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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 a - b - and c are any whole numbers - then a






2. Mathematical statement that equates two mathematical expressions.






3. Positive integers are






4. Also known as 'clock math -' incorporates 'wrap around' effects by having some number other than zero play the role of zero in addition - subtraction - multiplication - and division.






5. The study of shape from an external perspective.






6. Is a path that visits every node in a graph and ends where it began.






7. In any ratio of two whole numbers - expressed as a fraction - we can interpret the first (top) number to be the 'counter -' or numerator






8. A(b + c) = a · b + a · c a(b - c) = a · b - a · c






9. TA model of a sequence of random events. Each marble that passes through the system represents a trial consisting of as many random events as there are rows in the system.






10. A whole number (other than 1) is a _____________ if its only factors (divisors) are 1 and itself. Equivalently - a number is prime if and only if it has exactly two factors (divisors).






11. Adding the same quantity to both sides of an equation - if a = b - then adding c to both sides of the equation produces the equivalent equation a + c = b + c.






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






13. 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






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






15. An instrument's _____ - the sound it produces - is a complex mixture of waves of different frequencies.






16. A '___________' infinite set is one that can be put into one-to-one correspondence with the set of natural numbers.






17. A






18. The whole number zero is called the additive identity. If a is any whole number - then a + 0 = a.






19. A + b = b + a






20. This result relates conserved physical quantities - like conservation of energy - to continuous symmetries of spacetime.

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21. If a is any whole number - then a






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. Has no factors other than 1 and itself






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






25. A way to measure how far away a given individual result is from the average result.






26. 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






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






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






29. If a = b then






30. A + (-a) = (-a) + a = 0






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






32. If a = b then






33. If a whole number is not a prime number - then it is called a...






34. Two equations if they have the same solution set.






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






36. All integers are thus divided into three classes:






37. 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.






38. (a






39. Non-Euclidean geometries abide by some - but not all of Euclid's five postulates.






40. (a · b) · c = a · (b · c)






41. A flat map of hyperbolic space.






42. Assuming that the air is of uniform density and pressure to begin with - a region of high pressure will be balanced by a region of low pressure - called rarefaction - immediately following the compression






43. The four-dimensional analog of the cube - square - and line segment. A hypercube is formed by taking a 3-D cube - pushing a copy of it into the fourth dimension - and connecting it with cubes. Envisioning this object in lower dimensions requires that






44. The cardinality of sets that cannot be put into one-to-one correspondence with the counting numbers - such as the set of real numbers - is referred to as c. The designations A_0 and c are known as 'transfinite' cardinalities.






45. In this type of geometry the angles of a triangle add up to less than 180 degrees. In such a system - one has to replace the parallel postulate with a version that admits many parallel lines.






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






47. The expression a^m means a multiplied by itself m times. The number a is called the base of the exponential expression and the number m is called the exponent. The exponent m tells us to repeat the base a as a factor m times.






48. An equation is a numerical value that satisfies the equation. That is - when the variable in the equation is replaced by the solution - a true statement results.






49. The identification of a 'one-to-one' correspondence--enables us to enumerate a set that may be difficult to count in terms of another set that is more easily counted.






50. Is a symbol (usually a letter) that stands for a value that may vary.