Concerned about math tests? Take the challenge! Find out what your teen needs to know.

Quiz

Concerned about math tests? Take the challenge! Find out what your teen needs to know.

1. The perimeter of an isosceles triangle is 30 cm. Which of the following cannot be the length of the base?

1 cm

Better try a new formula! "1 cm" works. It's "15 cm" that CANNOT be the length of the base. This is a plane geometry problem. To solve it, students need to know this principle: The sum of any two sides of a triangle must be GREATER than the third side. Is it all coming back to you now?

Try sketching it out. This triangle's perimeter, or the sum of its three sides, is 30 cm. If its base is 15 cm, that leaves only 15 cm more for the other two sides combined, and that's just not enough!

Source: Massachusetts Comprehensive Assessment System

5 cm

Better try a new formula! "5 cm" works. It's "15 cm" that CANNOT be the length of the base. This is a plane geometry problem. To solve it, students need to know this principle: The sum of any two sides of a triangle must be GREATER than the third side. Is it all coming back to you now?

Try sketching it out. This triangle's perimeter, or the sum of its three sides, is 30 cm. If its base is 15 cm, that leaves only 15 cm more for the other two sides combined, and that's just not enough!

Source: Massachusetts Comprehensive Assessment System

10 cm

Better try a new formula! "10 cm" works. It's "15 cm" that CANNOT be the length of the base. This is a plane geometry problem. To solve it, students need to know this principle: The sum of any two sides of a triangle must be GREATER than the third side. Is it all coming back to you now?

Try sketching it out. This triangle's perimeter, or the sum of its three sides, is 30 cm. If its base is 15 cm, that leaves only 15 cm more for the other two sides combined, and that's just not enough!

Source: Massachusetts Comprehensive Assessment System

15 cm

You got it! "15 cm" CANNOT be the length of the base. This is a plane geometry problem. To solve it, students need to know this principle: The sum of any two sides of a triangle must be GREATER than the third side. Is it all coming back to you now?

This triangle's perimeter, or the sum of its three sides, is 30 cm. If its base is 15 cm, that leaves only 15 cm more for the other two sides combined, and that's just not enough!

Source: Massachusetts Comprehensive Assessment System

2. If 6.74 X 10n = 6,740,000, what is the value of n?

100000

Bingo! "100,000" is the answer. A basic understanding of algebra will get your kids through this one. To find the value of "n," students must divide both sides of the equation first by 6.74, and then by 10 (or vice versa). Kids could also multiply 6.74 X 10 first, and then divide both sides of the equation by 67.4.

Source: State of Oregon sample test question for grade 10

60000

Your equation's off-balance! "n" doesn't equal "60,000." It equals "100,000."

A basic understanding of algebra will get your kids through this one. To find the value of "n," students must divide both sides of the equation first by 6.74, and then by 10 (or vice versa). Kids could also multiply 6.74 X 10 first, and then divide both sides of the equation by 67.4.

Source: State of Oregon sample test question for grade 10

50000

Your equation's off-balance! "n" doesn't equal "50,000." It equals "100,000."

A basic understanding of algebra will get your kids through this one. To find the value of "n," students must divide both sides of the equation first by 6.74, and then by 10 (or vice versa). Kids could also multiply 6.74 X 10 first, and then divide both sides of the equation by 67.4.

Source: State of Oregon sample test question for grade 10

40000

Your equation's off-balance! "n" doesn't equal "40,000." It equals "100,000."

A basic understanding of algebra will get your kids through this one. To find the value of "n," students must divide both sides of the equation first by 6.74, and then by 10 (or vice versa). Kids could also multiply 6.74 X 10 first, and then divide both sides of the equation by 67.4.

Source: State of Oregon sample test question for grade 10

3. There are 250 seniors in a class. 60% have plans to go to college. Of those with plans to go to college, 40% plan to go to a college out-of-state. How many students plan to attend an in-state college?

60

You got tripped up! "60" is the number of students attending an "out-of-state" college, but that's not what you're asked to find. "90" is the right answer. It's the number of students attending an "IN-STATE" college. The challenge here lies in reading the question correctly. And to solve the problem, students must have a basic grasp of percentages.

0.6 X 250 = 150 college students. 0.4 X 150 = 60 "out-of-state" college students. Here students can either subtract 60 from 150, or multiply 0.6 X 150 to find out the number of "in-state" college students.

Source: State of South Carolina sample test question for grade 10

90

You got it! "90" is the number of students attending an "IN-STATE" college. The challenge here lies in reading the question correctly. And to solve the problem, students must have a basic grasp of percentages.

0.6 X 250 = 150 college students. 0.4 X 150 = 60 "out-of-state" college students. Here students can either subtract 60 from 150, or multiply 0.6 X 150 to find out the number of "in-state" college students.

Source: State of South Carolina sample test question for grade 10

40

You're a few students short. "90" is the right answer. It's the number of students attending an "IN-STATE" college. The challenge here lies in reading the question correctly. And to solve the problem, students must have a basic grasp of percentages.

0.6 X 250 = 150 college students. 0.4 X 150 = 60 "out-of-state" college students. Here students can either subtract 60 from 150, or multiply .6 X 150 to find out the number of "in-state" college students.

Source: State of South Carolina sample test question for grade 10

150

You got tripped up! "150" is the number of students attending college, but that's not what you're asked to find. "90" is the right answer. It's the number of students attending an "IN-STATE" college. The challenge here lies in reading the question correctly. And to solve the problem, students must have a basic grasp of percentages.

0.6 X 250 = 150 college students. 0.4 X 150 = 60 "out-of-state" college students. Here students can either subtract 60 from 150, or multiply 0.6 X 150 to find out the number of "in-state" college students.

Source: State of South Carolina sample test question for grade 10

4. Five pencils and 2 erasers cost 95 cents. Three pencils and 4 erasers cost 85 cents. If x is the cost of a pencil and y is the cost of an eraser, then which of the following systems of equations can be used to find the cost of a pencil?

x û y = 2 8x + 6y = 180

You think too much! This is a simple one. According to the problem, "x = pencils" and "y = erasers." There are 5 pencils and 2 erasers in the first half of the question, and 3 pencils and 4 erasers in the second. So "5x + 2y = 95; 3x + 4y = 85" is the right answer.

There's no real problem solving involved here. Students just need to know how to set up an algebraic equation.

Source: State of California sample first-year algebra question

x + y = 14 8x + 6y = 180

You think too much! This is a simple one. According to the problem, "x = pencils" and "y = erasers." There are 5 pencils and 2 erasers in the first half of the question, and 3 pencils and 4 erasers in the second. So "5x + 2y = 95; 3x + 4y = 85" is the right answer.

There's no real problem solving involved here. Students just need to know how to set up an algebraic equation.

Source: State of California sample first-year algebra question

5x + 4y = 95 3x + 2y = 85

You think too much! This is a simple one. According to the problem, "x = pencils" and "y = erasers." There are 5 pencils and 2 erasers in the first half of the question, and 3 pencils and 4 erasers in the second. So "5x + 2y = 95; 3x + 4y = 85" is the right answer.

There's no real problem solving involved here. Students just need to know how to set up an algebraic equation.

Source: State of California sample first-year algebra question

5x + 2y = 95 3x + 4y = 85

You got it! There's no real problem solving involved here. Students just need to know how to set up an algebraic equation.

According to the problem, "x = pencils" and "y = erasers." There are 5 pencils and 2 erasers in the first half of the question, and 3 pencils and 4 erasers in the second. So "5x + 2y = 95; 3x + 4y = 85" is the right answer.

Source: State of California sample first-year algebra question

None of these

You think too much! This is a simple one. According to the problem, "x = pencils" and "y = erasers." There are 5 pencils and 2 erasers in the first half of the question, and 3 pencils and 4 erasers in the second. So "5x + 2y = 95; 3x + 4y = 85" is the right answer.

There's no real problem solving involved here. Students just need to know how to set up an algebraic equation.

Source: State of California sample first-year algebra question

5. Simon is conducting a probability experiment. He randomly selects a tag from a set of tags that are numbered from 1 to 100 and then returns the tag to the set. He is trying to draw a tag that matches his favorite number, 21. He has not matched his number after 99 draws.What are the chances he will match his number on the 100th draw?

1 out of 100

You picked a winner! The problem states that Simon RETURNS the tag after every drawing, so each drawing merely repeats the original experiment under the original conditions. So the odds that Simon will draw his favorite number are exactly the same every time -- "1 out of 100."

Standardized test-makers love probability questions, most likely because they're tricky. This problem requires only a basic understanding of how probability works, but kids still need to read it very carefully.

Source: Massachusetts Comprehensive Assessment System

99 out of 100

The odds aren't in your favor! The problem states that Simon RETURNS the tag after every drawing, so each drawing merely repeats the original experiment under the original conditions. So the odds that Simon will draw his favorite number are exactly the same every time -- "1 out of 100."

Standardized test-makers love probability questions, most likely because they're tricky. This problem requires only a basic understanding of how probability works, but kids still need to read it very carefully.

Source: Massachusetts Comprehensive Assessment System

1 out of 1

The odds aren't in your favor! The problem states that Simon RETURNS the tag after every drawing, so each drawing merely repeats the original experiment under the original conditions. So the odds that Simon will draw his favorite number are exactly the same every time -- "1 out of 100."

Standardized test-makers love probability questions, most likely because they're tricky. This problem requires only a basic understanding of how probability works, but kids still need to read it very carefully.

Source: Massachusetts Comprehensive Assessment System

1 out of 2

The odds aren't in your favor! The problem states that Simon RETURNS the tag after every drawing, so each drawing merely repeats the original experiment under the original conditions. So the odds that Simon will draw his favorite number are exactly the same every time -- "1 out of 100."

Standardized test-makers love probability questions, most likely because they're tricky. This problem requires only a basic understanding of how probability works, but kids still need to read it very carefully.

Source: Massachusetts Comprehensive Assessment System

Your Results:

1. The perimeter of an isosceles triangle is 30 cm. Which of the following cannot be the length of the base? 15 cm

2. If 6.74 X 10n = 6,740,000, what is the value of n? 100000

3. There are 250 seniors in a class. 60% have plans to go to college. Of those with plans to go to college, 40% plan to go to a college out-of-state. How many students plan to attend an in-state college? 90

4. Five pencils and 2 erasers cost 95 cents. Three pencils and 4 erasers cost 85 cents. If x is the cost of a pencil and y is the cost of an eraser, then which of the following systems of equations can be used to find the cost of a pencil? 5x + 2y = 95 3x + 4y = 85

5. Simon is conducting a probability experiment. He randomly selects a tag from a set of tags that are numbered from 1 to 100 and then returns the tag to the set. He is trying to draw a tag that matches his favorite number, 21. He has not matched his number after 99 draws.What are the chances he will match his number on the 100th draw? 1 out of 100