Chapter 1 Test Study Guide
2. WHAT HAVE I LEARNED?

Doing the problems in this section will help you to evaluate which types of problems
you feel comfortable with and which ones you need more help with.

Solve each problem as completely as you can. The table at the end of this closure
section provides answers to these problems. It also tells you where you can find
additional help and practice on problems like them.

CL 1-95. DOT PATTERN

Copy the dot pattern below onto your own paper.
a. Draw the 4th, 5th, and 6th figures.
b. How is the pattern changing?

CL 1-96. Lena’s mother asked her to count the number of pennies in the penny
jar. Her mother said, “I made seven stacks of six pennies each, and there were four
leftover pennies.” When Lena counted she made nine stacks of five pennies each and
had two left.
. Write a numerical expression to represent Lena’s way of counting.
a. Write a numerical expression to represent her mother’s way.
b. Lena thinks her mother must have been working with fewer pennies than she
was. Is Lena correct? Show how you know.
c. Use a < , > , or = symbol to show how the two expressions
compare.

CL 1-97. Amanda’s little brother, Timmy, is learning about even and odd
numbers in math, and he says, “Six is both even and odd because 2 is even
and goes into 6 and 3 is odd and goes into 6.” Explain to Timmy why he is mistaken
and clarify for him which numbers are even and which are odd and how he can tell.

CL 1-98. Make a diagram for every possible rectangular array of 30 pennies. Use
dots like these ( ) to represent the pennies.
. Label each of your diagrams with its dimensions.
a. List all of the factors of 30.
b. Give the prime factorization of 30.

CL 1-99. Find the perimeter and area of each figure below.
.
a.
b.
c. Sketch at least one way to rearrange the tiles in part (a) so that the shape has a
larger perimeter.

CL 1-100. Write the missing number that makes each of the following number
sentences true.
. 12 · ? = 180
a.
= 12
b. 7 · ? = 98
c.



= 11
CL 1-101. For each of the problems above, do the following:

Draw a bar or number line that represents 0 to 10.

Color or shade in a portion of the bar that represents your level of
understanding and comfort with completing that problem on your own.
If any of your bars are less than a 5, choose one of those problems and do one of the
following tasks:

Write two questions that you would like to ask about that problem.

Brainstorm two things that you DO know about that type of problem.
If all of your bars are at 5 or above, choose one problem and do one of these tasks:

Write two questions you might ask or hints you might give to a student who
was stuck on the problem.

Make a new problem that is similar and more challenging than that problem
and solve it.
3. WHAT TOOLS CAN I USE?

You have several tools and references available to help support your learning: your
teacher, your study team, your math book, and your Toolkit, to name only a
few. At the end of each chapter, you will have an opportunity to review your Toolkit
for completeness. You will also revise or update it to reflect your current
understanding of big ideas.

The main elements of your Toolkit should be your Learning Log, Math Notes, and the
vocabulary used in this chapter. Math words that are new appear in bold in the
text. Refer to the lists provided below and follow your teacher’s instructions to revise
your Toolkit, which will help make it useful for you as you complete this chapter and
as you work in future chapters.

Mathematical Vocabulary

The following is a list of vocabulary found in this chapter. Some of the words have
been seen in a previous chapter. Make sure that you are familiar with the terms below
and know what they mean. Click on the word for a "pop-up" definition. For more
information, refer to the glossary or index. You might also add these words to your
Toolkit so that you can reference them in the future.

area
composite number
even number
expression
factor
histogram
multiple
odd number
perimeter
place value
prime number
product
rectangular array
remainder
scatter plot
Answers and Support for Closure Problems
What Have I Learned?
Note: MN = Math Note, LL = Learning Log
Problem
Solution
Need Help?
More Practice
Lesson 1.1.3
Problems 1-15, 1-18, 1Team posters in 19, and 1-91
problem 1-16
CL 1-95.
a.
Figure 4 will have 14
dots, Figure 5 will have 17 dots,
Figure 6 will have 20 dots. See
diagrams above.
b.
The left side grows one
taller each time and the two sides
each grow by one, so the “C” is
growing by 3 dots each time.
CL 1-96.
CL 1-97.
a.
9·5+2
b. 7 · 6 + 4
c. Lena’s expression
simplifies to 47, her
mother’s simplifies to
46. Lena’s expression is
more.
d.
9·5+2>7·6+4
Lessons
1.2.1 and1.2.2
MN: 1.2.2
Even numbers are divisible by 2; Lesson 1.2.3
odd numbers are not. A number MN 1.2.3
cannot be both odd and even
because it is either divisible by 2
or it is not divisible by 2. Being
able to divide the number by
other odd digits is not
relevant. Since 6 is divisible by
2, it is even.
Lessons
1.2.3 and1.2.4
CL 1-98.
Problems 1-46, 1-57, 158, 1-68, 1-69, and 1-70
Problems 1-64 and 1-66
Problems 1-68, 1-69, 176, 1-78, 1-79, and 1-92
MN 1.2.3
LL 1.2.4
a.
Diagrams have
dimensions of 5 by 6, 3 by 10, 2
by 15, and 1 by 30.
b. Factors of 30: 1, 2, 3, 5, 6,
10, 15, and 30
c.
2·3·5
CL 1-99.
a.
Perimeter: 14 units
Area: 8 square units
b. Perimeter: 18 units
Area: 20 square units
c. Perimeter: 46 cm
Area: 120 cm
Lesson 1.1.2
MN 1.1.2
Problems 1-5, 1-9, 111, 1-21, and 1-86
d. Possible arrangement:
CL1-100.
1.
2.
3.
4.
15
8
14
99
Lessons
1.2.3 and1.2.4
Problems 1-49 and 1-85