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CRCT Review JEOPARDY

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Title: Chapter 11 Review JEOPARDY Author: User0000 Last modified by: Cobb County School District Created Date: 3/22/2005 7:39:31 PM Document presentation format – PowerPoint PPT presentation

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Title: CRCT Review JEOPARDY


1
CRCT Review JEOPARDY
  • Algebraic Thinking
  • Geometry Applications
  • Numbers Sense
  • Algebraic Relations
  • Data Analysis/Probability
  • Problem Solving

2
Number Sense/Numeration
  • 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.

3
Geometry
  • 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

4
Algebra
  • 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

5
Algebra, cont.
  • 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

6
Algebraic, cont.
  • 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.

7
Data Analysis Probability
  • 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.

8
Problem Solving
  • 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

9
Problem solving cont.
  • 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

10
Mathematics Categories
CRCT1
CRCT2
CRCT3
CRCT4
CRCT5
CRCT6
100
100
100
100
100
100
200
200
200
200
200
200
300
300
300
300
300
300
400
400
400
400
400
400
500
500
500
500
500
500
11
CRCT1
  • What is the value of
  • A. 36
  • B. 1,728
  • C. 2, 187
  • D. 531,441

12
Answer
  • D. 531,441

13
CRCT1
  • What is/are the square root(s) of 36?
  • 6 only
  • -6 and 6
  • -18 and 18
  • -1,296 and 1,296

14
Answer
  • B.-6 and 6

15
CRCT1
  • How is 5.9 x 10-4
  • written in standard form?
  • 59,000
  • .0059
  • .00059
  • 5900

16
Answer
  • C. 0.00059
  • Scientific notation with negative exponents are
    smaller numbers..
  • Move the decimal 4 places to the left.

17
CRCT1
  • The square root of 30 is in between which two
    whole numbers?
  • A. 5 6
  • B. 25 36
  • C. 4 5
  • D. 6 7

18
Answer
  • A. 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.

19
CRCT1
  • Write in scientific notation
  • 134, 000

20
Answer
  • 1.34 x 105
  • Larger numbers have scientific notation exponents
    that are positive.
  • Make sure the c value is 1 or more, but less
    than 10.

21
CRCT2
  • Lines m and n are parallel. Which 2 angles have
    a sum that measure 180
  • m 1
    2
  • 4
    3
  • n 5
    6
  • 8 7
  • A. lt 1 and lt 3
  • B. lt2 and lt6
  • C. lt4 and lt5
  • D lt6 and lt8

22
Answer
  • C. lt4 and lt5

23
CRCT2
  • Which angle corresponds to lt2
  • 1 2
  • 3 4
  • A. lt3 5 6
  • B. lt6 7 8
  • C. lt7
  • D. lt8

24
Answer
  • B. lt6

25
CRCT2
  • What do parallel lines on a coordinate plane have
    in common?
  • Same equation
  • Same slope
  • Same y-intercept
  • Same x-intercept

26
Answer
  • B. Same slope

27
CRCT2
  • In the figure below, find the missing side.
  • 4 x
  • A. x 9
  • B. x 10 6 12
  • C. x 8
  • D. x 5

28
Answer
  • C. X 8

29
CRCT2
  • How long is the hypotenuse of this right
    triangle?
  • 5 cm
  • 12 cm
  • A. 13 cm
  • B. 15 cm
  • C. 18 cm
  • D. 20 cm

30
Answer
  • A. 13 cm
  • Pythagorean Theorem

31
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)

32
Answer
  • 8(n-3)

33
CRCT3
  • If a 24, evaluate 49 a 13.
  • 86
  • 60
  • 38
  • 12

34
Answer
  • C. 38

35
CRCT3
  • Solve the following equation and choose the
    correct solution for n.
  • 9n 7 61
  • 5
  • 6
  • 7
  • 8

36
Answer
  • B. 6

37
CRCT3
  • Solve the following and graph on the number line
  • y 7 gt 6

38
Answer
  • Ygt-1
  • Make sure there is an open circle on -1 and you
    shade to the right..

-1
39
CRCT3
  • Chose the correct solution for x in this
    equation
  • X 3 12
  • 9 and 15
  • -9 and -15
  • -9 and 15
  • 9 and -15

40
Answer
  • D. 9 and -15

41
CRCT4
  • Which relation is a function?
  • A. B. C. D.
  • 5 1 5 1 5 1
    5 1
  • 10 2 10 2 10 2 10
    2
  • 15 3 15 3 15 3 15
    3

42
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.

43
CRCT4
  • 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

44
Answer
  • A. 5
  • Slope is the common difference of an arithmetic
    sequence

45
CRCT4
  • What is the equation of the linear function
    given by this arithmetic sequence?
  • 7, 10, 13, 16, 19
  • y x 3
  • y 2x 4
  • y 3x 3
  • y 3x 4

46
Answer
  • D. y 3x 4
  • Remember slope is the common difference and the y
    intercept is the zero term.

47
CRCT4
  • Which of the following could describe the graph
    of a line with an undefined slope?
  • The line rises from left to right
  • The line falls from left to right
  • The line is horizontal
  • The line is vertical

48
Answer
  • D. The line is vertical

49
CRCT4
  • How would you graph the slope of the line
    described by the following linear equation?
  • y -5x 5
  • 3
  • A. Down 5, left 3
  • B. Up 5, right 3
  • C. Down 5, right 3
  • D. Right 5, down 3

50
Answer
  • C. Down 5, right 3
  • Rise over Run.

51
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?
  • 1/12
  • 1/6
  • 2/12
  • 2/6

52
Answer
  • B.
  • Find the total number (denominator) of
    shirts.then look at the possibility of pulling a
    pink shirt2/12 reduces to 1/6

53

CRCT 5 What is the intersection of Set A and Set
B?
U
A
B
2 6 3 8 5 10
7 4 9
  1. 3, 7 C. 2, 3,
    4, 6, 7, 8, 10
  2. 2, 4, 6, 8, 10 D. O

54
Answer
  • A. 3, 7

55
CRCT5
  • 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

56
Answer
  • D. 48

57
CRCT5
  • Which of the following is NOT a subset of 35,
    37, 40, 41, 43, 45?
  • 43
  • 35, 37, 40, 41, 43, 45
  • 35, 37, 39, 41
  • 40, 41, 43, 45

58
Answer
  • C. 35, 3, 39, 41

59
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
  • m,a,t,h,l,n,d
  • b,c,e,f,g,i,j,k,o,p,q,r,s,u,v,w,x,y,z
  • b,c,f,g,i,j,o,p,q,r,s,u,v,w,x

60
Answer
  • C. All letters of the alphabet except
  • m,a,t,h,l,n,d

61
CRCT6
  • Nick drew a triangle with sides 6 cm, 10 cm, and
    17 cm long. Nora drew a similar triangle to
    Nicks. Which of the following can be the
    measurements of Noras triangle?
  • 2 cm, 3 cm, and 7.5 cm
  • 2 cm, 6 cm, and 13 cm
  • 3 cm, 6 cm, and 6.5 cm
  • 3 cm, 5 cm, and 8.5 cm

62
Answer
  • D. 3 cm, 5 cm, and 8.5 cm

63
CRCT 6
  • 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

64
Answer
  • D. 361 9.50t

65
CRCT 6
  • 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)

66
Answer B. 2c - 5
67
CRCT 6
  • 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 C. n d 16
  • n 3 d d 3n
  • B. n d 16 D. n d 16
  • n 3d d n 3

68
Answer
  • n d 16
  • d 3n

69
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 lt 100
  • B. 15w lt 100
  • C. 15w gt 100
  • D. w 15 gt 100

70
Answer
  • C. 15w gt 100

71
Final Jeopardy CRITICAL THINKING
  • 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.

72
Final Jeopardy Solution
  • Lindsay Physics
  • Lee Math
  • Anna Music
  • Marcos Art

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