2nd Quarter Pre-test

Second Quarter Pre-Test Multiple Choice Identify the letter of the choice that best completes the statement or answers the question. Describe the pattern in each sequence and identify the sequence as arithmetic, geometric, or neither. ____

____

1. 1, 6, 36, 216, ... a. add one more each time; neither b. multiply by 7; geometric 2. 2.7, 5.6, 8.5, 11.4, ... a. add 2.9; arithmetic b. multiply by 1; geometric

c. multiply by 6; geometric d. add 6; arithmetic c. add 3.9; arithmetic d. add 1, 2, 3...; neither

Write the next three terms of each sequence. ____

3. 9, 16, 23, 30, ... a. 37; 44; 54 b. 39; 44; 51

c. 37; 44; 51 d. 37; 47; 51

Classify each angle as acute, obtuse, right, or straight.

____

4. a. right b. acute

c. obtuse d. straight

____

5. c. straight d. obtuse

____

a. right b. acute 6. 145° a. acute b. right

c. straight d. obtuse

Classify each pair of angles as complementary, supplementary, or vertical. If there is no relationship, write none.

49°

____

7. a. complementary b. supplementary

c. vertical d. none

1 2

____

8. a. complementary b. supplementary

c. vertical d. none

1 2

____

9. a. complementary b. supplementary

c. vertical d. none

Find the value of x in each figure.

x° 40°

____ 10. a. 50

c. 60

b. 140

d. 40

x°

77°

____ 11. a. 283 b. 13

c. 103 d. 118

Find the missing measure in each triangle. Then classify the triangle as acute, right, or obtuse.

56°

x°

63°

____ 12. a. 61; right b. 51; acute

c. 61; acute d. 65; obtuse

60°

60°

x°

____ 13. a. 60; acute b. 90; right

c. 30; acute d. 60; obtuse

Find the best name to classify each quadrilateral.

____ 14. a. square b. rectangle

c. quadrilateral d. parallelogram

a. quadrilateral b. rectangle

c. square d. parallelogram

____ 15.

Write each ratio as a fraction in simplest form. ____ 16. 10 pugs out of 14 dogs a. b. ____ 17. 18 brown socks out of 24 socks a. b.

c. d. c. d.

____ 18. What is the price of one tennis ball if a package of three tennis balls costs $1.98? a. c. b. d. Write each ratio as a unit rate. ____ 19. 4 notebooks for $2.00 a. $0.50 per notebook b. $0.80 per notebook Multiply. Write in simplest form.

c. $2.00 per notebook d. $8.00 per notebook

3

____ 20.

1

×

5

4

a. 2 2 5

c.

b.

d.

3 20

3

____ 21.

11

a.

1 3

9

×

14

c. 1 2 25

14 33

b.

d. 2 5 14

27 154

2

____ 22.

5 12

3

25

25

× a. 6 6 25

c. 1 1 12

b.

d.

25 156

12 13

Divide. Write in simplest form. 5

____ 23.

7

a.

2

÷

5

c. 1 11 14

14 25

b. 1 4 35

d.

2 7

3

____ 24.

÷ 2 a. 4 2 3

c. 2 3 7

b.

d.

7

6 7

3 14

Find the volume of each solid. Round to the nearest tenth if necessary.

6 km

6.6 km 8.2 km

____ 25. a. 162.4 km3 b. 403.4 km3

c. 324.7 km3 d. 20.8 km3

Draw a number line from –10 to 10. Then graph each integer on the number line.

____ 26. –8 a. –10 –9

–8

–7

–6

–5

–4

–3

–2

–1

0

1

2

3

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–10 –9

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–10 –9

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–10 –9

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0

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7

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9

10

b. c. d. ____ 27. 7 a. b. c. d. ____ 28. Order –9, 5, 6, and –4 from least to greatest. a. –9, –4, 5, 6 b. 6, 5, –4, –9

c. –9, –4, 6, 5 d. –4, –9, 5, 6

Graph each point on a coordinate system. ____ 29. A(3, –1) a.

5

c.

y

5

4

4 A 3

3 2

2 A

1 –5

–4

–3

–2

–1 –1

y

1

2

3

1 4

5 x

–5

–4

–3

–2

–1 –1

–2

–2

–3

–3

–4

–4

–5

–5

1

2

3

4

5 x

b.

5

–5

–4

–3A –2

d.

y

5

4

4

3

3

2

2

1

1

–1 –1

1

2

3

4

5 x

–5

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–1 –1

–2

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y

1

2

3A 4

5 x

Second Quarter Pre-Test Answer Section MULTIPLE CHOICE 1. ANS: C If you can always find the next term in the sequence by multiplying the previous term by the same number, the sequence is called a geometric sequence. DIF: Average OBJ: 1-7.1 Recognize patterns for sequences. TOP: Recognize patterns for sequences. KEY: Patterns, Sequences NOT: /A/ Does the sequence involve addition or multiplication?/B/ Did you check all terms of the sequence? /C/ Correct! /D/ Is there addition between each term of the sequence? 2. ANS: A If you can always find the next term in the sequence by adding the same number to the previous term, the sequence is an arithmetic sequence. There are many sequences that are neither arithmetic or geometric. DIF: Average OBJ: 1-7.1 Recognize patterns for sequences. TOP: Recognize patterns for sequences. KEY: Patterns, Sequences NOT: /A/ Correct! /B/ Is there addition or multiplication between each term of the sequence? /C/ Did you check all terms of the sequence? /D/ Does the sequence involve addition or multiplication? 3. ANS: C If you can always find the next term in the sequence by adding the same number to the previous term, the sequence is an arithmetic sequence. If you can always find the next term in the sequence by multiplying the same number by the previous term, the sequence is an geometric sequence. DIF: Average OBJ: 1-7.2 Extend patterns for sequences. TOP: Extend patterns for sequences. KEY: Patterns, Sequences NOT: /A/ Are you sure about your last term?/B/ Are you sure about your first term? /C/ Correct! /D/ Did you check all terms of the sequence? 4. ANS: C Sample:

The angle measure is less than 90°, so it is an acute angle. DIF: Average OBJ: 10-1.1 Classify angles. TOP: Classify angles. KEY: Angles, Classifying angles NOT: /A/ In which category would you place the angle: less than 90 degrees, equal to 90 degrees, between 90 and 180 degrees, equal to 180 degrees?/B/ In which category would you place the angle: less than 90 degrees, equal to 90 degrees, between 90 and 180 degrees, equal to 180 degrees? /C/ Correct! /D/ In which category would you place the angle: less than 90 degrees, equal to 90 degrees, between 90 and 180 degrees,

equal to 180 degrees? 5. ANS: C Sample:

The angle measure is less than 90°, so it is an acute angle. DIF: Average OBJ: 10-1.1 Classify angles. TOP: Classify angles. KEY: Angles, Classifying angles NOT: /A/ In which category would you place the angle: less than 90 degrees, equal to 90 degrees, between 90 and 180 degrees, equal to 180 degrees? /B/ In which category would you place the angle: less than 90 degrees, equal to 90 degrees, between 90 and 180 degrees, equal to 180 degrees? /C/ Correct! /D/ In which category would you place the angle: less than 90 degrees, equal to 90 degrees, between 90 and 180 degrees, equal to 180 degrees? 6. ANS: D Sample: 90° The angle is a right angle. DIF: Average OBJ: 10-1.2 Draw angles. TOP: Draw angles. KEY: Angles, Drawing angles NOT: /A/ What does it mean to be a straight or a right angle? Any angle between these is either acute or obtuse. /B/ What does it mean to be a straight or a right angle? Any angle between these is either acute or obtuse. /C/ What does it mean to be a straight or a right angle? Any angle between these is either acute or obtuse./D/ Correct! 7. ANS: D There is no relationship between the angles. DIF: Average OBJ: 10-3.1 Identify angle relationships. TOP: Identify angle relationships. KEY: Angles, Angle relationships NOT: /a/ Is the sum of the angle measures 90 degrees? /b/ Is the sum of the angle measures 180 degrees? /c/ Are the angles congruent? /d/ Correct! 8. ANS: B The angles are supplementary since they form a straight angle. DIF: Average OBJ: 10-3.1 Identify angle relationships. TOP: Identify angle relationships. KEY: Angles, Angle relationships NOT: /a/ Is the sum of the angle measures 90 degrees? /b/ Correct! /c/ Remember, vertical angles are congruent. /d/ Try again. There is a special name for these angles. 9. ANS: A The angles are complementary since they form a right angle. DIF: Average

OBJ: 10-3.1 Identify angle relationships. TOP: Identify angle relationships.

KEY: Angles, Angle relationships NOT: /a/ Correct! /b/ Is the sum of the angles 180 degrees? /c/ Remember, vertical angles are congruent. /d/ Try again. There is a special name for these angles. 10. ANS: A The angles are complementary, so their sum is 90°. 40 + x = 90 x = 50 DIF: Average OBJ: 10-3.2 Apply angle relationships. TOP: Apply angle relationships. KEY: Angles, Angle relationships NOT: /a/ Correct! /b/ Make sure your answer seems reasonable. Is the angle acute or obtuse? /c/ Double check your work and try again. /d/ Are the two angles congruent? 11. ANS: C The angles are supplementary, so their sum is 180°. x + 77 = 180 x = 103 DIF: Average OBJ: 10-3.2 Apply angle relationships. TOP: Apply angle relationships. KEY: Angles, Angle relationships NOT: /a/ What is the relationship between the two angles? /b/ Make sure your answer seems reasonable. Is the angle acute or obtuse? /c/ Correct! /d/ Double check your work and try again. 12. ANS: C The triangle is an acute triangle. The sum of its angles is 180°. x + 63 + 56 = 180 x = 61 DIF: Average OBJ: 10-4.1 Identify triangles. TOP: Identify triangles. KEY: Triangles, Identifying triangles NOT: /a/ Does the triangle contain a right angle? /b/ Double check your work and try again. /c/ Correct! /d/ Does the triangle contain an angle greater than 90 degrees? 13. ANS: A The triangle is an acute triangle. The sum of its angles is 180°. x + 60 + 60 = 180 x = 60 DIF: Average OBJ: 10-4.1 Identify triangles. TOP: Identify triangles. KEY: Triangles, Identifying triangles NOT: /a/ Correct! /b/ Does the triangle contain a right angle? /c/ Double check your work and try again. What is the sum of the interior angles of a triangle? /d/ Does the triangle contain an angle greater than 90 degrees? 14. ANS: A The figure has four right angles and four congruent sides. It is a square. DIF: Basic OBJ: 10-5.1 Identify quadrilaterals. TOP: Identify quadrilaterals. KEY: Quadrilaterals, Identifying quadrilaterals NOT: /a/ Correct! /b/ What is the name of a rectangle with four congruent sides? /c/ What is a more specific name for the quadrilateral? /d/ What is the name of a parallelogram with four congruent sides and four right angles?

15. ANS: B The figure is a parallelogram with four right angles. It is a rectangle. DIF: Basic OBJ: 10-5.1 Identify quadrilaterals. TOP: Identify quadrilaterals. KEY: Quadrilaterals, Identifying quadrilaterals NOT: /a/ What is a more specific name for the quadrilateral? /b/ Correct! /c/ Are all four sides of the figure congruent? /d/ What is the name for a parallelogram with four right angles? 16. ANS: B Ten is the numerator, and fourteen is the denominator. Two is a factor of ten and fourteen. The result is . DIF: Basic OBJ: 10-1.1 Express ratios in fraction form. TOP: Express ratios in fraction form. KEY: Ratios, Fractions NOT: /a/ What is the greatest common factor of the numerator and denominator? Divide both the numerator and denominator by the greatest common factor. /b/ Correct! /c/ Reverse the numerator and denominator. /d/ Remember to reduce the numerator and denominator. 17. ANS: A Eighteen is the numerator, and twenty-four is the denominator. Six is the GCF of both numbers. The fraction reduces to . DIF: Average OBJ: 10-1.1 Express ratios in fraction form. TOP: Express ratios in fraction form. KEY: Ratios, Fractions NOT: /a/ Correct! /b/ Switch the numerator and denominator. Then reduce the fraction. /c/ Reduce the fraction to simplest terms. /d/ Remember to reduce the fraction. 18. ANS: A To find the cost of one tennis ball, divide the price of the package by the number of balls in the package. DIF: Basic OBJ: 10-1.1 Express ratios in fraction form. TOP: Express ratios in fraction form. KEY: Ratios, Fractions NOT: /a/ Correct! /b/ How many tennis balls are in the package? /c/ This is the price of three tennis balls not one. /d/ The package price needs to be divided by three not multiplied by three. 19. ANS: A Divide the price of the notebooks by the number of notebooks.

DIF: Average OBJ: 10-1.2 Express ratios as unit rates. TOP: Express ratios as unit rates. KEY: Unit rate, Ratios NOT: /a/ Correct! /b/ Do not multiply the notebooks and the price. /c/ This is the cost of four notebooks not one. /d/ Divide the cost of the notebooks by the number of notebooks. Do not multiply. 20. ANS: B To multiply fractions, multiply the numerators and multiply the denominators. Write your answer in simplest form. DIF: Basic OBJ: 7-2.1 Multiply fractions. TOP: Multiply fractions. KEY: Multiplication, Fractions NOT: /A/ Did you multiply the first by the reciprocal of the second?/B/ Correct! /C/ Did you multiply the second by the reciprocal of the first? Is your sign correct? /D/ What is the rule for multiplying fractions? 21. ANS: B

To multiply fractions, multiply the numerators and multiply the denominators. Write your answer in simplest form. DIF: Basic OBJ: 7-2.1 Multiply fractions. TOP: Multiply fractions. KEY: Multiplication, Fractions NOT: /a/ Correct! /b /What is the rule for multiplying fractions? /c/ Did you multiply the second fraction by the reciprocal of the first? /d/ Did you multiply the first fraction by the reciprocal of the second? 22. ANS: A To multiply mixed numbers, convert both factors to improper fractions. Then multiply the numerators and denominators. Simplify. DIF: Average OBJ: 7-3.1 Multiply mixed numbers. TOP: Multiply mixed numbers. KEY: Multiplication, Mixed numbers NOT: /A/ Correct! /B/ Did you multiply the second fraction by the reciprocal of the first?/C/ Did you multiply the reciprocals after converting to improper fractions? /D/ Is that the product or the quotient? 23. ANS: C To divide by a fraction, multiply by its reciprocal. DIF: Basic OBJ: 7-4.1 Divide fractions. TOP: Divide fractions. KEY: Division, Fractions NOT: /A/ Did you divide the second fraction by the first? /B/ Is this the sum of the two fractions? /C/ Correct! /D/ Is this the quotient or the product? 24. ANS: D To divide by a fraction, multiply by its reciprocal. DIF: Basic OBJ: 7-4.1 Divide fractions. TOP: Divide fractions. KEY: Division, Fractions NOT: /A/ Did you divide the second number by the first? /B/ Is this the quotient or the product?/C/ Is this the sum of the two numbers? /D/ Correct! 25. ANS: C Sample:

3.2 m

5.2 m 8m

Use the formula V = Bh. V = (8)(5.2)(3.2) V = 133.12 m3 DIF: Average OBJ: 14-5.1 Find the volume of rectangular prisms. TOP: Find the volume of rectangular prisms. KEY: Volume, Prisms NOT: /A/ The volume of a prism is the product of the area of its base and its height. /B/ What is the area of the base of the prism? /C/ Correct! /D/ What operation is used to calculate volume? 26. ANS: D Sample:

4 –10 –9

–8

–7

–6

–5

–4

–3

–2

–1

0

1

2

3

4

5

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9

10

DIF: Average OBJ: 8-1.2 Graph integers. TOP: Graph integers. KEY: Integers, Graph integers NOT: /A/ Be careful with your signs!/B/ Double check your answer and try again. /C/ Make sure the point is drawn over the same integer that is given in the problem statement. /D/ Correct! 27. ANS: A Sample: –7 –10 –9

–8

–7

–6

–5

–4

–3

–2

–1

0

1

2

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5

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9

10

DIF: Average OBJ: 8-1.2 Graph integers. TOP: Graph integers. KEY: Integers, Graph integers NOT: /A/ Correct! /B/ Be careful with your signs!/C/ Make sure the point is drawn over the same integer that is given in the problem statement. /D/ Double check your answer and try again. 28. ANS: A Sample: Order –8, 7, –1, and 4 from least to greatest. Order the integers by their positions on a number line: –8, –1, 4, 7 DIF: Average OBJ: 8-1.4 Order integers. TOP: Order integers. KEY: Integers, Ordering integers NOT: /A/ Correct! /B/ The instructions are to order the numbers from least to greatest, not from greatest to least./C/ Double check your work and try again. /D/ Be careful with your negative signs. Remember, the larger absolute value is the smaller number when it has a negative sign before it. 29. ANS: D Sample: A(2, –3) 5

y

4 3 2 1 –5

–4

–3

–2

–1 –1

1

2

3

4

5 x

–2 –3

A

–4 –5

DIF: Basic OBJ: 8-6.1 Graph ordered pairs of numbers on a coordinate grid. TOP: Graph ordered pairs of numbers on a coordinate grid. KEY: Graphing, Ordered pairs NOT: /A/ Make sure the coordinates of the point have the correct sign. /B/ Be careful with your signs and try

again. /C/ Which coordinate is listed first in an ordered pair, x or y?/D/ Correct!