Middle School Math Quiz

No. The right answer is $625

If this were the actual state test your child would also have to explain how he got the answer: After a 40% discount, the remaining price is 60% of the original price. By the Substitution Property, $375 = 0.60 x P. Dividing both sides by 0.6 yields P = $625.

Source: State of South Carolina sample test question for Grade 6

No. The right answer is $625

If this were the actual state test your child would also have to explain how he got the answer: After a 40% discount, the remaining price is 60% of the original price. By the Substitution Property, $375 = 0.60 x P. Dividing both sides by 0.6 yields P = $625.

Source: State of South Carolina sample test question for Grade 6

Right!

If this were the actual state test your child would also have to explain how he got the answer: After a 40% discount, the remaining price is 60% of the original price. By the Substitution Property, $375 = 0.60 x P. Dividing both sides by 0.6 yields P = $625.

Source: State of South Carolina sample test question for Grade 6

No. The right answer is $625

If this were the actual state test your child would also have to explain how he got the answer: After a 40% discount, the remaining price is 60% of the original price. By the Substitution Property, $375 = 0.60 x P. Dividing both sides by 0.6 yields P = $625.

Source: State of South Carolina sample test question for Grade 6

No. The right answer is $625.00

If this were the actual state test your child would also have to explain how he got the answer: After a 40% discount, the remaining price is 60% of the original price. By the Substitution Property, $375 = 0.60 x P. Dividing both sides by 0.6 yields P = $625.

Source: State of South Carolina sample test question for Grade 6

Incorrect. There are only three possible combinations: 557, 755, and 575.

Because there are so few digits and so many conditions, this is the only possible explanation. It is not as if there were 7 positions and 10 possible numerals, etc. This problem is like looking for different ways to spell BOB.

Source: State of Oregon sample test question for Grade 8.

Incorrect. There are only three possible combinations: 557, 755, and 575.

Because there are so few digits and so many conditions, this is the only possible explanation. It is not as if there were 7 positions and 10 possible numerals, etc. This problem is like looking for different ways to spell BOB.

Source: State of Oregon sample test question for Grade 8.

Incorrect. There are only three possible combinations: 557, 755, and 575.

Because there are so few digits and so many conditions, this is the only possible explanation. It is not as if there were 7 positions and 10 possible numerals, etc. This problem is like looking for different ways to spell BOB.

Source: State of Oregon sample test question for Grade 8.

Right! There are only three possible combinations: 557, 755, and 575. Because there are so few digits and so many conditions, this is the only possible explanation. It is not as if there were 7 positions and 10 possible numerals, etc. This problem is like looking for different ways to spell BOB.

Source: State of Oregon sample test question for Grade 8.

No. The right answer is $1,500. The original investment, contains 100 percent of itself. $1,500 is 3 times as great as $500, the original investment has grown by 3 times 100% or 3 x 100% or 300%.

Source: State of Massachusetts sample test question for Grade 8.

No. The right answer is $1,500. The original investment, contains 100 percent of itself. $1,500 is 3 times as great as $500, the original investment has grown by 3 times 100% or 3 x 100% or 300%.

Source: State of Massachusetts sample test question for Grade 8.

Right. This one was easy. The original investment, contains 100 percent of itself. $1,500 is 3 times as great as $500, the original investment has grown by 3 times 100% or 3 x 100% or 300%.

Source: State of Massachusetts sample test question for Grade 8.

No. The right answer is $1,500. The original investment, contains 100 percent of itself. $1,500 is 3 times as great as $500, the original investment has grown by 3 times 100% or 3 x 100% or 300%.

Source: State of Massachusetts sample test question for Grade 8.

No. The main task in this problem is for children to sort out what the problem says. Once that has been accomplished, it is a simple matter of multiplying the volume of 1 box, or 512 cubic inches by 96, or the number of boxes, to obtain 49,152 cubic inches.

Source: State of Oregon sample test question for Grade 8.

Yes. The main task in this problem is for children to sort out what the problem says. Once that has been accomplished, it is a simple matter of multiplying the volume of 1 box, or 512 cubic inches by 96, or the number of boxes, to obtain 49,152 cubic inches.

Source: State of Oregon sample test question for Grade 8.

No. The main task in this problem is for children to sort out what the problem says. Once that has been accomplished, it is a simple matter of multiplying the volume of 1 box, or 512 cubic inches by 96, or the number of boxes, to obtain 49,152 cubic inches.

Source: State of Oregon sample test question for Grade 8.

Not quite. This is hard (and perhaps too difficult for even 8th graders) but it is an actual state test math probelm. First sketch a rectangle. Then substitute the given dimensions. Plug in numbers until you find the set of dimensions whose product is 36, and twice whose sum is 30. Indeed, 3 x 12 = 36, the given area, and 2 x (3+12) = 30, the given perimeter.

Good for you! This is hard (and perhaps too difficult for even 8th graders) but it is an actual state test math probelm. First sketch a rectangle. Then substitute the given dimensions. Plug in numbers until you find the set of dimensions whose product is 36, and twice whose sum is 30. Indeed, 3 x 12 = 36, the given area, and 2 x (3+12) = 30, the given perimeter.

No. This is hard (and perhaps too difficult for even 8th graders) but it is an actual state test math probelm. First sketch a rectangle. Then substitute the given dimensions. Plug in numbers until you find the set of dimensions whose product is 36, and twice whose sum is 30. Indeed, 3 x 12 = 36, the given area, and 2 x (3+12) = 30, the given perimeter.

No. This is hard (and perhaps too difficult for even 8th graders) but it is an actual state test math probelm. First sketch a rectangle. Then substitute the given dimensions. Plug in numbers until you find the set of dimensions whose product is 36, and twice whose sum is 30. Indeed, 3 x 12 = 36, the given area, and 2 x (3+12) = 30, the given perimeter.