Austin Independent School District
Department of Curriculum and Instruction
Mathematics
Numerical Fluency
Algebra II, Precalculus, and
Math Models
Mathematics
2nd Six-weeks
2009-2010
Numerical Fluency 2-1 through 2-22
Austin ISD
2nd Six Weeks
Algebra II, PreCalculus, Math Models – Numerical Fluency
2009-2010
Numerical Fluency 2-1
Use the table to determine the expression that best
represents the number of diagonals of any convex
polygon having n sides.
Polygon
Number of Number of
Sides
Diagonals
Triangle
3
0
Quadrilateral
4
2
Pentagon
5
5
Hexagon
6
9
Heptagon
7
14
Octagon
8
20
A
n 3
n3
B 2
n( n  3)
C
2
D
n(n  3)
AISD Secondary Mathematics Department
Page 1 of 25
Austin ISD
2nd Six Weeks
Algebra II, PreCalculus, Math Models – Numerical Fluency
2009-2010
Numerical Fluency 2-2
Work this problem and justify your answer.
In the figure shown below, BC is parallel to ED, and
AE is perpendicular to ED. The measure of ABC
is 130º.
What is the measure of BAE in degrees?
Record your answer and fill in the bubbles on your
answer document. Be sure to use the correct place
value.
AISD Secondary Mathematics Department
Page 2 of 25
Austin ISD
2nd Six Weeks
Algebra II, PreCalculus, Math Models – Numerical Fluency
2009-2010
Numerical Fluency 2-3
Segments AB and AD are tangents to circle
C. The measure of A is 52°.
What is mCBD?
A 52°
B 64°
C 26°
D 128°
AISD Secondary Mathematics Department
Page 3 of 25
Austin ISD
2nd Six Weeks
Algebra II, PreCalculus, Math Models – Numerical Fluency
2009-2010
Numerical Fluency 2-4
A kite string is 220 feet long from the kite
to the ground. The string makes a 45°
angle with the ground.
About how high off the ground is the kite?
A 110 ft
B 127 ft
C 156 ft
D 311 ft
AISD Secondary Mathematics Department
Page 4 of 25
Austin ISD
2nd Six Weeks
Algebra II, PreCalculus, Math Models – Numerical Fluency
2009-2010
Numerical Fluency 2-5
Be sure to be able to justify your solution.
Megan is using an equilateral triangle as
part of a design on a sweatshirt. Each side
of the triangle is 12 inches long. Megan is
sewing a line of sequins from the midpoint
of one side of this triangle to the opposite
vertex. Approximately how long will the
line of sequins be?
A 13.4 in.
B 10.4 in.
C 8.5 in.
D 5.2 in.
AISD Secondary Mathematics Department
Page 5 of 25
Austin ISD
2nd Six Weeks
Algebra II, PreCalculus, Math Models – Numerical Fluency
2009-2010
Numerical Fluency 2-6
The lengths of the bases of an isosceles
trapezoid are shown below.
If the perimeter of this trapezoid is 32 units,
what is its area?
A 44 square units
B 110 square units
C 88 square units
D 55 square units
AISD Secondary Mathematics Department
Page 6 of 25
Austin ISD
2nd Six Weeks
Algebra II, PreCalculus, Math Models – Numerical Fluency
2009-2010
Numerical Fluency 2-7
Doris had a circular garden with a radius
of 30 feet. She used all of the fencing from
the circular garden to enclose a square
garden. The length of each side of Doris’s
square garden was
approximately —
A 47 feet
B 94 feet
C 120 feet
D 188 feet
AISD Secondary Mathematics Department
Page 7 of 25
Austin ISD
2nd Six Weeks
Algebra II, PreCalculus, Math Models – Numerical Fluency
2009-2010
Numerical Fluency 2-8
Find the equation that can be used to
determine the total area of the composite
figure shown below.
A
1 2
A = lw + w
2
B
A = lw + w2
C
A = w + 2l + w2
D
1 2
A = w + 2l + w
2
AISD Secondary Mathematics Department
Page 8 of 25
Austin ISD
2nd Six Weeks
Algebra II, PreCalculus, Math Models – Numerical Fluency
2009-2010
Numerical Fluency 2-9
Which pair of the following polygons is
congruent?
A Polygon A and Polygon C
B Polygon B and Polygon D
C Polygon A and Polygon B
D Polygon B and Polygon C
AISD Secondary Mathematics Department
Page 9 of 25
Austin ISD
2nd Six Weeks
Algebra II, PreCalculus, Math Models – Numerical Fluency
2009-2010
Numerical Fluency 2-10
Which transformation of ∆TRS creates
∆T’R’S’ shown below?
A Reflect ΔTRS across the y-axis and then translate it 3
units down
B Translate ΔTRS 4 units right and 3 units down
C Reflect ΔTRS across the x-axis and then translate it 6
units down
D Translate ΔTRS 6 units right and 3 units down
AISD Secondary Mathematics Department
Page 10 of 25
Austin ISD
2nd Six Weeks
Algebra II, PreCalculus, Math Models – Numerical Fluency
2009-2010
Numerical Fluency 2-11
Which of the following is a true statement
about the net of the cube shown?
A
Faces R and S are parallel.
B Faces R and U are parallel.
C Faces S and U are perpendicular.
D Faces T and U are perpendicular.
AISD Secondary Mathematics Department
Page 11 of 25
Austin ISD
2nd Six Weeks
Algebra II, PreCalculus, Math Models – Numerical Fluency
2009-2010
Numerical Fluency 2-12
Draw your top view of the three-dimensional
figure before choosing your multiple-choice
answer.
Which of the following is the top view of the
3-dimensional figure shown below?
AISD Secondary Mathematics Department
Page 12 of 25
Austin ISD
2nd Six Weeks
Algebra II, PreCalculus, Math Models – Numerical Fluency
2009-2010
Numerical Fluency 2-12 Continued
Answer choices:
AISD Secondary Mathematics Department
Page 13 of 25
Austin ISD
2nd Six Weeks
Algebra II, PreCalculus, Math Models – Numerical Fluency
2009-2010
Numerical Fluency 2-13
Draw the front view of the solid before
choosing an answer.
Which of the following best represents the
front view of the solid shown below?
AISD Secondary Mathematics Department
Page 14 of 25
Austin ISD
2nd Six Weeks
Algebra II, PreCalculus, Math Models – Numerical Fluency
2009-2010
Numerical Fluency 2-13 continued
AISD Secondary Mathematics Department
Page 15 of 25
Austin ISD
2nd Six Weeks
Algebra II, PreCalculus, Math Models – Numerical Fluency
Numerical Fluency 2-14
Three views of a solid with the given
dimensions are shown below.
What is the volume of the solid?
A 274 cubic meters
B 180 cubic meters
C 240 cubic meters
D 324 cubic meters
AISD Secondary Mathematics Department
Page 16 of 25
2009-2010
Austin ISD
2nd Six Weeks
Algebra II, PreCalculus, Math Models – Numerical Fluency
2009-2010
Numerical Fluency 2-15
A hexagon is graphed on the coordinate grid.
Which two coordinate points lie on the
same line of symmetry on this hexagon?
A (-3, -1) and (0, 3)
B (-1, 3) and (-1, -1)
C (0, 3) and (0, -1)
D (-4, 1) and (1, 1)
AISD Secondary Mathematics Department
Page 17 of 25
Austin ISD
2nd Six Weeks
Algebra II, PreCalculus, Math Models – Numerical Fluency
2009-2010
Numerical Fluency 2-16
Work this problem and be able to justify your
solution.
Which of the following best describes the
graph of the equations below?
2y = 3x + 2
4y = 6x + 1
A The lines have the same y-intercept.
B The lines have the same x-intercept.
C The lines are perpendicular.
D The lines are parallel.
AISD Secondary Mathematics Department
Page 18 of 25
Austin ISD
2nd Six Weeks
Algebra II, PreCalculus, Math Models – Numerical Fluency
2009-2010
Numerical Fluency 2-17
Which equation represents a line perpendicular to line k
graphed below?
2
A y= x–1
3
3
B y= x–4
2
3
C y=- x+3
2
2
D y=- x+5
3
AISD Secondary Mathematics Department
Page 19 of 25
Austin ISD
2nd Six Weeks
Algebra II, PreCalculus, Math Models – Numerical Fluency
2009-2010
Numerical Fluency 2-18
Line q is shown below.
Which equation best represents a line
parallel to line q?
1
A y=- x+4
2
1
B y= x–3
2
C y = 2x – 5
D y = -2x + 1
AISD Secondary Mathematics Department
Page 20 of 25
Austin ISD
2nd Six Weeks
Algebra II, PreCalculus, Math Models – Numerical Fluency
2009-2010
Numerical Fluency 2-19
Rectangle MNPQ has diagonals that intersect at
point X.
Which of the following represents point X?
7
A ( , -2)
2
13
B ( , 4)
2
13
C (- , -4)
2
7
D (- , 2)
2
AISD Secondary Mathematics Department
Page 21 of 25
Austin ISD
2nd Six Weeks
Algebra II, PreCalculus, Math Models – Numerical Fluency
2009-2010
Numerical Fluency 2-20
What is the length of the line segment with
endpoints (7, -3) and ( -5, 2)?
Record your answer and fill in the bubbles.
Be sure to use the correct place value.
AISD Secondary Mathematics Department
Page 22 of 25
Austin ISD
2nd Six Weeks
Algebra II, PreCalculus, Math Models – Numerical Fluency
2009-2010
Numerical Fluency 2-21
Which two 3-dimensional figures have the
same number of faces?
A A triangular prism and a square
pyramid
B A triangular prism and a
rectangular prism
C A triangular pyramid and a square
pyramid
D A triangular pyramid and a
rectangular prism
AISD Secondary Mathematics Department
Page 23 of 25
Austin ISD
2nd Six Weeks
Algebra II, PreCalculus, Math Models – Numerical Fluency
2009-2010
Numerical Fluency 2-22
A triangular prism has bases that are
equilateral triangles. What shape
could the lateral faces of the prism
be?
A
Equilateral triangles
B Rectangles
C Right triangles
D
Trapezoids
AISD Secondary Mathematics Department
Page 24 of 25
Austin ISD
2nd Six Weeks
Algebra II, PreCalculus, Math Models – Numerical Fluency
2009-2010
Matrix
Number
TEKS
SEs
TAKS
OBJ
2-1
2-2
207
207
G.5B
G.5B
6
6
TAKS Test 2004 Grade 11 #5
TAKS Test 2004 Grade 11 #21
2-3
207
G.5B
6
TAKS Study Guide Grade 11 #54
C
2-4
2-5
2-6
2-7
2-8
2-9
214
214
214
216
216
329
G.5D
G.5D
G.5D
G.4A
G.4A
G.10A
6
6
6
6
6
6
TAKS Test 2004 Grade 11 #12
TAKS Test 2004 Grade 11 #19
TAKS Test 2004 Grade 11 #46
TAKS Test 2004 Grade 11 #7
TAKS Test 2003 Grade 11 #51
TAKS Test 2004 Grade 11 #10
C
B
A
A
A
D
2-10
329
G.10A
6
TAKS Study Guide Grade 11 #62
A
2-11
337
G.6B
7
TAKS Test 2004 Grade 11 #38
D
2-12
337
G.6B
7
TAKS Study Guide Grade 11 #64
A
2-13
339
G.6C
7
TAKS Test 2004 Grade 11 #15
D
2-14
339
G.6C
7
TAKS Study Guide Grade 11 #65
C
2-15
2-16
332
332
G.7A
G.7A
7
7
TAKS Test 2004 Grade 11 #50
TAKS Test 2004 Grade 11 #16
D
D
2-17
213
G.7B
7
TAKS Study Guide Grade 11 #69
B
2-18
2-19
213
333
G.7B
G.7C
7
7
TAKS Test 2004 Grade 11 #57
TAKS Test 2004 Grade 11 #56
D
A
2-20
333
G.7C
7
TAKS Study Guide Grade 11 #68
2-21
340
G.7D
7
TAKS Test 2004 Grade 11 #24
A
2-22
340
G.7D
7
TAKS Study Guide Grade 11 #72
B
NF
Problem
Problem Source
AISD Secondary Mathematics Department
Page 25 of 25
Answer
C
140
13 units