Download 6th grade to 7th grade Summer Packet

Name: ______________________ Class: _________________ Date: _________
ID: A
6th grade to 7th grade Summer Packet
Multiple Choice
Identify the choice that best completes the statement or answers the question.
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1. Each student in the seventh grade will be required to write three papers that are a total of 13 pages
long. If there are 47 students in the seventh grade, approximately how many sheets of paper will the
seventh grade need to complete these assignments?
a. 60 sheets of paper
c. 917 sheets of paper
b. 500 sheets of paper
d. 5 sheets of paper
2. Ai-ling creates a new board game. Her board game uses toothpicks as game pieces. Each board game
requires 20 toothpicks. If Ai-ling has 479 toothpicks, how many of her board games will she be able
to put together?
a. 9,600 board games
c. 24 board games
b. 27 board games
d. 22 board games
3. In round 1 of a phone tree, a person calls 4 people. In round 2, each person in round 1 calls 4 more
people, and so on. How many calls will be made during round 5?
a. 1,024 calls
c. 625 calls
b. 512 calls
d. 20 calls
4. Evaluate 35 + 31 + 55 + 29.
a. 160
c. 150
b. 90
d. 75
5. Identify a pattern in the sequence 6, 60, 12, 120, 24, 240, 48, ... Name the next three terms.
a. 10, 96, 19
c. 5, 24, 2
b. 43, 53, 48
d. 480, 96, 960
6. Evaluate the expression to find the missing values in the table.
x
x+ 2
9
11
15
?
27
?
a. 24, 42
c. 26, 38
b. 13, 25
d. 17, 29
7. A comic book costs $2. How much is the total cost of 2, 3, 4, or 5 comic books?
a. $4, $6, $8, $10
c. $6, $8, $10, $5
b. $3, $4, $6, $8
d. $4, $5, $6, $7
8. Isabel wrote 11 letters to friends each month for x months in a row. Write an expression to show the
total number of letters Isabel wrote.
a. 11
c. 11 + x
x
b. 11x
d. 11 – x
9. Write the phrase “the product of 12 and 89” as a numerical or algebraic expression.
a. 12 − 89
c. (12)(89)
b. 12 ÷ 89
d. 12 + 89
1
Name: ______________________
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ID: A
10. Write the phrase “z divided by 2” as a numerical or algebraic expression.
a. z • 2
c. z ÷ 2
b. 2 ÷ z
d. 2 − z
11. To find out which colors are popular for cars, a parking lot was sampled. The results are shown in the
table. If there are k fewer green cars than blue cars, write an algebraic expression for the number of
green cars.
Color
Number of
Cars
Black
38
Blue
19
Red
30
White
27
Other
32
a. k − 19
c. k + 19
b. 19 − k
d. 19 + k
12. A rectangle has a length of 8 inches. The table shows the area of the rectangle for different widths.
Write an expression that can be used to find the area of the rectangle when its width is w inches.
Length
Width (in.) Area (in2)
(in.)
8
2
16
8
3
24
8
4
32
8
w
?
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13.
____
14.
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15.
____
16.
a. w + 8
c. 40
b. 8w
d. 32 + w
Determine whether b = 23 is a solution to b + 27 = 50.
a. Since 621 ≠ 50, 23 is not a solution to b + 27 = 50.
b. Since 73 ≠ 50, 23 is not a solution to b + 27 = 50.
c. Since 50 = 50, 23 is a solution to b + 27 = 50.
d. Since −4 ≠ 50, 23 is not a solution to b + 27 = 50.
Solve the equation m + 10 = 53. Check your answer.
a. m = 43
c. m = 63
b. m = 53
d. m = 44
The recipe you are using indicates that a mixture should be heated to a temperature of 212°F. The
mixture is currently at 88°F. How many more degrees d does the mixture need to be heated?
a. 124°F
c. 134°F
b. 123°F
d. 300°F
Write “12 is 8 subtracted from y” as an algebraic equation. Then find the solution.
a. 12 = 8 − y; y = −20
b. 12 = y − 8; y = 4
c. 12 = y − 8; y = 20
d. 12 = 8 − y; y = −4
2
Name: ______________________
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ID: A
17. I-chen is making dough for her class for an art project. The recipe requires 101 the amount of salt as it
does flour. If I-chen uses 16 cups of salt, how many cups of flour will she need?
a. 1 35 cups
c. 6 cups
b. 26 cups
d. 160 cups
18. Find the quotient.
3.9 ÷ 3
a. 0.9
c. 0.13
b. 13
d. 1.3
19. Evaluate 3.6 ÷ x for x = 2.
a. 1.6
c. 0.18
b. 18
d. 1.8
20. Mr. and Mrs. Wodehouse’s 5 children are buying a cake for their parents’ wedding anniversary. The
cake costs $24.10. If the children split the cost equally, how much will each person pay?
a. $48.20
c. $0.48
b. $4.82
d. $19.10
21. Find the quotient.
4.14 ÷ 4.5
a. 0.92
c. 0.092
b. 9.2
d. 1.08695652174
22. If you are making 22 sandwiches for a family reunion and 6 slices of turkey come in each package,
how many packages will you need to buy?
a. 3.67 packages
c. 3.35 packages
b. 3 packages
d. 4 packages
23. Ms. White is making bookmarks for her first grade class. Each bookmark has a gold tassel.
If 8 bookmarks come in a package, how many packages will she need for her 30 students?
a. 3.75 packages
c. 4 packages
b. 6.08 packages
d. 6 packages
24. Mr. Gonzalez’s sixth-grade class is putting on a play. He reserved the first 6 rows of the auditorium
for family members and friends of the 24 students in his class. If each row contains 17 seats and each
student can invite the same number of guests, how many guests can each student invite?
a. 8 guests
c. 4 guests
b. 5 guests
d. 9 guests
25. Solve the equation u × 5.6 = 6.16. Check your answer.
a. u = 34.5
c. u = 1.1
b. u = 1
d. u = 0.77
26. The area of a rectangular rug in Monica’s living room is 212.5 square feet. If the length of the rug is
17 feet, what is the width?
a. 3,613 feet
c. 12.5 feet
b. 14.6 feet
d. 11.8 feet
27. Find the GCF of 63, 72, and 24.
a. 2
c. 4
b. 6
d. 3
3
Name: ______________________
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28. Write the decimal 1.23 as a fraction or mixed number.
23
a. 231
c. 1 100
b.
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1 15
d.
23
100
29. Write 5 25 as an improper fraction.
a.
52
5
c.
12
5
b.
27
5
d.
7
5
30. Compare. Write <, >, or =.
1
? 35
2
a. =
4
7
31. Paul needs
lawn?
a. yes
32. Order
a.
7
11
b.
5
13
7
11
,
,
7
13
,
7
11
b.
<
c.
gallon of gas to mow the lawn. He has
1
2
>
gallon. Does he have enough gas to mow the
b. no
7
13
, and
5
13
from least to greatest.
,
5
13
c.
7
13
,
5
13
,
7
11
,
7
13
d.
5
13
,
7
13
,
7
11
33. A rare species needs at least 56 of its diet to be bamboo. One day an animal of this species eats 13
pounds of food, 10 pounds of which are bamboo. Does the animal eat enough bamboo?
a. Yes; 56 is greater than 10
.
c. Yes; 56 is less than 10
.
13
13
b.
____
ID: A
No;
5
6
is greater than
10
13
.
d. No;
5
6
is less than
10
13
.
34. Peter surveyed his friends and family to see what they like to drink with breakfast. He found that
1
10
of the people like to drink grapefruit juice and 103 of them like to drink orange juice. The rest prefer
either milk or water. What part of the people surveyed prefer grapefruit or orange juice with
breakfast? Express your answer in simplest form.
a. 203
c. 15
b.
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1
20
35. Evaluate the expression v +
d.
1
18
for v =
7
18
2
5
. Express your answer in simplest form.
a.
4
9
c.
2
9
b.
1
6
d.
1
3
36. A bag of hot dog buns contains 8 buns, and a package of hot dogs contains 10 hot dogs. How many
packages of each are needed so that each of the 40 campers has hot dogs and buns with none left
over?
a. 5 bags of buns, 4 packages of hot dogs c. 2 bags of buns, 2 packages of hot dogs
b. 8 bags of buns, 10 packages of hot
d. 4 bags of buns, 5 packages of hot dogs
dogs
4
Name: ______________________
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37. If a glass of milk was
____
____
3
8
of the glass was drunk, how full is the glass now?
c.
1
5
b.
1
8
d.
1
16
38. A rubber band is 1 18 inches unstretched and 1 34 inches when it is fully stretched. How much does it
stretch?
a. 19
inches
c. 58 inches
31
20
33
inches
d.
21
32
inches
39. Subtract. Express your answer in simplest form.
7 25 − 2 35
a.
4 15
c. 5 15
b.
5 45
d. 4 45
40. Ivan is burning a CD for his friend. It is a 43-minute CD, and he has already burned 15 13 minutes.
How much more is left to burn?
a. 28 13 minutes
c. 27 23 minutes
28 23 minutes
d. 27 13 minutes
41. A small bag of carrots weighs 8 12 ounces. If this is 3 34 ounces less than a larger bag of carrots, how
much does the larger bag weigh?
a. 10 89 ounces
c. 12 38 ounces
b.
____
full and then
a.
b.
____
1
2
1
3
b.
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ID: A
10 79 ounces
d. 12 14 ounces
42. Two stacks of books together are 7 12 inches tall. If one stack is 4 34 inches tall, how tall is the other?
a.
3 17 inches
c. 2 58 inches
b.
2 34 inches
d. 3 inches
43. Selena is making cookies. To make one dozen cookies, she needs
3
4
cup of brown sugar. How many
2
3
cups of brown sugar does Selena need to make 4 dozen cookies?
____
____
a.
3 11
cups
12
c. 1 12 cups
b.
5 125 cups
d. 3 12 cups
44. In a fish tank, 118 of the fish have a red stripe on them. If 16 of the fish have red stripes, how many
total fish are in the tank?
a. 21 fish
c. 20 fish
b. 22 fish
d. 26 fish
45. Find the mean of the data set 18, 36, 24, 36, 30, and 36.
a. 26
c. 36
b. 27
d. 30
5
Name: ______________________
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ID: A
46. Which year has been the most expensive for computers so far? Use the line graph to answer the
question.
a. 2002
c. 2003
b. 2000
d. 2001
47. Why is the bar graph misleading? What might people believe from the misleading graph?
a.
____
The vertical axis labeling is not constant; People might believe that Ravi and
Terrance jumped about the same height. In reality, Ravi jumped twice as high as
Terrance.
b. The lower part of the vertical scale is missing; People might believe that Ravi and
Terrance jumped about the same height. In reality, Ravi jumped twice as high as
Terrance.
c. The vertical axis labeling is not constant; People might believe that Ravi and
Terrance jumped about the same height. In reality, Terrance jumped twice as high as
Ravi.
d. The lower part of the vertical scale is missing; People might believe that Ravi and
Terrance jumped about the same height. In reality, Terrance jumped twice as high as
Ravi.
48. A recipe calls for 9 tablespoons of milk for every 21 cups of flour. If the chef puts in 168 cups of
flour, how many tablespoons of milk must the chef add?
a. 97 tablespoons
c. 392 tablespoons
b. 1.13 tablespoons
d. 72 tablespoons
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Name: ______________________
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ID: A
49. A light-year is a unit used to measure large distances in space. One light-year is approximately equal
to 5.88 trillion miles. On a map of the Milky Way Galaxy, the scale is 3 inches:50 light-years. If two
stars on the map are 18 inches apart, about how far apart are they in the galaxy?
a. 411 light-years
c. 1.08 light-years
b. 16.67 light-years
d. 300 light-years
50. What percent of the squares in the model are shaded?
a. 95%
c. 0.95%
b. 0.05%
d. 5%
51. Alberto is a waiter. He waits on a table of 4 whose bill comes to $110.05. If Alberto receives a 15%
tip, about how much will he receive?
a. $16.50
c. $16.05
b. $126.55
d. $5.50
52. Hisako sells dolls at her doll store. If she sells a doll for $35, and there is 6% sales tax, what is the
total cost of the doll? Round your answer to the nearest cent.
a. $37.10
c. $32.90
b. $41.55
d. $2.10
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Name: ______________________
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ID: A
53. Use the diagram to name two lines.
a.
T, U
c. TX, VY
⎯⎯
→ ⎯⎯
→
____
←⎯
⎯
→ ←⎯⎯
→
b. VT , TX
d. TX , UY
54. Find the unknown angle measure. The angles are supplementary.
a.
b.
c = 112°
c = 12°
c. c = 168°
d. c = 102°
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Name: ______________________
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ID: A
55. Identify a possible pattern. Use the pattern to draw the next figure.
a.
Triangles appear in a clockwise pattern starting in the top heart.
b.
Triangles appear in a clockwise pattern starting in the top heart.
c.
Triangles appear in a clockwise pattern starting in the top heart.
d.
Triangles appear in a clockwise pattern starting in the top heart.
56. Convert 7 gallons to cups.
a. 14 cups
c. 16 cups
b. 112 cups
d. 126 cups
57. Gloria is selling orange juice during halftime at a basketball game. If she has 18 pints of juice, how
many 1-cup servings can she sell?
a. 9 servings
c. 72 servings
b. 144 servings
d. 36 servings
58. Alsea Bay Bridge in Oregon is about 970 yards long. About how many feet is this?
a. 2,910 ft
c. 11,640 ft
b. 81 ft
d. 323 ft
9
Name: ______________________
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59. Find the perimeter of the figure.
____
a. 72 cm
b. 60 cm
60. Find the area of the trapezoid.
____
ID: A
c. 57 cm
d. 144 cm
a. 42.7 m 2
c. 11.9 m 2
b. 18.9 m 2
d. 6.1 m 2
61. Donny needs to put carpet in the hallway of his house, and drew the following diagram. All of the
sides of the figure are 4 feet long, except for the two longer sides that are each 8 feet long. All angles
in the figure are right angles. What is the area of Donny’s hallway?
a.
b.
56 ft2
96 ft2
c. 128 ft2
d. 80 ft2
10
Name: ______________________
ID: A
22
7
____
62. Find the area of the circle. Use
____
a. 99 cm2
c. 198 cm2
2
b. 12,474 cm
d. 3,118.5 cm2
63. Identify the number of faces, edges, and vertices on the three-dimensional figure.
____
a. 8 faces, 6 edges, and 12 vertices
c. 4 faces, 6 edges, and 4 vertices
b. 6 faces, 8 edges, and 12 vertices
d. 6 faces, 12 edges, and 8 vertices
64. Name the three-dimensional figure represented by the object.
____
a. cylinder
b. circular prism
65. Find the volume of the triangular prism.
a.
b.
for π . Round your answer to the nearest hundredth.
c. polyhedron
d. cone
33 m3
540 m3
c. 441 m3
d. 270 m3
11
Name: ______________________
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____
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66. An aluminum can has a diameter of 9 cm and a height of 7 cm. Find the volume of the can. Use 3.14
for π . Round your answer to the nearest hundredth.
a. 1,780.38 cm3
c. 445.1 cm3
3
b. 324.99 cm
d. 890.19 cm3
67. Several students in Mr. Rodriguez’ sixth grade Science class played a world geography game. The
table shows the scores at the end of the game. Write the students’ names in order from lowest score
to highest score.
Final Scores
Aaron
–7,298
Yumi
10,542
Jesse
21,115
Octavio
20,642
Maria
–20,319
a. Jesse, Maria, Aaron, Yumi, Octavio
c. Maria, Aaron, Yumi, Octavio, Jesse
b. Jesse, Octavio, Yumi, Aaron, Maria
d. Octavio, Yumi, Aaron, Maria, Jesse
68. Name the quadrant where point B is located.
a.
b.
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____
ID: A
Quadrant II
Quadrant IV
c. Quadrant I
d. Quadrant III
69. Evaluate e8 for e = 56.
a. 6
c. 48
b. –7
d. 7
70. Cherry tomatoes are sold at the store. A 12-pack costs $3, a 16-pack costs $4, and a 24-pack costs
$6. Write an equation for the function. Let t be the number of tomatoes. Let p be the price per pack.
a. t = 4p + 2
c. p = 4t
b.
p=
t
4
d. t =
12
p
4
+2
Name: ______________________
____
ID: A
71. Graph the function described by the equation y = −2x − 2.
a.
c.
b.
____
72. The local weather station reports that the chance of snow is 0.45. Write this probability as a fraction
and as a percent.
a. 109 , 45%
c. 209 , 45%
b.
____
____
d.
11
20
, 55%
d.
11
10
, 55%
73. To wrap presents, Hannah has 2 different colors of wrapping paper—blue and red. To top the
present, she has 3 different types of bows to choose from—striped, polka dots, and clear. What are all
the possible ways Hannah can wrap the present?
a. {blue and striped; blue and polka dots; blue and clear}
b. {red and striped; red and polka dots; red and clear}
c. {blue and striped; blue and polka dots; blue and clear; red and striped; blue and red;
striped and polka dots}
d. {blue and striped; blue and polka dots; blue and clear; red and striped; red and polka
dots; red and clear}
74. At Tubman Middle School, there are 7 English teachers and 6 science teachers. If each student takes
one English class and one science class, how many possible combinations of teachers are there?
a. 42 possible combinations
c. 13 possible combinations
b. 6 possible combinations
d. 7 possible combinations
13
Name: ______________________
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75. At a restaurant, Donald can choose between a roast beef sandwich, a chicken salad sandwich, and a
fish sandwich. As a side item, he can choose apple slices, yogurt, or a salad. As a drink he can choose
juice, water, or tea. If he chooses one sandwich, one side item, and one drink, how many different
meals can he choose from?
a. 18 possible meals
c. 27 possible meals
b. 9 possible meals
d. 12 possible meals
76. A letter is chosen at random from the 26 letters in the alphabet. What is the probability of choosing a
vowel? Express your answer as a fraction in simplest form.
a. 21
c. 215
26
b.
____
____
____
ID: A
26
5
d.
5
26
77. The probability of drawing a silver ball out of a certain bag is 0.6. What is the probability of NOT
drawing a silver ball? Express your answer as a decimal.
a. 40
c. 0.04
b. 0.44
d. 0.4
78. Greg spins the spinner twice. Find the probability that the spinner will land on an even number both
times. Express your answer as a fraction in simplest form.
a.
1
8
c.
1
4
b.
1
16
d.
1
2
79. Find the probability of rolling a 5 on the first number cube and rolling a 5 on the second number
cube. Assume the number cubes are fair and have six sides. Express your answer as a fraction in
simplest form.
a.
1
36
c.
1
6
b.
1
12
d.
1
25
Short Answer
80. Evaluate the expression to find the missing values in the table. Show your work.
x
x+7
3
10
7
?
10
?
14
Name: ______________________
ID: A
81. Write two phrases for the expression 85 – y.
82. Solve 58 = q – 14. Check your answer. Show your work.
83. Solve the following.
a.
If a wall is 4.6 meters long, what is the maximum number of 0.5-meter wide
chairs you can place along it? Show your work.
b.
How many chairs would fit if the chairs were 0.4 meters wide? Show your work.
84. Doing homework takes you 1 13 hours one night. The next night it takes you
long does it take you to do homework the second night? Show your work.
5
6
of an hour less. How
85. The Johnson High School basketball team’s last seven scores were as follows: 45, 29, 27, 35, 39, 48,
and 23. Find the range, mean, median, and mode of the scores. Show your work.
86. Create a bar graph displaying the number of each type of bird at the zoo. There are 4 bald eagles, 6
carrier pigeons, 5 hawks, and 7 condors. On your bar graph, be sure to label each axis properly. Also,
be sure to use an appropriate scale for the vertical axis.
87. Newton School district sold candy in grades 5 – 8 as a fund-raiser. The bar graph shows the average
amount of money raised per student in each grade.
Use the bar graph to answer the following questions about the Newton School district fund-raiser.
a. Which grade raised the most money? Explain in words how you determined your
answer.
b. Which grade raised the least money? Explain in words how you determined your
answer.
88. Use the frequency table to make a histogram.
Number of Jobs by Age
Age
16–25
26–35
36–45
Frequency
20
25
31
15
46–55
15
56–65
9
Name: ______________________
ID: A
89. Explain why the bar graph is misleading.
90. Maria’s math book has the following shape on the cover of the book.
a.
Name the three-dimensional figure represented by the object.
b.
Identify the number of faces, edges, and vertices on the figure.
91. A service organization is recruiting volunteers for a clean-up day. At the previous event, 171 of the
180 people who signed up in advance came to the event.
a. Estimate the probability that a person who signs up to volunteer will come to the
clean-up day.
b. Based on this probability, how many volunteers do they need to recruit to have
228 people at the clean-up day?
92. Find the least value, greatest value, mean, median, mode, and range of the data set.
Stems Leaves
2 2488899
3 0224668
4 1146
5 02
93. The table shows the rural and the urban population of the United States every 10 years, from 1910 to
1950. Use the data in the table to make a double line graph.
Rural and Urban Population of the U.S. (in millions)
1910
1920
1930
1940
1950
Rural
65
70
70
70
65
Urban
25
35
55
65
85
16
Name: ______________________
ID: A
94. A worker at a video store tracks the types of videos that are rented in an evening. The tally table
shows the results. Use the tally table to make a cumulative frequency table.
Comedy
Horror
Drama
Romance
True Life
95. Sixth-, seventh-, and eighth-grade students were surveyed to determine whether they are right-handed
or left-handed. The results of the survey are shown in the table. Make a double-bar graph to compare
the data in the table.
Grade
Left-handed
Right-handed
Sixth
4
14
Seventh
2
12
Eighth
3
10
96. Find the missing value in the proportion 1 = n .
9 63
97. Name the ordered pair for the location of the home.
98. Graph and label the point F(5, 2) on a coordinate plane.
Essay
99. Describe in words how to add 3 25 and 1 15 and how to subtract them.
100. Explain what the term absolute value means and give an example.
17
ID: A
6th grade to 7th grade Summer Packet
Answer Section
MULTIPLE CHOICE
1. ANS: B
Round both numbers to the nearest tens place, and then multiply the two rounded numbers.
Feedback
A
B
C
D
Perform the correct operation.
Correct!
Round the numbers to the nearest tens place, and then multiply the two rounded
numbers.
Round the numbers to the nearest tens place.
PTS: 1
DIF: Average
REF: Page 11
OBJ: 1-2.2 Estimating a Product by Rounding
TOP: 1-2 Estimating with Whole Numbers
KEY: estimation | multiplication | rounding
2. ANS: C
Overestimate the number of toothpicks Ai-ling has to find a compatible number. Divide the
compatible number of toothpicks by the number of toothpicks needed per game.
Feedback
A
B
C
D
Perform the correct operation.
Round both numbers to the nearest tens place.
Correct!
First, overestimate the number of toothpicks to find a compatible number. Then,
divide the compatible number by the number of toothpicks needed per game.
PTS:
OBJ:
TOP:
KEY:
1
DIF: Average
REF: Page 11
1-2.3 Estimating a Quotient Using Compatible Numbers
1-2 Estimating with Whole Numbers
estimation | division | compatible numbers
1
ID: A
3. ANS: A
Set the base equal to the number of calls. Set the exponent equal to the number of rounds. Then the
expression will be in the form baseexponent. Multiply the base by itself the number of times of the
exponent.
Feedback
A
B
C
D
Correct!
Use the number of calls made by one person as the base of the exponential
expression.
Multiply the base by itself the number of times of the exponent.
The number of calls is the base of the exponential expression. The number of
rounds is the exponent of the exponential expression.
PTS: 1
DIF: Average
REF: Page 15
OBJ: 1-3.3 Problem-Solving Application TOP: 1-3 Exponents
KEY: exponent | problem solving
4. ANS: C
You should recognize that the last digit of 35 and 55 add to 10 and that the last digit of 31 and 29 add
to 10. Use mental math to add all four numbers to get the answer.
Feedback
A
B
C
D
Look at the digit in the ones place on all of the numbers and see if they add to 10.
Use mental math to add.
Correct!
Look at the digit in the ones place on all of the numbers and see if they add to 10.
PTS: 1
DIF: Basic
REF: Page 26
OBJ: 1-5.1 Using Properties to Add and Multiply Whole Numbers
NAT: 8.1.5.e
TOP: 1-5 Mental Math
KEY: addition | properties | whole numbers | mental math
5. ANS: D
Determine the pattern between the terms, and continue the pattern. In this case, the pattern is to
multiply a term by a value and then divide the next term by a different value.
Feedback
A
B
C
D
Look for a pattern.
Look for a pattern that involves multiplication and division.
Look for a pattern that involves multiplication and division.
Correct!
PTS: 1
DIF: Average
REF: Page 34
OBJ: 1-7.2 Completing Other Sequences TOP: 1-7 Patterns and Sequences
KEY: sequence | multiplication | division | pattern
2
ID: A
6. ANS: D
Substitute for x in x + 2.
x = 9; 9 + 2 = 11
x = 15;15 + 2 = 17
x = 27; 27 + 2 = 29
The missing values are 17 and 29.
Feedback
A
B
C
D
To evaluate the expression, use substitution.
Substitute the number for the variable and then find the value.
Substitute the number for the variable.
Correct!
PTS: 1
DIF: Basic
REF: Page 54
OBJ: 2-1.1 Evaluating Algebraic Expressions
NAT: 8.5.3.c
TOP: 2-1 Variables and Expressions
KEY: expression | algebraic expression | evaluate
7. ANS: A
You can multiply the cost of one comic book by the number of comic books to find the total cost.
Let c be the cost of one comic book and n be the number of comic books.
Cost
c
$2
$2
$2
$2
Number
n
2
3
4
5
Cost × Amount
c×n
4
Make a table to help you find the total cost of
the comic books.
n = 2; 2 × 2 = $4
n = 3; 2 × 3 = $6
n = 4; 2 × 4 = $8
n = 5; 2 × 5 = $10
The total cost is $4, $6, $8, or $10.
Feedback
A
B
C
D
Correct!
Make a table to help you find the total cost of the comic books.
Make a table to help you find the total cost of the comic books.
Make a table to help you find the total cost of the comic books.
PTS: 1
DIF: Average
REF: Page 55
OBJ: 2-1.2 Evaluating Expressions with Two Variables
TOP: 2-1 Variables and Expressions
3
NAT: 8.5.3.c
ID: A
8. ANS: B
To find the total number of letters Isabel wrote, multiply the number of letters by the number of
months.
11x
Feedback
A
B
C
D
Use the operation that means to put together groups of equal parts.
Correct!
Use the operation that means to put together groups of equal parts.
Use the correct operation.
PTS: 1
DIF: Average
REF: Page 58
OBJ: 2-2.1 Application
NAT: 8.5.2.g
TOP: 2-2 Translate Between Words and Math
KEY: expression | algebraic expression
9. ANS: C
Use multiplication when you see these keywords:
times
multiplied by
the product
groups of
Feedback
A
B
C
D
Look for keywords in the phrase.
Look for keywords in the phrase.
Correct!
Look for keywords in the phrase.
PTS: 1
DIF: Average
REF: Page 59
OBJ: 2-2.2 Translating Words into Math NAT: 8.5.2.b
TOP: 2-2 Translate Between Words and Math
KEY: expression | algebraic expression
10. ANS: C
Use “÷” when you see these keywords:
divided by
the quotient
Feedback
A
B
C
D
Look for keywords in the phrase.
Check the order of the terms.
Correct!
Look for keywords in the phrase.
PTS:
OBJ:
TOP:
KEY:
1
DIF: Average
REF: Page 59
2-2.2 Translating Words into Math NAT: 8.5.2.b
2-2 Translate Between Words and Math
expression | algebraic expression
4
ID: A
11. ANS: B
There are 19 blue cars. The algebraic expression of “k fewer than 19” is written as 19 − k.
Feedback
A
B
C
D
There are fewer green cars than blue cars.
Correct!
This statement represents k more green cars than blue cars.
This statement represents k more green cars than blue cars.
PTS: 1
DIF: Advanced
NAT: 8.5.2.g
TOP: 2-2 Translate Between Words and Math
12. ANS: B
Length
Width (in.) Area (in2)
(in.)
8
2
16 = 8 • 2
8
3
24 = 8 • 3
8
4
32 = 8 • 4
8
w
?
The area is equal to 8 times the width, 8w.
Feedback
A
B
C
D
Look for a relationship in each row of the table.
Correct!
Look for a pattern.
Look for a relationship in each row of the table.
PTS: 1
DIF: Average
REF: Page 63
OBJ: 2-3.3 Writing an Expression for the Area of a Figure
TOP: 2-3 Translating Between Tables and Expressions
13. ANS: C
b + 27 = 50
23 + 27 = 50 ?
Substitute 23 for b.
50 = 50 ?
Add.
NAT: 8.5.2.a
Since 50 = 50, 23 is a solution to b + 27 = 50.
Feedback
A
B
C
D
If the value for the variable makes the equation true, then that value is a solution.
Simplify both sides of the equation and compare.
Correct!
Substitute the given value for b in the equation, and see if you get a true statement.
PTS: 1
DIF: Average
REF: Page 70
OBJ: 2-4.1 Determining Solutions of Equations
TOP: 2-4 Equations and Their Solutions
5
ID: A
14. ANS: A
m + 10 = 53
m + 10 − 10 = 53 − 10
m = 43
Check
m + 10 = 53
43 + 10 = 53?
53 = 53?
53 = 53
10 is added to m.
Subtract 10 from both sides to undo the addition.
Substitute 43 for m in the equation.
Add.
43 is the solution.
Feedback
A
B
C
D
Correct!
Substitute the solution in the equation to check your answer.
Subtract from both sides of the equation to undo the addition.
Subtract from both sides of the equation to undo the addition.
PTS: 1
DIF: Basic
REF: Page 75
OBJ: 2-5.1 Solving Addition Equations
NAT: 8.5.3.c
KEY: equation | solving | addition
15. ANS: A
number of degrees
+ number of degrees still =
already heated
needed
88
+
d
=
88 + d = 212
88 + d − 88 = 212 − 88
d = 124
TOP: 2-5 Addition Equations
final temperature
212
88 is added to d.
Subtract 88 from both sides to undo the addition.
The mixture still needs to be heated 124°F.
Feedback
A
B
C
D
Correct!
Check that your solution plus the number of degrees already heated is equal to the
final temperature.
Set up an equation and solve.
Set up an equation and solve.
PTS: 1
DIF: Average
REF: Page 75
NAT: 8.5.3.c
TOP: 2-5 Addition Equations
KEY: equation | solving | addition
6
OBJ: 2-5.2 Application
ID: A
16. ANS: C
The symbol “=” represents “is equal to” and the algebraic expression “y − 8” represents “8
subtracted from y. ”
8 is subtracted from y.
12 = y − 8
+8
+8
20
=
Add 8 to both sides to undo the subtraction.
y
Feedback
A
B
C
D
Check the order of the number and the variable.
Use addition to undo the subtraction.
Correct!
Check the order of the number and the variable.
PTS: 1
DIF: Advanced
NAT: 8.5.3.c
TOP: 2-6 Subtraction Equations
KEY: algebraic equation | subtraction equation | solving algebraic equations | solving subtraction
equations
17. ANS: D
Let f represent the number of cups of flour needed.
The amount of salt needed is 101 of the amount of flour.
f
= the amount of salt Substitute 16 for the amount of salt.
10
f
f is divided by 10.
= 16
10
f
Multiply both sides by 10 to undo the division.
(10)
= 16(10)
10
f = 160
I-chen will need 160 cups of flour.
Feedback
A
B
C
D
Set up an equation and solve.
Multiply to undo division.
Set up an equation and solve.
Correct!
PTS: 1
DIF: Average
REF: Page 86
NAT: 8.5.3.c
TOP: 2-8 Division Equations
KEY: equation | solving | division
7
OBJ: 2-8.2 Application
ID: A
18. ANS: D
Divide as you would with whole numbers. Then, place the decimal point in the quotient directly above
the decimal point in the dividend.
Feedback
A
B
C
D
Divide, not subtract.
Place the decimal point in the correct location.
Place the decimal point in the correct location.
Correct!
PTS: 1
DIF: Basic
REF: Page 134
OBJ: 3-6.1 Dividing a Decimal by a Whole Number
TOP: 3-6 Dividing Decimals by Whole Numbers
19. ANS: D
3.6 ÷ x
= 3.6 ÷ 2
Substitute 2 for x.
= 1.8
Divide. Place the decimal point.
NAT: 8.1.3.d
KEY: decimal | division
Feedback
A
B
C
D
Divide, not subtract.
Place the decimal point in the correct location.
Place the decimal point in the correct location.
Correct!
PTS: 1
DIF: Basic
REF: Page 134
OBJ: 3-6.2 Evaluating Decimal Expressions
NAT: 8.1.3.a
TOP: 3-6 Dividing Decimals by Whole Numbers
KEY: decimal | expression | evaluate | simplify
20. ANS: B
Divide the total cost by the number of people. $24.10 ÷ 5
Then, place the decimal point in the quotient directly above the decimal point in the dividend.
Feedback
A
B
C
D
First, divide the total cost by the number of people. Then, place the decimal point in
the correct location.
Correct!
Place the decimal point in the correct location.
Divide, not subtract.
PTS: 1
DIF: Average
REF: Page 135
OBJ: 3-6.3 Application
NAT: 8.1.3.a
TOP: 3-6 Dividing Decimals by Whole Numbers
KEY: decimal | division
8
ID: A
21. ANS: A
Multiply the divisor and the dividend by the same power of ten to remove the decimal point from the
divisor. Place the decimal point in the quotient directly above the decimal point in the dividend.
Feedback
A
B
C
D
Correct!
Place the decimal point in the correct location.
Place the decimal point in the correct location.
Before dividing, multiply the divisor and dividend by the same power of ten to
remove the decimal point from the divisor.
PTS: 1
DIF: Basic
REF: Page 137
OBJ: 3-7.1 Dividing a Decimal by a Decimal
NAT: 8.1.3.d
TOP: 3-7 Dividing by Decimals
KEY: decimal | division
22. ANS: D
Multiply the divisor and the dividend by the same power of ten to remove the decimal point from the
divisor. Divide the number of sandwiches you need to make by the number of turkey slices in each
package. Place the decimal point in the quotient directly above the decimal point in the dividend.
Round up to be sure there are enough sandwiches.
Feedback
A
B
C
D
Round up to be sure there are enough sandwiches.
Divide the number of sandwiches you need to make by the number of turkey slices
in each package.
Divide the number of sandwiches you need to make by the number of turkey slices
in each package.
Correct!
PTS: 1
DIF: Average
REF: Page 141
OBJ: 3-8.2 Application
NAT: 8.1.5.d
TOP: 3-8 Interpret the Quotient
KEY: decimal | division
23. ANS: C
Divide the number of students by the number of bookmarks in a package, and round up.
Feedback
A
B
C
D
Round up to be sure there are enough bookmarks.
Divide the number of students by the number of bookmarks in a package.
Correct!
Divide the number of students by the number of bookmarks in a package.
PTS: 1
NAT: 8.1.5.d
DIF: Average
REF: Page 141
TOP: 3-8 Interpret the Quotient
9
OBJ: 3-8.2 Application
KEY: decimal | division
ID: A
24. ANS: C
Find the number of reserved seats.
number of reserved
= number of reserved rows × number of seats per row
seats
= 6 (17)
= 102
Since every student can invite the same number of guests, find how many whole groups of 24 are in
102 seats. 102 ÷ 24 = 4.25
The quotient shows that there are not enough seats for each student to invite 5 guests.
Each student can invite 4 guests.
Feedback
A
B
C
D
Divide the total number of reserved seats by the number of students in the class,
and then drop the decimal part of the quotient.
Drop the decimal part of the quotient.
Correct!
Divide the total number of reserved seats by the number of students in the class,
and then drop the decimal part of the quotient.
PTS: 1
DIF: Advanced
NAT: 8.1.3.d
TOP: 3-8 Interpret the Quotient
KEY: decimal | division
25. ANS: C
Use inverse operations to get the variable on one side of the equation.
Feedback
A
B
C
D
Use the correct operation.
The problem asks for an exact answer, so do not estimate.
Correct!
Substitute the solution in the original equation to check your answer.
PTS: 1
DIF: Average
REF: Page 144
OBJ: 3-9.1 Solving One-Step Equations with Decimals
NAT: 8.5.3.c
TOP: 3-9 Solving Decimal Equations
KEY: decimal | equation
26. ANS: C
Write an equation for the problem. The product of the length and the width will be the area of the rug:
length × width = area. Solve the equation for width w.
Feedback
A
B
C
D
Use the correct operation.
Check your answer.
Correct!
Divide correctly.
PTS: 1
NAT: 8.2.1.h
DIF: Average
REF: Page 145
TOP: 3-9 Solving Decimal Equations
10
OBJ: 3-9.2 Application
KEY: decimal | equation
ID: A
27. ANS: D
List all the factors of each number, and find the factors that are common to all three. The greatest one
is the GCF.
Feedback
A
B
C
D
Find a common factor that is the greatest.
Find a factor that is shared by all three numbers.
Find a factor that is shared by all three numbers.
Correct!
PTS: 1
DIF: Basic
REF: Page 173
OBJ: 4-3.1 Finding the GCF
NAT: 8.1.5.b
TOP: 4-3 Greatest Common Factor
KEY: GCF | greatest common factor | factor
28. ANS: C
If there is a number to the left of the decimal, write that number as the whole number. Then, write the
decimal part as a fraction over 100, and simplify.
Feedback
A
B
C
D
If there is a number to the left of the decimal, write that number as the whole
number.
Check the fraction part.
Correct!
If there is a number to the left of the decimal, write that number as the whole
number.
PTS: 1
DIF: Basic
REF: Page 181
OBJ: 4-4.1 Writing Decimals as Fractions or Mixed Numbers NAT: 8.1.1.e
TOP: 4-4 Decimals and Fractions
KEY: decimal | fraction | mixed number
29. ANS: B
Multiply the whole number by the denominator, and then add the numerator. Write the result over the
denominator. Or use a model to find the answer.
Feedback
A
B
C
D
Multiply the whole number by the denominator, and then add the numerator.
Correct!
Multiply the whole number by the denominator, and then add the numerator.
Multiply the whole number by the denominator, and then add the numerator.
PTS:
OBJ:
TOP:
KEY:
1
DIF: Average
REF: Page 193
4-6.2 Writing Mixed Numbers as Improper Fractions
4-6 Mixed Numbers and Improper Fractions
improper fraction | mixed number
11
NAT: 8.1.1.d
ID: A
30. ANS: B
Compare the two fractions. Be sure to first write them with common denominators if they are unlike
fractions.
Feedback
A
B
C
First, make sure the fractions have common denominators. Then, compare the
numerators.
Correct!
First, make sure the fractions have common denominators. Then, compare the
numerators.
PTS: 1
DIF: Basic
REF: Page 198
OBJ: 4-7.1 Comparing Fractions
NAT: 8.1.1.i
TOP: 4-7 Comparing and Ordering Fractions
KEY: fraction | like fraction | compare
31. ANS: B
Write the fractions with common denominators, and then compare the numerators.
Feedback
A
B
Write the fractions with common denominators, and then compare the numerators.
Correct!
PTS: 1
DIF: Average
REF: Page 199
OBJ: 4-7.2 Application
NAT: 8.1.1.j
TOP: 4-7 Comparing and Ordering Fractions
KEY: fraction | compare | order
32. ANS: D
7 •13
91
7 •11
77
5 •11
55
Rename with like
= 143
= 143
= 143
11 •13
13 •11
13 •11
denominators.
The fractions in order from least to greatest are
5
13
,
7
13
,
7
11
.
Feedback
A
B
C
D
Order from least to greatest.
To solve, order the fractions on a number line.
To solve, rename the fractions with like denominators.
Correct!
PTS: 1
NAT: 8.1.1.i
DIF: Average
REF: Page 199
OBJ: 4-7.3 Ordering Fractions
TOP: 4-7 Comparing and Ordering Fractions
12
ID: A
33. ANS: B
Step 1 Setup the problem.
On this particular day, the diet of the rare species is
Compare
5
6
with
10
13
10
13
bamboo.
.
Step 2 Find a common denominator.
Find a common denominator by multiplying the denominators, 6 × 13 = 78.
Step 3 Rewrite each fraction.
5 •13
= 65
6 •13
78
10 •6
13 •6
=
60
78
Step 4 Compare numerators.
Since 65 > 60, the rare species does not eat enough bamboo.
Feedback
A
If the animal's necessary amount of bamboo is less than what it eats on this
particular day, then the answer is yes.
Correct!
Find a common denominator to compare fractions of what the species needs to
what the species eats on this particular day.
If the animal's necessary amount is greater than what it eats on this particular day,
then the answer is no.
B
C
D
PTS: 1
DIF: Advanced
NAT: 8.1.1.i
TOP: 4-7 Comparing and Ordering Fractions
34. ANS: D
1
+ 103
10
KEY: multi-step
=
4
10
Add the numerators. Keep the same denominator.
=
2
5
Simplify.
Feedback
A
B
C
D
Add the numerators, and keep the same denominator.
Add the numerators, and keep the same denominator.
Add, not subtract.
Correct!
PTS: 1
DIF: Average
REF: Page 202
OBJ: 4-8.1 Application
NAT: 8.1.3.a
TOP: 4-8 Adding and Subtracting with Like Denominators
KEY: fraction | addition | subtraction | like denominators
13
ID: A
35. ANS: A
Substitute 187 for v. Add or subtract the numerators. Keep the same denominator. If there are whole
numbers, then add or subtract the whole numbers. If possible, simplify.
Feedback
A
B
C
D
Correct!
First, substitute the value for the variable. Then, add or subtract the numerators and
keep the same denominator.
First, substitute the value for the variable. Then, perform the correct operation.
Perform the correct operation.
PTS: 1
DIF: Average
REF: Page 203
OBJ: 4-8.3 Evaluating Expressions with Fractions
NAT: 8.1.3.a
TOP: 4-8 Adding and Subtracting with Like Denominators
KEY: fraction | expression
36. ANS: A
Find the least common multiple of the number of buns and the number of hot dogs. The LCM is the
smallest multiple of each that divides evenly into the number of campers.
Feedback
A
B
C
D
Correct!
Find the least common multiple of the number of buns and the number of hot
dogs.
Use a model to find the LCM.
You have reversed the numbers.
PTS: 1
DIF: Average
REF: Page 228
OBJ: 5-1.1 Application
NAT: 8.1.5.b
TOP: 5-1 Least Common Multiple
KEY: LCM | least common multiple
37. ANS: B
To subtract the fractions, first find the lowest common denominator and rewrite them as equivalent
fractions. Then subtract the numerators, and place the result over the common denominator.
Feedback
A
B
C
D
Before subtracting the fractions, rewrite them as equivalent fractions with a
common denominator.
Correct!
First, find a common denominator, and write equivalent fractions with the common
denominator. Then, subtract the numerators and keep the common denominator.
Subtract the numerators and keep the common denominator.
PTS: 1
DIF: Average
REF: Page 234
OBJ: 5-2.1 Application
NAT: 8.1.3.g
TOP: 5-2 Adding and Subtracting with Unlike Denominators
KEY: fraction | addition | subtraction | unlike denominators
14
ID: A
38. ANS: C
First, find the lowest common denominator of the fractions and rewrite them as equivalent fractions.
Then, subtract the numerators of the fractions and place the result over the common denominator.
Next, subtract the whole numbers.
Feedback
A
B
C
D
First, write equivalent fractions with a common denominator. Then, subtract the
fractions and then the whole numbers.
Before subtracting the mixed numbers, find a common denominator for the
fractions.
Correct!
Perform the correct operation.
PTS:
NAT:
KEY:
39. ANS:
1
DIF: Average
REF: Page 239
OBJ: 5-3.2 Application
8.1.3.g
TOP: 5-3 Adding and Subtracting Mixed Numbers
mixed number | addition | subtraction
D
7 25
⎯⎯→
6 75
−2 35
⎯⎯→
−2 35
4 45
Rewrite 7 25 as 6 75 .
Subtract the fractions. Then, subtract the whole numbers.
Feedback
A
B
C
D
First, regroup. Then, subtract the fractions and the whole numbers.
Regroup, and then subtract.
To check your answer, add this number to the second term and compare the sum to
the first term.
Correct!
PTS: 1
DIF: Basic
REF: Page 244
OBJ: 5-4.1 Regrouping Mixed Numbers NAT: 8.1.3.a
TOP: 5-4 Regrouping to Subtract Mixed Numbers
15
ID: A
40. ANS: C
43 → 42 33
−15 13 → −15 13
27 23
Write 43 as a mixed fraction with a denominator of 3.
Regroup 43 as 42 + 33 .
Subtract the fractions. Then, subtract the whole numbers.
There are 27 23 minutes left to burn.
Feedback
A
B
C
D
Rewrite the total length of the CD as a mixed fraction. Regroup the number as a
number plus a fraction.
Rewrite the total length of the CD as a mixed fraction. Regroup the number as a
number plus a fraction.
Correct!
Rewrite the total length of the CD as a mixed fraction. Regroup the number as a
number plus a fraction.
PTS: 1
DIF: Average
REF: Page 246
OBJ: 5-4.2 Application
NAT: 8.1.3.g
TOP: 5-4 Regrouping to Subtract Mixed Numbers
41. ANS: D
Let b represent the weight of the larger bag. Use the equation b − 3 34 = 8 12 . Solve for b.
To solve the equation, isolate the variable on one side and the numbers on the other by using the
inverse operation. Then, add the fractions by finding the lowest common denominator and rewriting
them as equivalent fractions.
Feedback
A
B
C
D
Before adding, rewrite the fractions with a common denominator.
Before adding, rewrite the fractions with a common denominator.
Set up an equation and solve for the variable.
Correct!
PTS: 1
DIF: Average
REF: Page 249
OBJ: 5-5.2 Application
NAT: 8.5.3.b
TOP: 5-5 Solving Fraction Equations: Addition and Subtraction
KEY: equation | addition | subtraction | fraction
16
ID: A
42. ANS: B
Let s represent the height of the second stack. Use the equation 4 34 + s = 7 12 . Solve for s.
To solve the equation, isolate the variable on one side and the numbers on the other by using the
inverse operation. Then, subtract the fractions by finding the lowest common denominator and
rewriting them as equivalent fractions.
Feedback
A
B
C
D
Before subtracting, rewrite the fractions with a common denominator.
Correct!
Before subtracting, rewrite the fractions with a common denominator.
Set up an equation and solve for the variable.
PTS: 1
DIF: Average
REF: Page 249
OBJ: 5-5.2 Application
NAT: 8.5.3.b
TOP: 5-5 Solving Fraction Equations: Addition and Subtraction
KEY: equation | addition | subtraction | fraction
43. ANS: D
To find how many cups of brown sugar are needed, multiply.
4 23 • 34 = 143 • 34 = 3 12
Feedback
A
B
C
D
Multiply, rather than subtract.
Multiply, rather than add.
Do not multiply by 12.
Correct!
PTS: 1
DIF: Advanced
TOP: 5-8 Multiplying Mixed Numbers
44. ANS: B
Let f represent the total number of fish. Use the equation f = 16 ÷ 118 . Solve for f.
To solve the equation, multiply 16 by the reciprocal of
8
11
.
Feedback
A
B
C
D
Dividing by a number is the same as multiplying by its reciprocal.
Correct!
Dividing by a number is the same as multiplying by its reciprocal.
Set up an equation and solve for the variable.
PTS:
OBJ:
TOP:
KEY:
1
DIF: Average
REF: Page 275
5-10.2 Problem-Solving Application
NAT: 8.5.3.b
5-10 Solving Fraction Equations: Multiplication and Division
fraction | multiplication | division | equation | problem solving
17
ID: A
45. ANS: D
18 + 36 + 24 + 36 + 30 + 36 = 180
180 ÷ 6 = 30
Add all the values.
Divide the sum by the number of terms.
Feedback
A
B
C
D
Be sure to add all the values in the data set.
Be sure to use all the values.
Be sure to add each value just once.
Correct!
PTS: 1
DIF: Basic
REF: Page 298
OBJ: 6-2.1 Finding the Mean of a Data Set
NAT: 8.4.2.a
TOP: 6-2 Mean Median Mode and Range
46. ANS: B
Computers were most expensive during the year with the highest value on the vertical axis.
Feedback
A
B
C
D
Find the year with the highest value on the vertical axis.
Correct!
Check the axes.
Find the year with the highest value on the vertical axis.
PTS: 1
DIF: Basic
OBJ: 6-7.2 Reading a Line Graph
KEY: line graph
REF: Page 323
NAT: 8.4.1.d
18
TOP: 6-7 Line Graphs
ID: A
47. ANS: A
The value of the tick marks on the vertical scale rise 1 unit with the first three tick marks. However,
the fourth tick mark is 3 units higher than the third tick mark. The vertical axis labeling is not
constant.
From the graph, it appears that Ravi and Terrance jumped about the same height. However, Ravi
jumped 6 feet high and Terrance jumped only 3 feet high. In reality, Ravi jumped twice as high as
Terrance.
People might believe that Ravi and Terrance jumped about the same height. In reality, Ravi jumped
twice as high as Terrance.
The graph should look like this.
Feedback
A
B
C
D
Correct!
The lower part of the vertical scale is not missing.
Be careful when reading the graph to find who jumped higher.
The lower part of the vertical scale is not missing.
PTS: 1
DIF: Average
OBJ: 6-8.1 Misleading Bar Graphs
REF: Page 326
NAT: 8.4.1.d
19
TOP: 6-8 Misleading Graphs
ID: A
48. ANS: D
tablespoons of milk
n
=
Write a proportion. Let n be the amount of milk
cups of flour
168 cups of flourfor 168 cups of flour.
9 = n
21 168
21 • n = 9 • 168
Find the cross products.
The cross products are equal.
21n = 1512
n is multiplied by 21.
n = 72
Divide both sides by 21 to undo the
multiplication.
The chef needs to add 72 tablespoons of milk for 168 cups of flour.
Feedback
A
B
C
D
Set up a proportion and solve.
First, write a proportion and find the cross products. Then, set the cross products
equal and solve for the variable.
Set up a proportion of ratios that compare tablespoons of milk to cups of flour.
Correct!
PTS: 1
DIF: Average
REF: Page 363
OBJ: 7-3.3 Application
NAT: 8.1.4.c
TOP: 7-3 Proportions
KEY: proportion
49. ANS: D
3 in.
18 in.
=
50 light-years x light-years Write a proportion using the scale. Let x be the actual
number of light-years between the two stars.
3x = 18(50)
3x = 900
x = 300
The cross products are equal.
Divide both sides by 3 to undo the multiplication.
Feedback
A
B
C
D
Set up a proportion of ratios that compare inches to light-years.
Use the distance between the two stars.
Find the cross products.
Correct!
PTS: 1
NAT: 8.1.4.c
DIF: Average
REF: Page 375
TOP: 7-6 Scale Drawings and Maps
20
OBJ: 7-6.2 Application
KEY: distance | scale
ID: A
50. ANS: A
Since there are 100 squares in the model, count the number of shaded squares.
Feedback
A
B
C
D
Correct!
Count the number of shaded squares.
Count the number of shaded squares.
Count the number of shaded squares, not the number of unshaded squares.
PTS: 1
DIF: Basic
REF: Page 381
TOP: 7-7 Percents KEY: percent | model
51. ANS: A
Step 1 Round $110.05 to $110.
Step 2 15% of $110 = 0.15 • $110 = $16.50
OBJ: 7-7.1 Modeling Percents
Feedback
A
B
C
D
Correct!
Find the tip only, not the total bill plus the tip.
First, round the total bill. Then, multiply the result by the tip rate.
Use the correct tip rate.
PTS: 1
DIF: Average
REF: Page 395
OBJ: 7-10.2 Finding Tips
NAT: 8.1.4.d
TOP: 7-10 Using Percents
KEY: tip | percent
52. ANS: A
Step 1 Round $34.55 to $35.
Step 2 6% of $35 = 0.06 • $35 = $2.10
Step 3 Add this amount to $35 to estimate the total cost of the doll.
$35 + $2.10 = $37.10
Feedback
A
B
C
D
Correct!
First, round the cost of the doll, and multiply it by the sales tax rate. Then, add the
result to the rounded cost.
Instead of subtracting, add the sales tax to the cost of the doll.
This is the sales tax only. Now, find the total cost of the doll with the sales tax.
PTS: 1
NAT: 8.1.4.d
DIF: Average
REF: Page 395
TOP: 7-10 Using Percents
21
OBJ: 7-10.3 Finding Sales Tax
KEY: sales tax
ID: A
53. ANS: D
A line is a straight path that extends without end in opposite directions. A line is named by two points
on the line.
Feedback
A
B
C
D
A line is named by two points on the line.
A line is a straight path that extends without end in opposite directions.
A line is a straight path that extends without end in opposite directions.
Correct!
PTS: 1
DIF: Average
REF: Page 416
OBJ: 8-1.1 Identifying Points, Lines, and Planes
TOP: 8-1 Building Blocks of Geometry
54. ANS: D
The sum of the angle measures is 180°
78º + c = 180º
So, c = 102º.
NAT: 8.3.1.c
Feedback
A
B
C
D
The sum of the angle measures is 180 degrees.
The sum of the angle measures is 180 degrees.
The sum of the angle measures is 180 degrees.
Correct!
PTS: 1
DIF: Average
REF: Page 425
OBJ: 8-3.2 Identifying an Unknown Angle Measure
NAT: 8.3.3.b
TOP: 8-3 Angle Relationships
KEY: angle | measurement | relationship
55. ANS: B
A triangle appears in the top heart and then moves in a clockwise pattern around the figure.
Feedback
A
B
C
D
The pattern should not skip a heart.
Correct!
This is identical to the last figure. Find the next figure.
Check the orientations of the triangles.
PTS: 1
DIF: Basic
REF: Page 450
OBJ: 8-8.1 Extending Geometric Patterns
NAT: 8.5.1.a
TOP: 8-8 Geometric Patterns
KEY: pattern | geometric pattern
22
ID: A
56. ANS: B
Common Customary Measurements
Length
Weight
Capacity
1 ft = 12 in.
1 lb = 16 oz
1 c = 8 fl oz
1 yd = 36 in.
1 T = 2,000 lb
1 pt = 2 c
1 yd = 3 ft
1 qt = 2 pt
1 mi = 5,280 ft
1 qt = 4 c
1 mi = 1,760 yd
1 gal = 4 qt
1 gal = 16 c
1 gal = 128 fl oz
To convert 7 gallons to cups, multiply by a conversion factor from the table.
Feedback
A
B
C
D
Multiply by a conversion factor.
Correct!
Multiply by a conversion factor.
Multiply by a conversion factor.
PTS: 1
DIF: Average
OBJ: 9-3.1 Using a Conversion Factor
TOP: 9-3 Converting Customary Units
57. ANS: D
To convert gallons to cups, multiply by 16
To convert quarts to cups, multiply by 4.
To convert pints to cups, multiply by 2.
REF: Page 496
NAT: 8.2.2.b
Gloria can sell 36 servings.
Feedback
A
B
C
D
Check that the answer is reasonable.
Use a conversion factor and multiply.
Use a conversion factor and multiply.
Correct!
PTS: 1
DIF: Average
REF: Page 497
OBJ: 9-3.3 Problem-Solving Application NAT: 8.2.2.b
TOP: 9-3 Converting Customary Units
KEY: problem solving
23
ID: A
58. ANS: A
There are 3 feet in 1 yard.
In 2 yards, there are 3 × 2 = 6 ft.
In 3 yards, there are 3 × 3 = 9 ft.
In m yards, there are 3 × m = 3m ft
In 970 yards, there are 3 × 970 = 2,910 ft.
The length of Alsea Bay Bridge in Oregon is about 2,910 ft.
Feedback
A
B
C
D
Correct!
There are three feet in one yard.
There are three feet in one yard.
There are three feet in one yard.
PTS: 1
DIF: Average
REF: Page 497
OBJ: 9-3.3 Problem-Solving Application NAT: 8.2.2.b
TOP: 9-3 Converting Customary Units
KEY: problem solving
59. ANS: A
The perimeter of a figure is the distance around it.
Feedback
A
B
C
D
Correct!
Add the lengths of the sides.
Add the lengths of the sides.
Add the lengths of the sides.
PTS: 1
DIF: Basic
REF: Page 514
OBJ: 9-7.1 Finding the Perimeter of a Polygon
NAT: 8.2.1.h
TOP: 9-7 Perimeter
KEY: perimeter | polygon
60. ANS: A
A = 12 h(b 1 + b 2 )
Formula for the area of a trapezoid
A=
1
2
(7)(3.4 + 8.8)
Substitute 7 for h, 3.4 for b 1 , and 8.8 for b 2 .
A=
1
2
(7)(12.2) = 42.7
Simplify.
Feedback
A
B
C
D
Correct!
Use the formula for the area of a trapezoid.
Multiply 1/2 by the height and then by the sum of the bases.
The area of a trapezoid is the product of half its height and the sum of its bases.
PTS: 1
DIF: Average
REF: Page 547
OBJ: 10-2.3 Finding the Area of a Trapezoid
TOP: 10-2 Area of Triangles and Trapezoids
24
ID: A
61. ANS: B
Break apart the polygon into six squares that are 4 ft by 4 ft. Find the area of one square, and then
multiply by 6 to find the total area.
Feedback
A
B
C
D
Find the area, not the perimeter.
Correct!
First, break apart the polygon into six squares. Then, find the area of the square
and multiply by 6.
Break apart the polygon into six squares to help you.
PTS: 1
DIF: Average
REF: Page 552
NAT: 8.2.1.h
TOP: 10-3 Area of Composite Figures
KEY: area | composite figure | simpler parts
62. ANS: D
The area of a circle is the product of pi and square of the radius.
A = πr 2
OBJ: 10-3.2 Application
Feedback
A
B
C
D
The area of a circle is pi times the square of the radius.
The area of a circle is pi times the square of the radius, not the square of the
diameter.
Find the area, not the circumference.
Correct!
PTS: 1
DIF: Average
REF: Page 559
OBJ: 10-5.2 Using the Formula for the Area of a Circle
NAT: 8.2.1.h
TOP: 10-5 Area of Circles
KEY: circle | area | formula
63. ANS: D
Faces are the flat surfaces of the figure. An edge is the line segment along which two faces meet. A
vertex is the intersection of three or more faces.
Feedback
A
B
C
D
Faces are the flat surfaces.
An edge is the side shared between two faces.
A vertex is the point where three or more faces meet.
Correct!
PTS: 1
DIF: Basic
REF: Page 566
OBJ: 10-6.1 Identifying Faces, Edges, and Vertices
NAT: 8.3.1.c
TOP: 10-6 Three-Dimensional Figures
KEY: solid figure | face | edge | vertex
25
ID: A
64. ANS: A
A cylinder has two congruent, parallel, circular bases.
Feedback
A
B
C
D
Correct!
A prism has faces that are all parallelograms. This object does not have any
parallelograms.
A polyhedron has faces that are polygons. Not every face of this object is a
polygon.
A cone has one base. This object has two bases.
PTS: 1
DIF: Basic
REF: Page 567
OBJ: 10-6.2 Naming Three-Dimensional Figures
NAT: 8.3.1.c
TOP: 10-6 Three-Dimensional Figures
KEY: solid figure | classify | name
65. ANS: D
The formula for the volume of a triangular prism is V = Bh, where B is the area of the base, and h is
the height of the prism.
Feedback
A
B
C
D
Use the formula for the volume of a triangular prism.
Multiply the base area by the height.
Find the volume, not the surface area.
Correct!
PTS: 1
DIF: Average
REF: Page 572
OBJ: 10-7.2 Finding the Volume of a Triangular Prism
NAT: 8.2.1.j
TOP: 10-7 Volume of Prisms
KEY: volume | triangular prism
66. ANS: C
The can has the shape of a cylinder. The formula for the volume of a cylinder is V = π r2h.
Feedback
A
B
C
D
The formula for the volume of a cylinder is pi times the height times the square of
the radius, not the square of the diameter.
Find the volume, not the surface area.
Correct!
Use the formula for the volume of a cylinder.
PTS: 1
NAT: 8.2.1.j
DIF: Average
REF: Page 577
TOP: 10-8 Volume of Cylinders
26
OBJ: 10-8.2 Application
KEY: volume | cylinder
ID: A
67. ANS: C
The scores in order from least to greatest are –20,319; –7,298; 10,542; 20,642; 21,115.
So, the students’ names in order from lowest score to highest score are Maria, Aaron, Yumi,
Octavio, Jesse.
Feedback
A
B
C
D
Jesse's score is the lowest score.
Order the students' names in order from lowest score to highest score, not from
highest score to lowest score.
Correct!
Negative integers are always less than positive integers.
PTS: 1
DIF: Advanced
NAT: 8.1.1.i
TOP: 11-2 Comparing and Ordering Integers
68. ANS: C
KEY: order | compare | integers
Feedback
A
B
C
D
Check the location of the point.
The coordinate plane is divided by the x-axis and the y-axis into four quadrants.
Correct!
Check the location of the point.
PTS: 1
DIF: Basic
OBJ: 11-3.1 Identifying Quadrants
TOP: 11-3 The Coordinate Plane
REF: Page 610
NAT: 8.5.2.c
KEY: quadrant | coordinate plane
27
ID: A
69. ANS: D
e
8
= 568
=7
Substitute 56 for e.
Divide.
Feedback
A
B
C
D
First, substitute the value for the variable. Then, divide.
When dividing integers, if the signs of the two integers are the same, the quotient is
positive. If the signs are different, the quotient is negative.
Substitute, and then divide.
Correct!
PTS: 1
DIF: Average
REF: Page 629
OBJ: 11-7.2 Evaluating Integer Expressions
NAT: 8.5.3.c
TOP: 11-7 Dividing Integers
KEY: integer | expression | evaluate
70. ANS: B
You can make a table to display the data. Let t be the number of tomatoes. Let p be the price per pack.
t
12
16
24
p
3
4
6
p is equal to t divided by 4.
So, p = 4t .
Feedback
A
B
C
D
You can make a table to display the data. Then, compare the t and p values.
Correct!
Use the correct operation.
Substitute the number of tomatoes for t and the price per pack for p in the equation
to check your answer.
PTS: 1
DIF: Average
REF: Page 641
OBJ: 11-9.3 Problem-Solving Application
NAT: 8.5.2.a
TOP: 11-9 Tables and Functions
KEY: equation | function | problem solving
28
ID: A
71. ANS: D
Make a function table. Write the solutions as ordered pairs.
x
y = −2x − 2
y
(x, y)
–1
y = −2(−1) − 2
0
(–1, 0)
0
y = −2(0) − 2
–2
(0, –2)
1
y = −2(1) − 2
–4
(1, –4)
Graph the ordered pairs on a coordinate plane. Draw a line through the points to represent all the
values of x and the corresponding values of y.
Feedback
A
B
C
D
First, make a function table and write the solutions as ordered pairs. Then, graph
the ordered pairs and connect them with a line.
Graph the ordered pairs of the function and see if they form a straight line.
Choose several x-values. Graph the x-values and their corresponding y-values.
Then, connect them with a line.
Correct!
PTS: 1
DIF: Average
REF: Page 647
OBJ: 11-10.4 Graphing Linear Functions NAT: 8.5.2.g
TOP: 11-10 Graphing Functions
KEY: graph | linear | function
29
ID: A
72. ANS: C
45
0.45 = 100
=
0.45 = 45%
9
20
Write as a fraction in simplest form.
Write as a percent.
Feedback
A
B
C
D
Check the fraction.
To write the decimal as a percent, move the decimal point.
Correct!
To write the decimal as a fraction, use the number as the numerator and use 100 as
the denominator. Then, simplify.
PTS: 1
DIF: Average
REF: Page 669
OBJ: 12-1.2 Writing Probabilities
NAT: 8.4.4.g
TOP: 12-1 Introduction to Probability
KEY: probability
73. ANS: D
Make an organized list to keep track of all the possible outcomes.
List the possible ways where the Hannah uses the blue wrapping paper.
blue, striped
blue, polka dots
blue, clear
List the possible ways where the Hannah uses the red wrapping paper.
red, striped
red, polka dots
red, clear
Feedback
A
B
C
D
Make an organized list to find all the possible choices.
Make an organized list to find all the possible choices.
Make an organized list to find all the possible choices.
Correct!
PTS: 1
DIF: Average
REF: Page 679
OBJ: 12-3.2 Making an Organized List
NAT: 8.4.4.e
TOP: 12-3 Counting Methods and Sample Spaces
30
ID: A
74. ANS: A
There are 7 English teachers and 6 science teachers.
7 • 6 = 42
There are 42 possible combinations.
Feedback
A
B
C
D
Correct!
Multiply to find the number of combinations.
Multiply to find the number of combinations.
Multiply to find the number of combinations.
PTS: 1
DIF: Average
REF: Page 679
OBJ: 12-3.3 Using the Fundamental Counting Principle
NAT: 8.4.4.e
TOP: 12-3 Counting Methods and Sample Spaces
75. ANS: C
Multiply the number of choices in each category.
There are 3 choices for a sandwich, and 3 choices for a side dish, and 3 choices for a drink.
3 • 3 • 3 = 27
There are 27 possible meals
Feedback
A
B
C
D
Multiply the number of choices in each category.
Use the Fundamental Counting Principle.
Correct!
Multiply the number of choices in each category.
PTS: 1
DIF: Average
REF: Page 679
OBJ: 12-3.3 Using the Fundamental Counting Principle
NAT: 8.4.4.e
TOP: 12-3 Counting Methods and Sample Spaces
KEY: probability | organized list | sample
76. ANS: D
There are 5 vowels in the alphabet of 26 letters. So, the probability is 265 .
Feedback
A
B
C
D
Find the probability of choosing a vowel, not a consonant.
To find the probability, divide the number of ways the event can occur by the total
number of outcomes.
To find the probability, divide the number of ways the event can occur by the total
number of outcomes.
Correct!
PTS: 1
DIF: Average
REF: Page 682
OBJ: 12-4.1 Finding Theoretical Probability
NAT: 8.4.4.b
TOP: 12-4 Theoretical Probability
KEY: probability | theoretical probability
31
ID: A
77. ANS: D
There are two possible outcomes, either drawing a silver ball or not drawing a silver ball. To find the
probability of not drawing a silver ball, subtract the probability of drawing a silver ball from 1.
Feedback
A
B
C
D
The probabilities of both outcomes in the sample space should add up to 1.
To find the probability of not drawing a silver ball, subtract the probability of
drawing a silver ball from 1.
Place the decimal point in the correct location.
Correct!
PTS: 1
DIF: Basic
REF: Page 683
OBJ: 12-4.2 Finding the Complement of an Event
TOP: 12-4 Theoretical Probability
KEY: probability
78. ANS: C
There are 16 possible outcomes, and all are equally likely.
2, 2
2, 3
2, 4
2, 5
3, 2
3, 3
3, 4
3, 5
4, 2
4, 3
4, 4
4, 5
5, 2
5, 3
5, 4
5, 5
NAT: 8.4.4.b
Four of the outcomes have an even number both times.
4 ways event can occur
P(even, even) =
= 164 = 14
16 possible outcomes
Feedback
A
B
C
D
Divide the number of times of landing on an even number both times by the
number of possible outcomes.
First, find the number of times of getting an even number both times. Then, divide
that number by the number of possible outcomes.
Correct!
You can make a table to help you organize all the possible outcomes.
PTS: 1
DIF: Basic
REF: Page 688
OBJ: 12-5.1 Finding Probabilities of Compound Events
NAT: 8.4.4.b
TOP: 12-5 Compound Events
KEY: probability | compound events
32
ID: A
79. ANS: A
The outcome of the first spinner does not affect the outcome of the second spinner, so the events are
independent.
P(5 and 5) = P(5) • P(5) = 16 • 16 = 361
The probability of rolling a 5 on the first number cube and rolling a 5 on the second number cube is
1
.
36
Feedback
A
B
C
D
Correct!
Multiply the probability of the first event by the probability of the second event.
This is the probability of the first event. Now, find the probability of both events.
Multiply the probability of the first event by the probability of the second event.
PTS:
OBJ:
TOP:
KEY:
1
DIF: Average
REF: Page 700
12-Ext.1 Finding the Probability of Independent Events
12-Ext Independent and Dependent Events
independent events | probability
NAT: 8.4.4.h
SHORT ANSWER
80. ANS:
x
3
7
10
x+7
10
14
17
Substitute for x in x + 7.
x = 7; 7 + 7 = 14
x = 10; 10 + 7 = 17
Scoring Rubric:
4 The solution is correct, and all of the work is shown as above.
or
A different logical method is used to find the correct solution.
3 The solution is correct, but not all of the work is shown.
2 The solution is incorrect, but the work shows understanding of the concept.
1 The solution is incorrect, and the work shows no understanding of the concept.
PTS: 1
DIF: Average
OBJ: 2-1.PA01 Variables and Expressions
NAT: 8.5.3.b
TOP: 2-1 Variables and Expressions
KEY: expression | algebraic expression | variable
33
ID: A
81. ANS:
Answers could include any two of the following (the order in which y and 85 appear in each phrase is
important):
y subtracted from 85
85 minus y
the difference of 85 and y
y less than 85
take away y from 85
Scoring Rubric:
4 Two of the example phrases are given with the operands in the correct order.
3 Two of the example phrases are given; however, the operands are not in the correct
order.
2 The answer includes only one example phrase that shows understanding of the
concept.
1 The answer includes none of the example phrases and shows no understanding of
the concept.
PTS: 1
DIF: Average
OBJ: 2-2.PA02 Translate Between Words and Math
NAT: 8.5.2.a
TOP: 2-2 Translate Between Words and Math
KEY: expression | algebraic expression
82. ANS:
The solution is q = 72.
58 = q – 14
+ 14 = + 14
72 = q
Check
58 = 72 – 14 ?
58 = 58 ?
Yes
Scoring Rubric:
4 The solution is correct, and all of the work is shown as above.
or
A different logical method is used to find the correct solution.
3 The solution is correct, but not all of the work is shown.
2 The solution is incorrect, but the work shows understanding of the concept.
1 The solution is incorrect, and the work shows no understanding of the concept.
PTS: 1
DIF: Average
OBJ: 2-6.PA06 Solving Subtraction Equations
NAT: 8.5.4.a
TOP: 2-6 Subtraction Equations
KEY: equation | solving | subtraction
34
ID: A
83. ANS:
a.
9 chairs
4.6 ÷ 0.5 = 9.2
9.2 ≈ 9 Round down because you cannot have 0.2 of a chair.
b.
11 chairs
4.6 ÷ 0.4 = 11.5
11.5 ≈ 11 Round down because you cannot have 0.5 of a chair.
Scoring Rubric:
4
The solution is correct, and all of the work is shown as above.
or
A different logical method is used to find the correct solution.
3
Both solutions are correct, but not all of the work is shown.
2
The solution for part a is correct, but the solution for part b is incorrect.
or
The solution for part a is incorrect, but the work for part b is correct.
1
Both solutions are incorrect, and the work shows no understanding of the
concept.
PTS: 1
NAT: 8.1.5.d
84. ANS:
1
hour
2
4
3
1 13 −
5
6
=
4
3
−
5
6
=
• 22 −
5
6
=
8
6
5
6
=
3
6
=
−
DIF: Average
OBJ: 3-8.PA08 Interpret the Quotient
TOP: 3-8 Interpret the Quotient
KEY: decimal | division
1
2
Scoring Rubric:
4
The solution is correct, and all of the work is shown as above.
or
A different logical method is used to find the correct solution.
3
The solution is correct, but not all of the work is shown.
2
The solution is incorrect, but the work shows understanding of the concept.
1
The solution is incorrect, and the work shows no understanding of the concept.
PTS:
OBJ:
TOP:
KEY:
1
DIF: Average
5-3.PA08 Adding and Subtracting Mixed Numbers
5-3 Adding and Subtracting Mixed Numbers
mixed number | addition | subtraction
35
NAT: 8.1.3.g
ID: A
85. ANS:
Arrange the list in order from least to greatest: 23, 27, 29, 35, 39, 45, 48.
range = the greatest – the least = 48 – 23 = 25
mean = 23 + 27 + 29 + 35 + 39 + 45 + 48 = 246 = 35.142857 ≈ 35.1
7
7
median = the middle number when the list is in order = 35
mode = no mode
Scoring Rubric:
4 Each solution is correct, and all of the work is shown as above.
or
A different logical method is used to find the correct solutions to the problem.
3 Each solution is correct, but not all of the work is shown.
2 The solutions are incorrect, but the work shows understanding of the concept.
1 The solutions are incorrect, and the work shows no understanding of the concept.
PTS: 1
DIF: Average
OBJ: 6-2.PA01 Mean, Median, Mode, and Range
NAT: 8.4.2.a
TOP: 6-2 Mean Median Mode and Range
KEY: data set | range | mean | median | mode
86. ANS:
Draw a bar graph. Label the vertical and horizontal axes.
For each value in the table, draw a bar the corresponding horizontal axis label. The height of the bar
must match the value from the table and the vertical axis scale.
Scoring Rubric:
4 The solution is correct, and the graph is correct as shown above.
or
A different logical method is used to find the correct solution.
3 The solution is correct, but the entire graph does not completely match above.
2 The solution is incorrect, but the work shows understanding of the concept.
1 The solution is incorrect, and the work shows no understanding of the concept.
PTS: 1
NAT: 8.4.1.b
DIF: Average
OBJ: 6-4.PA02 Bar Graphs
TOP: 6-4 Bar Graphs
KEY: bar graph
36
ID: A
87. ANS:
a. The grade that sold the most is the eighth grade. The eighth grade had the highest
average sales per student in the fund-raiser.
b.
The grade that sold the least is the seventh grade. The seventh grade had the lowest
average sales per student.
Scoring Rubric:
4
The solution is correct, and the explanation is complete as above.
or
The solution is correct, and a different logical explanation is given.
3
The solution is correct, but the explanation is incomplete.
2
The solution is incorrect, but the explanation shows some understanding of the
concept.
1
The solution is incorrect, and the explanation is missing or shows no understanding
of the concept.
PTS: 1
NAT: 8.4.1.a
88. ANS:
DIF: Average
OBJ: 6-4.PA09 Bar Graphs
TOP: 6-4 Bar Graphs
KEY: bar graph
PTS: 1
DIF: Average
REF: Page 315
OBJ: 6-5.4 Making a Histogram
NAT: 8.4.1.b
TOP: 6-5 Line Plots Frequency Tables and Histograms
KEY: histogram
89. ANS:
The bar graph is misleading because the scale is not accurately drawn. It appears as though the
number of sixth-graders is nearly half the number of seventh-graders.
PTS: 1
DIF: Average
OBJ: 6-8.1 Misleading Bar Graphs
KEY: bar graph | misleading
REF: Page 326
NAT: 8.4.1.d
37
TOP: 6-8 Misleading Graphs
ID: A
90. ANS:
a.
hexagonal pyramid
b.
7 faces, 12 edges, 7 vertices
Scoring Rubric:
4
The solutions are correct.
3
Both solutions are correct, but not all of the work is shown.
2
The solution for part a is correct, but the solution for part b is incorrect.
or
The solution for part a is incorrect, but the work in part b is correct.
1
Both solutions are incorrect, and the work shows no understanding of the concept.
PTS: 1
DIF: Average
TOP: 10-6 Three-Dimensional Figures
91. ANS:
a. 19
NAT: 8.3.1.c
KEY: solid figure | classify | name
20
P(attend) =
b.
240
19
=
20
171
180
=
19
20
228
x
19 • x = 228 • 20
19x = 4560
19x
19
=
4560
19
x = 240
Scoring Rubric:
4
The solution is correct, and all of the work is shown as above.
or
A different logical method is used to find the correct solution.
3
Both solutions are correct, but not all of the work is shown.
2
The solution for part a is correct, but the solution for part b is incorrect
or
The solution for part a is incorrect, but the work in part b is correct.
1
Both solutions are incorrect, and the work shows no understanding of the concept.
PTS:
OBJ:
NAT:
KEY:
1
DIF: Average
12-2.PA07 Experimental Probability | 12-6.PA07 Making Predictions
8.4.4.d
TOP: 12-2 Experimental Probability | 12-6 Making Predictions
probability | experimental probability | probability | prediction
38
ID: A
92. ANS:
least value: 22
greatest value: 52
mean: 35
median: 33
mode: 28
range: 30
The least stem and least leaf give the least value: 22.
The greatest stem and greatest leaf give the greatest value: 52.
Use the data values to find the mean: 22 + 24 + 28 +.20. .+ 46 + 50 + 52 = 35.
The median is the average of the middle values: 33.
The mode is the number that occurs most often: 28.
The range is the difference between the greatest and least value: 30.
PTS: 1
DIF: Average
REF: Page 331
OBJ: 6-9.2 Reading Stem-and-Leaf Plots NAT: 8.4.1.a
93. ANS:
TOP: 6-9 Stem-and-Leaf Plots
Step 1 Place the population on the vertical axis and the years on the horizontal axis.
Step 2 Determine an appropriate scale and interval for each axis.
Step 3 Mark a point for each rural value, and connect the points with straight lines.
Step 3 Mark a point for each urban value, and connect the points with straight lines.
Step 4 Title the graph, label the axes, and include a key.
PTS: 1
DIF: Average
REF: Page 323
OBJ: 6-7.3 Making a Double-Line Graph
TOP: 6-7 Line Graphs
39
NAT: 8.4.1.b
ID: A
94. ANS:
Video
Frequency
Type
Cumulative
Frequency
Comedy
5
5
Horror
7
12
Drama
4
16
Romance
2
18
True life
4
22
Video Type
Frequency
Comedy
Horror
Drama
Romance
True life
5
7
4
2
4
Cumulative
Frequency
5
12
16
18
22
PTS: 1
DIF: Advanced
TOP: 6-5 Line Plots Frequency Tables and Histograms
95. ANS:
Step 1 Determine appropriate scales for both sets of data.
Step 2 Use the data to determine the lengths of the bars. Draw bars of equal width. Bars should be in
pairs. Use a different shade for each grade. Title the graph and label both axes.
Step 3 Include a key to show what each bar represents.
PTS: 1
DIF: Average
REF: Page 309
OBJ: 6-4.3 Problem-Solving Application NAT: 8.4.1.b
KEY: bar graph | data | compare | problem solving
40
TOP: 6-4 Bar Graphs
ID: A
96. ANS:
n=7
1 = n
9 63
9 • n = 1 • 63
Find the cross products.
The cross products are equal.
9n = 63
n is multiplied by 9.
n=7
Divide both sides by 9 to undo the multiplication.
PTS: 1
DIF: Average
REF: Page 363
OBJ: 7-3.2 Using Cross Products to Complete Proportions
TOP: 7-3 Proportions
KEY: proportion | cross products
97. ANS:
(2, 5)
Start at (0, 0). Move right 2 units and then up 5 units.
The number of units moved right is the first number in the ordered pair, and the number of units
moved up is the second number in the ordered pair.
PTS: 1
DIF: Basic
OBJ: 6-6.1 Identifying Ordered Pairs
KEY: ordered pairs
98. ANS:
REF: Page 319
NAT: 8.5.2.c
TOP: 6-6 Ordered Pairs
The first number in the ordered pair tells how far right to move starting from the point (0, 0). The
second number in the ordered pair tells how far up to move from the point (0, 0).
PTS: 1
DIF: Average
OBJ: 6-6.2 Graphing Ordered Pairs
KEY: ordered pairs | graph
REF: Page 320
NAT: 8.5.2.c
41
TOP: 6-6 Ordered Pairs
ID: A
ESSAY
99. ANS:
To add the numbers, first add the fraction parts together:
2
5
+
1
5
= 35 . Next add the whole numbers
together: 3 + 1 = 4. Write them together: 4 35 .
To subtract them, first subtract the fraction parts:
2
5
−
1
5
= 15 . Next subtract the whole numbers:
3 – 1 = 2. Write them together: 2 15 .
Scoring Rubric:
4
The solution is correct, and the explanation is complete as above.
or
The solution is correct, and a different logical explanation is given.
3
The solution is correct, but the explanation is incomplete.
2
The solution is incorrect, but the explanation shows some understanding of the
concept.
1
The solution is incorrect, and the explanation is missing or shows no understanding of
the concept.
PTS: 1
DIF: Average
OBJ: 4-8.PA12 Adding and Subtracting with Like Denominators
NAT: 8.1.3.a
TOP: 4-8 Adding and Subtracting with Like Denominators
KEY: fraction | like denominators | addition | subtraction
100. ANS:
The absolute value of a number is its distance from zero on a number line. Absolute values can never
be negative.
|5| = |–5| = 5
Scoring Rubric:
4
The solution is correct, and the explanation is complete as above.
or
The solution is correct, and a different logical explanation is given.
3
The solution is correct, but the explanation is incomplete.
2
The solution is incorrect, but the explanation shows some understanding of the
concept.
1
The solution is incorrect, and the explanation is missing or shows no
understanding of the concept.
PTS: 1
NAT: 8.1.1.g
KEY: integer
DIF: Average
OBJ: 11-1.PA10 Integers in Real-World Situations
TOP: 11-1 Integers in Real-World Situations
42