Name__
_______________________
_______
Spiral Review for Test 3 and Post Test 1
Standard 7NS1c:
Understand subtraction of rational numbers as adding the inverse, p
–
q = p + (

q).
Rewrite each difference as a sum.
1. 82
–
91 = ___________
2
.

2
3
–
5
5 = ____________
Standard 7NS2d:
Convert a rational number to a decimal using long division; know that the
decimal form of a rational number terminates in 0s or eventually repeats.
Convert each of the following to decimals using long division.
Show work below in each box.
Keep your problems numbered and neat.
3
.
=___________________
4
.
= ___________________
5
. Of the fractions converted above, which converted
to
a
terminating
decimal
?
6
. Of the fractions converted above, which converted
to
repeating
decimal
?
Standard 7NS1b:
Understand p +
q as
the number located a distance
q
from p, in the positive or
negative direction depending on whether q is positive or negative.
Show that a number and its opposite
have a sum of 0 (are additive inverses).
Interpret sums of rational numbers by describing real world
contexts.
7
. If I h
ave an expression such as

4 +
9
, in what direction would I move
on a number
line
and why?
8.
I
f I have an expression such as
2 +
(

7
)
, in what direction would I move
on a number
line
and why?
9
.
What sum is modeled by the number line below? _________
____________
Find the sum of the following numerical expressions. Use the number lines to show each
sum
.
Write each sum
in the box.
10.

7 + 7
11
.

4
+ (

2
)
Standard 7NS1:
Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational
numbers. Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers;
represent addition an
d subtraction on a horizontal or vertical number line diagram.
12
. 5
–
9
13
.
3
–
(

6
)
Standard 7NS1c:
Show that the distance between two rational numbers on the number line is the absolute value of their
difference, and apply this principle
in real

world contexts.
14
. A hot air balloon is 1
90
feet above the sur
face of the ocean. A diver is
68
feet below
the surface of the ocean. Write a numerical expression that would represent the
distance
between the hot air balloon and the diver. Then solve.
Numerical Expression:______________________________ Solution:_______________
15
. There are two dive
rs in the water. One diver is
74
feet be
low sea level and the other
is 9
8 feet below sea level
. Write a numerical expression that would represent the
distance
between the two divers. Then solve.
Numerical Expression:___________________________ Solution:__________________
Standard 7NS1:
Apply and extend previous understandings of operations w
ith fractions to add, subtract, multiply, and
divide rational numbers.
Apply and extend previous understandings of addition and subtraction to add
and subtract rational numbers;
represent addition and subtraction on a horizontal or vertical number line
diagram.
Simplify by finding each sum or difference.
16.

104
–
73
17
. 4
12
+ (

9
2)
18.

158
–
(

6
9
7)
19. 14 + (

32)

(

12
7)
20
. Katherine is very
interested in cryogenics (the science of very low temperatures).
With the help of her science teacher she is doing an experiment on the effect of low
temperatures on bacteria. She cools one sample of
bacteria to a temperature of

84°C and
another to

103
°C
. Write a numerical expression that represents the
difference
in the
temperatures. Then solve.
Numerical Expression: _______________________________
Solution:__________________
21
. During the football game, Justin caught three passes. One was f
or a touchdown
and
went 12
yards. The other wa
s for a first down and was for 9
yards. The other was on a
screen pass that did not work s
o well and ended up a loss of 18
yards. Write a numerical
expression that would represent the total yardage gained by Justin during the game.
Then solve.
Numerical Expression: _________________________________
Solution:__________________
22. The temperature was

8
°C at midday. By ev
ening, the temperature had
risen 12
°C.
Write a numerical expression to represent
the temperature by evening. Then solve.
Numerical Expression:________________________________
Temperature by evening
=_____________
23. The temperature was

2
°C at
midday. By evening, the temperature had dropped
8
°C.
Write a numerical expression to represent the
temperature by evening
.
Then solve.
Numerical Expression:____________________________________
Temperature by evening:___________________________
24.

18
.1
+ 3.5372
25.

25.8
–
7.3
41
26
.
8.92
6
–
5
4.8
27
.

89 + (

7.039)
–
(

2
6.8)
28
.
(
)
29
.
30
.
(
)
31.
A
cups
of fruit smoothie recipe
requires
cups of fruit cocktail and the rest
milk. How much milk is there in the recipe?
32.
The temperature was 6 degrees Celsius above zero at midday. By evening,
the
temperature had dropped
degrees Cels
ius. Write a numerical expression that could
represent the temperature by evening. Then solve.
33.
The temperature in the morning is 53
degrees Fahrenheit. The temperature at
evening is 85
degrees Fahrenheit. What is the temperature
dif
ference
from
the
morning temperature
to
the evening temperature?
Standard 7NS2c: Use properties of operations to multiply and divide rational numbers.
Standard 7NS1
:
Apply and extend previous understandings of addition
and subtraction to add and
subtract rational numbers
34. Fill in the tic

tac

toe chart below for multiplication and division of rational
numbers.
Find each sum, difference, product, or quotient.
35
.
6
15
36
.
6 + (

23)
37
.
38
.

8
6
–
(

1
7)
39
.
40
.

21
(

3)
41.

21
–
3
42
.
43. (

2)(

5)(10
)(

1)
44
.
6
(

2)(

10)
45
.
46
.
47
.

2.39
(

7
.2
1
)
48.

3.5(

0.6
)(

2)
49
.
9.064
÷

0.04
50
.

0.0075 ÷

25
51
.
52
.
53
.
54
.
55
.
5
3
2
1
1
3
2
Standard 6EE2c:
(Evaluate
expressions at specific values of their variables. Include expressions that arise from formulas
used in real

world problems. Perform arithmetic operations, including those involving whole

number
exponents, in the conventional order when there are no parent
heses to specify a particular order
(Order of Operations).
Use order of operations to simplify each expression. “PEMDAS”
56.
3
4
9
6
3
2
57
.
7
3
10
)
18
2
24
(
58
.
)
47
15
(
3
6
30
85
59
.
6
60
)
3
2
4
(
2
5
2
60.
(
)
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