Transcript Chapter 11 Review JEOPARDY

CRCT Review
JEOPARDY
Algebraic Thinking
Geometry Applications
Numbers Sense
Algebraic Relations
Data Analysis/Probability
Problem Solving
Number Sense/Numeration
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Find square roots of perfect squares
Understand that the square root of 0 is 0 and that every positive
number has 2 square roots that are opposite in sign.
Recognize positive square root of a number as a length of a side
of a square with given area
Recognize square roots as points and lengths on a number line
Estimate square roots of positive numbers
Simplify, add, subtract, multiply and divide expressions
containing square roots
Distinguish between rational and irrational numbers
Simplify expressions containing integer exponents
Express and use numbers in scientific notation
Use appropriate technologies to solve problems involving square
roots, exponents, and scientific notation.
Geometry
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Investigate characteristics of parallel and perpendicular lines
both algebraically and geometrically
Apply properties of angle pairs formed by parallel lines cut by a
transversal
Understand properties of the ratio of segments of parallel lines
cut by one or more transversals.
Understand the meaning of congruence that all corresponding
angles are congruent and all corresponding sides are congruent
Apply properties of right triangles, including Pythagorean
Theorem
Recognize and interpret the Pythagorean theorem as a
statement about areas of squares on the side of a right triangle
Algebra
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Represent a given situation using algebraic expressions or equations in
one variable
Simplify and evaluate algebraic expressions
Solve algebraic equations in one variable including equations involving
absolute value
Solve equations involving several variables for one variable in terms of
the others
Interpret solutions in problem context
Represent a given situation using an inequality in one variable
Use the properties of inequality to solve inequalities
Graph the solution of an inequality on a number line
Interpret solutions in problem contexts.
Recognize a relation as a correspondence between varying quantities
Recognize a function as a correspondence between inputs and outputs
for each input must be unique
Algebra, cont.
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Distinguish between relations that are functions and those that are not
functions
Recognize functions in a variety of representations and a variety of
contexts
Uses tables to describe sequences recursively and with a formula in
closed form
Understand and recognize arithmetic sequences as linear functions with
whole number input values
Interpret the constant difference in an arithmetic sequence as the slope
of the associated linear function
Identify relations and functions as linear or nonlinear
Translate; among verbal, tabular, graphic, and algebraic
representations of functions
Interpret slope as a rate of change
Determine the meaning of slope and the y-intercept in a given situation
Algebraic, cont.
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Graph equations of the form y = mx +b
Graph equations of the form ax + by = c
Graph the solution set of a linear inequality, identifying whether
the solution set in an open or a closed half plane
Determine the equation of a line given a graph, numerical
information that defines the line or a context involving a linear
relationships
Solve problems involving linear relationships
Given a problem context, write an appropriate system of linear
equations or inequalities
Solve systems of equations graphically and algebraically
Graph the solution set of a system of linear inequalities in two
variables
Interpret solutions in problem contexts.
Data Analysis & Probability
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Demonstrate relationships among sets through the use of Venn
diagrams
Determine subsets, complements, intersection and union of
sets.
Use set notation to denote elements of a set
Use tree diagrams to find number of outcomes
Apply addition and multiplication principles of counting
Find the probability of simple independent events
Find the probability of compound independent events
Gather data that can be modeled with a linear function
Estimate and determine a line of best fit from a scatter plot.
Problem Solving
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Build new mathematical knowledge through problem solving
Solve problems that arise in mathematics and in other contexts
Apply and adapt a variety of appropriate strategies to solve
problems
Monitor and reflect on the process of mathematical problem
solving
Recognize reasoning and proof as fundamental aspects of
mathematics
Make and investigate mathematical conjectures
Develop and evaluate mathematical arguments and proofs
Select and use various types of reasoning and methods of proof
Organize and consolidate mathematical thinking through
communication
Communicate mathematical thinking coherently and clearly
Problem solving cont.
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Analyze and evaluate mathematical thinking and strategies
Use language of mathematics to express mathematical ideas
precisely
Recognize and use connections among mathematical ideas
Understand how mathematical ideas interconnect
Recognize and apply mathematics in context
Create and use representations to organize, record and
communicate mathematical ideas
Select, apply and translate among mathematical representations
to solve problems
Use representations to model and interpret physical, social and
mathematical phenomena
Mathematics Categories
Algebra Geometry
CRCT1 CRCT2
Numbers
CRCT3
Relations
CRCT4
Probab
CRCT5
Prob Solv
CRCT6
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500
CRCT1
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 A.
What is the value of
36
 B. 1,728
 C. 2, 187
 D. 531,441
4 3
(3 )
Answer
D.
531,441
CRCT1
A.
B.
C.
D.
What is/are the square root(s) of 36?
6 only
-6 and 6
-18 and 18
-1,296 and 1,296
Answer
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B.-6 and 6
CRCT1
How is 5.9 x 10-4
written in standard form?
A. 59,000
B. .0059
C. .00059
D. 5900
Answer
C.
0.00059
Scientific notation with negative
exponents are smaller numbers…..
 Move the decimal 4 places to the left.
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CRCT1
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The square root of 30 is in between
which two whole numbers?
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A.
B.
C.
D.
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5&6
25 & 36
4&5
6&7
Answer
A.
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5 and 6
Use perfect squares to check and see where
the square root of 30 falls.
Square root of 25 is 5 and square root of 36
is 6, so square root of 30 falls somewhere in
between those two numbers.
CRCT1
Write in scientific notation
134, 000
Answer
1.34
5
x 10
Larger numbers have scientific notation
exponents that are positive…….
 Make sure the “c” value is 1 or more,
but less than 10….
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CRCT2
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Lines m and n are parallel. Which 2 angles have a sum that measure
180
m
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1
4
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n
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A.
B.
C.
D
< 1 and < 3
<2 and <6
<4 and <5
<6 and <8
8
5
7
2
3
6
Answer
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C. <4 and <5
CRCT2
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Which angle corresponds to <2
1 2
3 4
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A. <3
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B. <6
C. <7
D. <8
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5
6
7
8
Answer
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B. <6
CRCT2
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A.
B.
C.
D.
What do parallel lines on a coordinate
plane have in common?
Same equation
Same slope
Same y-intercept
Same x-intercept
Answer
B. Same slope
CRCT2
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In the figure below, find the
missing side.
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A.
B.
C.
D.
x= 9
x= 10
x=8
x=5
4
6
x
12
Answer
– C. X = 8
CRCT2
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How long is the hypotenuse of this right
triangle?
5 cm
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A. 13 cm
B. 15 cm
C. 18 cm
D. 20 cm
12 cm
Answer
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A. 13 cm
Pythagorean Theorem:
a b  c
2
2
2
CRCT3
Which mathematical expression
models this word expression?
 Eight times the difference of a
number and 3
 A. 8n – 3
 B. 3 – 8n
 C. 3(8 – n)
 D. 8(n – 3)
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Answer
D.8(n-3)
CRCT3
If a = 24, evaluate 49 – a + 13.
A.
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D.
86
60
38
12
Answer
C. 38
CRCT3
Solve the following equation and choose the
correct solution for n.
9n + 7 = 61
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B.
C.
D.
5
6
7
8
Answer
B. 6
CRCT3
Solve the following and
graph on the number line
y+7>6
Answer
Y>-1
-1
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Make sure there is an open circle on -1
and you shade to the right…..
CRCT3
Chose the correct solution for x in this
equation
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b.
c.
d.
9 and 15
-9 and -15
-9 and 15
9 and -15
X + 3 = 12
Answer
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D. 9 and -15
CRCT4
Which relation is a function?
A.
B.
C.
D.
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5
10
15
1
2
3
5
10
15
1
2
3
5
10
15
1
2
3
5
10
15
1
2
3
Answer
C - A relation is a function when each
element of the first set corresponds to
one and only one element of the
second set.
CRCT4
a.
b.
c.
d.
What is the slope of the graph of the
linear function given by this arithmetic
sequence:
2,7,12,17,22…
5
2
-2
-5
Answer
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A. 5
Slope is the common difference of an
arithmetic sequence
CRCT4
What is the equation of the
linear function given by this
arithmetic sequence?
7, 10, 13, 16, 19…
a.
b.
c.
d.
y=
y=
y=
y=
x+3
2x – 4
3x + 3
3x + 4
Answer
D. y= 3x + 4
 Remember slope is the common
difference and the y intercept is the
zero term.
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CRCT4
Which of the following could
describe the graph of a line with
an undefined slope?
a.
b.
c.
d.
The line
The line
The line
The line
rises from left to right
falls from left to right
is horizontal
is vertical
Answer
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D. The line is vertical
CRCT4
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How would you graph the slope of
the line described by the following
linear equation?
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B.
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D.
y = -5x + 5
3
Down 5, left 3
Up 5, right 3
Down 5, right 3
Right 5, down 3
Answer
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C. Down 5, right 3
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Rise over Run.
CRCT5
Tom has 4 blue shirts, 2 pink shirts, 5 red
shirts, and 1 brown shirt in his closet.
What is the probability of him pulling out
a pink shirt?
a. 1/12
b. 1/6
c. 2/12
d. 2/6
Answer
1
6
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B.
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Find the total number (denominator) of
shirts….then look at the possibility of
pulling a pink shirt…2/12 reduces to 1/6
CRCT 5
What is the intersection of Set A and Set B?
U
A
2 6
10
B
3
7
8
4
5
9
A. {3, 7}
C. {2, 3, 4, 6, 7, 8, 10}
B. {2, 4, 6, 8, 10}
D. O
Answer
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A. {3, 7}
CRCT5
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How many outcomes are there for rolling a
number cube with faces numbered 1 through
6 and spinning a spinner with 8 equal sectors
numbered 1 through 8?
A. 1
B. 8
C. 14
D. 48
Answer
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D. 48
CRCT5
Which of the following is NOT a
subset of {35, 37, 40, 41, 43, 45}?
A.
B.
C.
D.
{43}
{35, 37, 40, 41, 43, 45}
{35, 37, 39, 41}
{40, 41, 43, 45}
Answer
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C. {35, 3, 39, 41}
CRCT5
Set A = {m,a,t,h} Set B = {l,a,n,d}
Sets A and B are both subsets of the
alphabet. Let C = A U B. What is the
complement of C?
A. {a}
B. {m,a,t,h,l,n,d}
C. {b,c,e,f,g,i,j,k,o,p,q,r,s,u,v,w,x,y,z}
D. {b,c,f,g,i,j,o,p,q,r,s,u,v,w,x}
Answer
C. All letters of the alphabet except:
m,a,t,h,l,n,d
CRCT6
Nick drew a triangle with sides 6 cm, 10
cm, and 17 cm long. Nora drew a
similar triangle to Nick’s. Which of the
following can be the measurements of
Nora’s triangle?
A.
B.
C.
D.
2
2
3
3
cm,
cm,
cm,
cm,
3
6
6
5
cm,
cm,
cm,
cm,
and
and
and
and
7.5 cm
13 cm
6.5 cm
8.5 cm
Answer
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D. 3 cm, 5 cm, and 8.5 cm
CRCT 6
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Fabio earns $9.50 per hour at his part time
job. Which equation would you use to find t,
the number of hours Fabio worked if he
earned $361?
A. 361 = _t__
C. 9.50 = __t__
9.50
361
B. 361 = 9.50 + t D. 361 = 9.50t
Answer
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D. 361 = 9.50t
CRCT 6
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Nathan has 5 fewer than twice the number of
sports cards Gene has. If c represents the
number of sports cards Gene has, which
expression represents the number of cards
Nathan has?
A. 5c – 2
B. 2c – 5
C. 2(c – 5)
D. 5(2c)
Answer
B. 2c - 5
CRCT 6
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Tommy has nickels and dimes in his pocket. He has
a total of 16 coins. He has 3 times as many dimes as
nickels.
If n represents the number of nickels and d
represents the number of dimes, which system of
equations represents this situation?
A. n + d = 16
n+3=d
C. n + d = 16
d = 3n
B. n + d = 16
n = 3d
D. n + d = 16
d–n=3
Answer
C.
n + d = 16
d = 3n
CRCT 6
Toby is saving $15 per week. Which
inequality shows how to find the
number of weeks (w) Toby must save to
have at least $100?
 A. 15w < 100
 B. 15w < 100
 C. 15w > 100
 D. w + 15 > 100
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Answer
C. 15w > 100
Final Jeopardy
CRITICAL THINKING
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Lindsay, Lee, Anna, and Marcos formed a
study group. Each one has a favorite subject
that is different from the other. The subjects
are art, math, music, and physics. Use the
following information to match each person
with his or her favorite subject.
Lindsay likes subjects where she can use her
calculator; Lee does not like music or physics;
Anna and Marco prefer classes in cultural
arts; and Marcos plans to be a professional
cartoonist.
Final Jeopardy Solution
Lindsay: Physics
 Lee: Math
 Anna: Music
 Marcos: Art
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