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I used the official objectives and sample test to construct these questions, but cannot promise that they accurately reflect what’s on the real test.   Some of the sample questions were more convoluted than I could bear to write.   See terms of use.   See the MTEL Practice Test main page to view questions on a particular topic or to download paper practice tests.

## MTEL General Curriculum Mathematics Practice

 Question 1

#### 30

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

#### 120

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

Hint:

#### 360

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

#### The expression $$\large {{7}^{-4}}\cdot {{8}^{-6}}$$ is equal to which of the following?

 A $$\large \dfrac{8}{{{\left( 56 \right)}^{4}}}$$Hint: The bases are whole numbers, and the exponents are negative. How can the numerator be 8? B $$\large \dfrac{64}{{{\left( 56 \right)}^{4}}}$$Hint: The bases are whole numbers, and the exponents are negative. How can the numerator be 64? C $$\large \dfrac{1}{8\cdot {{\left( 56 \right)}^{4}}}$$Hint: $$8^{-6}=8^{-4} \times 8^{-2}$$ D $$\large \dfrac{1}{64\cdot {{\left( 56 \right)}^{4}}}$$
Question 2 Explanation:
Topics: Laws of exponents (Objective 0019).
 Question 3

#### 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 3 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 4

#### 212

Hint:
Can the number of toothpicks be even?

#### 213

Hint:
One way to see this is that every new "house" adds 4 toothpicks to the leftmost vertical toothpick -- so the total number is 1 plus 4 times the number of "houses." There are many other ways to look at the problem too.

#### 217

Hint:
Try your strategy with a smaller number of "houses" so you can count and find your mistake.

#### 265

Hint:
Remember that the "houses" overlap some walls.
Question 4 Explanation:
Topic: Recognize and extend patterns using a variety of representations (e.g., verbal, numeric, pictorial, algebraic). (Objective 0021).
 Question 5

#### 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 5 Explanation:
Topic: Analyze and interpret various graphic and nongraphic data representations (e.g., frequency distributions, percentiles) (Objective 0025).
 Question 6

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

#### 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 7 Explanation:
Topic: Use unit conversions and dimensional analysis to solve measurement problems (Objective 0023).
 Question 8

#### 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 8 Explanation:
Topic: Calculate the probabilities of simple and compound events and of independent and dependent events (Objective 0026).
 Question 9

#### 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 9 Explanation:
Topic: Find the greatest common factor of a set of numbers (Objective 0018).
 Question 10

#### Which of the numbers below is a fraction equivalent to $$0.\bar{6}$$?

 A $$\large \dfrac{4}{6}$$Hint: $$0.\bar{6}=\dfrac{2}{3}=\dfrac{4}{6}$$ B $$\large \dfrac{3}{5}$$Hint: This is equal to 0.6, without the repeating decimal. Answer is equivalent to choice c, which is another way to tell that it's wrong. C $$\large \dfrac{6}{10}$$Hint: This is equal to 0.6, without the repeating decimal. Answer is equivalent to choice b, which is another way to tell that it's wrong. D $$\large \dfrac{1}{6}$$Hint: This is less than a half, and $$0.\bar{6}$$ is greater than a half.
Question 10 Explanation:
Topic: Converting between fraction and decimal representations (Objective 0017)
 Question 11

#### 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 11 Explanation:
Topic: Apply LCM in "real-world" situations (according to standardized tests....) (Objective 0018).
 Question 12

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

 A $$\large {{N}^{2}}$$Hint: Squaring always gives a non-negative value. B $$\large 6-N$$Hint: A story problem for this expression is, if it was 6 degrees out at noon and N degrees out at sunrise, by how many degrees did the temperature rise by noon? Since N is negative, the answer to this question has to be positive, and more than 6. C $$\large -N$$Hint: If N is negative, then -N is positive D $$\large 6+N$$Hint: For example, if $$N=-10$$, then $$6+N = -4$$
Question 12 Explanation:
If you are stuck on a question like this, try a few examples to eliminate some choices and to help you understand what the question means. Topic: Characteristics of integers (Objective 0016).
 Question 13

#### 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 13 Explanation:
Topic: Understand and apply principles of number theory (Objective 0018).
 Question 14

#### 58 x 22

Hint:
This problem involves regrouping, which the student does not do correctly.

#### 16 x 24

Hint:
This problem involves regrouping, which the student does not do correctly.

#### 31 x 23

Hint:
There is no regrouping with this problem.

#### 141 x 32

Hint:
This problem involves regrouping, which the student does not do correctly.
Question 14 Explanation:
Topic: Analyze computational algorithms (Objective 0019).
 Question 15

#### The expression $$\large{{8}^{3}}\cdot {{2}^{-10}}$$ is equal to which of the following?

 A $$\large 2$$Hint: Write $$8^3$$ as a power of 2. B $$\large \dfrac{1}{2}$$Hint: $$8^3 \cdot {2}^{-10}={(2^3)}^3 \cdot {2}^{-10}$$ =$$2^9 \cdot {2}^{-10} =2^{-1}$$ C $$\large 16$$Hint: Write $$8^3$$ as a power of 2. D $$\large \dfrac{1}{16}$$Hint: Write $$8^3$$ as a power of 2.
Question 15 Explanation:
Topic: Laws of Exponents (Objective 0019).
 Question 16

#### 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 16 Explanation:
Topic: Recognize and apply connections between algebra and geometry (e.g., the use of coordinate systems, the Pythagorean theorem) (Objective 0024).
 Question 17

#### 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 17 Explanation:
Topic: Integers (Objective 0016)
 Question 18

#### 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 18 Explanation:
Topic: Use algebra to solve word problems involving fractions, ratios, proportions, and percents (Objective 0020).
 Question 19

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

#### A biology class requires a lab fee, which is a whole number of dollars, and the same amount for all students. On Monday the instructor collected $70 in fees, on Tuesday she collected$126, and on Wednesday she collected $266. What is the largest possible amount the fee could be? ####$2

Hint:
A possible fee, but not the largest possible fee. Check the other choices to see which are factors of all three numbers.

#### $7 Hint: A possible fee, but not the largest possible fee. Check the other choices to see which are factors of all three numbers. ####$14

Hint:
This is the greatest common factor of 70, 126, and 266.

#### $70 Hint: Not a factor of 126 or 266, so couldn't be correct. Question 20 Explanation: Topic: Use GCF in real-world context (Objective 0018)  Question 21 #### The histogram below shows the frequency of a class€™s scores on a 4 question quiz. #### 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 21 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 22 #### 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 22 Explanation: Topic: Models of Fractions (Objective 0017)  Question 23 #### Use the expression below to answer the question that follows. #### $$\large 3\times {{10}^{4}}+2.2\times {{10}^{2}}$$ #### Which of the following is closest to the expression above? #### 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. #### Three million Hint: Don't add the exponents. #### Thirty thousand Hint: $$3\times {{10}^{4}} = 30,000;$$ the other term is much smaller and doesn't change the estimate. Question 23 Explanation: Topics: Place value, scientific notation, estimation (Objective 0016)  Question 24 #### 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 24 Explanation: Topic: Recognize uses of prime factorization of a number (Objective 0018).  Question 25 #### The function d(x) gives the result when 12 is divided by x. Which of the following is a graph of d(x)?  A Hint: d(x) is 12 divided by x, not x divided by 12. B Hint: When x=2, what should d(x) be? C Hint: When x=2, what should d(x) be? D Question 25 Explanation: Topic: Identify and analyze direct and inverse relationships in tables, graphs, algebraic expressions and real-world situations (Objective 0021)  Question 26 #### 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 26 Explanation: Topic: Select the linear equation that best models a real-world situation (Objective 0022).  Question 27 #### The "houses" below are made of toothpicks and gum drops. #### Which of the following does not represent the number of gumdrops in a row of h houses?  A $$\large 2+3h$$Hint: Think of this as start with 2 gumdrops on the left wall, and then add 3 gumdrops for each house. B $$\large 5+3(h-1)$$Hint: Think of this as start with one house, and then add 3 gumdrops for each of the other h-1 houses. C $$\large h+(h+1)+(h+1)$$Hint: Look at the gumdrops in 3 rows: h gumdrops for the "rooftops," h+1 for the tops of the vertical walls, and h+1 for the floors. D $$\large 5+3h$$Hint: This one is not a correct equation (which makes it the correct answer!). Compare to choice A. One of them has to be wrong, as they differ by 3. Question 27 Explanation: Topic: Translate among different representations (e.g., tables, graphs, algebraic expressions, verbal descriptions) of functional relationships (Objective 0021).  Question 28 #### 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 28 Explanation: Topic: Identifying rational and irrational numbers (Objective 0016).  Question 29 #### There are six gumballs in a bag — two red and four green. Six children take turns picking a gumball out of the bag without looking. They do not return any gumballs to the bag. What is the probability that the first two children to pick from the bag pick the red gumballs?  A $$\large \dfrac{1}{3}$$Hint: This is the probability that the first child picks a red gumball, but not that the first two children pick red gumballs. B $$\large \dfrac{1}{8}$$Hint: Are you adding things that you should be multiplying? C $$\large \dfrac{1}{9}$$Hint: This would be the probability if the gumballs were returned to the bag. D $$\large \dfrac{1}{15}$$Hint: The probability that the first child picks red is 2/6 = 1/3. Then there are 5 gumballs in the bag, one red, so the probability that the second child picks red is 1/5. Thus 1/5 of the time, after the first child picks red, the second does too, so the probability is 1/5 x 1/3 = 1/15. Question 29 Explanation: Topic: Calculate the probabilities of simple and compound events and of independent and dependent events (Objective 0026).  Question 30 #### Use the expression below to answer the question that follows: #### $$\large \dfrac{\left( 7,154 \right)\times \left( 896 \right)}{216}$$ #### Which of the following is the best estimate of the expression above? #### 2,000 Hint: The answer is bigger than 7,000. #### 20,000 Hint: Estimate 896/216 first. #### 3,000 Hint: The answer is bigger than 7,000. #### 30,000 Hint: $$\dfrac{896}{216} \approx 4$$ and $$7154 \times 4$$ is over 28,000, so this answer is closest. Question 30 Explanation: Topics: Estimation, simplifying fractions (Objective 0016, overlaps with other objectives).  Question 31 #### 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 31 Explanation: Topic: Scientific Notation (Objective 0016)  Question 32 #### Kendra is trying to decide which fraction is greater, $$\dfrac{4}{7}$$ or $$\dfrac{5}{8}$$. Which of the following answers shows the best reasoning? #### $$\dfrac{4}{7}$$ is $$\dfrac{3}{7}$$away from 1, and $$\dfrac{5}{8}$$ is $$\dfrac{3}{8}$$away from 1. Since eighth‘s are smaller than seventh‘s, $$\dfrac{5}{8}$$ is closer to 1, and is the greater of the two fractions. #### $$7-4=3$$ and $$8-5=3$$, so the fractions are equal. Hint: Not how to compare fractions. By this logic, 1/2 and 3/4 are equal, but 1/2 and 2/4 are not. #### $$4\times 8=32$$ and $$7\times 5=35$$. Since $$32<35$$ , $$\dfrac{5}{8}<\dfrac{4}{7}$$ Hint: Starts out as something that works, but the conclusion is wrong. 4/7 = 32/56 and 5/8 = 35/56. The cross multiplication gives the numerators, and 35/56 is bigger. #### $$4<5$$ and $$7<8$$, so $$\dfrac{4}{7}<\dfrac{5}{8}$$ Hint: Conclusion is correct, logic is wrong. With this reasoning, 1/2 would be less than 2/100,000. Question 32 Explanation: Topics: Comparing fractions, and understanding the meaning of fractions (Objective 0017).  Question 33 #### 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 33 Explanation: Topic: Find a linear equation that represents a graph (Objective 0022).  Question 34 #### Below are four inputs and outputs for a function machine representing the function A: #### 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 34 Explanation: Topics: Understand various representations of functions, and translate among different representations of functional relationships (Objective 0021).  Question 35 #### 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 35 Explanation: Topic: Place Value (Objective 0016)  Question 36 #### 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? #### 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 36 Explanation: Topic: Place Value (Objective 0016)  Question 37 #### 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 37 Explanation: Topic: Recognize and analyze pictorial representations of number operations. (Objective 0019).  Question 38 #### 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 38 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 39

#### 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 39 Explanation:
Topic: Understand models of operations on numbers (Objective 0019).
 Question 40

#### An above-ground swimming pool is in the shape of a regular hexagonal prism, is one meter high, and holds 65 cubic meters of water.  A second pool has a base that is also a regular hexagon, but with sides twice as long as the sides in the first pool.  This second pool is also one meter high.  How much water will the second pool hold?

 A $$\large 65\text{ }{{\text{m}}^{3}}$$Hint: A bigger pool would hold more water. B $$\large 65\cdot 2\text{ }{{\text{m}}^{3}}$$Hint: Try a simpler example, say doubling the sides of the base of a 1 x 1 x 1 cube. C $$\large 65\cdot 4\text{ }{{\text{m}}^{3}}$$Hint: If we think of the pool as filled with 1 x 1 x 1 cubes (and some fractions of cubes), then scaling to the larger pool changes each 1 x 1 x 1 cube to a 2 x 2 x 1 prism, or multiplies volume by 4. D $$\large 65\cdot 8\text{ }{{\text{m}}^{3}}$$Hint: Try a simpler example, say doubling the sides of the base of a 1 x 1 x 1 cube.
Question 40 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 41

#### 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 41 Explanation:
Topic: Classify and analyze polygons using attributes of sides and angles, including real-world applications. (Objective 0024).
 Question 42

#### 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 42 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 43

#### 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 43 Explanation:
Topic: Analyze the relationships among proportions, constant rates, and linear functions (Objective 0022).
 Question 44

#### A 90 degree clockwise rotation about (2,1) followed by a translation of two units to the right.

Hint:
Part of the figure would move below the x-axis with these transformations.

#### A translation 3 units up, followed by a reflection about the line y=x.

Hint:
See what happens to the point (5,1) under this set of transformations.

#### A 90 degree clockwise rotation about (2,1) followed by a translation of 2 units to the right.

Hint:
See what happens to the point (3,3) under this set of transformations.
Question 44 Explanation:
Topic:Analyze and apply geometric transformations (e.g., translations, rotations, reflections, dilations) (Objective 0024).
 Question 45

#### 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 45 Explanation:
Topic: Identifying rational and irrational numbers (Objective 0016).
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