To the Student

This Skills Practice Workbook gives you additional examples and problems for the concept exercises
in each lesson. The exercises are designed to aid your study of mathematics by reinforcing important
mathematical skills needed to succeed in the everyday world. The materials are organized by chapter
and lesson, with one Skills Practice worksheet for every lesson in IMPACT Mathematics, Course 1.

Always keep your workbook handy. Along with your textbook, daily homework, and class notes, the
completed Skills Practice Workbook can help you in reviewing for quizzes and tests.

To the Teacher
These worksheets are the same ones found in the Chapter Resource Masters for IMPACT Mathematics,
Course 1. The answers to these worksheets are available at the end of each Chapter Resource Masters
Booklet.

Copyright © by The McGraw-Hill Companies, Inc. All rights reserved.

Except as permitted under the United States Copyright Act, no part of this
publication may be reproduced or distributed in any form or by any means, or
stored in a database or retrieval system, without prior written permission of the
publisher.

Send all inquiries to:

Glencoe/McGraw-Hill
8787 Orion Place
Columbus, OH 43240

ISBN: 978-0-07-891166-8
MHID: 0-07-891166-4 Skills Practice Workbook, IMPACT Mathematics, Course 1

Printed in the United States of America.

1 2 3 4 5 6 7 8 9 10 066 14 13 12 11 10 09 08
 Table of Contents
Lesson/Title Page
1-1 Patterns in Geometry . . . . . . . . . . . . . . . . . . . . . . 1

1-2 Angles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

1-3 Measure Around . . . . . . . . . . . . . . . . . . . . . . . . . 3

2-1 Patterns in Fractions . . . . . . . . . . . . . . . . . . . . . . . 4

2-2 Patterns in Decimals. . . . . . . . . . . . . . . . . . . . . . . 5

2-3 Fraction and Decimal Equivalents. . . . . . . . . . . . . . . . 6

3-1 Number Sense . . . . . . . . . . . . . . . . . . . . . . . . . . 7

3-2 Patterns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

3-3 Variables and Rules . . . . . . . . . . . . . . . . . . . . . . . 9

3-4 Apply Properties . . . . . . . . . . . . . . . . . . . . . . . 10

4-1 Add and Subtract Fractions . . . . . . . . . . . . . . . . . . 11

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

4-2 Multiply and Divide Fractions . . . . . . . . . . . . . . . . . 12

4-3 Multiply and Divide Decimals . . . . . . . . . . . . . . . . . 13

4-4 What is Typical? . . . . . . . . . . . . . . . . . . . . . . . . 14

5-1 Ratios and Rates. . . . . . . . . . . . . . . . . . . . . . . . 15

5-2 Proportions . . . . . . . . . . . . . . . . . . . . . . . . . . 16

5-3 Similarity and Congruence . . . . . . . . . . . . . . . . . . 17

6-1 Use Percents . . . . . . . . . . . . . . . . . . . . . . . . . . 18

6-2 Percent of a Quantity . . . . . . . . . . . . . . . . . . . . . 19

6-3 Percents and Wholes . . . . . . . . . . . . . . . . . . . . . 20

7-1 Squares . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

7-2 Calculate Areas . . . . . . . . . . . . . . . . . . . . . . . . 22

7-3 Surface Area and Volume . . . . . . . . . . . . . . . . . . . 23

7-4 Capacity . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
 8-1 Interpret Graphs . . . . . . . . . . . . . . . . . . . . . . . . 25

8-2 Draw and Label Graphs . . . . . . . . . . . . . . . . . . . . 26

8-3 Graph in Four Quadrants . . . . . . . . . . . . . . . . . . . 27

9-1 Understand Equations . . . . . . . . . . . . . . . . . . . . . 28

9-2 Backtracking . . . . . . . . . . . . . . . . . . . . . . . . . . 29

9-3 Guess-Check-and-Improve . . . . . . . . . . . . . . . . . . 30

10-1 Data Displays . . . . . . . . . . . . . . . . . . . . . . . . . 31

10-2 Collect and Analyze Data . . . . . . . . . . . . . . . . . . 32

10-3 The Language of Chance . . . . . . . . . . . . . . . . . . 33

10-4 Make Matches . . . . . . . . . . . . . . . . . . . . . . . . 34

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

iv Chapter 1
 Name Date

Lesson 1.1 Skills Practice

Patterns in Geometry

Lines of Symmetry
Draw all lines of symmetry for each figure.
1. 2. 3.

4. 5. 6.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

7. 8. 9.

10. 11. 12.

IMPACT Mathematics, Course 1 1

Name Date

Lesson 1.2 Skills Practice

Angles

Use a protractor to find the measure of each angle. Then classify

each angle as acute, obtuse, right, or straight.
1. 2. 3.

4. 5. 6.

7. 8. 9.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

10. 11. 12.

13. Draw a 50° angle. Include a curved angle mark to show which angle is 50°.

14. Draw a 110° angle. Include a curved angle mark to show which angle is 110°.

2 Chapter 1
 Name Date

Lesson 1.3 Skills Practice

Measure Around

Find the perimeter of each figure.

1. 5 ft 2. 4.3 in.

2 ft 2 ft

8.7 in. 8.7 in.

5 ft

4.3 in.

3. 4 in. 4. 11.5 yd

4 in. 4 in.
13.2 yd 13.2 yd

4 in.
11.5 yd

9.8 km 2 mi
5. 6.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

9.8 km

9.3 mi 9.3 mi

2 mi

7. 7.6 km 8. 2.
1 cm
cm 1
2.
2 km

4.3 km
5.6 c

5.6 cm

9.2 km
m

7.2 km

3.3 km

IMPACT Mathematics, Course 1 3

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Lesson 2.1 Skills Practice

Patterns in Fractions

Find a fraction equivalent to the given fraction in lowest terms.

1. _
7 _
6
2. 15 3. _
4
35 24

4. _ 5. _ 6. _
10 20 4
15 45 16

7. _ 8. _ 9. _
27 8 18
81 28 24

Name the fraction family to which each of the given fractions belongs.
10. _ 11. _ 12. _
1 8 20
2 10 60

13. _ 14. _ 15. _

6 15 7
15 60 8

16. _ 17. _ 18. _

27 7 28
81 12 36

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Each set of fractions are in the same fraction family. Name one other
member of the family.
2 _
, ,_ 20. _
2 _ 9 _
21. _
1 _
19. _ , ,_
4 6 6 2 4
3 6 9
, ,
10 20 36 4 8 16

2 _ 6 _
23. _
14 _21 _
24. _
21 _35 _
22. _
10 28 42
, ,
7 21 35
, ,
10 15 20
, ,
24 40 48

25. _, _
2 8 _
26. 1_ ,1_ ,1_ 27. _
3 _
, ,_
20 1 2 4 15 18
,
5 20 50 4 8 16 2 10 12

Replace each with <, >, or = to make a true statement.

28. _
10 _1 29. _
15 _
30
30. _
20 _
21
25 5 19 38 38 28

31. 1_ 1_ 32. _ _ 33. _ _

1 7 37 18 5 30
2 8 22 11 2 12

4 Chapter 2
 Name Date

Lesson 2.2 Skills Practice

Patterns in Decimals

Use >, <, or = to compare each pair of decimals.

1. 2.4 2.04 2. 6.23 6.32 3. 0.02 0.020

4. 12.05 12.50 5. 0.92 0.095 6. 39.21 39.021

7. 0.849 0.0851 8. 12.1 12.10 9. 21.967 2.1968

10. 0.0128 0.128 11. 1.4601 1.460 12. 19.08 19.079

Predict the value of each product without doing any calculations.

14. 19.2 · _
1
13. 8.3 · 100 10
15. 0.24 · 10,000

16. 623 · _ 18. 1.02 · _ ·_

1 11
100
17. 15.07 · 10 10 10
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Order each set of decimals from least to greatest.

19. 1.25, 1.52, 1.02, 1.50 20. 67.39, 68.004, 67.039, 67.04

21. 15.0421, 14.52, 14.521, 15.421 22. 0.0012, 0.0211, 0.0002, 0.0022

Order each set of decimals from greatest to least.

23. 4.99, 4.001, 5.0, 4.01 24. 12.0012, 120.012, 12.012, 12.12

25. 3.5, 3.05, 3.55, 3.555 26. 45.0, 40.5, 40.09, 49.5

IMPACT Mathematics, Course 1 5

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Lesson 2.3 Skills Practice

Fraction and Decimal Equivalents

Write each fraction or mixed number as a decimal. Use a bar to

show a repeating decimal.
1. _ 2. _
3 1
5 8

3. _ 4. _
9 3
11 14

5. _ 6. _
3 8
40 11

7. _ 8. _
5 1
12 3

9. _ 10. _
7 11
9 15

Write each decimal as a fraction. Simplify each fraction.

11. 0.7 12. 8.2

13. 212.5 14. 19.91

15. 17.01 16. 0.88

17. 61.3 18. 49.48

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

19. 0.6 20. 18.101

Use your calculator to find a decimal approximation for

each fraction. Tell whether each fraction is a terminating
or repeating decimal.
21. _ 22. _
2 5
3 8

23. _ 24. 4 _
15 3
20 8

25. _ 26. _
8 33
9 100

27. Order _ , _, and 0.4 from least to greatest.

4 444
9 1,000
__
28. Order _ , _, and 0.80 from least to greatest.
8 8
9 10
29. Opinion In a school survey, 787 out of 1,000 students preferred hip-hop
music to techno. Is this figure more or less than _
7
9
of those surveyed? Explain.

6 Chapter 2
 Name Date

Lesson 3.1 Skills Practice

Number Sense

Write as a repeated multiplication. Then write the product as a whole number.

1. 53 2. 122

3. 84 4. 22

5. 51 6. 19

7. 45 8. 37

9. 103 10. 58

Write in exponential form. Then write as a whole number.

11. 3 · 3 · 3 · 3 12. 5 · 5 · 5 · 5 · 5 · 5

13. 6 · 6 · 6 · 6 · 6 · 6 · 6 · 6 14. 1 · 1 · 1 · 1 · 1 · 1 · 1 · 1 · 1 · 1 · 1

15. 7 · 7 · 7 · 7 · 7 16. 2 · 2 · 2 · 2 · 2 · 2 · 2 · 2 · 2
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

17. 8 · 8 · 8 · 8 · 8 · 8 · 8 18. 10 · 10 · 10 · 10 · 10 · 10

19. 23 · 23 20. 9

Write each of the following as a power of 10.

21. 100

22. 1,000

23. 1,000,000

24. 1,000,000,000

25. 1,000,000,000,000

IMPACT Mathematics, Course 1 7

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Lesson 3.2 Skills Practice

Patterns

Describe the pattern in each number sequence. Then find the next two
numbers in the sequence.
1. 6, 10, 14, 18, … 2. 12, 24, 48, 96, …

4. _
1 _
, , _, _, …
1 1 1
3. 108, 36, 12, 4, … 64 32 16 8

5. 63, 56, 49, 42, … 6. 5, 20, 35, 50, …

8. 1, 1_, 2_, 3, …
2 1
7. 4, 12, 36, 108, … 3 3

Find the missing number in each sequence.

9. 54, ? , 42, 36, … 10. ? , 12, 48, 192, …

,_ 12. _
1 _
,_
? 1 1 ? 4
11. 16, 4, 4
,… , ,
6 3 3
,…

Evaluate each expression.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

13. 4 + 7 · 8 – 2 14. (5 + 11) + 8 ÷ 4

15. 6 · 24 ÷ 3 16. (18 + 2 · 3) + (12 – 4)

2
(4 + 8 ÷ 2)
17. _ 18. 22 – 12 – (6 – 2)
(8 – 3 · 2)

19. 20 + (10 – 7)2 20. 52 + 42 + 32

8 Chapter 3
 Name Date

Lesson 3.3 Skills Practice

Variables and Rules

Write a rule for each table using the given letters to represent the variable.
1. u 3 5 7 9 2. w 1 2 3 4
v 21 35 49 63 y 5 8 11 14

3. m 2 4 6 8 4. p 3 4 5 6
n 18 16 14 12 q 9 11 13 15

5. x 1 2 3 4 6. t 2 4 6 8
y 2 6 10 14 r 4 16 36 64

Evaluate each expression when w = 2, x = 3, and y = 4.

7. 3w + 1 8. 5x 9. 20 – 2y

10. (x + 15) ÷ 2 11. 8 – 2w 12. y ÷ 4

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

13. 2y – 1 14. 1 + 2x 15. 4(w + 3)

16. x + x + 5 17. 9 + 3y 18. 5w ÷ 2

19. 3(w + 1) 20. 18 – 2y 21. x + (2x – 1)

22. 4x – x 23. w(w – 1) 24. y2

Translate each phrase into an algebraic expression.

25. three times a number minus eight

26. the product of seventy and a number

IMPACT Mathematics, Course 1 9

Name Date

Lesson 3.4 Skills Practice

Apply Properties

Name the property shown by each statement.

1. 55 + 6 = 6 + 55 2. 6 · 7 = 7 · 6

3. (5 + 3) + 7 = 5 + (3 + 7) 4. 9 · (8 – 5) = 9 · 8 – 9 · 5

5. 9 + (5 + 35) = (9 + 5) + 35 6. 4 · (3 · 8) = (4 · 3) · 8

7. 6 · (11 + 13) = 6 · 11 + 6 · 13 8. (15 – 11) · 2 = 15 · 2 – 11 · 2

Insert parentheses if needed to make each equation true.

9. 2 · 5 + 4 = 18 10. 7 – 3 · 5 = 20

11. 8 + 11 · 6 = 114 12. 4 · 7 · 2 = 56

13. 18 – 7 – 5 = 6 14. 9 · 4 – 2 = 18

15. 11 + 4 + 20 = 35 16. 18 – 8 · 4 = 40

Determine which of the following expressions are commutative. If the

expression is commutative, use the commutative property to write an
equivalent expression. If the expression is not commutative, write “not
commutative.”

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

17. 11 · 2 18. 8 ÷ 4

19. 9 – 7 20. 14 + 3

Find each sum or product mentally.

21. 15 + 23 + 35 22. 13 + 8 + 7 + 2

23. 50 · 7 · 2 24. 55 · 6 · 0

25. 2 · 13 · 5 26. 44 + 57 + 6

27. 25 · 7 · 4 28. 76 + 33 + 24

10 Chapter 3
 Name Date

Lesson 4.1 Skills Practice

Add and Subtract Fractions

Add or subtract. Write in simplest form.

1. _2 2. _5
3 6
+ _
5
+_
3
6 4

3. _2 4. _1
3 2
- _
1
+ _
7
6 8

5. _4 6. _1
7 6
- _
1
-_
1
2 12

7. _ -_ 8. _ +_
5 1 1 5
8 4 3 7

9. _ + _ 10. _ +_
1 5 3 11
5 6 4 12

11. _ -_ 12. _ - _
1 2 11 3
2 5 12 4
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

13. 8 _ -4_ 14. 1 _ +_

3 2 5 2
5 5 7 7

15. 11 _ +3_ 16. 6 _ -2_

1 3 5 1
4 8 9 18

17. 14 _ +5_ 18. 10 _ -2_

1 4 3 2
3 5 4 3

19. How much more is _ gallon than _

3 1
8 4
gallon?

20. How much more is _ ounce than _

3 1
4 3
ounce?

21. Evaluate x - y if x = _ and y = _

7 3
10 5
.

22. Evaluate s + t if s = _ and t = _

2 5
3 6
.

IMPACT Mathematics, Course 1 11

Name Date

Lesson 4.2 Skills Practice

Multiply and Divide Fractions

Multiply. Write in simplest form.

1. _ ×_ 2. _ ×_ 3. _
3 1 1 2 1
4 2 3 5 3
×6

4. _ × _ 5. _ 6. _ ×_
2 3 3 1 3
7 8
× 10 6 5
5

7. _ 8. _ ×_ 9. _ ×_
2 9 4 7 2
9
×3 10 5 8 9

10. 3 _ × 2_ 11. _ × 5_ 12. 2_

1 1 8 1 5
3 4 9 7 8
×6

13. 3 _ × 2_ 14. _ × 4_ 15. 20 × 1_

3 4 5 3 2
4 5 7 8 5

Divide. Write in simplest form.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

16. _ ÷ _ 17. _ ÷_ 18. _ ÷_
5 1 9 1 1 3
6 3 10 2 2 5

19. 8 ÷ _ 20. _ ÷_ 21. _ ÷_

4 7 5 9 1
5 12 6 10 4

For Exercises 19–24, evaluate each expression if r = 1_ , s = 2_ , and t = _

2 1 3
3 5 4
.
22. 4t 23. st

24. _
1
2
r 25. rs

Find the value of each expression if x = _ ,y=_ , and z = _

1 3 2
4 5 3
.
26. x ÷ y 27. z ÷ 2 28. y ÷ z

12 Chapter 4
 Name Date

Lesson 4.3 Skills Practice

Multiply and Divide Decimals

Multiply.
1. 2.3 · 1.21 2. 0.6 · 0.91

3. 6.5 · 0.04 4. 8.54 · 3.27

5. 5.02 · 1.07 6. 0.003 · 2.9

7. 0.93 · 6.8 8. 7.1 · 0.004

9. 3.007 · 6.1 10. 2.52 · 0.15

Divide. Round to the nearest tenth if necessary.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

11. 11 
132.22 12. 16 
142.4

13. 79.2 ÷ 9 14. 47.4 ÷ 15

15. 217.14 ÷ 21 16. 5 

34.65

17. 1.32 

3.96 18. 34.9 
628.2

19. 0.105 ÷ 0.5 20. 1.296 ÷ 0.16

IMPACT Mathematics, Course 1 13

Name Date

Lesson 4.4 Skills Practice

What Is Typical?

Find the mean, median, mode, and range for each set of data.
1. 6, 9, 2, 4, 3, 6, 5 2. 13, 6, 7, 13, 6

3. 1, 15, 9, 12, 18, 9, 5, 14, 7 4. 13, 7, 17, 19, 7, 15, 11, 7

5. 3, 9, 4, 3, 9, 4, 2, 3, 8 6. 25, 18, 14, 27, 25, 14, 18, 25, 23

7. 8, 3, 9, 4, 6, 7, 5 8. 28, 32, 23, 43, 32, 27, 21, 34

9. 157, 124, 157, 124, 157, 139 10. 42, 35, 27, 42, 38, 35, 29, 24

11. Write a sentence that describes how the data items in Exercise 5 vary.

12. Why is mode not the best choice to describe the data in Exercise 5? Explain.

Museums Use the table showing the number

of visitors to the art museum each month.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Visitors to the Art
13. What is the mean of the data? Museum (thousands)
3 11 5 4
5 3 6 3
14. What is the median of the data? 12 2 2 4

15. What is the mode of the data?

16. Which measure of central tendency best describes the data? Explain.

17. Make a line plot showing the number of visitors to the art museum.

14 Chapter 4
 Name Date

Lesson 5.1 Skills Practice

Ratios and Rates

Write each ratio as a fraction in simplest form.

1. 3 sailboats to 6 motorboats 2. 4 tulips to 9 daffodils

3. 5 baseballs to 25 softballs 4. 2 days out of 8 days

5. 6 poodles out of 18 dogs 6. 10 yellow eggs out of 12 colored eggs

7. 12 sheets of paper out of 28 8. 18 hours out of 24 hours

9. 16 elms out of 20 trees 10. 15 trumpets to 9 trombones

11. 5 ducks to 30 geese 12. 14 lions to 10 tigers

13. 6 sodas out of 16 drinks 14. 20 blue jays out of 35 birds

Write each ratio as a unit rate.

15. 14 hours in 2 weeks 16. 36 pieces of candy for 6 children

17. 8 teaspoons for 4 cups 18. 8 tomatoes for $2

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

19. $28 for 4 hours 20. 150 miles in 3 hours

21. $18 for 3 CDs 22. 48 logs on 6 trucks

23. Write the ratio 21 wins to 9 losses as a fraction in simplest form.

24. Write the ratio $12 dollars for 3 tickets as a unit rate.

The ratios in Exercises 25-28 are equivalent. Find the missing number.
25. 8 juice boxes out of 12 drinks 26. 6 ants out of 9 insects
juice boxes out of 24 drinks ants out of 45 insects

27. 4 red markers out of 5 markers 28. 11 daisies to 12 sunflowers

16 red markers out of 33 daisies to sunflowers
markers

IMPACT Mathematics, Course 1 15

Name Date

Lesson 5.2 Skills Practice

Proportions

The tables below represent a proportional relationship. Complete the table to find
the missing value.
1. Miles Driven 25 50 150
2. Miles Driven 50 150 250

Gallons of Hours Driving 1 3 5 8

1 2 6 10
Gas

3. Cost in dollars 12 36 60 4. Dollars 1 2 4 10

Time in hours 1 3 5 7 Yen 106 212 424

5. Ounces Red Paint 3 9 24 6. Students 17 34 68

Ounces Yellow Teacher 1 2 4 9
1 3 8 12
Paint

Create a table using the given ratio to find the missing value.
7. 5 dinners cost $35 8. 6 tickets cost $1.50
What is the cost of 18 dinners? What is the cost of 15 tickets?

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

9. 50 minutes for $4.00 10. 16 girls to 24 boys
How many minutes with $6.00? How many girls if there are
30 boys?

Calculate the unit rate to solve the proportion.

11. $1.75 per ceramic tile
How many tiles can be purchased for $42?

12. 240 miles driven on 8 gallons of gas

How many gallons of gas are needed to drive 720 miles?

13. 20 ounces of drink for $1.40

How much does 50 ounces of drink cost?

16 Chapter 5
 Name Date

Lesson 5.3 Skills Practice

Similarity and Congruence

Similar and Congruent Figures

Tell whether each pair of figures is similar, congruent, or neither. Identify
the corresponding sides and angles in the figures that are.
1. B C 2. K N 3. R S
V W

E F
Q T U X
A D H G

J L M P

M H S
4. T 5. 6.
Y X B
L M
F K
A E
L M C
R
J
T A
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

D F E F
7. F D P Q 8. 9.
R W C K

C E
K M
Y R I G

R L
M N

C D M J
10. 11. R 12.
B K
C
A B O
A D
E
F H
G I
A FN K

IMPACT Mathematics, Course 1 17

Name Date

Lesson 6.1 Skills Practice

Use Percents

Write each percent as a fraction in simplest form.

1. 40% 2. 30% 3. 55%

4. 75% 5. 140% 6. 175%

7. 24% 8. 68% 9. 44%

Write each fraction as a percent.

10. _ 11. _ 12. _
4 3 7
5 20 10

13. _ 14. _ 15. _

3 3 5
5 2 4

16. _ 17. _ 18. _

6 9 13
5 20 20

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

19. Which of these numbers are greater than one fourth? Which are less than
one fourth?
0.249 25.2% _
5 24.7% _
11
24 40

20. Suppose 8 out of 20 sixth graders and 9 out of 30 seventh graders like
macaroni and cheese. Will comparing the numbers of students in each
class who like macaroni and cheese tell you whether it is more popular
in sixth or seventh grade? Explain.

18 Chapter 6
 Name Date

Lesson 6.2 Skills Practice

A Percent of a Quantity

Find the percent of each number.

1. 25% of 16 2. 50% of 70 3. 10% of 30

4. 60% of 40 5. 75% of 20 6. 20% of 90

7. 30% of 110 8. 50% of 140 9. 25% of 80

10. 4% of 100 11. 75% of 36 12. 90% of 120

13. 125% of 40 14. 8% of 25 15. 150% of 22

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

16. 110% of 50 17. 125% of 60 18. 40% of 5

19. 15% of 40 20. 5% of 14 21. 20% of 29

22. 130% of 80 23. 4.5% of 60 24. 35% of 34

25. 14.5% of 60 26. 14% of 30 27. 24% of 15

28. 140% of 30 29. 6% of 55 30. 160% of 22

IMPACT Mathematics, Course 1 19

Name Date

Lesson 6.3 Skills Practice

Percents and Wholes
Find the percent. Fill in each blank. Show your work.

1. _____ % of 24 is 6 2. _____ % of 110 is 11

3. _____ % of 144 is 18 4. _____ % of 80 is 40

5. _____ % of 63 is 21 6. _____ % of 100 is 44

7. _____ % of 192 is 12 8. _____ % of 800 is 200

9. _____ % of 3.4 is 1.7 10. _____ % of 1 is 0.2

11. _____ % of 180 is 108 12. _____ % of 60 is 33

Find each number. Fill in each blank. Show your work.

13. 35% of _____ is 24.5 14. 18% of _____ is 7.2

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

15. 60% of _____ is 30 16. 22% of _____ is 19.8

17. 45% of _____ is 39.6 18. 15% of _____ is 9.3

19. 45% of _____ is 25.2 20. 30% of _____ is 16.2

21. 60% of _____ is 120 22. 150% of _____ is 45

23. 125% of _____ is 100 24. 100% of _____ is 63

20 Chapter 6
 Name Date

Lesson 7.1 Skills Practice

Squares

Area of Rectangles and Squares

Complete each problem.
1. Give the formula for finding the area of a rectangle.
2. Draw and label a rectangle that has an area of 18 square units.
3. Give the dimensions of another rectangle that has the same area as the
one in Exercise 2.
4. Find the area of a rectangle with a length of 3 miles and a width of
7 miles.
5. Find the area of a square with a side length of 15 centimeters.

Find the area of each rectangle.

6. 9 in. 7. 14 ft 8. 16 cm

6 in. 10 ft
32 cm
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

9. 2m 10. 7 yd 11. 4 ft

11 m 3 yd 4 ft

12. 13. 13 cm 14. 7 cm

12 m 12 m
13 cm
7 cm

IMPACT Mathematics, Course 1 21

Name Date

Lesson 7.2 Skills Practice

Calculate Areas

Find the area of each shape. Round to the nearest tenth if necessary.
1. 2. 3.
2.5 cm
9 yd
7 yd 5 cm

10 yd
9 yd

4. 5. 6. 15 in.
4 ft 5 in.
25 yd
12 ft

10 yd

7. 8 in. 8. 11 cm 9. 10 m

9 in.
13 cm 7m

14 in.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

19 cm 6m

Find the exact and approximate area of each circle or sector. Use π = 3.14.

10. 11. 12.

4.1 yd
4 1 yd
2
16 ft

13. 14. 15.

3m
4 ft
8 cm 100°
180°
90°

22 Chapter 7
 Name Date

Lesson 7.3 Skills Practice

Surface Area and Volume

The view from the top of a prism is shown. Find the volume of the prism with
the given height.

1. 2.

3 units high 5 units high

Find the surface area and volume of each figure. Each cube in a block structure
measures one unit on a side.
3. 4.

5. 6.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

7. 15 in. 8.

3 in.
3 in.
18 m

6m
7m

20 cm
9. 10.

11 cm 4.2 m

4 cm
1.1 m
1.6 m

IMPACT Mathematics, Course 1 23

Name Date

Lesson 7.4 Skills Practice

Capacity

Complete each ratio table.

1. 2.
Milliliters 4,000 Cups 24
Centiliters 199 Pints 18
Liters 500 Quarts 20
Kiloliters 6.4 Gallons 4

For Exercises 3–5, choose the metric unit and customary unit that is the
most reasonable for measuring the capacity of the following containers.
3. A kitchen sink 4. School milk carton 5. Soda bottle

6. How many milliliters are in a 3 liter bottle of juice?

7. How many liters are in a juice bottle that holds 1,500 milliliters?

8. How many cups of juice are in 2 gallons of milk?

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

9. How many quarts of paint are in a 5 gallon container of paint?

Determine the capacity of the given cube.

10. Cube with 5 cm sides

11. Cube with 10 cm sides

12. Cube with 20 cm sides

13. A fish tank has a volume of 23,000 cm3. What is the capacity of the tank in liters?

14. A punch bowl holds 3 gallons of punch. How many cups can be served?

24 Chapter 7
 Name Date

Lesson 8.1 Skills Practice

Interpret Graphs

Coordinate Plane "

1. Each point on the graph below represents one of
#

Height
the following 6th grade students: Pasqual, Pierce,
$
Mulan, and Sarina. Tell which point represents
each student based on the following information. %
Mulan is the tallest. Pierce is the oldest. Pasqual Age
is younger and shorter than Sarina.

2. The two graphs below compare speed boat A and speed boat B. The
left graph shows the relationship between length and purchase price.
The right graph shows the relationship between fuel tank capacity
and cruising range. Use the graphs to determine whether each
statement is true or false. Explain how you know.

" "
Purchase price ($)

Cruising Range

# #

Length Fuel Tank Capacity

a. The purchase price of the longer speed boat is greater than the
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

purchase price of the shorter speed boat.

b. The speed boat with greater fuel tank capacity has the greatest
cruising range.
c. The speed boat with the smaller fuel tank capacity is the longer
speed boat.
d. The speed boat with the largest purchase price has the greatest
cruising range.

3. The table shows the number of seconds it took for Lamar to the run
the 400 meter dash in four of his last six races.

400 meter Dash 1 2 4 6

Time (seconds) 64 62 58 54

a. Make a graph of the data. Be sure to choose appropriate scales

and to label the axes with the variable names.
b. If Lamar continues to improve at a similar rate to his first six races,
what would you expect his time to be in his eighth race?
c. Based on your graph, what was Lamar’s time in his fifth race?

IMPACT Mathematics, Course 1 25

Name Date

Lesson 8.2 Skills Practice

Draw and Label Graphs

Coordinate Plane
1. Manuel wants to go to the movies with some of his friends. He has
$30 to spend and is willing to pay the $4 admission fee for each friend
who goes with him.
a. Complete the table to show what the cost of admission is based on
the number of friends who go to the movies with him.
Number of
1 2 3 4 5 6
Friends
Total Cost ($) 8 20
b. Plot and label the points for the values from your table.
32
28
Total Cost ($)

24
20
16
12
8
4
0 1 2 3 4 5 6
Number of Friends

c. Would it make sense to connect the points on this graph? Explain.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

2. Home Cell Phone Company charges $0.05 per minute for minutes used
beyond an individual’s basic cell phone plan.
a. Complete the table to show the cost of various amounts of minutes
beyond the basic cell phone plan.

Time (hours) 1 2 3 4 5 6 7 8
Cost ($)
b. Graph the data from the table on the 10-by-10 grid. Your horizontal
axis should represent time. Label each axis and use appropriate scales.

c. Do the points on your graph make a pattern? If so, describe it.

d. Use your graph to predict the cost for 10 hours of cell phone
minutes beyond the basic plan.
26 Chapter 8
 Name Date

Lesson 8.3 Skills Practice

Graph in Four Quadrants

For Exercises 1–8, use the coordinate plane at the Q y W

4
S U
right. Identify the point for each ordered pair. 3
Y 2K
R
1. (-2, 4) 2. (-2, -3) N
1
-4-3-2 O 1 2 3 4x
-2 X
3. (4, 4) 4. (3, -5) Z T -3 M
-4
P
L O V
5. (3, 5) 6. (4, -1)

7. (-1, 3) 8. (-4, -2)

For Exercises 9–16, use the coordinate plane above. Write the ordered
pair that names each point. Then identify the quadrant where each point
is located.
9. K 10. L

11. M 12. N

13. O 14. P
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

15. Q 16. R

Tell which number is greater.

18. -4 _ or -5 _
1 3
17. -8 or -9 2 4

19. 10 or -12 20. |-5| or 4

21. |-6| or |-2| 22. -10 or |-1|

Evaluate each expression.

23. |8| + 3 24. |-8| ÷ -2

25. _
1
2
· |-6| 26. |-2| · |10|

27. |-9| -2 28. |-5| + |5|

IMPACT Mathematics, Course 1 27

Name Date

Lesson 9.1 Skills Practice

Understand Equations

Solving Two-Step Equations

Solve each equation. Use tables if necessary.
1. 2a + 4 = 6 2. 3b + 4 = 10

3. 7 = 4c - 5 4. 4x + 6 = 14

5. 8 = 2g + 3 6. x + 4 = 5x

7. 1 = 2f - 7 8. 6 + m = 2m

9. 5z + 1 = 16 10. 7m - 5 = 9

11. 1 = 8n - 7 12. 16 = 4s + 14

13. 12 = k + 5 14. 4r = 3r + 2

15. 6 = 2x - 10 16. 5x = 3x + 10

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

17. 2r - 5 = 3 18. 5 = 2z - 9

Tell whether each equation below is always true, sometimes true

or never true. Explain how you know.
f
19. _
2
=f

20. g + 4 = g +6

21. 2 · v = v + 6

28 Chapter 9
 Name Date

Lesson 9.2 Skills Practice

Backtracking

For each flowchart, write the equation that is being solved. Backtrack to
find the solution. Be sure to check your solution.

1. ·6 +9
21

2. ·3 +2 ÷5
4

Use a flowchart and backtracking to find the solution to each equation.

Be sure to check your solution.
3. 13 = 3 + 2d 4. 4m − 6 = 34
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

6. _
5c + 10
5. _
n+1
7
=3 20
=2

8. _
3h + 10
7. 6 · (m + 2) = 54 2
+ 9 = 20

IMPACT Mathematics, Course 1 29

Name Date

Lesson 9.3 Skills Practice

Guess-Check-and-Improve

Use guess-check-and-improve to solve the equations.

1. m + 2 = 3m 2. n + 10 = 2n + 7

3. 7 + 3h = 1 + 5h 4. 4 · (n + 1) = 32

5. w · (w + 4) = 60 6. 9x - 7 = 3x + 35

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

7. x2 + 3x = 40 8. k · (k + 2) = 5k

10. _
n + 56
9. 8n = 3n + 45 2
= 4n

30 Chapter 9
 Name Date

Lesson 10.1 Skills Practice

Data Displays

Make a histogram for each set of data and then use it for the exercises below.

1. The table below shows the 2. The table below shows the distribu-
distribution of math test scores in tion of heights of the students in
Mr. Alvarez’s sixth grade class. Mr. Alvarez’s sixth grade class.

Student Test Scores in Mr. Student Heights (inches) in Mr.

Alvarez’s Sixth Grade Math Alvarez’s Sixth Grade Math
Class Class
Test Score Number of Height Number of
Interval Students Intervals Students
68 – 71 1
91 – 100 5
64 – 67 6
81 – 90 8
60 – 63 12
71 – 80 10
56 – 59 7
61 – 70 6
52 – 55 3
51 – 60 1
48 – 51 1
a. Compare the number of students
a. How many students have a height
whose math scores is in the
between 56 inches and 67 inches,
range from 91 – 100 to the num-
inclusive?
ber of students whose math score
is in the range from 71 – 80.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

b. What is greatest possible height

of the tallest student in
b. If your histogram contains
Mr. Alvarez’s class?
each of the test scores for
Mr. Alvarez’s students, how
many students does he have in
his class?
c. Can you tell the exact height of
the smallest student in class?

IMPACT Mathematics, Course 1 31

Name Date

Lesson 10.2 Skills Practice

Collect and Analyze Data

Just as important as knowing how to make a bar graph or a line graph or a

histogram is deciding what type of graph to use. Here are some guidelines
to help you make that decision.

• A bar graph compares data that fall into distinct categories.

Example Use a bar graph to show how the populations of several cities
compare in one year.
• A line graph shows changes in data over time.
Example Use a line graph to show how a population of one city changed
over several years.
• A histogram displays data from a frequency table.
Example Use a histogram to show how many cities fall within a set of
population ranges.
Exercises

Choose and then make an appropriate graph for each data set.
Explain your choice.
1. Cars in Use 2. Seating Capacity of Aircraft
Year Number (millions) Model Number of Seats

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

1970 80 B747 405
1980 105 DC–10 288
1990 126 L–1011 296
2000 136 MD–80 147

3. Student Internet Use (minutes per day)

Minutes Number of Students
0 – 10 5
11 – 20 9
21 – 30 7
31 – 40 3

32 Chapter 10
 Name Date

Lesson 10.3 Skills Practice

The Language of Chance

Find the probability for each. Write each answer as a fraction

and as a percent.
1. A whole number is chosen at random from the numbers 1 – 10.
a. What is the probability that the number is odd?
b. What is the probability that the number is less than 8?
c. What is the probability that the number is 1, 4, or 9?
d. What is the probability that the number is greater than 10?

2. Maggie is going shopping with her mother. Mom tells Maggie she can bring
only one of the following friends: Tekeysia, Chica, Memdi, or Eliza. Suppose she
chooses one friend at random.
a. What is the probability that she chooses Chica?
b. What is the probability that she doesn’t choose Chica?
c. What is the probability that she chooses Tekeysia or Eliza.

3. Jordon is playing Rice Drop using the game board shown below. He earns one
point if he lands on square labeled with an even number and two points if he
lands on a square with an odd number. Note: All squares are of equal size.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

2 4 6 8

10 1 12 3

5 14 7 16

18 20 22 24

a. Assuming the piece of rice lands in a random place on the board, what is
the probability that he earns only one point?
b. Assuming the piece of rice lands in a random place on the board, what is
the probability that he earns two points?

4. Suppose Silvia tossed a penny ten times and got 4 heads and 6 tails. What is the
experimental probability of getting a head? What is the theoretical probability
of getting a head? If they are different, explain why.

IMPACT Mathematics, Course 1 33

Name Date

Lesson 10.4 Skills Practice

Make Matches

For Exercises 1 and 2, draw a tree diagram to help find the probability.
1. Suppose you have two sets of five cards. The cards in each set are
numbered 1 to 5. You pick a card at random from each set and find
the sum of the numbers.
a. How many possible outcomes are there?
b. What is the probability that the sum of the two numbers is 2?
c. What is the probability that the sum of the two numbers is 5?
d. What is the probability that the sum of the two numbers is 11?

2. Ricardo has a number cube numbered from 1 to 6 and a spinner divided

into eight identical sections numbered from 1 to 8. Suppose he rolls the
number cube and then spins the spinner.
a. How many possible outcomes are there?
b. What is the probability that he rolls the number 4 and spinner stops on
a number greater than 6?
c. What is the probability that he rolls a number less than or equal to 2 and
the spinner stops on the number 2 or 5?

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

3. Imeda and Renee are playing a version of the Rice Drop game using the game
board shown.
a. If Renee drops a piece of rice and it lands randomly on the board, what is
the probability that it lands in one of the smaller squares? Express your
answer as a percent.
b. If Imelda drops a piece of rice and it lands randomly on the board, what
is the probability that it does not land in one of the smaller squares?
Express your answer as a percent.
50 cm

10 cm

10 cm

50 cm

10 cm

10 cm

34 Chapter 10