POWAY UNIFIED SCHOOL DISTRICT
Accelerated PRE-ALGEBRA
STANDARDS AND EXEMPLARS
SPRING, 2003
1.1
NUMBER SENSE
Read, write, and compare rational numbers in scientific notation (positive and negative powers of 10)
with approximate numbers using scientific notation.
 Write 548,200 in scientific notation
8 3

 1 , –.6(3.21)
11
4
 Write 7.28 x 104 in standard notation
 Write 0.00591 x 108 in standard notation
 Write 0.00147 in scientific notation
 The radius of the earth’s orbit is 150,000,000,000 meters. What is
this number in scientific notation?
a) 1.5  10
11
b) 1.5 10
11
c) 15  10
10
d) 150  10
 3.6 x 102 =
a) 3.6000
b) 36
c) 360
d) 3,600
Add, subtract, multiply, and divide rational numbers (integers, fractions, and terminating decimal) and
take positive rational numbers to whole-number powers.
 –3[4(6 – 3) – 7 (4 + (–2))]
2
1
2 3

3
4
1 5
 1 
2 7
9
1.2*





13 2

15 3
105
0.5
8 1
1
11 4
0.6(3.21)
The five members of a band are getting new outfits. Shirts cost $12 each, pants cost $29 each,
and boots cost $49 a pair. What is the total cost of the new outfits for all of the members?
a) $90
b) $95
c) $450
d) $500
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Simplify:

11  1 1 
  
12  3 4 
1
3
3
b)
4
5
c)
6
9
d)
5
a)
23.065  (10.5)
3(4 +12) + 7(3)
43



2

1
 
3
0

7
 
9
2
 
5
3





1.785  0.0984
(1.23)(4.78)
Write the prime factorization of 72.
Which of the following numerical expressions results in a negative number?
a) (7) + (3)
b) (3) + (7)
c) (3) + (7)
d) (3) + (7)  (11)

43  42 


a) 45
b) 46
c) 165
d) 166
One hundred is multiplied by a number between 0 and 1. The answer has to be
a) Less than 0.
b) Between 0 and 50 but not 25.
c) Between 0 and 100 but not 50.
d) Between 0 and 100.
Which is the best estimate of 326 x 279?
a) 900
b) 9,000
c) 90,000
d) 900,000
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The winning number in a contest was less than 50. It was a multiple of 3, 5, and 6. What was the
number?
a) 14
b) 15
c) 30
d) It cannot be determined.
Convert fractions to decimals and percents and use these representations in estimations,
computations, and applications.

1.3








7
to a decimal.
8
5
Convert
to a percent.
6
23
is between which two whole numbers?
7
Convert
There is a 20% off sale on sweaters. The list price is $25.00. Find the sales price.
If Freya makes 4 of her 5 free throws in a basketball game, what is her free throw shooting
percentage?
a) 20%
b) 40%
c) 80%
d) 90%
Some students attend school 180 of the 365 days in a year. About what part of the year do they
attend school?
a) 18%
b) 50%
c) 75%
d) 180%
A pair of jeans regularly sells for $24.00. They are on sale for 25% off. What is the sale price of
the jeans?
a) $6.00
b) $18.00
c) $20.00
d) $30.00
What is the fractional equivalent of 60%?
1
6
3
b)
6
3
c)
5
2
d)
3
a)

A CD player regularly sells for $80. It is on sale for 20% off. What is the sale price of the CD
player?
a) $16
b) $60
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1.4*
c) $64
d) $96
Differentiate between rational and irrational numbers.
 Define rational numbers.
 Define irrational numbers.
 Label the following numbers with an “R” for rational or an “I” for irrational:






1.5*
8
9
16
225  25
1.27
1.212112111…

9.85

Know that every rational number is either a terminating or repeating decimal and be able to convert
terminating decimals into reduced fractions.
 Convert the following into a decimal:



1
2
5
6
5
11
Convert the following into a fraction:
 0.27
 1.45
 0.2727
Calculate the percentage of increases and decreases of a quantity.
 Calculate the percent of increase:
 From 1 to 1.2
 From 3 to 6
 From 5 to 18
 Calculate the percent of decrease:
 From 1 to 0.8
 From 14 to 7
 From 15 to 4
 The cost of an afternoon movie ticket last year was $4.00. This year an afternoon movie ticket
cost $5.00. What is the percent of increase of the ticket from last year to this year?
a) 10%
b) 20%
c) 25%
d) 40%
 The price of a calculator has decreased from $12.00 to $9.00. What is the percent of decrease?
a) 3%
b) 25%
c) 33%
d) 75%

1.6
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1.7*
2.1
Solve problems that involve discounts, markups, commissions, and profit and compute simple and
compound interest.
 What is 15% of 36?
 16 is what percent of 64?
 A real estate agent earned 5% commission on a $200,000 house. What is her commission?
 If a shirt is on sale for $25 and it originally sold for $30, what is the percent of decrease?
 Sally puts $200.00 in a bank account. Each year the account earns 8% simple interest. How much
interest will be earned in three years?
a) $16.00
b) $24.00
c) $48.00
d) $160.00
 Sally puts $200 in a bank at 8% interest compounded yearly. How much compound interest will be
earning in 3 years?
** STUDENTS NEED TO BE ABLE TO ESTIMATE PERCENTS (MULTIPLES OF TEN) WITHOUT
A CALCULATOR.
Understand negative whole-number exponents. Multiply and divide expressions involving exponents
with a common base.
 Simplify:







2.2*
2 2
2
1
 
2
32  34
2 
2 3
56
54
62
6 3
102
104
Add and subtract fractions by using factoring to find common denominators.
 Simplify:




1
1

28 49
1 1

63 99
2 4

3 27
Which of the following is the prime factored form of the lowest common denominator of
7 8
 ?
10 15
a) 5 x 1
b) 2 x 3 x 5
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c) 2 x 5 x 3 x 5
d) 10 x 15
2.3*
Multiply, divide, and simplify rational numbers by using exponent rules.
 Evaluate for x = 2, y = 3, and z = 5
 x3
 y2
 z2 + y
 (x3)2



32  33
2 3  32
3 
8 2
=
a) 3
4
b) 3
6
c) 3
10
d) 3
16

2.4
23
25
Use the inverse relationship between raising to a power and extracting the root of a perfect square
integer; for an integer that is not square, determine without a calculator the two integers between
which its square root lies and explain why.

25

100
169


Find the side of a square with an area of 81 units2.
Determine which two integers the radical is in between:




37
99
 12
81
4
The square root of 150 is between
a) 10 and 11
b) 11 and 12
c) 12 and 13
d) 13 and 14
 The square of a whole number is between 1,500 and 1,600. The number must be between
a) 30 and 35
b) 35 and 40
c) 40 and 45
d) 45 and 50
Understand the meaning of the absolute value of a number; interpret the absolute value as the
distance of the number from zero on a number line; and determine the absolute value of real numbers.
 Simplify |–9|, |8 – 3|

2.5*
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 True or false?



19  19

4  9  5
If |x| = 3, what is the value of x?
a) 3 or 0
b) 3 or 3
c) 0 or 3
d) 9 or 9
What is the absolute value of 4?
a) 4
b) 
c)
1.1
1
4
1
4
d) 4
ALGEBRA AND FUNCTIONSe or inequalities that represent a verbal description (e.g., three less than
a number, half as large as area A).
Use variable and appropriate operations to write an expression, an equation, an inequality, or a system
of equations or inequalities that represent a verbal description (e.g., three less than a number, half as
large as area A).
 Five less than 3 times a number.
 The length of a rectangle is four more than the width. If the perimeter is 20, find the width.
 Four times an unknown is less than 12.
 Which of the following inequalities represent the statement, “A number, x, decreased by 13 is less
than or equal to 39”?
a) 13  x  39
b) 13  x  39
c) x 13  39
d) x 13  39
 A shopkeeper has x kilograms of tea in stock. He sells 15 kilograms and then receives a new
shipment weighting 2y kilograms. Which expression represents the weight of the tea he now has?
a) x  15  2 y
b) x  15  2 y
c) x  15  2 y
d) x  15  2 y

Divide a number by 5 and add 4 to the result. The answer is 9.
Which of the following equations matches these statements?
a)
4 9
n
5
n
49
5
5
4
c)
n
n4
9
d)
5
b)
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In a certain room, the number of chairs, c, is equal to 3 times the number of tables, t. Which
equation matches the information?
a) 3  c = t
b) 3  t = c
c) 3  c = 3  t
d) c  t = 3
Use the correct order of operations to evaluate algebraic expressions such as 3(2x+5) 2.
 If x = 2, y = 3 and z = –1, evaluate:
a. x – 5
b. 3x + 2y – z
3x  y
c.
4
d. 8(x – 2y)
e. 3(2x + 5)2
Simplify :
 (–5y) + (– 4) + (– x) + (2y) – (–7y)
 4b – 9b + 7b
 3x – 5 + 4x – 2
 2(2x + 1) – 3 (x – 4)
 (2x  4)

1.2
 If h =3, and k= 4, then
a)
b)
c)
d)
1.3*
1.5
6
7
8
10
Simplify numerical expressions by applying properties of rational numbers (e.g., identity, inverse,
distributive, associative, commutative) and justify the process used.
 Name the property illustrated by each of the following:
o x(y + y) = x(0)
o x(y + y) = xy + x(y)
o x(y + y) = (y + y)(x)
o x(y + y) = x(y + y)
o
1.4
hk  4
2 
2
1
x( y  )  x(1)
 y
Use algebraic terminology (e.g., variable, equation, term, coefficient, inequality, expression, constant)
correctly.
 Embedded
Represent quantitative relationships graphically and interpret the meaning of a specific part of a
graph in the situation represented by the graph.
 Consider the circle graph shown below.
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How many hours a day does Ramon spend in school?
a) 2 hours
b) 4 hours
c) 6 hours
d) 8 hours

After three hours of travel, Car A is about how many kilometers ahead of Car B?
a) 2
b) 10
c) 20
d) 25

The graph above shows the time of travel by pupils from home to school. How many pupils must
travel for more than 10 minutes?
a) 2
b) 5
c) 7
d) 8

The cost of a long distance call charged by each of two telephone companies is shown on the graph
below.
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Company A is less expensive than Company B for
a) All calls
b) 3 minutes call only
c) calls less than 3 minutes
d) calls longer than 3 minutes

2.1
The graph below shows the value of Whistler Company stock at the end of every other year from
1994 to 2000.
From this graph, which of the following was the most probable value of Whistler Company stock at
the end of 1992?
a) $10
b) $1
c) $10
d) $20
Interpret positive whole-number powers as repeated multiplication and negative whole-number powers
as repeated division or multiplication by the multiplicative inverse. Simplify and evaluate expressions
that include exponents.
 Simplify:
o
(x3)4
o
(3x4)2
o
(2xy2)(3x4y)
o
m3m2m6
 Simplify: 2x–3

x3 y 3 
a)
b)
c)
d)

9xy
(xy)6
3xy
xxxyyy
X3
X5
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
x3 y 2
x5 y
 Simplify the expression shown below.
(5 x 2 z 2 )(8 xz 3 )
2 6
a) 40x z
3 5
b) 40x z
3 6
c) 40x z
5 5
d) 40x z
4
3
 Simplify (6a bc)(7ab c)
4 3
a) 13a b c
5 4 2
b) 13a b c
4 3
c) 42a b c
5 4 2
d) 42a b c
2.2
Multiply and divide monomials; extend the process of taking powers and extracting roots to monomials
when the latter results in a monomial with an integer exponent.
4x4 

a)
b)
c)
d)
2
2x
4x
2x2
 3 x (4 x)

xy (2 xy )

2 x(3x 2 )
10 x 2
5
12 x

15 x 2

3.1
Graph functions in the form y = nx2 and y = nx3 and use in solving problems.

Which of the following could be the graph of
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n = counting number
 y = nx2
 y = nx3
3.2
Plot the values from the volumes of three-dimensional shapes for various values of the edge lengths
(e.g., cubes with varying edge lengths or a triangle prism with a fixed height and an equilateral triangle
base of varying lengths).
3.3*
Graph linear functions, noting that the vertical change (change in y-value) per unit of horizontal change
(change in x-value) is always the same and know that the ratio (“rise over run”) is called the slope of
the graph.
 Graph: y = 2x – 4
 Identify slope.
 What is the slope of the line shown in the graph above:
a) 2
b)

c)
1
2
1
2
d) 2
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
The slope of the line shown below is
2
.
3
What is the value of d ?
a) 3
b) 4
c) 6
d) 9
3
x2
2
y  3 x  1
1
y x
3
y  4x
y 3
x  1
 Graph. y 
 Graph.
 Graph.
 Graph.
 Graph.
 Graph.
 Graph a line going through the point (3,2) having a slope of m 
 Find the x and y intercepts of 4 x  5 y  20.
1
.
2
 Graph the line 3x + 2y = 8.
 What is the slope of the line to the right?




3.4*
3
2
2

3
2
3
3
2

Plot the values of quantities whose ratios are always the same (e.g., cost to the number of an item,
feet to inches, circumference to diameter of a circle). Fit a line to the plot and understand that the
slope of the line equals the quantities.
 Given:
x
y
7
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3 13
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 Write a rule for the table.
 Graph the above chart on a coordinate plane.
 Best Burger sells cheeseburgers for $1.75 each. Part of the table representing the number of
cheeseburgers purchased and their cost is shown below.
Which of the following is a portion of the graph of the data in the table?
4.1*
Solve two-step linear equations and inequalities in one variable over the rational numbers, interpret
the solution or solutions in the context from which they arose, and verify the reasonableness of the
results.
2

x=8
3
 3x + 1 = –7
 4x + 3.24 = 0.72
m

– 18 = 7
3
 Solve and graph the solution on a number line:
 P – 8 > –6
 10 ≤ x + 7
 3x ≥ 108
 In the inequality 2 x  $10,000  70,000 , x represents the salary of an employee in a school

district. Which phrase most accurately describes the employee’s salary?
a) At least $30,000
b) At most $30,000
c) Less than $30,000
d) More than $30,000
Solve for x: 2x – 3 = 7
a) 5
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4.2*
b) 2
c) 2
d) 5
 Solve for n.
2n + 3 < 17
a) n < 2
b) n < 3
c) n < 5
d) n < 7
 A flower shop delivery van traveled these distances during one week: 104.4, 117,8, 92,3, 168,7,
and 225.6 miles. How many gallons of gas were used by the delivery van during this week?
What other information is needed in order information is needed in order to solve this
problem?
a) The average speed traveled in miles per hour
b) The cost of gasoline per gallon
c) The average number of miles per gallon for the van
d) The number of different deliveries the van made
Solve multi-step problems involving rate, average speed, distance, and time or a direct variation.
 2(x + 1) – 3 = 22
 6y – 4 + 3y = 19
 –3(2w – 1) = 15
 5n – 10 = 4n + 2
3

x + 6 = 12x
4
 Before each game, the Harbor High Mudcats sell programs for $1.00 per program. To print the
programs, the printer charges $60 plus $0.20 per program. How many programs does the team
have to sell to make a profit of $200?
A) 250 programs
B) 300 programs
C) 325 programs
D) 350 programs
 A person drove for 6 hours at an average speed of 45 miles per hour (mph) and for 9 hours at an
average speed of 55 mph. Find the average speed for the entire trip.
A) 50 mph
C) 52 mph
B) 51 mph
D) 53 mph
 d = rt
 The diameter of a tree trunk varies directly with the age of the tree. A 45-year-old tree has a
trunk diameter of 18 inches. What is the age of a tree that has a trunk diameter of 20 inches?
a) 47 years
b) 50 years
c) 63 years
d) 90 years

Stephanie is reading a 456-page book. During the past 7 days, she has read 168 pages. If she
continues reading at the same rate, how many more days will it take her to complete the book?
a) 12
b) 14
c) 19
d) 24
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
Tina is filling a 45 gallon tub at a rate of 1.5 gallons o water per minute. At this rate, how long will
it take to fill the tub?
a) 30.0 minutes
b) 43.5 minutes
c) 46.5 minutes
d) 67.5 minutes
An airplane flies 678 miles from Seattle to San Francisco. The trip takes an hour and a half. What
is the airplane’s average speed?
a) 402 miles per hour
b) 422 miles per hour
c) 432 miles per hour
d) 452 miles per hour
MEASUREMENT AND GEOMETRY
Compare weights, capacities, geometric measures, times, and temperatures within and between
measurement systems (e.g., miles per hour and feet per second, cubic inches to cubic centimeters).
 How many square feet are in 5 square yards?
 Order the following three speeds from fastest to slowest: 3,100 yd/hr, 160 ft/min, 9,200 ft/hr.
 A boy is two meters tall. About how tall is the boy in feet (ft) and inches (in)?
(1 meter  39 inches)
a) 5 ft 0 in
b) 5 ft 6 in
c) 6 ft 0 in
d) 6 ft 6 in
 Juanita exercised for one hour. How many seconds did Juanita exercise?
a) 60
b) 120
c) 360
d) 3,600
 One cubic inch is approximately equal to 16.38 cubic centimeters. Approximately how many cubic
centimeters are there in 3 cubic inches?
a) 5.46
b) 13.38
c) 19.38
d) 49.14
 The table below shows the flight times from San Francisco (S.F.) to New York (N.Y.).

1.1
Which flight takes the longest?
a) The flight leaving at 8:30 A.M.
b) The flight leaving at 12:00 noon
c) The flight leaving at 3:30 P.M.
d) The flight leaving at 9:45 P.M.
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1.2
Construct and read drawings and models made to scale.
 If a half-inch represents a mile on a map, 3½ inches represents how many miles?
 The actual width (w) of a rectangle is 18 centimeters (cm). Use the scale drawing of the rectangle
to find the actual length (l).
a) 6 cm
b) 24 cm
c) 36 cm
d) 54 cm
 The scale drawing of the basketball court shown below is drawn using a scale of 1 inch (in) = 24 feet
(ft).
What is the length, in feet, of the basketball court?
a) 90 ft
c) 114 ft
b) 104 ft
d) 120 ft
1.3*
Use measures expressed as rates (e.g., speed, density) and measure expressed as products (e.g.,
person-days) to solve problems; check the units of the solutions; and use dimensional analysis to check
the reasonableness of the answer.
 Sixty miles per hour is the same rate as which of the following?
a) 1 mile per minute
b) 1 mile per second
c) 6 miles per minute
d) 360 miles per second
 Beverly ran six miles at the speed of four miles per hour. How long did it take her to run that
distance?
2
hr
3
1
b) 1 hrs
2
a)
c) 4 hrs
d) 6 hrs
2.1
Use formulas routinely for finding the perimeter and area of basic two-dimensional figures and the
surface area and volume of basic three-dimensional figures, including rectangles, parallelograms,
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trapezoids, squares, triangles, circles, prisms, and cylinders.
 Find the perimeter of a parallelogram with length 4.7 cm and width 27.2 cm.
 Find the area of a square with sides 16 cm long.
 Find the volume:
1.7 cm
14 cm
7 cm
 In the figure below, the radius of the inscribed circle is 6 inches (in). What is the perimeter of
square ABCD?
a)
b)
c)
d)
12 in
36 in
24 in
48 in
 What is the area of the shaded region in the figure shown below? (Area of a triangle 
a)
b)
c)
d)

1
bh )
2
4 cm2
6 cm2
8 cm2
16 cm2
The largest possible circle is to be cut from a 10-foot square board. What will be the approximate
area, in square feet, of the remaining board (shaded region)?
( A  r and   3.14 )
a) 20
b) 30
c) 50
2
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d) 80

What is the area of the triangle shown above? ( A 
a)
b)
c)
d)

1
bh)
2
44 square units
60 square units
88 square units
120 square units
The two circles shown above have radii of 3 cm and 6 cm. What is
Circumference of Circle x
?
Circumference of Circle y
(C  d )
1
a)
4
1
b)
2

c)
4

d)
2

A rectangular pool 42 feet by 68 feet is on a rectangular lot 105 feet by 236 feet. The rest of
the lot is grass. Approximately how many square feet is grass?
a)
b)
c)
d)
2,100
2,800
21,000
28,000
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
What is the volume of the shoebox shown above in cubic inches (in3)?
a) 29
b) 75
c) 510
d) 675
Louis calculated the area of the circle above and got an answer of 50.769 cm 2. He know his answer
was wrong because the correct answer should be about
a) 4 x 4 x 4 = 64
b) 3 x 3 x 40 = 360
c) 31 x 4 x 4 = 496
d) 3 x 40 x 40 = 4800
Estimate and compute the area of more complex or irregular two- and three- dimensional figures by
breaking the figures down into more basic geometric objects.
 One-inch cubes are stacked as shown in the drawing below.

2.2
What is the total surface area?
a) 19 in2
b) 29 in2
c) 32 in2
d) 38 in2
 In the figure shown below, all the corners form right angles. What is the area of the figure in
square units?
a) 67
b) 73
c) 78
d) 91
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 A right triangle is removed from a rectangle as shown in the figure below. Find the area of the
remaining part of the rectangle.
a)
b)
c)
d)
2.3
40
44
48
52
in2
in2
in2
in2
Compute the length of the perimeter, the surface area of the faces, and the volume of a threedimensional object built from rectangular solids. Understand that when the lengths of all dimensions
are multiplied by a scale factor, the surface area is multiplied by the square of the scale factor and
the volume is multiplied by the cube of the scale factor.
 In the figure above, an edge of the larger cube is 3 times the edge of the smaller cube. What is
the ratio of the surface area of the smaller cube to that of the larger cube?
a) 1:3
b) 1:9
c) 1:12
d) 1:27
 A cereal manufacturer needs a box that can h old twice as much cereal as the box shown below.
Which of the following changes will result in the desired box? (v = lwh)
a) Double the height only.
b) Double both the length and width.
c) Double both the length and height.
d) Double the length, width, and height.
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 The club members hiked 3 kilometers north and 4 kilometers east, but then went directly home as
shown by the dotted line. How far did they travel to get home?
a) 4 km
b) 5 km
c) 6 km
d) 7 km
2.4
3.1
Relate the changes in measurement with a change of scale to the units used (e.g., square inches, cubic
feet) and to conversions between units.

1 square foot = _____ square inches or [1ft2] = [____ in2],

1 cubic inch  _____cubic centimeters or [1 in3] = [ _____ cm3]
Identify and construct basic elements of geometric figures (e.g., altitudes, midpoints, diagonals, angle
bisectors, and perpendicular bisectors; central angles, radii, diameters, and chords of circles) by using
a compass and straightedge.

Construct the perpendicular bisector of
AB .



A
Construct the angle bisector of
RAD .
B


R
A

D
3.2
Understand and use coordinate graphs to plot simple figures, determine lengths and areas related to
them, and determine their image under translation and reflections.
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
3.3*
Which of the following triangles
triangle RST across the y-axis?
RST  is the image of triangle RST that results from reflecting
Know and understand the Pythagorean Theorem and its converse and use it to find the length of the
missing side of a right triangle and the lengths of other line segments and, in some situations,
empirically verify the Pythagorean Theorem by direct measurement.
 Which set of side lengths form a right triangle (Pythagorean Theorem)?
A) 4 mm, 3 mm, 5 mm
B) 3 mm, 4 mm, 5 mm
C) 6 mm, 7 mm, 10 mm
3
D)
mm, 2 mm, 6 mm
2
 Find the length of the missing side:
x
12 in
20 in
 Two hikers started their trip from a camp by walking 1.5 km due east. They then turned due north,
walking 1.7 km to a large pond. To the nearest tenth of a kilometer, how far is the pond from the
camp?
 Find the length of the diagonal of the rectangle below.
4cm
10 cm
 What is the value of x in the triangle shown below?
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3.4*
a)
11
b) 13
c)
17
d) 169
Demonstrate understanding of conditions that indicate two geometrical figures are congruent and
what congruence means about the relationships between the sides and angles of the two figures.

3.5
3.6*
1.1
Which figure is congruent to the figure shown above?
Construct two-dimensional patterns for three-dimensional models, such as cylinders, prisms, and cones.
Identify elements of three-dimensional geometric objects (e.g., diagonals of rectangular solids) and
describe how two or more objects are related in space (e.g., skew lines, the possible ways three planes
might intersect).
 True or false:
Two planes in three-dimensional space can:
 Intersect in a line.
 Intersect in a single point.
 Have no intersection at all.
STATISTICS, DATA ANALYSIS, AND PROBABILITY
Know various forms of display for data sets, including a stem-and-leaf plot or box-and-whisker plot;
use the forms to display a single set of data or to compare two sets of data.
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
Based on the bar graph shown above, which of the following conclusions is true?
a) Everyone ran faster than 6 meters per second.
b) The best possible rate for the 100-meter dash is 5 meters per second.
c) The first-place runner was four times as fast as the fourth-place runner.
d) The second-place and third-place runners were closest in time to one another.

According to the box-and-whisker plot, what was the highest score a student received on the
algebra test:
a) 76
b) 84
c) 94
d) 100
The graph below represents the closing price of a share of a certain stock for each day of a week.

1.2
What day had the greatest increase in the value of this stock over that of the previous day?
a) Tuesday
b) Wednesday
c) Thursday
d) Friday
Represent two numerical variables on a scatterplot and informally describe how the data points are
distributed and any apparent relationship that exists between the two variables (e.g., between the
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time spent on homework and grade level).
 Which scatter plot shows a negative correlation?
The cost of a ticket to Funland varies according to the season. Which of the following conclusions
about the number of tickets purchased and the cost per ticket is best supported by the scatter
plot above?
a) The cost per ticket increases as the number of tickets purchased increases.
b) The cost per ticket is unchanged as the number of tickets purchased increases.
c) The cost per ticket decreases as the number of tickets purchased increases.
d) There is no relationship between the cost per ticket and the number of tickets
purchased.
Understand the meaning of, and be able to compute, the minimum, lower quartile, the median, the
upper quartile, and the maximum of a data set.
 The ages of 100 trees in the Evergreen Nursery range from 1 month to 10 years. The lower
quartile value is the median age of the
a) 50 oldest trees.
b) 50 youngest trees.
c) 50 trees in the middle.
d) 50 trees with the average age.

1.3*

Joel’s scores on eight English quizzes are 12, 15, 17, 20, 14, 18, 11, 21. What is the upper quartile
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value of the scores?
a) 18
b) 19
c) 20
d) 21
1.1
1.2
1.3
2.1
2.2
2.3
2.4
2.5
2.6
2.7
2.8
3.1
3.2
3.3
MATHEMATICAL REASONING
Analyze problems by identifying relationships, distinguishing relevant from irrelevant information,
identifying missing information, sequencing and prioritizing information, and observing patterns.
Formulate and justify mathematical conjectures based on a general description of the mathematical
questions or problem posed.
Determine when and how to break a problem into simpler parts.
Use estimation to verify the reasonableness of calculated results.
Apply strategies and results from simpler problems to more complex problems.
Estimate unknown quantities graphically and solve for them by using logical reasoning and arithmetic
and algebraic techniques.
Make and test conjectures by using both inductive and deductive reasoning.
Use a variety of methods, such as words, numbers, symbols, charts, graphs, tables, diagrams, and
models, to explain mathematical reasoning.
Express the solution clearly and logically by using the appropriate mathematical notation and terms and
clear language; support solutions with evidence in both verbal and symbolic work.
Indicate the relative advantages of exact and approximate solutions to problems and give answers to a
specific degree of accuracy.
Make precise calculations and check the validity of the results from the context of the problem.
Evaluate the reasonableness of the solution in the context of the original situation.
Note the method of deriving the solution and demonstrate a conceptual understanding of the
derivation by solving similar problems.
Develop generalizations of the results obtained and the strategies used and apply them to new
problem situations.
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