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






2. 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.






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






4. If we start with a number x and multiply by a number a - then dividing the result by the number a returns us to the original number x. In symbols - a






5. 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.'






6. 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.






7. This area of mathematics relates symmetry to whether or not an equation has a 'simple' solution.






8. The inverse of multiplication






9. If a represents any whole number - then a






10. We can think of the space between primes as 'prime deserts -' strings of consecutive numbers - none of which are prime.






11. Positive integers are






12. Negative






13. Perform all additions and subtractions in the order presented






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. 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.






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






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






18. A topological invariant that relates a surface's vertices - edges - and faces.






19. ____________ 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






20. The state of appearing unchanged.






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






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






23. 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






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






25. Breaks a complicated signal into a combination of simple sine waves. Fourier synthesis does the opposite - constructing a complicated signal from simple sine waves.






26. A flat map of hyperbolic space.






27. If a - b - and c are any whole numbers - then a






28. 1. Find the prime factorizations of each number.






29. 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.






30. Our standard notions of Pythagorean distance and angle via the inner product extend quite nicely from three-space.






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






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






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






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






35. This step is easily overlooked. For example - the problem might ask for Jane's age - but your equation's solution gives the age of Jane's sister Liz. Make sure you answer the original question asked in the problem. Your solution should be written in






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






37. 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.






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






39. × - ( )( ) - · - 1. Multiply the numbers (ignoring the signs)2. The answer is positive if they have the same signs. 3. The answer is negative if they have different signs. 4. Alternatively - count the amount of negative numbers. If there are an even






40. This famous - as yet unproven - result relates to the distribution of prime numbers on the number line.






41. Writing Mathematical equations - arrange your work one equation






42. If its final digit is a 0.






43. Determines the likelihood of events that are not independent of one another.






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






45. An important part of problem solving is identifying






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






47. A + 0 = 0 + a = a






48. Reveals why we tend to find structure in seemingly random sets. Ramsey numbers indicate how big a set must be to guarantee the existence of certain minimal structures.






49. The amount of displacement - as measured from the still surface line.






50. 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