Part 1 — Full Practice Exam 7
Practice Part 1 — Full Practice Exam 7 on The School of Mathematics (Full Practice Exam 7) with 5 scored questions in about 10 min. This set covers problems such as: “The following numbers are arranged from least to greatest:Which number could be placed in the box?”; “Which expression is equivalent to 18(7+3) ?”; “Select the point on the number line that represents \frac{3}{4} . Which tick mark should be selected?”. Work carefully, check explanations for misses, then retake to track improvement before test day.
Questions in this quiz (5)
The following numbers are arranged from least to greatest:Which number could be placed in the box?
- $$0.55$$
- $$0.75$$
- $$0.90$$
- $$\frac{1}{2}$$
Which expression is equivalent to $$18(7+3)$$?
- $$18\times10$$
- $$18\times7+3$$
- $$18+7\times3$$
- $$18\times7+18\times3$$
Select the point on the number line that represents $$\frac{3}{4}$$. Which tick mark should be selected?
- The third tick mark to the right of $$0$$
- The first tick mark to the right of $$0$$
- The second tick mark to the right of $$0$$
- The first tick mark to the right of $$1$$
Simplify:$$\sqrt[3]{-216}\times\sqrt[3]{27}$$
- $$-72$$
- $$-9$$
- $$-18$$
- $$18$$
Simplify:$$\sqrt{9}+\sqrt{25}$$
- $$6$$
- $$8$$
- $$\sqrt{34}$$
- $$34$$
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Frequently asked questions
How many questions are in Part 1 — Full Practice Exam 7?
This practice set includes 5 questions and takes about 10 min. Finish in one sitting when possible, then review incorrect answers before retaking.
What topic does Part 1 — Full Practice Exam 7 cover?
Part 1 — Full Practice Exam 7 focuses on Full Practice Exam 7. Questions follow exam-style wording and difficulty so you can practice the skills tested on major Full Practice Exam 7 assessments. These are practice materials, not official exam questions.
How is Part 1 — Full Practice Exam 7 scored?
Your score is the percentage of correct answers. A typical passing score is 80%. After you finish, review each miss with the available explanations on The School of Mathematics.
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