lesson 7 homework 1.1 answer key

CHAPTER 7 KEYS:

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Texas Go Math Grade 7 Lesson 1.1 Answer Key Rational Numbers and Decimals

Refer to our  Texas Go Math Grade 7 Answer Key Pdf to score good marks in the exams. Test yourself by practicing the problems from Texas Go Math Grade 7 Lesson 1.1 Answer Key Rational Numbers and Decimals.

Texas Go Math Grade 7 Lesson 1.1 Answer Key Rational Numbers and Decimals

Texas Go Math Grade 7 Lesson 1.1 Explore Activity Answer Key

B. Now find the corresponding fraction of the decimal equivalents given in the last two columns in the table. Write the fractions in simplest form.

C. Conjecture What do you notice about the digits after the decimal point in the decimal forms of the fractions? Compare notes with your neighbor and refine your conjecture if necessary.

Question 1. Consider the decimal 0.101001000100001000001… Do you think this decimal represents a rational number? Why or why not? Answer: This decimal. number does not represent a rational number because it racks a repeating pattern.

Go Math Grade 7 Lesson 1.1 Rational Number Answers Question 2. Do you think a negative sign affects whether or not a number is a rational number? Use –\(\frac{8}{5}\) as an example. Answer: No, a negative sign does not affect whether or not a number is a rational number. – \(\frac{8}{5}\) = \(\frac{-8}{5}\) No, – \(\frac{8}{5}\) = \(\frac{-8}{5}\)

EXPLORE ACTIVITY (cont’d)

Question 3. Do you think a mixed number is a rational number? Explain. Answer: Yes, a mixed number is a rational number because it can be written as a simpLe fraction. For exampLe, 2 \(\frac{1}{4}\) = \(\frac{9}{4}\)

Write each rational number as a decimal.

Texas Go Math Grade 7 Lesson 1.1 Guided Practice Answer Key

Write each rational number as a decimal. Then tell whether each decimal is a terminating or a repeating decimal. (Explore Activity and Example 1)

Write each mixed number as a decimal. (Example 2)

Essential Question Check-In

Question 18. Tom is trying to write \(\frac{3}{47}\) as a decimal. He used long division and divided until he got the quotient 0.0638297872, at which point he stopped. Since the decimal doesn’t seem to terminate or repeat, he concluded that \(\frac{3}{47}\) is not rational. Do you agree or disagree? Why? Answer: Tom was wrong to conclude that \(\frac{3}{47}\) is not rational. First of all. \(\frac{3}{47}\) is a fraction. Thus, \(\frac{3}{47}\) is a rational number. After some time of long division, the patter would appear. I disagree. \(\frac{3}{47}\) is a rational number.

Texas Go Math Grade 7 Lesson 1.1 Independent Practice Answer Key

Go Math Grade 7 Lesson 1.1 Answer Key Grade 7 Question 25. Yvonne bought 4\(\frac{7}{8}\) yards of material to make a dress. a. What is 4\(\frac{7}{8}\) written as an improper fraction? Answer: 4 × 8 + 7 = 39 4\(\frac{7}{8}\) = \(\frac{39}{8}\)

c. Communicate Mathematical Ideas If Yvonne wanted to make 3 dresses that use 4\(\frac{7}{8}\) yd of fabric each, explain how she could use estimation to make sure she has enough fabric for all of them. Answer: Yvonne could multiply 4\(\frac{7}{8}\) by 3 and then buy some more yards (1 or 2) of fabric to ensure she would have enough to make 3 dresses.

Question 26. Vocabulary A rational number can be written as the ratio of one _________ to another and can be represented by a repeating or ________ decimal. Answer: A rational number can be written as the ratio of one integer to another and can be represented by a repeating or a terminating decimal.

Question 29. Analyze Relationships You are given a fraction in simplest form. The numerator is not zero. When you write the fraction as a decimal, it is a repeating decimal. Which numbers from 1 to 10 could be the denominator? Answer: The denominator could be a prime number (except 2 and 5) or a number that has a prime number in its factored form (again except 2 and 5). These numbers from 1 to 10 are: 3, 6 = 2 × 3, 7, 9 = 3 × 3

Question 30. Communicate Mathematical Ideas Julie got 21 of the 23 questions on her math test correct. She got 29 of the 32 questions on her science test correct. On which test did she get a higher score? Can you compare the fractions \(\frac{21}{23}\) and \(\frac{29}{32}\) by comparing 29 and 21 ? Explain. How can Julie compare her scores?. Answer: Divide the number of correct answers to the number of alt questions on both tests (round to 3 decimal digits). Compare those decimaL numbers to see on which test she scored better 21 ÷ 23 = 0.913 29 ÷ 32 = 0.906 0.913 > 0.906 She got a higher score on the first test. You can not compare those fractions by comparing 29 and 21 because the denominators are not equal. You could do that if they were equal.

Question 31. Look for a Pattern Look at the decimal 0.121122111222…. If the pattern continues, is this a repeating decimal? Explain. Answer: It is not a repeating decimal if the pattern continues This is not a repeating pattern. This pattern is created by adding 1 and 2 after 1 and 2 respectively. The pattern of a repeating decimal has to repeat without adding any other decimal in the pattern Example: 0.567567567… = \(0 . \overline{567}\) Is a repeating decimal. 0.56556555655556… IS NOT a repeating decimal because the pattern has an additional 5 at every repetition. This is not a repeating decimal if the pattern continues.

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Home > CC2 > Chapter 3 > Lesson 3.1.1

Lesson 3.1.1, lesson 3.1.2, lesson 3.2.1, lesson 3.2.2, lesson 3.2.3, lesson 3.2.4, lesson 3.2.5, lesson 3.3.1, lesson 3.3.2, lesson 3.3.3.

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Into Math Grade 7 Module 1 Lesson 1 Answer Key Explore Relationships

We included H MH Into Math Grade 7 Answer Key PDF Module 1 Lesson 1 Explore Relationships to make students experts in learning maths.

HMH Into Math Grade 7 Module 1 Lesson 1 Answer Key Explore Relationships

I Can recognize when relationships presented in tables, diagrams, and verbal descriptions can be represented by a constant unit rate.

Spark Your Learning

On Fire! 2 tablespoons peppers; 5 tablespoons tomatoes

Blazin’ 4 tablespoons peppers; 12 tablespoons tomatoes

Kickin’ 6 tablespoons peppers; 15 tablespoons tomatoes

Feel the Burn 3 tablespoons peppers; 6 tablespoons tomatoes

If peppers and tomatoes are the only ingredients in the salsaš and the names are based on taste, which two salsas should have the same name? Show your work and explain.

Turn and Talk Using the ratios described in the salsa recipes, describe which recipe is most hot and which recipe is most mild.

Build Understanding

B. Describe a pattern you see in the columns of the table. _________________ _________________ Answer: The pattern in the column of the table is y = 8x Therefore x = 4 then y = 8(4) = 32 x = 8 then y = 8(8) = 64 x = 12 then y = 8(12) = 96 x = 16 then y= 8(16) = 128. x = 20 then y = 8(20) = 160.

D. You previously learned that a unit rate is a rate in which the second quantity in the comparison is one unit, such as 4 ounces per 1 serving. Describe the relationship between ounces of salsa and small jars of salsa using a unit rate. _________________ _________________ Answer: The relationship between ounces of salsa and small jars of salsa using a unit rate is 4 ounces = 1 serving y = 4x If x = 1 then y = 4 If x = 2 then y = 4(2) = 8 If x = 3 then y = 4(3) = 12 If x = 4 then y = 4(4) = 16 If x = 5 then y = 4(5) = 20

Turn and Talk Is the relationship represented in the table the same as the relationship represented in the diagram in Part E? Why or why not?

A. Can the relationship between the price and the number of avocados be described with a constant rate? Explain. ______________________ ______________________ Answer: The relationship between the price and the number of avocados is y = 1.25x If x = 1 then y = 1.25(1) = $1.25 If x = 2 then y = 1.25(2) = $2.50 If x = 3 then y = 1.25(3) = $3.75 If x = 4 then y = 1.25(4) = $5.00 If x = 5 then y = 1.25(5) = $6.25

B. Can the relationship between the weight and the number of avocados be described with a constant rate? Explain. ______________________ ______________________ ______________________

Check Understanding

On Your Own

For Problems 4-5, use the given information.

Question 4. Can the relationship in Monday’s table be described by a constant unit rate? Explain. ______________________ Answer: The rate between 20 and 40 min = (10 – 5)/(40 – 20) = 5/20 = 0.25 The rate between 40 and 60 min = (12 – 10)/(60 – 40) = 2/20 = 0.1 0.25 ≠ 0.10 Therefore the relationship in Monday’s table cannot be described by a constant unit rate.

Question 5. Can the relationship in Tuesday’s table be described by a constant unit rate? Explain. ______________________ Answer: The rate between 20 and 40 min = (8 – 4)/(40 – 20) = 4/20 = 0.2 The rate between 40 and 60 min = (12 – 8)/(60 – 40) = 4/20 = 0.2 0.2 = 0.2 Therefore the relationship in Monday’s table can be described by a constant unit rate.

I’m in a Learning Mindset!

What can I apply from previous work with ratios and rates to recognize when a relationship between two quantities can be described by a constant unit rate? _______________________ _______________________

Lesson 1.1 More Practice/Homework

Explore Relationships

For Problems 4—5, use the values in the table.

Question 4. Can the relationship between cups of milk and cups of cereal be described by a constant ratio? Why or why not? Answer: Cups of cereal/ cups of milk = 12/4 = 3 and 18/6 = 3 So, the constant ratio is 1/3

Question 5. Can the relationship. between cups of cereal and servings of cereal be described by a constant rate? Why or why not? Answer: cups of cereal/ servings of cereal = 12/16 = 3/4 and 18/24 = 3/4 = 0.75 So, the rate is 0.75 or 3/4.

Question 6. Jane is saving to buy a cell phone. She is given a $100 gift to start and saves $35 a month from her allowance. So after 1 month, Jane has saved $135. Does it make sense to represent the relationship between the amount saved and the number of months with one constant rate? Why or why not? Explain your answer. Answer: Given, Jane is saving to buy a cell phone. She is given a $100 gift to start and saves $35 a month from her allowance. So after 1 month, Jane has saved $135 Let the number of months be x. Every month she saved $35 So, the relationship is 35x + 100.

Spiral Review

Question 8. At 1:00 p.m., a diver’s elevation is -30 feet relative to sea level. At 2:00 p.m., the diver’s elevation is -45 feet. At which time is the diver farther from sea level? Answer: Given, At 1:00 p.m., a diver’s elevation is -30 feet relative to sea level. tan 30° = P/B 1/√3 = P/B P1 = B/√3 At 2:00 p.m., the diver’s elevation is -45 feet. tan 45° = P/B 1= P2/B P2 = B So, at 2:00 pm, diver will be farther away from the sea level.

Question 9. A share of stock costs $83.60. The next day, the price increases $15.35. The following day, the price decreases $4.75. What is the final price? Answer: Given, A share of stock costs $83.60. The next day, the price increases $15.35. 83.60 + 15.35 = $98.95 The following day, the price decreases $4.75. $98.95 – $4.75 = $94.20 Hence the final price is $94.20

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