Unit 1 Test chp1-3(1st/2nd period)
Unit 1 Test chp1-3 standard
Multiple Choice
Identify the letter of the choice that best completes the statement or answers the question.
Use the four-step plan to solve each problem.
____ 1. George wants to buy a CD player that costs $129.95. If he waits until after Christmas, he can buy it on sale for a savings of $15.99. How much will the CD player cost after Christmas?
|
a. |
$113.96 |
c. |
$114.04 |
|
b. |
$114.06 |
d. |
$145.94 |
Write each power as a product of the same factor.
____ 2. 
|
a. |
6 × 6 × 6 × 6 × 6 |
c. |
6 × 6 × 6 |
|
b. |
4 × 4 × 4 × 4 × 4 × 4 |
d. |
6 × 6 × 6 × 6 |
Write each product in exponential form.
____ 3. 15 × 15 × 15
|
a. |
|
c. |
|
|
b. |
|
d. |
|
Evaluate each expression.
____ 4. 
|
a. |
3,600 |
c. |
2,500 |
|
b. |
100 |
d. |
125,000 |
____ 5. (28 + 5) ´ 2
|
a. |
68 |
c. |
46 |
|
b. |
33 |
d. |
66 |
____ 6. 7 ¸ 7 + 6 ´ 7
|
a. |
45 |
c. |
43 |
|
b. |
3.769 |
d. |
49 |
____ 7. 
|
a. |
805 |
c. |
840 |
|
b. |
795 |
d. |
6,405 |
Solve each equation mentally.
____ 8. k – 10 = 25
|
a. |
14 |
c. |
15 |
|
b. |
36 |
d. |
35 |
____ 9. 
|
a. |
5 |
c. |
8 |
|
b. |
2 |
d. |
6 |
Use the Distributive Property to write each expression as an equivalent expression. Then evaluate the expression.
____ 10. 6(9 – 3)
|
a. |
6 ´ 9 – 6 ´ 3 = 36 |
c. |
6 ´ (9 – 3) ´ 6 = 216 |
|
b. |
6 ´ 9 – 3 = 51 |
d. |
6 ´ 9 – 6 ´ 3 = 72 |
Name the property shown by each statement.
____ 11. 6 ´ (4 ´ 3) = (6 ´ 4) ´ 3
|
a. |
Associative Property of Multiplication |
|
b. |
Commutative Property of Multiplication |
|
c. |
Distributive Property |
|
d. |
Identity Property of Multiplication |
____ 12. p ´ q = q ´ p
|
a. |
Associative Property of Multiplication |
|
b. |
Commutative Property of Multiplication |
|
c. |
Distributive Property |
|
d. |
Identity Property of Multiplication |
____ 13. 5 + 0 = 5
|
a. |
Associative Property of Addition |
c. |
Distributive Property |
|
b. |
Commutative Property of Addition |
d. |
Identity Property of Addition |
Describe the pattern in each sequence and identify the sequence as arithmetic, geometric, or neither.
____ 14. 2, 12, 72, 432, …
|
a. |
multiply by 7; geometric |
c. |
multiply by 6; geometric |
|
b. |
add one more each time; neither |
d. |
add 6; arithmetic |
Write the next three terms of each sequence.
____ 15. 7, 42, 252, 1,512, …
|
a. |
9,072; 108,864; 326,592 |
c. |
9,072; 54,432; 653,184 |
|
b. |
18,144; 54,432; 326,592 |
d. |
9,072; 54,432; 326,592 |
Complete.
____ 16. 686 mm = ____ cm
|
a. |
6.86 cm |
c. |
0.686 cm |
|
b. |
68.6 cm |
d. |
137.2 cm |
____ 17. 854 mL = ____ L
|
a. |
0.854 |
c. |
85.4 |
|
b. |
0.0854 |
d. |
8.54 |
Write each number in scientific notation.
____ 18. 7,410,000
|
a. |
|
c. |
|
|
b. |
|
d. |
|
Write each number in standard form.
____ 19. 
|
a. |
3,225 |
c. |
322,500 |
|
b. |
323 |
d. |
32,250 |
Meredith teaches a nighttime computer class at Hamilton Community College. After the first class, she made a frequency table of the ages of her students.
Table 2.11
|
Age Group |
Tally |
Frequency |
|
20-29 |
|
12 |
|
30-39 |
|
14 |
|
40-49 |
|
8 |
|
50-59 |
|
5 |
|
60+ |
|
2 |
____ 20. In Table 2.11 above, how many students are in Meredith’s class?
|
a. |
14 |
c. |
38 |
|
b. |
2 |
d. |
41 |
After running a 5-kilometer cross country race, Missy measured her heart rate each minute for the first 5 minutes of rest. Her heart rate in beats per minute is shown in the graph.
____ 21. If the trend continues, in which range would you expect Missy’s heart rate to be after 7 minutes of rest?
|
a. |
111–120 bpm |
c. |
91–100 bpm |
|
b. |
101–110 bpm |
d. |
81–90 bpm |
The line plot shows the grades earned on Mr. Johnson’s science quiz.
____ 22. What was the most common grade earned on the test?
|
a. |
75 |
c. |
80 |
|
b. |
90 |
d. |
85 |
____ 23. What is the range of the data?
|
a. |
25 |
c. |
35 |
|
b. |
30 |
d. |
60 |
Find the mean for each set of data. Round to the nearest tenth if necessary.
____ 24. 12, 20, 8, 15, 16, 14, 7, 5, 11, 8, 14
|
a. |
11.8 |
c. |
9.9 |
|
b. |
13.2 |
d. |
10.4 |
____ 25. $100, $120, $94, $111, $156, $160, $138, $104, $99, $132
|
a. |
$121.40 |
c. |
$114.70 |
|
b. |
$135.25 |
d. |
$129.50 |
Find the median for each set of data. Round to the nearest tenth if necessary.
____ 26. 15, 22, 24, 18, 10, 12, 14, 17, 25, 21, 18
|
a. |
17.5 |
c. |
17 |
|
b. |
18 |
d. |
21 |
Find the mode for each set of data. If there is no mode, select or write none.
____ 27. 7, 3, 4, 6, 9, 10, 6, 4, 5, 3, 6, 8, 1, 8
|
a. |
4 |
c. |
8 |
|
b. |
6 |
d. |
3 |
Students at Valley Middle School are selling raffle tickets to raise money for a local charity. Miss Wilson recorded the numbers of raffle tickets that were sold by her students. The data are shown in the stem-and-leaf plot.
Table 2.46
|
Stem |
Leaf |
|
0 |
7 9 9 9 |
|
1 |
2 4 4 6 7 8 |
|
2 |
4 5 5 5 5 6 |
|
3 |
3 4 8 9 |
|
4 |
0 0 1 4 7 |
|
5 |
2 3 |
|
6 |
|
|
7 |
|
|
8 |
5 2|5 = 25 tickets |
____ 28. Find the mode for the number of raffle tickets sold.
|
a. |
9 |
c. |
25 |
|
b. |
14 |
d. |
40 |
Miss Chen organized her students’ quarter grades in the box-and-whisker plot below. Use the plot to answer the following questions.
____ 29. What is the interquartile range of the quarter grades in Miss Chen’s class?
|
a. |
31 |
c. |
11 |
|
b. |
96 |
d. |
65 |
____ 30. Both bar graphs show the number of customer complaints that Company 1 and Company 2 have received since they opened for business. Which graph could be misleading and why?
|
a. |
Graph A is misleading because the vertical scale does not begin at 0. |
|
b. |
Graph B is misleading because the data is not accurate. |
Write an integer for each situation.
____ 31. a profit of $35
|
a. |
350 |
c. |
3.5 |
|
b. |
35 |
d. |
–35 |
____ 32. 44°C below 0
|
a. |
–44 |
c. |
44 |
|
b. |
12 |
d. |
–12 |
Evaluate each expression.
____ 33. |16|
|
a. |
–16 |
c. |
6 |
|
b. |
(–16) |
d. |
16 |
Replace each ____ with < or > to make a true sentence.
____ 34. –1 ____ 23
|
a. |
> |
b. |
< |
____ 35. Order –8, 9, –3, 6, –10, and 2 from least to greatest.
|
a. |
–10, –3, –8, 6, 2, 9 |
c. |
–3, –8, –10, 2, 6, 9 |
|
b. |
–10, –8, –3, 2, 6, 9 |
d. |
9, 6, 2, –3, –8, –10 |
Name the ordered pair for the point in the graph. Then identify the quadrant in which the point lies.
____ 36. 
|
a. |
A(7, –6); quadrant II |
c. |
A(7, –6); quadrant IV |
|
b. |
A(–7, 6); quadrant IV |
d. |
A(–6, 7); quadrant IV |
Add.
____ 37. –9 + (–18)
|
a. |
–37 |
c. |
9 |
|
b. |
–17 |
d. |
–27 |
____ 38. –20 + 18
|
a. |
–38 |
c. |
2 |
|
b. |
8 |
d. |
–2 |
Evaluate each expression if x = 3, y = 2, and z = –1.
____ 39. x + (–9)
|
a. |
6 |
c. |
–6 |
|
b. |
–12 |
d. |
–10 |
Subtract.
____ 40. 12 – 8
|
a. |
–20 |
c. |
–4 |
|
b. |
4 |
d. |
20 |
____ 41. –14 – 22
|
a. |
–36 |
c. |
–8 |
|
b. |
36 |
d. |
8 |
Multiply.
____ 42. –12(13)
|
a. |
156 |
c. |
1 |
|
b. |
–144 |
d. |
–156 |
Evaluate each expression if r = 3, s = 2, and t = 1.
____ 43. –4st
|
a. |
–8 |
c. |
8 |
|
b. |
–24 |
d. |
–12 |
Divide.
____ 44. 40 ÷ (–8)
|
a. |
32 |
c. |
–6 |
|
b. |
5 |
d. |
–5 |
____ 45. 
|
a. |
4 |
c. |
18 |
|
b. |
5 |
d. |
–5 |
Evaluate each expression if x = 3, y = 6, and z = 4.
____ 46. 52 ÷ z
|
a. |
14 |
c. |
–13 |
|
b. |
13 |
d. |
12 |
Unit 1 Test chp1-3 standard
Answer Section
MULTIPLE CHOICE
1. ANS: A
To find out how much it will cost on sale after Christmas, subtract the savings from the original price.
DIF: Average OBJ: 1-1.1 Solve problems using the four-step plan.
TOP: Solve problems using the four-step plan.
KEY: Problem solving, Four-step plan
NOT: /a/ Correct! /b/ Be careful when regrouping in subtraction. /c/ Subtract carefully. /d/ Will it cost more on sale than the original price?
2. ANS: D
Use the base as a factor in multiplication the number of times indicated by the exponent.
DIF: Basic OBJ: 1-2.1 Write powers as a product of factors.
STO: 7.1.1.d TOP: Write powers as a product of powers.
KEY: Powers, Exponents
NOT: /A/ What is the exponent? Should you have that number of factors? /B/ Did you use the base as factors? /C/ Count factors carefully./D/ Correct!
3. ANS: C
The common factor is the base. The exponent is the number of times the common factor is used as a factor.
DIF: Basic OBJ: 1-2.3 Write products in exponential form.
STO: 7.1.1.d TOP: Write products in exponential form.
KEY: Powers, Exponents
NOT: /A/ Count the number of factors. /B/ Count factors carefully./C/ Correct! /D/ Which is the base and which is the exponent?
4. ANS: C
Use the base as a factor the number of times indicated by the exponent. Perform the multiplication.
DIF: Average OBJ: 1-2.2 Evaluate expressions with exponents.
STO: 7.1.1.d TOP: Evaluate expressions with exponents.
KEY: Powers, Exponents
NOT: /A/ What did you use as factors? /B/ That is the product, not the power. /C/ Correct!/D/ What is the exponent?
5. ANS: D
1. Do all operations within grouping symbols first.
2. Multiply and divide in order from left to right.
3. Add and subtract in order from left to right.
DIF: Basic OBJ: 1-3.1 Evaluate expressions using the order of operations.
STO: 7.1.2.d TOP: Evaluate expressions using the order of operations.
KEY: Order of operations, Evaluating expressions
NOT: /A/ Be careful with addition and subtraction. /B/ Be careful with multiplication./C/ Watch operation signs. Do you add or subtract?/D/ Correct!
6. ANS: C
1. Do all operations within grouping symbols first.
2. Multiply and divide in order from left to right.
3. Add and subtract in order from left to right.
DIF: Average OBJ: 1-3.1 Evaluate expressions using the order of operations.
STO: 7.1.2.d TOP: Evaluate expressions using the order of operations.
KEY: Order of operations, Evaluating expressions
NOT: /A/ Be careful with math operations./B/ You should multiply and divide before any addition or subtraction. /C/ Correct! /D/ Did you multiply and divide in order from left to right?
7. ANS: A
You can evaluate an algebraic expression by replacing the variables with numbers and then finding the value of the numerical expression.
DIF: Average OBJ: 1-4.1 Evaluate simple algebraic expressions.
STO: 7.1.2.d, 7.2.2.b, 7.2.2.d TOP: Evaluate simple algebraic expressions.
KEY: Evaluating expressions, Algebraic expressions
NOT: /A/ Correct!/B/ Did you add or subtract?/C/ Do multiplication before addition. /D/ Do all powers before other operations.
8. ANS: D
Some equations can be solved mentally by using basic facts or arithmetic skills you know.
DIF: Basic OBJ: 1-5.1 Solve equations using mental math.
STO: 7.1.3.a, 7.2.2.h
TOP: Solve equations using mental math. KEY: Mental math, Solving equations
NOT: /A/ Use basic facts or arithmetic skills you know./B/ Use basic facts or arithmetic skills you know./C/ Use basic facts or arithmetic skills you know. /D/ Correct!
9. ANS: C
Some equations can be solved mentally by using basic facts or arithmetic skills you know.
DIF: Average OBJ: 1-5.1 Solve equations using mental math.
STO: 7.1.3.a, 7.2.2.h
TOP: Solve equations using mental math. KEY: Mental math, Solving equations
NOT: /A/ Use basic facts or arithmetic skills you know./B/ Use basic facts or arithmetic skills you know. /C/ Correct!/D/ Use basic facts or arithmetic skills you know.
10. ANS: A
The sum of two addends multiplied by a number is the sum of the product of each addend and the number.
DIF: Average OBJ: 1-6.1 Use the Distributive Property to solve problems.
TOP: Use the Distributive Property to solve problems.
KEY: Distributive property, Solve problems
NOT: /A/ Correct! /B/ Did you apply the Distributive Property? /C/ Did you rewrite the expression correctly?/D/ You wrote the expression correctly. Be careful evaluating.
11. ANS: A
Associative Property: (a ´ b) ´ c = a ´ (b ´ c)
DIF: Average
OBJ: 1-6.2 Name properties of addition and multiplication shown in statements.
STO: 7.1.2.c TOP: Name properties of addition and multiplication shown in statements.
KEY: Addition properties, Multiplication properties
NOT: /a/ Correct! /b/ That is a x b = b x a. /c/ That is a x (b + c) = a x b + a x c. /d/ That is a x 1 = a.
12. ANS: B
Commutative Property: a ´ b = b ´ a
DIF: Average
OBJ: 1-6.2 Name properties of addition and multiplication shown in statements.
STO: 7.1.2.c TOP: Name properties of addition and multiplication shown in statements.
KEY: Addition properties, Multiplication properties
NOT: /a/ That is a x (b x c) = (a x b) x c. /b/ Correct! /c/ That is a x (b + c) = a x b + a x c. /d/ That is a x 1 = a.
13. ANS: D
Identity Property: a + 0 = 0
DIF: Average
OBJ: 1-6.2 Name properties of addition and multiplication shown in statements.
STO: 7.1.2.c TOP: Name properties of addition and multiplication shown in statements.
KEY: Addition properties, Multiplication properties
NOT: /a/ That is a + (b + c) = (a + b) + c. /b/ That is a + b = b + a. /c/ That is a x (b + c) = a x b + a x c. /d/ Correct!
14. 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.
STO: 7.2.1.a, 7.2.1.b
TOP: Recognize patterns for sequences. KEY: Patterns, Sequences
NOT: /A/ Did you check all terms of the sequence? /B/ Does the sequence involve addition or multiplication?/C/ Correct! /D/ Is there addition between each term of the sequence?
15. ANS: D
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.
STO: 7.2.1.a, 7.2.1.b TOP: Extend patterns for sequences.
KEY: Patterns, Sequences
NOT: /A/ Did you check all terms of the sequence?/B/ Are you sure about your first term? /C/ Are you sure about your last term?/D/ Correct!
16. ANS: B
To change from cm to m, divide by 100.
To change from mm to cm, divide by 10.
To change from mm to m, divide by 1000.
DIF: Basic OBJ: 1-8.1 Change metric units of length.
STO: 7.4.1.a, 7.4.1.b TOP: Change metric units of length.
KEY: Measurement, Metric
NOT: /A/ Should you multiply or divide? By what number? /B/ Correct! /C/ How do you convert between units in the metric system? /D/ Did you multiply or divide by 10, 100, or 1,000?
17. ANS: A
To change mL to L or L to kL, divide by 1000.
DIF: Basic OBJ: 1-8.2 Change metric units of capacity.
STO: 7.4.1.a, 7.4.1.b TOP: Change metric units of capacity.
KEY: Measurement, Metric
NOT: /A/ Correct! /B/ Is your answer reasonable?/C/ What did you divide by? /D/ How do you change units in the metric system?
18. ANS: C
To write a number in scientific notation, move the decimal point to the right of the first nonzero digit, and multiply this number by a power of ten. To find the power of ten, count the number of places you moved the decimal point. The decimal part of a number written in scientific notation is often rounded to the hundredths place.
DIF: Average OBJ: 1-9.1 Write numbers greater than 100 in scientific notation.
TOP: Write numbers greater than 100 in scientific notation.
KEY: Scientific notation, Numbers
NOT: /A/ Count places carefully./B/ How many places did you move the decimal? /C/ Correct! /D/ Count places carefully.
19. ANS: A
To change a number greater than 100 from scientific notation to a standard number, move the decimal to the right the number of places indicated by the exponent and drop the multiplication by 10 to the power.
DIF: Average OBJ: 1-9.2 Write numbers greater than 100 in standard form.
TOP: Write numbers greater than 100 in standard form. KEY: Standard form, Numbers
NOT: /A/ Correct!/B/ Be careful counting places. /C/ Be careful counting./D/ How many places did you move the decimal?
20. ANS: D
Add the numbers in the frequency column to find the total number of students.
12 + 14 + 8 + 5 + 2 = 41
DIF: Basic OBJ: 2-1.2 Interpret data in a frequency table.
TOP: Interpret data in a frequency table. KEY: Frequency tables, Analyzing data
NOT: /a/ What is the total number of students? /b/ Add the numbers in the frequency column. /c/ Double check your work and try again. /d/ Correct!
21. ANS: C
According to the data in the plot, Missy’s heart rate should be between 91 and 100 bpm after 7 minutes of rest.
DIF: Average OBJ: 2-2.1 Make predictions from graphs.
STO: 7.2.3.a, 7.2.3.b, 7.5.1.a, 7.5.1.b, 7.5.2.c
TOP: Make predictions from graphs. KEY: Predictions, Graphs
NOT: /a/ Reexamine the data plot and make sure your answer seems reasonable. /b/ The data do not appear to have a positive trend. /c/ Correct! /d/ What was Missy’s heart rate after 5 minutes? How much do you think it will drop in the next two minutes?
22. ANS: D
The most common grade was 85.
DIF: Basic OBJ: 2-3.2 Interpret line plots. STO: 7.5.2.a, 7.5.3.a
TOP: Interpret line plots. KEY: Line plots, Analyzing data
NOT: /a/ How many students earned a grade of 75? Is there a more common grade? /b/ Only 2 students earned a score of 90. /c/ Is there a more common grade than 80? /d/ Correct!
23. ANS: C
The range of the data is 95 – 60 = 35.
DIF: Average OBJ: 2-3.2 Interpret line plots. STO: 7.5.2.a, 7.5.3.a
TOP: Interpret line plots. KEY: Line plots, Analyzing data
NOT: /a/ The range is the difference between the greatest number and the least number. /b/ Remember, the range is the total spread of the data. It is the difference between the highest and lowest data points. /c/ Correct! /d/ Subtract the least number from the greatest number.
24. ANS: A
Divide the sum of the numbers by the number of items in the set.
DIF: Average OBJ: 2-4.1 Find the mean of a set of data.
STO: 7.5.2.a, 7.5.3.a TOP: Find the mean of a set of data.
KEY: Mean, Analyzing data
NOT: /a/ Correct! /b/ Remember, the mean is the sum of the numbers in the data set divided by the number of items. /c/ Double check your work and try again. /d/ What is the sum of the numbers? Divide this by the number of items in the set.
25. ANS: A
Divide the sum of the numbers by the number of items in the set.
DIF: Average OBJ: 2-4.1 Find the mean of a set of data.
STO: 7.5.2.a, 7.5.3.a TOP: Find the mean of a set of data.
KEY: Mean, Analyzing data
NOT: /a/ Correct! /b/ Remember, the mean is the sum of the numbers in the data set divided by the number of items. /c/ Double check your work and try again. /d/ What is the sum of the numbers? Divide this by the number of items in the set.
26. ANS: B
Order the numbers from least to greatest.
10, 12, 14, 15, 17, 18, 18, 21, 22, 24, 25
The median is 18.
DIF: Average OBJ: 2-4.2 Find the median of a set of data.
STO: 7.5.2.a, 7.5.3.a TOP: Find the median of a set of data.
KEY: Median, Analyzing data
NOT: /a/ How many numbers are there in the set of data? /b/ Correct! /c/ Order the numbers from least to greatest and find the middle number or the average of the two middle numbers. /d/ What is the middle number (or middle numbers) when the data are ordered from least to greatest?
27. ANS: B
The mode is 6 because it occurs most often.
DIF: Basic OBJ: 2-4.3 Find the mode of a set of data.
STO: 7.5.2.a, 7.5.3.a TOP: Find the mode of a set of data.
KEY: Mode, Analyzing data
NOT: /a/ Is there a number that occurs more often than 4? /b/ Correct! /c/ Remember, the mode is the number that occurs most often in a set of data. /d/ Is there a number that occurs more often than 3?
28. ANS: C
The mode is 25 raffle tickets since this number occurs most often.
DIF: Average OBJ: 2-5.2 Interpret stem-and-leaf plots. STO: 7.5.2.a, 7.5.2.c, 7.5.3.a
TOP: Interpret stem-and-leaf plots. KEY: Stem-and-Leaf plots, Analyzing data
NOT: /a/ Is there a number of tickets that occurs more often than 9? /b/ How many students sold 14 raffle tickets? /c/ Correct! /d/ Only 2 students sold 40 raffle tickets. Is there a number that occurs more than twice?
29. ANS: C
Subtract the lower quartile from the upper quartile.
90 – 79 = 11
DIF: Average OBJ: 2-6.2 Interpret box-and-whisker plots.
STO: 7.5.2.a, 7.5.2.c, 7.5.3.a TOP: Interpret box-and-whisker plots.
KEY: Box-and-Whisker plots, Analyzing data
NOT: /a/ Remember, the interquartile is the difference between the upper quartile and the lower quartile. /b/ What are the upper and lower quartiles of the grades? /c/ Correct! /d/ Subtract the lower quartile from the upper quartile.
30. ANS: A
Graph A is misleading because the vertical scale does not begin at 0.
DIF: Average OBJ: 2-8.1 Recognize when statistics and graphs are misleading.
STO: 7.5.1.b, 7.5.2.a, 7.5.2.b, 7.5.3.a
TOP: Recognize when statistics and graphs are misleading. KEY: Statistics, Analyzing data
NOT: /a/ Correct! /b/ Double check the axes of the bar graphs and try again.
31. ANS: B
A profit indicates a positive value, so 35 is the correct integer.
DIF: Basic OBJ: 3-1.1 Write integers. STO: 7.1.1.b, 7.1.1.k, 7.1.1.l
TOP: Write integers. KEY: Integers, Numbers
NOT: /a/ What integer can be used to represent $35? /b/ Correct! /c/ 3.5 is not an integer. /d/ Does a profit represent a positive or a negative amount?
32. ANS: A
The temperature being below 0 indicates a negative value, so –44 is the correct integer.
DIF: Average OBJ: 3-1.1 Write integers. STO: 7.1.1.b, 7.1.1.k, 7.1.1.l
TOP: Write integers. KEY: Integers, Numbers
NOT: /a/ Correct! /b/ What integer can be used to represent a temperature of 44 degrees? /c/ Does the temperature being below 0 indicate a positive or a negative value? /d/ Try again. What integer represents a temperature of 44 degrees?
33. ANS: D
Sample:
|–9| = 9
DIF: Basic OBJ: 3-1.2 Evaluate absolute value expressions.
TOP: Evaluate absolute value expressions.
KEY: Absolute value, Evaluating expressions
NOT: /A/ The absolute value of a number is always positive. /B/ How many units are between the number and 0? /C/ The absolute value of a number is the distance from the number to 0 on the number line./D/ Correct!
34. ANS: B
Sample:
–14 ____ 17
–14 < 17 since 17 is further to the right on a number line.
DIF: Basic OBJ: 3-2.1 Compare integers. STO: 7.1.1.g, 7.1.1.h, 7.1.1.l
TOP: Compare integers. KEY: Integers, Comparing numbers
NOT: /A/ Think of the positions of the integers on a number line. Which integer is further to the right?/B/ Correct!
35. ANS: B
Sample:
Order –8, 7, –1, 6, –9, and 2 from least to greatest.
Order the integers by their positions on a number line:
–9, –8, –1, 2, 6, 7
DIF: Average OBJ: 3-2.2 Order integers. STO: 7.1.1.g, 7.1.1.h, 7.1.1.l
TOP: Order integers. KEY: Integers, Ordering numbers
NOT: /A/ Double check your work and try again./B/ Correct! /C/ Be careful with your negative signs. Remember, the larger absolute value is the smaller number when it has a negative sign before it. /D/ The instructions are to order the numbers from least to greatest, not from greatest to least.
36. ANS: C
Sample:
The coordinates are A(–6, 5), and the point lies in quadrant II.
DIF: Average OBJ: 3-3.1 Graph points on a coordinate plane.
STO: 7.3.2.a TOP: Graph points on a coordinate plane.
KEY: Graphing, Coordinate plane
NOT: /A/ Remember, the quadrants are numbered counterclockwise, beginning with the upper right quadrant. /B/ Be careful with your signs and try again. /C/ Correct! /D/ Which coordinate is listed first in an ordered pair, x or y?
37. ANS: D
Sample:
–7 + (–15)
Add the integers.
–7 + (–15) = –22
DIF: Average OBJ: 3-4.1 Add integers with the same sign.
STO: 7.1.2.b, 7.1.2.e, 7.1.3.b, 7.2.2.b, 7.2.2.d
TOP: Add integers with the same sign. KEY: Addition, Integers
NOT: /A/ Double check your work and try again. /B/ Be careful with your addition. Try again./C/ Be careful with your signs. How do you find the sum of two negative integers? /D/ Correct!
38. ANS: D
Sample:
–9 + 11
Subtract the smaller absolute value from the larger absolute value, and take the sign of the integer with the larger absolute value.
11 – 9 = 2
DIF: Average OBJ: 3-4.2 Add integers with different signs.
STO: 7.1.2.b, 7.1.2.e, 7.1.3.b, 7.2.2.b, 7.2.2.d
TOP: Add integers with different signs. KEY: Addition, Integers
NOT: /A/ Make sure your answer seems reasonable after performing the addition. /B/ Be careful with your addition. Try again./C/ When you add two integers with different signs, which sign do you keep for the result?/D/ Correct!
39. ANS: C
Sample:
x = –7
x + (–3)
Substitute –7 for x and add the integers.
–7 + (–3) = –10
DIF: Basic OBJ: 3-4.3 Evaluate expressions with addition.
STO: 7.1.2.b, 7.1.2.e, 7.1.3.b, 7.2.2.b, 7.2.2.d
TOP: Evaluate expressions with addition. KEY: Addition, Evaluating expressions
NOT: /A/ Be careful with you signs! Try again./B/ Double check your work and try again. /C/ Correct!/D/ Be sure to substitute the correct value for x.
40. ANS: B
Sample:
16 – 4
Subtract the integer by adding its additive inverse.
16 + (–4)
12
DIF: Basic OBJ: 3-5.1 Subtract positive integers.
STO: 7.1.2.b, 7.1.2.e, 7.1.3.b, 7.2.2.b, 7.2.2.d
TOP: Subtract positive integers. KEY: Subtraction, Integers
NOT: /A/ What is the additive inverse of the integer bring subtracted? Add this to the first integer./B/ Correct! /C/ Be careful with your signs and try again. /D/ To subtract an integer, add its additive inverse.
41. ANS: A
Sample:
–22 – 15
Subtract the integer by adding its additive inverse.
–22 + (–15)
–37
DIF: Average OBJ: 3-5.1 Subtract positive integers.
STO: 7.1.2.b, 7.1.2.e, 7.1.3.b, 7.2.2.b, 7.2.2.d
TOP: Subtract positive integers. KEY: Subtraction, Integers
NOT: /A/ Correct! /B/ Be careful with your signs and try again. /C/ What is the additive inverse of the integer bring subtracted? Add this to the first integer./D/ To subtract an integer, add its additive inverse.
42. ANS: D
Sample:
–3(13)
When two integers have opposite signs, their product is negative.
–3(13) = –39
DIF: Average OBJ: 3-6.1 Multiply integers with different signs.
STO: 7.1.2.b, 7.1.2.e, 7.1.3.b, 7.2.2.b, 7.2.2.d
TOP: Multiply integers with different signs. KEY: Multiplication, Integers
NOT: /A/ What sign is given to the product when the two integers have opposite signs? /B/ Double check your product. Remember, multiplication is simply repeated addition. /C/ The instructions are to multiply the integers, not to add them./D/ Correct!
43. ANS: A
Sample:
s = 5, t = –4
4st
Substitute the appropriate values for the variables and then multiply the integers in order from left to right.
4(5)(–4)
20(–4) = –80
DIF: Average OBJ: 3-6.3 Evaluate expressions with multiplication.
STO: 7.1.2.b, 7.1.2.e, 7.1.3.b, 7.2.2.b, 7.2.2.d
TOP: Evaluate expressions with multiplication.
KEY: Multiplication, Evaluating expressions
NOT: /A/ Correct! /B/ After substituting for the variables, multiply the integers in order from left to right./C/ Be careful with your signs! Try again. /D/ Be sure to substitute the appropriate values for the variables.
44. ANS: D
Sample:
42 ÷ (–6)
The quotient of two integers with different signs is negative.
42 ÷ (–6) = –7
DIF: Basic OBJ: 3-7.1 Divide integers with different signs.
STO: 7.1.2.b, 7.1.2.e, 7.1.3.b, 7.2.2.b, 7.2.2.d
TOP: Divide integers with different signs. KEY: Division, Integers
NOT: /A/ The instructions say to divide the integers, not to add them./B/ The quotient of two integers with the same sign is positive. The quotient of two integers with different signs is negative. /C/ Be careful with your division. You can check your work by multiplying your quotient by the second integer. The result should be the first integer./D/ Correct!
45. ANS: B
Sample:
The quotient of two integers with the same sign is positive.
DIF: Average OBJ: 3-7.2 Divide integers with the same sign.
STO: 7.1.2.b, 7.1.2.e, 7.1.3.b, 7.2.2.b, 7.2.2.d
TOP: Divide integers with the same sign. KEY: Division, Integers
NOT: /A/ Be careful with your division. You can check your work by multiplying your quotient by the second integer. The result should be the first integer./B/ Correct! /C/ The instructions say to divide the integers, not to add them. /D/ The quotient of two integers with the same sign is positive. The quotient of two integers with different signs is negative.
46. ANS: B
Sample:
z = –7
77 ÷ z
Substitute the appropriate value for z and divide. Since the integers have opposite signs, the quotient will be negative.
77 ÷ (–7) = –11
DIF: Basic OBJ: 3-7.3 Evaluate expressions with division.
STO: 7.1.2.b, 7.1.2.e, 7.1.3.b, 7.2.2.b, 7.2.2.d
TOP: Evaluate expressions with division. KEY: Division, Evaluating expressions
NOT: /A/ Substitute the appropriate value for z and divide the integers./B/ Correct! /C/ Be careful with your signs! Try again. /D/ Double check your work by multiplying your quotient by the value of z. You should get the first integer.
