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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 3per 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