# Map Scale Worksheet

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```					Name_____________________                   Math 8          Date:________________
Unit 1 Assignment Sheet                                     Lauzon/Stonefoot

Lesson 1 Unit 1.1 Vertical Angles
Worksheet 1.1 #’s 1-8

Lesson 2 Unit 1.2 Identify parts of a right triangle
Worksheet 1.2 #’s 1-10

Lesson 3 Unit 1.3 Translate verbal sentences into algebraic inequalities Quiz1.1
Worksheet 1.3 #’s 1-10

Lesson 4 Unit 1.4 Calculate distance using a map scale Quiz 1.2
Worksheet 1.4 #’s 1-9

Lesson 5 Unit 1.5 Add & subtract monomials
Worksheet 1.5 #’s 1-16

Lesson 6 Unit 1.6 Identify pairs of supplementary & complementary angles Quiz 1.3
Worksheet 1.6 #’s 1-11

Lesson 7 Unit 1Review
Worksheet 1.7 #’s 1-11

Lesson 8
Unit 1 TEST
Name_____________________                   Math 8   Date__________________
1.1CL/Vertical Angles                                Lauzon/Stonefoot

What Notes/Processes/Procedures are we learning today?

Students will know how to identify pairs of vertical angles as
congruent

1) Vertical Angles-The non-adjacent angles formed by two intersecting lines

2) Adjacent Angles-Two angles that share a common vertex & a common side,
but have no interior points in common

3) Non-adjacent Angles-Two angles that either share a common vertex, or
share a common side, or have interior points in common

4) Vertical angles can be referred to as “x-angles” or “bow tie angles” because
of the way they appear.

5) Vertical angles are congruent. This means that in any pair of vertical
angles their angle measures are equal.

One pair of vertical angles is:  2 &  4

A second pair of vertical angles is:  1 &  3
CL1.1 Continued
Now apply what you learned.
r
suu   sur
1) Lines AB & CD intersect at point E. If ÐAEC = 72º, what is the measure of ÐBED ?
BED = 72º

r
suu   sur
2) Lines AB & CD intersect at point E. If ÐAEB = 125º, what is the measure ofÐBEc ?
BEC = 125º

suur   sur
3) Lines MN & OP intersect at point Q. If ÐMQO = 3x + 5, and ÐNQP measures 35 º, find the
value of x.                        3x + 5 = 35
-5 -5
3x = 30
3        3
suu sur
r                            x = 10
4) Lines MN &OP intersect at point Q. If ÐMQP is represented by 15x + 16, andÐNQO = 136º,
find the value of x.               15x + 16 = 136
-16 -16
15x = 120
15         15
x = 8
5) Two vertical angles are formed such that their measures were (3x – 7) º and 152º. Find the
value of x.                         3x + 7 = 152
-7      -7
3x = 145
3          31
x = 48 3
6) In the diagram, identify any pairs of vertical angles. Explain how you know that they are
vertical angles.

1 & 4 are vertical angles because they are across from each other.

5 & 2 + 3 are vertical angles because they are across from each other.
CL1.1 Continued           r
su     sur                        r
uuu
7) In the diagram, lines FI and HJ intersect at point K. KG is also drawn. If ÐHKJ measures
40º, which other angle(s) will have a measure of 40º ?
FKJ

8) Using a protractor, demonstrate that any pair of vertical angles will have the same degree
measures.

Homework: Worksheet 1-1
Name_____________________              Math 8   Date__________________
1.1CL/Vertical Angles                           Lauzon/Stonefoot

What Notes/Processes/Procedures are we learning today?

Students will know how to identify pairs of vertical angles as
congruent

1) Vertical Angles-

4)

5)

One pair of vertical angles is:

A second pair of vertical angles is:
CL1.1 Continued
Now apply what you learned.
r
suu    sur
1) Lines AB & CD intersect at point E. If ÐAEC = 72º, what is the measure of ÐBED ?

r
suu    sur
2) Lines AB & CD intersect at point E. If ÐAEB = 125º, what is the measure ofÐBEc ?

suur   sur
3) Lines MN & OP intersect at point Q. If ÐMQO = 3x + 5, and ÐNQP measures 35 º, find the
value of x.

r
suu sur
4) Lines MN &OP intersect at point Q. If ÐMQP is represented by 15x + 16, and ÐNQO = 136º,
find the value of x.

5) Two vertical angles are formed such that their measures were (3x – 7) º and 152º. Find the
value of x.

6) In the diagram, identify any pairs of vertical angles. Explain how you know that they are
vertical angles.
1.1CL Continued           r
su     sur                        r
uuu
7) In the diagram, lines FI and HJ intersect at point K. KG is also drawn. If ÐHKJ measures
40º, which other angle(s) will have a measure of 40º ?

8) Using a protractor, demonstrate that any pair of vertical angles will have the same degree
measures.

Homework: Worksheet 1-1
Name_____________________                   Math 8              Date__________________
1.1HW/Vertical Angles                                           Lauzon/Stonefoot

Use the diagram to answer the following questions.

1) Identify the pairs of vertical angles.

2) If the measure of AEC =61º, find the measures of the other three angles.

3) If the m BEC = 156º, find the measures of the other three angles.

4) If m DEB = 22º, find the measures of the other three angles.

5) If measure of angle BEC is 146 degrees, find the measures of the other three angles.
1.1HW Continued
6) If m AED = 124º, and m BEC = 3n – 14, find the value of n.

7) If m AED = (3x – 60)º, and m BEC = 60º, find the value of x.

8) If m AED = 124º, and m BEC = 2x + 10, find the value of x.
Name_____________________                  Math 8             Date__________________
1.2CL/Parts of Right Triangles                                Lauzon/Stonefoot

What Notes/Processes/Procedures are we learning today?
How to identify parts of a right triangle.

Right Triangle: A triangle with exactly one 90º angle.

Parts of a right triangle: Legs & Hypotenuse

Leg: One of the two sides that form the right angle of the right triangle

Hypotenuse: The side of the right triangle that is across from the right angle sign (the
hypotenuse is always the longest side of the right triangle)

Now apply what you learned.

In each of the following right triangles, identify the legs & hypotenuse.
Name_____________________                  Math 8             Date__________________
1.2CL/Parts of Right Triangles                                Lauzon/Stonefoot

What Notes/Processes/Procedures are we learning today?
How to identify parts of a right triangle.

Right Triangle:

Parts of a right triangle:

Leg:

Hypotenuse:

Now apply what you learned
In each of the following right triangles, identify the legs & hypotenuse.

1)                             2)                             3)

4)                             5)                             6)

7)                             8)                             9)

Homework: Worksheet 1.2
Name_____________________                  Math 8           Date__________________
1.2HW/Parts of Right Triangles                              Lauzon/Stonefoot

In each of the following, identify the hypotenuse & legs.

1)                             2)                           3)

4)                             5)                           6)

7)                             8)                           9)
1.2HW Continued
10) Use the diagram to answer the following:

a) If the measure of Ð DEB = 117º, find the measures of the other three angles.

b) If the measure of   DEB = 28º, find the measures of the other three angles.

c) If the measure of DEB = 4x – 12 and the measure of AEC = 36º, find the value of x.

d) If the measure of AED = 2x – 10 and the measure of BEC = 150º, find the value of x.

e) If the measure of AEC = 3x – 15 and the measure of DEB is 63º, find the value of x.
Name_____________________                    Math 8         Date__________________
1.3CL/Translating Verbal Sentences                          Lauzon/Stonefoot

What Notes/Processes/Procedures are we learning today?
How to translate verbal sentences into algebraic inequalities

Verbal Sentence: A sentence stating a relationship can be translated into a mathematical
or algebraic equation or inequality

Inequality: A mathematical statement containing a relational operator to indicate the
relationship between two quantities.

Relational Operator: A symbol of comparison.
< less than                     > greater than
£ Less than or equal to         ³ greater than or equal to

Now Apply This:
Represent each sentence as an algebraic inequality.

1) x is less than or equal to 15.
x 15
2) x is at most 50.
x 50
3) y is greater than or equal to 4.
y ³ 4
4) x is more than 40.
x > 40
5) 3y is not greater than 30.
3y £ 30
6) The sum of 5x and 2 is at least 70.
5x + 2 70
7) The maximum value of 4x – 6 is 54.
4x – 6 54
8) The minimum value of 2x + 1 is 13.
2x + 1 13
9) The product of 3x and x + 1 is less than 35.
3x(x + 1) < 35
1.3CLContinued
Write an inequality for each, solve the inequality and graph it on a number line. For each,
find the range of values for the number.
1) 6 more than a number is less than 15.   6 + n < 15        range =
Let n = the #                       -6       -6
n<9

2) 8 less than a number is greater than or equal to 4.   x–8 4
Let x = the #                                       +8 +8
x > 12

3) 4 times a number is not greater than 72. 4d £ 72
Let d = the #                        4 4
d < 18

4) 2 more than -3 times a number is less than 26. 2 + -3k < 26
Let k = the #                               -2        -2
-3k < 24
-3 -3
k > -8

5) Twice a number, increased by 6, is less than 48.              2f + 6 < 48
Let f = the #                                                  -6 -6
2f < 42
2       2
f < 21

6) Five times a number, decreased by 4 is at least 39.    5g – 4 39
Let g = the #                                          + 4 +4
5g > 35
5   5
g > 7

7) Negative two times a number increased by 7 is less than 20.         -2a + 7 < 20
Let a = the #                                                         +7 + 7
-2a < 27
-2     -2
a > 13 ½

Homework: Worksheet 1.3
Name_____________________                    Math 8   Date__________________
1.3CL/Translating Verbal Sentences                    Lauzon/Stonefoot

What Notes/Processes/Procedures are we learning today?
How to translate verbal sentences into algebraic inequalities

Verbal Sentence:

Inequality:

Relational Operator:

Now Apply This:
Represent each sentence as an algebraic inequality.

1) x is less than or equal to 15.

2) x is at most 50.

3) y is greater than or equal to 4.

4) x is more than 40.

5) 3y is not greater than 30.

6) The sum of 5x and 2 is at least 70.

7) The maximum value of 4x – 6 is 54.

8) The minimum value of 2x + 1 is 13.

9) The product of 3x and x + 1 is less than 35.
1.3CLContinued
Write an inequality for each, solve the inequality and graph it on a number line. For each,
find the range of values for the number.
1) 6 more than a number is less than 15.

2) 8 less than a number is greater than or equal to 4.

3) 4 times a number is not greater than 72.

4) 2 more than -3 times a number is less than 26.

5) Twice a number, increased by 6, is less than 48.

6) Five times a number, decreased by 4 is at least 39.

7) Negative two times a number increased by 7 is less than 20.

Homework: Worksheet 1.3
Name_____________________                    Math 8              Date__________________
1.3HW/Translating Verbal Sentences                               Lauzon/Stonefoot

Translate into symbolic form, then solve and graph each inequality.
1) Six more than a number is greater than 11.

2) Twelve more than a number is less than 21.

3) Three less than two times a number is greater than 7.

4) The product of three and a number is at least 15.

5) Eight less than negative five times a number is greater than 7.
1.3HW Continued
Identify the hypotenuse and the legs of the right triangle.

Use the diagram to answer # 7 – 10.

7) If the measure of OMN = 117º, find the measures of the other three angles.

8) If the measure of LMO = 9x + 12 and the measure of PMN = 30º, find the value of x.

9) If the measure of LMP = 2x – 50 and the measure of OMN = 130º, find the value of x.

10) If the measure of PMN = 5x – 16 and the measure of LMO = 54º, find the value of x.
Name_____________________                   Math 8              Date__________________
1.4CL/Map Scales                                                Lauzon/Stonefoot

What Notes/Processes/Procedures are we learning today?
How to calculate distance using a map scale

Map scale: A key that provides an equivalence between a distance on a map and the
associated real-world distance.

Ways to solve map distances:
1) Proportion
2) diagram/counting
3) working toward whole units

Proportions are the preferred method to solve map scale problems. This is because the items
being presented in the drawing is always geometrically similar to the actual distance. Based on
our knowledge of similar figures, we know that corresponding sides of similar figures are
proportional. However, in a problem in which you are instructed to SHOW YOUR WORK,
any valid method is acceptable as long as the problem does not specify a particular method.
Name_____________________                   Math 8              Date__________________
1.4CL/Map Scales                                                Lauzon/Stonefoot

What Notes/Processes/Procedures are we learning today?
How to calculate distance using a map scale

Map scale:

Ways to solve map distances:
1)

2)

3)

Proportions are the preferred method to solve map scale problems. This is because the items
being presented in the drawing is always geometrically similar to the actual distance. Based on
our knowledge of similar figures, we know that corresponding sides of similar figures are
proportional. However, in a problem in which you are instructed to SHOW YOUR WORK,
any valid method is acceptable as long as the problem does not specify a particular method.

APPLY:
1) On a map, 1 in represents 5 mi. What is the actual distance between two landmarks that are
3 ½ in apart on the map?

2) On a map, 2cm represents an actual distance of 10 mi. What is the actual distance between
two cities that are 8.5 cm apart on the map?
3) A map scale reads “1/4 in = 10 mi”. How many in will be required to represent an actual
distance of 55miles?

4) The scale on an architect’s drawing is ¼ in = 1 ft. What are the true dimensions of a room
shown as 3 in long and 2 ½ in wide?

5) The sketch shows the shape of a room whose dimensions are a = 7.5 ft, b = 12 ft, c = 9 ft, d
= 7 ft. A drawing is to be made with a scale of 1 in = 2.5 ft.
a) Find the length required for each of the 4 edges in the scale drawing.
b) The length of each line in the drawing is what fractional part of the true length?

6) The true dimensions of a rectangular office are 18 ft by 24 ft. Find the dimensions needed to
make a scale drawing using a scale of ½ in = 3 ft.

7) Can different scales be used to represent the same actual distance? Explain why or why not.
If yes, why would people want to use different map scales to represent the same actual
distance?

Homework: Worksheet 1.4 #’s 1-8
Name_____________________                    Math 8             Date__________________
1.4HW/Map Scales                                                Lauzon/Stonefoot

1) A conference table has actual measurements of 4 ft high, 10 ft long and 6 ft wide. It is
represented on a scale drawing. If the scale of the drawing is 1 ft = 30.48 cm, find the
height of the table on the drawing in centimeters.

2) A set of landscape plans shows a flower bed that is 6.5 in wide. The scale on the plans is 1
in = 4 ft.
a) What is the width of the actual flower bed?

b) What is the scale factor?

3) Inside the Lincoln memorial, there is a marble statue of Abraham Lincoln. The statue stands
60 ft tall. In a brochure, there is a scale drawing of the statue. The scale drawing is 4 in
tall. What is the scale of the drawing?
1.4HW Continued
4) Ryan is designing a room that is 20 ft long and 12 ft wide. Make a scale drawing of the
room. Use the scale: 0.25 in = 4 ft.

5) On a map, two cities are 3 ¾ in apart. The scale of the map is ¼ in = 12 mi. Find the actual
distance between the two cities.

6) For each of the following, translate the sentence into symbols, solve the inequality, state the
solution, and graph the solution set.
a) Negative three times a number is less than 27.

b) Five more than three times a number is at most 11.

c) Four less than nine times a number is less than 22.
7) Find the value of x.                    8) Find the value of x.

9) Identify the legs and the hypotenuse.
Name_____________________                  Math 8             Date__________________
1.5    /   /     Monomials                                    Lauzon/Stonefoot

What Notes/Processes/Procedures are we learning today?
How to add and subtract monomials

Monomial: A polynomial with one term; it is a number, a variable, or the product of a
number (the coefficient) and one or more variables.

Examples: x, y, 2a, 5xyz, -7m, 2mn, -3x2

Non-Monomial Examples: x + y, 2ab + bc, x2 – 2x + 3, 5x + 6y3 – 8yz4

*As an easy way to remember what a monomial is, there should not be parts that are added or
subtracted. A leading negative sign is okay, however, there should only be one grouping of
algebraic symbols.
Explore:
Determine each of the following:
1)                                         2)

2B + 3H                                          2D + 3A +1F

3)                                         4)

D + 4T + S                                       2S + 2H + T + B

5)                                         6)

4F +3T + H                                         2D + 3T + 2A
Generalize the rules that were applied above:
a) You can only combine the same shapes

b) The shape remains the same, only the number of the shapes changes
Now apply the rules and ideas above to monomials:
1) 2x + 5x = 7x
2) 3m + 2m = 5m
1.5 CL Continued
3) 6xy – 2xy = 4xy

4) 4abc + abc = 5abc

5) 4abc – abc = 3abc

6) 2x + 3y = 2x + 3y

*Remember, you are only allowed to combine monomials that have the same letter parts. This
means like terms.

Like Terms: terms that have the same literal part.

* Also remember that you only manipulate the coefficient of the monomials (the number in
front of the monomials). Use normal rules of integers to combine the coefficients.

Practice:
1) 2xy + 7xy = 9xy                         2) 8mn – 10mn = -2mn

3) 5xyz + 3xyz – 12xyz = -4xyz             4) 3ab – 5ba = 3ab – 5ba

5) 6rs + 5rs – 7ts = 11rs – 7ts            6) 5X + X – 10X = -4X

7) 5ab – ab = 4ab                          8) 3x2 + 2x + 5 + 7x2 – 7 – 6x 10x2 – 4x – 2

Homework: Worksheet 1.5
Name_____________________                  Math 8             Date__________________
1.5CL/     /     Monomials                                    Lauzon/Stonefoot

What Notes/Processes/Procedures are we learning today?
How to add and subtract monomials

Monomial:

Examples: x, y, 2a, 5xyz, -7m, 2mn, -3x2

Non-Monomial Examples: x + y, 2ab + bc, x2 – 2x + 3, 5x + 6y3 – 8yz4

*As an easy way to remember what a monomial is, there should not be parts that are added or
subtracted. A leading negative sign is okay, however, there should only be one grouping of
algebraic symbols.

Explore:

Determine each of the following:
1)                                         2)

3)                                         4)

5)                                         6)

Generalize the rules that were applied above:
a)

b)
Now apply the rules and ideas above to monomials:
1) 2x + 5x =
2) 3m + 2m =
1.5 CL Continued
3) 6xy – 2xy =

4) 4abc + abc =

5) 4abc – abc =

6) 2x + 3y =

*Remember, you are only allowed to combine monomials that have the same letter parts. This
means like terms.

Like Terms:

* Also remember that you only manipulate the coefficient of the monomials (the number in
front of the monomials). Use normal rules of integers to combine the coefficients.

Practice:
1) 2xy + 7xy                               2) 8mn – 10mn

3) 5xyz + 3xyz – 12xyz                     4) 3ab – 5ba

5) 6rs + 5rs – 7ts                         6) 5X + X – 10X

7) 5ab – ab                                8) 3x2 + 2x + 5 + 7x2 – 7 – 6x

Homework: Worksheet 1.5
Name_____________________                    Math 8              Date__________________
1.5HW/      /        Monomials                                   Lauzon/Stonefoot

Simplify each expression.
1) 2x + 3 + 3x + 1                                  2) 5x + 3 + 2x + 8x

3) 3x – 4 + y – 2                                   4) 6n + 3 + 2n

5) 3x – 5 – 8x + 6                                  6) 7m – 2m + 4

7) 6c + 4 + c + 8                                   8) 3x2 + 4x – 8 + 2x2 + 5x

9) 5c – 2d + 3d – d                                 10) 7x – 3y + 3z + 2

11) The length of a rectangle is represented by (2x + 1) and the width of the rectangle is
represented by x. Find, in simplest form, an expression for the perimeter of the rectangle.
1.5HW Continued
12) For each of the following, translate into symbolic form, solve the inequality, state the
solution in proper form, and graph the solution set.
a) Three less than five times a number is greater than or equal to 27.

b) Two less than negative four times a number is less than or equal to 26.

13) Find the value of x.

14) Two cities are 542 mi apart. If a map shows the scale to be 1.5 cm = 25 mi, how far apart
are the two cities on the map?

15) Two cities are 28 ½ cm apart on a map. If the scale of the map is ¼ cm = 15 mi, how far
apart are the cities?

16) Identify the legs and the hypotenuse of D DEF .
Name_____________________                Math 8            Date__________________
1.6CL/Supple./Comple. Angles                               Lauzon/Stonefoot

What Notes/Processes/Procedures are we learning today?
How to calculate distance using a map scale

Complementary Angles: Two angles whose degree measures have a sum of 90º.

Supplementary Angles: Two angles whose degree measures have a sum of 180º

Examples of Supplementary angles:        40º & 140º
15º & 165º
100º & 80º

Examples of Supplementary angles:        40º & 50º
15º & 75º
80º & 10º

List a pair of complementary angles and a pair of supplementary angles.

Complementary angles = 45º & 45º Supplementary angles = 75º & 105º

* We can also use a noun form of the words for complementary and supplementary. We can
refer to the COMPLEMENT of an angle. This means the angle the angle measure that must
be added to a given angle to obtain a sum of 90º. The SUPPLEMENT of an angle is the
angle measure that must be added to a given angle to obtain a sum of 180º.

APPLY:
Complete the following table:
Angle Complement Supplement
45      45         135
70      20         110
42       48        138
57      33         123
x     90 - x          x
Homework: Worksheet 1.6
Name_____________________                Math 8            Date__________________
1.6CL/Supple./Comple. Angles                               Lauzon/Stonefoot

What Notes/Processes/Procedures are we learning today?
How to calculate distance using a map scale

Complementary Angles:

Supplementary Angles:

Examples of Supplementary angles:        40º & 140º
15º & 165º
100º & 80º

Examples of Supplementary angles:        40º & 50º
15º & 75º
80º & 10º

List a pair of complementary angles and a pair of supplementary angles.

* We can also use a noun form of the words for complementary and supplementary. We can
refer to the COMPLEMENT of an angle. This means the angle the angle measure that must
be added to a given angle to obtain a sum of 90º. The SUPPLEMENT of an angle is the
angle measure that must be added to a given angle to obtain a sum of 180º.

APPLY:
Complete the following table:
Angle Complement Supplement
45
70
48
123
x
Homework: Worksheet 1.6
Name_____________________                    Math 8             Date__________________
1.6HW/Supple./Comple. Angles                                    Lauzon/Stonefoot

1) Find the complement of 62º.

2) Find the supplement of 62º.

3) Find the complement of 23º.

4) Find the supplement of 23º.

5) Find the supplement of an angle that is represented by (x + 10)º.

6) Find the complement of an angle that is represented by (x + 10)º.

7) Find the value of x.

8) Identify the legs and the hypotenuse.

9) On a map, the scale is indicated by 1 cm = 18 mi. Find the actual distance between two
cities if they are 8 ½ cm apart on the map.
1.6HW Continued
10) Translate the sentence into symbols, solve the inequality and graph the solution set.
a) Three more than twice a number is less than or equal to -53.

b) Seven less than negative three times a number is greater than 48.

11) Simplify the following:
a) 6x – 12m + 3n – 8x + m                                 b) 5x – 4x + 18y – 3x + 4y – 3

c) -3m + 4n – 2m + 6n – n                                 d) 4x – 5y + 2x + 3y – 8x – 7
Name_____________________                    Math 8              Date__________________
1.7HW/Supple./Comple. Angles                                     Lauzon/Stonefoot

1) Find the value of x.                             2) Find the value of x.

3) Name the legs of the triangle.                   4) Name the hypotenuse of the triangle.

5) Translate into symbolic form, solve the inequality, graph the solution and state the solution
set of the inequality.
a) Five less than 3 times a number is less than 28.

b) Two more than the product of a number and negative four is greater than 54.

6) On a map, two cities are 3 1/8 in apart. The scale of the map is 1 in = 25 mi. What is the
actual distance between the two cities?

7) Two cities are 520 mi apart. They are represented on a map where the scale factor is 3 in =
1 mi. What is the distance that the cities are apart on the map?
1.7HW Continued
8) Simplify.
a) 9x – 8y + 12z – 5x – 4z + 12y

b) 7mn + 5nm – 8m + 6n – 3m

c) 3ab + 4b – 5a – 5ab + 11b – ab

9) Find the complement of 74º.

10) Find the supplement of 121º.

11) Write an expression for the supplement of (3x + 2)º.
Name_____________________                   Math 8             Date__________________
Unit 1 Review Part I                                           Lauzon/Stonefoot

_____ 1. In rt. DABC,Ð C measures 90º. Which best describes the relationship between AC
and BC?
(1) parallel            (2) vertical
(3) supplementary       (4) perpendicular

_____ 2. According to the diagram, which statement is always true?
(1) 1 & 2 are complementary
(2) 3 & 4 are rt. angles
(3) 1       3
(4) 2 & 4 are supplementary

_____ 3. In the accompanying diagram, ÐTRS = 38º. What is the measure of ÐTRU?
(1) 38º                  (2) 52º
(3) 142º                 (4) 152º

_____ 4. Which of the following pairs are always congruent?
(1) vertical angles               (2) complementary angles
(3) supplementary angles          (4) the two acute angles of a right triangle

_____ 5. Two supplementary angles are in a ratio of 2:7. What is the measure of the smaller
angle?
(1) 20º                  (2) 40º
(3) 70º                  (4) 140º

_____ 6. AEB is a straight line segment. EC & EB are drawn. CE ^ BE. Which statement is
true?
(1) 2 & 3 are complementary
(2) 3 & 1 are supplementary
(3) 1, 2, & Ð 3 are acute
(4) 1 & 3 are a linear pair

_____ 7. In the accompanying diagram, CD ^ CE.
If ACD = 130º, find the measure of BCE.
(1) 40º
(2) 50º
(3) 80º
(4) 130º
Unit 1 Review Continued

_____ 8. According to the diagram, which is the hypotenuse?
(1) RT                     (2) RA
(3) AT                     (4) none of these

_____ 9. Which represents “2 more than 3 times a number is less than 15”?
(1) 2n – 3 < 15                  (2) 2n + 3 < 15
(3) 3n – 2 < 15                  (4) 3n + 2 < 15

_____ 10. Jeff prepares a scale drawing of an office building. He uses a scale of 1 inch = 12
feet. The drawing of the building is 9 ½ inches high. How high is the building?
(1) 114 inches                           (2) 114 feet
(3) 0.7916 inches                        (4) 0.7916 feet

_____ 11. Which represents 4n – 1 > 15.
(1) one less than 4 times a number is less than 15
(2) one less than 4 times a number is greater than 15
(3) one more than 4 times a number is less than 15
(4) one more than 4 times a number is more than 15

_____ 12. Solve: -15 = 11 + b
(1) -26                      (2) 26
(3) -4                       (4) 4

_____ 13. Solve: -7d + 3 = 31
(1) -4                             (2) 4
(3)                                (4)

_____ 14. Solve: -9 = -4.2 + m + 7.2
(1) -12                   (2) -2.4
(3) 12                    (4) 13.4

_____ 15. A park is in the shape of a trapezoid as shown in the figure. The boundary of the
park needs to be measured. The scale of the park is 1 cm = 2 km. Based on the
scale how long is the boundary of the park? (to the nearest integer)
(1) 24 km
(2) 36 km
(3) 49 km
(4) 60 km
Unit 1 Review Continued

_____ 16. Which is a graph of x < 2?
(1)                                       (2)

(3)                                     (4)

_____ 17. Which of the following pairs of angles are vertical angles?
(1) 1 & 5
(2) 1 & 4
(3) 2 & 5
(4) 2 & 4

_____ 18. Which inequality represents the statement, “Marsha is at least three years older than
Steve” if M = Marsha’s age and S = Steve’s age?
(1) M ≥ S + 3                    (2) M ≤ S – 3
(3) S ≥ M + 3                    (4) S ≤ M + 3

_____ 19. Find the sum of (6x + 5y) and (3x – 5y)
(1) 9x + 10y                     (2) 9x – 10y
(3) 10y                          (4) 9x

_____ 20. An elevator sign reads “Maximum weight 600 lbs. Which of the following may
ride the elevator?
(1) three people; one weighing 109 lb, one weighing 185 lb, & one weighing 200 lb
(2) one person weighing 142 lb and a cargo load of 500 lb
(3) one person weighing 165 lb, and a cargo load of 503 lb
(4) three people; one weighing 210 lb, one weighing 101 lb & one weighing 298 lb

_____ 21. Which is not a monomial?
(1) 5(-y)                          (2) 8k
(3) m – n                          (4) 2x(-3y)

_____ 22. Simplify: 5x – 7 – 3x + 4
(1) 2x – 3                         (2) 2x + 3
(3) 2x – 11                        (4) 2x + 11

_____ 23. Simplify: 7x + 8y – 2x + 3y
(1) 5x + 11y                       (2) 5x + 5y
(3) 9x + 5y                        (4) -5x – 11y
Unit 1 Review Continued
_____ 24. The lengths of the sides of a triangle are represented by (a + 2b), (a + b) and
(2a – b). Express the perimeter of the triangle.
(1) 3a + 3b                        (2) 4a + 2b
(3) 2a + 3b                        (4) none of these

_____ 25. If the length of a rectangle is (5x) and the width is (x), what is the perimeter of the
rectangle in terms of x?
(1) 7x                               (2) 12x2
(3) 12x                              (4) none of these
Name_____________________                   Math 8              Date__________________
Unit 1 Review Part I I                                          Lauzon/Stonefoot

You may use a calculator on this part. Show all work, and all necessary steps for each problem.

26. Translate, solve and graph: (Use n for the variable) (3 pts)
“Three more than two times a number is less than negative one.”

27. Jeff and David have no more than 12 baseball caps between them. David has twice as
many baseball caps as Jeff. Find all possible pairs of baseball caps David and Jeff have
together. (2 pts)

28. Find the perimeter for each figure. (1 pt each)
Unit 1 Review Part II Continued

29. Use your measurement tools to construct a right ∆MUD. Angle D should be a right angle.
The legs should measure 6 cm and 8 cm. Label all sides. Label the legs and hypotenuse.
(2 pts)

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