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Transcript 
Alg1 CP Sem1 Review
Multiple Choice
Identify the choice that best completes the statement or answers the question.
Write an algebraic expression for each verbal expression.
1. the sum of 38 and m
2. 35 less the product of 4 and x
a. m  38 b. 38  m c. 38 – m d. 38  m
a. 35 + 4x b. 4x 35 c. 35  4x
Write a verbal expression for the algebraic expression.
3. 12x
a. the sum of x and 12 b. the difference of 12 and
x c. the product of 12 and x d. the quotient of
12 and x
4.
d. 35 – 4x
a. 2 times x squared minus 4 times x b. 2 times x
cubed increased by 4 times x c. the sum of 2
times x cubed and 4 times x d. 2 times x cubed
minus 4 times x
9.
a. 4 times 5 b. four to the fifth power c. 4
divided by 5 d. five to the fourth power
a. 9 times m to the fourth power decreased by 7
times n squared b. the difference of 9 times m to
the fourth power and 7 times n squared c. 9 times
m to the fourth power increased by 7 times n
squared d. the quotient of 9 times m to the fourth
power and 7 times n squared
5.
a. 5 times x squared less 2 b. five plus x squared
plus 2 c. the product of 5 times x squared and 2
d. five times x squared plus 2
10.
6.
a. six divided by 5 times x to the fourth power
b. the quotient of 5 times x to the fourth power and
6 c. the product of 5 times x to the fourth power
and 6 d. the sum of 5 times x to the fourth power
and 6
a. x cubed times y to the fifth power b. x squared
times y to the fifth power c. the quotient of x
cubed and y to the fifth d. the sum of x squared
and y to the fifth
11.
7.
a. the sum of three-fifths and two b. the
difference of three-fifths and two c. the product
of three-fifths and two d. the quotient of
three-fifths and two
a. the difference of 8 times y squared and 3 b. the
quotient of 8 times y squared and 3 c. the sum of
8 times y squared and 3 d. 8 times y squared
minus three
12.
8.
a. 4 plus a to the sixth power b. 4 divided by a to
the sixth power c. 4 minus a to the sixth power
d. 4 times a to the sixth power
Evaluate the expression.
13.
a. 50
b. 106
c. 88
d. 90
14. 54 – 3(8 – 4)
a. 204 b. 42
c. 26
d. 90
15. Evaluate the following expression if a = 12, b = 5,
and c = 4.
3c + bc – 2a
a. 67 b. 132 c. 8 d. 84
16. Evaluate the following expression if x = 12, y = 8,
and z = 6.
a. 1140
b. 21
c. 285
17. Solve the equation.
d. 1296
a. 20
b. 12
c. 14
a. 63
d. 2
b. 35
c. 81
d. 51
18. Find the solution of the equation if the replacement
.
set is
Find the solution set for the inequality using the given replacement set.
a. {7, 8, 9, 10, 11} b. {7, 9, 10, 11}
19.
;
10, 11} d. {7, 8, 9, 10}
a. {11, 12} b. {12} c. {11} d. {11, 12, 13}
20.
c. {8, 9,
;
Name the property used in the equation. Then find the value of n.
1
21.
a. Multiplicative Identity; 7 b. Additive Inverse;
a. Multiplicative Identity; 1 b. Multiplicative
1
1
c. Multiplicative Inverse; 4 d. Substitution;
Identity; 0 c. Additive Identity; 1
4
1
d. Multiplicative Inverse; 1
7
22.
Evaluate the expression. Show each step.
23.
a.
b.
b.
c.
c.
d.
d.
24.
a.
Use the Distributive Property to find the product.
25.
a. 7840
b. 8080
c. 7920
d. 7912
Ê 1ˆ
26. 15 ÁÁÁ 2 5 ˜˜˜
Ë ¯
a. 37 b. 30 c. 33 d. 35
Simplify the expression. If not possible, write simplified.
27.
28.
a. simplified
d.
b.
a.
d.
c.
b. simplified
c.
Write an algebraic expression for the verbal expression. Then simplify.
29. three times the sum of c and d decreased by d
a.
b.
c.
d.
30. two times the square of x plus the difference of x squared and eight times x
a.
simplified
b.
c.
d.
Simplify the expression.
31.
32.
b.
c.
a.
a.
b.
c.
d.
d.
Identify the hypothesis and conclusion of the statement. Then write the statement in if-then form.
c. H: David has finished all of his chores
33. David goes swimming when he finishes mowing
C: he is going swimming
the lawn.
If David has finished all of his chores, then he
a. H: he has finished mowing the lawn
is going swimming.
C: David is going swimming
d. H: he is going to play tennis
If he has finished mowing the lawn, then David
C: David has finished mowing the lawn
is going swimming.
If he is going to play tennis, David has finished
b. H: David is going swimming
mowing the lawn.
C: he has finished mowing the lawn
If David is going swimming, then he has
34. We are going to the movies Friday evening.
finished mowing the lawn.
a. H: it is Friday
C: we are going to the mall
If it is Friday, then we are going to the mall.
b. H: it is Friday evening
C: we are going to the movies
If it is Friday evening, then we are going to the
movies.
c. H: it is Saturday night
C: we are going to the movies
If it is Saturday night, then we are going to the
movies.
d. H: we are going to the movies
C: it is Friday evening
If we are going to the movies, then it is Friday
evening.
35. For a number z such that 5z + 2 = 12, z = 2.
a. H: 5z + 2 = 12
C: z = 2
If z = 2, then 5z + 2 = 12.
b. H: z = 2
C: 5z + 2 = 12
If 5z + 2 = 12, then z = 2.
c. H: 5z + 2 = 12
C: z = 2
If 5z + 2 = 12, then z = 2.
d. H: z = 2
C: 5z + 2 = 12
If z = 2, then 5z + 2 = 12.
36. The quarterback must try out for the football team.
a. H: a person tries out for the football team
C: the person is going to be the quarterback
If a person tries out for the football team, then
the person is going to be the quarterback.
Identify the hypothesis and conclusion of the statement.
38. If you live in Tampa, then you are near a beach.
a. H: you have been to Tampa
C: you live near a beach
b. H: you are near a beach
C: you live in Tampa
c. H: you live in Tampa
C: you are near a beach
d. H: you live in Tampa
C: you have a swimming pool
39. If a number is even, then the number is divisible by
two.
a. H: a number is even
C: the number is divisible by four
b. H: a number is even
C: the number is divisible by two
b. H: a person is going to be the quarterback
C: the person must be a fast runner
If a person is going to be the quarterback, then
the person must be a fast runner.
c. H: a person tries out for the football team
C: the person must have excellent grades
If a person tries out for the football team, then
the person must have excellent grades.
d. H: a person is going to be the quarterback
C: the person must try out for the football team
If a person is going to be the quarterback, then
the person must try out for the football team.
37. Squares have four sides.
a. H: a figure is a square
C: the figure has four sides
If a figure is a square, then the figure has four
sides.
b. H: a figure is a rectangle
C: the figure has four sides
If a figure is a rectangle, then the figure has
four sides.
c. H: a figure has four sides
C: the figure is a square
If a figure has four sides, then the figure is a
square.
d. H: a figure has five sides
C: the figure is a pentagon
If a figure has five sides, then the figure is a
pentagon.
c. H: a number is divisible by five
C: the number is even
d. H: a number is divisible by two
C: the number is even
40. If 5x – 3 > 17, then x > 4.
a. H: x > 4
C: 5x – 3 > 17
b. H: 5x – 3 > 17
C: x < 4
c. H: x = 4
C: 5x – 3 > 17
d. H: 5x – 3 > 17
C: x > 4
41. If
, then
.
a. H:
C:
b. H:
C:
c. H:
C:
d. H:
C:
42. If an animal is a dog, then the animal has four legs.
Find a counterexample for the statement.
43. If it is a day in July, then the temperature is over
90°.
a. July 12 -- 93° b. August 4 -- 95° c. July 17 -87° d. November 9 -- 46°
44. If you study for at least two hours, then you will
earn 100% on your math test.
a. Studied 2.5 hours -- 97% b. Studied 125
minutes -- 100% c. Studied
hours -- 100 %
d. Studied 1 hour -- 57%
45. If you attend all 15 days of basketball tryouts, then
you will make the team.
a. Attended 14 days -- Made the team
b. Attended 15 days -- Made the team
c. Attended 11 days -- Cut from team d. Attended
15 days -- Cut from team
46. If you finish in the top 10% in medical school, then
you will become a heart surgeon.
a. top 8% -- heart surgeon b. top 8% -pediatrician c. top 12% -- general practice
d. top 15% -- brain surgeon
a. H: an animal has four legs
C: the animal is a dog
b. H: an animal is a dog
C: the animal likes to gnaw bones:
c. H: an animal is a dog
C: the animal has four legs
d. H: an animal wears a collar
C: the animal is a dog
47. If you graduate from high school in Florida, then
you will attend the University of Florida.
a. graduated from high school in Florida -- attended
the University of Kentucky b. graduated from
high school in Florida -- attended the University of
Florida c. graduated from high school in
Tennessee -- attended the University of Georgia
d. graduated from high school in Georgia -attended the University of Florida
48. If
a.
, then
b.
.
c.
d.
49. If x is a whole number, then
b.
c.
a.
.
d.
50. If x is an odd composite number, then x is divisible
by 3.
a.
b.
c.
d.
51. If
a.
, then
b.
.
c.
d.
52. If a number x is a cube, then it is divisible by 3.
a.
b.
c.
d.
Name the sets of numbers to which each number belongs.
53.
a. Real and irrational b. Real, rational, and
integer c. Real, rational, integer, and whole
d. Real and rational
Graph each set of numbers on the number line.
55. {–5, –3, –1, 1, 3}
54.
a. Real and irrational b. Real, rational, and
integer c. Real, rational, integer, and whole
d. Real and rational
a.
b.
c.
d.
56.
1
2
3
4
5
6
7
–7 –6 –5 –4 –3 –2 –1 0
1
2
3
4
5
6
7
–7 –6 –5 –4 –3 –2 –1 0
1
2
3
4
5
6
7
–7 –6 –5 –4 –3 –2 –1 0
1
2
3
4
5
6
7
Speed
a.
–7 –6 –5 –4 –3 –2 –1 0
–4.4
a.
–9 –8 –7 –6 –5 –4 –3 –2 –1 0
1
2
3
4
5
–9 –8 –7 –6 –5 –4 –3 –2 –1 0
1
2
3
4
5
–9 –8 –7 –6 –5 –4 –3 –2 –1 0
1
2
3
4
5
–9 –8 –7 –6 –5 –4 –3 –2 –1 0
1
2
3
4
5
b.
Speed
b.
Time
c.
d.
57. Identify the graph that displays the speed of a
baseball being pitched and then hit by the batter.
Time
a.
Speed
Altitude
c.
Time
b.
Speed
Altitude
d.
Time
Time
58. Identify the graph that displays the altitude of a
skydiver as he is taken up in a plane and then
jumps.
Time
a.
Depth
Altitude
c.
Time
b.
Depth
Altitude
d.
Time
Time
59. Identify the graph that displays the depth of water
in a swimming pool after the drain is opened.
Time
a.
Depth
Height
c.
Time
b.
Depth
Height
d.
Time
Time
60. Identify the graph that displays the height of a ping
pong ball after it is dropped.
Time
a.
Height
Total snowfall
c.
Time
b.
Height
Total snowfall
d.
Time
Time
61. During a snowy day, it snowed lightly for a while,
stopped for a while, snowed heavily, and then
stopped. Which graph represents the situation?
Time
Total snowfall
d.
Total snowfall
c.
Time
Time
The following table shows car sales at a local car dealership for the first seven days of October.
1
2
3
4
5
Day
3
4
6
7
9
Sales
62. Write the ordered pairs that represent the car sales
for the first week of October.
a. (1, 3), (2, 4), (3, 6), (4, 7), (5, 9), (6, 10), (7, 12)
b. (3, 1), (4, 2), (6, 3), (7, 4), (9, 5), (10, 6), (12, 7)
c. (1, 3), (2, 4), (3, 6), (4, 7), (6, 10), (7, 12) d. (1,
4), (2, 4), (3, 6), (4, 6), (5, 9), (6, 10), (7, 12)
63. Draw a graph to show car sales for the first seven
days of October.
6
10
7
12
y
y
c.
13
13
12
11
11
10
10
9
9
8
8
Sales
12
Sales
a.
7
6
7
6
5
5
4
4
3
3
2
2
1
1
1
2
3
4
5
6
7
8
9 10 11 12 13
x
1
2
3
4
5
Days
8
9 10 11 12 13
x
9 10 11 12 13
x
y
d.
13
13
12
11
11
10
10
9
9
8
8
Sales
12
Sales
7
Days
y
b.
6
7
6
7
6
5
5
4
4
3
3
2
2
1
1
1
2
3
4
5
6
7
8
9 10 11 12 13
x
1
2
3
Days
4
5
6
7
8
Days
64. Use the data in the October car sales table to predict
the number of cars sold on days 8 and 9.
a. 13 and 14 b. 13 and 15 c. 14 and 15 d. 14
each day
65. Identify the independent and dependent variables in
the October car sales table.
a. independent -- Sales
dependent -- Day
b. independent -- Salesman
dependent -- Time of Day
c. independent -- Sales
dependent -- Day of the Week
d. independent -- Day
dependent -- Sales
The following table shows the monthly charges for subscribing to the local newspaper.
1
2
Number of Months
15.25
30.50
Total Cost ($)
66. Write the ordered pairs represented by the
newspaper subscription table.
3
45.75
4
61.00
5
76.25
dependent -- Number of Months
c. independent -- Total Cost
dependent -- Month of the Year
d. independent -- Number of Months
dependent -- Total Cost
a. (1, 15.25), (2, 30.50), (3, 45.75), (4, 61.00), (5,
76.25) b. (1, 15), (2, 31), (3, 46), (4, 61), (5, 76)
c. (15.25, 1), (30.50, 2), (45.75, 3), (61.00, 4),
(76.25, 5) d. (2, 30.50), (3, 45.75), (4, 61.00), (5,
76.25)
67. Identify the independent and dependent variables in
68. Use the data in the newspaper subscription table to
the newspaper subscription table.
find the cost of the subscription for one year.
a. independent -- Total Cost
a. $167.75 b. $183 c. $152.50 d. $182.90
dependent -- Number of Months
b. independent -- Cost per Paper
A soft drink bottle filling machine can fill 22 bottles per minute. The table shows the relationship between the
number of minutes and the number of bottles filled.
1
2
3
Time (minutes)
22
44
66
Bottles filled
69. Draw a graph of the data in the soft drink bottle
table.
4
88
5
110
176
a.
176
c.
154
Bottles filled
Bottles filled
154
132
110
88
132
110
88
66
66
44
44
22
22
1
2
3
4
5
6
1
Time (minutes)
4
5
6
176
d.
154
Bottles filled
154
Bottles filled
3
Time (minutes)
176
b.
2
132
110
88
132
110
88
66
66
44
44
22
22
1
2
3
4
5
6
1
Time (minutes)
2
3
4
5
6
Time (minutes)
70. Use the soft drink bottle table to predict how many
bottles will be filled after seven minutes.
a. 154 bottles b. 144 bottles c. 176 bottles
d. 150 bottles
Translate the sentence into an equation.
71. Four times the number x increased by 15 is 83.
a.
b.
c.
d.
72. Eighty-five minus five times x is equal to ten.
a.
b.
c.
d.
73. The sum of one-fifth p and 38 is as much as twice
p.
a.
b.
c.
d.
74. Fourteen minus four times y is equal to y increased
by 4.
a.
b.
c.
d.
75. The difference of five times the cube of x and two
times the square of x is 18.
a.
c.
b.
d.
76. The product of five and four more than x is 60.
a.
b.
c.
d.
77. Four less than the product of eight and the number
g is equal to ten more than g.
a.
b.
c.
d.
78. Nine less than the product of three and the number
x is equal to one-half the sum of x and 12.
a.
b.
c.
d.
79. Three times the sum of a and b is equal to five
times c.
a.
b.
c.
d.
80. The number x divided by the number y is the same
as six less than three times the difference of x and y.
Translate the equation into a verbal sentence.
81.
a. A number x minus 18 is 12. b. A number x
plus 18 is 12 c. A number x divided by 18 is 12
d. A number x minus 12 is 18.
a.
c.
86.
a. x decreased by six equals y divided by three.
b. The sum of x and six is equal to y divided by
three. c. x increased by six is equal to three less
than y. d. Six less than x is as much as y divided
by 3.
82.
a. Three times a number y minus 8 equals 32.
b. Three times a number y plus 8 equals 32.
c. Three times a number y times 8 equals 32.
d. Three times a number y divided by 8 equals 32.
87.
a. Five less than the product of two and v minus
three is equal to w divided by four. b. Five more
than the product of two and v plus three is equal to
w divided by four. c. Five more than the product
of two and v minus three is equal to w divided by
four. d. Five more than the sum of two and v
minus three is equal to the quotient of w and four.
83.
a. Four times x equals eight times x increased by y.
b. Four times x equals y minus eight times x.
c. Four times x equals the quotient of eight times x
and y. d. Four times x equals eight times x minus
y.
88.
a. Eight plus x is the same as two. b. x minus
eight is the same as two. c. Eight increased by x
is the same as two. d. Eight minus x is the same
as two.
84.
a. Two-thirds of d increased by three-fifths is the
same as twice d. b. Two-thirds of d decreased by
three-fifths is the same as twice d. c. Two-thirds
of d increased by three-fifths is the same as
one-half d. d. The quotient of two-thirds and d
plus three-fifths is the same as twice d.
b.
d.
89.
a. Three times c plus the difference of c and four is
127. b. Three times c plus the sum of c and four
is 127. c. Three plus c plus the sum of c and four
is 127. d. Three times c plus the product of c and
four is 127.
85.
a. Five times the difference of x and y is 12 more
than the product of 3 and y. b. Five times the sum
of x and y is 12 more than the product of 3 and y.
c. Five times the difference of x and y is 12 more
than the quotient of 3 and y. d. Five times x and y
is 12 more than the product of 3 and y.
Solve the equation. Then check your solution.
90.
a. 53
b. 186
1
2
91. a –
=
a. 1 10
1
92.
2
5
–
a.
d. 185
1
b. 1 10
b.  5
1
c.
9
16
d.
1
10
96.
1
5
c.
3
10
d.  5
3
c. 24
d. –13
a. –62
b. 19
c. 18
d. –18
4
5
+x=
3
7
a.
13
35
1
a.
a. –2.7
b. 2.7
c. 7.9
d. 13.78
b.  2
1
97. 1 4 = a +
93.
94.
b. –14
95.
3
5
+a=
3
5
c. –185
a. 14
7
8
8
c. 1 35
d.  35
13
3
8
b.  2
1
c.  8
7
5
d. 1 8
98.
a. 9.88
b. 15.04
c. 6.12
d. –6.12
Ê 1ˆ
105. ÁÁÁ 2 7 ˜˜˜ p = 3
Ë
¯
2
3
2
a. 1 5 b. 6 7 c. 1 5
99.
a. –21
b. 21
c. –4
d. 10
d. 6 7
3
106. –8p = 3 4
1
100.
3
a. 35
b. 70
c. 140
a. 28
b. 700
a. 4 4
d. 116
d. 26
b. 7
c. –2
c.
13
32
d. –7
d. 26
c. –10.72
108. –4.2 = –2.1n
a. 2 b. –2 c. 2.1
102.
a. –512
13
107. 1.6a = –9.12
a. –7.52 b. –5.7
101.
c. –28
b.  32
d. 10.72
d. –6.3
109.
103.
a. 24
b.
2
3
c. 6
4
9
d. 121
1
a. 36
b. 43
a. 14
b. –84
c. 32 2
d. –36
c. 12
d. 14.1
1
2
110.
104.
a.
31
90
31
b. 1 50
c.
1
2
d.
50
81
Write an equation and solve each problem.
111. Five less than one fifth of a number is two. Find the
number.
a.
; –15
b.
; 35
c.
; –15
d.
; 15
112. Fifty-six is twelve added to four times a number.
What is the number?
a.
; 17 b.
; 44
c.
; 11 d.
; 11
113. Find three consecutive even integers with a sum of
48.
a.
b.
c.
d.
; 14, 16, 18
; 18, 20, 22
; 42, 44, 46
; 15, 16, 17
114. Find four consecutive odd integers with a sum of
–32.
; –11, –13,
a.
–15, –17
; –10,
b.
–9, –7, –6 c.
;
–5, –3, –1, 1
d.
; –11, –9, –7,
–5
Solve the equation. Then check your solution.
115.
a. –3
b. 3
a. –3
2
5
119.
1
d. 1 4
c. 1
a. 1
116.
117.
4
5
b.
120.
d. 6
c. 3
2
118.  5 w 
4
a.  68
27
c. 1 3
2
b. 5
1
4
=
b.
1
5
3
68
d. 30
 3w
1
c.
3
28
3
d. 0.05
b. 2
c. –4
d. –2
121. Use cross products to determine which pair of
ratios forms a proportion.
a.
b.
c.
d.
d.  68
c. –1
(15 + 7d) =
a. 3
k – 5 = –7  5 k
a. 5
1
2
b. 0.4
Solve the proportion. If necessary, round to the nearest hundredth.
123.
122.
a. 90
a. 48 b. 30 c. 42 d. 36
b. 100
c. 80
d. 70
State whether the percent of change is a percent of increase or a percent of decrease. Then find the percent of
change. Round to the nearest whole percent.
124. original: 11
125. original: 30
new: 33
new: 10
a. increase; 200% b. increase; 67% c. decrease;
a. decrease; 200% b. decrease; 67%
200% d. decrease; 67%
c. increase; 67% d. increase; 200%
Find the discounted price of the item.
126. radio: $59.00
discount: 20%
a. $70.80 b. $47.20
c. $39.00
d. $11.80
Find the final price of the item.
127. tennis racket: $47.50
discount: 25%
tax: 5%
a. $35.62 b. $37.41
c. $33.84
d. $49.88
Solve the equation or formula for the variable specified.
for d
128.
a.
129.
b.
c.
d.
for r
a.
b.
c.
d.
The formula for the perimeter, P, of a rectangle is P = 2 + 2w, where is the length and w is the width.
130. Solve the formula for the perimeter of a rectangle
131. Find the width of a rectangle which has a perimeter
for w.
of 54 centimeters and a length of 18 centimeters.
a. 9 square centimeters b. 18 centimeters c. 27
b.
c.
a.
centimeters d. 9 centimeters
d.
The equation of a line containing the points (a, 0) and (0, b) is given by the formula
132. Solve the equation for x.
a.
d.
b.
c.
.
133. Find x if the line contains the points (6, 0) and (0,
-4) and y = 4.
a.
b.
c.
d.
The surface area of a rectangular solid is given by the formula
width, and h = height.
, where
= length, w =
h
w
134. Solve the formula for w.
135. The surface area of a rectangular solid is 208 square
inches. The length is 8 inches and the height is 4
inches. Find the width.
a.
inches b.
inches c. inches d.
b.
a.
d.
c.
The circumference of a circle is given by the formula
inches
, where r is the measure of the radius.
136. Solve the formula for r.
a.
b.
c.
d.
Two trains leave Chicago at the same time, one traveling east and the other traveling west. The eastbound train
travels at 50 miles per hour, and the westbound train travels at 40 miles per hour. Let t represent the amount of
time since their departure.
137. Write an equation that could be used to determine when the trains will be 405 miles apart.
b.
c.
d.
a.
Fumiko and Kenji leave home at the same time, traveling in opposite directions. Fumiko drives 50 miles per hour,
and Kenji drives 55 miles per hour.
138. Write an equation that could be used to determine
when they will be 630 miles apart.
a.
b.
c.
d.
139. Jan and David began riding their bicycles in
opposite directions. Jan travels at 10 miles per hour
and David rides at 12 miles per hour. When will
they be 11 miles apart?
a.
hours b. hours c.
hour d. hour
The Nut House sells peanuts for $6.75 per pound and cashews for $9.50 per pound. On Saturday, they sold 32
pounds more peanuts than cashews. The total sales for both types of nuts was $1,012.25. Let p represent the
number of pounds of peanuts sold.
140. Write an equation to represent the problem.
a.
b.
d.
c.
Ye Olde Coffee Shop sells Colombian Coffee for $9.25 per pound. Brazilian Coffee sells for $7.75 per pound. The
management wishes to mix 6 pounds of Colombian Coffee with an amount of Brazilian Coffee so that the mixture
sells for $8.25 per pound.
141. Write an equation to represent the problem.
a.
b.
d.
c.
Express each relation as a graph and a mapping. Then determine the domain and range.
142. {(1, 1), (–2, 3), (2, 4), (3, 1)}
y
a.
c.
y
1
1
3
1
2
4
2
–2
x
D = {–2, 1, 3}; R = {1, 3, 4}
–2
3
x
D = {–2, 1, 2, 3}; R = {1, 3, 4}
3
y
b.
y
d.
x
x
1
1
1
3
1
3
2
4
2
4
–2
–2
3
3
D = {–2, 1, 2, 3}; R = {1, 3, 4}
D = {–2, 1, 2, 3}; R = {1, 3, 4}
Express each relation as a graph and a table. Then determine the domain and range.
b.
143. {(4, 0), (3, 2), (3, 0), (–3, –2), (4, –1)}
y
a.
y
x
x
D = {–3, 3, 4}; R = {–2, –1, 0, 2}
D = {–3, 3, 4}; R = {–2, –1, 0, 2}
c.
y
a.
y
x
x
D = {–3, 3, 4}; R = {–2, –1, 0, 2}
d.
D = {0, 1, 2, 4, 5}; R = {–3, –2, 4, 5}
y
b.
x
D = {–2, –1, 0, 2}; R = {–3, 3, 4}
144. {(5, –2), (4, 4), (2, –3), (0, 5), (1, 5)}
y
x
D = {0, 1, 2, 4, 5}; R = {–3, –2, 4, 5}
c.
y
x
D = {0, 1, 2, 4, 5}; R = {–3, –2, 4, 5}
d.
y
x
D = {0, 1, 2, 4 }; R = {–3, –2, 4, 5}
Express the relation shown in each table, mapping, or graph as a set of ordered pairs. Then write the inverse of the
relation.
145.
x
y
3
4
3
2
5
2
3
6
a.
a. Relation: {(3, 5), (4, 2), (2, 6)}
Inverse: {(5, 3), (2, 4), (6, 2)}
b. Relation: {(5, 3), (2, 4), (3, 3), (6, 2)}
Inverse: {(3, 5), (4, 2), (3, 3), (2, 6)}
c. Relation: {(3, 5), (4, 2), (3, 3), (2, 6)}
Inverse: {(3, 5), (2, 4), (3, 5), (6, 2)}
d. Relation: {(3, 5), (4, 2), (3, 3), (2, 6)}
Inverse: {(5, 3), (2, 4), (3, 3), (6, 2)}
146.
6
b.
y
5
4
3
2
1
–6
–5
–4
–3
–2
–1
–1
1
2
3
4
5
6
x
–2
–3
c.
–4
–5
–6
a. Relation: {(3, –4), (3, 6), (3, 5)}
Inverse: {(–4, 3), (6, 3), (5, 3)}
b. Relation: {(3, –4), (3, 6), (–5, –1), (3, 5)}
Inverse: {(–4, 3), (6, 3), (–1, –5), (5, 3)}
c. Relation: {(–4, 3), (6, 3), (–1, –5), (5, 3)}
Inverse: {(3, –4), (3, 6), (–5, –1), (3, 5)}
d. Relation: {(3, –4), (3, 6), (–5, –1), (3, 5)}
Inverse: {(3, –4), (6, 3), (3, –4), (5, 3)}
d.
147. Which relation is a function?
148. Which relation is a function?
y
a.
a.
b.
c.
x
d.
y
b.
149. Which relation is a function?
x
y
y
c.
a.
x
x
y
d.
y
b.
x
–5
150. Which relation is a function?
a. {(5, 3), (2, 8), (–5, –1), (4, 7), (2, 1)} b. {(5, 3),
(2, 8), (–5, –1), (4, 7), (5, 7)} c. {(–5, 3), (2, 8),
(–5, –1), (4, 7), (2, 2)} d. {(5, 3), (2, 8), (–5, –1),
(4, 7), (–2, 1)}
151. Which relation is a function?
–4
–3
–2
–1
1
2
3
4
5
x
y
y
c.
d.
x
x
152.
a. 13
b. 15
153. If
a. –85
Solve the equation for the given domain. Graph the solution set.
154. 3x – y = –1 for x = {–1, 0, 1, 4}
a. {(–1, –2), (0, 1), (1, 4), (4, 13)}
–6
–4
.
c. {(–1, –1), (0, 1), (1, 4), (4, 13)}
y
12
12
10
10
8
8
6
6
4
4
2
2
–2
–2
.
d. 17
, find
c. 5 d. –5
b. 27
y
–10 –8
, find
c. 12
2
4
6
8
10
x
–10 –8
–6
–4
–2
–2
–4
–4
–6
–6
–8
–8
–10
–10
–12
–12
b. {(–1, –2), (0, 1), (1, 4), (7, 15)}
2
4
6
d. {(–1, –2), (0, 1), (1, 4), (4, 13)}
8
10
x
y
y
14
12
12
10
10
8
8
6
6
4
4
2
2
–10 –8
–6
–4
–2
–2
–10 –8
2
4
6
8
10
x
–6
–4
–2
–2
2
4
6
8
10
x
–4
–4
–6
–6
–8
–8
–10
–10
–12
–12
–14
Determine whether the sequence is an arithmetic sequence. If it is, state the common difference.
155. 5, 0, –5, –10, . . .
156. 2.6, 4.2, 3.1, 2.4, . . .
a. yes, –5 b. no c. yes, 3 d. yes, 4
a. no b. yes, –0.7 c. yes, 1.6
Find the next three terms of the arithmetic sequence.
157. 55, 47, 39, 31, . . .
a. 36, 41, 46 b. 23, 15, 7
c. 29, 27, 25
d. 26, 21, 16
158. The table below shows the cost of cartons of milk.
Graph the data.
d. yes, –1.1
a.
b.
c.
N
C
8
7
7
7
6
6
6
5
4
Cost ($)
8
Cost ($)
Cost ($)
C
8
5
4
5
4
3
3
3
2
2
2
1
1
1
1
2
3
4
5
6
7
N
1
2
Number of cartons
d.
3
4
5
6
7
C
Number of cartons
1
2
3
N
8
7
Cost ($)
6
5
4
3
2
1
1
2
3
4
5
6
7
C
Number of Cartons
159. The table below shows the distance traveled by a person driving at the rate of 60 miles per hour.
1
60
Hours
Distance (miles)
2
120
3
180
4
240
5
300
Write an equation to describe the relationship.
a.
b.
c.
d.
160. The table below shows the yearly sales of a CD player in a particular store.
Year
Sales
1
55
2
100
3
145
4
490
5
235
6
280
Find an equation in function notation for the relation.
a.
b.
c.
d.
161. The table below shows the effect of time spent studying on the test scores of a student.
Time Spent Studying (min)
10
15
20
25
30
35
Test Score
60
62.5
65
67.5
70
72.5
Graph the data.
4
5
6
Number of cartons
7
N
y
a.
74
72
72
70
70
Test scores
Test scores
y
c.
74
68
66
64
68
66
64
62
62
60
60
58
58
5
10
15
20
25
30
35
5
40 x
10
70
70
Test scores
Test scores
72
68
66
64
30
35
40 x
64
60
60
58
58
25
40 x
66
62
20
35
68
62
15
30
74
72
10
25
y
d.
74
5
20
Time (min.)
Time (min.)
y
b.
15
30
35
40 x
5
10
Time (min.)
15
20
25
Time (min.)
162. The table below shows the number of copies a copier can make related to the number of minutes the machine has
been running.
Time (min)
Number of Copies
2
15
4
30
6
45
8
60
10
75
Find the number of copies the copier can make in 20 minutes.
a. 0
b.
c.
d. undefined
164. A board is leaning against a building so that the top
of the board reaches a height of 18 feet. The bottom
of the board is on the ground 4 feet away from the
wall. What is the slope of the board as a positive
number?
a.
b.
c.
d. undefined
165. A conveyor belt runs between floors of a building
as pictured below. Find the slope of the belt as a
positive number.
b el
t
20 feet
8 feet
a. 150 b. 600 c. 302 d. 300
163. What is the slope of the line that passes through (a,
b) and (–a, b).
a. undefined
b.
c.
d. 0
Source: www.cityoforlando.net/public_works/stormwater/rain/rainfall.htm
166. For which one month period was the rate of change
in rainfall amounts in Orlando the greatest?
a. May - June b. Aug. - Sept. c. June - July
d. Feb. - March
167. For which one month period was the rate of change
in rainfall amounts in Orlando the least?
a. Jan. - Feb. b. Aug. - Sept.
d. Feb. - March
c. July - Aug.
168. What was the rate of change in rainfall amounts in
Orlando from August to September in 2003?
a. 2.84 b. 2.86 c. 1.84 d. –2.84
Source: U.S. Bureau of Census
169. For which 10-year period was the rate of change of
the population of Green Bay the greatest?
a. 1990 - 2000 b. 1970 - 1980 c. 1980 - 1990
d. 1975 - 1985
170. For which 10-year period was the rate of change of
the population of Green Bay the least?
a. 1990 - 2000
d. 1975 - 1985
b. 1970 - 1980
c. 1980 - 1990
a. 17 thousand/yr b. 2 thousand/yr
thousand/yr d. 1.8 thousand/yr
171. Find the rate of change from 1970 to 1980.
Find the slope of the line that passes through the pair of points.
172. (–3, –2), (5, 4)
173. (2, –3), (–5, 1)
3
4
3
4
4
a. 4 b. 3 c.  4 d.  3
a.  7 b. undefined
c.  3
2
d.
c. 1.7
3
7
Write a direct variation equation that relates x and y. Assume that y varies directly as x. Then solve.
1
3
1
1
1
1
174. If y = –15 when x = –5, find x when y = 12.
a. y =  2 x;  5 b. y = 2 x; 2 c. y =  2 x;  2
a. y = –3x; –4 b. y = 3x; 3 c. y = 3x; 4 d. y =
7
7
d. y =  10 x;  10
2x; 4
175. If y = 5 when x = –10, find y when x = 1.
Write a direct variation equation that relates the variables. Then graph the equation.
d
176. Alex can ride his bike at a rate of 7 miles per hour.
10
His total distance in t hours is d.
9
a.
8
d
10
7
9
6
8
5
7
4
6
3
5
2
4
1
3
2
1
2
3
4
5
6
7
8
9
10 t
1
2
3
4
5
6
7
8
9
10 d
1
d.
1
2
3
4
5
6
7
8
9
t
10 t
10
9
b.
8
d
10
7
9
6
8
5
7
4
6
3
5
2
4
1
3
2
1
1
c.
2
3
4
5
6
7
8
9
10 t
177. The perimeter P of an equilateral triangle is 3 times
the length of a side s.
a.
P
P
10
10
9
9
8
8
7
7
6
6
5
5
4
4
3
3
2
2
1
1
1
2
3
4
5
6
7
8
9
10 s
b.
1
2
3
4
5
6
7
8
9
10 s
1
2
3
4
5
6
7
8
9
10 s
d.
s
P
10
10
9
9
8
8
7
7
6
6
5
5
4
4
3
3
2
2
1
1
1
2
3
4
5
6
7
8
9
10 P
c.
Write an equation of the line with the given slope and y-intercept
2
179. slope: 0.8, y-intercept: 10
178. slope: 7 , y-intercept: –3
a. y = –0.8x + 10 b. y = 0.8x – 10
2
7
2
5
a. y =  7 x – 3 b. y = 2 x – 3 c. y = 7 x + 3
10 d. y = 7 x + 10
2
d. y = 7 x – 3
c. y = 0.8x +
Beach Bike Rentals charges $5.00 plus $0.20 per mile to rent a bicycle.
180. Write an equation for the total cost C of renting a bicycle and riding for m miles.
a.
b.
c.
d.
Write a linear equation in slope-intercept form to model the situation.
181. A television repair shop charges $35 plus $20 per
182. The temperature is 38 and is expected to rise at a
hour.
rate of 3per hour.
a.
b.
a.
b.
c.
c.
d.
d.
Write an equation of the line that passes through each point with the given slope.
a.
b.
183.
d.
c.
a.
d.
Write an equation of the line that passes through the pair of points.
185.
186.
b.
184.
a. y =
1
8
x+
11
8
d. y =
1
8
x+
8
11
b. y =
1
8
x–
c. y =  8 x –
1
11
8
a. y = –8x + 22
d. y = –8x – 32
11
8
c.
b. y = –8x + 32
c. y = 8x – 32
Write the point-slope form of an equation for a line that passes through the point with the given slope.
4
4
187. (–4, 3), m = 1
a. y – 6 =  7 (x + 6) b. y + 6 =  7 (x – 6)
a. y – 3 = 1(x + 4) b. y + 3 = 1(x + 4) c. y – 3 =
4
4
6 = 7 (x + 6) d. y + 6 =  7 (x + 6)
1(x – 4) d. y – 3 = –(x + 4)
c. y +
188. (–6, –6), m =  7
4
Write each equation in standard form.
189. y + 3 =
2
5
(x + 9)
a. 2x – 5y = 33
b. 2x – 5y = –3
c. y =
2
5
x+
3
5
d. 2x + 5y = 3
Write the equation in slope-intercept form.
190.
3
4
191. y – 5 =
b.
a.
d.
c.
(x – 5)
a. y =
3
4
x–
5
4
d. y =
3
4
x–
3
5
b. y =
3
4
x+
c. y =  4 x +
3
5
4
5
4
Determine whether the graph shows a positive correlation, a negative correlation, or no correlation. If there is a
positive or negative correlation, describe its meaning in the situation.
d. negative; as time goes on, more women are in the
192.
army.
Women in the Army
193.
16
Average Cycling Speed
14
18
10
16
14
8
12
Miles Per Hour
Percent
12
6
10
4
2
1981
1991
2001
Year
Source: Time Magazine, March 24, 2003
a. positive; as time goes on, more women are in the
army. b. no correlation c. negative; as time
goes on, fewer women are in the army.
8
6
4
2
5
10
15
20
25
30
35
M inutes
a. no correlation b. negative; as time passes,
speed decreases c. positive; as time passes, speed
increases d. positive; as time passes, speed
decreases
a. negative; as the number of videos rented
increases, the amount of fine increases.
b. negative; as the number of videos rented
increases, the amount of fine decreases. c. no
correlation d. positive; as the number of videos
rented increases, the amount of fine decreases.
194.
Video Rental Fines
10
9
Fines (dollars)
8
7
6
5
4
3
2
1
1
2
3
4
5
6
Videos Rented
7
8
9
10
195.
United States Birth Rate (per 1000)
24
22
20
18
16
14
12
1990
1992
1994
1996
1998
2000
Year
Source: National Center for Health Statistics, U.S.
Dept. of Health and Human Services
a. no correlation b. positive correlation; as time passes, the birth rate increases. c. positive correlation; as time
passes, the birth rate decreases. d. negative correlation; as time passes, the birth rate decreases.
196.
Cars Passing School
100
90
Number of Cars
80
70
60
50
40
30
20
10
1
2
3
4
5
Hours
6
7
8
9
10
a. negative; as time passes, the number of cars increases. b. negative; as time passes, the number of cars
decreases. c. no correlation d. positive; as time passes, the number of cars decreases.
Write the slope-intercept form of an equation of the line that passes through the given point and is parallel to the
graph of the equation.
3
198. (–5, –3), 5x – 4y = 8
197. (5, –1), y =  4 x + 1
5
13
5
13
4
13
b. y = 4 x – 4
c. y =  5 x + 5
a. y = 4 x + 4
11
3
4
11
3
11
c. y =  4 x + 4
a. y = 4 x + 4 b. y = 3 x + 5
13
5
d. y = 4 x + 4
3
11
d. y =  4 x – 4
Write the slope-intercept form of an equation that passes through the given point and is perpendicular to the graph
of the equation.
1
199. (4, 4), 2x – y = 4
a. y =  5 x – 2 b. y = 5x – 8 c. y = 5x – 8
1
1
a. y = 2x + 2 b. y =  2 x + 6 c. y = 2 x + 6
12
1
d. y = 5 x – 5
d. y = 4x + 2
200. (2, 2), y =  5 x + 5
1
Use the graph below to determine the number of solutions the system has.
y
+
3
7
–x
5
x
y=
y=
6
–
1
4
3
2
1
–6
–5
–4
–3
–2
–1
–1
1
2y
2
3
4
5
6
7
x
x=4
–2
–6
–7
y=
x
–
2x
2
=
–3
–4
–5
–6
–7
201.
a. no solution
many
b. one
c. two
d. infinitely
203.
b. one
c. two
d. infinitely
b. one
c. two
d. infinitely
a. no solution
many
b. one
c. two
d. infinitely
a. no solution
many
b. one
c. two
d. infinitely
204.
202.
a. no solution
many
a. no solution
many
205.
Use the graph below to determine the number of solutions the system has.
y
8
3
7
3y =
6
12x –
5
4
y=
x=4
x
–2
3
2
1
–7
–6
–5
–4
–3
–2
–1
–1
1
2
3
4
5
6
7
x
–2
y = –3
–3
–4
x+
–2
x–1
y=
–5
y=4
–6
5
–7
–8
206.
208.
a. infinitely many
solution
b. two
c. one
d. no
207.
a. infinitely many
solution
b. two
c. one
d. no
a. infinitely many
solution
b. two
c. one
d. no
209.
a. infinitely many
solution
b. two
c. one
d. no
Graph the system of equations. Then determine whether the system has no solution, one solution, or infinitely
many solutions. If the system has one solution, name it.
210.
c. infinitely many
a. no solution
y
–6
–4
y
6
6
4
4
2
2
–2
2
4
6
x
–6
–4
–2
2
–2
–2
–4
–4
–6
–6
4
6
x
b. one solution; (4, 1)
d. one solution; (1, 4)
y
–6
–4
y
6
6
4
4
2
2
–2
2
4
6
x
–6
–4
–2
2
–2
–2
–4
–4
–6
–6
4
6
x
Use substitution to solve the system of equations.
211.
a. (1, 2)
b. (0, 1)
c. (2, 1)
d. (–1, 0)
212. The length of a rectangular poster is 10 inches
longer than the width. If the perimeter of the poster
is 124 inches, what is the width?
a. 16 inches b. 26 inches c. 28.5 inches d. 36
inches
213. The sum of two numbers is 90. Their difference is
12. What are the numbers?
a. no solution b. 31 and 59 c. 35 and 47 d. 39
and 51
214. Jordan is 3 years less than twice the age of his
cousin. If their ages total 48, how old is Jordan?
a. 15 b. 12 c. 31 d. 17
215. Reid and Maria both play soccer. This season, Reid
scored 4 less than twice the number of goals that
Maria scored. The difference in the number of goals
they scored was 6. How many goals did each of
them score?
a. Reid scored 8 and Maria scored 2. b. Reid
scored 2 and Maria scored 8. c. Reid scored 16
and Maria scored 10. d. Reid scored 10 and
Maria scored 16.
Use elimination to solve the system of equations.
216.
a. (0, 1)
b. (20, 5)
c. (–20, –5)
d. (0, –1)
c. (–3, –9)
d. (3, 9)
217.
a. (–1, 1)
b. (1, –1)
218. Christie has a total of 15 pieces of fruit, all bananas
and apples, worth $1.59. Bananas are 13 cents each
and apples are 7 cents each. How many bananas
and how many apples does she have?
a. 6 bananas, 9 apples b. 9 bananas, 6 apples
c. 9 bananas, 24 apples d. 21 bananas, 6 apples
Determine the best method to solve the system of equations. Then solve the system.
219.
220.
a. elimination using subtraction;
b. elimination using addition;
c. elimination using subtraction;
d. elimination using addition;
a. substitution;
b. elimination using
c. substitution;
multiplication;
d. elimination using multiplication;
223. Dylan has 15 marbles. Some are red and some are
white. The number of red marbles is three more
than six times the number of the white marbles.
Write a system of equations that can be used to find
the number of white marbles, x, and the number of
red marbles, y.
a.
b.
c.
221.
a. elimination using addition;
b. elimination using multiplication;
c. elimination using multiplication;
d. elimination using subtraction;
222.
d.
a. elimination using subtraction;
b. elimination using addition;
c. elimination
d. elimination using
using subtraction;
addition;
Solve the inequality. Graph the solution on a number line.
224.
a.
–3
0
3
6
9
12
15
–3
0
3
6
9
12
15
–3
0
3
6
9
12
15
–3
0
3
6
9
12
15
b.
c.
d.
225.
a.
–9
–6
–3
0
3
6
9
–9
–6
–3
0
3
6
9
–9
–6
–3
0
3
6
9
–9
–6
–3
0
3
6
9
b.
c.
d.
226.
a.
–9
–6
–3
0
3
6
9
12
–9
–6
–3
0
3
6
9
12
–9
–6
–3
0
3
6
9
12
–9
–6
–3
0
3
6
9
12
–9
–6
–3
0
3
6
9
12
–9
–6
–3
0
3
6
9
12
–9
–6
–3
0
3
6
9
12
–9
–6
–3
0
3
6
9
12
b.
c.
d.
227.
a.
b.
c.
d.
Solve the inequality.
232.
228.
a.
b.
c.
d.
229.
a.
b.
c.
a.
b.
c.
d.
a.
235.
b.
c.
1
c. 8 5
d. 1 5
2
a.
d.
(all real numbers)
(the empty set)
b.
a.
d.
b. (all real numbers)
(the empty set)
c.
234.
231.
a.
2
233.
230.
d.
b. 1 5
d.
Solve the compound inequality and graph the solution set.
and
a.
c.
a.
–10 –8
–6
–4
–2
0
2
4
6
8
10
b.
–10 –8
–6
–4
–2
0
2
4
6
8
10
–10 –8
–6
–4
–2
0
2
4
6
8
10
–10 –8
–6
–4
–2
0
2
4
6
8
10
2
4
6
8
10
b.
–10 –8
–6
–4
–2
0
2
4
6
8
10
c.
c.
–10 –8
–6
–4
–2
0
2
4
6
8
10
d.
d.
–10 –8
–6
–4
–2
0
2
4
6
8
(all real numbers)
10
–10 –8
236.
a.
–10 –8
–6
–4
–2
0
2
4
6
8
10
b.
–10 –8
–6
–4
–2
0
2
4
6
8
10
–4
–2
–10 –8
–6
–4
–2
0
2
4
6
8
10
–10 –8
–6
–4
–2
0
2
4
6
8
10
–10 –8
–6
–4
–2
0
2
4
6
8
10
–10 –8
–6
–4
–2
0
2
4
6
8
10
–10 –8
–6
–4
–2
0
2
4
6
8
10
–10 –8
–6
–4
–2
0
2
4
6
8
10
d.
237.
239. Solve
.
a. x = 12 b. x = –4
–12 or x = 4
0
or
a.
b.
c.
d.
or
c. x = –4 or x = 12
240. Solve
.
a. n = –4 b. n = –4 or n = –3
d. no solution
241. Graph
c.
238.
–6
and
.
d. x =
c. n = –4 or n = 3
y
–5
–4
–3
–2
y
5
5
4
4
3
3
2
2
1
1
–1
–1
1
2
3
4
5
x
–5
–4
–3
–2
–1
–1
–2
–2
–3
–3
–4
–4
–5
–5
2
3
4
5
x
1
2
3
4
5
x
c.
a.
y
–5
b.
1
–4
–3
–2
y
5
5
4
4
3
3
2
2
1
1
–1
–1
1
2
3
4
5
x
–5
–4
–3
–2
–1
–1
–2
–2
–3
–3
–4
–4
–5
–5
d.
242. Graph
.
y
–5
–4
–3
–2
y
5
5
4
4
3
3
2
2
1
1
–1
–1
1
2
3
4
5
x
–5
–4
–3
–2
–1
–1
–2
–2
–3
–3
–4
–4
–5
–5
2
3
4
5
x
1
2
3
4
5
x
c.
a.
y
–5
b.
1
–4
–3
–2
y
5
5
4
4
3
3
2
2
1
1
–1
–1
1
2
3
4
5
x
–5
–4
–3
–2
–1
–1
–2
–2
–3
–3
–4
–4
–5
–5
d.
243. Solve
a. d < –9
d>7
.
b. d > 7
.
3
11
b. c 
a. c  
5
5
11
3

or c 
5
5
c. –9 < d < 7
d. d < –9 or
244. Solve
c. 
11
3
c
5
5
d. c 
245. For a certain orchid to grow, the temperature
around it must be kept within 12 degrees of 78°F.
Write the range of suitable temperatures.
a. {x | 66  x } b. {x | x  90} c. {x| x  66 or x
 90} d. {x| 66  x  90}
246. The levels of humidity in a hermit crab cage are
kept within 5% of 75% humidity. What is the range
of humidity levels in the cage?
a. {x | 70  x} b. {x | x  80} c. {x | x  70 or x
 80} d. {x | 70  x  80}
247. A chef cooks a hamburger to within 4 degrees of
170 F. Write the range of suitable temperatures for
a cooked hamburger.
Solve the system of inequalities by graphing.
248.
a. {t | 166  t  170} b. {t | 166  t  174}
| 168  t  172} d. {t | 170  t  174}
c. {t
a.
c.
y
–5
–4
–3
–2
5
5
4
4
3
3
2
2
1
1
–1
–1
1
2
3
4
5
x
–5
–3
–2
–3
–2
–1
–1
–2
–3
–3
–4
–4
–5
–5
d.
y
–4
–4
–2
b.
–5
y
5
4
4
3
3
2
2
1
1
1
2
3
4
5
–5
x
–4
–3
–2
–1
–1
–2
–2
–3
–3
–4
–4
–5
–5
249.
2
3
4
5
x
1
2
3
4
5
x
y
5
–1
–1
1
a.
c.
y
–5
–4
–3
–2
5
5
4
4
3
3
2
2
1
1
–1
–1
1
2
3
4
5
–3
–2
–4
–3
–2
–1
–1
–2
–3
–3
–4
–4
–5
–5
d.
y
–4
–5
x
–2
b.
–5
y
5
4
4
3
3
2
2
1
1
1
2
3
4
5
x
2
3
4
5
x
1
2
3
4
5
x
y
5
–1
–1
1
–5
–4
–3
–2
–1
–1
–2
–2
–3
–3
–4
–4
–5
–5
A business is adding a new parking lot. The length must be at least twice the width, and the perimeter must be
under 800 feet.
250. Make a graph showing the possible values of the length and width of the parking lot.
a.
b.
width
1000
500
width
800
400
600
300
400
200
200
100
100
c.
200
300
400
500
length
200
d.
width
400
200
200
400
length
600
800
length
width
400
200
400
200
400
length
Alg1 CP Sem1 Review
Answer Section
MULTIPLE CHOICE
1. ANS: D
Translate the verbal expression into an algebraic expression using key word clues to determine operations.
Feedback
A
B
C
D
Is that the correct operation?
Is division indicated by the verbal expression?
Does the verbal expression involve a difference?
Correct!
PTS: 1
DIF: Basic
REF: Lesson 1-1
OBJ: 1-1.1 Write mathematical expressions for verbal expressions.
STA: 7AF1.1
TOP: Write mathematical expressions for verbal expressions
KEY: Write Expressions | Verbal Expressions
2. ANS: D
Translate the verbal expression into an algebraic expression using key word clues to determine operations.
Feedback
A
B
C
D
Did you use key word clues to determine the operation?
Be careful deciding the correct operation.
Does the verbal expression indicate a quotient?
Correct!
PTS: 1
DIF: Average
REF: Lesson 1-1
OBJ: 1-1.1 Write mathematical expressions for verbal expressions.
STA: 7AF1.1
TOP: Write mathematical expressions for verbal expressions
KEY: Write Expressions | Verbal Expressions
3. ANS: C
Translate the algebraic expression into a verbal expression using key operation words.
Feedback
A
B
C
D
Is the sum indicated by the algebraic expression?
What is the symbol for difference?
Correct!
Is division a part of the algebraic expression?
PTS: 1
DIF: Basic
REF: Lesson 1-1
OBJ: 1-1.2 Write verbal expressions for mathematical expressions.
STA: 7AF1.1
TOP: Write verbal expressions for mathematical expressions
KEY: Write Expressions | Verbal Expressions
4. ANS: B
Translate the algebraic expression into a verbal expression using key operation words.
Feedback
A
Is that a product?
B
C
D
Correct!
Is division indicated?
Which number is the exponent?
PTS: 1
DIF: Basic
REF: Lesson 1-1
OBJ: 1-1.2 Write verbal expressions for mathematical expressions.
STA: 7AF1.1
TOP: Write verbal expressions for mathematical expressions
KEY: Write Expressions | Verbal Expressions
5. ANS: D
Translate the algebraic expression into a verbal expression using key operation words.
Feedback
A
B
C
D
Is 2 subtracted?
Is 5 added to the square of x?
Is 5x squared multiplied by 2?
Correct!
PTS: 1
DIF: Basic
REF: Lesson 1-1
OBJ: 1-1.2 Write verbal expressions for mathematical expressions.
STA: 7AF1.1
TOP: Write verbal expressions for mathematical expressions
KEY: Write Expressions | Verbal Expressions
6. ANS: A
Translate the algebraic expression into a verbal expression using key operation words.
Feedback
A
B
C
D
Correct!
What is another way to say x to third power?
Is there division in the expression?
Is addition indicated in the expression? Is x squared?
PTS: 1
DIF: Basic
REF: Lesson 1-1
OBJ: 1-1.2 Write verbal expressions for mathematical expressions.
STA: 7AF1.1
TOP: Write verbal expressions for mathematical expressions
KEY: Write Expressions | Verbal Expressions
7. ANS: B
Translate the algebraic expression into a verbal expression using key operation words.
Feedback
A
B
C
D
Is 3 subtracted from 8 times y squared?
Correct!
Is there addition in the expression?
Is subtraction indicated in the expression?
PTS: 1
DIF: Average
REF: Lesson 1-1
OBJ: 1-1.2 Write verbal expressions for mathematical expressions.
STA: 7AF1.1
TOP: Write verbal expressions for mathematical expressions
KEY: Write Expressions | Verbal Expressions
8. ANS: D
Translate the algebraic expression into a verbal expression using key operation words.
Feedback
A
B
C
D
What is the exponent?
What is the meaning of increased by?
Is addition involved in the expression?
Correct!
PTS: 1
DIF: Basic
REF: Lesson 1-1
OBJ: 1-1.2 Write verbal expressions for mathematical expressions.
STA: 7AF1.1
TOP: Write verbal expressions for mathematical expressions
KEY: Write Expressions | Verbal Expressions
9. ANS: C
Translate the algebraic expression into a verbal expression using key operation words.
Feedback
A
B
C
D
Does decreased indicate addition?
Does the expression involve subtraction?
Correct!
Does the expression involve division?
PTS: 1
DIF: Average
REF: Lesson 1-1
OBJ: 1-1.2 Write verbal expressions for mathematical expressions.
STA: 7AF1.1
TOP: Write verbal expressions for mathematical expressions
KEY: Write Expressions | Verbal Expressions
10. ANS: B
Translate the algebraic expression into a verbal expression using key operation words.
Feedback
A
B
C
D
Is 5x4 the divisor?
Correct!
Does the expression indicate multiplication?
Does the expression involve addition?
PTS: 1
DIF: Average
REF: Lesson 1-1
OBJ: 1-1.2 Write verbal expressions for mathematical expressions.
STA: 7AF1.1
TOP: Write verbal expressions for mathematical expressions
KEY: Write Expressions | Verbal Expressions
11. ANS: A
Translate the algebraic expression into a verbal expression using key operation words.
Feedback
A
B
C
D
Correct!
Is there subtraction in the expression?
Does the expression indicate multiplication?
Does the expression involve division?
PTS: 1
DIF: Basic
REF: Lesson 1-1
OBJ: 1-1.2 Write verbal expressions for mathematical expressions.
STA: 7AF1.1
TOP: Write verbal expressions for mathematical expressions
KEY: Write Expressions | Verbal Expressions
12. ANS: D
Translate the algebraic expression into a verbal expression using key operation words.
Feedback
A
B
C
D
Does the expression indicate addition?
Is there division in the expression?
Does the expression indicate subtraction?
Correct!
PTS: 1
DIF: Basic
REF: Lesson 1-1
OBJ: 1-1.2 Write verbal expressions for mathematical expressions.
STA: 7AF1.1
TOP: Write verbal expressions for mathematical expressions
KEY: Write Expressions | Verbal Expressions
13. ANS: A
Perform any operations within grouping symbols first. Then evaluate powers followed by multiplication and
division from left to right, then addition and subtraction from left to right.
Feedback
A
B
C
D
Correct!
Did you do addition before multiplication?
Did you do addition before multiplication?
Be careful with the order of operations.
PTS: 1
DIF: Average
REF: Lesson 1-2
OBJ: 1-2.1 Evaluate numerical expressions by using the order of operations.
STA: 7AF1.2
TOP: Evaluate numerical expressions by using the order of operations
KEY: Evaluate Expressions | Order of Operations
14. ANS: B
Perform any operations within grouping symbols first. Then evaluate powers followed by multiplication and
division from left to right, then addition and subtraction from left to right.
Feedback
A
B
C
D
Did you do multiplication before any addition or subtraction?
Correct!
Did you perform operations within parentheses first?
Be careful with addition and subtraction.
PTS: 1
DIF: Average
REF: Lesson 1-2
OBJ: 1-2.1 Evaluate numerical expressions by using the order of operations.
STA: 7AF1.2
TOP: Evaluate numerical expressions by using the order of operations
KEY: Evaluate Expressions | Order of Operations
15. ANS: C
Replace the variables with their values. Then find the value of the numerical expression using the order of
operations.
Feedback
A
B
Did you replace the variables carefully?
Be careful with the order of operations.
C
D
Correct!
Did you add before multiplying?
PTS: 1
DIF: Average
REF: Lesson 1-2
OBJ: 1-2.2 Evaluate algebraic expressions by using the order of operations.
STA: 7AF1.2
TOP: Evaluate algebraic expressions by using the order of operations
KEY: Evaluate Expressions | Order of Operations
16. ANS: C
Replace the variables with their values. Then find the value of the numerical expression using the order of
operations.
Feedback
A
B
C
D
Did you forget to divide?
Did you square the x value?
Correct!
Did you do subtraction before multiplying?
PTS: 1
DIF: Average
REF: Lesson 1-2
OBJ: 1-2.2 Evaluate algebraic expressions by using the order of operations.
STA: 7AF1.2
TOP: Evaluate algebraic expressions by using the order of operations
KEY: Evaluate Expressions | Order of Operations
17. ANS: B
You can often solve an equation by applying the order of operations.
Feedback
A
B
C
D
Did you multiply instead of adding?
Correct!
Be careful with addition.
Did you forget to add the whole number?
PTS: 1
DIF: Average
REF: Lesson 1-3
OBJ: 1-3.1 Solve open-sentence equations.
STA: {Key}4.0
TOP: Solve open-sentence equations
KEY: Equations | Solve Equations
MSC: CAHSEE | Key
18. ANS: A
The solution set of an open-sentence is the set of elements from the replacement set that make the open-sentence
true.
Feedback
A
B
C
D
Correct!
Did you add or subtract after replacing the variable?
Does that replacement make the equation true?
Be careful with division.
PTS: 1
DIF: Basic
REF: Lesson 1-3
OBJ: 1-3.1 Solve open-sentence equations.
STA: {Key}4.0
TOP: Solve open-sentence equations
KEY: Equations | Solve Equations
MSC: CAHSEE | Key
19. ANS: A
Replace the variable with each member of the replacement set. All values from the replacement set that make the
inequality true are solutions.
Feedback
A
B
C
D
Correct!
Check all replacements again.
Do you have all the solutions in the replacement set?
Do you have too many solutions?
PTS: 1
DIF: Basic
REF: Lesson 1-3
OBJ: 1-3.2 Solve open-sentence inequalities.
STA: {Key}4.0
TOP: Solve open-sentence inequalities
KEY: Inequalities | Solve Inequalities
MSC: CAHSEE | Key
20. ANS: A
Replace the variable with each member of the replacement set. All values from the replacement set that make the
inequality true are solutions.
Feedback
A
B
C
D
Correct!
Check all replacements again.
Make sure you check each member from the replacement set.
Did you check all replacements carefully?
PTS: 1
DIF: Average
REF: Lesson 1-3
OBJ: 1-3.2 Solve open-sentence inequalities.
STA: {Key}4.0
TOP: Solve open-sentence inequalities
KEY: Inequalities | Solve Inequalities
MSC: CAHSEE | Key
21. ANS: A
Since the product of any number and 1 is equal to the number, 1 is called the multiplicative identity.
The reflexive property states that any quantity is equal to itself.
The sum of any number and 0 is equal to the number. Thus, 0 is called the additive identity.
Feedback
A
B
C
D
Correct!
Are you sure about the value of n?
Are you sure about the property?
Are you sure about the property?
PTS: 1
DIF: Basic
REF: Lesson 1-4
OBJ: 1-4.1 Recognize the properties of identity and equality.
STA: 1.0 | 1.1 | 25.1
TOP: Recognize the properties of identity and equality
KEY: Identity Property | Equality Property
22. ANS: A
Two numbers whose product is 1 are called multiplicative inverses.
Since the product of any number and 1 is equal to the number, 1 is called the multiplicative identity.
Feedback
A
B
C
D
Correct!
Is that the correct property?
Are you sure about the property?
Are you sure about the property?
PTS: 1
DIF: Average
REF: Lesson 1-4
OBJ: 1-4.1 Recognize the properties of identity and equality.
STA: 1.0 | 1.1 | 25.1
TOP: Recognize the properties of identity and equality
KEY: Identity Property | Equality Property
23. ANS: D
Use identity and equality properties along with order of operations to evaluate the expression.
Feedback
A
B
C
D
Did you forget to do the power?
Did you do addition before parentheses?
Be careful with order of operations.
Correct!
PTS: 1
DIF: Average
REF: Lesson 1-4
OBJ: 1-4.2 Use the properties of identity and equality.
STA: 1.0 | 1.1 | 25.1
TOP: Use the properties of identity and equality
KEY: Identity Property | Equality Property
24. ANS: B
Use identity and equality properties along with the order of operations to evaluate the expression.
Feedback
A
B
C
D
Be careful with the order of operations.
Correct!
Did you evaluate the power correctly?
Did you forget to evaluate the power?
PTS: 1
DIF: Average
REF: Lesson 1-4
OBJ: 1-4.2 Use the properties of identity and equality.
STA: 1.0 | 1.1 | 25.1
TOP: Use the properties of identity and equality
KEY: Identity Property | Equality Property
25. ANS: C
Rewrite the product in the form a(b + c), and use the Distributive Property to find the product.
Feedback
A
B
C
D
Did you correctly rewrite using the Distributive Property?
Did you carefully rewrite the expression?
Correct!
Check your rewritten expression.
PTS: 1
DIF: Average
REF: Lesson 1-5
OBJ: 1-5.1 Use the Distributive Property to evaluate expressions.
STA: 1.0 | 25.1
TOP: Use the Distributive Property to evaluate expressions
KEY: Distributive Property | Evaluate Expressions
26. ANS: C
Rewrite the product in the form a(b + c) and use the Distributive Property to find the product.
Feedback
A
B
C
D
Did you use the Distributive Property correctly?
Did you forget the fraction?
Correct!
Did you rewrite the expression carefully?
PTS: 1
DIF: Average
REF: Lesson 1-5
OBJ: 1-5.1 Use the Distributive Property to evaluate expressions.
STA: 1.0 | 25.1
TOP: Use the Distributive Property to evaluate expressions
KEY: Distributive Property | Evaluate Expressions
27. ANS: B
An expression is in simplest form when it is replaced by an equivalent expression having no like terms or
parentheses.
Feedback
A
B
C
D
Are there no like terms or parentheses?
Correct!
Is there a variable in the second term?
Did you apply the Distributive Property correctly?
PTS: 1
DIF: Basic
REF: Lesson 1-5
OBJ: 1-5.2 Use the Distributive Property to simplify algebraic expressions.
STA: 1.0 | 25.1
TOP: Use the Distributive Property to simplify expressions
KEY: Distributive Property | Simplify Expressions
28. ANS: D
An expression is in simplest form when it is replaced by an equivalent expression having no like terms or
parentheses.
Feedback
A
B
C
D
Did you add the last two terms?
Are there no like terms or parentheses?
Did you add unlike terms?
Correct!
PTS: 1
DIF: Average
REF: Lesson 1-5
OBJ: 1-5.2 Use the Distributive Property to simplify algebraic expressions.
STA: 1.0 | 25.1
TOP: Use the Distributive Property to simplify expressions
KEY: Distributive Property | Simplify Expressions
29. ANS: A
Translate the verbal expression to an algebraic expression. Use the properties learned so far to simplify the
expression.
Feedback
A
B
C
D
Correct!
Did you use the Distributive Property correctly?
Did you try to add unlike terms?
Did you add unlike terms?
PTS: 1
DIF: Average
REF: Lesson 1-6
OBJ: 1-6.1 Recognize the Commutative Property and Associative Property.
STA: {Key}5.0
TOP: Recognize the Commutative and Associative Properties
KEY: Commutative Property | Associative Property
MSC: CAHSEE | Key
30. ANS: D
Translate the verbal expression to an algebraic expression. Use the properties learned so far to simplify the
expression.
Feedback
A
Are there like terms or parentheses in the expression?
B
C
D
Did you add carefully?
Did you try adding unlike terms?
Correct!
PTS: 1
DIF: Average
REF: Lesson 1-6
OBJ: 1-6.1 Recognize the Commutative Property and Associative Property.
STA: {Key}5.0
TOP: Recognize the Commutative Property and Associative Property
KEY: Commutative Property | Associative Property
MSC: CAHSEE | Key
31. ANS: D
Use the properties studied so far to simplify the expression.
Feedback
A
B
C
D
Did you use the Distributive Property carefully on both products?
Did you switch x and y?
Did you correctly use the Distributive Property on both products?
Correct!
PTS: 1
DIF: Average
REF: Lesson 1-6
OBJ: 1-6.2 Use the Commutative and Associative Properties to simplify algebraic expressions.
STA: {Key}5.0
TOP: Use the Commutative and Associative Properties to simplify algebraic expressions
KEY: Commutative Property | Associative Property
MSC: CAHSEE | Key
32. ANS: C
Use the properties studied so far to simplify the expression.
Feedback
A
B
C
D
Did you correctly use the Distributive Property?
Did you use the Distributive Property?
Correct!
Did you correctly use the properties?
PTS: 1
DIF: Average
REF: Lesson 1-6
OBJ: 1-6.2 Use the Commutative and Associative Properties to simplify algebraic expressions.
STA: {Key}5.0
TOP: Use the Commutative and Associative Properties to simplify algebraic expressions
KEY: Commutative Property | Associative Property
MSC: CAHSEE | Key
33. ANS: A
The hypothesis is the part of the conditional following the word if, and the conclusion is the part of the conditional
following the word then.
Feedback
A
B
C
D
Correct!
Can he only go swimming on days that he mows?
Does the statement involve chores?
Does the statement involve playing tennis?
PTS:
OBJ:
STA:
TOP:
KEY:
1
DIF: Average
REF: Lesson 1-7
1-7.1 Identify the hypothesis and conclusion in a conditional statement.
{Key}4.0 | 24.2 | 24.3 | 25.1
Identify the hypothesis and conclusion in a conditional statement
Conditional Statements | Hypothesis | Conclusion
MSC: CAHSEE | Key
34. ANS: B
The hypothesis is the part of the conditional following the word if, and the conclusion is the part of the conditional
following the word then.
Feedback
A
B
C
D
Does the conditional mention going to the mall?
Correct!
Does the conditional involve Saturday?
Is Friday evening the only time to go to the movies?
PTS: 1
DIF: Average
REF: Lesson 1-7
OBJ: 1-7.1 Identify the hypothesis and conclusion in a conditional statement.
STA: {Key}4.0 | 24.2 | 24.3 | 25.1
TOP: Identify the hypothesis and conclusion in a conditional statement
KEY: Conditional Statements | Hypothesis | Conclusion
MSC: CAHSEE | Key
35. ANS: C
The hypothesis is the part of the conditional following the word if, and the conclusion is the part of the conditional
following the word then.
Feedback
A
B
C
D
Are the hypothesis and conclusion in the correct locations in the if-then statement?
Are the hypothesis and conclusion in the correct locations in the if-then statement?
Correct!
Is that equation the only one that has a solution of 2?
PTS: 1
DIF: Basic
REF: Lesson 1-7
OBJ: 1-7.1 Identify the hypothesis and conclusion in a conditional statement.
STA: {Key}4.0 | 24.2 | 24.3 | 25.1
TOP: Identify the hypothesis and conclusion in a conditional statement
KEY: Conditional Statements | Hypothesis | Conclusion
MSC: CAHSEE | Key
36. ANS: D
The hypothesis is the part of the conditional following the word if, and the conclusion is the part of the conditional
following the word then.
Feedback
A
B
C
D
Is every person that tries out going to be quarterback?
Does the conditional mention running fast?
Does the conditional involve grades?
Correct!
PTS: 1
DIF: Average
REF: Lesson 1-7
OBJ: 1-7.1 Identify the hypothesis and conclusion in a conditional statement.
STA: {Key}4.0 | 24.2 | 24.3 | 25.1
TOP: Identify the hypothesis and conclusion in a conditional statement
KEY: Conditional Statements | Hypothesis | Conclusion
MSC: CAHSEE | Key
37. ANS: A
The hypothesis is the part of the conditional following the word if, and the conclusion is the part of the conditional
following the word then.
Feedback
A
B
C
D
Correct!
That is true, but does the conditional mention a rectangle?
Are all four-sided figures squares?
The conditional does not mention a pentagon.
PTS: 1
DIF: Average
REF: Lesson 1-7
OBJ: 1-7.1 Identify the hypothesis and conclusion in a conditional statement.
STA: {Key}4.0 | 24.2 | 24.3 | 25.1
TOP: Identify the hypothesis and conclusion in a conditional statement
KEY: Conditional Statements | Hypothesis | Conclusion
MSC: CAHSEE | Key
38. ANS: C
The hypothesis is the part of the conditional following the word if, and the conclusion is the part of the conditional
following the word then.
Feedback
A
B
C
D
Read the conditional again. Is that what it says?
Is the part after the word if the hypothesis?
Correct!
Is the conclusion correct?
PTS: 1
DIF: Average
REF: Lesson 1-7
OBJ: 1-7.1 Identify the hypothesis and conclusion in a conditional statement.
STA: {Key}4.0 | 24.2 | 24.3 | 25.1
TOP: Identify the hypothesis and conclusion in a conditional statement
KEY: Conditional Statements | Hypothesis | Conclusion
MSC: CAHSEE | Key
39. ANS: B
The hypothesis is the part of the conditional following the word if, and the conclusion is the part of the conditional
following the word then.
Feedback
A
B
C
D
Is the conclusion true?
Correct!
Is the hypothesis correct?
Is the conclusion after the word then?
PTS: 1
DIF: Basic
REF: Lesson 1-7
OBJ: 1-7.1 Identify the hypothesis and conclusion in a conditional statement.
STA: {Key}4.0 | 24.2 | 24.3 | 25.1
TOP: Identify the hypothesis and conclusion in a conditional statement
KEY: Conditional Statements | Hypothesis | Conclusion
MSC: CAHSEE | Key
40. ANS: D
The hypothesis is the part of the conditional following the word if, and the conclusion is the part of the conditional
following the word then.
Feedback
A
B
C
D
Does the hypothesis come after the word if?
Is that the conclusion?
Is that the hypothesis?
Correct!
PTS: 1
DIF: Average
REF: Lesson 1-7
OBJ: 1-7.1 Identify the hypothesis and conclusion in a conditional statement.
STA: {Key}4.0 | 24.2 | 24.3 | 25.1
TOP: Identify the hypothesis and conclusion in a conditional statement
KEY: Conditional Statements | Hypothesis | Conclusion
MSC: CAHSEE | Key
41. ANS: A
The hypothesis is the part of the conditional following the word if, and the conclusion is the part of the conditional
following the word then.
Feedback
A
B
C
D
Correct!
Is that the correct hypothesis?
Does the conclusion follow the word then?
Is that the correct conclusion?
PTS: 1
DIF: Average
REF: Lesson 1-7
OBJ: 1-7.1 Identify the hypothesis and conclusion in a conditional statement.
STA: {Key}4.0 | 24.2 | 24.3 | 25.1
TOP: Identify the hypothesis and conclusion in a conditional statement
KEY: Conditional Statements | Hypothesis | Conclusion
MSC: CAHSEE | Key
42. ANS: C
The hypothesis is the part of the conditional following the word if, and the conclusion is the part of the conditional
following the word then.
Feedback
A
B
C
D
Does that hypothesis follow the word if?
Is that the conclusion of the conditional?
Correct!
Is that the hypothesis of the conditional?
PTS: 1
DIF: Average
REF: Lesson 1-7
OBJ: 1-7.1 Identify the hypothesis and conclusion in a conditional statement.
STA: {Key}4.0 | 24.2 | 24.3 | 25.1
TOP: Identify the hypothesis and conclusion in a conditional statement
KEY: Conditional Statements | Hypothesis | Conclusion
MSC: CAHSEE | Key
43. ANS: C
A counterexample is a specific case in which a statement is false. It takes only one counterexample to show that a
statement is false.
Feedback
A
B
C
D
Are the hypothesis and conclusion both true?
Is the hypothesis true?
Correct!
Is the hypothesis true?
PTS:
OBJ:
STA:
KEY:
1
DIF: Average
REF: Lesson 1-7
1-7.2 Use a counterexample to show that an assertion is false.
{Key}4.0 | 24.2 | 24.3 | 25.1
TOP: Use a counterexample to show that an assertion is false
Counterexample | Deductive Reasoning
MSC: CAHSEE | Key
44. ANS: A
A counterexample is a specific case in which a statement is false. It takes only one counterexample to show that a
statement is false.
Feedback
A
B
C
D
Correct!
Are the hypothesis and conclusion both true?
Is the hypothesis true?
Is the hypothesis true?
PTS: 1
DIF: Average
REF: Lesson 1-7
OBJ: 1-7.2 Use a counterexample to show that an assertion is false.
STA: {Key}4.0 | 24.2 | 24.3 | 25.1
TOP: Use a counterexample to show that an assertion is false
KEY: Counterexample | Deductive Reasoning
MSC: CAHSEE | Key
45. ANS: D
A counterexample is a specific case in which a statement is false. It takes only one counterexample to show that a
statement is false.
Feedback
A
B
C
D
Is the hypothesis true?
Are the hypothesis and conclusion both true?
Is the hypothesis true?
Correct!
PTS: 1
DIF: Average
REF: Lesson 1-7
OBJ: 1-7.2 Use a counterexample to show that an assertion is false.
STA: {Key}4.0 | 24.2 | 24.3 | 25.1
TOP: Use a counterexample to show that an assertion is false
KEY: Counterexample | Deductive Reasoning
MSC: CAHSEE | Key
46. ANS: B
A counterexample is a specific case in which a statement is false. It takes only one counterexample to show that a
statement is false.
Feedback
A
B
C
D
Are the hypothesis and conclusion both true?
Correct!
Is the hypothesis true?
Is the hypothesis true?
PTS: 1
DIF: Average
REF: Lesson 1-7
OBJ: 1-7.2 Use a counterexample to show that an assertion is false.
STA: {Key}4.0 | 24.2 | 24.3 | 25.1
TOP: Use a counterexample to show that an assertion is false
KEY: Counterexample | Deductive Reasoning
MSC: CAHSEE | Key
47. ANS: A
A counterexample is a specific case in which a statement is false. It takes only one counterexample to show that a
statement is false.
Feedback
A
B
C
Correct!
Are the hypothesis and conclusion both true?
Is the hypothesis true?
D
Is the hypothesis true?
PTS: 1
DIF: Average
REF: Lesson 1-7
OBJ: 1-7.2 Use a counterexample to show that an assertion is false.
STA: {Key}4.0 | 24.2 | 24.3 | 25.1
TOP: Use a counterexample to show that an assertion is false
KEY: Counterexample | Deductive Reasoning
MSC: CAHSEE | Key
48. ANS: B
A counterexample is a specific case in which a statement is false. It takes only one counterexample to show that a
statement is false.
Feedback
A
B
C
D
Using that value for x, are the hypothesis and conclusion both true?
Correct!
Using that value for x, is the hypothesis true?
Using that value for x, are the hypothesis and conclusion both true?
PTS: 1
DIF: Average
REF: Lesson 1-7
OBJ: 1-7.2 Use a counterexample to show that an assertion is false.
STA: {Key}4.0 | 24.2 | 24.3 | 25.1
TOP: Use a counterexample to show that an assertion is false
KEY: Counterexample | Deductive Reasoning
MSC: CAHSEE | Key
49. ANS: D
A counterexample is a specific case in which a statement is false. It takes only one counterexample to show that a
statement is false.
Feedback
A
B
C
D
Using that value for x, are the hypothesis and conclusion both true?
Are the hypothesis and conclusion both true?
Using that value for x, is the hypothesis true?
Correct!
PTS: 1
DIF: Average
REF: Lesson 1-7
OBJ: 1-7.2 Use a counterexample to show that an assertion is false.
STA: {Key}4.0 | 24.2 | 24.3 | 25.1
TOP: Use a counterexample to show that an assertion is false
KEY: Counterexample | Deductive Reasoning
MSC: CAHSEE | Key
50. ANS: A
A counterexample is a specific case in which a statement is false. It takes only one counterexample to show that a
statement is false.
Feedback
A
B
C
D
Correct!
Are the hypothesis and conclusion both true?
Is the hypothesis true?
Is the hypothesis true?
PTS:
OBJ:
STA:
KEY:
51. ANS:
1
DIF: Average
REF: Lesson 1-7
1-7.2 Use a counterexample to show that an assertion is false.
{Key}4.0 | 24.2 | 24.3 | 25.1
TOP: Use a counterexample to show that an assertion is false
Counterexample | Deductive Reasoning
MSC: CAHSEE | Key
C
A counterexample is a specific case in which a statement is false. It takes only one counterexample to show that a
statement is false.
Feedback
A
B
C
D
Are the hypothesis and conclusion both true?
Are the hypothesis and conclusion both true?
Correct!
Is the hypothesis true?
PTS: 1
DIF: Average
REF: Lesson 1-7
OBJ: 1-7.2 Use a counterexample to show that an assertion is false.
STA: {Key}4.0 | 24.2 | 24.3 | 25.1
TOP: Use a counterexample to show that an assertion is false
KEY: Counterexample | Deductive Reasoning
MSC: CAHSEE | Key
52. ANS: B
A counterexample is a specific case in which a statement is false. It takes only one counterexample to show that a
statement is false.
Feedback
A
B
C
D
Are the hypothesis and conclusion both true?
Correct!
Is the hypothesis true?
Are the hypothesis and conclusion both true?
PTS: 1
DIF: Average
REF: Lesson 1-7
OBJ: 1-7.2 Use a counterexample to show that an assertion is false.
STA: {Key}4.0 | 24.2 | 24.3 | 25.1
TOP: Use a counterexample to show that an assertion is false
KEY: Counterexample | Deductive Reasoning
MSC: CAHSEE | Key
53. ANS: A
The real numbers can be divided into rational numbers and irrational numbers. Rational numbers can be expressed
as fractions and includes natural numbers, whole numbers, and integers. Irrational numbers cannot be expressed as
fractions.
Feedback
A
B
C
D
Correct!
Check your answer and try again.
Read the definitions carefully.
Refer to the hint and try again.
PTS: 1
DIF: Average
REF: Lesson 1-8
OBJ: 1-8.1 Classify real numbers.
STA: 1.0 | {Key}2.0
TOP: Classify real numbers
KEY: Real Numbers | Classifying
MSC: CAHSEE | Key
54. ANS: B
The real numbers can be divided into rational numbers and irrational numbers. Rational numbers can be expressed
as fractions and includes natural numbers, whole numbers, and integers. Irrational numbers cannot be expressed as
fractions.
Feedback
A
B
C
Refer to the hint and try again.
Correct!
Check your answer and try again.
D
Read the definitions carefully.
PTS: 1
DIF: Basic
REF: Lesson 1-8
OBJ: 1-8.1 Classify real numbers.
STA: 1.0 | {Key}2.0
TOP: Classify real numbers
KEY: Real Numbers | Classifying
MSC: CAHSEE | Key
55. ANS: A
Example:
The number line shown is a graph of {–5, –2, 1, 4}.
–7 –6 –5 –4 –3 –2 –1 0
1
2
3
4
5
6
7
Feedback
A
B
C
D
Correct!
Refer to the hint and try again.
You should match each given point to a point on the number line.
Check the plotted points and try again.
PTS: 1
DIF: Basic
STA: 1.0 | {Key}2.0
KEY: Real Numbers | Graphing
56. ANS: A
Example:
The number line shown is a graph of
–9 –8 –7 –6 –5 –4 –3 –2 –1 0
1
2
3
4
REF: Lesson 1-8
OBJ: 1-8.2 Graph real numbers.
TOP: Graph real numbers
MSC: CAHSEE | Key
–7
5
The heavy arrow indicates that all numbers to the right of –7 are included in the graph. The open circle at –7
indicates that –7 is not included in the graph.
Feedback
A
B
C
D
Correct!
Check the sign of the number.
Check the symbol.
Check the symbol and sign of the number.
PTS: 1
DIF: Average
REF: Lesson 1-8
OBJ: 1-8.2 Graph real numbers.
STA: 1.0 | {Key}2.0
TOP: Graph real numbers
KEY: Real Numbers | Graphing
MSC: CAHSEE | Key
57. ANS: A
The ball leaves the pitcher with an initial speed which goes to zero when struck by the bat and then increases
rapidly and then slows down.
Feedback
A
B
C
D
Correct!
Does the ball leave the pitcher with zero speed?
Does the ball change direction without stopping?
Does the ball change speed when it is hit?
PTS: 1
DIF: Average
REF: Lesson 1-9
OBJ: 1-9.1 Interpret graphs of functions.
STA: {Key}6.0 | {Key}7.0
TOP: Interpret graphs of functions
KEY: Interpret Graphs | Functions
MSC: CAHSEE | Key
58. ANS: A
The plane increases altitude steadily and levels off. The skydiver jump and descends rapidly at first, then opens his
chute and slows as he drifts to the ground.
Feedback
A
B
C
D
Correct!
Does the plane go high enough? Does he fall straight down?
Was the plane already at high altitude?
Did he go up after he jumped?
PTS: 1
DIF: Average
REF: Lesson 1-9
OBJ: 1-9.1 Interpret graphs of functions.
STA: {Key}6.0 | {Key}7.0
TOP: Interpret graphs of functions
KEY: Interpret Graphs | Functions
MSC: CAHSEE | Key
59. ANS: B
The water level slowly and steadily decreases to zero.
Feedback
A
B
C
D
Does the water get deeper?
Correct!
Does the water level rise after it begins to drain?
Does the water level stay constant for a while and then drop to zero?
PTS: 1
DIF: Basic
REF: Lesson 1-9
OBJ: 1-9.1 Interpret graphs of functions.
STA: {Key}6.0 | {Key}7.0
TOP: Interpret graphs of functions
KEY: Interpret Graphs | Functions
MSC: CAHSEE | Key
60. ANS: D
The height of the ball decreases as the ball falls. It hits the floor and bounces up and down until the height stays at
zero.
Feedback
A
B
C
D
Does the ball go up before it falls?
Does the ball bounce?
Was the ball thrown upward?
Correct!
PTS: 1
DIF: Average
REF: Lesson 1-9
OBJ: 1-9.1 Interpret graphs of functions.
STA: {Key}6.0 | {Key}7.0
TOP: Interpret graphs of functions
KEY: Interpret Graphs | Functions
MSC: CAHSEE | Key
61. ANS: A
The snow accumulates slowly for a while. The accumulation stops for a while, and then accumulates faster as it
snows harder. As the snow stops, the accumulation levels off.
Feedback
A
B
C
D
Correct!
Was there only one period of snow accumulation?
Was the snow steady for the entire period?
Did melting occur during the period?
PTS: 1
DIF: Average
REF: Lesson 1-9
OBJ: 1-9.1 Interpret graphs of functions.
STA: {Key}6.0 | {Key}7.0
TOP: Interpret graphs of functions
KEY: Interpret Graphs | Functions
MSC: CAHSEE | Key
62. ANS: A
An ordered pair is a set of numbers, or coordinates, written in the form (x, y).
Feedback
A
B
C
D
Correct!
Which variable is the independent variable?
Did you include all of the ordered pairs?
Be careful pairing the variables.
PTS: 1
DIF: Basic
REF: Lesson 1-9
OBJ: 1-9.2 Draw graphs of functions.
STA: {Key}6.0 | {Key}7.0
TOP: Draw graphs of functions
KEY: Graphs | Functions
MSC: CAHSEE | Key
63. ANS: B
The x-coordinate is graphed on the horizontal axis, and the y-coordinate is graphed on the vertical axis.
Feedback
A
B
C
D
Be careful plotting the points.
Correct!
Did you check each point carefully?
Were you careful plotting each point?
PTS: 1
DIF: Average
REF: Lesson 1-9
OBJ: 1-9.2 Draw graphs of functions.
STA: {Key}6.0 | {Key}7.0
TOP: Draw graphs of functions
KEY: Graphs | Functions
MSC: CAHSEE | Key
64. ANS: B
Use the data in the table to look for a pattern in the relationship between x and y. Use the pattern to predict other
values.
Feedback
A
B
C
D
Did you see a pattern in the table of values?
Correct!
Did you use a pattern in the data to make the prediction?
Do any other consecutive days have the same number of sales?
PTS: 1
DIF: Basic
REF: Lesson 1-9
OBJ: 1-9.2 Draw graphs of functions.
STA: {Key}6.0 | {Key}7.0
TOP: Draw graphs of functions
KEY: Graphs | Functions
MSC: CAHSEE | Key
65. ANS: D
In the table, number of sales depends on the day of the first seven days of October. Therefore, Day is the
independent variable and Sales is the dependent variable.
Feedback
A
B
C
Does the day depend on the number of sales?
Does the table involve a salesman?
Are days of the week mentioned in the table?
D
Correct!
PTS: 1
DIF: Average
REF: Lesson 1-9
OBJ: 1-9.2 Draw graphs of functions.
STA: {Key}6.0 | {Key}7.0
TOP: Draw graphs of functions
KEY: Graphs | Functions
MSC: CAHSEE | Key
66. ANS: A
An ordered pair is a set of numbers, or coordinates, written in the form (x, y).
Feedback
A
B
C
D
Correct!
Were you suppose to round the decimals?
Which variable is the independent variable?
Did you list all of the ordered pairs?
PTS: 1
DIF: Basic
REF: Lesson 1-9
OBJ: 1-9.2 Draw graphs of functions.
STA: {Key}6.0 | {Key}7.0
TOP: Draw graphs of functions
KEY: Graphs | Functions
MSC: CAHSEE | Key
67. ANS: D
In the table, the total cost depends on the number of months. Therefore, Number of Months is the independent
variable and Total Cost is the dependent variable.
Feedback
A
B
C
D
Does the number of months depend on the total cost?
Do you know the cost of a paper?
Does the cost depend on what month it is?
Correct!
PTS: 1
DIF: Average
REF: Lesson 1-9
OBJ: 1-9.2 Draw graphs of functions.
STA: {Key}6.0 | {Key}7.0
TOP: Draw graphs of functions
KEY: Graphs | Functions
MSC: CAHSEE | Key
68. ANS: B
Use the table to find the relationship between the independent and dependent variables. Use this relationship to
find the cost for one year.
Feedback
A
B
C
D
How many months are in one year?
Correct!
How many months did you use?
Did you multiply correctly?
PTS: 1
DIF: Average
REF: Lesson 1-9
OBJ: 1-9.2 Draw graphs of functions.
STA: {Key}6.0 | {Key}7.0
TOP: Draw graphs of functions
KEY: Graphs | Functions
MSC: CAHSEE | Key
69. ANS: C
Draw a line through the ordered pairs indicated by the table.
Feedback
A
Are all bottles for each minute filled at the minute mark of bottles being filled or were
some being filled during the minute?
B
C
D
Were there 110 bottles at the beginning and the number of bottles being filled
decreased?
Correct!
Were there 132 bottles after five minutes?
PTS: 1
DIF: Average
REF: Lesson 1-9
OBJ: 1-9.2 Draw graphs of functions.
STA: {Key}6.0 | {Key}7.0
TOP: Draw graphs of functions
KEY: Graphs | Functions
MSC: CAHSEE | Key
70. ANS: A
Use the table to find the relationship between the independent and dependent variables. Use this relationship to
find number of bottles after seven minutes.
Feedback
A
B
C
D
Correct!
Did you multiply carefully?
Is that for seven minutes?
Did you multiply carefully?
PTS: 1
DIF: Average
REF: Lesson 1-9
OBJ: 1-9.2 Draw graphs of functions.
STA: {Key}6.0 | {Key}7.0
TOP: Draw graphs of functions
KEY: Graphs | Functions
MSC: CAHSEE | Key
71. ANS: A
Translate verbal sentences into equations by using key words and phrases you have learned to replace words with
symbols.
Feedback
A
B
C
D
Correct!
What does increased by translate to in an equation?
Does increased by indicate multiplication?
Should you have divided?
PTS: 1
DIF: Basic
REF: Lesson 2-1
OBJ: 2-1.1 Translate verbal sentences into equations.
STA: 7AF1.1
TOP: Translate verbal sentences into equations
KEY: Verbal Sentences | Equations
72. ANS: B
Translate verbal sentences into equations by using key words and phrases you have learned to replace words with
symbols.
Feedback
A
B
C
D
Is addition indicated by the sentence?
Correct!
What is being subtracted?
Are the parentheses needed?
PTS:
OBJ:
TOP:
73. ANS:
1
DIF: Basic
REF: Lesson 2-1
2-1.1 Translate verbal sentences into equations.
Translate verbal sentences into equations
C
STA: 7AF1.1
KEY: Verbal Sentences | Equations
Translate verbal sentences into equations by using key words and phrases you have learned to replace words with
symbols.
Feedback
A
B
C
D
How do you translate sum?
Did you write the fraction correctly?
Correct!
Is that twice p?
PTS: 1
DIF: Average
REF: Lesson 2-1
OBJ: 2-1.1 Translate verbal sentences into equations.
STA: 7AF1.1
TOP: Translate verbal sentences into equations
KEY: Verbal Sentences | Equations
74. ANS: D
Translate verbal sentences into equations by using key words and phrases you have learned to replace words with
symbols.
Feedback
A
B
C
D
How do you translate increased by?
Be careful with the order of the subtraction.
Are the parentheses indicated by the sentence?
Correct!
PTS: 1
DIF: Average
REF: Lesson 2-1
OBJ: 2-1.1 Translate verbal sentences into equations.
STA: 7AF1.1
TOP: Translate verbal sentences into equations
KEY: Verbal Sentences | Equations
75. ANS: A
Translate verbal sentences into equations by using key words and phrases you have learned to replace words with
symbols.
Feedback
A
B
C
D
Correct!
How do you translate difference?
Be careful with the exponents.
Should you have used division?
PTS: 1
DIF: Average
REF: Lesson 2-1
OBJ: 2-1.1 Translate verbal sentences into equations.
STA: 7AF1.1
TOP: Translate verbal sentences into equations
KEY: Verbal Sentences | Equations
76. ANS: B
Translate verbal sentences into equations by using key words and phrases you have learned to replace words with
symbols.
Feedback
A
B
C
D
Do you need grouping symbols in this equation?
Correct!
Carefully read the sentence again.
How do you translate product?
PTS: 1
DIF: Basic
REF: Lesson 2-1
OBJ: 2-1.1 Translate verbal sentences into equations.
STA: 7AF1.1
TOP: Translate verbal sentences into equations
KEY: Verbal Sentences | Equations
77. ANS: C
Translate verbal sentences into equations by using key words and phrases you have learned to replace words with
symbols.
Feedback
A
B
C
D
Does it say less or less than?
Is more than translated as a product?
Correct!
Do you need grouping symbols?
PTS: 1
DIF: Average
REF: Lesson 2-1
OBJ: 2-1.1 Translate verbal sentences into equations.
STA: 7AF1.1
TOP: Translate verbal sentences into equations
KEY: Verbal Sentences | Equations
78. ANS: D
Translate verbal sentences into equations by using key words and phrases you have learned to replace words with
symbols.
Feedback
A
B
C
D
Do you need parentheses in the equation?
Are the parentheses in the right place?
Does product mean division?
Correct!
PTS: 1
DIF: Average
REF: Lesson 2-1
OBJ: 2-1.1 Translate verbal sentences into equations.
STA: 7AF1.1
TOP: Translate verbal sentences into equations
KEY: Verbal Sentences | Equations
79. ANS: A
Translate verbal sentences into equations by using key words and phrases you have learned to replace words with
symbols.
Feedback
A
B
C
D
Correct!
Do you need parentheses?
How do you translate sum in an equation?
Should there be multiplication on the left side of the equation?
PTS: 1
DIF: Basic
REF: Lesson 2-1
OBJ: 2-1.1 Translate verbal sentences into equations.
STA: 7AF1.1
TOP: Translate verbal sentences into equations
KEY: Verbal Sentences | Equations
80. ANS: B
Translate verbal sentences into equations by using key words and phrases you have learned to replace words with
symbols.
Feedback
A
B
C
How do you translate less than?
Correct!
Be careful in translating divided by.
D
Do you need parentheses in your equation?
PTS: 1
DIF: Average
REF: Lesson 2-1
OBJ: 2-1.1 Translate verbal sentences into equations.
STA: 7AF1.1
TOP: Translate verbal sentences into equations
KEY: Verbal Sentences | Equations
81. ANS: A
Using key words for operations, translate the equation into a number sentence.
Feedback
A
B
C
D
Correct!
Is there addition in the equation?
Is there division in the equation?
Carefully look at the equation again.
PTS: 1
DIF: Basic
REF: Lesson 2-1
OBJ: 2-1.2 Translate equations into verbal sentences.
STA: 7AF1.1
TOP: Translate equations into verbal sentences
KEY: Equations | Verbal Sentences
82. ANS: B
Using key words for operations, translate the equation into a number sentence.
Feedback
A
B
C
D
Is there subtraction in the equation?
Correct!
Carefully look at the equation again.
Is there division in the equation?
PTS: 1
DIF: Basic
REF: Lesson 2-1
OBJ: 2-1.2 Translate equations into verbal sentences.
STA: 7AF1.1
TOP: Translate equations into verbal sentences
KEY: Equations | Verbal Sentences
83. ANS: D
Using key words for operations, translate the equation into a number sentence.
Feedback
A
B
C
D
What did you translate as increased by?
Did you translate the subtraction backwards?
What did you translate as the quotient?
Correct!
PTS: 1
DIF: Basic
REF: Lesson 2-1
OBJ: 2-1.2 Translate equations into verbal sentences.
STA: 7AF1.1
TOP: Translate equations into verbal sentences
KEY: Equations | Verbal Sentences
84. ANS: A
Using key words for operations, translate the equation into a number sentence.
Feedback
A
B
C
D
Correct!
What is meant by decreased by?
Are you sure about the right side of the equation?
What did you translate as the quotient?
PTS: 1
DIF: Average
REF: Lesson 2-1
OBJ: 2-1.2 Translate equations into verbal sentences.
STA: 7AF1.1
TOP: Translate equations into verbal sentences
KEY: Equations | Verbal Sentences
85. ANS: A
Using key words for operations, translate the equation into a number sentence.
Feedback
A
B
C
D
Correct!
What did you translate as the sum?
What is meant by the quotient?
Are you sure about the left side of the equation?
PTS: 1
DIF: Average
REF: Lesson 2-1
OBJ: 2-1.2 Translate equations into verbal sentences.
STA: 7AF1.1
TOP: Translate equations into verbal sentences
KEY: Equations | Verbal Sentences
86. ANS: B
Using key words for operations, translate the equation into a number sentence.
Feedback
A
B
C
D
What does decreased by mean?
Correct!
Does less than indicate division?
What is meant by less than?
PTS: 1
DIF: Basic
REF: Lesson 2-1
OBJ: 2-1.2 Translate equations into verbal sentences.
STA: 7AF1.1
TOP: Translate equations into verbal sentences
KEY: Equations | Verbal Sentences
87. ANS: C
Using key words for operations, translate the equation into a number sentence.
Feedback
A
B
C
D
What is meant by less than?
Check the expression within the parentheses.
Correct!
Check the left side of the equation.
PTS: 1
DIF: Average
REF: Lesson 2-1
OBJ: 2-1.2 Translate equations into verbal sentences.
STA: 7AF1.1
TOP: Translate equations into verbal sentences
KEY: Equations | Verbal Sentences
88. ANS: D
Using key words for operations, translate the equation into a number sentence.
Feedback
A
B
C
D
Is there addition in the equation?
Check the left side of the equation again.
What is meant by increased by?
Correct!
PTS: 1
DIF: Basic
REF: Lesson 2-1
OBJ: 2-1.2 Translate equations into verbal sentences.
STA: 7AF1.1
TOP: Translate equations into verbal sentences
KEY: Equations | Verbal Sentences
89. ANS: B
Using key words for operations, translate the equation into a number sentence.
Feedback
A
B
C
D
What did you translate as the difference?
Correct!
Are there three additions in the equation?
Are there two products in the equation?
PTS: 1
DIF: Basic
REF: Lesson 2-1
OBJ: 2-1.2 Translate equations into verbal sentences.
STA: 7AF1.1
TOP: Translate equations into verbal sentences
KEY: Equations | Verbal Sentences
90. ANS: D
To solve an equation means to find all the values of the variable that make the equation a true statement. One way
to do this is to isolate the variable on one side of the equation. You can sometimes do this by adding the same
number to both sides of the equation.
Feedback
A
B
C
D
Did you subtract a number from both sides?
Did you perform the addition correctly?
Be careful with sign rules.
Correct!
PTS: 1
DIF: Basic
REF: Lesson 2-2
OBJ: 2-2.1 Solve equations with integers by using addition.
STA: {Key}5.0
TOP: Solve equations with integers by using addition
KEY: Solve Equations | Addition | Integers
MSC: CAHSEE | Key
91. ANS: B
To solve an equation means to find all the values of the variable that make the equation a true statement. One way
to do this is to isolate the variable on one side of the equation. You can sometimes do this by adding the same
number to both sides of the equation.
Feedback
A
B
C
D
Be careful with sign rules.
Correct!
How do you add fractions?
What did you add to both sides?
PTS: 1
DIF: Average
REF: Lesson 2-2
OBJ: 2-2.2 Solve equations with fractions by using addition.
STA: {Key}5.0
TOP: Solve equations with fractions by using addition
KEY: Solve Equations | Addition | Fractions
MSC: CAHSEE | Key
92. ANS: A
To solve an equation means to find all the values of the variable that make the equation a true statement. One way
to do this is to isolate the variable on one side of the equation. You can sometimes do this by adding the same
number to both sides of the equation.
Feedback
A
B
C
D
Correct!
What did you add to both sides?
How do you add fractions?
Be careful with sign rules.
PTS: 1
DIF: Average
REF: Lesson 2-2
OBJ: 2-2.2 Solve equations with fractions by using addition.
STA: {Key}5.0
TOP: Solve equations with fractions by using addition
KEY: Solve Equations | Addition | Fractions
MSC: CAHSEE | Key
93. ANS: C
To solve an equation means to find all the values of the variable that make the equation a true statement. One way
to do this is to isolate the variable on one side of the equation. You can sometimes do this by adding the same
number to both sides of the equation.
Feedback
A
B
C
D
Did you subtract from both sides?
Did you use the Addition Property of Equality?
Correct!
Did you add the same number to both sides?
PTS: 1
DIF: Basic
REF: Lesson 2-2
OBJ: 2-2.3 Solve equations with decimals by using addition.
STA: {Key}5.0
TOP: Solve equations with decimals by using addition
KEY: Solve Equations | Addition | Decimals
MSC: CAHSEE | Key
94. ANS: B
To solve an equation means to find all the values of the variable that make the equation a true statement. One way
to do this is to isolate the variable on one side of the equation. You can sometimes do this by subtracting the same
number from both sides of the equation.
Feedback
A
B
C
D
Be careful with sign rules.
Correct!
Did you subtract a number from both sides?
Did you perform the subtraction correctly?
PTS: 1
DIF: Basic
REF: Lesson 2-2
OBJ: 2-2.4 Solve equations with integers by using subtraction. STA: {Key}5.0
TOP: Solve equations with integers by using subtraction
KEY: Solve Equations | Subtraction | Integers
MSC: CAHSEE | Key
95. ANS: C
To solve an equation means to find all the values of the variable that make the equation a true statement. One way
to do this is to isolate the variable on one side of the equation. You can sometimes do this by subtracting the same
number from both sides of the equation.
Feedback
A
B
C
Did you subtract a number from both sides?
Did you perform the subtraction correctly?
Correct!
D
Be careful with sign rules.
PTS: 1
DIF: Basic
REF: Lesson 2-2
OBJ: 2-2.4 Solve equations with integers by using subtraction. STA: {Key}5.0
TOP: Solve equations with integers by using subtraction
KEY: Solve Equations | Subtraction | Integers
MSC: CAHSEE | Key
96. ANS: D
To solve an equation means to find all the values of the variable that make the equation a true statement. One way
to do this is to isolate the variable on one side of the equation. You can sometimes do this by subtracting the same
number from both sides of the equation.
Feedback
A
B
C
D
Be careful with sign rules.
How do you subtract fractions?
What did you subtract from both sides?
Correct!
PTS: 1
DIF: Average
REF: Lesson 2-2
OBJ: 2-2.5 Solve equations with fractions by using subtraction. STA: {Key}5.0
TOP: Solve equations with fractions by using subtraction
KEY: Solve Equations | Subtraction | Fractions
MSC: CAHSEE | Key
97. ANS: A
To solve an equation means to find all the values of the variable that make the equation a true statement. One way
to do this is to isolate the variable on one side of the equation. You can sometimes do this by subtracting the same
number from both sides of the equation.
Feedback
A
B
C
D
Correct!
How do you subtract fractions?
Be careful with sign rules.
What did you subtract from both sides?
PTS: 1
DIF: Average
REF: Lesson 2-2
OBJ: 2-2.5 Solve equations with fractions by using subtraction. STA: {Key}5.0
TOP: Solve equations with fractions by using subtraction
KEY: Solve Equations | Subtraction | Fractions
MSC: CAHSEE | Key
98. ANS: C
To solve an equation means to find all the values of the variable that make the equation a true statement. One way
to do this is to isolate the variable on one side of the equation. You can sometimes do this by subtracting the same
number from both sides of the equation.
Feedback
A
B
C
D
Did you subtract from both sides?
Did you subtract the same number from both sides?
Correct!
Did you use the Subtraction Property of Equality?
PTS: 1
DIF: Basic
REF: Lesson 2-2
OBJ: 2-2.6 Solve equations with decimals by using subtraction.
STA: {Key}5.0
TOP: Solve equations with decimals by using subtraction
KEY: Solve Equations | Subtraction | Decimals
MSC: CAHSEE | Key
99. ANS: B
If an equation is true and each side is multiplied by the same number, the resulting equation is true.
Feedback
A
B
C
D
Were you careful with sign rules?
Correct!
Did you use the Multiplication Property of Equality?
How do you undo division?
PTS: 1
DIF: Basic
REF: Lesson 2-3
OBJ: 2-3.1 Solve equations with integers by using multiplication.
STA: {Key}5.0
TOP: Solve equations with integers by using multiplication
KEY: Solve Equations | Multiplication | Integers
MSC: CAHSEE | Key
100. ANS: B
If an equation is true and each side is multiplied by the same number, the resulting equation is true.
Feedback
A
B
C
D
What did you multiply both sides by?
Correct!
Did you isolate the variable?
Did you multiply both sides by the correct number?
PTS: 1
DIF: Average
REF: Lesson 2-3
OBJ: 2-3.1 Solve equations with integers by using multiplication.
STA: {Key}5.0
TOP: Solve equations with integers by using multiplication
KEY: Solve Equations | Multiplication | Integers
MSC: CAHSEE | Key
101. ANS: A
If each side of an equation is divided by the same nonzero number, the resulting equation is true.
Feedback
A
B
C
D
Correct!
Did you divide both sides by the same number?
Be careful with sign rules.
Did you divide correctly?
PTS: 1
DIF: Basic
REF: Lesson 2-3
OBJ: 2-3.2 Solve equations with integers by using division.
STA: {Key}5.0
TOP: Solve equations with integers by using division
KEY: Solve Equations | Division | Integers
MSC: CAHSEE | Key
102. ANS: D
If each side of an equation is divided by the same nonzero number, the resulting equation is true.
Feedback
A
B
C
D
Did you subtract from both sides?
Be careful with sign rules.
Did you divide correctly?
Correct!
PTS: 1
DIF: Basic
REF: Lesson 2-3
OBJ: 2-3.2 Solve equations with integers by using division.
STA: {Key}5.0
TOP: Solve equations with integers by using division
KEY: Solve Equations | Division | Integers
MSC: CAHSEE | Key
103. ANS: A
If an equation is true and each side is multiplied by the same number, the resulting equation is true.
Feedback
A
B
C
D
Correct!
Did you use the Multiplication Property of Equality?
How do you solve for the variable if it is divided by a number?
Did you multiply both sides by the same number?
PTS: 1
DIF: Basic
REF: Lesson 2-3
OBJ: 2-3.3 Solve equations with fractions using multiplication and division.
STA: {Key}5.0
TOP: Solve equations with fractions by using multiplication and division
KEY: Solve Equations | Multiplication | Division | Fractions
MSC: CAHSEE | Key
104. ANS: B
If an equation is true and each side is multiplied by the same number, the resulting equation is true.
Feedback
A
B
C
D
Did you subtract?
Correct!
What did you multiply both sides by?
Did you cross multiply?
PTS: 1
DIF: Average
REF: Lesson 2-3
OBJ: 2-3.3 Solve equations with fractions using multiplication and division.
STA: {Key}5.0
TOP: Solve equations with fractions by using multiplication and division
KEY: Solve Equations | Multiplication | Division | Fractions
MSC: CAHSEE | Key
105. ANS: A
If an equation is true and each side is multiplied by the same number, the resulting equation is true. Rewrite each
mixed number as an improper fraction and multiply each side by the reciprocal of the factor that is multiplied by
the variable.
Feedback
A
B
C
D
Correct!
Did you change to improper fractions and multiply by the reciprocal?
Be careful with sign rules.
Did you multiply by the reciprocal?
PTS:
OBJ:
STA:
KEY:
MSC:
106. ANS:
1
DIF: Average
REF: Lesson 2-3
2-3.4 Solve equations with mixed numbers using multiplication and division.
{Key}5.0
TOP: Solve equations with mixed numbers by using multiplication and division
Solve Equations | Multiplication | Division | Mixed Numbers
CAHSEE | Key
C
If an equation is true and each side is multiplied by the same number, the resulting equation is true. Rewrite each
mixed number as an improper fraction and multiply each side by the reciprocal of the factor that is multiplied by
the variable.
Feedback
A
B
C
D
Did you subtract from both sides?
Be careful with sign rules.
Correct!
Did you multiply by the reciprocal?
PTS: 1
DIF: Average
REF: Lesson 2-3
OBJ: 2-3.4 Solve equations with mixed numbers using multiplication and division.
STA: {Key}5.0
TOP: Solve equations with mixed numbers by using multiplication and division
KEY: Solve Equations | Multiplication | Division | Mixed Numbers
MSC: CAHSEE | Key
107. ANS: B
If an equation is true and each side is multiplied or divided by the same number, the resulting equation is true.
Feedback
A
B
C
D
Did you add a number to both sides?
Correct!
Do you undo multiplication by subtracting?
How do you undo multiplication?
PTS: 1
DIF: Basic
REF: Lesson 2-3
OBJ: 2-3.5 Solve equations with decimals using multiplication and division.
STA: {Key}5.0
TOP: Solve equations with decimals by using multiplication and division
KEY: Solve Equations | Multiplication | Division | Decimals
MSC: CAHSEE | Key
108. ANS: A
If an equation is true and each side is multiplied or divided by the same number, the resulting equation is true.
Feedback
A
B
C
D
Correct!
Be careful with sign rules.
How do you undo multiplication?
Did you add a number to both sides?
PTS: 1
DIF: Average
REF: Lesson 2-3
OBJ: 2-3.5 Solve equations with decimals using multiplication and division.
STA: {Key}5.0
TOP: Solve equations with decimals by using multiplication and division
KEY: Solve Equations | Multiplication | Division | Decimals
MSC: CAHSEE | Key
109. ANS: A
To solve an equation with more than one operation, undo operations by working backward.
Feedback
A
B
C
D
Correct!
How did you undo the operation in the first step?
What operation did you try to undo first?
Be careful with sign rules.
PTS: 1
DIF: Average
REF: Lesson 2-4
OBJ: 2-4.1 Solve equations by involving more than one operation.
STA: {Key}4.0 | {Key}5.0
TOP: Solve equations involving more than one operation
KEY: Solve Equations | Equations
MSC: CAHSEE | Key
110. ANS: B
To solve an equation with more than one operation, undo operations by working backward.
Feedback
A
B
C
D
Did you undo the first operation correctly?
Correct!
Did you isolate the variable?
Did you use the correct operation in the last step?
PTS: 1
DIF: Average
REF: Lesson 2-4
OBJ: 2-4.1 Solve equations by involving more than one operation.
STA: {Key}4.0 | {Key}5.0
TOP: Solve equations involving more than one operation
KEY: Solve Equations | Equations
MSC: CAHSEE | Key
111. ANS: B
First translate the verbal sentences into equations by using key words and phrases you have learned to replace
words with symbols. Then to solve an equation with more than one operation, undo operations by working
backward.
Feedback
A
B
C
D
Did you undo the first operation correctly?
Correct!
Is addition indicated by the sentence?
Carefully read the sentence again.
PTS: 1
DIF: Basic
REF: Lesson 2-4
OBJ: 2-4.2 Solve consecutive integer problems.
STA: {Key}4.0 | {Key}5.0
TOP: Solve consecutive integer problems.
KEY: Solve equations | Integers
MSC: CAHSEE | Key
112. ANS: C
First translate the verbal sentences into equations by using key words and phrases you have learned to replace
words with symbols. Then to solve an equation with more than one operation, undo operations by working
backward.
Feedback
A
B
C
D
Carefully read the sentence again.
Did you isolate the variable?
Correct!
Is subtraction indicated by the sentence?
PTS:
OBJ:
TOP:
MSC:
113. ANS:
1
DIF: Basic
REF: Lesson 2-4
2-4.2 Solve consecutive integer problems.
Solve consecutive integer problems.
CAHSEE | Key
A
STA: {Key}4.0 | {Key}5.0
KEY: Solve equations | Integers
First translate the verbal sentences into equations by using key words and phrases you have learned to replace
words with symbols. Then to solve an equation with more than one operation, undo operations by working
backward.
Feedback
A
B
C
D
Correct!
Did you do the correct operation?
Did you isolate the variable?
These are consecutive integers.
PTS: 1
DIF: Average
REF: Lesson 2-4
OBJ: 2-4.2 Solve consecutive integer problems.
STA: {Key}4.0 | {Key}5.0
TOP: Solve consecutive integer problems.
KEY: Solve equations | Integers
MSC: CAHSEE | Key
114. ANS: D
First translate the verbal sentences into equations by using key words and phrases you have learned to replace
words with symbols. Then to solve an equation with more than one operation, undo operations by working
backward.
Feedback
A
B
C
D
Did you do the correct operation?
Are these consecutive odd integers?
Check your calculation again.
Correct!
PTS: 1
DIF: Average
REF: Lesson 2-4
OBJ: 2-4.2 Solve consecutive integer problems.
STA: {Key}4.0 | {Key}5.0
TOP: Solve consecutive integer problems.
KEY: Solve equations | Integers
MSC: CAHSEE | Key
115. ANS: A
To solve equations with variables on each side, first use the Addition or Subtraction Property of Equality to write
an equivalent equation that has all of the variables on one side. Simplify both sides of the equation, and use the
Multiplication or Division Property of Equality to solve for the variable.
Feedback
A
B
C
D
Correct!
Be careful with sign rules.
Which property did you use first?
Be careful with sign rules.
PTS: 1
DIF: Average
REF: Lesson 2-5
OBJ: 2-5.1 Solve equations with integers with the variable on each side.
STA: {Key}4.0 | {Key}5.0
TOP: Solve equations with integers with the variable on each side
KEY: Solve Equations | Variables | Integers
MSC: CAHSEE | Key
116. ANS: C
To solve equations with variables on each side, first use the Addition or Subtraction Property of Equality to write
an equivalent equation that has all of the variables on one side. Simplify both sides of the equation, and use the
Multiplication or Division Property of Equality to solve for the variable.
Feedback
A
B
C
D
Be careful with sign rules.
Be careful with sign rules.
Correct!
Which property did you use first?
PTS: 1
DIF: Average
REF: Lesson 2-5
OBJ: 2-5.1 Solve equations with integers with the variable on each side.
STA: {Key}4.0 | {Key}5.0
TOP: Solve equations with integers with the variable on each side
KEY: Solve Equations | Variables | Integers
MSC: CAHSEE | Key
117. ANS: A
To solve equations with variables on each side, first use the Addition or Subtraction Property of Equality to write
an equivalent equation that has all of the variables on one side. Simplify both sides of the equation, and use the
Multiplication or Division Property of Equality to solve for the variable.
Feedback
A
B
C
D
Correct!
Be careful with sign rules.
Did you combine the variable fractions correctly?
Did you use the Addition or Subtraction Property correctly?
PTS: 1
DIF: Average
REF: Lesson 2-5
OBJ: 2-5.2 Solve equations with fractions with the variable on each side.
STA: {Key}4.0 | {Key}5.0
TOP: Solve equations with fractions with the variable on each side
KEY: Solve Equations | Variables | Fractions
MSC: CAHSEE | Key
118. ANS: B
To solve equations with variables on each side, first use the Addition or Subtraction Property of Equality to write
an equivalent equation that has all of the variables on one side. Simplify both sides of the equation, and use the
Multiplication or Division Property of Equality to solve for the variable.
Feedback
A
B
C
D
Did you use the Addition or Subtraction Property correctly?
Correct!
Did you combine the variable fractions correctly?
Be careful with sign rules.
PTS: 1
DIF: Average
REF: Lesson 2-5
OBJ: 2-5.2 Solve equations with fractions with the variable on each side.
STA: {Key}4.0 | {Key}5.0
TOP: Solve equations with fractions with the variable on each side
KEY: Solve Equations | Variables | Fractions
MSC: CAHSEE | Key
119. ANS: C
Use the Distributive Property to remove the grouping symbols. Simplify the expressions on each side of the equals
sign. Use the Addition and/or Subtraction Properties of Equality to get the variables on one side of the equals sign
and the numbers without variables on the other side of the equals sign. Simplify the expressions on each side of the
equals sign. Use the Multiplication or Division Property of Equality to solve.
Feedback
A
B
C
Be careful with sign rules.
Did you use the Addition or Subtraction Property correctly?
Correct!
D
Did you use the Distributive Property correctly?
PTS: 1
DIF: Average
REF: Lesson 2-5
OBJ: 2-5.4 Solve equations with integers involving grouping symbols.
STA: {Key}4.0 | {Key}5.0
TOP: Solve equations with integers involving grouping symbols
KEY: Solve Equations | Grouping Symbols | Integers
MSC: CAHSEE | Key
120. ANS: D
Use the Distributive Property to remove the grouping symbols. Simplify the expressions on each side of the equals
sign. Use the Addition and/or Subtraction Properties of Equality to get the variables on one side of the equals sign
and the numbers without variables on the other side of the equals sign. Simplify the expressions on each side of the
equals sign. Use the Multiplication or Division Property of Equality to solve.
Feedback
A
B
C
D
Did you use the Addition or Subtraction Property of Equality correctly?
Be careful with sign rules.
Be careful with the Division Property of Equality.
Correct!
PTS: 1
DIF: Average
REF: Lesson 2-5
OBJ: 2-5.5 Solve equations with fractions involving grouping symbols.
STA: {Key}4.0 | {Key}5.0
TOP: Solve equations with fractions involving grouping symbols
KEY: Solve Equations | Grouping Symbols | Fractions
MSC: CAHSEE | Key
121. ANS: B
If the cross products are equal, the ratios are equal and form a proportion.
Feedback
A
B
C
D
Are the cross products the same?
Correct!
Did you multiply carefully?
Are the cross products the same?
PTS: 1
DIF: Average
REF: Lesson 2-6
OBJ: 2-6.1 Determine whether two ratios form a proportion.
STA: {Key}5.0
TOP: Determine whether two ratios form a proportion
KEY: Ratios | Proportions
MSC: CAHSEE | Key
122. ANS: D
To solve a proportion containing a variable, use cross products and other techniques to solve the equation.
Feedback
A
B
C
D
How do you solve a proportion?
Did you find the cross product correctly?
Did you multiply correctly?
Correct!
PTS: 1
DIF: Basic
REF: Lesson 2-6
OBJ: 2-6.2 Solve proportions.
STA: {Key}5.0
TOP: Solve proportions
KEY: Proportions | Solve Proportions
MSC: CAHSEE | Key
123. ANS: C
To solve a proportion containing a variable, use cross products and other techniques to solve the equation.
Feedback
A
B
C
D
Did you multiply correctly?
How do you solve a proportion?
Correct!
Did you find the cross product correctly?
PTS: 1
DIF: Average
REF: Lesson 2-6
OBJ: 2-6.2 Solve proportions.
STA: {Key}5.0
TOP: Solve proportions
KEY: Proportions | Solve Proportions
MSC: CAHSEE | Key
124. ANS: A
First find the amount of change. Then find the percent of change by using the original number as the base.
Feedback
A
B
C
D
Correct!
Did you use the original number as the base?
Which is the greater number, the new or the original?
Which number is greater?
PTS: 1
DIF: Average
REF: Lesson 2-7
OBJ: 2-7.1 Find percents of increase and decrease.
STA: {Key}5.0
TOP: Find percents of increase and decrease
KEY: Percent of Increase | Percent of Decrease
MSC: CAHSEE | Key
125. ANS: B
First find the amount of change. Then find the percent of change by using the original number as the base.
Feedback
A
B
C
D
Did you use the original number as the base?
Correct!
Which is the greater number, the new or the original?
Which number is greater?
PTS: 1
DIF: Basic
REF: Lesson 2-7
OBJ: 2-7.1 Find percents of increase and decrease.
STA: {Key}5.0
TOP: Find percents of increase and decrease
KEY: Percent of Increase | Percent of Decrease
MSC: CAHSEE | Key
126. ANS: B
Find the amount of discount by multiplying the discount rate converted to a decimal. Subtract the amount of
discount from the original price.
Feedback
A
B
C
D
Did you add the amount of discount?
Correct!
Did you subtract the percent?
That is the amount of discount.
PTS: 1
DIF: Basic
REF: Lesson 2-7
OBJ: 2-7.2 Solve problems involving percents of change.
TOP: Solve problems involving percents of change
STA: {Key}5.0
KEY: Percent of Change | Solve Problems
MSC: CAHSEE | Key
127. ANS: B
Find the amount of discount by multiplying the discount rate converted to a decimal. Subtract the amount of
discount from the original price. Compute the tax on the discounted price.
Feedback
A
B
C
D
Did you forget to subtract the tax?
Correct!
Did you subtract the tax?
Did you forget the discount?
PTS: 1
DIF: Average
REF: Lesson 2-7
OBJ: 2-7.2 Solve problems involving percents of change.
STA: {Key}5.0
TOP: Solve problems involving percents of change
KEY: Percent of Change | Solve Problems
MSC: CAHSEE | Key
128. ANS: A
If an equation that contains more than one variable is to be solved for a specific variable, use the properties of
equality to isolate the specified variable on one side of the equation.
Feedback
A
B
C
D
Correct!
Did you isolate the variable you were solving for on one side of the equal sign?
Did you apply the Addition or Subtraction Property of Equality correctly?
Did you apply the Division Property of Equality?
PTS: 1
DIF: Average
REF: Lesson 2-8
OBJ: 2-8.1 Solve equations for given
variables.
STA: {Key}5.0
TOP: Solve equations for given variables KEY: Solve Equations | Variables
MSC: CAHSEE | Key
129. ANS: C
If an equation that contains more than one variable is to be solved for a specific variable, use the properties of
equality to isolate the specified variable on one side of the equation.
Feedback
A
B
C
D
Did you apply the Addition or Subtraction Property of Equality correctly?
Did you apply the Division Property of Equality?
Correct!
Did you isolate the variable you were solving for on one side of the equal sign?
PTS: 1
DIF: Average
REF: Lesson 2-8
OBJ: 2-8.1 Solve equations for given
variables.
STA: {Key}5.0
TOP: Solve equations for given variables KEY: Solve Equations | Variables
MSC: CAHSEE | Key
130. ANS: C
Solve the formula for the specified variable.
Feedback
A
B
Did you isolate the specified variable correctly?
Did you lose a 2?
C
D
Correct!
Did you divide by 2 correctly?
PTS: 1
DIF: Average
REF: Lesson 2-8
OBJ: 2-8.2 Use formulas to solve real-world problems.
STA: {Key}5.0
TOP: Use formulas to solve real-world problems
KEY: Formulas | Real-World Problems
MSC: CAHSEE | Key
131. ANS: D
Solve the formula for w. Then evaluate using the given values for P and .
Feedback
A
B
C
D
Do you measure width in square units?
Did you divide by 2?
What is the formula for the width of the rectangle?
Correct!
PTS: 1
DIF: Basic
REF: Lesson 2-8
OBJ: 2-8.2 Use formulas to solve real-world problems.
STA: {Key}5.0
TOP: Use formulas to solve real-world problems
KEY: Formulas | Real-World Problems
MSC: CAHSEE | Key
132. ANS: A
Solve the formula for the specified variable using the properties of equality.
Feedback
A
B
C
D
Correct!
Did you use the Multiplication Property correctly?
Did you isolate the specified variable correctly?
Did you use the Subtraction Property of Equality?
PTS: 1
DIF: Average
REF: Lesson 2-8
OBJ: 2-8.2 Use formulas to solve real-world problems.
STA: {Key}5.0
TOP: Use formulas to solve real-world problems
KEY: Formulas | Real-World Problems
MSC: CAHSEE | Key
133. ANS: B
Solve the formula for the specified variable using the properties of equality. Then substitute the given values.
Feedback
A
B
C
D
Be careful with sign rules.
Correct!
Did you substitute correctly?
Did you substitute the correct values?
PTS: 1
DIF: Average
REF: Lesson 2-8
OBJ: 2-8.2 Use formulas to solve real-world problems.
STA: {Key}5.0
TOP: Use formulas to solve real-world problems
KEY: Formulas | Real-World Problems
MSC: CAHSEE | Key
134. ANS: B
Solve the formula for the specified variable using the properties of equality.
Feedback
A
B
C
D
Did you get the specified variable isolated?
Correct!
What did you divide by?
Did you perform the Subtraction Property correctly?
PTS: 1
DIF: Average
REF: Lesson 2-8
OBJ: 2-8.2 Use formulas to solve real-world problems.
STA: {Key}5.0
TOP: Use formulas to solve real-world problems
KEY: Formulas | Real-World Problems
MSC: CAHSEE | Key
135. ANS: C
Solve the formula for the specified variable using the properties of equality. Then substitute the given values.
Feedback
A
B
C
D
Did you add in the numerator?
Did you subtract in the numerator?
Correct!
Be careful with division.
PTS: 1
DIF: Average
REF: Lesson 2-8
OBJ: 2-8.2 Use formulas to solve real-world problems.
STA: {Key}5.0
TOP: Use formulas to solve real-world problems
KEY: Formulas | Real-World Problems
MSC: CAHSEE | Key
136. ANS: D
Solve the formula for the specified variable using the properties of equality.
Feedback
A
B
C
D
Did you divide both sides of the equation by the same number?
Should you have added to both sides?
Did you do the division property correctly?
Correct!
PTS: 1
DIF: Basic
REF: Lesson 2-8
OBJ: 2-8.2 Use formulas to solve real-world problems.
STA: {Key}5.0
TOP: Use formulas to solve real-world problems
KEY: Formulas | Real-World Problems
MSC: CAHSEE | Key
137. ANS: B
Uniform motion problems are problems where an object moves at a certain speed, or rate. Use the formula d = rt to
solve these problems, where d is the distance, r is the rate, and t is the time. Complete the table using the given
information. The sum of the distances the two trains travel is equal to the total distance.
Feedback
A
B
C
D
Would the left side be equal to the total distance the trains are apart?
Correct!
Would the right side be equal to the total distance the trains are apart?
Would the left side be equal to the total distance the trains are apart?
PTS: 1
STA: {Key}5.0
DIF: Average
REF: Lesson 2-9
TOP: Solve uniform motion problems
OBJ: 2-9.1 Solve uniform motion problems.
KEY: Uniform Motion | Solve Problems
MSC: CAHSEE | Key
138. ANS: A
Uniform motion problems are problems where an object moves at a certain speed, or rate. Use the formula d = rt to
solve these problems, where d is the distance, r is the rate, and t is the time. Complete the table using the given
information. The sum of the distances the two men travel is equal to the total distance.
Feedback
A
B
C
D
Correct!
Does the left side of the equation equal the total distance traveled?
Does the right side of the equation equal the total distance traveled?
Does the left side of the equation equal the total distance traveled?
PTS: 1
DIF: Average
REF: Lesson 2-9
OBJ: 2-9.1 Solve uniform motion problems.
STA: {Key}5.0
TOP: Solve uniform motion problems
KEY: Uniform Motion | Solve Problems
MSC: CAHSEE | Key
139. ANS: D
Uniform motion problems are problems where an object moves at a certain speed, or rate. Use the formula d = rt to
solve these problems, where d is the distance, r is the rate, and t is the time. Complete the table using the given
information. The sum of the distances the two bicycles travel is equal to the total distance. Solve the equation for t.
Feedback
A
B
C
D
Did you subtract the distances of each cyclist?
Did you use the Division Property of Equality correctly?
Did both cyclists travel at 10 miles per hour?
Correct!
PTS: 1
DIF: Average
REF: Lesson 2-9
OBJ: 2-9.1 Solve uniform motion problems.
STA: {Key}5.0
TOP: Solve uniform motion problems
KEY: Uniform Motion | Solve Problems
MSC: CAHSEE | Key
140. ANS: D
Complete the table and use the values in the total price column to write the equation for total price.
Feedback
A
B
C
D
Did they sell more cashews than peanuts?
Does your equation represent a total price?
What is the price per pound of peanuts?
Correct
PTS: 1
DIF: Average
REF: Lesson 2-9
OBJ: 2-9.2 Solve mixture problems.
STA: {Key}5.0
TOP: Solve mixture problems
KEY: Mixture Problems | Solve Problems
MSC: CAHSEE | Key
141. ANS: B
Complete the table with expressions for price per pound, total price, and mixture. Use the total price column to
write an equation for the problem.
Feedback
A
B
C
Should you subtract the price of the Brazilian Coffee?
Correct!
What is to be the price of the mixture?
D
How many pounds of Columbian Coffee is to be in the mixture?
PTS: 1
DIF: Average
REF: Lesson 2-9
OBJ: 2-9.2 Solve mixture problems.
STA: {Key}5.0
TOP: Solve mixture problems
KEY: Mixture Problems | Solve Problems
MSC: CAHSEE | Key
142. ANS: B
A relation is a set of ordered pairs. A relation can also be represented by a table, a graph, or a mapping.
Feedback
A
B
C
D
Are you sure about the domain?
Correct!
Did you plot the points correctly?
Are you sure about the mapping?
PTS: 1
DIF: Average
REF: Lesson 3-1
OBJ: 3-1.1 Represent relations of sets of ordered pairs, tables, mappings, and graphs.
STA: {Key}6.0 | {Key}7.0
TOP: Represent relations as sets of ordered pairs, tables, mappings, and graphs
KEY: Relations | Ordered Pairs | Tables | Mappings | Graphs
MSC: CAHSEE | Key
143. ANS: C
A relation is a set of ordered pairs. A relation can also be represented by a table, a graph, or a mapping.
Feedback
A
B
C
D
Did you plot all the points correctly?
Check your table again.
Correct!
Are you sure about the domain and range?
PTS: 1
DIF: Average
REF: Lesson 3-1
OBJ: 3-1.1 Represent relations of sets of ordered pairs, tables, mappings, and graphs.
STA: {Key}6.0 | {Key}7.0
TOP: Represent relations as sets of ordered pairs, tables, mappings, and graphs
KEY: Relations | Ordered Pairs | Tables | Mappings | Graphs
MSC: CAHSEE | Key
144. ANS: B
A relation is a set of ordered pairs. A relation can also be represented by a table, a graph, or a mapping.
Feedback
A
B
C
D
Did you plot all the points correctly?
Correct!
Check your table again.
Are you sure about the domain and range?
PTS: 1
DIF: Average
REF: Lesson 3-1
OBJ: 3-1.1 Represent relations of sets of ordered pairs, tables, mappings, and graphs.
STA: {Key}6.0 | {Key}7.0
TOP: Represent relations as sets of ordered pairs, tables, mappings, and graphs
KEY: Relations | Ordered Pairs | Tables | Mappings | Graphs
MSC: CAHSEE | Key
145. ANS: D
To find the inverse of a relation, exchange x and y in each ordered pair.
Feedback
A
B
C
D
Did you write an ordered pair for each set in the table?
Did you mix up the relation and its inverse?
When writing the inverse, did you exchange x and y for each ordered pair in the
relation?
Correct!
PTS: 1
DIF: Average
REF: Lesson 3-1
OBJ: 3-1.2 Find the inverse of a relation.
STA: {Key}6.0 | {Key}7.0
TOP: Find the inverse of a relation
KEY: Relations | Inverse
MSC: CAHSEE | Key
146. ANS: B
To find the inverse of a relation, exchange x and y in each ordered pair.
Feedback
A
B
C
D
Did you write an ordered pair for each set in the table?
Correct!
Did you mix up the relation and its inverse?
When writing the inverse, did you exchange x and y for each ordered pair in the
relation?
PTS: 1
DIF: Average
REF: Lesson 3-1
OBJ: 3-1.2 Find the inverse of a relation.
STA: {Key}6.0 | {Key}7.0
TOP: Find the inverse of a relation
KEY: Relations | Inverse
MSC: CAHSEE | Key
147. ANS: B
A function is a relation in which each element of the domain is paired with exactly one element of the range.
Feedback
A
B
C
D
How many elements of the range are paired with 3?
Correct!
Is there exactly one element of the range paired with each element of the domain?
How many range elements are paired with –5?
PTS: 1
DIF: Basic
REF: Lesson 3-2
OBJ: 3-2.1 Describe whether a relation is a function.
STA: {Key}6.0 | 18.0
TOP: Determine whether a relation is a function
KEY: Relations | Functions
MSC: CAHSEE | Key
148. ANS: A
A function is a relation in which each element of the domain is paired with exactly one element of the range.
Feedback
A
B
C
D
Correct!
Is there exactly one range element paired with each element of the domain?
How many range elements are paired with 5?
Did you look at the domain carefully?
PTS: 1
DIF: Basic
REF: Lesson 3-2
OBJ: 3-2.1 Describe whether a relation is a function.
TOP: Determine whether a relation is a function
STA: {Key}6.0 | 18.0
KEY: Relations | Functions
MSC: CAHSEE | Key
149. ANS: C
A function is a relation in which each element of the domain is paired with exactly one element of the range.
Feedback
A
B
C
D
Is there only one range element paired with each element of the domain?
How many range elements are paired with x = –2?
Correct!
What range elements are paired with x = 0?
PTS: 1
DIF: Basic
REF: Lesson 3-2
OBJ: 3-2.1 Describe whether a relation is a function.
STA: {Key}6.0 | 18.0
TOP: Determine whether a relation is a function
KEY: Relations | Functions
MSC: CAHSEE | Key
150. ANS: D
A function is a relation in which each element of the domain is paired with exactly one element of the range.
Feedback
A
B
C
D
Is there only one range element paired with each element of the domain?
How many range elements are paired with x = 5?
What range elements are paired with x = –5?
Correct!
PTS: 1
DIF: Basic
REF: Lesson 3-2
OBJ: 3-2.1 Describe whether a relation is a function.
STA: {Key}6.0 | 18.0
TOP: Determine whether a relation is a function
KEY: Relations | Functions
MSC: CAHSEE | Key
151. ANS: A
A function is a relation in which each element of the domain is paired with exactly one element of the range.
Feedback
A
B
C
D
Correct!
How many range elements are paired with x = 1?
Did you try the vertical line test?
Does the graph pass the vertical line test?
PTS: 1
DIF: Basic
REF: Lesson 3-2
OBJ: 3-2.1 Describe whether a relation is a function.
STA: {Key}6.0 | 18.0
TOP: Determine whether a relation is a function
KEY: Relations | Functions
MSC: CAHSEE | Key
152. ANS: D
The function value f(a) is found by substituting a for x in the equation.
Feedback
A
B
C
D
Be careful with signs.
Did you evaluate carefully after substituting?
Did you multiply carefully?
Correct!
PTS: 1
DIF: Average
REF: Lesson 3-2
OBJ: 3-2.2 Find functional values.
STA: {Key}6.0 | 18.0
TOP: Find functional values
KEY: Functions | Functional Values
MSC: CAHSEE | Key
153. ANS: D
The function value f(a) is found by substituting a for x in the equation.
Feedback
A
B
C
D
Did you cube the first value?
Be careful with sign rules.
Did you add or subtract the constant?
Correct!
PTS: 1
DIF: Basic
REF: Lesson 3-2
OBJ: 3-2.2 Find functional values.
STA: {Key}6.0 | 18.0
TOP: Find functional values
KEY: Functions | Functional Values
MSC: CAHSEE | Key
154. ANS: D
A solution of an equation in two variables is an ordered pair that results in a true statement when substituted into
the equation. You can graph the ordered pairs in the solution set for an equation in two variables.
Feedback
A
B
C
D
Did you plot all points correctly?
Are all the ordered pairs correct?
Are all the ordered pairs correct?
Correct!
PTS: 1
DIF: Average
REF: Lesson 3-3
OBJ: 3-3.2 Graph linear equations.
STA: {Key}6.0 | {Key}7.0
TOP: Graph the solution set for a given domain
KEY: Domain | Graph Solutions
MSC: CAHSEE | Key
155. ANS: A
If the difference between successive terms in a sequence is constant, then it is called an arithmetic sequence. The
difference between the terms is called the common difference.
Feedback
A
B
C
D
Correct!
Is the difference between successive terms a constant?
What is the difference between terms?
Is the difference between all terms the same constant?
PTS: 1
DIF: Average
REF: Lesson 3-4
OBJ: 3-4.1 Recognize arithmetic sequences.
STA: {Key}7AF3.4
TOP: Recognize arithmetic sequences
KEY: Sequences | Arithmetic Sequences MSC: Key
156. ANS: A
If the difference between successive terms in a sequence is constant, then it is called an arithmetic sequence. The
difference between the terms is called the common difference.
Feedback
A
B
C
Correct!
Is the difference between all terms the same constant?
Is the difference between successive terms a constant?
D
What is the difference between terms?
PTS: 1
DIF: Average
REF: Lesson 3-4
OBJ: 3-4.1 Recognize arithmetic sequences.
STA: {Key}7AF3.4
TOP: Recognize arithmetic sequences
KEY: Sequences | Arithmetic Sequences MSC: Key
157. ANS: B
Each term of an arithmetic sequence after the first term can be found by adding the common difference to the
preceding term.
Feedback
A
B
C
D
Is the fifth term the result of adding the common difference to the fourth term?
Correct!
What is the common difference?
What is the common difference?
PTS: 1
DIF: Average
REF: Lesson 3-4
OBJ: 3-4.2 Extend and write formulas for arithmetic sequences.
STA: {Key}7AF3.4
TOP: Extend and write formulas for arithmetic sequences
KEY: Sequences | Arithmetic Sequences MSC: Key
158. ANS: C
Plot the points on the graph with the number of cartons on the x-axis and the cost on the y-axis.
Feedback
A
B
C
D
The value of the y-coordinate is incorrect.
The value of the x-coordinate is incorrect.
Correct!
You have plotted an incorrect ordered pair of x and y-coordinates.
PTS: 1
DIF: Basic
REF: Lesson 3-5
OBJ: 3-5.1 Write an equation for a proportional or nonproportional relationship.
STA: {Key}6.0
TOP: Write an equation for a proportional or nonproportional relationship.
KEY: Graphing | Analyzing Data
MSC: CAHSEE | Key
159. ANS: A
Find the difference of the values for t and d. Use the relationship between them to write an equation.
Feedback
A
B
C
D
Correct!
Check the operator.
Check your answer.
Look at the hint and try again!
PTS: 1
DIF: Basic
REF: Lesson 3-5
OBJ: 3-5.1 Write an equation for a proportional or nonproportional relationship.
STA: {Key}6.0
TOP: Write an equation for a proportional or nonproportional relationship.
KEY: Equations | Analyzing Data
MSC: CAHSEE | Key
160. ANS: B
Equations that are functions can be written in the form called function notation. For example, consider
equation
function notation
.
Feedback
A
B
C
D
Check your answer.
Correct!
Check the operator.
Look at the hint and try again.
PTS: 1
DIF: Average
REF: Lesson 3-5
OBJ: 3-5.1 Write an equation for a proportional or nonproportional relationship.
STA: {Key}6.0
TOP: Write an equation for a proportional or nonproportional relationship.
KEY: Equations | Analyzing Data
MSC: CAHSEE | Key
161. ANS: C
Plot the points on the graph with the time spent studying on the x-axis and test score on the y-axis.
Feedback
A
B
C
D
The value of the y-coordinate is incorrect.
The value of the x-coordinate is incorrect.
Correct!
You have plotted an incorrect ordered pair of x and y-coordinates.
PTS:
OBJ:
STA:
KEY:
162. ANS:
1
DIF: Average
REF: Lesson 3-5
3-5.1 Write an equation for a proportional or nonproportional relationship.
{Key}6.0
TOP: Write an equation for a proportional or nonproportional relationship.
Graphing | Analyzing Data
MSC: CAHSEE | Key
A
The equation in function notation for the relation is given by
. Find the value of
for
.
Feedback
A
B
C
D
Correct!
Is your equation correct?
Check your answer.
Did you isolate the variable?
PTS: 1
DIF: Average
REF: Lesson 3-5
OBJ: 3-5.1 Write an equation for a proportional or nonproportional relationship.
STA: {Key}6.0
TOP: Write an equation for a proportional or nonproportional relationship.
KEY: Equations | Analyzing Data
MSC: CAHSEE | Key
163. ANS: A
The slope m of a nonvertical line through any two points is the ratio of the difference of the y-coordinates to the
difference of the x-coordinates.
Feedback
A
B
C
D
Correct!
What is the difference of the x-coordinates?
What is the difference of the y-coordinates?
Is the difference in the x-coordinates equal to zero?
PTS: 1
DIF: Average
REF: Lesson 4-1
OBJ: 4-1.1 Use rate of change to solve problems.
STA: {Key}7AF3.3
TOP: Use rate of change to solve problems
KEY: Rate of Change | Solve Problems
MSC: Key
164. ANS: B
The slope m of a nonvertical line through any two points, is the ratio of the difference of the y-coordinates to the
difference of the x-coordinates. A vertical line has an undefined slope.
Feedback
A
B
C
D
Is that the rise over the run?
Correct!
Is that a positive number?
Is the board vertical?
PTS: 1
DIF: Basic
REF: Lesson 4-1
OBJ: 4-1.1 Use rate of change to solve problems.
STA: {Key}7AF3.3
TOP: Use rate of change to solve problems
KEY: Rate of Change | Solve Problems
MSC: Key
165. ANS: C
The slope m of a nonvertical line through any two points is the ratio of the difference of the y-coordinates to the
difference of the x-coordinates. A vertical line has an undefined slope.
Feedback
A
B
C
D
Is the belt vertical?
Is that the run over the rise?
Correct!
Is the belt horizontal?
PTS: 1
DIF: Basic
REF: Lesson 4-1
OBJ: 4-1.1 Use rate of change to solve problems.
STA: {Key}7AF3.3
TOP: Use rate of change to solve problems
KEY: Rate of Change | Solve Problems
MSC: Key
166. ANS: A
Slope can be used to describe a rate of change. The rate of change tells, on average, how a quantity is changing
over time.
Feedback
A
B
C
D
Correct!
What is the difference in rainfall amounts for that period?
Is that the largest rate of change?
What is the rate of change for that period?
PTS: 1
DIF: Average
REF: Lesson 4-1
OBJ: 4-1.1 Use rate of change to solve problems.
STA: {Key}7AF3.3
TOP: Use rate of change to solve problems
KEY: Rate of Change | Solve Problems
MSC: Key
167. ANS: C
Slope can be used to describe a rate of change. The rate of change tells, on average, how a quantity is changing
over time.
Feedback
A
B
C
D
Is that the smallest rate of change?
What is the difference in rainfall amounts for that period?
Correct!
What is the rate of change for that period?
PTS: 1
DIF: Average
REF: Lesson 4-1
OBJ: 4-1.1 Use rate of change to solve problems.
STA: {Key}7AF3.3
TOP: Use rate of change to solve problems
KEY: Rate of Change | Solve Problems
MSC: Key
168. ANS: D
Slope can be used to describe a rate of change. The rate of change tells, on average, how a quantity is changing
over time.
Feedback
A
B
C
D
Is the rate of change for that month positive?
Did you subtract carefully?
Be careful with subtraction.
Correct!
PTS: 1
DIF: Average
REF: Lesson 4-1
OBJ: 4-1.1 Use rate of change to solve problems.
STA: {Key}7AF3.3
TOP: Use rate of change to solve problems
KEY: Rate of Change | Solve Problems
MSC: Key
169. ANS: A
Slope can be used to describe a rate of change. The rate of change tells, on average, how a quantity is changing
over time. Slope can be used to describe a rate of change. The rate of change tells, on average, how a quantity is
changing over time.
Feedback
A
B
C
D
Correct!
What is the rate of change over that period.
Is that the period with the steepest slope?
Can you determine the rate of change over that period of time?
PTS: 1
DIF: Average
REF: Lesson 4-1
OBJ: 4-1.1 Use rate of change to solve problems.
STA: {Key}7AF3.3
TOP: Use rate of change to solve problems
KEY: Rate of Change | Solve Problems
MSC: Key
170. ANS: B
Slope can be used to describe a rate of change. The rate of change tells, on average, how a quantity is changing
over time. Slope can be used to describe a rate of change. The rate of change tells, on average, how a quantity is
changing over time.
Feedback
A
B
C
D
What is the rate of change over that period?
Correct!
Is that the period with the smallest slope?
Can you determine the rate of change over that period of time?
PTS: 1
DIF: Average
REF: Lesson 4-1
OBJ: 4-1.1 Use rate of change to solve problems.
STA: {Key}7AF3.3
TOP: Use rate of change to solve problems
KEY: Rate of Change | Solve Problems
MSC: Key
171. ANS: C
Slope can be used to describe a rate of change. The rate of change tells, on average, how a quantity is changing
over time.
Feedback
A
B
C
D
Did you forget to divide by the number of years?
Is that the right 10-year period?
Correct!
Did you subtract correctly?
PTS: 1
DIF: Basic
REF: Lesson 4-1
OBJ: 4-1.1 Use rate of change to solve problems.
STA: {Key}7AF3.3
TOP: Use rate of change to solve problems
KEY: Rate of Change | Solve Problems
MSC: Key
172. ANS: A
The slope m of a nonvertical line through any two points is the ratio of the difference of the y-coordinates to the
difference of the x-coordinates.
Feedback
A
B
C
D
Correct!
Is that the run over the rise?
Did you subtract the x-coordinates in the same direction as the y-coordinates?
Did you find the ratio of the difference of the y-coordinates to the difference of the
x-coordinates?
PTS: 1
DIF: Basic
REF: Lesson 4-1
OBJ: 4-1.2 Find the slope of the line.
STA: {Key}7AF3.3
TOP: Find the slope of a line
KEY: Slope | Lines MSC: Key
173. ANS: A
The slope m of a nonvertical line through any two points is the ratio of the difference of the y-coordinates to the
difference of the x-coordinates.
Feedback
A
B
C
D
Correct!
Did you find the ratio of the difference of the y-coordinates to the difference of the
x-coordinates?
Is that the run over the rise?
Did you subtract the x-coordinates in the same direction as the y-coordinates?
PTS: 1
DIF: Basic
REF: Lesson 4-1
OBJ: 4-1.2 Find the slope of the line.
STA: {Key}7AF3.3
TOP: Find the slope of a line
KEY: Slope | Lines MSC: Key
174. ANS: C
A direct variation is described by an equation of the form y = kx, where k  0. We say that y varies directly with x
or y varies directly as x. In the equation y = kx, k is the constant of variation.
Feedback
A
B
C
D
Be careful with sign rules.
Are you sure about the solution to the equation?
Correct!
Does that equation work for the given values?
PTS: 1
DIF: Basic
REF: Lesson 4-2
OBJ: 4-2.1 Write and graph direct variation equations.
STA: {Key}7AF4.2
TOP: Write and graph direct variation equations
KEY: Direct Variation | Graphs | Equations
MSC: Key
175. ANS: C
A direct variation is described by an equation of the form y = kx, where k  0. We say that y varies directly with x
or y varies directly as x. In the equation y = kx, k is the constant of variation.
Feedback
A
B
C
D
Are you sure about the solution to the equation?
Be careful with sign rules.
Correct!
Does that equation work for the given values?
PTS: 1
DIF: Average
REF: Lesson 4-2
OBJ: 4-2.1 Write and graph direct variation equations.
STA: {Key}7AF4.2
TOP: Write and graph direct variation equations
KEY: Direct Variation | Graphs | Equations
MSC: Key
176. ANS: D
Direct variation equations are of the form y = kx, where k  0. The graph of y = kx always passes through the
origin.
Feedback
A
B
C
D
Which variable is the independent variable?
Do points on the graph make the equation true?
What was Alex's rate of speed?
Correct!
PTS: 1
DIF: Average
REF: Lesson 4-2
OBJ: 4-2.2 Solve problems involving direct variation.
STA: {Key}7AF4.2
TOP: Solve problems involving direct variation
KEY: Direct Variation | Solve Problems
MSC: Key
177. ANS: A
Direct variation equations are of the form y = kx, where k  0. The graph of y = kx always passes through the
origin.
Feedback
A
B
C
D
Correct!
Is that the correct direct variation equation?
Do the equation and graph match?
Do points on the graph make the equation true?
PTS: 1
DIF: Average
REF: Lesson 4-2
OBJ: 4-2.2 Solve problems involving direct variation.
STA: {Key}7AF4.2
TOP: Solve problems involving direct variation
KEY: Direct Variation | Solve Problems
MSC: Key
178. ANS: D
The linear equation y = mx + b is written in slope-intercept form, where m is the slope and b is the y-intercept.
Feedback
A
B
C
D
What is the slope of the line?
What is the slope?
What is the y-intercept?
Correct!
PTS: 1
DIF: Basic
REF: Lesson 4-3
OBJ: 4-3.1 Write and graph linear equations in slope-intercept form.
STA: {Key}6.0
TOP: Write and graph linear equations in slope-intercept form
KEY: Slope-Intercept Form | Linear Equations | Graphs
MSC: CAHSEE | Key
179. ANS: C
The linear equation y = mx + b is written in slope-intercept form, where m is the slope and b is the y-intercept.
Feedback
A
B
C
D
What is the slope?
What is the y-intercept?
Correct!
What is the slope of the line?
PTS: 1
DIF: Basic
REF: Lesson 4-3
OBJ: 4-3.1 Write and graph linear equations in slope-intercept form.
STA: {Key}6.0
TOP: Write and graph linear equations in slope-intercept form
KEY: Slope-Intercept Form | Linear Equations | Graphs
MSC: CAHSEE | Key
180. ANS: A
If a quantity changes at a constant rate over time, it can be modeled by a linear equation. The y-intercept represents
a starting point, and the slope represents the rate of change.
Feedback
A
B
C
D
Correct!
Which number would be the y-intercept in the linear equation?
Which variable should be the independent variable?
What is the rate of change?
PTS: 1
DIF: Basic
REF: Lesson 4-3
OBJ: 4-3.2 Model real-world data with an equation in slope-intercept form.
STA: {Key}6.0
TOP: Model real-world data with an equation in slope-intercept form
KEY: Slope-Intercept Form | Equations | Real-World Problems MSC: CAHSEE | Key
181. ANS: D
If a quantity changes at a constant rate over time, it can be modeled by a linear equation. The y-intercept represents
a starting point, and the slope represents the rate of change.
Feedback
A
Which number represents the intercept?
B
C
D
Which variable is the independent variable?
What is the slope?
Correct!
PTS: 1
DIF: Basic
REF: Lesson 4-3
OBJ: 4-3.2 Model real-world data with an equation in slope-intercept form.
STA: {Key}6.0
TOP: Model real-world data with an equation in slope-intercept form
KEY: Slope-Intercept Form | Equations | Real-World Problems MSC: CAHSEE | Key
182. ANS: B
If a quantity changes at a constant rate over time, it can be modeled by a linear equation. The y-intercept represents
a starting point, and the slope represents the rate of change.
Feedback
A
B
C
D
What is the starting temperature?
Correct!
Is the temperature decreasing?
Which variable is the independent variable?
PTS: 1
DIF: Basic
REF: Lesson 4-3
OBJ: 4-3.2 Model real-world data with an equation in slope-intercept form.
STA: {Key}6.0
TOP: Model real-world data with an equation in slope-intercept form
KEY: Slope-Intercept Form | Equations | Real-World Problems MSC: CAHSEE | Key
183. ANS: D
Find the y-intercept by replacing x and y with the given point and m with the given slope in the slope-intercept
form. Solve for b. Write the equation in slope-intercept form using the given m and the calculated b.
Feedback
A
B
C
D
What is the y-intercept?
What is the y-intercept?
What is the slope of the line?
Correct!
PTS: 1
DIF: Average
REF: Lesson 4-4
OBJ: 4-4.1 Write an equation of a line given the slope and one point on the line.
STA: 7AF1.1
TOP: Write an equation of a line given the slope and one point on a line
KEY: Slope | Equations | Lines
184. ANS: B
Find the y-intercept by replacing x and y with the given point and m with the given slope in the slope-intercept
form. Solve for b. Write the equation in slope-intercept form using the given m and the calculated b.
Feedback
A
B
C
D
What is the slope of the line?
Correct!
What is the y-intercept?
What is the y-intercept?
PTS: 1
DIF: Average
REF: Lesson 4-4
OBJ: 4-4.1 Write an equation of a line given the slope and one point on the line.
STA: 7AF1.1
TOP: Write an equation of a line given the slope and one point on a line
KEY: Slope | Equations | Lines
185. ANS: B
Find the slope of the line with the slope formula. Find the y-intercept by replacing x and y with the given point and
m with the slope in the slope-intercept form. Solve for b. Write the equation in slope-intercept form using the given
m and the calculated b.
Feedback
A
B
C
D
What is the y-intercept?
Correct!
Is the slope positive or negative?
How did you find the y-intercept?
PTS: 1
DIF: Average
REF: Lesson 4-4
OBJ: 4-4.2 Write an equation of a line given two points on the line.
STA: 7AF1.1
TOP: Write an equation of a line given two points on the line
KEY: Slope | Lines | Equations
186. ANS: D
Find the slope of the line with the slope formula. Find the y-intercept by replacing x and y with the given point and
m with the slope in the slope-intercept form. Solve for b. Write the equation in slope-intercept form using the given
m and the calculated b.
Feedback
A
B
C
D
How did you find the y-intercept?
What is the y-intercept?
Is the slope positive or negative?
Correct!
PTS: 1
DIF: Average
REF: Lesson 4-4
OBJ: 4-4.2 Write an equation of a line given two points on the line.
STA: 7AF1.1
TOP: Write an equation of a line given two points on the line
KEY: Slope | Lines | Equations
187. ANS: A
is written in point-slope form, where
The linear equation
is a given point on a
nonvertical line and m is the slope of the line.
Feedback
A
B
C
D
Correct!
What is the y-coordinate of the given point?
Did you subtract the x-coordinate from x?
What is the slope of the line?
PTS: 1
DIF: Average
REF: Lesson 4-5
OBJ: 4-5.1 Write the equation of a line in point-slope form.
STA: {Key}7.0
TOP: Write the equation of a line in point-slope form
KEY: Point-Slope Form | Equations | Lines
MSC: CAHSEE | Key
188. ANS: D
is written in point-slope form, where
is a given point on a
The linear equation
nonvertical line and m is the slope of the line.
Feedback
A
B
C
D
What is the y-coordinate of the given point?
Did you subtract the x-coordinate from x?
What is the slope of the line?
Correct!
PTS: 1
DIF: Average
REF: Lesson 4-5
OBJ: 4-5.1 Write the equation of a line in point-slope form.
STA: {Key}7.0
TOP: Write the equation of a line in point-slope form
KEY: Point-Slope Form | Equations | Lines
MSC: CAHSEE | Key
189. ANS: B
Solve the equation for y. Use Addition and Subtraction Properties of Equality to rewrite the equation in standard
form.
Feedback
A
B
C
D
Did you use the correct property of equality?
Correct!
Is that standard form?
How did you determine the sign of the y-term?
PTS: 1
DIF: Average
REF: Lesson 4-5
OBJ: 4-5.2 Write linear equations in standard form.
STA: {Key}7.0
TOP: Write linear equations in standard form
KEY: Standard Form | Linear Equations
MSC: CAHSEE | Key
190. ANS: B
Given an equation in point-slope form, solve the equation for y to find the equation in slope-intercept form.
Feedback
A
B
C
D
What is the slope of the line?
Correct!
How did you find the y-intercept?
What is the y-intercept of the equation?
PTS: 1
DIF: Basic
REF: Lesson 4-5
OBJ: 4-5.3 Write linear equations in slope-intercept form.
STA: {Key}7.0
TOP: Write linear equations in slope-intercept form
KEY: Slope-Intercept Form | Linear Equations
MSC: CAHSEE | Key
191. ANS: B
Given an equation in point-slope form, solve the equation for y to find the equation in slope-intercept form.
Feedback
A
B
C
D
What is the y-intercept of the equation?
Correct!
What is the slope of the line?
How did you find the y-intercept?
PTS: 1
DIF: Average
REF: Lesson 4-5
OBJ: 4-5.3 Write linear equations in slope-intercept form.
STA: {Key}7.0
TOP: Write linear equations in slope-intercept form
KEY: Slope-Intercept Form | Linear Equations
MSC: CAHSEE | Key
192. ANS: A
A scatter plot is a graph in which two sets of data are plotted as ordered pairs in a coordinate plane. There is a
positive correlation when as x increases, y increases. There is a negative correlation when as x increases, y
decreases. There is no correlation when x and y are not related.
Feedback
A
B
C
D
Correct!
Are the variables related?
Is the number of women in the army decreasing?
What is meant by negative correlation?
PTS: 1
DIF: Basic
REF: Lesson 4-6
OBJ: 4-6.1 Interpret points on a scatter plot.
STA: 8.0
TOP: Interpret points on a scatter plot
KEY: Scatter Plot | Interpret Data
MSC: CAHSEE
193. ANS: B
A scatter plot is a graph in which two sets of data are plotted as ordered pairs in a coordinate plane. There is a
positive correlation when as x increases, y increases. There is a negative correlation when as x increases, y
decreases. There is no correlation when x and y are not related.
Feedback
A
B
C
D
Are the variables related?
Correct!
Is the speed increasing?
What is meant by positive correlation?
PTS: 1
DIF: Average
REF: Lesson 4-6
OBJ: 4-6.1 Interpret points on a scatter plot.
STA: 8.0
TOP: Interpret points on a scatter plot
KEY: Scatter Plot | Interpret Data
MSC: CAHSEE
194. ANS: C
A scatter plot is a graph in which two sets of data are plotted as ordered pairs in a coordinate plane. There is a
positive correlation when as x increases, y increases. There is a negative correlation when as x increases, y
decreases. There is no correlation when x and y are not related.
Feedback
A
B
C
D
What is meant by negative correlation?
Does the amount of fine decrease with the number of videos rented?
Correct!
What is meant by positive correlation?
PTS: 1
DIF: Basic
REF: Lesson 4-6
OBJ: 4-6.1 Interpret points on a scatter plot.
STA: 8.0
TOP: Interpret points on a scatter plot
KEY: Scatter Plot | Interpret Data
MSC: CAHSEE
195. ANS: D
A scatter plot is a graph in which two sets of data are plotted as ordered pairs in a coordinate plane. There is a
positive correlation when as x increases, y increases. There is a negative correlation when as x increases, y
decreases. There is no correlation when x and y are not related.
Feedback
A
B
C
D
Are the variables not related?
Is the birth rate increasing with the passage of time?
What is mean by a positive correlation?
Correct!
PTS: 1
DIF: Average
REF: Lesson 4-6
OBJ: 4-6.1 Interpret points on a scatter plot.
STA: 8.0
TOP: Interpret points on a scatter plot
KEY: Scatter Plot | Interpret Data
MSC: CAHSEE
196. ANS: C
A scatter plot is a graph in which two sets of data are plotted as ordered pairs in a coordinate plane. There is a
positive correlation when as x increases, y increases. There is a negative correlation when as x increases, y
decreases. There is no correlation when x and y are not related.
Feedback
A
B
C
D
What is meant by negative correlation?
Is the number of cars decreasing with the passage of time?
Correct!
What is meant by positive correlation?
PTS: 1
DIF: Average
REF: Lesson 4-6
OBJ: 4-6.1 Interpret points on a scatter plot.
STA: 8.0
TOP: Interpret points on a scatter plot
KEY: Scatter Plot | Interpret Data
MSC: CAHSEE
197. ANS: C
Two nonvertical lines are parallel if they have the same slope. Use the given point with the slope of the parallel
line in the point-slope form. Then change to the slope-intercept form.
Feedback
A
B
C
D
What is the slope of the parallel line?
Did you add or subtract carefully? Should the slope be the same as the slope of the
parallel line?
Correct!
Be careful with signs when adding to or subtracting from both sides of the equation.
PTS: 1
DIF: Average
REF: Lesson 4-7
OBJ: 4-7.1 Write an equation of the line that passes through a given point, parallel to a given line.
STA: 8.0
TOP: Write an equation of the line that passes through a given point, parallel to a given line
KEY: Lines | Equations | Parallel
MSC: CAHSEE
198. ANS: A
Two nonvertical lines are parallel if they have the same slope. Use the given point with the slope of the parallel
line in the point-slope form. Then change to the slope-intercept form.
Feedback
A
B
C
D
Correct!
Be careful with signs when adding to or subtracting from both sides of the equation.
Did you add or subtract carefully? Should the slope be the same as the slope of the
parallel line?
What is the slope of the parallel line?
PTS: 1
DIF: Average
REF: Lesson 4-7
OBJ: 4-7.1 Write an equation of the line that passes through a given point, parallel to a given line.
STA: 8.0
TOP: Write an equation of the line that passes through a given point, parallel to a given line
KEY: Lines | Equations | Parallel
MSC: CAHSEE
199. ANS: B
Two nonvertical lines are perpendicular if the slopes are opposite reciprocals of each other. Use the given point
with the slope of the perpendicular line in point-slope form. Then change to slope-intercept form.
Feedback
A
B
C
D
Did you add or subtract carefully? Should the slope be the same as the slope of the
perpendicular line?
Correct!
How are the slopes of perpendicular lines related?
What is the slope of the perpendicular line?
PTS: 1
DIF: Average
REF: Lesson 4-7
OBJ: 4-7.2 Write an equation of the line that passes through a given point, perpendicular to a given line.
STA: 8.0
TOP: Write an equation of the line that passes through a given point, perpendicular to a given line
KEY: Lines | Equations | Perpendicular
MSC: CAHSEE
200. ANS: B
Two nonvertical lines are perpendicular if the slopes are opposite reciprocals of each other. Use the given point
with the slope of the perpendicular line in point-slope form. Then change to slope-intercept form.
Feedback
A
B
C
D
Did you add or subtract carefully? Should the slope be the same as the slope of the
perpendicular line?
Correct!
How are the slopes of perpendicular lines related?
What is the slope of the perpendicular line?
PTS: 1
DIF: Average
REF: Lesson 4-7
OBJ: 4-7.2 Write an equation of the line that passes through a given point, perpendicular to a given line.
STA: 8.0
TOP: Write an equation of the line that passes through a given point, perpendicular to a given line
KEY: Lines | Equations | Perpendicular
MSC: CAHSEE
201. ANS: B
Since the graphs are intersecting lines, there is one solution.
Feedback
A
B
C
D
No solution means that the lines are parallel.
Correct!
If the lines intersect¸ there is one solution. If they are parallel¸ there are no solutions. If
they are the same line¸ there is an infinite number of solutions.
Infinitely many means that the two lines are actually the same line.
PTS:
OBJ:
STA:
KEY:
202. ANS:
1
DIF: Basic
REF: Lesson 5-1
5-1.1 Determine whether a system of equations has no, one, or infinitely many solutions.
{Key}9.0
TOP: Determine whether a system of linear equations has 0, 1, or infinitely many solutions
System of Equations | Linear Equations
MSC: CAHSEE | Key
B
Since the graphs are intersecting lines, there is one solution.
Feedback
A
B
C
D
No solution means that the lines are parallel.
Correct!
If the lines intersect¸ there is one solution. If they are parallel¸ there are no solutions. If
they are the same line¸ there is an infinite number of solutions.
Infinitely many means that the two lines are actually the same line.
PTS: 1
DIF: Basic
REF: Lesson 5-1
OBJ: 5-1.1 Determine whether a system of equations has no, one, or infinitely many solutions.
STA: {Key}9.0
TOP: Determine whether a system of linear equations has 0, 1, or infinitely many solutions
KEY: System of Equations | Linear Equations
MSC: CAHSEE | Key
203. ANS: D
Since the graphs coincide, there are infinitely many solutions.
Feedback
A
B
C
D
No solution means that the lines are parallel.
One solution means that the lines intersect.
If the lines intersect¸ there is one solution. If they are parallel¸ there are no solutions. If
they are the same line¸ there is an infinite number of solutions.
Correct!
PTS: 1
DIF: Basic
REF: Lesson 5-1
OBJ: 5-1.1 Determine whether a system of equations has no, one, or infinitely many solutions.
STA: {Key}9.0
TOP: Determine whether a system of linear equations has 0, 1, or infinitely many solutions
KEY: System of Equations | Linear Equations
MSC: CAHSEE | Key
204. ANS: B
Since the graphs are intersecting lines, there is one solution.
Feedback
A
B
C
D
No solution means that the lines are parallel.
Correct!
If the lines intersect¸ there is one solution. If they are parallel¸ there are no solutions. If
they are the same line¸ there is an infinite number of solutions.
Infinitely many means that the two lines are actually the same line.
PTS: 1
DIF: Basic
REF: Lesson 5-1
OBJ: 5-1.1 Determine whether a system of equations has no, one, or infinitely many solutions.
STA: {Key}9.0
TOP: Determine whether a system of linear equations has 0, 1, or infinitely many solutions
KEY: System of Equations | Linear Equations
MSC: CAHSEE | Key
205. ANS: A
Since the graphs are parallel lines, there are no solutions.
Feedback
A
B
C
Correct!
One solution means that the lines intersect.
If the lines intersect¸ there is one solution. If they are parallel¸ there are no solutions. If
they are the same line¸ there is an infinite number of solutions.
D
Infinitely many means that the two lines are actually the same line.
PTS: 1
DIF: Basic
REF: Lesson 5-1
OBJ: 5-1.1 Determine whether a system of equations has no, one, or infinitely many solutions.
STA: {Key}9.0
TOP: Determine whether a system of linear equations has 0, 1, or infinitely many solutions
KEY: System of Equations | Linear Equations
MSC: CAHSEE | Key
206. ANS: A
Since the graphs coincide, there are infinitely many solutions.
Feedback
A
B
C
D
Correct!
If the lines intersect¸ there is one solution. If they are parallel¸ there are no solutions. If
they are the same line¸ there is an infinite number of solutions.
One solution means that the lines intersect.
No solution means that the lines are parallel.
PTS: 1
DIF: Basic
REF: Lesson 5-1
OBJ: 5-1.1 Determine whether a system of equations has no, one, or infinitely many solutions.
STA: {Key}9.0
TOP: Determine whether a system of linear equations has 0, 1, or infinitely many solutions
KEY: System of Equations | Linear Equations
MSC: CAHSEE | Key
207. ANS: C
Since the graphs are intersecting lines, there is one solution.
Feedback
A
B
C
D
Infinitely many means that the two lines are actually the same line.
If the lines intersect¸ there is one solution. If they are parallel¸ there are no solutions. If
they are the same line¸ there is an infinite number of solutions.
Correct!
No solution means that the lines are parallel.
PTS: 1
DIF: Basic
REF: Lesson 5-1
OBJ: 5-1.1 Determine whether a system of equations has no, one, or infinitely many solutions.
STA: {Key}9.0
TOP: Determine whether a system of linear equations has 0, 1, or infinitely many solutions
KEY: System of Equations | Linear Equations
MSC: CAHSEE | Key
208. ANS: D
Since the graphs are parallel lines, there are no solutions.
Feedback
A
B
C
D
Infinitely many means that the two lines are actually the same line.
If the lines intersect¸ there is one solution. If they are parallel¸ there are no solutions. If
they are the same line¸ there is an infinite number of solutions.
One solution means that the lines intersect.
Correct!
PTS:
OBJ:
STA:
KEY:
209. ANS:
1
DIF: Basic
REF: Lesson 5-1
5-1.1 Determine whether a system of equations has no, one, or infinitely many solutions.
{Key}9.0
TOP: Determine whether a system of linear equations has 0, 1, or infinitely many solutions
System of Equations | Linear Equations
MSC: CAHSEE | Key
C
Since the graphs are intersecting lines, there is one solution.
Feedback
A
B
C
D
Infinitely many means that the two lines are actually the same line.
If the lines intersect¸ there is one solution. If they are parallel¸ there are no solutions. If
they are the same line¸ there is an infinite number of solutions.
Correct!
No solution means that the lines are parallel.
PTS: 1
DIF: Basic
REF: Lesson 5-1
OBJ: 5-1.1 Determine whether a system of equations has no, one, or infinitely many solutions.
STA: {Key}9.0
TOP: Determine whether a system of linear equations has 0, 1, or infinitely many solutions
KEY: System of Equations | Linear Equations
MSC: CAHSEE | Key
210. ANS: D
Graph each line. The point where the two lines intersect is the solution. Check the solution by replacing x and y in
the original equations with the values in the ordered pair.
Feedback
A
B
C
D
Did you graph the second line correctly?
Remember that the x-coordinate comes first in an ordered pair.
Graph both lines.
Correct!
PTS: 1
DIF: Average
REF: Lesson 5-1
OBJ: 5-1.2 Solve systems of equations by graphing.
STA: {Key}9.0
TOP: Solve systems of equations by graphing
KEY: System of Equations | Graphing
MSC: CAHSEE | Key
211. ANS: A
Substitute the right side of the top equation for y in the bottom equation. Solve for x. Substitute the value obtained
for x into the top equation and solve for y.
Feedback
A
B
C
D
Correct!
Terms with different variables cannot be combined.
Remember to list the x-coordinate first and then the y-coordinate.
Use parentheses when you substitute for y and then remember to distribute the negative
sign through the parentheses.
PTS:
OBJ:
TOP:
MSC:
212. ANS:
1
DIF: Average
REF: Lesson 5-2
5-2.1 Solve systems of equations by using substitution.
Solve systems of equations by using substitution
CAHSEE | Key
B
STA: {Key}9.0
KEY: System of Equations | Substitution
Substitute w + 10 for l in the second equation and solve for w.
Feedback
A
Reread the first sentence and be sure to set up the equation correctly.
B
C
D
Correct!
Remember the Distributive Property when multiplying an expression in parentheses by
a constant.
This is the length of the poster.
PTS:
OBJ:
STA:
KEY:
213. ANS:
1
DIF: Average
REF: Lesson 5-2
5-2.2 Solve real-world problems involving systems of equations.
{Key}9.0
TOP: Solve real-world problems involving systems of equations.
System of Equations | Real-World Problems
MSC: CAHSEE | Key
D
Solve the first equation for one of the variables and substitute into the second equation. Solve. Substitute that value
into the first equation to find the second value.
Feedback
A
B
C
D
Be sure you perform each operation to both sides of the equation.
Did you double-check your work?
Is the sum of these numbers 90?
Correct!
PTS:
OBJ:
STA:
KEY:
214. ANS:
1
DIF: Average
REF: Lesson 5-2
5-2.2 Solve real-world problems involving systems of equations.
{Key}9.0
TOP: Solve real-world problems involving systems of equations.
System of Equations | Real-World Problems
MSC: CAHSEE | Key
C
Substitute 2c – 3 for t in the second equation and solve for c. Substitute that value into the first equation and solve
for t.
Feedback
A
B
C
D
Be sure your two original equations are set up correctly.
Be sure your two original equations are set up correctly.
Correct!
This is the age of his cousin.
PTS:
OBJ:
STA:
KEY:
215. ANS:
1
DIF: Average
REF: Lesson 5-2
5-2.2 Solve real-world problems involving systems of equations.
{Key}9.0
TOP: Solve real-world problems involving systems of equations.
System of Equations | Real-World Problems
MSC: CAHSEE | Key
C
Substitute 2m – 4 for r in the second equation and solve for m. Substitute that value into the first equation and
solve for r.
Feedback
A
B
C
D
Did you set up the equations correctly?
Do these values satisfy the equations?
Correct!
Who scored more goals?
PTS: 1
DIF: Average
REF: Lesson 5-2
OBJ: 5-2.2 Solve real-world problems involving systems of equations.
STA: {Key}9.0
TOP: Solve real-world problems involving systems of equations.
KEY: System of Equations | Real-World Problems
MSC: CAHSEE | Key
216. ANS: D
Eliminate one variable by adding the two equations. Solve for x and then substitute that value into one of the
equations to find the value of y.
Feedback
A
B
C
D
Double-check your positive and negative signs.
Add the equations together.
Add the equations together.
Correct!
PTS: 1
DIF: Average
REF: Lesson 5-3
OBJ: 5-3.1 Solve systems of equations by using elimination with addition.
STA: {Key}9.0
TOP: Solve systems of equations by using elimination with addition
KEY: System of Equations | Elimination | Addition
MSC: CAHSEE | Key
217. ANS: D
Eliminate one variable by subtracting the two equations. Solve for x and then substitute that value into one of the
equations to find the value of y.
Feedback
A
B
C
D
Add the equations together.
Add the equations together.
Double-check your positive and negative signs.
Correct!
PTS:
OBJ:
STA:
KEY:
218. ANS:
1
DIF: Average
REF: Lesson 5-3
5-3.2 Solve systems of equations by using elimination with subtraction.
{Key}9.0
TOP: Solve systems of equations by using elimination with subtraction
System of Equations | Elimination | Subtraction
MSC: CAHSEE | Key
B
Solve the first equation for one of the variables and substitute into the second equation. Solve. Substitute that value
into the first equation to find the second value.
Feedback
A
B
C
D
You have interchanged the number of bananas and apples.
Correct!
Do these values satisfy the equations?
Check the number of bananas.
PTS: 1
DIF: Average
REF: Lesson 5-4
OBJ: 5-4.2 Solve real-world problems involving systems of equations.
STA: {Key}9.0
TOP: Solve real-world problems involving systems of equations.
KEY: System of Equations | Substitution MSC: CAHSEE | Key
219. ANS: D
Use elimination by addition.
Then
Feedback
A
B
C
D
Since the y terms have opposite coefficients¸ solve by addition.
Remember to list the x-coordinate first.
Since the y terms have opposite coefficients¸ solve by addition.
Correct!
PTS: 1
DIF: Average
REF: Lesson 5-5
OBJ: 5-5.1 Determine the best method for solving systems of equations.
STA: {Key}9.0
TOP: Determine the best method for solving systems of equations
KEY: System of Equations | Solve Problems
MSC: CAHSEE | Key
220. ANS: A
Use substitution.
Then
Feedback
A
B
C
D
Correct!
Since the coefficient of x is 1¸ solve by substitution.
Remember to list the x-coordinate first.
Since the coefficient of x is 1¸ solve by substitution.
PTS:
OBJ:
STA:
KEY:
221. ANS:
1
DIF: Average
REF: Lesson 5-5
5-5.1 Determine the best method for solving systems of equations.
{Key}9.0
TOP: Determine the best method for solving systems of equations
System of Equations | Solve Problems
MSC: CAHSEE | Key
C
Use elimination by multiplication.
Multiply the top equation by 2 and the bottom equation by 5.
Now add.
Then
Feedback
A
B
C
D
Since neither variable can be eliminated by addition or subtraction¸ multiply both
equations by a number to make a pair of coefficients match.
This solution does not satisfy both equations.
Correct!
Since neither variable can be eliminated by addition or subtraction¸ multiply both
equations by a number to make a pair of coefficients match.
PTS: 1
DIF: Average
REF: Lesson 5-5
OBJ: 5-5.1 Determine the best method for solving systems of equations.
STA: {Key}9.0
TOP: Determine the best method for solving systems of equations
KEY: System of Equations | Solve Problems
MSC: CAHSEE | Key
222. ANS: A
Use elimination by subtraction.
Then
Feedback
A
B
C
D
Correct!
Since the y terms have the same coefficients¸ solve by subtraction.
This solution does not satisfy both equations.
Since the y terms have the same coefficients¸ solve by subtraction.
PTS:
OBJ:
STA:
KEY:
223. ANS:
1
DIF: Average
REF: Lesson 5-5
5-5.1 Determine the best method for solving systems of equations.
{Key}9.0
TOP: Determine the best method for solving systems of equations
System of Equations | Solve Problems
MSC: CAHSEE | Key
A
Write a system of equations for the situation.
Feedback
A
B
C
D
Correct!
Check the second equation.
Is the difference of the marbles 15?
Check the first equation.
PTS: 1
DIF: Basic
REF: Lesson 5-5
OBJ: 5-5.2 Apply systems of linear equations.
STA: {Key}9.0
TOP: Solve real-world problems involving systems of equations.
KEY: System of Equations | Real-World Problems
MSC: CAHSEE | Key
224. ANS: D
Solve the inequality by adding the constant on the left to both sides of the inequality.
Feedback
A
B
C
D
Add to solve this inequality.
Check the inequality sign.
Add to solve this inequality.
Correct!
PTS: 1
DIF: Average
REF: Lesson 6-1
OBJ: 6-1.1 Solve linear inequalities by using addition.
STA: {Key}5.0
TOP: Solve linear inequalities by using addition
KEY: Linear Inequalities | Addition
MSC: CAHSEE | Key
225. ANS: A
Solve the inequality by adding the constant on the right to both sides of the inequality.
Feedback
A
B
C
D
Correct!
Add to solve this inequality.
Add to solve this inequality.
Check the inequality sign.
PTS: 1
DIF: Average
REF: Lesson 6-1
OBJ: 6-1.1 Solve linear inequalities by using addition.
STA: {Key}5.0
TOP: Solve linear inequalities by using addition
KEY: Linear Inequalities | Addition
MSC: CAHSEE | Key
226. ANS: C
Solve the inequality by subtracting the constant term on the left side of the inequality from both sides of the
inequality.
Feedback
A
B
C
D
Check the inequality sign.
Use subtraction to solve this inequality.
Correct!
Use subtraction to solve this inequality.
PTS: 1
DIF: Average
REF: Lesson 6-1
OBJ: 6-1.2 Solve linear inequalities by using subtraction.
STA: {Key}5.0
TOP: Solve linear inequalities by using subtraction
KEY: Linear Inequalities | Subtraction
MSC: CAHSEE | Key
227. ANS: C
Solve the inequality by subtracting the constant term on the right side of the inequality from both sides of the
inequality.
Feedback
A
B
C
D
Check the inequality sign.
Use subtraction to solve this inequality.
Correct!
Use subtraction to solve this inequality and check the inequality sign.
PTS: 1
DIF: Average
REF: Lesson 6-1
OBJ: 6-1.2 Solve linear inequalities by using subtraction.
STA: {Key}5.0
TOP: Solve linear inequalities by using subtraction
KEY: Linear Inequalities | Subtraction
MSC: CAHSEE | Key
228. ANS: D
Divide both sides of the inequality by the constant on the left. Remember to flip the inequality sign since you are
dividing by a negative number.
Feedback
A
B
C
D
Use division instead of subtraction to solve this.
Use division instead of multiplication to solve this.
Remember to flip the inequality sign since you are dividing by a negative number.
Correct!
PTS: 1
DIF: Average
REF: Lesson 6-2
OBJ: 6-2.2 Solve linear inequalities by using division.
STA: {Key}5.0
TOP: Solve linear inequalities by using division
KEY: Linear Inequalities | Division
MSC: CAHSEE | Key
229. ANS: B
First combine the constants by subtracting the constant term on the left from both sides. Next, divide both sides by
the coefficient of the variable.
Feedback
A
B
C
D
You must do the subtraction first and then the division.
Correct!
You forgot to divide both sides by the coefficient of the variable.
There is no need to flip the inequality sign since you are dividing by a positive number.
PTS: 1
DIF: Average
REF: Lesson 6-3
OBJ: 6-3.1 Solve linear inequalities with integers involving more than one operation.
STA: {Key}4.0 | {Key}5.0
TOP: Solve linear inequalities with integers involving more than one operation
KEY: Linear Inequalities | Integers
MSC: CAHSEE | Key
230. ANS: C
First combine the two variable terms on the left. Secondly, combine the constants by subtracting the constant term
on the left from both sides. Next, divide both sides by the coefficient of the variable. Remember to flip the
inequality sign since you are dividing by a negative number.
Feedback
A
B
C
D
You added instead of subtracting the constant on the left from both sides.
You must combine the two variable terms before dividing.
Correct!
You forgot to flip the inequality sign since you are dividing by a negative number.
PTS: 1
DIF: Average
REF: Lesson 6-3
OBJ: 6-3.1 Solve linear inequalities with integers involving more than one operation.
STA: {Key}4.0 | {Key}5.0
TOP: Solve linear inequalities with integers involving more than one operation
KEY: Linear Inequalities | Integers
MSC: CAHSEE | Key
231. ANS: A
First add the two variable terms in the numerator. Secondly, multiply both sides by the denominator. Next, add the
constant term on the left to both sides. Finally, divide both sides by the coefficient of the variable.
Feedback
A
B
C
D
Correct!
There is no need to flip the inequality sign since you are multiplying and dividing by
positive numbers.
Check the order of your steps. You must add the constant to both sides before you
divide by the coefficient of the variable.
Check the order of your steps. You must multiply both sides by the denominator before
you add the constant to both sides.
PTS: 1
DIF: Average
REF: Lesson 6-3
OBJ: 6-3.2 Solve linear inequalities with fractions involving more than one operation.
STA: {Key}4.0 | {Key}5.0
TOP: Solve linear inequalities with fractions involving more than one operation
KEY: Linear Inequalities | Fractions
MSC: CAHSEE | Key
232. ANS: D
First add the two variable terms on the right. Secondly, add the constant on the right to both sides. Finally, divide
both sides by the coefficient of the variable. Since you are dividing by a negative number, it will be necessary to
flip the inequality sign.
Feedback
A
B
C
D
You must divide both sides by the coefficient.
Did you remember to flip the inequality sign?
Check the order of your steps. You must combine the constants before dividing by the
coefficient.
Correct!
PTS: 1
DIF: Average
REF: Lesson 6-3
OBJ: 6-3.2 Solve linear inequalities with fractions involving more than one operation.
STA: {Key}4.0 | {Key}5.0
TOP: Solve linear inequalities with fractions involving more than one operation
KEY: Linear Inequalities | Fractions
MSC: CAHSEE | Key
233. ANS: C
Using the Distributive Property, multiply to eliminate the parentheses. Combine like terms and then solve the
inequality for g.
Feedback
A
B
C
D
Double-check your calculations. The set of real numbers means that the inequality
resulted in a statement that is always true.
Double-check your calculations on the right side of the inequality. Remember that the
product of two negative numbers is a positive number.
Correct!
Double-check your calculations. The empty set means that the inequality resulted in a
false statement.
PTS: 1
DIF: Average
REF: Lesson 6-3
OBJ: 6-3.4 Solve linear inequalities with integers involving the Distributive Property.
STA: {Key}4.0 | {Key}5.0
TOP: Solve linear inequalities with integers involving the Distributive Property
KEY: Linear Inequalities | Integers | Distributive Property
MSC: CAHSEE | Key
234. ANS: B
Using the Distributive Property, multiply to eliminate the parentheses. Combine like terms and then solve the
inequality for z. The variable terms will drop out and the remaining inequality will always be true.
Feedback
A
B
C
D
Double-check your calculations. If the variable expressions on both sides are the same
they equate to zero when combined.
Correct!
Double-check your result for the coefficient of z.
Double-check your calculations. The empty set means that the inequality resulted in a
false statement.
PTS: 1
DIF: Average
REF: Lesson 6-3
OBJ: 6-3.4 Solve linear inequalities with integers involving the Distributive Property.
STA: {Key}4.0 | {Key}5.0
TOP: Solve linear inequalities with integers involving the Distributive Property
KEY: Linear Inequalities | Integers | Distributive Property
MSC: CAHSEE | Key
235. ANS: A
Solve each of the inequalities for u. Combine the two resulting inequalities into one sentence and graph it on the
number line. Be careful to include the endpoint on the left but not the value on the right.
Feedback
A
B
C
D
Correct!
Double-check your calculations and your graph.
Remember that an open circle on a graph means the endpoint is not included and a solid
circle means it is included.
Did you use subtraction to solve the first equation and addition to solve the second?
PTS: 1
DIF: Basic
REF: Lesson 6-4
OBJ: 6-4.1 Solve compound inequalities containing the word and and graph their solution sets.
STA: {Key}4.0 | {Key}5.0
TOP: Solve compound inequalities containing the word and and graph their solution sets
KEY: Compound Inequalities | Graphs | Solution Set
MSC: CAHSEE | Key
236. ANS: A
Solve each of the inequalities for k. Combine the two resulting inequalities into one sentence and graph it on the
number line. Be careful to include the endpoint on the right but not the value on the left.
Feedback
A
B
C
D
Correct!
Remember that an open circle on a graph means the endpoint is not included and a solid
circle means it is included.
Double-check your calculations and your graph.
Did you use subtraction to solve the first equation and addition to solve the second?
PTS: 1
DIF: Average
REF: Lesson 6-4
OBJ: 6-4.1 Solve compound inequalities containing the word and and graph their solution sets.
STA: {Key}4.0 | {Key}5.0
TOP: Solve compound inequalities containing the word and and graph their solution sets
KEY: Compound Inequalities | Graphs | Solution Set
MSC: CAHSEE | Key
237. ANS: C
Solve each of the inequalities for g. Graph the union on the number line using the lower value of g for the endpoint
of the ray.
Feedback
A
B
C
D
Did you use the correct inequality sign?
This is the intersection of the two inequalities instead of the union.
Correct!
Did you graph the union of the two inequalities?
PTS: 1
DIF: Basic
REF: Lesson 6-4
OBJ: 6-4.2 Solve compound inequalities containing the word or and graph their solution sets.
STA: {Key}4.0 | {Key}5.0
TOP: Solve compound inequalities containing the word or and graph their solution sets
KEY: Compound Inequalities | Graphs | Solution Set
MSC: CAHSEE | Key
238. ANS: D
Solve each of the inequalities for v. The union of the two inequalities will be the set of all real numbers.
Feedback
A
B
C
D
Is this the union of the two inequalities?
This is only the solution to the first inequality.
This is only the solution to the second inequality.
Correct!
PTS:
OBJ:
STA:
TOP:
KEY:
239. ANS:
Write
1
DIF: Average
REF: Lesson 6-4
6-4.2 Solve compound inequalities containing the word or and graph their solution sets.
{Key}4.0 | {Key}5.0
Solve compound inequalities containing the word or and graph their solution sets
Compound Inequalities | Graphs | Solution Set
MSC: CAHSEE | Key
C
as a compound sentence and solve each part.
Feedback
A
B
C
Did you write
Did you write
Correct!
as a compound sentence?
as a compound sentence?
D
Did you subtract –4 from both sides to solve?
PTS:
STA:
MSC:
240. ANS:
Write
1
3.0
CAHSEE
C
DIF: Basic
REF: Lesson 6-5
TOP: Solve absolute value equations.
OBJ: 6-5.1 Solve absolute value equations.
KEY: Absolute Value | Equations
as a compound sentence and solve each part.
Feedback
A
B
C
D
Did you write
as a compound sentence?
Write the sentence as a compound sentence first, then solve.
Correct!
The expression
is equal to 7, a nonnegative number, so this equation does
have a solution.
PTS: 1
DIF: Average
REF: Lesson 6-5
OBJ: 6-5.1 Solve absolute value equations.
STA: 3.0
TOP: Solve absolute value equations.
KEY: Absolute Value | Equations
MSC: CAHSEE
241. ANS: A
Set f(x) = 0 and solve for x to find the minimum value. Then choose values for x that are greater and less than the
minimum value to make a table of (x, y) values.
Feedback
A
B
C
D
Correct!
Did you solve the equation
Did you solve the equation
Did you solve the equation
to find the x-coordinate of the minimum point?
to find the x-coordinate of the minimum point?
to find the x-coordinate of the minimum point?
PTS: 1
DIF: Basic
REF: Lesson 6-5
OBJ: 6-5.2 Graph absolute value functions.
STA: 3.0
TOP: Graph absolute value functions.
KEY: Absolute Value | Graphs
MSC: CAHSEE
242. ANS: B
Set f(x) = 0 and solve for x to find the minimum value. Then choose values for x that are greater and less than the
minimum value to make a table of (x, y) values.
Feedback
A
B
C
D
Did you solve the equation
Correct!
Did you solve the equation
Did you solve the equation
to find the x-coordinate of the minimum point?
to find the x-coordinate of the minimum point?
to find the x-coordinate of the minimum point?
PTS: 1
DIF: Average
REF: Lesson 6-5
OBJ: 6-5.2 Graph absolute value functions.
STA: 3.0
TOP: Graph absolute value functions.
KEY: Absolute Value | Graphs
MSC: CAHSEE
243. ANS: D
Consider two cases: that the expression inside the absolute value symbol is positive, and that the expression inside
the absolute value symbol is negative.
Feedback
A
B
C
D
Did you consider the case that the expression inside the absolute value symbol is
positive?
Did you consider the case that the expression inside the absolute value symbol is
negative?
Be careful with your greater than and less than symbols.
Correct!
PTS: 1
DIF: Basic
REF: Lesson 6-6
OBJ: 6-6.1 Solve absolute value inequalities.
STA: 3.0
TOP: Solve absolute value inequalities.
KEY: Absolute Value | Inequalities
MSC: CAHSEE
244. ANS: D
Consider two cases: that the expression inside the absolute value symbol is positive, and that the expression inside
the absolute value symbol is negative.
Feedback
A
B
C
D
Did you consider the case that the expression inside the absolute value symbol is
positive?
Did you consider the case that the expression inside the absolute value symbol is
negative?
Be careful with your greater than and less than symbols.
Correct!
PTS: 1
DIF: Average
REF: Lesson 6-6
OBJ: 6-6.1 Solve absolute value inequalities.
STA: 3.0
TOP: Solve absolute value inequalities.
KEY: Absolute Value | Inequalities
MSC: CAHSEE
245. ANS: D
The difference between the ideal temperature and the actual temperature is less than or equal to 12 degrees. Let x
be the actual temperature. Write an absolute value inequality and solve.
Feedback
A
B
C
D
Did you consider the case that the expression inside the absolute value symbol is
positive?
Did you consider the case that the expression inside the absolute value symbol is
negative?
Be careful with your greater than and less than symbols.
Correct!
PTS: 1
DIF: Basic
REF: Lesson 6-6
OBJ: 6-6.2 Apply absolute value inequalities in real-world problems.
STA: 3.0
TOP: Apply absolute value inequalities in real-world problems.
KEY: Absolute Value | Inequalities | Real-World Problems
MSC: CAHSEE
246. ANS: D
The difference between 75% humidity and the actual humidity is less than or equal 5%. Let x be the actual
humidity level. Write an absolute value inequality and solve.
Feedback
A
B
Did you consider the case that the expression inside the absolute value symbol is
positive?
Did you consider the case that the expression inside the absolute value symbol is
C
D
negative?
Be careful with your greater than and less than symbols.
Correct!
PTS: 1
DIF: Basic
REF: Lesson 6-6
OBJ: 6-6.2 Apply absolute value inequalities in real-world problems.
STA: 3.0
TOP: Apply absolute value inequalities in real-world problems.
KEY: Absolute Value | Inequalities | Real-World Problems
MSC: CAHSEE
247. ANS: B
The difference between the ideal temperature and the actual temperature is less than or equal to 4 degrees. Let t be
the actual temperature. Write an absolute value inequality and solve.
Feedback
A
B
C
D
What is the highest acceptable temperature?
Correct!
What is the lowest acceptable temperature?
What is the lowest acceptable temperature?
PTS: 1
DIF: Basic
REF: Lesson 6-6
OBJ: 6-6.2 Apply absolute value inequalities in real-world problems.
STA: 3.0
TOP: Apply absolute value inequalities in real-world problems.
KEY: Absolute Value | Inequalities | Real-World Problems
MSC: CAHSEE
248. ANS: C
Graph the lines as boundaries. If the inequality is “less than or equal to “ or “greater than or equal to,” the
boundary line will be solid to include the points on the line. If the inequality is “less than” or “greater than,” the
boundary line will be dotted to not include the points on the line. For each line, shade the half-plane that satisfies
the inequality. The solution is the set of points where the shading overlaps.
Feedback
A
B
C
D
Be sure that you shaded the correct half planes.
A solid line means that the points on the line are included in the solution¸ and a dotted
line means they are not included.
Correct!
Be sure that you graphed the correct equations.
PTS: 1
DIF: Average
REF: Lesson 6-7
OBJ: 6-7.1 Solve systems of inequalities by graphing.
STA: {Key}6.0
TOP: Solve systems of inequalities by graphing
KEY: System of Inequalities | Graphing
MSC: CAHSEE | Key
249. ANS: A
Graph the lines as boundaries. If the inequality is “less than or equal to “ or “greater than or equal to,” the
boundary line will be solid to include the points on the line. If the inequality is “less than” or “greater than,” the
boundary line will be dotted to not include the points on the line. For each line, shade the half-plane that satisfies
the inequality. The solution is the set of points where the shading overlaps.
Feedback
A
B
C
Correct!
Did you graph the lines correctly?
Be sure that you shaded the correct half planes.
D
A solid line means that the points on the line are included in the solution¸ and a dotted
line means they are not included.
PTS:
OBJ:
TOP:
MSC:
250. ANS:
1
DIF: Average
REF: Lesson 6-7
6-7.1 Solve systems of inequalities by graphing.
Solve systems of inequalities by graphing
CAHSEE | Key
A
STA: {Key}6.0
KEY: System of Inequalities | Graphing
The area where the shading of the two graphs overlap is shown in blue.
Feedback
A
B
C
D
Correct!
Check the inequality relating the length and width of the parking lot.
Check the inequality involving the perimeter of the parking lot.
Are your inequality signs correct?
PTS:
OBJ:
STA:
KEY:
1
DIF: Average
REF: Lesson 6-7
6-7.2 Solve real-world problems involving systems of inequalities.
{Key}6.0
TOP: Solve real-world problems involving systems of inequalities
System of Inequalities | Real-World Problems
MSC: CAHSEE | Key
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