the ordered pair that names point R. Then state the quadrant in which the point is located. Answer: R is (–2, 4). R is in Quadrant II.

42. A.A B.B C.C D.D Lesson 3 CYP1 A.(–3, –1); Quadrant III B.(2, 1); Quadrant I C.(3, 1); Quadrant I D.(3, –1); Quadrant IV Write the ordered pair that names point M. Then name the quadrant in which the point is located.

43. 1.A 2.B 3.C 4.D Lesson 3 CYP2 Graph and label the point G(–2, –4). A.B. C.D. G G G G

44. Lesson 3 Ex3 GEOGRAPHY Use the map of Utah shown below. In which quadrant is Vernal located. Answer: Quadrant I Locate an Ordered Pair

45. 1.A 2.B 3.C 4.D Lesson 3 CYP3 A.Quadrant I B.Quadrant II C.Quadrant III D.Quadrant IV GEOGRAPHY Use the map of Utah. In which quadrant is Tremonton located.

46. Lesson 3 Ex4 Which of the cities labeled on the map is located in Quadrant IV? Answer: Bluff Identify Quadrants

47. A.A B.B C.C D.D Lesson 3 CYP4 A.Tremonton B.Vernal C.Bluff D.Cedar City Name a city from the map of Utah that is located in Quadrant III.

48. End of Lesson 3

49. Lesson 4 MI/Vocab opposites additive inverse Add integers.

50. The Number Line Natural Numbers = {1, 2, 3, …} Whole Numbers = {0, 1, 2, …} Integers = {…, -2, -1, 0, 1, 2, …} -505

51. One Way to Add Integers Is With a Number Line 0123456-2-3-4-5-6 When the number is positive, count to the right. When the number is negative, count to the left. +–

52. One Way to Add Integers Is With a Number Line 6789101112543210 + +6 + (+ 4) =+ 10 +

53. One Way to Add Integers Is With a Number Line -6-5-4-3 -2 0-7-8-9-10-11-12 – – 6 + (– 4) =– 10 –

54. One Way to Add Integers Is With a Number Line 0123456-2-3-4-5-6 + – +6 + (– 4) =+2

55. One Way to Add Integers Is With a Number Line 0123456-2-3-4-5-6 + – +3 + (–5) =–2

56. One Way to Add Integers Is With a Number Line 0123456-2-3-4-5-6 + – +3 + (–7) =– 4

57. Lesson 4 Ex1 Add Integers with the Same Sign Find –6 + (–3). Use a number line. Answer: So, –6 + (–3) = –9. From there, move 3 units left to show –3. Move 6 units left to show –6. Start at 0.

58. A.A B.B C.C D.D Lesson 4 CYP1 A.–7 B.–3 C.3 D.7 Find –5 + (–2).

59. Lesson 4 Ex3 Add Integers with Different Signs Find 8 + (–7). Answer: So, 8 + (–7) = 1. Use a number line. Then move 7 units left. Move 8 units right. Start at zero.

60. 1.A 2.B 3.C 4.D Lesson 4 CYP3 A.–8 B.–4 C.4 D.12 Find 6 + (–2).

61. Lesson 4 Ex4 Find –5 + 4. Answer: So, –5 + 4 = –1. Add Integers with Different Signs Use a number line. Then move 4 units right. Move 5 units left. Start at 0.

62. A.A B.B C.C D.D Lesson 4 CYP4 A.–8 B.2 C.8 D.15 Find –3 + 5.

63. SHORT CUT Adding integers with the same sign Positive + Positive: Add and make the sign 6 + 4 = 10 6789101112543210 + + positive.

64. SHORT CUT Adding integers with the same sign Negative + Negative: Add and make the sign – 6 + ( – 4) = – 10 negative. -6-5-4-3 -2 0-7-8-9-10-11-12 – –

65. Lesson 4 Ex2 Add Integers with the Same Sign Find –34 + (–21). –34 + (–21) = –55Both integers are negative, so the sum is negative. Answer: –55

66. Lesson 4 CYP2 1.A 2.B 3.C 4.D A.–46 B.–8 C.8 D.46 Find –27 + (–19).

67. Adding Integers with the Same Sign 1.-7 + -9 = 2.4 + 7 = 3.(+3) + (+4) = 4.-6 + -7 = 5.5 + 9 = 6.-9 + -9 = -16 -18 14 -13 7 11

68. SHORT CUT Adding integers with the different signs Subtract and take the sign of the absolute value. 6 + ( – 4 ) = 2 larger 0123456-2-3-4-5-6 + –

69. SHORT CUT Adding integers with the different signs Subtract and take the sign of the absolute value. 3 + ( – 7 ) = – 4 larger 0123456-2-3-4-5-6 + –

70. SHORT CUT Adding integers with the different signs Subtract and take the sign of the absolute value. 3 + ( – 5 ) = – 2 larger 0123456-2-3-4-5-6 + –

71. 1) – 4 + 5 4) 7 + (– 1) 3) – 33 + 7 6) 2 + (–15) + (– 2) 2) 12 + – 15 5) – 8 + 3 1– 3– 26 6– 5– 15 Adding Integers with Different Signs

72. Lesson 4 Ex5 Find 2 + (–7). Answer: –5 Add Integers with Different Signs 2 + (–7) = –5Subtract absolute values; 2 – 7 = –5. Since –7 has the greater absolute value, the sum is negative.

73. A.A B.B C.C D.D Lesson 4 CYP5 A.–14 B.–4 C.4 D.14 Find 5 + (–9).

74. Lesson 4 Ex6 Find –9 + 6. Answer: –3 Add Integers with Different Signs –9 + 6 = –3Subtract absolute values; 9 – 6 = 3. Since –9 has the greater absolute value, the sum is negative.

75. A.A B.B C.C D.D Lesson 4 CYP6 A.–10 B.–4 C.4 D.10 Find 7 + (–3).

76. Adding Integers with Different Signs 1.-7 + 9 = 2.4 + (-7) = 3.(-3) + (+4) = 4.6 + -7 = 5.5 + -9 = 6.-9 + 9 = 2 0 - 4 1 - 3- 3

77. Lesson 4 KC 2

78. Additive Inverse The sum of any number and its additive inverse is 3 + ( – 3 ) = 0 zero. 0123456-2-3-4-5-6 + –

79. Additive Inverse The sum of any number and its additive inverse is 5 + ( – 5 ) = 0 zero. 0123456-2-3-4-5-6 + –

80. Additive Inverse The sum of any number and its additive inverse is 6 + ( – 6 ) = 0 zero. 0123456-2-3-4-5-6 + –

81. Lesson 4 Ex7 Find 11 + (–4) + (–11). Answer: –4 Use the Additive Inverse Property 11 + (–4) + (–11)=11 + (–11) + (–4)Commutative Property (+) =0 + (–4)Additive Inverse Property =–4Identity Property of Addition

82. A.A B.B C.C D.D Lesson 4 CYP7 A.–21 B.–11 C.6 D.16 Find 5 + (–11) + (–5).

83. Lesson 4 Ex8 Use Integers to Solve a Problem OCEANOGRAPHY Oceanographers divide the ocean into three light zones. The deeper the water, the less light shines through. The middle zone is called the Twilight Zone. The lowest part of this zone is 1,000 meters below the surface of the water. The top of this zone lies 800 meters above the lowest zone. What is the depth of the top of the zone? Write an addition sentence to describe this situation. Then find the sum and explain its meaning. Answer: –1,000 + 800; –200 The depth of the top of the middle zone is 200 meters below the surface of the water.

84. A.A B.B C.C D.D Lesson 4 CYP8 A.–12 + (–9); –21 B.–12 + 9; –3 C.12 + (–9); 3 D.12 + 9; 21 During an hour trading baseball cards with his friends, Kyle increases the size of his collection by 12 cards and then loses nine cards. Write an addition sentence to describe this situation. Then find its sum.

85. End of Lesson 4

86. Lesson 5 MI/Vocab Subtract integers.

87. Subtracting Integers 3 ̶ 5 When you subtract 5, it is like adding its opposite, ̶ 5. 3 + ( ̶ 5 ) = 0123456-2-3-4-5-6 + – ̶ 2

88. ̶ 1 ̶ ( ̶ 4 ) When you subtract ̶ 4, it is like adding its opposite, 4. ̶ 1 + 4 = Subtracting Integers 0123456-2-3-4-5-6 – + 3

89. Subtracting Integers Keep, Change, Change 1.Keep the first number 2.Change subtraction sign to addition 3.Change the second number’s sign to its opposite. 4.Follow the addition rules. 9 + (– 9) – 5 4–4== (– 10) + 10 17 7–7==

90. Subtract Positive Integers Find 2 – 15. 2 – 15= 2 + (–15) = –13 Answer: –13

91. A.A B.B C.C D.D A.–34 B.–8 C.8 D.34 Find 13 – 21.

92. Subtract Positive Integers Find –13 – 8. Answer: –21 –13 – 8=–13 + (–8) =–21

93. 1.A 2.B 3.C 4.D A.–20 B.–2 C.2 D.20 Find –9 – 11.

94. Lesson 5 Ex3 Subtract Negative Integers Find 12 – (–6). Answer: 18 12 – (–6)=12 + 6 =18

95. 1.A 2.B 3.C 4.D A.–13 B.–5 C.5 D.13 Find 9 – (–4).

96. Find –21 – (–8). Answer: –13 Subtract Negative Integers –21 – (–8)=–21 + 8 =–13

97. A.A B.B C.C D.D Lesson 5 CYP4 A.–23 B.–11 C.11 D.23 Find 17 – (–6).

98. Lesson 5 Ex5 ALGEBRA Evaluate g – h if g = –2 and h = –7. Answer: 5 Evaluate an Expression g – h=–2 – (–7)Replace g with –2 and h with –7. =–2 + 7To subtract –7, add 7. =5Simplify.

99. A.A B.B C.C D.D Lesson 5 CYP5 A.–10 B.–2 C.2 D.10 ALGEBRA Evaluate m – n if m = –6 and n = 4.

100. Lesson 5 Ex6 Use Integers to Solve a Problem GEOGRAPHY In Mongolia, the temperature can fall to –45ºC in January. The temperature in July may reach 40ºC. What is the difference between these two temperatures? To find the difference in temperatures, subtract the lower temperature from the higher temperature. Answer: The difference between the temperatures is 85ºC. 40 – (–45)=40 + 45To subtract –45, add 45. =85Simplify.

101. A.A B.B C.C D.D Lesson 5 CYP6 A.–26 B.–4 C.4 D.26 TEMPERATURE On a particular day in Anchorage, Alaska, the high temperature was 15ºF and the low temperature was –11ºF. What is the difference between these two temperatures for that day?

102. 1) 8 – 13 4) – 25 – 5 3) 4 – (–19) 6) 54 – 14 2) 14 – 7 5) 13 – 7 – 5 23 – 30 640 7 Subtract Integers

103. Adding integers Positive + Positive: Add and make the sign positive. 6 + 4 = 10 Negative + Negative: Add and make the sign negative. – 6 + ( – 4) = – 10 Positive + Negative: Subtract and take the sign of the LARGER absolute value. 6 + ( – 4 ) = 2 Negative + Positive: Subtract and take the sign of the LARGER absolute value. – 3 + 2 = – 1

104. Subtracting Integers Keep, Change, Change 1.Keep the first number 2.Change subtraction sign to addition 3.Change the second number’s sign to its opposite. 4.Follow the addition rules. 9 + (– 9) – 5 4–4== (– 10) + 10 17 7–7==

105. 1) 16 – 14 4) – 12 + 16 7) – 19 – 1 10) 3 – 13 3) 99 + 11 6) – 23 + 15 9) – 447 – 23 12) 39 – 42 2) 9 + 26 5) – 22 + 18 8) – 14 – 16 11) 23 – 8 235110 4 – 4– 8 – 20– 30– 470 – 10– 15– 3 Subtract and Add Integers

106. 1) 23 + 4 4) – 18 + 12 7) – 18 – (–12) 10) 18 + (– 12) + 5 3) 9 – (– 2) 6) 24 + (– 17) 9) – 15 – 0 12) – 14 + 0 + 13 2) – 4 – 2 5) – 24 + (–11) 8) 52 – (–30) 11) – 2 (–10) + 15 27– 611 – 6 – 357 – 682– 15 11– 17– 1 Subtract and Add Integers

107. 1) a + ( – 12) 4) b + c 7) x – 7 10) x – (– z) 3) c + 23 6) a + b 9) y - x 12) x – z – y 2) – 20 + b 5) a + c 8) x - z 11) | y – z | 0– 3513 – 25 2– 3 – 15315 – 1918– 4 a = 12, b = – 15, c = – 10 x = –8, y = 7, z = – 11

108. End of Lesson 5

109. Lesson 6 MI/Vocab Multiply integers.

110. Multiplying Integers Same sign always has a positive answer. Different sign always has a negative answer. When multiplying by zero, you get zero, no matter what the sign is. 9 ● 3 = 27 – 9 ● (– 3) = 27 9 ● (– 3) = – 27 – 9 ● 3 = – 27 9 ● 0 = 0 – 9 ● 0 = 0

111. Lesson 6 Ex1 Multiply Integers with Different Signs Find 5(–4). Answer: –20 5(–4)=–20The integers have different signs. This product is negative.

112. A.A B.B C.C D.D Lesson 6 CYP1 A.–15 B.–2 C.2 D.15 Find 3(–5).

113. Lesson 6 Ex2 Multiply Integers with Different Signs Find –3(9). Answer: –27 –3(9)=–27The integers have different signs. This product is negative.

114. Lesson 6 CYP2 1.A 2.B 3.C 4.D A.–35 B.2 C.12 D.35 Find –5(7).

115. Lesson 6 Ex3 Multiply Integers with the Same Sign Find –6(–8). Answer: 48 –6(–8)=48The integers have the same sign. This product is positive.

116. 1.A 2.B 3.C 4.D Lesson 6 CYP3 A.–28 B.–11 C.11 D.28 Find –4(–7).

117. Lesson 6 Ex4 Find (–8) 2. Answer: 64 Multiply Integers with the Same Sign (–8) 2 =(–8)(–8)There are two factors of –8. =64The product is positive.

118. A.A B.B C.C D.D Lesson 6 CYP4 A.–25 B.–10 C.10 D.25 Find (–5) 2.

119. Lesson 6 Ex5 Find –2(–5)(–6). Answer: –60 Multiply Integers with the Same Sign –2(–5)(–6)=[–2(–5)](–6)Associative Property = 10(–6)–2(–5) = 10 =–60The product is negative.

120. A.A B.B C.C D.D Lesson 6 CYP5 A.84 B.–14 C.14 D.–84 Find –7(–3)(–4).

121. Explain what Product means.

122. 1) 8 (–12) 4) –6 (–6) 3) –6 (–5) 6) –9 (1)(–5) 2) 25 (–2) 5) –4 (–2)(–8) – 96– 5030 36– 6445 Multiply Integers

123. Lesson 6 Ex6 Use Integers to Solve a Problem MINES A mine elevator descends at a rate of 300 feet per minute. How far below the earth’s surface will the elevator be after 5 minutes? If the elevator descends 300 feet per minute, then after 5 minutes, the elevator will be 300(5) or 1,500 feet below the surface. Thus, the elevator will descend to 1,500 feet below the earth’s surface. Answer: After five minutes, the elevator will be 1,500 feet below the earth’s surface.

124. A.A B.B C.C D.D Lesson 6 CYP6 A.–$468 B.$468 C.–$84 D.$84 RETIREMENT Mr. Rodriguez has $78 deducted from his pay every month and placed in a savings account for his retirement. What integer represents a change in his savings account for these deductions after six months?

125. Lesson 6 Ex7 ALGEBRA Evaluate abc if a = –3, b = 5, and c = –8. Answer: 120 Evaluate Expressions abc=(–3)(5)(–8)Replace a with –3, b with 5, and c with –8. =(–15)(–8)Multiply –3 and 5. =120Multiply –15 and –8.

126. A.A B.B C.C D.D Lesson 6 CYP7 A.–48 B.–4 C.0 D.48 ALGEBRA Evaluate xyz if x = –6, y = –2, and z = 4.

127. End of Lesson 6

128. Lesson 7 Menu Five-Minute Check (over Lesson 2-6) Main Idea California Standards Example 1:Look For a Pattern

129. Lesson 7 MI/Vocab Solve problems by looking for a pattern.

130. Look For a Pattern HAIR Lelani wants to grow an 11-inch ponytail to cut off and donate to a program that makes wigs for children with cancer. She has a 3-inch ponytail now, and her hair grows about one inch every two months. How long will it take for her ponytail to reach 11 inches? ExploreYou know the length of Lelani’s ponytail now. You know how long Lelani wants her ponytail to grow and you know how fast her hair grows. You need to know how long it will take for her ponytail to reach 11 inches. PlanLook for a pattern. Then extend the pattern to find the solution.

131. Lesson 7 Ex1 Look For a Pattern SolveAfter the first two months, Lelani’s ponytail will be 3 inches + 1 inch, or 4 inches. Her hair grows according to the pattern below. 3 in.4 in.5 in.6 in.7 in.8 in.9 in.10 in.11 in. Answer: 16 months +1 It will take eight sets of two months, or 16 months total, for Lelani’s ponytail to reach 11 inches. CheckLelani’s ponytail grew from 3 inches to 11 inches, a difference of eight inches, in 16 months. Since one inch of growth requires two months and 8 × 2 = 16, the answer is correct.

132. A.A B.B C.C D.D Lesson 7 CYP1 A.3.5 mi B.15 mi C.16.5 mi D.19.5 mi RUNNING Samuel ran 2 miles on his first day of training to run a marathon. On the third day, Samuel increased the length of his run by 1.5 miles. If this pattern continues for every other day, how many miles will Samuel run on the 27th day?

134. Lesson 8 MI/Vocab Divide integers.

135. Dividing Integers Same sign always has a positive answer. Different sign always has a negative answer. When you divide 0 by number, no matter what the sign is, you get 0. 27 ÷ 3 = 9 – 27 ÷ (– 3) = 9 27 ÷ (– 3) = – 9 – 27 ÷ 3 = – 9 0 ÷ 3 = 0 0 ÷ (–3) = 0

136. Lesson 8 Ex1 Dividing Integers with Different Signs Find 51 ÷ (–3). Answer: –17 51 ÷ (–3)=–17

137. A.A B.B C.C D.D Lesson 8 CYP1 A.–4 B.4 C.27 D.45 Find 36 ÷ (–9).

138. Lesson 8 Ex2 Dividing Integers with Different Signs Answer: –11 The integers have different signs. The quotient is negative. Find

139. Lesson 8 CYP2 1.A 2.B 3.C 4.D A.–5 B.5 C.36 D.54

140. Lesson 8 KC 2

141. Lesson 8 Ex3 Dividing Integers with Same Sign Find –12 ÷ (–2). Answer: 6 –12 ÷ (–2)=6The integers have the same sign. The quotient is positive.

142. 1.A 2.B 3.C 4.D Lesson 8 CYP3 A.–32 B.–16 C.–3 D.3 Find –24 ÷ (–8).

143. Explain what quotient means.

144. Lesson 8 Ex4 ALGEBRA Evaluate –18 ÷ x if x = –2. Answer: 9 Dividing Integers with Same Sign –18 ÷ x=–18 ÷ (–2)Replace x with –2. =9 Divide. The quotient is positive.

145. A.A B.B C.C D.D Lesson 8 CYP4 A.–63 B.63 C.7 D.–7 ALGEBRA Evaluate g ÷ h if g = –21 and h = –3.

146. 7) 50 ÷ – 5 10) – 26 13 9)– 21 – 7 12) 36 ÷ 4 8) – 100 ÷ (– 10) 11) 84 –12 – 10 3 – 2– 7 9 10 Divide Integers

147. Lesson 8 Ex5 Answer: The car’s acceleration is –4 feet per second squared. Subtract 80 from 40. =–4 Divide. PHYSICS You can find an object’s acceleration with the expression, where S f = final speed, S s = starting speed, and t = time. If a car was traveling at 80 feet per second and, after 10 seconds, is traveling at 40 feet per second, what was its acceleration?

148. A.A B.B C.C D.D Lesson 8 CYP5 A.–20ºF B.–4ºF C.12ºF D.4ºF WEATHER The temperature at 4:00 P.M. was 52ºF. By 8:00 P.M., the temperature had gone down to 36ºF. What is the average change in temperature per hour?

149. End of Lesson 8

150. CR Menu Five-Minute Checks Image Bank Math Tools Adding Integers Comparing and Ordering Integers Subtracting Positive and Negative Integers

151. 5Min Menu Lesson 2-1Lesson 2-1(over Chapter 1) Lesson 2-2Lesson 2-2(over Lesson 2-1) Lesson 2-3Lesson 2-3(over Lesson 2-2) Lesson 2-4Lesson 2-4(over Lesson 2-3) Lesson 2-5Lesson 2-5(over Lesson 2-4) Lesson 2-6Lesson 2-6(over Lesson 2-5) Lesson 2-7Lesson 2-7(over Lesson 2-6) Lesson 2-8Lesson 2-8(over Lesson 2-7)

152. Animation 1

153. IB 1 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.

154. IB 2

155. IB 3

156. IB 4

157. A.A B.B C.C D.D 5Min 1-1 A.36 B.144 C.1,278 D.1,728 Evaluate 12 3. (over Chapter 1)

158. 5Min 1-2 1.A 2.B 3.C 4.D A.27.6 B.30.6 C.33.6 D.36.6 If a = 4 and b = 3.2, ab + a(b + 2) = ? (over Chapter 1)

159. 1.A 2.B 3.C 4.D 5Min 1-3 A.12 B.8 C.6 D.4 Solve 8x = 64 mentally. (over Chapter 1)

160. A.A B.B C.C D.D 5Min 1-4 A.Associative Property of Addition B.Commutative Property of Addition C.Distributive Property of Addition D.Identity Property of Addition Name the property shown by 7 + (x + 43) = (7 + x) + 43. (over Chapter 1)

161. 5Min 1-5 1.A 2.B 3.C 4.D Refer to the figure. Which option displays the complete function table for y = 2x + 1? (over Chapter 1) A. B. C. D.

162. 1.A 2.B 3.C 4.D 5Min 1-6 A.3 × 50 + 15.50 × 45 B.3 × 45 + 15.50 × 50 C.3 + 50 + 15.50 × 45 D.3 × 15.50 + 45 × 50 To cater a party, a restaurant charges $50 per hour for the room plus $15.50 per person. Which expression represents the total cost of a 3-hour party for 45 people? (over Chapter 1)

163. A.A B.B C.C D.D 5Min 2-1 A.–56 B.–44 C.44 D.56 Write an integer for the situation. stock market down 56 points (over Lesson 2-1)

164. 5Min 2-2 1.A 2.B 3.C 4.D A.–3 B.–0.3 C.0.3 D.3 Write an integer for the situation. a score of 3 (over Lesson 2-1)

165. 1.A 2.B 3.C 4.D 5Min 2-3 A.75 B.25 C.0.75 D.0.25 Write an integer for the situation. a bank deposit of $25 (over Lesson 2-1)

166. A.A B.B C.C D.D 5Min 2-4 A.–|19| B.–19 C.|19| D.19 Evaluate |–19|. (over Lesson 2-1)

167. 5Min 2-5 1.A 2.B 3.C 4.D A.14 B.10 C.–10 D.–14 Evaluate |12| + |– 2|. (over Lesson 2-1)

168. 1.A 2.B 3.C 4.D 5Min 2-6 A.–8 B.–4 C.4 D.8 Find |k| – |m| if k = –6 and m = –2. (over Lesson 2-1)

169. 1.A 2.B 5Min 3-1 A.< B.> Use in –21 __ –15 to make a true sentence. (over Lesson 2-2)

170. 1.A 2.B 5Min 3-2 A.< B.> Use in 5 __ –5 to make a true sentence. (over Lesson 2-2)

171. 1.A 2.B 5Min 3-3 A.< B.> Use in 0 __ –1 to make a true sentence. (over Lesson 2-2)

172. A.A B.B C.C D.D 5Min 3-4 A.7, 4, 0, –1, –6 B.–1, –6, 0, 4, 7 C.0, –1, 4, –6, 7 D.–6, –1, 0, 4, 7 Order 7, –1, 0, 4, –6 from least to greatest. (over Lesson 2-2)

173. 5Min 3-5 1.A 2.B 3.C 4.D A.You can tell that 8 numbers in the set are greater than 0, and 1 number is less than 0 B.You can tell that 8 numbers in the set are greater than 0, and 2 numbers are less than 0 C.You can tell that 8 numbers in the set are less than 0, and 1 number is greater than 0 D.You can tell that 8 numbers in the set are less than 0, and 2 numbers are greater than 0 If 0 is the second smallest number in a set of 10 integers, what can you conclude about the other 9 numbers? (over Lesson 2-2)

174. 1.A 2.B 3.C 4.D 5Min 3-6 A.0 < –7 B.–3 > 6 C.–2 > –5 D.1 < –4 Which of the following is a true sentence? (over Lesson 2-2)

175. A.A B.B C.C D.D 5Min 4-1 A.(3, 3), I B.(3, –3), II C.(3, 3), III D.(3, –3), IV Refer to the graph. Name the ordered pair for the point C. Then identify the quadrant in which the point C lies. (over Lesson 2-3)

176. 5Min 4-2 1.A 2.B 3.C 4.D A.(–3, 2), III B.(2, –3), I C.(2, –3), II D.(–3, 2), II Refer to the graph. Name the ordered pair for the point L. Then identify the quadrant in which the point L lies. (over Lesson 2-3)

177. 1.A 2.B 3.C 4.D 5Min 4-3 A.(3, –3), I B.(3, –3), IV C.(–3, 3), I D.(–3, 3), IV Refer to the graph. Name the ordered pair for the point S. Then identify the quadrant in which the point S lies. (over Lesson 2-3)

178. A.A B.B C.C D.D 5Min 4-4 Which choice shows the graph of the point W(4, –2)? (over Lesson 2-3) A. B. C. D.

179. 5Min 4-5 1.A 2.B 3.C 4.D Which choice shows the graph of the point N(–3, 0)? (over Lesson 2-3) A. B. C. D.

180. 1.A 2.B 3.C 4.D 5Min 4-6 A.(–5, –3) B.(5, –3) C.(5, 3) D.(–5, 3) Which ordered pair is 5 units left and 3 units up from the origin? (over Lesson 2-3)

181. A.A B.B C.C D.D 5Min 5-1 A.8 B.0 C.–4 D.–8 Add –4 + 4. (over Lesson 2-4)

182. 5Min 5-2 1.A 2.B 3.C 4.D A.–15 B.–1 C.1 D.15 Add 8 + (–7). (over Lesson 2-4)

183. 1.A 2.B 3.C 4.D 5Min 5-3 A.–8 B.–2 C.2 D.8 Add –3 + (–5). (over Lesson 2-4)

184. A.A B.B C.C D.D 5Min 5-4 A.–50 – (–10) = –60 B.–50 + 10 = –40 C.50 – 10 = 40 D.50 – (–10) = 60 Write an addition expression to describe the situation. Then find its sum. A bird flies up 50 feet and swoops back down 10 feet. (over Lesson 2-4)

185. 5Min 5-5 1.A 2.B 3.C 4.D A.–14 + 10 = 4 B.–14 + 10 = –4 C14 – 10 = 4 D.14 + 10 = 24 Write an addition expression to describe the situation. Then find its sum. Teresa loses $14 at poker, then wins $10. (over Lesson 2-4)

186. 1.A 2.B 3.C 4.D 5Min 5-6 A.–12 B.–6 C.6 D.12 Evaluate x + y if x = –3 and y = –9. (over Lesson 2-4)

187. A.A B.B C.C D.D 5Min 6-1 A.–9 B.–1 C.1 D.9 Subtract 4 – (–5). (over Lesson 2-5)

188. 5Min 6-2 1.A 2.B 3.C 4.D A.–48 B.–20 C.20 D.48 Subtract –14 – 34. (over Lesson 2-5)

189. 1.A 2.B 3.C 4.D 5Min 6-3 A.–53 B.–37 C.37 D.53 Subtract –45 – (–8). (over Lesson 2-5)

190. A.A B.B C.C D.D 5Min 6-4 A.4 B.2 C.–2 D.–4 Evaluate c – b for b = 3, and c = –1. (over Lesson 2-5)

191. 5Min 6-5 1.A 2.B 3.C 4.D A.11 B.7 C.–7 D.–11 Evaluate 9 – a for a = –2. (over Lesson 2-5)

192. 1.A 2.B 3.C 4.D 5Min 6-6 A.–7 B.–1 C.1 D.7 What is –4 subtracted from –3? (over Lesson 2-5)

193. A.A B.B C.C D.D 5Min 7-1 A.$40,000 B.$36,505 C.$42,500 D.$44,000 Tonya gets a job that pays $35,000 per year. She is promised a $1,500 raise each year. At this rate, what will her salary be in 5 years? Solve the problem by looking for a pattern. (over Lesson 2-6) Quiz Tomorrow 2-5, 2-6, 2-7, 2-8

194. 1.A 2.B 3.C 4.D A.4 inches B.3 inches C.6 inches D.1.5 inches A ball that is dropped from the top of a building bounces 48 inches up the first bounce, 24 inches up the second bounce, and 12 inches up the third bounce. At this rate, how far up will the ball bounce on a FIFTH bounce? (over Lesson 2-6) HW P. 123 1 – 25 All

195. 1.A 2.B 3.C 4.D 5Min 7-3 A.576,000 B.9,600 C.1,152,000 D.288,000 Hummingbird wing-beats are about 80 per second. At this rate, how many times does a hummingbird beat its wings in 2 hours? (over Lesson 2-6)

196. A.A B.B C.C D.D 5Min 7-4 A.3 hours B.4 hours C.4.5 hours D.3.75 hours Kendra created a 5-day study schedule for her exams. The table shows the number of hours she studies in the first three days. If the pattern continues, how many hours will she study on the fifth day? (over Lesson 2-6)

197. A.A B.B C.C D.D 5Min 8-1 (over Lesson 2-7) A.26 B.16 C.–105 D.–125 Multiply 21(–5).

198. 5Min 8-2 1.A 2.B 3.C 4.D (over Lesson 2-7) A.28 B.3 C.–3 D.–28 Multiply –7(–4).

199. 1.A 2.B 3.C 4.D 5Min 8-3 A.–81 B.–18 C.18 D.81 Multiply (–9) 2. (over Lesson 2-7)

200. A.A B.B C.C D.D 5Min 8-4 A.1,233 B.1,105 C.441 D.265 Evaluate the expression 9(x 2 + y 2 ) for x = –4 and y = 11. (over Lesson 2-7)

201. 5Min 8-5 1.A 2.B 3.C 4.D A.–44 B.–15 C.15 D.44 Find the product of –x and y if x = –4, and y = 11. (over Lesson 2-7)

202. 1.A 2.B 3.C 4.D 5Min 8-6 A.–38m B.–24m C.–24 + m D.–24 + 3m What is –3(8m) simplified? (over Lesson 2-7)

203. End of Custom Shows This slide is intentionally blank.