Nursing Elites

1. What is the product of 2/3 and 3/4?

• A. 1
• B. 2
• C. 3
• D. 4

Correct answer: A

Rationale: To multiply fractions, you multiply the numerators to get the new numerator and multiply the denominators to get the new denominator. Therefore, multiplying 2/3 by 3/4 results in (2*3) / (3*4) = 6/12. Simplifying 6/12 by dividing both the numerator and denominator by 6 gives 1. Hence, the correct answer is 1. Choices B, C, and D are incorrect as they do not represent the correct product of multiplying 2/3 by 3/4.

2. Which of the following percentages is equivalent to 5 ¼?

• A. 525%
• B. 514%
• C. 5.25%
• D. 5.14%

Correct answer: A

Rationale: To convert a mixed number to a decimal, 5 ¼ becomes 5.25. To convert this decimal to a percentage, you multiply it by 100. Therefore, 5.25 × 100 = 525%. Choice A is correct. Choice B (514%) is incorrect as it does not match the equivalent of 5 ¼. Choice C (5.25%) is the decimal equivalent of 5 ¼, not the percentage. Choice D (5.14%) is a different value and does not represent the percentage equivalent of 5 ¼.

3. Prizes are to be awarded to the best pupils in each class of an elementary school. The number of students in each grade is shown in the table, and the school principal wants the number of prizes awarded in each grade to be proportional to the number of students. If there are twenty prizes, how many should go to fifth-grade students? Grade 1 2 3 4 5 Students 35 38 38 33 36

• A. 5
• B. 4
• C. 7
• D. 3

Correct answer: C

Rationale: To determine how many prizes should be awarded to 5th-grade students, we need to set up the proportion of the number of 5th-grade students to the total number of students in the school. The total number of students is 35 + 38 + 38 + 33 + 36 = 180 students. To find the proportion of 5th-grade students, it would be 36/180 = 0.2. Since there are 20 prizes to be awarded, multiplying 0.2 by 20 gives us 4, which means 4 prizes should go to the 5th-grade students. Therefore, the correct answer is 4. Choice A (5) is incorrect as it does not align with the proportional distribution. Choice B (4) is the correct answer, as calculated. Choice C (7) is incorrect as it exceeds the total number of prizes available. Choice D (3) is incorrect as it does not match the proportional distribution based on the number of students.

4. The force applied is directly proportional to the stretch of a coil. If a force of 132 Newtons stretches a coil 0.07 meters, what force would be needed to stretch a coil 0.1 meter? Round your answer to the nearest tenth.

• A. 92.4 Newtons
• B. 1885.7 Newtons
• C. 188.6 Newtons
• D. 136.0 Newtons

Correct answer: C

Rationale: To find the force needed to stretch the coil 0.1 meters, we can set up a proportion based on the given information. The initial force and stretch are in direct proportion, so we can use this relationship to determine the unknown force. (132 N / 0.07 m) = X / 0.1 m. Cross-multiplying, we get 132 N * 0.1 m / 0.07 m = 188.57 N, which rounds to 188.6 N. Therefore, the correct answer is 188.6 Newtons. Choice A is incorrect as it does not match the calculated answer. Choice B is significantly higher and does not align with the proportional relationship. Choice D is close but does not account for the correct rounding as specified in the question.

5. When rounding 2678 to the nearest thousandth, which place value would be used to decide whether to round up or round down?

• A. Ten-thousandth
• B. Thousandth
• C. Hundredth
• D. Thousand

Correct answer: B

Rationale: When rounding 2678 to the nearest thousandth, you would look at the digit in the thousandth place, which is 7. To decide whether to round up or down, you consider the digit to the immediate right of the place you are rounding to. Since 7 is equal to or greater than 5, you round up. Choice A, ten-thousandth, is incorrect as we are rounding to the thousandth place. Choice C, hundredth, is not relevant as we are not rounding to that place value. Choice D, thousand, is incorrect as it is the original number being rounded, not the place value used for rounding.

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