MATH Content Exam Questions
Whitney is packing for a week-long trip. She fills her suitcase with 5 shirts, 3 pairs of pants, 2 skirts, and 2 dresses. If an outfit consists of 1 shirt and 1 bottom (pant or skirt) or 1 dress, how many different outfits can Whitney create? a) 32 b) 7 c) 12 d) 27
d) 27 (5 x 3) + (5 x 2) + 2 15 + 10 + 2 = 27
Juan is 5 ft tall and casts a shadow that is 10 feet long. If the flagpole casts a shadow that is 30 feet long, how tall is the flagpole? a) 30 ft. b) 5 ft. c) 10 ft. d) 15 ft.
1. 5/10 versus x/30 2. 10 goes into 30 three times. 3. Multiply 3 by 5. 3 x 5 = 15 4. The flagpole is 15 feet and its shadow is 30 feet.
Study how to find the correct formula from a line on a graph. * y = mx + b * slope is the change in y over the change in x * slope equation: m = y2 - y1/x2 - x1 * point-slope equation: y - y1 = m(x -x1) Find the correct formula for the line on the graph that crosses through the two points (1,0) and (0, -3).
1. identify two points on the line. 2. label one point as (x1, y1) and the other as (x2, y2). EX: (1,0) and (0, -3) 3. calculate m (slope) EX: m = -3 - 0 / 0 - 1 m = 3 4. plug in numbers to point-slope equation EX: y - 0 = 3(x - 1) y - 0 = 3x - 3 y = 3x - 3 5. The equation is: y = 3x - 3
Which answer choice best depicts what the Associative Property of Multiplication is? a) You can distribute multiplication over addition or subtraction. [EX: 2⋅(4 + 5) = 2⋅4 + 2⋅5] b) Multiplying by the reciprocal gives 1. [EX: 5 ⋅ 5/1 = 1] c) Order doesn't matter in multiplication. [EX: 2⋅3 = 3⋅2] d) Grouping doesn't matter in multiplication. [EX: (2 ⋅ 3)⋅4 = 2⋅(3 ⋅ 4)]
The Associative Property of Multiplication is: d) Grouping doesn't matter in multiplication. [EX: (2 ⋅ 3)⋅4 = 2⋅(3 ⋅ 4)] more examples include: (2 ⋅ 3)⋅5 = 2⋅(3 ⋅ 5) (4 ⋅ 6)⋅2 = 4⋅(6 ⋅ 2)
Which answer choice best depicts what the Commutative Property of Multiplication is? a) You can distribute multiplication over addition or subtraction. [EX: 2⋅(4 + 5) = 2⋅4 + 2⋅5] b) Multiplying by the reciprocal gives 1. [EX: 5 ⋅ 5/1 = 1] c) Order doesn't matter in multiplication. [EX: 2⋅3 = 3⋅2] d) Grouping doesn't matter in multiplication. [EX: (2 ⋅ 3)⋅4 = 2⋅(3 ⋅ 4)]
The Commutative Property of Multiplication: c) Order doesn't matter in multiplication. [EX: 2⋅3 = 3⋅2]
Which answer choice best depicts what the Distributive Property of Multiplication is? a) You can distribute multiplication over addition or subtraction. [EX: 2⋅(4 + 5) = 2⋅4 + 2⋅5] b) Multiplying by the reciprocal gives 1. [EX: 5 ⋅ 5/1 = 1] c) Order doesn't matter in multiplication. [EX: 2⋅3 = 3⋅2] d) Grouping doesn't matter in multiplication. [EX: (2 ⋅ 3)⋅4 = 2⋅(3 ⋅ 4)]
The Distributive Property of Multiplication is: a) You can distribute multiplication over addition or subtraction. [EX: 2⋅(4 + 5) = 2⋅4 + 2⋅5] more examples: 3⋅(5 + 2) = 3⋅5 + 3⋅2 4⋅(8 − 3) = 4⋅8 − 4⋅3
Which number is an integer? a) .033 b) -4/5 c) 0 d) π
c) 0
Which number is not natural? a) 1 b) 2 c) 0 d) 3
c) 0
Which can 0 not be classified as? a) natural number b) whole number c) rational number d) integers
a) natural number
Which answer choice best depicts what the Multiplicative Inverse Property is? a) You can distribute multiplication over addition or subtraction. [EX: 2⋅(4 + 5) = 2⋅4 + 2⋅5] b) Multiplying by the reciprocal gives 1. [EX: 5 ⋅ 5/1 = 1] c) Order doesn't matter in multiplication. [EX: 2⋅3 = 3⋅2] d) Grouping doesn't matter in multiplication. [EX: (2 ⋅ 3)⋅4 = 2⋅(3 ⋅ 4)]
The Multiplicative Inverse Property is: b) Multiplying by the reciprocal gives 1. [EX: 5 ⋅ 5/1 = 1] more examples: 9 ⋅ 1/9 = 1 1/3 ⋅ 3= 1
Student groups are given a six-sided die, with each side labeled a number 1 through 6. Each student group rolls the die 75 times and records the number that is rolled. If there are 8 groups of students participating in this activity, which of the following is most likely the total number of times a 4 was rolled? a) 98 b) 75 c) 154 d) 13
a) 98 75 x 8 = 600 600 / 6 = 100 98 is the closest answer choice to 100.
Which measurement involves applying systematic and consistent methods of measurement using non-standard or customized units, often in scientific or specialized contexts? a) formal non-standard measurement. b) formal standard measurement. c) informal non-standard measurement. d) informal standard measurement.
a) formal non-standard measurement.
Jason solved the equation 3x − 2 = 13 + 1x − 7 below: 3x - 2 = 13 + 1x - 7 + 2 +2 +2 3x = 15 + 1x - 5 3x = 10 + 1x -1x - 1x 2x = 10 ÷2 = ÷2 x = 5 What property of equality was misused in Jason's work? a) Division property of equality b) Additive property of zero c) Multiplication property of equality d) Addition property of equality
d) Addition property of equality On the first step he added 2 twice. It would of helped if he simplified before adding the 2 to both sides.
Students are working to solve the following question: ½ - x = ¼. The teacher then gives the following as an example: "If you are sharing a pizza with somebody and there is half a pizza left, how much must the other person eat so that you only have one quarter of the pizza left?" As the teacher engages with several students, the teacher observes students are still having difficulty understanding the concept of fractions. The teacher then uses a pie chart to help explain the concept. Which of the following types of assessments has the teacher used? a) formative b) summative c) formal d) criterion
a) formative Formative assessments are through ongoing feedback during learning. [EX: polls, in-class quizzes, teacher observations while students are engaging in group discussions] Reasons the other answer choices are incorrect: b) summative Summative assessments are end-of-unit evaluations, usually exams. [EX: final exams at the end of the semester, SAT, research projects] c) formal Formal assessments are structured and standardized evaluations, like the SAT or ACT. [EX: TExES content exams, statewide standardized tests administered to all students in a grade level] d) criterion Criterion assessments are evaluations against specific standards [EX: a rubric-based assessment of a science experiment where students are scored on meeting specific criteria, a language proficiency test where students are evaluated on their ability to meet predetermined language proficiency standards, a driving test where students must demonstrate specific skills to pass]
Chelsea made a quick trip to the store to pick up 6 items. The costs of the items are listed below. What is the range of the prices for this trip? $2.31, $1.97, $2.58, $2.87, $1.54, $2.86 a) $1.54 b) $1.33 c) $2.87 d) $0.55
b) $1.33 Range is the largest number subtracted by the lowest number. 2.87 - 1.54 = 1.33
Which number is not a whole number? a) 0 b) -4 c) 1 d) 23
b) -4 Whole numbers cannot be negative.
A teacher writes the problem shown below on the board for a warm-up. 7x + 4 - 3x + 2 = 12 She asks students to combine like terms as the first step in solving the problem. Which equation demonstrates an understanding of the first step? a) 4x − 2 = 12 b) 4x + 6 = 12 c) 10x + 2 = 12 d) x = 2
b) 4x + 6 = 12
Anthony sold 'x' boxes of popcorn for $6.00 per box for his Cub Scout troop. Which expression will help him determine the amount of money he earned for his troop? a) x - 6 b) 6x c) x/6 d) x + 6
b) 6x How ever many boxes he sold (x) should be multiplied by the price, which results in how much money he made.
In which of the following situations is estimation least appropriate? a) A meteorologist talking about the probability for rain tomorrow. b) A mother giving medication to her child with a cough. c) A sports announcer reporting on the number of people expected to attend a playoff game. d) A father talking about the size of the fish he caught and released that morning at the lake.
b) A mother giving medication to her child with a cough. Medication should never be administered by estimation.
Which of the following activities would best allow a teacher to demonstrate an appreciation for cultural diversity in a math class? a) Comparing donations made to the Red Cross by different minority groups. b) Discuss the average wage and cost of living for cities around the world. c) Encourage students to donate towards international relief efforts in foreign countries. d) Graphing the debts of countries to the United States.
b) Discuss the average wage and cost of living for cities around the world. Reasons the other answer choices are incorrect: Comparison of donations of minorities isn't a great example of cultural diversity. Encouraging students to donate to causes doesn't help their understanding of cultural diversity and why it's important to appreciate it. Focusing on debts of countries against the United States is a negative thing that doesn't encourage appreciation and promotes division of cultures.
A first-grade class has been working on analyzing data using a bar graph. The majority of students are able to correctly answer questions related to the graph. What would be an appropriate extension activity for students to complete next to encourage higher-order thinking? a) Give students a homework assignment related to bar graphs. b) Have students work with a partner to come up with their own question that could be answered using the graph. c) Give students a bar graph with larger numbers as a challenge. d) Have students start working on line graphs now that they have mastered bar graphs.
b) Have students work with a partner to come up with their own question that could be answered using the graph. Coming up with their own questions represents students needing to apply higher-order thinking skills.
Students in Mrs. Wilson's class have mastered multiplication and have been introduced to division. Mrs. Wilson gave a test over introductory concepts in division and found that a number of students struggled. Which of the following strategies is best to help improve the students' understanding of division? a) Teach that multiplication and division are opposites, and have students memorize times tables to make division easier. b) Use manipulatives to model division and connect it to multiplication. c) Separate the class into groups and have at least one student that understands division in each group. The higher-level students can reteach the struggling students the concept through peer tutoring. d) Provide a new study guide with division problems and give a new test again in two days.
b) Use manipulatives to model division and connect it to multiplication. Manipulatives provide tangible ways for students to grasp the concept of division. Linking it to multiplication allow students to apply processes that they already know and use it to their advantage. Division is the inverse operation of multiplication. Why these are incorrect: a) Teach that multiplication and division are opposites, and have students memorize times tables to make division easier. Memorization will not be a beneficial way to help students grasp the concept of division. c) Separate the class into groups and have at least one student that understands division in each group. The higher-level students can reteach the struggling students the concept through peer tutoring. Higher-level students are not going to teach other students the concept of division. It is best to group students with their levels of understanding in general. d) Provide a new study guide with division problems and give a new test again in two days. This will not be beneficial in making sure students are comprehending the concept of division.
A third-grade teacher is working with a small group of students on representing fractions. She asks students to use the method of their choice to represent ¾. All of the students choose to draw a circle divided into 4 equal parts and color 3 parts. She then asks students to represent the same fraction in another way. Which of the following is NOT a method that the students could use to represent ¾? a) a number line b) an array c) a fraction strip d) a drawing of four items with three items shaded in
b) an array Using arrays to represent fractions would require creating an array for both the numerator and the denominator, which can lead to inefficiency and limitations, especially when dealing with fractions that have large numerators or denominators.
After completing a unit on graphing data, students are given the following table and asked what type of graph is most appropriate for displaying this data. What should they use? Preferred Flavor | # of Students ---------------------------------------- None | 6 Chocolate | 184 Vanilla | 109 Mint Choc. Chip | 88 Other | 152 a) histogram b) circle graph c) line graph d) double bar graph
b) circle graph
Task A: You have 24 meters of fence to build a rectangular area for a garden. How many different sized gardens can you create if each side is a whole number? Task B: The length and width of a rectangle adds up to 20 inches. What is the range of areas that the rectangle can have if each side is a whole number? Both Task A and Task B shown above meet the goal of students exploring the relationship between area and perimeter. Which additional TEKS goal can be met through each of the tasks? a) sparking interest b) finding multiple solutions c) connecting math to the real world d) providing opportunities to write mathematically
b) finding multiple solutions Task A encourages finding multiple solutions by considering different combinations of whole numbers for the length and width. This task encourages exploration of various possibilities and valid solutions (How many different sized garden"S") Task B investigates the range of areas for a rectangle with a given perimeter (range of area"S") Reasons the other answer choices are incorrect: a) sparking interest This is not a TEKS goal. c) connecting math to the real world Only option A is a real world problem. d) providing opportunities to write mathematically Not the best answer.
Using a meter stick to measure the length of a table in meters, or a kitchen scale to measure ingredients in grams is what form of measurement? a) informal standard measurement. b) formal standard measurement. c) informal non-standard measurement. d) formal non-standard measurement.
b) formal standard measurement.
Which measurement involves the precise and systematic use of standardized units of measurement in accordance with established rules and procedures? a) formal non-standard measurement. b) formal standard measurement. c) informal non-standard measurement. d) informal standard measurement.
b) formal standard measurement.
In a kindergarten class, two students have discovered that four butter tubs full of sand will fill a plastic pitcher. This learning is best described as: a) informal standard measurement. b) informal non-standard measurement. c) formal standard measurement. d) formal non-standard measurement.
b) informal non-standard measurement. Informal non-standard measurement involves using everyday objects or non-standard units to estimate or compare the size or quantity of objects.
Which includes all natural numbers plus zero? a) natural numbers b) whole number c) rational numbers d) integers
b) whole numbers EX: 0, 1, 2, 3, 4, and so on. examples of the other answer choices include: a) natural numbers EX: 1, 2, 3, 4, and so on. c) rational numbers EX: 1/2, -3/4, 0.25, 0.666 d) integers EX: -3, -2, -1, 0, 1, 2, 3
# of Sales, x | Monthly Salary, y --------------------------------- 0 | 250 1 | 325 2 | 400 3 | 4 | Mr. Miller gives students the table above and tells them about a commissioned sales person. He asks students to fill in the missing boxes and write a summary of how the number of sales, x, is related to the monthly salary, y. Which of the following best demonstrates how x and y are related? a) y = 250x + 75 b) y = 75x + 250 c) y = x + 250 d) y = x + 75
b) y = 75x + 250 Plug in variables to each answer choice to find y.
Stuart needs to run by the store on his way to school. He begins at home, which on a coordinate plane is represented by the point (0,4). He walks to the store, which is the equivalent of walking 2 units right and 4 units down. After grabbing something to eat for lunch, he walks 3 units to the left and 5 units up to school. What point represents the school? a) (3, 1) b) (3, 9) c) (-1, 5) d) (5, 1)
c) (-1, 5) Draw a graph and follow the steps in the instructions.
Matthias, a fourth-grader, wants to find 20% of 70, using mental math. Which of the following numbers is best for Matthias to use to multiple 70 to find the correct answer? a) 1/5 b) 40/200 c) 0.2 d) 1/7
c) 0.2 Decimals are often the easiest to work with when finding percentages.
Julie brings and eats one-third of a sandwich every day for lunch. If she made 11 sandwiches this month, how many lunches did she bring? Which of the following expressions would be a correct computation for the answer to the problem above? a) 1/3÷11 b) 1/3 × 11 c) 11 ÷ 1/3 d) 11 × 1/3
c) 11 ÷ 1/3 She brought 33 lunches with only 11 sandwiches. Reasons for other answer choices being incorrect: Answer choice b) and d) are the same thing. These both represent option d in another way, because after you begin approaching the problem, option c) turns into multiplication. Option a) would mean that she brought 1/33 lunches which is not possible.
A pool empties at a rate of 12 quarts every 2 minutes. How many hours and minutes will it take to completely empty the pool which contains 12,000 gallons? (1 gallon = 4 quarts) a) 33 hours and 20 minutes b) 66 hours and 40 minutes c) 133 hours and 20 minutes d) 16 hours and 40 minutes
c) 133 hours and 20 minutes 1. 12/4 = 3 gallons. 2. 2(minutes)/3(gallons) to x(minutes)/12,000(gallons) 3. 3 goes into 12,000, 4,000 times. 4. 2 minutes multiplied by 4,000 = 8,000 minutes 5. 8,000 divided by 60 (minutes) = 133.33 6. 133 hours and 20 minutes is the closest answer choice.
What is the perimeter of a square with an area of 81 cm^2? a) 9 cm b) 81 cm c) 36 cm d) 18 cm
c) 36 cm 1. Area of a square is s^2. 2. The square root of 81 is 9. 3. Each side of the square is 9 cm 4. Perimeter of a square is all sides added. 5. 9+9+9+9 or 9 x 4 = 36
What is the mode of the data set? 22, 23, 30, 38, 45, 46, 48, 55, 55, 60, 61, 63, 67, 70, 77, 80, 93, 95, 97, 99, 100 a) 63 b) 78 c) 55 d) 61
c) 55 Mode is the number that appears most frequently in a data set.
During the week, the teacher has students use a ruler to measure various objects. They begin with measuring straight lines and then move on to shapes and 3-D figures. At the end of the week, students are asked to research careers in which the mathematical ideas explored during the week could be used. Which of the following scenarios best demonstrates how the math concept explored in class is applied to a career context? a) A doctor measuring a baby's weight. b) An accountant calculating the taxes owed by a client. c) An architect drawing plans for a new house. d) A police officer determining a car's speed.
c) An architect drawing plans for a new house. This is the only answer choice in which the job title is measuring shapes and sides of shapes.
Which culture is credited with developing the use of negative numbers? a) Babylonian b) Roman c) Chinese d) Hindu-Arabic
c) Chinese The Chinese discovered the idea of making a number negative and its purpose.
A teacher has presented adding fractions to her class and they have used manipulatives to gain a basic understanding. What is the next step in the learning process? a) Give the students problems with one variable to solve. b) Give homework with 10-15 problems to reinforce the concept. c) Give the students fraction addition problems using numbers instead of manipulatives. d) Give the students word problems with at least one fraction.
c) Give the students fraction addition problems using numbers instead of manipulatives. The next step is to incorporate actual numbers rather than manipulatives. Reasons the other answer choices are incorrect: They have only practiced with manipulatives, so they need in-class practice with numbers instead of automatically being assigned the homework or word problems.
A math teacher wants to introduce a lesson on the use of decimals and fractions. Which of the following strategies is most likely to increase the students' understanding of the concepts? a) Have students complete a pre-instructional worksheet on the topic. b) Repeat the lesson until students have committed the lesson to memory. c) Highlight examples of decimal and fraction use from the students' lives. d) Have students write down what they think is the purpose of decimals and fractions.
c) Highlight examples of decimal and fraction use from the students' lives. By having students compare and make associations with their learning by using personal experiences, they retain the information more efficiently. The other answer choices don't reflect efficient ways of introducing a lesson idea to students that build understanding of concepts.
Ginny and Carter are learning about probability and their teacher hands them a bag with 18 red marbles and 10 green marbles. Ginny draws 2 red marbles and keeps them on her desk. Carter wants to draw green marbles on his turn. How did the probability of drawing a green marble change from when Ginny drew her marbles to when Carter will draw? a) The probability of drawing a green marble did not change because the total number of marbles was not affected. b) The probability of drawing a green marble did not change because the number of green marbles did not change. c) The probability of drawing a green marble increased. d) The probability of drawing a green marble decreased.
c) The probability of drawing a green marble increased. Since there are two marbles that aren't green no longer in the bag, drawing a green has a higher probability than if the two red marbles were still in the bag.
Mrs. Wilhelm is teaching a lesson on surface area. Every time a student raises their hand to answer, Mrs. Wilhelm addresses them by name and says that she appreciates how they participate in class. She also offers small candies for challenge questions. Which learning theory best matches Mrs. Wilhelm's teaching method? a) social learning theory b) sociocultural learning theory c) behaviorism learning theory d) constructivist learning theory
c) behaviorism learning theory She rewards good behavior by giving candy or vocal appreciation.
Students are separating costs of running a concession stand into expenses that depend on sales volume and those that do not. What concept does the teacher want students to understand through this activity? a) sales tax b) fixed and variable income c) fixed and variable expenses d) supply and demand
c) fixed and variable expenses Fixed Expenses = expenses do not depend on sales Variable Expenses = expenses that depend on sales Reasons the other answer choices are incorrect: a) sales tax There is no mention of sales tax being measured. b) fixed and variable income They are focusing on expenses not income. d) supply and demand This deals how the price and quantity of goods and services are determined in a market. It primarily focuses on pricing and market equilibrium, not on categorizing expenses in a business based on their relationships to sales volume.
Measuring the length of a room using steps or counting the number of paperclips it takes to span a distance is what form of measurement? a) informal standard measurement. b) formal standard measurement. c) informal non-standard measurement. d) formal non-standard measurement.
c) informal non-standard measurement.
What form of measurement involves using everyday objects or non-standard units to estimate or compare the size or quantity of objects? a) informal standard measurement. b) formal standard measurement. c) informal non-standard measurement. d) formal non-standard measurement.
c) informal non-standard measurement.
The number, -0.583, is classified as: a) whole number b) irrational number c) rational number d) integer
c) rational number Reasons the other answer choices are incorrect: a) a whole number is all natural numbers including 0. They cannot be negative. b) an example of an irrational number is π or √2. d) an integer is all whole numbers, negative and positive, including 0.
This equation demonstrates which of the following properties? (4 x 7) x 8 = 4 x (7 x 8) a) the commutative property of multiplication b) the distributive property of multiplication c) the associative property of multiplication d) the multiplicative inverse of property
c) the associative property of multiplication
x | y ---------- 3 | 12 4 | 15 6 | 21 9 | 30 11 | 36 The table above shows a linear relationship between x and y. Which of the following equations correctly defines the relationship? a) y = 2x + 6 b) y = 3x + 2 c) y = 3x + 3 d) y = x + 3
c) y = 3x + 3 Plug in the x variables to match until you find the right equation that computes the associated y value.
Mrs. Spisak's goal in this lesson is to have her students use calculators to develop financial literacy. Which of the following activities best addresses this goal? a) Multiply a monthly salary by 12 using pencil and paper for an annual budget. b) Give students a checkbook register and have a race to see how fast they can find the balance. c) Write out fractions on paper with the amount of a monthly bill on top and monthly income on the bottom, which students then put in simplest form. d) Have students calculate sales tax and discounts on grocery store items.
d) Have students calculate sales tax and discounts on grocery store items. This is an appropriate method because it uses real-world examples that students will need to learn how to do. Why the other answer choices are incorrect: a) Multiply a monthly salary by 12 using pencil and paper for an annual budget. This doesn't require students to use a calculator. b) Give students a checkbook register and have a race to see how fast they can find the balance. Racing is not an efficient method to have students understand how to use calculators. Using a checkbook calculator isn't applicable because what school has these on hand in multiples? c) Write out fractions on paper with the amount of a monthly bill on top and monthly income on the bottom, which students then put in simplest form. This doesn't require students to use a calculator.
Many students reach an incorrect answer when multiplying two-digit numbers, as shown in the work here. Which of the following is mostly likely the error made by students? 17 x 13 ------ 321 + 170 ------ 491 a) The product of 1 ten and 7 ones was written in the wrong location requiring the student to add a zero to the second row. b) The product of 1 ten and 1 ten was recorded as 1 one hundred, but should have been recorded as 1 ten. c) The 4 hundred should have been 5 hundred because the student forgot to carry a ten from the previous column. d) The 20 composed from the multiplication of 3 ones and 7 ones was not carried and therefore caused the error in the final answer.
d) The 20 composed from the multiplication of 3 ones and 7 ones was not carried and therefore caused the error in the final answer.
A second-grade class has created a pictograph of what type of shoe each person is wearing. What is the next visual representation students can make from the information given? a) a line graph b) a stem-and-leaf plot c) a circle graph d) a bar graph
d) a bar graph This would be a better way of representing the types of shoes because there are a lot of categories of shoes that would make a circle graph begin to look confusing to look at.
A third-grade teacher gives her students an exit ticket in which they are asked to find the area of the rectangle below: 7 ▮ 8 A summary of student responses is shown below: solution | # students same response __________________________________________ 56 sq. ft. | 5 students 15 sq. ft. | 1 student 30 sq. ft. | 12 students other | 2 students Based on these responses, the teacher should address student misconceptions related to: a) addition vs. multiplication b) feet vs. square feet c) multiplying one-digit numbers d) area vs. perimeter
d) area vs. perimeter Students either multiplied 7 & 8 (area = 56), or added each side (perimeter = 30).
Measuring the resistance of an electrical component using a specialized non-standard unit, such as "Ohms" in electronics is what form of measurement? a) informal standard measurement. b) formal standard measurement. c) informal non-standard measurement. d) formal non-standard measurement.
d) formal non-standard measurement.
Estimating the length of a book using inches or centimeters on a ruler is which form of measurement? a) formal non-standard measurement. b) formal standard measurement. c) informal non-standard measurement. d) informal standard measurement.
d) informal standard measurement.
Which measurement involves using common or standardized units of measurement to estimate or compare the size or quantity of objects in everyday situations? a) formal non-standard measurement. b) formal standard measurement. c) informal non-standard measurement. d) informal standard measurement.
d) informal standard measurement.
Which includes all positive and negative numbers as whole numbers, including 0? a) natural numbers b) rational numbers c) whole numbers d) integers
d) integers EX: -3, -2, -1, 0, 1, 2, 3 examples of the other answer choices include: a) natural numbers EX: 1, 2, 3, 4, and so on. b) rational numbers EX: 1/2, -3/4, 0.25, 0.666 c) whole numbers EX: 0, 1, 2, 3, 4, and so on.
