2014 GED®Test Resources

MathematicsFormulaSheetExplanation

The2014 GED®MathematicalReasoningtestcontainsaformulasheet,whichdisplaysformulas relatingtogeometricmeasurementandcertainalgebraconcepts.Formulasareprovided totest- takersso thattheymay focuson application,ratherthanthememorization, offormulas.

Areaofa:

square A= s2 rectangle A= lwparallelogram A=bh

triangle A=!bh

!

trapezoidA=!h(b

!

circleA=πr2

Perimeterofa:

squareP=4s

+b2)

rectangleP=2l+2w

triangleP=s1+s2+s3

Circumference ofacircleC=2πrORC=πd;π ≈3.14

Surfaceareaandvolumeofa:

rectangular/right prismSA=ph+2BV=Bh

cylinderSA=2πrh+2πr2V=πr2h

pyramidSA=!ps+BV=!Bh

!!

coneSA=πrs+πr2V=!πr2h

!

sphereSA=4πr2V=!πr3

!

(p=perimeterofbasewithareaB;π ≈3.14)

Data

meanmeanisequaltothetotalofthevaluesofadataset,dividedby thenumberofelementsinthedataset

medianmedianisthemiddlevalueinanoddnumberoforderedvalues ofadataset,orthemeanofthetwomiddlevaluesinaneven numberoforderedvaluesinadataset

Algebra

slopeofaline!=!!−!!

!!−!!

slope-intercept formofthe equationofaline

point-slopeformoftheequation ofaline

standardformofaquadratic equation

quadraticformula

y=mx+b

y–y1=m(x–x1)

y=ax2+bx+c

−!± !!−4!"

!=

2!

Pythagoreantheorema2+b2=c2

simpleinterestI=Prt

(I=interest,P=principal,r=rate,t=time)

distanceformulad=rt

totalcosttotalcost=(numberofunits)×(priceperunit)

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TopSkills2014Test-takersareMissing:

Analysis based onthe most missed items fromthe

2014 GED®test(releasedAugust2014)

Thisresourcehighlightstheskillsthattest-takersmustdemonstrateinordertocorrectlyanswerthemost commonlymissedquestionsonthe2014GED®test. Westronglyrecommendworkingwithtest-takerson theseskillstohelpthemprepareforthetest.Ingeneral,test-takerswhoareabletodemonstratetheseskills

willscorehigherineachtestsubject.

Reasoning ThroughLanguageArts

Indicator
Code*Skill/Description
R.2.1 / Understandspecificdetailsandmainideasina writtensource.
R.2.5 / Determinewhichdetailssupportthemainidea.
R.2.6 / Identifya themeorelementof a writtensourcethatsupportsatheme.
R.3.3 / Analyzerelationshipswithinwrittensources.

Science

Indicator
Code*Skill/Description
SC.3.a / Pullspecificevidencefroma writtensourcetosupportafindingorconclusion.
SC.6.c / Expressscientificinformationorfindingsinwords.
SC.7.a / Understandandapplyscientificmodels,theories,andprocesses.

Social Studies

Indicator
Code*Skill/Description
SSP.1.a / Determinetheclearlystateddetailsin primaryandsecondarysources,andusethisinformationto
makelogicalinferencesor validclaims.
SSP.2.b / Describepeople,places,environments,processes,andevents,andtheconnectionsbetweenand
amongthem.
SSp.3.c / Analyzecause-and-effectrelationships,includingthosewithmultiplefactors.

MathematicalReasoning

QuantitativeReasoning

Indicator
Code*Skill/Description
Q.4.b / Computetheareaandcircumferenceof circles.Findtheradiusor diameterofacirclewhengiven
theareaorcircumference.
Q.4.c / Computetheperimeterandareaof polygons.Findsidelengthsofapolygonwhengiventhe perimeterorarea.
Q.4.d / Computetheperimeterandareaof two-dimensionalcompositeshapes,whichcouldincludecircles.

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AlgebraicReasoning

Indicator
Code*Skill/Description
A.5.a / Locatepointsinthecoordinateplane.
A.5.b / Determinetheslopeof a linefrom agraph,equation,ortable.
A.5.d / Graphtwo-variablelinearequations.

QuantitativeReasoning

Indicator
Code*Skill/Description
Q.3.b / Usescalefactorstodeterminethemagnitudeof asizechange.Convertbetweenactualdrawings andscaledrawings.
Q.3.d / Solvetwo-step,arithmetic,realworldproblemsinvolvingpercents.Examplesincludebutarenot
limitedto:simpleinterest,tax,markupsand markdowns,gratuitiesandcommissions,percent increaseanddecrease.

MathematicalPracticeand Content Interaction (search forand recognizeentrypoints for solving aproblem) andAlgebraicReasoning

Indicator
Code*Skill/Description
A.2.a / Solveone-variablelinearequations,andformulaswithmultiplevariables.
A.3.a / Solvelinearinequalitiesinonevariable.
A.4.a / Solveone-variablequadraticequationswithrealsolutions,usinganyappropriatemethod.

MathematicalPracticeand Content Interaction (createalgebraicmodelsthat represent real-worldsituations)andAlgebraicReasoning

Indicator
Code*Skill/Description
A.1.c / Createlinearexpressionsaspartof word-to-symboltranslationsortorepresentsituationsyouhave
beengiven.
A.2.c / Createone-ortwo-variablelinearequationstorepresentsituationsyouhavebeengiven.
A.3.d / Createone-variablelinearinequalitiestorepresentsituationsyouhavebeengiven.

To identifythese skills,GED Testing Service:

Examinedtheperformanceof test-takerswhoearnedtheGED®PassingScoreforHighSchoolEquivalency inthetestsubject

Examinedtheperformanceof test-takerswhodidn’tpassthetestsubject

Foundthemostcommonquestionsthattest-takerswhopassedansweredcorrectly,buttest-takerswho

didn’tpassansweredincorrectly

Identifiedtheskillsneededtoanswerthosemostmissedquestions

Thisanalysisisbasedontest-takerperformanceonthe2014GED®testfrom January-June2014.

*“Indicator Code” referstothe GED®testindicatornumbering foundinChapter 2oftheAssessmentGuide for Educators.

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Helpful Hints for Word Problems

A word problem is a sentence or group of sentences that tell a story, contains numbers and asks the reader to find another number.

Steps in Solving Word Problems:

1. Decide what the question is asking you to find.

2. Then, decide what information is necessary in order to solve the

problem.

3. Next, decide what arithmetic operation to use.

4. Work out the problem and find the solution. Check your arithmetic.

5. Reread the question to make sure that your answer is sensible.

Addition Key Words (Please add words to these lists!):

sumtotalincrease

plusmorecombined

addraisealtogether

andextraadditional

bothin all

Subtraction Key Words:

less thandecreaseremaindroppedleftlost

more thandifferencereducechangefell

nearerfarther ----other –er comparison words

Sometime the same key word that helped you decide to add in one word problem can appear in a problem that requires subtraction. Be sure to read the question, find out what is being asked for.

Multiplication Key Words:

twicemultipliedofarea

timesas muchby

totalvolumeper

In multiplication word problems, you are given 1 of something and asked to find many.

Division Key Words:

splitratiodivided (evenly)average

eacheveryequal pieces

cutsharedout of

In division word problems, you are given many things and asked to find one.

Adapted from P. Edwards

How to Teach Math Anxiety

  1. Always call on a student first then, without pausing, ask a question.
  1. Avoid any reference to practical applications and stress the abstract nature of mathematics.
  1. When correcting papers, give credit only to correct answers. Avoid partial credit at all costs.
  1. Always insist on students using the correct method.
  1. Make all tests sufficiently difficult and lengthy so that only the very swift finish.
  1. When going over homework, never reveal any of the difficulties you had solving the problem the night before.
  1. Never let students use their notes. They aren’t going to be allowed to use notes in the “real world” are they?
  1. Always stress competition. Never, never let them work together.
  1. Always speak in the abstract and use lots of symbols. Never, never use manipulatives.
  1. It’s the little things that are important. Always pepper your lecture with little sayings to increase math anxiety like:

Be quiet!Listen to me!Oh, that’s easy

I already explained that!I’ll test you on this!

Oh, that’s obviousThat’s a stupid question

You see how it’s done, don’t you?Who doesn’t get it?

You should know thatGood students can do this in their heads

This is very simple. Watch!You did it the wrong way.

Some students have a math mind, some don’t

From YouTube: Michael Serra at CMC-North Ignite

Math Anxiety Bill of Rights

By Sandra L. Davis

Emotions

I have the right to learn at my own pace and not feel put down or stupid if

I’m slower than someone else.

I have the right to feel good about myself regardless of my abilities in math.

I have the right to relax.

I have the right not to base my self-worth on my math skills.

I have the right to dislike math.

Learning approaches

I have the right to ask whatever questions I have.

I have the right to need extra help.

I have the right to ask a teacher or tutor for help.

I have the right to say I don’t understand.

I have the right to not understand.

Self-worth

I have the right to view myself as capable of learning math.

I have the right to be treated as a competent person.

I have the right to define success in my own terms.

Evaluation works both ways

I have the right to evaluate my math instructors and how they teach.