Verbal expression:

A mathematical expression in which all mathematical operations are written using words; also called
a mathematical phrase; an example is the product of three and a number.

Variable:
A letter that holds the place for some unknown value in an algebraic expression, such as x or y.

Algebraic expression:
An expression that contains numbers, variables, and mathematical operations like addition,
subtraction, etc; an example is x + 2.

Remember, an algebraic expression uses numbers, letters, and symbols instead of words. All you
will need to do is change the words into math.

When no multiplication sign number goes first/ before variable

Algebraic Expression Verbal Expression

x+6 the sum of a number and six
six more than a number
a number plus six
p − 4 the difference between a number and four
four less than a number
a number minus four

k the quotient of a number and three

a number divided by three
3
the ratio of a number and three

2x the product of two and a number

two times a number
double a number
w2 a number squared
a number to the power of 2

Equivalent expressions:
Expressions that represent the same value but are written differently.

The Commutative Property of Addition says that the order of the addends in a sum does not
matter.
The Commutative Property of Multiplication says that the order of the factors in a product does
not matter.

The Associative Property of Addition says that the grouping of the addends in a sum does not
matter.
The Associative Property of Multiplication says that the grouping of the factors in a product does
not matter.

The Identity Property of Addition states that adding 0 to a number does not change the identity
(or value) of the number.
The Identity Property of Multiplication states that multiplying a number by 1 does not change the
identity (or value) of the number.

The Distributive Property helps you find the product of a number and a sum or difference. The
distributive property says that any number multiplied to a sum or difference of two or more numbers
is equal to the sum or difference of the products.

Vocabulary

Equivalent expressions:
Expressions that represent the same value but are written differently.

Commutative property of addition:

Changing the order of the addends in a sum does not change the answer; a + b = b + a.
Example: 8 + 3 = 3 + 8 or x + 3 = 3 + x.
Commutative property of multiplication:

Example: 8 ⋅ 3 = 3 ⋅ 8 or x ⋅ 3 = 3 ⋅ x.
Changing the order of the factors in a product does not change the answer; ab = ba.

Associative property of addition:

The grouping of the addends in a sum does not matter; (a + b) + c = a + (b + c).
Example: (8 + 3) + 9 = 8 + (3 + 9).
Associative property of multiplication:
The grouping of the factors in a product does not matter; (a ⋅ b) ⋅ c = a ⋅ (b ⋅ c).
Example: (8 ⋅ 3) ⋅ 9 = 8 ⋅ (3 ⋅ 9).
Distributive property:
Coefficient: a number before a variable in an expression
Distributive Property (with a sum): a(b + c) = a ⋅ b + a ⋅ c
Distributive Property (with a difference): a(b − c) = a ⋅ b − a ⋅ c

products; a(b + c) = a ⋅ b + a ⋅ c.
Any number multiplied to a sum or difference of numbers equals to the sum or difference of the

Example: 2(x + 4) = 2x + 8
Identity property of addition:
Adding 0 to a number does not change the identity of the number; a + 0 = a.
Example: 8 + 0 = 8.
Identity property of multiplication:
Multiplying a number by 1 does not change the identity of the number; a ⋅ 1 = a.
Example: 8 ⋅ 1 = 8.

Summary

You can create equivalent expressions for a given expression by rewriting the expression using
mathematical properties. Remember equivalent expressions are two expressions that are equal to
each other.

Commutative Property
 Commutative Property of Addition: a + b = b + a
 Commutative Property of Multiplication: ab = ba
This property does not work for division or subtraction.
Associative Property

 Associative Property of Multiplication: (a ⋅ b) ⋅ c = a ⋅ (b ⋅ c)

 Associative Property of Addition: (a + b) + c = a + (b + c)

This property does not work if the expression contains more than one operation.
This property does not work for division or subtraction.
Identity Property

 Identity Property of Multiplication: a ⋅ 1 = a

 Identity Property of Addition: a + 0 = a

 Distributive Property of Addition: a(b + c) = a ⋅ b + a ⋅ c

Distributive Property

 Distributive Property of Subtraction: a(b – c) = a ⋅ b – a ⋅ c

This property does not work on expressions that contain only one operation or on division problems.

Like terms:
Terms in an expression that have the same variable part; for example, 5x and 4x are like terms.
Unlike terms:
Terms in an expression that do not have the same variable part; for example, 5x and y are unlike
terms.

Combine like terms:

A process of combining terms that have identical variable parts.

Vocabulary

Like terms:

Terms in an expression that have the same exact variable part; for example, 5x and 4x are like
terms in the expression 5x + 4x.

Unlike terms:
Terms in an expression that do not have the same exact variable part; for example, 5x and y are
unlike terms in the expression 5x + y.

Combine like terms:

A process of combining terms that have identical variable parts.

Summary

Like and Unlike Terms

Like terms have identical variables but may have different coefficients. When terms have variables
that are different they are called unlike terms.

Examples of like terms

 7x, and –3x are like terms because both terms have the same variable part (x).
 y2 and 8y2 are like terms because both terms have the same variable part (y2).
 4xy and 7xy are like terms because both terms have the same variable part (xy).
 All constant terms are like terms because they do not contain a variable.

Examples of unlike terms

 4y and 4n, although they have the same coefficient, are unlike terms because the terms do
not have the same exact variable.
  2x and –5x2, although each term contains the same variable, are not alike because each x
variable has a different exponent.
 6x and 4xy, although both terms have an x variable, only one term has the y variable, so
these terms are not like terms.

Combining Like Terms

Combining like terms means to combine the coefficients of the like terms. Remember, the coefficient
of a variable includes the number and the sign in front of the number. The purpose of combining like
terms is to simplify an expression. Simplifying makes it easier to evaluate the expression and to
prove if it is equivalent to another expression.

Proving Expressions Are Equivalent

In an algebraic expression, you can use the mathematical properties to group and combine like
terms. The properties also allow you to prove that the simplified expression is equivalent to the
beginning expression.

Example: Prove the expression 8t + 6p + 10t + 8p is equivalent to the expression 18t + 14p.

Proof using mathematical properties and simplifying:

8t + 6p + 10t + 8p

= 8t + 10t + 6p + 8p

Use the commutative property.

= (8 + 10)t + (6 + 8)p

Use the distributive property.

= 18t + 14p

Combine like terms.

= 18t + 14p

Proof using substitution:

8t + 6p + 10t + 8p =

18t + 14p

8(1) + 6(1) + 10(1) + 8(1) =

18(1) + 14(1)

8 + 6 + 10 + 8 =

18 + 14

32 =

32

Be very careful to not rely on the substitution method as your only method to prove two equations
are equivalent. This method should be used in addition to your use of other mathematical properties.
This is because it is possible that two expressions can be equal for one number, but not another.
The expressions 7x + 3 and 2(x + 4) are equal when x = 1 but not when x is any other number. In
order for two expressions to be equivalent, they must be equal for all numbers.

Multiplicative inverse:
The reciprocal of a rational number; the product of a number and its multiplicative inverse is 1.

Reciprocal:
A reciprocal is the result of dividing 1 by the rational number.

Vocabulary

Multiplicative inverse:
The reciprocal of a rational number; the product of a number and its multiplicative inverse is 1.

Reciprocal:
The result of dividing 1 by a number.
Summary

 The commutative property of multiplication can be used to change the order of numbers
being multiplied together to make the calculations easier.
 Example: (−8.5)(5)(−4) = (−8.5)(−4)(5) = (34)(5) = 170

 The associative property of multiplication can be used to group numbers together to make
the calculations easier.
 Example: (−8.5)(5)(−4) = (−8.5)(−20) = 170

 The multiplicative inverse property can be used to rewrite division of a fraction as

multiplication of its reciprocal.

 The distributive property can be used to make the calculations easier.

 Example:

 Every rational number has a multiplicative inverse. The product of a rational number and its

 Example: 8 ⋅
multiplicative inverse is 1.

 =
8

 ⋅
1

8⋅
 =

1⋅
8

 =
8

8
  (which means the same as the number 1)
Factoring:
Taking a number or expression apart and writing it as a product of two or more factors.

 Factoring is just like the distributive property in reverse. You find what can be
pulled out of each term and place it back outside the parentheses.

Summary

Variable expressions can be combined using addition or subtraction by combining the like terms.

Expressions can be expanded using the distributive property to make an equivalent expression.

0.3(2x + 7) =

0.3(2x) + 0.3(7) =

0.6x + 2.1

Expressions can be factored using the distributive property to make an equivalent expression.

16x − 24 =

8(2x − 3)

 Change variable and plug in number

Equation:
A mathematical sentence that shows two expressions are equal using the equal sign.

Solution:
Any value substituted for a variable that makes the mathematical sentence true.

Inequality:
A mathematical sentence that shows a comparison between two expressions using the less than (<),
greater than (>), less than or equal to (≤), or greater than or equal to (≥) symbols.

ocabulary

Inequality:
A mathematical sentence that shows a comparison between two expressions using the less than (<),
greater than (>), less than or equal to (≤), or greater than or equal to (≥) symbols.

Equation:
A mathematical sentence that shows two expressions are equal using the equal sign.

Solution:
Any value substituted for a variable that makes the mathematical sentence true.

Summary

To determine if a solution makes an equation (or inequality) true, substitute the value of the variable
and simplify.

The symbols in the table below are used to represent problems in which two expressions may or
may not be equal. The inequality symbols are like two symbols in one. Think of a statement that
uses one of these symbols as a combination of an inequality and an equation. If either the inequality
or the equation, or both, are true, then the entire statement is true.

Symbol Words Example Meaning

≤ is less than or equal to x≤7 x is 7

or
x is some number less than 7

≥ is greater than or equal to x ≥ 10 x is 10

or
x is some number greater than 10

Examples:
Which value or values from the set {25, 45, 55} make the inequality
x

− 2 ≥ 7 a true statement?
Substitute each value from the set into the inequality to see which value makes a true statement.

Check for x = 25.

x

5
 −2≥7

25
Substitute 25 for the variable.
5

−2 ≥7

5 − 2 ≥ 7 Simplify.

3 ≥ 7 Is this a true statement?

No; 25 is not a solution to the inequality. The statement 3 ≥ 7 is false.

Check for x = 45.
x

−2≥7

45
Substitute 45 for the variable.
5

−2≥7

9 − 2 ≥ 7 Simplify.

7 ≥ 7 Is this a true statement?

Yes; 45 is a solution to the inequality. The statement 7 ≥ 7 is true.

Check for x = 55.
x

−2≥7

55
Substitute 55 for the variable.
5

−2≥7
 11 − 2 ≥ 7 Simplify.

9 ≥ 7 Is this a true statement?

Yes. Therefore, 55 is a solution to the inequality.

Therefore, 45 and 55 make the inequality true and are solutions to the inequality. However, 25 is not
a solution to the inequality

ocabulary

Inequality:
A mathematical sentence that shows a comparison between two expressions using the less than (<),
greater than (>), less than or equal to (≤), or greater than or equal to (≥) symbols.

Equation:
A mathematical sentence that shows two expressions are equal using the equal sign.

Solution:
Any value substituted for a variable that makes the mathematical sentence true.

Summary

To determine if a solution makes an equation (or inequality) true, substitute the value of the variable
and simplify.

The symbols in the table below are used to represent problems in which two expressions may or
may not be equal. The inequality symbols are like two symbols in one. Think of a statement that
uses one of these symbols as a combination of an inequality and an equation. If either the inequality
or the equation, or both, are true, then the entire statement is true.

Symbol Words Example Meaning

≤ is less than or equal to x≤7 x is 7

or
x is some number less than 7

≥ is greater than or equal to x ≥ 10 x is 10

or
x is some number greater than 10

Examples:
Which value or values from the set {25, 45, 55} make the inequality
x

− 2 ≥ 7 a true statement?
Substitute each value from the set into the inequality to see which value makes a true statement.

Check for x = 25.

x

−2≥7

25
Substitute 25 for the variable.
5

−2 ≥7

5 − 2 ≥ 7 Simplify.

3 ≥ 7 Is this a true statement?

No; 25 is not a solution to the inequality. The statement 3 ≥ 7 is false.

Check for x = 45.
x

−2≥7

45
Substitute 45 for the variable.
5

−2≥7

9 − 2 ≥ 7 Simplify.

7 ≥ 7 Is this a true statement?

Yes; 45 is a solution to the inequality. The statement 7 ≥ 7 is true.

Check for x = 55.
 x

−2≥7

55
Substitute 55 for the variable.
5

−2≥7

11 − 2 ≥ 7 Simplify.

9 ≥ 7 Is this a true statement?

Yes. Therefore, 55 is a solution to the inequality.

Therefore, 45 and 55 make the inequality true and are solutions to the inequality. However, 25 is not
a solution to the inequality

Addition terms Subtraction terms

Added to Minus
More than Less than
Increased by Subtracted from
Plus Difference between
Sum Decreased by
Total Take away
Fewer than

Multiplication terms Division terms

Doubled Half
Product Ratio
Twice Quotient
Times Divided by
Per
Multiplied by
Tripled

Variable terms Exponent terms

A number Cubed
Addition terms Subtraction terms

A variable Power
Some number Squared
Unknown value

Summary

Being able to write algebraic expressions is very important in solving real-world problems. When
translating real-world problems into algebraic expressions, look for the action words in the sentence
that imply a mathematical operation. Follow the steps below to help you:

 Step 1: Identify the action phrases. What are the mathematical operations?
 Step 2: Define the variable. What is the unknown quantity in the situation?
 Step 3: Translate the sentence into a verbal expression.
 Step 4: Translate the verbal expression into an algebraic expression.
Example 1
If John earns $15 per each lawn he cuts, how much will he earn for cutting an unknown number of
lawns?

 Step 1: “Per” implies multiplication.

 Step 2: Because you do not know how many lawns have been cut, that is the unknown
number. Represent this number with the letter x.
 Step 3: The verbal expression is “15 times some number.”
 Step 4: The algebraic expression is 15x.
Therefore, John can use the expression 15x to represent the total amount of money earned, where x
is the number of lawns cut.

Web.
Inverse Operation:
An operation that reverses the effect of another operation; for example, adding 3 and subtracting 3
are inverse operations.

Opposite of the equation you are working on addition/subtraction multiply/divide

The Golden Rule for Equations

To solve an equation you must isolate the variable on one side of the equal sign by using inverse operations.
This results in zero by undoing the operation. Remember, what you do to one side of the equation you must
also do to the other side to keep the equation balanced.
 Inverse Operation for Addition Inverse Operation for Subtraction

x+b = c x−b = c

x+b−b = c−b x−b+b = c+b

x = c−b x = c+b

Vocabulary

Inverse operation:
An operation that reverses the effect of another operation; for example, adding three and subtracting
three are inverse operation

Summary

In this lesson, you learned a great deal about equations and how to solve them. In an equation, the
expressions on both sides of the equal sign must have the same value.
Some action phrases that indicate the equal sign include the following:

 is
 equals
 results in
 yields
Strategies that can be used to solve an equation include the following:

 Use mental math or reasoning.

 Use fact families to rewrite the equation.
 Use a bar model to represent the equation.
 Use a balancing scale.
 Use inverse operations.
The Golden Rule for Equations
To solve an equation, you must isolate the variable on one side of the equal sign by using inverse
operations. Remember, what you do to one side you must also do to the other side to keep the
equation balanced.
 Inverse Operation for Addition Inverse Operation for Subtraction

x+b = c x−b = c

x+b−b = c−b x−b+b = c+b

x = c−b x = c+b

In both cases, the x variable was isolated.

Inverse Operation for Addition Inverse Operation for Subtraction

x+3 = 4 x−3 = 4

x+3−3 = 4−3 x−3+3 = 4+3

x = 1 x = 7

Strategies that can help you write and solve an equation from a real-world situation include the
following:

 Create a visual model by identifying the parts and the whole.

 Define the variable.
 Create the equation.
 Solve and check the solution.

Rule

Here are two more inverse operations that can help you solve other equations. The inverse
operation for division is multiplication. If an equation has a coefficient that is a fraction, you just
multiply both sides of the equation by the reciprocal of that coefficient.
Both inverse operations result in a value of 1, and the variable is isolated.
Inverse Operation for Division

x = c

b
 b⋅

b c⋅
= b

x = cb

Inverse Operation for Fraction Coefficient

b
x = c

a
⋅
c⋅
a
b
b
a
x =

c⋅

a
x =

Summary

The Golden Rule for Equations:

To solve an equation you must isolate the variable on one side of the equal sign by using inverse operations.
Remember, what you do to one side must also be done to the other side to keep the equation balanced.

Inverse Operations
In this lesson, you learned multiplication and division are inverse operations:
Inverse Operation for Multiplication
 b
x = c

bx c

b b
=

b
x =

Inverse Operation for Division

x

b
= c

b⋅

b c⋅
= b

x = cb

To solve an equation using inverse operations

 Isolate the variable on one side of the equal sign by using inverse operations. Remember to
follow the golden rule.
 Simplify both sides of the equation.
 Write your solution in the correct form: variable = solution.
 Check your work by substituting the solution for the variable in the original equation.
Example for Multiplication
3x = 15

3x 15

3 3
=

x = 5

Check:

3(5) = 15
 15 = 15

This is a true statement.

Example for Division

x

5
= 10

5⋅

5 10 ⋅
= 5

x = 50

Check:

50

5
= 10

10 = 10

This is a true statement.

Example of inverse operation where you will use a reciprocal

Inverse Operation for Fraction Coefficient
a

b
x = c

b = c⋅

a b

⋅ a
a

b
 x

c⋅

a
x =

Example Equation
2

3
x = 8

3
8
2
⋅
1
⋅
2
3
3
2
x =

24

2
x =

x = 12

Constraint:
A condition or restriction in a scenario or problem that limits the possible values of the solution.

Filled bubble means equal and something else

Unfilled bubble means only grater or less than

Vocabulary
Constraint:
A condition or restriction in a scenario or problem that limits the possible values of the solution.

Summary

The number that is substituted for the variable and makes a mathematical sentence true is known as
the solution. Inequalities have an unlimited number of solutions, which can be represented with a
graph.

Solutions to inequalities are determined by the constraint, which is some condition that explains what
the solutions can be to make the inequality true.

When given a scenario with a constraint, you can write inequalities and graph their solutions on a
number line by following these steps:

 Read the scenario to define the variable.

 Rewrite the sentence to understand the constraint.
 Write the inequality based on the constraint.
 Graph the solution to show all possible values that make the inequality true.
 Explain the solution to understand the solution as it relates to the scenario.
<
is less than
is fewer than

≤
is less than or equal to
is at most
is no more than
>
is greater than
is more than

≥
 is greater than or equal to
is at least
is no less than
Make sure use right symbol
Inequality and Graphing Symbols:

Examples: Pay attention to the use of an open circle versus a closed circle.
Inequality Graph

x>3

x<3

x≥3

x≤3

Real-World Example
The situation: The speed limit on a road is 45 miles per hour. Write and graph an inequality to
represent the solution to this situation.

The variable: the speed of the car; represent it with the variable x.

Rewrite: The car's speed must be less than or equal to 45.

The inequality: x ≤ 45

To graph the inequality, draw a number line, use a closed circle on 45, and shade the line to the left.

Solution: The car's speed must be 45 miles per hour or less. However, a car cannot have a speed
less than 0 miles per hour. A realistic solution set for this situation is all numbers from 0 to 45 miles
per hour.

Dependent variable:
A variable with a value that is dependent on the value of another variable.

Independent variable:
A variable that affects another variable; it may have its value freely chosen without considering the
other variable's value.

First, you need to identify the dependent and independent variables. Then, you need to choose
values for the independent variable. Last, you need to record the values for the dependent variable.

the variable that changes is the independent variable.

For every rubber band the student adds, the amount of force increased by 0.6 pound.

The amount of force is dependent on the number of rubber bands. To write an equation, you need to
define two variables.

 Let x be the number of rubber bands.

 Let y be the amount of force, in pounds.
You can write an equation to show the value for y depends on the value for x. Because y is
dependent on x, the equation needs to be written showing how y is calculated based on x.

Use this student's recorded data to calculate how y changed based on x. Because for every change
in x, there is a 0.6 change in y, the equation y = 0.6x represents this relationship.

Vocabulary

Dependent variable:
A variable with a value that is dependent on the value of another variable.

Independent variable:
A variable that affects another variable; it may have its value freely chosen without considering the
other variable's value.

Summary

The lesson introduced you to dependent and independent variables. There are certain relationships
in which the value of one quantity affects the value of another quantity. Dependent variables are
quantities that change based on what another variable is doing. Independent variables are quantities
that can be changed to affect other variables.
 Recording data in tables helps you to see the relationships between the variables. When
preparing tables, you need to identify the dependent and independent variables, choose
 values for the independent variable, then record the values for the dependent variable using
the values of the independent variable.

 You can write equations to show how the dependent variable changes depending on the
independent variable. Keep in mind what the variables represent; this helps you make sure
you have the relationship written correctly in the equation.

 When you have the equation for a relationship, you can use substitution to determine values
for the dependent variable at any given value of the independent variable.
For example, you can look at the cost of a group going to the movies and the number of people in
the group.

The cost of the movie tickets depends on the number of people in the group; cost is the dependent
variable. The number of people in the group is the independent variable.

The information collected can be recorded in a table to show the relationship.

Number of People Cost of Movie ($)

1 8.95

2 17.90

3 26.85

4 35.80

The relationship between the cost, y, and the number of people, x, can also be written as an
equation: y = 8.95x.

Continuous:
Numerical data that can take on any value within a range, such as decimals and fractions.

Discrete:
Numerical data that can only take on certain values, such as only whole numbers.

Now that you have completed this lesson, you should be able to say:
 I can analyze relationships between two variables using graphs.
 I can represent a relationship between two variables as an equation, table, or graph.
Vocabulary

Continuous:
Numerical data that can take on any value within a range, such as decimals and fractions.

Discrete:
Numerical data that can only take on certain values, such as only whole numbers.

Summary

This lesson expanded your ability to show relationships between dependent variables and
independent variables. You can now create graphs showing continuous or discrete data collected
about a relationship.
When creating a graph, make sure that the title is descriptive and short. The x-axis needs a label so
readers can see what the independent variable is, and the dependent variable should be labeled
clearly on the y-axis.

You can use words, graphs, tables, and equations to show the same relationships between two
variables in different formats. This is called multiple representation.

Constant of proportionality:
Unit rate; in the equation y = kx, k represents the constant of proportionality.

Caution

It is true that in a proportional relationship, the graph will be a straight line that goes through the
origin. However, although each point on the line represents a proportional relationship, each point
may not be a reasonable solution.

For example, if a graph shows that for every 1 text sent there are 3 texts received, does it then make
sense that if 0.5 texts are sent that 1.5 texts are received? Of course not, because we cannot send
0.5 texts or have a group of 1.5 people receiving those texts!
Vocabulary

Constant of proportionality:
Unit rate; in the equation y = kx, k represents the constant of proportionality.

Summary

Proportional relationships can be represented in multiple ways.

Verbal Description:
Angela ate five potato chips every time Ellen ate one cookie.

Table:
Cookies Chips

1 5

2 10

3 15

Equation:
y = 5x

Diagram:

Graph:

Summary

When solving ratio problems, analyze the problem to determine what the question is asking for.

Be sure to use the correct unit rate. Use the unit rate that puts what the question is asking for in the numerator
of the fraction.
Example:
The keeper cleaned
1

10

of the habitat in
1

12

of an hour. At this rate, how long would it take the keeper to clean the entire area?
1

12
hour

10

of the total

=
1

12

÷
1

10

=
1

12

⋅
10

=
10

12

=
5
6

It takes
5

of an hour or 50 minutes to clean the area.

Summary
Percent of Error
|
Actual − Observed

Actual

|(100)
Percent of Increase/Decrease
|
Original − New

Original

| (100)
Both percent of error and percent of increase/decrease are calculated in the same way.

Data:
Collected information on a given topic.

Statistical process:
A four-step process that helps someone collect, organize, display, and analyze data on a given
topic.

Rule
Steps of the Statistical Process
1. Form a question that can be answered by data.
2. Design and implement a plan that collects the appropriate data.
3. Analyze the data using graphical and numerical methods.
4. Interpret and compare the data.

Statistical question:
A question that guides research by defining the population of a given topic and that anticipates
variability in the collected data.

Rule

Characteristics of a Statistical Question

 Allows for clear responses
 Includes a specific population
 Anticipates variability of the data
 The responses: Niko needs to be sure the data he collects are clear so he can record them
appropriately.
 The population: Because every student in the school participated in Field Day, the
population is all the students in the entire school.
 The variability: Because each student likely has a different response to the question, this
anticipates variability.

Other notes

 Bad example: How many hours of chores were done last night?
 Survey example: How many hours of chores did you do last night?
 Best example: How many hours of chores did students at Timber Middle School do last
night?
 Bad example: How many letters are in Mr. Smith’s last name?
 Bad example: Do you know how many letters are in your teacher’s last name?
 Good example: On average, how many letters are in sixth-grade teachers’ last names?
 The responses: Niko needs to be sure the data he collects are clear so he can record them
appropriately.
 The population: Because every student in the school participated in Field Day, the
population is all the students in the entire school.
 The variability: Because each student likely has a different response to the question, this
anticipates variability.

  Distribution:
 The number of times each value occurs in a data set; may be described by its center,
spread, and shape.
 Center:
 When describing a distribution, the average or middle of a data set.
 Spread:
 When describing a distribution, the variability of a data set.
 Shape:
 When describing a distribution, the visual look of a data set.

Vocabulary

Data:
Collected information of a given topic.

Statistical process:
A four-step process that helps someone collect, organize, display, and analyze data for a given
topic.

Statistical question:
A question that guides research by defining the population of a given topic and that anticipates
variability in the collected data.

Distribution:
The number of times each value occurs in a data set; may be described by its center, spread, and
shape.

Center:
When describing a distribution, the average or middle of a data set.

Spread:
When describing a distribution, the variability of a data set.

Shape:
When describing a distribution, the visual look of a data set.
Summary

When conducting research and gathering data, you must follow a specific process called the
“statistical process.” There are four steps to the statistical process:

1. Form a question that can be answered by data.

A statistical question is what guides and keeps your research on track. There are three
characteristics to a statistical question:
 Allows for clear responses
 Includes a specific population
 Anticipates variability in the data

2. Design and implement a plan that collects the appropriate data.

Data are simply collected information. Data can be collected in a variety of ways, such as
through surveys or interviews.

3. Analyze the data using graphical and numerical methods.

The data can identify trends, such as determining averages, how often something occurred,
or how much variety exists. This can be done by describing the distribution by its center,
spread, and shape.

4. Interpret and compare the data.

Comparing data allows the researcher to identify trends or patterns in the data to make
predictions and conclusions.
Mean:
A measure of center found by dividing the sum of the data set by the size of the data set.

Median:
A measure of center found by determining the middle number in a data set arranged in numerical
order.

Rule

To calculate the mean of a data set:

 Add all the numbers in the data set.
 Determine the size of the data set by counting how many numbers there are.
  Divide the sum of the data by the size.
To find the median of a data set:
 Write the numbers in order from least to greatest.
 Determine whether the data set contains an odd number count or an even number count:
 For a data set with an odd number count, the median is the middle number.
 For a data set with an even number count, the median is the mean of the two middle
numbers.

Rule

The range of a data set is calculated by subtracting the smallest value in the data set from the
largest.
To calculate the mean absolute deviation of a data set:
 Calculate the mean of the data set.
 Find the distance each point is from the mean.
 Calculate the mean of the distances.

Range:
A measure of variability found by calculating the difference between the greatest and least values in
a data set.

Mean absolute deviation:

A measure of variability found by calculating the mean of the distances of each data point from the
mean of a data set.

Vocabulary

Mean:
A measure of center found by dividing the sum of the data set by the size of the data set.

Median:
A measure of center found by determining the middle number in a data set arranged in numerical order.

Range:
A measure of variability found by calculating the difference between the greatest and least values in a data set.
Mean absolute deviation:
A measure of variability found by calculating the mean of the distances of each data point from the mean of a
data set.

Summary

Measurement of center is a single number that attempts to identify the center distribution and variability of a
data set. The mean, median, range, and mean absolute deviation are the most common measures.

Mean and median both describe the center of a distribution with a single number. Range and mean absolute
deviation describe the spread (or variability) of the data set with a single number.

Measure What Is It? How Is It Calculated?

Mean The mean explains what the leveled value is for the  Add all the numbers in the data set.
entire data set. This value is as if the total values  Determine the size of the data set.
are distributed equally.  Divide the sum of the data by the size.

Median The median is a measure of center of a data set. It Order the data from least to greatest. The
identifies the middle value in a data set when the median is the middle number or the mean of
values are ordered from least to greatest. the two middle numbers.

Range The range is the difference in distribution of a data Subtract the least value in the data set from the
set from the smallest value to the largest value. greatest value in the data set.

Mean The mean absolute deviation is the average  Calculate the mean of the data set.
Absolute distance all the values in a data set are from the  Find the distance each point is from the
Deviation mean. mean.
 Find the mean of the distances.

Example

Rewrite the data: 2, 2, 3, 4, 4, 5, 5, 5, 5, 5

Mean = 4
 Sum: 2 + 2 + 3 + 4 + 4 + 5 + 5 + 5 + 5 + 5 = 40

 Size: 10 total values

 Mean: 40 ÷ 10 = 4
Range = 3
 Determine the least value and greatest value:

Least value: 2

Greatest value: 5

 Subtract: 5 − 2 = 3
Median = 4.5
 Find the number in the middle of the data; if there are two numbers, calculate the mean of the
two numbers:

4+5=9

9 ÷ 2 = 4.5
Mean Absolute Deviation
 Determine the distance each data value is from the mean:

 Calculate the mean of the distances:

2 + 2 + 1 + 0 + 0 + 1 + 1 + 1 + 1 + 1 = 10

10 ÷ 10 = 1

Dot plot:
A graphical display of data using dots to show the frequency of each data value.

Rule

Creating a Dot Plot

To create a dot plot:
  Draw a horizontal line using an appropriate range (or category).
 Place a dot over the data value for each frequency in the data set.
 Label the horizontal line and title the graph.

Histogram:
A graph that uses vertical columns, or bars, to show the frequency of data, or intervals of data.

Rule

Creating a Histogram
To create a histogram:

 Group the data values into appropriate bin intervals and determine the frequency.
 Draw and label the horizontal and vertical axes.
 Draw bars to a certain height based on the frequency of each bin.
 Do not put spaces between the bars.
 Remember to title the graph.
Peak:
The value in the data set that occurs the most often.

Cluster:
A group of data points gathered around a specific value.

Gap:
A large space between data points.

Symmetry:
A distribution that can be divided at the center, so each half is a mirror image of the other.

Normal:
A distribution that is symmetric about the center and resembles a bell-shaped curve.

Asymmetric:
a distribution that has values occurring at various frequencies.

Uniform:
When each value in the distribution occurs the same amount.

Lesson Objectives
Now that you have completed this lesson, you should be able to say:

 I can create a dot plot and histogram to display a set of numerical data.
 I can identify the components of dot plots and histograms.
 I can identify the shape of data using a graphical representation.

Vocabulary

Dot plot:
A graphical display of data using dots to show the frequency of each data value.

Histogram:
A graph that uses vertical columns, or bars, to show the frequency of data, or intervals of data.

Peak:
The value in the data set that occurs the most often.

Normal:
A distribution that is symmetric about the center and resembles a bell-shaped curve.

Asymmetric:
A distribution that has values occurring at various frequencies.

Cluster:
A group of data points gathered around a specific value.

Gap:
A large space between data points.

Symmetry:
A distribution that can be divided at the center so each half is a mirror image of the other.

Uniform:
When each value in the distribution occurs the same amount.

Summary
Dot plots and histograms are two ways you can display data by the frequency of values. In general,
dot plots are used for smaller data sets with smaller ranges. Histograms show the frequency of
intervals of data, which makes histograms more appropriate for larger data sets.

To create a dot plot:

 Draw a horizontal line using an appropriate range (or category).

 Place a dot over the data value for each frequency in the data set.
 Label the horizontal line and title the graph.
Example

Creating a histogram is much like creating a bar graph. Here are the steps you must follow:

 Group the data values into appropriate bin intervals and determine the frequency.
 Draw and label the horizontal and vertical axes.
 Draw bars to a certain height based on the frequency of each bin.
 Do not put spaces between the bars.
 Remember to title the graph.
Example

Just as a distribution can be described by its center and spread, you can also describe it by its
shape when the data is displayed on a graph.

Normal Distribution

Uniform Distribution

Asymmetric with a Gap

1. Minimum: the smallest value in the data set

2. Lower Quartile (Q1): the middle value in the lower half of the data set
 3. Median (Q2): the middle value in the data set
4. Upper Quartile (Q3): the middle value of the upper half of the data set
5. Maximum: the largest value in the data set
Box plot:
Graph showing minimum, maximum, and quartile values for a data set.

Lower quartile (Q1):

Middle value in the lower half of a data set.

Upper quartile (Q3):

Middle value of the upper half of a data set.

Interquartile range (IQR):

The difference between Q3 and Q1; about half the numbers in a data set fall in the interquartile
range

Five-number summary:
A summary of the values in a data set; made up of the minimum, lower quartile, median, upper
quartile, and maximum.

Upper Quartile

You follow the same steps as the lower quartile, but with the upper half of the values. Take the upper
half of the values. Do not include the median. Count in from both sides until you get to the middle
value. This is the upper quartile, which is the median of the upper half of the data.

Rule

Creating a Box Plot

To create a box plot:

 Draw a number line with a range that includes all the values in your five-number summary.
 Draw a box above the number line, where the left and right sides are at the lower and upper
quartiles.
 Draw a vertical line in the box at the median.
 Draw smaller vertical lines at the minimum and maximum, and connect these lines to the box
with horizontal lines.
 Label the line and title the box plot.
Vocabulary

Box plot:
Graph showing minimum, maximum, and quartile values for a data set.

Lower quartile (Q1):

Middle value in the lower half of a data set.

Upper quartile (Q3):

Middle value of the upper half of a data set.

Interquartile range (IQR):

The difference between Q3 and Q1; half the numbers in a data set fall in the interquartile range.

Five-number summary:
A summary of the values in a data set; made up of the minimum, lower quartile, median, upper
quartile, and maximum.

Example
Data set: 6, 12, 14, 16, 17, 20, 22, 25
Five-Number Summary
 Minimum: 6
 Lower quartile: 13
 Median: 16.5
 Upper quartile: 21
 Maximum: 25

To create a box plot:

 Draw a number line with a range that includes all the values in your five-number summary.
 Draw a box above the number line, where the left and right sides are at the lower and upper
quartiles.
 Draw a vertical line in the box at the median.
 Draw smaller vertical lines at the minimum and maximum, and connect these lines to the box
with horizontal lines.
 Label the line and title the box plot.
Notice how the left and right whiskers show the range, and the box shows the IQR. The vertical line
in the box shows the median.

Summary

A box plot can let you show the spread and the median of a data set.

There are five key pieces to a box plot:

1. Minimum: the smallest value in the data set

2. Lower Quartile (Q1): the middle value in the lower half of the data set
3. Median (Q2): the middle value in the data set
4. Upper Quartile (Q3): the middle value of the upper half of the data set
5. Maximum: the largest value in the data set
When given a set of data, you can determine the values of each piece of the box plot and create
what is called a “five-number summary.”

Exploration

A dot plot is a graphical display of data that uses dots to show the frequency of each data value.

This graph is best used to display small data sets.

Because all data points in the data set are shown, the mean, median, range, and mean absolute
deviation can be calculated.

A histogram is a graph that uses vertical columns or bars to show the frequency of data or intervals
of data.

This visual is helpful for larger data sets.

Because the actual data points are not displayed, only general conclusions can be made from a
histogram.

No exact measurement of data can be calculated. However, you can determine the size of the data
set.

A box plot is a type of display in which the data are divided into four parts, called "quartiles." The
middle 50% of the data is found in the "box" and the lower and upper 25% of the data is found in the
"whiskers."

This graph is used for larger data sets and to analyze the distribution of data as a whole.

In a box plot, no individual data points are seen. Therefore, only the ranges, median, and quartiles
can be determined.


Remember, each quartile represents 25%, or one-fourth, of the data. So, if the total number
of participants is 32, then there are eight data values per quartile. This means 16 data values
are in the interquartile range.
 The unit of measure for the data is the points of the score.
 You can state that all students scored at least 12 points on the fitness test, but no more than
34 points. This is the spread of the data.
 The median of the data set is 21. Therefore, at least half the scores are 21 points or fewer.

Summary

Understanding the characteristics of a graph helps you summarize the data in the graph:

 Dot plots display the frequency of data and are used for small data sets. Because all data
values in the data set are shown, the mean, median, range, and mean absolute deviation
can be calculated.
 Histograms display data divided into intervals and are used for larger data sets. Because no
data values are shown, only the number of observations can be determined for each interval,
not specific data values.
 Box plots display values divided into quartiles and are useful to see the overall spread of the
data set. Only the minimum value, maximum value, interquartile range, and median can be
determined.
Summarizing a Graph
Observations: The graph indicates the cost for a movie in dollars. There are 15 observations in the
data set.
Center: The mean and median of the data set are $12.
Spread: The range for the data is $4.
Shape: The data are symmetric, with a peak at $12.
Determining the Missing Value Point
Use the relationship: mean =
sum

size

Determine the value for the following data set that gives a mean of 13: 7, 12, and 14

Steps
Work
First, determine the desired sum of the data set that will give the desired mean.
13 =

sum

13 ⋅ 4 = su
m

52 = sum

Next, determine the current sum for the given data values
7 + 12 + 14 = 33

Last, subtract the two sums to determine the missing value.

52 − 33 = 19

The missing data value is 19.

Exploration

A dot plot is a graphical display of data that uses dots to show the frequency of each data value.

This graph is best used to display small data sets.

Because all data points in the data set are shown, the mean, median, range, and mean absolute
deviation can be calculated.

A histogram is a graph that uses vertical columns or bars to show the frequency of data or intervals
of data.

This visual is helpful for larger data sets.

Because the actual data points are not displayed, only general conclusions can be made from a
histogram.

No exact measurement of data can be calculated. However, you can determine the size of the data
set.
A box plot is a type of display in which the data are divided into four parts, called "quartiles." The
middle 50% of the data is found in the "box" and the lower and upper 25% of the data is found in the
"whiskers."

This graph is used for larger data sets and to analyze the distribution of data as a whole.

In a box plot, no individual data points are seen. Therefore, only the ranges, median, and quartiles
can be determined.

Dot plot

 The title of this graph tells you the display is about a class activity.

 The unit of measure is the number of dandelions. This is the unit for each number shown on
the number line.

 There are 11 dots on this graph, and they represent the total number of observations. An
observation is another way to describe a recorded data point or occurrence.

 The data has a range of 8 to 13. Also, 10 is the peak, with four occurrences.
All this information allows you to summarize that, for this class activity, the majority of the
observations were 10 dandelions, with four occurrences.

Histogram


The title of this graph tells you the display is about various heights of sixth-grade students.

 The unit of measurement is height, in inches. Each bin contains intervals of three.

 The frequency allows you to determine there are 28 total observations in the data set. Note
that you can also combine columns. For example, eight students have a height between 58
inches and 63 inches, but you don’t know the exact values.

 The data appear symmetric with a peak near the center, at 64 to 66 inches, creating a bell-
shaped curve.
All this information allows you to summarize that, for sixth-grade students, the majority are between
64 inches and 66 inches tall.
Box plot


Remember, each quartile represents 25%, or one-fourth, of the data. So, if the total number
of participants is 32, then there are eight data values per quartile. This means 16 data values
are located in the interquartile range.
 The unit of measure for the data is the points of the score.
 You can state that all students scored at least 12 points on the fitness test, but no more than
34 points. This is the spread of the data.
 The median of the data set is 21. Therefore, at least half the scores are 21 points or fewer.

Summary

Understanding the characteristics of a graph helps you summarize the data in the graph:

 Dot plots display the frequency of data and are used for small data sets. Because all data
values in the data set are shown, the mean, median, range, and mean absolute deviation
can be calculated.
 Histograms display data divided into intervals and are used for larger data sets. Because no
data values are shown, only the number of observations can be determined for each interval,
not specific data values.
 Box plots display values divided into quartiles and are useful to see the overall spread of the
data set. Only the minimum value, maximum value, interquartile range, and median can be
determined.
Summarizing a Graph

Observations: The graph indicates the cost for a movie in dollars. There are 15 observations in the
data set.
Center: The mean and median of the data set are $12.
Spread: The range for the data is $4.
Shape: The data are symmetric, with a peak at $12.
Determining the Missing Value Point
Use the relationship: mean =
sum

size

Determine the value for the following data set that gives a mean of 13: 7, 12, and 14
 Steps
Work
First, determine the desired sum of the data set that will give the desired mean.
13 =

sum

13 ⋅ 4 = su
m

52 = sum

Next, determine the current sum for the given data values
7 + 12 + 14 = 33

Last, subtract the two sums to determine the missing value.

52 − 33 = 19

The missing data value is 19.

Outlier
:
A data value that is much larger (or smaller) than the rest of the data values in the set.

Skew
:
When a data set has a long tail in its shape on one side of the distribution.
Rule

Shapes of Distribution
Distribution Best Measure of Center Best Measure of Spread

Symmetric Mean Mean absolute deviation

Skew present Median Interquartile range

Outliers present Median Interquartile range

Vocabulary

Outlier:
A data value that is unusually larger (or smaller) than the rest of the data values in the set.

Skew:
When a data set has a long tail on one side of the distribution.

Summary

In this lesson, you learned about outliers and skew, and how they can affect the measures of center
and spread. Outliers and skew can distort the data, causing the values of center and spread to be
misleading. The following chart can help you know which measurement of data is preferred based
on the distribution:

Distribution Best Measure of Center Best Measure of Spread

Symmetric Mean Mean absolute deviation

Skew present Median Interquartile range

Outliers present Median Interquartile range

Skew
It is important to know that outliers usually cause data to be skewed; however, skew can exist
without an outlier. In these two examples of skew, there are no outliers, just a long tail to one side of
the distribution.

Outliers

The dot plot shows the time it took various students to complete a race.

The outlier is 8 and the data is skewed left. The outlier indicates that an unusually smaller amount of
time was recorded for this student.

Therefore, the mean will be lower because the outlier is pulling the data towards it.

The value for the mean absolute deviation will be higher with the outlier because the outlier
increases the total distance from the mean.

The median and interquartile range show a small change, if any, in value without the outlier.

With Outlier Without Outlier

Mean: 18 Mean: 19
Median: 19 Median: 19.5
MAD: 2.1 MAD: 1.1
IQR: 2 IQR: 2

Vocabulary

Area:
The amount of square units contained within a plane, or a two-dimensional figure.

Decomposition:
To separate a shape into smaller shapes.

Composition:
Putting shapes together to create another, larger shape.

Congruent:
Having the exact same shape and measurements.

Summary

In this lesson, you used the area formula for a rectangle to find the area of a triangle.
The area of a triangle can be found by decomposing a rectangle into two congruent pieces. This
reveals that the area of a triangle is just one-half the area of a rectangle. All triangles are just one-
half of a rectangle that they compose.

 The formula for the area of a rectangle is length × width

 The formula for the area of a triangle is
1

 × base × height
For the area of a triangle formula, the length and width of a rectangle is now just called the base (b)
and height (h) of a triangle.

The rectangle has a length of 7 units and a width of 5 units.

To find the area, you multiply 7 units × 5 units = 35 square units.

If you have to find the area of each triangle, you can divide 35 square units in half. Therefore, each
triangle is 17.5 square units.

You could also use the formula

A=
1

× 7 units × 5 units =
1

× 35 square units = 17.5 square units

Summary
In this lesson, you used what you knew about rectangles and triangles to find the area of different
quadrilaterals by decomposing and composing the shapes. If you find the area of each piece, the
total area of the quadrilateral is just the sum.
The area of a triangle can be found by decomposing a rectangle into two congruent pieces. This
reveals that the area of a triangle is just one-half the area of a rectangle. All triangles are just one-
half of a rectangle that they compose.

 Area of a rectangle: A = length × width

 Area of a triangle:
1

 × base × height
For the area of a triangle formula, the length and width of a rectangle is now just called the base (b)
and height (h) of a triangle.

Let's review the composition of each quadrilateral.

Parallelogram
The parallelogram is composed of 2 right triangles and 1 rectangle.

Kite
The kite is composed of 4 right triangles, which include two pairs of congruent triangles.

Isosceles trapezoid
The isosceles trapezoid is composed of 2 right triangles and 1 rectangle in between them.

Right trapezoid
The right trapezoid is composed of 1 rectangle and 1 right triangle.

Rhombus
The rhombus is composed of 2 congruent triangles or 4 congruent right triangles.
Vocabulary

Regular polygon:
A polygon that has all congruent sides and angles.

Irregular polygon:
A polygon that does not have all congruent sides and angles; not regular.

Summary

In this lesson, you were able to compose and decompose polygons using rectangles and triangles to
calculate area. Remember there are two classifications of polygons, regular and irregular.

Area of a regular polygon

You can calculate the area of a regular polygon by decomposing it into congruent triangles.
Calculate the area of one triangle, and then multiply that area by the total amount of congruent
triangles to determine the total area.

For example, you can decompose this pentagon into 5 congruent triangles or 10 congruent triangles.

Here is how to calculate the area if you use the five congruent isosceles triangles:

The area of one triangle =

1

×2
2

ft × 3.5 ft = 4
1
5

ft2.
The total area of the pentagon = 4
1

ft2 × 5 = 21 ft2.
Therefore, the pentagon has a total area of 21 square feet.

Area of an irregular polygon

You can calculate the area of an irregular polygon by decomposing or composing the shape into
rectangles and triangles. Then calculate the area of each smaller shape to determine the total area
of the irregular polygon. Remember to decompose or compose the irregular polygon into shapes you
have the dimensions for so you can calculate the area.

For example, to calculate the area of the irregular polygon below, you can decompose it into one
right triangle and two rectangles.

The area of the triangle =

1

× 4 m × 11 m = 22 m2.
The area of the smaller rectangle = 4 m × 5 m = 20 m2.
The area of the larger rectangle is = 12 m × 6 m = 72 m2.
The area of the polygon = 22 m2 + 20 m2 + 72 m2 = 114 m2.

Summary

In this lesson, you worked on the coordinate plane to complete various tasks such as plotting points,
finding the distance between two points, and finding a missing point in order to evaluate for area of a
polygon on the coordinate plane.
Plotting points: When given an ordered pair, you can plot them in the correct quadrant based on
the x- and y- coordinates.
Finding the distance between two points: When given two points, you can find the distance
between them by either using addition or subtraction.
  If two points are located inside the same quadrant, you can subtract the absolute values of
the different coordinates.

Example: (−10, 4) and (−3, 4) → |−10| − |−3| = 7 units

 If the two points are located in different quadrants, you can add the absolute values of the
different coordinates.

Example: (−5, 3) and (−5, −10) → |3| + |−10| = 13 units

Finding a missing point: When given a set of ordered pairs, you can find the missing point(s) by
finding the distances between the points.
Example: If the ordered pairs (−3, 2), (6, 2), and (−3, −4) form a rectangle, what would be the
location of the fourth point?

The distance from (−3, 2) to (−3, −4) is 6 units because |2| + |−4| = 6.
The distance from (−3, 2) to (6, 2) is 9 units because |−3| + |6| = 9.
Therefore, the fourth point is located 9 units to the right and 6 units down from (−3, 2) at (6, −4).
Area: In order to evaluate for area, you have to decompose the polygon that was formed on the
coordinate plane into triangles and rectangles.
Example: The Polygon ABCD has vertices A(−4, 3), B(1, 3), C(−4, −3), and D(5,−3). Calculate the
area of the polygon.

Step 1: Plot each given vertex and connect the points to show the overall shape.
Step 2: Decompose the polygon into rectangles and triangles by drawing sides.
Step 3: Calculate the dimensions of each shape.
Step 4: Calculate the area of each shape.
 Area of rectangle = 6 × 5 = 30 square units
 Area of triangle =
1

 × 6 × 4 = 12 square units
Step 5: Find the sum of all the areas to get the total area of the shape.
30 + 12 = 42 square units

Vocabulary

Polyhedron:
A three-dimensional figure whose faces are all polygons.
Prism:
A polyhedron whose bases are congruent and sides are parallelograms.

Face:
A side of a three-dimensional figure.

Bases:
The top and bottom faces of a prism.

Edge:
The line segment where two faces of a polyhedron meet.

Vertices:
Plural for vertex; the corner where two or more edges of a polyhedron meet.

Net:
A two-dimensional (flat) representation of the three-dimensional polyhedron.

Surface area:
The total area of all the faces of a polyhedron.

Summary

A polyhedron is a three-dimensional figure whose faces are all polygons. It is three-dimensional

because it has length, width, and height. When the top and bottom faces are congruent and the
other faces are parallelograms, you call those polyhedrons prisms. A prism is named by the shape of
its base. There are rectangular prisms, triangular prisms, and pentagonal prisms, just to name a few.

Prisms can be represented using nets. A net is a visual tool that allows us to easily see the three-
dimensional figure on a flat surface by decomposing the figure into rectangles and triangles.

This is an example of a rectangular prism net:

This is an example of a triangular prism net:

Remember, nets can be used to find the surface area of the three-dimensional figures by finding the
sum of the areas of each of the faces. Here are the steps to follow when calculating the surface area
of a prism:

 Step 1: Create a net of the prism on graph paper.

 Step 2: Calculate the area of each face.
 Step 3: Add the area of each face to determine the total surface area of the prism

Vocabulary

Pyramid:
A polyhedron that contains one base with three or more faces that meet at a point.

Summary

This lesson was all about pyramids and calculating their surface area. The easiest way to calculate
the surface area of a pyramid is to represent it using a net.
Once you have the net and the pyramids measurements, you can calculate the surface area of the
pyramid by finding the area of all the triangular faces and base.

To calculate the surface area of a pyramid, you first calculate all the triangular faces. Then you
calculate the area of the base. Last, find the sum of all the areas to determine the total surface area.

Here is an example: given the square pyramid below, calculate the total surface area.

First, find the area of one triangular face. 1

× 8 in × 11 in =
1

2
 × 88 in2 = 44 in2
There are 4 congruent triangular faces. 4 × 44 in2 = 176 in2

You can multiply the area of one triangular face by 4.

Next, find the area of the square base. 8 in × 8 in = 64 in2

Last, find the sum of all the areas to determine the total surface area. 176 in2 + 64 in2 = 240 in2

Remember, on some pyramids, the triangular faces will not all be congruent. So you will need to
calculate them individually. For example, a rectangular pyramid has 2 congruent larger triangular
faces and 2 congruent smaller triangular faces.