Notes

Radical and
Introduction
Rational
In this unit, students will be intro-
duced to additional nonlinear
Nonlinear functions
such as radical and
Functions
functions such as radical and rational functions
rational equations. Students learn can be used to model
how to simplify radical and real-world situations
rational expressions, and how to such as the speed of
solve equations involving these a roller coaster. In this Chapter 11
expressions. unit, you will learn Radical Expressions and Triangles
Students also explore triangles about radical and
Chapter 12
through the Pythagorean Theorem rational functions.
Rational Expressions and
and trigonometric ratios. Equations

Assessment Options
Unit 4 Test Pages 779–780
of the Chapter 12 Resource Masters
may be used as a test or review
for Unit 4. This assessment con-
tains both multiple-choice and
short answer items.

ExamView® Pro
This CD-ROM can be used to
create additional unit tests and
review worksheets.

An online, research-based,
instructional, assessment, and
intervention tool that provides
specific feedback on student
mastery of state and national
standards, instant remediation, 582 Unit 4 Radical and Rational Functions
and a data management system
to track performance. For more
information, contact
[Link].

582 Unit 4 Radical and Rational Functions

 Teaching
Suggestions

Have students study the

USA TODAY Snapshot.
• Ask students how the data in
the graph differs from that of
a linear function. The data in
the graph does not follow a
straight line, therefore it is not
linear.
• Why might math be important
to a roller coaster designer?
Sample answer: A roller coaster
designer might use math to calcu-
late the speed of a roller coaster
before it is built to make sure it
is safe.

Additional USA TODAY

Snapshots appearing in Unit 4:
Chapter 11 Global spending
on construction
(p. 615)
Building the Best Chapter 12 Most Americans
Roller Coaster USA TODAY Snapshots® have one or two
credit cards (p. 672)
Each year, amusement park owners compete to earn A day in the park
What the typical family of four Cost of parenthood
part of the billions of dollars Americans spend pays to visit a park1:
rising (p. 689)
at amusement parks. Often the parks draw customers
with new taller and faster roller coasters. In this $163
project, you will explore how radical and rational
$180
functions are related to buying and building a new $116
roller coaster. $120

Log on to [Link]/webquest.
$60
Begin your WebQuest by reading the Task. ’01
’99
’97
0 ’95
Then continue working Lesson 11-1 12-2 ’93
1 — Admission for two adults and two children, parking for one car and
on your WebQuest as Page 590 652
purchase of two hot dogs, two hamburgers, four orders of fries, four small
soft drinks and two children’s T-shirts.

you study Unit 4. Source: Amusement Business By Marcy E. Mullins, USA TODAY

Unit 4 Radical and Rational Functions 583

Internet Project
Problem-Based Learning A WebQuest is an online project in which students
do research on the Internet, gather data, and make presentations using word
processing, graphing, page-making, or presentation software. In each chapter,
students advance to the next step in their WebQuest. At the end of Chapter
12, the project culminates with a presentation of their findings.
Teaching notes and sample answers are available in the WebQuest and
Project Resources.

Unit 4 Radical and Rational Functions 583

 Radical Expressions
and Triangles
Chapter Overview and Pacing
Year-long and two-year pacing: pages T20–T21.

PACING (days)
Regular Block
LESSON OBJECTIVES Basic/ Basic/
Average Advanced Average Advanced
Simplifying Radical Expressions (pp. 586–592) 2 2 1.5 1.5
• Simplify radical expressions using the Product Property of Square Roots.
• Simplify radical expressions using the Quotient Property of Square Roots.
Operations with Radical Expressions (pp. 593–597) 2 2 1 1
• Add and subtract radical expressions.
• Multiply radical expressions.
Radical Equations (pp. 598–604) 2 3 1 2
• Solve radical equations. (with 11-3
• Solve radical equations with extraneous solutions. Follow-Up)
Follow-Up: Use a graphing calculator to graph radical equations.
The Pythagorean Theorem (pp. 605–610) 1 1 0.5 0.5
• Solve problems by using the Pythagorean Theorem.
• Determine whether a triangle is a right triangle.
The Distance Formula (pp. 611–615) 1 1 0.5 0.5
• Find the distance between two points on the coordinate plane.
• Find a point that is a given distance from a second point in a plane.
Similar Triangles (pp. 616–621) 1 1 0.5 0.5
• Determine whether two triangles are similar.
• Find the unknown measures of sides of two similar triangles.
Trigonometric Ratios (pp. 622–630) 2 2 1 1
Preview: Use paper triangles to investigate trigonometric ratios.
• Define the sine, cosine, and tangent ratios.
• Use trigonometric ratios to solve right triangles.

Study Guide and Practice Test (pp. 632–637) 1 1 0.5 0.5

Standardized Test Practice (pp. 638–639)
Chapter Assessment 1 1 0.5 0.5
TOTAL 13 14 7 8

An electronic version of this chapter is available on StudentWorksTM. This backpack solution CD-ROM
allows students instant access to the Student Edition, lesson worksheet pages, and web resources.

584A Chapter 11 Radical Expressions and Triangles

 Timesaving Tools
™

All-In-One Planner
and Resource Center
Chapter Resource Manager See pages T5 and T21.

CHAPTER 11 RESOURCE MASTERS

ook
Wo dent
ook lls

l
rkb Ski

ess utoria
rkb
ma Learn

ns*

nci ck
u
e)
ion

Gu nd St
e

es
rag

Wo isite

)
Che

lkb ve
nt
tics

ons
atio
nt
Int Guid

d
and tice
ent

Cha racti
oar

Plu SS: T
me
Ave

me
Ma ng to

ide
u

Tra inute
plic

are
erv

req
c

ess
ich
and tudy

Stu ent
(Sk Pra

e
the

s (l
ePA
nsp
Ap

Int
Pre
di

Enr

Ass

Par

5-M
dy
Rea
S

ills

Alg
Materials
643–644 645–646 647 648 SC 21 83 11-1 11-1 graphing calculator

649–650 651–652 653 654 699 37–38 84 11-2 11-2

655–656 657–658 659 660 GCS 43 85 11-3 11-3 graphing calculator

(Follow-Up: graphing
calculator)

661–662 663–664 665 666 699, 701 GCS 44, 86 11-4 11-4 32
SC 22

667–668 669–670 671 672 SM 85–90 87 11-5 11-5

673–674 675–676 677 678 700 61–62 88 11-6 11-6

679–680 681–682 683 684 700 89 11-7 11-7 (Follow-Up: ruler, grid
paper, protractor), string,
drinking straw, paper clip,
protractor, tape, meter
sticks or tape measure
685–698, 90
702–704

*Key to Abbreviations: GCS
Graphing Calculator and Spreadsheet Masters,

SC
School-to-Career Masters,
SM
Science and Mathematics Lab Manual

ELL Study Guide and Intervention, Skills Practice, Practice, and Parent
and Student Study Guide Workbooks are also available in Spanish.

Chapter 11 Radical Expressions and Triangles 584B

 Mathematical Connections
and Background
Continuity of Instruction Simplifying Radical Expressions
A radical expression contains a square root. The
expression is in simplest form if the expression inside the
radical sign, or radicand, has only 1 as a perfect square
factor. The Product Property of Square Roots states that
Prior Knowledge the square root of a product equals the product of each
In Chapter 2, students learned to find princi- square root. Prime factorizations combined with the
Product Property of Square Roots can be used to simplify
pal square roots. They solved proportions in
radical expressions. Principal square roots are never
Chapter 3. Students found the factors of the negative, so absolute value symbols must be used to
difference of squares in Chapter 8. signify that some results are not negative. The Quotient
Property of Square Roots states that the square root of a
quotient equals the quotient of each square root. The
Quotient Property of Square Roots can be used to derive
the Quadratic Formula.
A fraction does not have a radical in its denomi-
nator if it is in simplest form. Since squaring and taking
a square root are inverse functions, you multiply the
numerator and the denominator by the same number
so that the denominator contains a perfect square.
Remember that the numerator must be multiplied by
the same amount so that the whole fraction is being
This Chapter multiplied by a value of 1. This process is called rational-
In this chapter, students simplify and perform izing the denominator. After rationalizing the denomina-
operations with radical expressions. They tor, check for coefficients of the radical in the numerator
that will simplify with the denominator. If the denomi-
apply these skills to solving radical equations.
nator is an expression containing a radical, multiply by
The Pythagorean Theorem is used to solve the conjugate. For example, if the denominator is
problems involving right triangles. The a 
b, multiply by a 
b.
Distance Formula is introduced as an appli-
cation of the Pythagorean Theorem. Similar Operations with Radical
triangles and trigonometric ratios are used
Expressions
to find missing measures in triangles.
Use the process of combining like terms to simplify
expressions in which radicals are added or subtracted. For
terms to be combined, their radicands must be the same.
As in combining monomials with variables, only the coef-
ficients of the radicals are combined. Be sure to simplify all
radicals first. When multiplying radical expressions, first
multiply the coefficients, and then use the Product
Future Connections Property of Square Roots to multiply the radicals. Simplify
The basics of trigonometry and the study of each term and then combine like terms as necessary.
triangles are explored in this chapter. These
basics will be applied to deeper studies of Radical Equations
triangles in later mathematics courses. Many Equations that contain variables in the radicand
of these concepts are used in construction are called radical equations. To solve radical equations,
and engineering. the radical must first be isolated on one side. Then square
each side. This will eliminate the radical. This process
sometimes produces results that are not solutions of the
original equation. These are called extraneous solutions.
All solutions must be substituted back into the original
equation to check their validity.
584C Chapter 11 Radical Expressions and Triangles
 The Pythagorean Theorem Trigonometric Ratios
The two sides of a right triangle that form the Trigonometry is the mathematical study of
right angle are the legs of the triangle. The third, and angles and triangles. Ratios comparing the measures of
longest, side is the hypotenuse. The hypotenuse is the two sides of a right triangle are called trigonometric
longest side because it is always across from the angle ratios. The three most common trigonometric ratios
with the greatest measure. The Pythagorean Theorem are sine, cosine, and tangent. These ratios can be used
states that the sum of the squares of the legs equals the to find the measures of missing sides or the measures
square of the hypotenuse. The formula is c2
a2  b2, of the acute angles. The relationship of the two sides
where a and b are the measures of the legs and c is the necessary for the problem to a specific acute angle
measure of the hypotenuse. This formula can be used determines which ratio is used. If the measures of just
to find the length of any missing side of a right trian- two sides of a triangle or the measures of one side
gle if the lengths of the other two sides are known. and one acute angle are known, then the measures of
Any three whole numbers that satisfy this equation all of the rest of the sides and angles can be found.
are known as a Pythagorean Triple. These triples This is called solving the triangle. Trigonometric ratios
represent side lengths that always form right triangles. are used to find distances in problems involving
It follows that if three numbers do not satisfy the angles of elevation and angles of depression.
Pythagorean Theorem, then sides of their length will
not form a right triangle.

The Distance Formula

If the Pythagorean Theorem is solved for c, the
result is the Distance Formula. The variable a is
expressed as the difference of the x-coordinates of the
endpoints of the hypotenuse and b is expressed as the
difference of the y-coordinates. This formula is used to
find the distance between any two points. You can also
find one missing coordinate of an endpoint if you know
the other coordinate, the coordinates of the other end-
point, and the distance between the two points.

Similar Triangles
Similar triangles have the same shape, but are
not necessarily the same size. All of the corresponding
angles will have equal measures, and the correspon-
ding sides will all be proportional. If the sides have a Quick Review
1 to 1 ratio of proportionality, then the similar triangles Math Handbook
are the same size. When determining whether trian- Hot Words includes a glossary of
gles are similar, all you need to check is if the corre- terms while Hot Topics consists of
sponding angles have the same measure. If all the explanations of key mathematical
angle measures cannot be determined, then check the concepts with exercises to test
corresponding sides to see if they are proportional. comprehension. This valuable
Proportions can be used to find the lengths resource can be used as a reference in
of missing sides of similar triangles. You must know the classroom or for home study.
the lengths of at least one pair of corresponding sides
and the length of the side that corresponds to the
Lesson Hot Topics Section Lesson Hot Topics Section
missing side’s length. Set up the proportion, and then
cross multiply. Solve the resulting equation. 11-1 3.2 11-6 8.6
11-2 3.2 11-7P 7.10
11-4 7.9 11-7 7.10
P = Preview

Additional mathematical information and teaching notes are available at [Link]/key_concepts.

Chapter 11 Radical Expressions and Triangles 584D

 and Assessment
Key to Abbreviations:
TWE = Teacher Wraparound Edition; CRM = Chapter Resource Masters

Type Student Edition Teacher Resources Technology/Internet

Ongoing Prerequisite Skills, pp. 585, 592, 5-Minute Check Transparencies AlgePASS: Tutorial Plus, Lesson 32
INTERVENTION

597, 603, 610, 615, 621 Prerequisite Skills Workbook, pp. 37–38, 61–62 [Link]/self_check_quiz
Practice Quiz 1, p. 603 Quizzes, CRM pp. 699–700 [Link]/extra_examples
Practice Quiz 2, p. 621 Mid-Chapter Test, CRM p. 701
Study Guide and Intervention, CRM pp. 643–644,
649–650, 655–656, 661–662, 667–668, 673–674,
679–680
Mixed pp. 592, 597, 603, 610, 615, Cumulative Review, CRM p. 702
Review 621, 630
Error Find the Error, pp. 600, 618 Find the Error, TWE pp. 600, 618
Analysis Unlocking Misconceptions, TWE p. 612
Tips for New Teachers, TWE pp. 587, 624
Standardized pp. 591, 597, 602, 606, 608, TWE pp. 638–639 Standardized Test Practice
Test Practice 610, 615, 620, 630, 637, Standardized Test Practice, CRM pp. 703–704 CD-ROM
638–639 [Link]/
standardized_test
Open-Ended Writing in Math, pp. 591, 597, Modeling: TWE pp. 603, 610, 621
Assessment 602, 610, 614, 620, 630 Speaking: TWE pp. 597, 615
Open Ended, pp. 589, 595, 600, Writing: TWE pp. 592, 630
ASSESSMENT

607, 612, 618, 627 Open-Ended Assessment, CRM p. 697

Standardized Test, p. 639
Chapter Study Guide, pp. 632–636 Multiple-Choice Tests (Forms 1, 2A, 2B), ExamView® Pro (see below)
Assessment Practice Test, p. 637 CRM pp. 685–690 MindJogger Videoquizzes
Free-Response Tests (Forms 2C, 2D, 3), [Link]/
CRM pp. 691–696 vocabulary_review
Vocabulary Test/Review, CRM p. 698 [Link]/chapter_test

For more information on

ExamView® Pro
Yearly ProgressPro, see p. 582.
Use the networkable ExamView® Pro to:
• Create multiple versions of tests.
Algebra Lesson Yearly ProgressPro Skill Lesson(s)
• Create modified tests for Inclusion students.
Simplifying Radical Expressions • Edit existing questions and add your own questions.
11-1 Simplifying Rational Expressions
• Use built-in state curriculum correlations to create
with Radicals in the Denominator
tests aligned with state standards.
11-2 Operations with Radical Expressions
• Change English tests to Spanish and vice versa.
11-3 Radical Equations
11-4 The Pythagorean Theorem
11-5 The Distance Formula
11-6 Similar Triangles
11-7 Trigonometric Ratios
Applying Trigonometric Ratios

For more information on Intervention and Assessment, see pp. T8–T11.

584E Chapter 11 Radical Expressions and Triangles
Reading and Writing in Mathematics
Glencoe Algebra 1 provides numerous opportunities to incorporate reading and writing
into the mathematics classroom.
Student Edition Additional Resources
• Foldables Study Organizer, p. 585 • Vocabulary Builder worksheets require students to
• Concept Check questions require students to verbalize define and give examples for key vocabulary terms as
and write about what they have learned in the lesson. they progress through the chapter. (Chapter 11 Resource
(pp. 589, 595, 600, 607, 612, 618, 627) Masters, pp. vii-viii)
• Reading Mathematics, p. 631 • Reading to Learn Mathematics master for each lesson
• Writing in Math questions in every lesson, pp. 591, 597, (Chapter 11 Resource Masters, pp. 647, 653, 659, 665,
602, 610, 614, 620, 630 671, 677, 683)
• Reading Study Tip, pp. 586, 611, 623 • Vocabulary PuzzleMaker software creates crossword,
• WebQuest, p. 590 jumble, and word search puzzles using vocabulary lists
that you can customize.
Teacher Wraparound Edition • Teaching Mathematics with Foldables provides
suggestions for promoting cognition and language.
• Foldables Study Organizer, pp. 585, 632 • Reading and Writing in the Mathematics Classroom
• Study Notebook suggestions, pp. 589, 595, 600, 608, • WebQuest and Project Resources
613, 618, 627, 631 • Hot Words/Hot Topics Sections 3.2, 7.9, 7.10, 8.6
• Modeling activities, pp. 603, 610, 621
• Speaking activities, pp. 597, 615
• Writing activities, pp. 592, 630
• Differentiated Instruction, (Verbal/Linguistic), p. 599
• ELL Resources, pp. 584, 591, 596, 599, 602, 609,
614, 620, 629, 631, 632

For more information on Reading and Writing in Mathematics, see pp. T6–T7.

Encourage students to create frames to organize their notes. The math frame below
describes the Distance Formula, which students study in Lesson 11-5. Creating frames helps students
understand topics by explaining them in their own words. Frames also allow students to quickly review
information in the chapter.

Definition
Term/Concept (in your own Formula Original Question with Answer
words)
The Distance Formula A formula to The distance between two Find the distance between (–7, 7) and
find the distance points with coordinates (x1, y1 ) (2, –5).
between any and (x2, y2 ) is
d =
[2 – (–7)]2 + (–5 – 7)2
two points on a d =
(x2 – x1 )2 + (y2 – y 1 )2.
coordinate plane. =
81 + 144
= 15

Chapter 11 Radical Expressions and Triangles 584F

 Notes Radical
Expressions
Have students read over the list
and Triangles
of objectives and make a list of
any words with which they are
not familiar. • Lessons 11-1 and 11-2 Simplify and perform
Key Vocabulary
operations with radical expressions. • radical expression (p. 586)
• Lesson 11-3 Solve radical equations. • radical equation (p. 598)
• Lessons 11-4 and 11-5 Use the Pythagorean • Pythagorean Theorem (p. 605)
Theorem and Distance Formula. • Distance Formula (p. 611)
• Lessons 11-6 and 11-7 Use similar triangles and • trigonometric ratios (p. 623)
Point out to students that this is trigonometric ratios.
only one of many reasons why
each objective is important.
Others are provided in the
introduction to each lesson.
Physics problems are among the many applications of radical equations.
Formulas that contain the value for the acceleration due to gravity, such
as free-fall times, escape velocities, and the speeds of roller coasters,
can all be written as radical equations. You will learn how to calculate the
time it takes for a skydiver to fall a given distance in Lesson 11-3.

NCTM Local
Lesson Standards Objectives
11-1 1, 2, 6, 8, 9,
10
11-2 1, 6, 8, 9, 10
11-3 2, 6, 8, 9, 10
11-3 2, 6, 8
Follow-Up
11-4 1, 2, 3, 6, 8, 9,
10
11-5 1, 2, 3, 6, 8, 9,
10
11-6 1, 2, 3, 6, 8, 9,
584 Chapter 11 Radical Expressions and Triangles
10
11-7 1, 3, 7
Preview
11-7 3, 6, 8, 9, 10
Vocabulary Builder ELL

The Key Vocabulary list introduces students to some of the main vocabulary terms
Key to NCTM Standards: included in this chapter. For a more thorough vocabulary list with pronunciations of
1=Number & Operations, 2=Algebra, new words, give students the Vocabulary Builder worksheets found on pages vii and
3=Geometry, 4=Measurement, viii of the Chapter 11 Resource Masters. Encourage them to complete the definition
5=Data Analysis & Probability, 6=Problem of each term as they progress through the chapter. You may suggest that they add
Solving, 7=Reasoning & Proof, these sheets to their study notebooks for future reference when studying for the
8=Communication, 9=Connections, Chapter 11 test.
10=Representation
584 Chapter 11 Radical Expressions and Triangles
Prerequisite Skills To be successful in this chapter, you’ll need to master This section provides a review of
these skills and be able to apply them in problem-solving situations. Review
these skills before beginning Chapter 11.
the basic concepts needed before
beginning Chapter 11. Page
For Lessons 11-1 and 11-4 Find Square Roots
references are included for
additional student help.
Find each square root. If necessary, round to the nearest hundredth.
(For review, see Lesson 2-7.) Additional review is provided in
 5
1.
25  8.94
2.
80  7.48
3.
56  18
4.
324 the Prerequisite Skills Workbook,
pp. 37–38 and 61–62.
For Lesson 11-2 Combine Like Terms
Simplify each expression. (For review, see Lesson 1-6.) Prerequisite Skills in the Getting
Ready for the Next Lesson section
5. 3a  7b  2a a ⫹ 7b 6. 14x  6y  2y 14x ⫺ 4y
at the end of each exercise set
7. (10c  5d)  (6c  5d) 16c 8. (21m  15n)  (9n  4m) 25m ⫹ 6n
review a skill needed in the next
lesson.
For Lesson 11-3 Solve Quadratic Equations
Solve each equation. (For review, see Lesson 9-3.)
For Prerequisite
9. x(x  5)
0 {0, 5} 10. x2  10x  24
0 {⫺6, ⫺4}
Lesson Skill
11. x2  6x  27
0 {⫺3, 9}
1
12. 2x2  x  1
2 , ⫺1
2 冦 冧 11-2 Multiplying Binomials (p. 592)
For Lesson 11-6 Proportions
11-3 Finding Special Products
(p. 597)
Use cross products to determine whether each pair of ratios forms a proportion.
Write yes or no. (For review, see Lesson 3-6.) 11-4 Evaluating Radical Expressions
2 8 4 16 8 12 6 3 (p. 603)
13. ,  yes 14. ,  no 15. ,  no 16. ,  yes
3 12 5 25 10 16 30 15
11-5 Simplifying Radical Expressions
(p. 610)
11-6 Solving Proportions (p. 615)
11-7 Evaluating Expressions
Radical Expressions and Equations Make this Foldable to help you (p. 621)
organize your notes. Begin with a sheet of plain 8" by 11" paper.
1
2

Fold in Half Fold Again

Fold in half Fold the top
lengthwise. to the bottom.

Cut Label Radical

Expression
s
Open. Cut along the Label each tab as Radical
Equations
second fold to the shown.
center to make two tabs.

Reading and Writing As you read and study the chapter, write notes and examples for each
lesson under each tab.

Chapter 11 Radical Expressions and Triangles 585

TM

Organization of Data: Annotating As students read and work

through the chapter, have them make annotations under the tabs
of their Foldable. Explain to them that annotations are usually
For more information notes taken in the margins of books we own to organize the text
about Foldables, see for review or studying. Annotations often include questions that
Teaching Mathematics arise as we read the chapter, reader comments and reactions,
with Foldables. sentence length summaries, steps or data numbered by the
reader, and key points highlighted or underlined.

Chapter 11 Radical Expressions and Triangles 585

 Lesson Simplifying
Notes Radical Expressions
• Simplify radical expressions using the Product Property of Square Roots.

1 Focus • Simplify radical expressions using the Quotient Property of Square Roots.

are radical expressions used in space exploration?

Vocabulary
5-Minute Check • radical expression A spacecraft leaving Earth must have a velocity
Transparency 11-1 Use as • radicand of at least 11.2 kilometers per second (25,000
a quiz or review of Chapter 10. • rationalizing the miles per hour) to enter into orbit. This velocity
denominator is called the escape velocity. The escape velocity
Mathematical Background notes • conjugate of an object is given by the radical expression
are available for this lesson on
p. 584C.


2GM
R
, where G is the gravitational constant,

M is the mass of the planet or star, and R is the

radius of the planet or star. Once values are
Building on Prior substituted for the variables, the formula can
Knowledge be simplified.

Students were introduced to the

Quadratic Formula in Lesson 10-4
and they learned how to use it to PRODUCT PROPERTY OF SQUARE ROOTS A radical expression is an
solve quadratic equations. In this expression that contains a square root. A radicand, the expression under the radical
sign, is in simplest form if it contains no perfect square factors other than 1. The
lesson, students learn how to de- following property can be used to simplify square roots.
rive the Quadratic Formula from
the standard form of a quadratic Product Property of Square Roots
equation using the Quotient
• Words For any numbers a and b, where a  0 and b  0, the square root
Property of Square Roots. of the product ab is equal to the product of each square root.

are radical expressions 

a 
b

• Symbols
ab  • Example
  
25
4  25

4 
used in space
exploration? The Product Property of Square Roots and prime factorization can be used to
Ask students: simplify radical expressions in which the radicand is not a perfect square.
• In the formula for escape
velocity, what does the radical Example 1 Simplify Square Roots
sign mean? The radical sign Simplify.
means that you must find the 苶
a. 兹12
square root of the value under the
Study Tip 



12 2  2  3 Prime factorization of 12
radical sign.


22 
3 Product Property of Square Roots
• Based on what you know Reading Math
about the order of operations, 2
3 is read two times
2
3 Simplify.
the square root of 3 or
how do you think you should two radical three. 苶
b. 兹90
simplify the radical expression
in the escape velocity formula? 



90 23 35 Prime factorization of 90


32 

25 Product Property of Square Roots
You should simplify the expression
under the radical sign before


3
10 Simplify.

finding the square root. 586 Chapter 11 Radical Expressions and Triangles

Resource Manager
Workbook and Reproducible Masters Transparencies
Chapter 11 Resource Masters Parent and Student Study Guide 5-Minute Check Transparency 11-1
• Study Guide and Intervention, pp. 643–644 Workbook, p. 83 Answer Key Transparencies
• Skills Practice, p. 645 School-to-Career Masters, p. 21
• Practice, p. 646 Technology
• Reading to Learn Mathematics, p. 647 Interactive Chalkboard
• Enrichment, p. 648
 The Product Property can also be used to multiply square roots.

Study Tip Example 2 Multiply Square Roots 2 Teach

Find
3 ⭈
15
.
Alternative Method PRODUCT PROPERTY OF
To find
3 
15 , you
could multiply first and then

3 
15


3 
3 
5 Product Property of Square Roots SQUARE ROOTS
use the prime factorization.

32 
5 Product Property

3 
15


45
3
5 Simplify.


32 
5 Intervention

3
5 New In order to
When finding the principal square root of an expression containing variables, be
simplify square
sure that the result is not negative. Consider the expression

x2. It may seem that roots with the

x2
x. Let’s look at x
2. Product Prop-

x2
x
erty of Square Roots, students
need to be able to find the
2
2

(2) Replace x with 2.
prime factorization of the

4
2 (2)2
4 radicand. Take a few minutes
2  2
4
2 to review finding prime
For radical expressions where the exponent of the variable inside the radical is even factorizations. After a quick
and the resulting simplified exponent is odd, you must use absolute value to ensure refresher, students can focus
nonnegative results. on learning the new concept,


x2
x

x3
x
x

x4
x2
x5
x2
x

x6
x3 rather than trying to recall
earlier material.
Example 3 Simplify a Square Root with Variables
Simplify

40x4y5
z3.
In-Class Examples Power
Point®


40x4y5
z3


23  5 
x4  y5
 z3 Prime factorization


22 
2 
5 

x4 

y4 
y 

z2 
z Product Property 1 Simplify.

2 
2 
5  x2  y2 
y  z 
z Simplify. a.
52
 2
13

The absolute value of z ensures


2x2y2z
10yz a nonnegative result. b.
72
 6
2
Teaching Tip Remind students
that since 3 is a prime number,
QUOTIENT PROPERTY OF SQUARE ROOTS You can divide square it cannot be factored further
roots and simplify radical expressions that involve division by using the Quotient
Property of Square Roots. using prime factorization.

2 Find
2 
24

.
Quotient Property of Square Roots
4
3
• Words For any numbers a and b, where a  0 and b  0, the square root of
the quotient a is equal to the quotient of each square root.
b 3 Simplify
 45a4b5
c6.
• Symbols ba


a


b
• Example 
49


4


49

4
3a 2b 2 |c 3 |
5b


Study Tip
Look Back You can use the Quotient Property of Square Roots to derive the Quadratic
To review the Quadratic Formula by solving the quadratic equation ax2  bx  c
0.
Formula, see Lesson 10-4.
ax2  bx  c
0 Original equation Interactive
b c
x2  x  
0 Divide each side by a, a  0. Chalkboard
a a
PowerPoint®
(continued on the next page) Presentations
[Link]/extra_examples Lesson 11-1 Simplifying Radical Expressions 587
This CD-ROM is a customizable
Microsoft® PowerPoint®
presentation that includes:
• Step-by-step, dynamic solutions of
each In-Class Example from the
Teacher Wraparound Edition
• Additional, Your Turn exercises for
each example
• The 5-Minute Check Transparencies
• Hot links to Glencoe Online
Study Tools

Lesson 11-1 Simplifying Radical Expressions 587

 b c c
QUOTIENT PROPERTY OF x2  x
 Subtract  from each side.
a
a a
SQUARE ROOTS b b2 c b2 b b 2 2
x2  x  2
  2 Complete the square; 
2.
Power a 4a a 4a 2a 4a
In-Class Example Point® 2 4ac  b2
x  2ba 

2
4a
b
a
b2
Factor x2  x  
2.
4a
4 Simplify.
x  2a 

4a 
b b2  4ac
 2 Take the square root of each side.

12
 2
15

a. 

x  
  4a 

5 5 b b  4ac

2
Remove the absolute value symbols and insert .
Study Tip 2a 2

11y

33y

b. 
9
Plus or Minus b
 
b2  4ac

27
 Symbol x  
 Quotient Property of Square Roots
The symbol is used with the
2a
 4a2

3
6
c. 
radical expression since both
b
x  


b2  4

ac


4a2
2a

8
4 square roots lead to solutions.
2a 2a

b
 
b  4ac 2
b
x
 Subtract  from each side.
2a
2a

Thus, we have derived the Quadratic Formula.

A fraction containing radicals is in simplest form if no prime factors appear under

the radical sign with an exponent greater than 1 and if no radicals are left in the
denominator. Rationalizing the denominator of a radical expression is a method
used to eliminate radicals from the denominator of a fraction.

Example 4 Rationalizing the Denominator

Simplify.


10 

7x
a.  b. 

3
8



10 
3

10
3 .

7x 

7x Prime

 Multiply by  


3
3
3
3
8

22
2 factorization



30 Product Property 
2

7x
2 .


 Multiply by 
3 of Square Roots 2
2
2
2



14x Product Property
4 of Square Roots

2
c. 

6

2
2
6
6 .

 Multiply by 

6
6
6
6


12

 Product Property of Square Roots
6


2  2  3

 6
Prime factorization

2
3


22
2
6

3

 Divide the numerator and denominator by 2.
3

588 Chapter 11 Radical Expressions and Triangles

Differentiated Instruction
Logical Have students use the same method that is shown for the
derivation of the Quadratic Formula to solve actual quadratic equations.
Have students turn back to Lesson 10-4 and solve an example problem
using this method.

588 Chapter 11 Radical Expressions and Triangles

 Binomials of the form p
q  r
s and p
q  r
s are called conjugates. In-Class Example Power
Point®
For example, 3 
2 and 3 
2 are conjugates. Conjugates are useful when
simplifying radical expressions because if p, q, r, and s are rational numbers, 3 15  3
2
5 Simplify  .


their product is always a rational number with no radicals. Use the pattern 5 
2
 23
(a  b)(a  b)
a2  b2 to find their product.

3 
2 3 
2 
32  
2 2 

a
3, b

2

9  2 or 7

Example 5 Use Conjugates to Rationalize a Denominator

 2

2 
2 or 2

2
3 Practice/Apply
2
Simplify  .

6 
3

2 2

  
6 
3 6 


3

1
Study Notebook

6 
3  6 
3
6 
3 6 

3
Have students—
26 
3 • add the definitions/examples of

 (a  b)(a  b)
a2  b2
62  

2
3
the vocabulary terms to their
12  2
3 Vocabulary Builder worksheets for

36  3
 2
3

3
Chapter 11.
12  2
3

 Simplify.
• include examples of how to use the
33 Product and Quotient Properties of
Square Roots to simplify radical
When simplifying radical expressions, check the following conditions to expressions.
determine if the expression is in simplest form.
• include examples of how to
Simplest Radical Form rationalize denominators, with and
A radical expression is in simplest form when the following three
without conjugates.
conditions have been met. • include any other item(s) that they
1. No radicands have perfect square factors other than 1. find helpful in mastering the skills
2. No radicands contain fractions. in this lesson.
3. No radicals appear in the denominator of a fraction.

Answer
1. Both x 4 and x 2 are positive even if
Concept Check 1. Explain why absolute value is not necessary for

x4
x2. See margin. x is a negative number.
1
2. Show that 

a for a  0.  1

a  
a

a a
a
a a
3. OPEN ENDED Give an example of a binomial in the form a
b  c
d and its
conjugate. Then find their product. Sample answer: 2
2   3
3 and
  3
3; 19
2
2
Guided Practice 
Simplify. 8. 2x2y3
15x
GUIDED PRACTICE KEY  2
5
4.
20 5.
2 
8 4   4
10
6. 3
10  120
Exercises Examples
7.
 
54a2b2 3ab
6 8.

60x5y6
4
9.   2
 6
4 1
6 3
5, 6, 13 2
83 
2  2
5 2
5 
10

7, 8
9, 10, 14
3
4
10. 3
10



30
10
8
11.  
3 
2 7
12.  
4 
8 2
11, 12 5 Lesson 11-1 Simplifying Radical Expressions 589

Lesson 11-1 Simplifying Radical Expressions 589

 Applications  feet. Determine the area
13. GEOMETRY A square has sides each measuring 2
7
About the Exercises … of the square. 28 ft2

Organization by Objective 14. PHYSICS The period of a pendulum is the time

• Product Property of Square required for it to make one complete swing back
and forth. The formula of the period P of a pendulum
Roots: 15–26, 39, 41
• Quotient Property of is P
2 ᐉ
, where ᐉ is the length of the pendulum
32
Square Roots: 27–38, 40 in feet. If a pendulum in a clock tower is 8 feet long,
find the period. Use 3.14 for . 3.14 s
Odd/Even Assignments
Exercises 15–40 are structured
so that students practice the ★ indicates increased difficulty
same concepts whether they
are assigned odd or even Practice and Apply
problems. 
Simplify. 25. 7x3y3
3 
26. 6xy2z2
2xz
For See  3
2
15.
18  2
6
16.
24  4
5
17.
80
Assignment Guide Exercises Examples
15–18, 41, 1  5
3
18.
75 19.
5 
6

30  
8 2
6
20.
3
Basic: 15–41 odd, 42, 43, 50–53, 44–46
62–89 19–22, 39, 2   2
6 84
5
21. 7
30 22. 2
3  5
27
 90 23.
 
40a4 2a2
10
40, 48, 49
Average: 15–41 odd, 45–47, 23–26 3 24.
  25.

50m3n5 5mn 2
2mn 147x6y7 26.

72x3y4
z5
27–32, 42, 4

6 3
10

50–53, 62–89 (optional: 54–61) 43, 47
33–38 5
27. 27  73  3
28. 35  64  10
29. 8t 
4
2t
Advanced: 16–40 even, 44–83

c
5cd

30.  
Extra Practice 27 3
3  5
5c 
2 9x5y
(optional: 84–89)   32. 
p 
31.
See page 844. 2
p
5
4d 2d 
3

2 6 
12x y
18 54  9
2 2
5 10
32.  
x
3xy 33.   34.  35. 
3 6 
2 17 4 
8
7 
2
2y 
Answer 2 3
7
2
5 
10
 36.  37. 
4
★ 38. 
34. 
3 
6 4  3
3 5
3  3
5
2
51. A lot of formulas and calculations
that are used in space exploration 35. 2
7  2
2
 39. GEOMETRY A rectangle has width 3
5 centimeters and length
contain radical expressions. 4
10 centimeters. Find the area of the rectangle. 60
2
 or about 84.9 cm2
2
6  2
3
36. 
Answers should include the
following.
3
a
40. GEOMETRY A rectangle has length  meters and width  meters.
8 2 a
What is the area of the rectangle? a 2
 m
• To determine the escape 4
41. GEOMETRY The formula for the area A of a square with side length s is A
s2.
velocity of a planet, you would The speed of a roller
Solve this equation for s, and find the side length of a square having an area of
need to know its mass and the coaster can be determined
by evaluating a radical
72 square inches. s 
A ; 6
2 in.
radius. It would be very expression. Visit
important to know the escape PHYSICS For Exercises 42 and 43, use the following information.
[Link]/
1
velocity of a planet before you webquest to continue The formula for the kinetic energy of a moving object is E
mv2, where E is
2
landed on it so you would know work on your WebQuest the kinetic energy in joules, m is the mass in kilograms, and v is the velocity in
project. meters per second.
if you had enough fuel and
velocity to launch from it to get 42. Solve the equation for v. v  
2E
m 
back into space. 16  12
3 43. Find the velocity of an object whose mass is 0.6 kilogram and whose kinetic
37. 
11
• The astronomical body with the
energy is 54 joules. 6 5  or about 13.4 m/s


smaller radius would have a   3
35
5
21
38.  
10 44. SPACE EXPLORATION Refer to the application at the beginning of the
greater escape velocity. As the lesson. Find the escape velocity for the Moon in kilometers per second if
6.7 1020 km
radius decreases, the escape G
2 , M
7.4 1022 kg, and R
1.7 103 km. How does this
s kg
velocity increases. compare to the escape velocity for Earth? 2.4 km/s; The Moon has a much lower
escape velocity than Earth.
590 Chapter 11 Radical Expressions and Triangles

Teacher to Teacher
Judy Buchholtz Dublin Scioto H.S., Dublin, OH
“To make algebra more meaningful to my students, I bring in the school
police officer to discuss the formula used in Exercises 45–47.”

590 Chapter 11 Radical Expressions and Triangles

 INVESTIGATION For Exercises 45–47, use the following information. Study Guide
NAME ______________________________________________ DATE

andIntervention
Intervention,
____________ PERIOD _____

11-1 Study Guide and

Police officers can use the formula s

30fd  to determine the speed s that a car p. 643 (shown)
Simplifying and p. 644
Radical Expressions
was traveling in miles per hour by measuring the distance d in feet of its skid marks. Product Property of Square Roots The Product Property of Square Roots and
prime factorization can be used to simplify expressions involving irrational square roots.
In this formula, f is the coefficient of friction for the type and condition of the road. When you simplify radical expressions with variables, use absolute value to ensure
nonnegative results.

45. Write a simplified expression for the speed if f
0.6 for a wet asphalt road. 3

Product Property of Square Roots For any numbers a and b, where a  0 and b  0,
ab


a
 
b
.
2d
Example 1 Simplify
180
.
46. What is a simplified expression for the speed if f
0.8 for a dry asphalt road?

Lesson 11-1

180


 2  2 
33 5 Prime factorization of 180

22 
32 
5 Product Property of Square Roots

2  3 
5
 Simplify.

47. An officer measures skid marks that are 110 feet long. Determine the speed of
6
5  Simplify.

the car for both wet road conditions and for dry road conditions. about 44.5 mph, Example 2 Simplify

120a2
 b5 
c4.


120a2  b5 
about 51.4 mph

2 3  3 
c4
5  a2  b5  c4

46. 2
6d

2 2 
2 
3 
5 
a2 


2 
2  
3 
5

2 | a | b2c2
30b

  | a |  b2 
b
b4  b 

  c2
c4

GEOMETRY For Exercises 48 and 49, use the following information.

Exercises
Hero’s Formula can be used to calculate the area A of a triangle given the three side
Simplify.
lengths a, b, and c. 1.
28
 2.
68
 3.
60
 4.
75

1 2
7
 2
17
 2
15
 5
3

A


s(s  a
)(s  b
)(s  c), where s
(a  b  c)
2 5.
162
 6.
3
 
6
 7.
2
 
5
 8.
5
 
10

Insurance 9
2
 3
2

10
 5
2

48. Find the value of s if the side lengths of a triangle are 13, 10, and 7 feet. 15
Investigator 9.

4a2 10.

9x4 11.

300a4 12.

128c6

Insurance investigators  or about 34.6 ft2

49. Determine the area of the triangle. 20
3
2 |a |

13. 4
10
  3
6

3x 2

14.

3x2  3

3x4 15.

10a 2
3

20a2b4
 8 |c 3 |
2

16.

100x3y


decide whether claims are 24
15

 9 |x3| 2 |a |b 2
5
 10 | x |
xy

covered by the customer’s 1 a  1 
a 17.

24a4b2 18.

81x4y2 19.

150a2
b2c
policy, assess the amount 50. CRITICAL THINKING Simplify  .  2a 2 | b |
6
 9x 2 | y | 5 |ab |
6c

a  1 
a a2  3a  1
of loss, and investigate the 20.

72a6b
3c2 21.

45x2y
5z8 22.

98x4y
6z2

6 |a 3bc |
2b
 3 |x |y 2z 4
5y
 7x 2 |y 3z |
2

circumstances of a claim.
NAME ______________________________________________ DATE ____________ PERIOD _____

Skills
11-1 Practice,
Practice p. 645 and
Online Research 51. WRITING IN MATH Answer the question that was posed at the beginning of Practice,
(Average)

Simplifyingp. 646Expressions
Radical (shown)
For more information the lesson. See margin. Simplify.
about a career as an How are radical expressions used in space exploration?  2
6
1.
24   2
15
2.
60 

insurance investigator,  6
3

3.
108  4.
8  4
3
 
6 
visit: Include the following in your answer:
5.
7  7
2
 
14  6. 3
12  90
2
  5
6 
[Link]/ • an explanation of how you could determine the escape velocity for a planet
7. 4
3  36
6
  3
18  27su3 3| u |
3su
8.
 
careers and why you would need this information before you landed on the planet,
and 50p5 5p 2
2p
9.
  10.
 y4z5 6| x 3 | y 2z 2
3z
108x6 
Source: U.S. Department
of Labor • a comparison of the escape velocity for two astronomical bodies with the 11.
 4o5 2| m | n 2o 2
14o
56m2n  2
3

8
12. 



6
 3

same mass, but different radii. 13.  2
5



10 5
 14. 


10
5
328


15.   


15
 16.   

11
3 4 1 7
   
4 5 5 7 11 11

6k
 18. 
3
2x


3k

Standardized 52. If the cube has a surface area of 96a2, 17. 


8
 4
18

x3x 2

Test Practice what is its volume? C 19. 

2
3y
4y

3y2

3|y|
20. 
3
b
9ab

4ab4
2b

2
s
3 15  3
2
 8 12  4
3

A 32a3 B 48a3 21. 


5 
2
 23
22. 


3 
3
 3
5 5
7
  5
3
 3
7 3
7
  9
21

23. 

24. 


C 64a3 D 96a3
7
 
3
 4 1 
27
 26

25. SKY DIVING When a skydiver jumps from an airplane, the time t it takes to free fall a
given distance can be estimated by the formula t
, where t is in seconds and s is in
2s


B
53. If x
81b2 and b  0, then
x Surface area
9.8
meters. If Julie jumps from an airplane, how long will it take her to free fall 750 meters?
about 12.4 s
A 9b. B 9b. of a cube  6s2 METEOROLOGY For Exercises 26 and 27, use the following information.
To estimate how long a thunderstorm will last, meteorologists can use the formula

C .
3b
27 D 27b
3. t
, where t is the time in hours and d is the diameter of the storm in miles.

d3
216
26. A thunderstorm is 8 miles in diameter. Estimate how long the storm will last. Give your
answer in simplified form and as a decimal. 8
3


h  1.5 h
9
27. Will a thunderstorm twice this diameter last twice as long? Explain.
No; it will last about 4.4 h, or nearly 3 times as long.

Graphing WEATHER For Exercises 54 and 55, use the following information. Reading
11-1 Readingto
NAME ______________________________________________ DATE

to Learn
Learn Mathematics
____________ PERIOD _____

Calculator The formula y
91.4  (91.4  t) 0.478  0.301
x  0.02 can be used to find Mathematics, p. 647 ELL
Simplifying Radical Expressions
the windchill factor. In this formula, y represents the windchill factor, t represents Pre-Activity How are radical expressions used in space exploration?
Read the introduction to Lesson 11-1 at the top of page 586 in your textbook.
the air temperature in degrees Fahrenheit, and x represents the wind speed in miles Suppose you want to calculate the escape velocity for a spacecraft taking off
per hour. Suppose the air temperature is 12°. from the planet Mars. When you substitute numbers in the formula, which
number is sure to be the same as in the calculation for the escape velocity
for a spacecraft taking off from Earth? the value of G

54. Use a graphing calculator to find the wind speed to the nearest mile per hour

Lesson 11-1
Reading the Lesson
if it feels like 9° with the windchill factor. 7 mph 1. a. How can you tell that the radical expression

28x2y4 is not in simplest form?
The radicand contains perfect square factors other than 1.
55. What does it feel like to the nearest degree if the wind speed is 4 miles per hour? 6°F b. To simplify

28x2y4, you first find the prime factorization of 28x2y4.

You then apply the Product Property of Square Roots . In this case,

[Link]/self_check_quiz Lesson 11-1 Simplifying Radical Expressions 591
 x2  y4 is equal to the product
4
4  7    


7 x 2 

y 4 . You can simplify
again to get a final answer of 2 | x | y2
7
.

2. Why is it correct to write


y4
y2, with no absolute value sign, but not correct to write


x2
x?
NAME ______________________________________________ DATE ____________ PERIOD _____ Sample answer: The square of y 2 is y 4 and the expressions
 y 4 and y 2
both represent positive numbers for all values of y. Although it is true
Enrichment,
11-1 Enrichment p. 648 that the square of x is x , when x is less than 0,

2 2
x represents a
positive quantity and x represents a negative quantity.

Squares and Square Roots From a Graph 3. What method would you use to simplify
?

12t


15

The graph of y
x2 can be used to find the squares and square y
rationalizing the denominator
roots of numbers.
To find the square of 3, locate 3 on the x-axis. Then find its
corresponding value on the y-axis. 4. What should you do to write the conjugate of a binomial of the form a
b
  c
d
 ? To
write the conjugate of a binomial of the form a
b
  c
d?
The arrows show that 32
9.
Change the plus sign to a minus sign; change the minus sign to a
To find the square root of 4, first locate 4 on the y-axis. Then find plus sign.
its corresponding value on the x-axis. Following the arrows on the
graph, you can see that
4 
2. O x
Helping You Remember
A small part of the graph at y
x2 is shown below. A 1:10 ratio
for unit length on the y-axis to unit length on the x-axis is used. 5. What should you remember to check for when you want to determine if a radical
expression is in simplest form?

Example Sample answer: Check radicands for perfect squares and fractions, and
Find
11
. y
check fractions for radicals in the denominator.
The arrows show that
11

3.3 20

to the nearest tenth.

Lesson 11-1 Simplifying Radical Expressions 591

 Extending Radical expressions can be represented with fractional exponents. For example,

4 Assess the Lesson 1

x 2 
x. Using the properties of exponents, simplify each expression.
5
3
57. x 2  x2
1 1 1 4 x2
58.  x 2 or x
x

56. x 2  x 2 x
x
Open-Ended Assessment

a
a
6
5
Writing Have students copy the ★ 59. Simplify the expression  . a 6 or 
a
a
3
a
Concept Summary on p. 589 into 1
3
★ 60. Solve the equation y3
 for y. 
their Study Notebooks. For each 3
3 3
of the three conditions listed,
★ 61. Write  
 in simplest form.
1 8

s2t 2 s5t4 s18t 6

s
have students provide an
example of an expression that
does not satisfy the condition
and then show how they Maintain Your Skills
simplified the expression to Mixed Review Find the next three terms in each geometric sequence. (Lesson 10-7)
satisfy the condition. 62. 2, 6, 18, 54 162, 486, 1458 63. 1, 2, 4, 8 16, 32, 64
1 2
64. 384, 192, 96, 48 24, 12, 6 65. , , 4, 24 144, 864, 5184
3 3 9 3
3 3 3 3
Getting Ready for 66. 3, , ,  , , 
4 16 64 256 1024 4096
67. 50, 10, 2, 0.4 0.08, 0.016, 0.0032
Lesson 11-2
68. BIOLOGY A certain type of bacteria, if left alone, doubles its number every
PREREQUISITE SKILL Students 2 hours. If there are 1000 bacteria at a certain point in time, how many bacteria
will learn how to perform opera- will there be 24 hours later? (Lesson 10-6) 4,096,000
tions with radical expressions in
Lesson 11-2. In order to perform 69. PHYSICS According to Newton’s Law of Cooling, the difference between the
temperature of an object and its surroundings decreases in time exponentially.
operations with radical expres- Suppose a cup of coffee is 95°C and it is in a room that is 20°C. The cooling
sions, students must be able to of the coffee can be modeled by the equation y
75(0.875)t, where y is the
use the Distributive Property to temperature difference and t is the time in minutes. Find the temperature
multiply binomials. Use of the coffee after 15 minutes. (Lesson 10-6) 84.9°C
Exercises 84–89 to determine Factor each trinomial, if possible. If the trinomial cannot be factored using
your students’ familiarity with integers, write prime. (Lesson 9-4)
multiplying binomials. 70. 6x2  7x  5 (3x  5)(2x  1) 71. 35x2  43x  12 (5x  4)(7x  3)
72. 5x2  3x  31 prime 73. 3x2  6x  105 3(x  7)(x  5)
74. 4x2  12x  15 prime 75. 8x2  10x  3 (4x  3)(2x  1)

Find the solution set for each equation, given the replacement set. (Lesson 4-4)
76. y
3x  2; {(1, 5), (2, 6), (2, 2), (4, 10)} {(1, 5), (4, 10)}
77. 5x  2y
10; {(3, 5), (2, 0), (4, 2), (1, 2.5)} {(2, 0), (1, 2.5)}
78. 3a  2b
11; {(3, 10), (4, 1), (2, 2.5), (3, 2)} {(3, 10), (2, 2.5)}
79. 5  x
2y; (0, 1), (8, 2), 4, , (2, 1)  
3 1 1
2 2 4,  , (2, 1)
2
Solve each equation. Then check your solution. (Lesson 3-3)
80. 40
5d 8 81. 20.4
3.4y 6
h r
82. 
25 275 83. 65
 1885
11 29

Getting Ready for PREREQUISITE SKILL Find each product.

the Next Lesson (To review multiplying binomials, see Lesson 8-7.)
84. (x  3)(x  2) x2  x  6 85. (a  2)(a  5) a2  7a  10
86. (2t  1)(t  6)  11t  6 2t 2 87. (4x  3)(x  1) 4x2  x  3
88. (5x  3y)(3x  y) 15x2  4xy  3y2 89. (3a  2b)(4a  7b) 12a2  13ab  14b2
592 Chapter 11 Radical Expressions and Triangles

592 Chapter 11 Radical Expressions and Triangles

 Operations with Lesson
Radical Expressions Notes

• Add and subtract radical expressions.

• Multiply radical expressions.
1 Focus
can you use radical expressions to
determine how far a person can see? 5-Minute Check
Transparency 11-2 Use as
The formula d

3h
2
 represents World’s Tall Structures a quiz or review of Lesson 11-1.
the distance d in miles that a
person h feet high can see. To Mathematical Background notes
determine how much farther a are available for this lesson on
person can see from atop the p. 584C.
Sears Tower than from atop the
Empire State Building, we can
substitute the heights of both
can you use radical ex-
buildings into the equation. 984 feet 1,250 feet 1,380 feet 1,450 feet 1,483 feet
pressions to determine
Eiffel Empire State Jin Mau Sears Petronas how far a person can see?
Tower Building Building Tower Towers
Paris New York Shanghai Chicago Kuala Lumpur Ask students:
• What is an assumption that the
ADD AND SUBTRACT RADICAL EXPRESSIONS Radical expressions formula makes? Sample answer:
in which the radicands are alike can be added or subtracted in the same way that That there are no obstructions that
monomials are added or subtracted. would block a person from seeing
Monomials Radical Expressions the entire distance.
2x  7x
(2  7)x   7
11
2
11 
(2  7)
11
 • Assuming that nothing blocks

9x 

9
11 the view, how much farther
can a person atop the Sears
15y  3y
(15  3)y 15
2  3
2
(15  3)
2 Tower see than a person atop

12y
12
2 the Empire State Building?
Notice that the Distributive Property was used to simplify each radical expression. about 3.3 miles farther
• Mountain Climbing Mount
Example 1 Expressions with Like Radicands
Everest, the tallest mountain in
Simplify each expression. the world, is about 12,000 feet
a. 4
3  6
3  5
3 above the plateau out of which
4
3  6
3  5
3
(4  6  5)
3 Distributive Property it rises. How far would a

5
3 Simplify. climber be able to see from the
peak of Mount Everest? about
b. 12
5  3
7  6
7  8
5

Commutative 134 miles
12
5  3
7  6
7  8
5
12
5  8
5  3
7  6
7 Property

(12  8)
5  (3  6)
7 Distributive Property

4
5  9
7 Simplify.

In Example 1b, 4
5  9
7 cannot be simplified further because the radicands
are different. There are no common factors, and each radicand is in simplest form.
If the radicals in a radical expression are not in simplest form, simplify them first.
Lesson 11-2 Operations with Radical Expressions 593

Resource Manager
Workbook and Reproducible Masters Transparencies
Chapter 11 Resource Masters Parent and Student Study Guide 5-Minute Check Transparency 11-2
• Study Guide and Intervention, pp. 649–650 Workbook, p. 84 Answer Key Transparencies
• Skills Practice, p. 651 Prerequisite Skills Workbook,
• Practice, p. 652 pp. 37–38 Technology
• Reading to Learn Mathematics, p. 653 Interactive Chalkboard
• Enrichment, p. 654
• Assessment, p. 699

Lesson x-x Lesson Title 593

 Example 2 Expressions with Unlike Radicands
2 Teach   3
45
Simplify 2
20  
180
.
ADD AND SUBTRACT   3
45
2
20  
180

2

22  5  3

32  5 

62  5
RADICAL EXPRESSIONS

2

22 
5   3
   

32 
5 
62 
5
In-Class Examples Power
Point®
22
5   33
5   6
5


1 Simplify each expression.
4
5  9
5  6
5

a. 6
5  2
5  5
5 3
5
19
5

b. 7
2  8
11
  4
11
  6
2 The simplified form is 19
5.

2  4
11

2 6
27
  8
12
  2
75
 You can use a calculator to verify that a simplified radical expression is equivalent
44
3 to the original expression. Consider Example 2. First, find a decimal approximation
for the original expression.

KEYSTROKES: 2 2nd [
2 ] 20 ) 3 2nd [
2 ] 45 ) 2nd [
2 ]

MULTIPLY RADICAL 180 ) ENTER 42.48529157

EXPRESSIONS Next, find a decimal approximation for the simplified expression.
In-Class Example Power
Point® KEYSTROKES: 19 2nd [
2 ] 5 ENTER 42.48529157

3 Find the area of a rectangle Since the approximations are equal, the expressions are equivalent.
with a width of 4
6  2
10

and a length of 5
3  7
5.
18
30
  10
2 MULTIPLY RADICAL EXPRESSIONS Multiplying two radical expressions
with different radicands is similar to multiplying binomials.

Example 3 Multiply Radical Expressions

Find the area of the rectangle in simplest form. 4
5  2
3
To find the area of the rectangle multiply the
measures of the length and width. 3
6 
10

4
5  2
3 3
6 
10


First Outer Inner Last
terms terms terms terms
Study Tip

4
5 3
6   4
5 
10
   2
3 3
6   2
3 
10

Look Back
To review the FOIL   4
50

12
30   6
18
  2
30
 Multiply.
method, see Lesson 8-7.
  4
5

12
30 226

3
222 

30 Prime factorization

  20
2  18
2  2
30

12
30  Simplify.

  38
2

14
30 Combine like terms.

  38
2 square units.

The area of the rectangle is 14
30

594 Chapter 11 Radical Expressions and Triangles

Differentiated Instruction
Visual/Spatial Have students write all the perfect squares from 1 to
100 on an index card using a colored pen or pencil. Then have them
rework Example 3. After they multiply the binomials, have students use
their colored pen or pencil to circle the terms inside radicals that have
perfect square factors. Using the same color, have students write the
factorization in the line below each radical expression that can be
factored.

594 Chapter 11 Radical Expressions and Triangles

 Concept Check 1. Explain why you should simplify each radical in a radical expression before
3 Practice/Apply
adding or subtracting. to determine if there are any like radicands
2. Explain how you use the Distributive Property to simplify like radicands that
are added or subtracted. See margin.
Study Notebook
Choose values for x and y. Then find 
x 
y  .
2
3. OPEN ENDED
2 Have students—
Sample answer: 
2 
3   2  2
6
  3 or 5  2
6
Guided Practice Simplify each expression. • include examples of how to add,

4. 4
3  7
3 11
3 
5. 2
6  7
6 5
6 subtract, and multiply radical
GUIDED PRACTICE KEY
expressions.
Exercises Examples  
5
6. 5
5  3
20  4
3
7. 2
3 
12
4, 5 1 • include any other item(s) that they
 9
5  5
6
8. 3
5  5
6  3
20 3
9. 8
3 
3 
9 9
3
6–9 2 find helpful in mastering the skills
10–13 3
Find each product. in this lesson.

10.
2
8  4
3  4  4
6 
11. 4 
5 3 
5  17  7
5

Applications 12. GEOMETRY Find the perimeter and the area of a square whose sides measure
4  3
6 feet. P  16  12
6
 ft; A  70  24
6 ft2
13. ELECTRICITY The voltage V required for a circuit is given by V

PR , where About the Exercises …
P is the power in watts and R is the resistance in ohms. How many more volts Organization by Objective
are needed to light a 100-watt bulb than a 75-watt bulb if the resistance for both
is 110 ohms? 10
110
• Add and Subtract Radical
  5
330   14.05 volts Expressions: 14–29
★ indicates increased difficulty • Multiply Radical
Practice and Apply Expressions: 30–37

Simplify each expression. Odd/Even Assignments

Exercises 14–39 are structured
For See

14. 8
5  3
5 11
5 
15. 3
6  10
6 13
6
so that students practice the
Exercises Examples
  6
15
16. 2
15   3
15 
 7
15   6
19
17. 5
19   11
19
 0 same concepts whether they
14–21 1
22–29 2 18. 16
x  2
x 18
x   4
5b
19. 3
5b   11
5b 
 10
5b are assigned odd or even
30–48 3
20. 8
3  2
2  3
2  5
3 21. 4
6 
17
  6
2  4
17
 problems.
Extra Practice
See page 844. 22.
18  
8 5
2  2
3
 
12 
6  4
3
23.
6  2
3 
12 Alert! Exercise 42 requires the
 
7
24. 3
7  2
28 25.  2
2
  3
32
2
50 use of the Internet or other
20. 13
3 
2 1 3
2 4
10 research materials.
  6
2 
21. 4
6

★ 26.
2  2 
2

★ 27.
10 25 
5
53


5
17 ★ 28. 3
3 
45
3 13 4
3  3
5 ★ 29. 674  3
28
  10
1

7

7
7 Assignment Guide
Basic: 15–25 odd, 31, 33, 39,
Find each product. 41, 42, 49–76
  10
3
30.
6
3  5
2  3
2   3
2  10
2  3
10
31.
52
10  Average: 15–39 odd, 41–44,
32. 3 
5 3 
5  4 33. 7 
10 
 2 59  14
10 49–76
34. 10
3  16 ★ 34. 
6 
8 
24
 
2  ★ 35. 
5 
2 
14   3
7
 
35 Advanced: 14–40 even, 45–70
★ 36. 2
10  3
3  2
2 
  3
15 ★ 37. 5
2  3
5 2
10
  3 (optional: 71–76)
19
5 15
2   11
5
38. GEOMETRY Find the perimeter of a rectangle whose length is
8
7  4
5 inches and whose width is 5
7  3
5 inches. 26

7  2
5 in. Answer
[Link]/extra_examples Lesson 11-2 Operations with Radical Expressions 595
2. The Distributive Property allows
you to add like terms. Radicals
with like radicands can be added
or subtracted.

Lesson 11-2 Operations with Radical Expressions 595

 39. GEOMETRY The perimeter of a rectangle is 2
3  4
11
  6 centimeters,
NAME ______________________________________________ DATE ____________ PERIOD _____

Study
11-2 Guide
Study andIntervention
Guide and Intervention,
p. 649 (shown)
Operations and
with Radical p. 650
Expressions   1 centimeters. Find the width.
and its length is 2
11
3  2 cm
Add and Subtract Radical Expressions When adding or subtracting radical
expressions, use the Associative and Distributive Properties to simplify the expressions. If
radical expressions are not in simplest form, simplify them.

Example 1 Simplify 10
6

  5
3
  6
3
  4
6
.
10
6
  5
3
  6
3
  4
6

(10  4)
6

6
6 
3
  (5  6)
3

 Associative and Distributive Properties

Simplify.
40. GEOMETRY A formula for the area A of a 3
6 cm

Example 2
rhombus can be found using the formula
Simplify 3
12
  5
75
.
1
3
12 
3

  5
75 22  3  5
 52  3 Simplify. A
d1d2, where d1 and d2 are the lengths of

3  2
3   5  5
3 Simplify. 2 5
4 cm

6
 3  25
3 

31
 3
Simplify.

Distributive Property
the diagonals of the rhombus. What is the
area of the rhombus at the right? 15
6  cm2

Lesson 11-2
Exercises
Simplify each expression.

1. 2
5  6
5
  4
5  2.
6  3
6
  4
6 

3.
8
 
2

2
 4. 3
75  15
3
  2
5   2
5
 DISTANCE For Exercises 41 and 42, refer to the application at the beginning
5.
20
  2
5
  3
5

5
 6. 2
3
 
6  3
3
  5
3 
6

of the lesson.
41. How much farther can a person see from atop the Sears Tower than from atop
7.
12
  2
3  
3
  5
3  8. 3

6  3

2 
 24 5

50 
 6  2

2
the Empire State Building? 5
87
  25
3  3.34 mi
9.
8a
 
2a  6
2a
  5
2a  10.
54  5
6
 
24 
42. A person atop the Empire State Building can see approximately 4.57 miles farther
11.
3
 

4
3
1

3
3

12.
12
 

1

3
7
3
3

than a person atop the Texas Commerce Tower in Houston. Find the height of
13.
54
 

17
6
1

6 6

14.
80
 
20  8
5
 
180  the Texas Commerce Tower. Explain how you found the answer. See margin.
15.

50 

18 
 27 8

75 
 2  2

3 16. 2
3  4
45
2 

8
3
3
1

3
  12
5


17.
125
2  
1

1 23
5



3


18. 
2
  3
3
4  1
6


 28
3

 Online Research Data Update What are the tallest buildings and towers
5 3 5 3 3 12 3 12
in the world today? Visit [Link]/data_update to learn more.
NAME ______________________________________________ DATE ____________ PERIOD _____

Skills
11-2 Practice,
Practice (Average)
p. 651 and
Practice,
Operationsp.
with652 (shown)
Radical Expressions
Simplify each expression.
ENGINEERING For Exercises 43 and 44, use the following information.
1. 8
30  4
30
  4
30  2. 2
5
  7
5  4
5
  5
5  Distance
3. 7
13x
  14
13x

5.
40
 
10
 5
13x
  2
13x

 4
10
 
90 
 4. 2
45  14
5
  4
20

6. 2
32
  3
50


 14
2
  3
18 
The Sears Tower was
the tallest building in the
The equation r

5
F
 relates the radius r of a drainpipe in inches to the flow
rate F of water passing through it in gallons per minute.
7.
27
 
18  3
2
 
300   13
3
 8. 5
8
  3
20  6
2
 
32   6
5

world from 1974 to 1996.
You can see four states 43. Find the radius of a pipe that can carry 500 gallons of water per minute.
9.
14
 

6
14
2

 10.
50
 
32
 

17
2
1

77 2 2
from its roof: Michigan, Round to the nearest whole number. 6 in.
11. 5
19
  4
28
  8
19
 
63
 12. 3
10
 
75
  2
40
  4
12

3
19
  11
7
 
10
  3
3

Indiana, Illinois, and
Wisconsin. 44. An engineer determines that a drainpipe must be able to carry 1000 gallons
Find each product.
Source: [Link] of water per minute and instructs the builder to use an 8-inch radius pipe.
 (
10
13.
6  ) 2
15
 
15   3
10
  (5
2
14.
5  ) 3
10
  4
8 
Can the builder use two 4-inch radius pipes instead? Justify your answer.
 ) 12
21
  20
14
 16. (5 
15
 ) 40  10
15
 2
 (3
12
15. 2
7   5
8

17. (
10  )(
30

 
6  ) 4
3
 
18  18. (
8  )(
48
 
12  ) 36  14
6
 
18 
No, each pipe would need to carry 500 gallons per minute, so the pipes would
19. (
2  )(3
6
  2
8 )
 
5 20. (4
3  )(3
10
  2
5 )
  5
6
need a radius greater than 5.6 in.
30
3
  5
10
 2
30
  30
2

MOTION For Exercises 45–47, use the following information.
SOUND For Exercises 21 and 22, use the following information.
The speed of sound V in meters per second near Earth’s surface is given by V
20

t  27
3,
The velocity of an object dropped from a certain height can be found using the
formula v

2gd, where v is the velocity in feet per second, g is the acceleration
where t is the surface temperature in degrees Celsius.

21. What is the speed of sound near Earth’s surface at 15°C and at 2°C in simplest form?
240
2
 m/s, 100
11
 m/s
due to gravity, and d is the distance in feet the object drops.
22. How much faster is the speed of sound at 15°C than at 2°C?
240
2
  100
11
  7.75 m/s 45. Find the speed of an object that has fallen 25 feet and the speed of an object
GEOMETRY For Exercises 23 and 24, use the following information. that has fallen 100 feet. Use 32 feet per second squared for g. 40 ft/s; 80 ft/s
A rectangle is 5
7
  2
3
 centimeters long and 6
7
  3
3
 centimeters wide.
23. Find the perimeter of the rectangle in simplest form. 22
7
  2
3
 cm
46. When you increased the distance by 4 times, what happened to the velocity?
24. Find the area of the rectangle in simplest form. 192  3
21
 cm2
The velocity doubled.
NAME ______________________________________________ DATE ____________ PERIOD _____ 47. MAKE A CONJECTURE Estimate the velocity of an object that has fallen
Reading
11-2 Readingto to Learn
Learn MathematicsELL 225 feet. Then use the formula to verify your answer. The velocity should be
Mathematics, p. 653
Operations with Radical Expressions
Pre-Activity How can you use radical expressions to determine how far a person

9 or 3 times the velocity of an object falling 25 feet; 3  40  120 ft/s,
can see?
Read the introduction to Lesson 11-2 at the top of page 593 in your textbook. 25)

2(32)(2   120 ft/s.
Suppose you substitute the heights of the Sears Tower and the Empire State
Building into the formula to find how far you can see from atop each building.
48. WATER SUPPLY The relationship between a city’s size and its capacity to supply
1  0.01
P ,
What operation should you then use to determine how much farther you can
see from the Sears Tower than from the Empire State Building?
subtraction
water to its citizens can be described by the expression 1020
P
where P is the population in thousands and the result is the number of gallons
per minute required. If a city has a population of 55,000 people, how many
Reading the Lesson gallons per minute must the city’s pumping station be able to supply?
1. Indicate whether the following expressions are in simplest form. Explain your answer.
596 Chapter 11 Radical Expressions and Triangles
about 7003.5 gal/min
a. 6
3
 
12

No; 12 can be simplified to

22 
3
 or 2
3
.

b. 12
6
  7
10

NAME ______________________________________________ DATE ____________ PERIOD _____
Yes; both the addends are radical expressions in simplest form, the
radicands are different, and there are no common factors.
Enrichment,
11-2 Enrichment p. 654
Answer
2. Below the words First terms, Outer terms, Inner terms, and Last terms, write the
products you would use to simplify the expression (2
15
  3
15 )(6
3  5
2 ). The Wheel of Theodorus 42. Approximately 1000 feet;
First terms Outer terms Inner terms Last terms

(2
15
 )(6
3
)  (2
15
 )(5
2
)  (3
5 )(6
3)  (3
5 )(5
2 )
The Greek mathematicians were intrigued by problems of
representing different numbers and expressions using
geometric constructions.
D 1
C
solve
1
Theodorus, a Greek philosopher who lived about 425 B.C., is
3(1250) 3h
said to have discovered a way to construct the sequence

1,
2,

3,
4, … .
B


 4.57;
Helping You Remember
The beginning of his construction is shown. You start with an 1 2 2
3. How can you use what you know about adding and subtracting monomials to help you isosceles right triangle with sides 1 unit long.
remember how to add and subtract radical expressions?
Sample answer: Check that the addends have been simplified. Next,
O 1
A may use guess and test,
group addends that involve like radicals. Then use the Distributive
Property to combine the addends that involve like radicals. Use the figure above. Write each length as a radical expression in simplest form. graphical, or analytical methods.
1. line segment AO
1
 2. line segment BO
2


3. line segment CO
3
 4. line segment DO
4


596 Chapter 11 Radical Expressions and Triangles

 49. CRITICAL THINKING Find a counterexample to disprove the following
statement. Sample answer: a  4, b  9:

4  9 
4
For any numbers a and b, where a  0 and b  0,

 
9
a  b

a 
b.
4 Assess
50. CRITICAL THINKING Under what conditions is 

a  b 

a   
b 
2 2 2 Open-Ended Assessment
true? a  0 or b  0 or both Speaking Ask students to com-
pare and contrast adding, sub-
51. WRITING IN MATH Answer the question that was posed at the beginning of tracting, and multiplying radical
the lesson. See margin.
expressions and variable expres-
How can you use radical expressions to determine how far a person can see?
sions. What are the similarities?
Include the following in your answer: What are the differences? Allow
• an explanation of how this information could help determine how far apart students to give examples on the
lifeguard towers should be on a beach, and
chalkboard if they wish.
• an example of a real-life situation where a lookout position is placed at a high
point above the ground.
Getting Ready for
Standardized 52. Find the difference of 9
7 and 2
28
. C
Test Practice Lesson 11-3
A
7 B 4
7
PREREQUISITE SKILL Students
C 5
7 D 7
7 will learn how to solve radical
53. Simplify
34 
12
 . D2 equations in Lesson 11-3. In
order to solve radical equations,
A 4
3  6 B 28
3 students will need to be able to
C 28  16
3 D 48  28
3 recognize and find special
products. Use Exercises 71–76 to
determine your students’
Maintain Your Skills familiarity with finding special
products.
Mixed Review Simplify. (Lesson 11-1)
56. 14xy
y 54.
40 
 2
10  8
2
55.
128 
56. 
196x 
2 y3
Assessment Options

5c
2d 
3
14
 5

50
57.  

8 2
58. 
225c4d

18c2

2
59.  
63a

128a3b2 16ab Quiz (Lessons 11-1 and 11-2) is
available on p. 699 of the Chapter
Find the nth term of each geometric sequence. (Lesson 10-7) 11 Resource Masters.
60. a1
4, n
6, r
4 61. a1
7, n
4, r
9 62. a1
2, n
8, r
0.8
4096 5103 0.4194304
Solve each equation by factoring. Check your solutions. (Lesson 9-5) Answer

63. 81
49y2 
9
7
36
64. q2  
0 
121
6
11  51. The distance a person can see is

5
4
5
65. 48n3  75n
0 , 0, 
4
66. 5x3  80x
240  15x2 {4, 3, 4} related to the height of the person
3h
using d 
. Answers should
Solve each inequality. Then check your solution. (Lesson 6-2) 2
5
67. 8n  5 n  
w
68.  14 w 126 7k 21
69.    k
3

include the following.
8 9 2 10 5
• You can find how far each
70. PROBABILITY A student rolls a die three times. What is the probability that lifeguard can see from the
each roll is a 1? (Lesson 2-6) 1 height of the lifeguard tower.
216 Each tower should have some
Getting Ready for PREREQUISITE SKILL Find each product. (To review special products, see Lesson 8-8.) overlap to cover the entire
the Next Lesson 71. (x  2)2 x2  4x  4 72. (x  5)2 x2  10x  25 73. (x  6)2 x2  12x  36 beach area.
74. (3x  1)2 9x2  6x  1 75. (2x  3)2 76. (4x  7)2 • On early ships, a lookout
4x2  12x  9 16x2  56x  49 position (Crow’s nest) was
[Link]/self_check_quiz Lesson 11-2 Operations with Radical Expressions 597
situated high on the foremast.
Sailors could see farther from
this position than from the
ship’s deck.

Lesson 11-2 Operations with Radical Expressions 597

 Lesson Radical Equations
Notes

• Solve radical equations.

1 Focus • Solve radical equations with extraneous solutions.

Vocabulary are radical equations used

5-Minute Check • radical equation to find free-fall times?
Transparency 11-3 Use as • extraneous solution
Skydivers fall 1050 to 1480 feet every 5 seconds,
a quiz or review of Lesson 11-2. reaching speeds of 120 to 150 miles per hour at
terminal velocity. It is the highest speed they can
Mathematical Background notes reach and occurs when the air resistance equals
are available for this lesson on the force of gravity. With no air resistance, the
p. 584D. time t in seconds that it takes an object to fall

h
h feet can be determined by the equation t
.
4
are radical equations How would you find the value of h if you are
used to find free- given the value of t?
fall times?
Ask students:

h
h
• Is  in simplest form? RADICAL EQUATIONS Equations like t
 that contain radicals with
4 4
variables in the radicand are called radical equations. To solve these equations,
Explain. Yes, since there is no
first isolate the radical on one side of the equation. Then square each side of the
radical in the denominator, the equation to eliminate the radical.
expression is in simplest form.
x
• How would you solve t
 Example 1 Radical Equation with a Variable
4
for x? Multiply each side by 4. FREE-FALL HEIGHT Two objects are dropped simultaneously. The first object
• What do you think might be a reaches the ground in 2.5 seconds, and the second object reaches the ground
1.5 seconds later. From what heights were the two objects dropped?
way to remove the radical sign
from 4t

h? Square each side Find the height of the first object. Replace t with 2.5 seconds.
of the equation.
h
t
 Original equation
4

h
2.5
 Replace t with 2.5.
4
10

h Multiply each side by 4.

102

h 
2
Square each side.
100
h Simplify.

h
CHECK t
 Original equation
4


100
t
 h
100
4
10
t


100
10
4
t
2.5 Simplify.

The first object was dropped from 100 feet.

598 Chapter 11 Radical Expressions and Triangles

Resource Manager
Workbook and Reproducible Masters Transparencies
Chapter 11 Resource Masters Graphing Calculator and 5-Minute Check Transparency 11-3
• Study Guide and Intervention, pp. 655–656 Spreadsheet Masters, p. 43 Answer Key Transparencies
• Skills Practice, p. 657 Parent and Student Study Guide
• Practice, p. 658 Workbook, p. 85 Technology
• Reading to Learn Mathematics, p. 659 Interactive Chalkboard
• Enrichment, p. 660 Multimedia Applications
 The time it took the second object to fall was 2.5  1.5 seconds or 4 seconds.

h
t

4
Original equation
2 Teach

h
4
 Replace t with 4. RADICAL EQUATIONS
4
16

h Multiply each side by 4. In-Class Examples Power
Point®
162

h 
2
Square each side.
256
h Simplify. 1 FREE-FALL HEIGHT An object
is dropped from an unknown
The second object was dropped from 256 feet. Check this solution.
height and reaches the ground
in 5 seconds. From what
height is it dropped? The
Example 2 Radical Equation with an Expression object is dropped from 400 ft.
Solve

x  1  7  10. Teaching Tip Remind students

x 1  7
10 Original equation
that they must isolate the
radical part of the expression

x 1
3 Subtract 7 from each side.
before squaring each side.


x  1 
32
2
Square each side.
x1
9 
 2
x  1
x  1
2 Solve

x  3  8
15. 52
x
8 Subtract 1 from each side.

The solution is 8. Check this result.

EXTRANEOUS SOLUTIONS

EXTRANEOUS SOLUTIONS Squaring each side of an equation sometimes

Building on Prior
produces extraneous solutions. An extraneous solution is a solution derived from Knowledge
an equation that is not a solution of the original equation. Therefore, you must check
all solutions in the original equation when you solve radical equations. In Chapter 10, students learned
that there are two solutions to
Example 3 Variable on Each Side most quadratic equations. In this
lesson, students will learn that
Solve

x  2  x  4. when solving radical equations,


x2
x4 Original equation it is possible to introduce a

x
 2 
(x  4)2
2
Square each side. second solution when squaring
both sides of an equation.
x2
x2  8x  16 Simplify.
However, since the original
0
x2  9x  14 Subtract x and 2 from each side.
Study Tip equation was not quadratic, one
0
(x  7)(x  2) Factor. of the solutions will be
Look Back
To review Zero Product x  7
0 or x  2
0 Zero Product Property
extraneous.
Property, see Lesson 9-2.
x
7 x
2 Solve.
In-Class Example Power
Point®
CHECK

x2
x4

x2
x4

7
2
74 x
7

22
24 x
2 3 Solve

2  y
y. 1

9
3
4
2
3
3 ⻫ 2  2 ⫻

Since 2 does not satisfy the original equation, 7 is the only solution.

[Link]/extra_examples Lesson 11-3 Radical Equations 599

Differentiated Instruction ELL

Verbal/Linguistic Have students write a short paragraph in their own
words explaining why checking solutions is important when solving
radical equations. Students should include an example of a radical
equation that has an extraneous solution.

Lesson 11-3 Radical Equations 599

 3 Practice/Apply Solving Radical Equations
You can use a TI-83 Plus graphing calculator to solve radical equations
such as
3x  5
x  5. Clear the Y
list. Enter the left side of the
2. (10, 5) equation as Y1

 3x  5. Enter the right side of the equation as
Study Notebook 3. x  10; the Y2
x  5. Press GRAPH .
Have students— solution is the same
as the solution from Think and Discuss
• include examples of how to solve 1. Sketch what is shown on the screen. See margin.
the graph. However,
radical equations. when solving 2. Use the intersect feature on the CALC menu, to find the point of intersection.
• include any other item(s) that they algebraically, you 3. Solve the radical equation algebraically. How does your solution compare to
have to check that the solution from the graph?
find helpful in mastering the skills x  3 is an extraneous
in this lesson. solution.

Concept Check 1. Describe the steps needed to solve a radical equation.

FIND THE ERROR 1. Isolate the radical 2. Explain why it is necessary to check for extraneous solutions in radical
This problem on one side of the equations. The solution may not satisfy the original equation.
equation. Square each
may require close side of the equation 3. OPEN ENDED Give an example of a radical equation. Then solve the equation
inspection for students to find the and simplify. Then for the variable. Sample answer:

x  1  8; 63
error. Tell students to focus on check for extraneous 4. FIND THE ERROR Alex and Victor are solving 

x  5
2.
checking the given solutions. One solutions.
solution produces an impossible 4. Alex; the square of Alex Victor
radicand. Also point out that Alex 
 x  5 is x  5. –∫
x – 5 = –2 –∂
x – 5 = –2
and Victor could have begun by (– ∫
x – 5)2 = (–2)2 x – 5) 2 = (–2) 2
(–∂
multiplying each side by 1 to x–5=4 –(x – 5) = 4
eliminate the negative signs.
x=9 –x + 5 = 4
x = 1
Answer
Who is correct? Explain your reasoning.
1.
Guided Practice Solve each equation. Check your solution.
5.
x
5 25 
8 no solution 7.
7x
6.
2b 
7 7

6 12
8.
3a 1
5 2
9.
8s 10.
 
9 9
7x  18
11.

5x  1  2
6 3 12.

6x  8
x  4 6 13. 4 

x2
x 6

Application OCEANS For Exercises 14–16, use the following information.

Tsunamis, or large tidal waves, are generated by undersea earthquakes in the Pacific
GUIDED PRACTICE KEY Ocean. The speed of the tsunami in meters per second is s
3.1
d, where d is the
Exercises Examples depth of the ocean in meters. 15. about 5994 m
5–8, 1 14. Find the speed of the tsunami if the depth of the water is 10 meters. about 9.8 m/s
14–16
15. Find the depth of the water if a tsunami’s speed is 240 meters per second.
9–11 2
12, 13 3 16. A tsunami may begin as a 2-foot high wave traveling 450–500 miles per hour. It
can approach a coastline as a 50-foot wave. How much speed does the wave
lose if it travels from a depth of 10,000 meters to a depth of 20 meters?
approximately 296 m/s
600 Chapter 11 Radical Expressions and Triangles

Solving Radical Equations An alternative to graphing each side of the

equation separately is to graph the single equation as it is. Move the
x  5 to the left side of the equation and then enter the equation as
Y1

3x  5  x  5. Then press 2nd [CALC] 2 to calculate the zero point
of the graph. The zero point is the solution, which for this equation is 10.

600 Chapter 11 Radical Expressions and Triangles

★ indicates increased difficulty
Practice and Apply
About the Exercises …
Solve each equation. Check your solution.
Organization by Objective
For See 17.
a
10 100 
4 16
18.
k • Radical Equations: 17–34
Exercises Examples
19. 5
2

x 50 20. 3
7

y
 63 • Extraneous Solutions: 35–47
17–34 1, 2
35–47 3   2
10 4
21. 3
4a 
18 9
22. 3  5
n Odd/Even Assignments
48–59 1–3
23.

x  3
5 no solution 24.

x  5
2
6 29 Exercises 17–46 are structured
Extra Practice
See page 844. 25.

3x  12
3
3 5 26.

2c  4
8 34 so that students practice the
27.

4b  1  3
0 2 28.
 3r  5  7
3 no solution
same concepts whether they
are assigned odd or even
29. 
4x
  9
3
5
180 4t
30. 5   2
0 
3
3
25 problems.
31.

x2  9
x  14
x  4 2 32. y  2

 y2  5y4 0
Assignment Guide
33. The square root of the sum of a number and 7 is 8. Find the number. 57
Basic: 17–47 odd, 48, 49,
34. The square root of the quotient of a number and 6 is 9. Find the number. 486 60–63, 70–89
Average: 17–47 odd, 48–53,
Solve each equation. Check your solution.
60–63, 70–89 (optional: 64–69)
35. x


6x 2 36. x


x  20 5 Advanced: 18–46 even, 50–85
37.

5x  6
x 2, 3 38.

28  3x
x 4 (optional: 86–89)
39.

x1
x1 3 40.

1  2b
1  b 0 All: Practice Quiz 1 (1–10)
41. 4 

m2
m 6 42.

3d  8
d  2 3, 4
43. x 

6x
4 2 44.

6  3x
x  16 10
45.
 
r 11
 121
2r2 46.

5p2  7
2p
7
47. State whether the following equation is sometimes, always, or never true.


(x  5)2
x  5 sometimes

AVIATION For Exercises 48 and 49, use the following information.

The formula L

kP  represents the relationship between a plane’s length L in feet
and the pounds P its wings can lift, where k is a constant of proportionality
calculated for a plane.
48. The length of the Douglas D-558-II, called the Skyrocket, was approximately
42 feet, and its constant of proportionality was k
0.1669. Calculate the
maximum takeoff weight of the Skyrocket. 10,569 lb
Aviation
Piloted by A. Scott 49. A Boeing 747 is 232 feet long and has a takeoff weight of 870,000 pounds.
Crossfield on November Determine the value of k for this plane. about 0.0619
20, 1953, the Douglas
D-558-2 Skyrocket became GEOMETRY For Exercises 50–53, use the figure below. The area A of a circle is
the first aircraft to fly equal to r2 where r is the radius of the circle.
faster than Mach 2, twice
the speed of sound. 
50. Write an equation for r in terms of A. r  
A

Source: National Air and Space 51. The area of the larger circle is 96 square meters.
Museum Find the radius. 4
6  or about 9.8 m
52. The area of the smaller circle is 48 square
meters. Find the radius. 4
3  or about 6.9 m
★ 53. If the area of a circle is doubled, what is the
change in the radius? It increases by a factor of
2
.
Lesson 11-3 Radical Equations 601

Lesson 11-3 Radical Equations 601

 Study
NAME ______________________________________________ DATE

Guide andIntervention
Intervention,
____________ PERIOD _____
PHYSICAL SCIENCE For Exercises 54–56, use the following information.
11-3 Study Guide and
p. 655
Radical(shown)
Equations and p. 656
Radical Equations Equations containing radicals with variables in the radicand are
The formula P
2 ᐉ
 gives the period of a pendulum of length ᐉ feet. The period
32
called radical equations. These can be solved by first using the following steps.
P is the number of seconds it takes for the pendulum to swing back and forth once.
Step 1 Isolate the radical on one side of the equation.
Step 2 Square each side of the equation to eliminate the radical.

54. Suppose we want a pendulum to complete three periods in 2 seconds. How long
Example 1
x Example 2

x
Solve 16 
for x.
2

4x  7  2
7
Solve
   2  7.
4x  7
Original equation
should the pendulum be? about 0.36 ft
16
2
Original equation


4x  7  2  2
7  2 Subtract 2 from each side.

x
2(16)
2  
2
Multiply each side by 2.
4x  7
5
2
Simplify. 55. Two clocks have pendulums of different lengths. The first clock requires
32

x  (
4x  7 )
52 Square each side.

(32)2
(
x)2
Simplify.
Square each side.
4x  7
25 Simplify. 1 second for its pendulum to complete one period. The second clock requires
1024
x 4x  7  7
25  7 Add 7 to each side.
Simplify.

The solution is 1024, which checks in the

4x
32 Simplify. 2 seconds for its pendulum to complete one period. How much longer is one
x
8
original equation. Divide each side by 4.

The solution is 8, which checks in the original

pendulum than the other? about 2.43 ft
equation.
24t 2
Exercises
★ 56. Repeat Exercise 55 if the pendulum periods are t and 2t seconds.  
2
Solve each equation. Check your solution. Physical Science

Lesson 11-3
1.
a

8 64 2.
a
  6
32 676 3. 2
x

8 16
The Foucault pendulum
appears to change its path SOUND For Exercises 57–59, use the following information.
4. 7

  23
26  n 
6 36
5.
a 3r2
3 
3
6.
 
during the day, but it The speed of sound V near Earth’s surface can be found using the equation
7. 2
3


y 12   2
7 6

8. 2
3a
3
4
9.

x  4
6 40
moves in a straight line. V
20

t  273, where t is the surface temperature in degrees Celsius.
The path under the
10.

2c  3
5 11 11.
   19
24 9
3b  2 12.

5
4x  1
3
pendulum changes 57. Find the temperature if the speed of sound V is 356 meters per second. 43.84°C
2
because Earth is rotating
13.
 

3r  2
2
3
10
3
14. 

x

2
1 1


2 2
15. 
4 128
x

8
beneath it. 58. The speed of sound at Earth’s surface is often given at 340 meters per second,
Source: California Academy but that is only accurate at a certain temperature. On what temperature is this
16.
 5x
2
, 

6x2 
1
2
4
3
17.   6
8 12
x

3
18. 2   3
11 26
23
3x

5
of Sciences figure based? 16°C
NAME ______________________________________________ DATE ____________ PERIOD _____ ★ 59. What is the speed of sound when the surface temperature is below 0°C?
Skills
11-3 Practice,
Practice (Average)
p. 657 and V 330.45 m/s
Practice, p. 658 (shown)
Radical Equations
Solve each equation. Check your solution.


8 64
1.
b 2. 4
3


x 48
60. CRITICAL THINKING Solve

h  9 
h

3
. 3
3. 2
4c
  3
11 4 4. 6 
2y

2 32

5.

k  2  3
7 98 6.

m  5
4
3
 53
61. WRITING IN MATH Answer the question that was posed at the beginning of
7.
 
8
6
6t  12  62 8.
   2
9 20
3j  11
the lesson. See margin.
9.
   5
18 77
2x  15 10. 
3s
4
2
5
60
How are radical equations used to find free-fall times?
  3
0
14
11. 6
3x

3
12. 6  
2 no solution
5r

6

13. y


y6 3 14.
 
x 3
15  2x
Include the following in your answer:
w  4
w  4 4, 3
15.
 16.
 
k5 8
17  k
• the time it would take a skydiver to fall 10,000 feet if he falls 1200 feet every

h
17.

5m 
16
m  2 4, 5 18.
 
q  3 3, 5
24  8q
5 seconds and the time using the equation t
, with an explanation of
19.
 s3
0 2
4s  17 20. 4 
 28
m 1
3m 
4
why the two methods find different times, and
21.
 61  7
p 6, 2
10p  22.

2x2 
9
x 3

ELECTRICITY For Exercises 23 and 24, use the following information.

• ways that a skydiver can increase or decrease his speed.
The voltage V in a circuit is given by V

PR
, where P is the power in watts and R is the
resistance in ohms.

23. If the voltage in a circuit is 120 volts and the circuit produces 1500 watts of power, what
is the resistance in the circuit? 9.6 ohms

24. Suppose an electrician designs a circuit with 110 volts and a resistance of 10 ohms. How Standardized 62. Solve the equation 8 
x
 1
2. A
much power will the circuit produce? 1210 watts

FREE FALL For Exercises 25 and 26, use the following information.
Test Practice A no solution B 35
Assuming no air resistance, the time t in seconds that it takes an object to fall h feet can be

h

determined by the equation t

4
.
C 6 D 6
25. If a skydiver jumps from an airplane and free falls for 10 seconds before opening the
parachute, how many feet does the skydiver fall? 1600 ft
E 35
26. Suppose a second skydiver jumps and free falls for 6 seconds. How many feet does the
second skydiver fall? 576 ft

NAME ______________________________________________ DATE ____________ PERIOD _____

Reading
11-3 Readingto
to Learn
Learn Mathematics
Mathematics, p. 659 ELL 63. The surface area S of a cone can be found by using 2
Radical Equations S
r
r 2  h2
, where r is the radius of the base and S  169 in
Pre-Activity How are radical equations used to find free-fall times?
Read the introduction to Lesson 11-3 at the top of page 598 in your textbook. h is the height of the cone. Find the height of the cone
h
How can you isolate
h
 on one side of the equation? at the right. C
Multiply each side of the equation by 4.

Reading the Lesson A 2.70 in. B 11.03 in.

1. To solve a radical equation, you first isolate the radical on one side of the equation. Why
do you then square each side of the equation? C 12.84 in. D 13.30 in. 4 in.
to eliminate the radical

2. a. Provide the reason for each step in the solution of the given radical equation.
E 53.65 in.


5x  1  4
x  3 Original equation


5x  1
x  1 Add 4 to each side.
(

5x  1)
2

(x  1)2 Square each side.
602 Chapter 11 Radical Expressions and Triangles
5x  1
x2  2x  1 Simplify.
0
x2  3x  2 Subtract 5x and add 1 to each side.
0
(x  1)(x  2) Factor.
x  1
0 or x2
0 Zero Product Property NAME ______________________________________________ DATE ____________ PERIOD _____
x
1 x
2 Solve.
b. To be sure that 1 and 2 are the correct solutions, into which equation should you Enrichment,
11-3 Enrichment p. 660
substitute to check? the original equation

3. a. How do you determine whether an equation has an extraneous solution? Special Polynomial Products
Substitute the solution(s) into the original equation. If a solution does Sometimes the product of two polynomials can be found readily with
not satisfy the original equation, then it is an extraneous solution. the use of one of the special products of binomials.
b. Is it necessary to check all solutions to eliminate extraneous solutions? Explain. For example, you can find the square of a trinomial by recalling the
square of a binomial.
Yes; since you square each side of a radical equation, and squaring
each side can sometimes produce an extraneous solution, you need Example 1
to check all solutions. The only way to be sure that a solution is not Find (x  y  z)2.
extraneous is to check it in the original equation. (a  b)2
a2  2  a  b  b2
[(x  y)  z]2
(x  y)2  2(x  y)z  z2
Helping You Remember
x2  2xy  y2  2xz  2yz  z2

4. How can you use the letters ISC to remember the three steps in solving a radical Example 2
equation? Find (3t  x  1)(3t  x  1).

Sample answer: Isolate the radical on one side of the equation, Square (Hint: (3t  x  1)(3t  x  1) is the product of a sum 3t  (x  1)
and a difference 3t  (x  1).)
each side to eliminate the radical, and Check for extraneous solutions.
(3t  x  1)(3t  x  1)
[3t  (x  1)][3t  (x  1)]

9t2  (x  1)2

9t2  x2  2x  1

602 Chapter 11 Radical Expressions and Triangles

 Graphing RADICAL EQUATIONS Use a graphing calculator to solve each radical equation.
Calculator Round to the nearest hundredth.

7 8
64. 3 
2x 65.

3x  8
5 11
4 Assess
66.

x  6  4
x 2 67.

4x  5
x  7 15.08 Open-Ended Assessment
68. x 

7  x
4 1.70 69.

3x  9
2x  6 no solution Modeling Write radical equations
on the overhead projector, using
a cut-out overlay for the radical.
Maintain Your Skills Have students explain what
must be done to the equation in
Mixed Review Simplify each expression. (Lesson 11-2)
order to “remove” the radical.

70. 5
6  12
6 17
6  20
3 72.
18
  6
27
71.
12   5
2  3
32

When students explain the
4
2
 correct procedure, remove the
Simplify. (Lesson 11-1) 21
 overlay and solve the equation.
 8
3
73.
192 
 2
15
74.
6 
10 75.

10 
3

3
10
 
3  Getting Ready for
Determine whether each trinomial is a perfect square trinomial. If so, factor it.
(Lesson 9-6) Lesson 11-4
76. d2  50d  225 no 77. 4n2  28n  49 78. 16b2  56bc  49c2
yes; (2n  7)2 yes; (4b  7c)2
PREREQUISITE SKILL Students
will learn about the Pythagorean
Find each product. (Lesson 8-7)
Theorem in Lesson 11-4. In order
79. (r  3)(r  4) 80. (3z  7)(2z  10) 81. (2p  5)(3p2  4p  9)
r 2  r  12 6z2  44z  70 to use the Pythagorean Theorem,
6p3  7p 2  2p  45
82. PHYSICAL SCIENCE A European-made hot tub is advertised to have a
students must be able to evaluate
temperature of 35°C to 40°C, inclusive. What is the temperature range for the radical expressions for given
9
hot tub in degrees Fahrenheit? Use F
C  32. (Lesson 6-4) 95° F 104° values. Use Exercises 86–89 to
5
determine your students’
Write each equation in standard form. (Lesson 5-5) familiarity with evaluating
83. y
2x  
3
84. y  3
2(x  6) 85. y  2
7.5(x  3)
radical expressions.
7
14x  7y  3 2x  y  15 15x  2y  49
Assessment Options
Getting Ready for PREREQUISITE SKILL Evaluate

a2  b2 for each value of a and b.
the Next Lesson (To review evaluating expressions, see Lesson 1-2.) Practice Quiz 1 The quiz
86. a
3, b
4 5 87. a
24, b
7 25 provides students with a brief
88. a
1, b
1
2 
89. a
8, b
12 4
13 review of the concepts and skills
in Lessons 11-1 through 11-3.
Lesson numbers are given to the
right of exercises or instruction
lines so students can review
P ractice Quiz 1 Lessons 11-1 through 11-3
concepts not yet mastered.
Simplify. (Lesson 11-1)

2 
10
 4
3
1.
48 
2.
3 
6 3
2
3
3.   Answer

2 
10 2
Simplify. (Lesson 11-2) 61. You can determine the time it takes
  3
11
4. 6
5   5
5  20
3
5. 2
3  9
12
2

6. 3 
6  15  6
6 an object to fall from a given height
11
5  3
11
 using a radical equation. Answers
7. GEOMETRY Find the area of a square whose side measure is 2 
7 centimeters. (Lesson 11-2)
should include the following.
11  4
7 or 21.6 cm2
Solve each equation. Check your solution. (Lesson 11-3) • It would take a skydiver
8.

15  x
4 1 9.
 
x 4
3x2  32 10.

2x  1
2x  7 5 approximately 42 seconds to fall
10,000 feet. Using the equation,
[Link]/self_check_quiz Lesson 11-3 Radical Equations 603 it would take 25 seconds. The
time is different in the two
calculations because air
resistance slows the skydiver.
• A skydiver can increase the
speed of his fall by lowering air
resistance. This can be done by
pulling his arms and legs close
to his body. A skydiver can
decrease his speed by holding
his arms and legs out, which
increases the air resistance.
Lesson 11-3 Radical Equations 603
Graphing
Calculator
A Follow-Up of Lesson 11-3
Investigation
A Follow-Up of Lesson 11-3

Getting Started Graphs of Radical Equations

In order for a square root to be a real number, the radicand cannot be negative.
When graphing a radical equation, determine when the radicand would be negative
Know Your Calculator The and exclude those values from the domain.
ZoomFit option in the ZOOM menu
will let the calculator automati-
cally zoom the viewing window
Example 1
to fit the graph. Suggest that . State the domain of the graph.
Graph y 
x
Enter the equation in the Y= list.
students use this option with the
examples in this investigation to KEYSTROKES: 2nd [
2 ] X,T,␪,n ) GRAPH
get a better view of the shape of
From the graph, you can see that the domain of x is {xx  0}.
the graph of a radical equation.

Teach [10, 10] scl: 1 by [10, 10] scl: 1

• Have students use the CALC Example 2

Value function to find the value Graph y 

x  4. State the domain of the graph.
of the function at different Enter the equation in the Y= list.
x-values. Press 2nd [CALC] 1
and then enter an x value. KEYSTROKES: 2nd [
2 ] X,T,␪,n 4 ) GRAPH

Students should quickly see The value of the radicand will be positive when x  4  0,
that as the cursor moves along or when x  4. So the domain of x is {xx  4}.
the curve, the value of the This graph looks like the graph of y

x shifted left 4 units.
function is the square root of
the radicand of the function. [10, 10] scl: 1 by [10, 10] scl: 1

Assess Exercises 1– 9. See pp. 639A– 639B.

Ask: The graph of y

x looks Graph each equation and sketch the graph on your paper. State the domain of
somewhat flat, as though it is .
the graph. Then describe how the graph differs from the parent function y 
x
approaching a specific y value. 1
1. y

x 3
2. y

x 3. y


x2
Does it? Explain why or why 4. y


x5 
5. y

x 
6. y

3x
not. No; as the value of x increases,
the value of y, which is the square 
7. y

x 8. y


1x6 9. y


2x  5  4

root of x, should continue to increase

10. Is the graph of x
y2 a function? Explain your reasoning. 10– 11. See margin.
as well. There is no horizontal
asymptote. 11. Does the equation x2  y2
1 determine y as a function of x? Explain.

12. Graph y
x


1  x2 in the window defined by [2, 2] scl: 1 by [2, 2] scl: 1.
Describe the graph. heart

604 Chapter 11 Radical Expressions and Triangles [Link]/other_calculator_keystrokes

Answers
10. No; you must consider the graph of y 
x and the graph of y  
x. This graph fails the
vertical line test. For every value of x 0, there are two values for y.
11. No; the equation y  
1  x 2 is not a function since there are both positive and
negative values for y for each value of x.

604 Chapter 11 Radical Expressions and Triangles

 The Pythagorean Theorem Lesson
place chapter
Notes
sphere art for
each lesson at
coordinates
x= -2p
• Solve problems by using the Pythagorean Theorem.
y= –1p2 • Determine whether a triangle is a right triangle.

is the Pythagorean Theorem

1 Focus
Vocabulary
used in roller coaster design? 5-Minute Check
• hypotenuse
• legs The roller coaster Superman: Ride of Transparency 11-4 Use as
• Pythagorean triple Steel in Agawam, Massachusetts, is one a quiz or review of Lesson 11-3.
208 feet
• corollary of the world’s tallest roller coasters at
208 feet. It also boasts one of the world’s Mathematical Background notes
steepest drops, measured at 78 degrees, are available for this lesson on
78˚
and it reaches a maximum speed of
77 miles per hour. You can use the p. 584D.
Pythagorean Theorem to estimate
the length of the first hill. is the Pythagorean
Theorem used in roller
coaster design?
THE PYTHAGOREAN THEOREM In a right triangle, the Ask students:
side opposite the right angle is called the hypotenuse . This side
is always the longest side of a right triangle. The other two sides hypotenuse
• What shape is being used to
are called the legs of the triangle. leg estimate the length of the first
To find the length of any side of a right triangle when the hill? a right triangle
lengths of the other two are known, you can use a formula • What information in the
developed by the Greek mathematician Pythagoras. problem is most likely useful
leg
in finding the length of the
hill? What information is
Study Tip The Pythagorean Theorem extraneous? The height of the hill
and the angle of the drop are
Triangles • Words If a and b are the lengths of the legs of a
Sides of a triangle are right triangle and c is the length of the c probably useful, and the maximum
a
represented by lowercase hypotenuse, then the square of the length of speed is probably not useful.
letters a, b, and c. the hypotenuse is equal to the sum of the
squares of the lengths of the legs. b
• Symbols c2
a2  b2

Example 1 Find the Length of the Hypotenuse

Find the length of the hypotenuse of a right triangle if a  8 and b  15.
c2
a2  b2 Pythagorean Theorem
c2
82  152 a
8 and b
15
c2
289 Simplify.
c


289 Take the square root of each side.
c
17 Disregard 17. Why?

The length of the hypotenuse is 17 units.

Lesson 11-4 The Pythagorean Theorem 605

Resource Manager
Workbook and Reproducible Masters Transparencies
Chapter 11 Resource Masters Graphing Calculator and 5-Minute Check Transparency 11-4
• Study Guide and Intervention, pp. 661–662 Spreadsheet Masters, p. 44 Real-World Transparency 11
• Skills Practice, p. 663 Parent and Student Study Guide Answer Key Transparencies
• Practice, p. 664 Workbook, p. 86
• Reading to Learn Mathematics, p. 665 School-to-Career Masters, p. 22 Technology
• Enrichment, p. 666 AlgePASS: Tutorial Plus, Lesson 32
• Assessment, pp. 699, 701 Interactive Chalkboard

Lesson x-x Lesson Title 605

 Example 2 Find the Length of a Side
2 Teach Find the length of the missing side.
In the triangle, c
25 and b
10 units.
THE PYTHAGOREAN c2
a2  b2 Pythagorean Theorem
THEOREM
252
a2  102 b
10 and c
25 a 25

In-Class Examples Power

Point®
625
a2  100 Evaluate squares.
525
a2 Subtract 100 from each side.
1 Find the length of the hypote- 
a

525 Use a calculator to evaluate

525. 10
nuse of a right triangle if
22.91 a Use the positive value.
a
18 and b
24. The length
of the hypotenuse is 30 units. To the nearest hundredth, the length of the leg is 22.91 units.

2 Find the length of the

Whole numbers that satisfy the Pythagorean Theorem are called Pythagorean
missing side. triples. Multiples of Pythagorean triples also satisfy the Pythagorean Theorem.
Some common triples are (3, 4, 5), (5, 12, 13), (8, 15, 17), and (7, 24, 25).

16
Standardized Example 3 Pythagorean Triples
b Test Practice Multiple-Choice Test Item
B
What is the area of triangle ABC?
9 A 96 units2 B 120 units2 20
The length of the leg is C 160 units2 D 196 units2
approximately 13.23 units.
A C
12
3 What is the area of triangle
XYZ? C
Z Read the Test Item
1
The area of a triangle is A
bh. In a right triangle, the legs form the base and
35 2
height of the triangle. Use the measures of the hypotenuse and the base to find
the height of the triangle.
X Y
28
Solve the Test Item
A 94 units2
Step 1 Check to see if the measurements of this triangle are a multiple of a
B 128 units2 common Pythagorean triple. The hypotenuse is 4  5 units, and the leg
C 294 units2 Test-Taking Tip is 4  3 units. This triangle is a multiple of a (3, 4, 5) triangle.
D 588 units2 Memorize the common 4  3
12
Pythagorean triples and
check for multiples such as 4  4
16
(6, 8, 10). This will save you
4  5
20
Concept Check time when evaluating
square roots.
The height of the triangle is 16 units.
Pythagorean Theorem Ask
students to rewrite the formula Step 2 Find the area of the triangle.
for the Pythagorean Theorem in 1
A
bh Area of a triangle
2
terms of c. c 
a2  b2 1
A
  12  16 b
12 and h
16
2
A
96 Simplify.

The area of the triangle is 96 square units. Choice A is correct.

606 Chapter 11 Radical Expressions and Triangles

Standardized Example 3 Caution students that this is a two-step problem.

First they must find the missing side length, then they must
Test Practice calculate the area of the triangle. Also stress to students that it
is important to read each answer choice carefully before
selecting the correct answer. In Example 3, choices B and C look very similar, and one
could mistakenly choose D, 196, when the correct answer is A, 96.

606 Chapter 11 Radical Expressions and Triangles

 RIGHT TRIANGLES A statement that can be easily proved using a theorem RIGHT TRIANGLES
is often called a corollary. The following corollary, based on the Pythagorean
Theorem, can be used to determine whether a triangle is a right triangle. In-Class Example Power
Point®

Teaching Tip Point out to

Corollary to the Pythagorean Theorem students that with Pythagorean
If a and b are measures of the shorter sides of a triangle, c is the measure triples, the greatest value is
of the longest side, and c2
a2  b2, then the triangle is a right triangle. always the measure of the
If c2  a2  b2, then the triangle is not a right triangle. hypotenuse, and the two lesser
values are the measures of the
two legs.
Example 4 Check for Right Triangles 4 Determine whether the
Determine whether the following side measures form right triangles. following side measures form
a. 20, 21, 29 right triangles.
Since the measure of the longest side is 29, let c
29, a
20, and b
21. a. 7, 12, 15 not a right triangle
Then determine whether c2
a2  b2.
c2
a2  b2 Pythagorean Theorem
b. 27, 36, 45 right triangle
292
202  212 a
20, b
21, and c
29
841
400  441 Multiply.
841
841 Add.
Answers
Since c2
a2  b2, the triangle is a right triangle. 1.
hypotenuse
leg
b. 8, 10, 12
Since the measure of the longest side is 12, let c
12, a
8, and b
10.
Then determine whether c2
a2  b2. leg
c2
a2  b2 Pythagorean Theorem
2. Compare the lengths of the sides.
122
82  102 a
8, b
10, and c
12
The hypotenuse is the longest
144
64  100 Multiply. side, which is always the side
144  164 Add. opposite the right angle.
Since c2  a2  b2, the triangle is not a right triangle.

Concept Check 1. OPEN ENDED Draw a right triangle and label each side and angle. Be sure to
indicate the right angle. See margin.
GUIDED PRACTICE KEY
Exercises Examples 2. Explain how you can determine which angle is the right angle of a right triangle
if you are given the lengths of the three sides. See margin.
4–9 1, 2
10, 11 4 3. Write an equation you could use to find the length of the diagonal d of a square
12 3 with side length s. d 
2s 2 or d  s
2
Guided Practice Find the length of each missing side. If necessary, round to the nearest hundredth.
4. 18.44 5. 41 9
a
c
12
40

14

[Link]/extra_examples Lesson 11-4 The Pythagorean Theorem 607

Differentiated Instruction
Kinesthetic Give students blocks, algebra tiles, or some other square or
cube-shaped manipulatives. Have them use the manipulatives and what
they know about the Pythagorean Theorem and Pythagorean triples to
construct a right triangle, placing the manipulatives along the outside of
the triangle. Have students construct the triangle on a piece of paper,
then trace inside the blocks to transfer the triangle to the paper. Then
ask them to use a protractor to confirm that the right angle is 90°.

Lesson 11-4 The Pythagorean Theorem 607

 If c is the measure of the hypotenuse of a right triangle, find each missing

3 Practice/Apply measure. If necessary, round to the nearest hundredth.

6. a
10, b
24, c
? 26 7. a
11, c
61, b
? 60
, a
? 8
8. b
13, c

233 9. a
7, b
4, c
?   8.06

65
Determine whether the following side measures form right triangles. Justify your
Study Notebook answer.
10. 4, 6, 9 No; 42  62  92. 11. 16, 30, 34 Yes; 162  302  342.
Have students—
• add the definitions/examples of Standardized 12. In right triangle XYZ, the length of Y Z
 is 6, and the length of the hypotenuse
the vocabulary terms to their Test Practice is 8. Find the area of the triangle. A
Vocabulary Builder worksheets for A 6
7 units2 B 30 units2 C 40 units2 D 48 units2
Chapter 11.
★ indicates increased difficulty
• include an explanation of the
Pythagorean Theorem and examples Practice and Apply
of how to use it to find the sides Find the length of each missing side. If necessary, round to the nearest hundredth.
or hypotenuse of a right triangle. For See
13. 14.14 14. 9 11.40 15. 28 53
• include any other item(s) that they Exercises Examples
13–30 1, 2
find helpful in mastering the skills 31–36 4 a
7
c c 45
15
in this lesson. 37–40 3

Extra Practice
See page 845.
5

16. 14 13.08 17. 175 42.1318. 20

About the Exercises … 5
a 99 101
Organization by Objective b
180

• The Pythagorean Theorem:

13–30, 37–40 b
• Right Triangles: 31–36 If c is the measure of the hypotenuse of a right triangle, find each
Odd/Even Assignments missing measure. If necessary, round to the nearest hundredth.
Exercises 13–36 are structured 19. a
16, b
63, c
? 65 20. a
16, c
34, b
? 30
so that students practice the , c
? 11
21. b
3, a

112 , b

10
22. a

15 , c
? 5
same concepts whether they
23. c
14, a
9, b
?   10.72

115 24. a
6, b
3, c
?
45  6.71
are assigned odd or even
problems. 25. b

77   8.19
, c
12, a
?
67 26. a
4, b

11   5.20
, c
?
27
Alert! Exercise 44 requires the   15.91
27.
253 , b

28
27. a

225 , c
? , c

155
28. a

31 , b
?
use of the Internet or another   11.14
28.
124 29. a
8x, b
15x, c
? 17x 30. b
3x, c
7x, a
? x  6.32x

40
reference source.
Determine whether the following side measures form right triangles. Justify your
answer.
Assignment Guide 31. 30, 40, 50 Yes; 302  402  502. 32. 6, 12, 18 No; 62  122  182.
Basic: 13–37 odd, 41–43, 49–68 33. 24, 30, 36 No;  
242 34. 45, 60, 75 Yes; 452  602  752.
302 362.
Average: 13–39 odd, 41–43, 
31, 16 Yes; 15 

35. 15,
 2 2
31  16 . 36. 4, 7,
65
2  Yes; 42  72  
65 2.
45, 48–68
Use an equation to solve each problem. If necessary, round to the nearest
Advanced: 14–40 even, 44, hundredth.
46–62 (optional: 63–68) 37. Find the length of a diagonal of a square if its area is 162 square feet. 18 ft
608 Chapter 11 Radical Expressions and Triangles

Answer
c2
48. The area of the largest semicircle is

c 2.
4 4
The sum of the other two areas is
(a 2  b 2). Using
4
the Pythagorean Theorem, c 2  a 2  b 2, we can show
that the sum of the two small areas is equal to the area
of the largest semicircle.

608 Chapter 11 Radical Expressions and Triangles

 ★ 38. A right triangle has one leg that is 5 centimeters longer than the other leg. Study
NAME ______________________________________________ DATE

Guide andIntervention
Intervention,
____________ PERIOD _____

11-4 Study Guide and

The hypotenuse is 25 centimeters long. Find the length of each leg of the p. 661 (shown) and p. 662
The Pythagorean Theorem
triangle. 15 cm, 20 cm The Pythagorean Theorem The side opposite the right angle in a right triangle is

★ 39. Find the length of the diagonal of the cube if each side
called the hypotenuse. This side is always the longest side of a right triangle. The other
two sides are called the legs of the triangle. To find the length of any side of a right
triangle, given the lengths of the other two sides, you can use the Pythagorean Theorem.

of the cube is 4 inches long. 4
 3 in. or about 6.93 in. B

★ 40. The ratio of the length of the hypotenuse to the length

If a and b are the measures of the legs of a right triangle c
Pythagorean Theorem a
and c is the measure of the hypotenuse, then c2
a2  b2.
C b A

of the shorter leg in a right triangle is 8:5. The hypotenuse

measures 144 meters. Find the length of the longer leg. Example 1 Find the length of the Example 2 Find the length of a leg
hypotenuse of a right triangle if a  5 of a right triangle if a  8 and c  10.
about 112.41 m and b  12. c2
a2  b2 Pythagorean Theorem
c2
a2  b2 Pythagorean Theorem 102
82  b2 a
8 and c
10
c2
52  122 a
5 and b
12 100
64  b2 Simplify.

ROLLER COASTERS For Exercises 41–43, use c2

c




169

169
Simplify.
Take the square root of each side.
36
b2
b

36 
Subtract 64 from each side.
Take the square root of each side.

the following information and the figure. c
13 b
6

The length of the hypotenuse is 13. The length of the leg is 6.
Suppose a roller coaster climbs 208 feet higher than
its starting point making a horizontal advance of 208 ft Exercises
360 feet. When it comes down, it makes a horizontal Find the length of each missing side. If necessary, round to the nearest
hundredth.
advance of 44 feet. 1. 2. 100 3. 25
c
30

41. How far will it travel to get to the top of the 360 ft 110
a c 25

Lesson 11-4
40

ride? about 415.8 ft 44 ft 50 45.83 35.36

Roller Coasters 42. How far will it travel on the downhill track? about 212.6 ft If c is the measure of the hypotenuse of a right triangle, find each missing
measure. If necessary, round to the nearest hundredth.
Roller Coaster Records in 43. Compare the total horizontal advance, vertical height, and total track length. 4. a
10, b
12, c
? 5. a
9, b
12, c
? 6. a
12, b
?, c
16

the U.S. The roller coaster makes a total horizontal advance of 404 feet, reaches a vertical 15.62 15 10.58

Fastest: Millennium Force height of 208 feet, and travels a total track length of about 628.4 feet. 7. a
?, b
6, c
8 8. a
?, b

8
, c

18
 9. a

5
, b

10
, c
?
5.29 3.16 3.87
(2000), Sandusky, Ohio; 44. RESEARCH Use the Internet or other reference to find the measurements of
92 mph
your favorite roller coaster or a roller coaster that is at an amusement park close Skills
NAME ______________________________________________ DATE

Practice, p. 663 and

____________ PERIOD _____

Tallest: Millenium Force 11-4 Practice (Average)

(2000), Sandusky, Ohio;
to you. Draw a model of the first drop. Include the height of the hill, length of Practice, p. 664 (shown)
The Pythagorean Theorem
310 feet the vertical drop, and steepness of the hill. See students’ work. Find the length of each missing side. If necessary, round to the nearest
hundredth.
Longest: California 1. 2. a 3. 12
Screamin’ (2001), Anaheim, 32
c
11
19
4

California; 6800 feet 45. SAILING A sailboat’s mast and boom form a right 60

68 15.49 11.31
Steepest: Hypersonic XLC angle. The sail itself, called a mainsail, is in the shape mainsail mast
If c is the measure of the hypotenuse of a right triangle, find each missing
(2001), Doswell, Virginia; of a right triangle. If the edge of the mainsail that is measure. If necessary, round to the nearest hundredth.

90° attached to the mast is 100 feet long and the edge of 4. a
24, b
45, c
? 51 5. a
28, b
96, c
? 100

6. b
48, c
52, a
? 20 7. c
27, a
18, b
?
405

  20.12
Source: [Link] the mainsail that is attached to the boom is 60 feet boom 8. b
14, c
21, a
?
245
  15.65 9. a

20
, b
10, c
?
120
  10.95
long, what is the length of the longest edge of the 10. a

75
, b

6
, c
? 9 11. b
9x, c
15x, a
? 12x

mainsail? about 116.6 ft Determine whether the following side measures form right triangles. Justify your
answer.
12. 11, 18, 21 13. 21, 72, 75
No; 112  182  212. Yes; 212  722  752.
14. 7, 8, 11 15. 9, 10,
161

ROOFING For Exercises 46 and 47, refer to the figures below. No; 72  82  112. No; 92  102  (
161
) .
2

16. 9, 2
10
, 11 17.
7
, 2
2
,
15

5 ft Yes; 92  2(
10
 )  112.
2
Yes; (
7
2
 )  (2
2
 )  (
15
) .
2 2
? ft
18. STORAGE The shed in Stephan’s back yard has a door that measures 6 feet high and
3 feet wide. Stephan would like to store a square theater prop that is 7 feet on a side.
Will it fit through the door diagonally? Explain. No; the greatest length that will
fit through the door is
45
  6.71 ft.
24 ft (entire span)
SCREEN SIZES For Exercises 19–21, use the following information.
The size of a television is measured by the length of the screen’s diagonal.
19. If a television screen measures 24 inches high and 18 inches wide, what size television
is it? 30-in. television

46. Determine the missing length shown in the rafter. 13 ft 20. Darla told Tri that she has a 35-inch television. The height of the screen is 21 inches.
What is its width? 28 in.

21. Tri told Darla that he has a 5-inch handheld television and that the screen measures
47. If the roof is 30 feet long and it hangs an additional 2 feet over the garage walls, 2 inches by 3 inches. Is this a reasonable measure for the screen size? Explain. No; if

how many square feet of shingles are needed for the entire garage roof? 900 ft2
the screen measures 2 in. by 3 in., then its diagonal is only about 3.61 in.

NAME ______________________________________________ DATE ____________ PERIOD _____

Reading
11-4 Readingto
to Learn
Learn Mathematics
Mathematics, p. 665 ELL
The Pythagorean Theorem
★ 48. CRITICAL THINKING Compare the area of the Pre-Activity How is the Pythagorean Theorem used in roller coaster design?

largest semicircle to the areas of the two smaller Read the introduction to Lesson 11-4 at the top of page 605 in your textbook.
The diagram in the introduction shows a right triangle and part of the
semicircles. Justify your reasoning. See margin. c roller coaster. Which side of the right triangle has a length approximately
a equal to the length of the first hill of the roller coaster?
the longest side, which is the side opposite the right angle

b Reading the Lesson

Complete each sentence.

1. The words leg and hypotenuse refer to the sides of a right triangle.

2. In a right triangle, each of the two sides that form the right angle is a leg
of the right triangle.
[Link]/self_check_quiz Lesson 11-4 The Pythagorean Theorem 609
3. The longest side of a right triangle is called the hypotenuse of the right triangle.

Write an equation that you could solve to find the missing side length of each
right triangle.
NAME ______________________________________________ DATE ____________ PERIOD _____ 4. 5. 6.
10

Enrichment, p. 666
9 6
11-4 Enrichment 10

10 9

c2  92  102 102  62  b2 102  a2  92

Pythagorean Triples
7. Suppose you are given three positive numbers. Explain how you can decide whether
Recall the Pythagorean theorem: B these numbers are the lengths of the sides of a right triangle.
In a right triangle, the square of the length of the hypotenuse Sample answer: Put the numbers in order from least to greatest. Square
c
Lesson 11-4

is equal to the sum of the squares of the lengths of the legs. a the three numbers. See whether the sum of the squares of the two
smaller numbers is equal to the square of the largest number. If it is,
C
b
A then the numbers are the lengths of the sides of a right triangle.

a2  b2
c2
Note that c is the length
Helping You Remember
of the hypotenuse.
8. Think of a word or phrase that you can associate with the Pythagorean Theorem to help
The integers 3, 4, and 5 satisfy the 32 42
52 you remember the equation c2
a2  b2.
Pythagorean theorem and can be the 9  16
25 Sample answer: Think of the word cab. The letters of this word are the
lengths of the sides of a right triangle. 25
25 same as those in the equation c 2  a 2  b 2.
Furthermore, for any positive integer n, For n
2: 62  82
102
the numbers 3n, 4n, and 5n satisfy the 36  64
100
Pythagorean theorem. 100
100

If three numbers satisfy the Pythagorean theorem, they are called a

Lesson 11-4 The Pythagorean Theorem 609

 49. CRITICAL THINKING A model of a part of a roller coaster is shown. Determine
4 Assess the total distance traveled from start to finish and the maximum height reached
by the roller coaster. 1081.7 ft, 324.5 ft

Open-Ended Assessment 80 ft

Modeling Have students use 180 ft

381.2 ft
pencils, uncooked spaghetti, or
twigs to model right triangles. finish
120 ft
start
Ask students to explain the 100 ft 130 ft 50 ft
Pythagorean Theorem and relate 750 ft

it to their triangle.
50. WRITING IN MATH Answer the question that was posed at the beginning of
the lesson. See margin.
Getting Ready for How is the Pythagorean Theorem used in roller coaster design?
Lesson 11-5 Include the following in your answer:
• an explanation of how the height, speed, and steepness of a roller coaster are
PREREQUISITE SKILL Students related, and
will learn about the Distance • a description of any limitations you can think of in the design of a new roller
Formula in Lesson 11-5. In order coaster.
to use the Distance Formula,
students must be able to simplify Standardized 51. Find the area of XYZ. C X
radical expressions. Use Test Practice A 6
5 units2 B 18
5 units2
Exercises 63–68 to determine C 45 units2 D 90 units2 15 2x
your students’ familiarity with
simplifying radical expressions. 52. Find the perimeter of a square whose diagonal
measures 10 centimeters. B Z x Y
A 10
2 cm B 20
2 cm
Assessment Options C 25
2 cm D 80 cm
Quiz (Lessons 11-3 and 11-4) is
available on p. 699 of the Chapter
11 Resource Masters. Maintain Your Skills
Mid-Chapter Test (Lessons 11-1 Mixed Review Solve each equation. Check your solution. (Lesson 11-3)
through 11-4) is available on 53.
y
12 144 54. 3
s
126 1764 55. 4

2v  1  3
17 12
p. 701 of the Chapter 11 Resource
Simplify each expression. (Lesson 11-2)
Masters. 
 6
2
56.
72 57. 7
z  10
z 3
z 58. 37 
21
 8
21
7


Answer Simplify. Assume that no denominator is equal to zero. (Lesson 8-2)

58 1 26a4b7c5 2a 2b 3
59. 3 55 or 3125 60. d7 7 61.  
50. Engineers can use the Pythagor- 5 d 13a2b4c3 c8
ean Theorem to find the total length
62. AVIATION Flying with the wind, a plane travels 300 miles in 40 minutes.
of the track, which determines how Flying against the wind, it travels 300 miles in 45 minutes. Find the air
much material and land area they speed of the plane. (Lesson 7-4) 425 mph
need to build the attraction.
Answers should include the Getting Ready for PREREQUISITE SKILL Simplify each expression.
following. the Next Lesson (To review simplifying radical expressions, see Lesson 11-1.)

• A tall hill requires more track 

63.
(6  3
)2  (8
 4)2 5 64.

(10  
4)2  (
13  5
)2 10
length both going uphill and
65.

(5  3
)2  (2
 9)2

53 66.

(9 
5)2  )2 2
53
(7  3 
downhill, which will add to the
total length of the tracks. Tall, 67.

(4 
5)2  
(4 
3)2
130
 68.

(20  
5)2  (
2  
6)2 17
steep hills will increase the 610 Chapter 11 Radical Expressions and Triangles
speed of the roller coaster. So a
coaster with a tall, steep first
hill will have more speed and a
longer track length.
• The steepness of the hill and
speed are limited for safety and
to keep the cars on the track.

610 Chapter 11 Radical Expressions and Triangles

 The Distance Formula Lesson
Notes

• Find the distance between two points on the coordinate plane.

• Find a point that is a given distance from a second point in a plane.
1 Focus
can the distance between two points be determined?
Consider two points A and B in the coordinate
5-Minute Check
y
plane. Notice that a right triangle can be formed Transparency 11-5 Use as
by drawing lines parallel to the axes through B a quiz or review of Lesson 11-4.
the points at A and B. These lines intersect at
O
C forming a right angle. The hypotenuse of this x Mathematical Background notes
triangle is the distance between A and B. You can
determine the length of the legs of this triangle A C
are available for this lesson on
Study Tip and use the Pythagorean Theorem to find the p. 584D.
Reading Math distance between the two points. Notice that
AC is the measure of AC AC is the difference of the y-coordinates, can the distance
and BC is the measure and BC is the difference of the x-coordinates. between two points be
of BC.
So, (AB)2
(AC)2  (BC)2, and AB

(AC) 2 (BC
)2. determined?
Ask students:
• What must you know in order
THE DISTANCE FORMULA You can find the distance between any two to use the Pythagorean Theorem
points in the coordinate plane using a similar process. The result is called the
Distance Formula. to determine the distance
between the two points? You
must know the lengths of the two
The Distance Formula legs in order to find the distance
• Words The distance d between any two points with coordinates (x1, y1) between the two points, which is
and (x2, y2) is given by d


(x2  
x1)2 
(y2 
y1)2.
the hypotenuse.
• Model A (x 1, y 1)
y
• How do you find the length of
B (x 2, y 2) the vertical leg? Find the differ-
O x
ence in the y-coordinates of A and B.
• How do you find the length of
the horizontal leg? Find the
difference in the x-coordinates of A
and B.
Example 1 Distance Between Two Points
Find the distance between the points at (2, 3) and (4, 6).
d


(x2  
x1)2 
(y2 
y1)2 Distance Formula




(4 
2)2 
(6  3
)2 (x1, y1)
(2, 3) and (x2, y2)
(4, 6)


 (6)2 32 Simplify.




45 Evaluate squares and simplify.

3
5 or about 6.71 units

Lesson 11-5 The Distance Formula 611

Resource Manager
Workbook and Reproducible Masters Transparencies
Chapter 11 Resource Masters Parent and Student Study Guide 5-Minute Check Transparency 11-5
• Study Guide and Intervention, pp. 667–668 Workbook, p. 87 Answer Key Transparencies
• Skills Practice, p. 669 Science and Mathematics Lab Manual,
• Practice, p. 670 pp. 85–90 Technology
• Reading to Learn Mathematics, p. 671 Interactive Chalkboard
• Enrichment, p. 672

Lesson x-x Lesson Title 611

 Example 2 Use the Distance Formula
2 Teach GOLF Tracy hits a golf ball that lands 20 feet short and 8 feet to the right of the
cup. On her first putt, the ball lands 2 feet to the left and 3 feet beyond the cup.
Assuming that the ball traveled in a straight line, how far did the ball travel on
THE DISTANCE FORMULA her first putt?
In-Class Examples Power
Point®
Draw a model of the situation on a coordinate grid. If the cup is at (0, 0), then the
location of the ball after the first hit is (8, 20). The location of the ball after the
first putt is (2, 3). Use the Distance Formula.
Teaching Tip Point out to
students that it does not matter d


(x2  x
1) 
(y2 
2 y1)2 Distance Formula y
15
which of the two points are 10
(x , y )
(8, 20),
designated (x1, y1) or (x2, y2).


(2 
8)2 
[3  (
20)]2 (x1, y1)
(2, 3) (2, 3) 5
2 2
8642 O 2 4 6 8x
1 Find the distance between the


(10)2
 232 Simplify. 5
10
points at (1, 2) and (3, 0).  or about 25 feet


629
15 (8, 20)
20
The distance is 2
5, or about 25
4.47 units.
2 BIATHLON Julianne is sight-
ing in her rifle for an upcom- FIND COORDINATES Suppose you know the coordinates of a point, one
Golf coordinate of another point, and the distance between the two points. You can
ing biathlon competition. Her use the Distance Formula to find the missing coordinate.
There are four major
first shot is 2 inches to the tournaments that make up
right and 7 inches below the the “grand slam” of golf: Example 3 Find a Missing Coordinate
Masters, U.S. Open,
bull’s-eye. What is the dis- British Open, and PGA Find the value of a if the distance between the points at (7, 5) and (a, 3)
tance between the bull’s-eye Championship. In 2000, is 10 units.
and where her first shot hit Tiger Woods became the
d


(x2  
x1)2 
(y2 
y1)2 Distance Formula
youngest player to win
the target? The distance is the four major events
10


(a  7
)2  (
3  5)2 Let x2
a, x1
7, y2
3, y1
5,

53 or about 7.28 inches. (called a career grand
slam) at age 24. 10


(a  
  7)2 (8)2 and d
10.
Source: PGA
10


 1
4a  4
a2 9  64 Evaluate squares.

FIND COORDINATES 10


a2  1 
4a  113 Simplify.

102


a2  1  2
4a  113 Square each side.
In-Class Example Power
Point®
100
a2  14a  113 Simplify.

3 Find the value of a if the 0
a2  14a  13 Subtract 100 from each side.

distance between the points 0
(a  1)(a  13) Factor.

at (2, 1) and (a, 4) is a  1
0 or a  13
0 Zero Product Property
5 units. 2 or 6
a
1 a
13 The value of a is 1 or 13.

Answers
1. The values that are subtracted are Concept Check 1. Explain why the value calculated under the radical sign in the Distance Formula
squared before being added and 1–3. See margin.
will never be negative.
the square of a negative number 2. OPEN ENDED Plot two ordered pairs and find the distance between their
is always positive. The sum of two graphs. Does it matter which ordered pair is first when using the Distance
positive numbers is positive, so the Formula? Explain.
distance will never be negative. 3. Explain why there are two values for a in Example 3. Draw a diagram to support
2. See students’ graph; the distance your answer.
from A to B equals the distance 612 Chapter 11 Radical Expressions and Triangles
from B to A. Using the Distance
Formula, the solution is the same
no matter which ordered pair is
used first. Unlocking Misconceptions
3. See students’ diagrams; there are Not only does it not matter which point is designated (x1, y1) and
exactly two points that lie on the (x2, y2) when using the Distance Formula, it also does not matter in
line y  3 that are 10 units from which order the x- and y-coordinates are subtracted. For example,
the point (7, 5).
(x
 2  
x1)2 
(y2 
y1)2 will produce the same results as

(x
 1  
x2)2 
(y1 
y2)2 or
(x 1  
x2)2 (y2 y1)2. Have students
test each method with two points.

612 Chapter 11 Radical Expressions and Triangles

 Guided Practice Find the distance between each pair of points whose coordinates are given.
Express in simplest radical form and as decimal approximations rounded to the
nearest hundredth if necessary. 3 Practice/Apply
GUIDED PRACTICE KEY 4. (5, 1), (11, 7) 10 5. (3, 7), (2, 5) 13
Exercises Examples   4.24
6. (2, 2), (5, 1) 3
2 7. (3, 5), (6, 4)   3.16

10
4–7 1
8, 9 3 Find the possible values of a if the points with the given coordinates are the Study Notebook
10–12 2 indicated distance apart.
Have students—
8. (3, 1), (a, 7); d
10 9 or 3  2 or 14
9. (10, a), (1, 6); d

145
• include examples of how to use
Applications 10. GEOMETRY An isosceles triangle has two sides of equal length. Determine the Distance Formula.
whether triangle ABC with vertices A(3, 4), B(5, 2), and C(1, 5) is an • include any other item(s) that they
isosceles triangle. yes; AB 
68
, BC 
85 , AC 
85  find helpful in mastering the skills
FOOTBALL For Exercises 11 and 12, use the in this lesson.
information at the right.
11. 25.5 yd, 25 yd 11. A quarterback can throw the football to one 25 yd
of the two receivers. Find the distance from
the quarterback to each receiver.
10 20 30 40
Quarterback
12. What is the distance between the two 10 yd
receivers? about 20.6 yd 5 yd
About the Exercises …
Organization by Objective
• The Distance Formula:
★ indicates increased difficulty 13–26, 33, 34, 37–42
Practice and Apply • Find Coordinates: 27–32,
35, 36
Find the distance between each pair of points whose coordinates are given.
Express in simplest radical form and as decimal approximations rounded to Odd/Even Assignments
For See the nearest hundredth if necessary. Exercises 13–32 are structured
Exercises Examples
13–26, 1 13. (12, 3), (8, 3) 20 14. (0, 0), (5, 12) 13 so that students practice the
33, 34 15. (6, 8), (3, 4) 5 16. (4, 2), (4, 17) 17
27–32, 3 same concepts whether they
35, 36   8.94
17. (3, 8), (5, 4) 4
5   7.21
18. (9, 2), (3, 6) 2
13 are assigned odd or even
37–42 2
19. (8, 4), (3, 8)
41   6.40 20. (2, 7), (10, 4)
185   13.60 problems.
Extra Practice 2 10 17
21. (4, 2), 6,    3.33 22. 5, , (3, 4)  or 4.25
1
See page 845. 3 3 4 4
1 13
23. , 1, 2,   or 1.30
4 2
74 
24. 3, , 4,    1.23
3 Assignment Guide
5 2 10 7 7 7 Basic: 13–31 odd, 37–39, 43–68
  7.48
25. 4
5, 7, 6
5, 1 2
14 26. 5
2, 8, 7
2, 10 2
3   3.46
Average: 13–37 odd, 38, 39,
Find the possible values of a if the points with the given coordinates are the 43–68
indicated distance apart. Advanced: 14–36 even, 40–62
27. (4, 7), (a, 3); d
5 1 or 7 28. (4, a), (4, 2); d
17 17 or 13 (optional: 63–68)
 2 or 4
29. (5, a), (6, 1); d

10  2 or 12
30. (a, 5), (7, 3); d

29
 10 or 4 32. (20, 5), (a, 9); d

340
31. (6, 3), (3, a); d

130  2 or 38

★ 33. Triangle ABC has vertices at A(7, 4), B(1, 2), and C(5, 6). Determine whether
the triangle has three, two, or no sides that are equal in length. two; AB  BC  10

 
101
34.
157 ; ★ 34. If the diagonals of a trapezoid have the same length, then the trapezoid is
The trapezoid is not isosceles. Find the lengths of the diagonals of trapezoid ABCD with vertices
isosceles. A(2, 2), B(10, 6), C(9, 8), and D(0, 5) to determine if it is isosceles.
[Link]/extra_examples Lesson 11-5 The Distance Formula 613

Differentiated Instruction
Interpersonal Place students in pairs. Have each person in a pair drop
a penny on a coordinate grid, and record the coordinates of the point
closest to where the center of the penny landed. Then have the
students work together to find the distance between the two points,
using the Distance Formula.

Lesson 11-5 The Distance Formula 613

 Study
11-5
NAME ______________________________________________ DATE

Guide andIntervention
Intervention,
____________ PERIOD _____
★ 35. Triangle LMN has vertices at L(4, 3), M(2, 5), and N(13, 10). If the distance
Study Guide and
p. 667 (shown)
The Distance Formulaand p. 668
from point P(x, 2) to L equals the distance from P to M, what is the value of x? 3
The Distance Formula The Pythagorean Theorem can be used to derive the Distance
Formula shown below. The Distance Formula can then be used to find the distance between

★ 36. Plot the points Q(1, 7), R(3, 1), S(9, 3), and T(7, d). Find the value of d that makes
any two points in the coordinate plane.

The distance between any two points with coordinates (x1, y1) and (x2, y2) is given by
Distance Formula
d


(x2  
x1)2 
(y2 
y1)2.
each side of QRST have the same length. 9
Example 1 Find the distance between the Example 2 Jill draws a line
points at (5, 2) and (4, 5). segment from point (1, 4) on her
d


(x2  
x1)2 
( y2 
y1) 2 Distance Formula
computer screen to point (98, 49).
How long is the segment?
37. FREQUENT FLYERS To determine the mileage between cities for their frequent



(4  (
5))2 
 (5 
2)2



92  32
(x1, y1)
(5, 2), (x2, y2)
(4, 5)

Simplify.
d


(x2  
x1)2 
( y2 
y1) 2 flyer programs, some airlines superimpose a coordinate grid over the United



(98 
1)2 
(49 
4)2


 
81  9 Evaluate squares and simplify.



972 
452
States. An ordered pair on the grid represents the location of each airport.


90
The distance is
90
, or about 9.49 units.


9409



11,43
4 

 2025
The units of this grid are approximately equal to 0.316 mile. So, a distance of
The segment is about 106.93 units
long.
3 units on the grid equals an actual distance of 3(0.316) or 0.948 mile. Suppose
the locations of two airports are at (132, 428) and (254, 105). Find the actual
Exercises
distance between these airports to the nearest mile. 109 mi
Find the distance between each pair of points whose coordinates are given.
Express answers in simplest radical form and as decimal approximations rounded
to the nearest hundredth if necessary.

1. (1, 5), (3, 1) 2. (0, 0), (6, 8) 3. (2, 8), (7, 3)
2
5
; 4.47 10
106
; 10.30
COLLEGE For Exercises 38 and 39, use the
4. (6, 7), (2, 8) 5. (1, 5), (8, 4) 6. (3, 4), (4, 4) map of a college campus. Campus Map Undergraduate
17
82
; 9.06 7 1 Library
38. Kelly has her first class in Rhodes Hall 4
mi
7. (1, 4), (3, 2) 8. (0, 0), (3, 5) 9. (2, 6), (7, 1)
2
5
; 4.47
34
; 5.83
130
; 11.40 and her second class in Fulton Lab.
10. (2, 5), (0, 8)

173
; 13.15
11. (3, 4), (0, 0)
5
12. (3, 4), (4, 16)

193
; 13.89
How far does she have to walk between Rhodes Hall

her first and second class? about 0.53 mi 3

Lesson 11-5

13. (1, 1), (3, 2) 14. (2, 0), (3, 9) 15. (9, 0), (2, 5)
8
mi

5
; 2.24
82
; 9.06
74
; 8.60
Fulton Lab
16. (2, 7), (2, 2) 17. (1, 3), (8, 21) 18. (3, 5), (1, 8) 39. She has 12 minutes between the end of

41
; 6.40
657
; 25.63 1
5
her first class and the start of her second 8
mi
NAME ______________________________________________ DATE ____________ PERIOD _____
class. If she walks an average of 3 miles
Skills
11-5 Practice,
Practice p. 669 and
Practice,
(Average)
[Link]
670 (shown) per hour, will she make it to her second
The Distance
Find the distance between each pair of points whose coordinates are given.
class on time? Yes; it will take her about 10.6
Express answers in simplest radical form and as decimal approximations rounded
to the nearest hundredth if necessary. minutes to walk between the two buildings.
1. (4, 7), (1, 3) 5 2. (0, 9), (7, 2)
170
  13.04

120 100 80 60 40 20 0 20 40 60 80

GEOGRAPHY For Exercises 40–42, use the map at the left that
3. (4, 6), (3, 9)
10
  3.16 4. (3, 8), (7, 2) 2
29
  10.77
120 shows part of Minnesota and Wisconsin.
5. (0, 4), (3, 2) 3
5
  6.71 6. (13, 9), (1, 5) 4
10
  12.65
100 M I NNE S OTA Duluth A coordinate grid has been superimposed on the map with the
 1

7. (6, 2), 4, 
or 2.50
2
5
2  13 
8. (1, 7),  , 6
 1.67
5
3 80
origin at St. Paul. The grid lines are 20 miles apart. Minneapolis
 1

9. 2,   , 1, 
2
1
2 
2
  1.41 2  4
2
10.  , 1 , 2, 

3 3
  1.89
1
 is at (7, 3).
3 60
11. (
3
, 3), (2
3
, 5)
7
  2.65 12. (2
2 , 3) 3
2
, 1), (3
2   4.24
40
St. Cloud 40. Estimate the coordinates for Duluth, St. Cloud, Eau Claire,
and Rochester. Duluth, (44, 116); St. Cloud, (46, 39);
Find the possible values of a if the points with the given coordinates are the
indicated distance apart.
20
Eau Claire, (71, 8); Rochester, (27, 58)
13. (4, 1), (a, 5); d
10 a  4 or 12 14. (2, 5), (a, 7); d
15 a  7 or 11
St. Paul 41. Find the distance between the following pairs of cities:
0
Minneapolis
 a  3 or 9
15. (6, 7), (a, 4); d

18  a  5 or 3
16. (4, 1), (a, 8); d

50
20
Eau Claire Minneapolis and St. Cloud, St. Paul and Rochester,
 a  6 or 10
17. (8, 5), (a, 4); d

85  a  14 or 4
18. (9, 7), (a, 5); d

29 Minneapolis and Eau Claire, and Duluth and St. Cloud.
40
Rochester
BASEBALL For Exercises 19–21, use the following information.
Three players are warming up for a baseball game. Player B y
60 42. A radio station in St. Paul has a broadcast range of 75 miles.
stands 9 feet to the right and 18 feet in front of Player A.
Player C stands 8 feet to the left and 13 feet in front of Player A.
16
B (9, 18)

80
Which cities shown on the map can receive the broadcast?
19. Draw a model of the situation on the coordinate grid.
Assume that Player A is located at (0, 0).
C (8, 13) 12

8
all cities except Duluth
4
20. To the nearest tenth, what is the distance between Players A A(0, 0)
and B and between Players A and C? 20.1 ft; 15.3 ft

21. What is the distance between Players B and C? 17.7 ft

8 4 O 4 8 x
41. Minneapolis- 43. CRITICAL THINKING Plot A(4, 4), B(7, 3), and C(4, 0), and connect them
22. MAPS Maria and Jackson live in adjacent neighborhoods. If they superimpose a
St. Cloud, 53 mi; to form triangle ABC. Demonstrate two different ways to show whether ABC is
coordinate grid on the map of their neighborhoods, Maria lives at (9, 1) and Jackson
lives at (5, 4). If each unit on the grid is equal to approximately 0.132 mile, how far St. Paul-Rochester, a right triangle. See margin.
apart do Maria and Jackson live? about 1.96 mi
64 mi; Minneapolis-
NAME ______________________________________________ DATE ____________ PERIOD _____ Eau Claire, 79 mi;
Reading
11-5 Readingto
to Learn 44. WRITING IN MATH Answer the question that was posed at the beginning
Mathematics,
Learn Mathematics
p. 671 ELL Duluth-St. Cloud,
The Distance Formula
118 mi of the lesson. See margin.
Pre-Activity How can the distance between two points be determined?
Read the introduction to Lesson 11-5 at the top of page 611 in your textbook. How can the distance between two points be determined?
What are the coordinates of points A, B, and C?
A  (4, 3), B  (3, 2), and C  (4, 2) Include the following in your answer:
• an explanation how the Distance Formula is derived from the Pythagorean
Reading the Lesson Theorem, and
1. Suppose you want to use the Distance Formula to find the y
distance between (6, 4) and (2, 1). Use (x1, y1)
(6, 4) and
(x2, y2)
(2, 1). Complete the equations by writing the
• an explanation why the Distance Formula is not needed to find the distance
correct numbers in the blanks. A
between points P(24, 18) and Q(24, 10).
a. x1
6 y1
4 x2
2 y2
1 B

b. d


( 2  6 )2  ( 1  4 )2
O x
614 Chapter 11 Radical Expressions and Triangles

2. Suppose you want to use the Distance Formula to find the distance between (3, 7) and
(9, 2). Use (x1, y1)
(3, 7) and (x2, y2)
(9, 2). Complete the equations by writing the
correct numbers in the blanks.
NAME ______________________________________________ DATE ____________ PERIOD _____
a. x1
3 y1
7 x2
9 y2
2

b. d


( 9  3 )2  ( 2  7 )2 Enrichment,
11-5 Enrichment p. 672
3. A classmate is using the Distance Formula to find the distance between two points. She A Space-Saving Method
has done everything correctly so far, and her equation is d


(2 
5)2 
(7  
11)2.
Two arrangements for cookies on a 32 cm by 40 cm cookie
This equation will give her the distance between what two points? sheet are shown at the right. The cookies have 8-cm diameters
(5, 11) and (2, 7) after they are baked. The centers of the cookies are on the 8 cm
vertices of squares in the top arrangement. In the other, the
centers are on the vertices of equilateral triangles. Which
arrangement is more economical? The triangle arrangement
is more economical, because it contains one more cookie.
Helping You Remember
4. Sometimes it is easier to remember a formula if you can state it in words. How can you In the square arrangement, rows are placed every 8 cm. At
state the Distance Formula in easy-to-remember words? what intervals are rows placed in the triangle arrangement?
20 cookies
Sample answer: Square the difference between the x-coordinates, then
add that to the square of the difference between the y-coordinates. Take Look at the right triangle labeled a, b, and c. A leg a of the
a
the square root of the sum to find the distance between the two points. triangle is the radius of a cookie, or 4 cm. The hypotenuse c is
the sum of two radii, or 8 cm. Use the Pythagorean theorem to b? c
find b, the interval of the rows.

c2
a2  b2
82
42  b2
64  16
b2

614 Chapter 11 Radical Expressions and Triangles

 Standardized 45. Find the distance between points at (6, 11) and (2, 4). B
Test Practice A
C
16 units
18 units
B
D
17 units
19 units
4 Assess
46. Find the perimeter of a square ABCD if two of the vertices are A(3, 7) Open-Ended Assessment
and B(3, 4). B
Speaking Have students describe
A 12 units B 12
5 units
a real-world situation in which
C 9
5 units D 45 units the Distance Formula could be
used to find the distance between
two points. If students have
Maintain Your Skills trouble thinking of situations,
suggest that they think of
Mixed Review If c is the measure of the hypotenuse of a right triangle, find each missing
anything that involves measure-
measure. If necessary, round to the nearest hundredth. (Lesson 11-4)
47. a
7, b
24, c
? 25 48. b
30, c
34, a
? 16
ment such as construction, art,
sports, and so on. Have them
49. a

7, c

16
, b
? 3 , b

50
50. a

13 , c
? explain how the Distance
3
7
  7.94 Formula is used in the situation.
Solve each equation. Check your solution. (Lesson 11-3)
51.

p  2  8
p 11 52.

r5
r1 4 53.
 
2t  3
5t2  29
{2, 10} Getting Ready for
COST OF DEVELOPMENT For Lesson 11-6
Exercises 54–56, use the graph that USA TODAY Snapshots® PREREQUISITE SKILL Students will
shows the amount of money being
learn about similar triangles in
spent on worldwide construction. Global spending on construction
(Lesson 8-3) The worldwide construction industry, valued Lesson 11-6. In order to determine
at $3.41 trillion in 2000, grew 5.8% since whether triangles are similar, they
54. Asia, 54. Write the value shown for each 1998. Breakdown by region:
1,113,000,000,000; continent or region listed in $1.113
must be able to solve proportions.
Europe, standard notation. trillion $1.016 Use Exercises 63–68 to determine
trillion $884
1,016,000,000,000; 55. Write the value shown for each billion your students’ familiarity with
U.S./Canada, continent or region in scientific solving proportions.
884,000,000,000; notation.
Latin America, 56. How much more money is $241
241,000,000,000; being spent in Asia than in billion $101.2
Middle East, $56.1 Answer
Latin America? $8.72 1011 billion billion
101,200,000,000; or $872 billion
Africa,
43. Compare the slopes of the two
Asia Europe U.S./ Latin Middle Africa
56,100,000,000. Canada America East potential legs to determine
55. Asia, 1.113 1012;
Source: Engineering News Record

By Shannon Reilly and Frank Pompa, USA TODAY

whether the slopes are negative
Europe, 1.016 1012; reciprocals of each other. You can
U.S./Canada, 8.84 Solve each inequality. Then check your solution and graph it on a number line. also compute the lengths of the
1011; Latin America, (Lesson 6-1) 57–62. See pp. 639A– 639B for graphs. three sides and determine
2.41 1011; Middle m  1 {mm  9} 58. 3  10  k {kk 7}
57. 8 whether the square of the longest
East, 1.012 1011;
Africa, 5.61 1010. 59. 3x 2x  3 {xx 3} 60. v  (4)  6 {vv 2} side length is equal to the sum of
62. s    ss 1 the squares of the other two side
1 2
61. r  5.2  3.9 {rr  9.1}
6 3 2
lengths. Neither test holds true in
Getting Ready for PREREQUISITE SKILL Solve each proportion. (To review proportions, see Lesson 3-6.) this case because the triangle is
the Next Lesson x 3 20 5 not a right triangle.
63. 
 6 64. 
 8
4 2 x 2
6 8 10 x
65. 
 12 66. 
 15
9 x 12 18
x2 3 2 6
67. 
 1 68. 
 5
7 7 3 x4

[Link]/self_check_quiz Lesson 11-5 The Distance Formula 615

Online Lesson Plans

USA TODAY Education’s Online site offers resources and
interactive features connected to each day’s newspaper.
Experience TODAY, USA TODAY’s daily lesson plan, is
available on the site and delivered daily to subscribers.
This plan provides instruction for integrating USA TODAY
graphics and key editorial features into your mathematics
classroom. Log on to [Link].

Lesson 11-5 The Distance Formula 615

 Lesson Similar Triangles
Notes

• Determine whether two triangles are similar.

1 Focus • Find the unknown measures of sides of two similar triangles.

Vocabulary are similar triangles related to photography?

5-Minute Check • similar triangles When you take a Lens Film
Transparency 11-6 Use as picture, the image
a quiz or review of Lesson 11-5. of the object being
photographed is
Mathematical Background notes projected by the camera
are available for this lesson on lens onto the film. The
height of the image on
p. 584D. the film can be related to
the height of the object Distance from lens to object Distance
Building on Prior using similar triangles. from lens to film

Knowledge
In Lesson 3-6, students learned SIMILAR TRIANGLES Similar triangles have the same shape, but not
necessarily the same size. There are two main tests for similarity.
how to solve proportions. In this • If the angles of one triangle and the corresponding angles of a second triangle
lesson, students will use their have equal measures, then the triangles are similar.
knowledge of proportions to • If the measures of the sides of two triangles form equal ratios, or are proportional,
determine whether two triangles then the triangles are similar.
are similar.
Study Tip The triangles below are similar. This is written as ABC  DEF. The vertices
of similar triangles are written in order to show the corresponding parts.
are similar triangles Reading Math E
related to photography? The symbol  is read
is similar to. 83˚
Ask students: B 4 cm 5 cm
2 cm 83˚ 2.5 cm
• If you photograph two people 56˚ 41˚ 56˚ 41˚
A C D F
from the same distance, one of 3 cm 6 cm
whom is twice the height of
corresponding angles corresponding sides
the other, what are the heights AB 2 1
of their images in the A and D B
A  and D
E → 


DE 4 2
photograph? One image will be B and E BC
BC 2.5
F → 


 and E
1
twice the height of the other. EF 5 2
AC 3 1
• How would you describe this C and F C
A F → 


 and D
DF 6 2
relationship using ratios? The
ratio of the heights of the people is Similar Triangles
the same as the ratio of the heights • Words If two triangles are similar, then the measures of their corresponding
of the images. TEACHING TIP sides are proportional, and the measures of their corresponding
Arcs are used to show angles are equal.
• What do you call an equation angles that have equal • Symbols If ABC  DEF, • Model B
that states two ratios are measures. AB BC AC E
then 

.
equal? a proportion DE EF DF A C
D F

616 Chapter 11 Radical Expressions and Triangles

Resource Manager
Workbook and Reproducible Masters Transparencies
Chapter 11 Resource Masters Parent and Student Study Guide 5-Minute Check Transparency 11-6
• Study Guide and Intervention, pp. 673–674 Workbook, p. 88 Answer Key Transparencies
• Skills Practice, p. 675 Prerequisite Skills Workbook,
• Practice, p. 676 pp. 61–62 Technology
• Reading to Learn Mathematics, p. 677 Interactive Chalkboard
• Enrichment, p. 678
• Assessment, p. 700
 Example 1 Determine Whether Two Triangles Are Similar
Determine whether the pair of triangles is similar. Justify your answer. 2 Teach
Remember that the sum of the measures of the N
angles in a triangle is 180°. SIMILAR TRIANGLES
The measure of P is 180°  (51°  51°) or 78°.
M 78˚ In-Class Example Power
Point®
In MNO, N and O have the same measure.
P
Let x
the measure of N and O.
Teaching Tip Tell students to
O look closely at all the angles and
x  x  78°
180°
sides of the two triangles for
2x
102°
51˚ 51˚ clues about whether the triangles
x
51° R Q
are similar. In Example 1, the
So N
51° and O
51°. Since the corresponding angles have equal measures,
same angles are not marked on
MNO  PQR. both triangles, but there is suffi-
cient information to determine
that the angles are congruent.

1 Determine whether the pair

FIND UNKNOWN MEASURES Proportions can be used to find the of triangles is similar. Justify
measures of the sides of similar triangles when some of the measurements
are known. your answer.
Y
Example 2 Find Missing Measures 15 12

Find the missing measures if each pair of triangles below is similar. X Z

24
a. Since the corresponding angles have equal measures, TUV  WXY. B
The lengths of the corresponding sides are proportional. 10 8
Study Tip A C
WX XY Corresponding sides of similar U 16
Corresponding 

TU UV triangles are proportional. 3 4
Vertices
98˚ The corresponding sides of the
a 16 47˚
Always use the 
 WX
a, XY
16, TU
3, UV
4 T V triangles are proportional, so the
3 4 6
corresponding order triangles are similar.
4a
48 Find the cross products. X
of the vertices to
write proportions a
12 Divide each side by 4. a 98˚ 16
for similar triangles.
47˚ 51˚
WY XY Corresponding sides of similar


W b Y
FIND UNKNOWN
TV UV triangles are proportional. MEASURES
b 16

 WY
b, XY
16, TV
6, UV
4
6 4 In-Class Example Power
Point®
4b
96 Find the cross products.
b
24 Divide each side by 4.
2 Find the missing measures if
The missing measures are 12 and 24. each pair of triangles below
is similar.
a. C 18
b. ABE  ACD 77
8 26 D
BE AE Corresponding sides of similar C 77

 E 18
CD AD triangles are proportional.
B
10 6 G

 BE
10, CD
x, AE
6, AD
9 xm 27
x 9 10 77
90
6x Find the cross products. A D y 26 H
6m E
15
x Divide each side by 6. 77 x
9m
I
The missing measure is 15.
The missing measures are 27
and 12.
[Link]/extra_examples Lesson 11-6 Similar Triangles 617
b.
Z

cm
10
Y

cm
4
X V
3 cm W
a cm
The missing measure is 7.5.

Lesson 11-6 Similar Triangles 617

In-Class Example Power Example 3 Use Similar Triangles to Solve a Problem
Point®
SHADOWS Jenelle is standing near the
3 SHADOWS Richard is Washington Monument in Washington, D.C.
The shadow of the monument is 302.5 feet,
standing next to the General
and Jenelle’s shadow is 3 feet. If Jenelle is
Sherman Giant Sequoia tree in 5.5 feet tall, how tall is the monument?
Note: Not drawn
Sequoia National Park. The to scale
x ft
shadow of the tree is The shadows form similar triangles. Write a
proportion that compares the heights of the
22.5 meters, and Richard’s
objects and the lengths of their shadows.
shadow is 53.6 centimeters. If
Richard’s height is 2 meters, Washington
5.5 ft

how tall is the tree? Let x
the height of the monument. 3 ft 302.5 ft
Monument
The tree is about 84 m tall. The monument has a Jenelle’s shadow → 3 5.5 ← Jenelle’s height


shape of an Egyptian monument’s shadow → 302.5 x ← monument’s height
obelisk. A pyramid made
3x
1663.75 Cross products
of solid aluminum caps

3 Practice/Apply the top of the monument. x 554.6 feet

The height of the monument is about 554.6 feet.

Divide each side by 3.

Study Notebook
Have students—
• add the definitions/examples of Concept Check 1. Explain how to determine whether two triangles are similar.

the vocabulary terms to their 1. If the measures of 2. OPEN ENDED Draw a pair of similar triangles. List the corresponding angles
the angles of one and the corresponding sides. See pp. 639A–639B.
Vocabulary Builder worksheets for triangle equal the
measures of the 3. FIND THE ERROR Russell and Consuela are comparing the similar triangles
Chapter 11. below to determine their corresponding parts. See margin.
corresponding angles
• include examples of how to of another triangle, Y
Russell Consuela
determine whether two triangles and the lengths of the
sides are proportional, m ΩX = m ΩT m}X = m}V
are similar, and how to find then the two triangles m ΩY = m ΩU m}Y = m}U U
X Z
unknown measures using triangles. are similar. m ΩZ = m ΩV m}Z = m}T
• include any other item(s) that they πXYZ , πTUV πXYZ , πVUT
find helpful in mastering the skills T V
in this lesson. Who is correct? Explain your reasoning.

Guided Practice Determine whether each pair of triangles is similar. Justify your answer.
GUIDED PRACTICE KEY 4. 84˚ No; the angle 5. Yes; the angle
Exercises Examples
measures are 35˚ measures are
not equal. equal.
4, 5 1 55˚
FIND THE ERROR 6–9 2
Remind students 46˚ 46˚
10 3
to pay close attention
For each set of measures given, find the measures of the missing sides if
to the arcs that denote which 䉭ABC 䉭DEF.
angles are congruent. 6. c
15, d
7, e
9, f
5 a  21, b  27 B
7. a
18, c
9, e
10, f
6 b  15, d  12 c a E
25 30
Answers 8. a
5, d
7, f
6, e
5 b  , c   f d
7 7
9. a
17, b
15, c
10, f
6 d  10.2, A b C D e F
3. Consuela; the arcs indicate which e9
618 Chapter 11 Radical Expressions and Triangles
angles correspond. The vertices of
the triangles are written in order
to show the corresponding parts.
Differentiated Instruction
Naturalist Have students use the method in Example 3 to find the
heights of trees that are native to your area. Make sure students record
the location and type of tree along with the height. Students will need
tape measures and will need to take measurements on a sunny day.

618 Chapter 11 Radical Expressions and Triangles

 Application 10. SHADOWS If a 25-foot flagpole casts a shadow that is 10 feet long and the nearby
school building casts a shadow that is 26 feet long, how high is the building? 65 ft
About the Exercises …
★ indicates increased difficulty Organization by Objective
• Similar Triangles: 11–16
Practice and Apply • Find Unknown Measures:
Determine whether each pair of triangles is similar. Justify your answer. 17–32
11. yes 54˚ 12. 13. no Odd/Even Assignments
For See 60˚ 42˚
Exercises Examples
21˚ no
105˚ 21˚ Exercises 11–24 are structured
11–16 1 50˚ 60˚
17–24 2 60˚
so that students practice the
79˚
25–32 3
50˚ 50˚
same concepts whether they
Extra Practice are assigned odd or even
See page 845. 14. yes 15. 16. x
problems.
44˚ no 88˚ yes 45˚
55˚ 55˚
56˚ 45˚ 45˚ 2x Assignment Guide
80˚
Basic: 11–27 odd, 33–61
Average: 11–27 odd, 29, 30,
33–61
11–16. See margin for justifications.
Advanced: 12–28 even, 29–55
For each set of measures given, find the measures of the missing sides if (optional: 56–61)
䉭KLM 䉭NOP.
All: Practice Quiz 2 (1–10)
17. k
9, n
6, o
8, p
4 ᐉ  12, m  6 L
18. k
24, ᐉ
30, m
15, n
16 o  20, p  10 m k
55 22
19. m
11, p
6, n
5, o
4 k  , ᐉ  
6 112 3 84
20. k
16, ᐉ
13, m
12, o
7 n  , p  
K l M Answers
13 13
21. n
6, p
2.5, ᐉ
4, m
1.25 k  3, o  8 O 11. The angle measures are equal.
22. p
5, k
10.5, ᐉ
15, m
7.5 n  7, o  10 p n 12. The angle measures are not equal.
23. n
2.1, ᐉ
4.4, p
2.7, o
3.3 k  2.8, m  3.6 N P
o 13. The angle measures are not equal.
24. m
5, k
12.6, o
8.1, p
2.5 ᐉ  16.2, n  6.3
14. The angle measures are equal.
25. Determine whether the following statement is sometimes, always, or never true.
15. The angle measures are not equal.
If the measures of the sides of a triangle are multiplied by 3, then the measures of the
angles of the enlarged triangle will have the same measures as the angles of the original 16. The angle measures are equal.
triangle. always

26. PHOTOGRAPHY Refer to the diagram of a camera at the beginning of the

lesson. Suppose the image of a man who is 2 meters tall is 1.5 centimeters tall
on film. If the film is 3 centimeters from the lens of the camera, how far is the
man from the camera? 4 m
1
27. 3 in. 27. BRIDGES Truss bridges use triangles in their support beams. Mark plans to
3
make a model of a truss bridge in the scale 1 inch
12 feet. If the height of the
triangles on the actual bridge is 40 feet, what will the height be on the model?

28. BILLIARDS Lenno is playing billiards on A 84 in. B

a table like the one shown at the right. He
wants to strike the cue ball at D, bank it x
at C, and hit another ball at the mouth 42 in. C
of pocket A. Use similar triangles to find D E
where Lenno’s cue ball should strike 10 in. 28 in.
the rail. 24 in. from pocket B F

Lesson 11-6 Similar Triangles 619

Lesson 11-6 Similar Triangles 619

 Study Guide
NAME ______________________________________________ DATE

andIntervention
Intervention,
____________ PERIOD _____
CRAFTS For Exercises 29 and 30, use the following information.
11-6 Study Guide and
p. 673 Melinda is working on a quilt pattern containing isosceles right triangles whose
Similar(shown)
Triangles and p. 674
Similar Triangles RST is similar to XYZ. The angles of the
sides measure 2 inches, 2 inches, and about 2.8 inches.

Lesson 11-6
Z X
30
two triangles have equal measure. They are called corresponding S
60

★ 29. She has several square pieces of material that measure 4 inches on each side.
angles. The sides opposite the corresponding angles are called 60 Y
corresponding sides.
30
R T

E
From each square piece, how many triangles with the required dimensions
Similar Triangles
If two triangles are similar, then the
measures of their corresponding sides
ABC  DEF B D
F
can she cut? 8
are proportional and the measures of AB BC AC



DE EF DF

★ 30. She wants to enlarge the pattern to make similar triangles for the center of
their corresponding angles are equal. A
C

Example 1 Determine whether Example 2 Determine whether the pair

the quilt. What is the largest similar triangle she can cut from the square
the pair of triangles is similar.
Justify your answer.
of triangles is similar. Justify your answer.
F
material? 4 by 4 by about 5.6 in.
S X 90
G
I
45 H 45
E 45
R 75 89 Y
45
T
Z
50 J

The measure of G
180°  (90°  45°)
45°.

MIRRORS For Exercises 31 and 32,
The measure of I
180°  (45°  45°)
90°.
Since corresponding angles do not have
the equal measures, the triangles are Since corresponding angles have equal use the diagram and the following
not similar. measures, EFG  HIJ.
information.
Exercises
Viho wanted to measure the height of
Determine whether each pair of triangles is similar. Justify your answer.

1. 2. 3.
a nearby building. He placed a mirror
120

30
90

45
on the pavement at point P, 80 feet
30
30 60
60
from the base of the building. He then
Yes; corresponding No; corresponding Yes; corresponding
angles have equal angles do not have angles have equal backed away until he saw an image of
measures. equal measures. measures.
the top of the building in the mirror. P
4. 5. 6.

★ 31. If Viho is 6 feet tall and he is standing 9 feet from the mirror, how tall is the
120
40 110
80 20
30
30 45 45
55 30 115
building? about 53 ft
Yes; corresponding No; corresponding No; corresponding
angles have equal angles do not have angles do not have
measures.
NAME ______________________________________________ DATE
equal measures. equal measures.
____________ PERIOD _____
32. Viho’s eyes are ★ 32. What assumptions did you make in solving the problem?
Skills
11-6 Practice,
Practice (Average)
p. 675 and 6 feet off the ground,
Practice, p. 676 (shown) Viho and the building
Similar Triangles CRITICAL THINKING For Exercises 33–35, use the following information.
Determine whether each pair of triangles is similar. Justify your answer. each create right
The radius of one circle is twice the radius of another. 34–35. See margin.
1.
P
U 2. D
80
G angles with the
C
47
47
56 F ground, and the 33. Are the circles similar? Explain your reasoning.
31 59
R Q S T E H

Yes;
Q 
T  90°;
P  No;
C  180°  (47°  80°)  53°.

two angles with 34. What is the ratio of their circumferences? Explain your reasoning.
180°  (90°  31°)  59° 
S;

U  180°  (90°  59°)  31° 
Since FGH has a 56° angle, but
CDE does not, corresponding
the ground at P have

R. Since the corresponding
angles have equal measures,
angles do not all have equal
measures, and the triangles are not equal measure. 35. What is the ratio of their areas? Explain your reasoning.
PQR STU. similar.
33. Yes; all circles are
For each set of measures given, find the measures E
of the missing sides if ABC DEF.
f d c
B

a
similar because they 36. WRITING IN MATH Answer the question that was posed at the beginning of
3. c
4, d
12, e
16, f
8 a  6, b  8
D e F A b C have the same shape. the lesson. See margin.
4. e
20, a
24, b
30, c
15 d  16, f  10
How are similar triangles related to photography?
5. a
10, b
12, c
6, d
4 e  4.8, f  2.4

6. a
4, d
6, e
4, f
3 c  2, b 

8 Include the following in your answer:
3

7. b
15, d
16, e
20, f
10 a  12, c 

15 • an explanation of the effect of moving a camera with a zoom lens closer to the
2
32 44
object being photographed, and
8. a
16, b
22, c
12, f
8 d 
, e 

3 3
5 11 33 35
• a description of what you could do to fit the entire image of a large object on
9. a
 , b
3, f
 , e
7 c 
, d 

2 2 14 6
the picture.
10. c
4, d
6, e
5.625, f
12 a  2, b  1.875

11. SHADOWS Suppose you are standing near a building and you want to know its height.
The building casts a 66-foot shadow. You cast a 3-foot shadow. If you are 5 feet 6 inches
tall, how tall is the building? 121 ft
Standardized For Exercises 37 and 38, use the figure at B
12. MODELS Truss bridges use triangles in their support beams. Molly made a model of a
truss bridge in the scale of 1 inch
8 feet. If the height of the triangles on the model is
Test Practice the right.
4.5 inches, what is the height of the triangles on the actual bridge? 36 ft
37. Which statement must be true? D
Reading
NAME ______________________________________________ DATE ____________ PERIOD _____
A ABC  ADC
11-6 Readingto to Learn
Learn MathematicsELL
Mathematics, p. 677 B ABC  ACD A C
Similar Triangles
Pre-Activity How are similar triangles related to photography?
Read the introduction to Lesson 11-6 at the top of page 616 in your textbook.
C ABC  CAD
How would you describe the shapes and sizes of the figures in the diagram? D none of the above
Sample answer: The figures have the same shape, but they do
not have the same size.

Reading the Lesson D

Complete each sentence.
38. Which statement is always true? A
1. In similar triangles, the angles of the two triangles can be matched so that
corresponding angles have equal measures .
A AB  DC B CB  AD
2. If the angles of one triangle do not have the same measures as the angles of a second C AC  BC D AC
AB
triangle, then the two angles are not similar .

3. If two triangles have the same size and shape, then the measures of the corresponding 620 Chapter 11 Radical Expressions and Triangles
sides are proportional .

Determine whether each pair of triangles is similar. Explain how you know that
your answer is correct.

4. Not similar; the angles cannot be matched so that NAME ______________________________________________ DATE ____________ PERIOD _____
58
corresponding angles have the same measures.

Enrichment, p. 678
30 32
11-6 Enrichment
60

5. Not similar; the sides cannot be matched to A Curious Construction

7.5 have corresponding sides proportional.
6
Many mathematicians have been interested in C
3 3.5
ways to construct the number . Here is one such
8 4
geometric construction. 7
–
8

6. Similar; the angles can be matched so that In the drawing, triangles ABC and ADE are right F E
20 125
corresponding angles have equal measures. triangles. The length of AD equals the length of 
AC
35 and FB
 is parallel to 
EG. 1
–
2
35
The length of BG
 gives a decimal approximation
125 20
of the fractional part of to six decimal places. A D
1 B G

Helping You Remember Follow the steps to find the length of .
BG
7. How can you use the idea that the corresponding sides of similar triangles are C
1. Use the length of B and the Pythagorean
proportional to help you remember how to find the unknown lengths of the sides of Theorem to find the length of 
AC.
similar triangles? Sample answer: Since the corresponding sides of similar
triangles are proportional, use a proportion to find the lengths of the AC  12  
  1.3287682
7 2
unknown sides. 8
D
2. Find the length of A.

AD AC 1 3287682

620 Chapter 11 Radical Expressions and Triangles

Maintain Your Skills
Mixed Review Find the distance between each pair of points whose coordinates are given.
4 Assess
Express answers in simplest radical form and as decimal approximations
rounded to the nearest hundredth if necessary. (Lesson 11-5)
Open-Ended Assessment
39. (1, 8), (2, 4) 5 40. (6, 3), (12, 5) 10 Modeling Construct a triangle
41. (4, 7), (3, 12)
26
  5.1 42. 1, 5
6 , 6, 7
6  7 using unsharpened pencils, un-
cooked spaghetti or other items
Determine whether the following side measures form right triangles. Justify that have a uniform length. Have
your answer. (Lesson 11-4) students construct a triangle
43. 25, 60, 65 Yes; 252  602  652. 44. 20, 25, 35 No; 202  252  352. similar to yours and explain how
45. 49, 168, 175 Yes; 492  1682  1752. 46. 7, 9, 12 No; 72  92  122. they would show that the two
triangles are similar.
Arrange the terms of each polynomial so that the powers of the variable are in
descending order. (Lesson 8-4) 48. 5x3  2x2  4x  7
47. 1  3x2  7x 3x2  7x  1 48. 7  4x  2x2  5x3 Getting Ready for
49. 6x  3  3x2 3x2  6x  3 50. abx2  bcx  34  x7 Lesson 11-7
x7  abx2  bcx  34 PREREQUISITE SKILL Students
Use elimination to solve each system of equations. (Lesson 7-3) will learn about trigonometric
51. 2x  y
4 (3, 2) 52. 3x  2y
13 (5, 1) ratios in Lesson 11-7. In order to
xy
5 2x  5y
5
compute trigonometric ratios,
1 1
53. 0.6m  0.2n
0.9 (1.5, 0) 54. x  y
8 (6, 12) students must be able to divide
3 2
0.3m
0.45  0.1n 1 1 rational numbers. Use Exercises
x  y
0
2 4
56–61 to determine your students’
55. AVIATION An airplane passing over Sacramento at an elevation of 37,000 feet familiarity with dividing rational
begins its descent to land at Reno, 140 miles away. If the elevation of Reno is numbers.
4500 feet, what should be the approximate slope of descent?
(Hint: 1 mi
5280 ft) (Lesson 5-1) about 0.044
Assessment Options
Getting Ready for PREREQUISITE SKILL Evaluate if a  6, b  5, and c  1.5. Practice Quiz 2 The quiz
the Next Lesson (To review evaluating expressions, see Lesson 1-2.) provides students with a brief
a b 5 ab 2
56.  4 57.   or 0.83
 58.   or 0.6
 review of the concepts and skills
c a 6 c 3
ac 9 b 10 c 1 in Lessons 11-4 through 11-6.
59.   or 1.8 60.   or 1.1  61.   or 0.3
 Lesson numbers are given to the
b 5 ac 9 ac 3
right of exercises or instruction
lines so students can review
P ractice Quiz 2 Lessons 11-4 through 11-6
concepts not yet mastered.
If c is the measure of the hypotenuse of a right triangle, find each missing measure. Quiz (Lessons 11-5 and 11-6) is
If necessary, round to the nearest hundredth. (Lesson 11-4) available on p. 700 of the Chapter
1. a
14, b
48, c
? 50 2. a
40, c
41, b
? 9 11 Resource Masters.
, a
? 2
5  4.47
3. b
8, c

84 4. a

5, b

8, c
?   3.61

13
Find the distance between each pair of points whose coordinates are given. (Lesson 11-5)
5. (6, 12), (3, 3)   17.49

306 6. (1, 3), (5, 11) 10
  2.83
7. (2, 5), (4, 7) 2
2 8. (2, 9), (5, 4)

178  13.34

Find the measures of the missing sides if BCA EFD. (Lesson 11-6)
9. b
10, d
2, e
1, f
1.5 a  20, c  15 10. a
12, c
9, d
8, e
12 b  18, f  6

[Link]/self_check_quiz Lesson 11-6 Similar Triangles 621

Answers
34. 2:1; Let the first circle have radius r and the larger have 36. The size of an object on the film of a camera can be related to
radius 2r. The circumference of the first is 2 r and the other its actual size using similar triangles. Answers should include
has circumference 2 (2r )  4 r. the following.
35. 4:1; The area of the first is r 2 and the area of the other is • Moving the lens closer to the object (and farther from the
(2r)2  4 r 2. film) makes the object appear larger.
• Taking a picture of a building; you would need to be a great
distance away to fit the entire building in the picture.

Lesson 11-6 Similar Triangles 621

Algebra
Activity A Preview of Lesson 11-7

A Preview of Lesson 11-7

Getting Started Investigating Trigonometric Ratios

You can use paper triangles to investigate trigonometric ratios.
Objective Construct right
triangles with legs whose lengths Collect the Data
are equal to a specific ratio, in Step 1 Use a ruler and grid paper to draw several right
order to investigate the relation- triangles whose legs are in a 7:10 ratio. Include a
ship between the sides and the right triangle with legs 3.5 units and 5 units, a
right triangle with legs 7 units and 10 units,
angles as a preview of trigono- another with legs 14 units and 20 units, and
metric ratios. several more right triangles similar to these three.
Label the vertices of each triangle as A, B, and C,
Materials where C is at the right angle, B is opposite the
ruler longest leg, and A is opposite the shortest leg.
grid paper
protractor Step 2 Copy the table below. Complete the first three columns by measuring the
hypotenuse (side AB) in each right triangle you created and recording its length.

Teach Step 3 Calculate and record the ratios in the middle two columns. Round to the
nearest tenth, if necessary.
• Remind students that the
triangles they are drawing are Step 4 Use a protractor to carefully measure angles A and B in each right triangle.
similar because the ratio of the Record the angle measures in the table.
corresponding sides is the same
Side Lengths Ratios Angle Measures
for each triangle.
side BC side AC side AB BC:AC BC:AB angle A angle B angle C
• Point out to students that be- 3.5 5 6.1 0.7 0.574 35° 55° 90°
cause they drew the triangles 7 10 12.2 0.7 0.574 35° 55° 90°
by hand, the measures of the 14 20 24.4 0.7 0.574 35° 55° 90°
angles may not be exact, 28 40 48.8 0.7 0.574 35° 55° 90°
according to the protractor. 35 50 61 0.7 0.574 35° 55° 90°
However, the measures should 42 60 73.2 0.7 0.574 35° 55° 90°
be close to 35°, 55°, and 90°.
Sample answers are given in table.

Assess Analyze the Data

1. Examine the measures and ratios in the table. What do you notice? Write a
Ask students to conjecture why sentence or two to describe any patterns you see.
knowing the relationship All ratios and angle measures are the same for any 7:10 right triangle.
between the ratios of the sides of Make a Conjecture
a triangle to each other and the 2. For any right triangle similar to the ones you have drawn here, what will be the
angles might be useful. Sample value of the ratio of the length of the shortest leg to the length of the longest leg? 7:10
answer: Knowing these relationships 3. If you draw a right triangle and calculate the ratio of the length of the shortest
leg to the length of the hypotenuse to be approximately 0.574, what will be the
might allow you to calculate a miss- measure of the larger acute angle in the right triangle? 55°
ing side length or angle measure.
622 Chapter 11 Radical Expressions and Triangles

Resource Manager
Teaching Algebra with Glencoe Mathematics Classroom
Manipulatives Manipulative Kit
• p. 1 (master for grid paper) • coordinate grid stamp
• p. 23 (master for protractors) • protractors
• p. 24 (master for rulers) • rulers
• p. 191 (student recording sheet)

622 Chapter 11 Radical Expressions and Triangles

 Trigonometric Ratios Lesson
Notes

• Define the sine, cosine, and tangent ratios.

• Use trigonometric ratios to solve right triangles.
1 Focus
Vocabulary are trigonometric ratios used in surveying?
• trigonometric ratios Surveyors use triangle ratios called
5-Minute Check
• sine trigonometric ratios to determine Transparency 11-7 Use as
• cosine distances that cannot be measured a quiz or review of Lesson 11-6.
• tangent directly.
• solve a triangle • In 1852, British surveyors Mathematical Background notes
• angle of elevation measured the altitude of the peak are available for this lesson on
• angle of depression of Mt. Everest at 29,002 feet using p. 584D.
these trigonometric ratios.
• In 1954, the official height are trigonometric ratios
became 29,028 feet, which was used in surveying?
also calculated using surveying
techniques. Ask students:
• On November 11, 1999, a team using advanced technology and the Global • In the previous lesson, you
Positioning System (GPS) satellite measured the mountain at 29,035 feet. calculated the height of the
Washington Monument using
ratios. What is required in
TRIGONOMETRIC RATIOS Trigonometry is an area of mathematics that order to make this calculation?
involves angles and triangles. If enough information is known about a right
triangle, certain ratios can be used to find the measures of the remaining parts Two similar triangles formed by the
of the triangle. Trigonometric ratios are ratios of the measures of two sides of a shadow of the monument and the
right triangle. Three common trigonometric ratios are called sine, cosine, shadow of a person standing next
and tangent.
to it. You know the length of both
shadows and the height of the per-
Trigonometric Ratios son. You can use ratios to calcu-
measure of leg opposite A late the height of the monument.
• Words sine of A

measure of hypotenuse
• Based on the Algebra Activity
measure of leg adjacent to A
Study Tip cosine of A

measure of hypotenuse
on the previous page, how do
Reading Math measure of leg opposite A
you suppose a surveyor could
Notice that sine, cosine, tangent of A

measure of leg adjacent to A calculate the height of a
and tangent are mountain? Sample answer: A
BC
abbreviated sin, cos, • Symbols sin A

and tan respectively.
AB surveyor could use the angle be-
AC
cos A
 tween him or herself and the top of
AB
the mountain, and the distance to
BC
tan A
 the mountain to construct a similar
AC
• Model B right triangle. Then based on the
hypotenuse leg side measures of that similar
opposite triangle, the height of the mountain
A
could be calculated using ratios.
A leg adjacent A C

Lesson 11-7 Trigonometric Ratios 623

Resource Manager
Workbook and Reproducible Masters Transparencies
Chapter 11 Resource Masters Parent and Student Study Guide 5-Minute Check Transparency 11-7
• Study Guide and Intervention, pp. 679–680 Workbook, p. 89 Answer Key Transparencies
• Skills Practice, p. 681 Teaching Algebra With Manipulatives
• Practice, p. 682 Masters, pp. 23, 24, 192 Technology
• Reading to Learn Mathematics, p. 683 Interactive Chalkboard
• Enrichment, p. 684
• Assessment, p. 700

Lesson x-x Lesson Title 623

 Example 1 Sine, Cosine, and Tangent R

2 Teach Find the sine, cosine, and tangent of each acute angle
of  RST. Round to the nearest ten thousandth.
18
TRIGONOMETRIC RATIOS Write each ratio and substitute the measures. Use a 17

calculator to find each value.

The trigono- S
35 T

New metric ratios are opposite leg adjacent leg opposite leg
a concept that sin R
 cos R
 tan R

hypotenuse hypotenuse adjacent leg
students will


35 17

35
use in other
 or 0.3287
 or 0.9444
 or 0.3480
18 18 17
classes such as Geometry,
opposite leg adjacent leg opposite leg
Algebra II, and Trigonometry. sin T

hypotenuse
cos T

hypotenuse
tan T

adjacent leg
Any time students are intro-
17 

35 17
duced to such important con-
 or 0.9444
 or 0.3287
 or 2.8735
18 18

35
cepts, have them record the
concepts in their Study Note-
books for future reference.
Additionally, the act of record- You can use a calculator to find the values of trigonometric functions or to find
ing the concepts will help the the measure of an angle. On a graphing calculator, press the trigometric function
key, and then enter the value. On a nongraphing scientific calculator, enter the value,
students remember them. and then press the function key. In either case, be sure your calculator is in degree
mode. Consider cos 50°.

Graphing Calculator Nongraphing Scientific Calculator

In-Class Example Power
Point® KEYSTROKES: COS 50 ENTER .6427876097 KEYSTROKES: 50 COS .642787609

Teaching Tip While it is true

that a fraction with radicals in the Example 2 Find the Sine of an Angle
denominator is not in simplest
form, it is not necessary to Find sin 35° to the nearest ten thousandth.
rationalize the denominator if KEYSTROKES: SIN 35 ENTER .5735764364
students are going to use a cal-
Rounded to the nearest ten thousandth, sin 35° 0.5736.
culator to simplify the expression.
Suggest that students use a cal-

10

30

culator to find  and  .

3
 3
Both produce the same result, Example 3 Find the Measure of an Angle
and rationalization was not Find the measure of
J to the nearest degree.
necessary.
Since the lengths of the opposite and adjacent sides J 9 K
are known, use the tangent ratio.
1 Find the sine, cosine, and
tangent of each acute angle of opposite leg 6
tan J
 Definition of tangent
adjacent leg
DEF. Round to the nearest
6
ten-thousandth.
 KL
6 and JK
9 L
9
D
Now use the [TAN1]
on a calculator to find the
6
measure of the angle whose tangent ratio is .
9
19
13 KEYSTROKES: 2nd [TAN1] 6 ⫼ 9 ENTER 33.69006753

To the nearest degree, the measure of J is 34°.

E F
8
3
624 Chapter 11 Radical Expressions and Triangles
sin D  0.7293; cos D  0.6842;
tan D  1.0659; sin F  0.6842;
cos F  0.7293; tan F  0.9382
Differentiated Instruction
Auditory/Musical Divide the class into small groups. Challenge each
group to devise a rap verse, limerick, poem, or a song that they can use
to remember the trigonometric ratios.

624 Chapter 11 Radical Expressions and Triangles

 SOLVE TRIANGLES You can find the missing measures of a right triangle if In-Class Examples Power
you know the measure of two sides of a triangle or the measure of one side and Point®
one acute angle. Finding all of the measures of the sides and the angles in a right
triangle is called solving the triangle . Teaching Tip To make sure that
their calculators are in degree
mode, tell students to press
Example 4 Solve a Triangle MODE and then look at the
Find all of the missing measures in  ABC. third row to see whether Radian
or Degree is highlighted. If Radian
You need to find the measures of B, A
C, and B
C. A is highlighted, students should
use the cursor to select Degree,
Step 1 Find the measure of B. The sum of the 38˚ then press ENTER .
measures of the angles in a triangle is 180. 12 in.
y in.
180°  90°  38°
52° 2 Find cos 65° to the nearest
Study Tip The measure of B is 52°. ten thousandth. 0.4226
Verifying Right Step 2 Find the value of x, which is the measure of
C x in. B Teaching Tip If students have
Triangles the side opposite A. Use the sine ratio. trouble understanding the con-
You can use the x cept of the inverse of a trigono-
Pythagorean Theorem to sin 38°
 Definition of sine
12 6
verify that the sides are x

metric function, write 4J
 on
sides of a right triangle. 0.6157
12
Evaluate sin 38°. 9
7.4 x Multiply by 12. the chalkboard. Ask students to
explain how you would solve
C
B  is about 7.4 inches long.
this problem. They will say to
Step 3 Find the value of y, which is the measure of the side adjacent to A. divide both sides by 4. Point out
Use the cosine ratio. that dividing by 4 is the inverse
y operation of multiplying J by 4.
cos 38°
 Definition of cosine
12 Therefore, to solve for J in the
y 6
0.7880  Evaluate cos 38°. equation tan J
 , you perform
12 9
9.5 y Multiply by 12.
the inverse of the tangent
C
A  is about 9.5 inches long. operation on both sides of the
equation.
So, the missing measures are 52°, 7.4 in., and 9.5 in.
3 Find the measure of B to
the nearest degree.
Trigonometric ratios are often used to find distances or lengths that cannot be
12
measured directly. In these situations, you will sometimes use an angle of elevation A B
or an angle of depression. An angle of elevation is formed by a horizontal line of
sight and a line of sight above it. An angle of depression is formed by a horizontal
line of sight and a line of sight below it.
20

C
To the nearest degree, the
measure of
B is 53°.
angle of
line of sight depression

angle of
elevation SOLVE TRIANGLES
In-Class Example Power
Point®

4 Find all of the missing

[Link]/extra_examples Lesson 11-7 Trigonometric Ratios 625
measures in DEF.
x cm
D E
62

15 cm y cm

F
The missing measures are
m
F  28°, x  8 cm, and
y  17 cm.

Lesson 11-7 Trigonometric Ratios 625

In-Class Example Power
Point®

Teaching Tip Problems Make a Hypsometer

involving angles of depression • Tie one end of a piece of string to the middle of
are solved in the same manner a straw. Tie the other end of string to a paper clip.

170
as problems with angles of • Tape a protractor to the side of the straw. Make

130 140 150 160

elevation. It is just a different sure that the string hangs freely to create a Straw

orientation of the angle. vertical or plumb line.

120
110
• Find an object outside that is too tall to measure

0
10
10
90
20
80
30

5 INDIRECT MEASUREMENT directly, such as a basketball hoop, a flagpole, or 40 50 60 70

the school building.

In the diagram, Barone is String
• Look through the straw to the top of the object
flying his model airplane you are measuring. Find the angle measure where
400 feet above him. An angle the string and protractor intersect. Determine the Paper Clip
of depression is formed by a angle of elevation by subtracting this
horizontal line of sight and a measurement from 90°.
line of sight below it. Find • Measure the distance from your eye level to the ground and from your foot
to the base of the object you are measuring.
the angles of depression at
points A and B to the nearest Analyze 1. See students’ work.
degree. 1. Make a sketch of your measurements. Use the equation
height of object  x
400 ft 130 ft tan (angle of elevation)

distance of object
, where x represents distance
B
A
from the ground to your eye level, to find the height of the object.
2. The angle measured 2. Why do you have to subtract the angle measurement on the hypsometer
400 ft by the hypsometer from 90° to find the angle of elevation?
is not the angle of
3. Compare your answer with someone who measured the same object. Did
elevation. It is the your heights agree? Why or why not? See students’ work.
other acute angle
formed in the triangle.
So, to find the measure
The angle of depression at point of the angle of
elevation, subtract Example 5 Angle of Elevation
A is 45° and the angle of the reading on the
depression at point B is 37°. INDIRECT MEASUREMENT At point A, Umeko measured the angle of elevation
hypsometer from to point P to be 27 degrees. At another point B, which was 600 meters closer to
90 since the sum of the cliff, Umeko measured the angle of elevation to point P to be 31.5 degrees.
the measures of the Determine the height of the cliff.
two acute angles in a
right triangle is 90°.
Explore Draw a diagram to model the
P
situation. Two right triangles,
BPC and APC, are formed.
You know the angle of elevation y
for each triangle. To determine 27˚ B
the height of the cliff, find the A 31.5˚
length of PC
, which is shared 600 m xm C
by both triangles.

Plan Let y represent the distance from the top of the cliff P to its base C.
Let x represent BC in the first triangle and let x  600 represent AC.

Solve Write two equations involving the tangent ratio.

y y
tan 31.5°
 and tan 27°

x 600  x
x tan 31.5°
y (600  x)tan 27°
y
626 Chapter 11 Radical Expressions and Triangles

Algebra Activity
Materials string, drinking straw, paper clip, protractor, tape, meter sticks or
tape measure
Remind students that the angle of elevation is being measured from their eye
level, not the ground. They must account for this distance when calculating
the height of the object that they are measuring with their hypsometer.

626 Chapter 11 Radical Expressions and Triangles

 Since both expressions are equal to y, use substitution to solve for x.
x tan 31.5°
(600  x) tan 27° Substitute. 3 Practice/Apply
x tan 31.5°
600 tan 27°  x tan 27° Distributive Property
x tan 31.5°  x tan 27°
600 tan 27° Subtract.

x(tan 31.5°  tan 27°)
600 tan 27° Isolate x. Study Notebook
600 tan 27°
x

tan 31.5°  tan 27°
Divide. Have students—
x 2960 feet Use a calculator. • complete the definitions/examples
Use this value for x and the equation x tan 31.5°
y to solve for y. for the remaining terms on their
x tan 31.5°
y Original equation
Vocabulary Builder worksheets for
Chapter 11.
2960 tan 31.5° y Replace x with 2960.
• include examples of how to derive
1814 y Use a calculator.
the trigonometric ratios from a
The height of the cliff is about 1814 feet. right triangle, and how to use the
Examine Examine the solution by finding the angles of elevation. ratios to solve triangles.
y y
tan B
 tan A
 • include any other item(s) that they
x 600  x
1814 1814 find helpful in mastering the skills
tan B
 tan A

2960 600  2960 in this lesson.
B 31.5° A 27°
The solution checks.

Answers
1. If you know the measure of the
Concept Check 1. Explain how to determine which trigonometric ratio to use when solving for an hypotenuse, use sine or cosine,
unknown measure of a right triangle. See margin.
depending on whether you know
2. See margin. 2. OPEN ENDED Draw a right triangle and label the measure of the hypotenuse the measure of the adjacent side
and the measure of one acute angle. Then solve for the remaining measures.
or the opposite side. If you know
3. Compare the measure of the angle of elevation and the measure of the angle of
depression for two objects. What is the relationship between their measures? the measures of the two legs,
They are equal. use tangent.
Guided Practice For each triangle, find sin Y, cos Y, and tan Y to the nearest ten thousandth. 2. Sample answer:
GUIDED PRACTICE KEY 4. Y 27 X sin Y  0.8, 5. W sin Y  0.3846, A  180°  (90°  50°) or 40°
Exercises Examples cos Y  0.6, cos Y  0.9231, AC BC
tan Y  1.3333 26 tan Y  0.4167 sin 50° 
cos 50° 

4, 5 1 10 10 10
6–8 2
36 AC  7.66 BC  6.43
9–14 3 45 X 24 Y
15–17 4 A
18 5

Z 10
Use a calculator to find the value of each trigonometric ratio to the nearest
ten thousandth. 50˚
6. sin 60° 0.8660 7. cos 75° 0.2588 8. tan 10° 0.1763 C B
Use a calculator to find the measure of each angle to the nearest degree.
9. sin W
0.9848 80° 10. cos X
0.6157 52° 11. tan C
0.3249 18°
Lesson 11-7 Trigonometric Ratios 627

Lesson 11-7 Trigonometric Ratios 627

 For each triangle, find the measure of the indicated angle to the nearest degree.
About the Exercises … 12.
13
33° 13.
?
15 14. 9.7

?
Organization by Objective 7
6
17° 9.3
• Trigonometric Ratios: 19–51 ? 22°
• Solve Triangles: 52–65 Solve each right triangle. State the side lengths to the nearest tenth and the angle
Odd/Even Assignments measures to the nearest degree.
Exercises 19–60 are structured 15. A 16. C 18 m B 17. B
35˚
B  35°,
so that students practice the BC  5.7 in.,
42 in.
same concepts whether they AB  7.0 in.
are assigned odd or even
30˚
problems. C B A

A  60°, AC  21 in.,
A  55°, AC  12.6 m, 55˚

Assignment Guide BC  36.4 in. AB  22 m A 4 in. C

Basic: 19–49 odd, 53–59 odd, Application 18. DRIVING The percent grade of a road is the
ratio of how much the road rises or falls in a
61, 62, 66–79 given horizontal distance. If a road has a vertical Trucks
Average: 19–59 odd, 61–64, rise of 40 feet for every 1000 feet horizontal check brakes
distance, calculate the percent grade of the road 6% grade
66–79
and the angle of elevation the road makes with
Advanced: 20–60 even, 63–79 the horizontal. 4% grade, about 2.3°
★ indicates increased difficulty
Practice and Apply
Answers
19– 24. See margin.
19. sin R  0.6, cos R  0.8, For each triangle, find sin R, cos R, and tan R to the nearest ten thousandth.
tan R  0.75 For See
19. T 20. R 35 F 21. R
Exercises Examples
20. sin R  0.3243, cos R  19–24 1 10 37
12
6
0.9459, tan R  0.3429 25–33 2 G 20
29
34–51 3
21. sin R  0.7241, cos R  52–60 4 R 8 S
0.6897, tan R  1.05 61–65 5
M N
21
22. sin R  0.4706, cos R  Extra Practice
See page 846. 22. R 30 P 23. K 24. R
0.8824, tan R  0.5333
4
10
23. sin R  0.5369, cos R  34
16
7
0.8437, tan R  0.6364 O

170 22 T

24. sin R  0.8182, cos R  H 18

0.5750, tan R  1.4230 11
R U

Use a calculator to find the value of each trigonometric ratio to the nearest
ten thousandth.
25. sin 30° 0.5 26. sin 80° 0.9848 27. cos 45° 0.7071
28. cos 48° 0.6691 29. tan 32° 0.6249 30. tan 15° 0.2679
31. tan 67° 2.3559 32. sin 53° 0.7986 33. cos 12° 0.9781

Use a calculator to find the measure of each angle to the nearest degree.
34. cos V
0.5000 60° 35. cos Q
0.7658 40° 36. sin K
0.9781 78°
37. sin A
0.8827 62° 38. tan S
1.2401 51° 39. tan H
0.6473 33°
40. sin V
0.3832 23° 41. cos M
0.9793 12° 42. tan L
3.6541 75°
628 Chapter 11 Radical Expressions and Triangles

628 Chapter 11 Radical Expressions and Triangles

 For each triangle, find the measure of the indicated angle to the nearest degree. Study Guide
NAME ______________________________________________ DATE

andIntervention
Intervention,
____________ PERIOD _____

11-7 Study Guide and

43. 44. 14 45. p. 679 (shown)
Trigonometric Ratios and p. 680
2 10 Trigonometric Ratios
10 16 ?
For each acute
angle of a right triangle, certain ratios of
sine of
A sin A
a
c
B

side lengths are useful. These ratios are c

cosine of
A cos A
b a

8° ? called trigonometric ratios. Three common c

ratios are the sine, cosine, and tangent, 90 C
? as defined at the right.
tangent of
A tan A
a
b
A
b

51° 16
39° Example

Lesson 11-7
21 8 a. Find the sine, cosine, and tangent of
R of RST.
46. 47. 48. Round to the nearest thousandth.
R

21 ? sin R

20
2
19

0.436 r
2
19
, s
20 18 20

18
cos R

0.9 t
18, s
20 S T
5 20 2

19

25 ? ? tan R

2
19

0.484 r
2
19
, t
18
18
57° b. Find the measure of
R to the nearest degree.
36° 17 32° tan R 0.484 From part a above

Use TAN –1 on a calculator to find the measure of the angle whose tangent ratio is 0.484.
49. 15 ★ 50. ? ★ 51. KEYSTROKES: 2nd [TAN –1] .484 ENTER 25.82698212 or about 26°

9 45
16 Exercises
? 25
24 Find the sine, cosine, and tangent of each acute angle. Round your answers to the

37° 30 nearest ten thousandth.

1. 2.
7° ?
56° 4.5 cm
B
10.1 cm
A

5
13

23 C
9 cm
A C
12
B

A: 0.4455, 0.8911, 0.5000
A: 0.9231, 0.3846, 2.4000

B: 0.8911, 0.4455, 2.0000
B: 0.3846, 0.9231, 0.4167
Solve each right triangle. State the side lengths to the nearest tenth and the angle Use a calculator to find the value of each trigonometric ratio to the nearest ten
measures to the nearest degree. thousandth.

3. sin 45° 0.7071 4. cos 47° 0.6820 5. tan 48° 1.1106

52. A
A  45°, 53. C B 54. A Use a calculator to find the measure of each angle to the nearest degree.
27˚
AB  11.3 ft, 6. sin A
0.7547 49° 7. tan C
2.3456 67° 8. cos B
0.6947 46°
21˚
AC  8 ft 20 in.
B  69°, 9. sin A
0.6589 41° 10. tan C
1.9832 63° 11. cos B
0.0136 89°

AB  13.9 cm,
NAME ______________________________________________ DATE ____________ PERIOD _____

Skills Practice, p. 681 and

45˚ A
A  63°, 13 cm
BC  5 cm
11-7 Practice
Practice,
(Average)
p. Ratios
682 (shown)
C 8 ft B AC  9.1 in., Trigonometric
For each triangle, find sin T, cos T, and tan T to the nearest ten thousandth.
BC  17.8 in. 1.
24
Y 2. P
25
3.
C
16
B
70 T
X 24 8
8
5
C B 74
T R
7
T

sin T  0.3243, sin T  0.96, sin T  0.8944,

cos T  0.9459, cos T  0.28, cos T  0.4472,
55. B 16 ft A 56. B
A  70°, 57. A C tan T  0.3429 tan T  3.4286 tan T  2

40˚ 20˚ AC  3.3 m, 38˚ Use a calculator to find the value of each trigonometric ratio to the nearest ten
thousandth.

AB  9.6 m 24 in.
4. sin 85° 0.9962 5. cos 5° 0.9962 6. tan 32.5° 0.6371

B  50°, 9m
B  52°, Use a calculator to find the measure of each angle to the nearest degree.
7. sin D
0.5000 30° 8. cos Q
0.1123 84° 9. tan B
4.7465 78°
C
AC  12.3 ft, AC  30.7 in., For each triangle, find the measure of the indicated angle to the nearest degree.

BC  10.3 ft AB  39 in. B 10. 13 55° 11.

42 ?
72° 12. 41°

A C ?
9
40
12
?
16

58.
A  53°, B 59. B 60. A
A  30°, Solve each right triangle. State the side lengths to the nearest tenth and the angle
measures to the nearest degree.
Submarines
B  37°,
B  60°, 13. C
51
B 14. A
64
15. B C

AB  10 ft
13 cm
In emergency situations, 5 ft
AB  5.2 cm
15 f
26 yd 30 ft

modern submarines are 6 cm

A C B A

8 ft
A  39°,
B  26°,
A  60°,

built to allow for a rapid A 12 ft C AC  20.2 yd,
BC  16.4 yd
AC  5.7 cm,
BC  11.7 cm

B  30°,
BC  26.0 ft
surfacing, a technique
A  23°, HIKING For Exercises 16 and 17, use the following information.
called an emergency main

B  67°,
The 10-mile Lower West Rim trail in Mt. Zion National Park ascends 2640 feet.

ballast blow. A 6 ft C
16. What is the average angle of elevation of the hike from the canyon floor to the top of the

Source: [Link]
AB  13 ft C 3 cm B canyon? (Hint: Draw a diagram in which the length of the trail forms the hypotenuse of
a right triangle. Convert feet to miles.) about 2.9°
17. What is the horizontal distance covered on the hike? about 10 mi

SUBMARINES For Exercises 61 and 62, use the following information. 18. RAMP DESIGN An engineer designed the entrance to a museum to include a wheelchair
ramp that is 15 feet long and forms a 6° angle with a sidewalk in front of the museum.
A submarine is traveling parallel to the How high does the ramp rise? about 1.6 ft

surface of the water 626 meters below the Reading

NAME ______________________________________________ DATE ____________ PERIOD _____

11-7 Readingto
to Learn
Learn Mathematics
surface. The sub begins a constant ascent Mathematics, p. 683 ELL
Trigonometric Ratios
to the surface so that it will emerge on the Pre-Activity
? 626 m How are trigonometric ratios used in surveying?
surface after traveling 4420 meters from Read the introduction to Lesson 11-7 at the top of page 623 in your textbook.

the point of its initial ascent. In which years were the measurements of the height of Mt. Everest in
closest agreement?
4420 m
1954 and 1999
61. What angle of ascent did the submarine
make? about 8.1°

Lesson 11-7
Reading the Lesson
62. What horizontal distance did the 1. Complete each sentence. N

submarine travel during its ascent? 4375 m a. The legs of triangle MNR are segments MR and NR .
M R
b. The hypotenuse of triangle MNR is 
MN .

[Link]/self_check_quiz Lesson 11-7 Trigonometric Ratios 629 c. The leg opposite N is 

MR , and the leg adjacent to N is 
NR .

d. The leg opposite M is 

NR , and the leg adjacent to M is 
MR .

2. Write K or S to complete each equation. S

S KT S KT
NAME ______________________________________________ DATE ____________ PERIOD _____ a. tan
 b. sin

TS KS

Enrichment,
11-7 Enrichment p. 684 c. sin K ST


KS
d. cos S

ST
KS T K

K KT K ST
e. cos
 f. tan

KS KT
Modern Art
The painting below, aptly titled, “Right Triangles,” was painted by
that well-known artist Two-loose La-Rectangle. Using the information 3. If you look straight in front of you and then up, the two lines of sight form an angle of
below, find the dimensions of this masterpiece. (Hint: The triangle
that includes F is isosceles.) elevation (depression/elevation). If you look straight in front of you and then

6 ft
down, the two lines of sight form an angle of depression (depression/elevation).
E
B

Helping You Remember

4. What is one way you can remember the trigonometric ratios sine, cosine, and tangent?
Sample answer: A well-known mnemonic device is SOH-CAH-TOA
(sin  opposite/hypotenuse, cos  adjacent/hypotenuse,
A
tan  opposite/adjacent).

Lesson 11-7 Trigonometric Ratios 629

 AVIATION For Exercises 63 and 64, use the following information.
4 Assess Germaine pilots a small plane on weekends. During a recent flight, he determined
that he was flying at an altitude of 3000 feet parallel to the ground and that the
ground distance to the start of the landing strip was 8000 feet.
Open-Ended Assessment 63. What is Germaine’s angle of depression to the start of the landing strip? about 20.6°
Writing Ask students to sketch a 64. What is the distance between the plane in the air and the landing strip on
right triangle, label the sides and the ground? about 8544 ft
angles with their measures, and ★ 65. FARMING Leonard and Alecia are building a new feed storage system on their
find the trigonometric ratios for farm. The feed conveyor must be able to reach a range of heights. It has a length
the two acute angles. of 8 meters, and its angle of elevation can be adjusted from 20° to 5°. Under
these conditions, what range of heights is possible for an opening in the
building through which feed can pass? about 2.74 m to 0.7 m
Assessment Options
66. See margin. 66. CRITICAL THINKING An important trigonometric identity is sin2 A  cos2 A
1.
Quiz (Lesson 11-7) is available Use the sine and cosine ratios and the Pythagorean Theorem to prove this identity.
on p. 700 of the Chapter 11
67. WRITING IN MATH Answer the question that was posed at the beginning of
Resource Masters. the lesson. See margin.
How are trigonometric ratios used in surveying?
Answers Include the following in your answer:
a b • an explanation of how trigonometric ratios are used to measure the height
66. Let sin A 
and let cos A 
, of a mountain, and
c c
where a and b are legs of a right • any additional information you need to know about the point from which
you are measuring in order to find the altitude of a mountain.
triangle and c is the hypotenuse.
Then sin2 A  cos2 A  Standardized For Exercises 68 and 69, use the figure at the right. R
a2 b2 a2  b2 Test Practice

2

2 
. Since the 68. RT is equal to TS. What is RS? A
c c c2 4
Pythagorean Theorem states that A 2
6 B 2
3 C 4
3 D 2
2
a 2  b 2  c2, the expression 69. What is the measure of Q? D Q 2 T S
c2
becomes
2 or 1. Thus A 25° B 30° C 45° D 60°
c
sin2 A  cos2 A  1.
67. If you know the distance between
two points and the angles from Maintain Your Skills
these two points to a third point,
you can determine the distance to Mixed Review For each set of measures given, find N
the measures of the missing sides if
the third point by forming a triangle KLM ∼  NOP. (Lesson 11-6) K
p

and using trigonometric ratios. o

70. k
5, ᐉ
3, m
6, n
10 o  6, p  12 m
Answers should include the 71. ᐉ
9, m
3, n
12, p
4.5 ᐉ n O
following. k  8, o  13.5 k L
P
M
• If you measure your distance
from the mountain and the angle Find the possible values of a if the points with the given coordinates are the
of elevation to the peak of the indicated distance apart. (Lesson 11-5)
mountain from two different 72. (9, 28), (a, 8); d
39 6 or 24  5 or 3
73. (3, a), (10, 1); d

65
points, you can write an equa- Find each product. (Lesson 8-6)
tion using trigonometric ratios 74. c2(c2  3c) c4  3c3 75. s(4s2  9s  12) 76. xy2(2x2  5xy  7y2)
to determine its height, similar 4s3  9s2  12s 2x3y2  5x2y3  7xy4
to Example 5. Use substitution to solve each system of equations. (Lesson 7-2)
• You need to know the altitude of 77. a
3b  2 (11, 3) 78. p  q
10 (3, 7) 79. 3r  6s
0 (2, 1)
4a  7b
23 3p  2q
5 4r  10s
2
the two points you are
630 Chapter 11 Radical Expressions and Triangles
measuring.

630 Chapter 11 Radical Expressions and Triangles

 Reading
Mathematics

The Language of Mathematics Getting Started

The language of mathematics is a specific one, but it borrows from everyday
language, scientific language, and world languages. To find a word’s correct Have students think of words
meaning, you will need to be aware of some confusing aspects of language. that have more than one meaning.
As students respond, make a list
Confusing Aspect Words of the words on the chalkboard
Some words are used in English and in factor, leg, prime, power,
along with their multiple
mathematics, but have distinct meanings. rationalize definitions.
Some words are used in English and in difference, even, similar,
mathematics, but the mathematical meaning slope
is more precise. Teach
Some words are used in science and in divide, radical, solution,
mathematics, but the meanings are different. variable • Place students in small groups.
Assign each group several of
decimal, hypotenuse,
Some words are only used in mathematics. integer, quotient the words listed in this activity
to define. Have students use
Some words have more than one mathematical base, degree, range, round,
meaning. square their textbooks, dictionaries, or
the Internet to find the defini-
Sometimes several words come from the same polygon and polynomial, tions. Then, as you discuss
root word. radical and radicand
each group of words, ask the
Some mathematical words sound like English cosine and cosign, sine groups to give the definitions.
words. and sign, sum and some

Some words are often abbreviated, but you cos for cosine, sin for sine,
must use the whole word when you read
them.
tan for tangent Assess
Words in boldface are in this chapter.

Study Notebook
Reading to Learn 1– 3. See pp. 639A–639B. Ask students to summarize what
1. How do the mathematical meanings of the following words compare to the they have learned about the
everyday meanings?
a. factor b. leg c. rationalize
language of mathematics.

2. State two mathematical definitions for each word. Give an example for each
definition.
a. degree b. range c. round
ELL English Language
3. Each word below is shown with its root word and the root word’s meaning. Find
three additional words that come from the same root. Learners may benefit from
a. domain, from the root word domus, which means house writing key concepts from this
activity in their Study Notebooks
b. radical, from the root word radix, which means root
in their native language and then
c. similar, from the root word similis, which means like in English.
Reading Mathematics The Language of Mathematics 631

Reading Mathematics The Language of Mathematics 631

 Change art for numerals as necessary
should come in at x=p6, y=1p6
reduce to 65%
Study Guide
and Review
Vocabulary and Concept Check
Vocabulary and
angle of depression (p. 625) hypotenuse (p. 605) rationalizing the denominator (p. 588)
Concept Check angle of elevation (p. 625) leg (p. 605) similar triangles (p. 616)
conjugate (p. 589) Pythagorean triple (p. 606) sine (p. 623)
• This alphabetical list of cosine (p. 623) radical equation (p. 598) solve a triangle (p. 625)
vocabulary terms in Chapter 11 Distance Formula (p. 611) radical expression (p. 586) tangent (p. 623)
includes a page reference extraneous solution (p. 599) radicand (p. 586) trigonometric ratios (p. 623)
where each term was
introduced. State whether each sentence is true or false. If false, replace the underlined
word, number, expression, or equation to make a true sentence.
• Assessment A vocabulary
test/review for Chapter 11 is 
1. The binomials 3 
7 and 3 
7 are conjugates. false, 3 
7

available on p. 698 of the 2. In the expression 4
5, the radicand is 5. true


Chapter 11 Resource Masters. 3. The sine of an acute angle of a right triangle is the measure of the opposite leg
divided by the measure of the hypotenuse. true
4. The longest side of a right triangle is the hypotenuse. true
Lesson-by-Lesson 5. After the first step in solving

3x  19
x  3, you would have
Review 3x  19
x2  9. false, 3x  19  x 2  6x  9
6. The two sides that form the right angle in a right triangle are called the legs of
For each lesson, the triangle. true
• the main ideas are 
2x
3x x
 2xy
7. The expression  is in simplest radical form. false, 


6y y
summarized,
• additional examples review 8. A triangle with sides having measures of 25, 20, and 15 is a right triangle. true
concepts, and
• practice exercises are provided.

Vocabulary
PuzzleMaker 11-1 Simplifying Radical Expressions
See pages Concept Summary
586–592.
ELL The Vocabulary PuzzleMaker • A radical expression is in simplest form when no radicands have perfect
software improves students’ mathematics square factors other than 1, no radicands contain fractions, and no radicals
vocabulary using four puzzle formats— appear in the denominator of a fraction.
crossword, scramble, word search using a 3
word list, and word search using clues.
Example Simplify  .
5 
2
Students can work on a computer screen 3 3 5 
2 Multiply by  
5 
2
or from a printed handout. 
   
5 
2
to rationalize the denominator.
5 
2 5 
2 5 
2
3(5)  3
2

 (a  b)(a  b)
a2  b2
5  
2 
2 2
MindJogger
Videoquizzes 15  3
2

25  2  2
2

2

ELL MindJogger Videoquizzes 15  3
2

provide an alternative review of concepts
 23 Simplify.

presented in this chapter. Students work

in teams in a game show format to gain 632 Chapter 11 Radical Expressions and Triangles [Link]/vocabulary_review
points for correct answers. The questions
are presented in three rounds.
Round 1 Concepts (5 questions) TM

Round 2 Skills (4 questions) Have students flip back through their Foldables to make sure they
Round 3 Problem Solving (4 questions) have included information for every lesson.
For more information Encourage students to refer to their Foldables while completing
about Foldables, see the Study Guide and Review and use them in preparing for the
Teaching Mathematics Chapter Test.
with Foldables.

632 Chapter 11 Radical Expressions and Triangles

 Chapter 11 Study Guide and Review Study Guide and Review

Exercises Simplify. See Examples 1–5 on pages 586–589.


9. 
60 2
15
y2 

y
44a2b5 2ab2

10.
  2 57  24
3
11b 11. 3  2
12
9 27  9
2 
2
7

3a b 3 4 a
6
12.   13.  14.  
3 
2 7   5
3
3
5
 10
8ab 4b3


  3

5
21 35
15
11-2 Operations with Radical Expressions
See pages Concept Summary
593–597.
• Radical expressions with like radicands can be added or subtracted.
• Use the FOIL Method to multiply radical expressions.
Examples 1 Simplify
6 
54
  3
12
  5
3.

6 
54
  3
12
  5
3


6 

32  6  3

22  3  5
3 Simplify radicands.

6  

32 
6   3

22 
3   5
3 Product Property of Square Roots

6  3
6  32
3   5
3 Evaluate square roots.

6  3
6  6
3  5
3 Simplify.

2
6  11
3 Add like radicands.

2 Find 2
3 
5 
10

  4
6 .
2
3 
5

10  4
6
F irst terms Outer terms I nner terms Last terms

2
3

10   2
34
6  
5

10   
54
6

  8
18

2
30  
50
  4
30
 Multiply.

  8


2
30 32  2 
 
52  2  4
30 Prime factorization

  24
2  5
2  4
30

2
30  Simplify.

  19
2

2
30 Combine like terms.

Exercises Simplify each expression. See Examples 1 and 2 on pages 593 and 594.
  8
5  3
5  3
3
15. 2
3  2
6  4
3
16. 2
6 
48
17. 4
27  36
3
  6
48   7
7k
18. 4
7k   2
7k 
 
7k
  3
112
19. 5
18   3
98
 20.
8  18 9


4
2
15. 5
3  5
5 19. 6
2  12
7
  30  6
2  2
5
Find each product. See Example 3 on page 594. 24. 18
10
3  3
3  3
2  3
6
21.
2 
22.
52
5 
7  10 
35
23. 
3
 
2 2
2 
3 
6  1 24. 6
5  23
2 
5 

Chapter 11 Study Guide and Review 633

Chapter 11 Study Guide and Review 633

Study Guide and Review Chapter 11 Study Guide and Review

Answers
11-3 Radical Equations
See pages Concept Summary
598–603.
31. 34 • Solve radical equations by isolating the radical on one side of the equation.
32. 2
34  11.66 Square each side of the equation to eliminate the radical.
33.
 115  10.72 Example Solve
5
 4x  6  7.
34. 4
 195  55.86

5  4x  6
7 Original equation
35. 24
5  4x
13 Add 6 to each side.
36. 2 5  4x
169 Square each side.

4x
164 Subtract 5 from each side.

x
41 Divide each side by 4.

Exercises Solve each equation. Check your solution. See Examples 2 and 3 on page 599.
no 26
25. 10  2
b
0 solution 26.

a  4
6 32 27.

7x  1
5 
7
28. 
4a
3
2
0 3 29.

x  4
x  8 12 30.
 x
6 5
3x  14

11-4 The Pythagorean Theorem

See pages Concept Summary
605–610.
• If a and b are the measures of the legs of a right triangle
and c is the measure of the hypotenuse, then c2
a2  b2.
c
• If a and b are measures of the shorter sides of a triangle, a
c is the measure of the longest side, and c2
a2  b2,
then the triangle is a right triangle.
b
Example Find the length of the missing side. 15

c2
a2  b2 Pythagorean Theorem

252
152  b2 c
25 and a
15

b
625
225  b2 Evaluate squares. 25

400
b2 Subtract 225 from each side.

20
b Take the square root of each side.

Exercises If c is the measure of the hypotenuse of a right triangle, find each

missing measure. If necessary, round answers to the nearest hundredth.
See Example 2 on page 606. 31– 36. See margin.
31. a
30, b
16, c
? 32. a
6, b
10, c
? 33. a
10, c
15, b
?
34. b
4, c
56, a
? 35. a
18, c
30, b
? 36. a
1.2, b
1.6, c
?

Determine whether the following side measures form right triangles.

See Example 4 on page 607.
37. 9, 16, 20 no 38. 20, 21, 29 yes 39. 9, 40, 41 yes , 30 no
40. 18,
24

634 Chapter 11 Radical Expressions and Triangles

634 Chapter 11 Radical Expressions and Triangles

 Chapter 11 Study Guide and Review Study Guide and Review

11-5 The Distance Formula

See pages Concept Summary y
611–615. A(x1, y1)
• The distance d between any two points B (x2, y2)
with coordinates (x1, y1) and (x2, y2)
is given by d


(x2  
x1)2 
(y2 
y1)2. O x

Example Find the distance between the points with coordinates (5, 1) and (1, 5).
d


(x2  
x1)2 
(y2 
y1)2 Distance Formula

(1
 (
5))
2(5
1
)2 (x1, y1)
(5, 1) and (x2, y2)
(1, 5)



62  42 Simplify.


36  16 Evaluate squares.

 or about 7.21 units

52 Simplify.
42.
   14.32
58  7.62 43.
205
Exercises Find the distance between each pair of points whose coordinates are
given. Express in simplest radical form and as decimal approximations rounded
to the nearest hundredth if necessary. See Example 1 on page 611.
41. (9, 2), (1, 13) 17 42. (4, 2), (7, 9) 43. (4, 6), (2, 7)
44. 2
5
, 9, 4
5, 3 45. (4, 8), (7, 12) 46. (2, 6), (5, 11)
2
14
  7.48
137
  11.70
74
  8.60
Find the value of a if the points with the given coordinates are the indicated
distance apart. See Example 3 on page 612.
47. (3, 2), (1, a); d
5 5 or 1 48. (1, 1), (4, a); d
5 5 or 3
 10 or 14 50. (5, 2), (a, 3); d

170
49. (6, 2), (5, a); d

145  18 or 8

11-6 Similar Triangles

See pages Concept Summary
616–621.
• Similar triangles have congruent corresponding angles and proportional
corresponding sides. B
• If ABC  DEF, then E
AB BC AC


.
DE EF DF A C

D F

Example Find the measure of side a if the

two triangles are similar.
5 cm
10 6 Corresponding sides of similar

 triangles are proportional.
5 a a cm 10 cm
10a
30 Find the cross products.
a
3 Divide each side by 10.
6 cm

Chapter 11 Study Guide and Review 635

Chapter 11 Study Guide and Review 635

 • Extra Practice, see pages 844–846.
Study Guide and Review • Mixed Problem Solving, see page 863.

Exercises For each set of measures given, find the measures of the remaining
Answers sides if ABC DEF. See Example 2 on page 617. 51–54. See margin.
45 27 51. c
16, b
12, a
10, f
9 E
51. d 
, e 
52. a
8, c
10, b
6, f
12 d
8 4 f
B
52. d  9.6, e  7.2 53. c
12, f
9, a
8, e
11 D F
a e
44 54. b
20, d
7, f
6, c
15 c
53. b 
, d  6 A C
3 b
54. a  17.5, e  8

11-7 Trigonometric Ratios

See pages Concept Summary
623–630.
Three common trigonometric ratios are sine, cosine, and tangent.
BC B
• sin A

AB
hypotenuse leg
AC
• cos A

AB
 opposite
A
BC
• tan A

AC
 A C
leg adjacent to A
Example Find the sine, cosine, and tangent of
A. Round to the nearest ten thousandth.
opposite leg
sin A
 A
hypotenuse
20

 or 0.8000 25
25 15
adjacent leg
cos A

hypotenuse C B
15 20

 or 0.6000
25
opposite leg
tan A

adjacent leg
20

 or 1.3333
15

Exercises For ABC, find each value of each trigonometric ratio to the nearest
ten thousandth. See Example 1 on page 624.
55. cos B 0.5283 B
56. tan A 0.6222
57. sin B 0.8491 53 ft
28 ft
58. cos A 0.8491
59. tan B 1.6071 C A
45 ft
60. sin A 0.5283

Use a calculator to find the measure of each angle to the nearest degree.
See Example 3 on page 624.
61. tan M
0.8043 39° 62. sin T
0.1212 7° 63. cos B
0.9781 12°
64. cos F
0.7443 42° 65. sin A
0.4540 27° 66. tan Q
5.9080 80°

636 Chapter 11 Radical Expressions and Triangles

636 Chapter 11 Radical Expressions and Triangles

 Practice Test

Vocabulary and Concepts

Assessment Options
Match each term and its definition.
Vocabulary Test A vocabulary
1. measure of the opposite leg divided by the measure of the hypotenuse b a. cosine
test/review for Chapter 11 can be
2. measure of the adjacent leg divided by the measure of the hypotenuse a b. sine
found on p. 698 of the Chapter 11
3. measure of the opposite leg divided by the measure of the adjacent leg c c. tangent
Resource Masters.

Skills and Applications Chapter Tests There are six

Chapter 11 Tests and an Open-
Simplify. 4. 2
3
  3
7 9. 3 
2  3
3 
6

Ended Assessment task available
 
63
4. 2
27   4
3 5.
6   23
4
6
3
6.
 
112x4y6 4x2y3
7
in the Chapter 11 Resource Masters.
7. 
  
10
3 4 2
 
30 3
8.
64 
   6
2
12  4
6 9. 1 
3 3 
2 
Chapter 11 Tests
Solve each equation. Check your solution.
Form Type Level Pages

20 40
10.
10x 11.
4s  1
11 25 12.

4x  1
5 6
13. x


6x 8 no solution 14. x

5x  14 7 
15.
4x 3
6x 3 1 MC basic 685–686
2A MC average 687–688
If c is the measure of the hypotenuse of a right triangle, find each missing measure. 16.   12.81

164
If necessary, round to the nearest hundredth. 17.
72 2B MC average 689–690
  8.49 18.
120   10.95
16. a
8, b
10, c
? 17. a
6
2, c
12, b
? 18. b
13, c
17, a
? 2C FR average 691–692
Find the distance between each pair of points whose coordinates are given. 2D FR average 693–694
Express in simplest radical form and as decimal approximations rounded to the 3 FR advanced 695–696
nearest hundredth if necessary.
19. (4, 7), (4, 2) 9   6.32 21. (9, 2), (21, 7) 5

20. (1, 1), (1, 5) 2
10 37  30.41 MC = multiple-choice questions
FR = free-response questions
For each set of measures given, find the measures of J
the missing sides if ABC JKH. A h Open-Ended Assessment
64
22. c
20, h
15, k
16, j
12 a  16, b   c
k
Performance tasks for Chapter 11
65 3
23. c
12, b
13, a
6, h
10 j  5, k   b
K H can be found on p. 697 of the
6 j
24. k
5, c
6.5, b
7.5, a
4.5 h  4.3
, j  3 B C Chapter 11 Resource Masters. A
a
1 1 1 3 sample scoring rubric for these
25. h
1, c
4, k
2, a
3 b  6, j  1
2 2 4 4
tasks appears on p. A27.
Solve each right triangle. State the side lengths to the nearest tenth and the angle
measures to the nearest degree.
26. B m
A  44° 27. C m
A  36° 28. B a C m
A  48°
m
B  46° 21 15 m
B  54° 42˚ a  7.4 ExamView® Pro
29 a a  20 c  25.8 10
b b  6.7
A B
c Use the networkable
A C A
21 ExamView® Pro to:
29. SPORTS A hiker leaves her camp in the morning. How far is she from camp • Create multiple versions
after walking 9 miles due west and then 12 miles due north? 15 mi of tests.
30. STANDARDIZED TEST PRACTICE Find the area of the rectangle. B 2
32  3
6 • Create modified tests for
A 16
  units2
2  4
6 B 16
 3  18 units2 Inclusion students.

6
C   18 units2
32
3 D   18 units2
2
32 • Edit existing questions and
add your own questions.
[Link]/chapter_test Chapter 11 Practice Test 637 • Use built-in state curriculum
correlations to create tests
aligned with state standards.
• Change English tests to
Portfolio Suggestion
Spanish and vice versa.
Introduction In this chapter, students are introduced to ways in which
professionals such as architects and surveyors can use math to solve problems.
Ask Students Pick a profession such as architecture, surveying, or engineering
and research to find out how triangles, ratios, or trigonometric ratios are used in
the field. Write a short report in which you explain how these concepts are
used, along with examples.

Chapter 11 Practice Test 637

 Standardized
Test Practice

These two pages contain practice 6. The function g
t2  t represents the total
Part 1 Multiple Choice number of games played by t teams in a sports
questions in the various formats
league in which each team plays each of the
that can be found on the most Record your answers on the answer sheet
other teams twice. The Metro League plays a
frequently given standardized provided by your teacher or on a sheet of
total of 132 games. How many teams are in the
paper.
tests. league? (Lesson 9-4) B
1. Which equation describes the data in the A 11 B 12
A practice answer sheet for these table? (Lesson 4-8) D
C 22 D 33
two pages can be found on p. A1 x 5 2 1 4
of the Chapter 11 Resource Masters. y 11 5 1 7
NAME DATE PERIOD
7. One leg of a right triangle is 4 inches longer
Standardized
11 TestPractice
Standardized Test Practice A y
x6 B y
2x  1 than the other leg. The hypotenuse is 20 inches
Student Recording
Student Record Sheet,
Sheet (Use with pages 638–639 of p. A1Edition.)
the Student long. What is the length of the shorter leg?
C y
2x  1 D y
2x  1 (Lesson 11-4) B
Part 1 Multiple Choice
Select the best answer from the choices given and fill in the corresponding oval.

A B C D A B C D A B C D A 10 in. B 12 in.
A B C D A B C D A B C D
2. The length of a rectangle is 6 feet more than
the width. The perimeter is 92 feet. Which C 16 in. D 18 in.
A B C D A B C D A B C D

system of equations will determine the length

Part 2 Short Response/Grid In in feet ᐉ and the width in feet w of the
Solve the problem and write your answer in the blank. rectangle? (Lesson 7-2) C 8. What is the distance from 5 yd
For Questions 13 and 15, also enter your answer by writing each number or
symbol in a box. Then fill in the corresponding oval for that number or symbol. one corner of the garden
10 13 15
A w
ᐉ6 B ᐉw
6 to the opposite corner?
11 .
/
.
/
. . .
/
.
/
. .
2ᐉ  2w
92 ᐉw
92 (Lesson 11-4) A
0 0 0 0 0 0
1 1 1 1 1 1 1 1
12 2
3
2
3
2
3
2
3
2
3
2
3
2
3
2
3 C ᐉ
w6 D ᐉw
6 12 yd
4 4 4 4 4 4 4 4
A 13 yards
2ᐉ  2w
92 ᐉ  w
92
5 5 5 5 5 5 5 5
13 (grid in) 6 6 6 6 6 6 6 6
Answers

7 7 7 7 7 7 7 7
8 8 8 8 8 8 8 8
14 9 9 9 9 9 9 9 9
B 14 yards
15 (grid in)

16 3. A highway resurfacing project and a bridge C 15 yards

17 repair project will cost $2,500,000 altogether. D 17 yards
The bridge repair project will cost $200,000 less
than twice the cost of the highway resurfacing.
Part 3 Extended Response
How much will the highway resurfacing
Record your answers for Questions 18–21 on the back of this paper.
project cost? (Lesson 7-2) C 9. How many points in the coordinate plane are
equidistant from both the x- and y-axes and
A $450,000 B $734,000 are 5 units from the origin? (Lesson 11-5) D
C $900,000 D $1,600,000 A 0 B 1
C 2 D 4
Additional Practice 4. If 32,800,000 is expressed in the form 3.28 10n,
what is the value of n? (Lesson 8-3) C
See pp. 703–704 in the Chapter 11
Resource Masters for additional A 5 B 6
standardized test practice. C 7 D 8
Test-Taking Tip
Questions 7, 21 and 22
5. What are the solutions of the equation Be sure that you know and understand the Pythagorean
x2  7x  18
0? (Lesson 9-4) A Theorem. References to right angles, the diagonal of a
rectangle, or the hypotenuse of a triangle indicate that
A 2 or 9 B 2 or 9 you may need to use the Pythagorean Theorem to find
the answer to an item.
C 2 or 9 D 2 or 9
638 Chapter 11 Radical Expressions and Triangles

ExamView® Pro
Special banks of standardized test
questions similar to those on the SAT,
ACT, TIMSS 8, NAEP 8, and Algebra 1
End-of-Course tests can be found on
this CD-ROM.

638 Chapter 11 Radical Expressions and Triangles

 Preparing for Standardized Tests
For test-taking strategies and more
practice, see pages 867– 884.

Part 2 Short Response/Grid In Part 3 Extended Response Evaluating Extended

Response Questions
Record your answers on the answer sheet Record your answers on a sheet of paper.
provided by your teacher or on a sheet of Show your work. Extended Response questions
paper. are graded by using a multilevel
18. A rectangle is 5

7 
3 centimeters rubric that guides you in
long and 7
 7  2
3 centimeters wide.
10. A line is parallel to the line represented by
(Lesson 11-2)
assessing a student’s knowledge
1 3
the equation y  x  4
0. What is the of a particular concept.
2 2 a. Find the perimeter of the rectangle in
slope of the parallel line? 3 simplest form. 24
 17  2

(Lesson 5-6)
3 cm Goal: Students use right
b. Find the area of the rectangle in simplest
form. 239  3
 21 cm2
triangles to find a distance.
11. Graph the solution of the system of linear
inequalities 2x  y  2 and 3x  2y 4. 19. Haley hikes 3 miles north, 7 miles east, and Sample Scoring Rubric: The fol-
(Lesson 6-6) See margin. then 6 miles north again. (Lesson 11-4)
lowing rubric is a sample scoring
a. Draw a diagram showing the direction
and distance of each segment of Haley’s device. You may wish to add
12. The sum of two integers is 66. The second hike. Label Haley’s starting point, her more detail to this sample to meet
integer is 18 more than half of the first. What ending point, and the distance, in miles, your individual scoring needs.
are the integers? (Lesson 7-2) 32 and 34 of each segment of her hike. See margin.
b. To the nearest tenth of a mile, how far (in
a straight line) is Haley from her starting Score Criteria
13. The function h(t)
16t2  v0t  h0
point? 11.4 mi 4 A correct solution that is supported
describes the height in feet above the c. See margin
ground h(t) of an object thrown vertically c. How did your diagram help you to find by well-developed, accurate
from a height of h0 feet, with an initial Haley’s distance from her starting point? explanations
velocity of v0 feet per second, if there is no d. Describe the direction and distance of
3 A generally correct solution, but
air friction and t is the time in seconds since Haley’s return trip back to her starting
the object was thrown. A ball is thrown position if she used the same trail. Haley may contain minor flaws in
upward from a 100-foot tower at a velocity would hike 6 miles south, 7 miles west, and 3 miles south. reasoning or computation
20. Suppose a coordinate grid is superimposed
of 60 feet per second. How many seconds 2 A partially correct interpretation
on a city. Ben lives at (5, 8), and Sophie
will it take for the ball to reach the ground? and/or solution to the problem
lives at (9, 1). Each grid unit is equal to
(Lesson 9-5) 5
0.13 mile. (Lessons 11-4 and 11-5) 1 A correct solution with no
20a. Sample answer: Walk 9 blocks
south. Turn right. Walk 14 blocks west.a. Describe in grid units one way to travel supporting evidence or explanation
14. Find all values of x that satisfy the equation from Sophie’s to Ben’s.
x2  8x  6
0. Approximate irrational
0 An incorrect solution indicating no
b. Find the distance between their two
numbers to the nearest hundredth. houses. about 2.16 mi mathematical understanding of
(Lesson 10-4) 7.16 and 0.84 the concept or task, or no solution
c. Whose house is closer to a bakery located
at (1, 5)? Sophie’s is given

15. Simplify the expression
 .

3
81
3
21. Janelle is swimming in the ocean and sees
(Lesson 11-1) 3 a cliff diver who is about to dive into the
water. The diver is 70 feet above the water,
and the angle of elevation from Janelle to

x
 
3 4
16. Simplify the expression x 2  3 

x . the diver is 22°. (Lesson 11-7)
3
(Lesson 11-1)
x 2 or x
x a. How far is Janelle from the diver
standing on top of the cliff? Round to
17. The area of a rectangle is 64. The length is the nearest tenth. 186.9 ft
x3 x1
, and the width is . What is x? b. How far is Janelle from the diver when
x1 x
he enters the water? Round to the nearest
(Lesson 11-3) 8 or 8
tenth. 173.3 ft
[Link]/standardized_test Chapter 11 Standardized Test Practice 639

Answers 11. y 19a. finish 19c. The sketch shows that the
distance she is from her
starting point is the length of
O 6 the hypotenuse of a right
x
triangle with legs 7 mi and
7 9 mi long.
3

start 7

Chapter 11 Standardized Test Practice 639

 Page 604, Follow-Up to Lesson 11-3 6. {x | x  0}; expanded
Graphing Calculator Investigation
1. {x | x  0}; shifted up 1

[10, 10] scl: 1 by [10, 10] scl: 1

7. {x | x  0}; reflected across x-axis

[10, 10] scl: 1 by [10, 10] scl: 1

2. {x | x  0}; shifted down 3

Additional Answers for Chapter 11

[10, 10] scl: 1 by [10, 10] scl: 1

[10, 10] scl: 1 by [10, 10] scl: 1 8. {x | x 1}; reflected across y-axis, shifted right 1, up 6

3. {x | x  2}; shifted left 2

[10, 10] scl: 1 by [5, 15] scl: 1

[10, 10] scl: 1 by [10, 10] scl: 1 9. {x | x  2.5}; shifted left 2.5, down 4

4. {x | x  5}; shifted right 5

[10, 10] scl: 1 by [10, 10] scl: 1

[5, 15] scl: 1 by [10, 10] scl: 1

5. {x | x 0}; reflected across y-axis

[10, 10] scl: 1 by [10, 10] scl: 1

639A Chapter 11 Additional Answers

Pages 612–615, Lesson 11-5 Pages 618–621, Lesson 11-6
44. You can determine the distance between two points by 2. Sample answer: ABC  DEF
forming a right triangle. Drawing a line through each B
point parallel to the axes forms the legs of the triangle.
The hypotenuse of this triangle is the distance between
the two points. You can find the lengths of each leg by A C E
subtracting the corresponding x- and y-coordinates,
then use the Pythagorean Theorem. Answers should
include the following.
• You can draw lines parallel to the axes through the D F
two points that will intersect at another point forming
corresponding angles corresponding sides
a right triangle. The length of a leg of a triangle is the
difference in the x- or y-coordinates. The length of A and D  and 
AB DE
the hypotenuse is the distance between the points. B and E  and E
BC F
Using the Pythagorean Theorem to solve for the C and F  and D
AC F
hypotenuse, you have the Distance Formula.
• The points are on a vertical line so you can calculate Page 631, Reading Mathematics
distance by determining the absolute difference
1a. Sample answer: A circumstance that brings about a
between the y-coordinates.
result; any of two or more quantities that form a
57. product when multiplied together; the quantities bring
2 3 4 5 6 7 8 9 10 about a result, a product.

Additional Answers for Chapter 11

58. 1b. Sample answer: The legs of an animal support the
8 7 6 5 4 3 2 1 0 animal; one of the two shorter sides of a right triangle;
59. the legs of a triangle support the hypotenuse.
8 7 6 5 4 3 2 1 0 1c. Sample answer: To devise rational explanations for
one’s acts without being aware that these are not the
60.
real motives; to remove the radical signs from an
4 3 2 1 0 1 2 3 4
expression without changing its value; to justify an
61. action without changing its intent.
2 3 4 5 6 7 8 9 10 2a. Sample answer: Rank as determined by the sum of a
62. term’s exponents; the degree of x 2y 2 is 4.
4 3 2 1 0 1
1 2 3 4  of a circle; a semicircle measures 180°.
360
2b. Sample answer: The difference between the greatest
and least values in a set of data; the range of 2, 3, 6 is
6  2 or 4. The set of all y-values in a function; the
range of {(2, 6), (1, 3)} is {6, 3}.
2c. Sample answer: Circular or spherical; circles are
round. To abbreviate a number by replacing its ending
digits with zeros; 235,611 rounded to the nearest
hundred is 235,600.
3a. Sample answer: dome, domestic, domicile
3b. Sample answer: eradicate, radicand, radius
3c. Sample answer: simile, similarity, similitude

Chapter 11 Additional Answers 639B