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Chapter MenuLesson 2-1Integers and Absolute ValueLesson 2-2Comparing and Ordering IntegersLesson 2-3The Coordinate PlaneLesson 2-4Adding IntegersLesson 2-5Subtracting IntegersLesson 2-6Multiplying IntegersLesson 2-7Problem-Solving Investigation: Look for a PatternLesson 2-8Dividing Integers

Lesson 1 MI/Vocabintegernegative integerpositive integergraphabsolute valueRead and write integers, and find the absolute value of a number.

The Number LineNatural Numbers = {1, 2, 3, }Whole Numbers = {0, 1, 2, }Integers = {, -2, -1, 0, 1, 2, }-505

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

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.

0

5

-5

DefinitionPositive number a number greater than zero.0123456

DefinitionNegative number a number less than zero.0123456-1-2-3-4-5-6

DefinitionOpposite Numbers numbers that are the same distance from zero in the opposite direction0123456-1-2-3-4-5-6

Negative Numbers Are Used to Measure Temperature

0102030-10-20

-30-40

-50

Negative Numbers Are Used to Measure Under Sea Level

Negative Numbers Are Used to Show DebtLets 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.

HintIf you dont see a negative or positive sign in front of a number it is positive.9+

TemperatureSea Level$Slope of a LineFootballDirections on a # Line

ColdExample+BelowDebt

DownhillYards Lost

Left

HotAboveProfit

UphillYards Gained

Right

Lesson 1 Ex1Write an integer for the following situation.a total rainfall of 2 inches below normalAnswer: Because it represents below normal, the integer is 2.

ABCDLesson 1 CYP1A.4B.4C.36D.none of the aboveWrite an integer for the following situation. an average monthly temperature of 4 degrees below normal

Lesson 1 Ex2Write an integer for the following situation.a seasonal snowfall of 3 inches above normalAnswer: Because it represents above normal, the integer is +3.Write Integers for Real-Life Situations

Lesson 1 CYP2ABCDA.5B.5C.27D.none of the aboveWrite an integer for the following situation. a total snowfall of 5 inches above normal

Lesson 1 Ex3Graph IntegersGraph the set of integers 1, 3, 2 on a number line.

ABCDLesson 1 CYP3Graph the set of integers 2, 1, 4 on a number line.

Lesson 1 KC 1

Absolute ValueThe absolute value is the distance from zero. Bars are used to show absolute value. l -2 l = 2 and l 2 l = 202-2

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

Lesson 1 Ex4Evaluate ExpressionsEvaluate the expression |5|.On the number line, the graph of 5 is 5 units from 0.Answer: So, |5| = 5.

ABCDLesson 1 CYP4A.9B.0C.9D.81Evaluate the expression |9|.

Lesson 1 Ex5Evaluate the expression |4| |3|.|4| |3| = 4 3= 1Answer: 1Evaluate Expressions

ABCDLesson 1 CYP5A.3B.3C.13D.40Evaluate the expression |8| |5|.

End of Lesson 1

Lesson 2 MI/VocabCompare and order integers.

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.

DefinitionPositive number a number greater than zero.0123456

DefinitionNegative number a number less than zero.0123456-1-2-3-4-5-6

Lesson 2 Ex1Compare Two IntegersReplace the with < or > to make 9 5 a true sentence.Answer: 9 < 5.

ABCDLesson 2 CYP1A.C.=D.none of the aboveReplace with < or > to make 3 6 a true sentence.

Lesson 2 Ex2The lowest temperatures in Europe, Greenland, Oceania, and Antarctica are listed in the table. Which list shows the temperatures in order from coolest to warmest?A67, 87, 14, 129B14, 67, 87, 129C129, 87, 67, 14D67, 87, 129, 14

Lesson 2 Ex2Read the ItemTo order the integers, graph them on a number line.Answer: COrder the integers from least to greatest by reading from left to right: 129, 87, 67, 14.Solve the Item

Lesson 2 CYP2ABCDA.3, 6, 7, 12B.12, 6, 3, 7C.12, 7, 6, 3D.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?

End of Lesson 2

Lesson 3 MI/Vocabcoordinate planex-axisy-axisoriginquadrantGraph points on a coordinate plane.ordered pairx-coordinatey-coordinate

Lesson 3 Ex1Naming Points Using Ordered PairsWrite 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.

ABCDLesson 3 CYP1A.(3, 1); Quadrant IIIB.(2, 1); Quadrant IC.(3, 1); Quadrant ID.(3, 1); Quadrant IVWrite the ordered pair that names point M. Then name the quadrant in which the point is located.

ABCDLesson 3 CYP2Graph and label the point G(2, 4).

Lesson 3 Ex3GEOGRAPHY Use the map of Utah shown below. In which quadrant is Vernal located.Answer: Quadrant ILocate an Ordered Pair

ABCDLesson 3 CYP3A.Quadrant IB.Quadrant IIC.Quadrant IIID.Quadrant IVGEOGRAPHY Use the map of Utah. In which quadrant is Tremonton located.

Lesson 3 Ex4Which of the cities labeled on the map is located in Quadrant IV?Answer: BluffIdentify Quadrants

ABCDLesson 3 CYP4A.TremontonB.VernalC.BluffD.Cedar CityName a city from the map of Utah that is located in Quadrant III.

End of Lesson 3

Lesson 4 MI/Vocaboppositesadditive inverseAdd integers.

The Number LineNatural Numbers = {1, 2, 3, }Whole Numbers = {0, 1, 2, }Integers = {, -2, -1, 0, 1, 2, }-505

One Way to Add Integers Is With a Number LineWhen the number is positive, countto the right.When the number is negative, countto the left.+

One Way to Add Integers Is With a Number Line6789101112543210++6 + (+ 4) =+ 10+

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

One Way to Add Integers Is With a Number Line++6 + ( 4) =+2

One Way to Add Integers Is With a Number Line++3 + (5) =2

One Way to Add Integers Is With a Number Line++3 + (7) = 4

Lesson 4 Ex1Add Integers with the Same SignFind 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.

ABCDLesson 4 CYP1A.7B.3C.3D.7Find 5 + (2).

Lesson 4 Ex3Add Integers with Different SignsFind 8 + (7).Answer: So, 8 + (7) = 1.Use a number line.Then move 7 units left.Move 8 units right.Start at zero.

ABCDLesson 4 CYP3A.8B.4C.4D.12Find 6 + (2).

Lesson 4 Ex4Find 5 + 4.Answer: So, 5 + 4 = 1.Add Integers with Different SignsUse a number line.Then move 4 units right.Move 5 units left.Start at 0.

ABCDLesson 4 CYP4A.8B.2C.8D.15Find 3 + 5.

SHORT CUTAdding integers with the same signPositive + Positive: Add and make the sign 6 + 4 = 106789101112543210++positive.

SHORT CUTAdding integers with the same signNegative + Negative: Add and make the sign 6 + ( 4) = 10negative.

Lesson 4 Ex2Add Integers with the Same SignFind 34 + (21).34 + (21) = 55Both integers are negative, so the sum is negative.Answer: 55

Lesson 4 CYP2ABCDA.46B.8C.8D.46Find 27 + (19).

Adding Integers with the Same Sign-7 + -9 =4 + 7 =(+3) + (+4) =-6 + -7 = 5 + 9 =-9 + -9 = -16

-18 14

-13

7

11

SHORT CUTAdding integers with the different signsSubtract and take the sign of the absolute value. 6 + ( 4 ) = 2larger+

SHORT CUTAdding integers with the different signsSubtract and take the sign of the absolute value. 3 + ( 7 ) = 4larger+

SHORT CUTAdding integers with the different signsSubtract and take the sign of the absolute value. 3 + ( 5 ) = 2larger+

1) 4 + 54) 7 + ( 1)3) 33 + 76) 2 + (15) + ( 2)2) 12 + 155) 8 + 31 3 266 5 15Adding Integers with Different Signs

Lesson 4 Ex5Find 2 + (7).Answer: 5Add Integers with Different Signs2 + (7) = 5Subtract absolute values; 2 7 = 5. Since 7 has the greater absolute value, the sum is negative.

ABCDLesson 4 CYP5A.14B.4C.4D.14Find 5 + (9).

Lesson 4 Ex6Find 9 + 6.Answer: 3Add Integers with Different Signs9 + 6 = 3Subtract absolute values; 9 6 = 3. Since 9 has the greater absolute value, the sum is negative.

ABCDLesson 4 CYP6A.10B.4C.4D.10Find 7 + (3).

Adding Integers with Different Signs-7 + 9 =4 + (-7) =(-3) + (+4) =6 + -7 = 5 + -9 =-9 + 9 = 2

0 - 4-11

- 3

Lesson 4 KC 2

Additive InverseThe sum of any number and its additive inverse is 3 + ( 3 ) = 0zero.+

Additive InverseThe sum of any number and its additive inverse is 5 + ( 5 ) = 0zero.+

Additive InverseThe sum of any number and its additive inverse is 6 + ( 6) = 0zero.+

Lesson 4 Ex7Find 11 + (4) + (11).Answer: 4Use the Additive Inverse Property11 + (4) + (11)=11 + (11) + (4)Commutative Property (+)=0 + (4)Additive Inverse Property=4Identity Property of Addition

ABCDLesson 4 CYP7A.21B.11C.6D.16Find 5 + (11) + (5).

Lesson 4 Ex8Use Integers to Solve a ProblemOCEANOGRAPHY 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.

ABCDLesson 4 CYP8A.12 + (9); 21B.12 + 9; 3C.12 + (9); 3D.12 + 9; 21During 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.

End of Lesson 4

Lesson 5 MI/VocabSubtract integers.

Subtracting Integers 3 5When you subtract 5, it is like adding its opposite, 5. 3 + ( 5 ) = + 2

1 ( 4 )When you subtract 4, it is like adding its opposite, 4. 1 + 4 = Subtracting Integers+3

Subtracting IntegersKeep, Change, ChangeKeep the first numberChange subtraction sign to additionChange the second numbers sign to its opposite.Follow the addition rules.

9+ ( 9) 544==( 10)+ 101777==

Subtract Positive IntegersFind 2 15.2 15= 2 + (15)= 13Answer: 13

ABCDA.34B.8C.8D.34Find 13 21.

Subtract Positive IntegersFind 13 8.Answer: 2113 8=13 + (8)=21

ABCDA.20B.2C.2D.20Find 9 11.

Lesson 5 Ex3Subtract Negative IntegersFind 12 (6).Answer: 1812 (6)=12 + 6=18

ABCDA.13B.5C.5D.13Find 9 (4).

Find 21 (8).Answer: 13Subtract Negative Integers21 (8)=21 + 8=13

ABCDLesson 5 CYP4A.23B.11C.11D.23Find 17 (6).

Lesson 5 Ex5ALGEBRA Evaluate g h if g = 2 and h = 7.Answer: 5Evaluate an Expressiong h=2 (7)Replace g with 2 and h with 7.

=2 + 7To subtract 7, add 7.

=5Simplify.

ABCDLesson 5 CYP5A.10B.2C.2D.10ALGEBRA Evaluate m n if m = 6 and n = 4.

Lesson 5 Ex6Use Integers to Solve a ProblemGEOGRAPHY In Mongolia, the temperature can fall to 45C in January. The temperature in July may reach 40C. 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 85C.40 (45)=40 + 45To subtract 45, add 45.=85Simplify.

ABCDLesson 5 CYP6A.26B.4C.4D.26TEMPERATURE On a particular day in Anchorage, Alaska, the high temperature was 15F and the low temperature was 11F. What is the difference between these two temperatures for that day?

1) 8 134) 25 53) 4 (19)6) 54 142) 14 75) 13 7 523 30 6407Subtract Integers

Adding integersPositive + 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 ) = 2Negative + Positive: Subtract and take the sign of the LARGER absolute value. 3 + 2 = 1

Subtracting IntegersKeep, Change, ChangeKeep the first numberChange subtraction sign to additionChange the second numbers sign to its opposite.Follow the addition rules.

9+ ( 9) 544==( 10)+ 101777==

1) 16 144) 12 + 167) 19 110) 3 133) 99 + 116) 23 + 159) 447 2312) 39 422) 9 + 265) 22 + 188) 14 1611) 23 82351104 4 8 20 30 470 10 15 3Subtract and Add Integers

1) 23 + 44) 18 + 127) 18 (12)10) 18 + ( 12) + 53) 9 ( 2)6) 24 + ( 17) 9) 15 012) 14 + 0 + 132) 4 25) 24 + (11)8) 52 (30)11) 2 (10) + 1527 611 6 357 682 1511 17 1Subtract and Add Integers

1) a + ( 12)4) b + c7) x 710) x ( z)3) c + 236) a + b9) y - x12) x z y2) 20 + b5) a + c8) x - z11) | y z |0 3513 252 3 15315 1918 4a = 12, b = 15, c = 10x = 8, y = 7, z = 11

End of Lesson 5

Lesson 6 MI/VocabMultiply integers.

Multiplying IntegersSame 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

Lesson 6 Ex1Multiply Integers with Different SignsFind 5(4).Answer: 205(4)=20The integers have different signs. This product is negative.

ABCDLesson 6 CYP1A.15B.2C.2D.15Find 3(5).

Lesson 6 Ex2Multiply Integers with Different SignsFind 3(9).Answer: 273(9)=27The integers have different signs. This product is negative.

Lesson 6 CYP2ABCDA.35B.2C.12D.35Find 5(7).

Lesson 6 Ex3Multiply Integers with the Same SignFind 6(8).Answer: 486(8)=48The integers have the same sign. This product is positive.

ABCDLesson 6 CYP3A.28B.11C.11D.28Find 4(7).

Lesson 6 Ex4Find (8)2.Answer: 64Multiply Integers with the Same Sign(8)2=(8)(8)There are two factors of 8.

=64The product is positive.

ABCDLesson 6 CYP4A.25B.10C.10D.25Find (5)2.

Lesson 6 Ex5Find 2(5)(6).Answer: 60Multiply Integers with the Same Sign2(5)(6)=[2(5)](6)Associative Property= 10(6)2(5) = 10=60The product is negative.

ABCDLesson 6 CYP5A.84B.14C.14D.84Find 7(3)(4).

Explain what Product means.

1) 8 (12)4) 6 (6) 3) 6 (5) 6) 9 (1)(5)2) 25 (2)5) 4 (2)(8) 96 503036 6445Multiply Integers

Lesson 6 Ex6Use Integers to Solve a ProblemMINES A mine elevator descends at a rate of 300 feet per minute. How far below the earths 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 earths surface.Answer: After five minutes, the elevator will be 1,500 feet below the earths surface.

ABCDLesson 6 CYP6A.$468B.$468C.$84D.$84RETIREMENT 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?

Lesson 6 Ex7ALGEBRA Evaluate abc if a = 3, b = 5, and c = 8.Answer: 120Evaluate Expressionsabc=(3)(5)(8)Replace a with 3, b with 5, and c with 8.=(15)(8)Multiply 3 and 5.

=120Multiply 15 and 8.

ABCDLesson 6 CYP7A.48B.4C.0D.48ALGEBRA Evaluate xyz if x = 6, y = 2, and z = 4.

End of Lesson 6

Lesson 7 MenuFive-Minute Check (over Lesson 2-6)Main IdeaCalifornia StandardsExample 1:Look For a Pattern

Lesson 7 MI/VocabSolve problems by looking for a pattern.

Look For a PatternHAIR 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 Lelanis 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.

Lesson 7 Ex1Look For a PatternSolveAfter the first two months, Lelanis 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 monthsIt will take eight sets of two months, or 16 months total, for Lelanis ponytail to reach 11 inches.CheckLelanis 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.

ABCDLesson 7 CYP1A.3.5 miB.15 miC.16.5 miD.19.5 miRUNNING 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?

Lesson 8 MI/VocabDivide integers.

Dividing IntegersSame 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

Lesson 8 Ex1Dividing Integers with Different SignsFind 51 (3).Answer: 1751 (3)=17

ABCDLesson 8 CYP1A.4B.4C.27D.45Find 36 (9).

Lesson 8 Ex2Dividing Integers with Different SignsAnswer: 11The integers have different signs. The quotient is negative.

Lesson 8 CYP2ABCDA.5B.5C.36D.54

Lesson 8 KC 2

Lesson 8 Ex3Dividing Integers with Same SignFind 12 (2).Answer: 612 (2)=6The integers have the same sign. The quotient is positive.

ABCDLesson 8 CYP3A.32B.16C.3D.3Find 24 (8).

Explain what quotient means.

Lesson 8 Ex4ALGEBRA Evaluate 18 x if x = 2.Answer: 9Dividing Integers with Same Sign18 x=18 (2)Replace x with 2. =9 Divide. The quotient is positive.

ABCDLesson 8 CYP4A.63B.63C.7D.7ALGEBRA Evaluate g h if g = 21 and h = 3.

7) 50 510) 26 13 21 712) 36 48) 100 ( 10)11) 84 12 103 2 7910Divide Integers

Lesson 8 Ex5Answer: The cars acceleration is 4 feet per second squared.Subtract 80 from 40.=4 Divide.

ABCDLesson 8 CYP5A.20FB.4FC.12FD.4FWEATHER The temperature at 4:00 P.M. was 52F. By 8:00 P.M., the temperature had gone down to 36F. What is the average change in temperature per hour?

End of Lesson 8

CR MenuFive-Minute ChecksImage BankMath ToolsAdding IntegersComparing and Ordering IntegersSubtracting Positive and Negative Integers

5Min MenuLesson 2-1(over Chapter 1)Lesson 2-2(over Lesson 2-1)Lesson 2-3(over Lesson 2-2)Lesson 2-4(over Lesson 2-3)Lesson 2-5(over Lesson 2-4)Lesson 2-6(over Lesson 2-5)Lesson 2-7(over Lesson 2-6)Lesson 2-8(over Lesson 2-7)

Animation 1

IB 1To 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 2

IB 3

IB 4

ABCD5Min 1-1A.36B.144C.1,278D.1,728Evaluate 123. (over Chapter 1)

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

ABCD5Min 1-3A.12B.8C.6D.4Solve 8x = 64 mentally. (over Chapter 1)

ABCD5Min 1-4A.Associative Property of AdditionB.Commutative Property of AdditionC.Distributive Property of AdditionD.Identity Property of AdditionName the property shown by 7 + (x + 43) = (7 + x) + 43. (over Chapter 1)

5Min 1-5ABCDRefer to the figure. Which option displays the complete function table for y = 2x + 1? (over Chapter 1)

ABCD5Min 1-6A.3 50 + 15.50 45B.3 45 + 15.50 50C.3 + 50 + 15.50 45D.3 15.50 + 45 50To 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)

ABCD5Min 2-1A.56B.44C.44D.56Write an integer for the situation. stock market down 56 points (over Lesson 2-1)

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

ABCD5Min 2-3A.75B.25C.0.75D.0.25Write an integer for the situation. a bank deposit of $25 (over Lesson 2-1)

ABCD5Min 2-4A.|19|B.19C.|19|D.19Evaluate |19|. (over Lesson 2-1)

5Min 2-5ABCDA.14B.10C.10D.14Evaluate |12| + | 2|. (over Lesson 2-1)

ABCD5Min 2-6A.8B.4C.4D.8Find |k| |m| if k = 6 and m = 2. (over Lesson 2-1)

AB5Min 3-1A.Use < or > in 21 __ 15 to make a true sentence. (over Lesson 2-2)

AB5Min 3-2A.Use < or > in 5 __ 5 to make a true sentence. (over Lesson 2-2)

AB5Min 3-3A.Use < or > in 0 __ 1 to make a true sentence. (over Lesson 2-2)

ABCD5Min 3-4A.7, 4, 0, 1, 6B.1, 6, 0, 4, 7C.0, 1, 4, 6, 7D.6, 1, 0, 4, 7Order 7, 1, 0, 4, 6 from least to greatest. (over Lesson 2-2)

5Min 3-5ABCDA.You can tell that 8 numbers in the set are greater than 0, and 1 number is less than 0B.You can tell that 8 numbers in the set are greater than 0, and 2 numbers are less than 0C.You can tell that 8 numbers in the set are less than 0, and 1 number is greater than 0D.You can tell that 8 numbers in the set are less than 0, and 2 numbers are greater than 0If 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)

ABCD5Min 3-6A.0 < 7B.3 > 6C.2 > 5D.1 < 4Which of the following is a true sentence? (over Lesson 2-2)

ABCD5Min 4-1A.(3, 3), IB.(3, 3), IIC.(3, 3), IIID.(3, 3), IVRefer 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)

5Min 4-2ABCDA.(3, 2), IIIB.(2, 3), IC.(2, 3), IID.(3, 2), IIRefer 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)

ABCD5Min 4-3A.(3, 3), IB.(3, 3), IVC.(3, 3), ID.(3, 3), IVRefer 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)

ABCD5Min 4-4Which choice shows the graph of the point W(4, 2)? (over Lesson 2-3)

5Min 4-5ABCDWhich choice shows the graph of the point N(3, 0)? (over Lesson 2-3)

ABCD5Min 4-6A.(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)

ABCD5Min 5-1A.8B.0C.4D.8Add 4 + 4. (over Lesson 2-4)

5Min 5-2ABCDA.15B.1C.1D.15Add 8 + (7). (over Lesson 2-4)

ABCD5Min 5-3A.8B.2C.2D.8Add 3 + (5). (over Lesson 2-4)

ABCD5Min 5-4A.50 (10) = 60B.50 + 10 = 40C.50 10 = 40D.50 (10) = 60Write 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)

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

ABCD5Min 5-6A.12B.6C.6D.12Evaluate x + y if x = 3 and y = 9. (over Lesson 2-4)

ABCD5Min 6-1A.9B.1C.1D.9Subtract 4 (5). (over Lesson 2-5)

5Min 6-2ABCDA.48B.20C.20D.48Subtract 14 34. (over Lesson 2-5)

ABCD5Min 6-3A.53B.37C.37D.53Subtract 45 (8). (over Lesson 2-5)

ABCD5Min 6-4A.4B.2C.2D.4Evaluate c b for b = 3, and c = 1. (over Lesson 2-5)

5Min 6-5ABCDA.11B.7C.7D.11Evaluate 9 a for a = 2. (over Lesson 2-5)

ABCD5Min 6-6A.7B.1C.1D.7What is 4 subtracted from 3? (over Lesson 2-5)

ABCD5Min 7-1A.$40,000B.$36,505C.$42,500D.$44,000Tonya 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 Tomorrow2-5, 2-6, 2-7, 2-8

ABCDA.4 inchesB.3 inchesC.6 inchesD.1.5 inchesA 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

ABCD5Min 7-3A.576,000B.9,600C.1,152,000D.288,000Hummingbird 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)

ABCD5Min 7-4A.3 hoursB.4 hoursC.4.5 hoursD.3.75 hoursKendra 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)

ABCD5Min 8-1 (over Lesson 2-7)A.26B.16C.105D.125Multiply 21(5).

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

ABCD5Min 8-3A.81B.18C.18D.81Multiply (9)2. (over Lesson 2-7)

ABCD5Min 8-4A.1,233B.1,105C.441D.265Evaluate the expression 9(x2 + y2) for x = 4 and y = 11. (over Lesson 2-7)

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

ABCD5Min 8-6A.38mB.24mC.24 + mD.24 + 3mWhat is 3(8m) simplified? (over Lesson 2-7)

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