Free Printable M1A Practice Final Exam

1.

(Unit 1) Solve each equation.

90 = -8(-5 - 3x) + x

a)

{2}

b)

No solution.

c)

{-3}

d)

{7}

2.

(Unit 1) Solve each inequality.

$\frac{r+4}{5}\ge2$

a)

r ≤ -4

b)

r ≥ 6

c)

r ≥ -7

d)

r ≥ -4

3.

(Unit 1) Write each as an algebraic expression.

m increased by 9 is equal to 33

a)

9m = 33

b)

2 · 9 < 33

c)

m + 9 = 33

d)

m - 9 = 33

4.

(Unit 1) Solve each equation for the indicated variable.

$z=\frac{xm}{y}$ , for x

a)

x = -zym

b)

x = -m/zy

c)

x = zy + m

d)

x = zy/m

5.

(Unit 1) The sum of three consecutive odd integers is 93. Find the numbers.

a)

29, 31, 33

b)

31, 33, 35

c)

27, 29, 31

d)

25, 27, 29

6.

(Unit 1) The perimeter of a rectangle is 150 cm. The length is 15 cm greater than the width.

What are the dimensions of the rectangle?

a)

Length = 45 cm,

Width = 30 cm

b)

Length = 50 cm,

Width = 25 cm

c)

Length = 60 cm,

Width = 15 cm

d)

Length = 40 cm,

Width = 35 cm

7.

(Unit 1) Use the given mean to find the missing value.

Mean= 9

9, 1, 7, 13, 𝑥, 16

a)

8

b)

6

c)

1

d)

-1

8.

(Unit 2) Each table, graph, mapping and set of points represents a relation. Determine the domain/range and if the relation is a function.

a)

Domain: {-3, 1, 5, 6} Range: {-4, -3, -2, 4} The relation is not a function.

b)

Domain: {-3, 1, 3, 6} Range: {-4, -2, 2, 4} The relation is not a function.

c)

Domain: {-3, -2, 3, 5, 6} Range: {-5, -4, -3, 4} The relation is a function.

d)

Domain: {-3, 1, 3, 5, 6} Range: {-4, -3, -2, 4} The relation is a function.

9.

(Unit 2) Each table, graph, mapping and set of points represents a relation. Determine the domain/range and if the relation is a function.

a)

Domain: {-6, -3, 0, 4, 7} Range: {-6, -3, 2, 3, 6} The relation is a function.

b)

Domain: {-4, -3, 0} Range: {-6, -5, 2, 3, 5} The relation is not a function.

c)

Domain: {-3, 0, 4, 7} Range: {-6, -5, -3, 2, 3} The relation is not a function.

d)

Domain: {-7, -3, 0, 4, 7} Range: {-6, -5, -3, 2, 3} The relation is a function.

10.

(Unit 2) Each table, graph, mapping and set of points represents a relation.

Determine the domain/range and if the relation is a function.

a)

Domain: {-5, -4, -2, 1, 6} Range: {-3, -2, 6} The relation is a function.

b)

Domain: {-5, -4, -2, 4} Range: {-7, -3, -2, 4, 6} The relation is not a function.

c)

Domain: {-4, -2, 2, 4, 6} Range: {-7, -3, -2, 4, 6} The relation is not a function.

d)

Domain: {-6, -5, -4, -2, 4} Range: {-7, -3, -2, -1, 6} The relation is a function.

11.

(Unit 2) Consider the mapping diagram below: Which option correctly describes the domain, range, and whether the relation is a function?

a)

Domain: {-6, 0, 3, 4} Range: {-6, -2, 1, 2, 4} The relation is not a function.

b)

Domain: {-3, 0, 1, 4} Range: {-5, -2, 3, 4} The relation is not a function.

c)

Domain: {-6, -3, 1, 4, 6} Range: {-5, -2, -1, 1, 4} The relation is a function.

d)

Domain: {-6, -3, 0, 1, 4} Range: {-5, -2, 1, 4} The relation is a function.

12.

(Unit 2) Consider the graph below

a)

The relation is not a function. Domain: x ≥ -1 Range: All real numbers

b)

The relation is not a function. Domain: x ≥ -2 Range: All real numbers

c)

The relation is not a function. Domain: x ≤ 1 Range: All real numbers

d)

The relation is not a function. Domain: x ≤ 0 Range: All real numbers

13.

(Unit 2) Evaluate each function for the given value.

f(x) = -3x + 4; Find f(2)

a)

-3

b)

0

c)

9

d)

-2

14.

(Unit 2) f(x) = -3x + 1; Find f(-1)

a)

3

b)

2

c)

4

d)

-1

15.

(Unit 2) Find the slope of each line.

a)

4

b)

-4

c)

1/4

d)

-1/4

16.

(Unit 2) Find the slope of the line through each pair of points.

(5,13), (-19,-17)

a)

4/5

b)

-5/4

c)

5/4

d)

-4/5

17.

(Unit 2) Write the slope-intercept form of the equation of each line.

a)

y = (3/2)x

b)

y = -1/2x

c)

y = 1/2x

d)

y = -x

18.

(Unit 2) Write the slope-intercept form of the equation of the line through the given points. through: (3, -4) and (2, 1)

a)

y = -5x + 11

b)

y = 5x + 11

c)

y = 11x + 5

d)

y = 2x + 11

19.

(Unit 2) Write the slope-intercept form of the equation of each line.

3x - 8y = 0

a)

y = $-\frac{8}{5}x - \frac{3}{5}$

b)

y= $-\frac{3}{8}x$

c)

y= $\frac{3}{8}x$

d)

y= $-\frac{3}{8}$

20.

(Unit 2) Write the slope-intercept form of the equation of the line described. through: (4, 5), perp. to y = -2x - 4

a)

y = $\frac{3}{2}x + \frac{1}{2}$

b)

y = $-\frac{3}{2}x + \frac{1}{2}$

c)

y = 3x + $\frac{1}{2}$

d)

y = $\frac{1}{2}x + 3$

21.

(Unit 2) Write the slope-intercept form of the equation of the line described. through: (-2, 5), parallel to y = -2x + 2

a)

y = -2x - 2

b)

y = 2x + 1

c)

y = -2x + 1

d)

y = x - 2

22.

(Unit 2) Determine if the sequence is arithmetic. If it is, find the common difference, the term named in the problem, and the explicit formula.

33, 63, 93, 123, ...

find n=23

a)

Common Difference:

d = 33

a{23} = 790

Explicit:

an = 64 + (n - 1) ⋅ 33

b)

Common Difference:

d = 31

a{23} = 746

Explicit:

an = 64 + (n - 1) ⋅31

c)

Common Difference:

d = 30

a{23} = 693

Explicit:

an = 33 + (n - 1) ⋅30

d)

Common Difference:

d = 31

a{23} = 715

Explicit:

an = 33 + (n - 1) ⋅31

23.

(Unit 3) Solve each system by graphing.

$y=-\frac{5}{4}x+2$ and $y=-\frac{1}{4}x-2$

a)

(-4, -3)

b)

(4, -3)

c)

Infinite number of solutions

d)

(-3, 4)

24.

(Unit 3) Solve each system by substitution.

a)

(-6, 8)

b)

(-5, 8)

c)

(8, -5)

d)

(8, 5)

25.

(Unit 3) Solve each system by substitution.

a)

(4, 2)

b)

(-3, 2)

c)

(-4, 2)

d)

(2, -4)

26.

(Unit 3) Solve each system by elimination.

-10x - 9y = 7

10x + 4y = 8

a)

(2, -9)

b)

(2, -3)

c)

(2, 3)

d)

(5, -9)

27.

(Unit 3) Solve each system by elimination.

-6x + 5y = -5

12x - 7y = 25

a)

(5, 5)

b)

(-5, 5)

c)

(5, -5)

d)

(-5, -5)

28.

(Unit 3) Sketch the solution to each system of inequalities.

a)

[Image of graph A]

b)

[Image of graph B]

c)

[Image of graph C]

d)

[Image of graph D]

29.

(Unit 3) Alberto and Ted each improved their yards by planting grass sod and ivy.

They bought their supplies from the same store.

Alberto spent $96 on 6ft² of grass sod and 4 pots of ivy.

Ted spent $48 on 2 ft² of grass sod and 4 pots of ivy.

What is the cost of one ft² of grass sod and the cost of one pot of ivy?

a)

ft² of grass sod: 12

pot of ivy: 6

b)

ft² of grass sod: 17

pot of ivy: 9

c)

ft² of grass sod: 11

pot of ivy: 3

d)

ft² of grass sod: 7

pot of ivy: 7

30.

(Unit 4) Simplify. Your answer should contain only positive exponents. $(x^{-1}y^3)^2\cdot-2yx^0$

a)

$-x^4y^2$

b)

$-16x^{17}y$

c)

$-x^6/y^2$

d)

$-\frac{2y^7}{x^2}$

31.

(Unit 4) Simplify. Your answer should contain only positive exponents. $\left(\frac{n^2}{\left(-2n\right)^{-2}\cdot2n^0}\right)^4$

a)

$\frac{1}{4n^6}$

b)

$-n^{16}$

c)

$-4n^9$

d)

$16n^{16}$

32.

(Unit 5) Which equation best represents the graph shown above?

a)

$y = 4^x$

b)

y= $(1/4)^x$

c)

y = $(1/2)^x$

d)

y= $(1/3)^x$

33.

(Unit 5) A company promises to release a new smartphone model every month. Each model's battery life will be 4% longer than the previous model's. If the current model's battery life is 671.0 minutes, what will the latest model's battery life be 6 months from now?

a)

$671·1.08^6$ ≈ 1,064.8 minutes

b)

$671·1.04^6$ ≈ 849.0 minutes

c)

$671·1.16^6$ ≈ 1,634.8 minutes

d)

$335.5·1.12^6$ ≈ 662.2 minutes

34.

(Unit 5) Determine if the sequence is geometric. If it is, find the common ratio, the term named in the problem, and the explicit formula.

2, -4, 8, -16, ...

Find a₁₀

a)

Common Ratio: r =-2,

a₁₀ = $-1024$ ,

Explicit: $a_n=2·(-2)^{(n-1)}$

b)

Not geometric

c)

Common Ratio: r =-2,

a₁₀ = $-256$ ,

Explicit:

$a_n=1/2·(-2)^{(n-1)}$

d)

Common Ratio: r = -2, a₁₀ = 512,

Explicit: $a_n=-(-2)^{n-1}$

M1A Practice Final Exam

Total questions: 34

Worksheet time: 17mins

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