Mathematics Grade 7 Sample Items (22 Items)

Transcription

1 Mathematics Grade 7 Sample Items (22 Items)

2 Last year, the goal of a shoe store was to earn a profit of $240,000. The store s actual profit last year was $300,000. What percent of the goal did the shoe store actually earn? A. B. C. D. 25% 80% 125% 400% A. 60,000 divided by 240,000 B. 240,000 divided by 300,000 C. Key D. 240,000 divided by 60,000 Standard/Indicator: Understand fractional percentages and percentages greater than one hundred.

3 Which model represents 2 1 %? A. B. C. D. A. Key B. 2 1 of whole C. 2 out of 100 D. 2 1 of width and 2 1 of length Standard/Indicator: Understand fractional percentages and percentages greater than one hundred.

4 Which equation is correct? A. 125% = 4 5 B. 3 2 = 0.6 C. 16 = 8 D. 20% = 20 1 A. key B. Forgets repeating portion of decimal C. Half of 16 D. Uses 20 as denominator Standard/Indicator: Understand fractional percentages and percentages greater than one hundred.

5 A human hair might have a width of 17 millionths of a meter, or meter. How is this number expressed in scientific notation? A meter B meter C meter D meter A. 4 zeros after the decimal B. key C. 6 zeros in a million D. # of digits in Standard/Indicator: Translate between standard form and scientific notation. Statistics on similar item: Approximately 22% of students answered correctly.

6 What is the correct way to write meter in scientific notation? A meter B meter C meter D meter A. 7 zeros after the decimal B. key C. misplaced decimal point D. misplaced decimal point Standard/Indicator: Translate between standard form and scientific notation. Statistics on similar item: Approximately 51% of students answered correctly.

7 Here are 5 negative tiles and 2 positive tiles. + + Find the sum of 5 and +2. A. 7 B. 7 C. 4 D. 3 A. Counted all the tiles B. Counted all the tiles as negative C. Counted the 4 tiles that are grouped to make 0 D. Key Standard/Indicator: Generate strategies to add, subtract, multiply and divide integers.

8 Use this graph to answer the question. y x As y increases from -6 to 6, how does x change? A. It increases by 2. B. It increases by 4. C. It decreases by 2. D. It decreases by 4. A. Locates the x-intercept B. Key C. reads graph left to right and locates the x-intercept D. reads graph left to right Standard/Indicator: Understand slope as a constant rate of change.

9 Use this graph to answer the question. B A Which directions are correct to move from point A (2, 0) to point B (4, 6)? A. right 4, up 6 B. down 3, left 1 C. down 6, left 2 D. right 2, up 6 A. Starts at origin B. Moves between 2 points, but not the given points C. Moves from x-intercept to y-intercept D. Key Standard/Indicator: Understand slope as a constant rate of change.

10 (Revised 5/27/10) This table shows the number of hours Harry spent watching television and the hours he spent doing his homework on three days last week. Hours watching television Hours doing homework What kind of relationship do these data appear to have? A. directly proportional B. inversely proportional C. neither directly nor inversely proportional D. both directly and inversely proportional A. confuses inverse and direct B. key C. misunderstands inverse D. misunderstands inverse and direct relationships Standard/Indicator: Classify relationships as directly proportional, inversely proportional, or nonproportional. Statistics on similar item: Approximately 35% of students got this correct.

11 Which statement is always true? A. Every square is a rhombus. B. Every parallelogram is a square. C. Every rhombus is a rectangle. D. Every parallelogram is a rhombus. A. key B. reverses relationship C. confuses rhombus and square D. reverses relationship Standard/Indicator: Analyze geometric properties and the relationships among the properties of triangles, congruence, similarity, and transformations to make deductive arguments. Statistics on similar item: Approximately 27% of students answered correctly.

12 In this diagram, line m is parallel to line n, and line p is parallel to line s. m 1 n 2 p s The measure of 1 is 130. What is the measure of 2? A. 40 B. 50 C. 130 D. 140 A. difference between 130 and 90 B. supplement of 130 C. key D. supplement of 40 Standard/Indicator: Analyze the congruent and supplementary relationships specifically, alternate interior, alternate exterior, corresponding, and adjacent of the angles formed by parallel lines and a transversal. Statistics on similar item: Approximately 19% of students answered correctly.

13 Tina has a photo that she wants to put in the yearbook. The photo is 16 inches by 20 inches. The yearbook will resize the photo using a scale factor of 1. How will the area of the original photo compare 4 to the area of the yearbook photo? A. It will be 2 times as large as the area of the yearbook photo. B. It will be 4 times as large as the area of the yearbook photo. C. It will be 8 times as large as the area of the yearbook photo. D. It will be 16 times as large as the area of the yearbook photo. A. used square root of denominator of scale factor B. used denominator of scale factor C. multiplied 4 by 2 (2 dimensions) D. key Standard/Indicator: Compare the areas of similar shapes and the areas of congruent shapes. Statistics on similar item: Approximately 22% of students answered correctly.

14 Pam wants to form a tessellation using only one shape. Given the angle measurements shown, which shape should Pam use? 180º 110º 120º 135º A. B. C. D. A. Misconception about shapes that tessellate B. Key C. Misconception about shapes that tessellate D. Misconception about shapes that tessellate Standard/Indicator: Explain the relationship of the angle measurements among shapes that tessellate.

15 What is the sum of the measures of the angles at each vertex of this tessellation of regular hexagons? 120º A. 120º B. 240º C. 360º D. 720º A. Measurement of 1 angle B. Measurement of 2 angles C. Key D. Sum of total angle measurements of hexagon Standard/Indicator: Explain the relationship of the angle measurements among shapes that tessellate.

16 Find the area of this trapezoid. 4 cm 2 cm 2 cm 4 cm 2 cm A. 4 cm B. 8 cm C. 10 cm D. 12 cm A. Finds half the area of the rectangle B. Finds the area of the rectangle C. Sums the areas of the rectangle and 1 triangle D. Key Standard/Indicator: Generate strategies to determine the perimeters and areas of trapezoids.

17 5.5 cm 3 cm 3.6 cm 3.5 cm What is the area of this isosceles trapezoid, in square centimeters? A B C D A. key B. perimeter C D Standard/Indicator: Generate strategies to determine the perimeters and areas of trapezoids. Statistics on similar item: Approximately 32% of students answered correctly.

18 Which equivalency can be used to determine how many inches are in 45 centimeters? A inch 1centimeter B. 1 inch centimeter C inches 1 centimeter D. 1 inch 2.54 centimeters A. reversed units and misplaced decimal B. misplaced decimal C. reversed units D. key Standard/Indicator: Recall equivalencies associated with length, mass and weight, and liquid volume: 1 square yard = 9 square feet, 1 cubic meter = 1 million cubic centimeters, 1 kilometer = 8 5 mile, 1 inch = 2.54 centimeters; 1 kilogram = 2.2 pounds; and 1.06 quarts = 1 liter. Statistics on similar item: Approximately 29% of students answered correctly.

19 .Grade 7 How can grams be converted to kilograms? A. multiply by 1 kg 1000 g B. multiply by C. multiply by 1000 kg 1 g 100 kg 1 g D. multiply by 1 kg 100 g A. Key B. inverted units C. recalled equivalency incorrectly D. recalled equivalency incorrectly, and inverted units Standard/Indicator: Use one-step unit analysis to convert between and within the U.S. Customary System and the metric system. Statistics on similar item: Approximately 35% of students answered correctly.

20 This box and whiskers plot shows the distribution of a set of data What does the interquartile range tell about the data? A. 50% of the data falls between 20 and 50 B. 50% of the data falls between 50 and 60 C. 50% of the data falls between 50 and 90 D. 50% of the data falls between 60 and 90 A. thought ½ of data is between 1 st and 2 nd quartile marks B. thought ½ of data is between 2 nd and 3 rd quartile marks C. key D. thought ½ of data is between 3 rd and 4 th quartile marks Standard/Indicator: Interpret the interquartile range for data. Statistics on similar item: Approximately 31% of students answered correctly.

21 Which pair of statements describes mutually exclusive events? A. Jan has a pet cat. Jan has a pet dog. B. Jan likes country music. Jan likes pop music. C. Jan plays soccer in the fall. Jan plays tennis in the spring. D. Jan passes her final math test. Jan fails her final math test. A. Does not understand the concept of mutually exclusive. B. Does not understand the concept of mutually exclusive. C. Does not understand the concept of mutually exclusive. D. Key Standard/Indicator: Interpret the probability of mutually exclusive simple or compound events.

22 Which pair of statements describes mutually exclusive events? A. Jan has a pet cat. Jan has a pet dog. B. Jan likes country music. Jan likes pop music. C. Jan plays soccer in the fall. Jan plays tennis in the spring. D. Jan passes her final math test. Jan fails her final math test. E. Does not understand the concept of mutually exclusive. F. Does not understand the concept of mutually exclusive. G. Does not understand the concept of mutually exclusive. H. Key Standard/Indicator: Interpret the probability of mutually exclusive simple or compound events.

23 If Marsha chooses from four kinds of cheese, four kinds of bread, and two kinds of lettuce to make a sandwich, how many different kinds of sandwiches could Marsha make? A. 2 B. 3 C. 10 D. 32 A. thought only 2 kinds of lettuce B. thought 3 different items C. sum of choices D. key Standard/Indicator: Use the fundamental counting principle to determine the number of possible outcomes for a multistage event. Statistics on similar item: Approximately 21% of students answered correctly.