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

 Question 1

#### The teacher can be sure that the mean and median will be the same without doing any computation.

Hint:
Does this make sense? How likely is it that the mean and median of any large data set will be the same?

#### The teacher can be sure that the mean is bigger than the median without doing any computation.

Hint:
This is a skewed distribution, and very large countries like China and India contribute huge numbers to the mean, but are counted the same as small countries like Luxembourg in the median (the same thing happens w/data on salaries, where a few very high income people tilt the mean -- that's why such data is usually reported as medians).

#### The teacher can be sure that the median is bigger than the mean without doing any computation.

Hint:
Think about a set of numbers like 1, 2, 3, 4, 10,000 -- how do the mean/median compare? How might that relate to countries of the world?

#### There is no way for the teacher to know the relative size of the mean and median without computing them.

Hint:
Knowing the shape of the distribution of populations does give us enough info to know the relative size of the mean and median, even without computing them.
Question 1 Explanation:
Topic: Use measures of central tendency (e.g., mean, median, mode) and spread to describe and interpret real-world data (Objective 0025).
 Question 2

#### 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 2 Explanation:
Topic: Converting between fraction and decimal representations (Objective 0017)
 Question 3

#### 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 3 Explanation:
Topic: Find a linear equation that represents a graph (Objective 0022).
 Question 4

#### Which of the numbers below is not equivalent to 4%?

 A $$\large \dfrac{1}{25}$$Hint: 1/25=4/100, so this is equal to 4% (be sure you read the question correctly). B $$\large \dfrac{4}{100}$$Hint: 4/100=4% (be sure you read the question correctly). C $$\large 0.4$$Hint: 0.4=40% so this is not equal to 4% D $$\large 0.04$$Hint: 0.04=4/100, so this is equal to 4% (be sure you read the question correctly).
Question 4 Explanation:
Converting between fractions, decimals, and percents (Objective 0017).
 Question 5

#### The chairs in a large room can be arranged in rows of 18, 25, or 60 with no chairs left over. If C is the smallest possible number of chairs in the room, which of the following inequalities does C satisfy?

 A $$\large C\le 300$$Hint: Find the LCM. B $$\large 300 < C \le 500$$Hint: Find the LCM. C $$\large 500 < C \le 700$$Hint: Find the LCM. D $$\large C>700$$Hint: The LCM is 900, which is the smallest number of chairs.
Question 5 Explanation:
Topic: Apply LCM in "real-world" situations (according to standardized tests....) (Objective 0018).
 Question 6

#### The column below consists of two cubes and a cylinder.  The cylinder has diameter y, which is also the length of the sides of each cube.   The total height of the column is 5y.  Which of the formulas below gives the volume of the column?

 A $$\large 2{{y}^{3}}+\dfrac{3\pi {{y}^{3}}}{4}$$Hint: The cubes each have volume $$y^3$$. The cylinder has radius $$\dfrac{y}{2}$$ and height $$3y$$. The volume of a cylinder is $$\pi r^2 h=\pi ({\dfrac{y}{2}})^2(3y)=\dfrac{3\pi {{y}^{3}}}{4}$$. Note that the volume of a cylinder is analogous to that of a prism -- area of the base times height. B $$\large 2{{y}^{3}}+3\pi {{y}^{3}}$$Hint: y is the diameter of the circle, not the radius. C $$\large {{y}^{3}}+5\pi {{y}^{3}}$$Hint: Don't forget to count both cubes. D $$\large 2{{y}^{3}}+\dfrac{3\pi {{y}^{3}}}{8}$$Hint: Make sure you know how to find the volume of a cylinder.
Question 6 Explanation:
Topic: Derive and use formulas for calculating the lengths, perimeters, areas, volumes, and surface areas of geometric shapes and figures (Objective 0023).
 Question 7

#### The expression $$\large {{7}^{-4}}\cdot {{8}^{-6}}$$ is equal to which of the following?

 A $$\large \dfrac{8}{{{\left( 56 \right)}^{4}}}$$Hint: The bases are whole numbers, and the exponents are negative. How can the numerator be 8? B $$\large \dfrac{64}{{{\left( 56 \right)}^{4}}}$$Hint: The bases are whole numbers, and the exponents are negative. How can the numerator be 64? C $$\large \dfrac{1}{8\cdot {{\left( 56 \right)}^{4}}}$$Hint: $$8^{-6}=8^{-4} \times 8^{-2}$$ D $$\large \dfrac{1}{64\cdot {{\left( 56 \right)}^{4}}}$$
Question 7 Explanation:
Topics: Laws of exponents (Objective 0019).
 Question 8

#### Based on the above data, what is the probability that a randomly chosen commuter student is a junior or a senior?

 A $$\large \dfrac{34}{43}$$ B $$\large \dfrac{34}{71}$$Hint: This is the probability that a randomly chosen junior or senior is a commuter student. C $$\large \dfrac{34}{147}$$Hint: This is the probability that a randomly chosen student is a junior or senior who is a commuter. D $$\large \dfrac{71}{147}$$Hint: This is the probability that a randomly chosen student is a junior or a senior.
Question 8 Explanation:
Topic: Recognize and apply the concept of conditional probability (Objective 0026).
 Question 9

#### Which of the following is the equation of a linear function?

 A $$\large y={{x}^{2}}+2x+7$$Hint: This is a quadratic function. B $$\large y={{2}^{x}}$$Hint: This is an exponential function. C $$\large y=\dfrac{15}{x}$$Hint: This is an inverse function. D $$\large y=x+(x+4)$$Hint: This is a linear function, y=2x+4, it's graph is a straight line with slope 2 and y-intercept 4.
Question 9 Explanation:
Topic: Distinguish between linear and nonlinear functions (Objective 0022).
 Question 10

#### A sphere

Hint:
All views would be circles.

#### A cone

Hint:
Two views would be triangles, not rectangles.

#### A pyramid

Hint:
How would one view be a circle?
Question 10 Explanation:
Topic: Match three-dimensional figures and their two-dimensional representations (e.g., nets, projections, perspective drawings) (Objective 0024).
 Question 11

#### 4

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

#### 5

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

#### 8

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

#### 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 11 Explanation:
Topic: Models of Fractions (Objective 0017)
 Question 12

#### The median number of pairs of footware owned is between 50 and 60 pairs.

Hint:
The same number of data points are less than the median as are greater than the median -- but on this histogram, clearly more than half the students own less than 50 pairs of shoes, so the median is less than 50.

#### The mode of the number of pairs of footware owned is 20.

Hint:
The mode is the most common number of pairs of footwear owned. We can't tell it from this histogram because each bar represents 10 different numbers-- perhaps 8 students each own each number from 10 to 19, but 40 students own exactly 6 pairs of shoes.... or perhaps not....

#### The mean number of pairs of footware owned is less than the median number of pairs of footware owned.

Hint:
This is a right skewed distribution, and so the mean is bigger than the median -- the few large values on the right pull up the mean, but have little effect on the median.

#### The median number of pairs of footware owned is between 10 and 20.

Hint:
There are approximately 230 students represented in this survey, and the 41st through 120th lowest values are between 10 and 20 -- thus the middle value is in that range.
Question 12 Explanation:
Topics: Analyze and interpret various graphic and data representations, and use measures of central tendency (e.g., mean, median, mode) and spread to describe and interpret real-world data (Objective 0025).
 Question 13

#### Which of the following does not represent the number of gumdrops in a row of h houses?

 A $$\large 2+3h$$Hint: Think of this as start with 2 gumdrops on the left wall, and then add 3 gumdrops for each house. B $$\large 5+3(h-1)$$Hint: Think of this as start with one house, and then add 3 gumdrops for each of the other h-1 houses. C $$\large h+(h+1)+(h+1)$$Hint: Look at the gumdrops in 3 rows: h gumdrops for the "rooftops," h+1 for the tops of the vertical walls, and h+1 for the floors. D $$\large 5+3h$$Hint: This one is not a correct equation (which makes it the correct answer!). Compare to choice A. One of them has to be wrong, as they differ by 3.
Question 13 Explanation:
Topic: Translate among different representations (e.g., tables, graphs, algebraic expressions, verbal descriptions) of functional relationships (Objective 0021).
 Question 14

#### Which of the following is closest to their average speed driving on the trip?

 A $$\large d=20t$$Hint: Try plugging t=7 into the equation, and see how it matches the graph. B $$\large d=30t$$Hint: Try plugging t=7 into the equation, and see how it matches the graph. C $$\large d=40t$$ D $$\large d=50t$$Hint: Try plugging t=7 into the equation, and see how it matches the graph.
Question 14 Explanation:
Topic: Select the linear equation that best models a real-world situation (Objective 0022).
 Question 15

#### Intercept = 0.4 cm, Slope = 125 cm/page

Hint:
This would mean that each page of the book was 125 cm thick.

#### Intercept =0.4 cm, Slope = $$\dfrac{1}{125}$$cm/page

Hint:
The intercept is how thick the book would be with no pages in it. The slope is how much 1 extra page adds to the thickness of the book.

#### Intercept = 125 cm, Slope = 0.4 cm

Hint:
This would mean that with no pages in the book, it would be 125 cm thick.

#### Intercept = $$\dfrac{1}{125}$$cm, Slope = 0.4 pages/cm

Hint:
This would mean that each new page of the book made it 0.4 cm thicker.
Question 15 Explanation:
Topic: Interpret the meaning of the slope and the intercepts of a linear equation that models a real-world situation (Objective 0022).
 Question 16

#### 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.

#### 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.

#### 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.

#### 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 16 Explanation:
Topic: Use qualitative graphs to represent functional relationships in the real world (Objective 0021).
 Question 17

#### 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 17 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 18

#### A map has a scale of 3 inches = 100 miles.  Cities A and B are 753 miles apart.  Let d be the distance between the two cities on the map.  Which of the following is not correct?

 A $$\large \dfrac{3}{100}=\dfrac{d}{753}$$Hint: Units on both side are inches/mile, and both numerators and denominators correspond -- this one is correct. B $$\large \dfrac{3}{100}=\dfrac{753}{d}$$Hint: Unit on the left is inches per mile, and on the right is miles per inch. The proportion is set up incorrectly (which is what we wanted). Another strategy is to notice that one of A or B has to be the answer because they cannot both be correct proportions. Then check that cross multiplying on A gives part D, so B is the one that is different from the other 3. C $$\large \dfrac{3}{d}=\dfrac{100}{753}$$Hint: Unitless on each side, as inches cancel on the left and miles on the right. Numerators correspond to the map, and denominators to the real life distances -- this one is correct. D $$\large 100d=3\cdot 753$$Hint: This is equivalent to part A.
Question 18 Explanation:
Topic: Analyze the relationships among proportions, constant rates, and linear functions (Objective 0022).
 Question 19

#### There are 15 students for every teacher.  Let t represent the number of teachers and let s represent the number of students.  Which of the following equations is correct?

 A $$\large t=s+15$$Hint: When there are 2 teachers, how many students should there be? Do those values satisfy this equation? B $$\large s=t+15$$Hint: When there are 2 teachers, how many students should there be? Do those values satisfy this equation? C $$\large t=15s$$Hint: This is a really easy mistake to make, which comes from transcribing directly from English, "1 teachers equals 15 students." To see that it's wrong, plug in s=2; do you really need 30 teachers for 2 students? To avoid this mistake, insert the word "number," "Number of teachers equals 15 times number of students" is more clearly problematic. D $$\large s=15t$$
Question 19 Explanation:
Topic: Select the linear equation that best models a real-world situation (Objective 0022).
 Question 20

#### M is odd.

Hint:
All multiples of 26 are also multiples of 2, so they must be even.

#### M is a multiple of 3.

Hint:
3 x 26 is a multiple of both 3 and 26.

#### M is 26.

Hint:
1 x 26 is a multiple of 26.

#### M is 0.

Hint:
0 x 26 is a multiple of 26.
Question 20 Explanation:
Topic: Characteristics of composite numbers (Objective 0018).
 Question 21

#### The picture below represents a board with pegs on it, where the closest distance between two pegs is 1 cm.  What is the area of the pentagon shown?

 A $$\large 8\text{ c}{{\text{m}}^{2}}$$Hint: Don't just count the dots inside, that doesn't give the area. Try adding segments so that the slanted lines become the diagonals of rectangles. B $$\large 11\text{ c}{{\text{m}}^{2}}$$Hint: Try adding segments so that the slanted lines become the diagonals of rectangles. C $$\large 11.5\text{ c}{{\text{m}}^{2}}$$Hint: An easy way to do this problem is to use Pick's Theorem (of course, it's better if you understand why Pick's theorem works): area = # pegs inside + half # pegs on the border - 1. In this case 8+9/2-1=11.5. A more appropriate strategy for elementary classrooms is to add segments; here's one way. There are 20 1x1 squares enclosed, and the total area of the triangles that need to be subtracted is 8.5 D $$\large 12.5\text{ c}{{\text{m}}^{2}}$$Hint: Try adding segments so that the slanted lines become the diagonals of rectangles.
Question 21 Explanation:
Topics: Calculate measurements and derive and use formulas for calculating the areas of geometric shapes and figures (Objective 0023).
 Question 22

#### The expression $$\large{{8}^{3}}\cdot {{2}^{-10}}$$ is equal to which of the following?

 A $$\large 2$$Hint: Write $$8^3$$ as a power of 2. B $$\large \dfrac{1}{2}$$Hint: $$8^3 \cdot {2}^{-10}={(2^3)}^3 \cdot {2}^{-10}$$ =$$2^9 \cdot {2}^{-10} =2^{-1}$$ C $$\large 16$$Hint: Write $$8^3$$ as a power of 2. D $$\large \dfrac{1}{16}$$Hint: Write $$8^3$$ as a power of 2.
Question 22 Explanation:
Topic: Laws of Exponents (Objective 0019).
 Question 23

#### Which of the following is an irrational number?

 A $$\large \sqrt[3]{8}$$Hint: This answer is the cube root of 8. Since 2 x 2 x 2 =8, this is equal to 2, which is rational because 2 = 2/1. B $$\large \sqrt{8}$$Hint: It is not trivial to prove that this is irrational, but you can get this answer by eliminating the other choices. C $$\large \dfrac{1}{8}$$Hint: 1/8 is the RATIO of two integers, so it is rational. D $$\large -8$$Hint: Negative integers are also rational, -8 = -8/1, a ratio of integers.
Question 23 Explanation:
Topic: Identifying rational and irrational numbers (Objective 0016).
 Question 24

#### A

Hint:
$$\frac{34}{135} \approx \frac{1}{4}$$ and $$\frac{53}{86} \approx \frac {2}{3}$$. $$\frac {1}{4}$$ of $$\frac {2}{3}$$ is small and closest to A.

#### B

Hint:
Estimate with simpler fractions.

#### C

Hint:
Estimate with simpler fractions.

#### D

Hint:
Estimate with simpler fractions.
Question 24 Explanation:
Topic: Understand meaning and models of operations on fractions (Objective 0019).
 Question 25

#### An equiangular triangle that is not equilateral.

Hint:
The AAA property of triangles states that all triangles with corresponding angles congruent are similar. Thus all triangles with three equal angles are similar, and are equilateral.

#### An equiangular quadrilateral that is not equilateral.

Hint:
A rectangle is equiangular (all angles the same measure), but if it's not a square, it's not equilateral (all sides the same length).

#### An equilateral quadrilateral that is not equiangular.

Hint:
This rhombus has equal sides, but it doesn't have equal angles:

#### An equiangular hexagon that is not equilateral.

Hint:
This hexagon has equal angles, but it doesn't have equal sides:
Question 25 Explanation:
Topic: Classify and analyze polygons using attributes of sides and angles (Objective 0024).
 Question 26

#### All natural numbers from 2 to 266.

Hint:
She only needs to check primes -- checking the prime factors of any composite is enough to look for divisors. As a test taking strategy, the other three choices involve primes, so worth thinking about.

#### All primes from 2 to 266 .

Hint:
Remember, factors come in pairs (except for square root factors), so she would first find the smaller of the pair and wouldn't need to check the larger.

#### All primes from 2 to 133 .

Hint:
She doesn't need to check this high. Factors come in pairs, and something over 100 is going to be paired with something less than 3, so she will find that earlier.

#### All primes from $$\large 2$$ to $$\large \sqrt{267}$$.

Hint:
$$\sqrt{267} \times \sqrt{267}=267$$. Any other pair of factors will have one factor less than $$\sqrt{267}$$ and one greater, so she only needs to check up to $$\sqrt{267}$$.
Question 26 Explanation:
Topic: Identify prime and composite numbers (Objective 0018).
 Question 27

#### 100

Hint:
6124/977 is approximately 6.

#### 200

Hint:
6124/977 is approximately 6.

#### 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.

#### 2,000

Hint:
6124/977 is approximately 6.
Question 27 Explanation:
Topics: Estimation, simplifying fractions (Objective 0016).
 Question 28

#### 314

Hint:
Try your procedure on a smaller number that you can count to see where you made a mistake.

#### 317

Hint:
Are there ever an odd number of white squares?

#### 320

Hint:
One way to see this is that there are 6 tiles on the left and right ends, and the rest of the white tiles are twice the number of black tiles (there are many other ways to look at it too).

#### 322

Hint:
Try your procedure on a smaller number that you can count to see where you made a mistake.
Question 28 Explanation:
Topic: Recognize and extend patterns using a variety of representations (e.g., verbal, numeric, pictorial, algebraic) (Objective 0021).
 Question 29

#### The commutative property is used incorrectly.

Hint:
The commutative property is $$a+b=b+a$$ or $$ab=ba$$.

#### The associative property is used incorrectly.

Hint:
The associative property is $$a+(b+c)=(a+b)+c$$ or $$a \times (b \times c)=(a \times b) \times c$$.

#### The distributive property is used incorrectly.

Hint:
$$(x+3)(x+3)=x(x+3)+3(x+3)$$=$$x^2+3x+3x+9.$$
Question 29 Explanation:
Topic: Justify algebraic manipulations by application of the properties of equality, the order of operations, the number properties, and the order properties (Objective 0020).
 Question 30

#### 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.

Hint:
Draw a picture.

Hint:
Draw a picture.

#### 45 meters

Hint:
Draw a picture.
Question 30 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 31

#### The letters A, and B represent digits (possibly equal) in the ten digit number x=1,438,152,A3B.   For which values of A and B is x divisible by 12, but not by 9?

 A $$\large A = 0, B = 4$$Hint: Digits add to 31, so not divisible by 3, so not divisible by 12. B $$\large A = 7, B = 2$$Hint: Digits add to 36, so divisible by 9. C $$\large A = 0, B = 6$$Hint: Digits add to 33, divisible by 3, not 9. Last digits are 36, so divisible by 4, and hence by 12. D $$\large A = 4, B = 8$$Hint: Digits add to 39, divisible by 3, not 9. Last digits are 38, so not divisible by 4, so not divisible by 12.
Question 31 Explanation:
Topic: Demonstrate knowledge of divisibility rules (Objective 0018).
 Question 32

#### Which of the following equations could also represent A  for the values shown?

 A $$\large A(n)=n+4$$Hint: For a question like this, you don't have to find the equation yourself, you can just try plugging the function machine inputs into the equation, and see if any values come out wrong. With this equation n= -1 would output 3, not 0 as the machine does. B $$\large A(n)=n+2$$Hint: For a question like this, you don't have to find the equation yourself, you can just try plugging the function machine inputs into the equation, and see if any values come out wrong. With this equation n= 2 would output 4, not 6 as the machine does. C $$\large A(n)=2n+2$$Hint: Simply plug in each of the four function machine input values, and see that the equation produces the correct output, e.g. A(2)=6, A(-1)=0, etc. D $$\large A(n)=2\left( n+2 \right)$$Hint: For a question like this, you don't have to find the equation yourself, you can just try plugging the function machine inputs into the equation, and see if any values come out wrong. With this equation n= 2 would output 8, not 6 as the machine does.
Question 32 Explanation:
Topics: Understand various representations of functions, and translate among different representations of functional relationships (Objective 0021).
 Question 33

#### Store B

Hint:
This saves 15% and C saves 25%.

#### Store D

Hint:
This is about 20% off, which is less of a discount than C.
Question 33 Explanation:
Topic: Understand the meanings and models of integers, fractions, decimals,percents, and mixed numbers and apply them to the solution of word problems (Objective 0017).
 Question 34

#### The function d(x) gives the result when 12 is divided by x.  Which of the following is a graph of d(x)?

 A Hint: d(x) is 12 divided by x, not x divided by 12. B Hint: When x=2, what should d(x) be? C Hint: When x=2, what should d(x) be? D
Question 34 Explanation:
Topic: Identify and analyze direct and inverse relationships in tables, graphs, algebraic expressions and real-world situations (Objective 0021)
 Question 35
 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. $$\large\dfrac{14}{35}$$

#### I, III, V, VI

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

#### III, VI

Hint:
These are right, but there are more.

#### II, III, VI

Hint:
These are right, but there are more.

#### II, III, IV, VI

Question 35 Explanation:
Topic: Converting between fractions, decimals, and percents (Objective 0017)
 Question 36

#### 212

Hint:
Can the number of toothpicks be even?

#### 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.

#### 217

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

#### 265

Hint:
Remember that the "houses" overlap some walls.
Question 36 Explanation:
Topic: Recognize and extend patterns using a variety of representations (e.g., verbal, numeric, pictorial, algebraic). (Objective 0021).
 Question 37

#### A biology class requires a lab fee, which is a whole number of dollars, and the same amount for all students. On Monday the instructor collected $70 in fees, on Tuesday she collected$126, and on Wednesday she collected $266. What is the largest possible amount the fee could be? ####$2

Hint:
A possible fee, but not the largest possible fee. Check the other choices to see which are factors of all three numbers.

#### $7 Hint: A possible fee, but not the largest possible fee. Check the other choices to see which are factors of all three numbers. ####$14

Hint:
This is the greatest common factor of 70, 126, and 266.

#### It is too low by a factor of 10

Hint:
14 trillion $$\approx 15 \times {{10}^{12}}$$ and 300 million $$\approx 3 \times {{10}^{8}}$$, so the true answer is about $$5 \times {{10}^{4}}$$ or \$50,000.

#### It is too high by a factor of 100

Question 41 Explanation:
Topics: Estimation, Scientific Notation in the real world (Objective 0016).
 Question 42

#### What is the least common multiple of 540 and 216?

 A $$\large{{2}^{5}}\cdot {{3}^{6}}\cdot 5$$Hint: This is the product of the numbers, not the LCM. B $$\large{{2}^{3}}\cdot {{3}^{3}}\cdot 5$$Hint: One way to solve this is to factor both numbers: $$540=2^2 \cdot 3^3 \cdot 5$$ and $$216=2^3 \cdot 3^3$$. Then for each prime that's a factor of either number, use the largest exponent that appears in one of the factorizations. You can also take the product of the two numbers divided by their GCD. C $$\large{{2}^{2}}\cdot {{3}^{3}}\cdot 5$$Hint: 216 is a multiple of 8. D $$\large{{2}^{2}}\cdot {{3}^{2}}\cdot {{5}^{2}}$$Hint: Not a multiple of 216 and not a multiple of 540.
Question 42 Explanation:
Topic: Find the least common multiple of a set of numbers (Objective 0018).
 Question 43

#### 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 43 Explanation:
Topic: Use unit conversions and dimensional analysis to solve measurement problems (Objective 0023).
 Question 44

#### What was the mean score on the quiz?

 A $$\large 2.75$$Hint: There were 20 students who took the quiz. Total points earned: $$2 \times 1+6 \times 2+ 7\times 3+5 \times 4=55$$, and 55/20 = 2.75. B $$\large 2$$Hint: How many students are there total? Did you count them all? C $$\large 3$$Hint: How many students are there total? Did you count them all? Be sure you're finding the mean, not the median or the mode. D $$\large 2.5$$Hint: How many students are there total? Did you count them all? Don't just take the mean of 1, 2, 3, 4 -- you have to weight them properly.
Question 44 Explanation:
Topics: Analyze and interpret various graphic representations, and use measures of central tendency (e.g., mean, median, mode) and spread to describe and interpret real-world data (Objective 0025).
 Question 45

#### 0 years

Hint:
Range is the maximum life expectancy minus the minimum life expectancy.

#### 12 years

Hint:
Are you subtracting frequencies? Range is about values of the data, not frequency.

#### 18 years

Hint:
It's a little hard to read the graph, but it doesn't matter if you're consistent. It looks like the range for Africa is 80-38= 42 years and for Europe is 88-64 = 24; 42-24=18.

Hint: