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Pre-Algebra 2010–2011 Semester 2 Exam — Released
3. The students in Mr. Jones’ class figure out
the value of the coins in their pockets. The
total value of each student’s coins is shown
in the stem-and-leaf plot below.
1. In a bag of M&Ms, 3 are red, 4 are green,
and 6 are brown. If a student picks a piece
of candy out of the bag, what are the odds
in favor of picking a red candy?
(A)
3
13
(B)
3
10
(C)
10
3
Value of Coins
0 25
1 467
2 1222
3 0049
4 89
5 0118
Key 3|4 = $0.34
13
(D)
3
What is the range of the values of the
students’ coins?
2. This question obsolete as of 2011–2012.
See new test specifications and practice
questions.
(A) $0.06
(B) $0.22
(C) $0.30
(D) $0.56
4. Which box-and-whisker plot has an
interquartile range of 35?
(A)
0
10
20
30
40
50
60
70
0
10
20
30
40
50
60
70
0
10
20
30
40
50
60
70
0
10
20
30
40
50
60
70
(B)
(C)
(D)
2010–2011
Clark County School District
1
Revised 08/02/2011
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Pre-Algebra 2010–2011 Semester 2 Exam — Released
7. The stem-and-leaf plot shows the price of
ten different pairs of shoes.
5. The box-and-whisker plot represents the
test scores in an English class.
60
70
80
90
Shoe Prices
1 9
2 779
3 17
4 67
5 18
100
English Test Scores
What percent of the students scored at least
70%?
Key: 2|7 = $27
(A) 20%
What is the median price of the shoes?
(B) 25%
(C) 50%
(A) $27
(D) 75%
(B) $31
(C) $34
6. The chart shows prices for two different
fruits. The pattern of prices continues for
heavier bags of each fruit.
Bag Weight
1 lb
2 lb
3 lb
4 lb
(D) $39
8. This question obsolete as of 2011–2012.
See new test specifications and practice
questions.
Fruit Prices Apples Oranges
$1.50
$2.00
$2.75
$3.50
$4.00
$5.00
$5.25
$6.50
9. This question obsolete as of 2011–2012.
See new test specifications and practice
questions.
What is the price of a 7-pound bag of
oranges?
(A) $8.50
(B) $9.25
(C) $11.00
(D) $11.50
2010–2011
Clark County School District
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Revised 08/02/2011
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Pre-Algebra 2010–2011 Semester 2 Exam — Released
10. This question obsolete as of 2012–2013.
See new test specifications and practice
questions.
12. What is 30% of 120?
(A) 25
(B) 36
11. Joe flips a coin and then rolls a number
cube. What is the probability that the
outcome will be heads and a number
greater than 4?
(A)
1
6
(B)
1
4
(C) 40
(D) 3600
13. This question obsolete as of 2011–2012.
See new test specifications and practice
questions.
14. 75 is 60% of what number?
3
8
(A) 15
5
(D)
6
(C) 80
(C)
(B) 45
(D) 125
15. This year the price of a yearbook increased
from $40 to $50. What is the percent of
increase in the cost of the yearbook?
(A) 10%
(B) 25%
(C) 80%
(D) 125%
2010–2011
Clark County School District
3
Revised 08/02/2011
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Pre-Algebra 2010–2011 Semester 2 Exam — Released
18. Which relation is a function?
16. This question obsolete as of 2012–2013.
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questions.
y
(A)
17. This question obsolete as of 2012–2013.
See new test specifications and practice
questions.
x
(B)
–1
0
2
1
3
2
4
(C)
(D)
1, 2 , 2, 1 , 3, 0 , 3, 4
x
y
3
3
6
4
3
5
9
6
19. What is the domain of the relation below?
2, 3 , 1, 0 , 0, 1 , 1, 4
(A) {–2, –1, 0, 3, 4}
(B) {–2, –1, 0, 3}
(C) {–1, 0, 3, 4}
(D) {–2, –1, 0}
20. For which equation is the set of ordered
pairs a solution?
1, 2 , 1, 6 , 0, 2 , 2, 10
(A) y 3 x 4
(B) y x 2
(C) y 2 x 6
(D) y 4 x 2
2010–2011
Clark County School District
4
Revised 08/02/2011
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Pre-Algebra 2010–2011 Semester 2 Exam — Released
23. What is the slope of the line that passes
through the points 9, 7 and 12, 7 ?
21. Identify the ordered pairs that represent the
x-intercept and the y-intercept of the graph
of the equation 3x 9 y 18 .
(A)
2, 0
(B)
2, 0
and 0, 6
(C)
6, 0
and 0, 2
(D)
6, 0
and 0, 2
m
and 0, 6
y2 y1
x2 x1
(A) 0
22. What is the slope of the line graphed
below?
(B)
2
5
(C)
5
2
(D) Undefined
y
24. A puppy was born weighing 4 pounds and
gains 3 pounds each month. Which line
best represents the growth of the puppy?
Puppy Growth
(A)
3
2
(B)
2
3
Weight in pounds
x
D C
2
3
(A) line A
3
(D)
2
(C) line C
(C)
2010–2011
Clark County School District
B
A
Number of months
(B) line B
(D) line D
5
Revised 08/02/2011
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Pre-Algebra 2010–2011 Semester 2 Exam — Released
26. Identify the slope and y-intercept of the
line with the given equation:
25. Which graph represents the given equation
1
y x 3?
4
y
y
3
x 3
5
(A)
x
(A) m
3
, b 3
5
(B) m
3
, b3
5
(C) m 3 , b
y
3
5
(D) m 3 , b
(B)
27.
x
3
5
233 is between what two whole
numbers?
(A) 232 and 234
(B) 116 and 117
(C) 15 and 16
y
(D) 14 and 15
(C)
28. A right triangle is shown below. Find the
value of x.
x
15
17
y
(D)
x
(A) 8
x
(B) 16
(C) 32
(D) 64
2010–2011
Clark County School District
6
Revised 08/02/2011
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Pre-Algebra 2010–2011 Semester 2 Exam — Released
32. What is the distance between 5, 2 and
29. From her campsite, Jane bikes 5 miles
directly south, then 11 miles directly west.
She takes a diagonal path back to her
campsite. Approximately how many miles
does she travel on the diagonal path?
2, 1 ?
d
x2 x1 y2 y1
2
2
(A) 146 miles
(A)
2
(C) 16 miles
(B)
10
(D) 12 miles
(C) 2
(B) 55 miles
(D) 8
30. Which correctly orders the numbers from
least to greatest?
(A)
1
2
9
3.5
(B)
1
2
16
2
9
1
2
3.5
1
2
16
2
(C)
(D)
9
9
33. An isosceles triangle has a perimeter of 26
inches. The length of the base is
6 inches. What are the lengths of the other
two sides?
16
2
(A) 6 inches, 6 inches
3.5
(B) 6 inches, 14 inches
16
2
(C) 8 inches, 12 inches
(D) 10 inches, 10 inches
3.5
34. This question obsolete as of 2012–2013.
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questions.
31. The endpoints of a line segment are
5, 12 and 15, 4 . What are the
35. This question obsolete as of 2012–2013.
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questions.
coordinates of the midpoint?
x x y y
M 1 2, 1 2
2
2
(A)
5, 4
(B)
7, 11
(C)
10, 8
(D)
20, 16
2010–2011
Clark County School District
7
Revised 08/02/2011
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Pre-Algebra 2010–2011 Semester 2 Exam — Released
36. What is the value of x in the figure below?
39. This question obsolete as of 2012–2013.
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questions.
(3x)º
110º
40. This question obsolete as of 2012–2013.
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questions.
xº
(A) 40
41. A rectangular-shaped room has a length of
15 ft and a width of 12 ft. If the length is
increased 3 ft, how much does the
perimeter of the room increase?
(B) 50
(C) 120
(D) 150
(A) 3 ft
37. What is the area of the parallelogram
below?
(B) 6 ft
(C) 12 ft
16 m
(D) 36 ft
10 m
8m
(A) 160 m2
(B) 128 m2
(C) 64 m2
(D) 52 m2
38. What is the area of the circle shown
below?
8 ft
(A) 8π ft2
(B) 16π ft2
(C) 32π ft2
(D) 64π ft2
2010–2011
Clark County School District
8
Revised 08/02/2011
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Pre-Algebra 2010–2011 Semester 2 Exam — Released
42. This question obsolete as of 2012–2013.
See new test specifications and practice
questions.
46. This question obsolete as of 2012–2013.
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questions.
43. This question obsolete as of 2012–2013.
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questions.
47. Two angles are supplementary. The
measure of the first angle is four times
greater than the measure of the second
angle. What is the measure of the larger
angle?
44. This question obsolete as of 2012–2013.
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questions.
(A) 144º
(B) 72º
(C) 36º
45. This question obsolete as of 2012–2013.
See new test specifications and practice
questions.
(D) 18º
48. Parallel lines m and n are cut by
transversal t. Which statement is
always true?
t
1
2
3
m
4
5
6
7
8
n
(A) 5 6
(B) 3 6
(C) 2 4
(D) 1 7
2010–2011
Clark County School District
9
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Pre-Algebra 2010–2011 Semester 2 Exam — Released
49. This question obsolete as of 2012–2013.
See new test specifications and practice
questions.
50. A student dilates the given triangle by a
scale factor of 2. What ordered pair
describes the location of point B after the
dilation?
A
C
(A)
0, 1
(B)
0, 4
B
1
(C) 1,
2
(D)
4, 2
2010–2011
Clark County School District
10
Revised 08/02/2011
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Pre-Algebra 2010–2011 Semester 2 Exam — Released
Free Response
1. The data below shows the total points scored by two football teams.
Team A:
3
6 13 14 14 14 15 17 20 20 24 27 28
28 31
Team B:
3
6
28 35
7
9 10 10 12 14 17 20 21 24 24
(a) Use the number line to create a box-and-whisker plot for each set of data. Label each plot.
Identify all key points by name and give their numerical values.
(b) Using the graphs you created, which team had higher scores overall? Explain your thinking.
2010–2011
Clark County School District
1
Revised 08/02/2011
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Pre-Algebra 2010–2011 Semester 2 Exam — Released
Free Response
2. Maria is joining a music club on the internet. The initial cost to join is $10.00. Each song costs
$1.50 to download.
(a) Make a table of values that shows the relationship between the number of songs purchased (n)
and total cost (c).
(b) Write and graph an equation that shows this relationship. What is the maximum number of
songs you could purchase if you have $20.00 to spend?
(c) Explain what the y-intercept and the rate of change represent.
2010–2011
Clark County School District
2
Revised 08/02/2011
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Pre-Algebra 2010–2011 Semester 2 Exam — Released
Free Response
3. Plane X traveled 15 miles west then 20 miles due north. Plane X then flies on a diagonal path
directly back to its starting point.
(a) Draw and label a diagram of the plane’s route. Determine the distance of the diagonal path
the plane traveled. Show your work.
(b) Plane Y followed a similarly-shaped route. If Plane Y traveled 9 miles due west:
i. Find the distance the plane traveled north.
ii. Find the diagonal distance Plane Y traveled back to its starting point.
2010–2011
Clark County School District
3
Revised 08/02/2011
GO ON
Pre-Algebra 2012–2013 Semester 2
Revised Multiple Choice Practice Questions — Set A
10. The graph shows the relationship between the
number of hours Jane has been driving and the
total distance she has traveled in miles.
2. Which point best represents the value of 14 ?
A
B C
D
(B) Point B
distance (miles)
(A) Point A
(C) Point C
(D) Point D
8. Let a 2 4 , b 2 4 , and c 2 4 .
Which is a true statement about the values of a,
b, and c?
(A) a = b and b = c
(B) a = b and c < b
(C) a < b and c < a
(D) b < a and c < b
time (hours)
Which statement is true?
(A) Jane’s speed doubles every hour.
9. For which equation is x 3 22 a solution?
(B) Jane is traveling at 30 miles per hour.
(A) x 22
3
(B)
x3 66
(C)
x3
(C) Jane’s speed is steadily increasing during
her trip.
(D) Jane travels farther during the 2nd hour of
her trip than she does during the 1st hour
of her trip.
22
3
(D) x3 223
13. Solve x 2 4 36 .
(A) x 4
(B)
x 16
(C)
x 32
(D) x 40
2012–2013
Clark County School District
1
Revised 02/06/2013
Pre-Algebra 2012–2013 Semester 2
Revised Multiple Choice Practice Questions — Set A
16. The table shows the relationship between the
number of hours h John has been hiking and
the total distance d he has traveled in
kilometers.
17. Jason sells t-shirts for $15 each. Choose the
correct graph or table that shows the total
revenue for his t-shirt sales.
(A)
John
h
0
1
2
3
4
5
d
0
4
8
12
16
20
(B)
The graph shows the distance Sara hiked over
the same time period.
Sara Number of
t-shirts
Total
Revenue
Number of
t-shirts
Total
Revenue
0
1
2
3
$0
$30
$60
$90
0
1
2
3
$15
$30
$45
$60
d
(C)
Total Revenue
h
Number of t-shirts
Number of t-shirts
Who hikes faster?
(D)
(A) Sara
Total Revenue (B) John
(C) They hike at the same rate.
(D) There is not enough information to
determine.
2012–2013
Clark County School District
2
Revised 02/06/2013
Pre-Algebra 2012–2013 Semester 2
Revised Multiple Choice Practice Questions — Set A
35. Choose the graph that shows a strong negative
association between x and y.
34. Which pair of variables may show a negative
association?
(A) x = the number of hours you studied for
a test
y = your test score
(A)
(B) x = the number of pets you own
y = your shoe size
y 7 6 5 4 3 2 1 -7 - -5 -4 -3 -2 -1 1 2 3 4 5 6 7 x
-1 -3 -4 -5 -6 -7 (C) x = average speed you drove on a road
trip
y = number of hours it took to reach your
destination
(D) x = number of text messages you send
per month
y = cost of your monthly cell phone bill
(B)
y 7 6 5 4 3 2 1 -7 - -5 -4 -3 -2 -1 1 2 3 4 5 6 7 x
-1 -3 -4 -5 -6 -7 (C)
y 7 6 5 4 3 2 1 -7 - -5 -4 -3 -2 -1 1 2 3 4 5 6 7 x
-1 -3 -4 -5 -6 -7 (D)
y 7 6 5 4 3 2 1 -7 - -5 -4 -3 -2 -1 1 2 3 4 5 6 7 x
-1 -3 -4 -5 -6 -7 2012–2013
Clark County School District
3
Revised 02/06/2013
Pre-Algebra 2012–2013 Semester 2
Revised Multiple Choice Practice Questions — Set A
39. A total of 300 people were asked which they
preferred, hot dogs or hamburgers. Of the 300
people, 160 were male. Hot dogs were
preferred by 60 females; hamburgers were
preferred 70 males. Which two way table
represents this poll?
(A)
Male
Female
Total
Preferred
Hot Dogs
110
60
170
Preferred
Hamburgers
60
70
130
Male
Female
Total
Preferred
Hot Dogs
90
60
150
Preferred
Hamburgers
70
80
150
Male
Female
Total
Preferred
Hot Dogs
20
60
80
Preferred
Hamburgers
70
10
80
(B)
(C)
(D)
Male
Female
Total
Preferred
Hot Dogs
70
80
150
2012–2013
Clark County School District
Preferred
Hamburgers
90
60
150
40. The two way relative frequency table show the
results of whether people of different ages
prefer to get their news through television or
newspaper, or through an online source.
40 years
old or less
Over 40
years old
Total
170
130
300
Total
Total
Newspaper or
Television
Online
Total
25%
20%
45%
39%
16%
55%
64%
36%
100%
What conclusion can be made from the table?
160
140
300
(A) People less than 40 years old prefer
online news to newspaper/television.
(B) There were 55 people who were 40 years
old or older and 45 people who were
under 40 years old.
Total
90
70
160
(C) Online news is preferred overall to
newspaper/television news.
(D) People over 40 years old prefer
newspaper/television news more than
people who are 40 years old or younger.
Total
160
140
300
4
Revised 02/06/2013
Pre-Algebra 2012–2013 Semester 2
Revised Multiple Choice Practice Questions — Set A
42. Use the figure.
43. Which equation best describes the line of best
fit for the data shown in the scatter plot?
y
y
10
9
8
B
D
A
7
E
6
x
5
C
4
3
2
1
1
2
3
Choose the statement that is NOT true.
(A)
3
y x7
5
(B) ABC CDE
(B)
1
y x8
3
(C) Slope of AC = Slope of CE
(C)
y x8
(D) ABC CDE
(D)
y4
(A)
AB CD
BC DE
2012–2013
Clark County School District
5
Revised 02/06/2013
4
5
6
7
8
9 10 x
Pre-Algebra 2012–2013 Semester 2
Revised Multiple Choice Practice Questions — Set A
46. Steve starts his own carpet cleaning business.
He pays for some equipment to start his
business and then charges a fixed amount to
clean a room. The graph models Steve’s profit
based on how many rooms he cleans.
44. Using this graph, what is the first step in
deriving y = mx + b?
y
Profit ($)
1500
1200
( x, y )
900
(0, b)
600
300
-300
x
5 10 15 20 25 30 35 40 45 50 55 60 # Rooms
Cleaned
-600
(A) Find the slope: m
What does the y-intercept in this graph
represent?
y b
x0
(A) the amount of profit he makes per room
(B) Set x = 0 and y = b
(B) the number of rooms he cleans
(C) Use slope-intercept form: y mx b
(C) the amount he charges per room
(D) Write in Standard Form: Ax By C
(D) the amount he spent for his equipment
45. Catherine plants five rows of flowers in her
garden. She continues to work, planting one
row every 2 hours. Write a function to
represent this situation.
(A) Let r represent the number of rows and h
represent the number of hours she has
been planting.
h 2r 5
(B) Let h represent the number of hours she
has been planting and r represent the
total number of rows she has planted.
1
r h5
2
(C) Let r represent the first five rows and h
represent the number of hours she has
been planting.
h r 5
(D) Let h represent the number of hours she
has been planting and r represent the
total number of rows she has planted.
r 2h 5
2012–2013
Clark County School District
6
Revised 02/06/2013
Pre-Algebra 2012–2013 Semester 2
Revised Multiple Choice Practice Questions — Set A
49. The graph shows Lisa’s walking speed on her
treadmill. Approximately how long did she
maintain a constant speed?
Time (min)
(A) 15 minutes
(B) 20 minutes
(C) 50 minutes
(D) 65 minutes
2012–2013
Clark County School District
7
Revised 02/06/2013
PRE‐ALGEBRA SEMESTER 2 EXAM ITEM SPECIFICATION SHEET & KEY Free Response # 1
2
3
Objective Make and interpret box‐and‐whisker plots.
Apply appropriate measures of data distribution, using interquartile range and central tendency. Represent relations and functions using graphs and find solutions of linear equations in two variables. Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line. Use the Pythagorean Theorem to find missing measures and find unknown side lengths of similar figures. Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real‐world and mathematical problems in two dimensions. Syllabus Objective NV State Standard 6.1 6.2 5.8.1 5.8.2 4.3 4.4 8.F.1‐2 8.F.3‐1 2.8.2 8.F.1 8.F.3 5.5 5.6 8.G.7‐1 4.8.2 4.8.7 8.G.7 Multiple Choice # 1 2 3 4 5 6 7 8 9 10 11 12 Objective Find probabilities and odds. Use rational approximations of irrational numbers to compare the size of irrational numbers, locate them approximately on a number line diagram, and estimate the value of expressions (e.g., π2). Make and interpret stem‐and‐leaf plots. Apply appropriate measure of data distribution, using interquartile range. Make and interpret box‐and‐whisker plots.
Formulate inferences and predictions through interpolation and extrapolation of data to solve practical problems. Describe measures of central tendency. Use rational approximations of irrational numbers to compare the size of irrational numbers, locate them approximately on a number line diagram, and estimate the value of expressions (e.g., π2). Use square root and cube root symbols to represent solutions to equations of the form x2 = p and x3 = p, where p is a positive rational number. Evaluate square roots of small perfect squares and cube roots of small perfect cubes. Know that 2 is irrational. Graph proportional relationships, interpreting the unit rate as the slope of the graph. Find compound probability. Find the percent of a number. NV or CC State Standard 10/11
Rel. Key* 5.8.5 B 8.NS.2‐1 8.NS.2‐2 8.NS.2‐3 8.NS.2 † 6.1
6.1
6.2 6.1
5.8.1
5.8.1
5.8.2 5.8.1
D
D
6.4 5.8.6 C 6.2
5.8.2
C
8.NS.2‐1 8.NS.2‐2 8.NS.2‐3 8.NS.2 † 8.EE.2‐1 8.EE.2‐2 8.EE.2‐3 8.EE.2 † 8.EE.5‐1 8.EE.5‐1 † 6.7
3.13
5.8.5
1.8.7
A
B
Syllabus Objective 6.7
6.8 6.9 B † See Revised Multiple Choice Practice Set solutions at end of document. Previous exam and practice questions are obsolete. 2012–2013 Clark County School District Page 1 of 5 Revised: 05/06/2013 PRE‐ALGEBRA SEMESTER 2 EXAM ITEM SPECIFICATION SHEET & KEY Multiple Choice # 29 30 31 32 Objective Use square root and cube root symbols to represent solutions to equations of the form x2 = p and x3 = p, where p is a positive rational number. Evaluate square roots of small perfect squares and cube roots of small perfect cubes. Know that 2 is irrational. Solve percent problems using proportions and equations. Find the percent of change. Compare two different proportional relationships
represented in different ways. Graph proportional relationships, interpreting the unit rate as the slope of the graph. Identify functions using graphs, mapping diagrams, tables, ordered pairs. Identify the domain and range of a relation.
Find solutions of linear equations in two variables.
Determine the x‐ and y‐ intercepts of a linear equation. Find the slope of a line. Find and interpret slopes.
Translate between a verbal description and graphic representation of a function. Graph linear equations in slope‐intercept form.
Find the slope and y‐intercept of an equation.
Find and approximate square roots. Use the Pythagorean Theorem to determine the measure of a missing side. Use the Pythagorean Theorem to solve problems.
Compare and order real numbers. Use the midpoint or distance formula. Use the midpoint or distance formula. 33 Solve for angles and lengths of sides in triangles. 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 34 35 36 37 Interpret scatter plots for bivariate measurement data. Describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association. Interpret scatter plots for bivariate measurement data. Describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association. Find unknown angle measures using the sum of the interior angles of a polygon. Find the perimeter or area of parallelograms or trapezoids. NV or CC State Standard 10/11
Rel. Key* 8.EE.2‐1 8.EE.2‐2 8.EE.2‐3 8.EE.2 † 3.14 1.8.7 D 3.15
3.8.5
B
8.EE.5‐2 8.EE.5‐2 † 8.EE.5‐1 8.EE.5‐1 † Syllabus Objective 4.3
4.4
2.8.2
2.8.4 2.8.2
2.8.2
D
D
4.6 4.8.5 C 4.5
4.5
4.8.5
4.8.5
A
A
4.3 2.8.4 C 4.7
4.7
5.4
4.8.5
4.8.5
1.8.5
C
A
C
5.5 4.8.7 A 5.5
5.7
5.8
5.8
5.2
5.17 4.8.7
1.8.3
4.8.5
4.8.5
D
D
A
B
3.6.3 D 8.SP.1‐2 8.SP.1‐2 † 8.SP.1‐2 8.SP.1‐2 † 5.25 4.8.1 A 5.17 3.6.3 B 4.3 B † See Revised Multiple Choice Practice Set solutions at end of document. Previous exam and practice questions are obsolete. 2012–2013 Clark County School District Page 2 of 5 Revised: 05/06/2013 PRE‐ALGEBRA SEMESTER 2 EXAM ITEM SPECIFICATION SHEET & KEY Multiple Choice # 38 39 40 41 42 43 44 45 46 47 48 49 50 Objective Find the circumference or area of a circle.
Understand that patterns of association can also be seen in bivariate categorical data by displaying frequencies and relative frequencies in a two‐way table. Interpret a two‐way table summarizing data on two categorical variables including using relative frequencies calculated for rows or columns to describe possible association between the two variables. Describe how changes in the value of one variable affect the values of the remaining variables in a relationship. Use similar triangles to explain why the slope m is the same between any two distinct points on a non‐vertical line in the coordinate plane. Know that straight lines are widely used to model relationships between two quantitative variables. For scatter plots that suggest a linear association, informally fit a straight line, and informally assess the model fit by judging the closeness of the data points to the line. Derive the equation y = mx for a line through the origin and the equation y = mx + b for a line intercepting the vertical axis at b. Construct a function to model a linear relationship between two quantities. Determine the rate of change and initial value of the function from a description of a relationship or from two (x, y) values, including reading these from a table or from a graph. Identify and find measures of complementary and supplementary angles. Identify and find measures of angles when a transversal intersects parallel lines. Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally. Translate, rotate, reflect or dilate figures in a coordinate plane. Syllabus Objective 5.18
NV or CC State Standard 3.6.3
10/11
Rel. Key* D
8.SP.4‐1 8.SP.4‐1 † 8.SP.4‐3 8.SP.4‐3 † 5.14 3.8.3 B 8.EE.6‐1 8.EE.6‐1 † 8.SP.2 8.SP.2 † 8.EE.6‐2 8.EE.6‐2 † 8.F.4‐1 8.F.4‐1 † 8.F.4‐2 8.F.4‐2 † 5.21
5.22 5.22
5.23 4.6.6 A 4.6.6
4.7.6 B 8.F.5 8.F.5 † 5.26 4.8.3 D † See Revised Multiple Choice Practice Set solutions at end of document. Previous exam and practice questions are obsolete. 2012–2013 Clark County School District Page 3 of 5 Revised: 05/06/2013 PRE‐ALGEBRA SEMESTER 2 EXAM ITEM SPECIFICATION SHEET & KEY Revised Multiple Choice Practice # 2 8 9 10 13 16 17 34 35 39 40 42 Objective Use rational approximations of irrational numbers to compare the size of irrational numbers, locate them approximately on a number line diagram, and estimate the value of expressions (e.g., π2). Use rational approximations of irrational numbers to compare the size of irrational numbers, locate them approximately on a number line diagram, and estimate the value of expressions (e.g., π2). Use square root and cube root symbols to represent solutions to equations of the form x2 = p and x3 = p, where p is a positive rational number. Evaluate square roots of small perfect squares and cube roots of small perfect cubes. Know that 2 is irrational. Graph proportional relationships, interpreting the unit rate as the slope of the graph. Use square root and cube root symbols to represent solutions to equations of the form x2 = p and x3 = p, where p is a positive rational number. Evaluate square roots of small perfect squares and cube roots of small perfect cubes. Know that 2 is irrational. Compare two different proportional relationships represented in different ways. Calculate simple interest earned and account balances. Interpret scatter plots for bivariate measurement data. Describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association. Interpret scatter plots for bivariate measurement data. Describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association. Understand that patterns of association can also be seen in bivariate categorical data by displaying frequencies and relative frequencies in a two‐way table. Interpret a two‐way table summarizing data on two categorical variables including using relative frequencies calculated for rows or columns to describe possible association between the two variables. Use similar triangles to explain why the slope m is the same between any two distinct points on a non‐vertical line in the coordinate plane. Common Core State Standard Set A Year Revised 8.NS.2‐1 8.NS.2‐2 8.NS.2‐3 8.NS.2 B 2011–12 8.NS.2‐1 8.NS.2‐2 8.NS.2‐3 8.NS.2 C 2011–12 8.EE.2‐1 8.EE.2‐2 8.EE.2‐3 8.EE.2 A 2011–12 8.EE.5‐1 8.EE.5‐1 B 2012‐13 8.EE.2‐1 8.EE.2‐2 8.EE.2‐3 8.EE.2 C 2011–12 8.EE.5‐2 8.EE.5‐2 A 2012‐13 8.EE.5‐1 8.EE.5‐1 C 2012‐13 8.SP.1‐2 8.SP.1‐2 C 2012‐13 8.SP.1‐2 8.SP.1‐2 D 2012‐13 8.SP.4‐1 8.SP.4‐1 B 2012‐13 8.SP.4‐3 8.SP.4‐3 D 2012‐13 8.EE.6‐1 8.EE.6‐1 D 2012‐13 Syllabus Objective † See Revised Multiple Choice Practice Set solutions at end of document. Previous exam and practice questions are obsolete. 2012–2013 Clark County School District Page 4 of 5 Revised: 05/06/2013 PRE‐ALGEBRA SEMESTER 2 EXAM ITEM SPECIFICATION SHEET & KEY Revised Multiple Choice Practice # 43 44 45 46 49 Objective Know that straight lines are widely used to model relationships between two quantitative variables. For scatter plots that suggest a linear association, informally fit a straight line, and informally assess the model fit by judging the closeness of the data points to the line. Derive the equation y = mx for a line through the origin and the equation y = mx + b for a line intercepting the vertical axis at b. Construct a function to model a linear relationship between two quantities. Determine the rate of change and initial value of the function from a description of a relationship or from two (x, y) values, including reading these from a table or from a graph. Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally. Syllabus Objective Common Core State Standard Set A Year Revised 8.SP.2 8.SP.2 A 2012‐13 8.EE.6‐2 8.EE.6‐2 A 2012‐13 8.F.4‐1 8.F.4‐1 B 2012‐13 8.F.4‐2 8.F.4‐2 D 2012‐13 8.F.5 8.F.5 B 2012‐13 † See Revised Multiple Choice Practice Set solutions at end of document. Previous exam and practice questions are obsolete. 2012–2013 Clark County School District Page 5 of 5 Revised: 05/06/2013
