20 Random Questions

Hints will display for most wrong answers; explanations for most right answers. You can attempt a question multiple times; it will only be scored correct if you get it right the first time.

I used the official objectives and sample test to construct these questions, but cannot promise that they accurately reflect what’s on the real test. Some of the sample questions were more convoluted than I could bear to write. See terms of use. See the MTEL Practice Test main page to view questions on a particular topic or to download paper practice tests.

MTEL General Curriculum Mathematics Practice

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Question 1

Here are some statements:

I) 5 is an integer II)$ -5 $ is an integer III) $0$ is an integer

Which of the statements are true?

A	I only
B	I and II only
C	I and III only
D	I, II, and III Hint: The integers are ...-3, -2, -1, 0, 1, 2, 3, ....

Question 1 Explanation:

Topic: Characteristics of Integers (Objective 0016)

Question 2

Here is a mental math strategy for computing 26 x 16:

Step 1: 100 x 16 = 1600

Step 2: 25 x 16 = 1600 ÷· 4 = 400

Step 3: 26 x 16 = 400 + 16 = 416

Which property best justifies Step 3 in this strategy?

A	Commutative Property. Hint: For addition, the commutative property is $a+b=b+a$ and for multiplication it's $ a \times b = b \times a$.
B	Associative Property. Hint: For addition, the associative property is $(a+b)+c=a+(b+c)$ and for multiplication it's $(a \times b) \times c=a \times (b \times c)$
C	Identity Property. Hint: 0 is the additive identity, because $ a+0=a$ and 1 is the multiplicative identity because $a \times 1=a$. The phrase "identity property" is not standard.
D	Distributive Property. Hint: $ (25+1) \times 16 = 25 \times 16 + 1 \times 16 $. This is an example of the distributive property of multiplication over addition.

Question 2 Explanation:

Topic: Analyze and justify mental math techniques, by applying arithmetic properties such as commutative, distributive, and associative (Objective 0019). Note that it's hard to write a question like this as a multiple choice question -- worthwhile to understand why the other steps work too.

Question 3

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?

$q22 fraction dots covered$

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 3 Explanation:

Topic: Models of Fractions (Objective 0017)

Question 4

Below is a pictorial representation of $2\dfrac{1}{2}\div \dfrac{2}{3}$:

$Q45 frac div model$

Which of the following is the best description of how to find the quotient from the picture?

A	The quotient is $3\dfrac{3}{4}$. There are 3 whole blocks each representing $\dfrac{2}{3}$ and a partial block composed of 3 small rectangles. The 3 small rectangles represent $\dfrac{3}{4}$ of $\dfrac{2}{3}$.
B	The quotient is $3\dfrac{1}{2}$. There are 3 whole blocks each representing $\dfrac{2}{3}$ and a partial block composed of 3 small rectangles. The 3 small rectangles represent $\dfrac{3}{6}$ of a whole, or $\dfrac{1}{2}$. Hint: We are counting how many 2/3's are in 2 1/2: the unit becomes 2/3, not 1.
C	The quotient is $\dfrac{4}{15}$. There are four whole blocks separated into a total of 15 small rectangles. Hint: This explanation doesn't make much sense. Probably you are doing "invert and multiply," but inverting the wrong thing.
D	This picture cannot be used to find the quotient because it does not show how to separate $2\dfrac{1}{2}$ into equal sized groups. Hint: Study the measurement/quotative model of division. It's often very useful with fractions.

Question 4 Explanation:

Topic: Recognize and analyze pictorial representations of number operations. (Objective 0019).

Question 5

Which of the following is closest to the height of a college student in centimeters?

A	1.6 cm Hint: This is more the height of a Lego toy college student -- less than an inch!
B	16 cm Hint: Less than knee high on most college students.
C	160 cm Hint: Remember, a meter stick (a little bigger than a yard stick) is 100 cm. Also good to know is that 4 inches is approximately 10 cm.
D	1600 cm Hint: This college student might be taller than some campus buildings!

Question 5 Explanation:

Topic: Estimate and calculate measurements using customary, metric, and nonstandard units of measurement (Objective 0023).

Question 6

How many factors does 80 have?

A	$ \large8$ Hint: Don't forget 1 and 80.
B	$ \large9$ Hint: Only perfect squares have an odd number of factors -- otherwise factors come in pairs.
C	$ \large10$ Hint: 1,2,4,5,8,10,16,20,40,80
D	$ \large12$ Hint: Did you count a number twice? Include a number that isn't a factor?

Question 6 Explanation:

Topic: Understand and apply principles of number theory (Objective 0018).

Question 7

Given that 10 cm is approximately equal to 4 inches, which of the following expressions models a way to find out approximately how many inches are equivalent to 350 cm?

A	$ \large 350\times \left( \dfrac{10}{4} \right)$ Hint: The final result should be smaller than 350, and this answer is bigger.
B	$ \large 350\times \left( \dfrac{4}{10} \right)$ Hint: Dimensional analysis can help here: $350 \text{cm} \times \dfrac{4 \text{in}}{10 \text{cm}}$. The cm's cancel and the answer is in inches.
C	$ \large (10-4) \times 350 $ Hint: This answer doesn't make much sense. Try with a simpler example (e.g. 20 cm not 350 cm) to make sure that your logic makes sense.
D	$ \large (350-10) \times 4$ Hint: This answer doesn't make much sense. Try with a simpler example (e.g. 20 cm not 350 cm) to make sure that your logic makes sense.

Question 7 Explanation:

Topic: Applying fractions to word problems (Objective 0017) This problem is similar to one on the official sample test for that objective, but it might fit better into unit conversion and dimensional analysis (Objective 0023: Measurement)

Question 8

A family has four children. What is the probability that two children are girls and two are boys? Assume the the probability of having a boy (or a girl) is 50%.

A	$ \large \dfrac{1}{2}$ Hint: How many different configurations are there from oldest to youngest, e.g. BGGG? How many of them have 2 boys and 2 girls?
B	$ \large \dfrac{1}{4}$ Hint: How many different configurations are there from oldest to youngest, e.g. BGGG? How many of them have 2 boys and 2 girls?
C	$ \large \dfrac{1}{5}$ Hint: Some configurations are more probable than others -- i.e. it's more likely to have two boys and two girls than all boys. Be sure you are weighting properly.
D	$ \large \dfrac{3}{8}$ Hint: There are two possibilities for each child, so there are $2 \times 2 \times 2 \times 2 =16$ different configurations, e.g. from oldest to youngest BBBG, BGGB, GBBB, etc. Of these configurations, there are 6 with two boys and two girls (this is the combination $_{4}C_{2}$ or "4 choose 2"): BBGG, BGBG, BGGB, GGBB, GBGB, and GBBG. Thus the probability is 6/16=3/8.

Question 8 Explanation:

Topic: Apply knowledge of combinations and permutations to the computation of probabilities (Objective 0026).

Question 9

Use the graph below to answer the question that follows:

The graph above represents the equation $ \large 3x+Ay=B$, where A and B are integers. What are the values of A and B?

A	$ \large A = -2, B= 6$ Hint: Plug in (2,0) to get B=6, then plug in (0,-3) to get A=-2.
B	$ \large A = 2, B = 6$ Hint: Try plugging (0,-3) into this equation.
C	$ \large A = -1.5, B=-3$ Hint: The problem said that A and B were integers and -1.5 is not an integer. Don't try to use slope-intercept form.
D	$ \large A = 2, B = -3$ Hint: Try plugging (2,0) into this equation.

Question 9 Explanation:

Topic: Find a linear equation that represents a graph (Objective 0022).

Question 10

Below is a portion of a number line.

Point A is one-quarter of the distance from 0.26 to 0.28. What number is represented by point A?

A	$ \large0.26$ Hint: Please reread the question.
B	$ \large0.2625$ Hint: This is one-quarter of the distance between 0.26 and 0.27, which is not what the question asked.
C	$ \large0.265$
D	$ \large0.27$ Hint: Please read the question more carefully. This answer would be correct if Point A were halfway between the tick marks, but it's not.

Question 10 Explanation:

Topic: Using number lines (Objective 0017)

Question 11

Aya and Kendra want to estimate the height of a tree. On a sunny day, Aya measures Kendra's shadow as 3 meters long, and Kendra measures the tree's shadow as 15 meters long. Kendra is 1.5 meters tall. How tall is the tree?

A	7.5 meters Hint: Here is a picture, note that the large and small right triangles are similar: One way to do the problem is to note that there is a dilation (scale) factor of 5 on the shadows, so there must be that factor on the heights too. Another way is to note that the shadows are twice as long as the heights.
B	22.5 meters Hint: Draw a picture.
C	30 meters Hint: Draw a picture.
D	45 meters Hint: Draw a picture.

Question 11 Explanation:

Topic: Apply geometric transformations (e.g., translations, rotations, reflections, dilations); relate them to similarity, ; and use these concepts to solve problems (Objective 0024) . Fits in other places too.

Question 12

Use the graph below to answer the question that follows.

If the polygon shown above is reflected about the y axis and then rotated 90 degrees clockwise about the origin, which of the following graphs is the result?

A	Hint: Try following the point (1,4) to see where it goes after each transformation.
B
C	Hint: Make sure you're reflecting in the correct axis.
D	Hint: Make sure you're rotating the correct direction.

Question 12 Explanation:

Topic: Analyze and apply geometric transformations (e.g., translations, rotations, reflections, dilations); relate them to concepts of symmetry, similarity, and congruence; and use these concepts to solve problems (Objective 0024).

Question 13

Use the expression below to answer the question that follows.

$\large \dfrac{\left( 155 \right)\times \left( 6,124 \right)}{977}$

Which of the following is the best estimate of the expression above?

A	100 Hint: 6124/977 is approximately 6.
B	200 Hint: 6124/977 is approximately 6.
C	1,000 Hint: 6124/977 is approximately 6. 155 is approximately 150, and $ 6 \times 150 = 3 \times 300 = 900$, so this answer is closest.
D	2,000 Hint: 6124/977 is approximately 6.

Question 13 Explanation:

Topics: Estimation, simplifying fractions (Objective 0016).

Question 14

What set of transformations will transform the leftmost image into the rightmost image?

A	A 90 degree clockwise rotation about (2,1) followed by a translation of two units to the right. Hint: Part of the figure would move below the x-axis with these transformations.
B	A translation 3 units up, followed by a reflection about the line y=x. Hint: See what happens to the point (5,1) under this set of transformations.
C	A 90 degree clockwise rotation about (5,1), followed by a translation of 2 units up.
D	A 90 degree clockwise rotation about (2,1) followed by a translation of 2 units to the right. Hint: See what happens to the point (3,3) under this set of transformations.

Question 14 Explanation:

Topic:Analyze and apply geometric transformations (e.g., translations, rotations, reflections, dilations) (Objective 0024).

Question 15

The table below gives data from various years on how many young girls drank milk.

Based on the data given above, what was the probability that a randomly chosen girl in 1990 drank milk?

A	$ \large \dfrac{502}{1222}$ Hint: This is the probability that a randomly chosen girl who drinks milk was in the 1989-1991 food survey.
B	$ \large \dfrac{502}{2149}$ Hint: This is the probability that a randomly chosen girl from the whole survey drank milk and was also surveyed in 1989-1991.
C	$ \large \dfrac{502}{837}$
D	$ \large \dfrac{1222}{2149}$ Hint: This is the probability that a randomly chosen girl from any year of the survey drank milk.

Question 15 Explanation:

Topic: Recognize and apply the concept of conditional probability (Objective 0026).

Question 16

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 16 Explanation:

Topic: Venn Diagrams (Objective 0025)

Question 17

Use the graph below to answer the question that follows:

The graph above best matches which of the following scenarios:

A	George left home at 10:00 and drove to work on a crooked path. He was stopped in traffic at 10:30 and 10:45. He drove 30 miles total. Hint: Just because he ended up 30 miles from home doesn't mean he drove 30 miles total.
B	George drove to work. On the way to work there is a little hill and a big hill. He slowed down for them. He made it to work at 11:15. Hint: The graph is not a picture of the roads.
C	George left home at 10:15. He drove 10 miles, then realized he‘d forgotten something at home. He turned back and got what he‘d forgotten. Then he drove in a straight line, at many different speeds, until he got to work around 11:15. Hint: A straight line on a distance versus time graph means constant speed.
D	George left home at 10:15. He drove 10 miles, then realized he‘d forgotten something at home. He turned back and got what he‘d forgotten. Then he drove at a constant speed until he got to work around 11:15.

Question 17 Explanation:

Topic: Use qualitative graphs to represent functional relationships in the real world (Objective 0021).

Question 18

Which of the graphs below represent functions?

II.

III.

IV.

A	I and IV only. Hint: There are vertical lines that go through 2 points in IV .
B	I and III only. Hint: Even though III is not continuous, it's still a function (assuming that vertical lines between the "steps" do not go through 2 points).
C	II and III only. Hint: Learn about the vertical line test.
D	I, II, and IV only. Hint: There are vertical lines that go through 2 points in II.

Question 18 Explanation:

Understand the definition of function and various representations of functions (e.g., input/output machines, tables, graphs, mapping diagrams, formulas). (Objective 0021).

Question 19

Which of the numbers below is a fraction equivalent to $ 0.\bar{6}$?

A	$ \large \dfrac{4}{6}$ Hint: $ 0.\bar{6}=\dfrac{2}{3}=\dfrac{4}{6}$
B	$ \large \dfrac{3}{5}$ Hint: This is equal to 0.6, without the repeating decimal. Answer is equivalent to choice c, which is another way to tell that it's wrong.
C	$ \large \dfrac{6}{10}$ Hint: This is equal to 0.6, without the repeating decimal. Answer is equivalent to choice b, which is another way to tell that it's wrong.
D	$ \large \dfrac{1}{6}$ Hint: This is less than a half, and $ 0.\bar{6}$ is greater than a half.

Question 19 Explanation:

Topic: Converting between fraction and decimal representations (Objective 0017)

Question 20

What is the perimeter of a right triangle with legs of lengths x and 2x?

A	$ \large 6x$ Hint: Use the Pythagorean Theorem.
B	$ \large 3x+5{{x}^{2}}$ Hint: Don't forget to take square roots when you use the Pythagorean Theorem.
C	$ \large 3x+\sqrt{5}{{x}^{2}}$ Hint: $\sqrt {5 x^2}$ is not $\sqrt {5}x^2$.
D	$ \large 3x+\sqrt{5}{{x}^{{}}}$ Hint: To find the hypotenuse, h, use the Pythagorean Theorem: $x^2+(2x)^2=h^2.$ $5x^2=h^2,h=\sqrt{5}x$. The perimeter is this plus x plus 2x.

Question 20 Explanation:

Topic: Recognize and apply connections between algebra and geometry (e.g., the use of coordinate systems, the Pythagorean theorem) (Objective 0024).

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A	Commutative Property. Hint: For addition, the commutative property is \(a+b=b+a\) and for multiplication it's \( a \times b = b \times a\).
B	Associative Property. Hint: For addition, the associative property is \((a+b)+c=a+(b+c)\) and for multiplication it's \((a \times b) \times c=a \times (b \times c)\)
C	Identity Property. Hint: 0 is the additive identity, because \( a+0=a\) and 1 is the multiplicative identity because \(a \times 1=a\). The phrase "identity property" is not standard.
D	Distributive Property. Hint: \( (25+1) \times 16 = 25 \times 16 + 1 \times 16 \). This is an example of the distributive property of multiplication over addition.

A	The quotient is \(3\dfrac{3}{4}\). There are 3 whole blocks each representing \(\dfrac{2}{3}\) and a partial block composed of 3 small rectangles. The 3 small rectangles represent \(\dfrac{3}{4}\) of \(\dfrac{2}{3}\).
B	The quotient is \(3\dfrac{1}{2}\). There are 3 whole blocks each representing \(\dfrac{2}{3}\) and a partial block composed of 3 small rectangles. The 3 small rectangles represent \(\dfrac{3}{6}\) of a whole, or \(\dfrac{1}{2}\). Hint: We are counting how many 2/3's are in 2 1/2: the unit becomes 2/3, not 1.
C	The quotient is \(\dfrac{4}{15}\). There are four whole blocks separated into a total of 15 small rectangles. Hint: This explanation doesn't make much sense. Probably you are doing "invert and multiply," but inverting the wrong thing.
D	This picture cannot be used to find the quotient because it does not show how to separate \(2\dfrac{1}{2}\) into equal sized groups. Hint: Study the measurement/quotative model of division. It's often very useful with fractions.

A	\( \large8\) Hint: Don't forget 1 and 80.
B	\( \large9\) Hint: Only perfect squares have an odd number of factors -- otherwise factors come in pairs.
C	\( \large10\) Hint: 1,2,4,5,8,10,16,20,40,80
D	\( \large12\) Hint: Did you count a number twice? Include a number that isn't a factor?

A	\( \large 350\times \left( \dfrac{10}{4} \right)\) Hint: The final result should be smaller than 350, and this answer is bigger.
B	\( \large 350\times \left( \dfrac{4}{10} \right)\) Hint: Dimensional analysis can help here: \(350 \text{cm} \times \dfrac{4 \text{in}}{10 \text{cm}}\). The cm's cancel and the answer is in inches.
C	\( \large (10-4) \times 350 \) Hint: This answer doesn't make much sense. Try with a simpler example (e.g. 20 cm not 350 cm) to make sure that your logic makes sense.
D	\( \large (350-10) \times 4\) Hint: This answer doesn't make much sense. Try with a simpler example (e.g. 20 cm not 350 cm) to make sure that your logic makes sense.

A	\( \large \dfrac{1}{2}\) Hint: How many different configurations are there from oldest to youngest, e.g. BGGG? How many of them have 2 boys and 2 girls?
B	\( \large \dfrac{1}{4}\) Hint: How many different configurations are there from oldest to youngest, e.g. BGGG? How many of them have 2 boys and 2 girls?
C	\( \large \dfrac{1}{5}\) Hint: Some configurations are more probable than others -- i.e. it's more likely to have two boys and two girls than all boys. Be sure you are weighting properly.
D	\( \large \dfrac{3}{8}\) Hint: There are two possibilities for each child, so there are \(2 \times 2 \times 2 \times 2 =16\) different configurations, e.g. from oldest to youngest BBBG, BGGB, GBBB, etc. Of these configurations, there are 6 with two boys and two girls (this is the combination \(_{4}C_{2}\) or "4 choose 2"): BBGG, BGBG, BGGB, GGBB, GBGB, and GBBG. Thus the probability is 6/16=3/8.

A	\( \large A = -2, B= 6\) Hint: Plug in (2,0) to get B=6, then plug in (0,-3) to get A=-2.
B	\( \large A = 2, B = 6\) Hint: Try plugging (0,-3) into this equation.
C	\( \large A = -1.5, B=-3\) Hint: The problem said that A and B were integers and -1.5 is not an integer. Don't try to use slope-intercept form.
D	\( \large A = 2, B = -3\) Hint: Try plugging (2,0) into this equation.

A	\( \large0.26\) Hint: Please reread the question.
B	\( \large0.2625\) Hint: This is one-quarter of the distance between 0.26 and 0.27, which is not what the question asked.
C	\( \large0.265\)
D	\( \large0.27\) Hint: Please read the question more carefully. This answer would be correct if Point A were halfway between the tick marks, but it's not.

A	\( \large \dfrac{502}{1222}\) Hint: This is the probability that a randomly chosen girl who drinks milk was in the 1989-1991 food survey.
B	\( \large \dfrac{502}{2149}\) Hint: This is the probability that a randomly chosen girl from the whole survey drank milk and was also surveyed in 1989-1991.
C	\( \large \dfrac{502}{837}\)
D	\( \large \dfrac{1222}{2149}\) Hint: This is the probability that a randomly chosen girl from any year of the survey drank milk.

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.

A	\( \large \dfrac{4}{6}\) Hint: \( 0.\bar{6}=\dfrac{2}{3}=\dfrac{4}{6}\)
B	\( \large \dfrac{3}{5}\) Hint: This is equal to 0.6, without the repeating decimal. Answer is equivalent to choice c, which is another way to tell that it's wrong.
C	\( \large \dfrac{6}{10}\) Hint: This is equal to 0.6, without the repeating decimal. Answer is equivalent to choice b, which is another way to tell that it's wrong.
D	\( \large \dfrac{1}{6}\) Hint: This is less than a half, and \( 0.\bar{6}\) is greater than a half.

A	\( \large 6x\) Hint: Use the Pythagorean Theorem.
B	\( \large 3x+5{{x}^{2}}\) Hint: Don't forget to take square roots when you use the Pythagorean Theorem.
C	\( \large 3x+\sqrt{5}{{x}^{2}}\) Hint: \(\sqrt {5 x^2}\) is not \(\sqrt {5}x^2\).
D	\( \large 3x+\sqrt{5}{{x}^{{}}}\) Hint: To find the hypotenuse, h, use the Pythagorean Theorem: \(x^2+(2x)^2=h^2.\) \(5x^2=h^2,h=\sqrt{5}x\). The perimeter is this plus x plus 2x.

MTEL General Curriculum Mathematics Practice

Here are some statements:

I) 5 is an integer II)\( -5 \) is an integer III) \(0\) is an integer

Which of the statements are true?

I only

I and II only

I and III only

I, II, and III

Here is a mental math strategy for computing 26 x 16:

Step 1: 100 x 16 = 1600

Step 2: 25 x 16 = 1600 ÷· 4 = 400

Step 3: 26 x 16 = 400 + 16 = 416

Which property best justifies Step 3 in this strategy?

Commutative Property.

Associative Property.

Identity Property.

Distributive Property.

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?

4

5

8

12

Below is a pictorial representation of \(2\dfrac{1}{2}\div \dfrac{2}{3}\):

Which of the following is the best description of how to find the quotient from the picture?

The quotient is \(3\dfrac{3}{4}\). There are 3 whole blocks each representing \(\dfrac{2}{3}\) and a partial block composed of 3 small rectangles. The 3 small rectangles represent \(\dfrac{3}{4}\) of \(\dfrac{2}{3}\).

The quotient is \(3\dfrac{1}{2}\). There are 3 whole blocks each representing \(\dfrac{2}{3}\) and a partial block composed of 3 small rectangles. The 3 small rectangles represent \(\dfrac{3}{6}\) of a whole, or \(\dfrac{1}{2}\).

The quotient is \(\dfrac{4}{15}\). There are four whole blocks separated into a total of 15 small rectangles.

This picture cannot be used to find the quotient because it does not show how to separate \(2\dfrac{1}{2}\) into equal sized groups.

Which of the following is closest to the height of a college student in centimeters?

1.6 cm

16 cm

160 cm

1600 cm

How many factors does 80 have?

Given that 10 cm is approximately equal to 4 inches, which of the following expressions models a way to find out approximately how many inches are equivalent to 350 cm?

A family has four children. What is the probability that two children are girls and two are boys? Assume the the probability of having a boy (or a girl) is 50%.

Use the graph below to answer the question that follows:

The graph above represents the equation \( \large 3x+Ay=B\), where A and B are integers. What are the values of A and B?

Below is a portion of a number line.

Point A is one-quarter of the distance from 0.26 to 0.28. What number is represented by point A?

Aya and Kendra want to estimate the height of a tree. On a sunny day, Aya measures Kendra's shadow as 3 meters long, and Kendra measures the tree's shadow as 15 meters long. Kendra is 1.5 meters tall. How tall is the tree?

7.5 meters

22.5 meters

30 meters

45 meters

Use the graph below to answer the question that follows.

If the polygon shown above is reflected about the y axis and then rotated 90 degrees clockwise about the origin, which of the following graphs is the result?

Use the expression below to answer the question that follows.

\(\large \dfrac{\left( 155 \right)\times \left( 6,124 \right)}{977}\)

Which of the following is the best estimate of the expression above?

100

200

1,000

2,000

What set of transformations will transform the leftmost image into the rightmost image?

A 90 degree clockwise rotation about (2,1) followed by a translation of two units to the right.

A translation 3 units up, followed by a reflection about the line y=x.

A 90 degree clockwise rotation about (5,1), followed by a translation of 2 units up.

A 90 degree clockwise rotation about (2,1) followed by a translation of 2 units to the right.

The table below gives data from various years on how many young girls drank milk.

Based on the data given above, what was the probability that a randomly chosen girl in 1990 drank milk?

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?

Use the graph below to answer the question that follows:

The graph above best matches which of the following scenarios:

George left home at 10:00 and drove to work on a crooked path. He was stopped in traffic at 10:30 and 10:45. He drove 30 miles total.

George drove to work. On the way to work there is a little hill and a big hill. He slowed down for them. He made it to work at 11:15.

George left home at 10:15. He drove 10 miles, then realized he‘d forgotten something at home. He turned back and got what he‘d forgotten. Then he drove in a straight line, at many different speeds, until he got to work around 11:15.

George left home at 10:15. He drove 10 miles, then realized he‘d forgotten something at home. He turned back and got what he‘d forgotten. Then he drove at a constant speed until he got to work around 11:15.

Which of the graphs below represent functions?

I and IV only.

I and III only.

II and III only.

I, II, and IV only.

Which of the numbers below is a fraction equivalent to \( 0.\bar{6}\)?

What is the perimeter of a right triangle with legs of lengths x and 2x?