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## MTEL General Curriculum Mathematics Practice

 Question 1

#### Which of the lists below contains only irrational numbers?

 A $$\large\pi , \quad \sqrt{6},\quad \sqrt{\dfrac{1}{2}}$$ B $$\large\pi , \quad \sqrt{9}, \quad \pi +1$$Hint: $$\sqrt{9}=3$$ C $$\large\dfrac{1}{3},\quad \dfrac{5}{4},\quad \dfrac{2}{9}$$Hint: These are all rational. D $$\large-3,\quad 14,\quad 0$$Hint: These are all rational.
Question 1 Explanation:
Topic: Identifying rational and irrational numbers (Objective 0016).
 Question 2

#### 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 2 Explanation:
Topic: Venn Diagrams (Objective 0025)
 Question 3

#### a

Hint:
The slope of line a is negative.

#### b

Hint:
Wrong slope and wrong intercept.

#### c

Hint:
The intercept of line c is positive.

#### d

Hint:
Slope is 2 -- for every increase of 1 in x, y increases by 2. Intercept is -5 -- the point (0,-5) is on the line.
Question 3 Explanation:
Topic: Find a linear equation that represents a graph (Objective 0022).
 Question 4

#### 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.

#### 42 years

Hint:
Question 4 Explanation:
Topic: Compare different data sets (Objective 0025).
 Question 5

#### 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 5 Explanation:
Topic: Apply knowledge of combinations and permutations to the computation of probabilities (Objective 0026).
 Question 6

#### 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 6 Explanation:
Topic: Using Number Lines (Objective 0017)
 Question 7

#### 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 7 Explanation:
Topic: Derive and use formulas for calculating the lengths, perimeters, areas, volumes, and surface areas of geometric shapes and figures (Objective 0023).
 Question 8

#### A solution requires 4 ml of saline for every 7 ml of medicine. How much saline would be required for 50 ml of medicine?

 A $$\large 28 \dfrac{4}{7}$$ mlHint: 49 ml of medicine requires 28 ml of saline. The extra ml of saline requires 4 ml saline/ 7 ml medicine = 4/7 ml saline per 1 ml medicine. B $$\large 28 \dfrac{1}{4}$$ mlHint: 49 ml of medicine requires 28 ml of saline. How much saline does the extra ml require? C $$\large 28 \dfrac{1}{7}$$ mlHint: 49 ml of medicine requires 28 ml of saline. How much saline does the extra ml require? D $$\large 87.5$$ mlHint: 49 ml of medicine requires 28 ml of saline. How much saline does the extra ml require?
Question 8 Explanation:
Topic: Apply proportional thinking to estimate quantities in real world situations (Objective 0019).
 Question 9

#### If  x  is an integer, which of the following must also be an integer?

 A $$\large \dfrac{x}{2}$$Hint: If x is odd, then $$\dfrac{x}{2}$$ is not an integer, e.g. 3/2 = 1.5. B $$\large \dfrac{2}{x}$$Hint: Only an integer if x = -2, -1, 1, or 2. C $$\large-x$$Hint: -1 times any integer is still an integer. D $$\large\sqrt{x}$$Hint: Usually not an integer, e.g. $$\sqrt{2} \approx 1.414$$.
Question 9 Explanation:
Topic: Integers (Objective 0016)
 Question 10

#### 23 flats, 4 rods, 7 little cubes

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

#### 2 large cubes, 3 flats, 47 rods

Hint:
2000+300+470 $$\neq$$ 2347

#### 2 large cubes, 34 rods, 7 little cubes

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

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

Hint:
Be sure you read the question carefully: 2000+300+40+7=2347
Question 10 Explanation:
Topic: Place Value (Objective 0016)
 Question 11

#### 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 11 Explanation:
Topic: Recognize and apply the concept of conditional probability (Objective 0026).
 Question 12

#### Which of the following values of x satisfies the inequality $$\large \left| {{(x+2)}^{3}} \right|<3?$$

 A $$\large x=-3$$Hint: $$\left| {{(-3+2)}^{3}} \right|$$=$$\left | {(-1)}^3 \right |$$=$$\left | -1 \right |=1$$ . B $$\large x=0$$Hint: $$\left| {{(0+2)}^{3}} \right|$$=$$\left | {2}^3 \right |$$=$$\left | 8 \right |$$ =$$8$$ C $$\large x=-4$$Hint: $$\left| {{(-4+2)}^{3}} \right|$$=$$\left | {(-2)}^3 \right |$$=$$\left | -8 \right |$$ =$$8$$ D $$\large x=1$$Hint: $$\left| {{(1+2)}^{3}} \right|$$=$$\left | {3}^3 \right |$$=$$\left | 27 \right |$$ = $$27$$
Question 12 Explanation:
Topics: Laws of exponents, order of operations, interpret absolute value (Objective 0019).
 Question 13

#### 2 pentagons and 5 rectangles.

Hint:
These can be assembled to form a pentagonal prism, not a pentagonal pyramid.

#### 1 square and 5 equilateral triangles.

Hint:
You need a pentagon for a pentagonal pyramid.

#### 1 pentagon and 10 isosceles triangles.

Question 13 Explanation:
Topic:Classify and analyze three-dimensional figures using attributes of faces, edges, and vertices (Objective 0024).
 Question 14

#### 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 14 Explanation:
Topic: Demonstrate knowledge of divisibility rules (Objective 0018).
 Question 15

#### What fraction of the area of the picture below is shaded?

 A $$\large \dfrac{17}{24}$$Hint: You might try adding segments so each quadrant is divided into 6 pieces with equal area -- there will be 24 regions, not all the same shape, but all the same area, with 17 of them shaded (for the top left quarter, you could also first change the diagonal line to a horizontal or vertical line that divides the square in two equal pieces and shade one) . B $$\large \dfrac{3}{4}$$Hint: Be sure you're taking into account the different sizes of the pieces. C $$\large \dfrac{2}{3}$$Hint: The bottom half of the picture is 2/3 shaded, and the top half is more than 2/3 shaded, so this answer is too small. D $$\large \dfrac{17}{6}$$Hint: This answer is bigger than 1, so doesn't make any sense. Be sure you are using the whole picture, not one quadrant, as the unit.
Question 15 Explanation:
Topic: Models of Fractions (Objective 0017)
 Question 16

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

 A $$\large \dfrac{1}{2},\quad \dfrac{1}{3},\quad \dfrac{1}{4},\quad \dfrac{1}{5}$$Hint: This is ordered from greatest to least. B $$\large \dfrac{1}{3},\quad \dfrac{2}{7},\quad \dfrac{3}{8},\quad \dfrac{4}{11}$$Hint: 1/3 = 2/6 is bigger than 2/7. C $$\large \dfrac{1}{4},\quad \dfrac{2}{5},\quad \dfrac{2}{3},\quad \dfrac{4}{5}$$Hint: One way to look at this: 1/4 and 2/5 are both less than 1/2, and 2/3 and 4/5 are both greater than 1/2. 1/4 is 25% and 2/5 is 40%, so 2/5 is greater. The distance from 2/3 to 1 is 1/3 and from 4/5 to 1 is 1/5, and 1/5 is less than 1/3, so 4/5 is bigger. D $$\large \dfrac{7}{8},\quad \dfrac{6}{7},\quad \dfrac{5}{6},\quad \dfrac{4}{5}$$Hint: This is in order from greatest to least.
Question 16 Explanation:
Topic: Ordering Fractions (Objective 0017)
 Question 17

#### 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 17 Explanation:
Topics: Calculate measurements and derive and use formulas for calculating the areas of geometric shapes and figures (Objective 0023).
 Question 18

#### 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 18 Explanation:
Topic: Find the least common multiple of a set of numbers (Objective 0018).
 Question 19

#### 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 19 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 20

#### The prime factorization of  n can be written as n=pqr, where p, q, and r are distinct prime numbers.  How many factors does n have, including 1 and itself?

 A $$\large3$$Hint: 1, p, q, r, and pqr are already 5, so this isn't enough. You might try plugging in p=2, q=3, and r=5 to help with this problem. B $$\large5$$Hint: Don't forget pq, etc. You might try plugging in p=2, q=3, and r=5 to help with this problem. C $$\large6$$Hint: You might try plugging in p=2, q=3, and r=5 to help with this problem. D $$\large8$$Hint: 1, p, q, r, pq, pr, qr, pqr.
Question 20 Explanation:
Topic: Recognize uses of prime factorization of a number (Objective 0018).
 Question 21

 A $$\large 0.8p=\8.73$$Hint: 80% of the regular price = $8.73. B $$\large \8.73+0.2*\8.73=p$$Hint: The 20% off was off of the ORIGINAL price, not off the$8.73 (a lot of people make this mistake). Plus this is the same equation as in choice c. C $$\large 1.2*\8.73=p$$Hint: The 20% off was off of the ORIGINAL price, not off the $8.73 (a lot of people make this mistake). Plus this is the same equation as in choice b. D $$\large p-0.2*\8.73=p$$Hint: Subtract p from both sides of this equation, and you have -.2 x 8.73 =0. Question 21 Explanation: Topics: Use algebra to solve word problems involving percents and identify variables, and derive algebraic expressions that represent real-world situations (Objective 0020).  Question 22 #### The following story situations model $$12\div 3$$: #### I) Jack has 12 cookies, which he wants to share equally between himself and two friends. How many cookies does each person get? #### II) Trent has 12 cookies, which he wants to put into bags of 3 cookies each. How many bags can he make? #### III) Cicely has$12.  Cookies cost $3 each. How many cookies can she buy? #### Which of these questions illustrate the same model of division, either partitive (partioning) or measurement (quotative)? #### I and II #### I and III #### 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 22 Explanation: Topic: Understand models of operations on numbers (Objective 0019).  Question 23 #### 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 23 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 24 #### A homeowner is planning to tile the kitchen floor with tiles that measure 6 inches by 8 inches. The kitchen floor is a rectangle that measures 10 ft by 12 ft, and there are no gaps between the tiles. How many tiles does the homeowner need? #### 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. #### 300 Hint: Recheck your calculations. #### 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 24 Explanation: Topic: Estimate and calculate measurements, use unit conversions to solve measurement problems, solve measurement problems in real-world situations (Objective 0023).  Question 25 #### 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 Hint: The integers are ...-3, -2, -1, 0, 1, 2, 3, .... Question 25 Explanation: Topic: Characteristics of Integers (Objective 0016)  Question 26 #### Which property is not shared by all rhombi? #### 4 congruent sides Hint: The most common definition of a rhombus is a quadrilateral with 4 congruent sides. #### A center of rotational symmetry Hint: The diagonal of a rhombus separates it into two congruent isosceles triangles. The center of this line is a center of 180 degree rotational symmetry that switches the triangles. #### 4 congruent angles Hint: Unless the rhombus is a square, it does not have 4 congruent angles. #### 2 sets of parallel sides Hint: All rhombi are parallelograms. Question 26 Explanation: Topic: Classify and analyze polygons using attributes of sides and angles, and symmetry (Objective 0024).  Question 27 #### What is the probability that two randomly selected people were born on the same day of the week? Assume that all days are equally probable.  A $$\large \dfrac{1}{7}$$Hint: It doesn't matter what day the first person was born on. The probability that the second person will match is 1/7 (just designate one person the first and the other the second). Another way to look at it is that if you list the sample space of all possible pairs, e.g. (Wed, Sun), there are 49 such pairs, and 7 of them are repeats of the same day, and 7/49=1/7. B $$\large \dfrac{1}{14}$$Hint: What would be the sample space here? Ie, how would you list 14 things that you pick one from? C $$\large \dfrac{1}{42}$$Hint: If you wrote the seven days of the week on pieces of paper and put the papers in a jar, this would be the probability that the first person picked Sunday and the second picked Monday from the jar -- not the same situation. D $$\large \dfrac{1}{49}$$Hint: This is the probability that they are both born on a particular day, e.g. Sunday. Question 27 Explanation: Topic: Calculate the probabilities of simple and compound events and of independent and dependent events (Objective 0026).  Question 28 #### 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 28 Explanation: Topic: Find a linear equation that represents a graph (Objective 0022).  Question 29 #### Which of the following is equivalent to #### $$\large A-B+C\div D\times E$$?  A $$\large A-B-\dfrac{C}{DE}$$Hint: In the order of operations, multiplication and division have the same priority, so do them left to right; same with addition and subtraction. B $$\large A-B+\dfrac{CE}{D}$$Hint: In practice, you're better off using parentheses than writing an expression like the one in the question. The PEMDAS acronym that many people memorize is misleading. Multiplication and division have equal priority and are done left to right. They have higher priority than addition and subtraction. Addition and subtraction also have equal priority and are done left to right. C $$\large \dfrac{AE-BE+CE}{D}$$Hint: Use order of operations, don't just compute left to right. D $$\large A-B+\dfrac{C}{DE}$$Hint: In the order of operations, multiplication and division have the same priority, so do them left to right Question 29 Explanation: Topic: Justify algebraic manipulations by application of the properties of order of operations (Objective 0020).  Question 30 #### At a school fundraising event, people can buy a ticket to spin a spinner like the one below. The region that the spinner lands in tells which, if any, prize the person wins. #### If 240 people buy tickets to spin the spinner, what is the best estimate of the number of keychains that will be given away? #### 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 30 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 31 #### A sales companies pays its representatives$2 for each item sold, plus 40% of the price of the item.   The rest of the money that the representatives collect goes to the company.  All transactions are in cash, and all items cost $4 or more. If the price of an item in dollars is p, which expression represents the amount of money the company collects when the item is sold?  A $$\large \dfrac{3}{5}p-2$$Hint: The company gets 3/5=60% of the price, minus the$2 per item. B $$\large \dfrac{3}{5}\left( p-2 \right)$$Hint: This is sensible, but not what the problem states. C $$\large \dfrac{2}{5}p+2$$Hint: The company pays the extra \$2; it doesn't collect it. D $$\large \dfrac{2}{5}p-2$$Hint: This has the company getting 2/5 = 40% of the price of each item, but that's what the representative gets.
Question 31 Explanation:
Topic: Use algebra to solve word problems involving fractions, ratios, proportions, and percents (Objective 0020).
 Question 32

#### Use the samples of a student's work below to answer the question that follows:

$$\large \dfrac{2}{3}\times \dfrac{3}{4}=\dfrac{4\times 2}{3\times 3}=\dfrac{8}{9}$$ $$\large \dfrac{2}{5}\times \dfrac{7}{7}=\dfrac{7\times 2}{5\times 7}=\dfrac{2}{5}$$ $$\large \dfrac{7}{6}\times \dfrac{3}{4}=\dfrac{4\times 7}{6\times 3}=\dfrac{28}{18}=\dfrac{14}{9}$$

#### It is not valid. It never produces the correct answer.

Hint:
In the middle example,the answer is correct.

#### It is not valid. It produces the correct answer in a few special cases, but it‘s still not a valid algorithm.

Hint:
Note that this algorithm gives a/b divided by c/d, not a/b x c/d, but some students confuse multiplication and cross-multiplication. If a=0 or if c/d =1, division and multiplication give the same answer.

#### It is valid if the rational numbers in the multiplication problem are in lowest terms.

Hint:
Lowest terms is irrelevant.

#### It is valid for all rational numbers.

Hint:
Can't be correct as the first and last examples have the wrong answers.
Question 32 Explanation:
Topic: Analyze Non-Standard Computational Algorithms (Objective 0019).
 Question 33

#### 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 33 Explanation:
Topic: Distinguish between linear and nonlinear functions (Objective 0022).
 Question 34

#### 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 34 Explanation:
Topic: Characteristics of composite numbers (Objective 0018).
 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

#### Each number in the table above represents a value W that is determined by the values of x and y.  For example, when x=3 and y=1, W=5.  What is the value of W when x=9 and y=14?  Assume that the patterns in the table continue as shown.

 A $$\large W=-5$$Hint: When y is even, W is even. B $$\large W=4$$Hint: Note that when x increases by 1, W increases by 2, and when y increases by 1, W decreases by 1. At x=y=0, W=0, so at x=9, y=14, W has increased by $$9 \times 2$$ and decreased by 14, or W=18-14=4. C $$\large W=6$$Hint: Try fixing x or y at 0, and start by finding W for x=0 y=14 or x=9, y=0. D $$\large W=32$$Hint: Try fixing x or y at 0, and start by finding W for x=0 y=14 or x=9, y=0.
Question 36 Explanation:
Topic: Recognize and extend patterns using a variety of representations (e.g., verbal, numeric, pictorial, algebraic) (Objective 0021)
 Question 37

#### 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 37 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 38

#### 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.

#### 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.

#### 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.

#### 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 38 Explanation:
Topic: Analyze and interpret various graphic and nongraphic data representations (e.g., frequency distributions, percentiles) (Objective 0025).
 Question 39

#### 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 39 Explanation:
Topic: Use qualitative graphs to represent functional relationships in the real world (Objective 0021).
 Question 40

#### 1.5°

Hint:
Celsius and Fahrenheit don't increase at the same rate.

#### 1.8°

Hint:
That's how much the Fahrenheit temp increases when the Celsius temp goes up by 1 degree.

#### 2.7°

Hint:
Each degree increase in Celsius corresponds to a $$\dfrac{9}{5}=1.8$$ degree increase in Fahrenheit. Thus the increase is 1.8+0.9=2.7.

#### Not enough information.

Hint:
A linear equation has constant slope, which means that every increase of the same amount in one variable, gives a constant increase in the other variable. It doesn't matter what temperature the patient started out at.
Question 40 Explanation:
Topic: Interpret the meaning of the slope and the intercepts of a linear equation that models a real-world situation (Objective 0022).
 Question 41

#### 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 41 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 42

#### Which of the following inequalities describes all values of x  with $$\large \dfrac{x}{2}\le \dfrac{x}{3}$$?

 A $$\large x < 0$$Hint: If x =0, then x/2 = x/3, so this answer can't be correct. B $$\large x \le 0$$ C $$\large x > 0$$Hint: If x =0, then x/2 = x/3, so this answer can't be correct. D $$\large x \ge 0$$Hint: Try plugging in x = 6.
Question 42 Explanation:
Topics: Inequalities, operations (Objective 0019) (not exactly sure how to classify, but this is like one of the problems on the official sample test).
 Question 43

#### 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 43 Explanation:
Topics: Place value, scientific notation, estimation (Objective 0016)
 Question 44
 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 44 Explanation:
Topic: Converting between fractions, decimals, and percents (Objective 0017)
 Question 45

#### 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 45 Explanation:
Topic: Analyze the relationships among proportions, constant rates, and linear functions (Objective 0022).
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