1. ## Pre-Algebra Review Sheet

i was assigned a pre alg. review sheet, and have forgotten how to do some of the things on it...
What is the prime factorization of 360?
The number 22 is a multiple of which numbers?
Find all the multiples of 4 that are greater than 20 and less than 60.
What is the measure of VWX? (The angle shown is 134)
How do you classify a polygon with 4 sides? 6 sides?
Find 3 solutions to the equation: x - y = 0
Write an inequality for the graph.
,,,,,,,,,,,,,,O-------------------->
<--------------------------->
-10,-8,-6,-4,-2,0,2,4,6,8,10
(Circle is not filled in, circle is on the -4)
Graph on a number line: x (> + =) -1
Complete with measurements and equivalents:
Customary Lengths and Metric Lengths(i just dont understand what im being asked to do)
And finally, tell the number of A)Faces, B) Edges, C) Verticles
what is a verticle? i forgot >_>

i know its a lot, but i havent had prealgebra for a looooong time, so i forgot most of it..except the really common stuff
thanks

2. Originally Posted by Forkmaster
i was assigned a pre alg. review sheet, and have forgotten how to do some of the things on it...
What is the prime factorization of 360?

360 = 2*180 = 2*2*90 = 2*2*2*45 = 2*2*2*5*9 = 2*2*2*5*3*3 = 2^3 * 5 * 3^2

The number 22 is a multiple of which numbers?
begin with the prime factorization.

22 = 2*11

that's it. 11 is prime.

thus, 22 is a multiple of 2 and 11

Find all the multiples of 4 that are greater than 20 and less than 60.
note that 20 = 4*5 and 60 = 4*15

thus, all numbers in between range from 4*6 to 4*14

thus, the multiples are: 4*6, 4*7, 4*8, ... , 4*15. of course, simplify these, for example, don't write 4*6 as your final answer, write 24

What is the measure of VWX? (The angle shown is 134)
what angle shown?

How do you classify a polygon with 4 sides? 6 sides?
what do you mean by classify? what they are called? a rectangle and a hexagon?

Find 3 solutions to the equation: x - y = 0
this is easy, if x - y = 0, it means that x = y. so just pick any 3 numbers and let x and y be the same number at the same time.

for example, three solutions are:

x = y = 1

x = y = 2

x = y = 3

Write an inequality for the graph.
,,,,,,,,,,,,,,O-------------------->
<--------------------------->
-10,-8,-6,-4,-2,0,2,4,6,8,10
(Circle is not filled in, circle is on the -4)
what does the ,,,,,,, mean? i think you want $\displaystyle x > -4$, but i'm not sure. it depends on what you mean by ,,,,,,,,. were you just using those as place holders?

Graph on a number line: x (> + =) -1

.....................
$\displaystyle \bullet$------------------------------>
<--------------------------------------------->
.......-2......... -1......... 0..........1.............. 2

Complete with measurements and equivalents:
Customary Lengths and Metric Lengths(i just dont understand what im being asked to do)
And finally, tell the number of A)Faces, B) Edges, C) Verticles
what is a verticle? i forgot >_>
i think you are missing a diagram here. a vertice is where two or more edges meet at a point

3. I have a question, on "are you smarter than a 5th grader" they asked some guy "how many factors does 121 have" And the answer was "3" because 1, 11, and 121 are factors. So if they say that 22 is a multiple of what numbers, should the answer be 1, 2, 11, 22? or do we not consider 1 and 22 to be relevant?

Note: My friend told me this, I did not actually watch "are you smarter than a 5th grader"

4. Originally Posted by angel.white
I have a question, on "are you smarter than a 5th grader" they asked some guy "how many factors does 121 have" And the answer was "3" because 1, 11, and 121 are factors. So if they say that 22 is a multiple of what numbers, should the answer be 1, 2, 11, 22? or do we not consider 1 and 22 to be relevant?

Note: My friend told me this, I did not actually watch "are you smarter than a 5th grader"
1 and 22 are indeed factors of 22 and should be included in my list of numbers.

and yes, you did watch it. i hear that "i have this friend..." excuse all the time

5. first of all, thanks for all the answers, and..
the ,,,,, was just a placeholder, if i use a lot of spaces they all get combined into one
it just says "How do you classify a polygon with: A)4 sides? B)6 sides?"
and i dont have a scanner, so i cannot scan the angle or diagram, but the "complete with measurements and equivalents" looks like this(',,,' is again used as a placeholder)
a) Customary lengths: (Largest to smallest)
_____ ________ _______ _______
,,,,,,,,V,,,,,,,,,,,V,,,,,,,,,,,V
b) Metric Lengths: (Largest to smallest)
___ ___ ___ ______ ___ ___ ___
,,,,V,,,,V,,,,V,,,,,,,,,V,,,,V,,,,V

and the "Tell the number of..." is just a pyramid picture, with lines indicating what you should be looking at

6. Originally Posted by Forkmaster
first of all, thanks for all the answers
you're welcome
and..
the ,,,,, was just a placeholder, if i use a lot of spaces they all get combined into one
well, in that case, the answer i gave is correct

it just says "How do you classify a polygon with: A)4 sides? B)6 sides?"
i still find that question too vague. do you have an example of a solution to this problem type? maybe your text did an example of this, or maybe you went through one in class. it would be helpful if you posted such an example, just so i see what they are after

and i dont have a scanner, so i cannot scan the angle or diagram, but the "complete with measurements and equivalents" looks like this(',,,' is again used as a placeholder)
a) Customary lengths: (Largest to smallest)
_____ ________ _______ _______
,,,,,,,,V,,,,,,,,,,,V,,,,,,,,,,,V
b) Metric Lengths: (Largest to smallest)
___ ___ ___ ______ ___ ___ ___
,,,,V,,,,V,,,,V,,,,,,,,,V,,,,V,,,,V

and the "Tell the number of..." is just a pyramid picture, with lines indicating what you should be looking at
i'm sorry, but i don't understand what you are saying