ATI TEAS 7
TEAS Test Math Prep Questions
Question 1 of 9
What is the sixth number in the sequence 5, 6, 7, 8, 9?
Correct Answer: C
Rationale: In the given sequence 5, 6, 7, 8, 9, the sixth number would come after 9, not after the fifth number in the sequence. To find the sixth number, we need to continue the pattern after 9. The next number after 9 would be 10, making it the sixth number in the sequence. Therefore, the correct answer is not listed among the choices provided. Choice A, 8, is the fifth number in the sequence. Choice B, 10, is the number right after the sixth number. Choice D, 12, is not in the sequence at all, making it incorrect. Thus, the correct answer is 11.
Question 2 of 9
In Jim's school, there are 3 girls for every 2 boys. There are 650 students in total. Using this information, how many students are girls?
Correct Answer: A
Rationale: To find the number of girls in Jim's school, we first establish the ratio of girls to boys as 3:2. This ratio implies that out of every 5 students (3 girls + 2 boys), 3 are girls and 2 are boys. Since there are a total of 650 students, we can divide them into 5 equal parts based on the ratio. Each part represents 650 divided by 5, which is 130. Therefore, there are 3 parts of girls in the school, totaling 3 multiplied by 130, which equals 390. Hence, there are 390 girls in Jim's school. Choice A, 260, is incorrect as it does not consider the correct ratio and calculation. Choice B, 130, is incorrect as it only represents one part of the total students, not the number of girls. Choice C, 65, is incorrect as it ignores the total number of students and the ratio provided.
Question 3 of 9
67 miles is equivalent to how many kilometers to three significant digits?
Correct Answer: A
Rationale: To convert miles to kilometers, the conversion factor is 1 mile ≈ 1.609 kilometers. Therefore, to convert 67 miles to kilometers, you would multiply: 67 miles 1.609 km/mile = 107.703 km. When rounded to three significant digits, this gives 108 km. Therefore, 67 miles is approximately 108 kilometers. Choice A is correct because it is the closest rounded value to three significant digits. Choices B, C, and D are incorrect as they do not match the calculated conversion of 108 km.
Question 4 of 9
A school has 15 teachers and 20 teaching assistants. They have 200 students. What is the ratio of faculty to students?
Correct Answer: B
Rationale: The total number of faculty members is 15 teachers + 20 teaching assistants = 35. The ratio of faculty to students is then 35:200, which simplifies to 7:40. Further simplifying by dividing both numbers by 5 gives the ratio 4:20, which can be simplified to 4:17. Therefore, the correct ratio is 4:17. Choices A, C, and D are incorrect ratios and do not match the calculated ratio of faculty members to students in this scenario.
Question 5 of 9
When rounding 2678 to the nearest thousandth, which place value would be used to decide whether to round up or round down?
Correct Answer: B
Rationale: When rounding 2678 to the nearest thousandth, you would look at the digit in the thousandth place, which is 7. To decide whether to round up or down, you consider the digit to the immediate right of the place you are rounding to. Since 7 is equal to or greater than 5, you round up. Choice A, ten-thousandth, is incorrect as we are rounding to the thousandth place. Choice C, hundredth, is not relevant as we are not rounding to that place value. Choice D, thousand, is incorrect as it is the original number being rounded, not the place value used for rounding.
Question 6 of 9
Juan wishes to compare the percentages of time he spends on different tasks during the workday. Which of the following representations is the most appropriate choice for displaying the data?
Correct Answer: D
Rationale: A pie chart is the most appropriate choice for displaying the percentages of time spent on different tasks during the workday because it visually represents parts of a whole. In this case, each task's percentage represents a part of the entire workday, making a pie chart an ideal way to compare these percentages. Line plots, bar graphs, and line graphs are not suitable for showing percentages of a whole; they are more commonly used for tracking trends, comparing values, or showing relationships between variables but do not efficiently represent parts of a whole like a pie chart does.
Question 7 of 9
What is the sixth number in the sequence 5, 6, 7, 8, 9?
Correct Answer: C
Rationale: In the given sequence 5, 6, 7, 8, 9, the sixth number would come after 9, not after the fifth number in the sequence. To find the sixth number, we need to continue the pattern after 9. The next number after 9 would be 10, making it the sixth number in the sequence. Therefore, the correct answer is not listed among the choices provided. Choice A, 8, is the fifth number in the sequence. Choice B, 10, is the number right after the sixth number. Choice D, 12, is not in the sequence at all, making it incorrect. Thus, the correct answer is 11.
Question 8 of 9
If , then
Correct Answer: C
Rationale: Failed to generate a rationale of 500+ characters after 5 retries.
Question 9 of 9
What is the value of b in this equation? 5b - 4 = 2b + 17
Correct Answer: C
Rationale: To find the value of b in the equation 5b - 4 = 2b + 17, you need to first simplify the equation. By subtracting 2b from both sides of the equation and adding 4 to both sides, you get 3b = 21. Then, dividing both sides of the equation by 3 gives you b = 7. Therefore, the value of b is 7, which corresponds to option C. Choice A (13) is incorrect as it does not match the correct calculation. Choice B (24) is incorrect as it is not the result of the correct algebraic manipulation. Choice D (21) is incorrect as it is not the value of b obtained after solving the equation step by step.