1
Mathematics Review
Notes for Parents and
Students
Grade 8 Mathematics
2nd Nine Weeks, 2013-2014
Julie A. Byrd, Suffolk Public Schools Updated 10/13
2
Content Review:
Standards of Learning in Detail
Grade 8 Mathematics: Second Nine Weeks
2013-2014
This resource is intended to be a guide for parents and students to improve
content knowledge and understanding. The information below is detailed
information about the Standards of Learning taught during the 2nd grading
period and comes from the Mathematics Standards of Learning Curriculum
Framework, Grade 8 issued by the Virginia Department of Education. The
Curriculum Framework in its entirety can be found at the following website:
http://www.doe.virginia.gov/testing/sol/frameworks/mathematics_framewks/2009/fr
amewk_math8.pdf
SOL 8.10
The student will (a) verify the Pythagorean Theorem; and (b) apply the
Pythagorean Theorem.
In a right triangle, the square of the length of the hypotenuse equals the sum of the
squares of the legs (altitude and base).
This relationship is known as the Pythagorean Theorem: a 2 + b 2 = c 2.
This is the
Pythagorean Theorem
formula.
This is the
hypotenuse.
This is the
altitude.
This is the
base.
Julie A. Byrd, Suffolk Public Schools Updated 10/13
3
This is another illustration and way of visualizing the Pythagorean Theorem.
Example:
Find the length of the hypotenuse (side
c).
OR
4 cm
3 cm
The length of the hypotenuse is 5 cm.
The Pythagorean Theorem is used to find the measure of any one of the three sides of
a right triangle if the measures of the other two sides are known.
Whole number triples that are the measures of the sides of right triangles, such as
(3,4,5), (6,8,10), (9,12,15), and (5,12,13), are commonly known as Pythagorean
triples.
Julie A. Byrd, Suffolk Public Schools Updated 10/13
4
SOL Practice Items provided by the
VDOE,
http://www.doe.virginia.gov/testing/sol/stand
ards_docs/mathematics/index.shtml
4. Which of the following equations is
represented by the figure?
Answers are located on the last page
of the booklet.
Pythagorean Theorem, SOL 8.10
1. Which group of three side lengths
could form a right triangle?
2. Mr. Malone plans to construct a
walkway through his rectangular
garden, as shown in the drawing.
5. What is the value of m in the right
triangle shown?
3. Three triangles are drawn in
rectangle PQRS.
6. The legs of a right triangle measure
9 inches and 12 inches. What is the
length of the hypotenuse of this
triangle?
Julie A. Byrd, Suffolk Public Schools Updated 10/13
5
7. Which correctly names the
hypotenuse of the triangle pictured?
10.
What is the measure of
8. Which names one of the legs of the
triangle pictured?
11.
Triangle CAT was in Cedric’s
mathematics book.
?
9. A waterslide is one side of a right
triangle as shown.
12.
Julie A. Byrd, Suffolk Public Schools Updated 10/13
Dale drew triangle DOG with the
following measurements.
6
SOL 8.11
The student will solve practical area and perimeter problems involving composite
plane figures.
A polygon is a simple, closed plane figure with sides that are line segments.
Below are examples of different polyhedrons
The perimeter of a polygon is the distance around the figure.
The perimeter of this figure can be found by
adding all five sides together.
1 + 5 + 4 + 2 + 7 = 19
P = 19 units
The area of a rectangle is computed by multiplying the lengths of two adjacent sides (
A  lw ).
Example: Mr. Jones has a rectangular flower garden. What is the area of his
garden if the length is 7 ft and the width is 9 ft?
A = lw
l = 7 ft, w = 9 ft
A = (7)(9)
A = 63 ft²
Julie A. Byrd, Suffolk Public Schools Updated 10/13
7
The area of a triangle is computed by multiplying the measure of its base by the measure
1
of its height and dividing the product by 2 ( A  bh ).
2
1
A  bh
2
b = 3.7 cm, h = 2.4 cm
A = ½ (3.7)(2.4)
A = 4.44 cm²
The area of a parallelogram is computed by multiplying the measure of its base by the
measure of its height ( A  bh ).
A = bh
12
b = 12, h = 7
7
A = (12)(7)
A = 84
The area of a trapezoid is computed by taking the average of the measures of the two
1
bases and multiplying this average by the height [ A  h(b1  b2 ) ].
2
3
3
8
A
1
h(b1  b2 )
2
h = 3, b1 = 3, b2 = 8
A = ½(3)(3 + 8)
A = ½(3)(11)
A = 16.5
The area of a circle is computed by multiplying Pi times the radius squared ( A   r 2 ).
Example: What is the area of circle with a radius of 23?
A = πr²
r = 23
A = (π)(23)²
A = (π)(529)
A = 1661.9
Julie A. Byrd, Suffolk Public Schools Updated 10/13
8
The circumference of a circle is found by multiplying Pi by the diameter or multiplying Pi by
2 times the radius ( C   d or C  2 r ).
Example:
14
C = πd
C = 2πr
d = 14
r = 14/2 = 7
C = (π)(14)
C = 2(π)(7)
C = 43.98
C = 43.98
The area of any composite figure is based upon knowing how to find the area of the
composite parts such as triangles, rectangles and circles.
Area of Triangle
Area of Rectangle
A = ½ bh
A = lw
b = 4 cm, h = 4 cm
l = 4 cm, w = 2 cm
A = ½ (4)(4)
A = (4)(2)
A = 8 cm²
A = 8 cm²
Area of Figure = Area of Triangle + Area of Rectangle
Area of Figure = 8 cm² + 8 cm²
Area = 16 cm²
Area of Rectangle
A = lw
l = 20 cm, w = 14 cm
A = (14)(20)
A = 280 cm2
Area of Semi-circle
A=
d = 14 cm, r = 7 cm
A=
A=
A=
A = 76.93 cm2
Area of Figure = Area of Rectangle + Area of Semi-circle
Area of Figure = 280 cm2 + 76.93 cm2
Area = 356.93 cm2
Julie A. Byrd, Suffolk Public Schools Updated 10/13
9
15 in
12 in
9 in
Area of Rectangle
A = lw
l = 15 in, w = 12 in
A = (15)(12)
A = 180 in2
Area of Semi-circle
A=
d = 15 in – 9 in = 6 in,
r = 3 in
A=
A=
A=
A = 14.13 in2
Area of Figure = Area of Rectangle - Area of Semi-circle
Area of Figure = 180 in2 – 14.13 in2
Area = 165.87 in2
Julie A. Byrd, Suffolk Public Schools Updated 10/13
10
SOL Practice Items provided by the
VDOE,
http://www.doe.virginia.gov/testing/sol/sta
ndards_docs/mathematics/index.shtml
Answers are located on the last
page of the booklet.
3. Pablo has a large circular rug
on his square-shaped bedroom
floor. If the diameter of the rug
is equal to the length of the
bedroom floor, which is closest
to the area of the rug?
Area and Perimeter of Composite
Plane Figures, SOL 8.11
1. Travis is making a wall hanging
out of different colors of glass.
The shape of the wall hanging
is shown on the grid below.
Which is closest to the total
amount of glass needed to
make the wall hanging?
4. What is the minimum number
of the same-sized triangles as
the one above that would be
required to form the polygon
below?
2. Bob wants to paint a
rectangular wall that measures
16 ft by 9ft. The wall contains
a window with the dimensions
shown.
Julie A. Byrd, Suffolk Public Schools Updated 10/13
5. What is the area of the
parallelogram shown?
11
6. Katie is going to carpet her
living room floor and drew the
diagram shown. What is the
minimum number of square
feet of carpet she will need?
7. What is the total area of the
figure shown?
8. Leslie built a walkway around
a rectangular garden as shown.
The walkway is the same length
on all sides of the garden.
What is the perimeter of the
garden?
9. A composite figure is shown.
What is the total area of this
figure?
10. A rectangle as shown has a
length of 0.9 centimeters and a
width of 0.4 centimeters. A
circle is drawn inside that
touches the rectangle at two
points.
Which is closest to the total
area of the shaded region of
the rectangle?
Julie A. Byrd, Suffolk Public Schools Updated 10/13
12
Testing Information
Midpoint Test, 2nd Nine Weeks
The Midpoint Test will include questions from
standards 8.10 and 8.11 (included in this booklet),
as well as questions from standards 8.1a, 8.4 and
8.15, which were taught and tested earlier in the
school year. Use the 1st and 2nd Nine Weeks Review
Notes for Parents and Students to prepare for this
test.
The 2nd Nine Weeks Midpoint Test will be
administered December 5th through December 10th,
2013. Check with your child’s teacher for the
specific testing date.
Julie A. Byrd, Suffolk Public Schools Updated 10/13
13
SOL 8.9
The student will construct a three-dimensional model, given the top, side,
and/or bottom views.
Three-dimensional models of geometric solids can be used to understand perspective
and provide tactile experiences in determining two-dimensional perspectives.
Three-dimensional models of geometric solids can be represented on isometric paper.
Example 1:
Given the views above, students should be able to construct a threedimensional model.
Example 2: A figure has the views shown.
Students should be able to identify the three dimensional model.
Julie A. Byrd, Suffolk Public Schools Updated 10/13
14
SOL Practice Items provided by the
VDOE,
http://www.doe.virginia.gov/testing/sol/sta
ndards_docs/mathematics/index.shtml
Answers are located on the last page
of the booklet.
3. A figure has the bottom and the
left-side views shown, and its
front view is shaded. Which
represents the figure?
Three-Dimensional Figures, SOL 8.9
1. Three different views of a
three-dimensional figure
constructed from cubes are
shown.
Which of the following figures
could these views represent?
4. Three different views of a three
dimensional figure are shown.
2. A three dimensional figure is
constructed from identical
cubes. Three views of the figure
are shown.
5. His shows three different views
of a three dimensional figure
constructed from cubes. Which
could be this figure?
Which of the following could be
the three dimensional figure?
Julie A. Byrd, Suffolk Public Schools Updated 10/13
15
6. Which three dimensional figure
in the position shown most
likely has the top view shown?
(top view)
7. This shows three different
views of a three-dimensional
figure made from cubes.
9. The front view of a threedimensional figure using
identical cubes is shown.
Identify each three-dimensional
figure that has this front view.
10. Which could represent the
front view of this figure?
Which could be a drawing of the
figure?
8. A figure has the views shown.
Which represents the figure?
Julie A. Byrd, Suffolk Public Schools Updated 10/13
11. Which three-dimensional
figure could be represented by
these three views?
16
Julie A. Byrd, Suffolk Public Schools Updated 10/13
17
SOL 8.7
The student will
a) investigate and solve practical problems involving volume and surface area
of prisms, cylinders, cones, and pyramids;
b) describe how changing one measured attribute of a figure affects the
volume and surface area.
 A rectangular prism can be represented on a flat surface as a net that contains six
rectangles, two that have measures of the length and width of the base, two that have
measures of the length and height, and two that have measures of the width and height.
The surface area of a rectangular prism is the sum of the areas of all six faces
(SA = 2lw + 2lh + 2wh).
Example:
Carl is covering a rectangular prism-shaped box with cloth.
l = 8 in.
w = 12 in.
h = 2 in.
What is the minimum amount of cloth Carl needs to cover the entire box?
SA = 2lw + 2lh + 2wh
SA = 2(8)(12) + 2(8)(2) + 2(12)(2)
SA = 2(96) + 2(16) + 2(24)
SA = 192 + 32 + 48
SA = 272 inches2
Julie A. Byrd, Suffolk Public Schools Updated 10/13
18
 A triangular prism can be represented on a flat surface as a net that contains three
rectangles and two triangles that form the bases of the prism. The surface area of a
triangular prism is the sum of the areas of all five faces (SA = hp + 2B), where h is the
height of the prism and p is the perimeter of the base.
Example: Derek bought a Toblerone chocolate bar for his mother for Mother’s Day.
How much wrapping paper would he need to cover the box?
25 cm
5 cm
5 cm
6 cm
4 cm
SA = hp + 2B
h = height of prism = 25 cm
p = perimeter of base = 5 + 5 + 6 = 16 cm
B = area of base (triangle) =
b = base of triangle, h = height of triangle
B=
B = (3)(4)
B = 12 cm2
SA = hp + 2B
SA = (25)(16) + (2)(12)
SA = 400 + 24
SA = 424 cm2
Julie A. Byrd, Suffolk Public Schools Updated 10/13
19

A cylinder can be represented on a flat surface as a net that contains two circles
(bases for the cylinder) and one rectangular region whose length is the circumference
of the circular base and whose width is the height of the cylinder. The surface area of
the cylinder is the area of the two circles and the rectangle (SA = 2r 2 + 2rh).
Example:
A cylinder-shaped barrel has a diameter of 3 feet and a height of 4.5 feet. If
the barrel is empty, which is closest to the minimum amount of paper needed
to completely cover the barrel?
*Remember, the radius is half of the diameter. Be careful to use the correct
value. If the diameter is 3 feet, then the radius is 1.5 feet.
SA = 2r 2 + 2rh
SA = 2(1.5 2) + 2(1.5)h
SA = 2(2.25) + 2(1.5)h
SA = 2(3.14)(2.25) + 2(3.14)(1.5)(4.5)
SA = 2(7.065) + 2(21.195)
SA = 14.13 + 42.39
SA = 56.52 feet2

A circular cone is a geometric solid whose base is a circle and whose side is a surface
composed of line segments connecting points on the base to a fixed point, the
vertex, not on the base.
o The lateral area of a circular cone is the area of the surface connecting the
base with the vertex and is equal to rl, where l is the slant height.
o The area of the base of a circular cone is r 2.

The total surface area of a circular cone is r
2
+ rl.
Example:
Find the surface area of a cone that has a radius of 4 centimeters and a slant
height of 9 centimeters.
SA = r 2 + rl
SA = (42) + (4)9
SA = (16) + (4)9
SA = (3.14)(16) + (3.14)(4)(9)
SA = (50.24) + (113.04)
SA = 163.28 cm2
Julie A. Byrd, Suffolk Public Schools Updated 10/13
20
 A pyramid is a polyhedron with a base that is a polygon and other faces that are triangles
with a common vertex.
o The lateral area of a pyramid is the sum of the areas of the triangular faces.
o The area of the base of a pyramid is the area of the polygon which is the base.
o The total surface area of a pyramid is the sum of the lateral area and the area of the
base.
1
lp + B where l is the length of the face (slant
2
height), p is the perimeter of the base, and B is the area of the base.
 The total surface area of a pyramid is
Example:
What is the surface area of a pyramid with dimensions shown?
7 ft
The perimeter is found by adding
the length of each side of the base:
3 + 3 +3 + 3 = 12 ft
5 ft
3 ft
3 ft
The area of the base is found by
multiplying the length times the
width of the base:
(3)(3) = 9 ft
1
SA = lp + B
2
SA =
1
(7)(12) + 9
2
SA =
1
(84) + 9
2
SA = 42 + 9
SA = 51 feet2
Julie A. Byrd, Suffolk Public Schools Updated 10/13
OR
84 ÷ 2 + 9
21

The volume of a rectangular prism is computed by multiplying the area of the base, B,
(length times width) by the height of the prism (V = lwh).
Example:
Joseph is filling a box with peanuts.
25
cm
l = 10 cm
w = 25 cm
h = 20 cm
20
cm
10
cm
If the box is empty, what is closest to the amount of peanuts the box will hold?
V = lwh
V = (10)(25)(20)
V = (10)(500)
V = 5,000 cm3

The volume of a triangular prism is also computed by multiplying the area of the base, B,
(one-half the base of the triangle times the height/altitude of the triangle) by the height
of the prism (V = Bh).
Example:
The Toblerone company has just constructed a new box for their
chocolate. How much chocolate will each of the new boxes hold?
V= Bh
25 cm
5 cm
6 cm
5 cm
h = height of prism = 25 cm
B = area of base (triangle) =
b = base of triangle,
h = height of triangle
4 cm
B=
B = (3)(4)
B = 12 cm2
V= Bh
V = (12) (25)
V = 300 cm3
Julie A. Byrd, Suffolk Public Schools Updated 10/13
22

The volume of a cylinder is computed by multiplying the area of the base, B, (r 2) by
the height of the cylinder (V = r 2h).
Example:
A cylinder-shaped barrel has a diameter of 3 feet and a height of 4.5 feet. If
the barrel is empty, what is closest to the minimum amount of water needed to
completely fill the barrel?
*Remember, the radius is half of the diameter. Be careful to use the correct
value. If the diameter is 3 feet then the radius is 1.5 feet.
V = r 2h
V = (1.5 2)h
V = (2.25)h
V = (3.14)(2.25)(4.5)
V = 31.8 feet3
 The volume of a cone is
1
r 2h, where h is the height and r 2 is the area of the
3
base.
Example:
Find the volume of a cone that has a radius of 4 centimeters and a height of 9
centimeters.
1
V = 3 r 2h
1
V = 3 (42)(9)
1
V = 3 (3.14)(16)(9)
1
V = 3 (452.16)
V = 150.72 cm3
Julie A. Byrd, Suffolk Public Schools Updated 10/13
OR
452.16 ÷ 3
23
 The volume of a pyramid is
1
Bh, where B is the area of the base and h is the height
3
(altitude).
7 ft
5 ft
3 ft
3 ft
The area of the base is found by
multiplying the length times the
width of the base:
(3)(3) = 9 ft
1
V = 3 Bh
1
V = 3 (9)(5)
1
V = 3 (45)
OR
45 ÷ 3
V = 15 feet
c) describe how changing one measured attribute of a figure affects the
volume and surface area.
*When one attribute of a prism is changed through multiplication or division, the
volume increases or decreases by the same factor.
Example:
Two triangular prisms shown have bases with the same area.
Julie A. Byrd, Suffolk Public Schools Updated 10/13
24
SOL Practice Items provided by the
VDOE,
http://www.doe.virginia.gov/testing/sol/sta
ndards_docs/mathematics/index.shtml
4. What is the surface area of the
rectangular prism shown?
Answers are located on the last page
of the booklet.
Volume and Surface Area, SOL 8.7
1. What is the surface are of a
rectangular prism with the
dimensions shown?
2. The radius of the base of a cone
is 4 inches. The slant height of
the cone is 6 inches. Which is
closest to the surface area of the
cone?
3. What is the volume of a squarebased pyramid with base side
lengths of 16 meters, a slant
height of 17 meters, and height
of 15 meters?
Julie A. Byrd, Suffolk Public Schools Updated 10/13
5. Which is closest to the volume
of a cylinder with the
dimensions shown?
6. What is the surface area of a
cube with the measurements
shown?
7. If all measurements of the right
prisms and cylinders are in
inches, which container has the
greatest volume?
25
8. Which statement about the
volumes of the two prisms
shown below, are true?
12. Two triangular prisms shown
have bases with the same
area.
The volume of prism N can be
found by multiplying the volume
of prism M by what scale factor?
9. Which is the closest to the
surface are of a cone with the
dimensions shown?
10. The volume of a square-based
pyramid is 588 cubic inches.
The height of this pyramid is 9
inches. What is the area of the
base of this pyramid?
11. A triangular prism is shown.
What is the total surface area
of the prism?
Julie A. Byrd, Suffolk Public Schools Updated 10/13
13. Brian purchased a trophy in
the shape of a square pyramid
for the most valuable player on
his lacrosse team. The trophy
had a slant height of 4 inches
and each side of its base
measured 4 inches. Brian
wanted to engrave on the four
sides of the trophy, but not on
the base of the trophy. How
many square inches of the
trophy were available for
engraving?
26
14. A paper weight mold in the
shape of a square pyramid is
filled with molten glass. How
many cubic inches of molten
glass are needed to fill the
paper weight?
15. Megan wrapped a present
inside a cube-shaped box. The
box had an edge length of 4
inches. How many square
inches of paper were needed
to wrap the box, if there was
no overlap?
16. Anna built a prism (Prism A) in
the shape of a cube out of
wood. The side length of the
cube measured 18 inches in
length. Anna built another
prism (Prism B) with the same
dimensions as the cube, except
she doubled its height.
Julie A. Byrd, Suffolk Public Schools Updated 10/13
Question 16 continued…

How does the volume of the two
prisms compare?

How does the surface area of
the two prisms compare?

Find the volume and surface
area of Prism A and Prism B?
27
Testing Information
2nd Nine Weeks Test
The 2nd Nine Weeks Test will include questions from all
standards taught since the beginning of the school year.
Use the 1st and 2nd Nine Weeks Review Notes for Parents
to prepare for the 2nd Nine Weeks Test.
The 2nd Nine Weeks Test will be administered the week of
January 16, 2014. Check with your child’s teacher for the
specific testing date.
The following pages contain links to video clips,
vocabulary lists, and activities that can be used to
review math information that is relevant for this
grading period.
Julie A. Byrd, Suffolk Public Schools Updated 10/13
28
Math Smarts!
Math + Smart Phone = Math Smarts!
Need help with your homework? Wish that your teacher could explain the math concept
to you one more time? This resource is for you! Use your smart phone and scan the QR
code and instantly watch a 3 to 5 minute video clip to get that extra help. (These videos
can also be viewed without the use of a smart phone. Click on the links included in this
document.)
Directions: Using your Android-based phone/tablet or iPhone/iPad, download any QR
barcode scanner. How do I do that?
1. Open Google Play (for Android devices) or iTunes (for Apple devices).
2. Search for “QR Scanner.”
3. Download the app.
After downloading, use the app to scan the QR code associated with the topic you need
help with. You will be directed to a short video related to that specific topic!
It’s mobile math help when you need it! So next time you hear, “You’re always
on that phone” or “Put that phone away!” you can say “It’s homework!!!”
Access this document electronically on the STAR website through
Suffolk Public Schools.
(http://star.spsk12.net/math/MSInstructionalVideosQRCodes.pdf)
PLEASE READ THE FOLLOWING:
This resource is provided as a refresher for lessons learned in class. Each link will
connect to a YouTube or TeacherTube video related to the specific skill noted under
“Concept.” Please be aware that advertisements may exist at the beginning of each
video.
Julie A. Byrd, Suffolk Public Schools Updated 10/13
29
SOL
Link
8.7
Solving problems involving volume and surface area of prisms,
cylinders, and pyramids
http://www.youtube.com/watch?v=AJYzIbXzVkA
8.7
Solving problems involving volume of cubes, cylinders, pyramids,
and cones http://www.youtube.com/watch?v=Uk7d88v8kmA
8.7
Determining surface area using manipulatives
http://vimeo.com/album/1612914/video/24480979
8.7
Determining volume using manipulatives
http://vimeo.com/album/1612914/video/24481323
8.7
Solving practical problems involving volume and surface area of
prisms, cylinders, cones, and pyramids
COMING SOON!
8.9
Constructing three-dimensional models
COMING SOON!
8.10
Applying the Pythagorean Theorem
https://www.youtube.com/watch?v=QNl_yb8doRk
Julie A. Byrd, Suffolk Public Schools Updated 10/13
QR Code
30
SOL
Link
8.10 Verifying the Pythagorean Theorem
https://www.youtube.com/watch?NR=1&v=uaj0XcLtN5c&feature=endscreen
Solving area and perimeter problems involving composite plane
8.11 figures
https://www.youtube.com/watch?v=tFRCEdydcEk
Julie A. Byrd, Suffolk Public Schools Updated 10/13
QR Code
31
Vocabulary
SOL 8.10
hypotenuse
The side opposite the right angle in a
right triangle
legs
The two sides of a right triangle that
form the right angle
Pythagorean Theorem
In a right triangle, the square of the
length of the hypotenuse c is equal to
the sum of the squares of the lengths of
the legs a and b. c2 = a2 + b2
Pythagorean triple
A set of three integers that satisfy the
Pythagorean Theorem
right angle
An angle that measure 90 degrees
right triangle
A triangle having one right angle
SOL 8.11
area
The amount of space taken up in a plane
by a figure
perimeter
The distance around a polygon
SOL 8.7
pyramid
Julie A. Byrd, Suffolk Public Schools Updated 10/13
A polyhedron with a base that is a
polygon and other faces that are
triangles with a common vertex
32
radius
The distance from the center of a circle
to any point on the circle
surface area
The sum of the areas of all the faces of a
three-dimensional figure
volume
The number of cubic units needed to fill
the space occupied by a solid
cone
cylinder
A geometric solid whose base is a circle
and whose side is a surface composed of
line segments connecting points on the
base to a fixed point, the vertex, not on
the base
A solid whose bases are congruent,
parallel circles, connected with a curved
side
diameter
The distance across a circle through its
center
prism
A polyhedron with two parallel,
congruent faces called bases
lateral area of a
pyramid
The sum of the areas of the triangular
faces
lateral area of a cone
The area of the surface connecting the
base with the vertex and is equal to
rl
vertex
The point of intersection of 2 or more
line segments
attribute
A characteristic of a figure
Julie A. Byrd, Suffolk Public Schools Updated 10/13
33
Released Test Answers (2nd Nine Weeks)
SOL 8.10 (Pythagorean Theorem)
SOL 8.9 (continued)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
8. A
9.
F
H
H
D
H
H
D
J
H
B
G
D
SOL 8.11 (Area and Perimeter)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
C
G
C
G
H
C
B
76 feet
D
B
SOL 8.9 (Three-Dimensional
Models)
1.
2.
3.
4.
5.
6.
7.
G
D
F
C
B
G
F
Julie A. Byrd, Suffolk Public Schools Updated 10/13
10. D
11. A
SOL 8.7 (Volume and Surface Area)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
D
H
A
D
J
B
J
C
G
A
36 cm2
4
32 sq. in
12 in3
96 in2
a) The volume of Prism B is twice
the volume of Prism A
b) The surface area of Prism B is
greater than the surface area of
Prism A. The surface area of the
four sides of Prism B are twice
the surface area of the four
sides of Prism A, and the surface
are of the two bases of each
prism are the same.
c) Volume of Prism A = 5,832 in2
S.A. of Prism A = 1,944 in2
Volume of Prism B = 11,644 in3
S.A. of Prism B = 3,240 in3