60 Mathematics Practice Questions & Answers

1. 1. What is 5/8 written as a percent?

   • A.0.625%
   • B.62.5%✓ Answer
   • C.160%
   • D.58%

   A fraction becomes a decimal when the numerator is divided by the denominator: 5 ÷ 8 = 0.625. A decimal becomes a percent when multiplied by 100, which shifts the decimal point two places right: 0.625 × 100 = 62.5%. Forgetting the ×100 step yields 0.625%; inverting the fraction (8 ÷ 5 = 1.6) yields 160%.

   Source: ATI TEAS V7 Content Outline (©2022 ATI), Mathematics objective M.1.1 — convert among non-negative fractions, decimals, and percentagesReport a problem with this question

2. 2. Which decimal is equivalent to 0.5%?

   • A.0.05
   • B.5.0
   • C.0.5
   • D.0.005✓ Answer

   A percent is converted to a decimal by dividing by 100, which moves the decimal point two places to the LEFT: 0.5 ÷ 100 = 0.005. Because the percent is already less than 1, the result must be smaller than 0.01. Moving the point only one place gives the classic wrong answer 0.05, which is 5%, ten times too large.

   Source: ATI TEAS V7 Content Outline (©2022 ATI), Mathematics objective M.1.1 — percent-to-decimal conversion (÷100)Report a problem with this question

3. 3. Written as a fraction in lowest terms, 24% is:

   • A.6/25✓ Answer
   • B.3/25
   • C.24/10
   • D.12/50

   Percent means 'per one hundred,' so 24% = 24/100. Dividing numerator and denominator by their greatest common factor, 4, gives 24 ÷ 4 = 6 and 100 ÷ 4 = 25, so the fraction is 6/25. The choice 12/50 is equal in value but is not in lowest terms because 12 and 50 share the factor 2.

   Source: ATI TEAS V7 Content Outline (©2022 ATI), Mathematics objective M.1.1 — percent-to-fraction conversion and reduction by the GCFReport a problem with this question

4. 4. What is 2/3 written as a decimal, rounded to the nearest thousandth?

   • A.0.667✓ Answer
   • B.0.66
   • C.0.67
   • D.0.666

   Dividing 2 by 3 gives the repeating decimal 0.6666... To round to the thousandths place, look at the next digit (the ten-thousandths digit), which is 6; since it is 5 or greater, the thousandths digit rounds up from 6 to 7, giving 0.667. Simply truncating the repeating decimal gives the incorrect 0.666.

   Source: ATI TEAS V7 Content Outline (©2022 ATI), Mathematics objectives M.1.1 and M.1.7 — fraction-to-decimal conversion and standard rounding rulesReport a problem with this question

5. 5. Which decimal is equal to the mixed number 2 3/5?

   • A.2.6✓ Answer
   • B.2.15
   • C.2.3
   • D.2.35

   In a mixed number the whole part stays as-is and only the fraction is converted: 3 ÷ 5 = 0.6, so 2 3/5 = 2 + 0.6 = 2.6. The distractor 2.35 comes from writing the digits 3 and 5 after the decimal point instead of dividing them, an error the four-function calculator will not catch.

   Source: ATI TEAS V7 Content Outline (©2022 ATI), Mathematics objective M.1.1 — mixed numbers and decimal equivalentsReport a problem with this question

6. 6. What is 3/4 + 2/3?

   • A.5/7
   • B.1 5/12✓ Answer
   • C.1 7/12
   • D.5/12

   Fractions can only be added after they are rewritten with a common denominator; the LCD of 4 and 3 is 12. So 3/4 = 9/12 and 2/3 = 8/12, and 9/12 + 8/12 = 17/12 = 1 5/12. Adding numerators and denominators straight across gives the invalid 5/7, and changing only the denominator gives 5/12.

   Source: ATI TEAS V7 Content Outline (©2022 ATI), Mathematics objective M.1.2 — arithmetic operations with rational numbers (common denominator rule)Report a problem with this question

7. 7. What is 2 1/2 ÷ 1/4?

   • A.5/8
   • B.20
   • C.10✓ Answer
   • D.4

   First convert the mixed number to an improper fraction: 2 1/2 = 5/2. Division by a fraction is multiplication by its reciprocal (keep-change-flip): 5/2 × 4/1 = 20/2 = 10. Multiplying instead of flipping gives 5/8, and dividing only the fractional part while leaving the 2 alone gives 4.

   Source: ATI TEAS V7 Content Outline (©2022 ATI), Mathematics objective M.1.2 — division of fractions by multiplying by the reciprocalReport a problem with this question

8. 8. What is 0.6 × 0.05?

   • A.0.3
   • B.0.003
   • C.0.03✓ Answer
   • D.3.0

   To multiply decimals, multiply as whole numbers and then give the product the same total number of decimal places as the two factors combined: 6 × 5 = 30, and 0.6 has one decimal place while 0.05 has two, for three places total, so 30 becomes 0.030 = 0.03. Counting only two places gives 0.3; counting four gives 0.003.

   Source: ATI TEAS V7 Content Outline (©2022 ATI), Mathematics objective M.1.2 — decimal multiplication place-value ruleReport a problem with this question

9. 9. Evaluate: 8 + 12 ÷ 4 × 3 − 5

   • A.12✓ Answer
   • B.15
   • C.10
   • D.4

   Multiplication and division sit on the same tier of the order of operations and are performed left to right, not multiplication first: 12 ÷ 4 = 3, then 3 × 3 = 9. Then addition and subtraction, also left to right: 8 + 9 = 17, 17 − 5 = 12. Doing 4 × 3 first gives 12 ÷ 12 = 1 and the wrong answer 4; working strictly left to right from the start gives 10.

   Source: ATI TEAS V7 Content Outline (©2022 ATI), Mathematics objective M.1.2 — order of operations (PEMDAS, same-tier left-to-right rule)Report a problem with this question

10. 10. What is (−3/4) × (−8/9)?

    • A.−27/32
    • B.2/3✓ Answer
    • C.27/32
    • D.−2/3

    A negative times a negative is positive, so the sign is +. Multiply straight across: (3 × 8)/(4 × 9) = 24/36, which reduces by 12 to 2/3. The value 27/32 is what you get if you divide instead of multiply (3/4 × 9/8), and the negative choices ignore the two-negatives rule.

    Source: ATI TEAS V7 Content Outline (©2022 ATI), Mathematics objective M.1.2 — operations with signed rational numbersReport a problem with this question

11. 11. A nursing student has a monthly budget of $2,400. She pays $900 for rent, $145.50 for utilities, and $320.75 for groceries. How much of the budget remains?

    • A.$1,033.75✓ Answer
    • B.$1,133.75
    • C.$1,366.25
    • D.$1,043.25

    This is a two-step problem: total the expenses, then subtract from the budget. Aligning decimal points, 900 + 145.50 + 320.75 = 1,366.25, and 2,400 − 1,366.25 = 1,033.75. The choice $1,366.25 is the total spent — the right arithmetic for the wrong unknown, which is the most common word-problem error.

    Source: ATI TEAS V7 Content Outline (©2022 ATI), Mathematics objective M.1.5 — multi-step real-world problems with real numbersReport a problem with this question

12. 12. In a nursing class, 40% of the students earned an A on an exam. If 14 students earned an A, how many students are in the class?

    • A.56
    • B.35✓ Answer
    • C.5.6
    • D.17.5

    Here the part and the percent are known and the whole is missing, so rearrange part = percent × whole into whole = part ÷ percent: 14 ÷ 0.40 = 35. Check: 0.40 × 35 = 14. Multiplying instead (0.40 × 14 = 5.6) is the classic reverse-percent error and produces an answer smaller than the part itself, which cannot be right.

    Source: ATI TEAS V7 Content Outline (©2022 ATI), Mathematics objective M.1.6 — percentage problems, solving for the wholeReport a problem with this question

13. 13. The price of a textbook is reduced from $80 to $60. What is the percent decrease?

    • A.25%✓ Answer
    • B.75%
    • C.33 1/3%
    • D.20%

    Percent change is always measured against the ORIGINAL amount: (old − new) ÷ old × 100 = (80 − 60) ÷ 80 × 100 = 20 ÷ 80 × 100 = 25%. Dividing the $20 change by the new price of $60 gives 33 1/3%, the single most common percent-change error; 75% is simply 60 as a percent of 80, not the decrease.

    Source: ATI TEAS V7 Content Outline (©2022 ATI), Mathematics objective M.1.6 — percent increase/decrease = change ÷ original × 100Report a problem with this question

14. 14. A scrub set is marked $200. A store takes 20% off, then takes an additional 10% off the already reduced price. What is the final price?

    • A.$150
    • B.$144✓ Answer
    • C.$140
    • D.$160

    Successive discounts are applied one after the other, not added together. After 20% off, the price is 200 × 0.80 = $160; the second discount applies to that $160: 160 × 0.90 = $144. Adding the percents to get 30% off yields $140, which is too low because the 10% is taken from the smaller amount, not the original $200.

    Source: ATI TEAS V7 Content Outline (©2022 ATI), Mathematics objective M.1.6 — successive discounts applied multiplicativelyReport a problem with this question

15. 15. A deposit of $1,500 earns 4% simple annual interest. How much interest is earned in 3 years?

    • A.$180✓ Answer
    • B.$1,680
    • C.$18
    • D.$60

    Simple interest uses I = Prt, where the rate must be written as a decimal: I = 1,500 × 0.04 × 3 = 60 × 3 = $180. The value $60 is only one year's interest, and $1,680 is the account balance (principal plus interest), not the interest earned.

    Source: ATI TEAS V7 Content Outline (©2022 ATI), Mathematics objective M.1.6 — simple interest, I = PrtReport a problem with this question

16. 16. A supplier's cost for an item is $45, and the supplier marks it up 20%. What is the selling price?

    • A.$56.25
    • B.$65
    • C.$54✓ Answer
    • D.$36

    A 20% markup adds 20% of the cost to the cost, which is the same as multiplying by 1.20: 45 × 0.20 = 9, and 45 + 9 = $54 (or 45 × 1.20 = 54). The choice $36 applies a 20% decrease instead, and $56.25 comes from dividing by 0.80, which is the method for removing a 20% discount, not for adding a markup.

    Source: ATI TEAS V7 Content Outline (©2022 ATI), Mathematics objective M.1.6 — markup as original × (1 + rate)Report a problem with this question

17. 17. On a hospital unit, the ratio of nurses to aides is 3:2. If the unit has 45 staff members in all, how many are nurses?

    • A.27✓ Answer
    • B.18
    • C.22.5
    • D.30

    A 3:2 ratio is part-to-part, so the total is made of 3 + 2 = 5 equal shares and nurses are 3/5 of the whole, not 3/2. One share is 45 ÷ 5 = 9, so nurses = 3 × 9 = 27 (and aides = 2 × 9 = 18, which checks: 27 + 18 = 45). Choosing 18 answers for aides instead of nurses.

    Source: ATI TEAS V7 Content Outline (©2022 ATI), Mathematics objective M.1.9 — part-to-part vs. part-to-whole ratiosReport a problem with this question

18. 18. A 12-ounce bottle of hand sanitizer costs $3.60 and a 20-ounce bottle of the same sanitizer costs $5.40. Which bottle has the lower unit price?

    • A.The 12-ounce bottle, at $0.30 per ounce
    • B.The 12-ounce bottle, at $0.27 per ounce
    • C.The 20-ounce bottle, at $0.27 per ounce✓ Answer
    • D.The 20-ounce bottle, at $0.37 per ounce

    A unit rate is found by dividing the price by the number of units: 3.60 ÷ 12 = $0.30 per ounce and 5.40 ÷ 20 = $0.27 per ounce. Since $0.27 < $0.30, the 20-ounce bottle is the better buy. Dividing ounces by price instead (20 ÷ 5.40 ≈ 3.7) inverts the rate and produces the $0.37 distractor.

    Source: ATI TEAS V7 Content Outline (©2022 ATI), Mathematics objective M.1.9 — unit rates and best-buy comparisonReport a problem with this question

19. 19. If 3 tablets contain a total of 375 mg of a medication, how many milligrams are in 5 tablets of the same medication?

    • A.225 mg
    • B.625 mg✓ Answer
    • C.1,125 mg
    • D.1,875 mg

    Set up a proportion with matching units in matching positions: 3 tablets/375 mg = 5 tablets/x mg. Cross-multiplying gives 3x = 1,875, so x = 625 mg. A faster check is the unit rate: 375 ÷ 3 = 125 mg per tablet, and 125 × 5 = 625 mg. Flipping one side of the proportion produces 225 mg, and forgetting to divide by 3 produces 1,875 mg.

    Source: ATI TEAS V7 Content Outline (©2022 ATI), Mathematics objective M.1.8 — setting up and solving proportionsReport a problem with this question

20. 20. Four aides working at the same steady rate can restock a supply room in 6 hours. Working at that same rate, how long would it take 3 aides?

    • A.4.5 hours
    • B.7 hours
    • C.8 hours✓ Answer
    • D.12 hours

    Workers and time are inversely proportional: fewer workers means more time, so the product workers × hours stays constant. Here 4 × 6 = 24 worker-hours of labor, so 3 aides need 24 ÷ 3 = 8 hours. Treating it as a direct proportion (6 × 3/4) gives 4.5 hours, which wrongly says fewer workers finish faster.

    Source: ATI TEAS V7 Content Outline (©2022 ATI), Mathematics objective M.1.8 — direct vs. inverse proportionReport a problem with this question

21. 21. On a map, 1 inch represents 25 miles. Two towns are 3.5 inches apart on the map. What is the actual distance between them?

    • A.87.5 miles✓ Answer
    • B.75 miles
    • C.28.5 miles
    • D.7.1 miles

    A map scale is a proportion: 1 inch/25 miles = 3.5 inches/x miles. Cross-multiplying gives x = 25 × 3.5 = 87.5 miles. Dividing instead (3.5 ÷ 25 = 0.14, or 25 ÷ 3.5 ≈ 7.1) reverses the relationship, and adding 25 + 3.5 ignores the scale entirely.

    Source: ATI TEAS V7 Content Outline (©2022 ATI), Mathematics objective M.1.8 — scale drawings and map-distance proportionsReport a problem with this question

22. 22. Solve for x: 5x − 7 = 28

    • A.5
    • B.7✓ Answer
    • C.35
    • D.4.2

    Undo the operations in reverse order, doing the same thing to both sides: add 7 to both sides to get 5x = 35, then divide both sides by 5 to get x = 7. Check: 5(7) − 7 = 35 − 7 = 28. Subtracting 7 instead of adding gives 21 ÷ 5 = 4.2, and stopping at 5x = 35 gives 35.

    Source: ATI TEAS V7 Content Outline (©2022 ATI), Mathematics objective M.1.4 — solving multi-step one-variable equationsReport a problem with this question

23. 23. Solve the inequality: −4x + 3 > 19

    • A.x < −4✓ Answer
    • B.x > −4
    • C.x > 4
    • D.x < 4

    Subtract 3 from both sides: −4x > 16. Dividing both sides by a NEGATIVE number reverses the direction of the inequality, so −4x > 16 becomes x < −4. Check with x = −5: −4(−5) + 3 = 23 > 19, true. Failing to flip the symbol produces x > −4, the most-cited algebra error on this exam.

    Source: ATI TEAS V7 Content Outline (©2022 ATI), Mathematics objective M.1.10 — solving linear inequalities (reverse the sign when multiplying/dividing by a negative)Report a problem with this question

24. 24. Solve for x: 3(x − 2) = 5x + 4

    • A.−1
    • B.−5✓ Answer
    • C.5
    • D.−3

    Distribute first: 3x − 6 = 5x + 4. Collect variables on one side and constants on the other: subtract 3x from both sides to get −6 = 2x + 4, then subtract 4 to get −10 = 2x, so x = −5. Check: 3(−5 − 2) = −21 and 5(−5) + 4 = −21. Distributing to only the first term (3x − 2 = 5x + 4) gives the distractor −3.

    Source: ATI TEAS V7 Content Outline (©2022 ATI), Mathematics objective M.1.4 — equations with the distributive property and variables on both sidesReport a problem with this question

25. 25. Which equation correctly models the statement 'Five less than three times a number is 22'?

    • A.3(n − 5) = 22
    • B.3n + 5 = 22
    • C.5 − 3n = 22
    • D.3n − 5 = 22✓ Answer

    'Three times a number' is 3n, and 'less than' reverses the written order: five less than a quantity means that quantity minus five, so it is 3n − 5, not 5 − 3n. 'Is' translates to the equals sign, giving 3n − 5 = 22 (and n = 9). The choice 3(n − 5) = 22 subtracts 5 before tripling, which changes the meaning.

    Source: ATI TEAS V7 Content Outline (©2022 ATI), Mathematics objective M.1.10 — translating verbal statements into algebraic equationsReport a problem with this question

26. 26. Evaluate the expression 2x² − 3y when x = −3 and y = 4.

    • A.24
    • B.6✓ Answer
    • C.−6
    • D.−30

    Substitute, then follow the order of operations: exponents before multiplication. (−3)² = 9, so 2(9) = 18; and 3(4) = 12; then 18 − 12 = 6. Squaring after multiplying by 2, as in (2 × −3)² = 36, gives 24, and treating (−3)² as −9 gives −30.

    Source: ATI TEAS V7 Content Outline (©2022 ATI), Mathematics objectives M.1.2 and M.1.4 — evaluating algebraic expressions with signed valuesReport a problem with this question

27. 27. Which of these values is the greatest?

    • A.63%✓ Answer
    • B.3/5
    • C.0.6
    • D.5/8

    The reliable method is to convert every value to a decimal before comparing: 0.6 = 0.600, 5/8 = 0.625, 63% = 0.630, and 3/5 = 0.600. Since 0.630 is the largest, 63% is the greatest value. Note that 0.6 and 3/5 are exactly equal, so neither can be the single greatest.

    Source: ATI TEAS V7 Content Outline (©2022 ATI), Mathematics objective M.1.3 — compare and order rational numbers in mixed formatsReport a problem with this question

28. 28. Which of these values is the least?

    • A.−7/8✓ Answer
    • B.−0.7
    • C.−2/3
    • D.−0.6

    Convert to decimals: −0.7, −2/3 ≈ −0.667, −7/8 = −0.875, and −0.6. For negative numbers the ordering reverses relative to size: the number with the largest absolute value is the smallest, so −0.875 (that is, −7/8) is the least. Picking −0.6 treats the smallest magnitude as the smallest number.

    Source: ATI TEAS V7 Content Outline (©2022 ATI), Mathematics objective M.1.3 — ordering negative rational numbersReport a problem with this question

29. 29. Without calculating exactly, which is the best estimate of 38% of 812?

    • A.about 3,200
    • B.about 320✓ Answer
    • C.about 32
    • D.about 240

    Estimation replaces awkward numbers with compatible ones: 38% is close to 40% (0.4) and 812 is close to 800, so 0.4 × 800 = 320. The exact product is 308.56, confirming the estimate is reasonable. 'About 240' corresponds to roughly 30%, and 3,200 reflects a decimal point misplaced by one position.

    Source: ATI TEAS V7 Content Outline (©2022 ATI), Mathematics objective M.1.7 — estimation strategies and compatible numbersReport a problem with this question

30. 30. What is 3.4449 rounded to the nearest hundredth?

    • A.3.5
    • B.3.4
    • C.3.44✓ Answer
    • D.3.45

    Rounding to a given place looks only at the single digit immediately to the right of that place. The hundredths digit is 4 and the digit to its right (thousandths) is 4, which is less than 5, so the hundredths digit stays and the answer is 3.44. Rounding in stages — 3.4449 to 3.445 and then to 3.45 — is premature rounding and produces the wrong result.

    Source: ATI TEAS V7 Content Outline (©2022 ATI), Mathematics objective M.1.7 — rounding rules and the effect of intermediate roundingReport a problem with this question

31. 31. A medication order calls for 0.25 mg of a drug. How many micrograms (mcg) is this?

    • A.0.00025 mcg
    • B.2,500 mcg
    • C.250 mcg✓ Answer
    • D.25 mcg

    Within the metric system 1 mg = 1,000 mcg, so converting from a larger unit to a smaller unit means multiplying: 0.25 mg x 1,000 = 250 mcg. Moving to a smaller unit always makes the numeral larger, which is why the decimal point shifts three places to the right.

    Source: ATI TEAS 7 Content Outline (c2022 ATI), Mathematics M.2.5 - convert within and between standard and metric systems; metric prefix relationship 1 mg = 1,000 mcgReport a problem with this question

32. 32. A patient weighs 165 lb. Using 1 kg = 2.2 lb, what is the patient's weight in kilograms?

    • A.363.0 kg
    • B.72.6 kg
    • C.82.5 kg
    • D.75.0 kg✓ Answer

    Set up dimensional analysis so the unwanted unit cancels: 165 lb x (1 kg / 2.2 lb) = 165 / 2.2 = 75.0 kg. Multiplying instead (165 x 2.2 = 363) would convert kilograms to pounds, the wrong direction, and a kilogram value must be smaller than the pound value because a kilogram is the larger unit.

    Source: ATI TEAS 7 Content Outline (c2022 ATI), Mathematics M.2.5; cross-system equivalence 1 kg is approximately 2.2 lbReport a problem with this question

33. 33. A newborn measures 20 inches in length. Using 1 in = 2.54 cm, what is the length in centimeters?

    • A.50.8 cm✓ Answer
    • B.22.54 cm
    • C.508 cm
    • D.7.9 cm

    Because 1 inch equals exactly 2.54 cm, multiply: 20 in x 2.54 cm/in = 50.8 cm. A centimeter is smaller than an inch, so the number of centimeters must be larger than 20; dividing (20 / 2.54 = 7.9) or adding the factor gives units that do not cancel correctly.

    Source: ATI TEAS 7 Content Outline (c2022 ATI), Mathematics M.2.5; exact cross-system equivalence 1 in = 2.54 cmReport a problem with this question

34. 34. A patient drinks 12 fl oz of juice. Using the clinical rounding 1 fl oz = 30 mL, how many milliliters should be recorded on the intake record?

    • A.120 mL
    • B.360 mL✓ Answer
    • C.420 mL
    • D.240 mL

    Multiply the number of fluid ounces by the milliliters per ounce so that ounces cancel: 12 fl oz x (30 mL / 1 fl oz) = 360 mL. The conversion is a rate, so it is applied by multiplication, not by adding or subtracting 30.

    Source: ATI TEAS 7 Content Outline (c2022 ATI), Mathematics M.2.5; clinical rounding 1 fl oz is approximately 30 mL (exact value 29.57 mL)Report a problem with this question

35. 35. How many cups are in 2.5 gallons?

    • A.20 cups
    • B.40 cups✓ Answer
    • C.32 cups
    • D.48 cups

    Chain the U.S. customary volume units: 1 gal = 4 qt, 1 qt = 2 pt, and 1 pt = 2 cups, so 1 gal = 4 x 2 x 2 = 16 cups. Then 2.5 gal x 16 cups/gal = 40 cups.

    Source: ATI TEAS 7 Content Outline (c2022 ATI), Mathematics M.2.5; U.S. customary volume chain 1 gal = 4 qt = 8 pt = 16 cupsReport a problem with this question

36. 36. Normal body temperature is 37 degrees C. Using F = (9/5)C + 32, what is this temperature in degrees Fahrenheit?

    • A.94.6 degrees F
    • B.66.6 degrees F
    • C.98.6 degrees F✓ Answer
    • D.100.4 degrees F

    Substitute and follow the order of operations: (9/5)(37) = 66.6, then add the 32-degree offset to get 98.6 degrees F. The +32 term is required because the two scales have different zero points, so multiplying alone (66.6) is incomplete.

    Source: ATI TEAS 7 Content Outline (c2022 ATI), Mathematics M.2.5; temperature conversion formula F = (9/5)C + 32Report a problem with this question

37. 37. An IV infuses at a constant rate of 75 mL per hour. How many liters will infuse in 24 hours?

    • A.0.18 L
    • B.18 L
    • C.1.8 L✓ Answer
    • D.180 L

    First multiply the rate by the time so the hours cancel: 75 mL/h x 24 h = 1,800 mL. Then convert to liters using 1 L = 1,000 mL: 1,800 / 1,000 = 1.8 L. Skipping the second step leaves the answer in the wrong unit.

    Source: ATI TEAS 7 Content Outline (c2022 ATI), Mathematics M.2.5; rate conversion by dimensional analysis, 1 L = 1,000 mLReport a problem with this question

38. 38. A medication is ordered at 5 mg per kilogram of body weight. A child weighs 44 lb. Using 1 kg = 2.2 lb, what is the correct dose?

    • A.100 mg✓ Answer
    • B.484 mg
    • C.220 mg
    • D.20 mg

    This is a two-step chain. Convert the weight first: 44 lb / 2.2 = 20 kg. Then apply the dosing rate: 20 kg x 5 mg/kg = 100 mg. Applying the rate to the pound value (44 x 5 = 220) is wrong because the rate is defined per kilogram, not per pound.

    Source: ATI TEAS 7 Content Outline (c2022 ATI), Mathematics M.2.5; multi-step dimensional analysis with 1 kg is approximately 2.2 lbReport a problem with this question

39. 39. A pitcher holds 2.5 L of water. Using 1 L = 1.06 qt, approximately how many quarts does it hold?

    • A.2.65 qt✓ Answer
    • B.2.36 qt
    • C.3.56 qt
    • D.2.50 qt

    Arrange the factor so liters cancel: 2.5 L x (1.06 qt / 1 L) = 2.65 qt. Because a liter is slightly larger than a quart, the quart figure must be slightly larger than 2.5; dividing (2.5 / 1.06 = 2.36) reverses the conversion.

    Source: ATI TEAS 7 Content Outline (c2022 ATI), Mathematics M.2.5; cross-system equivalence 1 L is approximately 1.06 qtReport a problem with this question

40. 40. A bar graph shows a patient's daily fluid intake. The vertical axis is labeled in milliliters and is marked in increments of 250, from 0 to 2,000. Tuesday's bar ends exactly two marks above the line labeled 1,000. How many liters did the patient take in on Tuesday?

    • A.1.75 L
    • B.15 L
    • C.1.5 L✓ Answer
    • D.1.25 L

    Each gridline step is 250 mL, not 1 unit, so two steps above 1,000 is 1,000 + 250 + 250 = 1,500 mL. The question asks for liters, so divide by 1,000: 1,500 mL = 1.5 L. Assuming the gridlines step by one, or reporting the raw milliliter reading, produces the distractors.

    Source: ATI TEAS 7 Content Outline (c2022 ATI), Mathematics M.2.1 - interpret relevant information from tables, charts, and graphs (axis scale); with M.2.5 unit conversionReport a problem with this question

41. 41. A line graph shows monthly clinic visits: January 120, February 150, March 145, April 210, May 240. Between which two consecutive months was the increase in visits the greatest?

    • A.January to February
    • B.April to May
    • C.February to March
    • D.March to April✓ Answer

    Find each consecutive difference: 150 - 120 = +30, 145 - 150 = -5, 210 - 145 = +65, and 240 - 210 = +30. The largest increase is +65, from March to April. The steepest upward segment on a line graph is the interval with the greatest rate of change, not necessarily the interval ending at the highest point.

    Source: ATI TEAS 7 Content Outline (c2022 ATI), Mathematics M.2.1 - interpret information from a line graph (greatest change between consecutive points)Report a problem with this question

42. 42. A circle graph shows how 260 students travel to campus: 25% walk, 40% drive, 15% take the bus, and 20% bike. How many students drive?

    • A.104 students✓ Answer
    • B.65 students
    • C.40 students
    • D.130 students

    A pie sector shows a part of the whole, so a percent must be multiplied by the total to become a count: 0.40 x 260 = 104 students. Reporting 40 confuses the percent with a number of people, and 65 is 25% of 260 (the walkers).

    Source: ATI TEAS 7 Content Outline (c2022 ATI), Mathematics M.2.1 - interpret a circle (pie) chart; sectors represent parts of a whole summing to 100%Report a problem with this question

43. 43. A histogram of patient ages uses 10-year bins with these frequencies: 0-9 years, 4 patients; 10-19 years, 7 patients; 20-29 years, 12 patients; 30-39 years, 9 patients; 40-49 years, 3 patients. How many patients are younger than 30?

    • A.19 patients
    • B.35 patients
    • C.12 patients
    • D.23 patients✓ Answer

    In a histogram each bar gives the frequency of everything in that bin, so 'younger than 30' means adding the first three bins: 4 + 7 + 12 = 23 patients. The 30-39 bin must be excluded because its members are 30 or older, and reading only the tallest bar (12) ignores the other bins.

    Source: ATI TEAS 7 Content Outline (c2022 ATI), Mathematics M.2.1 - interpret a histogram; bars show frequency per bin and cumulative counts are sums of binsReport a problem with this question

44. 44. A double bar graph compares visits handled by two nurses, using a legend where a shaded bar is Nurse A and a striped bar is Nurse B. The values are Monday: A 12, B 18; Tuesday: A 20, B 15; Wednesday: A 14, B 14; Thursday: A 9, B 21. On which day is the difference between the two nurses the greatest?

    • A.Monday
    • B.Tuesday
    • C.Thursday✓ Answer
    • D.Wednesday

    A double bar graph pairs two bars per category, so the gap is the absolute difference of the pair: Monday 18 - 12 = 6, Tuesday 20 - 15 = 5, Wednesday 14 - 14 = 0, Thursday 21 - 9 = 12. Thursday has the largest gap, even though Tuesday contains the single tallest Nurse A bar.

    Source: ATI TEAS 7 Content Outline (c2022 ATI), Mathematics M.2.1 - use a legend to interpret a double bar graph comparing groups across categoriesReport a problem with this question

45. 45. What is the median of this data set: 22, 7, 15, 40, 11, 19?

    • A.19
    • B.27.5
    • C.17✓ Answer
    • D.15

    The median is the middle value only after the data are sorted: 7, 11, 15, 19, 22, 40. With an even count of six values there is no single middle number, so average the third and fourth: (15 + 19) / 2 = 17. Averaging the two middle numbers of the unsorted list gives 27.5, and 19 is the mean, not the median.

    Source: ATI TEAS 7 Content Outline (c2022 ATI), Mathematics M.2.2 - evaluate data using statistics; median definition for an even number of sorted valuesReport a problem with this question

46. 46. A student's five quiz scores have a mean of 84. Four of the scores are 78, 92, 85, and 80. What is the fifth score?

    • A.82
    • B.88
    • C.90
    • D.85✓ Answer

    Because mean = sum divided by count, the required total is mean x count = 84 x 5 = 420. The four known scores sum to 78 + 92 + 85 + 80 = 335, so the missing score is 420 - 335 = 85. Back-solving from the total is the standard method for a missing-value mean problem.

    Source: ATI TEAS 7 Content Outline (c2022 ATI), Mathematics M.2.2 - evaluate data using statistics; mean = sum / count, so sum = mean x nReport a problem with this question

47. 47. A frequency table records how long patients waited: 2 hours for 3 patients, 3 hours for 5 patients, and 4 hours for 2 patients. What is the mean wait time?

    • A.2.9 hours✓ Answer
    • B.3.0 hours
    • C.10.0 hours
    • D.3.3 hours

    With a frequency table each value must be weighted by how often it occurs: (2 x 3) + (3 x 5) + (4 x 2) = 6 + 15 + 8 = 29 total hours, spread over 3 + 5 + 2 = 10 patients, so the mean is 29 / 10 = 2.9 hours. Averaging only the distinct values 2, 3, and 4 gives 3.0 and ignores the frequencies.

    Source: ATI TEAS 7 Content Outline (c2022 ATI), Mathematics M.2.2 - compute statistics from a frequency table (multiply value by frequency before summing)Report a problem with this question

48. 48. Seven employees report these commute times in minutes: 10, 12, 13, 15, 16, 18, and 74. Which measure of center best represents a typical commute for this group, and why?

    • A.The median, because the extreme value of 74 pulls the mean far above most of the data✓ Answer
    • B.The mean, because it uses every value in the data set
    • C.The range, because it shows how spread out the times are
    • D.The mode, because it is the value that occurs most often

    The value 74 is an outlier: the mean is (10 + 12 + 13 + 15 + 16 + 18 + 74) / 7 = 158 / 7, about 22.6 minutes, which is larger than six of the seven commutes. The median of the sorted list is the fourth value, 15 minutes, and it barely moves when one extreme value is present, which is why the median is the better measure of center for skewed data. The range is a measure of spread, not center.

    Source: ATI TEAS 7 Content Outline (c2022 ATI), Mathematics M.2.2 - effect of an outlier on mean versus median; choosing an appropriate measure of centerReport a problem with this question

49. 49. Group A recorded the values 48, 50, 50, 52 and Group B recorded 30, 45, 55, 70. Both groups have a mean of 50. Which group has the larger standard deviation?

    • A.Group A, because it contains a repeated value
    • B.They are equal, because the two means are equal
    • C.Group B, because its values lie farther from the mean✓ Answer
    • D.Neither, because standard deviation applies only to data sets with more than four values

    Standard deviation measures spread about the mean, not the size of the mean itself. Group A's values differ from 50 by only 2, 0, 0, and 2, while Group B's differ by 20, 5, 5, and 20, so Group B is far more spread out and has the larger standard deviation. Equal means say nothing about spread, and a standard deviation of 0 would mean every value is identical.

    Source: ATI TEAS 7 Content Outline (c2022 ATI), Mathematics M.2.2 - standard deviation as a measure of spread about the meanReport a problem with this question

50. 50. A stem-and-leaf plot uses the stem for tens and the leaf for ones: 5 | 2 6; 6 | 0 3 7; 7 | 1 4 4 9. What is the range of this data set?

    • A.27✓ Answer
    • B.74
    • C.7
    • D.22

    Reading the plot, the values are 52, 56, 60, 63, 67, 71, 74, 74, and 79. Range = maximum - minimum = 79 - 52 = 27. Subtracting the stems alone (7 - 5 = 2) or the leaves ignores place value; 74 is the mode, not the range.

    Source: ATI TEAS 7 Content Outline (c2022 ATI), Mathematics M.2.1 and M.2.2 - read a stem-and-leaf plot; range = maximum - minimumReport a problem with this question

51. 51. A circular wound dressing has a diameter of 14 cm. Using 3.14 for pi, what is its area?

    • A.153.86 cm squared✓ Answer
    • B.21.98 cm squared
    • C.615.44 cm squared
    • D.43.96 cm squared

    The area formula uses the radius, not the diameter, so first halve it: r = 14 / 2 = 7 cm. Then A = pi x r squared = 3.14 x 49 = 153.86 square centimeters. Using 14 as the radius gives 615.44, and 43.96 is the circumference (3.14 x 14), which carries linear rather than square units.

    Source: ATI TEAS 7 Content Outline (c2022 ATI), Mathematics M.2.4 - calculate geometric quantities; area of a circle A = pi r squared with r = d/2Report a problem with this question

52. 52. A cylindrical container has a radius of 3 in and a height of 10 in. Using 3.14 for pi, what is its volume?

    • A.188.4 in cubed
    • B.94.2 in cubed
    • C.1,130.4 in cubed
    • D.282.6 in cubed✓ Answer

    Volume of a cylinder is V = pi x r squared x h, so the radius must be squared before multiplying by the height: 3.14 x (3 x 3) x 10 = 3.14 x 90 = 282.6 cubic inches. Forgetting to square the radius gives 94.2, and treating 6 as the radius gives 1,130.4.

    Source: ATI TEAS 7 Content Outline (c2022 ATI), Mathematics M.2.4 - volume of a cylinder V = pi r squared h; answers carry cubic unitsReport a problem with this question

53. 53. A 13 ft ladder leans against a vertical wall with its base 5 ft from the wall. How high up the wall does the ladder reach?

    • A.12 ft✓ Answer
    • B.12.5 ft
    • C.8 ft
    • D.18 ft

    The wall, ground, and ladder form a right triangle in which the ladder is the hypotenuse, so a squared + b squared = c squared applies: 5 squared + b squared = 13 squared, giving 25 + b squared = 169 and b squared = 144, so b = 12 ft. Simply subtracting the sides (13 - 5 = 8) is invalid because the relationship among the sides is quadratic, not linear.

    Source: ATI TEAS 7 Content Outline (c2022 ATI), Mathematics M.2.4 - Pythagorean theorem a squared + b squared = c squared for right trianglesReport a problem with this question

54. 54. A rectangle has an area of 12 cm squared. Every linear dimension is enlarged by a scale factor of 3. What is the area of the enlarged rectangle?

    • A.108 cm squared✓ Answer
    • B.72 cm squared
    • C.324 cm squared
    • D.36 cm squared

    Area depends on two dimensions, so scaling every length by k multiplies the area by k squared: 3 squared = 9, and 12 x 9 = 108 square centimeters. Multiplying the area by 3 alone (36) scales only one dimension, while k cubed = 27 would apply to volume, not area.

    Source: ATI TEAS 7 Content Outline (c2022 ATI), Mathematics M.2.4 - scale factor rule: linear scale k multiplies area by k squared and volume by k cubedReport a problem with this question

55. 55. On a floor plan, 1 in represents 4 ft. A room measures 3 in by 2.5 in on the plan. What is the actual area of the room?

    • A.120 ft squared✓ Answer
    • B.7.5 ft squared
    • C.480 ft squared
    • D.30 ft squared

    Convert each drawing length to a real length first, then find the area: 3 in x 4 = 12 ft and 2.5 in x 4 = 10 ft, so A = 12 x 10 = 120 square feet. Multiplying the drawing area (7.5) by the linear scale 4 gives 30 and is wrong because area scales by the square of the factor.

    Source: ATI TEAS 7 Content Outline (c2022 ATI), Mathematics M.2.4 - scale drawings and area of a rectangle A = lwReport a problem with this question

56. 56. A researcher studies how the number of hours of sleep affects reaction time. Which variable is the independent variable, and on which axis is it conventionally plotted?

    • A.Hours of sleep, plotted on the vertical (y) axis
    • B.Reaction time, plotted on the vertical (y) axis
    • C.Reaction time, plotted on the horizontal (x) axis
    • D.Hours of sleep, plotted on the horizontal (x) axis✓ Answer

    The independent variable is the input the researcher sets or observes as the cause, and it goes on the horizontal x-axis; the dependent variable is the measured outcome and goes on the vertical y-axis. Here sleep is the presumed cause and reaction time is the measured result, so hours of sleep is independent and belongs on the x-axis.

    Source: ATI TEAS 7 Content Outline (c2022 ATI), Mathematics M.2.3 - explain the relationship between two variables; independent variable on the x-axis, dependent on the y-axisReport a problem with this question

57. 57. On a scatterplot, as weekly practice hours increase, the number of errors decreases, and the points lie close to a straight line sloping downward. How is this relationship best described?

    • A.Strong negative correlation✓ Answer
    • B.No correlation
    • C.Strong positive correlation
    • D.Direct variation through the origin

    Correlation is negative when one variable increases while the other decreases, which shows as points falling from left to right, and it is strong when the points cluster tightly around the trend line. Direct variation would require the ratio y/x to stay constant with a line rising through the origin, which does not match a downward pattern.

    Source: ATI TEAS 7 Content Outline (c2022 ATI), Mathematics M.2.3 - identify positive, negative, and no correlation from a scatterplot and judge strength by clusteringReport a problem with this question

58. 58. In a hypothetical town, records show that during months with higher ice cream sales there are also more reported sunburns. Which conclusion is best supported by these data alone?

    • A.The two variables are positively correlated, but the data alone do not show that either one causes the other✓ Answer
    • B.Getting sunburned causes people to buy ice cream
    • C.Buying ice cream causes sunburns
    • D.There is no relationship between the two variables

    Two variables that rise and fall together are correlated, but correlation does not establish causation: a third factor, such as hot sunny weather, can drive both. Ruling out causation entirely is also wrong, since the data do show a real positive association; they simply cannot identify its cause.

    Source: ATI TEAS 7 Content Outline (c2022 ATI), Mathematics M.2.3 - correlation does not imply causationReport a problem with this question

59. 59. A line graph of the volume remaining in an IV bag shows 1,000 mL at hour 0 and 600 mL at hour 8, with the plotted points forming a straight line. What does the slope of this line represent?

    • A.The bag loses 400 mL each hour
    • B.The bag loses 50 mL each hour✓ Answer
    • C.The bag gains 50 mL each hour
    • D.The bag loses 8 mL each hour

    Slope is rise over run, the change in the dependent variable per one unit of the independent variable: (600 - 1,000) / (8 - 0) = -400 / 8 = -50 mL per hour. The negative sign means the volume is decreasing, so the bag loses 50 mL each hour; 400 mL is the total change over all 8 hours, not the hourly rate.

    Source: ATI TEAS 7 Content Outline (c2022 ATI), Mathematics M.2.3 - slope as a rate of change interpreted in context and unitsReport a problem with this question

60. 60. A fair six-sided die is rolled and a fair coin is flipped. What is the probability of rolling a 4 and flipping heads?

    • A.2/3
    • B.1/3
    • C.1/12✓ Answer
    • D.1/8

    For a single event, probability = favorable outcomes / total outcomes, so P(rolling a 4) = 1/6 and P(heads) = 1/2. The two events are independent because the die does not affect the coin, and the probability that both occur is the product: 1/6 x 1/2 = 1/12. Adding the probabilities would be appropriate only for mutually exclusive either-or events.

    Source: ATI TEAS 7 Content Outline (c2022 ATI), Mathematics M.2.2 - simple probability P = favorable / total; multiplication rule for independent eventsReport a problem with this question

Practice questions based on the ATI TEAS test outline. Not affiliated with ATI. The English & Language section is practiced in English. About the TEAS (ATI) →