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## MTEL General Curriculum Mathematics Practice

 Question 1

#### 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 1 Explanation:
Topic: Identifying rational and irrational numbers (Objective 0016).
 Question 2

#### How many of the figures pictured above have at least one line of reflective symmetry?

 A $$\large 1$$ B $$\large 2$$Hint: The ellipse has 2 lines of reflective symmetry (horizontal and vertical, through the center) and the triangle has 3. The other two figures have rotational symmetry, but not reflective symmetry. C $$\large 3$$ D $$\large 4$$Hint: All four have rotational symmetry, but not reflective symmetry.
Question 2 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 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

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

Question 4 Explanation:
Topics: Estimation, Scientific Notation in the real world (Objective 0016).
 Question 5

#### 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 5 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 6

#### 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 6 Explanation:
Topic: Use unit conversions and dimensional analysis to solve measurement problems (Objective 0023).
 Question 7

#### 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 7 Explanation:
Topic: Compare different data sets (Objective 0025).
 Question 8

#### A

Hint:
Rise is more than 30 inches.

#### B

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

#### C

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

#### D

Hint:
Slope is 1:10 -- too steep.
Question 8 Explanation:
Topic: Interpret meaning of slope in a real world situation (Objective 0022).
 Question 9

#### 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 9 Explanation:
Topic: Models of Fractions (Objective 0017)
 Question 10

#### 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 10 Explanation:
Topic: Analyze Non-Standard Computational Algorithms (Objective 0019).
 Question 11

#### 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 11 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 12

#### I, II, and III

Hint:
The integers are ...-3, -2, -1, 0, 1, 2, 3, ....
Question 12 Explanation:
Topic: Characteristics of Integers (Objective 0016)
 Question 13

#### 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 13 Explanation:
Topics: Understand various representations of functions, and translate among different representations of functional relationships (Objective 0021).
 Question 14

#### Four children randomly line up, single file.  What is the probability that they are in height order, with the shortest child in front?   All of the children are different heights.

 A $$\large \dfrac{1}{4}$$Hint: Try a simpler question with 3 children -- call them big, medium, and small -- and list all the ways they could line up. Then see how to extend your logic to the problem with 4 children. B $$\large \dfrac{1}{256}$$Hint: Try a simpler question with 3 children -- call them big, medium, and small -- and list all the ways they could line up. Then see how to extend your logic to the problem with 4 children. C $$\large \dfrac{1}{16}$$Hint: Try a simpler question with 3 children -- call them big, medium, and small -- and list all the ways they could line up. Then see how to extend your logic to the problem with 4 children. D $$\large \dfrac{1}{24}$$Hint: The number of ways for the children to line up is $$4!=4 \times 3 \times 2 \times 1 =24$$ -- there are 4 choices for who is first in line, then 3 for who is second, etc. Only one of these lines has the children in the order specified.
Question 14 Explanation:
Topic: Apply knowledge of combinations and permutations to the computation of probabilities (Objective 0026).
 Question 15

#### 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 15 Explanation:
Topic: Solve linear equations (Objective 0020).
 Question 16

#### 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 16 Explanation:
Topic: Classify and analyze polygons using attributes of sides and angles, and symmetry (Objective 0024).
 Question 17

#### 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 17 Explanation:
Topics: Place value, scientific notation, estimation (Objective 0016)
 Question 18

#### 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 18 Explanation:
Topic: Recognize and apply connections between algebra and geometry (e.g., the use of coordinate systems, the Pythagorean theorem) (Objective 0024).
 Question 19

 A $$\large 3.10m=400+0.2m$$Hint: These are the numbers in the problem, but this equation doesn't make sense. If you don't know how to make an equation, try plugging in an easy number like m=500 minutes to see if each side equals what it should. B $$\large 3+0.1m=29.99+.20m$$Hint: Doesn't account for the 400 free minutes. C $$\large 3+0.1m=400+29.99+.20(m-400)$$Hint: Why would you add 400 minutes and $29.99? If you don't know how to make an equation, try plugging in an easy number like m=500 minutes to see if each side equals what it should. D $$\large 3+0.1m=29.99+.20(m-400)$$Hint: The left side is$3 plus $0.10 times the number of minutes. The right is$29.99 plus $0.20 times the number of minutes over 400. Question 19 Explanation: Identify variables and derive algebraic expressions that represent real-world situations (Objective 0020).  Question 20 #### 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 20 Explanation: Topic: Operations on Fractions, Order of Operations (Objective 0019).  Question 21 #### Below is a pictorial representation of $$2\dfrac{1}{2}\div \dfrac{2}{3}$$: #### Which of the following is the best description of how to find the quotient from the picture? #### The quotient is $$3\dfrac{3}{4}$$. There are 3 whole blocks each representing $$\dfrac{2}{3}$$ and a partial block composed of 3 small rectangles. The 3 small rectangles represent $$\dfrac{3}{4}$$ of $$\dfrac{2}{3}$$. #### The quotient is $$3\dfrac{1}{2}$$. There are 3 whole blocks each representing $$\dfrac{2}{3}$$ and a partial block composed of 3 small rectangles. The 3 small rectangles represent $$\dfrac{3}{6}$$ of a whole, or $$\dfrac{1}{2}$$. Hint: We are counting how many 2/3's are in 2 1/2: the unit becomes 2/3, not 1. #### The quotient is $$\dfrac{4}{15}$$. There are four whole blocks separated into a total of 15 small rectangles. Hint: This explanation doesn't make much sense. Probably you are doing "invert and multiply," but inverting the wrong thing. #### This picture cannot be used to find the quotient because it does not show how to separate $$2\dfrac{1}{2}$$ into equal sized groups. Hint: Study the measurement/quotative model of division. It's often very useful with fractions. Question 21 Explanation: Topic: Recognize and analyze pictorial representations of number operations. (Objective 0019).  Question 22 #### 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 22 Explanation: Topic: Match three-dimensional figures and their two-dimensional representations (e.g., nets, projections, perspective drawings) (Objective 0024).  Question 23 #### Use the solution procedure below to answer the question that follows: #### $$\large {\left( x+3 \right)}^{2}=10$$ #### $$\large \left( x+3 \right)\left( x+3 \right)=10$$ #### $$\large {x}^{2}+9=10$$ #### $$\large {x}^{2}+9-9=10-9$$ #### $$\large {x}^{2}=1$$ #### $$\large x=1\text{ or }x=-1$$ #### Which of the following is incorrect in the procedure shown above? #### 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 $$a \times (b \times c)=(a \times b) \times c$$. #### Order of operations is done incorrectly. #### The distributive property is used incorrectly. Hint: $$(x+3)(x+3)=x(x+3)+3(x+3)$$=$$x^2+3x+3x+9.$$ Question 23 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 24 #### Use the expression below to answer the question that follows. #### $$\large \dfrac{\left( 155 \right)\times \left( 6,124 \right)}{977}$$ #### Which of the following is the best estimate of the expression above? #### 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 24 Explanation: Topics: Estimation, simplifying fractions (Objective 0016).  Question 25 #### 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 25 Explanation: Topic: Apply knowledge of combinations and permutations to the computation of probabilities (Objective 0026).  Question 26 #### Taxicab fares in Boston (Spring 2012) are$2.60 for the first $$\dfrac{1}{7}$$ of a mile or less and $0.40 for each $$\dfrac{1}{7}$$ of a mile after that. #### 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 26 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 27 #### Which of the following is not possible? #### 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 27 Explanation: Topic: Classify and analyze polygons using attributes of sides and angles (Objective 0024).  Question 28 #### The Venn Diagram below gives data on the number of seniors, athletes, and vegetarians in the student body at a college: #### 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 28 Explanation: Topic: Venn Diagrams (Objective 0025)  Question 29 #### A family went on a long car trip. Below is a graph of how far they had driven at each hour. #### 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 29 Explanation: Topic: Select the linear equation that best models a real-world situation (Objective 0022).  Question 30 #### The table below gives the result of a survey at a college, asking students whether they were residents or commuters: #### 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 30 Explanation: Topic: Recognize and apply the concept of conditional probability (Objective 0026).  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 graph below to answer the question that follows. #### 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 32 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 33 #### Use the problem below to answer the question that follows: #### T shirts are on sale for 20% off. Tasha paid$8.73 for a shirt.  What is the regular price of the shirt? There is no tax on clothing purchases under $175. #### Let p represent the regular price of these t-shirt. Which of the following equations is correct?  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 33 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 34

#### 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 34 Explanation:
Topic: Use measures of central tendency (e.g., mean, median, mode) and spread to describe and interpret real-world data (Objective 0025).
 Question 35

#### 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 35 Explanation:
Topic: Apply LCM in "real-world" situations (according to standardized tests....) (Objective 0018).
 Question 36

#### 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 36 Explanation:
Topic: Estimate and calculate measurements using customary, metric, and nonstandard units of measurement (Objective 0023).
 Question 37

#### A cylindrical soup can has diameter 7 cm and height 11 cm. The can holds g grams of soup.   How many grams of the same soup could a cylindrical can with diameter 14 cm and height 33 cm hold?

 A $$\large 6g$$Hint: You must scale in all three dimensions. B $$\large 12g$$Hint: Height is multiplied by 3, and diameter and radius are multiplied by 2. Since the radius is squared, final result is multiplied by $$2^2\times 3=12$$. C $$\large 18g$$Hint: Don't square the height scale factor. D $$\large 36g$$Hint: Don't square the height scale factor.
Question 37 Explanation:
Topic: Determine how the characteristics (e.g., area, volume) of geometric figures and shapes are affected by changes in their dimensions (Objective 0023).
 Question 38

#### 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 38 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 39

#### 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 39 Explanation:
Topic: Apply proportional thinking to estimate quantities in real world situations (Objective 0019).
 Question 40

#### 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 40 Explanation:
Topic: Understand and apply principles of number theory (Objective 0018).
 Question 41

#### The result is always the number that you started with! Suppose you start by picking N. Which of the equations below best demonstrates that the result after Step 6 is also N?

 A $$\large N*2+20*5-100\div 10=N$$Hint: Use parentheses or else order of operations is off. B $$\large \left( \left( 2*N+20 \right)*5-100 \right)\div 10=N$$ C $$\large \left( N+N+20 \right)*5-100\div 10=N$$Hint: With this answer you would subtract 10, instead of subtracting 100 and then dividing by 10. D $$\large \left( \left( \left( N\div 10 \right)-100 \right)*5+20 \right)*2=N$$Hint: This answer is quite backwards.
Question 41 Explanation:
Topic: Recognize and apply the concepts of variable, function, equality, and equation to express relationships algebraically (Objective 0020).
 Question 42

#### 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 42 Explanation:
Topic: Distinguish between linear and nonlinear functions (Objective 0022).
 Question 43

#### 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 43 Explanation:
Topic: Understand divisibility rules and why they work (Objective 018).
 Question 44

#### 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 44 Explanation:
Topic: Derive and use formulas for calculating the lengths, perimeters, areas, volumes, and surface areas of geometric shapes and figures (Objective 0023).
 Question 45

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