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MTEL General Curriculum Mathematics Practice

Question 1

Exactly one of the numbers below is a prime number.  Which one is it?

A
\( \large511 \)
Hint:
Divisible by 7.
B
\( \large517\)
Hint:
Divisible by 11.
C
\( \large519\)
Hint:
Divisible by 3.
D
\( \large521\)
Question 1 Explanation: 
Topics: Identify prime and composite numbers and demonstrate knowledge of divisibility rules (Objective 0018).
Question 2
I. \(\large \dfrac{1}{2}+\dfrac{1}{3}\) II. \( \large   .400000\)  III. \(\large\dfrac{1}{5}+\dfrac{1}{5}\)
     
IV. \( \large 40\% \) V. \( \large 0.25 \) VI. \(\large\dfrac{14}{35}\)

 

Which of the lists below includes all of the above expressions that are equivalent to \( \dfrac{2}{5}\)?

A

I, III, V, VI

Hint:
I and V are not at all how fractions and decimals work.
B

III, VI

Hint:
These are right, but there are more.
C

II, III, VI

Hint:
These are right, but there are more.
D

II, III, IV, VI

Question 2 Explanation: 
Topic: Converting between fractions, decimals, and percents (Objective 0017)
Question 3

Which of the following values of x satisfies the inequality \( \large \left| {{(x+2)}^{3}} \right|<3?\)

A
\( \large x=-3\)
Hint:
\( \left| {{(-3+2)}^{3}} \right|\)=\( \left | {(-1)}^3 \right | \)=\( \left | -1 \right |=1 \) .
B
\( \large x=0\)
Hint:
\( \left| {{(0+2)}^{3}} \right|\)=\( \left | {2}^3 \right | \)=\( \left | 8 \right | \) =\( 8\)
C
\( \large x=-4\)
Hint:
\( \left| {{(-4+2)}^{3}} \right|\)=\( \left | {(-2)}^3 \right | \)=\( \left | -8 \right | \) =\( 8\)
D
\( \large x=1\)
Hint:
\( \left| {{(1+2)}^{3}} \right|\)=\( \left | {3}^3 \right | \)=\( \left | 27 \right | \) = \(27\)
Question 3 Explanation: 
Topics: Laws of exponents, order of operations, interpret absolute value (Objective 0019).
Question 4

The picture below shows identical circles drawn on a piece of paper.  The rectangle represents an index card that is blocking your view of \( \dfrac{3}{5}\) of the circles on the paper.  How many circles are covered by the rectangle?

A

4

Hint:
The card blocks more than half of the circles, so this number is too small.
B

5

Hint:
The card blocks more than half of the circles, so this number is too small.
C

8

Hint:
The card blocks more than half of the circles, so this number is too small.
D

12

Hint:
2/5 of the circles or 8 circles are showing. Thus 4 circles represent 1/5 of the circles, and \(4 \times 5=20\) circles represent 5/5 or all the circles. Thus 12 circles are hidden.
Question 4 Explanation: 
Topic: Models of Fractions (Objective 0017)
Question 5

Which of the lists below is in order from least to greatest value?

A
\( \large \dfrac{1}{2},\quad \dfrac{1}{3},\quad \dfrac{1}{4},\quad \dfrac{1}{5}\)
Hint:
This is ordered from greatest to least.
B
\( \large \dfrac{1}{3},\quad \dfrac{2}{7},\quad \dfrac{3}{8},\quad \dfrac{4}{11}\)
Hint:
1/3 = 2/6 is bigger than 2/7.
C
\( \large \dfrac{1}{4},\quad \dfrac{2}{5},\quad \dfrac{2}{3},\quad \dfrac{4}{5}\)
Hint:
One way to look at this: 1/4 and 2/5 are both less than 1/2, and 2/3 and 4/5 are both greater than 1/2. 1/4 is 25% and 2/5 is 40%, so 2/5 is greater. The distance from 2/3 to 1 is 1/3 and from 4/5 to 1 is 1/5, and 1/5 is less than 1/3, so 4/5 is bigger.
D
\( \large \dfrac{7}{8},\quad \dfrac{6}{7},\quad \dfrac{5}{6},\quad \dfrac{4}{5}\)
Hint:
This is in order from greatest to least.
Question 5 Explanation: 
Topic: Ordering Fractions (Objective 0017)
Question 6

Use the samples of a student's work below to answer the question that follows:

This student divides fractions by first finding a common denominator, then dividing the numerators.

\( \large \dfrac{2}{3} \div \dfrac{3}{4} \longrightarrow \dfrac{8}{12} \div \dfrac{9}{12} \longrightarrow 8 \div 9 = \dfrac {8}{9}\) \( \large \dfrac{2}{5} \div \dfrac{7}{20} \longrightarrow \dfrac{8}{20} \div \dfrac{7}{20} \longrightarrow 8 \div 7 = \dfrac {8}{7}\) \( \large \dfrac{7}{6} \div \dfrac{3}{4} \longrightarrow \dfrac{14}{12} \div \dfrac{9}{12} \longrightarrow 14 \div 9 = \dfrac {14}{9}\)

Which of the following best describes the mathematical validity of the algorithm the student is using?

A

It is not valid. Common denominators are for adding and subtracting fractions, not for dividing them.

Hint:
Don't be so rigid! Usually there's more than one way to do something in math.
B

It got the right answer in these three cases, but it isn‘t valid for all rational numbers.

Hint:
Did you try some other examples? What makes you say it's not valid?
C

It is valid if the rational numbers in the division problem are in lowest terms and the divisor is not zero.

Hint:
Lowest terms doesn't affect this problem at all.
D

It is valid for all rational numbers, as long as the divisor is not zero.

Hint:
When we have common denominators, the problem is in the form a/b divided by c/b, and the answer is a/c, as the student's algorithm predicts.
Question 6 Explanation: 
Topic: Analyze Non-Standard Computational Algorithms (Objective 0019).
Question 7

The "houses" below are made of toothpicks and gum drops.

How many toothpicks are there in a row of 53 houses?

A

212

Hint:
Can the number of toothpicks be even?
B

213

Hint:
One way to see this is that every new "house" adds 4 toothpicks to the leftmost vertical toothpick -- so the total number is 1 plus 4 times the number of "houses." There are many other ways to look at the problem too.
C

217

Hint:
Try your strategy with a smaller number of "houses" so you can count and find your mistake.
D

265

Hint:
Remember that the "houses" overlap some walls.
Question 7 Explanation: 
Topic: Recognize and extend patterns using a variety of representations (e.g., verbal, numeric, pictorial, algebraic). (Objective 0021).
Question 8

What is the length of side \(\overline{BD}\) in the triangle below, where \(\angle DBA\) is a right angle?

A
\( \large 1\)
Hint:
Use the Pythagorean Theorem.
B
\( \large \sqrt{5}\)
Hint:
\(2^2+e^2=3^2\) or \(4+e^2=9;e^2=5; e=\sqrt{5}\).
C
\( \large \sqrt{13}\)
Hint:
e is not the hypotenuse.
D
\( \large 5\)
Hint:
Use the Pythagorean Theorem.
Question 8 Explanation: 
Topic: Derive and use formulas for calculating the lengths, perimeters, areas, volumes, and surface areas of geometric shapes and figures (Objective 0023), and recognize and apply connections between algebra and geometry (e.g., the use of coordinate systems, the Pythagorean theorem) (Objective 0024).
Question 9

The Venn Diagram below gives data on the number of seniors, athletes, and vegetarians in the student body at a college:

How many students at the college are seniors who are not vegetarians?

A
\( \large 137\)
Hint:
Doesn't include the senior athletes who are not vegetarians.
B
\( \large 167\)
C
\( \large 197\)
Hint:
That's all seniors, including vegetarians.
D
\( \large 279\)
Hint:
Includes all athletes who are not vegetarians, some of whom are not seniors.
Question 9 Explanation: 
Topic: Venn Diagrams (Objective 0025)
Question 10

The speed of sound in dry air at 68 degrees F is 343.2 meters per second.  Which of the expressions below could be used to compute the number of kilometers that a sound wave travels in 10 minutes (in dry air at 68 degrees F)?

A
\( \large 343.2\times 60\times 10\)
Hint:
In kilometers, not meters.
B
\( \large 343.2\times 60\times 10\times \dfrac{1}{1000}\)
Hint:
Units are meters/sec \(\times\) seconds/minute \(\times\) minutes \(\times\) kilometers/meter, and the answer is in kilometers.
C
\( \large 343.2\times \dfrac{1}{60}\times 10\)
Hint:
Include units and make sure answer is in kilometers.
D
\( \large 343.2\times \dfrac{1}{60}\times 10\times \dfrac{1}{1000}\)
Hint:
Include units and make sure answer is in kilometers.
Question 10 Explanation: 
Topic: Use unit conversions and dimensional analysis to solve measurement problems (Objective 0023).
There are 10 questions to complete.

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