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MTEL General Curriculum Mathematics Practice


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Question 1

Elena is going to use a calculator to check whether or not 267 is prime. She will pick certain divisors, and then find 267 divided by each, and see if she gets a whole number. If she never gets a whole number, then she's found a prime. Which numbers does Elena NEED to check before she can stop checking and be sure she has a prime?

A

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.
B

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.
C

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.
D

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 1 Explanation: 
Topic: Identify prime and composite numbers (Objective 0018).
Question 2

The Americans with Disabilties Act (ADA) regulations state that the maximum slope for a wheelchair ramp in new construction is 1:12, although slopes between 1:16 and 1:20 are preferred.  The maximum rise for any run is 30 inches.   The graph below shows the rise and runs of four different wheelchair ramps.  Which ramp is in compliance with the ADA regulations for new construction?

A

A

Hint:
Rise is more than 30 inches.
B

B

Hint:
Run is almost 24 feet, so rise can be almost 2 feet.
C

C

Hint:
Run is 12 feet, so rise can be at most 1 foot.
D

D

Hint:
Slope is 1:10 -- too steep.
Question 2 Explanation: 
Topic: Interpret meaning of slope in a real world situation (Objective 0022).
Question 3

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 3 Explanation: 
Topic: Derive and use formulas for calculating the lengths, perimeters, areas, volumes, and surface areas of geometric shapes and figures (Objective 0023).
Question 4

Use the graph below to answer the question that follows.

 

Which of the following is a correct equation for the graph of the line depicted above?

 
A
\( \large y=-\dfrac{1}{2}x+2\)
Hint:
The slope is -1/2 and the y-intercept is 2. You can also try just plugging in points. For example, this is the only choice that gives y=1 when x=2.
B
\( \large 4x=2y\)
Hint:
This line goes through (0,0); the graph above does not.
C
\( \large y=x+2\)
Hint:
The line pictured has negative slope.
D
\( \large y=-x+2\)
Hint:
Try plugging x=4 into this equation and see if that point is on the graph above.
Question 4 Explanation: 
Topic: Find a linear equation that represents a graph (Objective 0022).
Question 5

Which of the following nets will not fold into a cube?

A
Hint:
If you have trouble visualizing, cut them out and fold (during the test, you can tear paper to approximate).
B
C
Hint:
If you have trouble visualizing, cut them out and fold (during the test, you can tear paper to approximate).
D
Hint:
If you have trouble visualizing, cut them out and fold (during the test, you can tear paper to approximate).
Question 5 Explanation: 
Topic: Match three-dimensional figures and their two-dimensional representations (e.g., nets, projections, perspective drawings) (Objective 0024).
Question 6

What is the greatest common factor of 540 and 216?

A
\( \large{{2}^{2}}\cdot {{3}^{3}}\)
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 take the smaller power for each prime that is a factor of both numbers.
B
\( \large2\cdot 3\)
Hint:
This is a common factor of both numbers, but it's not the greatest common factor.
C
\( \large{{2}^{3}}\cdot {{3}^{3}}\)
Hint:
\(2^3 = 8\) is not a factor of 540.
D
\( \large{{2}^{2}}\cdot {{3}^{2}}\)
Hint:
This is a common factor of both numbers, but it's not the greatest common factor.
Question 6 Explanation: 
Topic: Find the greatest common factor of a set of numbers (Objective 0018).
Question 7

A family on vacation drove the first 200 miles in 4 hours and the second 200 miles in 5 hours.  Which expression below gives their average speed for the entire trip?

A
\( \large \dfrac{200+200}{4+5}\)
Hint:
Average speed is total distance divided by total time.
B
\( \large \left( \dfrac{200}{4}+\dfrac{200}{5} \right)\div 2\)
Hint:
This seems logical, but the problem is that it weights the first 4 hours and the second 5 hours equally, when each hour should get the same weight in computing the average speed.
C
\( \large \dfrac{200}{4}+\dfrac{200}{5} \)
Hint:
This would be an average of 90 miles per hour!
D
\( \large \dfrac{400}{4}+\dfrac{400}{5} \)
Hint:
This would be an average of 180 miles per hour! Even a family of race car drivers probably doesn't have that average speed on a vacation!
Question 7 Explanation: 
Topic: Solve a variety of measurement problems (e.g., time, temperature, rates, average rates of change) in real-world situations (Objective 0023).
Question 8

The chart below gives percentiles for the number of sit-ups that boys of various ages can do in 60 seconds (source , June 24, 2011)

 

Which of the following statements can be inferred from the above chart?

A

95% of 12 year old boys can do 56 sit-ups in 60 seconds.

Hint:
The 95th percentile means that 95% of scores are less than or equal to 56, and 5% are greater than or equal to 56.
B

At most 25% of 7 year old boys can do 19 or more sit-ups in 60 seconds.

Hint:
The 25th percentile means that 25% of scores are less than or equal to 19, and 75% are greater than or equal to 19.
C

Half of all 13 year old boys can do less than 41 sit-ups in 60 seconds and half can do more than 41 sit-ups in 60 seconds.

Hint:
Close, but not quite. There's no accounting for boys who can do exactly 41 sit ups. Look at these data: 10, 20, 41, 41, 41, 41, 50, 60, 90. The median is 41, but more than half can do 41 or more.
D

At least 75% of 16 year old boys can only do 51 or fewer sit-ups in 60 seconds.

Hint:
The "at least" is necessary due to duplicates. Suppose the data were 10, 20, 51, 51. The 75th percentile is 51, but 100% of the boys can only do 51 or fewer situps.
Question 8 Explanation: 
Topic: Analyze and interpret various graphic and nongraphic data representations (e.g., frequency distributions, percentiles) (Objective 0025).
Question 9

The first histogram shows the average life expectancies for women in different countries in Africa in 1998; the second histogram gives similar data for Europe:

  

How much bigger is the range of the data for Africa than the range of the data for Europe?

A

0 years

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

12 years

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

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.
D

42 years

Hint:
Read the question more carefully.
Question 9 Explanation: 
Topic: Compare different data sets (Objective 0025).
Question 10

Below is a portion of a number line:

 Point B is halfway between two tick marks.  What number is represented by Point B?

 
A
\( \large 0.645\)
Hint:
That point is marked on the line, to the right.
B
\( \large 0.6421\)
Hint:
That point is to the left of point B.
C
\( \large 0.6422\)
Hint:
That point is to the left of point B.
D
\( \large 0.6425\)
Question 10 Explanation: 
Topic: Using Number Lines (Objective 0017)
Question 11

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 11 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 12

The window glass below has the shape of a semi-circle on top of a square, where the side of the square has length x.  It was cut from one piece of glass.

What is the perimeter of the window glass?

A
\( \large 3x+\dfrac{\pi x}{2}\)
Hint:
By definition, \(\pi\) is the ratio of the circumference of a circle to its diameter; thus the circumference is \(\pi d\). Since we have a semi-circle, its perimeter is \( \dfrac{1}{2} \pi x\). Only 3 sides of the square contribute to the perimeter.
B
\( \large 3x+2\pi x\)
Hint:
Make sure you know how to find the circumference of a circle.
C
\( \large 3x+\pi x\)
Hint:
Remember it's a semi-circle, not a circle.
D
\( \large 4x+2\pi x\)
Hint:
Only 3 sides of the square contribute to the perimeter.
Question 12 Explanation: 
Topic: Derive and use formulas for calculating the lengths, perimeters, areas, volumes, and surface areas of geometric shapes and figures (Objective 0023).
Question 13

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 13 Explanation: 
Topic: Analyze the relationships among proportions, constant rates, and linear functions (Objective 0022).
Question 14

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 14 Explanation: 
Topic: Apply LCM in "real-world" situations (according to standardized tests....) (Objective 0018).
Question 15

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

A

4

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

5

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

8

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

12

Hint:
2/5 of the circles or 8 circles are showing. Thus 4 circles represent 1/5 of the circles, and \(4 \times 5=20\) circles represent 5/5 or all the circles. Thus 12 circles are hidden.
Question 15 Explanation: 
Topic: Models of Fractions (Objective 0017)
Question 16

Which of the following is equal to one million three hundred thousand?

A
\(\large1.3\times {{10}^{6}}\)
B
\(\large1.3\times {{10}^{9}}\)
Hint:
That's one billion three hundred million.
C
\(\large1.03\times {{10}^{6}}\)
Hint:
That's one million thirty thousand.
D
\(\large1.03\times {{10}^{9}}\)
Hint:
That's one billion thirty million
Question 16 Explanation: 
Topic: Scientific Notation (Objective 0016)
Question 17

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 17 Explanation: 
Topic: Classify and analyze polygons using attributes of sides and angles, including real-world applications. (Objective 0024).
Question 18

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 18 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 19

A class is using base-ten block to represent numbers.  A large cube represents 1000, a flat represents 100, a rod represents 10, and a little cube represents 1.  Which of these is not a correct representation for 2,347?

A

23 flats, 4 rods, 7 little cubes

Hint:
Be sure you read the question carefully: 2300+40+7=2347
B

2 large cubes, 3 flats, 47 rods

Hint:
2000+300+470 \( \neq\) 2347
C

2 large cubes, 34 rods, 7 little cubes

Hint:
Be sure you read the question carefully: 2000+340+7=2347
D

2 large cubes, 3 flats, 4 rods, 7 little cubes

Hint:
Be sure you read the question carefully: 2000+300+40+7=2347
Question 19 Explanation: 
Topic: Place Value (Objective 0016)
Question 20

Which of the following is equal to eleven billion four hundred thousand?

A
\( \large 11,400,000\)
Hint:
That's eleven million four hundred thousand.
B
\(\large11,000,400,000\)
C
\( \large11,000,000,400,000\)
Hint:
That's eleven trillion four hundred thousand (although with British conventions; this answer is correct, but in the US, it isn't).
D
\( \large 11,400,000,000\)
Hint:
That's eleven billion four hundred million
Question 20 Explanation: 
Topic: Place Value (Objective 0016)
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