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CLEP General Math: Number Sense - Patterns - Algebraic Thinking

Subjects : clep, math, algebra
Instructions:
  • Answer 50 questions in 15 minutes.
  • If you are not ready to take this test, you can study here.
  • Match each statement with the correct term.
  • Don't refresh. All questions and answers are randomly picked and ordered every time you load a test.

This is a study tool. The 3 wrong answers for each question are randomly chosen from answers to other questions. So, you might find at times the answers obvious, but you will see it re-enforces your understanding as you take the test each time.
1. If we start with a number x and add a number a - then subtracting a from the result will return us to the original number x. x + a - a = x. so -






2. Add and subtract






3. Some numbers make geometric shapes when arranged as a collection of dots - for example - 16 makes a square - and 10 makes a triangle.






4. Writing Mathematical equations - arrange your work one equation






5. If we start with a number x and subtract a number a - then adding a to the result will return us to the original number x. In symbols - x - a + a = x. So -






6. A topological object that can be used to study the allowable states of a given system.






7. The distribution of averages of many trials is always normal - even if the distribution of each trial is not.






8. If a and b are any whole numbers - then a






9. Dimension is how mathematicians express the idea of degrees of freedom






10. An arrangement where order matters.






11. This model is at the forefront of probability research. Mathematicians use it to model traffic patterns in an attempt to understand flow rates and gridlock - among other things.






12. W = {0 - 1 - 2 - 3 - 4 - 5 - . . .} is called






13. Objects are topologically equivalent if they can be continuously deformed into one another. Properties that are preserved during this process are called topological invariants.






14. Let a and b represent two whole numbers. Then - a + b = b + a.






15. This means that for any two magnitudes - one should always be able to find a fundamental unit that fits some whole number of times into each of them (i.e. - a unit whose magnitude is a whole number factor of each of the original magnitudes)






16. A point in four-space - also known as 4-D space - requires four numbers to fix its position. Four-space has a fourth independent direction - described by 'ana' and 'kata.'






17. The expression a/b means






18. Cannot be written as a ratio of natural numbers.






19. The study of shape from the perspective of being on the surface of the shape.






20. A point in one dimension requires only one number to define it. The number line is a good example of a one-dimensional space.






21. The inverse of multiplication






22. This result says that the symmetries of geometric objects can be expressed as groups of permutations.

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23. If a is any whole number - then a






24. You must let your readers know what each variable in your problem represents. This can be accomplished in a number of ways: Statements such as 'Let P represent the perimeter of the rectangle.' - Labeling unknown values with variables in a table - Lab






25. A number is divisible by 2






26. Index p radicand






27. (a · b) · c = a · (b · c)






28. It is important to note that this step does not imply that you should simply check your solution in your equation. After all - it's possible that your equation incorrectly models the problem's situation - so you could have a valid solution to an inco






29. Is the length around an object. Used to calculate such things as fencing around a yard - trimming a piece of material - and the amount of baseboard needed for a room.It is not necessary to have a formula since it is always just calculated by adding t






30. If the sum of its digits is divisible by 3 (ex: 3591 is divisible by 3 since 3 + 5 + 9 + 1 = 18 is divisible by 3).






31. If a = b then a + c = b + c If a = b then a - c = b - c If a = b then a






32. Let a - b - and c be any whole numbers. Then - a






33. Points in two-dimensional space require two numbers to specify them completely. The Cartesian plane is a good way to envision two-dimensional space.






34. An important part of problem solving is identifying






35. Also known as gluing diagrams - are a convenient way to examine intrinsic topology.






36. If a = b then






37. When writing mathematical statements - follow the mantra:






38. The process of taking a complicated signal and breaking it into sine and cosine components.






39. Uses second derivatives to relate acceleration in space to acceleration in time.






40. ____________ theory enables us to use mathematics to characterize and predict the behavior of random events. By 'random' we mean 'unpredictable' in the sense that in a given specific situation - our knowledge of current conditions gives us no way to






41. Whether or not we hear waves as sound has everything to do with their _____________ - or how many times every second the molecules switch from compression to rarefaction and back to compression again - and their intensity - or how much the air is com






42. Let a and b be whole numbers. Then a is _______________ by b if and only if the remainder is zero when a is divided by b. In this case - we say that 'b is a divisor of a.'






43. A sphere can be thought of as a stack of circular discs of increasing - then decreasing - radii. The process of slicing is one way to visualize higher-dimensional objects via level curves and surfaces. A hypersphere can be thought of as a 'stack' of






44. All integers are thus divided into three classes:






45. A · 1 = 1 · a = a






46. Negative






47. (a






48. In the expression 3






49. Three is the common property of the group of sets containing three members. This idea is called '__________ -' which is a synonym for 'size.' The set {a -b -c} is a representative set of the cardinal number 3.






50. In a mathematical sense - it is a transformation that leaves an object invariant. Symmetry is perhaps most familiar as an artistic or aesthetic concept. Designs are said to be symmetric if they exhibit specific kinds of balance - repetition - and/or