Pre-Algebra 8 2010–2011 Semester 2 Exam — Released 3. The students in Mr. Jones’ class figure out the value of the coins in their pockets. The total value of each student’s coins is shown in the stem-and-leaf plot below.
1. In a bag of M&Ms, 3 are red, 4 are green, and 6 are brown. If a student picks a piece of candy out of the bag, what are the odds in favor of picking a red candy? (A)
3 13
(B)
3 10
(C)
10 3
Value of Coins 0 25 1 467 2 1222 3 0049 4 89 5 0118 Key 3|4 = $0.34
13 (D) 3
What is the range of the values of the students’ coins?
2. This question obsolete as of 2011–2012. See new test specifications and practice questions.
(A) $0.06 (B) $0.22 (C) $0.30 (D) $0.56 4. Which box-and-whisker plot has an interquartile range of 35? (A) 0
10
20
30
40
50
60
70
0
10
20
30
40
50
60
70
0
10
20
30
40
50
60
70
0
10
20
30
40
50
60
70
(B)
(C)
(D)
2010–2011 Clark County School District
1 Revised 08/02/2011
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Pre-Algebra 8 2010–2011 Semester 2 Exam — Released 5. The box-and-whisker plot represents the test scores in an English class.
7. The stem-and-leaf plot shows the price of ten different pairs of shoes.
What percent of the students scored at least 70%?
Shoe Prices 1 9 2 779 3 17 4 67 5 18
(A) 20%
Key: 2|7 = $27
60
70
80
90
100
English Test Scores
(B) 25%
What is the median price of the shoes?
(C) 50%
(A) $27
(D) 75%
(B) $31 (C) $34
6. The chart shows prices for two different fruits. The pattern of prices continues for heavier bags of each fruit. Bag Weight 1 lb 2 lb 3 lb 4 lb
(D) $39 8. This question obsolete as of 2011–2012. See new test specifications and practice questions.
Fruit Prices Apples Oranges $1.50 $2.00 $2.75 $3.50 $4.00 $5.00 $5.25 $6.50
9. This question obsolete as of 2011–2012. See new test specifications and practice questions.
What is the price of a 7-pound bag of oranges? (A) $8.50 (B) $9.25 (C) $11.00 (D) $11.50
2010–2011 Clark County School District
2 Revised 08/02/2011
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Pre-Algebra 8 2010–2011 Semester 2 Exam — Released 10. This question obsolete as of 2012–2013. See new test specifications and practice questions.
12. What is 30% of 120? (A) 25 (B) 36
11. Joe flips a coin and then rolls a number cube. What is the probability that the outcome will be heads and a number greater than 4? (A)
1 6
(B)
1 4
(C) 40 (D) 3600 13. This question obsolete as of 2011–2012. See new test specifications and practice questions. 14. 75 is 60% of what number?
3 8
(A) 15
5 (D) 6
(C) 80
(C)
(B) 45 (D) 125 15. This year the price of a yearbook increased from $40 to $50. What is the percent of increase in the cost of the yearbook? (A) 10% (B) 25% (C) 80% (D) 125%
2010–2011 Clark County School District
3 Revised 08/02/2011
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Pre-Algebra 8 2010–2011 Semester 2 Exam — Released 18. Which relation is a function?
16. This question obsolete as of 2012–2013. See new test specifications and practice questions.
y
(A)
17. This question obsolete as of 2012–2013. See new test specifications and practice questions.
x
(B)
–1
0
2
1
3
2
4
(C) (D)
1, 2 , 2, 1 , 3, 0 , 3, 4 x y
3 3
6 4
3 5
9 6
19. What is the domain of the relation below?
2, 3 , 1, 0 , 0, 1 , 1, 4 (A) {–2, –1, 0, 3, 4} (B) {–2, –1, 0, 3} (C) {–1, 0, 3, 4} (D) {–2, –1, 0} 20. For which equation is the set of ordered pairs a solution?
1, 2 , 1, 6 , 0, 2 , 2, 10 (A) y 3 x 4 (B) y x 2 (C) y 2 x 6 (D) y 4 x 2
2010–2011 Clark County School District
4 Revised 08/02/2011
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Pre-Algebra 8 2010–2011 Semester 2 Exam — Released 23. What is the slope of the line that passes through the points 9, 7 and 12, 7 ?
21. Identify the ordered pairs that represent the x-intercept and the y-intercept of the graph of the equation 3x 9 y 18 . (A)
2, 0
(B)
2, 0
and 0, 6
(C)
6, 0
and 0, 2
(D)
6, 0
and 0, 2
m
and 0, 6
y2 y1 x2 x1
(A) 0
22. What is the slope of the line graphed below?
(B)
2 5
(C)
5 2
(D) Undefined
y
24. A puppy was born weighing 4 pounds and gains 3 pounds each month. Which line best represents the growth of the puppy? Puppy Growth
(A)
3 2
(B)
2 3
Weight in pounds
x
D C
2 3
(A) line A
3 (D) 2
(C) line C
(C)
2010–2011 Clark County School District
B
A
Number of months
(B) line B (D) line D
5 Revised 08/02/2011
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Pre-Algebra 8 2010–2011 Semester 2 Exam — Released 26. Identify the slope and y-intercept of the line with the given equation:
25. Which graph represents the given equation 1 y x 3? 4
y
y
3 x 3 5
(A)
x
(A) m
3 , b 3 5
(B) m
3 , b3 5
(C) m 3 , b y
3 5
(D) m 3 , b
(B) 27. x
3 5
233 is between what two whole numbers? (A) 232 and 234 (B) 116 and 117 (C) 15 and 16
y
(D) 14 and 15 (C) 28. A right triangle is shown below. Find the value of x. x
15
17
y
(D)
x
(A) 8 (B) 16
x
(C) 32 (D) 64
2010–2011 Clark County School District
6 Revised 08/02/2011
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Pre-Algebra 8 2010–2011 Semester 2 Exam — Released 32. What is the distance between 5, 2 and
29. From her campsite, Jane bikes 5 miles directly south, then 11 miles directly west. She takes a diagonal path back to her campsite. Approximately how many miles does she travel on the diagonal path?
2, 1 ? d
x2 x1 y2 y1 2
2
(A) 146 miles
(A)
2
(C) 16 miles
(B)
10
(D) 12 miles
(C) 2
(B) 55 miles
(D) 8 30. Which correctly orders the numbers from least to greatest? (A)
1 2
9
(B)
1 2
16 2
9
(C)
9
1 2
3.5
(D)
9
1 2
16 2
3.5
33. This question obsolete as of 2012–2013. See new test specifications and practice questions.
16 2
34. This question obsolete as of 2012–2013. See new test specifications and practice questions.
3.5
16 2
35. This question obsolete as of 2012–2013. See new test specifications and practice questions.
3.5
31. The endpoints of a line segment are 5, 12 and 15, 4 . What are the coordinates of the midpoint? x x y y M 1 2, 1 2 2 2
(A)
5, 4
(B)
7, 11
(C)
10, 8
(D)
20, 16
2010–2011 Clark County School District
7 Revised 08/02/2011
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Pre-Algebra 8 2010–2011 Semester 2 Exam — Released 36. This question obsolete as of 2012–2013. See new test specifications and practice questions.
38. This question obsolete as of 2012–2013. See new test specifications and practice questions.
37. This question obsolete as of 2012–2013. See new test specifications and practice questions.
39. This question obsolete as of 2012–2013. See new test specifications and practice questions. 40. This question obsolete as of 2012–2013. See new test specifications and practice questions.
2010–2011 Clark County School District
8 Revised 08/02/2011
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Pre-Algebra 8 2010–2011 Semester 2 Exam — Released 41. Which expression is a binomial?
45. This question obsolete as of 2012–2013. See new test specifications and practice questions.
(A) x 2 (B) 2 x (C)
46. This question obsolete as of 2012–2013. See new test specifications and practice questions.
x 2
(D) x 2 47. This question obsolete as of 2012–2013. See new test specifications and practice questions.
42. This question obsolete as of 2012–2013. See new test specifications and practice questions. 43. Find the product. 6m 4m 5
(A) 24m 5 (B) 24m 2 5 (C) 24m 2 30m (D) 24m 2 30 44. This question obsolete as of 2012–2013. See new test specifications and practice questions.
2010–2011 Clark County School District
9 Revised 08/02/2011
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Pre-Algebra 8 2010–2011 Semester 2 Exam — Released 48. This question obsolete as of 2012–2013. See new test specifications and practice questions. 49. This question obsolete as of 2012–2013. See new test specifications and practice questions.
2010–2011 Clark County School District
10 Revised 08/02/2011
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Pre-Algebra 8 2010–2011 Semester 2 Exam — Released Free Response 1. The data below shows the total points scored by two football teams. Team A:
3
6 13 14 14 14 15 17 20 20 24 27 28
28 31
Team B:
3
6
28 35
7
9 10 10 12 14 17 20 21 24 24
(a) Use the number line to create a box-and-whisker plot for each set of data. Label each plot. Identify all key points by name and give their numerical values. (b) Using the graphs you created, which team had higher scores overall? Explain your thinking.
2010–2011 Clark County School District
1 Revised 08/02/2011
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Pre-Algebra 8 2010–2011 Semester 2 Exam — Released Free Response 2. Maria is joining a music club on the internet. The initial cost to join is $10.00. Each song costs $1.50 to download. (a) Make a table of values that shows the relationship between the number of songs purchased (n) and total cost (c). (b) Write and graph an equation that shows this relationship. What is the maximum number of songs you could purchase if you have $20.00 to spend? (c) Explain what the y-intercept and the rate of change represent.
2010–2011 Clark County School District
2 Revised 08/02/2011
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Pre-Algebra 8 2010–2011 Semester 2 Exam — Released Free Response 3. Plane X traveled 15 miles west then 20 miles due north. Plane X then flies on a diagonal path directly back to its starting point. (a) Draw and label a diagram of the plane’s route. Determine the distance of the diagonal path the plane traveled. Show your work. (b) Plane Y followed a similarly-shaped route. If Plane Y traveled 9 miles due west: i. Find the distance the plane traveled north. ii. Find the diagonal distance Plane Y traveled back to its starting point.
2010–2011 Clark County School District
3 Revised 08/02/2011
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Pre-Algebra 8 2012–2013 Semester 2 Revised Multiple Choice Practice Questions — Set A 10. The graph shows the relationship between the number of hours Jane has been driving and the total distance she has traveled in miles.
2. Which point best represents the value of 14 ? A
B C
D
(B) Point B
distance (miles)
(A) Point A
(C) Point C (D) Point D 8. Let a 2 4 , b 2 4 , and c 2 4 . Which is a true statement about the values of a, b, and c?
(A) a = b and b = c
(B) a = b and c < b (C) a < b and c < a (D) b < a and c < b
time (hours)
Which statement is true? (A) Jane’s speed doubles every hour.
9. For which equation is x 3 22 a solution?
(B) Jane is traveling at 30 miles per hour. (A) x 22 3
(B)
x3 66
(C)
x3
(C) Jane’s speed is steadily increasing during her trip. (D) Jane travels farther during the 2nd hour of her trip than she does during the 1st hour of her trip.
22 3
(D) x3 223
13. Solve x 2 4 36 . (A) x 4 (B)
x 16
(C)
x 32
(D) x 40
2012–2013 Clark County School District
1 Revised 02/06/2013
Pre-Algebra 8 2012–2013 Semester 2 Revised Multiple Choice Practice Questions — Set A 17. Jason sells t-shirts for $15 each. Choose the correct graph or table that shows the total revenue for his t-shirt sales.
16. The table shows the relationship between the number of hours h John has been hiking and the total distance d he has traveled in kilometers.
(A)
John h
0
1
2
3
4
5
d
0
4
8
12
16
20 (B)
The graph shows the distance Sara hiked over the same time period. Sara
Number of t-shirts Total Revenue
Number of t-shirts Total Revenue
0
1
2
3
$0
$30
$60
$90
0
1
2
3
$15
$30
$45
$60
d
(C)
Total Revenue
h
Who hikes faster?
Number of t-shirts
(D) (A) Sara
Total Revenue
(B) John (C) They hike at the same rate. (D) There is not enough information to determine.
2012–2013 Clark County School District
Number of t-shirts
2 Revised 02/06/2013
Pre-Algebra 8 2012–2013 Semester 2 Revised Multiple Choice Practice Questions — Set A 35. Choose the graph that shows a strong negative association between x and y.
33. Find the slope of the line. y
(A)
-7 - -5 -4 -3 -2 -1 1 2 3 4 5 6 7 x -1 -3 -4 -5 -6 -7
x
(A)
3 5
(B)
2 3
(C)
2 3
(D)
3 5
(B)
y 7 6 5 4 3 2 1 -7 - -5 -4 -3 -2 -1 1 2 3 4 5 6 7 x -1 -3 -4 -5 -6 -7
(C)
y 7 6 5 4 3 2 1 -7 - -5 -4 -3 -2 -1 1 2 3 4 5 6 7 x -1 -3 -4 -5 -6 -7
34. Which pair of variables may show a negative association? (A) x = the number of hours you studied for a test y = your test score (D)
(B) x = the number of pets you own y = your shoe size (C) x = average speed you drove on a road trip y = number of hours it took to reach your destination
y 7 6 5 4 3 2 1 -7 - -5 -4 -3 -2 -1 1 2 3 4 5 6 7 x -1 -3 -4 -5 -6 -7
(D) x = number of text messages you send per month y = cost of your monthly cell phone bill
2012–2013 Clark County School District
y 7 6 5 4 3 2 1
3 Revised 02/06/2013
Pre-Algebra 8 2012–2013 Semester 2 Revised Multiple Choice Practice Questions — Set A 37. Which graph shows the equation y 3 x 4 ?
36. Which equation best describes the line of best fit for the data shown in the scatter plot? y
(A)
10 9 8
y
7 6 5 4 3 (B)
2 1 1
2
3
(A)
3 y x7 5
(B)
1 y x8 3
(C)
y x8
(D)
y4
4
5
6
7
8
9 10 x
x
y
(C)
x
y
(D)
2012–2013 Clark County School District
4 Revised 02/06/2013
x
y
x
Pre-Algebra 8 2012–2013 Semester 2 Revised Multiple Choice Practice Questions — Set A 38. The table shows the game system that eighty 8th graders chose to be their favorite: X Box
Play Station
Wii
Total
Boys
21
14
5
40
Girls
6
14
20
40
Total
27
28
25
80
40. The two way relative frequency table show the results of whether people of different ages prefer to get their news through television or newspaper, or through an online source.
40 years old or less Over 40 years old
Of the eighty 8th-graders surveyed, what percentage is girls who prefer Wii?
Total
(B) 25%
39. A total of 300 people were asked which they preferred, hot dogs or hamburgers. Of the 300 people, 160 were male. Hot dogs were preferred by 60 females; hamburgers were preferred 70 males. Which two way table represents this poll?
Male Female Total
Preferred Hot Dogs 110 60 170
Preferred Hamburgers 60 70 130
Male Female Total
Preferred Hot Dogs 90 60 150
Preferred Hamburgers 70 80 150
Male Female Total
Preferred Hot Dogs 20 60 80
Preferred Hamburgers 70 10 80
Male Female Total
Preferred Hot Dogs 70 80 150
Preferred Hamburgers 90 60 150
(D)
25%
20%
45%
39%
16%
55%
64%
36%
100%
(B) There were 55 people who were 40 years old or older and 45 people who were under 40 years old.
(D) 50%
(C)
Total
(A) People less than 40 years old prefer online news to newspaper/television.
(C) 32.5%
(B)
Online
What conclusion can be made from the table?
(A) 22.5%
(A)
Newspaper or Television
2012–2013 Clark County School District
(C) Online news is preferred overall to newspaper/television news. (D) People over 40 years old prefer newspaper/television news more than people who are 40 years old or younger.
Total 170 130 300 Total 160 140 300 Total 90 70 160 Total 160 140 300
5 Revised 02/06/2013
Pre-Algebra 8 2012–2013 Semester 2 Revised Multiple Choice Practice Questions — Set A 44. Using this graph, what is the first step in deriving y = mx + b?
42. Use the figure. y
y
B
D
A
( x, y )
E
(0, b)
x
C x
(A) Find the slope: m
Choose the statement that is NOT true.
y b x0
(B) Set x = 0 and y = b
AB CD BC DE
(C) Use slope-intercept form: y mx b
(B) ABC CDE
(D) Write in Standard Form: Ax By C
(A)
(C) Slope of AC = Slope of CE 45. Catherine plants five rows of flowers in her garden. She continues to work, planting one row every 2 hours. Write a function to represent this situation.
(D) ABC CDE
(A) Let r represent the number of rows and h represent the number of hours she has been planting. h 2r 5
(B) Let h represent the number of hours she has been planting and r represent the total number of rows she has planted. 1 r h5 2 (C) Let r represent the first five rows and h represent the number of hours she has been planting. h r 5 (D) Let h represent the number of hours she has been planting and r represent the total number of rows she has planted. r 2h 5
2012–2013 Clark County School District
6 Revised 02/06/2013
Pre-Algebra 8 2012–2013 Semester 2 Revised Multiple Choice Practice Questions — Set A 47. Which situation models a rate of $5 per hour, where x = number of hours and y = total amount?
46. Steve starts his own carpet cleaning business. He pays for some equipment to start his business and then charges a fixed amount to clean a room. The graph models Steve’s profit based on how many rooms he cleans.
(A)
Profit ($) 1500
Number of Hours (x) Total amount (y)
5
10
$12
$20
$40
(A)
1200
(B)
900
y x5
y
600
(C)
300 -300
3
5 10 15 20 25 30 35 40 45 50 55 60 # Rooms Cleaned
-600
What does the y-intercept in this graph represent?
x
(A) the amount of profit he makes per room
(B) the number of rooms he cleans (C) the amount he charges per room
y (D)
(D) the amount he spent for his equipment
x
2012–2013 Clark County School District
7 Revised 02/06/2013
Pre-Algebra 8 2012–2013 Semester 2 Revised Multiple Choice Practice Questions — Set A 49. The graph shows Lisa’s walking speed on her treadmill. Approximately how long did she maintain a constant speed?
(B)
distance from home
(A)
distance from home
48. Jesse drives home from school, runs into the house and grabs his sweatshirt and quickly leaves the house to go to swim practice. Which graph best shows this situation?
time
Time (min)
(A) 15 minutes
time
(D)
distance from home
(C)
distance from home
(B) 20 minutes
2012–2013 Clark County School District
(C) 50 minutes (D) 65 minutes
time
time
8 Revised 02/06/2013
PRE‐ALGEBRA 8 SEMESTER 2 EXAM ITEM SPECIFICATION SHEET & KEY Free Response # 1
2 3
Objective Make and interpret box‐and‐whisker plots. Apply appropriate measures of data distribution, using interquartile range and central tendency. Represent relations and functions using graphs and find solutions of linear equations in two variables. Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output. Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line. Use the Pythagorean Theorem to find missing measures and find unknown side lengths of similar figures. Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real‐world and mathematical problems in two dimensions.
Syllabus Objective
NV State Standard
5.1 5.10
5.8.1 5.8.2
3.1 3.2 8.F.1‐2 8.F.3‐1
2.8.2 8.F.1 8.F.3
2.13 4.17 8.G.7‐1
4.8.2 4.8.7 8.G.7
Multiple Choice
# 1
2 3 4 5 6 7 8
9
10 11 12
Objective Find probabilities and odds. Use rational approximations of irrational numbers to compare the size of irrational numbers, locate them approximately on a number line diagram, and estimate the value of expressions (e.g., π2). Make and interpret stem‐and‐leaf plots. Apply appropriate measure of data distribution, using interquartile range. Make and interpret box‐and‐whisker plots. Formulate inferences and predictions through interpolation and extrapolation of data to solve practical problems. Describe measures of central tendency. Use rational approximations of irrational numbers to compare the size of irrational numbers, locate them approximately on a number line diagram, and estimate the value of expressions (e.g., π2). Use square root and cube root symbols to represent solutions to equations of the form x2 = p and x3 = p, where p is a positive rational number. Evaluate square roots of small perfect squares and cube roots of small perfect cubes. Know that 2 is irrational. Graph proportional relationships, interpreting the unit rate as the slope of the graph. Find compound probability. Find the percent of a number.
NV or CC State Standard
10/11 Rel. Key*
5.8.5
B
8.NS.2‐1 8.NS.2‐2 8.NS.2‐3
8.NS.2
†
5.1 5.1 5.10 5.1
5.8.1 5.8.1 5.8.2 5.8.1
D
D
5.4
5.8.6
C
5.10
5.8.2
C
8.NS.2‐1 8.NS.2‐2 8.NS.2‐3
8.NS.2
†
8.EE.2‐1 8.EE.2‐2 8.EE.2‐3
8.EE.2
†
8.EE.5‐1
8.EE.5‐1
†
2.15 2.17
5.8.5 1.8.7
A B
Syllabus Objective 2.15 2.26
B
† See Revised Multiple Choice Practice Set solutions at end of document. Previous exam and practice questions are obsolete. 2012–2013 Clark County School District
Page 1 of 6
Revised: 02/06/2013
PRE‐ALGEBRA 8 SEMESTER 2 EXAM ITEM SPECIFICATION SHEET & KEY Multiple Choice
#
13
14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33
34
35
Objective Use square root and cube root symbols to represent solutions to equations of the form x2 = p and x3 = p, where p is a positive rational number. Evaluate square roots of small perfect squares and cube roots of small perfect cubes. Know that 2 is irrational. Solve percent problems using proportions and equations. Find the percent of change. Compare two different proportional relationships represented in different ways. Graph proportional relationships, interpreting the unit rate as the slope of the graph. Identify functions using graphs, mapping diagrams, tables, ordered pairs. Identify the domain and range of a relation. Find solutions of linear equations in two variables. Determine the x‐ and y‐ intercepts of a linear equation. Find the slope of a line. Find and interpret slopes. Translate between a verbal description and graphic representation of a function. Graph linear equations in slope‐intercept form. Find the slope and y‐intercept of an equation. Find and approximate square roots. Use the Pythagorean Theorem to determine the measure of a missing side. Use the Pythagorean Theorem to solve problems. Compare and order real numbers. Use the midpoint or distance formula. Use the midpoint or distance formula. Determine the rate of change and initial value of the function from a description of a relationship or from two (x, y) values, including reading these from a table or from a graph. Interpret scatter plots for bivariate measurement data. Describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association. Interpret scatter plots for bivariate measurement data. Describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association.
NV or CC State Standard
10/11 Rel. Key*
8.EE.2‐1 8.EE.2‐2 8.EE.2‐3
8.EE.2
†
2.18
1.8.7
D
2.19
3.8.5
B
8.EE.5‐2
8.EE.5‐2
†
8.EE.5‐1
8.EE.5‐1
†
3.1 3.5 3.1 3.2
2.8.2 2.8.4 2.8.2 2.8.2
D D
3.3
4.8.5
C
3.4 3.4
4.8.5 4.8.5
A A
3.5
2.8.4
C
3.4 3.4 4.1
4.8.5 4.8.5 1.8.5
C A C
4.2
4.8.7
A
4.2 4.3 4.4 4.4
4.8.7 1.8.3 4.8.5 4.8.5
D D A B
8.F.4‐2
8.F.4‐2
†
8.SP.1‐2
8.SP.1‐2
†
8.SP.1‐2
8.SP.1‐2
†
Syllabus Objective
B
† See Revised Multiple Choice Practice Set solutions at end of document. Previous exam and practice questions are obsolete. 2012–2013 Clark County School District
Page 2 of 6
Revised: 02/06/2013
PRE‐ALGEBRA 8 SEMESTER 2 EXAM ITEM SPECIFICATION SHEET & KEY
Multiple Choice
#
36
37
38
39
40
41
42 43 44 45
46
47
Objective Know that straight lines are widely used to model relationships between two quantitative variables. For scatter plots that suggest a linear association, informally fit a straight line, and informally assess the model fit by judging the closeness of the data points to the line. Use the equation of a linear model to solve problems in the context of bivariate measurement data, interpreting the slope and intercept. Understand that patterns of association can also be seen in bivariate categorical data by displaying frequencies and relative frequencies in a two‐way table. Understand that patterns of association can also be seen in bivariate categorical data by displaying frequencies and relative frequencies in a two‐way table. Interpret a two‐way table summarizing data on two categorical variables including using relative frequencies calculated for rows or columns to describe possible association between the two variables. Describe how changes in the value of one variable affect the values of the remaining variables in a relationship. Use similar triangles to explain why the slope m is the same between any two distinct points on a non‐vertical line in the coordinate plane. Add and subtract polynomials. Derive the equation y = mx for a line through the origin and the equation y = mx + b for a line intercepting the vertical axis at b. Construct a function to model a linear relationship between two quantities. Determine the rate of change and initial value of the function from a description of a relationship or from two (x, y) values, including reading these from a table or from a graph. Interpret the rate of change and initial value of a linear function in terms of the situation it models, and in terms of its graph or a table of values.
Syllabus Objective
NV or CC State Standard
10/11 Rel. Key*
8.SP.2
8.SP.2
†
8.SP.3
8.SP.3
†
8.SP.4‐1
8.SP.4‐1
†
8.SP.4‐1
8.SP.4‐1
†
8.SP.4‐3
8.SP.4‐3
†
4.13
3.8.3
B
8.EE.6‐1
8.EE.6‐1
†
6.2 6.3
2.8.3
B
8.EE.6‐2
8.EE.6‐2
†
8.F.4‐1
8.F.4‐1
†
8.F.4‐2
8.F.4‐2
†
8.F.4‐3
8.F.4‐3
†
† See Revised Multiple Choice Practice Set solutions at end of document. Previous exam and practice questions are obsolete. 2012–2013 Clark County School District
Page 3 of 6
Revised: 02/06/2013
PRE‐ALGEBRA 8 SEMESTER 2 EXAM ITEM SPECIFICATION SHEET & KEY
Multiple Choice
#
48
49
50
Objective Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally. Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally. Translate, rotate, reflect or dilate figures in a coordinate plane.
Syllabus Objective
NV or CC State Standard
10/11 Rel. Key*
8.F.5
8.F.5
†
8.F.5
8.F.5
†
7.4–7.8
4.8.3
D
Syllabus Objective
Common Core State Standard
Set A
Year Revised
8.NS.2‐1 8.NS.2‐2 8.NS.2‐3
8.NS.2
B
2011–12
8.NS.2‐1 8.NS.2‐2 8.NS.2‐3
8.NS.2
C
2011–12
8.EE.2‐1 8.EE.2‐2 8.EE.2‐3
8.EE.2
A
2011–12
8.EE.5‐1
8.EE.5‐1
B
2012‐13
8.EE.2‐1 8.EE.2‐2 8.EE.2‐3
8.EE.2
C
2011–12
8.EE.5‐2
8.EE.5‐2
A
2012‐13
8.EE.5‐1
8.EE.5‐1
C
2012‐13
Revised Multiple Choice Practice
# 2
8
9
10
13
16 17
Objective Use rational approximations of irrational numbers to compare the size of irrational numbers, locate them approximately on a number line diagram, and estimate the value of expressions (e.g., π2). Use rational approximations of irrational numbers to compare the size of irrational numbers, locate them approximately on a number line diagram, and estimate the value of expressions (e.g., π2). Use square root and cube root symbols to represent solutions to equations of the form x2 = p and x3 = p, where p is a positive rational number. Evaluate square roots of small perfect squares and cube roots of small perfect cubes. Know that 2 is irrational. Graph proportional relationships, interpreting the unit rate as the slope of the graph. Use square root and cube root symbols to represent solutions to equations of the form x2 = p and x3 = p, where p is a positive rational number. Evaluate square roots of small perfect squares and cube roots of small perfect cubes. Know that 2 is irrational. Compare two different proportional relationships represented in different ways. Calculate simple interest earned and account balances.
† See Revised Multiple Choice Practice Set solutions at end of document. Previous exam and practice questions are obsolete. 2012–2013 Clark County School District
Page 4 of 6
Revised: 02/06/2013
PRE‐ALGEBRA 8 SEMESTER 2 EXAM ITEM SPECIFICATION SHEET & KEY
Revised Multiple Choice Practice
# 33
34
35
36
37
38
39
40
42
44 45
46
Objective Determine the rate of change and initial value of the function from a description of a relationship or from two (x, y) values, including reading these from a table or from a graph. Interpret scatter plots for bivariate measurement data. Describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association. Interpret scatter plots for bivariate measurement data. Describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association. Know that straight lines are widely used to model relationships between two quantitative variables. For scatter plots that suggest a linear association, informally fit a straight line, and informally assess the model fit by judging the closeness of the data points to the line. Use the equation of a linear model to solve problems in the context of bivariate measurement data, interpreting the slope and intercept. Understand that patterns of association can also be seen in bivariate categorical data by displaying frequencies and relative frequencies in a two‐way table. Understand that patterns of association can also be seen in bivariate categorical data by displaying frequencies and relative frequencies in a two‐way table. Interpret a two‐way table summarizing data on two categorical variables including using relative frequencies calculated for rows or columns to describe possible association between the two variables. Use similar triangles to explain why the slope m is the same between any two distinct points on a non‐vertical line in the coordinate plane. Derive the equation y = mx for a line through the origin and the equation y = mx + b for a line intercepting the vertical axis at b. Construct a function to model a linear relationship between two quantities. Determine the rate of change and initial value of the function from a description of a relationship or from two (x, y) values, including reading these from a table or from a graph.
Syllabus Objective
Common Core State Standard
Set A
Year Revised
8.F.4‐2
8.F.4‐2
A
2012‐13
8.SP.1‐2
8.SP.1‐2
C
2012‐13
8.SP.1‐2
8.SP.1‐2
D
2012‐13
8.SP.2
8.SP.2
A
2012‐13
8.SP.3
8.SP.3
D
2012‐13
8.SP.4‐1
8.SP.4‐1
B
2012‐13
8.SP.4‐1
8.SP.4‐1
B
2012‐13
8.SP.4‐3
8.SP.4‐3
D
2012‐13
8.EE.6‐1
8.EE.6‐1
D
2012‐13
8.EE.6‐2
8.EE.6‐2
A
2012‐13
8.F.4‐1
8.F.4‐1
B
2012‐13
8.F.4‐2
8.F.4‐2
D
2012‐13
† See Revised Multiple Choice Practice Set solutions at end of document. Previous exam and practice questions are obsolete. 2012–2013 Clark County School District
Page 5 of 6
Revised: 02/06/2013
PRE‐ALGEBRA 8 SEMESTER 2 EXAM ITEM SPECIFICATION SHEET & KEY
Revised Multiple Choice Practice
# 47
48
49
Objective Interpret the rate of change and initial value of a linear function in terms of the situation it models, and in terms of its graph or a table of values. Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally. Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally.
Syllabus Objective
Common Core State Standard
Set A
Year Revised
8.F.4‐3
8.F.4‐3
D
2012‐13
8.F.5
8.F.5
A
2012‐13
8.F.5
8.F.5
B
2012‐13
† See Revised Multiple Choice Practice Set solutions at end of document. Previous exam and practice questions are obsolete. 2012–2013 Clark County School District
Page 6 of 6
Revised: 02/06/2013
