real-world applications - MathnMind

Real-World
Transparencies and
Masters

Glencoe/McGraw-Hill
Copyright © by the McGraw-Hill Companies, Inc. All rights reserved.
Printed in the United States of America. Permission is granted to reproduce the
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Transparency Credit
Photo Credits
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3 ©Jeremy Woodhouse/PhotoDisc
4 ©Don Farrall/PhotoDisc
5 ©Ryan McVay/PhotoDisc
6 ©S. Meltzer/PhotoLink/PhotoDisc
7 ©U.S. Savings Bonds, Department of the Treasury
8 ©StockTrek/PhotoDisc
9 ©CORBIS
10 ©Tim Hall/PhotoDisc
11 ©Corbis Images
12 ©ComStock IMAGES
13 ©Digital Vision/PictureQuest
14 ©CORBIS
ISBN: 0-07-827756-6 Algebra 1 Real-World Transparencies
12345678910 080 11100908070605040302

CONTENTS
Guide to Using the Real-World Transparencies and Masters. . . . . . . . iv
Transparency/Title Use with Lesson
1 About the World’s Major Producers and
Consumers of Primary Energy. . . . . . . . . . . . . . . . . . . . . 1-8
2 About Stock Trade. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2-3
3 About Population Growth of U.S. Metropolitan Areas. . . . 3-7
4 About Interest on the U.S. Public Debt . . . . . . . . . . . . . . . . 4-6
5 About Comparison Shopping and Phone Rates . . . . . . . . . 5-3
6 About United States Postal Rates . . . . . . . . . . . . . . . . . . . . 6-4
7 About Savings Bonds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7-1
8 About Those Massive Planets . . . . . . . . . . . . . . . . . . . . . . . 8-3
9 About Frames and Art . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9-6
10 About Per Capita Personal Income . . . . . . . . . . . . . . . . . . 10-6
11 About American Softball . . . . . . . . . . . . . . . . . . . . . . . . . . 11-4
12 About Consumer Price Index . . . . . . . . . . . . . . . . . . . . . . 12-2
13 About Gestation and Longevity of Animals . . . . . . . . . . . 13-4
14 About Games and Probability . . . . . . . . . . . . . . . . . . . . . . 14-5
iii

Guide to Using the
Real-World Transparencies and Masters
The Real-World Transparencies and Masters activities
involve two parts—Student Recording Sheet and Real-
World Transparency. Each Student Recording Sheet has a
reading passage followed by a series of questions that can be
answered from information in the passage and/or on the
accompanying full-color transparency located at the back of
this book. The final questions on each master relate what
the mathematics students are learning to the topic of the
transparency.
Display the transparency on the overhead projector. Give
students a few minutes to comment on what they see or any
patterns they observe from the data presented. Then give
them copies of the Student Recording Sheet to read and
complete.
Sample answers for each master are printed on the back of
the master so that you can keep the master and answer key
together if the master is removed from this book.
When to Use Each of these transparencies has been
correlated to a lesson in Glencoe Algebra 1. You can use
the activity with that lesson or any lesson that follows
the recommended lesson. The activity can be used as an
introduction to the mathematical concept being presented
or as a follow-up activity when time permits.
iv

NAME _______________________________________________________ DATE _____________________________________
REAL-WORLD APPLICATIONS
STUDENT ACTIVITY for Transparency 1
Use with Lesson 1-8.
About the World’s Major Producers and Consumers of Primary Energy
Many everyday activities of Americans are extremely energy dependent. For example, think
about a mathematics classroom in an energy sense. Having the lights on consumes electricity.
The air temperature is regulated by heating and cooling systems that directly or indirectly
consume fossil fuels. Pens, pencils, and calculators are manufactured by machines that require
energy to operate. There are many other ways that energy is used directly or indirectly.
The amount of energy a person consumes and the amount of energy that needs to be produced
on an individual’s behalf may be reduced through improved energy efficiency. New, more
efficient light bulbs, appliances, and household products are becoming increasingly available
to consumers. Until technology catches up with energy consumption, however, turning off
unnecessary lights and being more energy conscious are steps in the right direction.
Directions: Use what you have seen and read to answer the following questions.
1. Which countries shown in the graphs consume more energy than they produce?
2. Which countries produce more energy than they consume?
3. In 1999, the United States and Russia combined to produce 30% of the world’s energy. How much
energy was produced in the world in 1999?
4. In that same year, the United States, China, and Russia consumed 41% of the world’s energy. How
much energy was consumed in the world in 1999?
Making the Connection
5. Working together with your family members, estimate how much money your family spends each year
on energy.
© Glencoe/McGraw-Hill 1 Glencoe Algebra 1

NAME _______________________________________________________ DATE _____________________________________
REAL-WORLD APPLICATIONS
STUDENT ACTIVITY for Transparency 1
Use with Lesson 1-8.
About the World’s Major Producers and Consumers of Primary Energy
Many everyday activities of Americans are extremely energy dependent. For example, think
about a mathematics classroom in an energy sense. Having the lights on consumes electricity.
The air temperature is regulated by heating and cooling systems that directly or indirectly
consume fossil fuels. Pens, pencils, and calculators are manufactured by machines that require
energy to operate. There are many other ways that energy is used directly or indirectly.
The amount of energy a person consumes and the amount of energy that needs to be produced
on an individual’s behalf may be reduced through improved energy efficiency. New, more
efficient light bulbs, appliances, and household products are becoming increasingly available
to consumers. Until technology catches up with energy consumption, however, turning off
unnecessary lights and being more energy conscious are steps in the right direction.
Directions: Use what you have seen and read to answer the following questions.
1. Which countries shown in the graphs consume more energy than they produce? United States,
China, Japan, Germany, India, France, and Brazil consume more energy than they
produce.
2. Which countries produce more energy than they consume? Russia, Saudi Arabia, Canada,
United Kingdom, Iran, Mexico, and Australia produce more energy than they
consume.
3. In 1999, the United States and Russia combined to produce 30% of the world’s energy. How much
energy was produced in the world in 1999? In 1999, 379.4 quadrillion Btu of energy were
produced.
4. In that same year, the United States, China, and Russia consumed 41% of the world’s energy. How
much energy was consumed in the world in 1999? In 1999, 377.9 quadrillion Btu were
consumed.
Making the Connection
5. Working together with your family members, estimate how much money your family spends each year
on energy. See students’ work.
© Glencoe/McGraw-Hill T1 Glencoe Algebra 1

NAME _______________________________________________________ DATE _____________________________________
REAL-WORLD APPLICATIONS
STUDENT ACTIVITY for Transparency 2
Use with Lesson 2-3.
About Stock Trade
Stock exchanges, organizations that assist investors with the buying and selling of stocks and
bonds, can be found in many cities around the world. The New York Stock Exchange is the
largest of the twelve stock exchanges in the United States. Trades may be made on the “floor” of
a stock exchange only by a stockbroker, a member of the stock exchange. Individual investors
must place orders to buy and sell through a brokerage firm that is affiliated with a member.
Technology is changing how investors buy and sell stocks and bonds. In 1999, computers
opened the door for trading to occur 24 hours a day. The volumes of shares traded using
computers and telecommunication technology are exceeding the share volumes of stock
exchanges, such as the New York Stock Exchange.
The financial section of a newspaper lists the price of a share of stock and its price change from
the previous trading day. In 2001, the stock market changed the method of reporting; prior to
2001, stocks were reported using fractions. Transparency 2 shows the top stocks, by number of
shares, traded on the New York Stock Exchange, for September 4, 2001.
Directions: Use what you have seen and read to answer the following questions.
1. What was the closing value of the shares of General Electric Co. that were traded?
2. Which stock showed the greatest price increase? Explain why.
3. What was the previous day’s closing price per share for EMC Corp.?
4. If an investor had purchased 100 shares of General Electric Co. at $45.00 a share and sold those
shares at the September 4 2001 closing price, how much would the investor have gained or lost in
this investment?
Making the Connection
5. Consult a newspaper to find the current price per share of one or more of the stocks shown in
Transparency 2. Describe the change since September 4, 2001.
6. Besides stock, what other investment products are monitored in the business sections of newspapers?
© Glencoe/McGraw-Hill 2 Glencoe Algebra 1

NAME _______________________________________________________ DATE _____________________________________
REAL-WORLD APPLICATIONS
STUDENT ACTIVITY for Transparency 2
Use with Lesson 2-3.
About Stock Trade
Stock exchanges, organizations that assist investors with the buying and selling of stocks and
bonds, can be found in many cities around the world. The New York Stock Exchange is the
largest of the twelve stock exchanges in the United States. Trades may be made on the “floor” of
a stock exchange only by a stockbroker, a member of the stock exchange. Individual investors
must place orders to buy and sell through a brokerage firm that is affiliated with a member.
Technology is changing how investors buy and sell stocks and bonds. In 1999, computers
opened the door for trading to occur 24 hours a day. The volumes of shares traded using
computers and telecommunication technology are exceeding the share volumes of stock
exchanges, such as the New York Stock Exchange.
The financial section of a newspaper lists the price of a share of stock and its price change from
the previous trading day. In 2001, the stock market changed the method of reporting; prior to
2001, stocks were reported using fractions. Transparency 2 shows the top stocks, by number of
shares, traded on the New York Stock Exchange, for September 4, 2001.
Directions: Use what you have seen and read to answer the following questions.
1. What was the closing value of the shares of General Electric Co. that were traded?
2. Which stock showed the greatest price increase? Explain why.
Johnson & Johnson stock increased by $3.44.
3. What was the previous day’s closing price per share for EMC Corp.?
$40.83
Johnson & Johnson; the
$15.46
4. If an investor had purchased 100 shares of General Electric Co. at $45.00 a share and sold those
shares at the September 4 2001 closing price, how much would the investor have gained or lost in
this investment? The investor would have lost $417.
Making the Connection
5. Consult a newspaper to find the current price per share of one or more of the stocks shown in
Transparency 2. Describe the change since September 4, 2001. See students’ work.
6. Besides stock, what other investment products are monitored in the business sections of newspapers?
See students’ work.
© Glencoe/McGraw-Hill T2 Glencoe Algebra 1

NAME _______________________________________________________ DATE _____________________________________
REAL-WORLD APPLICATIONS
STUDENT ACTIVITY for Transparency 3
Use with Lesson 3-7.
About Population Growth of U.S. Metropolitan Areas
Census 2000 showed that the population in the United States increased by 13.2% from the
1990 figures. This is the largest census-to-census increase in American history. Every state
showed an increase in population, with Nevada showing the highest percent increase, 66.3%. In
2000, metropolitan areas were home to about 80% of Americans, an increase of 14% from the
last census.
The graph shows both the population figures and the percent increase in population for the six
largest metropolitan areas in the United States. Notice that some metropolitan areas extend
across state lines while others fall within state boundaries.
Directions: Use what you have seen and read to answer the following questions.
1. In 1990, the population of the Los Angeles metropolitan area was almost 14.5 million people.
What was the increase in population in the Los Angeles metropolitan area between 1990 and 2000?
2. If the same rate of growth that occurred between 1990 and 2000 continues, what will be the
population of the Washington-Baltimore area in 2010?
3. How is it possible that the San Francisco and Philadelphia areas have about the same population, but
have a different percent increase in population?
4. The Dallas-Fort Worth area had an increase in population from 4.0 million to 5.2 million between
the 1990 and the 2000 census. What percent increase in population did the area have?
Making the Connection
5. Look up the results of the 2000 census for the state and county where you live. Write a summary of
the changes that occurred between the 1990 and 2000 census. What are some things that may be
affected by the change in census figures for your state and county?
© Glencoe/McGraw-Hill 3 Glencoe Algebra 1

NAME _______________________________________________________ DATE _____________________________________
REAL-WORLD APPLICATIONS
STUDENT ACTIVITY for Transparency 3
Use with Lesson 3-7.
About Population Growth of U.S. Metropolitan Areas
Census 2000 showed that the population in the United States increased by 13.2% from the
1990 figures. This is the largest census-to-census increase in American history. Every state
showed an increase in population, with Nevada showing the highest percent increase, 66.3%. In
2000, metropolitan areas were home to about 80% of Americans, an increase of 14% from the
last census.
The graph shows both the population figures and the percent increase in population for the six
largest metropolitan areas in the United States. Notice that some metropolitan areas extend
across state lines while others fall within state boundaries.
Directions: Use what you have seen and read to answer the following questions.
1. In 1990, the population of the Los Angeles metropolitan area was almost 14.5 million people.
What was the increase in population in the Los Angeles metropolitan area between 1990 and 2000?
1.9 million people
2. If the same rate of growth that occurred between 1990 and 2000 continues, what will be the
population of the Washington-Baltimore area in 2010? 8,595,600 people
3. How is it possible that the San Francisco and Philadelphia areas have about the same population, but
have a different percent increase in population? The percent increase is the ratio of the
increase in population to the original population figure. The ratios for San Francisco
and Philadelphia may be different even though the new population figures are similar.
4. The Dallas-Fort Worth area had an increase in population from 4.0 million to 5.2 million between
the 1990 and the 2000 census. What percent increase in population did the area have?
30% increase in population
Making the Connection
5. Look up the results of the 2000 census for the state and county where you live. Write a summary of
the changes that occurred between the 1990 and 2000 census. What are some things that may be
affected by the change in census figures for your state and county? See students’ work.
© Glencoe/McGraw-Hill T3 Glencoe Algebra 1

NAME _______________________________________________________ DATE _____________________________________
REAL-WORLD APPLICATIONS
STUDENT ACTIVITY for Transparency 4
Use with Lesson 4-6.
About Interest on the U.S. Public Debt
The government of the United States gets the money to pay its bills by collecting taxes. But
when the country spends more money than it collects in taxes, the government must borrow the
difference to pay its bills. Public debt is like an IOU. This debt scenario is often referred to as
“being in the red” or “red ink.”
As with other kinds of debt, the public debt of the United States accrues interest over the course
of time. The government, and ultimately the taxpayer, is responsible for paying this interest. As
the amount the government borrows increases, the amount of interest increases. Conversely,
when the debt decreases, so does the amount of interest.
The economy is an intricate system affected by many variables, all of them interconnected. Debt
and interest are only two of these variables. The government regulates these and other factors to
maintain a stable economy.
Directions: Use what you have seen and read to answer the following questions.
1. On a separate sheet of paper, graph the data using a line graph displaying x- and y-axes.
2. Determine the domain, range, and inverse of the graphed relation.
3. Is the graph of these data a linear relation? Why or why not?
4. Is the graph of these data a function? Explain.
Making the Connection
5. If interest on the 2000 public debt of the United States were divided equally among the
281,000,000 people in the United States, what portion would belong to you? Round your answer to
the nearest 100 dollars.
© Glencoe/McGraw-Hill 4 Glencoe Algebra 1

NAME _______________________________________________________ DATE _____________________________________
REAL-WORLD APPLICATIONS
STUDENT ACTIVITY for Transparency 4
Use with Lesson 4-6.
About Interest on the U.S. Public Debt
The government of the United States gets the money to pay its bills by collecting taxes. But
when the country spends more money than it collects in taxes, the government must borrow the
difference to pay its bills. Public debt is like an IOU. This debt scenario is often referred to as
“being in the red” or “red ink.”
As with other kinds of debt, the public debt of the United States accrues interest over the course
of time. The government, and ultimately the taxpayer, is responsible for paying this interest. As
the amount the government borrows increases, the amount of interest increases. Conversely,
when the debt decreases, so does the amount of interest.
The economy is an intricate system affected by many variables, all of them interconnected. Debt
and interest are only two of these variables. The government regulates these and other factors to
maintain a stable economy.
Directions: Use what you have seen and read to answer the following questions.
1. On a separate sheet of paper, graph the data using a line graph displaying x- and y-axes.
See students’ work.
2. Determine the domain, range, and inverse of the graphed relation. The fiscal years comprise
the domain; the interest payments comprise the range. The fiscal years comprise
the range of the inverse; the interest payments comprise the domain of the inverse.
3. Is the graph of these data a linear relation? Why or why not?
on one line.
No; the graphed data do not lie
4. Is the graph of these data a function? Explain. Yes, for each element of the domain, there is
exactly one corresponding element in the range.
Making the Connection
5. If interest on the 2000 public debt of the United States were divided equally among the
281,000,000 people in the United States, what portion would belong to you? Round your answer to
the nearest 100 dollars. $1300
© Glencoe/McGraw-Hill T4 Glencoe Algebra 1

NAME _______________________________________________________ DATE _____________________________________
REAL-WORLD APPLICATIONS
STUDENT ACTIVITY for Transparency 5
Use with Lesson 5-3.
About Comparison Shopping and Phone Rates
At one time, phone companies were monopolies. Only one phone company could be in any one
geographic area, and that company controlled all telephone business within its area. A phone
company could design its own services and determine its own fees. The government has since
dissolved these monopolies. New phone companies have emerged, offering different services and
different fees for these services. In addition, advanced technology has made cellular and digital
phone service possible. Many phone companies provide these cellular, digital, and traditional
phone services.
As competition increased among the phone companies, phone rates became a major selling
point. Instead of a set monthly fee for calls, some phone companies began charging a small fee,
or toll, per local call. The options available to consumers are now quite varied, and telephone
customers must consider which phone company, type of service, and billing rate are best for their
needs.
Directions: Use what you have seen and read to answer the following questions.
1. Estimate the y-intercept of the line on the graph representing phone calls from a home.
2. Compute the slope of the line representing phone calls from a home.
3. If the horizontal segment on the graph of the cost of business calls were ignored, what would be the
y-intercept of the line?
4. If the horizontal segment of the graph of the cost of business calls were ignored, what would be the
slope of the line?
5. About how long does a business call have to be for the cost to be about the same as a call made from
a home?
Making the Connection
6. How do these phone rates compare to local service in your community?
7. When considering two competing phone services, what criteria would you use in selecting one
company over another.
© Glencoe/McGraw-Hill 5 Glencoe Algebra 1

NAME _______________________________________________________ DATE _____________________________________
REAL-WORLD APPLICATIONS
STUDENT ACTIVITY for Transparency 5
Use with Lesson 5-3.
About Comparison Shopping and Phone Rates
At one time, phone companies were monopolies. Only one phone company could be in any one
geographic area, and that company controlled all telephone business within its area. A phone
company could design its own services and determine its own fees. The government has since
dissolved these monopolies. New phone companies have emerged, offering different services and
different fees for these services. In addition, advanced technology has made cellular and digital
phone service possible. Many phone companies provide these cellular, digital, and traditional
phone services.
As competition increased among the phone companies, phone rates became a major selling
point. Instead of a set monthly fee for calls, some phone companies began charging a small fee,
or toll, per local call. The options available to consumers are now quite varied, and telephone
customers must consider which phone company, type of service, and billing rate are best for their
needs.
Directions: Use what you have seen and read to answer the following questions.
1. Estimate the y-intercept of the line on the graph representing phone calls from a home.
2. Compute the slope of the line representing phone calls from a home.
3. If the horizontal segment on the graph of the cost of business calls were ignored, what would be the
y-intercept of the line? The y -intercept would be 2.5.
4. If the horizontal segment of the graph of the cost of business calls were ignored, what would be the
slope of the line? The slope would be 3
2 .
5. About how long does a business call have to be for the cost to be about the same as a call made from
a home? The costs are the same for calls lasting about 1.75 minutes.
Making the Connection
6. How do these phone rates compare to local service in your community?
7. When considering two competing phone services, what criteria would you use in selecting one
company over another. Answers will vary.
© Glencoe/McGraw-Hill T5 Glencoe Algebra 1
0
5.2
Answers will vary.

NAME _______________________________________________________ DATE _____________________________________
REAL-WORLD APPLICATIONS
STUDENT ACTIVITY for Transparency 6
Use with Lesson 6-4.
About United States Postal Rates
“Neither snow, nor rain, nor heat, nor gloom of night stays these couriers from the swift
completion of their appointed rounds.” This phrase, inscribed on the New York City Post
Office, is adapted from the writing of the Greek historian Herodotus. He was describing
the messenger service used by the king of Persia in about 430 B.C.
Today, to assure that mail service is secure and regular, the U.S. Postal Service has a monopoly
on delivery of first-class mail. Private enterprises may compete for delivery of other classes of
mail.
Postal rates are recommended by a five-member postal rate commission appointed by the
president of the United States. These rates must be approved by the 11-member board of
governors that oversees the U.S. Postal Service.
Directions: Use what you have seen and read to answer the following questions.
1. How much will it cost to mail three letters, each weighing less than an ounce, and a fourth letter
weighing 2 ounces?
2. Write a compound inequality showing the possible weights for a Priority Mail package that costs
$6.45 in postage.
3. Suppose you want to mail a first-class letter weighing 3 ounces and a book weighing 3.5 pounds. You
have $3. Do you have enough money? Explain.
4. Suppose you want to mail a collection of your poems that weighs 2.75 ounces. Can you mail your
collection to 52 of your friends and relatives if you have budgeted $40 for postage? Tell why or
why not.
Making the Connection
5. How does the cost of mailing a first-class letter in the United States compare with the cost of mailing
the same letter in other countries? Prepare a chart of facts comparing the postal service in the United
States to the service in other countries.
© Glencoe/McGraw-Hill 6 Glencoe Algebra 1

NAME _______________________________________________________ DATE _____________________________________
REAL-WORLD APPLICATIONS
STUDENT ACTIVITY for Transparency 6
Use with Lesson 6-4.
About United States Postal Rates
“Neither snow, nor rain, nor heat, nor gloom of night stays these couriers from the swift
completion of their appointed rounds.” This phrase, inscribed on the New York City Post
Office, is adapted from the writing of the Greek historian Herodotus. He was describing
the messenger service used by the king of Persia in about 430 B.C.
Today, to assure that mail service is secure and regular, the U.S. Postal Service has a monopoly
on delivery of first-class mail. Private enterprises may compete for delivery of other classes of
mail.
Postal rates are recommended by a five-member postal rate commission appointed by the
president of the United States. These rates must be approved by the 11-member board of
governors that oversees the U.S. Postal Service.
Directions: Use what you have seen and read to answer the following questions.
1. How much will it cost to mail three letters, each weighing less than an ounce, and a fourth letter
weighing 2 ounces? $1.59
2. Write a compound inequality showing the possible weights for a Priority Mail package that costs
$6.45 in postage. 3 pounds x 4 pounds
3. Suppose you want to mail a first-class letter weighing 3 ounces and a book weighing 3.5 pounds. You
have $3. Do you have enough money? Explain. No; the cost will be ($0.34 (2 $0.23)
$1.33 (3 $0.45)) or $3.48.
4. Suppose you want to mail a collection of your poems that weighs 2.75 ounces. Can you mail your
collection to 52 of your friends and relatives if you have budgeted $40 for postage? Tell why or
why not. You can mail at most 50 collections of poems for $40 because each one
will cost $0.80.
Making the Connection
5. How does the cost of mailing a first-class letter in the United States compare with the cost of mailing
the same letter in other countries? Prepare a chart of facts comparing the postal service in the United
States to the service in other countries. See students’ work.
© Glencoe/McGraw-Hill T6 Glencoe Algebra 1

NAME _______________________________________________________ DATE _____________________________________
REAL-WORLD APPLICATIONS
STUDENT ACTIVITY for Transparency 7
Use with Lesson 7-1.
About Savings Bonds
Often people realize that they should save money, but do not have a plan in place to accomplish
their savings goal. One way that the government can help with a personal savings plan is by
offering savings bonds to its citizens. The newest type of savings bond offered to citizens is the
Series I Bond.
When a savings bond is purchased, the government has an obligation to redeem the bond for its
face value plus the interest that accrues over time. This new bond is designed to be held for up
to 30 years, although it can be redeemed at any time. The interest rate paid by the government
on the Series I Bonds is a composite of a fixed rate and an adjustment for inflation.
Because the bonds come in denominations ranging from $50 to $10,000, they suit many budgets.
The bonds feature images of eight famous Americans, a different one for each denomination.
The federal tax on the interest earned by bonds is not paid until the bonds are redeemed. As
an added bonus, this interest could be tax-free if used for college tuition.
Directions: Use what you have seen and read to answer the following questions.
1. What information is shown in the table?
2. The difference between the composite rate and the fixed rate for a bond is the adjustment for
inflation. Which time period had the smallest amount added for inflation?
3. Using the formula I PRT, estimate the interest earned on a $100 bond purchased in November,
2000, and held for 20 years.
4. Use the equation y 50 (0.0623)(x)50 to estimate the total value of a $50 bond bought in
January 1999. Use the equation y 50 (0.0633)(x 1)50 to estimate the total value of a $50
bond bought in January 2000. Will the value of the bond bought in 2000 be greater than the value
of the bond bought in 1999 if both bonds are held until January 2004?
Making the Connection
5. Research the history of the United States savings bonds program. What has the government used the
money for during different times in the 20th century?
© Glencoe/McGraw-Hill 7 Glencoe Algebra 1

NAME _______________________________________________________ DATE _____________________________________
REAL-WORLD APPLICATIONS
STUDENT ACTIVITY for Transparency 7
Use with Lesson 7-1.
About Savings Bonds
Often people realize that they should save money, but do not have a plan in place to accomplish
their savings goal. One way that the government can help with a personal savings plan is by
offering savings bonds to its citizens. The newest type of savings bond offered to citizens is the
Series I Bond.
When a savings bond is purchased, the government has an obligation to redeem the bond for its
face value plus the interest that accrues over time. This new bond is designed to be held for up
to 30 years, although it can be redeemed at any time. The interest rate paid by the government
on the Series I Bonds is a composite of a fixed rate and an adjustment for inflation.
Because the bonds come in denominations ranging from $50 to $10,000, they suit many budgets.
The bonds feature images of eight famous Americans, a different one for each denomination.
The federal tax on the interest earned by bonds is not paid until the bonds are redeemed. As
an added bonus, this interest could be tax-free if used for college tuition.
Directions: Use what you have seen and read to answer the following questions.
1. What information is shown in the table? The table contains information about the fixed
rate and the composite rate for the bonds sold in six different interest periods.
2. The difference between the composite rate and the fixed rate for a bond is the adjustment for
inflation. Which time period had the smallest amount added for inflation? The smallest
adjustment was for May 2001 – October 2001, 2.92%.
3. Using the formula I PRT, estimate the interest earned on a $100 bond purchased in November,
2000, and held for 20 years. The interest earned would be about $127.
4. Use the equation y 50 (0.0623)(x)50 to estimate the total value of a $50 bond bought in
January 1999. Use the equation y 50 (0.0633)(x 1)50 to estimate the total value of a $50
bond bought in January 2000. Will the value of the bond bought in 2000 be greater than the value
of the bond bought in 1999 if both bonds are held until January 2004? No
Making the Connection
5. Research the history of the United States savings bonds program. What has the government used the
money for during different times in the 20th century? See students’ work.
© Glencoe/McGraw-Hill T7 Glencoe Algebra 1

NAME _______________________________________________________ DATE _____________________________________
REAL-WORLD APPLICATIONS
STUDENT ACTIVITY for Transparency 8
Use with Lesson 8-3.
About Those Massive Planets
Our Sun and the nine planets in our solar system may have been formed about 5 billion years
ago. The first four planets from the Sun—Mercury, Venus, Earth, and Mars—are called the
terrestrial planets. These planets all have magnetic fields, solid surfaces, and are comparatively
dense. The five outer planets—Jupiter, Saturn, Uranus, Neptune, and Pluto—are spheres of
hydrogen and other gases. Four of these planets—Jupiter, Saturn, Uranus, and Neptune—called
the gas giants, are much larger than the terrestrial planets. Pluto, the most distant planet, is a
ball of frozen gases. Pluto is also the smallest planet; it is about the size of our Moon.
People began studying the planets thousands of years ago. Until Galileo built his own telescope
in 1609, characteristics such as the rings of Saturn or Jupiter’s moons were unknown. Improved
technology has made study of the planets much easier. However, many questions about planets
and their environments remain unanswered.
Directions: Use what you have seen and read to answer the following questions.
1. What is the relationship between the mass of Mars and the mass of Earth?
2. Select two planets whose masses are written using the same exponent. Compute the difference in the
masses of the two planets.
3. Which planet has the greatest mass? What is the mass of that planet relative to that of Earth?
4. The mass of the Sun is 1,828,800,000,000,000,000,000,000,000,000 kilograms. How many times
greater than the mass of Earth is the mass of the Sun?
Making the Connection
5. Compare the mass of Jupiter to the total of the masses of the other planets.
6. What does its density tell about a planet? What types of units are used to express density? Use a
reference to find the densities of the planets. How do the densities of the terrestrial planets compare
to the densities of the gas giants?
© Glencoe/McGraw-Hill 8 Glencoe Algebra 1

NAME _______________________________________________________ DATE _____________________________________
REAL-WORLD APPLICATIONS
STUDENT ACTIVITY for Transparency 8
Use with Lesson 8-3.
About Those Massive Planets
Our Sun and the nine planets in our solar system may have been formed about 5 billion years
ago. The first four planets from the Sun—Mercury, Venus, Earth, and Mars—are called the
terrestrial planets. These planets all have magnetic fields, solid surfaces, and are comparatively
dense. The five outer planets—Jupiter, Saturn, Uranus, Neptune, and Pluto—are spheres of
hydrogen and other gases. Four of these planets—Jupiter, Saturn, Uranus, and Neptune—called
the gas giants, are much larger than the terrestrial planets. Pluto, the most distant planet, is a
ball of frozen gases. Pluto is also the smallest planet; it is about the size of our Moon.
People began studying the planets thousands of years ago. Until Galileo built his own telescope
in 1609, characteristics such as the rings of Saturn or Jupiter’s moons were unknown. Improved
technology has made study of the planets much easier. However, many questions about planets
and their environments remain unanswered.
Directions: Use what you have seen and read to answer the following questions.
1. What is the relationship between the mass of Mars and the mass of Earth?
about 0.1 of the mass of Earth.
The mass of Mars is
2. Select two planets whose masses are written using the same exponent. Compute the difference in the
masses of the two planets. Sample answer: The difference between the masses of Earth
and Venus is 1.11 1024 kilograms.
3. Which planet has the greatest mass? What is the mass of that planet relative to that of Earth?
Jupiter; the mass of Jupiter is about 300 times the mass of Earth.
4. The mass of the Sun is 1,828,800,000,000,000,000,000,000,000,000 kilograms. How many times
greater than the mass of Earth is the mass of the Sun? The mass of the Sun is about 3 106 times greater than the mass of the Earth.
Making the Connection
5. Compare the mass of Jupiter to the total of the masses of the other planets.
about 2.5 times the sum of the masses of the other planets.
Jupiter’s mass is
6. What does its density tell about a planet? What types of units are used to express density? Use a
reference to find the densities of the planets. How do the densities of the terrestrial planets compare
to the densities of the gas giants? A planet’s density is its mass per unit volume.
Densities in ounces per cubic inch are: Mercury, 3.13; Venus, 3.03; Earth 3.19;
Mars, 2.27; Jupiter, 0.759; Saturn, 0.40; Uranus, 0.7; Neptune, 1.0; Pluto, 0.2.
Terrestrial planets have greater densities.
© Glencoe/McGraw-Hill T8 Glencoe Algebra 1

NAME _______________________________________________________ DATE _____________________________________
REAL-WORLD APPLICATIONS
STUDENT ACTIVITY for Transparency 9
Use with Lesson 9-6.
About Frames and Art
The best way to preserve a work of art is to frame it properly. As the artist Edgar Degas said,
“The frame is the reward for the artist.” The style of the frame for a picture or portrait not only
preserves the work of art, but also accentuates its beauty and value. The large portraits done in
oil during the 18th and 19th centuries typically had ornate, gilded frames. The same style of
frame was also used during the Impressionist period in the late 1800s.
Oil and acrylic paintings are simply framed without any glass or matting so that the canvas they
are painted on can breath. Other artwork including drawings, sketches, and photographs are
often framed with mats and glass. The size of the frame is the dimensions of the frame on the art
and matting, not the length or width of the frame itself. Frames and mats are produced in a variety
of sizes, styles, and colors and are combined to enhance the beauty of the piece of art they
“frame.”
Directions: Use what you have seen and read to answer the following questions.
1. If you have selected a frame from the list so that you may display a photograph with an area of 320
square inches, what are the dimensions of the frame?
2. If a mat with dimensions 9 by 12 is used with a picture that is 6 by 9, what is the total area taken
up by the mat? Explain your answer.
3. Degas’ The Dance Class measures 65 by 81 centimeters. If you frame it with a mat of width m
centimeters all around it, write an expression for the total area of the framed space.
4. A common framing practice is to make a mat with 2 inches between the artwork and the frame on
each side. If the total area of a square frame is 225 square inches, what is the display area of the
artwork?
Making the Connection
5. Conduct research to find the sizes of various works by a famous artist. Find the perimeter and area of
the works you researched.
© Glencoe/McGraw-Hill 9 Glencoe Algebra 1

NAME _______________________________________________________ DATE _____________________________________
REAL-WORLD APPLICATIONS
STUDENT ACTIVITY for Transparency 9
Use with Lesson 9-6.
About Frames and Art
The best way to preserve a work of art is to frame it properly. As the artist Edgar Degas said,
“The frame is the reward for the artist.” The style of the frame for a picture or portrait not only
preserves the work of art, but also accentuates its beauty and value. The large portraits done in
oil during the 18th and 19th centuries typically had ornate, gilded frames. The same style of
frame was also used during the Impressionist period in the late 1800s.
Oil and acrylic paintings are simply framed without any glass or matting so that the canvas they
are painted on can breath. Other artwork including drawings, sketches, and photographs are
often framed with mats and glass. The size of the frame is the dimensions of the frame on the art
and matting, not the length or width of the frame itself. Frames and mats are produced in a variety
of sizes, styles, and colors and are combined to enhance the beauty of the piece of art they
“frame.”
Directions: Use what you have seen and read to answer the following questions.
1. If you have selected a frame from the list so that you may display a photograph with an area of 320
square inches, what are the dimensions of the frame? 16 inches by 20 inches
2. If a mat with dimensions 9 by 12 is used with a picture that is 6 by 9, what is the total area taken
up by the mat? Explain your answer. Subtract the area of the picture from the total area;
108 in2 54 in2 54 in2 .
3. Degas’ The Dance Class measures 65 by 81 centimeters. If you frame it with a mat of width m
centimeters all around it, write an expression for the total area of the framed space.
(65 2m)(81 2m) or 5265 292m 4m 2 cm2 4. A common framing practice is to make a mat with 2 inches between the artwork and the frame on
each side. If the total area of a square frame is 225 square inches, what is the display area of the
artwork? The display area is 121 square inches.
Making the Connection
5. Conduct research to find the sizes of various works by a famous artist. Find the perimeter and area of
the works you researched. See students’ work.
© Glencoe/McGraw-Hill T9 Glencoe Algebra 1

NAME _______________________________________________________ DATE _____________________________________
REAL-WORLD APPLICATIONS
STUDENT ACTIVITY for Transparency 10
Use with Lesson 10-6.
About Per Capita Personal Income
Many statistics are generated about the income of workers in the United States. One important
statistic is the per capita personal income. Per capita is an expression that means “for each
individual.”
The per capita personal income of workers is spent in a variety of ways. The income that remains
after taxes is known as disposable income, money that may be spent or saved. In 2000, workers
spent 12% of their disposable income on durable goods, 29% on non-durable goods, and 56%
on services.
Durable goods are manufactured items that are expected to last a long time such as automobiles
and kitchen appliances. Nondurable goods are short lived and include items such as paper
products, groceries, and petroleum products. Services include such things as haircuts, dry
cleaning, and medical care.
Directions: Use what you have seen and read to answer the following questions.
1. In dollars, the per capita income of which state increased the most? The least?
2. In percent, what was the increase in per capita income in your home state? What was the national
percent increase?
3. Estimate the per capita income of your state for the year 2010. Explain how your estimate was
generated.
4. For a 10-year period, would you expect an increase or a decrease in per capita income? Explain your
answer.
Making the Connection
5. Research what percent of the disposable per capita personal income earned by U.S. workers is saved.
Speculate on the amount of money you may need to save for certain events in your future. Write a
short paper explaining why it is important to put aside a set amount of earnings in a savings plan.
© Glencoe/McGraw-Hill 10 Glencoe Algebra 1

NAME _______________________________________________________ DATE _____________________________________
REAL-WORLD APPLICATIONS
STUDENT ACTIVITY for Transparency 10
Use with Lesson 10-6.
About Per Capita Personal Income
Many statistics are generated about the income of workers in the United States. One important
statistic is the per capita personal income. Per capita is an expression that means “for each
individual.”
The per capita personal income of workers is spent in a variety of ways. The income that remains
after taxes is known as disposable income, money that may be spent or saved. In 2000, workers
spent 12% of their disposable income on durable goods, 29% on non-durable goods, and 56%
on services.
Durable goods are manufactured items that are expected to last a long time such as automobiles
and kitchen appliances. Nondurable goods are short lived and include items such as paper
products, groceries, and petroleum products. Services include such things as haircuts, dry
cleaning, and medical care.
Directions: Use what you have seen and read to answer the following questions.
1. In dollars, the per capita income of which state increased the most? The least?
Massachusetts; Hawaii
2. In percent, what was the increase in per capita income in your home state? What was the national
percent increase? See students’ work; 51.4%
3. Estimate the per capita income of your state for the year 2010. Explain how your estimate was
generated. See students’ work.
4. For a 10-year period, would you expect an increase or a decrease in per capita income? Explain your
answer. See students’ work.
Making the Connection
5. Research what percent of the disposable per capita personal income earned by U.S. workers is saved.
Speculate on the amount of money you may need to save for certain events in your future. Write a
short paper explaining why it is important to put aside a set amount of earnings in a savings plan.
See students’ work.
© Glencoe/McGraw-Hill T10 Glencoe Algebra 1

NAME _______________________________________________________ DATE _____________________________________
REAL-WORLD APPLICATIONS
STUDENT ACTIVITY for Transparency 11
Use with Lesson 11-4.
About American Softball
Although the rules of the game vary slightly from one country to another, softball is played in
many different countries throughout the world. The game of softball was invented in the United
States and first played during the late 1800s. At that time, the game was played indoors. Today,
softball is played outdoors on a field typically measuring 60 feet between bases and a maximum
of 300 feet from home plate to all portions of the outfield fence.
Formulas that can be applied to a diagram of a softball field include the Pythagorean Theorem:
a 2 b 2 c 2 ; the area of a square: A s 2 ; the area of a circle: A r 2 ; and the circumference
of a circle: C d.
Directions: Use what you have seen and read to answer the following questions.
1. Determine the distance from home plate to second base.
2. Would the distance from first base to third base be the same as the distance from home plate to
second base? Why or why not?
3. What is the area bounded by the playing field shown in the diagram?
4. Find the length of the outfield fence that stretches from the left field foul pole to the right field foul
pole.
5. Determine the straight line distance from the left field foul pole to the right field foul pole.
Making the Connection
6. How can the application of mathematical formulas to a sport, such as softball, benefit a coach, player,
or fan of that sport?
© Glencoe/McGraw-Hill 11 Glencoe Algebra 1

NAME _______________________________________________________ DATE _____________________________________
REAL-WORLD APPLICATIONS
STUDENT ACTIVITY for Transparency 11
Use with Lesson 11-4.
About American Softball
Although the rules of the game vary slightly from one country to another, softball is played in
many different countries throughout the world. The game of softball was invented in the United
States and first played during the late 1800s. At that time, the game was played indoors. Today,
softball is played outdoors on a field typically measuring 60 feet between bases and a maximum
of 300 feet from home plate to all portions of the outfield fence.
Formulas that can be applied to a diagram of a softball field include the Pythagorean Theorem:
a 2 b 2 c 2 ; the area of a square: A s 2 ; the area of a circle: A r 2 ; and the circumference
of a circle: C d.
Directions: Use what you have seen and read to answer the following questions.
1. Determine the distance from home plate to second base. 84.85 ft
2. Would the distance from first base to third base be the same as the distance from home plate to
second base? Why or why not? Yes, because the diagonals of a square have the same
measure.
3. What is the area bounded by the playing field shown in the diagram?
70,685.83 ft 2
4. Find the length of the outfield fence that stretches from the left field foul pole to the right field foul
pole. 471.24 ft
5. Determine the straight line distance from the left field foul pole to the right field foul pole.
427.26 ft
Making the Connection
6. How can the application of mathematical formulas to a sport, such as softball, benefit a coach, player,
or fan of that sport? Sample answer: The application of formulas could help people
better understand and appreciate the intricacies of the sport.
© Glencoe/McGraw-Hill T11 Glencoe Algebra 1

NAME _______________________________________________________ DATE _____________________________________
REAL-WORLD APPLICATIONS
STUDENT ACTIVITY for Transparency 12
Use with Lesson 12-2.
About Consumer Price Index
The Consumer Price Index, or CPI, is a historical, comparative measure that describes how the
overall cost of goods and services changes over time. The goods and services itemized in the CPI
are those that are considered necessary for everyday life. Examples of these goods and services
include food, clothing, housing, transportation, and medical fees.
The CPI uses a certain period of time from the past as a reference point. Presently, the period
1982–1984 is used. Goods and services available at that time, regardless of their cost, are given
the value 100. The cost of goods and services in July 2000 and July 2001 are compared to their
cost in 1982–1984. If those goods and services cost, for example, twice as much in July 2001 as
they did in 1982–1984, they would be listed as 200 (2 100) in July 2001.
Directions: Use what you have seen and read to answer the following questions.
1. Which groups of goods and services showed the least price changes from July 2000 to July 2001?
The greatest? By what percent did their prices change?
2. Which groups, if any, cost less in July 2001 than they did in 1982–1984?
3. Which groups, if any, cost less in July 2001 than they did in July 2000?
4. The CPI for gasoline in July 2001 was 124.9. The cost of gasoline at that time was approximately
$1.50 per gallon. What was the approximate cost of a gallon of gasoline in 1982–1984?
Making the Connection
5. Select a college or university and determine the cost of attending that school this year. Then use the
CPI percent increase for 2001 to calculate the tuition for the next four years.
© Glencoe/McGraw-Hill 12 Glencoe Algebra 1

NAME _______________________________________________________ DATE _____________________________________
REAL-WORLD APPLICATIONS
STUDENT ACTIVITY for Transparency 12
Use with Lesson 12-2.
About Consumer Price Index
The Consumer Price Index, or CPI, is a historical, comparative measure that describes how the
overall cost of goods and services changes over time. The goods and services itemized in the CPI
are those that are considered necessary for everyday life. Examples of these goods and services
include food, clothing, housing, transportation, and medical fees.
The CPI uses a certain period of time from the past as a reference point. Presently, the period
1982–1984 is used. Goods and services available at that time, regardless of their cost, are given
the value 100. The cost of goods and services in July 2000 and July 2001 are compared to their
cost in 1982–1984. If those goods and services cost, for example, twice as much in July 2001 as
they did in 1982–1984, they would be listed as 200 (2 100) in July 2001.
Directions: Use what you have seen and read to answer the following questions.
1. Which groups of goods and services showed the least price changes from July 2000 to July 2001?
The greatest? By what percent did their prices change? The least change was in the CPI for
transportation, 0.4%; the greatest change was in the CPI for medical care, 4.5%.
2. Which groups, if any, cost less in July 2001 than they did in 1982–1984? The cost for all items
on the chart is greater than the cost in 1982–1984.
3. Which groups, if any, cost less in July 2001 than they did in July 2000? The cost for apparel
was less in July 2001 than in July 2000.
4. The CPI for gasoline in July 2001 was 124.9. The cost of gasoline at that time was approximately
$1.50 per gallon. What was the approximate cost of a gallon of gasoline in 1982–1984? $1.20 per
gallon
Making the Connection
5. Select a college or university and determine the cost of attending that school this year. Then use the
CPI percent increase for 2001 to calculate the tuition for the next four years. See students’ work.
© Glencoe/McGraw-Hill T12 Glencoe Algebra 1

NAME _______________________________________________________ DATE _____________________________________
REAL-WORLD APPLICATIONS
STUDENT ACTIVITY for Transparency 13
Use with Lesson 13-4.
About Gestation and Longevity of Animals
Earth is occupied by a great variety of animal life. Animals range in size from microscopic
organisms that live inside your body to giant whales of the sea that measure many meters in
length and circumference. Time of gestation, the period in which the fetus develops from
conception to birth, varies considerably for different types of animals. Longevity, or life span,
ranges from several hours for some microscopic organisms, to nearly 100 years for some animals.
Animals and the other living things of Earth are classified by zoologists into five kingdoms:
Monera, Protista, Fungi, Plantae, and Animalia. The organisms shown on Transparency 13 are
members of the kingdom Animalia.
Directions: Use what you have seen and read to answer the following questions.
1. Determine the median, range, upper quartile, lower quartile, and interquartile range for each set
of data.
2. Can you identify any outliers within the gestation data? Within the longevity data?
Making the Connection
3. Research to determine if any of these animals are currently classified as endangered species.
© Glencoe/McGraw-Hill 13 Glencoe Algebra 1

NAME _______________________________________________________ DATE _____________________________________
REAL-WORLD APPLICATIONS
STUDENT ACTIVITY for Transparency 13
Use with Lesson 13-4.
About Gestation and Longevity of Animals
Earth is occupied by a great variety of animal life. Animals range in size from microscopic
organisms that live inside your body to giant whales of the sea that measure many meters in
length and circumference. Time of gestation, the period in which the fetus develops from
conception to birth, varies considerably for different types of animals. Longevity, or life span,
ranges from several hours for some microscopic organisms, to nearly 100 years for some animals.
Animals and the other living things of Earth are classified by zoologists into five kingdoms:
Monera, Protista, Fungi, Plantae, and Animalia. The organisms shown on Transparency 13 are
members of the kingdom Animalia.
Directions: Use what you have seen and read to answer the following questions.
1. Determine the median, range, upper quartile, lower quartile, and interquartile range for each set
of data. Gestation: median 164, range 624, upper quartile 284,
lower quartile 63, interquartile range 221; Longevity: median 12,
range 37, upper quartile 15, lower quartile 8, interquartile range 7
2. Can you identify any outliers within the gestation data? Within the longevity data? The gestation
time and the average longevity for the elephant are outliers because both are more
than 1.5 times greater than the upper quartile for the data set.
Making the Connection
3. Research to determine if any of these animals are currently classified as endangered species.
As of January 2002, the animals classified as endangered are grizzly bear, beaver,
wood bison, Bactrian camel, chimpanzee, Columbian white-tailed deer, Asian
elephant, gorilla, Asiatic lion, black rhinoceros, tiger, and maned wolf.
© Glencoe/McGraw-Hill T13 Glencoe Algebra 1

NAME _______________________________________________________ DATE _____________________________________
REAL-WORLD APPLICATIONS
STUDENT ACTIVITY for Transparency 14
Use with Lesson 14-5.
About Games and Probability
As you stand at a game booth at the fair, you may think about your chances of winning a prize
by popping a balloon or tossing a coin onto a plate. Just how do you calculate your chances of
winning? It may surprise you to discover that mathematicians have tackled questions just like
that for nearly 350 years. The first formal writings on the topic of probability were exchanged
between Fermat and Pascal in the middle of the 17th century.
But it was another mathematician, Huygen, who coined the term “probability” in 1656 by
observing that there are “six throws upon one die, which all have an equal probability of coming
up.” In the decades that followed, probability was applied to such varied topics as calculating the
chances that a jury would reach a correct verdict, approximating the value of pi, and fostering
the insurance industry.
Directions: Use what you have seen and read to answer the following questions.
1. Overall, the chance of a contestant hitting the target at a dunking booth is 1 in 15. If each contestant
takes 2 minutes to throw some balls, what is the average number of times the person in the booth
should expect to be dunked every hour?
2. The owner of the Ring Toss booth figures that 1 in every 20 patrons wins a prize. If the average
prize costs $4, what is the expected net profit on every 20 patrons, paying 50¢ each?
3. At the Duck Pond, a children’s booth, the child selects a duck and wins a prize. For 94 of 100 ducks
in the pond, the child will win a trinket, but the child wins a stuffed animal for the other ducks. If
350 children select a duck at the booth, about how many stuffed animals should the owner expect to
give away?
4. How many different combinations of three games of chance can be selected from the list of games?
Making the Connection
5. In 1777, Buffon (Georges-Louis Leclerc) conducted his famous experiment in probability to estimate
the value of pi. Read how the experiment was conducted and then repeat the experiment yourself
and report the results to the class.
© Glencoe/McGraw-Hill 14 Glencoe Algebra 1

NAME _______________________________________________________ DATE _____________________________________
REAL-WORLD APPLICATIONS
STUDENT ACTIVITY for Transparency 14
Use with Lesson 14-5.
About Games and Probability
As you stand at a game booth at the fair, you may think about your chances of winning a prize
by popping a balloon or tossing a coin onto a plate. Just how do you calculate your chances of
winning? It may surprise you to discover that mathematicians have tackled questions just like
that for nearly 350 years. The first formal writings on the topic of probability were exchanged
between Fermat and Pascal in the middle of the 17th century.
But it was another mathematician, Huygen, who coined the term “probability” in 1656 by
observing that there are “six throws upon one die, which all have an equal probability of coming
up.” In the decades that followed, probability was applied to such varied topics as calculating the
chances that a jury would reach a correct verdict, approximating the value of pi, and fostering
the insurance industry.
Directions: Use what you have seen and read to answer the following questions.
1. Overall, the chance of a contestant hitting the target at a dunking booth is 1 in 15. If each contestant
takes 2 minutes to throw some balls, what is the average number of times the person in the booth
should expect to be dunked every hour? 2 times
2. The owner of the Ring Toss booth figures that 1 in every 20 patrons wins a prize. If the average
prize costs $4, what is the expected net profit on every 20 patrons, paying 50¢ each? $6
3. At the Duck Pond, a children’s booth, the child selects a duck and wins a prize. For 94 of 100 ducks
in the pond, the child will win a trinket, but the child wins a stuffed animal for the other ducks. If
350 children select a duck at the booth, about how many stuffed animals should the owner expect to
give away? 21 animals
4. How many different combinations of three games of chance can be selected from the list of games?
35 combinations
Making the Connection
5. In 1777, Buffon (Georges-Louis Leclerc) conducted his famous experiment in probability to estimate
the value of pi. Read how the experiment was conducted and then repeat the experiment yourself
and report the results to the class. See students’ work.
© Glencoe/McGraw-Hill T14 Glencoe Algebra 1

MAJOR CONSUMERS OF PRIMARY ENERGY, 1999
United States
China
Russia
Japan
Germany
Canada
India
France
United Kingdom
Brazil
Source: Energy Information Administration
MAJOR PRODUCERS OF PRIMARY ENERGY, 1999
United States
Russia
China
Saudi Arabia
Canada
United Kingdom
Iran
India
Mexico
Australia
0
0
13.98
12.52
12.18
10.26
9.92
8.51
12.01
9.84
9.17
9.03
8.78
19.64
17.71
26.01
21.71
31.88
10 20 30 40 50 60 70 80
Quadrillion Btu
30.87
41.54
72.28
10 20 30 40 50 60 70 80
Quadrillion Btu
97.05
90 100
90 100
Transparency 1
World’s Major Producers and Consumers of Primary Energy
© Glencoe/McGraw-Hill Glencoe Algebra 1

Source: AP Moneywire
Stock Trade
TOP STOCKS BY NUMBER OF
SHARES TRADED
Most Active Stock Shares
Top Stocks by Number of Shares
Traded on September 4, 2001
NEW YORK STOCK EXCHANGE
Vol Last Chg
Compaq Computer .............. 68,105,900 11.08 1.27
Hewlett Packard Co. ........... 36,556,700 19.00 4.21
Lucent Technologies Inc. ...... 21,112,600 6.52 0.30
General Electric Co. ............ 18,444,000 40.83 0.15
Johnson & Johnson ............. 18,216,900 56.15 3.44
Providian Financial Corp. ..... 15,735,500 30.36 8.70
AOL Time Warner Inc. .......... 15,250,800 37.50 0.15
Nokia Corp. ...................... 14,320,600 15.00 0.74
EMC Corp. ....................... 14,170,200 14.95 0.51
Nortel Networks Corp. .......... 14,137,900 6.00 0.26
Transparency 2
© Glencoe/McGraw-Hill Glencoe Algebra 1

Transparency 3
Population Growth of U.S. Metropolitan Areas
U.S. METROPOLITAN AREAS WITH POPULATION OF
6 MILLION OR MORE
Metropolitan
Area
New York-Northern NJ-
Long Island
Los Angeles-Riverside-
Orange County
Chicago-Gary-
Kenosha
Washington-Baltimore
San Francisco-
Oakland-San Jose
Philadelphia-Wilmington-
Atlantic City
2000
Population
(Millions)
21.2
16.4
9.2
7.6
7.0
6.2
Source: U.S. Census Bureau, Population Change and Distribution, Census 2000 Brief
Percent
Change
(1990 to 2000)
© Glencoe/McGraw-Hill Glencoe Algebra 1
8.4
12.7
11.1
13.1
12.6
5.0

Transparency 4
Interest on the U.S. Public Debt
INTEREST
ON THE U.S.
PUBLIC DEBT
(in billions)
100 100
Fiscal Year Interest Paid
2000 $362.0
1999 $353.5
1998 $363.8
1997 $355.8
1996 $344.0
1995 $332.4
1994 $296.3
1993 $292.5
1992 $292.4
1991 $286.0
1990 $264.9
1989 $240.9
1988 $214.1
Source: Bureau of Public Debt, U.S. Department of the Treasury
http://www.publicdebt.treas.gov/opd.opdint.htm
100 100
© Glencoe/McGraw-Hill Glencoe Algebra 1
100
100

Cost
(in cents)
9
8
7
6
5
4
3
2
1
0
Source: Ameritech, 2001
Transparency 5
Comparison Shopping and Phone Rates
COST OF LOCAL CALLS (less than 8 miles)
Business
Home
1 2 3 4
Minutes
5 6 7
© Glencoe/McGraw-Hill Glencoe Algebra 1

MEDIA MAIL
1 lb or less
Each additional lb or
fraction of a lb through 7 lb
Each additional lb or
fraction of a lb through 70 lb
Source: U.S. Postal Service
United States Postal Rates
FIRST CLASS MAIL
(2001)
Transparency 6
1 oz or less $0.34
Each additional oz or fraction
of an oz through 13 oz
$0.23
Book
Rate
(2001)
$1.33
$0.45
$0.30
PRIORITY MAIL
(2001)
Up to 1 pound
Up to 2 pounds
Up to 3 pounds
Up to 4 pounds
Up to 5 pounds
$3.50
$3.95
$5.20
$6.45
$7.70
© Glencoe/McGraw-Hill Glencoe Algebra 1

Source: Bureau of the Public Debt
Savings Bonds
I Bond Rates
Composite Rates for Dates of Issue
September 1998 through October 2001
Transparency 7
Issue Date Fixed Rate Composite Rate
Nov. 1998–Apr. 1999 3.30% 6.23%
May 1999–Oct. 1999 3.30% 6.23%
Nov. 1999–Apr. 2000 3.40% 6.33%
May 2000–Oct. 2000 3.60% 6.53%
Nov. 2000–Apr. 2001 3.40% 6.33%
May 2001–Oct. 2001 3.00% 5.92%
© Glencoe/McGraw-Hill Glencoe Algebra 1

Planet
Mercury
Venus
Earth
Mars
Jupiter
Source: NASA
Those Massive Planets
Mass
(in kilograms)
3.303 × 1023 4.87 × 1024 5.98 × 1024 6.42 × 1023 1.899 × 1027 Saturn 5.686 × 10 26
Uranus 8.66 × 10 25
Neptune 1.030 × 10 26
Pluto 1.27 × 10 22
Transparency 8
© Glencoe/McGraw-Hill Glencoe Algebra 1

Frame Sizes
5 7
8 10
9 12
10 14
11 14
12 16
14 18
16 20
18 24
Mat Sizes
8 10
9 12
11 14
12 16
16 20
16 22
Frames and Art
Transparency 9
© Glencoe/McGraw-Hill Glencoe Algebra 1

AL $23,471 15,832 MT 22,569 15,524
AK 30,064 22,719 NB 27,829 18,088
AZ 25,578 17,211 NV 30,529 20,674
AR 22,257 14,509 NH 33,332 20,713
CA 32,275 21,889 NJ 36,983 24,766
CO 32,949 19,703 NM 22,203 14,960
CT 40,640 26,736 NY 34,547 23,315
DE 31,255 21,636 NC 27,194 17,367
DC 37,383 26,627 ND 25,068 15,880
FL 28,145 19,855 OH 28,400 18,792
GA 27,940 17,738 OK 23,517 16,214
HI 28,221 22,391 OR 28,350 18,253
ID 24,180 15,866 PA 29,539 19,823
IL 32,259 20,756 RI 29,685 20,194
IN 27,011 17,625 SC 24,321 16,050
IA 26,723 17,380 SD 26,115 16,238
KS 27,816 18,182 TN 26,239 16,821
KY 24,294 15,484 TX 27,871 17,458
LA 23,334 15,223 UT 23,907 14,996
ME 25,623 17,479 VT 26,901 18,055
MD 33,872 23,023 VA 31,162 20,538
MA 37,992 23,223 WA 31,528 20,026
MI 29,612 19,022 WV 21,915 14,579
MN 32,101 20,011 WI 28,232 18,160
MS 20,993 13,164 WY 27,230 17,996
MO 27,445 17,751
Source: U.S. Department of Commerce,
Bureau of Economic Analysis,
Survey of Current Business
Per Capita Personal Income
U.S. PER CAPITA PERSONAL INCOME
2000 1990
2000 1990
Transparency 10
National Totals
Per Capita Personal Income
2000
$28,404
1990
$18,755
© Glencoe/McGraw-Hill Glencoe Algebra 1

foul
pole
300'
Source: National Softball Association
American Softball
PROFESSIONAL
SOFTBALL FIELD
60'
60'
60'
fence line
Transparency 11
© Glencoe/McGraw-Hill Glencoe Algebra 1
300'
foul
pole

Consumer Price Index
Transparency 12
Consumer Price Index for All Urban Consumers
July July
Group 2001 2000
Food 173.5 168.12
Housing 177.6 170.61
Apparel 122.6 124.47
Transportation 154.4 153.78
Medical care 273.1 261.34
Education and communication 104.8 102.04
Personal care 170.7 165.73
Recreation 105.0 103.65
All items 177.5 172.8
Based on 100 representing the 1982–1984 index.
Source: Bureau of Labor
Statistics
© Glencoe/McGraw-Hill Glencoe Algebra 1

Animal
GESTATION AND
AVERAGE LONGEVITY
Bear (Grizzly)
Beaver
Bison
Camel (Bactrian)
Cat (domestic)
Chimpanzee
Chipmunk
Cow
Deer (white-tailed)
Dog (domestic)
Elephant (Asian)
Elk
Giraffe
Goat (domestic)
Gorilla
Guinea pig
Hippopotamus
Horse
Kangaroo
Lion
Monkey (rhesus)
Mouse (meadow)
Pig (domestic)
Rabbit (domestic)
Rhinoceros (black)
Sea lion (California)
Sheep (domestic)
Squirrel (gray)
Tiger
Wolf (maned)
Zebra (Grant’s)
Transparency 13
Gestation and Longevity of Animals
Gestation
(days)
225
122
278
406
63
231
31
284
201
61
645
250
425
151
257
68
238
330
42
100
164
21
112
31
450
350
154
44
105
63
365
Average
Longevity
(years)
25
5
15
12
12
20
6
15
8
12
40
15
10
8
20
4
25
20
7
15
15
3
10
5
15
12
12
10
16
5
15
Source: The Biology Data
© Glencoe/McGraw-Hill Glencoe Algebra 1

TICKET PRICES
10 Tickets $5.00
20 Tickets $10.00
Games and Probability
TICKETS REQUIRED
Duck Pond 1
Wheel of Chance 1
Land a Penny 2
Transparency 14
Pop a Balloon 2
Ring Toss 2
Basketball Throw 3
Dunking Booth 3
© Glencoe/McGraw-Hill Glencoe Algebra 1