About Pacent Learning Solutions, Inc.pacent.org/cst/pdf/M7_CST_Prep_Demo.pdfAbout Pacent Learning Solutions, Inc. Our mission is to improve the quality of math programs in California

About Pacent Learning Solutions, Inc.

Our mission is to improve the quality of math programs in California schools. We are committed to supporting schools and teachers delivering educational solutions designed to meet student needs. Our solutions are founded upon a collaborative process that result in a well defined common curriculum supported by spiraling “free response” weekly formative assessments and web based progress monitoring. Truly formative assessment needs to do more than just identify where improvement is needed. It needs to provide opportunities for intervention and opportunities to re-assess. Our program provides every student 3 opportunities on each concept so they have an opportunity to identify and address their mistakes. Communication is a key to improvement. Our web based progress monitoring tools are designed to inform the teacher, parent, and student on where improvement is needed, but also provide resources to address areas of need on a class and individual level and show student improvement on specific concepts. We believe that if we can align administration, teachers, parents, and students toward the same goals, that student achievement will increase dramatically and teaching will be more satisfying.

If you like some of the lesson design elements in this Strategic CST Review, and/or you are interested in learning more about our core programs we invite you to visit us on the web.

www.pacent.org

Copyright©2009 by Pacent Learning Solutions, Inc All rights reserved.

No part of this book may be reproduced in any form without written permission from the publisher.

Printed in the United States of America

Demo

Focus 1

Math 7 CST Prep Table of Contents

Focus Lesson Lesson Standards Strategic Standard Build Page Response Form

1 1 AF 4.1 NS 1.2, NS 2.5, AF 1.3, PS 1.3 ……… 1 – 2 41

2 AF 4.1 NS 1.2, NS 2.5, AF 1.3, PS 1.3 ……… 3 – 4 42

3 AF 4.1 NS 1.2, NS 2.5, AF 1.3, PS 1.3 ……… 5 – 6 43

4 AF 4.1 NS 1.2, NS 2.5, AF 1.3, PS 1.3 ……… 7 – 8 44

2 1 MG 1.3 NS 1.5, NS 1.7, AF 4.1, MG 3.3 ……… 9 – 10 45

2 MG 1.3 NS 1.5, NS 1.7, AF 4.1, MG 3.3 ……… 11 – 12 46

3 AF 4.2 NS 1.4, NS 1.7, AF 4.1, MG 3.3 ……… 13 – 14 47

4 AF 4.2 NS 1.4, NS 1.7, AF 4.1, MG 3.3 ……… 15 – 16 48

3 1 NS 1.5 NS 1.2, AF 1.3, AF 2.1, AF 3.3 ……… 17 – 18 49

2 NS 1.6, NS 1.7 NS 1.2, AF 1.3, AF 2.1, AF 3.3 ……… 19 – 20 50

3 NS 1.7 NS 1.2, AF 1.3, AF 2.2, AF 3.3 ……… 21 – 22 51

4 NS 1.7 NS 1.2, AF 1.3, AF 2.2, AF 3.3 ……… 23 – 24 52

4 1 NS 2.3, AF 2.1 NS 1.7, AF 3.3, AF 4.1, AF 4.2 ……… 25 – 26 53

2 NS 2.1, AF 2.2 NS 1.7, AF 3.3, AF 4.1, AF 4.2 ……… 27 – 28 54

3 NS 2.3, AF 2.1 NS 1.7, AF 3.3, AF 4.1, AF 4.2 ……… 29 – 30 55

4 NS 1.1 NS 1.7, AF 3.3, AF 4.1, AF 4.2 ……… 31 – 32 56

5 1 NS 2.4 NS 1.2, NS 2.3, AF 1.3, PS 1.3 ……… 33 – 34 57

2 MG 3.3 NS 1.2, NS 2.3, AF 1.3, PS 1.3 ……… 35 – 36 58

3 MG 3.3 NS 1.2, NS 2.3, AF 1.3, PS 1.3 ……… 37 – 38 59

4 MG 5.4 NS 1.2, NS 2.3, AF 1.3, PS 1.3 ……… 39 – 40 60

Pacent Learning Solutions, Inc.

i www.pacent.org

Stra

tegi

c C

ST R

evie

w

Pu

rpo

se

The

purp

ose

of t

he P

acen

t CST

Rev

iew

Pr

ogra

m is

to

pr

ovid

e st

uden

ts

with

a m

eani

ngfu

l re

view

of

th

e m

ost

impo

rtan

t co

ncep

ts

taug

ht

during

th

e ye

ar.

This

en

sure

s th

at

stud

ents

en

gage

CST

cont

ent

prio

r to

of

ficia

l te

stin

g an

d ha

ve

perf

orm

ance

in

form

atio

n th

at

can

be

used

fo

r bo

th

indi

vidu

al

and

prog

ram

-wid

e im

prov

emen

t.

The

Str

ateg

ic

CST

revi

ew is

com

pris

ed o

f tw

o m

ain

elem

ents

: (1

) th

e Str

ateg

ic S

tand

ard

Bui

ld (

SSB)

and,

(2)

the

Foc

us L

esso

n.

Reco

mm

en

ded

Use

Th

is p

rogr

am i

s de

sign

ed a

s a

supp

lem

ent

to

the

core

in

stru

ctio

nal

prog

ram

.

The

SSB e

lem

ent

can

subs

titu

te t

he

regu

lar

daily

w

arm

-up.

H

owev

er,

the

Focu

s le

sson

el

emen

t is

no

t a

repl

acem

ent

for

your

co

re

inst

ruct

iona

l pr

ogra

m.

M

ost

inst

ruct

iona

l pr

ogra

ms

are

not

pace

d to

al

low

fo

r 5

wee

ks

of

revi

ew.

Th

e Str

ateg

ic

CST

revi

ew

less

ons

can

be

used

af

ter

scho

ol w

ith

a ta

rget

ed g

roup

of

stud

ents

, in

a s

hado

w c

lass

, as

extr

a cr

edit

to

be

wor

ked

at

hom

e or

with

a tu

tor,

etc

.

Pro

gra

m O

verv

iew

Pa

cent

Lea

rnin

g Sol

utio

ns h

as

deve

lope

d a

Str

ateg

ic

CST

revi

ew t

hat

empl

oys

a ba

lanc

ed

appr

oach

to

expo

sing

stu

dent

s to

qu

estion

fo

rmat

an

d di

ffic

ulty

with

effe

ctiv

e co

ncep

t de

velo

pmen

t.

The

adva

ntag

e to

us

ing

the

Pace

nt S

trat

egic

CST

revi

ew i

s th

at

it

targ

ets

spec

ific

stan

dard

s an

d pr

ovid

es l

esso

ns

that

ar

e de

sign

ed to

in

crea

se

conc

eptu

al

unde

rsta

ndin

g,

not

just

pra

ctic

e fil

ling

in b

ubbl

es.

Mos

t CST

prep

arat

ion

prod

ucts

do

lit

tle

mor

e th

an

prov

ide

moc

k CST

ques

tion

s an

d an

swer

sh

eets

.

They

la

ck

a st

rate

gic

focu

s or

ins

truc

tion

al

elem

ent.

Pac

ent

focu

s le

sson

s ar

e de

sign

ed t

o be

int

erac

tive

. Th

e te

ache

r gu

ides

st

uden

ts

thro

ugh

a se

ries

of

stra

tegi

cally

se

lect

ed

prob

lem

se

ts

whi

ch

incr

ease

in

va

riet

y an

d di

ffic

ulty

.

Each

fo

cus

less

on

seri

es

is

acco

mpa

nied

by

a

Str

ateg

ic S

tand

ard

Bui

ld (

SSB).

Th

e SSB s

erve

s as

a w

arm

-up,

w

hich

pro

vide

s st

uden

ts w

ith

a si

mila

r pr

oble

m

set

for

4

cons

ecut

ive

days

, -a

llow

ing

them

to

pr

actice

a

vari

ety

of

repr

esen

tation

s of

str

ateg

ical

ly

sele

cted

st

anda

rds

over

a

mul

ti-d

ay p

erio

d.

The

Pace

nt p

rogr

am

emph

asiz

es:

1.

Gra

de le

vel m

ath

conc

ept

deve

lopm

ent

2.

Rel

atio

nshi

ps b

etw

een

conc

epts

3.

Gen

eral

tes

t ta

king

st

rate

gies

4.

Not

e ta

king

ski

lls &

stu

dy

habi

ts

Pro

gra

m C

om

po

nen

ts

The

Pace

nt

Str

ateg

ic

CST

Rev

iew

Pr

ogra

m

is

com

pris

ed

of

five

focu

s le

sson

se

ries

.

Each

foc

us l

esso

n se

ries

has

4

focu

s le

sson

s.

Each

fo

cus

less

on

is

com

pris

ed

of

the

follo

win

g el

emen

ts:

The

Str

ate

gic

S

tan

dard

B

uil

d

(SS

B)

elem

ent

serv

es a

s bo

th a

w

arm

-up

and

a le

sson

cl

ose.

Ea

ch

stra

tegi

c Sta

ndar

d Bui

ld

last

s 4

days

with

clus

ters

of

the

sam

e or

sim

ilar

stan

dard

s.

The

prob

lem

s bu

ild i

n bo

th v

arie

ty

and

diffic

ulty

ov

er

the

4 da

y pe

riod

.

Stu

dent

re

spon

ses

incl

ude

both

fre

e re

spon

se a

nd

mul

tipl

e ch

oice

.

The

Focu

s Le

sso

n

seri

es

is

com

pris

ed

of

4 fo

cus

less

ons

desi

gned

to

prov

ide

a re

view

of

the

conc

epts

as

soci

ated

w

ith

the

mos

t im

port

ant

stan

dard

s on

th

e CST.

Th

ese

are

open

re

spon

se

less

ons

inte

nded

to

em

phas

ize

the

mat

h co

ncep

ts

and

proc

esse

s fo

r so

lvin

g pr

oble

ms.

Ev

ery

prob

lem

has

co

mpl

ete

step

-by-

step

so

lution

s av

aila

ble

for

free

on

the

Pace

nt

web

si

te.

ww

w.p

ace

nt.

org

/C

ST

/S

olu

tion

s

Pro

gra

m o

rgan

izati

on

Ea

ch le

sson

is c

ompr

ised

of

Four

ele

men

ts a

nd f

our

elem

ents

: 1.

D

oubl

e pa

ge le

sson

spr

ead

(pgs

. 1

– 40

) in

clud

ing:

•

SSB w

arm

-up

&

com

pani

on w

ork

spac

e •

Focu

s le

sson

pro

blem

set

&

com

pani

on n

otes

se

ctio

n

2.

Add

itio

nal M

ultipl

e Cho

ice

Prac

tice

(pg

s. 4

1 –

60)

3.

Bub

ble

in a

nsw

er s

heet

(b

ack

cove

r)

4.

Ste

p-by

-ste

p so

lution

s on

th

e Pa

cent

web

site.


ii www.pacent.org

http://www.pacent.org/CST/Solutions�

Str

ate

gic

CS

T R

evi

ew L

ess

on

Learn

ing

Pro

cess

? P

hase

1-

Warm

-up

(S

SB

)

Stu

dent

s en

gage

4

CST-

lik

e qu

estion

s to

ope

n ev

ery

less

on.

N

otic

e th

at n

o m

ultipl

e ch

oice

so

lution

set

s ar

e pr

ovid

ed.

On

the

first

pa

ss,

stud

ents

so

lve

the

prob

lem

s an

d sh

ow

all

wor

k in

the

spa

ce p

rovi

ded

on

the

oppo

site

pa

ge.

See

di

agra

m

Ph

ase

2-

Focu

s Le

sso

n

Nex

t, s

tude

nts

enga

ge w

ith

the

Focu

s Le

sson

.

This

le

sson

re

quir

es

teac

her

mod

elin

g on

th

e “W

e D

o”

prob

lem

s,

then

pr

ovid

e a

prob

lem

se

t fo

r st

uden

ts

to

wor

k on

in

depe

nden

tly.

Ans

wer

s to

thi

s se

ctio

n ar

e pr

ovid

ed

in

the

teac

her

man

ual,

but

fully

w

orke

d so

lution

s ar

e av

aila

ble

on t

he w

eb s

ite.

ww

w.m

ypace

nt.

org

/C

ST

/S

olu

tio

ns

Ph

ase

3-

Mu

ltip

le c

ho

ice

pra

ctic

e (

SS

B)

The

less

on cl

oses

by

br

ingi

ng

atte

ntio

n ba

ck t

o th

e w

arm

-up

prob

lem

s.

The

top

4 bo

xes

prov

ide

mul

tipl

e ch

oice

opt

ions

to

th

e or

igin

al

war

m-u

p qu

estion

s fr

om P

hase

1 p

lus

an

addi

tion

al 4

new

pro

blem

s th

at

are

sim

ilar

to th

ose

from

th

e w

arm

-up.

N

ote

that

th

e CST

resp

onse

for

ms

page

s ar

e no

t lo

cate

d w

ith

the

focu

s le

sson

s.

They

sta

rt o

n pa

ge 4

1.

Ph

ase

4-C

heck

an

swers

&

track

pro

gre

ss:

Last

ly,

ther

e is

a b

ubbl

e sh

eet

on t

he b

ack

of t

he t

est

book

let

whe

re

stud

ents

ca

n re

cord

th

eir

answ

ers

and

trac

k th

eir

Prog

ress

. Fi

nd y

our

mis

take

s by

che

ckin

g fu

ll so

lution

s on

the

web

.

ww

w.m

ypace

nt.

org

/C

ST

/S

olu

tio

n

2

− − −+

2

2

545

5(9)

5(3

)(3

)

t t tt

Ope

n R

espo

nse

Stud

ent

note

s

• Lo

ok f

or c

omm

on

fact

ors

Focu

s

Less

on

1 3

Che

ck w

ith

step

-by-

step

solu

tion

s on

the

web

Rec

ord

4


iii www.pacent.org

Math 7 CST Prep SSB Coverage of CST Focus Lesson Coverage of CST Total Coverage of CST

66% 52% 75%

STD. Blue Print Standard Description Strategic Standard

Build Focus Lesson

NS 1.1 1 Read, write, and compare rational numbers in scientific notation (positive and negative powers of 10) with approximate numbers using scientific notation.

4.4 Focus 4

NS 1.2 4 Add, subtract, multiply, and divide rational numbers (integers, fractions, and terminating decimals) and take positive rational numbers to whole-number powers.

12 1.1 1.2 1.3 1.4 3.1 3.2 3.3 3.4 5.1 5.2 5.3 5.4

NS 1.3 1 Convert fractions to decimals and percents and use these representations in estimations, computations, and applications. 3.1 Focus 3

NS 1.4 1 Differentiate between rational and irrational numbers 2 4.3 4.4

NS 1.5 1 Know that every rational number is either a terminating or repeating decimal and be able to convert terminating decimals into reduced fractions.

2 4.1 4.2 3.1 Focus 3

NS 1.6 1 Calculate the percentage of increases and decreases of a quantity. 3.2 Focus 3

NS 1.7 5 Solve problems that involve discounts, markups, commissions, and profit and compute simple and compound interest. 8 2.1 2.2 2.3 2.4

4.1 4.2 4.3 4.4 3.3 3.4 Focus 3

NS 2.1 1 Understand negative whole-number exponents. Multiply and divide expressions involving exponents with a common base. 1 3.3 4.2 Focus 4

NS 2.2 1 Add and subtract fractions by using factoring to find common denominators.

NS 2.3 3 Multiply, divide, and simplify rational numbers by using exponent rules. 4 5.1 5.2 5.3 5.4 4.1

4.3 Focus 4

NS 2.4 1 Use the inverse relationship between raising to a power and extracting the root of a perfect square integer; for an integer that is not square, determine without a calculator the two integers between which its square root lies and explain why.

5.1 Focus 5

NS 2.5 2 Understand the meaning of the absolute value of a number; interpret the absolute value as the distance of the number from zero on a number line; and determine the absolute value of real numbers.

4 1.1 1.2 1.3 1.4

AF 1.1 1 Use variables and appropriate operations to write an expression, an equation, an inequality, or a system of equations or inequalities that represents a verbal description.

AF 1.2 1 Use the correct order of operations to evaluate algebraic expressions such as 3(2x + 5)2.

AF 1.3 5 Simplify numerical expressions by applying properties of rational numbers (e.g., identity, inverse, distributive, associative, commutative) and justify the process used.

12 1.1 1.2 1.3 1.4 3.1 3.2 3.3 3.4 5.1 5.2 5.3 5.4

AF 1.4 1/3 Use algebraic terminology (e.g., variable, equation, term, coefficient, inequality, expression, constant) correctly.

AF 1.5 2/3 Represent quantitative relationships graphically and interpret the meaning of a specific part of a graph in the situation represented by the graph.

AF 2.1 1 Interpret positive whole-number powers as repeated multiplication and negative whole-number powers as repeated division or multiplication by the multiplicative inverse. Simplify and evaluate expressions that include exponents.

2 3.1 3.2 4.1 4.3 Focus 4

AF 2.2 1 Multiply and divide monomials; extend the process of taking powers and extracting roots to monomials when the latter results in a monomial with an integer exponent.

1 3.4 4.2 Focus 4

AF 3.1 2/3 Graph functions of the form y = nx2 and y = nx3 and use in solving problems.

AF 3.2 1/3 Plot the values from the volumes of three-dimensional shapes for various values of the edge lengths

AF 3.2 1/3 Plot the values from the volumes of three-dimensional shapes for various values of the edge lengths

AF 3.3 2 Graph linear functions, noting that the vertical change (change in y-value) per unit of horizontal change (change in x-value) is always the same and know that the ratio (“rise over run”) is called the slope of a graph.

8 2.1 2.2 2.3 2.4 4.1 4.2 4.3 4.4


iv www.pacent.org

Math 7 CST Prep STD. Blue

Print Standard Description Strategic Standard Build

Focus Lesson

AF 3.4 2 Plot the values of quantities whose ratios are always the same (e.g., cost to the number of an item, feet to inches). Fit a line to the plot and understand that the slope of the line equals the quantities.

Embedded in Focus 2

AF 4.1 5 Solve two-step linear equations and inequalities in one variable over the rational numbers, interpret the solution or solutions in the context from which they arose, and verify the reasonableness of the results.

8 2.1 2.2 2.3 2.4 4.1 4.2 4.3 4.4

1.1 1.2 1.3 1.4

Focus 1

AF 4.2 5 Solve multistep problems involving rate, average speed, distance, and time or a direct variation. 4 4.1 4.2 4.3 4.4 2.3

2.4 Focus 2

MG 1.1 2/3 Compare weights, capacities, geometric measures, times, and temperatures within and between measurement systems

MG 1.2 1/3 Construct and read drawings and models made to scale.

MG 1.3 3 Use measures expressed as rates (e.g., speed, density) and measures expressed as products (e.g., person-days) to solve problems; check the units of the solutions; and use dimensional analysis to check the reasonableness of the answer.

2.1 2.2 Focus 2

MG 2.1 1/3 Use formulas routinely for finding the perimeter and area of basic two-dimensional figures and the surface area and volume of basic three-dimensional figures, including rectangles, parallelograms, trapezoids, squares, triangles, circles, prisms, and cylinders.

MG 2.2 1/3 Estimate and compute the area of more complex or irregular two- and three-dimensional figures by breaking the figures down into more basic geometric objects.

MG 2.3 1/3

Compute the length of the perimeter, the surface area of the faces, and the volume of a three-dimensional object built from rectangular solids. Understand that when the lengths of all dimensions are multiplied by a scale factor, the surface area is multiplied by the square of the scale factor and the volume is multiplied by the cube of the scale factor.

MG 2.4 1/3 Relate the changes in measurement with a change of scale to the units used

MG 3.1 1/3 Identify and construct basic elements of geometric figures (e.g., altitudes, midpoints, diagonals, angle bisectors, and perpendicular bisectors; central angles, radii, diameters, and chords of circles) by using a compass and straightedge.

MG 3.2 1/3 Understand and use coordinate graphs to plot simple figures, determine lengths and areas related to them, and determine their image under translations and reflections.

MG 3.3 4 Know and understand the Pythagorean theorem and its converse and use it to find the length of the missing side of a right triangle and the lengths of other line segments and, in some situations, empirically verify the Pythagorean theorem by direct measurement.

4 2.1 2.2 2.3 2.4 5.2 5.3 Focus 5

MG 3.4 2 Demonstrate an understanding of conditions that indicate two geometrical figures are congruent and what congruence means about the relationships between the sides and angles of the two figures.

5.4 Focus 5

MG 3.5 0 Construct two-dimensional patterns for three-dimensional models, such as cylinders, prisms, and cones.

MG 3.6 1 Identify elements of three-dimensional geometric objects (e.g., diagonals of rectangular solids) and describe how two or more objects are related in space (e.g., skew lines, the possible ways three planes might intersect).

PS 1.1 1 Know various forms of display for data sets, including a stem-and-leaf plot or box-and- whisker plot; use the forms to display a single set of data or to compare two sets of data.

Embedded in PS 1.3

PS 1.2 1 Represent two numerical variables on a scatter plot and informally describe how the data points are distributed and any apparent relationship that exists between the two variables (e.g., between times spent on homework and grade level).

PS 1.3 3 Understand the meaning of, and be able to compute, the minimum, the lower quartile, the median, the upper quartile, and the maximum of a data set.

12 1.1 1.2 1.3 1.4 3.1 3.2 3.3 3.4 5.1 5.2 5.3 5.4


V www.pacent.org

Math 7 Focus 1.1 Strategic Standard Build

1) 12 7 3 5− − − =

3) Which property is illustrated below? 5 + (-5) = 0

NS 2.5* AF 1.3*

2) × =4 45

4) What is the median of the box-and-whisker plot below?

NS 1.2* PS 1.3*

Lesson Objective: You will be able to solve one-step equations.

1-Step Equations

We Do: Solve for the unknown variable.

I) x – 12 = -19 II) x 164

− =

You Do: Solve for the unknown variable.

III) 9 + n = -22 IV) 4n = -52 V) x 153

− = −


VI) x – 19 = -32 VII) x 126

− = VIII) 6x 48− = −

80 120 100 60

CST TEST PREP

AF 4.1*


1 www.pacent.org

Student Work

1)

3)

2)

4)

Lesson Notes:


2 www.pacent.org


1) 5 8 10 4− − − =

3) Which property is illustrated below? 4(3 × 7) = (4 × 3)7

NS 2.5* AF 1.3*

2) The length of 1 skateboard is 23

of a

meter. How many meters would 5

skateboards placed end to end be?


NS 1.2* PS 1.3*

Lesson Objective: You will be able to solve two-step equations.

2-Step Equations


I) 4x – 11 = 37 II) 12 – 6n = -18


III) -4x – 11 = 25 IV) 16 – 3z = 7 V) 4 – n = -28

40 60 50 30

CST TEST PREP

AF 4.1*


3 www.pacent.org

Student Work

1)

3)

2)

4)

Lesson Notes:


4 www.pacent.org


1) 12 17 5 3− − + − =

3) Which property is illustrated below? -2(3x + 7) = -6x – 14

NS 2.5* AF 1.3*

2) A recipe for 1 batch of snicker doodles

requires 34

of a tablespoon of cinnamon.

How many tablespoons of cinnamon is

needed for 6 batches of snicker doodles?


NS 1.2* PS 1.3*

Lesson Objective: You will be able to solve two-step equations.

2-Step Equations


I) − =x 3 134

II) =n12 - 253


III) + =x5 172

IV) + = −x 4 115

V) − − =x5 163

40 60 50 30

CST TEST PREP

AF 4.1*


5 www.pacent.org

Student Work

1)

3)

2)

4)

Lesson Notes:


6 www.pacent.org


1) 8 3 4 10− − − − =

3) Which property is illustrated below? 3 4 125 4 20• =

NS 2.5* AF 1.3*

2) 1 3 312 4 8+ + =


NS 1.2* PS 1.3*

Lesson Objective: You will be able to solve two-step inequalities.

2-Step Inequalities

We Do: Solve the inequalities below.

I) 3x – 5 ≤ 13 II) x 5 192+ > −

You Do: Solve the inequalities below.

III) 6 – 5n ≥ -39 IV) x 5 62

− + ≤ − V) 7x – 3 > 53

50 70 60 40

CST TEST PREP

AF 4.1*


7 www.pacent.org

Student Work

1)

3)

2)

4)

Lesson Notes:


8 www.pacent.org

Focus 1.1 Response Form Strategic Standards Build: Multiple Choices

1) A) 7

B) -7

C) 3

D) -3

3) A) Associative Property of Addition

B) Additive Inverse

C) Distributive Property

D) Additive Identity

2) A) 1620

B) 125

C) 135

D) 420

4) A) 81

B) 105

C) 85

D) 101

Additional Practice

5) Which expression is closest to 7? A) 12−

B) 10

C) 8−

D) 9

7) Which property is illustrated below?

xy + xz = x(y + z) A) Associative Property of Addition

B) Commutative Property of Addition



NS 2.5* AF 1.3*

6) 3 54× =

A) 334

B) 344

C) 153

D) 15

8) Tom ran for the following minutes during the last 5 days: 32, 45, 25, 30, 50. What is the median number of minutes Tom ran during those 5 days?

A) 45

B) 25

C) 30

D) 32

NS 1.2* PS 1.3*


41 www.pacent.org


1) A) 9

B) -9

C) 3

D) -3

3) A) Associative Property of Multiplication

B) Inverse Property of Multiplication


D) Multiplicative Identity

2) A) 243

B) 215

C) 1015

D) 133

4) A) 32

B) 44

C) 50

D) 42

Additional Practice

5) Which expression is closest to 12? A) 9

B) 15−

C) 14−

D) 18


3 55 3

= 1

A) Associative Property of Multiplication




NS 2.5* AF 1.3*

6) A recipe for 1 batch of oatmeal cookies

requires 35

of a cup of sugar. How many

cups of sugar will be needed for 4 batches of

oatmeal cookies?

A) 320

B) 1220

C) 225

D) 122

8) Ryan threw the javelin 5 times at the local track meet. His distances were: 68, 75, 81, 78 and 72 feet. What is the median distance of Ryan’s javelin throws?

A) 72

B) 73.5

C) 76.5

D) 75

NS 1.2* PS 1.3*


42 www.pacent.org


1) A) 7

B) -7

C) -3

D) 3

3) A) Associative Property of Addition

B) Inverse Property of Addition



2) A) 18

B) 142

C) 1824

D) 143

4) A) 32

B) 34

C) 38

D) 39

Additional Practice

5) Which expression has the smallest value? A) 5−

B) 7

C) 14−

D) 8


-4(3x + 5) = -4(5 + 3x) A) Associative Property of Addition

B) Inverse Property of Addition


D) Commutative Property of Addition

NS 2.5* AF 1.3*

6) A recipe for 1 batch of macaroon cookies

requires 56

of a cup of sugar. How many

cups of sugar will be needed for 3 batches

of macaroon cookies?

A) 5

B) 1518

C) 122

D) 126

8) The temperature of the last 6 days in degree Fahrenheit are 76°, 84°, 92°, 88°, 91° and 80°. What is the median temperature of the last 6 days?

A) 88°

B) 90°

C) 86°

D) 84°

NS 1.2* PS 1.3*


43 www.pacent.org


1) A) -1

B) 11

C) -11

D) 1

3) A) Associative Property of Multiplication



D) Identity Property of Multiplication

2) A) 112

B) 528

C) 7114

D) 718

4) A) 39

B) 42

C) 56

D) 60

Additional Practice

5) Which expression has the largest value? A) 15−

B) 12

C) 8 10− +

D) 17−


( )1 6x 82

− = 3x – 4

A) Associative Property of Multiplication




NS 2.5* AF 1.3*

6) Dave made a snack mix using the ingredients listed below.

What is the total amount of all four ingredients?

A) 124

cups

B) 122

cups

C) 324

cups

D) 3 cups

8) Jason ran for the following minutes during the last 4 days: 32, 40, 47, 30. What is the median number of minutes Jason ran during those 4 days?

A) 30

B) 32

C) 36

D) 40

NS 1.2* PS 1.3*

112

cups granola 34

cups peanuts

12

cups raisins 14

cups chocolate


44 www.pacent.org

1)

1)

1)

1)

1)

1)

1)

1)

2)

2)

2)

2)

2)

2)

2)

2)

3)

3)

3)

3)

3)

3)

3)

3)

4)

4)

4)

4)

4)

4)

4)

4)

5)

5)

5)

5)

5)

5)

5)

5)

6)

6)

6)

6)

6)

6)

6)

6)

7)

7)

7)

7)

7)

7)

7)

7)

8)

8)

8)

8)

8)

8)

8)

8)

1)

1)

1)

1)

1)

1)

1)

1)

2)

2)

2)

2)

2)

2)

2)

2)

3)

3)

3)

3)

3)

3)

3)

3)

4)

4)

4)

4)

4)

4)

4)

4)

5)

5)

5)

5)

5)

5)

5)

5)

6)

6)

6)

6)

6)

6)

6)

6)

7)

7)

7)

7)

7)

7)

7)

7)

8)

8)

8)

8)

8)

8)

8)

8)

1)

1)

1)

1)

2)

2)

2)

2)

3

) 3

) 3

) 3

)

4)

4)

4)

4)

5)

5)

5)

5)

6

) 6

) 6

) 6

)

7)

7)

7)

7)

8)

8)

8)

8)

8

8

8

8

8

8

8

8

8

8

8

8

8

8

8

8

8

8

8

8

Focu

s 1

Fo

cus 4

Focu

s 2

Focu

s 3

Fo

cus 5

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

C

B

A

D

ww

w.p

ace

nt.o

rg

Documents

About Pacent Learning Solutions, Inc.pacent.org/cst/pdf/M7_CST_Prep_Demo.pdfAbout Pacent Learning Solutions, Inc. Our mission is to improve the quality of math programs in California