Unit 3 Pretest
We haven’t yet studied any concepts from Unit 3, however, you may already know some
of them from previous years and then you will be bored during those lessons. Complete
the problems as best as you can. If you don’t know how to solve something skip it and
leave it blank. As we learn you can look back at this pretest and make corrections
showing what you’ve learned. After we finish Unit 3 you will know how to do all of
these concepts!
Name: ___________________________
1. What is the meaning of the word factor? Give an example of a factor.
__________________________________________________________________
__________________________________________________________________
2. What is the meaning of the word product? Give an example of a product.
__________________________________________________________________
__________________________________________________________________
3. What is the meaning of the word multiple? Give an example of a multiple.
__________________________________________________________________
__________________________________________________________________
4. a. Explain why 36/9 is not a number sentence.
__________________________________________________________________
__________________________________________________________________
b. Make 36/9 into a true number sentence.
__________________________________
c. Make 36/9 into a false number sentence.
__________________________________
5. Solve multiplication and division facts.
a. 4  8 = _____
b. 2  8 = _____
c. 21 3 = _____
6. Map Scale: 1 inch represents 100 miles.
What does 4 inches represent? ____________________________
Fill in the missing number in the Fact Triangle.
7.
, /
8
5
8.
36
6
, /
Fill in the missing number in the Fact Triangle.
d. 16 8 = _____
9.
45
, /
5
Write “T” if the following is a true number sentence, “F” if it is false, or “?” if you
can’t tell.
12. 28 ______
10. 3  5  18 ______
11. 8  6 ______
13. 4  6  24 ______
14. 5  4  7  45 ______ 15. 4  12  2  74 ______
b g
Make a true sentence by filling in the missing number.
b g
16.
b
b
g
 14  9  4
 7  4  11
17.
g b
19. 9  3  10  2 
g
18. 11  5  10  2  _____
b gb
g
Make a true sentence by inserting parentheses.
20.
30 – 18  8  20
21.
55 – 8  13  60
22.
56  8  15  22
23.
3  5  39  132
24. Keith asked his classmates to estimate the number of cans of soda they drink each
week. He recorded the information on the bar graph below. Use Keith’s bar graph to
answer the following questions:
Soda Consumed Each Week
7
6
5
Number of 4
Students 3
2
1
0
0
1 2 3 4 5 6 7
Number of Cans of Soda
8
a. What is the range of the number of cans? _____________
b. What is the mode of the number of cans? _____________
c. What is the median of the number of cans? _____________
25. The food sales records for one day at Tripoli Stadium showed that 2,627 turkey
sandwiches were sold. A total of 4,151 sandwiches were sold that day. How many
sandwiches sold that day were not turkey?
Answer: _______________ sandwiches
Number Model: _________________________________
26. The temperature on July 23rd was 15C warmer than it was on June 23rd in a city.
If the temperature was 29C on June 23rd, then what was the temperature in that city
on July 23rd?
Answer: _______________ oC
Number Model: _________________________________
27. Find the rule and complete the table.
in out
9
2
4
4
8
8
14
6
28. List all the factors of 12.
______ , ______ , ______ , ______ , ______ , ______
Find the solution of each open sentence.
29. 18  12  x
x = _________
30. 4  m  28
m = _________
31. x 9  2
x = _________
32. z 7  7
z = _________
33. 16  x  2
x = _________
34. 2  6  40  t
t = _________
35. Use the map and map scale to answer the following questions:
0
100
200 mi
1 inch represents 200 miles
a. The distance between Missoula and Billings is about __________ inch(es) on the
map.
That is about __________ miles.
b. The distance between Glasgow and Bozeman is about __________ inch(es) on the
map.
That is about __________ miles.
36. Complete the Venn diagram. Use at least 10 numbers.
Multiples of
3
Multiples of
5
37. Name That Number
Kato was playing a game of Name That Number. He had the following five number cards
and target number:
Cards
Target
His teacher, Ms. Ayers, asked everyone to record their thinking.
Here is what Kato wrote:
1.
2.
3.
5  2  6  8  3  18
b8 / 2  5g  5  3  18
b8  5  3g  6 / 2  18
a. Ms. Ayers saw that Kato had made mistakes in writing two of his number sentences.
 Circle the two number sentences with mistakes.
 Explain in words how Kato can correct each number sentence.
(Hint: The numbers are in correct order.)
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
b. Describe two more ways to reach the target number of 18.
(Hint: You do NOT have to use all 5 numbers.)
1. _______________________ = 18
2. _______________________ = 18