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Final Review Multiple Choice Identify the choice that best completes the statement or answers the question. ____ ____ ____ ____ ____ ____ ____ 1. Use the table to write the ratio of green beans to peas. Type of Vegetable Number on Plate Carrots 1 Peas 13 Peppers 29 Green beans 31 a. 31:74 c. 31:13 b. 74:13 d. 13:31 2. Use the table to write the ratio of soccer balls to the total number of balls in the store. Type of Ball Number of Balls Baseballs 61 Softballs 10 Footballs 80 Soccer balls 33 a. 184:33 c. 33:80 b. 184:80 d. 33:184 3. Use the table to write the ratio of the total number of houses to the number of houses that are painted green. Color of House Number of Houses Red 34 Green 17 Yellow 48 Brown 4 a. 103:17 c. 17:103 b. 34:17 d. 103:34 4. Write three equivalent ratios to compare the number of w’s with the number of g’s in the pattern. wwwwwwwwwwww gggggggggggggggggggggggg a. c. , , b. d. 5. Bars of soap come in packages of 6 and packages of 20. The 6-bar pack costs $7.86, and the 20-bar pack costs $25.00. Which is the better deal? What is the price per bar of the better deal? a. 6-bar pack at $1.25 per bar c. 20-bar pack at $1.25 per bar b. 6-bar pack at $0.39 per bar d. 6-bar pack at $1.31 per bar 6. Golf balls come in a variety of packages. A particular brand of golf ball comes in a package of 3 golf balls and a package of 12 golf balls. The package with 3 golf balls costs $3.36, and the package with 12 golf balls costs $6.90. Which is the better deal? What is the unit price of the better deal? a. 3-ball pack at $0.28 per golf ball c. 12-ball pack at $0.58 per golf ball b. 12-ball pack at $1.12 per golf ball d. 3-ball pack at $0.58 per golf ball 7. Find the day in which Allana accomplished the most tasks per hour. Day Monday Tuesday Wednesday Thursday ____ Accomplishments 5 10 8 5 Hours 8 4 5 5 a. Tuesday c. Thursday b. Wednesday d. Monday 8. Use a table to find three equivalent ratios for the ratio 11 to 12. a. The ratios 11 to 12, 12 to 24, 13 to 36, and 14 to 48 are equivalent. b. The ratios 11 to 12, 11 to 24, 11 to 36, and 11 to 48 are equivalent. c. The ratios 11 to 12, 22 to 24, 33 to 36, and 44 to 48 are equivalent. d. ____ The ratios 11 to 12, 12 to 13, 13 to 14, and 14 to 15 are equivalent. 9. In a student body election, Olivia was selected president. The ratio of the number of votes Olivia received to the number of votes Tom received was 5:4. How many total votes were cast for both candidates? Candidate Number of Votes Olivia 195 Tom ? a. 351 votes c. 156 votes b. 439 votes d. 78 votes ____ 10. Write a proportion for the model that compares the symbols $ to #. $$$$$ $$$$$ $$$$$ ##### a. c. b. d. ____ 11. The fuel for a chain saw is a mix of oil and gasoline. The label says to mix 6 ounces of oil with 16 gallons of gasoline. How much oil would you use if you had 32 gallons of gasoline? a. 3 ounces c. 18 ounces b. 12 ounces d. 85.3 ounces ____ 12. A recipe calls for 9 tablespoons of milk for every 21 cups of flour. If the chef puts in 168 cups of flour, how many tablespoons of milk must the chef add? a. 97 tablespoons c. 392 tablespoons b. 1.13 tablespoons d. 72 tablespoons ____ 13. The two parallelograms are similar. Find the missing length x in parallelogram B. Parallelogram A Parallelogram B 3 in. x in. 8 in. 12 in. ____ 14. ____ 15. ____ 16. ____ 17. ____ 18. ____ 19. ____ 20. ____ 21. a. 44 inches c. 96 inches b. 4.5 inches d. 32 inches A piece of raw leather is 45 centimeters wide by 65 centimeters long. After it is soaked and dried, the piece of leather is of similar shape, but it is only 9 centimeters wide. How long is the piece of leather after it is soaked and dried? a. 13 centimeters c. 585 centimeters b. 40 centimeters d. 6.2 centimeters A photograph is 10 inches wide and 15 inches long. When the picture is enlarged, it is 20 inches wide. How long is the enlarged picture? a. 300 inches c. 30 inches b. 34 inches d. 6.7 inches A stalk of corn casts a shadow of 170 inches, while a 5-inch ear of corn casts a shadow of 17 inches. Use similar triangles to find the height of the stalk of corn. a. 61 inches c. 50 inches b. 578 inches d. 3.4 inches A building is 208 meters tall and casts a shadow 26 meters long. A tree in front of the building is 16 meters tall. How long is the shadow of the tree? a. 2 meters c. 128 meters b. 9 meters d. 0.2 meter A tow truck is towing a car. The car is 10 feet long and casts a shadow 23 feet long. If the tow truck is 17 feet long, how long is the shadow of the tow truck? a. 39.1 feet c. 46.1 feet b. 7.4 feet d. 4 feet A group decides to go white-water rafting on a river. The map they have of the river has the scale 3 inches:10 miles. On the map, the distance between the start point and the end point of their trip is 18 inches. What is the actual distance? a. 60 miles c. 3.33 miles b. 5.4 miles d. 74 miles A light-year is a unit used to measure large distances in space. One light-year is approximately equal to 5.88 trillion miles. In the Andromeda Galaxy, two star systems are 20 light-years apart. If the scale on a map of the Andromeda Galaxy is 3 centimeters:4 light-years, about how far apart should the two star systems be placed on the map? a. 11.25 centimeters c. 67 centimeters b. 26.67 centimeters d. 15 centimeters What percent of the squares in the model are shaded? a. 95% b. 0.05% ____ 22. Express 90% as a fraction in simplest form. a. 9 10 b. 0.9 c. 0.95% d. 5% c. 10 9 d. 1 9 10 ____ 23. In some juice drinks, only a portion is made up of real fruit juice. A juice carton advertises that it is 78% real fruit juice. Express 78% as a fraction in simplest form. a. 39 c. 50 50 39 b. 0.78 d. 39 100 ____ 24. Earth is made up of several different elements. Suppose a certain element makes up 8% of Earth. Express 8% as a decimal. a. 0.08 c. 0.8 b. 12.5 d. 0.008 ____ 25. A soil sample contains clay, composted materials, and sand. Clay makes up 29% of the soil sample. Express 29% as a decimal. a. 0.29 c. 3.45 b. 0.029 d. 2.9 ____ 26. Write 64% as a decimal and as a fraction in simplest form. a. 0.64 and c. 6.40 and b. 0.64 and d. 6.40 and ____ 27. Express the decimal 0.49 as a percent. a. 49 100 b. 4.9% ____ 28. Express the fraction c. 0.0049% d. 49% 2 5 as a percent. a. 0.4% b. 4% c. 40% d. 250% 1 ____ 29. If a chemical sample is 5 salt, what percent of the sample is salt? a. 0.2% c. 20% b. 17% d. 500% ____ 30. A teenager has a sports card collection. If there are 57 total cards in the collection and 90% of the cards were made before 1980, how many cards were made before 1980? Round your answer to the nearest whole number. a. 63 cards c. 5,100 cards b. 43 cards d. 51 cards ____ 31. You and a friend delivered 200 newspapers together. If you delivered 24% of the newspapers, how many newspapers did you deliver? Round your answer to the nearest whole number. a. 63 newspapers c. 833 newspapers b. 4,800 newspapers d. 48 newspapers ____ 32. A certain computer can perform a maximum number of operations per second. If this computer is running at 25% of the maximum and is performing 110 operations per second, what is the maximum number of operations the computer can perform per second? Round your answer to the nearest whole number. a. 28 operations per second c. 440 operations per second b. 2,750 operations per second d. 135 operations per second ____ 33. A computer screen is made up of millions of little dots called pixels. Images are created on the screen when certain pixels change colors. If a particular image is made up of 580 pixels, and approximately 40% of these pixels are red, approximately how many pixels are red? a. 23,200 pixels c. 1,450 pixels b. 232 pixels d. 217 pixels ____ 34. Find 85% of 45. a. 38.25 c. 52.94 b. 34.45 d. 3825 ____ 35. The Quick Slide Skate Shop sells the Ultra 2002 skateboard for a price of $54.85. However, the Quick Slide Skate Shop is offering a one-day discount rate of 30% on all merchandise. About how much will the Ultra 2002 skateboard cost after the discount? a. $16.50 c. $38.50 b. $71.50 d. $53.90 ____ 36. An airline is trying to promote its new Boston to Atlanta flight. The usual price of this flight is $315. However, the airline is offering a 40% discount until the end of the month. How much will the flight cost after the discount? a. $126 c. $189 b. $441 d. $567 ____ 37. After a nice dinner, Lung decides to leave a 20% tip. The total bill comes to $21.05. About how much should he leave for the tip? a. $0.42 c. $3.75 b. $25.25 d. $4.20 ____ 38. Sara wants to buy a necklace. The necklace has a list price of $41, and the sales tax is 6%. What will be the cost of the necklace after tax is added? Round your answer to the nearest cent. a. $43.46 c. $2.46 b. $38.54 d. $54.06 ____ 39. A bank offers a savings account that pays a simple interest rate of 8%. Umeki opens a savings account at this bank and deposits $350.00 into the account. How much money will Umeki have in the account after 7 years? a. $196.00 c. $19,950.00 b. $546.00 ____ 40. Use the diagram to name a plane. O d. $154.00 N L M P K a. Plane KMN c. b. d. Plane MKO ____ 41. Use the diagram to name three points. G J H F I K a. , , b. E, F, G c. I, J, K d. , ____ 42. Use the diagram to name two lines. U X V T W Y a. T, U b. , ____ 43. Use the diagram to name three rays. J H I L c. d. , , , a. c. , , b. H, I, L d. , , , , ____ 44. Use the diagram to name three line segments. P N O Q a. c. , , b. N, O, Q , , d. , , ____ 45. Name the geometric figure suggested by each part of the map. S l ck Pi Hw y5 2 ad Ro I-3 m ar 6 eF Legend JC B l ck Pi eF m ar ad Ro R [1] The section of Interstate 32 from Roseburg to Springfield [2] Highway 56 [3] Junction City and Beaumont [4] The section of Pickle Farm Road from Junction City leading away from Beaumont a. [1] ray b. [1] ray [2] line [2] line [3] line segment [3] points [4] points [4] line segment ____ 46. Use the protractor to measure the angle. c. [1] points [2] line segment [3] line [4] ray a. 120º c. 140º b. 130º d. 125º ____ 47. Classify the angle as acute, right, obtuse, or straight. d. [1] line segment [2] line [3] points [4] ray a. acute angle c. right angle b. obtuse angle d. straight angle ____ 48. Classify the angle as acute, right, obtuse, or straight. a. acute angle c. right angle b. obtuse angle d. straight angle ____ 49. Classify the angle as acute, right, obtuse, or straight. a. acute angle c. right angle b. obtuse angle d. straight angle ____ 50. The figure shows the shape of a part of a machine. Classify D F C G A B a. is acute. is obtuse. is a right angle. b. is obtuse. is a right angle. is acute. c. is acute. is a right angle. is a obtuse. d. is obtuse. is acute. is a right angle. ____ 51. Identify the type of angle pair shown. 3 4 a. adjacent angles b. vertical angles ____ 52. Find the unknown angle measure. The angles are complementary. a 69° a. a = 21° c. a = 31° b. a = 159° d. a = 111° ____ 53. Find the unknown angle measure. The angles are supplementary. 78° c a. c = 112° c. c = 168° b. c = 12° d. c = 102° ____ 54. Find the unknown angle measure. The angles are vertical angles. 58° f a. f = 122° b. f = 32° ____ 55. Find the unknown angle measures. T Q V 76° h c. f = 58° d. f = 116° and are congruent. j R S a. h = 7°, j = 7° b. h = 52°, j = 52° ____ 56. Find the unknown angle measures. c. h = 104°, j = 104° d. h = 14°, j = 14° and are congruent. F D k A 126° B l C a. k = 63°, l = 63° c. k = 54°, l = 54° b. k = 27°, l = 27° d. k = 18°, l = 18° ____ 57. Classify the pair of lines as intersecting, parallel, perpendicular, or skew. a. parallel c. intersecting b. perpendicular d. skew ____ 58. Classify the pair of lines as intersecting, parallel, perpendicular, or skew. a. parallel c. intersecting, but not perpendicular b. perpendicular d. skew ____ 59. Classify the pair of lines as intersecting, parallel, perpendicular, or skew. a. parallel c. intersecting b. perpendicular d. skew ____ 60. Classify the pair of lines as intersecting, parallel, perpendicular, or skew. a. parallel c. intersecting b. perpendicular d. skew ____ 61. Classify the pair of lines as intersecting, parallel, perpendicular, or skew. a. parallel c. intersecting b. perpendicular d. skew ____ 62. The lines on a football field are ten yards apart, and they never intersect. What type of line relationship do they represent? G 10 20 30 a. parallel c. intersecting b. perpendicular d. skew ____ 63. A school nurse has the following patch on her uniform. What type of line relationship do the lines on the patch represent? a. parallel b. perpendicular c. intersecting, but not perpendicular d. skew ____ 64. Jason stacks a group of blocks as shown. What type of line relationship do the lines highlighted on the blocks represent? ____ 65. ____ 66. ____ 67. ____ 68. a. parallel c. intersecting b. perpendicular d. skew Determine whether the statement is always, sometimes, or never true. Intersecting lines are parallel. a. always b. sometimes c. never Railroad tracks connecting three cities form a triangle. Two of the angles measure 21° and 69°. Classify the triangle. a. acute triangle b. obtuse triangle c. right triangle Sidewalks connecting three buildings form a triangle. Two of the angles measure 53° and 64.5°. Classify the triangle. a. obtuse triangle b. right triangle c. acute triangle Use the diagram to find the measure of ∠NPL. N Q 21° L P 38° M a. m∠NPL = 121° c. m∠NPL = 59° b. m∠NPL = 69° d. m∠NPL = 49° ____ 69. Use the diagram to find the measure of ∠PML. N 52° Q 121° P L M a. m∠PML = 59° c. m∠PML = 38° b. m∠PML = 21° d. m∠PML = 48° ____ 70. Classify the triangle. The perimeter of the triangle is 16.5 in.. 5.5 in. 5.5 in. a. equilateral triangle b. isosceles triangle c. scalene triangle ____ 71. The length of two sides are given for ∆ABC. Use the sum of the lengths of the three sides to calculate the length of the third side, and classify the triangle. 6 4 3 3 7 cm; 4 7 cm; 11 7 cm 3 cm; scalene triangle 3 cm; isosceles triangle a. c. 4 cm; scalene triangle 4 cm; isosceles triangle b. d. ____ 72. Give the most descriptive name for the figure. a. square c. parallelogram b. rectangle d. rhombus ____ 73. Give the most descriptive name for the figure. a. square c. parallelogram b. rectangle d. rhombus ____ 74. Give the most descriptive name for the figure. a. square c. parallelogram b. rectangle d. rhombus ____ 75. Give the most descriptive name for the figure. a. square c. parallelogram b. rectangle d. rhombus ____ 76. Give the most descriptive name for the figure. a. square c. parallelogram b. rectangle d. rhombus ____ 77. Give the most descriptive name for the figure. a. trapezoid c. parallelogram b. rectangle d. rhombus ____ 78. Give the most descriptive name for the figure. > > a. trapezoid c. parallelogram b. rectangle d. rhombus ____ 79. Give the most descriptive name for the figure. > > a. trapezoid c. parallelogram b. rectangle d. rhombus ____ 80. Give the most descriptive name for the figure. a. quadrilateral c. rectangle b. parallelogram d. trapezoid ____ 81. Give the most descriptive name for the figure. ____ 82. ____ 83. ____ 84. ____ 85. ____ 86. ____ 87. ____ 88. a. parallelogram c. trapezoid b. quadrilateral d. rectangle Complete the statement. A parallelogram with four congruent sides is also a ____. a. rhombus c. rectangle b. trapezoid d. kite Complete the statement. A quadrilateral whose opposite sides are parallel and opposite angles are congruent and that has four congruent sides is a ____. a. trapezoid c. rhombus b. pentagon d. rectangle Complete the statement. A quadrilateral whose opposite sides are parallel and congruent and whose opposite angles are congruent is a ____. a. trapezoid c. kite b. heptagon d. parallelogram Complete the statement. A rhombus is also a ____. a. trapezoid c. kite b. nonagon d. parallelogram Complete the statement. A rhombus with four right angles can also be called a ____. a. square c. heptagon b. trapezoid d. rectangle Complete the statement. A rectangle with four congruent sides can also be called a ____. a. square c. kite b. heptagon d. trapezoid Complete the statement. A quadrilateral with only one set of parallel sides is also a ____. a. square c. trapezoid b. parallelogram d. nonagon ____ 89. Complete the statement. A quadrilateral with exactly two right angles is a ____. a. trapezoid c. rectangle b. square d. hexagon ____ 90. A part of the quadrilateral is hidden. What are the possible types of quadrilaterals that the figure could be? a. square, rectangle b. square, rectangle, parallelogram c. square, rectangle, parallelogram, rhombus d. square, rectangle, parallelogram, rhombus, trapezoid ____ 91. Tell whether the shape is a polygon. If so, give its name and tell whether it appears to be regular or not regular. a. polygon, heptagon, not regular c. polygon, regular hexagon b. polygon, hexagon, not regular d. not a polygon ____ 92. Tell whether the shape is a polygon. If so, give its name and tell whether it appears to be regular or not regular. a. not a polygon c. polygon, quadrilateral, regular b. polygon, quadrilateral, not regular d. polygon, pentagon, not regular ____ 93. Tell whether the shape is a polygon. If so, give its name and tell whether it appears to be regular or not regular. a. polygon, octagon, not regular c. not a polygon b. polygon, nonagon, regular d. polygon, octagon, regular ____ 94. Tien is tiling her front hall. Some of the tiles she uses are 7-inch-tall regular hexagons. What is the measure of each angle of the hexagon? a. 42 inches c. 102.9° b. 720° d. 120° ____ 95. Alex has a poster on his wall that is in the shape of a parallelogram. What is the sum of the angle measures in the parallelogram? ALEX a. 360° c. 180° b. 540° d. 450° ____ 96. Identify a possible pattern. Use the pattern to draw the next figure. a. Triangles appear in a clockwise pattern starting in the top heart. b. Triangles appear in a clockwise pattern starting in the top heart. c. Triangles appear in a clockwise pattern starting in the top heart. d. Triangles appear in a clockwise pattern starting in the top heart. ____ 97. Identify a possible pattern. Use the pattern to draw the next figure. a. 90° clockwise rotation of the figure b. 90° clockwise rotation of the figure c. reflection of the figure across a horizontal line d. 90° clockwise rotation of the figure ____ 98. Josefina is making a charm bracelet out of circle, square, and triangle charms. Identify the pattern Josefina is using, and then tell which six charms she will probably use next. a. Pattern: The original pattern is circle, square, triangle; then one charm is added to each shape each sequence. Next six: circle, circle, square, square, triangle, triangle b. Pattern: The original pattern is circle, square, triangle; then one charm is added to each shape each sequence. Next six: triangle, triangle, circle, square, square, square c. Pattern: The original pattern is circle, square, triangle; then one charm is added to each shape each sequence. Next six: circle, square, triangle, triangle, circle, square d. Pattern: The original pattern is circle, square, triangle; then one charm is added to each shape each sequence. Next six: circle, circle, square, square, triangle, circle ____ 99. Harold is drawing a pattern on his folder. Identify the pattern in Harold’s design, and show what the finished drawing might look like. a. The pattern from bottom to top is two rectangles, two triangles, two rectangles, two rectangles, and two rectangles. b. The pattern from bottom to top is two rectangles, two triangles, two rectangles, two triangles, and two rectangles. c. The pattern from bottom to top is two rectangles, two triangles, two rectangles, two rectangles, and two triangles. d. The pattern from bottom to top is two rectangles, two triangles, two rectangles, two triangles, and two triangles. ____ 100. Identify a possible pattern. If the pattern continues, in what design will there be 85 circles? Design 1 Design 2 Design 3 a. Design 9 c. Design 6 b. Design 7 d. Design 8 ____ 101. Tell whether the figures in the pair are congruent. If not, explain. a. The figures are congruent. b. The figures are not congruent, because they are not the same size. ____ 102. Tell whether the figures in the pair are congruent. If not, explain. a. The figures are congruent. b. The figures are not congruent, because they are not the same size. ____ 103. Tell whether the figures in the pair are congruent. If not, explain. 6 ft 4 ft 3.5 ft 2 ft 3 ft 3 ft 3 ft 3.5 ft 4 ft 3 ft 2 ft 6 ft a. The figures are congruent. b. The figures are not congruent, because they are not the same size. ____ 104. Tell whether the figures in the pair are congruent. If not, explain. a. The figures are congruent. b. The figures are not congruent, because they are not the same size. ____ 105. Tell whether the illustration represents a rotation, reflection, or translation. a. reflection b. rotation c. translation ____ 106. Tell whether the illustration represents a rotation, reflection, or translation. a. reflection b. rotation c. translation ____ 107. Tell whether the illustration represents a rotation, reflection, or translation. a. reflection b. rotation c. translation ____ 108. Determine whether the dashed line appears to be a line of symmetry. a. The line appears to be a line of symmetry. b. The line does not appear to be a line of symmetry. ____ 109. Determine whether the dashed line appears to be a line of symmetry. a. The line appears to be a line of symmetry. b. The line does not appear to be a line of symmetry. ____ 110. Find all of the lines of symmetry in the regular polygon. a. c. b. d. ____ 111. Find all of the lines of symmetry in the flag design. a. c. b. None d. ____ 112. Find all the lines of symmetry of the letter H shown. a. c. b. d. ____ 113. What unit of measure (in., ft, yd, or mi) provides the best estimate? A house is about 5 ____ tall. a. ft c. in. b. mi d. yd ____ 114. What unit of measure (fl oz, c, pt, qt, or gal) provides the best estimate? A fish bowl holds about 5 ____ of water. a. gal c. pt b. fl oz d. qt ____ 115. Measure the length of the arrow to the nearest half or fourth inch. a. in. c. b. in. d. 3 in. in. ____ 116. What unit of measure (mm, cm, dm, m, or km) provides the best estimate? A car is about 4 ____ long. a. km c. cm b. g d. m ____ 117. What unit of measure (mm, cm, dm, m, or km) provides the best estimate? A pizza is about 26 ____ wide. a. mL c. cm b. m d. g ____ 118. What unit of measure (mm, cm, dm, m, or km) provides the best estimate? A computer screen has a diagonal length of about 47 ____. a. dm c. mm b. m d. cm ____ 119. Measure the length of the arrow to the nearest centimeter. a. ____ 120. ____ 121. ____ 122. ____ 123. ____ 124. ____ 125. ____ 126. ____ 127. ____ 128. ____ 129. c. cm cm b. 9 cm d. 8 cm Convert 108 feet to yards. a. 1296 yd c. 324 yd b. 3888 yd d. 36 yd Convert 19 miles to yards. a. 57 yards c. 1,760 miles b. 33,440 miles d. 33,440 yards Convert 9 pounds to ounces. a. 144 ounces c. 16 ounces b. 216 ounces d. 18,000 ounces Convert 7 gallons to cups. a. 14 cups c. 16 cups b. 112 cups d. 126 cups Convert 256 ounces to pounds. a. 8 lb c. 4 lb b. 6 lb d. 16 lb Gloria is selling orange juice during halftime at a basketball game. If she has 18 pints of juice, how many 1-cup servings can she sell? a. 9 servings c. 72 servings b. 144 servings d. 36 servings Alsea Bay Bridge in Oregon is about 970 yards long. About how many feet is this? a. 2,910 ft c. 11,640 ft b. 81 ft d. 323 ft Marine scientists use submarines to study underwater life. A particular submarine is 133 m long. How many millimeters is this length? a. 1,330,000 mm c. 133,000 mm b. 13,300 mm d. 1,330 mm A phone has a mass of about 200 g. Convert 200 g to kg. a. 0.2 kg c. 20,000 kg b. 200,000 kg d. 2 kg Convert 8.9 m to cm. ____ 130. ____ 131. ____ 132. ____ 133. ____ 134. ____ 135. a. 0.089 cm c. 89 cm b. 0.0089 cm d. 890 cm Convert 13 days to hours. a. 780 hours c. 18,720 hours b. 0.54 hour d. 312 hours Convert 4 weeks to days. a. 120 days c. 7 days b. 28 days d. 240 days Convert 4 hours to minutes. a. 0.07 minutes c. 24 minutes b. 2,400 minutes d. 240 minutes The train was scheduled to arrive at 5:25 P.M. It arrived 3 hours and 15 minutes late. Find the time the train arrived. a. 7:20 P.M. c. 8:40 P.M. b. 7:40 P.M. d. 8:20 P.M. Estimate how many degrees Fahrenheit is 13 C. a. 86 F c. 37 F b. –4 F d. 56 F The table shows the minimum temperature in degrees Fahrenheit and maximum temperature in degrees Celsius for some vegetables seed germination. What plant has the largest range of seed germination temperatures? Seed Germination Temperatures Vegetable Minimum (°F) Maximum (°C) pepper_pepper60 celery_celery40 25 lettuce_lettuce32 a. pepper b. pumpkin ____ 136. Use the protractor to find the measure of c. celery d. lettuce . Then, classify the angle. D B O a. m ; obtuse c. m ; right b. m ; acute d. m ; obtuse ____ 137. Estimate the measure of in trapezoid ABCD. Then, use the protractor to check the reasonableness of your answer. C B A D a. about 115º b. about 180º c. about 75º d. about 105º ____ 138. The shape of a boomerang is shown. A protractor is placed with its center on point A and crosses at 165 . The protractor is then placed with its center on point C. crosses at 160 . Find the measures of and . D C A B a. m ;m b. m ;m ____ 139. Find the perimeter of the figure. c. m d. m 7.3 7.1 5.7 5.1 a. 26.2 units b. 25.2 units ____ 140. Find the perimeter of the figure. c. 19.5 units d. 24.2 units ;m ;m crosses at 180 , crosses at 10 , and 15 cm 12 cm 12 cm 18 cm 9 cm 6 cm a. 72 cm c. 57 cm b. 60 cm d. 144 cm ____ 141. Find the length of side x if the perimeter is 46.5 m. 9m 7 .5 m 12 m 7.5 m x 6m a. 13.5 m b. 42 m ____ 142. What is the perimeter of the polygon? c. 2.25 m d. 4.5 m c 2m 4m 6m 4m 3m a. 7 m b. 26 m ____ 143. Name the circle, a diameter, and three radii. M O P N a. Circle O, diameter b. Circle P, diameter , and radii , and radii c. 19 m d. 33 m c. Circle P, diameter , and radii d. Circle P, diameter , and radii ____ 144. Find the circumference of the circle. If necessary, round your answer to the nearest hundredth. Use 3.14 for π. 40 m a. C = 125.6 m b. C = 1,256 m ____ 145. Estimate the area of the figure. c. C = 62.8 m d. C = 3,943.84 m a. about 20 square units b. about 23 square units ____ 146. Estimate the area of the figure. c. about 32 square units d. about 24 square units a. about 22 square units b. about 34 square units ____ 147. Find the area of the rectangle. c. about 28 square units d. about 30 square units 8 ft 17 ft a. 136 ft 2 b. 272 ft 2 ____ 148. Find the area of the parallelogram. c. 25 ft 2 d. 50 ft 2 14 m 6.5 m a. 20.5 m2 c. 91 m2 2 b. 41 m d. 182 m2 ____ 149. Tina wants to install a hot tub in her backyard. The backyard is 15 ft by 40 ft, and the hot tub will be 7 ft by 7 ft. What is the area of the backyard that will not be covered by the hot tub? a. 82 c. 41 b. 551 d. 438 ____ 150. Find the area of the triangle. 12 km 10.4 km a. 17.2 km2 c. 11.2 km2 2 b. 62.4 km d. 124.8 km2 ____ 151. The diagram shows the shape of a window in the attic of a house. Find the area of the window. 15 ft 9 ft a. 67.5 b. 135 ____ 152. Find the area of the trapezoid. c. 12 d. 39 3.4 m 7m 8.8 m a. 42.7 m b. 18.9 m ____ 153. Find the area of the polygon. c. 11.9 m d. 6.1 m 24 ft 12 ft 32 ft 2 a. 336 ft c. 288 ft2 2 b. 13,824 ft d. 384 ft2 ____ 154. Find the area of the polygon. All angles in the figure are right angles. 21 ft 6 ft 12 ft 15 ft 9 ft 9 ft a. 207 ft2 c. 9,720 ft2 b. 72 ft2 d. 135 ft2 ____ 155. Donny needs to put carpet in the hallway of his house, and drew the following diagram. All of the sides of the figure are 4 feet long, except for the two longer sides that are each 8 feet long. All angles in the figure are right angles. What is the area of Donny’s hallway? 4 ft 4 ft 8 ft 4 ft 4 ft a. 56 ft2 c. 128 ft2 2 b. 96 ft d. 80 ft2 ____ 156. Find how the perimeter and the area of the figure change when its dimensions change. a. When the dimensions of the triangle are doubled, the perimeter is doubled, and the area is four times greater. b. When the dimensions of the triangle are doubled, the perimeter is doubled, and the area is doubled. c. When the dimensions of the triangle are doubled, the perimeter is four times greater, and the area is four times greater. d. When the dimensions of the triangle are doubled, the perimeter is four times greater, and the area is doubled. ____ 157. The diagram shows the measures of the dimensions of a poster. Draw a new poster whose sides are 2 times as short as the original poster. How do the perimeter and area change? cm 24 20 16 12 8 4 4 8 12 16 20 24 cm cm a. 24 20 16 12 8 4 4 8 12 16 20 24 cm When the dimensions are subtracted by 2, the perimeter is reduced by 4 cm and the area is reduced by 60 cm . b. cm 24 20 16 12 8 4 4 8 12 16 20 24 cm When the dimensions are increased by 2 cm, the perimeter is increased by 4 cm and the area is increased by 68 cm . cm c. 120 100 80 60 40 20 20 40 60 cm 80 100 When the dimensions are multiplied by 2, the perimeter is multiplied by 2 and the area is multiplied by 4 or . cm d. 12 8 4 4 8 12 cm When the dimensions are divided by 2, the perimeter is divided by 2 and the area is divided by 4 or . ____ 158. Estimate the area of the circle. Use 3 to approximate . 32.9 cm a. about 96 cm b. about 256 cm ____ 159. Find the area of the circle. Use c. about cm d. about 3267 cm for π. Round your answer to the nearest hundredth. 31.5 cm a. 99 cm2 c. 198 cm2 2 b. 12,474 cm d. 3,118.5 cm2 ____ 160. The face of a circular sundial has a diameter of 12 inches. Find the area of the brass needed to cover one side of the sundial. Use 3.14 for . a. 37.68 c. 354.95 b. 452.16 d. 113.04 ____ 161. Identify the number of faces, edges, and vertices on the three-dimensional figure. a. 8 faces, 6 edges, and 12 vertices c. 4 faces, 6 edges, and 4 vertices b. 6 faces, 8 edges, and 12 vertices d. 6 faces, 12 edges, and 8 vertices ____ 162. Identify the number of faces, edges, and vertices on the three-dimensional figure. a. 10 faces, 16 edges, and 24 vertices c. 16 faces, 10 edges, and 24 vertices b. 8 faces, 16 edges, and 8 vertices d. 10 faces, 24 edges, and 16 vertices ____ 163. Identify the number of faces, edges, and vertices on the three-dimensional figure. a. 8 faces, 8 edges, and 8 vertices c. 8 faces, 16 edges, and 9 vertices b. 9 faces, 16 edges, and 9 vertices d. 9 faces, 9 edges, and 16 vertices ____ 164. Name the three-dimensional figure represented by the object. a. rectangular pyramid c. rectangular prism b. triangular prism d. triangular pyramid ____ 165. Name the three-dimensional figure represented by the object. a. cylinder c. polyhedron b. circular prism d. cone ____ 166. Name the three-dimensional figure represented by the object. a. cone c. polyhedron b. circular pyramid d. cylinder ____ 167. Name the three-dimensional figure represented by the object. (Hint: The bottom of the tent is rectangular.) a. rectangular prism c. pentagonal prism b. pentagonal pyramid d. rectangular pyramid ____ 168. Name the figure and tell whether it is a polyhedron. a. triangular pyramid; yes b. triangular pyramid; no ____ 169. Find the volume of the triangular prism. c. triangular prism; no d. triangular prism; yes 15 m h=4m 9m 3 a. 33 m c. 441 m3 b. 540 m3 d. 270 m3 ____ 170. A shipping company fills cartons with boxes that are cubes. They pack 65 boxes of goods in a case. What are the possible dimensions for the case? a. 1 × 1 × 5 c. 1 × 1 × 13 and 1 × 5 × 325 b. 1 × 1 × 13 and 1 × 5 × 5 d. 1 × 1 × 65 and 1 × 5 × 13 ____ 171. The density of a substance is a measure of its mass per unit of volume. The formula for density is , where m is the mass of a substance, and V is its volume. The table shows a list of substances. David has a solid rectangular prism. The dimensions of the prism are 5 cm by 2 cm by 2.5 cm, and the mass is 224 g. Which substance does David have? Rectangular Prisms Substance Length (cm) Width (cm) Height (cm) Mass (g) Copper 2 1 5 89.6 Gold Pine Silver 10 2.5 10 4 2 19.32 3 2 120 210 a. Silver c. Copper b. Gold d. Pine ____ 172. Find the volume of the cylinder. Use 3 for π. Round your answer to the nearest cubic unit. 8 ft 13 ft a. 9,984 ft3 c. 4,056 ft3 3 b. 312 ft d. 2,496 ft3 ____ 173. Find the volume of the cylinder. Use 3.14 for π. Round your answer to the nearest cubic unit. 13 yd 10 yd a. 408 yd3 c. 2,041 yd3 3 b. 5,307 yd d. 1,327 yd3 ____ 174. An aluminum can has a diameter of 9 cm and a height of 7 cm. Find the volume of the can. Use 3.14 for π. Round your answer to the nearest hundredth. a. 1,780.38 cm3 c. 445.1 cm3 3 b. 324.99 cm d. 890.19 cm3 ____ 175. Find which cylinder has the greater volume. Cylinder M radius = 1.5 m h = 5.5 m Cylinder N diameter = 4 m h = 2.5 m a. Cylinder N b. Cylinder M ____ 176. Name a positive or negative number to represent a rise of 29°F in the temperature. a. –29 c. + b. +29 d. – ____ 177. Name a positive or negative number to represent earning $13. a. – c. + b. –13 d. +13 ____ 178. Graph the integer 1 and its opposite on a number line. a. c. –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 d. –10 –8 –6 –4 –2 0 2 4 6 8 10 ____ 179. Order the integers 4, –6, 8, and –4 from least to greatest. a. 8, 4, –4, –6 c. 4, –6, 8, –4 b. –4, 8, 4, –6 d. –6, –4, 4, 8 ____ 180. The four best scores from an amateur golf tournament sponsored by a local golf club are given in the table. Since the lowest score wins, which golfer won the tournament? Player Score Mr. Benitez 2 Mr. Hill –3 Mr. Williams –8 Mr. Hayashi 8 a. Mr. Hayashi c. Mr. Hill b. Mr. Benitez d. Mr. Williams ____ 181. The table shows the change in four companies’ stock prices at the end of a day’s trading. Which company’s stock lost the most? Company Change in Price King –5 Farley 1 Allendale 5 Tellers –3 a. Farley c. King b. Tellers d. Allendale ____ 182. Several students in Mr. Rodriguez’ sixth grade Science class played a world geography game. The table shows the scores at the end of the game. Write the students’ names in order from lowest score to highest score. Final Scores Aaron –7,298 Yumi 10,542 Jesse 21,115 Octavio 20,642 Maria –20,319 a. Jesse, Maria, Aaron, Yumi, Octavio b. Jesse, Octavio, Yumi, Aaron, Maria ____ 183. Name the quadrant where point B is located. c. Maria, Aaron, Yumi, Octavio, Jesse d. Octavio, Yumi, Aaron, Maria, Jesse y 5 B –5 5 x –5 a. Quadrant II b. Quadrant IV ____ 184. Give the coordinates of point D. c. Quadrant I d. Quadrant III y 5 –5 5 x D –5 a. (–2, –4) b. (–4, 2) c. (–4, –2) d. (4, –2) ____ 185. Graph point F(–3, –4) on a coordinate plane. y a. 5 c. y 5 F –5 5 x –5 5 x F –5 b. –5 d. y 5 –5 y 5 –5 5 x 5 x F F –5 –5 ____ 186. Graph the points , , , and . Connect the points. Name the type of quadrilateral the points form. a. rhombus c. parallelogram b. square d. trapezoid ____ 187. Write the addition modeled on the number line. + (–3) –2 –8 –7 –6 –5 –4 –3 –2 –1 0 1 2 3 4 5 a. –2 + (–3) = –5 b. 0 + (–3) = –5 ____ 188. Find the sum of –6 + 9. 6 7 8 c. –5 + (–3) = –2 d. –3 + (–5) = 0 +9 –6 –8 –7 –6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6 7 8 a. 9 c. 3 b. –3 d. –6 ____ 189. Evaluate w + (–7) for w = 5. a. –12 c. 2 b. 12 d. –2 ____ 190. A submarine is traveling underwater at a depth of 100 ft below sea level. A plane traveling overhead is 3,400 ft above the submarine. How high is the plane flying above sea level? a. 3,500 ft c. 3,300 ft b. –3,500 ft d. –3,300 ft ____ 191. Last year, the amount of rainfall in Springfield was 6 inches under the average. This year, there are 20 more inches of rain than last year. How much over the average is the amount of rainfall this year? a. 14 inches c. –26 inches b. 26 inches d. –14 inches ____ 192. Write the subtraction modeled on the number line. – (–3) 2 –8 –7 –6 –5 –4 –3 –2 –1 0 1 2 3 4 5 a. 2 – (–3) = 5 b. 5 – (–3) = 2 ____ 193. Find the difference –3 – (–5). 6 7 8 c. 0 – (–3) = 5 d. –3 – 5 = 0 – (–5) –3 –8 ____ 194. ____ 195. ____ 196. ____ 197. –7 –6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6 7 8 a. –5 c. –2 b. –3 d. 2 Find the product –1 9. a. –10 c. 9 b. –9 d. 8 Evaluate 10v for v = –8. a. 2 c. 80 b. –90 d. –80 Name two numbers whose product is 28 and whose difference is 3. a. 2 and 14 c. 3 and 6 b. and 7 d. 4 and 7 Find the quotient 40 ÷ (–5). a. 8 c. 35 b. –8 d. –7 ____ 198. Evaluate for e = 56. a. 6 c. 48 b. –7 d. 7 ____ 199. Solve . Check your answer. a. g = –4 c. g = 8 b. g = –8 d. g = 4 ____ 200. Solve . Check your answer. a. w = –11 c. w = 11 b. w = –3 d. w = 3 ____ 201. Solve –4f = 20. Check your answer. a. f = –5 c. f = 24 b. f = 16 d. f = 5 ____ 202. A farmer's total payment for tools and compost over the course of two years is $23,894. Write and solve an equation to find the payment for the second year if the first year’s payment is $10,705. a. The payment for the second year is $23,894. b. The payment for the second year is $11,947. c. The payment for the second year is $34,599. d. The payment for the second year is $13,189. ____ 203. Write an equation for a function that gives the values in the table. Use the equation to find the value of y when . 6 8 10 12 14 x y 13 19 25 31 ? a. c. ; 29 ; 31 b. d. ; 37 ; 45 ____ 204. Standing on a street corner, you observe that in 6 minutes 18 people pass, in 7 minutes 21 people pass, and in 8 minutes 24 people pass. Write an equation for the function. Let p be the number of people. Let t be the time in minutes. a. c. b. d. ____ 205. Cherry tomatoes are sold at the store. A 12-pack costs $3, a 16-pack costs $4, and a 24-pack costs $6. Write an equation for the function. Let t be the number of tomatoes. Let p be the price per pack. a. c. +2 b. d. +2 ____ 206. Tanya walks dogs. She earns $10.50 for each dog she walks. She wants to go to a concert that costs $157.50. Write an equation relating the number of dogs she needs to walk to the amount of money she earns. Find how many dogs Tanya needs to walk to go to the concert. Let n be the number of dogs Tanya walks. a. ; 147 dogs c. ; 1654 dogs b. ; 15 dogs d. ; 147 dogs ____ 207. Use the x-values: 1, 2, 3, and 4 to write solutions of the equation as ordered pairs. a. (22, 1), (35, 2), (48, 3), (61, 4) c. (1, 23), (2, 24), (3, 25), (4, 26) b. (1, 22), (2, 35), (3, 48), (4, 61) d. (23, 1), (24, 2), (25, 3), (26, 4) ____ 208. Determine whether the ordered pair (4, 55) is a solution to the equation . a. (4, 55) is not a solution. b. (4, 55) is a solution. ____ 209. Choose impossible, unlikely, as likely as not, likely, or certain to describe the event. The spinner lands on an odd number. a. Impossible d. Unlikely b. As likely as not e. Likely c. Certain ____ 210. Thomas has a 4% chance of getting a brown sticker out of a certain machine. Write this probability as a decimal and as a fraction. a. 0.96, 48 25 c. 0.96, 24 25 b. 0.04, 1 25 d. 0.04, 2 25 11 ____ 211. The chance that Victor will win a prize is 50 . Write this probability as a decimal and as a percent. a. 0.22, 4.55% c. 0.78, 78% b. 0.78, 22% d. 0.22, 22% ____ 212. A new bookstore gives every customer a free book. There is a 10% chance of getting a history book, a 10% chance of getting a humor book, a 70% chance of getting a mystery, and a 10% chance of getting a book of poems. Is it more likely that a customer get a mystery or a history book? a. The customer is more likely to get a mystery than a history book. b. The customer is more likely to get a history book than a mystery. c. The two types of books are equally likely. ____ 213. In a school raffle, there is a 40% chance of winning a small prize, a 20% chance of winning a large prize, and a 40% chance of winning no prize. Is it more likely to win a small prize or to win no prize? a. The person is more likely to win no prize. b. The person is more likely to win a small prize. c. The person is as likely to win a small prize as to win no prize. ____ 214. There is a 50% chance that someone reaching in a bag of marbles will pull out a purple marble, a 20% chance he or she will pull out a green marble, and a 30% chance he or she will pull out a red marble. Is it less likely that a person will pull out a green marble or a purple marble? a. A green marble is less likely than a purple marble. b. A purple marble is less likely than a green marble. c. The two colors are equally likely. ____ 215. Choose impossible, unlikely, as likely as not, likely, or certain to describe the event. The probability of predicting the winner of a game is 1. a. impossible d. likely b. unlikely e. certain c. as likely as not ____ 216. For the experiment of spinning a spinner, identify the outcome shown. W Z X Y a. outcome shown: X c. outcome shown: Y b. outcome shown: W d. outcome shown: Z ____ 217. For the experiment of spinning two spinners, identify the outcome shown. a. outcome shown: A, 2 c. outcome shown: B, 2 b. outcome shown: A, 3 d. outcome shown: B, 1 ____ 218. Victor tossed a paper cup 40 times and recorded how the cup landed each time. He organized the results in the table shown. Find the experimental probability that the cup will land on its side. Express your answer as a fraction in simplest form. Right-side up Upside down On its side Outcome 12 7 21 Frequency a. 7 40 c. b. 21 40 d. 3 10 ____ 219. Gabriel tossed a paper cup 40 times and recorded how the cup landed each time. He organized the results in the table shown. Find the experimental probability that the cup will NOT land right-side up. Express your answer as a fraction in simplest form. Right-side up Upside down On its side Outcome 9 12 19 Frequency a. b. 31 40 c. 9 40 d. 19 40 ____ 220. Leon tossed a paper cup 40 times and recorded how the cup landed each time. He organized the results in the following table. Based on Leon’s results, which way is the cup most likely to land? Right-side up Upside down On its side Outcome 10 6 24 Frequency a. upside down b. on its side c. right-side up ____ 221. John tossed a paper cup 30 times and recorded how the cup landed each time. He organized the results in the table shown. Based on John’s results, is the cup more likely to land right-side up or on its side? Right-side up Upside down On its side Outcome 7 8 15 Frequency a. It is more likely the cup will land on its side. b. It is as likely the cup will land right-side up as on its side. c. It is more likely the cup will land right-side up. ____ 222. Armando counts the number of people in the lunch line during lunch breaks in March. He recorded his results in a frequency table. According to Armando’s results, what is the probability that, in March, there will be more than 10 people in line? Describe this probability as certain, likely, as likely as not, unlikely, or impossible. Number of Students in Line 9 11 6 4 Number of Days a. ; unlikely c. ; unlikely b. ; likely d. ; as likely as not ____ 223. April has a blue dress, a purple dress, a white dress, and a yellow dress. For shoes, she can choose either dress shoes or sandals. What are the different outfits that she can wear? a. {blue dress and dress shoes, purple dress and dress shoes, white dress and dress shoes, yellow dress and dress shoes} ____ 224. ____ 225. ____ 226. ____ 227. ____ 228. ____ 229. ____ 230. b. {blue dress and sandals, purple dress and sandals, white dress and sandals, yellow dress and sandals} c. {blue dress and dress shoes, blue dress and sandals, purple dress and dress shoes, purple dress and sandals, white dress and dress shoes, white dress and sandals, yellow dress and dress shoes, yellow dress and sandals} d. {blue dress and dress shoes, purple dress and sandals, white dress and dress shoes, yellow dress and sandals} To wrap presents, Hannah has 2 different colors of wrapping paper—blue and red. To top the present, she has 3 different types of bows to choose from—striped, polka dots, and clear. What are all the possible ways Hannah can wrap the present? a. {blue and striped; blue and polka dots; blue and clear} b. {red and striped; red and polka dots; red and clear} c. {blue and striped; blue and polka dots; blue and clear; red and striped; blue and red; striped and polka dots} d. {blue and striped; blue and polka dots; blue and clear; red and striped; red and polka dots; red and clear} At Tubman Middle School, there are 7 English teachers and 6 science teachers. If each student takes one English class and one science class, how many possible combinations of teachers are there? a. 42 possible combinations c. 13 possible combinations b. 6 possible combinations d. 7 possible combinations For her family’s dinner, Carla can choose from steak, chicken, ham, or spaghetti. For a side dish, her choices are beans, corn, squash, and potatoes. How many different meals can Carla serve her family? a. 8 possible meals c. 20 possible meals b. 32 possible meals d. 16 possible meals At a restaurant, Donald can choose between a roast beef sandwich, a chicken salad sandwich, and a fish sandwich. As a side item, he can choose apple slices, yogurt, or a salad. As a drink he can choose juice, water, or tea. If he chooses one sandwich, one side item, and one drink, how many different meals can he choose from? a. 18 possible meals c. 27 possible meals b. 9 possible meals d. 12 possible meals A middle school contains 6th, 7th, and 8th grade classes. One student from each grade will be chosen to represent the school in an essay contest. The 6th grade finalists are Manuel, Sarah, Luis, and Eiko. The 7th grade finalists are Benji, Eric, and Sandra. The 8th grade finalists are Hilda, Elizabeth, and Robby. How many different ways can the students be chosen? a. 27 possible ways c. 36 possible ways b. 10 possible ways d. 15 possible ways Allie has to choose a combination of three numbers to open her locker. The first number has to be a 1, 2, or 3. The second and third numbers have to be numbers from 1 to 5. How many possible combinations are there? a. 75 possible combinations c. 15 possible combinations b. 13 possible combinations d. 25 possible combinations A letter is chosen at random from the 26 letters in the alphabet. What is the probability of choosing a vowel? Express your answer as a fraction in simplest form. a. c. b. d. ____ 231. What is the probability of rolling a number greater than 4 on a fair number cube? Express your answer as a fraction in simplest form. a. c. b. d. ____ 232. A local weather station forecasted a 93% chance of rain for the weekend. What is the probability that it will NOT rain over the weekend? Express your answer as a percent. a. 0.07% c. 70% b. 700% d. 7% ____ 233. Greg spins the spinner twice. Find the probability that the spinner will land on an even number both times. Express your answer as a fraction in simplest form. 2 5 3 4 a. c. b. d. ____ 234. Greg spins the spinner twice. Find the probability that the spinner will land on 5 on the first spin and 2 on the second spin. Express your answer as a fraction in simplest form. 2 5 3 4 a. c. b. d. ____ 235. Mrs. Liang spins each spinner one time. What is the probability that the first spinner will land on an odd number and the second spinner will land on a vowel? Express your answer as a fraction in simplest form. S pinner 1 6 9 S pinner 2 C A 7 8 B a. c. b. d. ____ 236. Jared is going to perform an experiment in which he spins each spinner once. What is the probability that the first spinner will land on A, the second spinner will land on an even number, and the third spinner will land on Blue? Express your answer as a fraction in simplest form. S pinner 1 S pinner 2 A 1 4 B S pinner 3 Blue Red 2 Green 3 a. c. b. d. ____ 237. Jared is going to perform an experiment in which he spins each spinner once. What is the probability that the first spinner will land on B, the second spinner will land on 3, and the third spinner will land on Green? Express your answer as a fraction in simplest form. S pinner 1 S pinner 2 A 1 4 B S pinner 3 Blue Red 2 Green 3 a. c. b. d. ____ 238. Based on a sample survey, a company claims that 75% of their customers are satisfied with their products. Out of 1,176 customers, how many would you predict to be satisfied? a. 732 customers c. 782 customers b. 682 customers d. 882 customers ____ 239. If you roll a number cube 72 times, how many times do you expect to roll a 6? a. 9 times c. 11 times b. 12 times d. 10 times ____ 240. An airplane flight has 228 seats. The probability that a person who buys a ticket actually goes on that flight is about 95%. If the airline wants to fill all the seats on the flight, how many tickets should it sell? a. 217 tickets c. 345 tickets b. 2400 tickets d. 240 tickets ____ 241. Find the probability of the first spinner landing on C and the second spinner landing on 2. Express your answer as a fraction in simplest form. a. 1 8 c. 1 5 b. 1 15 d. 1 3 ____ 242. Find the probability of rolling a 5 on the first number cube and rolling a 5 on the second number cube. Assume the number cubes are fair and have six sides. Express your answer as a fraction in simplest form. Cube 1 Cube 2 a. 1 36 c. 1 6 b. 1 12 d. 1 25 Final Review Answer Section MULTIPLE CHOICE 1. ANS: C green beans to peas 31:13 Feedback A B C D The ratio should compare a part to a part, not a part to the whole. The ratio should compare a part to a part, not the whole to a part. Correct! Check the order of the ratio. PTS: 1 DIF: Basic REF: Page 352 OBJ: 7-1.1 Writing Ratios NAT: 8.1.4.b STA: 6.3.A TOP: 7-1 Ratios and Rates KEY: ratio 2. ANS: D soccer balls to the total number of balls in the store 33:184 Feedback A B C D Check the order of the ratio. Check the type of the ball. The ratio should compare a part to the whole, not a part to a part. Correct! PTS: 1 DIF: Average REF: Page 352 OBJ: 7-1.1 Writing Ratios NAT: 8.1.4.b STA: 6.3.A TOP: 7-1 Ratios and Rates KEY: ratio 3. ANS: A the total number of houses to the number of houses that are painted green 103:17 Feedback A B C D Correct! The ratio should compare the whole to a part, not a part to a part. Check the order of the ratio. Check the color of the house. PTS: NAT: KEY: 4. ANS: = 1 8.1.4.b ratio A DIF: Average STA: 6.3.A REF: Page 352 OBJ: 7-1.1 Writing Ratios TOP: 7-1 Ratios and Rates There are 12 w’s and 24 g’s. = Divide the numerator and denominator by 2 to get an equivalent ratio. Or multiply the numerator and denominator by 2 to get an equivalent ratio. , Feedback A B C D Correct! Check the order of the ratio. Check that the ratios are equivalent. Check that the ratios are equivalent. PTS: 1 DIF: Average REF: Page 353 OBJ: 7-1.2 Writing Equivalent Ratios NAT: 8.1.4.b STA: 6.3.A TOP: 7-1 Ratios and Rates KEY: ratio | equivalent ratio 5. ANS: C 6-bar pack: 20-bar pack: Write the rate. = = Divide both terms by second term. = = Unit rate The 20-bar pack is the better deal at $1.25 per bar. Feedback A B C D Check that the correct unit price is for this pack. For each pack, first write the rate. Then, divide both terms by the second term to find the unit rate. Correct! The pack with the lowest unit price is the better deal. PTS: 1 DIF: Average REF: Page 353 OBJ: 7-1.3 Application NAT: 8.1.4.a STA: 6.2.C TOP: 7-1 Ratios and Rates KEY: ratio | compare 6. ANS: D 3-ball pack: 12-ball pack: Write the rate. = = Divide both terms by second term. = = Unit rate The 3-ball pack is the better deal at $0.58 per golf ball. Feedback A For each pack, first write the rate. Then, divide both terms by the second term to find the unit rate. B C D The pack with the lowest unit price is the better deal. Check that the correct unit price is for this pack. Correct! PTS: 1 DIF: Average REF: Page 353 OBJ: 7-1.3 Application NAT: 8.1.4.a STA: 6.2.C TOP: 7-1 Ratios and Rates KEY: ratio | compare 7. ANS: A Step 1 Find the rate of accomplishments per hour for each day. Day Rate Monday Tuesday Wednesday Thursday Step 2 Find the maximum rate. The list of accomplishments per hour is 0.625, 2.5, 1.6, and 1. The maximum number is 2.5. Step 3 Find which day Allana accomplished most tasks per hour. A rate of 2.5 accomplishments per hour corresponds to Tuesday. Feedback A B C D Correct! For each day, divide Allana's accomplishments per hour by the number of hours spent doing tasks. Compare Allana's rate of accomplishments per hour for each day. Compare Allana's rate of accomplishments per hour for each day. PTS: 1 KEY: multi-step 8. ANS: C Original Ratio 11 12 DIF: Advanced 22 24 33 36 STA: 6.2.C TOP: 7-1 Ratios and Rates 44 48 Feedback A B C D To find equivalent ratios, multiply both the numerator and the denominator by the same number. To find equivalent ratios, multiply both the numerator and the denominator by the same number. Correct! To find equivalent ratios, multiply both the numerator and the denominator by the same number. PTS: 1 DIF: Basic REF: Page 356 OBJ: 7-2.1 Making a Table to Find Equivalent Ratios STA: 6.4.A TOP: 7-2 Using Tables to Explore Equivalent Ratios and Rates 9. ANS: A Step 1 Write an equation. Step 2 Find the cross products and solve. Step 3 Find the total number of votes. The total number of votes case was 351. Feedback A B C D Correct! Apply the ratios to determine the total number of votes made. The question asks for the total votes cast for both candidates, not just one. The total votes cast should be greater than the amount cast for one candidate. PTS: 1 DIF: Advanced NAT: 8.1.4.a TOP: 7-2 Using Tables to Explore Equivalent Ratios and Rates KEY: multi-step 10. ANS: C Write the ratio of $’s to #’s: . Separate the $’s and #’s into three equal groups. Write the ratio of $’s and #’s in each group: . Feedback A B C D Check that the ratios in the proportion are equivalent. Check that the ratios in the proportion are equivalent. Correct! Check the order of the ratios. PTS: NAT: KEY: 11. ANS: 1 8.1.4.c proportion B DIF: Basic STA: 6.3.A REF: Page 362 OBJ: 7-3.1 Modeling Proportions TOP: 7-3 Proportions Write a proportion. Let n be the amount of oil for 90 gallons of gasoline. Find the cross products. The cross products are equal. n is multiplied by 16. n = 12 Divide both sides by 16 to undo the multiplication. You would need to mix 12 ounces of oil with 32 gallons of gasoline. Feedback A B C D First, write a proportion and find the cross products. Then, set the cross products equal and solve for the variable. Correct! Set up a proportion and solve. Set up a proportion of ratios that compare ounces of oil to gallons of gasoline. PTS: NAT: KEY: 12. ANS: 1 8.1.4.c proportion D DIF: Average STA: 6.3.C REF: Page 363 OBJ: 7-3.3 Application TOP: 7-3 Proportions Write a proportion. Let n be the amount of milk for 168 cups of flour. Find the cross products. The cross products are equal. n is multiplied by 21. n = 72 Divide both sides by 21 to undo the multiplication. The chef needs to add 72 tablespoons of milk for 168 cups of flour. Feedback A B C D Set up a proportion and solve. First, write a proportion and find the cross products. Then, set the cross products equal and solve for the variable. Set up a proportion of ratios that compare tablespoons of milk to cups of flour. Correct! PTS: NAT: KEY: 13. ANS: 1 8.1.4.c proportion D DIF: Average STA: 6.3.C REF: Page 363 OBJ: 7-3.3 Application TOP: 7-3 Proportions Write a proportion using corresponding side lengths. The cross products are equal. x is multiplied by 3. x = 32 Divide both sides by 3 to undo the multiplication. Feedback A B C D Set up a proportion and solve. Set up a proportion using corresponding side lengths. Then, set the cross products equal and solve for the variable. Find the cross products. Correct! PTS: OBJ: STA: 14. ANS: 1 DIF: Average REF: Page 366 7-4.1 Finding Missing Measures in Similar Figures 6.3.C TOP: 7-4 Similar Figures A NAT: 8.3.2.f KEY: similar figures Write a proportion. The cross products are equal. l is multiplied by 45. l = 13 Divide both sides by 45 to undo the multiplication. Feedback A B Correct! Write a proportion using corresponding sides. Then, set the cross products equal and solve for the variable. Find the cross products. Set up a proportion and solve. C D PTS: NAT: KEY: 15. ANS: 1 DIF: Average 8.3.2.f STA: 6.3.C similar figures | problem solving C REF: Page 367 OBJ: 7-4.2 Problem-Solving Application TOP: 7-4 Similar Figures Write a proportion. The cross products are equal. 300 l is multiplied by 10. l = 30 Divide both sides by 10 to undo the multiplication. Feedback A B C D Find the cross products. Set up a proportion and solve. Correct! Write a proportion using corresponding sides. Then, set the cross products equal and solve for the variable. PTS: NAT: KEY: 16. ANS: 1 DIF: Basic 8.3.2.f STA: 6.3.C similar figures | problem solving C S talk of corn Ear of corn h 5 170 17 REF: Page 367 OBJ: 7-4.2 Problem-Solving Application TOP: 7-4 Similar Figures Write a proportion using corresponding sides. The cross products are equal. h is multiplied by 17. h = 50 Divide both sides by 17 to undo the multiplication. Feedback A B C D Set up a proportion and solve. Write a proportion using corresponding sides. Then, set the cross products equal and solve for the variable. Correct! Find the cross products. PTS: NAT: KEY: 17. ANS: 1 DIF: Average REF: Page 370 OBJ: 7-5.1 Using Indirect Measurement 8.2.1.k STA: 6.3.C TOP: 7-5 Indirect Measurement measurement | indirect measurement A Write a proportion using corresponding sides. The cross products are equal. l is multiplied by 208. l=2 Divide both sides by 208 to undo the multiplication. Feedback A B C D Correct! Set up a proportion and solve. Find the cross products. Write a proportion using corresponding sides. Then, set the cross products equal and solve for the variable. PTS: NAT: KEY: 18. ANS: 1 DIF: Average REF: Page 371 OBJ: 7-5.2 Application 8.2.1.k STA: 6.3.C TOP: 7-5 Indirect Measurement measurement | indirect measurement A Write a proportion using corresponding sides. The cross products are equal. l is multiplied by 10. l = 39.1 Divide both sides by 10 to undo the multiplication. Feedback A B Correct! Find the cross products. C D Set up a proportion and solve. Write a proportion using corresponding sides. Then, set the cross products equal and solve for the variable. PTS: NAT: KEY: 19. ANS: 1 DIF: Average REF: Page 371 OBJ: 7-5.2 Application 8.2.1.k STA: 6.3.C TOP: 7-5 Indirect Measurement measurement | indirect measurement A Write a proportion using the scale. Let x be the actual number of miles between the start point and the end point. The cross products are equal. x = 60 Feedback A B C D Correct! Write a proportion using the scale. The distance on the scale is proportional to the distance of the actual trip. Set up a proportion and solve. PTS: NAT: KEY: 20. ANS: 1 8.1.4.c distance D DIF: Basic STA: 6.3.C REF: Page 374 OBJ: 7-6.1 Finding Actual Distances TOP: 7-6 Scale Drawings and Maps Write a proportion using the scale. Let x be the map distance between the two stars. The cross products are equal. x = 15 Divide both sides by 4 to undo the multiplication. Feedback A B C D Find the cross products. Use the number of light-years between the two stars. Set up a proportion of ratios that compare centimeters to light-years. Correct! PTS: 1 DIF: Average REF: Page 375 OBJ: 7-6.2 Application NAT: 8.1.4.c STA: 6.3.C TOP: 7-6 Scale Drawings and Maps KEY: distance | scale 21. ANS: A Since there are 100 squares in the model, count the number of shaded squares. Feedback A B C D Correct! Count the number of shaded squares. Count the number of shaded squares. Count the number of shaded squares, not the number of unshaded squares. PTS: 1 STA: 6.3.B 22. ANS: A 90% = = 9 10 DIF: Basic TOP: 7-7 Percents REF: Page 381 OBJ: 7-7.1 Modeling Percents KEY: percent | model Write the percent as a fraction with a denominator of 100. Write the fraction in simplest form. Feedback A B C Correct! The answer should be a fraction, not a decimal. First, write the percent as a fraction with a denominator of 100. Then, write the fraction in simplest form. First, write the percent as a fraction with a denominator of 100. Then, write the fraction in simplest form. D PTS: 1 NAT: 8.1.1.e 23. ANS: A 78% = = 39 50 DIF: Average STA: 6.3.B REF: Page 381 TOP: 7-7 Percents OBJ: 7-7.2 Writing Percents as Fractions KEY: percent | fraction Write the percent as a fraction with a denominator of 100. Write the fraction in simplest form. Feedback A B C D Correct! The answer should be a fraction, not a decimal. First, write the percent as a fraction with a denominator of 100. Then, write the fraction in simplest form. First, write the percent as a fraction with a denominator of 100. Then, write the fraction in simplest form. PTS: 1 NAT: 8.1.1.e 24. ANS: A 8% = = 0.08 DIF: Average STA: 6.3.B REF: Page 382 TOP: 7-7 Percents OBJ: 7-7.3 Application KEY: percent | fraction Write the percent as a fraction with a denominator of 100. Write the fraction as a decimal. Feedback A B C D Correct! Divide the percent by 100. Divide the percent by 100 by moving the decimal point two places to the left. Divide the percent by 100 by moving the decimal point two places to the left. PTS: 1 DIF: Average REF: Page 382 OBJ: 7-7.5 Application NAT: 8.1.1.e 25. ANS: A 29% = = 0.29 STA: 6.3.B TOP: 7-7 Percents KEY: percent | decimal Write the percent as a fraction with a denominator of 100. Write the fraction as a decimal. Feedback A B C D Correct! Divide the percent by 100 by moving the decimal point two places to the left. Divide the percent by 100. Divide the percent by 100 by moving the decimal point two places to the left. PTS: 1 DIF: Average REF: Page 382 NAT: 8.1.1.e STA: 6.3.B TOP: 7-7 Percents 26. ANS: B To write a percent as a fraction, divide by 100. Then simplify. OBJ: 7-7.5 Application KEY: percent | decimal To write a percent as a decimal, drop the percent sign and move the decimal point two places to the left. Feedback A B C D The decimal is correct, but find the correct fraction.. Correct! The fraction is correct, but find the correct decimal. A percent between 0 and 100 is equal to a decimal between 0 and 1. PTS: 1 DIF: Advanced NAT: 8.1.1.e STA: 6.3.B TOP: 7-7 Percents 27. ANS: D 0.49 = Write the decimal as a fraction. = 49% Write the numerator with a percent symbol. Feedback A B C D The answer should be a percent, not a fraction. Move the decimal point two places to the right. Move the decimal point two places to the right. Correct! PTS: NAT: KEY: 28. ANS: 2 5 1 DIF: Basic 8.1.1.e STA: 6.3.B percent | decimal C REF: Page 385 OBJ: 7-8.1 Writing Decimals as Percents TOP: 7-8 Percents Decimals and Fractions Divide the numerator by the denominator. = Multiply the quotient by 100 by moving the decimal point two places to the right. Add the percent symbol. = 40% Feedback A B C D After getting a decimal that is equivalent to the fraction, move the decimal point two places to the right to get a percent. Divide the numerator by the denominator, and then move the decimal point the correct number of places. Correct! First, divide the numerator by the denominator. Then, move the decimal point in the quotient two places to the right and add the percent symbol. PTS: NAT: KEY: 29. ANS: 1 DIF: Average 8.1.1.e STA: 6.3.B percent | fraction C REF: Page 386 OBJ: 7-8.2 Writing Fractions as Percents TOP: 7-8 Percents Decimals and Fractions 1 5 Divide the numerator by the denominator. = Multiply the quotient by 100 by moving the decimal point two places to the right. Add the percent symbol. = 20% Feedback A B C D After getting a decimal that is equivalent to the fraction, move the decimal point two places to the right to get a percent. Divide the numerator by the denominator, and then move the decimal point the correct number of places. Correct! First, divide the numerator by the denominator. Then, move the decimal point in the quotient two places to the right and add the percent symbol. PTS: NAT: KEY: 30. ANS: 1 DIF: Average 8.1.1.e STA: 6.3.B percent | decimal | fraction D Use the proportion REF: Page 386 OBJ: 7-8.3 Application TOP: 7-8 Percents Decimals and Fractions . . Cross multiply and solve for x. Feedback A B C Set up a proportion and cross multiply. Use the proportion: percent is to 100 as "is" is to "of". Divide the percent by 100 before using it to solve. D Correct! PTS: 1 NAT: 8.1.4.d 31. ANS: D Use the proportion DIF: Average REF: Page 390 TOP: 7-9 Percent Problems OBJ: 7-9.1 Application KEY: percent | problem solving . . Cross multiply and solve for x. Feedback A B C D Use the proportion: percent is to 100 as "is" is to "of". Divide the percent by 100 before using it to solve. Set up a proportion and cross multiply. Correct! PTS: 1 NAT: 8.1.4.d 32. ANS: C Use the proportion DIF: Basic REF: Page 390 TOP: 7-9 Percent Problems OBJ: 7-9.1 Application KEY: percent | problem solving . . Cross multiply and solve for x. Feedback A B C D Use the proportion: percent is to 100 as "is" is to "of". Set up a proportion and cross multiply. Correct! Set up a proportion and cross multiply. PTS: 1 NAT: 8.1.4.d 33. ANS: B Use the proportion DIF: Average REF: Page 391 TOP: 7-9 Percent Problems OBJ: 7-9.2 Application KEY: percent | problem solving . . Cross multiply and solve for x. Feedback A B C D Check your calculations. Correct! Use the proportion: percent is to 100 as "is" is to "of". Set up a proportion and cross multiply. PTS: 1 NAT: 8.1.4.d 34. ANS: A 85% = 0.85 0.85 • 45 = 38.25 DIF: Average REF: Page 391 TOP: 7-9 Percent Problems Write the percent as a decimal. Multiply using the decimal. OBJ: 7-9.2 Application KEY: percent | problem solving Feedback A B C D Correct! First, write the percent as a decimal. Then, multiply the result by the number. To find the percent of a number, multiply. Place the decimal point in the correct location. PTS: 1 DIF: Average REF: Page 391 OBJ: 7-9.3 Multiplying to Find a Percent of a Number NAT: 8.1.4.d TOP: 7-9 Percent Problems KEY: percent | multiplication 35. ANS: C Step 1 Round $54.85 to $55. Step 2 Find 30% of $55 by multiplying 0.30 • $55. The approximate discount is $16.50. Step 3 Subtract this amount from $55 to estimate the cost of the skateboard. $55 – $16.50 = $38.50 Feedback A B C D This is the discount only. Now, find the cost of the skateboard minus the discount. Instead of adding, subtract the discount from the cost of the skateboard. Correct! First, round the skateboard price and multiply it by the discount rate. Then, subtract the result from the rounded price. PTS: 1 DIF: Average REF: Page 394 OBJ: 7-10.1 Finding Discounts NAT: 8.1.4.d TOP: 7-10 Using Percents KEY: discount 36. ANS: C Step 1 Find 40% of $315 by multiplying 0.40 • $315. The discount is $126. Step 2 Subtract this amount from $315 to find the cost of the flight. $315 – $126 = $189 Feedback A B C D This is the discount only. Now, find the cost of the flight after the discount is applied. Instead of adding, subtract the discount from the cost of the flight. Correct! First, multiply cost of the flight by the discount rate. Then, subtract the result from the cost. PTS: 1 DIF: Average REF: Page 394 NAT: 8.1.4.d TOP: 7-10 Using Percents 37. ANS: D Step 1 Round $21.05 to $21. Step 2 20% = 2 • 10% 10% of $21 = 0.10 • $21 = $2.10 Step 3 So, 20% = 2 • 10% = 2 • $2.10 = $4.20. OBJ: 7-10.1 Finding Discounts KEY: discount Feedback A B C Place the decimal point in the correct location. Find the tip only, not the total bill plus the tip. First, round the total bill. Then, multiply the result by the tip rate. D Correct! PTS: 1 DIF: Average REF: Page 395 OBJ: 7-10.2 Finding Tips NAT: 8.1.4.d TOP: 7-10 Using Percents KEY: tip | percent 38. ANS: A Step 1 Round $40.75 to $41. Step 2 6% of $41 = 0.06 • $41 = $2.46 Step 3 Add this amount to $41 to estimate the total cost of the necklace. $41 + $2.46 = $43.46 Feedback A B C D Correct! Instead of subtracting, add the sales tax to the cost of the necklace. This is the sales tax only. Now, find the total cost of the necklace with the sales tax. First, round the cost of the necklace and multiply it by the sales tax rate. Then, add the result to the rounded cost. PTS: 1 NAT: 8.1.4.d 39. ANS: B DIF: Average REF: Page 395 TOP: 7-10 Using Percents OBJ: 7-10.3 Finding Sales Tax KEY: sales tax Formula for simple interest Substitute P = $350.00, r = 0.08, and t = 7 years. Multiply. To find the total amount in Umeki’s account after 7 years, add the interest to the principal. $350.00 + $196.00 = $546.00 Umeki will have $546.00 in the account after 7 years. Feedback A B C D This is the interest only. Now, find the total amount plus the interest. Correct! Change the interest rate to a decimal before using it. Instead of subtracting, add the interest to the principal. PTS: 1 DIF: Average REF: Page 400 OBJ: 7-Ext.1 Finding Simple Interest NAT: 8.1.4.d TOP: 7-Ext Simple Interest KEY: simple interest | interest 40. ANS: A A plane is a flat surface that extends without end in all directions. A plane is named by three points on the plane that are not on the same line. Feedback A B C D Correct! A plane is a flat surface that extends without end in all directions. A plane is a flat surface that extends without end in all directions. A plane is named by three points on the plane that are not on the same line. PTS: 1 DIF: Average REF: Page 416 OBJ: 8-1.1 Identifying Points, Lines, and Planes NAT: 8.3.1.c STA: 6.12.A TOP: 8-1 Building Blocks of Geometry 41. ANS: C A point is an exact location in space. A point is named by a capital letter. Feedback A B C D Not all of these points are shown in the diagram. Not all of these points are shown in the diagram. Correct! A point is named by a capital letter. PTS: 1 DIF: Average REF: Page 416 OBJ: 8-1.1 Identifying Points, Lines, and Planes NAT: 8.3.1.c STA: 6.12.A TOP: 8-1 Building Blocks of Geometry 42. ANS: D A line is a straight path that extends without end in opposite directions. A line is named by two points on the line. Feedback A B C D A line is named by two points on the line. A line is a straight path that extends without end in opposite directions. A line is a straight path that extends without end in opposite directions. Correct! PTS: 1 DIF: Average REF: Page 416 OBJ: 8-1.1 Identifying Points, Lines, and Planes NAT: 8.3.1.c STA: 6.12.A TOP: 8-1 Building Blocks of Geometry 43. ANS: A A ray has one endpoint. From the endpoint, the ray extends without end in one direction only. A ray is named by its endpoint first followed by another point on the ray. Feedback A B C D Correct! Name the rays, not the points. When naming a ray, use one arrowhead in the symbol. From one endpoint, the ray extends without end in one direction only. PTS: 1 DIF: Average REF: Page 417 OBJ: 8-1.2 Identifying Line Segments and Rays NAT: 8.3.1.c STA: 6.12.A TOP: 8-1 Building Blocks of Geometry KEY: line segment | ray 44. ANS: A A line segment is made of two endpoints and all the points between the endpoints. A line segment is named by its endpoints. Feedback A B C D Correct! A line segment is made of two endpoints and all the points between the endpoints. Name the line segments, not the lines. A line segment is made of two endpoints and all the points between the endpoints. PTS: 1 DIF: Average REF: Page 417 OBJ: 8-1.2 Identifying Line Segments and Rays NAT: 8.3.1.c STA: 6.12.A TOP: 8-1 Building Blocks of Geometry 45. ANS: D [1] The section of Interstate 32 from Roseburg to Springfield contains two endpoints, Roseburg and Springfield, and all the points between Roseburg and Springfield. This is the definition of a line segment. [2] Highway 56 is a straight path with no endpoints. This is the definition of a line. [3] Junction City and Beaumont are exact locations. This is the definition of a point. [4] The section of Pickle Farm Road from Junction City leading away from Beaumont has one endpoint, Junction City, and extends without end away from Beaumont. This is the definition of a ray. Feedback A B C D Points are exact locations. Lines have no endpoints, rays have one endpoint, and line segments have two endpoints. Lines have no endpoints, rays have one endpoint, and line segments have two endpoints. Points are exact locations. Lines have no endpoints, rays have one endpoint, and line segments have two endpoints. Correct! PTS: 1 DIF: Advanced NAT: 8.3.1.c STA: 6.12.A TOP: 8-1 Building Blocks of Geometry KEY: points | lines | rays | line segments | map reading | practical applications | plane geometry 46. ANS: B Place the center point of the protractor on the vertex of the angle. Place the protractor so that one ray passes through the 0º mark. Using the scale that starts with 0º along that ray, read the measure where the other ray crosses. Feedback A B C D Check the scale on the protractor. Correct! Check the scale on the protractor. Check the scale on the protractor. PTS: 1 DIF: Average REF: Page 420 OBJ: 8-2.1 Measuring an Angle with a Protractor NAT: 8.2.2.a STA: 6.6.C TOP: 8-2 Measuring and Classifying Angles 47. ANS: A A right angle measures exactly 90°. An acute angle measures less than 90°. An obtuse angle measures more than 90° and less than 180°. A straight angle measures exactly 180°. Feedback A B C D Correct! An obtuse angle measures more than 90 degrees and less than 180 degrees. A right angle measures exactly 90 degrees. A straight angle measures exactly 180 degrees. PTS: NAT: KEY: 48. ANS: 1 DIF: Average 8.2.1.g STA: 6.6.A angle | measurement | protractor B REF: Page 421 OBJ: 8-2.3 Classifying Angles TOP: 8-2 Measuring and Classifying Angles A right angle measures exactly 90°. An acute angle measures less than 90°. An obtuse angle measures more than 90° and less than 180°. A straight angle measures exactly 180°. Feedback A B C D An acute angle measures less than 90 degrees. Correct! A right angle measures exactly 90 degrees. A straight angle measures exactly 180 degrees. PTS: 1 DIF: Average REF: Page 421 OBJ: 8-2.3 Classifying Angles NAT: 8.2.1.g STA: 6.6.A TOP: 8-2 Measuring and Classifying Angles KEY: angle | measurement | protractor 49. ANS: C A right angle measures exactly 90°. An acute angle measures less than 90°. An obtuse angle measures more than 90° and less than 180°. A straight angle measures exactly 180°. Feedback A B C D An acute angle measures less than 90 degrees. An obtuse angle measures more than 90 degrees and less than 180 degrees. Correct! A straight angle measures exactly 180 degrees. PTS: NAT: KEY: 50. ANS: 1 DIF: Average REF: Page 421 OBJ: 8-2.3 Classifying Angles 8.2.1.g STA: 6.6.A TOP: 8-2 Measuring and Classifying Angles angle | measurement | protractor C The angle measures less than 90°. The angle measures 90°. The angle measures more than 90° and less than 180º. Feedback A B C D Angle B is not obtuse. An obtuse angle measures more than 90 degrees and less than 180 degrees. Angle G is not acute. An acute angle measures less than 90 degrees. Correct! Angle G is not a right angle. A right angle measures exactly 90 degrees. PTS: 1 DIF: Average REF: Page 421 OBJ: 8-2.4 Application STA: 6.6.A TOP: 8-2 Measuring and Classifying Angles 51. ANS: A The angles are side by side and have a common vertex and ray. They are adjacent angles. Feedback A B Correct! Vertical angles are opposite each other. The angles shown are side by side. PTS: 1 DIF: Basic REF: Page 424 OBJ: 8-3.1 Identifying Types of Angle Pairs NAT: 8.3.3.f TOP: 8-3 Angle Relationships 52. ANS: A The sum of the angle measures is 90° 69º + a = 90º So, a = 21º. KEY: angle | compare | relationship | angle pairs Feedback A B C D Correct! The sum of the angle measures is 90 degrees. The sum of the angle measures is 90 degrees. The sum of the angle measures is 90 degrees. PTS: 1 DIF: Basic REF: Page 425 OBJ: 8-3.2 Identifying an Unknown Angle Measure NAT: 8.3.3.b TOP: 8-3 Angle Relationships KEY: angle | measurement | relationship 53. ANS: D The sum of the angle measures is 180° 78º + c = 180º So, c = 102º. Feedback A B C D The sum of the angle measures is 180 degrees. The sum of the angle measures is 180 degrees. The sum of the angle measures is 180 degrees. Correct! PTS: 1 DIF: Average REF: Page 425 OBJ: 8-3.2 Identifying an Unknown Angle Measure NAT: 8.3.3.b TOP: 8-3 Angle Relationships KEY: angle | measurement | relationship 54. ANS: C Vertical angles are congruent. So, f = 58º. Feedback A B C D Vertical angles are congruent. Vertical angles are congruent. Correct! Vertical angles are congruent. PTS: 1 DIF: Average REF: Page 425 OBJ: 8-3.2 Identifying an Unknown Angle Measure NAT: 8.3.3.b TOP: 8-3 Angle Relationships KEY: angle | measurement | relationship 55. ANS: B The sum of the angle measures is 180°. h + 76º + j = 180º h + j = 104º Each unknown angle measures half of 104º. So, h = 52º and j = 52º. Feedback A B C D The sum of the angle measures is 180 degrees. Correct! Each unknown angle measures half of 104 degrees. The sum of the angle measures is 180 degrees. PTS: 1 DIF: Advanced REF: Page 425 OBJ: 8-3.2 Identifying an Unknown Angle Measure NAT: 8.3.3.b TOP: 8-3 Angle Relationships KEY: angle | measurement | relationship 56. ANS: B The sum of the angle measures is 180°. k + 126º + l = 180º k + l = 54º Each unknown angle measures half of 54º. So, k = 27º and l = 27º. Feedback A B C D The sum of the angle measures is 180 degrees. Correct! Each unknown angle measures half of 54 degrees. The sum of the angle measures is 180 degrees. PTS: 1 DIF: Advanced REF: Page 425 OBJ: 8-3.2 Identifying an Unknown Angle Measure NAT: 8.3.3.b TOP: 8-3 Angle Relationships KEY: angle | measurement | relationship 57. ANS: A The two lines are in the same plane and do not intersect; they are parallel. Feedback A B C D Correct! Perpendicular lines intersect to form right angles. These lines do not intersect. Intersecting lines cross at a common point. These lines do not intersect. Skew lines lie in different planes. These lines are in the same plane. PTS: 1 DIF: Basic REF: Page 429 OBJ: 8-4.1 Classifying Pairs of Lines NAT: 8.3.3.g TOP: 8-4 Classifying Lines KEY: line relationship | classify 58. ANS: B The two lines intersect to form right angles; they are perpendicular. Feedback A B C D Parallel lines are in the same plane and never intersect. These lines intersect. Correct! Check whether the lines are perpendicular. Skew lines lie in different planes. These lines are in the same plane. PTS: 1 DIF: Average REF: Page 429 NAT: 8.3.3.g TOP: 8-4 Classifying Lines 59. ANS: C The two lines cross at one common point; they are intersecting. OBJ: 8-4.1 Classifying Pairs of Lines KEY: line relationship | classify Feedback A B C D Parallel lines are in the same plane and never intersect. These lines intersect. Perpendicular lines intersect to form right angles. These lines do not form right angles. Correct! Skew lines lie in different planes. These lines are in the same plane. PTS: 1 DIF: Average REF: Page 429 OBJ: 8-4.1 Classifying Pairs of Lines NAT: 8.3.3.g TOP: 8-4 Classifying Lines KEY: line relationship | classify 60. ANS: D The two lines are in different planes and are not parallel or intersecting. They are skew. Feedback A B C D Parallel lines are in the same plane and never intersect. These lines are not in the same plane. Perpendicular lines intersect to form right angles. These lines do not intersect. Intersecting lines cross at a common point. These lines do not intersect. Correct! PTS: 1 DIF: Advanced REF: Page 429 OBJ: 8-4.1 Classifying Pairs of Lines NAT: 8.3.3.g TOP: 8-4 Classifying Lines KEY: line relationship | classify 61. ANS: D The two lines are in different planes and are not parallel or intersecting. They are skew. Feedback A B C D Parallel lines are in the same plane and never intersect. These lines are not in the same plane. Perpendicular lines intersect to form right angles. These lines do not intersect. Intersecting lines cross at a common point. These lines do not intersect. Correct! PTS: 1 DIF: Advanced REF: Page 429 OBJ: 8-4.1 Classifying Pairs of Lines NAT: 8.3.3.g TOP: 8-4 Classifying Lines KEY: line relationship | classify 62. ANS: A The lines are in the same plane, and they never intersect; they are parallel. Feedback A B C D Correct! Perpendicular lines intersect to form right angles. These lines do not intersect. Intersecting lines cross at a common point. These lines do not intersect. Skew lines lie in different planes. These lines are in the same plane. PTS: 1 DIF: Average REF: Page 429 NAT: 8.3.3.g TOP: 8-4 Classifying Lines 63. ANS: B The lines intersect to form right angles; they are perpendicular. OBJ: 8-4.2 Application KEY: line relationship | classify Feedback A B Parallel lines are in the same plane and never intersect. These lines intersect. Correct! C D Check whether the lines are perpendicular. Skew lines lie in different planes. These lines are in the same plane. PTS: 1 DIF: Average REF: Page 429 OBJ: 8-4.2 Application NAT: 8.3.3.g TOP: 8-4 Classifying Lines KEY: line relationship | classify 64. ANS: D The lines are in different planes and are not parallel or intersecting. They are skew. Feedback A B C D Parallel lines are in the same plane and never intersect. These lines are not in the same plane. Perpendicular lines intersect to form right angles. These lines do not intersect. Intersecting lines cross at a common point. These lines do not intersect. Correct! PTS: 1 DIF: Average REF: Page 429 NAT: 8.3.3.g TOP: 8-4 Classifying Lines 65. ANS: C Intersecting lines are lines that cross at one common point. Parallel lines are lines in the same plane. They do not intersect. OBJ: 8-4.2 Application KEY: line relationship | classify Feedback A B C Check the definition of each type of line. Check the definition of each type of line. Correct! PTS: 1 DIF: Advanced NAT: 8.3.3.g TOP: 8-4 Classifying Lines 66. ANS: C The sum of the angle measures in any triangle is 180º. 180º – (21° + 69°) Subtract the sum of the known angle measures from 180º. = 180º – 90° = 90° The measure of the unknown angle is 90°. Because the triangle has one right angle, the triangle is a right triangle. Feedback A B C First, find the measure of the third angle. Then, use the angle measures to classify the triangle. To find the measure of the third angle, subtract the sum of the known angle measures from 180 degrees. Correct! PTS: 1 DIF: Average REF: Page 437 OBJ: 8-5.1 Application NAT: 8.3.3.b STA: 6.6.B TOP: 8-5 Triangles KEY: triangle | classify 67. ANS: C The sum of the angle measures in any triangle is 180º. 180º – (53° + 64.5°) Subtract the sum of the known angle measures from 180º. = 180º – 117.5° = 62.5° The measure of the unknown angle is 62.5°. Because the triangle has only acute angles, the triangle is an acute triangle. Feedback A B C First, find the measure of the third angle. Then, use the angle measures to classify the triangle. To find the measure of the third angle, subtract the sum of the known angle measures from 180 degrees. Correct! PTS: 1 DIF: Basic REF: Page 437 OBJ: 8-5.1 Application NAT: 8.3.3.b STA: 6.6.B TOP: 8-5 Triangles KEY: triangle | classify 68. ANS: C Vertical angles are congruent. Adjacent angles are side by side. The sum of the measures of complementary angles is 90º. The sum of the measures of supplementary angles is 180º. Feedback A B C D Vertical angles are congruent. Adjacent angles are side by side. Check your calculations. Correct! The sum of the measures of complementary angles is 90 degrees. The sum of the measures of supplementary angles is 180 degrees. PTS: 1 DIF: Average REF: Page 438 OBJ: 8-5.2 Using Properties of Angles to Label Triangles NAT: 8.3.3.b STA: 6.6.B TOP: 8-5 Triangles KEY: triangle | classify 69. ANS: C Vertical angles are congruent. Adjacent angles are side by side. The sum of the measures of complementary angles is 90º. The sum of the measures of supplementary angles is 180º. Feedback A B C D The sum of the measures of complementary angles is 90 degrees. The sum of the measures of supplementary angles is 180 degrees. Check your calculations. Correct! Vertical angles are congruent. Adjacent angles are side by side. PTS: 1 DIF: Basic REF: Page 438 OBJ: 8-5.2 Using Properties of Angles to Label Triangles NAT: 8.3.3.b STA: 6.6.B TOP: 8-5 Triangles KEY: triangle | classify 70. ANS: A To find the third side length, subtract the sum of the known side lengths from 16.5. A scalene triangle has no congruent sides. An isosceles triangle has at least two congruent sides. An equilateral triangle has three congruent sides. Feedback A B C Correct! To find the length of the third side, subtract the sum of the known side lengths from the perimeter. First, find the length of the third side. Then, use the side lengths to classify the triangle. PTS: OBJ: TOP: 71. ANS: 1 DIF: Average REF: Page 438 8-5.3 Classifying Triangles by Lengths of Sides 8-5 Triangles KEY: triangle A 3 7 + 4 7 + CA = 11 7 6 4 NAT: 8.3.3.b 3 3 7 6 7 11 – 3 – 4 Substitute the known values. 4 7 Subtract to isolate the variable. 3 10 –3 –4 4 cm 3 Regroup 11 7 as 10 + 1 7 . Then, write equivalent fractions with a common denominator of 7. Subtract the fractions and then the whole numbers. Simplify. A scalene triangle has no congruent sides. An isosceles triangle has two congruent sides. An equilateral triangle has three congruent sides. ∆ABC is scalene. Feedback A B C D Correct! Regroup to subtract the mixed numbers. Check the number of congruent sides in the triangle. Regroup to subtract the mixed numbers. PTS: 1 DIF: Advanced NAT: 8.3.3.b KEY: equilateral triangle | isosceles triangle | scalene triangle 72. ANS: D A rhombus is a parallelogram that has four congruent sides. TOP: 8-5 Triangles Feedback A B C D A square has four right angles. This figure has no right angles. A rectangle has four right angles. This figure has no right angles. There is a more descriptive name. Correct! PTS: 1 DIF: Average REF: Page 442 OBJ: 8-6.1 Naming Quadrilaterals NAT: 8.3.3.f STA: 6.6.B TOP: 8-6 Quadrilaterals KEY: quadrilateral 73. ANS: A A square is a parallelogram that has four congruent sides and four right angles. Feedback A B C D Correct! There is a more descriptive name. There is a more descriptive name. There is a more descriptive name. PTS: 1 DIF: Average REF: Page 442 OBJ: 8-6.1 Naming Quadrilaterals NAT: 8.3.3.f STA: 6.6.B TOP: 8-6 Quadrilaterals KEY: quadrilateral 74. ANS: A A square is a parallelogram that has four congruent sides and four right angles. Feedback A B C D Correct! There is a more descriptive name. There is a more descriptive name. There is a more descriptive name. PTS: 1 DIF: Average REF: Page 442 OBJ: 8-6.1 Naming Quadrilaterals NAT: 8.3.3.f STA: 6.6.B TOP: 8-6 Quadrilaterals KEY: quadrilateral 75. ANS: B A rectangle is a parallelogram with four right angles. Feedback A B C D A square has four congruent sides. This figure does not have four congruent sides. Correct! There is a more descriptive name. A rhombus has four congruent sides. This figure does not have four congruent sides. PTS: 1 DIF: Average REF: Page 442 OBJ: 8-6.1 Naming Quadrilaterals NAT: 8.3.3.f STA: 6.6.B TOP: 8-6 Quadrilaterals KEY: quadrilateral 76. ANS: B A rectangle is a parallelogram with four right angles. Feedback A B C D A square has four congruent sides. This figure does not have four congruent sides. Correct! There is a more descriptive name. A rhombus has four congruent sides. This figure does not have four congruent sides. PTS: 1 DIF: Average REF: Page 442 OBJ: 8-6.1 Naming Quadrilaterals NAT: 8.3.3.f STA: 6.6.B TOP: 8-6 Quadrilaterals KEY: quadrilateral 77. ANS: C A parallelogram has opposite sides that are parallel and congruent and opposites angles that are congruent. Feedback A A trapezoid has exactly one set of parallel sides. This figure has two sets of parallel B C D sides. A rectangle has four right angles. This figure does has no right angles. Correct! A rhombus has four congruent sides. This figure does not have four congruent sides. PTS: 1 DIF: Average REF: Page 442 OBJ: 8-6.1 Naming Quadrilaterals NAT: 8.3.3.f STA: 6.6.B TOP: 8-6 Quadrilaterals KEY: quadrilateral 78. ANS: A A trapezoid has exactly one set of parallel sides. Feedback A B C D Correct! A rectangle has four right angles. This figure has two right angles. A parallelogram has opposite sides that are parallel and congruent. This figure has no congruent sides. A rhombus has four congruent sides. This figure has no congruent sides. PTS: 1 DIF: Average REF: Page 442 OBJ: 8-6.1 Naming Quadrilaterals NAT: 8.3.3.f STA: 6.6.B TOP: 8-6 Quadrilaterals KEY: quadrilateral 79. ANS: A A trapezoid has exactly one set of parallel sides. Feedback A B C D Correct! A rectangle has four right angles. This figure has no right angles. A parallelogram has opposite sides that are parallel and congruent. Not all the opposite sides of this figure are parallel and congruent. A rhombus has four congruent sides. This figure has two congruent sides. PTS: 1 DIF: Average REF: Page 442 OBJ: 8-6.1 Naming Quadrilaterals NAT: 8.3.3.f STA: 6.6.B TOP: 8-6 Quadrilaterals KEY: quadrilateral 80. ANS: A A quadrilateral is a plane figure with four sides and four angles. Feedback A B C D Correct! A parallelogram has opposites sides that are parallel and congruent. This figure has no congruent sides. A rectangle has four right angles. This figure has no right angles. A trapezoid has exactly one set of parallel sides. This figure has no parallel sides. PTS: 1 DIF: Basic REF: Page 442 OBJ: 8-6.1 Naming Quadrilaterals NAT: 8.3.3.f STA: 6.6.B TOP: 8-6 Quadrilaterals KEY: quadrilateral 81. ANS: B A quadrilateral is a plane figure with four sides and four angles. Feedback A B C D A parallelogram has opposites sides that are parallel and congruent. This figure has no congruent sides. Correct! A trapezoid has exactly one set of parallel sides. This figure has no parallel sides. A rectangle has four right angles. This figure has no right angles. PTS: 1 DIF: Basic REF: Page 442 OBJ: 8-6.1 Naming Quadrilaterals NAT: 8.3.3.f STA: 6.6.B TOP: 8-6 Quadrilaterals KEY: quadrilateral 82. ANS: A A rhombus is a parallelogram with four congruent sides. Feedback A B C D Correct! A trapezoid is not a parallelogram. A rectangle does not have four congruent sides. The opposite sides of a kite are not parallel, so a kite is not a parallelogram. PTS: 1 DIF: Average REF: Page 443 OBJ: 8-6.2 Classifying Quadrilaterals NAT: 8.3.3.f STA: 6.6.B TOP: 8-6 Quadrilaterals KEY: quadrilateral 83. ANS: C A rhombus is a parallelogram with four congruent sides. Feedback A B C D A trapezoid has exactly one set of parallel sides. A pentagon is not a quadrilateral. Correct! A rectangle does not have four congruent sides. PTS: 1 DIF: Average REF: Page 443 OBJ: 8-6.2 Classifying Quadrilaterals NAT: 8.3.3.f STA: 6.6.B TOP: 8-6 Quadrilaterals KEY: quadrilateral 84. ANS: D A parallelogram has two sets of congruent parallel sides and two sets of congruent angles. Feedback A B C D A trapezoid has exactly one set of parallel sides. A heptagon is not a quadrilateral. The opposite sides of a kite are not parallel. Correct! PTS: 1 DIF: Average REF: Page 443 OBJ: 8-6.2 Classifying Quadrilaterals NAT: 8.3.3.f STA: 6.6.B TOP: 8-6 Quadrilaterals KEY: quadrilateral 85. ANS: D A rhombus is a parallelogram with four congruent sides. Feedback A B C D A trapezoid has exactly one set of parallel sides, whereas a rhombus has two sets of parallel sides. A nonagon is not a quadrilateral and therefore cannot be a rhombus. The opposite sides of a kite are not parallel, whereas a rhombus has opposite sides that are parallel. Correct! PTS: 1 DIF: Average REF: Page 443 OBJ: 8-6.2 Classifying Quadrilaterals NAT: 8.3.3.f STA: 6.6.B TOP: 8-6 Quadrilaterals KEY: quadrilateral 86. ANS: A A square is a rhombus with four right angles. Feedback A B C D Correct! A trapezoid is not a rhombus has it has exactly one set of parallel sides. A heptagon is not a quadrilateral and therefore cannot be a rhombus. A rectangle is not a rhombus as it does not have four congruent sides. PTS: 1 DIF: Average REF: Page 443 OBJ: 8-6.2 Classifying Quadrilaterals NAT: 8.3.3.f STA: 6.6.B TOP: 8-6 Quadrilaterals KEY: quadrilateral 87. ANS: A A square is a rectangle with four congruent sides. Feedback A B C D Correct! A heptagon is not a quadrilateral and therefore cannot be a rectangle. A kite does not have four right angles or four congruent sides. A trapezoid is not a rectangle as it has exactly one set of parallel sides. PTS: 1 DIF: Average REF: Page 443 OBJ: 8-6.2 Classifying Quadrilaterals NAT: 8.3.3.f STA: 6.6.B TOP: 8-6 Quadrilaterals KEY: quadrilateral 88. ANS: C A trapezoid is a quadrilateral with only one set of parallel sides. Feedback A B C D A square has opposite sides that are parallel. A parallelogram has opposite sides that are parallel. Correct! A nonagon is not a quadrilateral. PTS: NAT: KEY: 89. ANS: 1 DIF: Average 8.3.3.f STA: 6.6.B quadrilateral A REF: Page 443 OBJ: 8-6.2 Classifying Quadrilaterals TOP: 8-6 Quadrilaterals A trapezoid is a quadrilateral with only one set of parallel sides that may have two right angles. Feedback A B C D Correct! A square has four right angles. A rectangle has four right angles. A hexagon is not a quadrilateral. PTS: NAT: KEY: 90. ANS: 1 DIF: Average 8.3.3.f STA: 6.6.B quadrilateral D REF: Page 443 OBJ: 8-6.2 Classifying Quadrilaterals TOP: 8-6 Quadrilaterals square and rhombus rectangle and parallelogram trapezoid Feedback A B C D There are more possible quadrilaterals. There are more possible quadrilaterals. There are more possible quadrilaterals. Correct! PTS: 1 DIF: Advanced NAT: 8.3.3.f TOP: 8-6 Quadrilaterals 91. ANS: C The sides and angles appear to be congruent. So, this is a regular hexagon. Feedback A B C D A heptagon has seven sides and seven angles. Check whether all the sides and all the angles are congruent. Correct! A polygon is a closed plane figure formed by three or more line segments. PTS: 1 DIF: Average REF: Page 446 OBJ: 8-7.1 Identifying Polygons NAT: 8.3.3.f STA: 6.6.B TOP: 8-7 Polygons KEY: polygon 92. ANS: B The sides and angles do not appear to be congruent. So, this is a quadrilateral that is not regular. Feedback A B C D A polygon is a closed plane figure formed by three or more line segments. Correct! Check whether all the sides and all the angles are congruent. A pentagon has five sides and five angles. PTS: 1 DIF: Average REF: Page 446 OBJ: 8-7.1 Identifying Polygons NAT: 8.3.3.f STA: 6.6.B TOP: 8-7 Polygons KEY: polygon 93. ANS: D The sides and angles appear to be congruent. So, this is a regular octagon. Feedback A B C D Check whether all the sides and all the angles are congruent. A nonagon has nine sides and nine angles. A polygon is a closed plane figure formed by three or more line segments. Correct! PTS: 1 DIF: Average REF: Page 446 OBJ: 8-7.1 Identifying Polygons NAT: 8.3.3.f STA: 6.6.B TOP: 8-7 Polygons KEY: polygon 94. ANS: D A regular hexagon has six congruent sides, so it can be divided into four triangles. The sum of the interior angle measures is . So, the measure of each angle is . Feedback A B C D Find the measure of each angle of the hexagon, not the hexagon's perimeter. This is sum of the interior angle measures. Now, find the measure of each angle. A hexagon has six sides and six angles. Correct! PTS: 1 DIF: Average REF: Page 447 OBJ: 8-7.2 Problem-Solving Application NAT: 8.3.5.a TOP: 8-7 Polygons KEY: polygon | measurement | interior angle | problem solving 95. ANS: A A parallelogram is a quadrilateral. It has four sides, so it can be divided into two triangles. The sum of the interior angle measures is . Feedback A B Correct! First, find the number of triangles the parallelogram can be divided into. Then, multiply the result by 180 degrees. C D There is more than one triangle that the parallelogram can be divided into. Check your calculations. PTS: 1 DIF: Average REF: Page 447 OBJ: 8-7.2 Problem-Solving Application NAT: 8.3.5.a TOP: 8-7 Polygons KEY: polygon | measurement | interior angle | problem solving 96. ANS: B A triangle appears in the top heart and then moves in a clockwise pattern around the figure. Feedback A B C D The pattern should not skip a heart. Correct! This is identical to the last figure. Find the next figure. Check the orientations of the triangles. PTS: 1 DIF: Basic REF: Page 450 OBJ: 8-8.1 Extending Geometric Patterns NAT: 8.5.1.a STA: 6.13.A TOP: 8-8 Geometric Patterns KEY: pattern | geometric pattern 97. ANS: B The triangle with the dot is rotated 90° in a clockwise pattern. Feedback A B C D Place the dot in the correct location. Correct! Check the direction of the rotation of the triangle. Check that the pattern works for this drawing. PTS: 1 DIF: Basic REF: Page 450 OBJ: 8-8.1 Extending Geometric Patterns NAT: 8.5.1.a STA: 6.13.A TOP: 8-8 Geometric Patterns KEY: pattern | geometric pattern 98. ANS: A Let “C” represent a circle, “S” represent a square, and “T” represent a triangle. The pattern is CST CCST CCSST..., so the next six charms are CCSSTT. Feedback A B C D Correct! Check that the next six charms follow the pattern from the previous charms. Check that the next six charms follow the pattern from the previous charms. Check that the next six charms follow the pattern from the previous charms. PTS: 1 DIF: Average REF: Page 451 OBJ: 8-8.3 Application NAT: 8.5.1.a STA: 6.13.A TOP: 8-8 Geometric Patterns KEY: pattern | geometric pattern 99. ANS: B The pattern from bottom to top is two rectangles, two triangles, two rectangles, two triangles, and two rectangles. Feedback A Check that the drawing follows the pattern from bottom to top. B C D Correct! Check that the drawing follows the pattern from bottom to top. Check that the drawing follows the pattern from bottom to top. PTS: 1 DIF: Average REF: Page 451 OBJ: 8-8.3 Application NAT: 8.5.1.a STA: 6.13.A TOP: 8-8 Geometric Patterns KEY: pattern | geometric pattern 100. ANS: B In each successive design, central circles are intersected by 4 circles. 1 2 3 4 5 6 7 Design 1 5 13 25 41 61 85 Number of Circles Increase from --4 8 12 16 20 24 previous design The pattern shows an increase in circles of consecutive multiples of 4. The seventh design has 85 circles. Feedback A B C D Find the number of circles in each design. Correct! Count the circles in the given designs and compare the values to find a pattern. Notice that in every design, each central circle is surrounded by 4 other circles. PTS: 1 DIF: Advanced NAT: 8.5.1.a 101. ANS: B Congruent figures have the same shape and same size. These figures are not congruent. TOP: 8-8 Geometric Patterns Feedback A B Congruent figures have the same shape and same size. Correct! PTS: 1 DIF: Basic REF: Page 456 NAT: 8.3.2.e TOP: 8-9 Congruence 102. ANS: A Congruent figures have the same shape and same size. These figures are congruent. OBJ: 8-9.1 Identifying Congruent Figures KEY: congruence Feedback A B Correct! Check whether the figures have the same shape and same size. PTS: 1 DIF: Average REF: Page 456 NAT: 8.3.2.e TOP: 8-9 Congruence 103. ANS: A Congruent figures have the same shape and same size. These figures are congruent. Feedback A Correct! OBJ: 8-9.1 Identifying Congruent Figures KEY: congruence B Check whether the figures have the same shape and same size. PTS: 1 DIF: Average REF: Page 456 NAT: 8.3.2.e TOP: 8-9 Congruence 104. ANS: B Congruent figures have the same shape and same size. These figures are not congruent. OBJ: 8-9.1 Identifying Congruent Figures KEY: congruence Feedback A B Congruent figures have the same shape and same size. Correct! PTS: 1 DIF: Average REF: Page 456 OBJ: 8-9.1 Identifying Congruent Figures NAT: 8.3.2.e TOP: 8-9 Congruence KEY: congruence 105. ANS: A In a reflection, a figure flips over a line to create a mirror image. The illustration represents a reflection. Feedback A B C Correct! A rotation is the movement of a figure around a point. A translation is the movement of a figure along a straight line. PTS: 1 DIF: Basic REF: Page 459 NAT: 8.3.2.c TOP: 8-10 Transformations 106. ANS: C In a translation, the figure moves along a straight line. The illustration represents a translation. OBJ: 8-10.1 Identifying Transformations KEY: transformation Feedback A B C A reflection is when a figure flips over a line to create a mirror image. A rotation is the movement of a figure around a point. Correct! PTS: 1 DIF: Basic REF: Page 459 NAT: 8.3.2.c TOP: 8-10 Transformations 107. ANS: B In a rotation, the figure is moved around a point. The illustration represents a rotation. OBJ: 8-10.1 Identifying Transformations KEY: transformation Feedback A B C A reflection is when a figure flips over a line to create a mirror image. Correct! A translation is the movement of a figure along a straight line. PTS: 1 DIF: Basic REF: Page 459 OBJ: 8-10.1 Identifying Transformations NAT: 8.3.2.c TOP: 8-10 Transformations KEY: transformation 108. ANS: B A line of symmetry divides the figure such that the two halves are mirror images of each other. Feedback A B Check whether the two halves are mirror images of each other. Correct! PTS: 1 DIF: Basic REF: Page 464 OBJ: 8-11.1 Identifying Lines of Symmetry NAT: 8.3.2.a TOP: 8-11 Line Symmetry KEY: symmetry | line of symmetry 109. ANS: A A line of symmetry divides the figure such that the two halves are mirror images of each other. Feedback A B Correct! Check whether the two halves are mirror images of each other. PTS: 1 DIF: Basic REF: Page 464 OBJ: 8-11.1 Identifying Lines of Symmetry NAT: 8.3.2.a TOP: 8-11 Line Symmetry KEY: symmetry | line of symmetry 110. ANS: C A line of symmetry divides the figure such that the two halves are mirror images of each other. This figure has five lines of symmetry. Feedback A B C D Check whether the parts match when they are reflected across each line of symmetry. Check whether the parts match when they are reflected across each line of symmetry. Correct! There are more lines of symmetry. PTS: 1 DIF: Average REF: Page 464 OBJ: 8-11.2 Finding Multiple Lines of Symmetry NAT: 8.3.2.a TOP: 8-11 Line Symmetry KEY: symmetry | line of symmetry 111. ANS: C A line of symmetry divides the figure such that the two halves are mirror images of each other. This figure has two lines of symmetry. Feedback A B C D Check whether the parts match when they are reflected across each line of symmetry. There are lines of symmetry in the figure. Correct! Check whether the parts match when they are reflected across each line of symmetry. PTS: 1 DIF: Average REF: Page 465 OBJ: 8-11.3 Application NAT: 8.3.2.a TOP: 8-11 Line Symmetry KEY: symmetry | line of symmetry 112. ANS: A The only two lines of symmetry are a vertical line and a horizontal line that pass through the center of the letter. There are other lines that divide the letter into congruent parts, but they are not lines of symmetry, because the parts of the letter do not match when folded or reflected across those lines. Feedback A Correct! B C D There is more than one line of symmetry. There are fewer than three lines of symmetry. Check that each half matches the other half. PTS: 1 DIF: Advanced NAT: 8.3.2.a TOP: 8-11 Line Symmetry 113. ANS: D Use the table of benchmarks to help you. Customary Units of Length Unit Abbreviation Benchmark Inch in. Width of your thumb Foot ft Distance from your shoulder to your elbow Yard yd Width of a classroom door Mile mi Total length of 18 football fields Feedback A B C D Think of a foot as the distance from your shoulder to your elbow. Think of a mile as the total length of 18 football fields. Think of an inch as the width of your thumb. Correct! PTS: 1 DIF: Basic REF: Page 488 OBJ: 9-1.1 Choosing Appropriate Units of Length NAT: 8.2.2.a STA: 6.8.B TOP: 9-1 Understanding Customary Units of Measure 114. ANS: D Use the table of benchmarks to help you. Customary Units of Capacity Unit Abbreviation Benchmark Fluid Ounce fl oz A spoonful Cup c A glass of juice Pint pt A small bottle of salad dressing Quart qt A small container of paint Gallon gal A large container of milk Feedback A B C D There is a more appropriate unit of measure. Think of a fluid ounce as a spoonful. Use benchmarks to help you. Correct! PTS: 1 DIF: Average REF: Page 489 OBJ: 9-1.3 Choosing Appropriate Units of Capacity NAT: 8.2.2.a STA: 6.8.B TOP: 9-1 Understanding Customary Units of Measure 115. ANS: B The length of the arrow is in. Feedback A B C D Check the scale on the ruler. Correct! Check the scale on the ruler. Measure to the nearest half or fourth inch. PTS: 1 DIF: Average REF: Page 489 OBJ: 9-1.4 Finding Measurements NAT: 8.2.2.a STA: 6.8.A TOP: 9-1 Understanding Customary Units of Measure 116. ANS: D Use the table of benchmarks to help you. Metric Units of Length Unit Abbreviation Relation to a Meter Benchmark Millimeter mm 0.001 m Thickness of a dime Centimeter cm 0.01 m Width of a fingernail Decimeter dm 0.1 m Width of a CD case Meter m 1m Width of a single bed Kilometer km 1000 m Distance around a city block Feedback A B C D Think of a kilometer as the distance around a city block. A gram is a unit of mass, not a unit of length. Think of a centimeter as the width of a fingernail. Correct! PTS: 1 DIF: Basic REF: Page 492 OBJ: 9-2.1 Choosing Appropriate Units of Length NAT: 8.2.2.a STA: 6.8.B TOP: 9-2 Understanding Metric Units of Measure KEY: measurement | appropriate units 117. ANS: C Use the table of benchmarks to help you. Metric Units of Length Unit Abbreviation Relation to a Meter Benchmark Millimeter mm 0.001 m Thickness of a dime Centimeter cm 0.01 m Width of a fingernail Decimeter dm 0.1 m Width of a CD case Meter m 1m Width of a single bed Kilometer km 1000 m Distance around a city block Feedback A B C D A milliliter is a unit of capacity, not a unit of length. Think of a meter as the width of a single bed. Correct! A gram is a unit of mass, not a unit of length. PTS: OBJ: STA: KEY: 1 DIF: Basic REF: Page 492 9-2.1 Choosing Appropriate Units of Length NAT: 8.2.2.a 6.8.B TOP: 9-2 Understanding Metric Units of Measure measurement | appropriate units 118. ANS: D Use the table of benchmarks to help you. Metric Units of Length Unit Abbreviation Relation to a Meter Millimeter mm 0.001 m Centimeter cm 0.01 m Decimeter dm 0.1 m Meter m 1m Kilometer km 1000 m Benchmark Thickness of a dime Width of a fingernail Width of a CD case Width of a single bed Distance around a city block Feedback A B C D Think of a decimeter as the width of a CD case. Think of a meter as the width of a single bed. Think of a millimeter as the thickness of a dime. Correct! PTS: 1 DIF: Average REF: Page 492 OBJ: 9-2.1 Choosing Appropriate Units of Length NAT: 8.2.2.a STA: 6.8.B TOP: 9-2 Understanding Metric Units of Measure 119. ANS: B The length of the arrow is 9 cm. Feedback A B C D Measure to the nearest centimeter. Correct! Measure to the nearest centimeter. Check the scale on the ruler. PTS: 1 DIF: Average REF: Page 493 OBJ: 9-2.4 Finding Measurements NAT: 8.2.2.e STA: 6.8.A TOP: 9-2 Understanding Metric Units of Measure 120. ANS: D Common Customary Measurements Length Weight Capacity 1 ft = 12 in. 1 lb = 16 oz 1 c = 8 fl oz 1 yd = 36 in. 1 T = 2,000 lb 1 pt = 2 c 1 yd = 3 ft 1 qt = 2 pt 1 mi = 5,280 ft 1 qt = 4 c 1 mi = 1,760 yd 1 gal = 4 qt 1 gal = 16 c 1 gal = 128 fl oz Multiply the number of feet by the conversion factor. Feedback A B There are three feet in a yard. There are three feet in a yard. C D There are three feet in a yard. Correct! PTS: 1 DIF: Average REF: Page 496 OBJ: 9-3.1 Using a Conversion Factor NAT: 8.2.2.b STA: 6.8.D TOP: 9-3 Converting Customary Units 121. ANS: D Common Customary Measurements Length Weight Capacity 1 ft = 12 in. 1 lb = 16 oz 1 c = 8 fl oz 1 yd = 36 in. 1 T = 2,000 lb 1 pt = 2 c 1 yd = 3 ft 1 qt = 2 pt 1 mi = 5,280 ft 1 qt = 4 c 1 mi = 1,760 yd 1 gal = 4 qt 1 gal = 16 c 1 gal = 128 fl oz To convert 19 miles to yards, multiply by a conversion factor from the table. Feedback A B C D Multiply by a conversion factor. Multiply by a conversion factor. Multiply by a conversion factor. Correct! PTS: 1 DIF: Average REF: Page 496 OBJ: 9-3.1 Using a Conversion Factor NAT: 8.2.2.b STA: 6.8.D TOP: 9-3 Converting Customary Units 122. ANS: A Common Customary Measurements Length Weight Capacity 1 ft = 12 in. 1 lb = 16 oz 1 c = 8 fl oz 1 yd = 36 in. 1 T = 2,000 lb 1 pt = 2 c 1 yd = 3 ft 1 qt = 2 pt 1 mi = 5,280 ft 1 qt = 4 c 1 mi = 1,760 yd 1 gal = 4 qt 1 gal = 16 c 1 gal = 128 fl oz To convert 9 pounds to ounces, multiply by a conversion factor from the table. Feedback A B C D Correct! Multiply by a conversion factor. Multiply by a conversion factor. Multiply by a conversion factor. PTS: 1 DIF: Average REF: Page 496 OBJ: 9-3.1 Using a Conversion Factor NAT: 8.2.2.b STA: 6.8.D TOP: 9-3 Converting Customary Units 123. ANS: B Common Customary Measurements Length 1 ft = 12 in. 1 yd = 36 in. 1 yd = 3 ft 1 mi = 5,280 ft 1 mi = 1,760 yd Weight 1 lb = 16 oz 1 T = 2,000 lb Capacity 1 c = 8 fl oz 1 pt = 2 c 1 qt = 2 pt 1 qt = 4 c 1 gal = 4 qt 1 gal = 16 c 1 gal = 128 fl oz To convert 7 gallons to cups, multiply by a conversion factor from the table. Feedback A B C D Multiply by a conversion factor. Correct! Multiply by a conversion factor. Multiply by a conversion factor. PTS: 1 NAT: 8.2.2.b 124. ANS: D 256 oz = x lb DIF: Average STA: 6.8.D REF: Page 496 OBJ: 9-3.1 Using a Conversion Factor TOP: 9-3 Converting Customary Units 1 pound is 16 ounces. Write a proportion. Use a variable for the value you are trying to find. The cross products are equal. Divide both sides by 16 to undo the multiplication. 256 oz = 16 lb Feedback A B C D There are 16 ounces in 1 pound. There are 16 ounces in 1 pound. There are 16 ounces in 1 pound. Correct! PTS: 1 DIF: Average REF: Page 497 OBJ: 9-3.2 Converting Units of Measure by Using Proportions NAT: 8.2.2.b STA: 6.8.D TOP: 9-3 Converting Customary Units 125. ANS: D To convert gallons to cups, multiply by 16 To convert quarts to cups, multiply by 4. To convert pints to cups, multiply by 2. Gloria can sell 36 servings. Feedback A B Check that the answer is reasonable. Use a conversion factor and multiply. C D Use a conversion factor and multiply. Correct! PTS: 1 DIF: Average REF: Page 497 OBJ: 9-3.3 Problem-Solving Application NAT: 8.2.2.b STA: 6.8.D TOP: 9-3 Converting Customary Units KEY: problem solving 126. ANS: A There are 3 feet in 1 yard. In 2 yards, there are ft. In 3 yards, there are ft. In m yards, there are ft In 970 yards, there are ft. The length of Alsea Bay Bridge in Oregon is about 2,910 ft. Feedback A B C D Correct! There are three feet in one yard. There are three feet in one yard. There are three feet in one yard. PTS: 1 DIF: Average REF: Page 497 OBJ: 9-3.3 Problem-Solving Application NAT: 8.2.2.b STA: 6.8.D TOP: 9-3 Converting Customary Units KEY: problem solving 127. ANS: C Meters to millimeters is going from a bigger unit to a smaller unit. A millimeter is 3 places to the right of a meter so . 133 m = x mm 1 m = 1000 mm. Multiply by 1000. Move the decimal point 3 places to the right. Feedback A B C D There are 1000 millimeters in 1 meter. There are 1000 millimeters in 1 meter. Correct! There are 1000 millimeters in 1 meter. PTS: 1 DIF: NAT: 8.2.2.b STA: 128. ANS: A 200 g = (200 ÷ 1,000) kg 200 g = 0.2 kg Feedback Average 6.8.D REF: Page 500 OBJ: 9-4.1 Application TOP: 9-4 Converting Metric Units 1000 g = 1 kg, smaller unit to bigger unit, so divide by 1,000. Move the decimal point 3 places to the left. A B C D Correct! 1 kg = 1,000 g 1 kg = 1,000 g 1 kg = 1,000 g PTS: 1 DIF: Average REF: Page 501 OBJ: 9-4.2 Using Powers of Ten to Convert Metric Units of Measure NAT: 8.2.2.b STA: 6.8.D TOP: 9-4 Converting Metric Units 129. ANS: D 8.9 m = ____ cm Think: 100 cm per m. Since = 1, cancel “meters.” Feedback A B C D The larger the unit of measure, the fewer units there are. The larger the unit of measure, the fewer units there are The smaller the unit of measure, the more units there are. Correct! PTS: OBJ: STA: 130. ANS: 1 DIF: Average REF: Page 501 9-4.3 Converting Metric Units of Measure 6.8.D TOP: 9-4 Converting Metric Units D Time 1 year = 365 days 1 day = 24 hours 1 year = 12 months 1 hour = 60 minutes 1 year = 52 weeks 1 minute = 60 seconds 1 week = 7 days NAT: 8.2.2.b To convert minutes to seconds, multiply by 60. To convert hours to minutes, multiply by 60. To convert days to hours, multiply by 24. Feedback A B C D Use the correct conversion factor. Multiply by a conversion factor. Multiply by a conversion factor. Correct! PTS: NAT: KEY: 131. ANS: 1 DIF: Average REF: Page 504 OBJ: 9-5.1 Converting Time 8.2.2.a STA: 6.8.D TOP: 9-5 Time and Temperature convert | time B Time 1 year = 365 days 1 day = 24 hours 1 year = 12 months 1 hour = 60 minutes 1 year = 52 weeks 1 minute = 60 seconds 1 week = 7 days To convert 4 weeks to days, multiply by a conversion factor. Feedback A B C D Multiply by a conversion factor. Correct! Multiply by a conversion factor. Multiply by a conversion factor. PTS: 1 NAT: 8.2.2.a 132. ANS: D DIF: Average STA: 6.8.D REF: Page 504 OBJ: 9-5.1 Converting Time TOP: 9-5 Time and Temperature Time 1 year = 365 days 1 day = 24 hours 1 year = 12 months 1 hour = 60 minutes 1 year = 52 weeks 1 minute = 60 seconds 1 week = 7 days 1 hour = 60 minutes 4• = 240 4 hours = 240 minutes Feedback A B C D Use the correct conversion factor. There are 60 minutes in 1 hour. There are 60 seconds in 1 minute. There are 60 minutes in 1 hour. There are 60 seconds in 1 minute. Correct! PTS: 1 DIF: Average NAT: 8.2.2.a STA: 6.8.D 133. ANS: C 3 hours after 5:25 P.M. is 8:25 P.M. 15 minutes after 8:25 P.M. is 8:40 P.M. REF: Page 504 OBJ: 9-5.1 Converting Time TOP: 9-5 Time and Temperature The train arrived at 8:40 P.M. Feedback A B C D Check your addition of the minutes. Add the hours. Correct! Check your addition of the minutes. PTS: 1 NAT: 8.2.2.a 134. ANS: D DIF: Average STA: 6.8.D Use the formula. Round to 2 and 32 to 30. REF: Page 505 OBJ: 9-5.2 Finding Elapsed Time TOP: 9-5 Time and Temperature Substitute 2 for and 32 for 30. Use the order of operations. Simplify. 13 C is about 56 F. Feedback A B C D Use the order of operations. Use the temperature conversion formula. Use the temperature conversion formula. Correct! PTS: 1 DIF: Average NAT: 8.2.2.c STA: 6.8.A 135. ANS: D Step 1: Convert Celsius to Fahrenheit. F= REF: Page 505 OBJ: 9-5.3 Estimating Temperature TOP: 9-5 Time and Temperature C F F F Step 2: Find the range of temperature for each vegetable. F pepper F celery F lettuce The lettuce has the largest range. Feedback A B C D Use the formula to convert Celsius to Fahrenheit, and then find the range for each vegetable. This vegetable does not appear in the table at all. Use the formula to convert Celsius to Fahrenheit, and then find the range for each vegetable. Correct! PTS: 1 DIF: Advanced NAT: 8.2.2.b STA: 6.8.D TOP: 9-5 Time and Temperature KEY: multi-step 136. ANS: C Make sure that the center point of the protractor is placed on the vertex of the angle. Read the measures where and cross. crosses at 55º, and crosses at 145º. The measure of is 145º – 55º = 90º. Since m , the angle is a right angle. Feedback A B C D Use the protractor to help you. Find the difference of where ray OD crosses and where ray OB crosses. Correct! Find the difference of where ray OD crosses and where ray OB crosses. PTS: 1 DIF: Basic REF: Page 510 OBJ: 9-6.1 Subtracting to Find Angle Measures NAT: 8.3.2.f STA: 6.8.C TOP: 9-6 Finding Angle Measures in Polygons 137. ANS: C Use the protractor. The measure of is 74º, so an estimate of 75º is reasonable. Feedback A B C D Use the protractor to help you. Angle D is not a straight angle, and therefore cannot measure 180 degrees. Correct! Use the scale on the protractor that starts with 0 degrees. PTS: 1 NAT: 8.3.2.f 138. ANS: A m m m m DIF: Average STA: 6.8.C REF: Page 511 OBJ: 9-6.2 Estimating Angle Measures TOP: 9-6 Finding Angle Measures in Polygons Subtract to find angle measures. Simplify. Subtract to find angle measures. Simplify. Feedback A B C D Correct! Subtract to find angle measures. Subtract to find angle measures. Subtract to find angle measures. PTS: 1 NAT: 8.3.2.f 139. ANS: B DIF: Average STA: 6.8.C REF: Page 511 OBJ: 9-6.3 Application TOP: 9-6 Finding Angle Measures in Polygons Feedback A B C D Check your addition. Correct! Add the lengths of all the sides. Check your addition. PTS: 1 DIF: Basic REF: Page 514 OBJ: 9-7.1 Finding the Perimeter of a Polygon STA: 6.8.B TOP: 9-7 Perimeter NAT: 8.2.1.h 140. ANS: A The perimeter of a figure is the distance around it. Feedback A B C D Correct! Add the lengths of the sides. Add the lengths of the sides. Add the lengths of the sides. PTS: 1 DIF: Basic REF: Page 514 OBJ: 9-7.1 Finding the Perimeter of a Polygon NAT: 8.2.1.h STA: 6.8.B TOP: 9-7 Perimeter KEY: perimeter | polygon 141. ANS: D Subtract the sum of the lengths of the given sides from the perimeter. Feedback A B C D Subtract the sum of the lengths of the given sides from the perimeter. Subtract the sum of the lengths of the given sides from the perimeter. The perimeter of a figure is the distance around it. Correct! PTS: 1 DIF: Average REF: Page 515 OBJ: 9-7.3 Finding Unknown Side Lengths and the Perimeter of a Polygon NAT: 8.2.1.h STA: 6.8.B TOP: 9-7 Perimeter KEY: perimeter | polygon 142. ANS: B The perimeter of a figure is the distance around it. First, break apart the figure into smaller rectangles to find the unknown measure. Then, use the result to find the perimeter of the figure. Feedback A B C D First, break apart the figure into smaller rectangles to find the unknown measure. Then, use the result to find the perimeter of the figure. Correct! First, break apart the figure into smaller rectangles to find the unknown measure. Then, use the result to find the perimeter of the figure. The perimeter of a figure is the distance around it. PTS: 1 DIF: Average REF: Page 515 OBJ: 9-7.3 Finding Unknown Side Lengths and the Perimeter of a Polygon NAT: 8.2.1.h STA: 6.8.B TOP: 9-7 Perimeter KEY: perimeter | polygon 143. ANS: D The circle is named by its center, so this is circle P. A diameter is a line segment that passes through the center and has both endpoints on the circle. A radius is a line segment that has one endpoint at the center and the other endpoint on the circle. Feedback A A circle is named by its center. B C D The diameter should have both endpoints on the circle. Each radius should have one endpoint at the center and the other endpoint on the circle. Correct! PTS: 1 DIF: Basic REF: Page 520 OBJ: 9-8.1 Naming Parts of a Circle STA: 6.6.C TOP: 9-8 Circles and Circumference KEY: circle | diameter | radius 144. ANS: A The formula for the circumference of a circle is 2 times the radius times π, or the diameter times π. Feedback A B C D Correct! Use the formula for the circumference of a circle. The formula for the circumference of a circle is 2 times the radius times pi, or the diameter times pi. Use the formula for the circumference of a circle. PTS: 1 DIF: Average REF: Page 521 OBJ: 9-8.3 Using the Formula for the Circumference of a Circle NAT: 8.2.1.h STA: 6.8.A TOP: 9-8 Circles and Circumference KEY: circle | circumference | formula 145. ANS: A Count each square that is completely covered or mostly covered as 1. Count each square that is about half covered as . Do not count the squares that are not covered or mostly not covered. Feedback A B C D Correct! Do not count the squares that are not covered or mostly not covered. Count each square that is completely covered or mostly covered as 1. Count each square that is about half covered as 1/2. PTS: 1 DIF: Average REF: Page 542 OBJ: 10-1.1 Estimating the Area of an Irregular Figure NAT: 8.2.1.c STA: 6.8.B TOP: 10-1 Estimating and Finding Area KEY: area | irregular figure 146. ANS: A Count each square that is completely covered or mostly covered as 1. Count each square that is about half covered as . Do not count the squares that are not covered or mostly not covered. Feedback A B C D Correct! Count each square that is completely covered or mostly covered as 1. Do not count the squares that are not covered or mostly not covered. Count each square that is about half covered as 1/2. PTS: 1 DIF: Average REF: Page 542 OBJ: 10-1.1 Estimating the Area of an Irregular Figure STA: 6.8.B TOP: 10-1 Estimating and Finding Area 147. ANS: A The area of a rectangle is its length times its width. NAT: 8.2.1.c KEY: area | irregular figure Feedback A B C D Correct! Multiply the length by the width. Multiply the length by the width. Find the area, not the perimeter. PTS: 1 DIF: Basic REF: Page 542 OBJ: 10-1.2 Finding the Area of a Rectangle STA: 6.8.B TOP: 10-1 Estimating and Finding Area 148. ANS: C The area of a parallelogram is its base times its height. NAT: 8.2.1.h KEY: area | rectangle Feedback A B C D Multiply the base by the height. Find the area, not the perimeter. Correct! Multiply the base by the height. PTS: 1 DIF: Basic REF: Page 543 OBJ: 10-1.3 Finding the Area of a Parallelogram NAT: 8.2.1.h STA: 6.8.B TOP: 10-1 Estimating and Finding Area KEY: area | parallelogram 149. ANS: B To find the area of the backyard not covered by the hot tub, subtract the area of the hot tub from the area of the backyard. 40 ft 7 ft 7 ft backyard area ( ) 600 – – – 15 ft hot tub area ( ) 49 = = = area of backyard not covered by the hot tub x 551 The area of the backyard that will not be covered by the hot tub is 551 . Feedback A B C D Use area, not perimeter. Correct! To find the area of a rectangle, multiply the length by the width. Subtract the area of the hot tub from the area of the backyard. PTS: 1 NAT: 8.2.1.h DIF: Average STA: 6.8.B REF: Page 543 OBJ: 10-1.4 Application TOP: 10-1 Estimating and Finding Area 150. ANS: B The area of a triangle is half the product of its base and its height. Feedback A B C D Multiply 1/2 by the base and then by the height. Correct! Multiply 1/2 by the base and then by the height. Use the formula for the area of a triangle. PTS: 1 DIF: Basic REF: Page 546 OBJ: 10-2.1 Finding the Area of a Triangle NAT: 8.2.1.h STA: 6.8.B TOP: 10-2 Area of Triangles and Trapezoids KEY: area | triangle 151. ANS: A The area of a triangle is half the product of its base and its height. Feedback A B C D Correct! The area of a triangle is half the product of its base and its height. Multiply 1/2 by the base and then by the height. Use the formula for the area of a triangle. PTS: NAT: KEY: 152. ANS: 1 DIF: Basic REF: Page 547 OBJ: 10-2.2 Application 8.2.1.h STA: 6.8.B TOP: 10-2 Area of Triangles and Trapezoids area | triangle A Formula for the area of a trapezoid Substitute 7 for h, for , and for . Simplify. Feedback A B C D Correct! Use the formula for the area of a trapezoid. Multiply 1/2 by the height and then by the sum of the bases. The area of a trapezoid is the product of half its height and the sum of its bases. PTS: 1 DIF: Average REF: Page 547 OBJ: 10-2.3 Finding the Area of a Trapezoid TOP: 10-2 Area of Triangles and Trapezoids 153. ANS: A Break apart the polygon into a rectangle and a triangle. Find the areas of the rectangle and the triangle. Add the areas. Feedback STA: 6.8.B A B C D Correct! Break apart the polygon into a rectangle and a triangle to help you. First, break apart the polygon into a rectangle and a triangle. Then, find the sum of the areas of the rectangle and the triangle. To find the area of a triangle, multiply 1/2 by the base and then by the height. PTS: 1 DIF: Average REF: Page 551 OBJ: 10-3.1 Finding Areas of Composite Figures STA: 6.8.B TOP: 10-3 Area of Composite Figures 154. ANS: A Break apart the polygon into two rectangles. Find the areas of the rectangles. Add the areas. NAT: 8.2.1.h KEY: area | composite figure Feedback A B C D Correct! Find the area, not the perimeter. First, break apart the polygon into two rectangles. Then, find the sum of the areas of the rectangles. Break apart the polygon into two rectangles to help you. PTS: 1 DIF: Average REF: Page 551 OBJ: 10-3.1 Finding Areas of Composite Figures NAT: 8.2.1.h STA: 6.8.B TOP: 10-3 Area of Composite Figures KEY: area | composite figure 155. ANS: B Break apart the polygon into six squares that are 4 ft by 4 ft. Find the area of one square, and then multiply by 6 to find the total area. Feedback A B C D Find the area, not the perimeter. Correct! First, break apart the polygon into six squares. Then, find the area of the square and multiply by 6. Break apart the polygon into six squares to help you. PTS: 1 DIF: Average REF: Page 552 OBJ: 10-3.2 Application NAT: 8.2.1.h STA: 6.8.B TOP: 10-3 Area of Composite Figures KEY: area | composite figure | simpler parts 156. ANS: A When the dimensions of a triangle are increased by a factor of x, the perimeter is increased by a factor of x, and the area is increased by a factor of x2. Feedback A B C D Correct! Check the change in the area. Check the change in the perimeter. Compare the perimeter and area of the original figure with the perimeter and area of the enlarged figure. PTS: 1 DIF: Average REF: Page 554 OBJ: 10-4.1 Changing Dimensions NAT: 8.3.2.f STA: 6.8.B TOP: 10-4 Comparing Perimeter and Area KEY: length | width | perimeter | area | change 157. ANS: D Step 1 Find the perimeter and area of the original poster. P = Formula for the perimeter of a rectangle = Substitute 16 for l and 16 for w. = 64 cm A Simplify. = = Formula for the area of a rectangle Substitute 16 for l and 16 for w. = 256 cm Simplify. Step 2 Find the perimeter of the new poster. P = Formula for the perimeter of a rectangle = Substitute 8 for l and 8 for w. = 32 cm A Simplify. = = Formula for the area of a rectangle Substitute 8 for l and 8 for w. = 64 cm Simplify. When the dimensions are divided by 2, the perimeter is divided by 2 and the area is divided by 4 or Feedback A B C D The problem asks to make a poster smaller by a certain factor. Use the operation that is opposite multiplication. Find the perimeter and area of the original poster. Then, compare the results with the perimeter and area of the reduced poster. The new poster is smaller. Use the correct operation to reduce the original poster by a certain factor. Correct! PTS: 1 NAT: 8.3.2.f 158. ANS: C DIF: Average STA: 6.8.B REF: Page 555 OBJ: 10-4.2 Application TOP: 10-4 Comparing Perimeter and Area The radius of a circle is half its diameter. Substitute 32.9 for d. Simplify. Approximate the radius. cm Formula for the area of a circle Substitute 16 for r. Simplify. Feedback A The area of a circle is pi times the square of the radius. . B C D The area of a circle is pi times the square of the radius. Correct! The area of a circle is pi times the square of the radius. PTS: 1 DIF: Basic REF: Page 558 OBJ: 10-5.1 Estimating the Area of a Circle STA: 6.8.B TOP: 10-5 Area of Circles 159. ANS: D The area of a circle is the product of pi and square of the radius. NAT: 8.2.1.h Feedback A B C D The area of a circle is pi times the square of the radius. The area of a circle is pi times the square of the radius, not the square of the diameter. Find the area, not the circumference. Correct! PTS: OBJ: STA: 160. ANS: 1 DIF: Average REF: Page 559 10-5.2 Using the Formula for the Area of a Circle NAT: 8.2.1.h 6.8.B TOP: 10-5 Area of Circles KEY: circle | area | formula D The length of the radius is half of the diameter. Substitute 12 for diameter. Simplify. Formula for the area of a circle Substitute 6 for radius. Simplify. Simplify. The area of the brass needed to cover one side of the sundial is 113.04 . Feedback A B C D Find the area, not the circumference. Divide the diameter by 2 to find the radius. The area of a circle is pi times the square of the radius, not the square of the diameter. Correct! PTS: 1 DIF: Average REF: Page 559 OBJ: 10-5.3 Application NAT: 8.2.1.h STA: 6.8.B TOP: 10-5 Area of Circles 161. ANS: D Faces are the flat surfaces of the figure. An edge is the line segment along which two faces meet. A vertex is the intersection of three or more faces. Feedback A B C D Faces are the flat surfaces. An edge is the side shared between two faces. A vertex is the point where three or more faces meet. Correct! PTS: 1 DIF: Basic REF: Page 566 OBJ: 10-6.1 Identifying Faces, Edges, and Vertices NAT: 8.3.1.c STA: 6.12.A TOP: 10-6 Three-Dimensional Figures KEY: solid figure | face | edge | vertex 162. ANS: D Faces are the flat surfaces of the figure. An edge is the line segment along which two faces meet. A vertex is the intersection of three or more faces. Feedback A B C D An edge is the side shared between two faces. Faces are the flat surfaces. A vertex is the point where three or more faces meet. Correct! PTS: 1 DIF: Average REF: Page 566 OBJ: 10-6.1 Identifying Faces, Edges, and Vertices NAT: 8.3.1.c STA: 6.12.A TOP: 10-6 Three-Dimensional Figures KEY: solid figure | face | edge | vertex 163. ANS: B Faces are the flat surfaces of the figure. An edge is the line segment along which two faces meet. A vertex is the intersection of three or more faces. Feedback A B C D Faces are the flat surfaces. Correct! Count the base as a face also. A vertex is the point where three or more faces meet. PTS: 1 DIF: Average REF: Page 566 OBJ: 10-6.1 Identifying Faces, Edges, and Vertices NAT: 8.3.1.c STA: 6.12.A TOP: 10-6 Three-Dimensional Figures KEY: solid figure | face | edge | vertex 164. ANS: B A prism has two congruent parallel bases and is named for the shape of its bases. A pyramid has one base and three or more triangular faces that share a vertex. A pyramid is named for the shape of its base. Feedback A B C D A pyramid has one base. This object has more than one base. Correct! Check the shape of the bases. A pyramid has one base. This object has more than one base. PTS: 1 DIF: Basic REF: Page 567 OBJ: 10-6.2 Naming Three-Dimensional Figures STA: 6.12.A TOP: 10-6 Three-Dimensional Figures 165. ANS: A A cylinder has two congruent, parallel, circular bases. Feedback A Correct! NAT: 8.3.1.c KEY: solid figure | classify | name B C D A prism has faces that are all parallelograms. This object does not have any parallelograms. A polyhedron has faces that are polygons. Not every face of this object is a polygon. A cone has one base. This object has two bases. PTS: 1 DIF: Basic REF: Page 567 OBJ: 10-6.2 Naming Three-Dimensional Figures NAT: 8.3.1.c STA: 6.12.A TOP: 10-6 Three-Dimensional Figures KEY: solid figure | classify | name 166. ANS: A A cone has one circular base and a curved surface that comes to a point. Feedback A B C D Correct! A pyramid has three or more triangular faces. This object has no triangular faces. A polyhedron has faces that are polygons. Not every face of this object is a polygon. A cylinder has two bases. This object has only one base. PTS: 1 DIF: Basic REF: Page 567 OBJ: 10-6.2 Naming Three-Dimensional Figures NAT: 8.3.1.c STA: 6.12.A TOP: 10-6 Three-Dimensional Figures KEY: solid figure | classify | name 167. ANS: D A pyramid has one base and three or more triangular faces that share a vertex. A pyramid is named for the shape of its base. A prism has two congruent parallel bases and is named for the shape of its bases. Feedback A B C D A prism has two bases. This object has only one base. Check the shape of the base. A prism has two bases. This object has only one base. Correct! PTS: 1 DIF: Advanced NAT: 8.3.1.c KEY: solid figure | classify | name 168. ANS: A All the faces are polygons. The figure is a polyhedron. TOP: 10-6 Three-Dimensional Figures The base is a triangle. All the other faces are triangles and meet in a vertex. So, the figure is a triangular pyramid. Feedback A B C D Correct! A polyhedron has flat surfaces that are polygons. Check to see if the figure has one base or two parallel, congruent bases. Check to see if the figure has one base or two parallel, congruent bases. PTS: 1 DIF: Advanced NAT: 8.3.1.c TOP: 10-6 Three-Dimensional Figures KEY: pyramids | prisms | polyhedra | cones | cylinders | three-dimensional figures | classify 169. ANS: D The formula for the volume of a triangular prism is V = Bh, where B is the area of the base, and h is the height of the prism. Feedback A B C D Use the formula for the volume of a triangular prism. Multiply the base area by the height. Find the volume, not the surface area. Correct! PTS: 1 DIF: Average REF: Page 572 OBJ: 10-7.2 Finding the Volume of a Triangular Prism NAT: 8.2.1.j STA: 6.8.B TOP: 10-7 Volume of Prisms KEY: volume | triangular prism 170. ANS: D The possible dimensions are combinations of 3 factors of the number of boxes. The product of the three factors, which is also the volume, is equal to the number of boxes that need to be shipped. Feedback A B C D The product of the dimensions is equivalent to the volume of the case. The product of the dimensions is equivalent to the volume of the case. The product of the dimensions is equivalent to the volume of the case. Correct! PTS: 1 DIF: Average REF: Page 573 OBJ: 10-7.3 Problem-Solving Application STA: 6.8.B TOP: 10-7 Volume of Prisms 171. ANS: C Step 1 Find the volume and density of David’s substance. cm NAT: 8.2.1.j KEY: volume | polygon | problem solving Step 2 Find the volume and density of the substances in the table. Copper cm Gold cm Pine cm Silver cm Feedback A B C D The density of David's substance is not the same as the density of silver. The density of gold is not the same as the density of David's substance. Correct! The density of David's substance is not the same as the density of pine. PTS: 1 DIF: Advanced TOP: 10-7 Volume of Prisms KEY: multi-step 172. ANS: D The formula for the volume of a cylinder is V = πr2h. Feedback A B C D The formula for the volume of a cylinder is pi times the height times the square of the radius, not the square of the diameter. Multiply the area of the base by the height. Use the formula for the volume of a cylinder. Correct! PTS: 1 DIF: Average REF: Page 576 OBJ: 10-8.1 Finding the Volume of a Cylinder STA: 6.8.B TOP: 10-8 Volume of Cylinders 173. ANS: D The formula for the volume of a cylinder is V = πr2h. NAT: 8.2.1.j KEY: volume | cylinder Feedback A B C D Multiply the area of the base by the height. The formula for the volume of a cylinder is pi times the height times the square of the radius, not the square of the diameter. Use the formula for the volume of a cylinder. Correct! PTS: 1 DIF: Average REF: Page 576 OBJ: 10-8.1 Finding the Volume of a Cylinder NAT: 8.2.1.j TOP: 10-8 Volume of Cylinders KEY: volume | cylinder 174. ANS: C The can has the shape of a cylinder. The formula for the volume of a cylinder is V = πr2h. Feedback A B C D The formula for the volume of a cylinder is pi times the height times the square of the radius, not the square of the diameter. Find the volume, not the surface area. Correct! Use the formula for the volume of a cylinder. PTS: 1 DIF: Average REF: Page 577 OBJ: 10-8.2 Application NAT: 8.2.1.j STA: 6.8.B TOP: 10-8 Volume of Cylinders KEY: volume | cylinder 175. ANS: B The formula for the volume of a cylinder is V = πr2h. Feedback A B Find the volume of each cylinder and compare. Correct! PTS: 1 DIF: Average REF: Page 577 OBJ: 10-8.3 Comparing Volumes of Cylinders NAT: 8.2.1.j STA: 6.8.B TOP: 10-8 Volume of Cylinders KEY: volume | cylinder | compare 176. ANS: B A rise in temperature can be represented by a positive number. A drop in temperature can be represented by a negative number. Feedback A B C D A rise in temperature can be represented by a positive number. A drop in temperature can be represented by a negative number. Correct! Use an integer, not a fraction, to represent the situation. Use an integer, not a fraction, to represent the situation. PTS: 1 DIF: Average REF: Page 602 OBJ: 11-1.1 Identifying Positive and Negative Numbers in the Real World STA: 6.1.C TOP: 11-1 Integers in Real-World Situations KEY: positive | negative | integer 177. ANS: D Spending money can be represented by a positive number. Earning money can be represented by a negative number. Feedback A B C D Use an integer, not a fraction, to represent the situation. Spending money can be represented by a positive number. Earning money can be represented by a negative number. Use an integer, not a fraction, to represent the situation. Correct! PTS: 1 DIF: Average REF: Page 602 OBJ: 11-1.1 Identifying Positive and Negative Numbers in the Real World STA: 6.1.C TOP: 11-1 Integers in Real-World Situations KEY: positive | negative | integer 178. ANS: B 1 is the same distance from 0 as –1. –10 –8 –6 –4 –2 0 2 4 6 8 10 Feedback A B C D Graph the integer as well as its opposite. Correct! The opposite number is the same distance from 0 but on the other side of the number line. The opposite number is the same distance from 0 but on the other side of the number line. PTS: 1 DIF: Basic REF: Page 603 TOP: 11-1 Integers in Real-World Situations 179. ANS: D Graph the integers on a number line. OBJ: 11-1.2 Graphing Integers KEY: integer | graph –10 –8 –6 –4 –2 0 2 4 6 8 10 Then, read the numbers from left to right. –6, –4, 4, 8 Feedback A B C D Order the integers from least to greatest, not greatest to least. First, graph the integers on a number line. Then, read the integers on the number line from left to right. Use a number line to help you order the integers. Correct! PTS: 1 DIF: Average REF: Page 606 OBJ: 11-2.2 Ordering Integers NAT: 8.1.1.i TOP: 11-2 Comparing and Ordering Integers KEY: integer | order 180. ANS: D Graph each player’s score on a number line. –10 –9 –8 –7 –6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6 7 8 9 10 Mr. Williams’ score is farthest to the left, so it is the lowest score. Therefore, Mr. Williams is the winner of the tournament. Feedback A B C D Find the player with the lowest score, not the highest score. Use a number line to help you find the lowest score. First, graph the scores on a number line. Then, find the score that is farthest to the left on the number line. Correct! PTS: 1 DIF: Average REF: Page 607 OBJ: 11-2.3 Problem-Solving Application TOP: 11-2 Comparing and Ordering Integers KEY: integer | compare | order | problem solving 181. ANS: C Graph each change in price on a number line. –10 –9 –8 –7 –6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6 7 8 NAT: 8.1.1.i 9 10 King’s change in price is farthest to the left, so King lost the most. Feedback A B C D Use a number line to help you find the lowest change in price. First, graph the price changes on a number line. Then, find the price change that is farthest to the left on the number line. Correct! Find the lowest price change, not the highest. PTS: 1 DIF: Average REF: Page 607 OBJ: 11-2.3 Problem-Solving Application NAT: 8.1.1.i TOP: 11-2 Comparing and Ordering Integers KEY: integer | compare | order | problem solving 182. ANS: C The scores in order from least to greatest are –20,319; –7,298; 10,542; 20,642; 21,115. So, the students’ names in order from lowest score to highest score are Maria, Aaron, Yumi, Octavio, Jesse. Feedback A B Jesse's score is the lowest score. Order the students' names in order from lowest score to highest score, not from highest score to lowest score. Correct! Negative integers are always less than positive integers. C D PTS: 1 DIF: Advanced NAT: 8.1.1.i TOP: 11-2 Comparing and Ordering Integers 183. ANS: C KEY: order | compare | integers y 5 Quadrant II Quadrant I –5 5 Quadrant III x Quadrant IV –5 Feedback A B C D Check the location of the point. The coordinate plane is divided by the x-axis and the y-axis into four quadrants. Correct! Check the location of the point. PTS: 1 DIF: Basic REF: Page 610 OBJ: 11-3.1 Identifying Quadrants NAT: 8.5.2.c STA: 6.7.A TOP: 11-3 The Coordinate Plane KEY: quadrant | coordinate plane 184. ANS: C From the origin, D is 4 units left and 2 units down. Feedback A B C D The first number tells how far to move right or left from the origin. The second number tells how far to move up or down. Check the y-coordinate. Correct! Check the x-coordinate. PTS: 1 DIF: Basic REF: Page 611 OBJ: 11-3.2 Locating Points on a Coordinate Plane STA: 6.7.A TOP: 11-3 The Coordinate Plane 185. ANS: B From the origin, F is 3 units left and 4 units down. NAT: 8.5.2.c KEY: coordinate plane | point Feedback A B C D Check the x-coordinate. Correct! Check the y-coordinate. The first number tells how far to move right or left from the origin. The second number tells how far to move up or down. PTS: OBJ: STA: 186. ANS: 1 DIF: Basic REF: Page 611 11-3.3 Graphing Points on a Coordinate Plane 6.7.A TOP: 11-3 The Coordinate Plane C NAT: 8.5.2.c KEY: coordinate plane | point y 5 4 D C 3 2 1 –3 –2 –1 –1 A –2 1 2 3 4 5 6 7 x B –3 The points form a parallelogram. Feedback A B C D A rhombus has all congruent sides. A square has four right angles. Correct! A trapezoid has exactly one pair of parallel sides. PTS: 1 DIF: Advanced NAT: 8.5.2.c TOP: 11-3 The Coordinate Plane 187. ANS: A Move right on a number line to add a positive integer. Move left on a number line to add a negative integer. Feedback A B C D Correct! Move right on a number line to add a positive integer. Move left to add a negative integer. Move right on a number line to add a positive integer. Move left to add a negative integer. Move right on a number line to add a positive integer. Move left to add a negative integer. PTS: 1 DIF: Average REF: Page 617 OBJ: 11-4.1 Writing Integer Addition NAT: 8.1.3.a TOP: 11-4 Adding Integers KEY: integer | addition 188. ANS: C The lower vector shows the first addend, and the upper vector shows the second addend. The number at which the upper vector stops is the sum of the two integers. –6 + 9 = 3 Feedback A B C D Use the model to help you. Move right on a number line to add a positive integer. Move left to add a negative integer. Correct! The lower vector shows the first addend, and the upper vector shows the second addend. PTS: 1 NAT: 8.1.3.a 189. ANS: D w + (–7) = 5 + (–7) = –2 DIF: Average REF: Page 618 TOP: 11-4 Adding Integers OBJ: 11-4.2 Adding Integers KEY: integer | addition Substitute 5 for w. Add. Feedback A B C D Use a number line to help you add. First, substitute the value for the variable. Then, use a number line to add. Check the signs. Correct! PTS: 1 DIF: Average REF: Page 618 OBJ: 11-4.3 Evaluating Integer Expressions NAT: 8.1.3.a TOP: 11-4 Adding Integers KEY: integer | expression | evaluate 190. ANS: C –100 + 3,400 = 3,300 The plane is 3,300 ft above sea level. Feedback A B C D Use a negative integer for the depth of the submarine. Use a negative integer for the depth of the submarine. Use a positive integer for the distance between the submarine and the plane. Correct! Check the signs. PTS: 1 DIF: Average REF: Page 618 NAT: 8.1.3.a TOP: 11-4 Adding Integers 191. ANS: A –6 + 20 = 14 The amount of rainfall this year is 14 inches over the average. Feedback OBJ: 11-4.4 Application KEY: integer | addition A B C D Correct! Use a negative integer for the amount of rainfall under the average. Find the sum of last year's amount of rainfall and this year's amount of rainfall. Check the signs. PTS: 1 DIF: Average REF: Page 618 OBJ: 11-4.4 Application NAT: 8.1.3.a TOP: 11-4 Adding Integers KEY: integer | addition 192. ANS: A Move left on a number line to subtract a positive integer. Move right on a number line to subtract a negative integer. Feedback A B C D Correct! Move left on a number line to subtract a positive integer. Move right to subtract a negative integer. Move left on a number line to subtract a positive integer. Move right to subtract a negative integer. Move left on a number line to subtract a positive integer. Move right to subtract a negative integer. PTS: 1 DIF: Average REF: Page 622 OBJ: 11-5.1 Writing Integer Subtraction NAT: 8.1.3.a TOP: 11-5 Subtracting Integers KEY: integer | subtraction 193. ANS: D The lower vector shows the number subtracted from, and the upper vector shows the number being subtracted. The number at which the upper vector stops is the difference of the two integers. Feedback A B C D The lower vector shows the number subtracted from, and the upper vector shows the number being subtracted. Move left on a number line to subtract a positive integer. Move right to subtract a negative integer. Use the model to help you. Correct! PTS: 1 DIF: Average REF: Page 622 OBJ: 11-5.2 Subtracting Integers NAT: 8.1.3.a TOP: 11-5 Subtracting Integers KEY: integer | subtraction 194. ANS: B Multiply the numbers. If the signs are the same, the product is positive. If the signs are different, the product is negative. Feedback A B C D First, multiply the numbers. Then, determine whether the product is positive or negative. Correct! if the signs of the two integers are the same, the product is positive. If the signs are different, the product is negative. Multiply the integers, not add. PTS: 1 DIF: Basic REF: Page 625 OBJ: 11-6.1 Multiplying Integers NAT: 8.1.3.d 195. ANS: D 10v = 10(–8) = –80 TOP: 11-6 Multiplying Integers KEY: integer | multiplication Substitute –8 for v. Multiply. Feedback A B C D First, substitute the value for the variable. Then, multiply. Substitute, and then multiply. When multiplying integers, if the signs of the two integers are the same, the product is positive. If the signs are different, the product is negative. Correct! PTS: 1 DIF: Average REF: Page 626 OBJ: 11-6.2 Evaluating Integer Expressions NAT: 8.5.3.c TOP: 11-6 Multiplying Integers KEY: integer | expression | evaluate 196. ANS: D The difference between the two numbers is 3. Make a table listing integers with a difference of 3. Find their product. Continue until their product is equal to 28. Two integers 1, 4 2, 5 4, 7 Find their product. Is their product equal to 28? No No Continue the process. Yes! The two numbers whose product is 28 and whose difference is 3 are 4 and 7. Feedback A B C D These numbers do not have the correct difference. Find many sets of integers with the given difference. Choose the set whose product is correct. Find two numbers whose difference is the given value, not whose sum is the given value. These numbers do not have the correct product. Find many sets of integers with the given difference. Choose the set whose product is correct. Correct! PTS: 1 DIF: Advanced TOP: 11-6 Multiplying Integers 197. ANS: B Divide the numbers. If the signs are the same, the quotient is positive. If the signs are different, the quotient is negative. Feedback A B C D if the signs of the two integers are the same, the quotient is positive. If the signs are different, the quotient is negative. Correct! Divide the integers, not add. First, divide the numbers. Then, determine whether the product is positive or negative. PTS: 1 NAT: 8.1.3.d 198. ANS: D = =7 DIF: Basic REF: Page 628 TOP: 11-7 Dividing Integers OBJ: 11-7.1 Dividing Integers KEY: integer | division Substitute 56 for e. Divide. Feedback A B C D First, substitute the value for the variable. Then, divide. When dividing integers, if the signs of the two integers are the same, the quotient is positive. If the signs are different, the quotient is negative. Substitute, and then divide. Correct! PTS: OBJ: TOP: 199. ANS: 1 DIF: Average REF: Page 629 11-7.2 Evaluating Integer Expressions NAT: 8.5.3.c 11-7 Dividing Integers KEY: integer | expression | evaluate C 6 is subtracted from g. Add 6 to both sides to undo the addition. Feedback A B C D Substitute the solution into the original equation to check your answer. Check the signs. Correct! Add the same number to both sides of the equation to undo the subtraction. PTS: OBJ: TOP: 200. ANS: 1 DIF: Average REF: Page 636 11-8.1 Adding and Subtracting to Solve Equations NAT: 8.5.4.a 11-8 Solving Integer Equations KEY: integer equations | solving integer equations A 7 is added to w. Subtract 7 from both sides to undo the subtraction. Feedback A B C D Correct! Substitute the solution into the original equation to check your answer. Check the signs. Subtract the same number from both sides of the equation to undo the addition. PTS: OBJ: TOP: 201. ANS: 1 DIF: Average REF: Page 636 11-8.1 Adding and Subtracting to Solve Equations NAT: 8.5.4.a 11-8 Solving Integer Equations KEY: integer equations | solving integer equations A f is multiplied by –4. Divide both sides by –4 to undo the multiplication. f = –5 Check: –4f = 20 –4(–5) = 20? 20 = 20 Substitute –5 for f. –5 is the solution. Feedback A B C D Correct! Check your answer by substituting the solution in the original equation. Divide to undo the multiplication. Check the signs. PTS: OBJ: TOP: 202. ANS: 1 DIF: Basic REF: Page 637 11-8.2 Multiplying and Dividing to Solve Equations NAT: 8.5.4.a 11-8 Solving Integer Equations KEY: equation | multiplication | division | solving D First year Second year Added is 23,894 to payment payment b b + x = 23,894 10,705 + x = 23,894 10,705 10,705 + x = 23,894 Write an equation to represent the relationship. Substitute 10,705 for b. Since 10,705 is added to x, subtract 10,705 from both sides to undo the addition. The payment for the second year is $13,189. Feedback A B C D Subtract the same number from both sides of the equation. Check your answer. Use the same operation on both sides of the equation. Correct! PTS: 1 203. ANS: B y is 3 times x – 5 DIF: Advanced NAT: 8.5.4.a Compare x and y to find a pattern. Use the pattern to write an equation. Substitute 14 for x. Use the function to find y when x = 14. TOP: 11-8 Solving Integer Equations Feedback A B C D Make sure the equation works for all values of x. Correct! Make sure the equation works for all values of x. Make sure the equation works for all values of x. PTS: 1 DIF: Average REF: Page 640 OBJ: 11-9.1 Writing Equations from Function Tables NAT: 8.5.1.b STA: 6.5.A TOP: 11-9 Tables and Functions 204. ANS: A You can make a table to display the data. Let p be the number of people. Let t be the time in minutes. 6 7 8 t 18 21 24 p p is equal to 3 times t. . So, Feedback A B C D Correct! Use the correct operation. You can make a table to display the data. Then, compare the t and p values. Substitute the number of minutes for t and the number of people for p in the equation to check your answer. PTS: 1 DIF: Average REF: Page 641 OBJ: 11-9.3 Problem-Solving Application NAT: 8.5.2.a STA: 6.5.A TOP: 11-9 Tables and Functions KEY: equation | function | problem solving 205. ANS: B You can make a table to display the data. Let t be the number of tomatoes. Let p be the price per pack. 12 16 24 t 3 4 6 p p is equal to t divided by 4. So, . Feedback A B C D You can make a table to display the data. Then, compare the t and p values. Correct! Use the correct operation. Substitute the number of tomatoes for t and the price per pack for p in the equation to check your answer. PTS: 1 DIF: Average REF: Page 641 OBJ: 11-9.3 Problem-Solving Application NAT: 8.5.2.a STA: 6.5.A TOP: 11-9 Tables and Functions KEY: equation | function | problem solving 206. ANS: B Let n be the number of dogs Tanya walks. The number of dogs Tanya walks multiplied by = 157.5 her salary needs to equal the price of the concert. = n = Divide both sides by 10.5. 15 Simplify. Tanya needs to walk 15 dogs to earn enough money to go to the concert. Feedback A Make a table to find how much money Tanya earns for 1, 2, and 3 dogs. Notice a pattern and then create the correct equation. Correct! When removing a coefficient, multiply by the reciprocal. Make a table to find how much money Tanya earns for 1, 2, and 3 dogs. Notice a pattern and then create the correct equation. B C D PTS: 1 DIF: Advanced NAT: 8.5.4.c TOP: 11-9 Tables and Functions KEY: multi-step 207. ANS: B Make a function table by using the given values for x to find values for y. x y 1 22 2 35 3 48 4 61 Write the solutions as ordered pairs. (1, 22), (2, 35), (3, 48), (4, 61) Feedback A B C D The first number in an ordered pair is the x-value. The second number is the y-value. Correct! Make a function table. The first number in an ordered pair is the x-value. The second number is the y-value. PTS: OBJ: NAT: 208. ANS: 1 DIF: Average REF: Page 646 11-10.1 Finding Solutions of Equations with Two Variables 8.5.2.b TOP: 11-10 Graphing Functions A ? Substitute 4 for x and 55 for y. (4, 55) is not a solution. Feedback A B Correct! Substitute the x- and y-values in the equation and see if both sides of the equation are equal. PTS: 1 DIF: Average REF: Page 646 OBJ: 11-10.2 Checking Solutions of Equations with Two Variables NAT: 8.5.2.b TOP: 11-10 Graphing Functions KEY: equation | two variables 209. ANS: B An event is impossible if it has a probability of 0%. An event is unlikely if it has a probability between 0% and 50%. An event is as likely as not if it has a probability of 50%. An event is likely if it has a probability between 50% and 100%. An event is certain if it has a probability of 100%. Feedback A B C D E The lower an event's probability, the less likely that event is to happen. Correct! An event is impossible if it has a probability of 0%. The higher an event's probability, the more likely that event is to happen. An event is as likely as not if it has a probability of 50%. PTS: 1 DIF: Basic REF: Page 668 OBJ: 12-1.1 Estimating the Likelihood of an Event NAT: 8.4.4.a TOP: 12-1 Introduction to Probability KEY: estimation | probability | event | simple event 210. ANS: B 4% = 0.4 Write as a decimal. 1 4% = = 25 Write as a fraction in simplest form. Feedback A B C D To write the percent as a decimal, move the decimal point. Correct! To write the decimal as a fraction, use the number as the numerator and use 100 as the denominator. Then, simplify. Check the fraction. PTS: 1 NAT: 8.4.4.g 211. ANS: D 11 = 0.22 50 = 11 50 = 22% DIF: Average REF: Page 669 TOP: 12-1 Introduction to Probability OBJ: 12-1.2 Writing Probabilities KEY: probability Write as a decimal. Write as a percent. Feedback A B C D You found the correct decimal. Now, write the decimal as a percent by moving the decimal point. To write the fraction as a decimal, find an equivalent fraction with 100 as the denominator. Then, simplify. To write the fraction as a decimal, find an equivalent fraction with 100 as the denominator. Then, simplify. Correct! PTS: 1 DIF: Average REF: Page 669 NAT: 8.4.4.g TOP: 12-1 Introduction to Probability 212. ANS: A Compare: a mystery and a history book 70% > 10% It is more likely to get a mystery than a history book. OBJ: 12-1.2 Writing Probabilities KEY: probability Feedback A B C Correct! Find the type of book represented by the greater percent. Compare the probabilities. PTS: 1 DIF: Basic REF: Page 669 NAT: 8.4.4.a TOP: 12-1 Introduction to Probability 213. ANS: C Compare: small prize/ no prize. 40% = 40% The person is as likely to win a small prize as to win no prize. OBJ: 12-1.3 Comparing Probabilities KEY: probability Feedback A B C Compare the probabilities. Compare the probabilities. Correct! PTS: 1 DIF: Basic REF: Page 669 NAT: 8.4.4.a TOP: 12-1 Introduction to Probability 214. ANS: A Compare: a green marble and a purple marble 20% < 50% A green marble is less likely than a purple marble. OBJ: 12-1.3 Comparing Probabilities KEY: probability Feedback A B C Correct! Compare the probabilities. Compare the probabilities. PTS: 1 DIF: Basic REF: Page 669 OBJ: 12-1.3 Comparing Probabilities NAT: 8.4.4.a TOP: 12-1 Introduction to Probability KEY: probability 215. ANS: E An event is impossible if it has a probability of 0%. An event is unlikely if it has a probability between 0% and 50%. An event is as likely as not if it has a probability of 50%. An event is likely if it has a probability between 50% and 100%. An event is certain if it has a probability of 100%. The probability is 1, so the event is certain. Feedback A The lower an event's probability, the less likely that event is to happen. B C D E The higher an event's probability, the more likely that event is to happen. An event is impossible if it has a probability of 0%. An event is certain if it has a probability of 100%. An event has the same chance of happening as of not happening has a probability of 50%. Correct! PTS: 1 DIF: Advanced NAT: 8.4.4.a TOP: 12-1 Introduction to Probability 216. ANS: A Outcomes are the different results that can occur in an experiment. The outcome shown is landing on X. Feedback A B C D Correct! Check where the spinner landed. Check where the spinner landed. Check where the spinner landed. PTS: 1 DIF: Basic REF: Page 672 OBJ: 12-2.1 Identifying Outcomes NAT: 8.4.4.e STA: 6.9.B TOP: 12-2 Experimental Probability KEY: probability | outcome | sample 217. ANS: B Outcomes are the different results that can occur in an experiment. The outcome shown is landing on A and 2. Feedback A B C D Check where the spinner landed. Correct! Check where the spinner landed. Check where the spinner landed. PTS: NAT: KEY: 218. ANS: 1 DIF: Average 8.4.4.e STA: 6.9.B probability | outcome | sample B P(cup lands on its side) REF: Page 672 OBJ: 12-2.1 Identifying Outcomes TOP: 12-2 Experimental Probability = 21 40 Feedback A B C D Find the ratio of the number of times the cup landed in the manner specified to the number of times it was tossed. Correct! Find the ratio of the number of times the cup landed in the manner specified to the number of times it was tossed. Find the ratio of the number of times the cup landed in the manner specified to the number of times it was tossed. PTS: OBJ: STA: KEY: 1 DIF: Average REF: Page 673 12-2.2 Finding Experimental Probability 6.9.B TOP: 12-2 Experimental Probability probability | experimental probability NAT: 8.4.4.c 219. ANS: B P(cup does not land right-side up) = 31 40 Feedback A B C D Find the ratio of the number of times the cup did not land in the manner specified to the number of times it was tossed. Correct! Find the ratio of the number of times the cup did not land in the manner specified to the number of times it was tossed. Find the ratio of the number of times the cup did not land in the manner specified to the number of times it was tossed. PTS: OBJ: STA: KEY: 220. ANS: 1 DIF: Average REF: Page 673 12-2.2 Finding Experimental Probability 6.9.B TOP: 12-2 Experimental Probability probability | experimental probability B NAT: 8.4.4.c P(cup lands upside down) P(cup lands on its side) P(cup lands right-side up) So, the cup is most likely to land on its side. Feedback A B C Find the experimental probability of each outcome, and choose the orientation in which the cup is most likely to land. Correct! Compare the experimental probability of each outcome. PTS: OBJ: STA: KEY: 221. ANS: 1 DIF: Average REF: Page 673 12-2.3 Comparing Experimental Probabilities 6.9.B TOP: 12-2 Experimental Probability probability | experimental probability A NAT: 8.4.4.c P(cup lands right-side up) P(cup lands on its side) It is more likely the cup will land on its side. Feedback A B C Correct! Compare the experimental probability of each outcome. First, find the experimental probability the cup will land in each orientation. Then, compare to find the higher experimental probability. PTS: OBJ: STA: KEY: 222. ANS: 1 DIF: Average REF: Page 673 12-2.3 Comparing Experimental Probabilities 6.9.B TOP: 12-2 Experimental Probability probability | experimental probability A NAT: 8.4.4.c P(more than 10 people) There is a probability that there will be more than 10 people in line. This probability is less than , so it is unlikely to occur. Feedback A B C D Correct! The probability asks for more than 10 people in line. Therefore, you can only use the number of days when there are 11 or more people in line. To find the probability, divide the number of times the event occurs by the total number of trials. To find the probability, divide the number of times the event occurs by the total number of trials. PTS: 1 DIF: Advanced NAT: 8.4.4.c TOP: 12-2 Experimental Probability 223. ANS: C Make a tree diagram to organize the information. STA: 6.9.B Feedback A B C D Make a tree diagram to find all the possible combinations. Make a tree diagram to find all the possible combinations. Correct! Make a tree diagram to find all the possible combinations. PTS: 1 DIF: Average REF: Page 678 OBJ: 12-3.1 Problem-Solving Application NAT: 8.4.4.f STA: 6.9.A TOP: 12-3 Counting Methods and Sample Spaces KEY: probability | tree diagram | problem solving 224. ANS: D Make an organized list to keep track of all the possible outcomes. List the possible ways where the Hannah uses the blue wrapping paper. blue, striped blue, polka dots blue, clear List the possible ways where the Hannah uses the red wrapping paper. red, striped red, polka dots red, clear Feedback A B C D Make an organized list to find all the possible choices. Make an organized list to find all the possible choices. Make an organized list to find all the possible choices. Correct! PTS: 1 DIF: Average REF: Page 679 OBJ: 12-3.2 Making an Organized List NAT: 8.4.4.e STA: 6.9.A TOP: 12-3 Counting Methods and Sample Spaces 225. ANS: A There are 7 English teachers and 6 science teachers. There are 42 possible combinations. Feedback A B C D Correct! Multiply to find the number of combinations. Multiply to find the number of combinations. Multiply to find the number of combinations. PTS: 1 DIF: Average REF: Page 679 OBJ: 12-3.3 Using the Fundamental Counting Principle NAT: 8.4.4.e STA: 6.9.A TOP: 12-3 Counting Methods and Sample Spaces 226. ANS: D Multiply the number of choices in each category. There are 4 choices for dinner and 4 choices for a side dish. There are 16 possible meals. Feedback A B C D Multiply the number of choices in each category. Use the Fundamental Counting Principle. Multiply the number of choices in each category. Correct! PTS: 1 DIF: Average REF: Page 679 OBJ: 12-3.3 Using the Fundamental Counting Principle NAT: 8.4.4.e STA: 6.9.A TOP: 12-3 Counting Methods and Sample Spaces 227. ANS: C Multiply the number of choices in each category. There are 3 choices for a sandwich, and 3 choices for a side dish, and 3 choices for a drink. There are 27 possible meals Feedback A B C Multiply the number of choices in each category. Use the Fundamental Counting Principle. Correct! D Multiply the number of choices in each category. PTS: 1 DIF: Average REF: Page 679 OBJ: 12-3.3 Using the Fundamental Counting Principle NAT: 8.4.4.e STA: 6.9.A TOP: 12-3 Counting Methods and Sample Spaces KEY: probability | organized list | sample 228. ANS: C Multiply the number of choices in each category. There are 4 choices for the 6th grade, 3 choices for the 7th grade, and 3 choices for the 8th grade. There are 36 possible ways. Feedback A B C D Multiply the number of choices in each category. Use the Fundamental Counting Principle. Correct! Multiply the number of choices in each category. PTS: 1 DIF: Average REF: Page 679 OBJ: 12-3.3 Using the Fundamental Counting Principle NAT: 8.4.4.e STA: 6.9.A TOP: 12-3 Counting Methods and Sample Spaces 229. ANS: A Multiply the number of choices in each category. There are 3 choices for the first number, 5 choices for the second number, and 5 choices for the third number. There are 75 possible combinations. Feedback A B C D Correct! Multiply the number of choices in each category. Use the Fundamental Counting Principle. Multiply the number of choices in each category. PTS: 1 DIF: Average REF: Page 679 OBJ: 12-3.3 Using the Fundamental Counting Principle NAT: 8.4.4.e STA: 6.9.A TOP: 12-3 Counting Methods and Sample Spaces 230. ANS: D There are 5 vowels in the alphabet of 26 letters. So, the probability is . Feedback A B C D Find the probability of choosing a vowel, not a consonant. To find the probability, divide the number of ways the event can occur by the total number of outcomes. To find the probability, divide the number of ways the event can occur by the total number of outcomes. Correct! PTS: 1 DIF: Average REF: Page 682 OBJ: 12-4.1 Finding Theoretical Probability NAT: 8.4.4.b STA: 6.9.B TOP: 12-4 Theoretical Probability KEY: probability | theoretical probability 231. ANS: A There are six possible outcomes when a fair number cube is rolled: 1, 2, 3, 4, 5, or 6. Because the number cube is fair, all outcomes are equally likely. There are two numbers greater than 4 on the number cube: 5 and 6. So the probability of rolling one of these numbers is . Feedback A B C D Correct! Divide the number of times of getting a number greater than 4 by the number of possible outcomes. First, find the number of ways to roll a number greater than 4. Then, divide that number by the number of possible outcomes. The probability of rolling a number greater than 4 is less than this. PTS: 1 DIF: Average REF: Page 682 OBJ: 12-4.1 Finding Theoretical Probability NAT: 8.4.4.b STA: 6.9.B TOP: 12-4 Theoretical Probability KEY: probability | theoretical probability 232. ANS: D There are two possible outcomes, either it will rain or it will not rain. To find the probability that it will not rain, subtract the probability that it will rain from 100%. Feedback A B C D Place the decimal point in the correct location. The probabilities of both outcomes in the sample space should add up to 100%. To find the probability that it will not rain, subtract the probability that it will rain from 100%. Correct! PTS: 1 DIF: Basic REF: Page 683 OBJ: 12-4.2 Finding the Complement of an Event STA: 6.9.B TOP: 12-4 Theoretical Probability 233. ANS: C There are 16 possible outcomes, and all are equally likely. 2, 3 2, 5 2, 2 2, 4 3, 2 3, 3 3, 4 3, 5 4, 3 4, 5 4, 2 4, 4 5, 2 5, 3 5, 4 5, 5 NAT: 8.4.4.b KEY: probability Four of the outcomes have an even number both times. P(even, even) = = = Feedback A B Divide the number of times of landing on an even number both times by the number of possible outcomes. First, find the number of times of getting an even number both times. Then, divide that number by the number of possible outcomes. C D Correct! You can make a table to help you organize all the possible outcomes. PTS: 1 DIF: Basic REF: Page 688 OBJ: 12-5.1 Finding Probabilities of Compound Events NAT: 8.4.4.b TOP: 12-5 Compound Events KEY: probability | compound events 234. ANS: A There are 16 possible outcomes, and all are equally likely. 2, 2 2, 3 2, 4 2, 5 3, 2 3, 3 3, 4 3, 5 4, 2 4, 3 4, 4 4, 5 5, 3 5, 4 5, 5 5, 2 One of the outcomes has 5 on the first spin and 2 on the second spin. P(5, 1) = = Feedback A B C D Correct! Divide the number of times of landing on 5 on the first spin and 2 on the second spin by the number of possible outcomes. You can make a table to help you organize all the possible outcomes. First, find the number of times of getting a 5 on the first spin and 2 on the second spin. Then, divide that number by the number of possible outcomes. PTS: 1 DIF: Average REF: Page 574 OBJ: 12-5.1 Finding Probabilities of Compound Events NAT: 8.4.4.b TOP: 12-5 Compound Events KEY: probability | compound events 235. ANS: D There are 12 possible outcomes. Two of the outcomes have an odd number and a vowel: (7, A) and (9, A). P(odd, vowel) = = Feedback A B C D First, find all the possible outcomes. Then, find the number of ways the event can occur. The probability is the ratio of the number of times the event can occur to the number of possible outcomes. Be sure to also include the outcome from the first spinner. Correct! PTS: 1 DIF: Average REF: Page 688 OBJ: 12-5.1 Finding Probabilities of Compound Events NAT: 8.4.4.b TOP: 12-5 Compound Events KEY: probability | compound events 236. ANS: B There are 24 possible outcomes. Two of the outcomes have an A, an even number, and the color Blue: (A, 2, Blue) and (A, 4, Blue). P(A, even, Blue) = = Feedback A B C D First, find all the possible outcomes. Then, find the number of ways the event can occur. Correct! Be sure to include the outcomes from all three spinners. The probability is the ratio of the number of times the event can occur to the number of possible outcomes. PTS: 1 DIF: Average REF: Page 688 OBJ: 12-5.1 Finding Probabilities of Compound Events NAT: 8.4.4.b TOP: 12-5 Compound Events KEY: probability | compound events 237. ANS: D There are 24 possible outcomes. Two of the outcomes have a B, a 3, and the color Green: (B, 3, Green). P(B, 3, Green) = = Feedback A B C D You can make a table to help you organize all of the possible outcomes. First, find all the possible outcomes. Then, find the number of ways the event can occur. The probability is the ratio of the number of times the event can occur to the number of possible outcomes. Correct! PTS: 1 DIF: Average REF: Page 688 OBJ: 12-5.1 Finding Probabilities of Compound Events NAT: 8.4.4.b TOP: 12-5 Compound Events KEY: probability | compound events 238. ANS: D Set up a proportion. Find the cross products. Solve. You can predict that about 882 of 1,176 customers will be satisfied. Feedback A B C D First, set up a proportion. Then, find the cross products and solve. Percent means "per hundred." Set up a proportion and solve. Correct! PTS: 1 DIF: Average REF: Page 694 OBJ: 12-6.1 Using Sample Surveys to Make Predictions STA: 6.9.C TOP: 12-6 Making Predictions 239. ANS: B P(rolling a 6) = NAT: 8.4.4.d Set up a proportion. Find the cross products. Solve. You can expect to roll a 6 about 12 times. Feedback A B C D Set up a proportion and solve. Correct! Set up a proportion, find the cross products, and solve. First, find the probability of rolling the outcome in one experiment. Then, use the result to find the number of times you can expect to roll that outcome in multiple experiments. PTS: 1 DIF: Average REF: Page 694 OBJ: 12-6.2 Using Theoretical Probability to Make Predictions NAT: 8.4.4.d STA: 6.9.C TOP: 12-6 Making Predictions 240. ANS: D Set up a proportion. Substitute the given values. Cross multiply, and solve for x. x = 240 Feedback A B C D There should be more tickets than seats. Use the correct percent. First, set up a proportion. Then, cross multiply and solve for the variable. Correct! PTS: OBJ: STA: KEY: 241. ANS: 1 DIF: Average REF: Page 695 12-6.3 Problem-Solving Application 6.9.C TOP: 12-6 Making Predictions probability | prediction | problem solving B NAT: 8.4.4.d The outcome of the first spinner does not affect the outcome of the second spinner, so the events are independent. P(C and 2) = P(C) • P(2) = 1 5 • 1 3 = 1 15 The probability of the first spinner landing on C and the second spinner landing on 2 is 1 15 . Feedback A B C D Multiply the probability of the first event by the probability of the second event. Correct! This is the probability of the first event. Now, find the probability of both events. This is the probability of the second event. Now, find the probability of both events. PTS: 1 DIF: Average REF: Page 700 OBJ: 12-Ext.1 Finding the Probability of Independent Events NAT: 8.4.4.h TOP: 12-Ext Independent and Dependent Events KEY: independent events | probability 242. ANS: A The outcome of the first spinner does not affect the outcome of the second spinner, so the events are independent. 1 1 1 P(5 and 5) = P(5) • P(5) = 6 • 6 = 36 The probability of rolling a 5 on the first number cube and rolling a 5 on the second number cube is 1 36 . Feedback A B C D Correct! Multiply the probability of the first event by the probability of the second event. This is the probability of the first event. Now, find the probability of both events. Multiply the probability of the first event by the probability of the second event. PTS: 1 DIF: Average REF: Page 700 OBJ: 12-Ext.1 Finding the Probability of Independent Events TOP: 12-Ext Independent and Dependent Events NAT: 8.4.4.h KEY: independent events | probability