Review- Basic Math Concepts II- 2/4/04- This review is designed to help you study, but it may not include every
type of question on the exam. Read the book, understand (i.e. memorize) the definitions and equations, and go over
all of your homework and quizzes.
10-1:
Be able to construct and interpret line plots, stem-and-leaf plots (back to back also), histograms and bar graphs, line
graphs, scatterplots, pictographs, circle graphs.
Also, be able to find the central angle of circle graphs like 11f, for instance.
See homework for examples.
10-2:
Does the mode always exist?
Give an example where the mean is less than the median and vice-versa.
Make a box and whisker plot for the following data:
1,2,3,4,5,6,7,7,15 (indicate outliers and show your work! Heeheehee)
The mean score for a set of 35 mathematics tests was 41.6, with a standard deviation of 19.2. What was the sum of
all the scores?
In a normal distribution, what percentile would Joe be in if he had a z-score of -2? And a z-score of 0?
Describe the relationship between the graph in the middle of the page on pg. 449 and the graph at the bottom (I
want to see computations using the z-score).
See especially your quiz (like standard deviation and variance) and also your homework for more questions. And
expect more word problems from this section.
12-1:
Be able to define every type of triangle and describe their relationships, for instance:
True or False- A equilateral triangle is an isosceles triangle.
True or False- A right triangle is scalene.
Know the definitions of all the quadrilaterals and the relationship between them.
Note: a trapezoid is defined as having exactly one pair of sides parallel, no more, no less.
True or False- A kite is a rhombus.
True or False- A parallelogram is a trapezoid.
Define an isosceles trapezoid… ect.
Homework has several good examples in this section (don’t look in the back for answers too soon )
12-2:
Be able to identify types of symmetry in different the quadrilaterals and triangles defined in 12-1.
Give an example of a figure that has rotational symmetry but no reflection symmetry and vice-versa.
Be able to define a diagonal (heeheehee).
Know and be able to apply the Perpendicular line segment test, and the parallel line segment test.
Define a simple closed curve, a polygon, regular polygon or regular n-gon.
Be able to identify convex and concave shapes.
What is the vertex (or interior), central, and exterior angle of a polygon?
12-3:
Define collinear points, concurrent lines; obtuse, straight, and right angles; supplementary and complementary
angles.
Know what a traversal is and properties corresponding, and alternate interior angles with parallel lines.
Define acute, obtuse, and right angles.
What is the sum of the angles of a triangle?
Problems 5,7,8.9 from homework are all good potential test questions.
12-4:
What can we say about the length of the sides of a rectangular n-gon? And the angles?
Give the formulas for central, vertex, and exterior angles of a regular n-gon.
What is the sum of the angles of any n-gon(regardless of regularity)?
Define a polygonal region, tessellation, regular tessellation, and semiregular tessellation.
Be able to give vertex arrangements (for examples see page 590 at the bottom of the page).
See homework assignment from this section.
12-5:
What is an angle in 3D called?
See example on skew, parallel, and intersecting line in 3D on page 599 at the top of the page (Figure 12.64)
Define a polyhedra and know it’s properties.
What is convex in the 3D sense?
What are the faces, edges, and vertices of a polyhedra? What are the lateral faces and bases?
What is a prism, right prism, and oblique prism and what do they look like?
Pyramids.
What is a regular polyhedra?
Know what the platonic solids are and remember what they look like.
Be able to apply Euler’s formula on Platonic solids.
What is a semiregular polygon?
Cylinders and cones- know what they look like and what they are.
Again, see homework problems.