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Instant Download PDF Prealgebra 6th Edition Blair Test Bank Full Chapter
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MULTIPLE CHOICE. Choose the one alternative that best completes the statement or answers the question.
2) -3m - 6a
A) -3m and 6a B) 3m and 6a C) 3m and -6a D) -3m and -6a
Answer: D
3) -4a + 8x - y
A) -4a, 8x, -y B) 4a, 8x, y C) -4a, 8x D) -4a, 8x, y
Answer: A
4) 4x5 - 3x4 + 2x + 5
A) 4x5 , 3x4 , 2x, 5 B) 4x5 , -3x4, 2x, 5 C) -4x5, -3x4 , -2x, -5 D) 4, -3, 2, 5
Answer: B
7) (4x2 - 6x - 7) + (-2x2 - 6x - 3)
A) 2x2 - 12x - 10 B) -8x2 - 6x - 10 C) 2x4 - 12x2 - 10 D) 2x2 - 6x - 10
Answer: A
1
Simplify.
12) -(-4x + 3)
A) -4x - 3 B) -4x + 3 C) 4x - 3 D) 4x + 3
Answer: C
13) -(8x + 6)
A) -8x - 6 B) 8x - 6 C) -8x + 6 D) 8x + 6
Answer: A
2
Multiply.
23) -10(7x + 11)
A) -70x + 11 B) -180x C) 7x - 110 D) -70x - 110
Answer: D
24) 4x(2x - 4)
A) -8x2 B) 8x2 - 16x C) 8x2 - 4x D) 2x2 - 16x
Answer: B
25) 5(3y2 - 2y + 6)
A) 15y2 - 2y + 6 B) 15y2 + 10y + 30 C) 15y2 - 10y + 30 D) 8y2 + 3y + 11
Answer: C
26) 6z(-6z 2 - 7z - 8)
A) -36z 2 - 42z - 48 B) -36z 3 - 42z 2 - 48z
C) -36z 3 - 7z - 8 D) -36z 3 - 42z 2 - 48
Answer: B
31) -3x(2x - 4y - 9)
A) 6x2 + 12xy + 27x B) -6x2 + 12xy + 27x C) -6x2 - 12xy - 27x D) -6x2 - 4y - 9
Answer: B
32) (a - 5) (a2 + 5a - 7)
A) a 3 - 32a + 35 B) a 3 - 10a 2 - 32a + 35
C) a 3 + 10a 2 + 32a - 35 D) a 3 + 18a - 35
Answer: A
3
33) (6x - 1) (x2 - 4x + 1)
A) 6x3 - 23x2 + 2x - 1 B) 6x3 + 25x2 - 10x + 1
C) 6x3 - 24x2 + 6x + 1 D) 6x3 - 25x2 + 10x - 1
Answer: D
35) (x + 1) (x2 - x + 1)
A) x3 + 2x2 + 2x + 1 B) x3 - 1 C) x3 - 2x2 - 2x - 1 D) x3 + 1
Answer: D
36) (x - 1) (x2 + x + 1)
A) x3 - 2x2 - 2x - 1 B) x3 + 2x2 + 2x + 1 C) x3 - 1 D) x3 + 1
Answer: C
37) (x + 2) (x2 - 2x + 4)
A) x3 - 8 B) x3 + 8 C) x3 + 4x2 + 4x + 8 D) x3 - 4x2 - 4x + 8
Answer: B
38) (x - 7)(x2 + 7x - 9)
A) x3 - 58x + 63 B) x3 - 14x2 - 58x + 63
C) x3 + 14x2 + 58x - 63 D) x3 + 40x - 63
Answer: A
41) (a - 7)(a - 8)
A) a 2 + 15a - 56 B) a2 - 15a + 56 C) 2a + 56 D) 2a 2 - 56
Answer: B
4
43) (b - 1)(b - 3)
A) b2 + 4b - 3 B) b2 - 4b + 3 C) 2b + 3 D) 2b2 - 3
Answer: B
SHORT ANSWER. Write the word or phrase that best completes each statement or answers the question.
51) Lake Regina has 120,000 fewer square feet of surface area than Lake Montrose. Define the variable expression
for the square feet of surface area for Lake Regina using the variable M to represent the square feet of surface
area of Lake Montrose.
Answer: M - 120,000 = square feet of surface area for Lake Regina
52) An Excalibur entertainment console costs $60 less than seven times the cost of a Radex radio. Define the
variable expression for the cost of an Excalibur entertainment console using the variable r to represent the cost
of a Radex radio.
Answer: 7r - 60 = cost of an Excalibur entertainment console
53) The second angle of a triangle is 14° smaller than the first. The third angle is double the size of the first angle.
Define the variable expressions for the second and third angles using the variable x to represent the first angle.
Answer: x - 14 = second angle; 2x = third angle
5
MULTIPLE CHOICE. Choose the one alternative that best completes the statement or answers the question.
55) The height of a flagpole is five times the height of a building. Let b be the height of the building. Give the
difference between the height of the flagpole and the height of the building.
A) 6b B) 4b C) 5b D) 4
Answer: B
56) The height of a box is 9 inches longer than the width. The length is 3 inches shorter than triple the width. Let w
be the width. Give the sum of the height, width, and length.
A) 4w + 6 B) 13w - 3 C) 5w + 6 D) 5w + 12
Answer: C
57) Sam won twice as much playing poker than Ryan. Andy won $10 less than Ryan. Let R represent the amount
Ryan won. Give the sum of Sam's winnings and Ryan's winnings minus the amount Andy won.
A) 2R - 10 B) 3R - 10 C) 2R + 10 D) R + 10
Answer: C
6
64) x5y5 , xy8 , x6 y
A) x11y13 B) xy C) x6 y8 D) x5 y5
Answer: B
72) 2x2 - 6x
A) 2x(x - 3) B) 2x(x - 3x) C) x(2x - 6) D) 2(x2 - 3x)
Answer: A
73) 10x2 - 2x
A) 2(5x2 + x) B) 2(5x2 - x) C) 2x(5x - 1) D) x(10x - 2)
Answer: C
7
75) 3a2 - 15a
A) 15a(a - 1) B) 3a(a - 15a) C) 3a(a - 5) D) 3a(a2 - 5a)
Answer: C
Simplify.
79) -(-7x + 7y - 5)
A) 7x + 7y - 5 B) 7x - 7y + 5 C) -7x + 7y - 5 D) 7x + 7y + 5
Answer: B
81) (10b + 6) - (b - 5)
A) 9b + 1 B) 10b + 11 C) 10b + 1 D) 9b + 11
Answer: D
8
85) (2x2 + 7x - 4) - (-5x2 + 9x + 4) + (-2x2 - 3x - 5)
A) 5x2 - 5x - 13 B) -5x2 + 5x - 13 C) 5x2 + 13x + 5 D) -5x2 - 5x + 13
Answer: A
Multiply.
87) 5b(-6b - 4)
A) -30b2 - 4b B) -50b2 C) -6b2 - 20b D) -30b2 - 20b
Answer: D
89) (z + 4)(z + 8)
A) 2z2 + 32 B) z2 + 12z + 12 C) 2z + 32 D) z 2 + 12z + 32
Answer: D
90) (b + 4)(b - 2)
A) b2 - 2b + 8 B) b2 + 2b - 8 C) 2b - 8 D) 2b2 + 8
Answer: B
93) (x - 5)(x2 + 5x + 3)
A) x3 + 10x2 + 22x + 15 B) x3 - 22x - 15
C) x3 - 10x2 - 22x - 15 D) x3 + 28x + 15
Answer: B
SHORT ANSWER. Write the word or phrase that best completes each statement or answers the question.
9
95) The second angle of a triangle is 9° smaller than the first. The third angle is triple the size of the first angle.
Define the variable expressions for the second and third angles using the variable x to represent the first angle.
Answer: x - 9 = second angle; 3x = third angle
MULTIPLE CHOICE. Choose the one alternative that best completes the statement or answers the question.
Factor.
100) 40x + 20
A) 4(10x + 5) B) 20(2x) C) 5(8x + 4) D) 20(2x + 1)
Answer: D
10
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teacher who feels in her heart a love for every boy and girl, a love that
desires to do the best for them, to build and strengthen their
characters, can not be superficial. It has been said elsewhere, that
whatever increases the confidence of pupils in the teacher lessens the
necessity of outer control, and whatever lessens the confidence
increases the necessity of outer control. This is an important fact and
the teacher cannot too thoroughly study it. It is the teacher who loses
patience with the boy, when he shows the first signs of waywardness,
who fails to attain the ideal in school-room control, who
consequently loses the boy’s confidence, thereby increasing the
difficulty of control. Such a boy, if he is a natural leader, will form a
clique of his own and place himself at its head. He and his clan will
see to it that mischief does not languish in that school. The teacher
wonders why the boy regards her good admonitions so lightly. He
would regard and heed them, if she had not lost his confidence.
What, then, shall the teacher do to regain and keep the faith and
loyalty of every pupil?
No better plan can be given for the primary grades than to tell the
actual experience of one teacher of forty-five boys and girls. Among
these were bad boys, who quarreled, fought, used bad language and
did other things that could not be tolerated in a wellordered school.
One was an only child; she controlled her parents and insisted on
similar privileges in the school-room. By no means were the pupils
well behaved. The teacher studied her problem. In the first week of
school, she bore many annoyances, but she found out who were
leaders and just how annoying the pupils could be, and also what
they were capable of doing. She knew the actual condition of the
room and had laid her plans to win. On the second morning she
entered her room bright and cheery. Before the bell rang she copied a
pleasing and easy little song on the blackboard. As soon as the bell
rang and her pupils were in their seats she told them a very
interesting story, standing as she did so. Her manner was pleasing
and she held the attention of her pupils throughout the story. When
it was finished she turned to the song and said, “Children, let us read
over this song together.” At once she started to read. Many of the
children did not read, but that did not deter her, she read on. When
through, she asked them to read it again with her. This time more
read. At the conclusion, she faced the school and said, “How fine that
was! Do read it again for me!” This time every pupil read because she
had approved their reading and showed pleasure and interest in
what they did. Then she asked them to help her sing. None sang with
her, but that did not daunt her. A second time she sang. A few of the
pupils sang with her, and when through, she exclaimed, “I really did
not know you could sing so well! Why, we must sing often!” She had
won every boy and girl. In fact, they did not know themselves that
they could sing so well. Again they sang. This time every voice
helped. True there were a dozen discords. But what did this teacher
care for discords. They were not evils. It was confidence she was
planting and nurturing. From the song she turned to the work of the
day, but casually she dropped this remark: “I know this will be a
pleasant day. You all look just as though you would do your best.”
Through the day the teacher kept up that spirit of cheerfulness.
She approved and complimented the crude efforts of each one. There
was noise. There were annoyances, but she overlooked them as best
she could. She was working for a larger end. Later, when she found
her plans did not win all of her pupils, she took up each case of the
few remaining wayward ones and disposed of it by individual
treatment.
This teacher planned an autumn outing for her pupils. One bright
afternoon, when the sun silvered the country side, and softened the
red, yellow and golden tints in the forest, she took her flock to the
woods. There were nuts to gather, wild grapes to pick, asters and
goldenrod to gather and garlands of autumn tinted leaves to weave.
Toward evening, she assembled the children about her in a pretty
spot in the woods, and all ate together.
Often she allowed the children to have little play parties at which
she was the leader. She knew no end of “full-of-fun” games; her
pupils never failed to have a good time. She took them out skating.
They had snowballing bouts. Even when she wanted her room
cleaned and redecorated, she invited her pupils to join her in the task
and as they worked away, she wisely directed their efforts.
The teacher who is tactful can think of a hundred and one things to
do to please and win her pupils.
All such affairs must be given to the pupils as expressions of the
teacher’s good will. There must be that attitude toward the pupils
that indicates to them the teacher’s love for them and her interest
and consideration for them. Among such fortunate pupils there will
be no hostile ringleaders. All will readily accede to the teacher’s
wishes, because she lives with them and for them. Such a teacher
keeps her pupils busy with those things that they enjoy doing; they
have no time to think of other things, than what the teacher plans for
them.
The teacher who follows this course will be the “ringleader.” She,
too, will be the one whom the pupils unconsciously will imitate and
follow.
CONSTRUCTIVE TREATMENT
COMMENTS
CONSTRUCTIVE TREATMENT
COMMENTS
Such situations as faced Mr. Frank in the oil town are growing less
common as time passes; in frontier towns they occurred frequently.
Sometimes they occur still; and blessed is that school whose teacher,
in such a crisis, possesses quick wits, a knowledge of psychology, and
dauntless courage.
Mr. Frank did well to check the pupils as he did, when once the
school had reached the state of insubordination indicated in the story
above, but he was very seriously at fault in allowing the school to
reach that stage. His arbitrary handling of the situation undoubtedly
was a victory, but it was the kind of victory which assuredly would
breed contempt and resentment and plotting to “get even” with the
man who had tricked the pupils into an extra half day of study.
In depriving the pupils of what they regarded as a great privilege
he should have had a substitute plan which would have eased
somewhat the disappointment of the pupils. In this plan he should
have retained his rightful place as leader and thus by coöperating
heartily in the pleasure of the pupils, should have fully demonstrated
to them that he desired only their welfare.
So regulating a school as to prevent a crisis is a higher type of
administrative ability than allowing crises to come, and then meeting
them with drastic measures, even though they seemed successful.
Occasionally it happens, even in good schools, that a student
commits an act so serious as to justify his being turned over to the
juvenile or other court. In such a case the principal may sometimes
find it to his advantage to coöperate with the court in trying to
reclaim an unusually bad and daring boy.
CONSTRUCTIVE TREATMENT