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Transcript 
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
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