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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 the expression 3






2. To describe and extend a numerical pattern






3. The system that Euclid used in The Elements






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






5. If its final digit is a 0.






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






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. Whether or not we hear waves as sound has everything to do with their _____________ - or how many times every second the molecules switch from compression to rarefaction and back to compression again - and their intensity - or how much the air is com






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






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






11. A way to extrinsically measure the curvature of a surface by looking at a given point and finding the contour line with the greatest curvature and the contour line with the least curvature.






12. Requirements for Word Problem Solutions.






13. The inverse of multiplication






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






15. 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






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






17. When comparing two whole numbers a and b - only one of three possibilities is true: a < b or a = b or a > b.






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






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






20. 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

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21. Because of the associate property of addition - when presented with a sum of three numbers - whether you start by adding the first two numbers or the last two numbers - the resulting sum is






22. If a is any whole number - then a






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






24. 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






25. A + 0 = 0 + a = a






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






27. Of central importance in Ramsey Theory - and in combinatorics in general - is the 'pigeonhole principle -' also known as Dirichlet's box. This principle simply states that we cannot fit n+1 pigeons into n pigeonholes in such a way that only one pigeo






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






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






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






31. 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 -






32. 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).






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






34. 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.






35. 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






36. A · b = b · a






37. Are the fundamental building blocks of arithmetic.






38. Codifies the 'average behavior' of a random event and is a key concept in the application of probability.






39. 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.






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






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






42. (a · b) · c = a · (b · c)






43. The expression a/b means






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






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






46. If a represents any whole number - then a






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






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. An important part of problem solving is identifying






50. 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)