CRCT Review JEOPARDY

Algebraic Thinking

Geometry Applications

Numbers Sense

Algebraic Relations

Data Analysis/Probability

Problem Solving

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.

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

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

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

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.

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.

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

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

Mathematics Categories

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CRCT1 CRCT2 CRCT3 CRCT4 CRCT5 CRCT6

CRCT1

What is the value of

A. 36 B. 1,728 C. 2, 187 D. 531,441

4 3(3 )

Answer

D. 531,441

CRCT1

What is/are the square root(s) of 36? A. 6 only B. -6 and 6 C. -18 and 18 D. -1,296 and 1,296

Answer

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.

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

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.

CRCT1

Write in scientific notation

134, 000

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….

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. < 1 and < 3 B. <2 and <6 C. <4 and <5 D <6 and <8

Answer

C. <4 and <5

CRCT2

Which angle corresponds to <2

1 2

3 4

A. <3 5 6

B. <6 7 8

C. <7

D. <8

Answer

B. <6

CRCT2

What do parallel lines on a coordinate plane have in common?

A. Same equation

B. Same slope

C. Same y-intercept

D. Same x-intercept

Answer B. Same slope

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

Answer – C. X = 8

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

Answer

A. 13 cm

Pythagorean Theorem:

2 2 2a b c

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)

Answer

D.8(n-3)

CRCT3

If a = 24, evaluate 49 – a + 13.

A. 86

B. 60

C. 38

D. 12

Answer

C. 38

CRCT3

Solve the following equation and choose the correct solution for n.

9n + 7 = 61

A. 5

B. 6

C. 7

D. 8

Answer B. 6

CRCT3

Solve the following and graph on the number line

y + 7 > 6

Answer

Y>-1

Make sure there is an open circle on -1 and you shade to the right…..

-1

CRCT3

Chose the correct solution for x in this

equation

X + 3 = 12 a. 9 and 15 b. -9 and -15 c. -9 and 15 d. 9 and -15

Answer

D. 9 and -15

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

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

What is the slope of the graph of the linear function given by this arithmetic

sequence:

2,7,12,17,22…

a. 5

b. 2

c. -2

d. -5

Answer

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. y= x + 3

b. y= 2x – 4

c. y= 3x + 3

d. y= 3x + 4

Answer

D. y= 3x + 4

Remember slope is the common difference and the y intercept is the

zero term.

CRCT4

Which of the following could describe the graph of a line with

an undefined slope?

a. The line rises from left to right

b. The line falls from left to right

c. The line is horizontal

d. The line is vertical

Answer

D. The line is vertical

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

Answer

C. Down 5, right 3

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

B.

Find the total number (denominator) of shirts….then look at the possibility of pulling a pink shirt…2/12 reduces to 1/6

1

6

2 6 3 8 5

10 7 4 9

A B

U

CRCT 5

What is the intersection of Set A and Set B?

A. {3, 7} C. {2, 3, 4, 6, 7, 8, 10}

B. {2, 4, 6, 8, 10} D. O

Answer

A. {3, 7}

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

Answer

D. 48

CRCT5

Which of the following is NOT a subset of {35, 37, 40, 41, 43, 45}?

A. {43}

B. {35, 37, 40, 41, 43, 45}

C. {35, 37, 39, 41}

D. {40, 41, 43, 45}

Answer

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. 2 cm, 3 cm, and 7.5 cm B. 2 cm, 6 cm, and 13 cm C. 3 cm, 6 cm, and 6.5 cm D. 3 cm, 5 cm, and 8.5 cm

Answer

D. 3 cm, 5 cm, and 8.5 cm

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

Answer

D. 361 = 9.50t

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)

Answer

B. 2c - 5

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

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

Answer

C. 15w > 100

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.

Final Jeopardy Solution

Lindsay: Physics

Lee: Math

Anna: Music

Marcos: Art

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