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






2. Collection of objects. list all the objects in the set and enclosing the list in curly braces.






3. Positive integers are






4. This important result says that every natural number greater than one can be expressed as a product of primes in exactly one way.






5. A flat map of hyperbolic space.






6. (a + b) + c = a + (b + c)






7. Arise from the attempt to measure all quantities with a common unit of measure.






8. Rules for Rounding - To round a number to a particular place - follow these steps:






9. A + b = b + a






10. Cantor called the cardinality of all the sets that can be put into one-to-one correspondence with the counting numbers - or 'Aleph Null.'






11. Original Balance minus River Tam's Withdrawal is Current Balance






12. Every solution to a word problem must include a carefully crafted equation that accurately describes the constraints in the problem statement.






13. At each level of the tree - break the current number into a product of two factors. The process is complete when all of the 'circled leaves' at the bottom of the tree are prime numbers. Arranging the factors in the 'circled leaves' in order. The fina






14. 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)






15. 4 more than a certain number is 12






16. When writing mathematical statements - follow the mantra:






17. 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 -






18. Does not change the solution set. That is - if a = b - then multiplying both sides of the equation by c produces the equivalent equation a






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






20. A number is divisible by 2






21. GThe mathematical study of space. The geometry of a space goes hand in hand with how one defines the shortest distance between two points in that space.






22. This ubiquitous result describes the outcomes of many trials of events from a wide array of contexts. It says that most results cluster around the average with few results far above or far below average.






23. 1. Find the prime factorizations of each number. To find the prime factorization one method is a factor tree where you begin with any two factors and proceed by dividing the numbers until all the ends are prime factors. 2. Star factors which are shar






24. Topological objects are categorized by their _______ (number of holes). The genus of a surface is a feature of its global topology.






25. If a is any whole number - then a






26. If a = b then






27. Means approximately equal.






28. In the expression 3






29. Let a - b - and c represent whole numbers. Then - (a + b) + c = a + (b + c).






30. A + 0 = 0 + a = a






31. The answer to the question of why the primes occur where they do on the number line has eluded mathematicians for centuries. Gauss's Prime Number Theorem is perhaps one of the most famous attempts to find the 'pattern behind the primes.'






32. Says that when a random process - such as dropping marbles through a Galton board - is repeated many times - the frequencies of the observed outcomes get increasingly closer to the theoretical probabilities.






33. If on a surface there is no meaningful way to tell an object's orientation (left or right handedness) - the surface is said to be non-orientable.






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






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






36. In this type of geometry the angles of a triangle add up to more than 180 degrees. In such a system - one has to replace the parallel postulate with a version that admits no parallel lines as well as modify Euclid's first two postulates.






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






38. Einstein's famous theory - relates gravity to the curvature of spacetime.






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






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






41. If its final digit is a 0.






42. 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






43. An important part of problem solving is identifying






44. N = {1 - 2 - 3 - 4 - 5 - . . .}.






45. An algebraic 'sentence' containing an unknown quantity.






46. Index p radicand






47. 1. Parentheses (or any grouping symbol {braces} - [square brackets] - |absolute value|)

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48. A point in three-dimensional space requires three numbers to fix its location.






49. 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






50. Does not change the solution set. That is - if a = b - then dividing both sides of the equation by c produces the equivalent equation a/c = b/c - provided c = 0.