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## MTEL General Curriculum Mathematics Practice

 Question 1

#### 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 1 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 2

#### In March of 2012, 1 dollar was worth the same as 0.761 Euros, and 1 dollar was also worth the same as 83.03 Japanese Yen.  Which of the expressions below gives the number of Yen that are worth 1 Euro?

 A $$\large {83}.0{3}\cdot 0.{761}$$Hint: This equation gives less than the number of yen per dollar, but 1 Euro is worth more than 1 dollar. B $$\large \dfrac{0.{761}}{{83}.0{3}}$$Hint: Number is way too small. C $$\large \dfrac{{83}.0{3}}{0.{761}}$$Hint: One strategy here is to use easier numbers, say 1 dollar = .5 Euros and 100 yen, then 1 Euro would be 200 Yen (change the numbers in the equations and see what works). Another is to use dimensional analysis: we want # yen per Euro, or yen/Euro = yen/dollar $$\times$$ dollar/Euro = $$83.03 \times \dfrac {1}{0.761}$$ D $$\large \dfrac{1}{0.{761}}\cdot \dfrac{1}{{83}.0{3}}$$Hint: Number is way too small.
Question 2 Explanation:
Topic: Analyze the relationships among proportions, constant rates, and linear functions (Objective 0022).
 Question 3

#### 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 3 Explanation:
Converting between fractions, decimals, and percents (Objective 0017).
 Question 4

#### If two fair coins are flipped, what is the probability that one will come up heads and the other tails?

 A $$\large \dfrac{1}{4}$$Hint: Think of the coins as a penny and a dime, and list all possibilities. B $$\large \dfrac{1}{3}$$Hint: This is a very common misconception. There are three possible outcomes -- both heads, both tails, and one of each -- but they are not equally likely. Think of the coins as a penny and a dime, and list all possibilities. C $$\large \dfrac{1}{2}$$Hint: The possibilities are HH, HT, TH, TT, and all are equally likely. Two of the four have one of each coin, so the probability is 2/4=1/2. D $$\large \dfrac{3}{4}$$Hint: Think of the coins as a penny and a dime, and list all possibilities.
Question 4 Explanation:
Topic: Calculate the probabilities of simple and compound events and of independent and dependent events (Objective 0026).
 Question 5

#### 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 5 Explanation:
Topic: Select the linear equation that best models a real-world situation (Objective 0022).
There are 5 questions to complete.

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