Math Attempt 2

Julian rolled a normal 6-sided die 12 times. His rolls were as follows: 2, 4, 3, 3, 5, 1, 2, 6, 3, 1, 3, 5, 4. What is the probability that he will roll a 3 on the next roll? 1/3 1/12 1/6 1/4

1/6

Simplify the expression: 82−100÷4+6×1282−100÷4+6×12 102 588 129 18

129

Only a handful of birdseed is left in a birdfeeder. Each time a bird lands on the feeder, one seed randomly falls from the feeder. If the feeder has only 40 sunflower seeds, 65 millet seeds, 60 rye seeds, and 35 corn seeds left, what is the probability that a millet seed will fall next? 3/10 13/40 1/5 7/40

13/40

At Memorial High School, 60 of the 240 freshmen students are on an athletic team sponsored by the school. If the ratio is the same for the sophomore class, how many of the 220 sophomores are NOT athletes? 60 55 180 165

165

Consider the algorithm below: Step 1: Select a numerical value for n. Step 2: Subtract 4 from n. Step 3: Square the result Step 4: Multiply the result by 3 Step 5: End Which of the following is an equivalent algebraic expression? 3(n^2-16) [3(n-4)]^2 3^2(n-4)^2 3(n-4)^2

3(n-4)^2

#31 520 320 200 140

320

#25 Answer the question based on the circle graph below. If there are 300 students in the grade, how many more students prefer chocolate ice cream to vanilla? 44 54 26 18

54

A classroom is 7.5 meters wide. How many centimeters wide is the room? 7,500 cm 75 cm 0.75 cm 750 cm

750 cm

The scores of the top quartile of students in a math class were 95, 86, 87, 91, 94, and 87 on the last test. What is the average score of these top students? 87 89 90 91

90

What is the mode of the following data set? 98, 93, 64, 88, 91, 102, 93, 76, 99, 93, 87 38 89 93 64

93

Student work is shown below. Step 1: 6x−8=10x+46x−8=10x+4 Step 2: −8=4x+4−8=4x+4 Step 3: −12=4x−12=4x Step 4: −3=x−3=x What property could be used to justify the student work from Step 1 to Step 2? Transitive property of equality Addition property of equality Multiplication property of equality Associative property of addition

Addition property of equality

The fourth-grade students are going on a field trip to the science museum. There are 4 classes with 23 students and 3 adults in each class. They will take 5 buses with an equal number of people on each bus. How many people will be on each bus? Which of the following statements about the solution must be true? Because of the real-world context, the solution must belong to all the set of all natural numbers. Therefore the solution is unacceptable. Because of the real-world context, the solution must belong to all the set of all natural numbers. Therefore the solution is acceptable. Because of the real-world context, the solution must belong to all the set of all rational numbers. Therefore the solution is acceptable. Because of the real-world context, the solution must belong to all the set of all rational numbers. Therefore the solution is unacceptable.

Because of the real-world context, the solution must belong to all the set of all natural numbers. Therefore the solution is unacceptable.

A first-grade teacher has been working with students on counting by twos, fives, and tens. The students are doing well with the concept, but the teacher is concerned that they are just memorizing the order of the numbers rather than applying the skill. What is one way that the teacher can encourage students to apply skip counting to their daily lives? Count students by twos when they are lined up in the hallway. Ask students to practice skip counting at home with a parent or sibling. Practice skip counting daily with a quick video. Give students a set of nickels and have them count by fives to find the total value.

Give students a set of nickels and have them count by fives to find the total value.

A teacher is introducing a new concept to her class. She explains the concept and then does one example problem. Next, she writes a problem on the board for the students to try. What is the best next step for the teacher to take? Provide the answer to the questions and ask students for a thumbs up if they agree. Give students the opportunity to discuss their thoughts with a neighbor, then allow them time to formulate and answer. Give the students 5 minutes to complete the problem, then collect and grade as a quiz. Immediately call on a student at random to work the problem.

Give students the opportunity to discuss their thoughts with a neighbor, then allow them time to formulate and answer.

#4 The table shown gives the number of cookies sold by each person at a bake sale. Who has not sold ⅓ of their cookies? Margo Kirby Hazel Fitz

Hazel

A third-grade class has been working on equivalent fractions. The teacher wants to use an "exit ticket" to assess students' understanding of equivalent fractions. Which of the following questions would allow the teacher to assess students' understanding while also encouraging higher-order thinking? Is 2/4 equivalent to ⅝? If ⅓ of the class is girls, can you draw a picture of what this might look like? What is the first step for finding equivalent fractions? Which fraction is equivalent to ¼: ⅝, 2/8, or 2/4?

If ⅓ of the class is girls, can you draw a picture of what this might look like?

A teacher carries around a bag of marbles with 10 of each of the following colors: blue, white, and yellow. She asks students to draw one marble from the bag. Before they draw, they must state the probability of drawing a certain color. The first student says the probability of drawing a blue is 1 out of 3 because 10 out of 30 simplifies to 1:3. The student holds onto his blue marble. The next student says his probability of drawing yellow is 1:3. Evaluate his statement. It is incorrect and a common misconception about independent events. It is correct, however he should have clarified how he reduced the fraction. It is incorrect and a common misconception about dependent events. It is correct because a yellow marble has not been drawn.

It is incorrect and a common misconception about dependent events.

What words describe the polygon below? Regular and convex Irregular and convex Regular and concave Irregular and concave

Regular and convex

During a unit on finances, a teacher begins an activity by randomly assigning a job and an hourly wage to each student in class. Which of the following real-life situations is best to help students understand gross income versus net income? Students can choose to invest in the stock market. Students can have a portion of the earnings put into savings. Students may purchase bonds. Students must pay taxes on their earnings.

Students must pay taxes on their earnings.

Which of the following is the best rationale for using formative assessment? Students will show their levels of understanding on a unit of study. Students will show what skills they have mastered and what skills still need to be practiced. Students will all achieve grade level performance. Students will improve processing speeds.

Students will show what skills they have mastered and what skills still need to be practiced.

#29 Table A Table B Table C Table D

Table D

#38 As shown below, a figure was cut along the dotted line to form a second figure. What statement is true about the figures? The perimeters of the 2 figures are congruent, but the area of the second figure is greater. The area of the 2 figures is congruent, but the perimeter of the second figure is less. The area of the 2 figures is congruent, but the perimeter of the second figure is greater. The area and the perimeter of the 2 figures are congruent.

The area of the 2 figures is congruent, but the perimeter of the second figure is greater.

This equation demonstrates which of the following properties? (4×7)×8=4×(7×8)(4×7)×8=4×(7×8) The distributive property of multiplication The commutative property of multiplication The multiplicative inverse property The associative property of multiplication

The associative property of multiplication

A third-grade student is asked to find the best estimated answer for the problem below by rounding to the nearest ten. 162 + 287 + 395 The student gets an answer of 840. Which of the following best describes the student's error? The student rounded to the nearest hundred instead of the nearest ten. The student added the numbers first, then rounded the answer. The student rounded all three numbers down. The student rounded all three numbers up.

The student added the numbers first, then rounded the answer.

A second-grade class has been working on solving multi-step word problems using a variety of strategies. The teacher plans to give students a multi-step word problem to solve and have the students explain the steps they took to solve it. How can the teacher best incorporate technology into this activity? Give students an online quiz with multiple-choice answers. Use a website that allows students to record themselves explaining the steps they took to solve the problem. Show students a word problem from an online video that includes both words and pictures. Have students type a short paragraph explaining how they solved the problem.

Use a website that allows students to record themselves explaining the steps they took to solve the problem.

Jamie deposits $245 into her health club account at the beginning of the year. Each time she visits, $7 is deducted from her account. Which equation represents VV, the value in her account after xx visits? V=245−7x V=245x−7 V=245+7x V=7x−245

V=245−7x

A second-grade class has been learning about using appropriate units to measure length. They have learned about inches, feet, and yards. Which of the following would be the most effective set of questions to have students answer in a group discussion? How many inches are in a foot? How many feet are in a yard? What unit would you use to measure your pencil? Why? What would you estimate the width of your desk to be? What would you estimate the height of your locker to be? Which is longer: one foot or one yard?

What unit would you use to measure your pencil? Why?

Ms. Valerie is teaching a unit on percentage and sets up a mock store in her classroom where all of the items are marked on sale. She marks each item with a discount of 15% off, 20% off, or 30% off and establishes a tax rate of 7%. Ms. Valerie then has each student choose three items and calculate the final price, including the discount and taxes. The teacher most likely planned this activity to demonstrate her understanding of how to do which of the following? use visual media such as graphs, tables, diagrams, and animations to communicate mathematical information apply mathematics to real life and a variety of professions use questioning strategies to promote mathematical discourse in the classroom assist learning through the use of technological tools and mathematics manipulatives

apply mathematics to real life and a variety of professions

The Payday Lending industry has faced increased criticism and scrutiny for which of the following practices? charging high interest rates making cash available on short notice supporting local economies in depressed cities increasing the credit scores of low-rated borrowers

charging high interest rates

Ms. Yu brings several apples of different sizes to her third-grade class and asks each student to cut a piece of string to a length they think would wrap around the apple without overlapping. The students then measure their string length with a ruler and record their answers. Finally, students discuss the data they recorded and compare their predictions. What skill is the teacher introducing to the students with this activity? applying relationships among similar figures to analyze how changes in scale affect area and volume relating the circumference of a circle to its radius estimating measurements and evaluating the reasonableness of the solution using concrete objects and pictorial models to create linear equations

estimating measurements and evaluating the reasonableness of the solution

After a blizzard, Joe tracks the height of the snow day by day. He gathers the following data: Given that the snow melts at a constant rate, which of the following equations can be used to model the height of the snow, h, to the days since the storm, d? h = 24 - 4d h = 24 + 4d d = 24h d = 12h + 12

h = 24 - 4d

A first-grade teacher is reviewing expanded form with her students and is using the number 74 as an example. She explains to students that since the value of the 7 is actually 70, the expanded form of 74 is 70 + 4. She notices that several students seem confused. What step could she take to improve students' understanding of expanded form? having students model 74 using base ten blocks and asking them what the 7 tens are worth playing an online interactive game that allows students to practice several examples of expanded form? using an anchor chart or visual aid that shows the steps to writing a number in expanded form asking students to add 70 + 4 to see that it equals 74

having students model 74 using base ten blocks and asking them what the 7 tens are worth

A second-grade teacher is introducing the idea of adding different kinds of coins. Which would be the most effective beginning activity? having the students use coins to represent a problem demonstrating how to add a nickel and a dime identifying a coin as a penny or not providing the problem using numbers and words

having the students use coins to represent a problem

After reviewing a student's math assessment, the student's teacher has determined that the student is not following the order of operations when solving problems. Which of the following is the most appropriate remedial intervention? math drills reduced answer choices mnemonic device use of manipulatives

mnemonic device

A teacher is planning a formative assessment to determine how well his students can differentiate between the concepts of area and volume. Which of the following formative assessments would be the most appropriate for this topic? defining area and volume calculating the areas and volumes of figures writing a short essay describing areas and volumes in daily life sorting drawings of shapes into area and volume categories

sorting drawings of shapes into area and volume categories

Which of the following is the best activity for reviewing percentages with fifth-grade students? using a variety of methods and scenarios to determine percentage coloring in 100-blocks to represent percent writing percentages from decimal or fraction conversions comparing percentages from their test scores throughout the year

using a variety of methods and scenarios to determine percentage

According to the TEKS, which of the following is a developmentally appropriate activity for an average sixth grader to establish number sense? graphing an ordered pair on the coordinate plane where x and y are both positive multiplying 2- and 3-digit numbers together using positive and negative numbers to represent financial situations placing positive and negative numbers on a number line

using positive and negative numbers to represent financial situations

#13 y = x + 2 y = -x y = 2x y = x^2

y = x^2