Unit Tests: Workbook 3 JUMPMathcommondrive.pbworks.com/f/Unit+Tests+for+Workbook+3.pdf · Contents Patterns & Algebra – Part 1 Answer Key for Patterns & Algebra – Part 1 Number

ContentsPatterns & Algebra – Part 1

Answer Key for Patterns & Algebra – Part 1

Number Sense – Part 1

Answer Key for Number Sense – Part 1Number Sense – Part 1

Measurement – Part 1

Answer Key for Measurement – Part 1Measurement – Part 1

Probability & Data Management – Part 1

Answer Key for Probability & Data Management – Part 1 – Part 1

Geometry – Part 1

Answer Key for Geometry – Part 1Geometry – Part 1

Patterns & Algebra – Part 2

Answer Key for Patterns & Algebra – Part 2

Number Sense – Part 2– Part 2

Answer Key for Number Sense – Part 2

Measurement – Part 2

Answer Key for Measurement – Part 2Measurement – Part 2 – Part 2

Probability & Data Management – Part 2

Answer Key for Probability & Data Management – Part 2Probability & Data Management – Part 2 – Part 2

Geometry – Part 2

Answer Key for Geometry – Part 2Geometry – Part 2 – Part 2

JUMPMathUnit Tests: Workbook 3

Copyright © 2008 JUMP Math

All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or any information storage and retrieval system, without written permission from the publisher, or expressly indicated on the page with the inclusion of a copyright notice.

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Patterns & Algebra Unit Test

Unit Tests – Workbook 3, Part I

Name: _____________________________

Date: _________________

– 1 –

Section A 1. Use the number line to find the difference between the two numbers:

a) 13 16 b) 21 23 c) 19 24

2. Use the number line to find the gap going backwards:

a) 45 42 b) 41 37 c) 42 38

3. Use your fingers to find the gap going backwards:

a) 68 61 b) 83 78 c) 60 58

4. Find the gap and extend the patterns:

a) 6 , 10 , 14 , ____ b) 29 , 24 , 19 , ____ 5. Extend the patterns: a) 3 , 6 , ____ , ____ , ____ b) 3 , 7 , ____ , ____ , ____ add 4

c) 10 , 8 , ____ , ____ , ____ d) 16 , 13 , ____ , ____ , ____ , subtract 3

6. 2, 7, 12, 17... James says the above pattern was made by adding 5 each time. Is he right? Explain how you know:

35 36 37 38 39 40 41 42 43 44 45

12 13 14 15 16 17 18 19 20 21 22 23 24 2511

+ 3

- 2



Name: _____________________________

Date: _________________

– 2 –

Section B 7. Circle the core in each pattern:

a) b) c) d) e)

8. Use this pattern to answer the questions below: What colour are the following blocks?

a) the 11th ____________________ b) the 15th ____________________

9. Circle the two attributes that change in each sequence:

a) Shape Size Colour b) Shape Size Colour c) Shape Size Colour

RY R R Y R R Y R

R Y Y Y R Y Y Y R Y Y Y

Y R R Y Y R R Y Y R R Y

R Y R Y Y R Y R Y Y R Y R Y Y

Y R Y Y R Y Y R Y Y R Y

Y R Y Y R Y Y R Y

R

R

Y

Y

B

R R

B

Y

B

Y

Y



Name: _____________________________

Date: _________________

– 3 –

Section B (continued) 10. Name two attributes that change in each sequence:

a) _______________ _______________ b) _______________ _______________ c) _______________ _______________ d) _______________ _______________ e) _______________ _______________

11. Draw your own pattern where two attributes change. Describe how your pattern changes:

R

B

Y

R

B

R

R

B

R

R

R

R

B

B



Name: _____________________________

Date: _________________

– 4 –

Section B (continued) 12. Draw the next figure in each sequence:

a) b)

13. 6, 9, 12, 15...

Roger says the rule is: “Start at 6 and add 2 each time.” Kevin says the rule is: “Start at 6 and add 3 each time.” Whose rule is correct? What mistake did the other boy make?

14. With numbers, create your own pattern and state the rule:



Name: _____________________________

Date: _________________

– 5 –

Section C 15. Fill in the following T-tables and state the rule: a) b) c) 16. Extend the pattern and state the rule:

a) 14, 24, 34, _____, _____, _____ Rule: ________________________________ b) 70, 75, 80, _____, _____, _____ Rule: ________________________________ c) 100, 96, 92, _____, _____, _____ Rule: ________________________________ d) 560, 540, 520, _____, _____, _____ Rule: ________________________________

17. Nandita makes brooches with triangles (see picture at right). She has 17 triangles.

Does she have enough triangles to make five brooches if there are four triangles in each brooch? Explain how you know.

Rule: Rule: Rule:

Figure Number of Squares

1 6

2 9

3 12


1 1

2 6

3 11


1 10

2 15

3 20

Unit Test: Patterns & Algebra – Workbook 3, Part I

page 1

Answer Keys – Workbook 3 Unit Tests

Section A 1. a) + 3

b) + 2

c) + 5

2. a) – 3

b) – 4

c) – 4

3. a) – 7

b) – 5

c) – 2

4. a) Gap = + 4; 18

b) Gap = – 5; 14

5. a) 9, 12, 15

b) 11, 15, 19

c) 6, 4, 2

d) 10, 7, 4

6. Yes, James is right (check with subtraction that the “gap” between each pair of numbers is 5). However, a more complete answer might be that James is only partially right since, in addition to identifying the “gap”, he should also indicate that the pattern starts at 2.

Section B 7. a)

b)

c)

d)

e)

8. RYYRYY

a) Yellow

b) Yellow

9. a) Size, colour

b) Shape, colour

c) Shape, colour

10. a) Shape, colour

b) Size, colour

c) Shape, size

d) Colour, size

e) Shape, size

11. Answers will vary.

12. a)

b)

13. Kevin’s rule is correct. Roger has the correct starting number but made an error in finding the proper “gap”.

14. Answers will vary.

Section C 15.

Figure # of Squares

1 6

2 9

3 12

4 15

5 18

Rule: Start at 6 and add 3.

Figure # of Squares

1 1

2 6

3 11

4 16

5 21


Figure # of Squares

1 10

2 15

3 20

4 25

5 30

a)

b)

c)


16. a) 44, 54, 64 Rule: Start at 14 and add 10.

b) 85, 90, 95 Rule: Start at 70 and add 5.

c) 88, 84, 80 Rule: Start at 100 and subtract 4.

d) 500, 480, 460 Rule: Start at 560 and subtract 20.

17. No she doesn’t have enough. Nandita would need 20 triangles ( > 17) to make 5 brooches. (To solve, students may have used skip counting or a T-table.)

Y R R

R Y Y Y

Y R R Y

R Y R Y Y

Y R Y

Number Sense Unit Test

Name: _____________________________

Date: _________________

– 1 –


Section A 1. Beside each number, write the place value of the underlined digit:

a) 16 b) 5

c) 49

d) 29 e) 268

f) 977

2. Give the place value of the number 5 in each of the numbers below: a) 53 b) 25

c) 357

d) 516 e) 485

f) 562

3. Write numerals for the following number words:

a) two hundred seventy-seven _______

b) one hundred fourteen _______

c) eighty-four _______

d) ninety-three _______

e) three hundred sixty _______

f) two hundred eighty-eight _______

4. Write number words for the following numerals:

a) 657 ________________________________________________________________ b) 34 ________________________________________________________________

5. Draw base ten models for the following numbers. Be sure to make your models the right size!

a) 206 b) 49


Name: _____________________________

Date: _________________

– 2 –


Section A (continued) 6. Expand the following numbers in numerals and words: a) 78 = ____ hundreds + ____ tens + ____ ones b) 829 = ____ hundreds + ____ tens + ____ ones

c) 564 = __________________________________________________________________________________

d) 701 = __________________________________________________________________________________

7. Expand numbers using numerals, rather than words:

a) 983 = _________________ b) 52 = _________________

c) 809 = _________________

8. For each number below, draw the base-ten model. Write each number in expanded form first:

a) 427 = ____________________________

b) 32 = ____________________________

9. Adrian has 300 red tulips, 80 yellow tulips and 3 pink tulips in his garden. How many tulips does he

have in total? Explain how you found your answer:

10. Exchange 10 tens for 1 hundred or 10 ones for 1 ten:

a) 8 hundreds + 2 tens + 12 ones = _________________________________________ = _______

b) 3 hundreds + 12 tens + 5 ones = _________________________________________= ________

c) 6 hundreds + 3 tens + 18 ones = _________________________________________= ________

d) 1 hundred + 19 tens + 3 ones = _________________________________________= ________


Name: _____________________________

Date: _________________

– 3 –


Section B

11. Add the numbers by adding the digits:

a) 2 2 b) 1 4 c) 5 1 d) 6 2 e) 8 3 + 3 3 + 1 2 + 2 3 + 1 2 + 1 2

12. Add the numbers by regrouping:

a) 2 6 b) 2 7 c) 3 8 d) 2 8 e) 5 4 + 3 8 + 2 6 + 2 3 + 1 5 + 2 9

13. Add (regrouping where necessary):

a) 4 2 1 b) 2 5 3 c) 2 4 2 d) 3 2 8 e) 7 2 6 + 3 8 3 + 2 7 1 + 4 1 7 + 3 5 9 + 2 2 1

14. Subtract the numbers by subtracting the digits:

a) 3 9 b) 5 8 c) 7 8 d) 6 6 e) 7 4 f) 8 1 − 1 2 − 2 5 − 4 3 − 4 3 − 5 3 − 2 0

15. Jacob’s father is 48. His aunt is 32. How much older than Jacob’s aunt is Jacob’s father? Show

your work. 16. For the questions below, you will have to regroup twice – from the hundreds and from the tens

(i.e. regroup a ten as 10 ones and a hundred as 10 tens):

a) 5 3 2 b) 3 1 2 c) 8 2 3 d) 9 4 0

− 2 6 7 − 1 7 5 − 2 6 8 − 5 9 6


Name: _____________________________

Date: _________________

– 4 –


Section B (continued)

17. Pens cost 52¢. Erasers cost 49¢. Eric has 97¢. Does he have enough money to buy a pen and an eraser? Explain how you know:

18. Which number is greater: 843 or 852? Explain how you know: 19. List all the two-digit numbers you can make using the digits 7 and 5. Use each digit once. Circle the greatest number: 20. Create the greatest possible number you can make using the digits 6, 7 and 3: 21. This chart shows the lengths of the Great Lakes: a) Write the lengths of the lakes in order from shortest to longest. b) How much longer than Lake Huron is Lake Erie? c) How much longer than the shortest lake is the longest lake?

Lake Ontario

Lake Superior

Lake Michigan

Lake Huron

Lake Erie

193 km

350 km

307 km

206 km

241 km


Name: _____________________________

Date: _________________

– 5 –


Section C

22. Draw arrays for these products:

a) 3 × 7 b) 2 × 4 c) 4 × 6

23. Find the products. HINT: skip count on your fingers.

a) 2 × 3 =

b) 3 × 5 =

c) 4 × 2 =

d) 3 × 2 =

e) 4 × 5 =

f) 2 × 5 =

g) 4 × 3 =

h) 2 × 4 =

i) 5 × 4 =

j) 4 × 4 =

24. Find the total number of apples in each question. Write a multiplication statement for your answer:

a) 3 baskets 4 apples in each basket ____________________

b) 4 baskets 5 apples in each basket ____________________

c) 5 baskets 3 apples in each basket ____________________

25. Solve. Be sure to show your work:

a) If 6 × 6 = 36, what is 7 × 6?

b) If 8 × 4 = 32, what is 9 × 4?

c) If 7 × 3 = 21, what is 8 × 3?


Name: _____________________________

Date: _________________

– 6 –


Section C (continued)

26. The triceratops dinosaur had 3 horns. How many horns did 7 triceratops dinosaurs have? Explain how you found your answer. (Did you use multiplication? A picture? An array?) 27. A cat has 4 legs. How many legs will 5 cats have? 28. a) Find the sum of 5 and 3: b) Find the product of 5 and 3: c) Which is greater: the sum of 5 and 3 or the product? 29. Write all the pairs of numbers you can think of that multiply to give 12: 30. Which is more: A. 3 pens in each package; 5 packages or B. 5 pens in each package; 4 packages? Show your work.



Name: _____________________________

Date: _________________

– 7 –

Section D 31. Count the given coins and write the total amount:

a)

Total amount = _______ ¢

b)


c)


d)


32. For the given amounts in cents, write the number of dimes and pennies in the chart.

33. Sindi buys a notebook for 25¢ and a pen for 57¢. She pays $1.00. How much change will she get?

Estimate: ___________________ Actual Amount: ___________________

34. Angela buys an eraser for 63¢. She pays with 3 quarters. How much change will she get? Draw the coins.

35. How could you trade three dimes for fewer coins?

Amount in Cents Dimes Pennies

a) 16¢

b) 40¢

c) 58¢

d) 6¢

5¢ 10¢ 10¢ 1¢ 1¢ 1¢ 10¢ 25¢ 1¢ 1¢ 10¢ 10¢ 10¢

10¢ 10¢ 25¢ 25¢ 25¢ 25¢ 10¢ 5¢ 10¢ 10¢ 10¢ 1¢ 25¢ 25¢ 5¢

Unit Test: Number Sense – Workbook 3, Part I

page 1


Section A 1. a) Ones b) Ones d) Tens d) Tens e) Hundreds f) Tens 2. a) Tens b) Ones c) Tens d) Hundreds e) Ones f) Hundreds 3. a) 277 b) 114 c) 84 d) 93 e) 360 f) 288 4. a) Six hundred

fifty-seven b) Thirty-four 5. a) 206 =

b) 49 =

6. a) 0 hundreds + 7 tens + 8 ones

b) 8 hundreds + 2 tens + 9 ones

c) 5 hundreds + 6 tens + 4 ones

d) 7 hundreds + (0 tens) + 1 ones

7. a) 900 + 80 + 3 b) 50 + 2 c) 800 + 9

8. a) 400 + 20 + 7

b) 30 + 2

9. He has 383 tulips in total (300 + 80 + 3).

10. a) 8 hundreds + 3 tens + 2 ones = 832

b) 4 hundreds + 2 tens + 5 ones = 425

c) 6 hundreds + 4 tens + 8 ones = 648

d) 2 hundreds + 9 tens + 3 ones = 293

Section B 11. a) 55 b) 26 c) 74 d) 74 e) 95 12. a) 64 b) 53 c) 61 d) 43 e) 83 13. a) 804 b) 524 c) 659 d) 687 e) 947 14. a) 27 b) 33 c) 35 d) 23 e) 21 f) 61 15. Jacob’s father is

16 years older than his aunt (48 – 32).

16. a) 265 b) 137 c) 555 d) 344 17. No, Eric would need

101¢ (or $1.01) to buy a pen and an eraser (52¢ + 49¢).

18. 852 is greater than 843 compare the hundreds first (they are the same), then compare the tens (and 5 > 4) so we know that 852 > 843

19. 75 57 20. 763 21. a) 193 km (O),

206 km (H), 241 km (E), 307 km (M), 350 km (S)

b) Lake Erie is 35 km longer than Lake Huron (241 – 206).

c) 157 km 350 km (S) – 193 km (O)

22. a) 3 × 7 or

b) 2 × 4 or

c) 4 × 6 or

23. a) 6 b) 15 c) 8 d) 6 e) 20 f) 10 g) 12 h) 8 i) 20 j) 16

Unit Test: Number Sense – Workbook 3, Part I (continued)

page 2


24. a) 3 × 4 = 12 apples

b) 4 × 5 = 20 apples

c) 5 × 3 = 15 apples

25. a) 36 + 6 = 42 b) 32 + 4 = 36 c) 21 + 3 = 24

Section C 26. Seven triceratop

dinosaurs would have 21 horns (3 × 7).

27. Five cats would have 20 legs (4 × 5).

28. a) Sum = 8 b) Product = 15 c) The product is

greater. 29. (1, 12); (2, 6); (3, 4) 30. B is greater (20 > 15) 31. a) 38¢ b) 57¢ c) 91¢ d) 130¢

32. Dimes Pennies

a) 1 6 b) 4 0 c) 5 8 d) 0 6 33. Estimate: 10¢.

Actual 18¢ 34. 12¢; pictures may

vary. 35. A nickel and a

quarter.

Measurement Unit Test

Name: _____________________________

Date: _________________

– 1 –


____ cm ____ cm

____ cm

____ cm

____ cm

____ cm

____ cm

Section A 1. Measure the length of each line using your ruler:

a) _____ cm

b) _____ cm

c) _____ cm 2. Measure the distance between the two points using your ruler:

a) ___ cm

b) ___ cm

c) ___ cm d) ___ cm

3. Measure all the sides of each shape:

a) b)

4. a) Draw a line 3 cm long.

b) Draw a line 5 cm long.

5. An Olympic swimming pool is 50 metres long. NOTE: Don’t forget to include units in your answer. a) If you swim 3 lengths, how many metres will you swim in total? _________________ b) If you swim 4 lengths, how many metres will you swim? _________________ c) How many lengths would you need to swim to travel 100 metres? _________________ d) How many lengths would you need to swim to travel 250 metres? _________________


Name: _____________________________

Date: _________________

– 2 –


Section A (continued) 6. a) Halifax and Truro are _____ km apart. b) How far would you travel if you drove from

Yarmouth to Truro through Halifax? _______ km

7. What would you use to measure the following distances – metres (m) or kilometers (km)?

a) From your class to the principal’s office: _____

b) Between Vancouver and Montreal: _____

c) Between one end of a bus route to the other end: _____

d) Between your school and the public library: _____

8. The edges of each square making up the following figures is 1 cm long. Find the perimeter in cm: a) b) c)

______ cm ______ cm ______ cm 9. The picture shows the designs for two swimming pools marked in metres. Find the perimeter of each

pool by writing an addition statement. Don’t forget to include units in your answer!

a) b)

___________________________ ____________________________________

8 m

4 m

4 m 1 m

4 m 3 m

9 m

9 m

5 m 5 m


Name: _____________________________

Date: _________________

– 3 –


Section A (continued) 10. a) Name an object in your classroom that is about 2 metres long or high:

b) Name an object that is about 10 cm long: 11. How many centimeters are in a metre? 12. Paul has a box of pencils. Each pencil is 10 cm long. How many pencils, lined up end to end, would

make a metre? 13. Draw 2 rectangles with a perimeter of 10 cm: 14. A square has sides that are 5 cm long. What is the perimeter of the square? Explain how you know:



Name: _____________________________

Date: _________________

– 4 –

Section A (continued) 15. What unit is more appropriate to measure the mass of:

a) g kg

b) g kg

c) g kg

d) g kg

16. What unit is more appropriate to measure the capacity of:

a) L mL

b) L mL

c) L mL

d) L mL

17. Water boils at 100°C. Angela measured the temperature of her tea, and it was 87°C. How many degrees has the temperature changed since the water boiled?

Unit Test: Measurement – Workbook 3, Part I

page 1


Section A 1. a) 10 cm b) 13 cm c) 4 cm 2. a) 4 cm b) 5 cm c) 6 cm d) 2 cm 3. a)

b)

4. Teacher to check 5. a) 150 m

(3 × 50) b) 200 m

(4 × 50) c) 2 lengths

(100 ÷ 50) d) 5 lengths

(250 ÷ 50) 6. a) 90 km b) 390 km

(300 + 90) 7. a) m b) km c) m d) Teacher to

check 8. a) 10 cm b) 14 cm c) 14 cm 9. a) 28 m

(5 + 9 + 5 + 9) b) 24 m

(4 + 4 + 1 + 4 + 3 + 8)

10. a) Answers will vary.

b) Answers will vary.

11. 100 cm 12. Paul will need to line

up 10 pencils to make a metre (100 ÷ 10).

13.

14. The perimeter of the square is 20 cm (since a square has four equal sides: 5 + 5 + 5 + 5 = 20).

15. a) g b) kg c) g d) kg 16. a) mL b) L c) L d) mL 17. 13°C

5 cm

5 cm

4 cm 4 cm

4 cm

5 cm

3 cm

Probability & Data Management Unit Test

Name: _____________________________

Date: _________________

– 1 –


Section A 1. Diane asked her classmates to choose their favourite sport. This is what she found:

Hockey Basketball Soccer Baseball Swimming

Total ________ Total ________ Total ________ Total ________ Total ________

a) Complete the chart with the tally results.

b) How many students did she ask altogether? ___________

c) What was the most popular sport? ____________

d) List the sports from least popular to most popular:

_______________, _______________, _______________, _______________, _______________

2. Make a pictograph to show the data from Question 1 in a different way. Use the symbol (key) for every two classmates. IMPORTANT: Remember to label your graph.

Favourite Sport

Pictograph Key: = 2 classmates

3. Your key represents two students. Show how you would draw the key to represent one student: 4. What other kind of graph could you use to display this data?


Name: _____________________________

Date: _________________

– 2 –


Section A (continued) 5. Joey went to the zoo! This is what he saw:

4 boars 3 lions

2 parrots 1 eagle

8 penguins

a) Fill in the following bar graph to display this data. IMPORTANT: Remember to label each axis.

_____ _____ _____ _____ _____

b) Next, display Joey’s data in a pictograph. Remember to provide a key!

Key: __________________

Animal Pictograph


J U N I O R U N D I S C O V E R E D M A T H P R O D I G I E S


Name: _____________________________

Date: _________________

– 3 –

Section B 6. a) Label and fill in the Venn diagram provided to display the data about Jesse’s friends

Write the first letter of each friend’s name in the correct circle:

Friends who like baseball: Friends who are in Jesse’s class:

James, Curtis, Anna, Emma Yasmin, Ziva, Ben, Curtis, James b) How many friends who are in Jesse’s class like baseball? c) Explain how you know:

Unit Test: Probability & Data Mgmt – Workbook 3, Part I


Section A 1. a) Hockey – 6

Basketball – 10 Soccer – 11 Baseball – 12 Swimming – 4

b) 43 students (6 + 10 + 11 + 12 + 4)

c) Baseball d) Swimming,

Hockey, Basketball, Soccer, Baseball

2. Key: = 2 classmates

Sport Pictograph Hockey

Basketball

Soccer

Baseball

Swimming

3. 1 student =

(as used in ‘Soccer’) 4. Answers will vary. 5. a)

N

umbe

r of A

nim

als

See

n

Type of Animal Seen

b) Answers will vary, based on key used: teacher to check.

Section B 6. a)

b) Two friends in Jesse’s class like baseball: Curtis and James.

c) They are included in both lists in the chart, and appear in the middle section of the Venn diagram.

A

E

C

J

Y

Z

B

Friends in Jesse’s class

Friends who like baseball

0

1

2

3

4

5

6

7

8

Boa

r

Par

rot

tP

engu

in

Lion

Eag

le

Geometry Unit Test

Name: _____________________________

Date: _________________

– 1 –


Section A 1. Find the number of sides on each shape:

a) ____ sides

b) ____ sides

c) ____ sides

d) ____ sides

2. Find the number of vertices on each shape:

a) ____ vertices

b) ____ vertices

c) ____ vertices

d) ____ vertices

3. Complete the chart for each polygon:

Letter Name of Shape Number of Sides Number of Vertices

A B D E F C

Geometry Unit Test

Name: _____________________________

Date: _________________

– 2 –


Section A (continued) 4. Circle the angles that are right angles. HINT: You can check with the corner of a piece of paper.

a)

b) c) d)

5. Checkmark all the right angles you see. 6.

Look at the shapes above. Write the letter for each shape that is… a) equilateral ______________________

b) quadrilateral ___________________

c) non-equilateral ______________________

d) non-quadrilateral ______________________

e) a square ______________________

f) a rhombus ______________________

7. Is a square also a rectangle? Explain:

D E A

J

C B

G H

F

I

Geometry Unit Test

Name: _____________________________

Date: _________________

– 3 –


Section B 8. Circle the pairs of shapes that are congruent:

a) b)

c) d)

9. Using the following grids, draw two shapes that are congruent: 10. Using the following grids, draw two shapes that are non-congruent: 11. Look at the shapes within the figure. Find two shapes that are congruent: a) Shapes ____ and ____ are congruent. b) How do you know? c) Can you see any other groups of congruent shapes? If so, list (in groups) as many as you see:

A B

D

F

E

G

C

Geometry Unit Test

Name: _____________________________

Date: _________________

– 4 –


Section C 12. Draw all of the lines of symmetry for each figure with a ruler. One figure has no lines of symmetry:

a) b) c)

13. Draw a figure that has both a vertical and a horizontal line of symmetry. Label both. 14. Use a ruler to measure the sides of the shapes. Say how the shapes are the same and how they are

different. Be sure to mention the following properties:

The number of vertices The number of sides The number of right angles Lines of symmetry The number of lines of symmetry Whether the figure is equilateral

Geometry Unit Test

Name: _____________________________

Date: _________________

– 5 –


Section C (continued) 15. Look at these shapes:

Fill in the chart and Venn Diagram to organize these shapes:

Property Figures with Property

1. Quadrilateral

2. One or more right angles

B A C D E

Unit Test: Geometry – Workbook 3, Part I

page 1


Section A 1. a) 5 sides b) 8 sides c) 3 sides d) 12 sides 2. a) 5 vertices b) 8 vertices c) 3 vertices d) 12 vertices

Letter Shape S V

A Triangle 3 3

B Trapezoid 4 4

C Pentagon 5 5

D Hexagon 6 6

E Rectangle 4 4

3.

F Square 4 4

4. Angles a) and d) are right angles.

5. 6. a) B, C, D, H, I b) A, B, E, F, G,

H, I, J c) A, E, F, G, J d) C, D e) B, H f) B, H, I 7. Yes, a square is also a

rectangle (since it has 4 sides and 4 right angles).

Section B 8. a)

b)

c)

d)

9. Answers will vary. 10. Answers will vary. 11. a) One of the

following sets of congruent pairs: A = B D = F C = G

b) Answers will vary.

c) See part a) for options.

Section C 12. a)

b)

c) This shape has no lines of symmetry.

13. Answers will vary. 14. S/D?

Vertices 3 4 Different

Sides 3 4 Different

# of Right Angles

0 0 Same

# of Lines of Sym’y

3 2 Different

Equilat’l Y Y Same

15.

Property Figures

Quadrilateral A, C

One or more right angles

A, D, E

B

A C D

E

Quadrilateral One or more right angles


Name: _____________________________

Date: _________________

– 1 –

Unit Tests – Workbook 3, Part 2

Section A 1. Continue the following patterns:

a) 1, 3, 5, 9, 1, 3, 5, 9, _____, _____, _____, _____

b) 1, 1, 2, 2, 3, 3, _____, _____, _____, _____ c) _________ _________ _________ _________

d) G, H, I, G, H, I, _____, _____, _____ 2. Circle the core of the following patterns. Then continue the pattern:

a) A C D A C D ___ ___ ___ ___

b) P Q Q A P Q Q A ___ ___ ___ ___ ___

c) ______ ______ ______ ______

3. Find the amount by which the sequence increases or decreases. Write a number with a + sign if the

sequence increases, and a – sign if it decreases. Then write in the square beside the sequence: - an A if the sequence always increases; - a B if it always decreases; - a C if the sequence increases and decreases.

a) 3 , 7 , 5 , 12 , 8

b) 2 , 4 , 3 , 7 , 6

c) 3 , 7 , 11 , 15 , 19

d) 74 , 69 , 64 , 59 , 54

4. Write a rule for each pattern. Use the words add or subtract, and say what number the pattern

starts with:

a) 3 , 5 , 7 , 9

_____________________________________________

b) 14 , 10 , 6 , 2

_____________________________________________


Name: _____________________________

Date: _________________

– 2 –


Section A (continued) 5. Write a rule for each pattern:

a) 8 , 13 , 18 , 23

_____________________________________________________

b) 13 , 10 , 7 , 4

_____________________________________________________

c) 62 , 66 , 70 , 74 _____________________________________________________

6. Describe each pattern as increasing, decreasing or repeating: a) 1 , 4 , 7 , 11 , 15

__________________

b) 2 , 6 , 3 , 2 , 6 , 3

__________________

c) 9 , 8 , 7 , 6 , 5 , 4

__________________

d) 2 , 4 , 6 , 8 , 10 , 12

__________________

e) 1 , 5 , 1 , 5 , 1 , 5

__________________

f) 19 , 15 , 11 , 7 , 3

__________________

7. Create an increasing number pattern. Give the rule for your pattern: 8. Create a decreasing number pattern. Give the rule for your pattern: 9. Create a repeating pattern using... a) letters: b) shapes: c) numbers:


Name: _____________________________

Date: _________________

– 3 –


1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20

21 22 23 24 25 26 27 28 29 30

31 32 33 34 35 36 37 38 39 40

41 42 43 44 45 46 47 48 49 50

51 52 53 54 55 56 57 58 59 60

61 62 63 64 65 66 67 68 69 70

71 72 73 74 75 76 77 78 79 80

81 82 83 84 85 86 87 88 89 90

91 92 93 94 95 96 97 98 99 100

Section B 10. Use the hundreds chart to solve the following:

a) Circle the numbers that are multiples of 4. b) Put a square around the numbers that are

multiples of 6. c) Write five numbers that are multiples of

both 4 and 6:

11. Sort the numbers in the chart into the Venn diagram.

12. Fill in the chart to show the following: Joey saves $15.00 a month starting in January. How much has

he saved by the end of April?

10 2 4 6 15 12 40 3 24 5 8 9 25 20

Month Savings ($)

Multiples of 5 Multiples of 4


Name: _____________________________

Date: _________________

– 4 –


Section B (continued) 13. Predict the shape of the 17th figure in this pattern. Show your work.

14. Show your work for the questions below using the number lines or T-tables.

a) Shari is playing soccer 20 km from her house. If she can cycle 6 km an hour, how far will she be from her home in 3 hours?

b) Look at the following figures. How many squares will Figure 5 and Figure 6 have?

c) Rafi is on a canoe trip. He will paddle 6 km each day. If he starts his trip on Saturday morning, how far will he have traveled by Tuesday night.

d) Sandra puts 8 objects in each loot bag for her birthday guests. How many objects does she need for 5 guests?

Figure 3 Figure 2 Figure 1

12 13 14 15 16 17 18 19 201 2 3 4 5 6 7 8 9 10 110


Name: _____________________________

Date: _________________

– 5 –


Section B (continued) e) Carol is cycling in a marathon. She must cycle 160 km. If she cycles 10 km per day, how far from

the finish line will she be at the end of Day 4?

15. Write a number in the box to make the equation true.

a) – 2 = 4

b) – 5 = 10

c) 15 – = 12

d) 4 = 8 –

e) + 2 = 8

f) + 3 = 10

g) 3 + = 7

h) 14 = + 4

i) × 3 = 9 j) 3 × = 6

16. Alan saves $15 in August. He saves $4 each month after that. Noa saves $12 in August.

She saves $5 each month after that. Who has saved the most by end of December? Show your work.

120 140 16010 20 30 40 50 60 70 80 90 100 110 130 1500

Unit Test: Patterns & Algebra – Workbook 3, Part 2


page 1

Unit Test Answer Keys – Workbook 3

Patterns & Algebra Section A 1. a) 1, 3, 5, 9

b) 4, 4, 5, 5

c)

d) G, H, I

2. a) Core: A C D A, C, D, A

b) Core: P Q Q A P, Q, Q, A, P

c) Core:

3. a) + 4, – 2, + 7, – 4; C

b) + 2, – 1, + 4, – 1; C

c) + 4, + 4, + 4, + 4; A

d) – 5, – 5, – 5, – 5; B

4. a) Gap: 2. Rule: Start at 3 and add 2.

b) Gap: 4 or – 4. Start at 14 and subtract 4.

5. a) Start at 8 and add 5

b) Start at 13 and subtract 3

c) Start at 62 and add 4

Answers to “Explain how you know your rule for part c) is correct” will vary – teacher to check.

6. a) increasing

b) repeating

c) decreasing

d) increasing

e) repeating

f) decreasing

7. Answers will vary. Teacher to check.



Section B: 10. a), b) Teacher to check.

c) The numbers that have both the square and the circle around them: 12, 24, 36, 48, 60, 72, 84, 96

11.

12. Month Savings ($)

January 15

February 30

March 45

April 60

Joey will have saved $60 by the end of April.

13. Students might extend the pattern to the 17th term. The shape is .

14. a)

Shari will be 2 km from home.

b) Fig. # of Sq.

1 5

2 9

3 13

4 17

5 21

The 4th figure will have 17 squares, and the 5th figure – 21 squares

c) Day Distance(km)

Sat 6

Sun 12

Mon 18

Tue 24

Rafi will travel 24 km.

d) Bags Objects

1 8

2 16

3 24

4 32

5 40

Sandra needs 40 objects for 5 guests.

e) Carol will be 120 km from the finish line.

15. a) 6

b) 15

c) 3

d) 4

e) 6

f) 7

g) 4

h) 10

i) 3

j) 2

16. Alan saves:

Month Savings ($)

Aug 15

Sep 19

Oct 23

Nov 27

Dec 31

Noa saves

Month Savings ($)

Aug 12

Sep 17

Oct 22

Nov 27

Dec 32

Noa saved more by the end of December.

5, 10,

15, 25

20, 40

4, 8,

12, 24

2, 3, 6, 9

0 2 8 14 20


J U N I O R U N D I S C O V E R E D M A T H P R O D I G I E S Unit Tests – Workbook 3, Part II

Name: _____________________________

Date: _________________

– 1 –

Section A 1. The number line shows the position of Aleta’s friends in a marathon. Altogether, 70 people participated

in the race:

a) Who came in 52nd in the race? ____________

b) In which position did Alexis finish the race? ____________

c) Mary came 13th in the race. How many places before Brian was Mary? ____________

d) Ngozi was 7 places in front of Mike. Mark the number line to show Ngozi’s position.

2. Round to the nearest tens place. HINT: Underline the tens digit first.

a) 18 b) 67 c) 82

3. Round to the nearest hundreds place. HINT: Underline the hundreds digit first.

a) 158 b) 597 c) 619

4. Estimate these sums and differences by rounding to the nearest hundreds and adding or subtracting:

a) 150 + 660 +

b) 580 – 230 –

c) 750 + 890 +

d) 610 – 360 –

5. James counted 315 words on a page. Approximately how many words would be on ...

a) 3 pages?____________ b) 4 pages? _____________ Explain how you found your answers:

20 10 30 40 50 60 70

Mary Mike Eleanor Brian Niraj Alexis Claire Rasa



Name: _____________________________

Date: _________________

– 2 –

Section B 6. For each of the following questions, draw dots (or lines) for the things being shared or divided equally

and draw rectangles or circles for the sets: a) 3 boxes; 9 pens. How many pens in each box? b) 8 kids; 2 kids in each wagon. How many wagons?

7. Todd has 20 marbles he wants to share with 4 friends. How many marbles does each friend get? Use a picture to show how you solved the problem:

8. Judah has 8 kiwis. He wants to give 2 kiwis to each friend. How many friends can he give them to?

Use a picture to show how you solved the problem: 9. Write two multiplication statements and one division statement for the picture below:



Name: _____________________________

Date: _________________

– 3 –

Section B (continued) 10. Fill in the blanks (based on the picture given):

________ lines ________ lines in each set ________ sets

11. Write a multiplication or a division statement to solve the following problem:

12 things in total; 3 things in each set. How many sets?

___________________________________________________

12. Three friends want to share 8 apples evenly. How many apples will each friend receive? How many will

be left over? Show your work with a picture and a division statement: 13. Find two different ways to share 7 cookies evenly so one is left over: 14. Apple trees in an orchard are planted in 6 rows. There are 3 trees in each row. How many trees are

in the orchard? How did you find the answer? Mental math? Skip counting? A picture?



Name: _____________________________

Date: _________________

– 4 –

Section C 15. Name the following fractions:

a) b) c) d)

16. Describe the picture in two ways using the fraction 27 :

1. _______________________________________________________________________ 2. _______________________________________________________________________ 17. A lacrosse team wins 7 games, loses 3 games and ties 1 game. What fraction of the games

did the team…

a) win? _______________ b) lose? ______________ c) tie? _______________ 18. Fill in the missing number to make a fraction that is equal to

12 :

a) 6

b) 10

c) 8

d) 12

19. Circle the fractions that are greater than 12 .

a) 34 b) 2

10 c) 38 d) 8

12

20. Circle 14 of each set of triangles.

a) b)

21. Jean eats 56 of a cake. What fraction of the cake is leftover? __________________ 22. Which fraction is larger, 34 or

38 ? Explain your thinking:



Name: _____________________________

Date: _________________

– 5 –

Section D 23. Count the given coins and write the total amount in cents and in dollar (decimal) notation:

a) Total amount = _______ ¢ = $ ____________

b) Total amount = _______ ¢ = $ ____________

c) Total amount = _______ ¢ = $ ____________

d) Total amount = _______ ¢ = $ ____________

e) Total amount = _______ ¢ = $ ____________

f) Total amount = _______ ¢ = $ ____________

24. For the given amounts in cents, write the number of dollars, dimes and pennies in the chart. Then write the amounts in dollars.

25. Count the given coins and bills, and write your answer in both cent and dollar notation:

a) Total in cent notation = ________ Total in dollar notation = ________

b) Total in cent notation = ________ Total in dollar notation = ________

c) Total in cent notation = ________ Total in dollar notation = ________

Amount in Cents Dollars Dimes Pennies Amount in Dollars

a) 116¢

b) 144¢

c) 358¢

d) 686¢

$1 $1 $1

$2 $1 $1 $1

$2 $1

5¢ 10¢ 10¢ 10¢ 10¢ 10¢ 1¢

5¢

5¢

25¢ 10¢ 10¢ 1¢ 1¢ 1¢ 1¢ 1¢ 10¢ 10¢ 10¢ 10¢

25¢ 25¢ 25¢ 25¢ 25¢ 10¢ 25¢

25¢ 25¢ 10¢ 10¢ 10¢ 10¢ 1¢ 25¢ 25¢ 25¢ 25¢ 10¢ 1¢



Name: _____________________________

Date: _________________

– 6 –

Section D (continued) 26. Write each number of cents in dollar notation:

a) 68¢ = ______ b) 55¢ = ______ c) 27¢ = ______ d) 74¢ = ______ 27. Write each amount of money in cents notation:

a) $0.82 = ______ b) $0.43 = ______ c) $0.86 = ______ d) $0.04 = ______ 28. Jordan wants to buy a CD which costs $7.30 and some glue which costs $2.65. How much

money does he need to buy both items? 29. Add or subtract:

a) b) 30. Amit has $6.81. Abby has $4.29. How much more money does Amit have? For each problem below, write down an estimate. Then find the exact amount:

31. Jason has $3.65. Arden has $4.22. How much do they have altogether?


32. Sindi buys a book for $5.25 and a pen for $2.67. She pays $9.00. How much change will she get?


$ 9 0 0 – $ 4 3 2

$ 3 4 6 + $ 4 3 8

Unit Test: Number Sense – Workbook 3, Part 2

page 1


Section A 1. a) Claire

b) 67th

c) 6 places

d) Teacher to check: Ngozi should be in position 28.

2. a) 20

b) 70

c) 80

3. a) 200

b) 600

c) 600

4. a) 200 + 700 900

b) 600 – 200 400

c) 800 + 900 1 700

d) 600 – 400 200

5. a) 900

b) 1 200

Sample explanation: I rounded the number of words per page (315) to the nearest hundred (300) and then multiplied that by the given number of pages.

Section B 6. a)

3 pens in each box

b) 4 wagons

7. Each of Todd’s friends will get 5 marbles:

8. Judah can give his kiwis to 4 friends:

9. Multiplication statements: 5 × 3 = 15 3 × 5 = 15 Division statements – 1 of:15 ÷ 3 = 5 15 ÷ 5 = 3

10. 10 lines 5 lines in each set 2 sets

11. Sample answer: 12 ÷ 3 = 4 There are 4 sets.

12. Each friend will receive 2 apples, and 2 apples will be left over. Picture: Division statement: 8 ÷ 3 = 2 R2

13. Way #1: 2 cookies to each of 3 people, with 1 left over

Way #2: 3 cookies to each of 2 people, with 1 left over

14. There are 18 trees in the orchard. Answers may vary re: how students found the answer. Teacher to check.

Section D 23. a) 38¢ = $0.38

b) 57¢ = $0.57

c) 91¢ = $0.91

d) 130¢ = $1.30

e) 111¢ = $1.11

f) 91¢ = $0.9

24. a) 1 1 6 $1.16

b) 1 4 4 $1.44

c) 3 5 8 $3.58

d) 6 8 6 $6.86

25. a) 300¢ = $3.00

b) 500¢ = $5.00

c) 800¢ = $8.00

d) 1 200¢ = $12.00

26. a) $0.68

b) $0.55

c) $0.27

d) $0.74

27. a) 82¢

b) 43¢

c) 86¢

d) 4¢

28. $9.95

29. a) $4.68

b) $7.84

30. Amit has $2.52 more

31. Estimate: $8.00 Actual: $7.87

32. Estimate: $1.00 Actual: $1.08

Section C 15. a) 1

2

b) 14

c) 59

d) 310

16. 27 are shaded

27 are triangles

17. a) 711

b) 311

c) 111

18. a) 3

b) 5

c) 4

d) 6

19. a) Yes – circle

b) No

c) No

d) Yes – circle

20. a) 3 triangles should be circled

b) 5 triangles should be circled

21. 16

22. 34 is larger

Sample explanation: Their numerators are the same but, since 4 < 8, each of the 3 pieces in 34 is bigger.



Name: _____________________________

Date: _________________

– 1 –

Unit Tests – Workbook 3, Part II

Section A 1. Write the time given by each clock. Include both the hour and the minute. Remember that the hour

hand is the short hand and the minute hand is the long hand:

a) b) c)

2. Give the time on the following digital clocks in two ways: (i) in words; and (ii) on the analog clock.

a) _________________________

b) _________________________

c) _________________________

3. Emily practiced piano for 20 minutes. Count by 5’s to find out what time she stopped playing at for each

of the times below. REMEMBER: When you reach 60 minutes you must add one to the hour!

Start a) 2:20 b) 3:10 c) 5:15 d) 12:05 e) 10:40 f) 4:45

Stop

HINT: In the following, count backwards by 5’s to find out what time Emily started.

Start

Stop g) 9:40 h) 1:35 i) 6:00 j) 11:20 k) 2:05 l) 1:10

12

6

9 3

1

2

8

7

4

5

11

10

12

6

9 3

1

2

8

7

4

5

11

10

12

6

9 3

1

2

8

7

4

5

11

10

12

6

9 3

1 2

8 7

4 5

11 10

12

6

9 3

1 2

8 7

4 5

11 10

12

6

9 3

1 2

8 7

4 5

11 10



Name: _____________________________

Date: _________________

– 2 –


Section B 4. Find the area of these figures in square centimetres:

a) Area = _______ cm2

b) Area = _______ cm2

c) Area = _______ cm2

5. The sides of the rectangles have been marked in centimetres. Using a ruler, draw lines to divide the rectangles into square centimetres:

a) Area = _______ cm2

b) Area = _______ cm2

c) Area = _______ cm2

6. How can you find the area (in square units) of each of the shapes below? Area of A = _________________________ Area of B = _________________________ Area of C = _________________________ Area of D= _________________________

A

B

D

C



Name: _____________________________

Date: _________________

– 3 –


Section C (continued) 7. Draw 2 different rectangles with

an area of 6 units:

8. Two half squares cover the same area as a whole square . Count each pair of shaded half squares as a whole square to find the area shaded:

9. How many years are in:

a) 6 decades

b) 7 centuries

10. Pete read for 1 hour and 45 min. Tegan read for 100 minutes.

Who spent more times reading? How much more? Show your work.

a) = _____ whole squares

b) = _____ whole squares

Unit Test: Measurement – Workbook 3, Part 2

page 1


Section A 1. a) 07:05

b) 11:45

c) 02:30

2. a) Fifty-five minutes after eight;

b) Ten minutes after five;

c) Twenty minutes after eleven;

3. a) Stop – 2:40

b) Stop – 3:30

c) Stop – 5:35

d) Stop – 12:25

e) Stop – 11:00

f) Stop – 5:05

g) Start – 9:20

h) Start – 1:15

i) Start – 5:40

j) Start – 11:00

k) Start – 1:45

l) Start – 12:50

Section B 4. a) Area = 12 cm2

b) Area = 7 cm2

c) Area = 12 cm2

5. Teacher to check students’ ruler lines.

a) Area = 3 cm2

b) Area = 6 cm2

c) Area = 8 cm2

6. To help find the area of the shapes provided, students may choose to extend the “unit” lines and count – as done in Question 5 – or they may choose to find the length and width of each shape and then multiply.

Area of A = 9 square units

Area of B = 6 square units

Area of C = 8 square units

Area of D = 16 square units

7.

8. a) 8 whole squares

b) 8 whole squares

9. a) 60 years

b) 700 years

10. Pete read for 105 min, 5 min longer than Tegan.

12

6

9 3

1 2

8 7

4 5

11 10

12

6

9 3

1 2

8 7

4 5

11 10

12

6

9 3

1 2

8 7

4 5

11 10



Name: _____________________________

Date: _________________

– 1 –

1. List every possible outcome for each:

a) _______________________________________________________________

b) _______________________________________________________________

c) You roll a die. _______________________________________________________________

d) You play checkers with a friend. _________________________________________________

e) You draw a ball from the box: _______________________________________________________

2. On this probability line, label the following:

impossible unlikely likely certain

A. If you roll a die, you will roll a 7. B. If you roll a die you will roll a number less than 7.

C. You will go to climb a mountain soon. D. It will rain in May. 3. Draw circles to divide each set into two equal parts:

a)

b)

1 •3

2

2 •

R Y



Name: _____________________________

Date: _________________

– 2 –

4. Complete each statament by writing more than a half, half, or less than a half. a) 2 is ____________________ of 6 b) 8 is ____________________ of 14 c) 7 is ____________________ of 10 d) 5 is ____________________ of 10 e) 3 is ____________________ of 8 f) 4 is ____________________ of 8 5. A box contains 10 marbles. 4 are red. Is it likely or unlikely that you will draw a red marble? Explain how you know. 6. Andre and Susan play with a box of marbles.

a) If they draw a green marble, Andre wins.

If they draw a blue marble, Susan wins.

Who has better chances of winning, Andre or Susan?

Explain why.

b) Andre and Susan changed the rules.

Andre wins if they draw a green marble. Susan wins if they draw a marble that is not green.

Is the game fair now? Explain.

G R

B G

B

G

Unit Test: Probability & Data Mgmt – Workbook 3, Part 2

page 1


1. a) 1, 2, 3

b) 2

c) 1, 2, 3, 4, 5, 6

d) win, lose, draw

e) red, yellow

2. In order, from left to right: A, C, D, B

3. a) 2 groups of 6 stars each.

b) 2 groups of 4 circles each.

4. a) less than half

b) more than half

c) more than half

d) half

e) less than half

f) half

5. Since this is less than half the time (half of 10 is 5), it is unlikely that you will draw a red marble.

6. a) Andre has better chances to win, because out of 6 outcomes, 3 are good for him (3 green marbles), and only 2 are good for Susan (2 blue marbles).

b) The game is fair now, both players win in 3 out of 6 cases.

Geometry Unit Test



Name: _____________________________

Date: _________________

– 1 –

Section A 1. Join the dots in the given column and row:

a) Column 2 Row 1

b) Column 2 Row 2

c) Column 3 Row 2

d) Column 1 Row 3

2. Circle the dot given by the column and row:

a) Column 3 Row 2

b) Column 1 Row 2

c) Column 3 Row 1

d) Column 3 Row 3

3. Identify the column and the row for the circled dot.

a)

Column _______ Row __________

b)

Column _______ Row __________

c)

Column _______ Row __________

c)

Column _______ Row __________

4. Slide each shape 4 boxes to the right: HINT: To start, put a dot on one of the corners of the figure. Slide the dot 4 boxes right, then draw the new figure.

a)

b)

5. Slide each figure 5 boxes to the right and 2 boxes down:

a)

b)

Geometry Unit Test



Name: _____________________________

Date: _________________

– 2 –

Section A (continued)

6. Slide the shapes in the grids below. Then describe the slide by writing how many boxes you moved the figure horizontally (right or left) and how many boxes you moved it vertically (up or down):

a) My slide: ___________________________

b) My slide: ___________________________

7. Miriam is trying to cross the lake without bumping into any of the islands. Describe the path that she

took to get from her start, to her finishing point: 1. From A (start) to B ________________ 2. From B to C ________________ 3. From C to D ________________ 4. From D to E ________________ 5. From E to F (finish) ________________

8. Answer the questions using the coordinate system below:

4 Hill

3

Farm

2 Town

1 Pond

A B C D E

a) What would you find in square (A,4)? b) What would you find if you travelled 2 grid

squares south of the farm? c) Give the coordinates of the town: d) Describe how to get from the pond to the hill: e) Describe how to get from the farm to the town:

island

island

island

D E

C B

F

A

North

South

West East

Geometry Unit Test



Name: _____________________________

Date: _________________

– 3 –

Section B 9. Show what the figure would look like after the rotation. First rotate the dark line, then draw the rest of

the figure:

a) b) c) d)

14 turn clockwise

34 turn clockwise

14 turn counter

clockwise

12 turn clockwise

10. In each question below, the figure has changed position. Did it flip, slide, or turn? Circle the correct

answer:

a)

Flip Slide Turn

b)

Flip Slide Turn

c)

Flip Slide Turn

d)

Flip Slide Turn

e)

Flip Slide Turn

f)

Flip Slide Turn

11. Draw the following transformations on the grids below:

a) Turn:

b) Slide:

c) Flip:

Geometry Unit Test



Name: _____________________________

Date: _________________

– 5 –

Section C

A B C D E

12. Using the pictures above as reference, complete the chart below:

A B C D E

Number of Faces

Number of Edges

Number of Vertices 13. Draw a line to match each shape to its name:

square pyramid

cylinder triangular prism

cone rectangular prism

triangular pyramid

14. What shape has these faces?

HINT: Use the pictures from Question 12 if you need help. 15. Erin describes her pattern as follows: “I used a triangle, an arrow and a circle. The arrow turned.” Can you improve upon her description?

Unit Test: Geometry – Workbook 3, Part 2

page 1


Section A 1. a)

b)

c)

d)

2. a)

b)

c)

d)

3. a) Column 1 Row 1

b) Column 2 Row 3

c) Column 1 Row 2

d) Column 3 Row 1

4. a)

b)

5. a)

b)


7. 1. 3 down

2. 4 right

3. 2 up

4. 4 right

5. 7 down

8. a) Hill

b) Pond

c) (B, 2)

d) 3 squares north, then 3 squares west

e) 1 square south, then 2 squares west

Section B 9. a)

b)

c)

d)

10. a) Turn

b) Flip

c) Turn

d) Slide

e) Flip

f) Turn

11. Exact transformations may vary but here are some sample answers:

a)

b)

c)

Section C

12. A B C D E

Faces 5 4 6 6 5

Edges 8 6 12 12 9

Vertices 5 4 8 8 6

13. Shapes, from left to right: Rectangular

(or square) prism Square pyramid Cone Cylinder Triangular pyramid Triangular prism

14. They would make a triangular prism.

15. Answers will vary. Teacher to check. Suggested improvements might include: The core is made up

of 5 shapes: a large arrow pointing up, a large triangle, a large arrow pointing right, a large circle and a small circle.

When the core first appears, the 3rd and 5th shapes are shaded. When it repeats, the 3rd and 5th shapes are white but the 1st, 2nd and 4th shapes are shaded. From there, the pattern is repeated (i.e. 3rd, 5th in core are shaded, then 1st, 2nd, 4th in core are shaded, then back to 3rd, 5th…)

Documents

Unit Tests: Workbook 3 JUMPMathcommondrive.pbworks.com/f/Unit+Tests+for+Workbook+3.pdf · Contents Patterns & Algebra – Part 1 Answer Key for Patterns & Algebra – Part 1 Number