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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. 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






2. To describe and extend a numerical pattern






3. Use parentheses - brackets - or curly braces to delimit the part of an expression you want evaluated first.






4. Aka The Osculating Circle - a way to measure the curvature of a line.






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






6. A flat map of hyperbolic space.






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






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






9. 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.






10. 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 -






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






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






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






14. ____________ 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






15. If a = b then






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






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






18. 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






19. (a · b) · c = a · (b · c)






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






21. (a






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






23. 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.






24. A way to analyze sequences of events where the outcomes of prior events affect the probability of outcomes of subsequent events.






25. Has no factors other than 1 and itself






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






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






28. Negative






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






30. 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






31. 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.






32. A · 1/a = 1/a · a = 1






33. An important part of problem solving is identifying






34. 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.






35. 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).






36. If a is any whole number - then a






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






38. If a represents any whole number - then a






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






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






41. An arrangement where order matters.






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






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






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






45. Used to display measurements. The measurement was taken is placed on the horizontal axis - and the height of each bar equals the amount during that year.






46. 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.






47. 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.'






48. In some ways - the opposite of a multitude is a magnitude - which is ___________. In other words - there are no well defined partitions.






49. Instruments produce notes that have a fundamental frequency in combination with multiples of that frequency known as partials or overtones






50. 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.