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

#### In which table below is y a function of x?

 A Hint: If x=3, y can have two different values, so it's not a function. B Hint: If x=3, y can have two different values, so it's not a function. C Hint: If x=1, y can have different values, so it's not a function. D Hint: Each value of x always corresponds to the same value of y.
Question 1 Explanation:
Topic: Understand the definition of function and various representations of functions (e.g., input/output machines, tables, graphs, mapping diagrams, formulas) (Objective 0021).
 Question 2

#### 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 2 Explanation:
Topic: Apply LCM in "real-world" situations (according to standardized tests....) (Objective 0018).
 Question 3

#### 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 3 Explanation:
Topic: Understand meaning and models of operations on fractions (Objective 0019).
 Question 4

#### 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 4 Explanation:
Topic: Find the least common multiple of a set of numbers (Objective 0018).
 Question 5

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

$$\large \dfrac{2}{3} \div \dfrac{3}{4} \longrightarrow \dfrac{8}{12} \div \dfrac{9}{12} \longrightarrow 8 \div 9 = \dfrac {8}{9}$$

$$\large \dfrac{2}{5} \div \dfrac{7}{20} \longrightarrow \dfrac{8}{20} \div \dfrac{7}{20} \longrightarrow 8 \div 7 = \dfrac {8}{7}$$

$$\large \dfrac{7}{6} \div \dfrac{3}{4} \longrightarrow \dfrac{14}{12} \div \dfrac{9}{12} \longrightarrow 14 \div 9 = \dfrac {14}{9}$$

#### 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.

#### 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?

#### 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.

#### 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 5 Explanation:
Topic: Analyze Non-Standard Computational Algorithms (Objective 0019).
 Question 6

#### 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 6 Explanation:
Topic: Recognize and apply the concept of conditional probability (Objective 0026).
 Question 7

#### 0.38

Hint:
If you are just writing the numerator next to the denominator then your technique is way off, but by coincidence your answer is close; try with 2/3 and 0.23 is nowhere near correct.

#### 0.125

Hint:
This is 1/8, not 3/8.

#### 0.83

Hint:
3/8 is less than a half, and 0.83 is more than a half, so they can't be equal.
Question 7 Explanation:
Topic: Converting between fractions and decimals (Objective 0017)
 Question 8

#### 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 8 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 9

#### 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 9 Explanation:
Topic: Use unit conversions and dimensional analysis to solve measurement problems (Objective 0023).
 Question 10

#### 4 lines of reflective symmetry, 1 center of rotational symmetry.

Hint:
Try cutting out a shape like this one from paper, and fold where you think the lines of reflective symmetry are (or put a mirror there). Do things line up as you thought they would?

#### 2 lines of reflective symmetry, 1 center of rotational symmetry.

Hint:
Try cutting out a shape like this one from paper, and fold where you think the lines of reflective symmetry are (or put a mirror there). Do things line up as you thought they would?

#### 0 lines of reflective symmetry, 1 center of rotational symmetry.

Hint:
The intersection of the diagonals is a center of rotational symmetry. There are no lines of reflective symmetry, although many people get confused about this fact (best to play with hands on examples to get a feel). Just fyi, the letter S also has rotational, but not reflective symmetry, and it's one that kids often write backwards.

#### 2 lines of reflective symmetry, 0 centers of rotational symmetry.

Hint:
Try cutting out a shape like this one from paper. Trace onto another sheet of paper. See if there's a way to rotate the cut out shape (less than a complete turn) so that it fits within the outlines again.
Question 10 Explanation:
Topic: Analyze geometric transformations (e.g., translations, rotations, reflections, dilations); relate them to concepts of symmetry (Objective 0024).
 Question 11

#### In each expression below  N represents a negative integer. Which expression could have a negative value?

 A $$\large {{N}^{2}}$$Hint: Squaring always gives a non-negative value. B $$\large 6-N$$Hint: A story problem for this expression is, if it was 6 degrees out at noon and N degrees out at sunrise, by how many degrees did the temperature rise by noon? Since N is negative, the answer to this question has to be positive, and more than 6. C $$\large -N$$Hint: If N is negative, then -N is positive D $$\large 6+N$$Hint: For example, if $$N=-10$$, then $$6+N = -4$$
Question 11 Explanation:
If you are stuck on a question like this, try a few examples to eliminate some choices and to help you understand what the question means. Topic: Characteristics of integers (Objective 0016).
 Question 12

#### 40

Hint:
"Keychain" appears on the spinner twice.

#### 80

Hint:
The probability of getting a keychain is 1/3, and so about 1/3 of the time the spinner will win.

#### 100

Hint:
What is the probability of winning a keychain?

#### 120

Hint:
That would be the answer for getting any prize, not a keychain specifically.
Question 12 Explanation:
Topic: I would call this topic expected value, which is not listed on the objectives. This question is very similar to one on the sample test. It's not a good question in that it's oversimplified (a more difficult and interesting question would be something like, "The school bought 100 keychains for prizes, what is the probability that they will run out before 240 people play?"). In any case, I believe the objective this is meant for is, "Recognize the difference between experimentally and theoretically determined probabilities in real-world situations. (Objective 0026)." This is not something easily assessed with multiple choice .
 Question 13

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

Question 13 Explanation:
Topics: Estimation, Scientific Notation in the real world (Objective 0016).
 Question 14

#### There are six gumballs in a bag — two red and four green.  Six children take turns picking a gumball out of the bag without looking.   They do not return any gumballs to the bag.  What is the probability that the first two children to pick from the bag pick the red gumballs?

 A $$\large \dfrac{1}{3}$$Hint: This is the probability that the first child picks a red gumball, but not that the first two children pick red gumballs. B $$\large \dfrac{1}{8}$$Hint: Are you adding things that you should be multiplying? C $$\large \dfrac{1}{9}$$Hint: This would be the probability if the gumballs were returned to the bag. D $$\large \dfrac{1}{15}$$Hint: The probability that the first child picks red is 2/6 = 1/3. Then there are 5 gumballs in the bag, one red, so the probability that the second child picks red is 1/5. Thus 1/5 of the time, after the first child picks red, the second does too, so the probability is 1/5 x 1/3 = 1/15.
Question 14 Explanation:
Topic: Calculate the probabilities of simple and compound events and of independent and dependent events (Objective 0026).
 Question 15

#### II and III

Hint:
Problem I is partitive (or partitioning or sharing) -- we put 12 objects into 3 groups. Problems II and III are quotative (or measurement) -- we put 12 objects in groups of 3.

#### All three problems model the same meaning of division

Question 15 Explanation:
Topic: Understand models of operations on numbers (Objective 0019).
 Question 16

#### 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 16 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 17

#### The least common multiple of 60 and N is 1260. Which of the following could be the prime factorization of N?

 A $$\large2\cdot 5\cdot 7$$Hint: 1260 is divisible by 9 and 60 is not, so N must be divisible by 9 for 1260 to be the LCM. B $$\large{{2}^{3}}\cdot {{3}^{2}}\cdot 5 \cdot 7$$Hint: 1260 is not divisible by 8, so it isn't a multiple of this N. C $$\large3 \cdot 5 \cdot 7$$Hint: 1260 is divisible by 9 and 60 is not, so N must be divisible by 9 for 1260 to be the LCM. D $$\large{{3}^{2}}\cdot 5\cdot 7$$Hint: $$1260=2^2 \cdot 3^2 \cdot 5 \cdot 7$$ and $$60=2^2 \cdot 3 \cdot 5$$. In order for 1260 to be the LCM, N has to be a multiple of $$3^2$$ and of 7 (because 60 is not a multiple of either of these). N also cannot introduce a factor that would require the LCM to be larger (as in choice b).
Question 17 Explanation:
Topic: Least Common Multiple (Objective 0018)
 Question 18

#### 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 18 Explanation:
Topic: Recognize and extend patterns using a variety of representations (e.g., verbal, numeric, pictorial, algebraic). (Objective 0021).
 Question 19

#### 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 19 Explanation:
Topic: Find a linear equation that represents a graph (Objective 0022).
 Question 20

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

 A $$\large -0.044,\quad -0.04,\quad 0.04,\quad 0.044$$Hint: These are easier to compare if you add trailing zeroes (this is finding a common denominator) -- all in thousandths, -0.044, -0.040,0 .040, 0.044. The middle two numbers, -0.040 and 0.040 can be modeled as owing 4 cents and having 4 cents. The outer two numbers are owing or having a bit more. B $$\large -0.04,\quad -0.044,\quad 0.044,\quad 0.04$$Hint: 0.04=0.040, which is less than 0.044. C $$\large -0.04,\quad -0.044,\quad 0.04,\quad 0.044$$Hint: -0.04=-0.040, which is greater than $$-0.044$$. D $$\large -0.044,\quad -0.04,\quad 0.044,\quad 0.04$$Hint: 0.04=0.040, which is less than 0.044.
Question 20 Explanation:
Topic: Ordering decimals and integers (Objective 0017).
 Question 21

#### The student‘s solution is correct.

Hint:
Try plugging into the original solution.

#### The student did not correctly use properties of equality.

Hint:
After $$x=-2x+10$$, the student subtracted 2x on the left and added 2x on the right.

#### The student did not correctly use the distributive property.

Hint:
Distributive property is $$a(b+c)=ab+ac$$.

#### The student did not correctly use the commutative property.

Hint:
Commutative property is $$a+b=b+a$$ or $$ab=ba$$.
Question 21 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 22

#### 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 22 Explanation:
Topic: Classify and analyze polygons using attributes of sides and angles (Objective 0024).
 Question 23

#### 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 23 Explanation:
Topic: Models of Fractions (Objective 0017)
 Question 24

#### Solve for x: $$\large 4-\dfrac{2}{3}x=2x$$

 A $$\large x=3$$Hint: Try plugging x=3 into the equation. B $$\large x=-3$$Hint: Left side is positive, right side is negative when you plug this in for x. C $$\large x=\dfrac{3}{2}$$Hint: One way to solve: $$4=\dfrac{2}{3}x+2x$$ $$=\dfrac{8}{3}x$$.$$x=\dfrac{3 \times 4}{8}=\dfrac{3}{2}$$. Another way is to just plug x=3/2 into the equation and see that each side equals 3 -- on a multiple choice test, you almost never have to actually solve for x. D $$\large x=-\dfrac{3}{2}$$Hint: Left side is positive, right side is negative when you plug this in for x.
Question 24 Explanation:
Topic: Solve linear equations (Objective 0020).
 Question 25

#### The polygon depicted below is drawn on dot paper, with the dots spaced 1 unit apart.  What is the perimeter of the polygon?

 A $$\large 18+\sqrt{2} \text{ units}$$Hint: Be careful with the Pythagorean Theorem. B $$\large 18+2\sqrt{2}\text{ units}$$Hint: There are 13 horizontal or vertical 1 unit segments. The longer diagonal is the hypotenuse of a 3-4-5 right triangle, so its length is 5 units. The shorter diagonal is the hypotenuse of a 45-45-90 right triangle with side 2, so its hypotenuse has length $$2 \sqrt{2}$$. C $$\large 18 \text{ units}$$Hint: Use the Pythagorean Theorem to find the lengths of the diagonal segments. D $$\large 20 \text{ units}$$Hint: Use the Pythagorean Theorem to find the lengths of the diagonal segments.
Question 25 Explanation:
Topic: Recognize and apply connections between algebra and geometry (e.g., the use of coordinate systems, the Pythagorean theorem) (Objective 0024).
 Question 26

#### 1.6 cm

Hint:
This is more the height of a Lego toy college student -- less than an inch!

#### 16 cm

Hint:
Less than knee high on most college students.

#### 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.

#### 1600 cm

Hint:
This college student might be taller than some campus buildings!
Question 26 Explanation:
Topic: Estimate and calculate measurements using customary, metric, and nonstandard units of measurement (Objective 0023).
 Question 27

#### 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 27 Explanation:
Topics: Understand various representations of functions, and translate among different representations of functional relationships (Objective 0021).
 Question 28

#### Five million

Hint:
Pay attention to the exponents. Adding 3 and 2 doesn't work because they have different place values.

#### Fifty thousand

Hint:
Pay attention to the exponents. Adding 3 and 2 doesn't work because they have different place values.

Hint:

#### Thirty thousand

Hint:
$$3\times {{10}^{4}} = 30,000;$$ the other term is much smaller and doesn't change the estimate.
Question 28 Explanation:
Topics: Place value, scientific notation, estimation (Objective 0016)
 Question 29

#### 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 29 Explanation:
Topic: Understand and apply principles of number theory (Objective 0018).
 Question 30

#### 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 30 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 31

#### Commutative Property.

Hint:
For addition, the commutative property is $$a+b=b+a$$ and for multiplication it's $$a \times b = b \times a$$.

#### Associative Property.

Hint:
For addition, the associative property is $$(a+b)+c=a+(b+c)$$ and for multiplication it's $$(a \times b) \times c=a \times (b \times c)$$

#### 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.

#### 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 31 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 32

#### 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 32 Explanation:
Topic: Use qualitative graphs to represent functional relationships in the real world (Objective 0021).
 Question 33

#### The letters A, B, and C represent digits (possibly equal) in the twelve digit number x=111,111,111,ABC.  For which values of A, B, and C is x divisible by 40?

 A $$\large A = 3, B = 2, C=0$$Hint: Note that it doesn't matter what the first 9 digits are, since 1000 is divisible by 40, so DEF,GHI,JKL,000 is divisible by 40 - we need to check the last 3. B $$\large A = 0, B = 0, C=4$$Hint: Not divisible by 10, since it doesn't end in 0. C $$\large A = 4, B = 2, C=0$$Hint: Divisible by 10 and by 4, but not by 40, as it's not divisible by 8. Look at 40 as the product of powers of primes -- 8 x 5, and check each. To check 8, either check whether 420 is divisible by 8, or take ones place + twice tens place + 4 * hundreds place = 18, which is not divisible by 8. D $$\large A =1, B=0, C=0$$Hint: Divisible by 10 and by 4, but not by 40, as it's not divisible by 8. Look at 40 as the product of powers of primes -- 8 x 5, and check each. To check 8, either check whether 100 is divisible by 8, or take ones place + twice tens place + 4 * hundreds place = 4, which is not divisible by 8.
Question 33 Explanation:
Topic: Understand divisibility rules and why they work (Objective 018).
 Question 34

#### In the triangle below, $$\overline{AC}\cong \overline{AD}\cong \overline{DE}$$ and $$m\angle CAD=100{}^\circ$$.  What is $$m\angle DAE$$?

 A $$\large 20{}^\circ$$Hint: Angles ACD and ADC are congruent since they are base angles of an isosceles triangle. Since the angles of a triangle sum to 180, they sum to 80, and they are 40 deg each. Thus angle ADE is 140 deg, since it makes a straight line with angle ADC. Angles DAE and DEA are base angles of an isosceles triangle and thus congruent-- they sum to 40 deg, so are 20 deg each. B $$\large 25{}^\circ$$Hint: If two sides of a triangle are congruent, then it's isosceles, and the base angles of an isosceles triangle are equal. C $$\large 30{}^\circ$$Hint: If two sides of a triangle are congruent, then it's isosceles, and the base angles of an isosceles triangle are equal. D $$\large 40{}^\circ$$Hint: Make sure you're calculating the correct angle.
Question 34 Explanation:
Topic: Classify and analyze polygons using attributes of sides and angles, including real-world applications. (Objective 0024).
 Question 35

#### 21 cm

Hint:
How many miles would correspond to 24 cm on the map? Try adjusting from there.

#### 22 cm

Hint:
How many miles would correspond to 24 cm on the map? Try adjusting from there.

#### 23 cm

Hint:
One way to solve this without a calculator is to note that 4 groups of 6 cm is 2808 miles, which is 100 miles too much. Then 100 miles would be about 1/7 th of 6 cm, or about 1 cm less than 24 cm.

#### 24 cm

Hint:
4 groups of 6 cm is over 2800 miles on the map, which is too much.
Question 35 Explanation:
Topic: Apply proportional thinking to estimate quantities in real world situations (Objective 0019).
 Question 36

#### 30

Hint:
The floor is 120 sq feet, and the tiles are smaller than 1 sq foot. Also, remember that 1 sq foot is 12 $$\times$$ 12=144 sq inches.

#### 120

Hint:
The floor is 120 sq feet, and the tiles are smaller than 1 sq foot.

Hint:

#### 360

Hint:
One way to do this is to note that 6 inches = 1/2 foot and 8 inches = 2/3 foot, so the area of each tile is 1/2 $$\times$$ 2/3=1/3 sq foot, or each square foot of floor requires 3 tiles. The area of the floor is 120 square feet. Note that the tiles would fit evenly oriented in either direction, parallel to the walls.
Question 36 Explanation:
Topic: Estimate and calculate measurements, use unit conversions to solve measurement problems, solve measurement problems in real-world situations (Objective 0023).
 Question 37

#### Let d represent the distance a passenger travels in miles (with $$d>\dfrac{1}{7}$$). Which of the following expressions represents the total fare?

 A $$\large \2.60+\0.40d$$Hint: It's 40 cents for 1/7 of a mile, not per mile. B $$\large \2.60+\0.40\dfrac{d}{7}$$Hint: According to this equation, going 7 miles would cost $3; does that make sense? C $$\large \2.20+\2.80d$$Hint: You can think of the fare as$2.20 to enter the cab, and then $0.40 for each 1/7 of a mile, including the first 1/7 of a mile (or$2.80 per mile). Alternatively, you pay $2.60 for the first 1/7 of a mile, and then$2.80 per mile for d-1/7 miles. The total is 2.60+2.80(d-1/7) = 2.60+ 2.80d -.40 = 2.20+2.80d. D $$\large \2.60+\2.80d$$Hint: Don't count the first 1/7 of a mile twice.
Question 37 Explanation:
Topic: Identify variables and derive algebraic expressions that represent real-world situations (Objective 0020), and select the linear equation that best models a real-world situation (Objective 0022).
 Question 38

#### A car is traveling at 60 miles per hour.  Which of the expressions below could be used to compute how many feet the car travels in 1 second?  Note that 1 mile = 5,280 feet.

 A $$\large 60\dfrac{\text{miles}}{\text{hour}}\cdot 5280\dfrac{\text{feet}}{\text{mile}}\cdot 60\dfrac{\text{minutes}}{\text{hour}}\cdot 60\dfrac{\text{seconds}}{\text{minute}}$$Hint: This answer is not in feet/second. B $$\large 60\dfrac{\text{miles}}{\text{hour}}\cdot 5280\dfrac{\text{feet}}{\text{mile}}\cdot \dfrac{1}{60}\dfrac{\text{hour}}{\text{minutes}}\cdot \dfrac{1}{60}\dfrac{\text{minute}}{\text{seconds}}$$Hint: This is the only choice where the answer is in feet per second and the unit conversions are correct. C $$\large 60\dfrac{\text{miles}}{\text{hour}}\cdot \dfrac{1}{5280}\dfrac{\text{foot}}{\text{miles}}\cdot 60\dfrac{\text{hours}}{\text{minute}}\cdot \dfrac{1}{60}\dfrac{\text{minute}}{\text{seconds}}$$Hint: Are there really 60 hours in a minute? D $$\large 60\dfrac{\text{miles}}{\text{hour}}\cdot \dfrac{1}{5280}\dfrac{\text{mile}}{\text{feet}}\cdot 60\dfrac{\text{minutes}}{\text{hour}}\cdot \dfrac{1}{60}\dfrac{\text{minute}}{\text{seconds}}$$Hint: This answer is not in feet/second.
Question 38 Explanation:
Topic: Use unit conversions and dimensional analysis to solve measurement problems (Objective 0023).
 Question 39

#### Which of the following is equivalent to $$\dfrac{3}{4}-\dfrac{1}{8}+\dfrac{2}{8}\times \dfrac{1}{2}?$$

 A $$\large \dfrac{7}{16}$$Hint: Multiplication comes before addition and subtraction in the order of operations. B $$\large \dfrac{1}{2}$$Hint: Addition and subtraction are of equal priority in the order of operations -- do them left to right. C $$\large \dfrac{3}{4}$$Hint: $$\dfrac{3}{4}-\dfrac{1}{8}+\dfrac{2}{8}\times \dfrac{1}{2}$$=$$\dfrac{3}{4}-\dfrac{1}{8}+\dfrac{1}{8}$$=$$\dfrac{3}{4}+-\dfrac{1}{8}+\dfrac{1}{8}$$=$$\dfrac{3}{4}$$ D $$\large \dfrac{3}{16}$$Hint: Multiplication comes before addition and subtraction in the order of operations.
Question 39 Explanation:
Topic: Operations on Fractions, Order of Operations (Objective 0019).
 Question 40

#### Each individual cube that makes up the rectangular solid depicted below has 6 inch sides.  What is the surface area of the solid in square feet?

 A $$\large 11\text{ f}{{\text{t}}^{2}}$$Hint: Check your units and make sure you're using feet and inches consistently. B $$\large 16.5\text{ f}{{\text{t}}^{2}}$$Hint: Each square has surface area $$\dfrac{1}{2} \times \dfrac {1}{2}=\dfrac {1}{4}$$ sq feet. There are 9 squares on the top and bottom, and 12 on each of 4 sides, for a total of 66 squares. 66 squares $$\times \dfrac {1}{4}$$ sq feet/square =16.5 sq feet. C $$\large 66\text{ f}{{\text{t}}^{2}}$$Hint: The area of each square is not 1. D $$\large 2376\text{ f}{{\text{t}}^{2}}$$Hint: Read the question more carefully -- the answer is supposed to be in sq feet, not sq inches.
Question 40 Explanation:
Topics: Use unit conversions to solve measurement problems, and derive and use formulas for calculating surface areas of geometric shapes and figures (Objective 0023).
 Question 41

#### 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 41 Explanation:
Topic: Identify prime and composite numbers (Objective 0018).
 Question 42

#### 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 42 Explanation:
Topic: Laws of Exponents (Objective 0019).
 Question 43

#### 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 43 Explanation:
Topic: Recognize and extend patterns using a variety of representations (e.g., verbal, numeric, pictorial, algebraic) (Objective 0021).
 Question 44

#### 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 44 Explanation:
Topic: Recognize and apply connections between algebra and geometry (e.g., the use of coordinate systems, the Pythagorean theorem) (Objective 0024).
 Question 45

#### 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 45 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.
Once you are finished, click the button below. Any items you have not completed will be marked incorrect.
There are 45 questions to complete.
 ← List →