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






2. The surface of a standard 'donut shape'.






3. If a = b then






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






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






6. A · 1 = 1 · a = a






7. Negative






8. 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.






9. Is the shortest string that contains all possible permutations of a particular length from a given set.






10. Positive integers are






11. Add and subtract






12. 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.






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


14. 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.'






15. Index p radicand






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






17. 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)






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






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






20. A · 1/a = 1/a · a = 1






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






22. The expression a/b means






23. 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






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






25. 1. Any two points can be joined by a straight line. 2. Any straight line segment can be extended indefinitely in a straight line. 3. Given any straight line segment - a circle can be drawn having the segment as radius and one endpoint as center. 4. A


26. An important part of problem solving is identifying






27. In the expression 3






28. A graph in which every node is connected to every other node is called a complete graph.






29. 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).






30. 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.'






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






32. Requirements for Word Problem Solutions.






33. 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






34. Multiplication is equivalent to






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






36. Are the fundamental building blocks of arithmetic.






37. The multitude concept presented numbers as collections of discrete units - rather like indivisible atoms.






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






39. A






40. If its final digit is a 0.






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






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


43. If grouping symbols are nested






44. 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.






45. Means approximately equal.






46. 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.






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






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






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






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