Beruflich Dokumente
Kultur Dokumente
c. 125
d. 100
c. 260
d. 420
a. n - 5
b. n + 5
c.
n
5
d. 5n
c. 130
d. 2
_____ 5. If n represents any term number, write a relation for the term.
Term Number
Term
7n
1
7
b. 2n + 7
2
14
3
21
c. 2n
4
28
5
35
6
42
d. n+7
_____ 6. Write a relation for the perimeter of the rectangle with length (n + 4) and width n cm.
n+4
a. (4n + 4) cm
b. (2n + 4) cm
c. n(n + 4) cm
d. (4n + 8) cm
a.
1
39
a. x 40
2
38
3
37
b. x + 35
4
36
5
35
c. 40 x
d. 39 x
_____ 9. Write an equation for I subtract 13 from a number. The answer is 24.
n
13
a.
= 24
b. n + 13 = 24
c. n 13 = 24
d. 13 n = 24
_____ 10. Write an equation for the situation.
Patricia has p posters. She sold 7 and has 19 left.
a. p = 19 7
b. p + 7 = 19
c. p 7 = 19
d. p + 19 = 7
_____ 11. Let one white tile represent +1 and one black tile represent -1.
Write the integer modeled by this set of tiles.
a. +6
b. +11
c. +1
d. -1
_____ 12. Let one white tile represent +1 and one black tile represent -1.
What sum is modeled by 17 positive tiles and 19 negative tiles?
a. -1
_____ 13. Add.
(-5) + (+10)
a. -15
b. +2
c. -2
d. +36
b. +15
c. +5
d. -5
_____ 14. David gets on an elevator at the 36th floor. The elevator goes down 26 floors then up
17 floors. At what floor did it finally stop?
a. -7
b. 27
c. 45
d. 79
b. -27
c. 9
d. +27
_____ 16. The graph shows the high and low temperatures in a week from Sunday to Saturday.
On which of the following days was the difference between the high and low
temperature the least?
a. Sunday
b. Monday
c. Wednesday
d. Friday
28
36
c. -11m
d. -12m
a. 0.8; terminating
b. +12 m
b. 1.8; terminating
7
c. 1. ; repeating
7
d. 0. ; repeating
12.39 7.735
b. 6.496
c. 4.655
d. 20.125
c. 16.34
d. 6.35
c. 17.69
d. 7.89
b. 14.4
c. 144
d. 1440
b. 0.053
c. 0.53
d. 53
b. 24.5
c. 63
d. 17.5
c. 0.59
d. 59
c. 27%
d. 42%
b. 2.579
2.4 x 60
a. 84
b. 24%
c.
4
5
20
b.
1
24
c.
; 25%
d.
2
100
; 20%
1
12
_____ 29. In your last 20 basketball games, you attempted 72 free throws and made 18 of them.
Express your success in making free throws as a percent.
a. 25%
b. 26%
c. 28%
d. 24%
_____ 30. Calculate 50% of 70.
a. 18
b. 35
c. 4
d. 9
_____ 31. Jason wants to buy a bicycle that costs $395.00. His parents ask Jason to raise 40%
of the money. How much does Jason have to raise?
a. $154.00
b. $158.00
c. $118.50
d. $40.00
_____ 32. A circle has a radius of 36.9 cm. What is its diameter?
a. 18.45 cm
b. 12.3 cm
c. 110.7 cm
d. 73.8 cm
_____ 33. Which is not a relationship between the radius r and the diameter d of a circle?
a. d 2 = r
b. d = 2r
c. r + r = d
d. 2d = r
_____ 34. What is the least number in the set?
11 9
1
6 4
6
4,
, ,2
a. 2
1
6
b.
9
4
11
6
c. 4
d.
c. 0.832, 1.054
d. 0.832, 0.943
b. 0.721, 0.832
d. $37.17
d. 18.1 m
_____ 38. Four identical circles of the largest possible size are drawn on a square sheet of
paper. The side length of the paper is 6.4 cm. What is the radius of each circle?
a. 1.6 cm
b. 6.4 cm
c. 0.8 cm
d. 3.2 cm
_____ 39. Estimate the circumference of this circle.
a. 21 m
b. 42 m
c. 17 m
d. 84 m
c. 30 cm
d. 41 cm
a. 81 cm
b. 547 cm
b. 4.3 cm
c. 13.5 cm
d. 8.6 cm
_____ 42. Find the diameter of a circle with a circumference of 35.1 cm.
Round your answer to one decimal place.
a. 5.6 cm
b. 11.2 cm
c. 22.3 cm
d. 17.6 cm
a. 30 m
b. 50 m
c. 25 m
d. 100 m
_____ 44. Find the area of the parallelogram with base 45 cm and height 7.4 cm.
6
a. 27.38 cm
b. 333 cm
c. 202.5 cm
d. 52.4 cm
a. 80 m
b. 18 m
c. 40 m
d. 160 m
c. P
d. S
a. Q
b. R
_____ 47. Find the area of this circle. Round your answer to two decimal places.
a. 2678.65 m
b. 91.73 m
c. 669.66 m
d. 45.87 m
The circle graph shows how a college student breaks down her study time in a typical week.
_____ 48. What fraction of the time is spent on English and Math?
a. about
1
2
b. about
1
3
c. about
3
4
d. about
2
3
_____ 49. Grade 7 students were surveyed on how many hours per day they spend on various
activities. About how many hours per day are spent on school and homework?
8
a. 7 h
b. 10 h
c. 9 h
d. 8 h
_____ 50. Find the central angle of a sector that represents 90% in a circle graph.
Round to the nearest degree if necessary.
a. 342
b. 306
c. 32
d. 324
Short Answer
51.
Divisible by 3
Divisible by 2
53. Evaluate
9
x
6
Term 1
Term 2
Term 3
10
58. Let one white tile represent +1 and one black tile represent -1.
Add.
59. Add
(-7) + (-4)
60. Copy and complete.
(-3) +
= (+5)
64. Write
11
7
4
as a decimal.
67. Multiply.
3.6 x 4.4
68. Evaluate.
(14.4 2.5) x 4.2 2.16 0.6
69. A strip of cardboard measures 3 cm by 36 cm.
a) What is the diameter of the largest circle you can cut from the strip?
b) How many circles can you cut from the strip?
70. A bicycle wheel has a radius of 36 cm.
How far will the bicycle travel if the wheel makes 400 rotations?
71. Calculate the area of the semicircle. Round your answer to the nearest
square centimeter.
21.2 cm
Problems
72. Write the least 3-digit number that is divisible by 3 and by 4.
73. A number is divisible by 5 and by 6. List at least 5 factors of that number.
74. The diagram consists of a square and a parallelogram. Find the area of the figure.
12
75. The outer circle has a diameter of 10 cm. The two smaller circles are identical.
What is the total area of the shaded regions?
Round your answer to two decimal places. Show your work.
13
3, 4, 52, 53, 55, 56. A variable is a letter, such as n, that represents a number that can vary. An
algebraic expression is a mathematical expression containing a variable; for example, 6x 4 is an
algebraic expression.
Some examples of algebraic expressions and their meanings are as follows. In each case, n
represents the number.
1
7
2
14
3
21
4
28
5
35
6
42
In the above table, if you look at Term 1, you might conclude that Term# + 6 = Term. This works for
Term #1 because 1+6 = 7 but it doesnt work for Term #2 because 2 + 6 does not equal 14, so this is
not the relationship.
You might also conclude that the relationship is Term# x 7 = Term. This works for Term#1, because
1 x 7 = 7. When we check it with the other Term #s we see that it also works. i.e.) 2 x7 = 14, 3 x 7
=21 Therefore we can conclude that we have found the relationship between Term # and Term for
the whole table.
Once we know the relationship for the table, we can use it to find the value for any Term if give the
Term #, without having to calculate all the terms in between. For example, if the above table were
extended the value of the term for Term # 500 would be 500 x 7 = 3500.
(See Math Makes Sense 7, p. 20-24 for additional information and practice)
15
x
x+3
In the rectangle above, Perimeter = x + (x+3) + x + (x+3)
= 4x +6
(See Math Makes Sense 7, p. 20-24 for additional information and practice)
Additional help can be found at the following websites.
https://ca.ixl.com/math/grade-6/perimeter
http://www.mathplayground.com/geoboard.html
8. When a relation is represented by a table with consecutive Input numbers, a pattern can be
observed in the Output numbers. When a relation is represented as a table of values, we can write the
relation using algebra. Make sure that the relation is true for all pairs of input/output numbers.
(See Math Makes Sense 7, p. 25-28 for additional information and practice)
Additional help can be found at the following website.
http://www.mathplayground.com/functionmachine.html
http://www.shodor.org/interactivate/activities/NumberCruncher/
https://ca.ixl.com/math/grade-7/write-a-rule-for-a-function-table
16
x + 5 = 10
k + 5 = 2k 7
(See Math Makes Sense 7, p. 35-37 for additional information and practice)
Additional help can be found at the following website.
http://www.math.com/school/subject2/lessons/S2U1L3GL.html
https://ca.ixl.com/math/grade-7/solve-two-step-linear-equations
11, 12, 57. The set of integers is as follows:
I = {, -4, -3, -2, -1, 0, +1, +2, +3, +4 }
The numbers farther to the right are the larger numbers.
Colored tiles can be used to represent integers. A tile representing + 1 and a tile representing -1 form
a zero pair. These tiles combine to model zero.
In the example above each white tile represents + 1 and each black tile represents
-1. Each of the five black tiles can be combined with a white tile to form a zero pair, which equals
zero. When this is done there is still one white tile left over, so the total value of all the tiles
combined is +1.
(See Math Makes Sense 7, p. 52-55 for additional information and practice)
Additional help can be found at the following website.
http://nlvm.usu.edu/en/nav/frames_asid_162_g_3_t_1.html?
open=instructions&from=category_g_3_t_1.html
13, 14, 58, 59, 60, 61. Colored tiles, as explained above can be used to add integers.
Number lines may also be used. An arrow to the right represents a positive integer. An arrow to the
left represents a negative integer.
The following number line shows the equation (+5) + (-8) = (-3)
17
For additional information and practice see the following from Math Makes Sense 7
Adding Integers with Tiles: p.56-59
Adding Integers on a Number Line: p.60-64
Instead of using tiles or a number line, the following rules may be used to add integers:
1. If the signs are the same, add the numbers and keep the same sign.
Examples:
(+3) + (+5) = +8
(-7) + (-5) = -12
2. If the signs of the integers are different, subtract the numbers and take the sign of the
numerically larger number.
Examples:
(-9) + (+4) = -5
(+8) + (-3) = +5
Additional help can be found at the following websites.
http://www.mathwizz.com/integers/index.htm
http://www.mathplayground.com/ASB_OrbitIntegers.html
http://www.mathgoodies.com/games/integer_game/football.html
15. Colored tiles can be used to subtract integers. The concept of zero pairs may be used to subtract
integers.
To add integers, we combine groups of tiles. To subtract integers, we do the reverse, we remove
them from a group. Adding a zero pair to a set of tiles does not change its value. For example, (-3) +
0 = -3. If we do not have enough positive or negative tiles to take away from a group, we can add
zero pairs until we have enough to take away. For example, for the question (+3) (-2), we can do
the following.
We can represent + 3 as follows:
If we want to subtract (-2) from this, we cant because there are no black tiles to take away.
However, if we add two zero pairs to the model it will look different as shown below but the value
will still be the same.
18
http://www.math-play.com/Decimals-Jeopardy/decimals-jeopardy-game.html
http://www.math-play.com/multiplying-decimals-game.html
23. When dividing decimals, you need to start by making sure the divisor is a whole number. If it
isnt you must multiply both the divisor and the dividend by a power of 10 to make it a whole
number. In the given question, 836.4 3.4, you would begin by multiplying both the dividend and
the divisor by 10 to get a new question, 8364 34. Then you would divide normally. When you
divide, place the decimal in the quotient (the answer) directly above the decimal in the dividend.
If the divisor had two decimal places, you would have to multiply both the divisor and dividend by
100. If it had three decimal places, you would have to multiply by 1000, etc.
Also remember that you can use the inverse operation (multiplication) to check division. You can
also use estimation to check if your answer is reasonable.
(See assignment Canadian Mathematics 7, p. 95 for additional information and practice)
Additional help can be found at the following website.
https://ca.ixl.com/math/grade-7/divide-decimals
24, 68. Order of Operations is the rules that are followed when simplifying or evaluating an
expression. A word that is helpful in remembering the order the steps are to be done in is BEDMAS.
In BEDMAS, each letter stands for an operation:
B: Brackets
E: Exponents
D: Division or M: Multiplication
A: Addition or S: Subtraction
Division and Multiplication are at the same spot in the order so are simply done left to right.
Addition and Subtraction are the same and are simply worked from left to right.
The order of operations for whole numbers can be applied to decimals.
(See Math Makes Sense 7, p. 108-109 for additional information and practice).
Additional help can be found at the following websites.
https://ca.ixl.com/math/grade-5/simplify-expressions-using-order-of-operations-and-parentheses
http://www.math-play.com/Order-of-Operations-Millionaire/division-millionaire.html
21
///////////////////////
///////////////////////
In the diagram above 4 parts are shaded, so 4 is the numerator. Altogether there are 10 parts, so 10 is
the denominator. The fraction that is shaded then is 4/10. Sometimes fractions can be simplified into
lower terms if there is a number that divides evenly into both the numerator and denominator. In this
case, both 4 and 10 can be divided by 2, to get 2 and 5 respectively. Therefore, this fraction in lowest
terms is 2/5.
Additional help can be found at the following website.
http://www.sheppardsoftware.com/mathgames/fractions/reduce_fractions_shoot.htm
http://www.math-play.com/simplifying-fractions-game/simplifying-fractions-game.html
28. To find out what fraction of the diagram is shaded, the above method can be used. To extend this
to show the fraction as a percent, the fraction would need to be converted to a percent as explained in
question 26.
(See Math Makes Sense 7, p.111-113 for additional information and practice).
29. To find your success in making free throws as a percent, you would first need to express it as a
fraction. The numerator would be your successful free throws. The denominator would be your total
attempts. Then the fraction would need to be converted to a percent as explained in question 26.
(See Math Makes Sense 7, p.111-113 for additional information and practice).
Additional help can be found at the following website.
http://www.mathgoodies.com/games/conversions/percent_goodies.asp
23
30, 31. To find a percent of a number, you can convert the percent to a decimal and then multiply. To
change a percent to a decimal, begin by dropping the % sign and then divide by 100; (move the
decimal point 2 places to the left).
Example: Write 82% as a decimal.
Begin by dropping the % sign.
82
Then divide by 100.
82100 = 0.82
For a question such as this you would do the following:
Calculate 35% of 50.
35% = 0.35
50 x 0.35 = 17.5
(See Math Sheet, Percents to Decimals and Math Makes Sense 7, p.114-116 for additional
information and practice).
Additional help can be found at the following website.
http://www.mathplayground.com/Decention/Decention.html
32, 33, 37. Radius is the distance from the center of a circle
to any point on the circle. Diameter is the distance across a
circle, measured through its center. Circumference is the
distance around a circle, also known as the perimeter of a
circle.
The diameter is twice as long as the radius.
d = 2r
The radius is half the length of the diameter.
r = d/2
The circumference is equal to 2 times (pi) times the radius or times the diameter. To calculate
use 3.14 in place of .
C=2r
or
C=d
To calculate the diameter if you are given the radius, multiply the radius by 2.
To calculate the radius if you are given the diameter, divide the diameter by 2.
To calculate the circumference if you are given the radius, multiply the radius by 2 and then
by 3.14.
24
To calculate the circumference if you are given the diameter, multiply the diameter by 3.14
To calculate the radius if you are given the circumference, divide the circumference by 2 and
then by 3.14.
To calculate the diameter if you are given the circumference, divide the circumference by
3.14.
(See Math Makes Sense 7, p.130-137 for additional information and practice).
Additional help can be found at the following website.
https://ca.ixl.com/math/grade-7/circles-calculate-area-circumference-radius-and-diameter
http://www.math4children.com/Grade6/games/other%20games/Calculate%20the%20circumference
%20of%20circles/index.html
34, 66. Before fractions and decimals can be put in order they must first be converted into similar
units. A few methods can be used to put numbers in order.
1
2
1
2
5 x 3=15. Then add the numerator: 15+ 2= 17. Then place this over the original denominator:
25
17
5
Therefore 3 =
(See Math Makes Sense 7, p.91-95 for additional information and practice).
Additional help can be found at the following website.
http://www.mathplayground.com/number_climb.html
35. To complete the missing numbers in sequences, you need to find the pattern of the numbers that
are given and then extend the pattern.
When adding decimals, remember to line up the decimal point. Also remember that you can use the
inverse operation (subtraction) to check addition. You can also use front-end estimation to check if
your answer is reasonable.
When subtracting decimals, remember to line up the decimal points. Also remember that you can use
the inverse operation (addition) to check addition. You can also use front-end estimation to check if
your answer is reasonable. (Front end estimation is simply ignoring the part of the number after the
decimal point and calculating the rest to get an approximate number. This wont give you an exact
answer but it will help you to see if your answer is reasonable and to show you if your decimal point
has been reasonably placed. Example) By using front-end estimation on the question 15.147 +
3.3694, I can simply add 15 + 3 to know that the answer should be somewhere around 18.
Adding and subtracting decimals are extensions of adding and subtracting whole numbers. Therefore
rules such as carrying and borrowing still apply.
(See Math Makes Sense 7, p.96-99 for additional information and practice).
Additional help can be found at the following website.
http://www.topmarks.co.uk/Flash.aspx?b=maths/decimals
36. When you multiply decimals, you need to line up the numbers rather than the decimal points.
Ignore the decimal points while calculating, but then insert the decimal into your final answer. To
determine where to insert the decimal point in the final product you must count the total number of
decimal places (places after the decimal point) in the each of the numbers being multiplied. The final
product will have this many decimal places. In the following example, a number with 3 decimal
places is multiplied by a number with 1 decimal place. The final product, then, has 3 + 1 or 4
decimal places.
2.083
x 33.2
69.1556
26
6.4 cm
The distance across both circles would be equal to 2 times the diameter or 4 times the radius.
Therefore the radius of one circle is 6.4 cm 4 or 1.6 cm.
(See Math Makes Sense 7, p.130-132 for additional information and practice).
39, 40. See question 32.
C=2r
or
C=d
(See Math Makes Sense 7, p.133-137 for additional information and practice).
41. See question 32.
r=C2
(See Math Makes Sense 7, p.133-137 for additional information and practice).
27
(See Math Makes Sense 7, p.133-137 for additional information and practice).
43, 44. The area of a parallelogram is equal to the area of a rectangle with the same base and height.
To find the area of a parallelogram, multiply its base by its height. The formula for the area of a
parallelogram is A = b x h.
(See Math Makes Sense 7, p.139-142 for additional information and practice).
Additional help can be found at the following website.
http://www.mathopolis.com/questions/q.php?
id=9121&site=1&ref=/geometry/parallelogram.html&qs=9121_9122_9123_9124_9125_9126_912
7_9128_9129_9130
45, 46. The area of a triangle is one-half the area of a parallelogram with the same base and height.
that is A= r .
For this circle the radius is 4.2 m.
2
28
To round the area to two decimal places (hundredths), you would need to check what number was in
the next decimal place (thousandths). If it were 0-4 you would simply round off. (Drop everything
after the hundredths place). If it were 5-9 you would round the number in the hundredths place up to
the next number. In the example above, there is a 9 in the thousandths place, so you would round the
digit in the hundredths place up from an 8 to a nine and drop everything after that. The area then
2
29
2
4
8 10
14
16
20
6
12
18
Divisible by 2
3
9
15
17
19
Divisible by 3
A Venn Diagram is used to compare and contrast different items, in this case numbers. In this Venn
Diagram, the circle on the left contains all of the numbers up to 20 that are divisible by 2. The circle
on the left shows all of the numbers that are divisible by 3. The overlapping region shows numbers
that are divisible by both 2 and 3. Those numbers that do not fit into either circle because they are
not divisible by 2 or 3 are placed outside the circles. See question 1 for information about divisibility
rules.
(See Math Makes Sense 7, p.8-12 for additional information and practice. Also see question 1).
Additional help can be found at the following website.
http://nrich.maths.org/6290
52, 53. See question 3.
54. Since all sides of a square are the same length, the perimeter or distance around the square is
equal to 4 times the length of one side. For additional information on relationships in patterns, see
question 5.
30
(See Math Makes Sense 7, p. 86-90 for additional information and practice)
66. See Question 34.
67. See Question 22.
68. See Question 24.
69. To solve this problem, it would be good to draw a diagram to help you visualize the problem.
The diameter would be the same as the width of the cardboard. The number of circles that could be
cut from the strip would the same as the number of times 42 cm could be divided by 3.5 cm.
3.5 cm
42 cm
(See Math Makes Sense 7, p. 86-90 for additional information and practice)
70. A bicycle wheel is a circle. The circumference of the wheel
the distance around the outside of the circle. The
circumference is the distance the bike would travel in one
rotation of the wheel. See question 32.
C=2r
To calculate the distance the bike would travel you have to
multiply the radius by 2 and then by (3.14) to see how far it
would travel in one rotation of the wheel. Then you would
have to multiply that total by 500 because there were 500
rotations of the wheel.
(See Math Makes Sense 7, p. 133-137 for additional information and practice)
32
is
count it twice. A =
(See Math Makes Sense 7, p. 139-147 for additional information and practice).
33
First calculate the area of the large circle. (See question 47) A= r . The diameter of this
circle is given. To find the radius, you need to divide the diameter by 2.
Next find the area of one of the smaller circles. Each circle is half the diameter of the larger
circle and each radius is half the diameter of a smaller circle. Therefore, the radius of each of
2
(See Math Makes Sense 7, p. 148-152 for additional information and practice).
34