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National Society of Black Engineers

2007-2008

TRY-MATH-A-LON TOOLKIT
Revision 0
Updated August 20, 2007
Shannon Grady, Ph.D.
National Alumni PCI Chairperson
National Society of Black Engineers Alumni Extension

Alumni PCI Committee:


Kamona Ayres, Region 1 Alumni PCI Chair, Carol Sanders, Region 2 Alumni PCI Chair,
Laramie Banks, Region 3, Alumni PCI Chair, Dr. Bryan Fortson, Region 4 Alumni PCI Chair,
Carolyn Boyd, Region 5 Alumni PCI Chair, Rechard Wagner, Region 6 Alumni PCI Chair,
Erika Baker, Region 4 Try-Math-A-Lon Coordinator
Welcome to the 2007 - 2008 Try-Math-A-Lon Program!

Many changes were made to the program over the last two years. The first was the change to
SAT style questions. The next change was the addition of a second national competition. This
was probably a lot to get used to in a short period of time; however they were changes for the
betterment of the program, but most importantly for the welfare of the student participating in the
program. I wish I could say the time for change has come to an end, but there are ways to track
student progress that have yet to be explored. The goal of the program is to increase the math
skills of at risk black students in preparation for standardized testing as well as success in
college. We have this goal, but no way to track student progress. Grade point average
confirmation in NSBE online (NOL) has been added as a requirement for participation in the
program in order to capture this metric, as well as the addition of an exit survey at each
competition level. This makes it imperative that you use the current year toolkit and forms. We
hope that you will find the additions to not significantly impact the registration process for your
teams. Taking a little extra time up front could have a tremendous impact on the level of
programming.

Although every effort has been made to ensure that there are no errors in this documents,
mistakes can still happen. If you find any errors please indicate where you found it and send the
information via email to pci@nsbe-ae.org.

I would like to conclude with a reminder that Try-Math-A-Lon is supposed to be a fun learning
experience for the participating students. While the program culminates in a competition, the
most important aspect of the program is the coaching and tutoring that takes place. This is what
will make a difference in student progress and achievement. As long as that remains the focus,
this program can really make a difference. Tutoring is supposed to happen year round, not just
the month before the competition. So, please, do not use the competitions as the goal of your
tutoring and coaching sessions, use the fact that their participation could have a significant
impact on their college careers, or lack thereof.

Thank you for your participation and dedication to the academic excellence of the participating
students.

Shannon Grady
National Alumni PCI Chairperson
National Society of Black Engineers Alumni Extension

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THE MISSION OF NSBE
The Mission of the National Society of Black Engineers (NSBE)
is to increase the number of culturally responsible Black
engineers who excel academically, succeed professionally and
positively impact the community.
THE PURPOSE OF TRY-MATH-A-LON
The purpose of the Try-Math-A-Lon (TMAL) program is to
increase underrepresented students’ capabilities when preparing
for standardized tests and to provide them with tools that will
allow them to excel academically.

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National Society of Black Engineers
2007-2008 Try-Math-A-Lon Program
TABLE OF CONTENTS

THE MISSION OF NSBE .............................................................................................................. 3


THE PURPOSE OF TRY-MATH-A-LON .................................................................................... 3
CONTRIBUTIONS TO TMAL...................................................................................................... 7
ACKNOWLEDGEMENT - NSBE CONTRIBUTIONS ............................................................... 7
INTRODUCTION TO NSBE......................................................................................................... 8
NSBE ...................................................................................................................................... 8
PCI .......................................................................................................................................... 8
NSBE Jr. ................................................................................................................................. 8
INTRODUCTION TO TMAL........................................................................................................ 9
TMAL PROGRAM is MORE than a COMPETITITION...................................................... 9
TMAL Goals........................................................................................................................... 9
INTRODUCTION TO TMAL TOOLKIT ..................................................................................... 9
TMAL Team Package........................................................................................................... 10
Student Information Sheet .................................................................................................... 10
Aptitude Survey .................................................................................................................... 10
Pre-Test ................................................................................................................................. 10
TMAL Team List.................................................................................................................. 10
NEW THIS YEAR........................................................................................................................ 11
CRITICAL 2007 - 2008 DATES.................................................................................................. 12
TMAL COMPETITION ............................................................................................................... 12
Team Requirements .............................................................................................................. 13
Cost ....................................................................................................................................... 13
Competition Curriculum ....................................................................................................... 13
Competition Structure........................................................................................................... 14
Event 1: The Progress Assessment Test (PAT) .................................................................... 14
Event 2: The Engineering Contest (TEC)............................................................................. 14
Event 3: The Quiz Bowl ....................................................................................................... 14
Competition Scoring and Results.......................................................................................... 14
TMAL WORLD National Competition................................................................................ 14
TMAL USA National Competition ...................................................................................... 15
Awards, Trophies, and Scholarships..................................................................................... 15
2007-2008 TMAL COMMITTEE ................................................................................................ 16
GETTING STARTED WITH TMAL .......................................................................................... 17
NSBE Technical Professional/Alumni Getting Involved with TMAL................................. 17
Non NSBE Members Getting Involved with TMAL............................................................ 17
TMAL TEAM PREPARATION .................................................................................................. 17
Mathematics.......................................................................................................................... 17
African American Inventors, Scientists and African American Firsts ................................. 18
Engineering ........................................................................................................................... 18
LOCAL, REGIONAL, & NATIONAL COMPETITONS ........................................................... 19
Local Winning TMAL Team Requirements for Regional Competition............................... 19
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Regional Competition ........................................................................................................... 20
Regional Winning TMAL Team Requirements for the TMAL WORLD National
Competition........................................................................................................................... 20
TMAL WORLD National Competition................................................................................ 20
TMAL USA National Competition ...................................................................................... 21
TRY-MATH-A-LON BASICS FOR THE TMAL COORDINATOR......................................... 21
Competition Components ......................................................................................................... 21
Pre-Test ................................................................................................................................. 21
Progress Assessment Test (PAT).......................................................................................... 22
The Engineering Contest (TEC) ........................................................................................... 22
Quiz Bowl ............................................................................................................................. 22
Rules ..................................................................................................................................... 22
Judges.................................................................................................................................... 22
Progress Assessment Test (PAT) Rules.................................................................................... 22
Test Basics ............................................................................................................................ 22
Format ................................................................................................................................... 23
Scoring .................................................................................................................................. 23
Supplies................................................................................................................................. 23
The Engineering Contest (TEC) Guidelines & Rules............................................................... 23
Contest Basics....................................................................................................................... 23
Format ................................................................................................................................... 24
Scoring .................................................................................................................................. 24
Supplies................................................................................................................................. 24
Quiz Bowl Guidelines & Rules................................................................................................. 24
Test Basics ............................................................................................................................ 24
Format ................................................................................................................................... 25
Scoring .................................................................................................................................. 25
Problem Resolution............................................................................................................... 26
Quiz Bowl Officials .............................................................................................................. 27
Supplies................................................................................................................................. 27
All Test Guidelines & Rules ..................................................................................................... 28
Alternates .............................................................................................................................. 28
Pre-College Initiative and NSBE Liability ................................................................................... 29
Insurance Coverage............................................................................................................... 29
Transportation & NSBE Events............................................................................................ 29
APPENDICES .............................................................................................................................. 31
TMAL FORMS APPENDICES ................................................................................................... 32
APPENDIX A STUDENT INFORMATION SHEET & APTITUDE SURVEY........................ 33
Student Information Sheet .................................................................................................... 33
APPENDIX B TMAL TEAM LIST ............................................................................................. 34
Try-Math-A-Lon 2007-2008..................................................................................................... 34
TEAM LIST.............................................................................................................................. 34
APPENDIX C CHAPERONE INFORMATION SHEET............................................................ 35
Try-Math-A-Lon 2007-2008 Chaperone Information Sheet ................................................ 35
APPENDIX D PERMISSION SLIP AND MEDICAL FORM.................................................... 37
APPENDIX E TMAL WORLD ENTRY FORM......................................................................... 40

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TMAL SAMPLE PROBLEMS, CONVERSIONS, & ACRONYMS.......................................... 42
APPENDICES .......................................................................................................................... 42
APPENDIX G PRE-TEST............................................................................................................ 43
APPENDIX H ALGEBRA AND FUNCTIONS.......................................................................... 47
Algebra and Functions Solutions .......................................................................................... 50
APPENDIX I DATA ANALYSIS, STATISTICS & PROBABILITY........................................ 53
Data Analysis, Statistics, and Probability Solutions............................................................. 58
APPENDIX J GEOMETRY AND MEASUREMENTS.............................................................. 63
Geometry and Measurements Solutions ............................................................................... 69
APPENDIX K NUMBERS AND OPERATIONS ....................................................................... 76
Numbers and Operations Solutions ...................................................................................... 79
APPENDIX L PROBLEM SOLVING......................................................................................... 83
Problem Solving Solutions ................................................................................................... 86
APPENDIX M ENGINEERING PROBLEMS ............................................................................ 90
Engineering Problems Solutions........................................................................................... 93
APPENDIX N BLACK INVENTORS AND SCIENTISTS........................................................ 98
APPENDIX O TRY-MATH-A-LON ACRONYM LISTING ..................................................... 99
APPENDIX P COMPETITION SOFTWARE INSTRUCTIONS FOR PCI CHAIRS ............. 100
APPENDIX Q TRY-MATH-A-LON SCORE SHEET.............................................................. 103

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CONTRIBUTIONS TO TMAL
Contributions to TMAL will help us continue to make this an effective NSBE program available
to NSBE Jr. students nationwide. NSBE PCI will use contributions for program-wide support to
give all NSBE Jr. students the opportunity to participate.

Financial Contributions
To become a TMAL partner, send your financial contributions to:

National Society of Black Engineers


ATTN: NSBE-PCI TMAL Program
205 Daingerfield Road
Alexandria, Virginia 22314
Phone: 703.549.2207

Volunteers
If you would like to become a TMAL volunteer, please contact us at pci@nsbe-ae.org,
tmal@nsbe-ae.org, or aepcichair@board.nsbe.org.

ACKNOWLEDGEMENT - NSBE CONTRIBUTIONS


Heartfelt gratitude and deepest thanks to the Alumni PCI committee for writing competition questions
assisting teams and running competitions at the regional level:

Kamona Ayers, Region 1 Alumni PCI Chair


Carol Sanders, Region 2 Alumni PCI Chair
Laramie Banks, Region 3, Alumni PCI Chair
Dr. Bryan Fortson, Region 4 Alumni PCI Chair
Erika Baker, Region 4 Try-Math-A-Lon Coordinator
Carolyn Boyd, Region 5 Alumni PCI Chair
Rechard Wagner, Region 6 Alumni PCI Chair

Thank You to last year’s committee for 2006 - 2007:


Dr. Shantuan Coleman, National Alumni PCI Chair
Mary Brown, National Try-Math-A-Lon Co-Coordinator
Darryl Dickerson, National PCI Chair
Dayo Joseph, Region 1 Alumni PCI Chair/TMAL Coordinator
Dr. Shannon Grady, Region 2 Alumni PCI Chair
Shatwaruiya Findley, Region 2 TMAL Coordinator
Contessa Davis, Region 3 Alumni PCI Chair
Jerome Jacobs, Region 4 PCI Chair
Latoya Dunford, Region 4 TMAL Coordinator

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INTRODUCTION TO NSBE
NSBE
The National Society of Black Engineers (NSBE) was founded in 1975 by six black engineering
students at Purdue University nicknamed the Chicago 6. The original aspiration was to establish
a student organization to help improve the recruitment and retention of black engineering
students. NSBE is now the largest student-managed organization in the United States with more
than 25,000 members.

NSBE is comprised of more than 300 chapters on college and university campuses, 75 Alumni
Extension chapters nationwide and 298 NSBE Jr. chapters. These chapters are geographically
divided into six regions. The NSBE mission is to increase the number of culturally responsible
Black engineers who excel academically, succeed professionally and positively impact the
community. For more information on NSBE, please visit www.nsbe.org.

In fulfillment of the NSBE objective to “stimulate and develop student interest in the various
engineering disciplines”, the Try–Math-A-Lon (TMAL) program and competition was created
for pre-college students.

PCI
The Pre-College Initiative (PCI) Program is the focus of the NSBE effort to promote college,
academics, technology, and leadership to pre-college students. Our primary focus is to encourage
students in grades 6-12 to develop interest in Science, Technology, Engineering and
Mathematics (STEM).

The mission of PCI is to lead the world in enhancing the pre-college students' academic,
technical, and leadership skills in order to maximize their success in life. The vision is to
establish PCI as an incubator for our youth, where they can be nurtured and guided in their
academic careers.

NSBE Chapters support PCI through the TMAL program and competition. The purpose of the
TMAL program is to increase at-risk Black students’ capabilities when preparing for
standardized tests that will allow them to excel academically and succeed in college. The goal of
TMAL is to pr their interest and STEM skills in order to prepare them for SAT/ACT
standardized testing. TMAL is a national program that holds local, regional, and national
competitions.

NSBE Jr.
A vital component of the PCI program is NSBE Jr., which serves as the membership category for
pre-college students and institutions that are officially chartered with NSBE. NSBE Jr. members
and chapters are at the core of PCI, as they are the primary focus and beneficiaries of PCI
programs such as TMAL.

NSBE Jr. focuses on enhancing the education received by African-American and other minority
pre-college students, as well as influencing these students to become tomorrow's corporate

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executives, entrepreneurs, and leaders. In this spirit, NSBE Jr. is the quintessential recruitment,
teaching, and preparation device for the NSBE.

Students seeking to become NSBE Jr. members should go to https://nol.nsbe.org and create an
account with their parents permission. A valid email address is required to set up this account.
Membership dues for NSBE Jr. members are $5 and can be made online or via check or money
order. For more information on how to become a NSBE Jr. member, please email pci@nsbe.org.

For more information on PCI and NSBE Jr. please visit: www.nsbe.org/precollege.

INTRODUCTION TO TMAL
TMAL PROGRAM is MORE than a COMPETITITION
Try-Math-A-Lon is a tutoring program meant to foster good study habits for at-risk Black
students, help prepare for standardized test exams such as the ACT and SAT, promote
competition and good sportsmanship. The TMAL competition is held between teams composed
of high school students in grades 9-12. The purpose of the competition is to help groom TMAL
team members for success in STEM courses and prepare them for standardized SAT/ACT
testing.

TMAL Goals
TMAL aims to
• Develop a positive attitude for at-risk Black students towards academic excellence
• Develop a positive attitude towards self
• Stimulate enthusiasm about engineering and science
• Utilize NSBE collegiate and Alumni members as role models

INTRODUCTION TO TMAL TOOLKIT


The TMAL toolkit should be used as a guide for TMAL coaches/advisors to prepare TMAL
teams for the local, regional, and national competitions. TMAL coaches/advisors are encouraged
to prepare their teams as early as possible, and share TMAL preparatory materials with other
math, science, or technology professionals who may be able to assist TMAL teams with
competition preparation.

TMAL coaching can begin as early as the summer through March of the next year. The
competition season begins with the local competition in each NSBE zone/region or city. Local
winning TMAL teams go on to compete for the regional title at the Fall Regional Conferences
(FRC). Regional winning teams go on to compete for the national titles at the National
Convention. Please see the NSBE WORLD and NSBE USA national competition in the New
This Year Section for more information on winning and non-winning teams.

The TMAL toolkit includes the “TMAL Team Package” which is explained below. All forms in
the Team Package are located in the Appendices of the toolkit.

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TMAL Team Package
The TMAL Team Package includes the, Team List, Student Information Sheet, Aptitude Survey,
and Pre-Test, which should be completed PRIOR to the local competition. The Post-Test is
included to measure success AFTER the national TMAL competition.

The TMAL Team Package is vital to the success of the program and is used to track student
progress throughout the year. The pre-test results and the aptitude survey provide good statistical
data to the National Try-Math-A-Lon committee in order to gauge the success of the program.

All forms are located in the Appendices of this toolkit and must be sent to the Regional Try-
Math-A-Lon Coordinator PRIOR to the local competition. Please see the Critical Dates
section for important TMAL dates.

IMPORTANT NOTE: A TMAL coach can prepare more than one TMAL team for the local
competition. Winning teams from the local competition become the priority of the TMAL coach who
represents the winning team. Please see the description of the NSBE WORLD competition for more
information on winning team. Coaches of “non-winning” TMAL teams should continue to tutor the
team(s) to fulfill program objectives.

Student Information Sheet


The student information sheet documents important information on each TMAL student. All
TMAL students must be paid NSBE Jr. members.

Aptitude Survey
The Aptitude Survey should be given to the students first. The students’ answers to the survey
questions will help the chapter identify focus areas that will need to be addressed during the
training/tutoring sessions.

Pre-Test
All TMAL teams are administered a mathematics Pre-Test to assess each student’s mathematical
skills. From that point, TMAL coaches serve as mentors and role models for the students to
coach and encourage team members to improve their math skills.

The Pre-Test should be administered after the Aptitude Survey and must be given to each student
before any tutoring takes place. The test is an overview of basic math concepts and the results
will help to identify a student’s weaknesses in math skills and understanding. The TMAL coach
and team can then use the test results along with a variety of tools (e.g. SAT/ACT workbooks),
to focus on these problem areas and provide additional tutoring.

The Pre-Test is not a pass/fail test, but there is a 30 minute time limit. After the tests have been
taken, the team should begin training/tutoring sessions to help prepare students for the
competitions.

TMAL Team List


The TMAL team list is used to identify each TMAL team by the coach and the team members
(four team members and one alternate member).
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NEW THIS YEAR
The purpose of the Try-Math-A Lon program is to increase underrepresented students scores on
standardized tests such as the SAT and ACT, as well as improve their chances of academic
success in college. Toward this goal this year grade point average (G.P.A.) confirmation in
NSBE online (NOL) is being added to the program to track student progress throughout high
school as they participate in NSBE’s pre-college initiative programs. Not only will the coaching
sessions increase the students’ knowledge of math and engineering for performance on
standardized exams, but hopefully they will raise the students’ interest in math and science and
enhance their scholastic performance at their current grade levels.

In order for a student’s G.P.A. to be confirmed in NOL they must send an official transcript to
world headquarters (WHQ). The address for submission of transcripts is given below:

National Society of Black Engineers


Attention: NSBE-PCI TMAL Program
205 Daingerfield Road
Alexandria, Virginia 22314

The G.P.A. confirmation in NOL must be completed before competing in the first level of
competition. Therefore, if the team is planning on participating in the TMAL World track of
competition, the students must have their transcripts in to WHQ prior to competing in the local
competition. For TMAL USA participants, the transcripts must be received with the TMAL
USA team registration. This means that time should be allotted in the registration process for
each particular institution’s transcript turn around time. Questions concerning G.P.A.
confirmation can be directed to pci@nsbe-ae.org.

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CRITICAL 2007 - 2008 DATES
For quick reference, the following target dates are listed to ensure your participation in the
TMAL competition.

Team Responsibility Target Timeframe


And Events (No later than)
TMAL Team Registration Registration NO LATER THAN two weeks
after your Regional Leadership Conference.
Final submission deadline is September 21,
2007. After this date no further registrations
will be accepted for the TMAL World
competition track.

TMAL Team Training April 2007 - March 2008

Local Competitions Held NO LATER THAN three weeks prior to


the Fall Regional Conference and approved by
Regional TMAL Coordinator.
Region 1 deadline is October 20, 2007
Region 2 deadline is October 13, 2007
Region 3 deadline is October 6, 2007
Region 4 deadline is October 27, 2007
Region 5 deadline is October 6, 2007
Region 6 deadline is October 27, 2007

Regional Competitions Held at your Fall Regional Conference

TMAL World Deadline December 1, 2007

TMAL USA Deadline February 1, 2008

National Competition Held at the NSBE National Conference,


Orlando, FL
March 19 – March 23, 2008

For further information on the upcoming NSBE conferences, please visit www.nsbe.org. For
more information on NSBE events and programs login on NOL and view events, scholarships
and competitions.

TMAL COMPETITION
The aim of NSBE is for each TMAL team to compete in a local competition held in a NSBE
zone or in your area in order to advance to Fall Regional Conference (FRC) TMAL competition
to compete. Winning local teams from each zone go on to compete at the regional TMAL

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competition held in each of the six NSBE regions, at the Fall Regional Conference (FRC) The
winning regional TMAL teams go on to compete for the TMAL WORLD national competition
title, to be held at the NSBE National Convention in Orlando, Florida March 19, 2008 - March
23, 2008. The entry form for the TMAL WORLD competition is in the Appendices of this
toolkit, and must be submitted by December 1, 2007.

All TMAL teams who do not become winners of the regional TMAL competition automatically
qualify to enter the TMAL USA national competition. The entry form for the TMAL USA
competition is in the Appendices of this toolkit, and must be submitted by February 1, 2008.

Team Requirements
Every TMAL team must:
• Consist of four members and an optional alternate
• Be a combination of students in grades 9-12
TMAL teams CANNOT CONSIST OF FOUR SENIORS!!!!!
• Be paid NSBE Jr. Members
• Have a current advisor/coach that is a paid NSBE Alumni member
• Have confirmed grade point averages in NOL for each student
• Register with the Regional TMAL coordinator (Please contact the National
TMAL Coordinator at pci@nsbe-ae.org to get the contact information for your Regional
coordinator or see the 2007 - 2008 TMAL Committee section).

TMAL teams that do not meet all the above criteria will not be allowed to participate in ANY
Try-Math-A-Lon competitions.

Cost
There is no cost to participate in the TMAL competition. TMAL funding is provided by gifts and
volunteering to NSBE. If you or another party would like to contribute to the NSBE TMAL
program, please see the Contributions to TMAL section in this toolkit.

Competition Curriculum
TMAL questions are written with the curricula for grades 9-12 in mind. In addition, many
problems are designed to challenge and accelerate student learning, and questions become
progressively more difficult at each level of the TMAL competition. Math, science, and
engineering topics include:
• Algebra and Functions
• Data Analysis, Statistics and Probability
• Geometry and Measurements
• Numbers and Operations
• Problem Solving
• Real World Engineering Questions
• African American Inventors, Scientists and African American Firsts

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Competition Structure
The contest is divided into three events held in the order listed:

Event 1: The Progress Assessment Test (PAT)


The PAT is a timed test given to assess students’ ability in response to various standardized test
math questions. (No calculators are permitted). In addition, there will be 5 to 10 NSBE facts or
NSBE History added to the PAT.

Event 2: The Engineering Contest (TEC)


TEC is timed and measures teams’ ability to solve a real-world engineering problem. The contest
promotes engineering, math, and science skills and encourages teamwork (One calculator is
provided to each team)

Event 3: The Quiz Bowl


The final event, a Quiz Bowl, is predominately a mathematics competition in the style of the
television game show Jeopardy, where quick thinking and problem solving skills are tested.
Black inventor and scientist knowledge is also quizzed in this event. (No calculators are
permitted.)

Competition Scoring and Results


Each team is awarded a numerical score in each of the three events. At the end of the
competition the total points earned by each team is computed. The team with the highest point
total is the winner. There is one winning TMAL team at each local, regional, and national TMAL
competition.

How to score the PAT – all 5 team members can take the PAT, however the alternate’s score is
not included in the final PAT score, there the maximum points is 400 which is 100 maximum
points per member of the team.

How to score the TEC - The total score for the TEC is 100 pts.

TMAL WORLD National Competition


The TMAL WORLD Competition exercises the traditional TMAL format during the course of
the year. To compete in the TMAL WORLD competition, your team must win your regional
competition.

All regional winning teams are representatives for their region and compete at the national
TMAL WORLD competition held at the NSBE national conference, to be held in Orlando,
Florida March 19, 2008 - March 23, 2008.

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TMAL USA National Competition
The TMAL USA national competition is designed to measure excellence in TMAL teams who
a. Did not register by the deadline for participation in the local competition
b. Did not win a local competition
c. Did not win their regional competition held at FRC.
The TMAL USA national competition will use the PAT to eliminate teams and facilitate a final
winning round of six (6) competing TMAL USA teams. The final winning round of six TMAL
USA teams should include one team from each region based on participation.

The TMAL USA national competition is an alternate competition created to ensure that all
students receive year round tutoring and training. It provides an opportunity for students who are
not high achievers to receive the same level of attention and tutoring that the top students
receive.

Awards, Trophies, and Scholarships


Awards, trophies, and/or scholarships may given to teams who win at each competition level.
Regional winning TMAL teams receive travel assistance to compete in the TMAL WORLD
competition.

TMAL teams who come to the national conference to participate in the TMAL USA national
competition will not receive any awards, trophies, or scholarships until they become winning
teams at the TMAL USA national competition.

NSBE will recognize both winning teams of the TMAL World and the TMAL USA competition
winners at the national conference with different awards, trophies, and scholarships according to
NSBE allocations.

Local competitions awards and trophies will be supplied by the sponsoring/participating local
NSBE alumni chapters.

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2007-2008 TMAL COMMITTEE
If you have any questions about this toolkit or Try-Math-A-Lon in general, please contact your
Regional Alumni PCI Chairperson/TMAL Coordinator or the National Alumni PCI Chair. The
following are TMAL coordinators’ email addresses and phone numbers:

Title Name Email and Phone


National Alumni Pre- Dr. Shannon Grady pci@nsbe-ae.org
College Chair & Try-Math- (443) 907-3418
A-Lon Coordinator
National Pre-College Adrea Robinson arobinson@nsbeneb.org
Chairperson
PCI Manager, Franklin O. Moore pci@nsbe.org
World Headquarters 703.549.2207 ext 204
Region I Alumni PCI Kamona Ayres r1ae_tmal@yahoo.com
Chairperson /TMAL
Coordinator
Region II Alumni PCI Carol Sanders region2tmal@yahoo.com
Chairperson/ TMAL
Coordinator
Region III Alumni PCI Laramie Banks banks_laramie@hotmail.com
Chairperson/TMAL
Coordinator
Region IV Alumni PCI Dr. Bryan Fortson r4_alumnipci@yahoo.com
Chairperson
Region IV TMAL Erika Baker erikapbaker@hotmail.com
Coordinator
Region V Alumni PCI Carolyn Boyd r5aepcichair@board.nsbe.org
Chairperson
Region VI Alumni PCI Rechard Wagner rechardw@hotmail.com
Chairperson
Region I PCI Chairperson Tia Mone’t Johnson r1pcichair@board.nsbe.org
Region II PCI Chairperson Gemma Easterling region2pci@gmail.com
Region III PCI Chairperson Jeremy Magruder region3pcichair@gmail.com
Region IV PCI Chairperson Ashley Boyd r4pcichair@board.nsbe.org
Region V PCI Chairperson Lionel Phillips r5pcichair@gmail.com
Region VI PCI Chairperson Elizabeth Gomez r6pcichair@yahoo.com
National Convention Christin Taylor cpcpcichair@board.nsbe.org
Planning Committee PCI
Chair

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GETTING STARTED WITH TMAL
Try-Math-A-Lon teams can be started anywhere there are four or five students and a coach. This
includes but is not limited to schools, churches, and community groups. Interested parties should
read and fully understand the rules set forth in this toolkit prior to registration. Contact your
Regional Alumni PCI Chairperson or Regional TMAL Coordinator for more detailed
information. The National Alumni PCI Chairperson can also answer your questions. The
contact information for these parties is listed in the 2007-2008 TMAL Committee section of this
toolkit.

Former TMAL coaches and NSBE advisors have built websites with TMAL information and
photos of previous TMAL competitions. TMAL coaches can create math questions and
engineering problems for their students, or they can consult SAT preparatory manuals and
Physics text books. Practice problems are also located in the Appendices of this toolkit. It is
suggested that the tutoring sessions occur weekly or biweekly to ensure retention of information.
There is no set curriculum for the tutoring sessions. It is highly suggested that an SAT
preparatory manual be consulted for content and followed during the tutorial sessions. Try-
Math-A-Lon coaches should be knowledgeable in basic math and science, and capable of making
it interesting to the participating students.

NSBE Technical Professional/Alumni Getting Involved with TMAL


All NSBE technical professional and alumni chapters are encouraged to sponsor and coach a
TMAL team. Contact your Regional Alumni PCI chair for more information or contact a TMAL
committee member listed in the 2007-2008 TMAL Committee section. Local Alumni chapters
are also responsible for hosting and supporting the local TMAL competitions. For additional
information please contact the National Alumni PCI chairperson at pci@nsbe-ae.org.

Non NSBE Members Getting Involved with TMAL


If you are not an active member of a NSBE or NSBE Jr. chapter, and you would like to
participate in the TMAL program, contact a TMAL committee member listed in the 2007-2008
TMAL Committee section. All non-member high school students interested in participating in
TMAL must become paid NSBE Jr. members.

TMAL TEAM PREPARATION


TMAL tutoring sessions should focus on three major areas:

Mathematics
The Math section has expanded to include Absolute Value, Rational Equations and Inequalities,
Radical Equations, Integer and Rational Exponents, Direct and Inverse Variation, Function
Notation, Concepts of Domain and Range, Functions as Models, Linear Functions, and Quadratic
Functions. Note: SAT/ACT Math Workbooks are good resources to help prepare the students for the
Local, Regional, and National Competitions.

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African American Inventors, Scientists and African American Firsts
TMAL teams should study the black inventors and scientists and African-American Frists that
are presented on the websites listed below. All black inventors, scientists and African American
first questions presented during the Quiz Bowl will come from information presented on these
website sources.

http://www.blackinventor.com
http://www.infoplease.com/spot/bhmfirsts.html
http://www.swagga.com/inventors.htm
http://www.aaregistry.com

Engineering
The Engineering Contest (TEC) focuses heavily on physics. Teams should be tutored in high
school level physics to prepare for this section of the competition. We suggest that the training
sessions begin at least two to three months prior to the local competition. TMAL teams should
study regularly and be given problems to take home and complete prior to each session.

Please keep in mind that our goal is to reach as many students as possible to help them improve
their science, technology, engineering and math skills. Thus, all training should continue
throughout the school year whether a team is competing in the local, regional and national
competitions or not.

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LOCAL, REGIONAL, & NATIONAL COMPETITONS
Coaches and Advisors
All coaches and advisors should familiarize themselves with the rules laid out in this toolkit. For
communication purposes it is require that the coach/advisor become NSBE alumni members.

Try-Math-A-Lon Teams
All members of Try-Math-A-Lon teams must be paid NSBE Jr. Members with confirmed grade
point averages in NSBE online.

Local Competitions
In an effort to allow Try-Math-A-Lon to reach more students, it is highly encouraged that all
Alumni chapters develop teams and host a Local Competition. If an Alumni Chapter needs
assistance in developing a TMAL Team or hosting a local competition, the chapter is encouraged
to partner with a community group and/or a collegiate NSBE Chapter. Each chapter should
verify the existence of a NSBE Jr. chapter in their city prior to local competition team(s)
selection. If a NSBE Jr. chapter is in the city, an effort should be made to include them as a local
competing team. If you need to verify the existence of a NSBE Jr. chapter please contact the
National Alumni PCI Chair at pci@nsbe-ae.org.

Local competitions awards and trophies may be purchased by the sponsoring/participating local
chapters. The Local Competition tests (PAT, TEC and Quiz Bowl software and questions) will
be sent to host chapters after the Regional Try-Math-A-Lon Coordinator receives the TMAL
Team Package which includes:
• TMAL Team Lists
• Student Information & Aptitude Survey
• Pre-Tests

Local TMAL coordinators must send the local winning TMAL team scores, which include the
graded PAT scores, TEC score and Quiz Bowl results, to the Regional Try-Math-A-Lon
Coordinator or Regional Alumni PCI Chair by the dates listed in the Critical Dates section. Any
TMAL team who did not register in time to participate or win the local competition can register
for the TMAL USA National Competition. Please see the TMAL Competition Section for more
information about TMAL USA.

Local Winning TMAL Team Requirements for Regional Competition


Additional important information must be submitted to the Regional TMAL coordinator for each
local TMAL team who qualifies for the Regional Competition. The following documents must
be received NO LATER than one week after the local competition:
• Permission Slips and Medical Forms
• Chaperone Information Sheet
• Student Information & Aptitude Survey
• TMAL Team List
These forms are located in the Appendices of this toolkit.
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Regional Competition
The Regional Competition is held at the Fall Regional Conference (FRC), and follows the same
rules as the local competition. After the Regional Competition is completed, the regional TMAL
coordinator must mail a copy of the graded PAT scores, TEC score, and Quiz Bowl results for all
teams who participated in the contest to the National Alumni PCI Chairperson. Contact the
Alumni PCI Chairperson for the appropriate address to mail, fax or email the requested
information and clearly label the team that qualifies for TMAL WORLD National Competition.
The Regional Alumni PCI Chairs are encouraged to keep a copy of the PAT Tests, TEC and
Quiz Bowl scores.

Please see the TMAL Competition Section for more information on the TMAL WORLD
National Competition. There must be a minimum of 4 teams competing at the regional level.
The maximum number of competing teams is 6.

Any TMAL team who did not win the regional competition can register for the TMAL USA
National Competition. Please see the TMAL Competition Section for more information about
TMAL USA.

Regional Winning TMAL Team Requirements for the TMAL WORLD National
Competition
The winning regional teams MUST provide the following information in order to compete in the
TMAL WORLD National Competition:
• TMAL WORLD Entry Form
• Permission Slips and Medical Forms
• Chaperone Information Sheet
• Student Information & Aptitude Survey
• TMAL Team List
These forms are located in the Appendices of this toolkit.
This information must be provided IMMEDIATELY after winning the regional competition and
prior to December 1, 2007. Please submit all information online via NOL and please mail, fax or
email all documents to the National Alumni PCI Chair at the following address:

National Society of Black Engineers


Attention: NSBE-PCI TMAL Program
205 Daingerfield Road
Alexandria, Virginia 22314
Fax: (703) 683-5312

TMAL WORLD National Competition


A winning team from each region will compete for the TMAL WORLD National Competition.
Each Regional Coordinator must forward the graded pretest and PAT scores, TEC score, and
Quiz Bowl results for all teams who participated in the regional competition to the National
TMAL Coordinator IMMEDIATELY following the Regional competition.

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Each winning regional team must submit all forms to The National Alumni PCI Chair by
December 1, 2007. Please see the Regional Winning TMAL Team Requirements for the TMAL
WORLD National Competition Section (the previous section) for complete information.

TMAL USA National Competition


All TMAL teams who did not win or register for or win a local competition or win a regional
competition can register for the TMAL USA National Competition. This is a separate national
competition used to ensure that the non-winning teams especially are receiving the year round
tutoring.

All TMAL teams who choose to enter TMAL USA MUST provide the following information in
order to compete in the TMAL USA National Competition:
• TMAL USA Entry Form
• Permission Slips and Medical Forms
• Chaperone Information Sheet
• Student Information & Aptitude Survey
• TMAL Team List
These forms are located in the Appendices of this toolkit.

This information must be provided by February 1, 2008. Please mail or fax all documents to the
following address:

National Society of Black Engineers


Attention: NSBE-PCI TMAL Program
205 Daingerfield Road
Alexandria, Virginia 22314
Fax: (703) 683-5312

TRY-MATH-A-LON BASICS FOR THE TMAL COORDINATOR


This section provides specific information for the TMAL Coordinator about Local, Regional and
National Competitions.

Competition Components
The following activities are administered during the Local, Regional and National TMAL
Competitions.

Pre-Test
The pretest is administered prior to the team registration process before any tutoring has begun.
It is designed as the performance baseline for participating students. This is a 10 question test
with 5 questions from each math category. The suggested time period for this test is 30 minutes.
The goal is to mimic the time constraints with which the students are presented during
standardized testing.

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Progress Assessment Test (PAT)
The PAT is administered at the beginning of each competition. It is similar to the Pre-Test
administered at the beginning of the program and helps to monitor the progress of the students
and gauges the success of the training sessions. In addition, the PAT will consist of an additional
5 to 10 NSBE Facts or NSBE History questions.

The Progress Assessment Guidelines & Rules section of this document will define the rules for
this test.

The Engineering Contest (TEC)


TEC is the second event of the competition. Each team is presented with an Engineering problem
designed with physics and team members are asked to work together and apply Math and
Science skills to solve the problem.

TEC Guidelines & Rules section of this document will define the rules for this test.

Quiz Bowl
The Quiz Bowl is the final event in the competition. The Quiz Bowl Guidelines & Rules section
of this document will define the rules for this test.

Rules
The rules for each event of the competition are subject to change. In the event of a change, the
Alumni PCI Chairperson/Try-Math-A-Lon Coordinator will be responsible for communicating
the rule changes to participating NSBE Jr. chapters as well as host NSBE Alumni chapters.

Judges
Each region is responsible for selecting a two judges to serve at the TMAL competitions at
National Convention. All Judge information MUST be sent to the National Alumni PCI Chair at
pci@nsbe-ae.org by February 1, 2008. If the region does not select a judge a judge will be
appointed for that region. Note: The selected judge may or may not be from that region. In
addition the National Alumni PCI Chair reserves the right to appoint two NSBE members as
impartial judges who are responsible for awarding scores to each team. The Alumni PCI Chair
will appoint the Head Judge.

The judges’ decisions are final. The judges may confer with the National Alumni PCI Chair,
National PCI Chair or the Try-Math-A-Lon Coordinators prior to their final decision.

Progress Assessment Test (PAT) Rules


Test Basics
The Mathematics PAT is a 10 to 25 problem test given to each member of each participating
team. The test is designed to evaluate the students' abilities and to measure how much they have
learned by participating in the Try-Math-A-Lon program. This will give us insight on how
effective the coaching process has been in helping these students achieve their goals. In addition,
the PAT will consist of an additional 5 to 10 NSBE Facts or NSBE History questions.

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Each student will have 30 minutes to complete the test, after which the test will be collected and
given to the judges for scoring. The PAT scores from the local competitions must be sent to the
Regional PCI Chair or the Regional TMAL Coordinator by the local competition deadline for
your region as listed in the Critical Dates section of this toolkit.

Format
The PAT is an individual test and shall be conducted as such. Contestants must not communicate
with anyone other than a contest official during the test. Students will be disqualified if caught
cheating or talking during the test. All questions should be directed toward a contest official.

Students should be separated in a classroom style setup to maximize privacy. No calculators


shall be used during the test. Pencils will be provided and all work must be shown on the test
paper. At the end of the allotted time, all participants will immediately cease work.

Scoring
The maximum possible score per test is 100 points. Point values are dependent upon the number
of questions. Each individual’s score will be tabulated based on the number of problems
answered correctly. No partial credit will be awarded.

The scores assigned by the judges will be the individual’s final score. After each individual is
awarded a score, the team’s scores shall be computed. Only the four team members scores are
recorded for the PAT. The alternates score is not used in the calculation of the total. The team
with the highest cumulative score shall be declared the overall PAT winner(s) and their points
will be recorded. The scores on the PAT should not be seen by any participants or coaches before
the winners are announced. Student may be allowed to view their individual scores at a
prearranged time, but they should not be handed back the test. All scores are final. The
maximum score is 400 points.

Supplies
The following items are needed for the Pre-Test & PAT:
Pencils Enough for each student
Erasers Enough for each student
Ink Pens (blue or black ink) One (1) per judge
Answer Keys One (1) per judge
Correction pens (red ink) One (1) per judge
Stop Watch

The Engineering Contest (TEC) Guidelines & Rules


Contest Basics
TEC will test the team’s ability to work together and use mathematics and science to solve a
problem.

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Each team will be given the same problem. The teams are given 30-60 minutes set by each
region to complete the test. At the end of the allotted time, each team's work is collected and
given to the judges for scoring.

Format
Each team should be separated to maximize privacy. Teammates are strongly encouraged to
discuss and work with one another to formulate a solution. Each team must do its work
independent of the other teams in the competition.

Scratch paper, pencils and one calculator will be provided to each team. All teams will have the
exact same calculator. All work must be shown on either TEC paper or numbered on the scratch
paper supplied. Each sheet of scratch paper must be numbered and include the team name. For
clarification, all final answers must be circled.

At the end of the allotted time each team will immediately cease work on the problem. All TEC
papers, scratch paper and calculators will be collected.

Scoring
The maximum score for TEC is 100 points. Some problems rely on the correct answer to a
previous question, thus, partial credit will be given. The scores assigned by the judges are the
team’s final score in the competition.

Each test is graded by a group of judges. After each team is awarded a score, an overall TEC
winner(s) is recorded. No one may receive a copy of the ENG test. Student may be able to view
their individual scores at a prearranged time but should not be handed back their copy of the test.
All scores are final.

Supplies
The following items are needed for TEC:
Pencils Enough for each student
Erasers Enough for each student
Answer Keys One (1) per judge
Red pens One (1) per judge
Calculators One (1) per team
Stop Watch
Stapler

Quiz Bowl Guidelines & Rules


Test Basics
The Quiz Bowl is a Jeopardy-style mathematics competition.

There is no time limit on this event. The contestants are not allowed to use calculators.

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Format
The contest has a master game board that consists of a grid of squares (as shown below). The
size of the grid is 6 rows by 6 columns. The columns of this grid indicate the question category.
The rows of this grid indicate the point value of the question. The difficulty of each questions
correlates to its point value.

The teams shall be called by their team name to select the category and point value of the contest
question. When a selection is made, the contest will proceed according to the rules outlined in
the Problem Resolution Section. After a problem is resolved, the choice of problem category and
point value will proceed to the next team. The contest is concluded after the master game board
has been cleared.

Each team will be asked to select a number from a container. The teams participating in the Quiz
Bowl will be ordered by the number selected.

The Quiz Bowl question categories are:


• Algebra and Functions
• Data Analysis, Statistics and Probability
• Geometry and Measurements
• Numbers and Operations
• Problem Solving
• African American Inventors, Scientists and African American First
The competition question point values are as follows: 10, 20, 30, 40, 50 and 60 for the first round
and for the second round the point values are doubled. This must be set up in within the software.
See Competition Software section.

Scoring
If there is a discrepancy in the answer to a given question, the contest judges will discuss the
error and the corrective action that will be taken.

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Each team shall begin the competition with zero points. A running total of the Quiz Bowl score
is displayed during the competition. A team may appeal to the Head Judge if it feels an error has
occurred in the score keeping or in an answer. The team captain should alert the Team Judge
who will immediately alert the Head Judge. The team making the appeal should be as specific as
possible with regard to the alleged scoring or answer mistake. Should such an appeal occur, the
Head Judge will confer with the relevant contest officials to determine if an error was made
corrective action will be taken by the judges to resolve the error.

Problem Resolution
After a team chooses a question category and point value, the appropriate question is displayed.
The team that selected the problem will be given the first opportunity to answer the question.
The point value of the problem shall be equivalent to the number of seconds the teams shall be
given to solve the problem. The exception to this rule shall be the 60 point questions for which
90 seconds will be allotted. When the time to solve the problem has elapsed, the Head Judge will
call on the team to supply an answer. Each team should be instructed to write its answer to each
problem on a piece of paper and circle it. This team will have 5 seconds from the time they are
called upon to supply the answer. At the end of 5 seconds, the Moderator shall call “Time!” The
last answer given before the 5 seconds expire shall be considered the team’s answer. If the Head
Judge cannot make a determination with regard to the last spoken answer, the Team Judge shall
ask for it to be repeated at least once. The Team Judge’s decision regarding a team’s answer shall
be final.

In the event multiple answers are given, the Team Judge shall look at the team’s paper to
determine the team’s answer.

A team may answer a question prior to time elapsing; however all other teams may continue to
work on the problem until time has elapsed or a correct answer is given.

Upon receiving a correct answer, the team that gave the answer shall be awarded the point value
assigned to the question. Once a correct answer is given, the correct solution/answer will be
revealed to the teams.

Upon receiving an incorrect answer, the point value of the question shall be halved and rounded
up to the nearest denomination of 5. At that time, the team with the lowest score shall be given
the opportunity to answer the question. That team must supply their answer within 5 seconds of
being acknowledged. If this answer is incorrect, the point value of the problem shall be halved
and rounded again and given to the team with the next lowest score. This process repeats until a
correct answer is given or until all teams have failed to supply the correct answer. If all teams
fail to supply the correct answer, the solution will be revealed.

All Teams shall have the same time allotted to answer each question. When the Moderator calls
“Time!” all teams must put down their pencils. During the course of the competition the
Moderator has the option of asking a team’s judge if the all team members at their table have put
their pencils down in time. In the event that the team members did not put their pencils down in
time, the team will not be allowed to answer the displayed question. The next team will have the
opportunity to answer the question.

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Teams may not receive help from the audience. In the event that an answer is given by the crowd
the question will be disqualified. The question will be simulated as if all teams have answered
the question incorrectly, the answer will be shown, and the contest will resume with the team
displayed on the overhead.

Quiz Bowl Officials


There will be one Head Judge who will determine whether an answer given is correct or
incorrect. The team will announce the solution to the problem and the Head Judge will indicate
whether the answer is correct or incorrect. The Head Judge will have final ruling in resolving
disputes.

There will be one or two optional Judges who will work along with the Head Judge. The judges
will help the Head Judge determine whether an answer is acceptable and will help to resolve
problems.

There will be a Quiz Bowl Moderator who will call upon the appropriate teams to select
categories, answer questions, regulate disputes with the assistance of the Judges and will direct
the overall flow of the contest. The Moderator also reads the question after a team has made a
selection.

There will be one Selector/Displayer assigned the task of selecting the questions and answers
once a category and point value is chosen.

The Team/Table Judges’ responsibilities will be to determine which answer is accepted from
the assigned team and to ensure that the assigned team competes fairly. The Team/Table Judges
will be impartial to the teams to which they are assigned. No judge will be allowed to sit with the
team representing his or her area, city or region. Judges are not allowed to assist the teams in
question resolution. The team judge will also verify answers on paper for the participants.

Supplies
The following items are needed for the Quiz Bowl competition:
Quiz Bowl Software Questions & Answers
Pencils Enough for each student
Erasers Enough for students
Scratch Paper Enough for each student
Projector Screen
Laptop Two (2) (one for presenting and one for viewing answers)
LCD Projector
Microphone & podium

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All Test Guidelines & Rules
Alternates
In the event of an emergency in which a member of a Try-Math-A-Lon competition cannot fulfill
his/her obligations to the team then the team sponsor may elect to choose an alternate. The
National Alumni PCI Chair and or the National Try-Math-A-Lon Coordinator has the final say in
accepting the alternate at National Competitions. With the approval of the Try-Math-A-Lon
Coordinator you may replace the student with an alternate at a local competition. An
Alternate may be from any class; however a valid TMAL team cannot consist of four seniors. So
the alternate selected can be a senior as long as there is already another non-senior member
remaining on the team.

If a team does not have an alternate it may proceed with three members. If a team decides to
compete with only three students, they will awarded the points of the lowest scoring team
member on the PAT, however no further accommodations shall be made them for the missing
team member during the TEC and Quiz Bowl portions of the competition.

The Try-Math-A-Lon competition is a tutoring program meant to foster good study habits, help
prepare for ACT & SAT, and promote competition and good sportsmanship among African-
American students. Students competing in the Try-Math-A-Lon should conduct themselves in a
professional manner. All cases of disorderly conduct must be presented to the Head Judge and or
the National Try-Math-A-Lon Coordinator. At that point, the Head Judge, the National Try-
Math-A-Lon Coordinator, and the Team Judges have ten minutes to listen to the complaint and
make a majority ruling. The rulings are as follows:

Condition Ruling
1st Offense Verbal Warning
2nd Offense Deduct 100 Points and/or Eject Offender
3rd Offense Eject Offender

Should a player be ejected from the competition the Alternate rules will apply.

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Pre-College Initiative and NSBE Liability
Insurance Coverage
The following information has been provided by R.H. Nicholson & Co., NSBE’s insurance
company based in Vienna, Virginia.

The following events are included in NSBE’s property/liability policy:


• NSBE National Convention
• Regional Conferences
• Annual National Leadership Conference
• Summer Camping Conferences
• Chapter Tours of Universities and Engineering Firms
• Smaller Conferences and Meetings
• Career Fairs
Call the Programs Department at (703) 549-2207 ext. 305 for assistance with obtaining
Certificates of Insurance for events, as needed, as well as assistance for any events your chapter
holds that are not on the above list. (NSBE headquarters must first approve coverage for any
events not listed above.)

Transportation & NSBE Events


• NSBE collegiate members cannot serve as legal chaperones and should not complete the
NSBE Chaperone Form.
• If you provide transportation to a NSBE event using your personal vehicle, you assume any
liability in the case of an accident or injury to passengers. Your personal auto policy should
cover medical payments.
• If you rent a vehicle for a NSBE event, you must:
1. Do so in NSBE’s name (coordinate this with your chapter and/or regional chair)
and
2. Purchase the insurance coverage from the rental company to provide full liability
protection.
• NSBE does not cover accidental injury and sickness. Therefore, if you want to cover young
people for accidental injury and sickness while traveling to, during and from your event, it is
recommended that your chapter obtain an accident policy from a local insurance agent.
Typically, this requires the chapter to purchase a one-time, low-cost accident policy that only
covers the event.
• If your chapter or region provides transportation for a NSBE event involving minors (e.g.,
travel by air, land, or sea), you must use NSBE’s Parent/Guardian’s Permission Slip,
Chaperone Form (National Convention use only), and Medical Release Form provided in
this tool kit. This will help protect your chapter, region and NSBE as an organization from
liability.
• However, if an entity other than NSBE – such as a school district or community group –
provides transportation and responsibility for a NSBE event, it is not necessary for the
parent/guardian(s) to complete NSBE’s Permission Slip and Medical Release Form. In these
cases, the burden of liability during is assumed by the other entity or group (e.g., school, school
district, etc.) coordinating the event. Typically, these groups require parents or guardians to
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complete similar forms for their protection and records. Note: Parent/Guardian Permission
Slip/Medical Release forms are required for all NSBE sponsored conferences and events
regardless of the mode of transportation.

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APPENDICES

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TMAL FORMS APPENDICES

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APPENDIX A STUDENT INFORMATION SHEET &
APTITUDE SURVEY
Student Information Sheet
Student
First Name:_____________________MI:_____ Member Number_______________________
Last Name:_____________________________ Region : 1 2 3 4 5 6
Address:________________________________ School Name:__________________________
City:___________________________St.:_____ Grade Level:___________________________
Zip:_____________________________________ Highest Math Class Taken:_____________
Cell:____________________________________ NSBE Jr. Chapter:_____________________
NSBE Jr. Advisor:_______________________ Email:_________________________________
NSBE Jr. Advisor member #:____________ TMAL Coach:__________________________
TMAL Coach member #:________________

Parent or Legal Guardian


First Name:____________________________ Home Phone:______________________
Last Name:_____________________________ Work Phone:______________________
Address_________________________________ Cell:_______________________________
City:___________________________St.:_____ Zip Code:__________________________
Email (1):_______________________________ Email (2):_________________________

Aptitude Survey
Transcript submitted to WHQ? yes no
My math ability is: (Circle only one) My feeling about math is: (Circle only one)
1 2 3 4 5 1 2 3 4 5
Poor Exceptional I hate it I love it

The likelihood that I will pursue a career in some sort of Science, Technology, Engineering, or Math
(STEM) related field is: (Circle only one)
1 2 3 4 5 (1 = no chance, 5= definitely will)
Have you taken the ACT/SAT? Yes or No
If so, what was the score? ACT_______SAT Writing_______ Math _______ Verbal _______

When do you plan to take the ACT/SAT? Please specify month and year. _________
Do you plan to go to college? (If yes, when and where)__________________________

What are your goals for participating in this program?

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APPENDIX B TMAL TEAM LIST
Try-Math-A-Lon 2007-2008

TEAM LIST
TMAL Team Name________________________________________________________________
Select Region: 1 2 3 4 5 6

Chapter Name ___________________________________________________________________

TMAL TEAM LIST


First Name Last Name Age & Grade

1) ___________________________________________________________________________________________________

2) ___________________________________________________________________________________________________

3) ___________________________________________________________________________________________________

4) ___________________________________________________________________________________________________

5) ___________________________________________________________________________________________________
5) is Alternate

Team Captain Name


_____________________________________________________________________________________________________
Print Name Email Hm & Cell

COACH INFORMATION

Name: _______________________________________________________________________________________________
Last First Middle Initial

Address: _____________________________________________________________________________________________
Street City State Zip

Phone: ( _____ ) ____________________________________ Email:___________________________________

Cellular (if applicable) ( _____ ) ________________ Age (if under 30 years): _______________________________

Coach’s NSBE Member Number:_____________________

························Alternative COACH (in case of emergency) ·······································

Name: _______________________________________________________________________________________________
Last First Middle Initial

Address: ______________________________________________________________________________________________
Street City State Zip

Phone: ( _____ ) ____________________________ Cellular (if applicable) ( _____ ) _______________

Age (if under 30 years): _______________________________Email:__________________________________

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APPENDIX C CHAPERONE INFORMATION SHEET

Try-Math-A-Lon 2007-2008 Chaperone Information Sheet


Name: _______________________________________________________________________________________________
Last First Middle Initial

Address: ______________________________________________________________________________________________
Street City State Zip

Phone: ( _____ ) ____________________________________ Email:___________________________________

Cellular (if applicable) ( _____ ) ________________ Age (if under 30 years): _______________________________

······························· Alternative Chaperone (in case of emergency) ·······································

Name: _______________________________________________________________________________________________
Last First Middle Initial

Address: ______________________________________________________________________________________________
Street City State Zip

Phone: ( _____ ) ____________________________ Cellular (if applicable) ( _____ ) ________________

Age (if under 30 years): _______________________________Email:__________________________________

TMAL Team Name___________________________________________________________


Select Region: 1 2 3 4 5 6
Students YOU are Chaperoning (please print the full names of the students that you will be coaching
First Name Last Name Age & Grade

1) ___________________________________________________________________________________________________

2) ___________________________________________________________________________________________________

3) ___________________________________________________________________________________________________

4) ___________________________________________________________________________________________________

5) ___________________________________________________________________________________________________
5) is Alternate

Continued on Next Page

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Chaperone Information Sheet page 2
Chaperone

I, __________________________________________________, understand that by agreeing to


be a Chaperone I will temporarily be assuming complete legal responsibility of the students
listed above. At the National Society of Black Engineers event, I will be available for
emergencies concerning these students, as well as general guidance. Therefore, I know that I will
not be able to participate in many aspects of the event as a whole, because of these
responsibilities. I will act as an escort, when required, to aid my students in traveling from event
to event, and as such will provide advice concerning mature behavior in the required setting. I
understand that if any of my students are excluded from the Pre-College Initiative events due to
improper behavior, I understand that my students will become my responsibility, and I will act as
their full time escort throughout the remainder of this conference. I have no medical,
psychological, or physical conditions that would prevent me from fulfilling the above duties.
Chaperone

______________________________________________________________________________________________________
Print Name Signature Date

Alternate Chaperone
As an Alternate Chaperone, I, ___________________________________________________,
understand that I might be asked to complete the duties detailed in the above paragraph, in the
case of any emergency, and I am able to do so, and I commit to fulfilling all of its terms if such a
need arises.

Alternate Chaperone

______________________________________________________________________________
Print Name Signature Date

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APPENDIX D PERMISSION SLIP AND MEDICAL FORM

This permission slip should be completed and returned to the TMAL Coordinator before any
TMAL related activity and AFTER the student has registered. THIS IS NOT A REGISTRATION
FORM.

Please contact your TMAL Coordinator or the National TMAL Coordinator at tmal@nsbe-ae.org
if you have questions about this form.

This form has legal consequences. Read it carefully before signing. If you do not understand any of
its provisions, ask for an explanation. Please print legibly or type.

Event: _______________________________________________________
Event Location:________________________________________________
Chaperone Name:_______________________________________________________________________
Student First Name: ___________________________ Last Name: __________________________
Student Cell Phone: (_____)_______________ Student Email: ______________________________

Student Membership No. ____________________________________

Student Chapter Code/Name ________________________________

This is to certify that my child/ward, ________________________, has permission to participate in the


above described event at the above stated location on the date(s) of ________________________.
Student is not allowed to participate in any activity until all information below is completed. If you
wish any further information or wish to supply further details of your child/ward’s needs, please
use the reverse side of this form.

Parent/Guardian Information
Name:_______________________________________________________________________
Address: ____________________________________________________________________
Day Phone: (____)______________ Evening/Cellular Phone: (____)________________
Email:___________________________________

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To best meet your needs, please fill out the following information in its entirety.

Student’s Full Name


_____________________________________________________________
Does he/she have any allergies that should concern us? Yes No
If yes, please list them below:
______________________________________________________________________________
______________________________________________________________________________
___________________________
Does he/she have any ongoing medical or psychological conditions that should concern us?
Yes No
If yes, please list them below:
______________________________________________________________________________
______________________________________________________________________________
___________________________
Is he/she currently taking any medication(s)? Yes No
If yes, please list them below:
______________________________________________________________________________
______________________________________________________________________________
___________________________
Emergency Contact Information
Parent/Guardian Name
_____________________________________________________________
Address _____________________________________________________________
Day Phone (______) ________________
Evening Phone (______) _____________________
Other Contact(s) Information
_____________________________________________________________

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Insurance Information
Is your child covered by medical insurance? Yes No
If yes, please fill out the following information:
Insurance Provider _____________________________________________________________
Insurance Account Number
_____________________________________________________________
Does your child/ward have a copy of the insurance card? Yes No

I, _______________________________________, the parent or legal guardian of


___________________________ understands that at this conference the National Society of
Black Engineers (NSBE) will not be responsible or be able to provide any medical care for my
child/ward. I further understand that NSBE will try to aid my child/ward in getting any medical
attention needed in case of an emergency, and the Chaperone will take responsibilities for any
emergency decision making that is necessary. I understand that I will be immediately contacted
in the case of such emergency, however my child will be treated as best as possible until I or any
of the other authorized emergency contacts have been contacted.

I am the parent, one of the parents or guardian with whom the above child/ward resides and have
legal custody. I assume all risks associated with participation in this event. I, the parent and
anyone entitled to act on my behalf, waive and release the National Society of Black Engineers
including regional, chapter, or other subdivisions thereof, their agents, employees, chaperones,
representatives and successors from all claims or liabilities of any kind arising out or of my
child/ward’s participation in this event.

In addition, I grant permission to all of the foregoing to use my child/ward or my photographs,


motion pictures, recordings, or any other record of this event for any related purpose.

________________________ _____________
Signature of Parent/Guardian Date

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APPENDIX E TMAL WORLD ENTRY FORM

Try-Math-A-Lon 2007-2008
TMAL WORLD NATIONAL COMPETITION ENTRY FORM
(FOR REGIONAL WINNING TMAL TEAMS ONLY)

TMAL Team Name___________________________________________________________

TMAL Coach Name ___________________________________________________________

Chapter Name ________________________________________________________________


Select Region: 1 2 3 4 5 6

TMAL TEAM LIST


First Name Last Name Age & Grade

1) ___________________________________________________________________________________________________

2) ___________________________________________________________________________________________________

3) ___________________________________________________________________________________________________

4) ___________________________________________________________________________________________________

5) ___________________________________________________________________________________________________
5) is Alternate

COACH INFORMATION

Name: _______________________________________________________________________________________________
Last First Middle Initial

Address: _____________________________________________________________________________________________
Street City State Zip

Phone: ( _____ ) ____________________________________ Email:___________________________________

Cellular (if applicable) ( _____ ) ________________ Age (if under 30 years): _______________________________

Coach’s NSBE Member Number:_____________________


·························································· Alternative COACH (in case of emergency) ···············································

Alternate Coach Name, Phone, & Email_________________________________________________

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APPENDIX F TMAL USA ENTRY FORM

Try-Math-A-Lon 2007-2008
TMAL USA COMPETITION ENTRY FORM
(Alternate Competition for All Other TMAL Teams)

TMAL Team Name____________________________________________________________

TMAL Coach Name ___________________________________________________________

Chapter Name ________________________________________________________________


Select Region: 1 2 3 4 5 6

TMAL TEAM LIST


First Name Last Name Age & Grade

1) ___________________________________________________________________________________________________

2) ___________________________________________________________________________________________________

3) ___________________________________________________________________________________________________

4) ___________________________________________________________________________________________________

5) ___________________________________________________________________________________________________
5) is Alternate

COACH INFORMATION

Name: _______________________________________________________________________________________________
Last First Middle Initial

Address: _____________________________________________________________________________________________
Street City State Zip

Phone: ( _____ ) ____________________________________ Email:___________________________________

Cellular (if applicable) ( _____ ) ________________ Age (if under 30 years): _______________________________

Coach’s NSBE Member Number:_____________________


·························································· Alternative COACH (in case of emergency) ···············································

Alternate Coach Name, Phone, & Email_________________________________________________

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TMAL SAMPLE PROBLEMS, CONVERSIONS, & ACRONYMS
APPENDICES

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APPENDIX G PRE-TEST
Name_____________________________ Team Name________________________________

Directions:
This test is to be taken individually, and is used as a mathematics assessment. No calculators are
allowed. Each question is worth 10 points. You have 30 minutes to complete problems 1-10.
(Show all of your work). Please note that there will be an additional 5 to 10 NSBE facts and or
history questions added to the PAT at competitions.

12
Problem 1. If = x , what is the value of 4 x + 2 ?
4

A) 2
B) 3
C) 4
D) 12
E) 14

Problem 2. If the circle with center O has a diameter of 9, then what is the area of the circle with
center O?

A) 81π
9
B) π
2
81
C) π
4
D) 18π
E) 9π

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Problem 3. Ray and Jane live 250 miles apart. Each drives toward the other’s house along a
straight road connecting the two, Ray at a constant rate of 30 miles per hour, and Jane at a
constant rate of 50 miles per hour. If Ray and Jane leave their houses at the same time, how
many miles are they away from Ray’s house when they meet?

A) 40
1
B) 51
2
1
C) 56
4
D) 75
1
E) 93
4

Number Sold Average Weight per Parrot


(in pounds)
Red Parrots 5 2
Blue Parrots 4 3

Problem 4. The chart above shows the number of red and blue parrots Toby sold in May and the
average weight of each type of bird sold. If Toby sold no other parrots, what was the average
(arithmetic mean) weight, in pounds, of the parrots that Toby sold in May?

A) 2
4
B) 2
9
1
C) 2
2
D) 5
E) 9

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Problem 5. A bag contains 4 red hammers, 10 blue hammers, and 6 yellow hammers. If three
hammers are removed from the bag at random and no hammer is returned to the bag after
removal, what is the probability that all three hammers will be blue?

1
A)
2
1
B)
8
3
C)
20
2
D)
19
3
E)
18

Problem 6. If n is an even integer, which of the following must be an odd integer?

A) 3n – 2
B) 3(n + 1)
C) n–2
n
D)
3
E) n2

Problem 7. How many even integers are there between 2 and 100, not including 2 and 100?

A) 98
B) 97
C) 50
D) 49
E) 48

Problem 8. Six cups of flour are required to make a batch of cookies. How many cups of flour
are required to make enough cookies to fill 12 cookie jars, if each cookie jar holds 1.5 batches?

A) 108
B) 90
C) 81
D) 78
E) 72

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Problem 9. In the coordinate plane, what is the midpoint of the line segment with endpoints at
(3,4) and (0,0)?

A) (1.5,2)
B) (5,0)
C) (2.5,0)
D) (3.5,3.5)
E) (1.75, 1.75)

Problem 10. x 4 − x 9 =

A) -5x
B) −x 5
C) -x
D) x
E) 3x

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APPENDIX H ALGEBRA AND FUNCTIONS
Problem 1. If 9b = 81, then b • 3 3b =

A) 9
B) 27
C) 81
D) 243
E) 729

Problem 2. If x = 2 2 , then x =

A) 1
B) 2
C) 4
D) 8
E) 16

Problem 3. If f (x ) = ( x − 3) , what is the value of f (1) ?

A) -2
B) -1
C) 1
D) 2
E) 3

2x 2
Problem 4. If = , what is the value of x?
x +1 x + 2
2

1
A) −
4
1
B)
4
1
C)
2
D) 0
E) 2

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Problem 5. If f ( x ) = x 2 + 2 , which of the following could be a value of f ( x ) ?

A) -2
B) -1
C) 0
D) 1
E) 2

Problem 6. If 2 + a = 2 – a, what is the value of a?

A) -1
B) 0
C) 1
D) 2
E) 4

Problem 7. If x + y = z and x = y, then all of the following are true EXCEPT

A) 2x + 2y = 2z
B) x–y=0
C) x–z=y–z
z
D) x=
2
E) z – y = 2x

Problem 8. If 3x – 5 = 4, what is the value of 9x – 15?

A) 3
B) 4
C) 9
D) 12
E) 15

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4a
Problem 9. Which of the following is equivalent to • 6a ?
3

8a 2
A)
3
10a 2
B)
3
24a
C)
3
D) 8a 2
E) 24a 2

2
Problem 10. If a = b and b = c −2 , what is the value of a in terms of c?
3

A) 4
c3
1
B)
3
c4
C) − 3 c4
4
D)
c3
E) − 4 c3

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Algebra and Functions Solutions

Problem1. If 9b = 81, then b • 3 3b =

F) 9

81
b=
9
9 • 3 3(9 ) = 3 • 3 (3)(3)(3)
= (3)(3) = 9

Problem 2. If x = 2 2 , then x =

E) 16

x = 22
x =4
( x) 2
= 42
x = 16

Problem 3. If f ( x ) = ( x − 3) , what is the value of f (1) ?

D) 2

f (1) = (1 − 3)
= (1 − 3)
= −2
=2

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2x 2
Problem 4. If = , what is the value of x?
x +1 x + 2
2

1
C)
2

2x 2
=
x +1 x + 2
2

(
2 x( x + 2 ) = 2 x 2 + 1 )
x( x + 2 ) = x 2 + 1
x2 + 2x = x2 +1
2x = 1
1
x=
2

Problem 5. If f ( x ) = x 2 + 2 , which of the following could be a value of f ( x ) ?

E) 2

A squared number must be zero or positive, therefore the least possible value for x2 is 0. This
means that the least possible value of x2 +2 is 2. So f(0) = 2.

Problem 6. If 2 + a = 2 – a, what is the value of a?

B) 0

2+a = 2−a
2a = 0
a=0

Problem 7. If x + y = z and x = y, then all of the following are true EXCEPT

E) z – y = 2x

x= y
z − y = 2x
z = 2x + y
z ≠ x+ y

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Problem 8. If 3x – 5 = 4, what is the value of 9x – 15?

D) 12

3x − 5 = 4
3x = 9
x=3
9(3) − 15 = 27 − 15 = 12

4a
Problem 9. Which of the following is equivalent to • 6a ?
3

D) 8a 2

4a
• 6a
3
24a 2
3
8a 2
2
Problem 10. If a = b and b = c −2 , what is the value of a in terms of c?
3

1
B)
3
c4

2
a = b3
b = c −2

( )
2
a = c −2 3

4

=c 3

= 3 c −4
1
=
3
c4

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APPENDIX I DATA ANALYSIS, STATISTICS &
PROBABILITY
If I do not have any flour, I am not able to make cookies.

Problem 1. If the statement above is true, which of the following statements must be true?

A) If I did not make cookies, I must not have had flour.


B) If I made cookies, I must have had flour.
C) If I have flour, I must be able to make cookies.
D) If I was able to make cookies, I must not have had any flour.
E) If I am not able to make cookies, I must not have any flour.

MERCHANDISE SALES
Type Amount of Sales Percent of Total Sales
Shoes $12,000 15%
Coats $20,000 25%
Shirts $x 40%
Pants $y 20%

Problem 2. According to the table above, x + y =

A) $32,000
B) $48,000
C) $60,000
D) $68,000
E) $80,000

Problem 3. A survey of Town X found a mean of 3.2 persons per household and a mean of
1.2 televisions per household. If 48,000 people live in Town X, how many televisions are in
Town X?

(A) 15,000
(B) 16,000
(C) 18,000
(D) 40,000
(E) 57,6000

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Problem 4. A square is inscribed in a circle with radius r. What is the probability that a
randomly selected point within the circle will not be within the square?

π −2
(A)
πr 2
π −2
(B)
π
1
π−
(C) 2
π
1− r
(D)
π
r
(E)
π

Problem 5. In a list of seven integers, 13 is the lowest member, 37 is the highest member, the
mean is 23, the median is 24, and the mode is 18. If the numbers 8 and 43 are added to the list,
which of the following will change?

I. The mean
II. The median
III. The mode

A) I only
B) I and II only
C) I and III only
D) II and III only
E) I, II, and III

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Computer Production
Morning Shift Afternoon Shift
Monday 200 375
Tuesday 245 330
Wednesday 255 340
Thursday 250 315
Friday 225 360

Problem 6. Computer production at a factory occurs during two shifts, as shown in the chart
above. If computers are only produced during the morning and afternoon shifts, on which pair of
days is the total number of computers produced greatest?

A) Monday and Thursday


B) Tuesday and Thursday
C) Tuesday and Wednesday
D) Tuesday and Friday
E) Monday and Friday

Price of Buttons in Store X


Color Price
Black $2 per 5 buttons
Blue $2 per 6 buttons
Brown $3 per 8 buttons
Orange $4 per 12 buttons
Red $4 per 7 buttons

Problem 7. In Store X, which color costs the most per button?

A) Black
B) Blue
C) Brown
D) Orange
E) Red

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Problem 8. S is the set of all positive numbers n such that n < 100 and n is an integer.
What is the median value of the numbers of set S.

A) 5
B) 5.5
C) 25
D) 50
E) 99

Problem 9. Points P and Q lie on the circle with center O, as shown in the figure above.
What is the probability that a randomly selected point inside the circle does NOT lie inside
ΔOPQ?

1
A)
2
π −1
B)
2
2 −π
C)
π
1
D)

2π − 1
E)

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Problem 10. The Tyler Jackson Dance Company plans to perform a piece that requires 2
dancers. If there are 7 dancers in the company, how many possible pairs of dancers could
perform the piece?

A) 13
B) 21
C) 36
D 42
E) 49

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Data Analysis, Statistics, and Probability Solutions

If I do not have any flour, I am not able to make cookies.

Problem 1. If the statement above is true, which of the following statements must be true?

B) If I made cookies, I must have had flour.

MERCHANDISE SALES
Type Amount of Sales Percent of Total Sales
Shoes $12,000 15%
Coats $20,000 25%
Shirts $x 40%
Pants $y 20%

Problem 2. According to the table above, x + y =

B) $48,000

40% + 20% = 60% = (4)(15%)


The amount of sales that were shoes is $12,000, which is 15% of the total sales. Since x + y is
equal to four times the amount of shoe sales, we arrive at ($12,000)(4) = $48,000.

An alternative solution would be to calculate the total amount of sales then calculate what 60%
of that value would be. Since we know that 25 goes into 100 four times, we can calculate the
total sales from the amount of sales of coats.
($20,000)(4) = $80,000
⎛ 60 ⎞
⎜ ⎟($80,000 ) = $48,000
⎝ 100 ⎠

Problem 3. A survey of Town X found a mean of 3.2 persons per household and a mean of
1.2 televisions per household. If 48,000 people live in Town X, how many televisions are in
Town X?

(C) 18,000

48,000
= 15,000
3.2
(15,000)(1.2) = 18,000

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Problem 4. A square is inscribed in a circle with radius r. What is the probability that a
randomly selected point within the circle will not be within the square?

π −2
(B)
π

To calculate the area of the square you will need to do a little geometry. The diagonal of the
square is equal to the diameter of the circle. This diagonal forms a 45-45-90 triangle, the sides of
which are equal to r 2 . This would make the area of the square 2r2. The area of the circle in
this problem is πr2. The area of the figure not occupied by the square is πr 2 − 2r 2 = r 2 (π − 2) .
r 2 (π − 2) π − 2
The probability that the point will be in the circle but not in the square is = .
πr 2 π

Problem 5. In a list of seven integers, 13 is the lowest member, 37 is the highest member, the
mean is 23, the median is 24, and the mode is 18. If the numbers 8 and 43 are added to the list,
which of the following will change?

I. The mean
II. The median
III. The mode

A) I only

Since 8 is lower than every other number in the list and 43 is higher, they won’t change the
median. This means option II is incorrect, and answer choices B, D, and E can be eliminated.
The mode is the number most repeated, and since 8 and 43 were not in the original list, they
cannot change the mode. Therefore, option III is not valid. This eliminates answer choice C and
leaves answer choice A remaining.

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Computer Production
Morning Shift Afternoon Shift
Monday 200 375
Tuesday 245 330
Wednesday 255 340
Thursday 250 315
Friday 225 360

Problem 6. Computer production at a factory occurs during two shifts, as shown in the chart
above. If computers are only produced during the morning and afternoon shifts, on which pair of
days is the total number of computers produced greatest?

C) Tuesday and Wednesday

Monday + Thursday
200 + 375 + 250 + 315 = 1140
Tuesday + Thursday
245 + 330 + 250 + 315 = 1140
Tuesday + Wednesday
245 + 330 + 255 + 340 = 1170
Tuesday + Friday
245 + 330 + 225 + 360 = 1160
Monday + Friday
200 + 375 + 225 + 360 = 1160

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Price of Buttons in Store X
Color Price
Black $2 per 5 buttons
Blue $2 per 6 buttons
Brown $3 per 8 buttons
Orange $4 per 12 buttons
Red $4 per 7 buttons

Problem 7. In Store X, which color costs the most per button?

E) Red

The fraction representing the cost per red button is greater than one-half. The remaining
fractions of costs per button are all less than one-half.

Problem 8. S is the set of all positive numbers n such that n < 100 and n is an integer.
What is the median value of the numbers of set S.

C) 25

n n
1 1
2 4
3 9
4 16
5 25
6 36
7 49
8 62
9 81

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Problem 9. Points P and Q lie on the circle with center O, as shown in the figure above.
What is the probability that a randomly selected point inside the circle does NOT lie inside
ΔOPQ?

2π − 1
E)

2
Solve this problem the same as Problem 4. The area of the circle is π OP . The area of the
1
2
( )( ) ( ) 1
2
2
triangle is OQ OP = OP . The probability that the point will lie in the circle but outside

( ) 2 1
π OP − OP
2
( )
2
π−
1
2 = 2π − 1 .
the triangle is =
π OP( )2
π π

Problem 10. The Tyler Jackson Dance Company plans to perform a piece that requires 2
dancers. If there are 7 dancers in the company, how many possible pairs of dancers could
perform the piece?

B) 21

There are (7 )(6) = 42 possible combinations; however pair 1 – 2 is the same as pair 2 – 1, so we
will need to divide this number by two to eliminate duplicate pairs. This means the number of
distinct possible pairs is 21.

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APPENDIX J GEOMETRY AND MEASUREMENTS

2
Problem 1. If the perimeter of rectangle ABCD is equal to p, and x = y , what is y in perms
3
of p?

p
A.)
10
3p
B.)
10
p
C.)
3
2p
D.)
5
3p
E.)
5

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Problem 2. In rectangle PQRS above, what is a + b in terms of x?

A.) 90 + x
B.) 90 - x
C.) 180 + x
D.) 270 - x
E.) 360 - x

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6

B (0,5)
5

4
C
(5,4)
3

0
-2 -1 0 1 2 3 4 5 6

A -1

(-1,0)-2
D (4,-1)

Problem 3. What is the area of square ABCD?

A.) 25
B.) 18 2
C.) 26
D.) 25 + 2
E.) 36

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Problem 4. If AC = 4, what is the area of ABC above?

1
A.)
2
B.) 2
C.) 7
D.) 4
E.) 8

Figure not drawn to scale.

Problem 5. In the figure above, BD AE . If the length of CE is 3, what is the length of AC ?

A.) 3
B.) 4
C.) 5
D.) 3 3
E.) It cannot be determined from the information given.

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2
Problem 6. In the figure above, the perimeter of square A is the perimeter of square B, and
3
2
the perimeter of square B is the perimeter of square C. If the area of square A is 16, what is
3
the area of square C?

A.) 24
B.) 36
C.) 64
D.) 72
E.) 81

Z
135°
W Y

Problem 7. If WY and XZ are diameters with lengths of 12, what is the area of the shaded
region?

A.) 36
B.) 30
C.) 18
D.) 12
E.) 9

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b° c°

Problem 8. In the figure above, what is the value of a + b + c?

A.) 180
B.) 240
C.) 270
D.) 360
E.) It cannot be determined from the information given.

B C
3

A 5 D

Problem 9. In the parallelogram ABCD above, AC = 3 and AD = 5. What is the area of


ABCD?

A.) 12
B.) 15
C.) 18
D.) 20
E.) It cannot be determined from the information given.

Problem 10. AB ⊥ BD , and AB bisects CD at point X. If AB = 8 and CD = 10, what is the


length of BD ?

A.) 3
B.) 5
C.) 8
D.) 12
E.) 15

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Geometry and Measurements Solutions

2
Problem 1. If the perimeter of rectangle ABCD is equal to p, and x = y , what is y in perms
3
of p?

3p
B.)
10
p = 2x + 2 y
2
x= y
3
4
p = y + 2y
3
10
= y
3
3p
y=
10

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Problem 2. In rectangle PQRS above, what is a + b in terms of x?

A.) 90 + x

α + θ + x = 90
α + a = 90
θ + b = 90
α + a + θ + b = 180
− (α + θ + x = 90)
= a + b − x = 90
a + b = 90 + x

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6

B(0,5)5
4 C(5,4)

s 3

2
5
1

A-1 0
}

-2 0 1 2 3 4 5 6

1
-1 D (4,-1)
-2

Problem 3. What is the area of square ABCD?

C.) 26

A = s2
s 2 = 52 + 12
= 25 + 1
= 26

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Problem 4. If AC = 4, what is the area of ABC above?

B.) 2

1
A = bh
2
1
= (4)(1)
2
=2

x° x°

Figure not drawn to scale.

Problem 5. In the figure above, BD AE . If the length of CE is 3, what is the length of AC ?

A.) 3

Alternate interior angles are equivalent, therefore the two bottom angles of triangle ACE are
equal to x°. Since these two angles are equal, the two sides are equal, therefore the length of AC
is 3.

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2
Problem 6. In the figure above, the perimeter of square A is the perimeter of square B, and
3
2
the perimeter of square B is the perimeter of square C. If the area of square A is 16, what is
3
the area of square C?

E.) 81

A A = 16 = s A2
s=4
PA = 4 + 4 + 4 + 4 = 16
3 3
PB = PA = (16) = 24
2 2
3 3
PC = PB = (24 ) = 36
2 2
36
sC = =9
4
AC = s C2 = 9 2 = 81

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Z
135°
W Y

Problem 7. If WY and XZ are diameters with lengths of 12, what is the area of the shaded
region?

C.) 18

a 2
sin 45o = =
6 2
a=3 2
1 1
area = bh = 3 2 3 2
2 2
( )( )
1
area = (9 )(2) = 9
2
2 × area = 18

b° c°

Problem 8. In the figure above, what is the value of a + b + c?

C.) 270

b o + c o = 180o
a o = 90o
a o + b o + c o = 270

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B C
3

A 5 D

Problem 9. In the parallelogram ABCD above, AC = 3 and AD = 5. What is the area of


ABCD?

A.) 12

5 2 = 32 + b 2
b 2 = 52 − 9 = 16
b=4
1 1
area = bh = (4 )(3) = 6
2 2
2 × area = 12

Problem 10. AB ⊥ BD , and AB bisects CD at point X. If AB = 8 and CD = 10, what is the


length of BD ?

A.) 3

You have to draw the figure to solve this problem. After drawing the bisected line segments it is
obvious that this is a 3-4-5 right triangle.

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APPENDIX K NUMBERS AND OPERATIONS
Problem 1. What is the sum of the positive even factors of 12?

A.) 8
B.) 12
C.) 16
D.) 24
E.) 28

Problem 2. If x ≠ 0 , which of the following statements must be true?

A.) x is positive
B.) 2x is positive
1
C.) is positive
x
D.) x2 is positive
E.) x3 is positive

900 90 9
Problem 3. + + =
10 100 1000

A.) 90.09
B.) 90.099
C.) 90.909
D.) 99.09
E.) 999

Problem 4. Which of the following must be true?

I. The sum of two consecutive integers is odd.


II. The sum of three consecutive integers is even.
III. The sum of three consecutive integers is a multiple of 3.

A.) I only
B.) II only
C.) I and II only
D.) I and III only
E.) I, II, and III

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Problem 5. Which of the following is equivalent to 55 x 22 x 1010?

A.) 53 x 1012
B.) 52 x 1015
C.) 1015
D.) 10017
E.) 100100

Problem 6. If n ≠ 0 , which of the following could be true?

I. 2n < n 2
II. 2n < n
III. n 2 < −n

A.) I only
B.) II only
C.) I and II only
D.) I and III only
E.) I, II, and III

Problem 7. If x is an integer, which of the following could be x3?

A.) 2.7 x 1011


B.) 2.7 x 1012
C.) 2.7 x 1013
D.) 2.7 x 1014
E.) 2.7 x 1015

5
Problem 8. If b is a prime number such that 3b > 10 > b , what is the lowest possible value
6
of b?

A.) 2
B.) 3
C.) 5
D.) 7
E.) 9

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Problem 9. What is 45.867 rounded to the nearest hundredth?

A.) 46
B.) 45.8
C.) 45.9
D.) 45.86
E.) 45.87

4
Problem 10. If x = 8 , what is the value of x?
3

3
A.) 4
4
B.) 6
2
C.) 10
3
D.) 12
E.) 16

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Numbers and Operations Solutions
Problem 1. What is the sum of the positive even factors of 12?

D.) 24

The factors of 12 are 1, 2, 3, 4, 6, and 12. The positive even factors of 12 are 2, 4, 6, and 12,
whose sum is 24.

Problem 2. If x ≠ 0 , which of the following statements must be true?

D.) x2 is positive

The square of any non-zero number, either positive or negative, is always positive.

900 90 9
Problem 3. + + =
10 100 1000

C.) 90.909

900
= 90
10
90
= 0.9
100
9
= 0.009
1000
90 + 0.9 + 0.009 = 90.909

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Problem 4. Which of the following must be true?

I. The sum of two consecutive integers is odd.


II. The sum of three consecutive integers is even.
III. The sum of three consecutive integers is a multiple of 3.

D.) I and III only

Answer this question by plugging in.

I. 2 + 3 = 5
3+ 4 = 7
II. 2 + 3 + 4 = 9
III. 2 + 3 + 4 = 9
3 + 4 + 5 = 12
4 + 5 + 6 = 15

Problem 5. Which of the following is equivalent to 55 x 22 x 1010?

A.) 53 x 1012

55 × 2 2 ×1010
= (5 × 2 ) × 53 × 1010
2

= 10 2 × 53 ×1010
= 53 ×1012

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Problem 6. If n ≠ 0 , which of the following could be true?

I. 2n < n 2
II. 2n < n
III. n 2 < −n

E.) I, II, and III

This is a COULD be question, so you have to be careful. Plugging in is the way to answer this
1
question. In this instance, n = − was chosen.
2
2
⎛ 1⎞ ⎛ 1⎞ 1
I. 2n = 2⎜ − ⎟ = −1 < n 2 = ⎜ − ⎟ =
⎝ 2⎠ ⎝ 2⎠ 4
True
⎛ 1⎞ ⎛ 1⎞
II. 2n = 2⎜ − ⎟ = −1 < n = ⎜ − ⎟
⎝ 2⎠ ⎝ 2⎠
True
2
⎛ 1⎞ 1 ⎛ 1⎞ 1
III. n = ⎜ − ⎟ = < −n = −⎜ − ⎟ =
2

⎝ 2⎠ 4 ⎝ 2⎠ 2
True

Problem 7. If x is an integer, which of the following could be x3?

C.) 2.7 x 1013

You know that 33 is equal to 27, therefore the correct answer has to be some multiple of three.
Since the lowest answer choice is multiplied by 10 to the 11th power, you can start guessing at
3000.
3000 = 3 × 103
(3 ×10 ) = (3) (10 )
3 3 3 3 3
= 27 ×109 = 2.7 × 1010
30,000 = 3 × 10 4
(3 ×10 ) = (3) (10 )
4 3 3 4 3
= 27 × 1012 = 2.7 ×1013

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5
Problem 8. If b is a prime number such that 3b > 10 > b , what is the lowest possible value
6
of b?

C.) 5

Solve this problem by plugging in.

b=2
5 ⎛5⎞ 10 2
3b = (3)(2 ) = 6 > 10 > b = ⎜ ⎟(2 ) = =1
6 ⎝6⎠ 6 3
False
b=3
5 ⎛5⎞ 15 1
3b = (3)(3) = 9 > 10 > b = ⎜ ⎟(3) = = 2
6 ⎝6⎠ 6 3
False
b=5
5 ⎛5⎞ 25 1
3b = (3)(5) = 15 > 10 > b = ⎜ ⎟(5) = =4
6 ⎝6⎠ 6 6
True

Problem 9. What is 45.867 rounded to the nearest hundredth?

E.) 45.87

The hundredths place is two places past the decimal. In this case you round up to the next
highest number because the number in the thousandths place is greater than 5. Therefore 45.867
rounded to the nearest hundredth is 45.87.

4
Problem 10. If x = 8 , what is the value of x?
3

E.) 16

( 8 ) . From here the problem is easy. The cube root of 8 is 2, and 2


4
4 4
Remember that 8 3 = 3
= 16.

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APPENDIX L PROBLEM SOLVING
Problem 1. A researcher found that the number of bacteria in a certain sample doubles every
hour. If there were 6 bacteria in the sample at the start of the experiment, how many bacteria
were there after 9 hours?

A) 54
B) 512
C) 1,536
D) 3,072
E) 6,144

Problem 2. Carol subscribed to four publications that cost $12.90, $16.00, $18.00, and $21.90
per year, respectively. If she made an initial down payment of one-half of the total yearly
subscription cost, and paid the rest in four equal monthly payments, how much was each of the
four monthly payments?

A) $8.60
B) $9.20
C) $9.45
D) $17.20
E) $34.40

Problem 3. A basketball team had a ration of wins to losses of 3:1. After the team won six
games in a row, its ration of wins to losses became 5:1. How many games had the team won
before winning six games in a row?

A) 3
B) 6
C) 9
D) 15
E) 24

Problem 4. Fifteen Percent of the coins in a piggy bank are nickels and five percent are
dimes. If there are 220 coins in the bank, how many are not nickels or dimes?

A) 80
B) 176
C) 180
D) 187
E) 200

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Problem 5. A bakery uses a special flour mixture that contains corn, wheat, and rye in the
ratio of 3:5:2. If a bag of the mixture contains 5 pounds of rye, how many pounds of wheat does
it contain?

A) 2
B) 5
C) 7.5
D) 10
E) 12.5

Problem 6. At the beginning of 1999, the population of Rockville was 204,000. and the
population of Springfield was 216,000. If the population of each city increased by exactly 20%
in 1999, how many more people lived in Springfield than in Rockville at the end of 1999?

A) 9,600
B) 10,000
C) 12,000
D) 14,400
E) 20,000

Problem 7. Rock climbing routes are rated on a scale of difficulty with the higher the number
the more difficult the route. Sally tried several shoe sizes on each of several routes of varying
difficulty and found that when she wore smaller shoes, she could climb routes of greater
difficulty. If D represents the difficulty rating of a rock climbing route Sally could climb, and s
represents the size of the shoes Sally wore on such a route, then which of the following could
express D as a function of s?

A) D(s ) = s 2
B) D (s ) = s
C) D (s ) = 4 s
D) D ( s ) = s − 3 .5
45
E) D (s ) =
s

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Problem 8. Steve ran a 12-mile race at an average speed of 8 miles per hour. If Adam ran the
same race at an average speed of 6 miles per hour, how many minutes longer than Steve did
Adam take to complete the race?

A) 9
B) 12
C) 16
D) 24
E) 30

Problem 9. A college student bought 11 books for fall classes. If the cost of his anatomy
textbook was three times the mean cost of the other 10 books, then the cost of the anatomy
textbook was what fraction of the total mount he paid for the 11 books?

2
A)
13
3
B)
13
3
C)
11
3
D)
10
10
E)
13

Problem 10. On a map, 1 centimeter represents 6 kilometers. A square on the map with a
perimeter of 16 centimeters represents a region with what area?

A) 64 square kilometers
B) 96 square kilometers
C) 256 square kilometers
D) 576 square kilometers
E) 8,216 square kilometers

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Problem Solving Solutions
Problem 1. A researcher found that the number of bacteria in a certain sample doubles every
hour. If there were 6 bacteria in the sample at the start of the experiment, how many bacteria
were there after 9 hours?

D) 3,072

The growth rate can be expressed as 6 × 2 x .


6 × 2 9 = (6)(512) = 3,072

Problem 2. Carol subscribed to four publications that cost $12.90, $16.00, $18.00, and $21.90
per year, respectively. If she made an initial down payment of one-half of the total yearly
subscription cost, and paid the rest in four equal monthly payments, how much was each of the
four monthly payments?

A) $8.60

12.90 + 16.00 + 18.00 + 21.90 = 68.80


68.80
= 34.40
2
34.40
= 8.60
4

Problem 3. A basketball team had a ratio of wins to losses of 3:1. After the team won six
games in a row, its ratio of wins to losses became 5:1. How many games had the team won
before winning six games in a row?

C) 9

w 3
=
l 1
w+6 5
=
l 1
w = 3l
3l + 6 5
=
l 1
3l + 6 = 5l
2l = 6
l =3
w = 3l = 9
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Problem 4. Fifteen Percent of the coins in a piggy bank are nickels and five percent are
dimes. If there are 220 coins in the bank, how many are not nickels or dimes?

B) 176

100% − 20% = 80%


(220)(0.8) = 176

Problem 5. A bakery uses a special flour mixture that contains corn, wheat, and rye in the
ratio of 3:5:2. If a bag of the mixture contains 5 pounds of rye, how many pounds of wheat does
it contain?

E) 12.5

5 w
=
2 5
25 = 2 w
w = 12.5

Problem 6. At the beginning of 1999, the population of Rockville was 204,000. and the
population of Springfield was 216,000. If the population of each city increased by exactly 20%
in 1999, how many more people lived in Springfield than in Rockville at the end of 1999?

D) 14,400

(216,000)(0.2) + 216,000 = 259,200


(204,000)(0.2) + 204,000 = 244,800
259,200 − 244,800 = 14,400

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Problem 7. Rock climbing routes are rated on a scale of difficulty with the higher the number
the more difficult the route. Sally tried several shoe sizes on each of several routes of varying
difficulty and found that when she wore smaller shoes, she could climb routes of greater
difficulty. If D represents the difficulty rating of a rock climbing route Sally could climb, and s
represents the size of the shoes Sally wore on such a route, then which of the following could
express D as a function of s?

45
E) D (s ) =
s

Since smaller shoes allow Sally to climb more difficult routes, the relationship between shoe size
and route difficulty is inverse. The only answer choice that represents an inverse relationship is
45
E, D(s ) = .
s

Problem 8. Steve ran a 12-mile race at an average speed of 8 miles per hour. If Adam ran the
same race at an average speed of 6 miles per hour, how many minutes longer than Steve did
Adam take to complete the race?

E) 30

distance = rate x time


⎛ 12 ⎞ ⎛ 1⎞
t S = ⎜ ⎟(60 ) = ⎜1 ⎟(60 ) = 90
⎝8⎠ ⎝ 2⎠
⎛ 12 ⎞
t A = ⎜ ⎟(60) = (2)(60 ) = 120
⎝6⎠
120 − 90 = 30

Problem 9. A college student bought 11 books for fall classes. If the cost of his anatomy
textbook was three times the mean cost of the other 10 books, then the cost of the anatomy
textbook was what fraction of the total mount he paid for the 11 books?

3
B)
13

c A = 3c10
cT = c A + 10c10
cT = 3c10 + 10c10 = 13c10
c A 3c10 3
= =
cT 13c10 13

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Problem 10. On a map, 1 centimeter represents 6 kilometers. A square on the map with a
perimeter of 16 centimeters represents a region with what area?

D) 576 square kilometers

A = s 2 = ((4 )(6 )) = 24 2 = 576


2

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APPENDIX M ENGINEERING PROBLEMS
Helpful Equations: Variables (units)
m ρ = density (kg
1. ρ = )
V m3
m = mass (kg )
2. W = m ⋅ g V = Volume (m 3 )
v = velocity (m ) or (mi
s h)
d
3. v = W = weight ( N ) or (lbs )
t
a = acceleration (m / s 2 )
v2 − v1 Δv π = Normal Force ( N )
4. a = =
t 2 − t1 Δt F = Force (N )
g = gravity (m )
s2
5. ∑ F = m⋅a p = momentum (kg ⋅ m ) or (kg ⋅ mi )
s h
2
mi
6.
2
p 2 = px + p y
2 K = Kinetic Energy (kg ⋅ 2 )
h
Wtot =Work Total (1 J ) or (1 N ⋅ m)
7. p = m ⋅v kg ⋅ m
1 Νewton = 1
s2
1 2 1 2 d = dis tan ce (m)
8. K = mx ⋅ v x + m y ⋅ v y
2 2 t = time ( s )
ρ air = 1.2 kg / m 3
9. Wtot = K 2 − K 1 = Δ K ρ H O = 1000 kg / m 3
2

ΔK
10. % lost =
K initial

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Problem 1. Newton’s Law

Figure 1: Iceboat is starting from rest.


NOTE: Illustration of the free-body diagram for the iceboat has “NO” friction.

An iceboat is at rest on a perfectly frictionless horizontal surface. What constant horizontal force
F do we need to apply (along the direction of the runners) to give the iceboat a velocity of 4.0
m/s at the end of 2.0 s? The mass of the iceboat and rider is 200,000 g.

Problem 2. Mechanics

N Pt

W E
Pc θ
S

A 1400 kg car, heading north and moving at 35 miles per hour collides in a perfectly inelastic
collision with a 4000 kg truck going East at 20 miles per hour.
a. What is the speed and direction of the wrecked vehicles just after collision?
b. What percentage of the total mechanical energy is lost from the collision?
Use the following units when solving this problem:
2
p (momentum) by using (kg ⋅ mi ) and for energy ( kg ⋅ mi 2 )
h h
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Problem 3. Kinematics

A train is moving towards a destroyed bridge. The velocity of the train remains constant at
20m/s. A person inside the train realizes that they will die unless they run to the back of the train
and jump out. If the person is 15m from the back of the train and the back of the train is 50m
from the break in the track, what velocity must the person run with to make it to the back of the
train just as the back of the train goes over the break in the bridge?

Problem 4. Fluid Mechanics

Find the mass of air, and its weight, in a Recreational Vehicle with a 4.0 m x 5.0 m floor and a
ceiling 3.0 m high. Also, what would be the mass and weight of an equal volume of water?

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Engineering Problems Solutions

Figure 1: Iceboat is starting from rest.


NOTE: Illustration of the free-body diagram for the iceboat has “NO” friction.

An iceboat is at rest on a perfectly frictionless horizontal surface. What constant horizontal force
F do we need to apply (along the direction of the runners) to give the iceboat a velocity of 4.0
m/s at the end of 2.0 s? The mass of the iceboat and rider is 200,000 g.
v − v0 4 .0 m / s − 0
a= = = 2.0 m / s 2
t 2 .0 m / s
The sum of the x-component of force is simply
∑ Fx = F ,

and Newton’s second law gives


∑ F x = F = ma x , F = ( 200 kg )( 2 . 0 m / s 2 ) = 400 kg ⋅ m / s 2 = 400 N

Note that you do not need the y-component at all in this problem. Here they are anyway:
a y = 0,

∑F y = η + ( − mg ) = ma y = 0,

η = mg = ( 200 kg ) ( 9 . 8 m / s 2 ) = 1960 N .

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Problem 2. Mechanics

N Pt

W E
Pc θ
S

A 1400 kg car, heading north and moving at 35 miles per hour collides in a perfectly inelastic
collision with a 4000 kg truck going East at 20 miles per hour.
a. What is the speed and direction of the wrecked vehicles just after collision?
b. What percentage of the total mechanical energy is lost from the collision?
Use the following units when solving this problem:
2
p (momentum) by using (kg ⋅ mi ) and for energy ( kg ⋅ mi 2 )
h h
Part 1: Momentum is conserved in an inelastic collision, which means the total momentum of
the entire system will be the same before and after the crash. If we find the sum of the momenta
of the car (Pc) & the truck (Pt) before the crash, we will have the momentum of the resulting
“MERGEMOBILE” (Pres) afterwards.

pc = m cvc
= (1400 kg )( 35 mi / h )
= 49000 kg ⋅ mi / h

pt = m tvt
= ( 4000 kg )( 20 mi / h )
= 80000 kg ⋅ mi / h

Since the two vectors are perpendicular (north & east) we can use the Pythagorus’ equation to
find the total momentum of the system, and therefore the momentum of the smashed mess
(merged vehicles).
2
p res = Pt 2 + Pc2

p res = 49000 2
+ 80000 2

= 93800 kg ⋅ mi / h
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Now to find the velocity of the whole mass
p res = m ⋅ v res
p
v res =
m
93800 kg ⋅ mi / h
=
400 kg + 4000 kg
= 17 . 4 mi / h

Of course, you need to know the angle:


pt
tan θ =
pc
θ = 58 . 5 °
v = 17 .4 mi / h at 58 .5°
Part 2:
First, the total initial kinetic energy:
1 1
KE i = m c v c2 + m t v t2
2 2
=
1
2
[
1400 kg ( 35 mi / h ) 2 + 4000 kg ( 20 mi / h ) 2 ]
= 1 . 66 x 10 6 kg ⋅ mi 2 / h 2

Then the final Kinetic Energy:


KE f =
1
2
[
1400 kg ( 35 mi / h ) 2 + 4000 kg (17 . 4 mi / h ) 2 ]
= 81700 kg ⋅ mi 2 / h 2

Δ KE = KE f − KE i

= − 84300 kg ⋅ mi 2
/ h 2 And the % by which it changed
Δ KE
= x 100
KE i
(you don’t really need to worry about the sign here, as long as you day that energy is “lost”.)

KE lost = 50 . 8 %

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Problem 3. Kinematics

A train is moving towards a destroyed bridge. The velocity of the train remains constant at
20m/s. A person inside the train realizes that they will die unless they run to the back of the train
and jump out. If the person is 15m from the back of the train and the back of the train is 50m
from the break in the track, what velocity must the person run with to make it to the back of the
train just as the back of the train goes over the break in the bridge?

We find the time it takes for the train to get to the hole. Note: That the subscripts for the
velocities show how the velocities are measured. vtg means the velocity of the train (t) relative to
the ground (g) and so on, with p = person.

vtg = 20 m / s dt = 50 m

d 50 m
t= = = 2.5 s
v 20 m / s

The person needs to go 15m relative to the train in 2.5s

d − 15 m
v pt = =
t 2.5 s

v pt = − 6.0 m / s

SOLUTION – PART 2

The person's velocity relative to the ground is the trains velocity relative to the ground added to
the persons velocity relative to the train:

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v pg = v pt + vtg = − 6.0 m / s + 20 m / s

v = 14 m / s

Problem 4. Fluid Mechanics

Find the mass of air, and its weight, in a Recreational Vehicle with a 4.0 m x 5.0 m floor and a
ceiling 3.0 m high. Also, what would be the mass and weight of an equal volume of water?

SOLUTION – PART 1

The volume of the recreational vehicle is


V = (3.0 m)(4.0 m) ⋅ (5.0m) = 60 m 3

The mass (m) is given by the following equation:


m = ρ air ⋅V = (1.2 kg / m 3 )(60m 3 ) = 72 kg

The weight of air is


w = mg = (72 kg )(9.8 / s 2 ) = 706 N = 160 lb

SOLUTION – PART 2

The mass of an equal volume of water is


m = ρ H 2o ⋅ V = (1000 kg / m 3 )(60m 3 ) = 6.0 x 10 4 kg

The weight is
w = mg = (6.0 x10 4 kg )(9.8 / s 2 ) = 5.9 x10 5 N = 1.33 x10 5 lb = 66 tons

Basically, this much weight would certainly collapse the floor of an ordinary recreational
vehicle.

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APPENDIX N BLACK INVENTORS AND SCIENTISTS
TMAL teams should study the black inventors and scientists that are presented on the websites
listed below. All black inventors and scientists questions presented during the Quiz Bowl will
come from information presented on these website sources.

http://www.blackinventor.com
http://www.infoplease.com/spot/bhmfirsts.html
http://www.swagga.com/inventors.htm
http://www.aaregistry.com
http://teacher.scholastic.com/activities/bhistory/inventors/johnson.htm
http://encarta.msn.com/list_AfricanAmericanFirsts/African_American_Firsts.html
http://inventors.about.com/library/blblackinventors.htm
http://www.infoplease.com/spot/bhmscientists1.html

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APPENDIX O TRY-MATH-A-LON ACRONYM LISTING
AE - Alumni Extension
AEB - Alumni Extension Board
AEC - Academic Excellence Committee
AEO - Alumni Executive Officers
APC - Administrative and Personnel Committee
BCA - Board of Corporate Affiliates
BD - Business Diversity
CCI - Community College Initiative
CDP - Chapter Development Program
CEB - Chapter Executive Board
CI – College Initiative
CPC - Conference Planning Committee
FAQ – Frequently Asked Questions
FRC - Fall Regional Conference
GTA - Golden Torch Awards
IC - International Committee
LRP - Long Range Plan
NAB - National Advisory Board
NEB - National Executive Board
NEO - National Executive Officers
NEW - National Engineers Week
NOL – NSBE On-line
NLI - National Leadership Institute
PAT – Progress Assessment Test
PCI - Pre-College Initiative
PDC – Professional Development Conference
RAB - Regional Advisory Board
RAEB – Regional Alumni Executive Board
REB - Regional Executive Board
REO - Regional Executive Officers
RLC - Regional Leadership Conference
SCC – Summer Camping Conference
SRC - Spring Regional Conference
SPSRC – Strategic Planning and Spring Research Conference
STEM Science, Technology, Engineering and Mathematics
TEC – The Engineering Contest
TMAL – Try-Math-A-Lon
USTR – Undergraduate Studies in Technical Research

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APPENDIX P COMPETITION SOFTWARE
INSTRUCTIONS FOR PCI CHAIRS
In order to add/change/update questions in TMAL PowerPoint Presentation format to the TMAL
software please do the following :

Initial Step: Take the TMAL PowerPoint Presentation and save to .wmf format to export the
PowerPoint presentation.

Step 1. File -> save as

Step 2. In the save as type choose "Windows Metafile - wmf "

Step 3. Name the file Round1.wmf, place this in a “Competition” Folder

Step 4. When the prompt opens, be sure to select every slide

Step 5. This will create a subdirectory named "Round1" in the directory where you saved the
files.

Step 6. In this Round1 directory the wmf files are numbered from 1 to 73
Note : The attached cmd file will rename the wmf files as follows:
All questions begin with: qna_q_c1
All answers begin with: qna_a_c1
The fourth position is the topic and the number represents the question value as such we have the
following:
a = Algebra and Functions
b = Geometry and Measurements
c = Numbers and Operations
d = Data Analysis
e = Problem Solving
f = African American Inventors and Scientists
Note: Questions 2 – 13 are Algebra, 14 - 25 Geometry and Measurements , 26 - 37 Numbers and
Operations, 38 - 49 Data Analysis, 50 - 61 Problem Solving and 62 - 73 African American
Inventors and Scientists

Step 7. Copy the ren_quizbowl.cmd into the same folder as the wmf files and open the file.
Opening the file will run the commands to rename the wmf files accordingly.

Step 8. Repeat steps 1 through 7 for round 2. Be sure to name round 2 Round2

Step 9. In the Competition Folder, where round1 and round2 are located, place a copy of the
setup.txt, quizhelp.gid, quizhelp.hlp and quizshow.exe files.
Note: For additional assistance see the quizhelp.hlp

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In the event that the cmd file is not included with the email since cmd is an executable file below
is the body of the file. Simply cut and paste the lines below into a blank text file and save it as
ren_quizbowl.cmd. (The name is irrelevant.)

ren slide1.wmf qna.wmf


ren slide2.wmf qna_q_c1_a1.wmf
ren slide3.wmf qna_a_c1_a1.wmf
ren slide4.wmf qna_q_c1_a2.wmf
ren slide5.wmf qna_a_c1_a2.wmf
ren slide6.wmf qna_q_c1_a3.wmf
ren slide7.wmf qna_a_c1_a3.wmf
ren slide8.wmf qna_q_c1_a4.wmf
ren slide9.wmf qna_a_c1_a4.wmf
ren slide10.wmf qna_q_c1_a5.wmf
ren slide11.wmf qna_a_c1_a5.wmf
ren slide12.wmf qna_q_c1_a6.wmf
ren slide13.wmf qna_a_c1_a6.wmf
ren slide14.wmf qna_q_c1_b1.wmf
ren slide15.wmf qna_a_c1_b1.wmf
ren slide16.wmf qna_q_c1_b2.wmf
ren slide17.wmf qna_a_c1_b2.wmf
ren slide18.wmf qna_q_c1_b3.wmf
ren slide19.wmf qna_a_c1_b3.wmf
ren slide20.wmf qna_q_c1_b4.wmf
ren slide21.wmf qna_a_c1_b4.wmf
ren slide22.wmf qna_q_c1_b5.wmf
ren slide23.wmf qna_a_c1_b5.wmf
ren slide24.wmf qna_q_c1_b6.wmf
ren slide25.wmf qna_a_c1_b6.wmf
ren slide26.wmf qna_q_c1_c1.wmf
ren slide27.wmf qna_a_c1_c1.wmf
ren slide28.wmf qna_q_c1_c2.wmf
ren slide29.wmf qna_a_c1_c2.wmf
ren slide30.wmf qna_q_c1_c3.wmf
ren slide31.wmf qna_a_c1_c3.wmf
ren slide32.wmf qna_q_c1_c4.wmf
ren slide33.wmf qna_a_c1_c4.wmf
ren slide34.wmf qna_q_c1_c5.wmf
ren slide35.wmf qna_a_c1_c5.wmf
ren slide36.wmf qna_q_c1_c6.wmf
ren slide37.wmf qna_a_c1_c6.wmf
ren slide38.wmf qna_q_c1_d1.wmf
ren slide39.wmf qna_a_c1_d1.wmf
ren slide40.wmf qna_q_c1_d2.wmf
ren slide41.wmf qna_a_c1_d2.wmf
ren slide42.wmf qna_q_c1_d3.wmf

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ren slide43.wmf qna_a_c1_d3.wmf
ren slide44.wmf qna_q_c1_d4.wmf
ren slide45.wmf qna_a_c1_d4.wmf
ren slide46.wmf qna_q_c1_d5.wmf
ren slide47.wmf qna_a_c1_d5.wmf
ren slide48.wmf qna_q_c1_d6.wmf
ren slide49.wmf qna_a_c1_d6.wmf
ren slide50.wmf qna_q_c1_e1.wmf
ren slide51.wmf qna_a_c1_e1.wmf
ren slide52.wmf qna_q_c1_e2.wmf
ren slide53.wmf qna_a_c1_e2.wmf
ren slide54.wmf qna_q_c1_e3.wmf
ren slide55.wmf qna_a_c1_e3.wmf
ren slide56.wmf qna_q_c1_e4.wmf
ren slide57.wmf qna_a_c1_e4.wmf
ren slide58.wmf qna_q_c1_e5.wmf
ren slide59.wmf qna_a_c1_e5.wmf
ren slide60.wmf qna_q_c1_e6.wmf
ren slide61.wmf qna_a_c1_e6.wmf
ren slide62.wmf qna_q_c1_f1.wmf
ren slide63.wmf qna_a_c1_f1.wmf
ren slide64.wmf qna_q_c1_f2.wmf
ren slide65.wmf qna_a_c1_f2.wmf
ren slide66.wmf qna_q_c1_f3.wmf
ren slide67.wmf qna_a_c1_f3.wmf
ren slide68.wmf qna_q_c1_f4.wmf
ren slide69.wmf qna_a_c1_f4.wmf
ren slide70.wmf qna_q_c1_f5.wmf
ren slide71.wmf qna_a_c1_f5.wmf
ren slide72.wmf qna_q_c1_f6.wmf
ren slide73.wmf qna_a_c1_f6.wmf

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APPENDIX Q TRY-MATH-A-LON SCORE SHEET
TMAL SAMPLE SCORE
Individual PAT Score NOTE: The total PAT score, TEC score, and
SAMPLE TEAM SCORE the Quizbowl score are added together to
1 Charlita 100 determine each team's overall final TMAL score.
2 Tony 100
3 Stacey 100
4 John 100
Total PAT Group Score 400
TEC Score 95
Quizbowl Score 305
Overall Total TMAL Score 800

TMAL SCORE SHEET


Date: Location: Region:
TMAL Individual PAT Score TMAL Individual PAT Score
Team 1 Team 2
1 1
2 2
3 3
4 4
Total PAT Group Score Total PAT Group Score
TEC Score TEC Score
Quizbowl Score Quizbowl Score
Overall Total TMAL Score Overall Total TMAL Score
TMAL Individual PAT Score TMAL Individual PAT Score
Team 3 Team 4
1 1
2 2
3 3
4 4
Total PAT Group Score Total PAT Group Score
TEC Score TEC Score
Quizbowl Score Quizbowl Score
Overall Total TMAL Score Overall Total TMAL Score
TMAL Individual PAT Score TMAL Individual PAT Score
Team 5 Team 6
1 1
2 2
3 3
4 4
Total PAT Group Score Total PAT Group Score
TEC Score TEC Score
Quizbowl Score Quizbowl Score
Overall Total TMAL Score Overall Total TMAL Score

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