The High-School Math Challenge

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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