Name:
Date:
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How to use this worksheet. Read each table, graph, or scenario before you answer. Choose the
best answer and write its letter on the answer line, then show your work in the space below it.
- Every question has a Nudge — a hint about how to start, not what the answer is. Try the question first; read the nudge only if you get stuck.
- Show your work for every problem. On the real test a wrong final answer with sound method still tells you exactly what to fix.
- A calculator is allowed on the real GED Math test — use one here for practice. Suggested time: about 50 minutes, but accuracy matters more than speed.
STIMULUS 1Data Table · Arithmetic & Ratios
Weekly Production Log — Sunrise Bakery
| Day |
Loaves Baked |
Labor Hours |
Total Cost ($) |
| Monday | 48 | 6 | 312 |
| Tuesday | 55 | 7 | 355 |
| Wednesday | 42 | 5.5 | 289 |
| Thursday | 60 | 8 | 398 |
| Friday | 65 | 8.5 | 425 |
Source: Practice data for GED preparation.
1.What was the average number of loaves baked per day over the five days?
Nudge — Average (mean) = add up all the values, then divide by how many there are. Add the five numbers in the "Loaves Baked" column, then divide by 5. Don't round until the end.
My answer:
2.On which day was the cost per loaf the lowest?
- A. Monday
- B. Wednesday
- C. Tuesday
- D. Friday
Nudge — Cost per loaf = Total Cost ÷ Loaves Baked, done separately for each day offered. Compute the rate for every choice and compare — the "lowest" is the smallest dollars-per-loaf, not the smallest total.
My answer:
3.What is the ratio of total loaves baked to total labor hours for the week (simplified)?
- A. 270 : 35
- B. 54 : 7
- C. 270 : 7
- D. 35 : 270
Nudge — First total each column: all loaves, then all hours. Write the ratio loaves-to-hours in that order, then simplify by dividing both sides by their greatest common factor. Keep the order the question asks for.
My answer:
4.If the bakery wants to increase Friday’s output by 20% while keeping the same cost per loaf, how many loaves would they need to bake?
Nudge — A 20% increase means the new amount is 120% of the old. Start from Friday's loaves and multiply by 1.20 (or find 20% and add it on). The "same cost per loaf" detail does not change the count.
My answer:
STIMULUS 2 · GRAPHData Analysis
The table below records the average daily steps a fitness-app user logged over one week. Read the exact step count for each day from the table to answer Questions 5–8.
Average Daily Steps Recorded by a Fitness App User (One Week)
| Day |
Mon |
Tue |
Wed |
Thu |
Fri |
Sat |
Sun |
| Steps | 7,100 | 8,200 | 7,800 | 9,100 | 8,400 | 10,200 | 6,200 |
Source: Practice data for GED preparation. Saturday and Sunday are weekend days.
5.According to the data, on which day did the user record the highest number of steps?
- A. Tuesday
- B. Thursday
- C. Saturday
- D. Sunday
Nudge — Scan the step row and find the largest value, then read up to its day heading. Only the four days listed as options need to be checked against each other.
My answer:
6.What was the median number of steps for the seven days shown?
- A. 7,800
- B. 8,200
- C. 8,400
- D. 8,600
Nudge — The median is the middle value once the numbers are in order — not the average. List all seven step counts from smallest to largest, then pick the one that lands in the exact middle of the list.
My answer:
7.The user’s goal is 10,000 steps per day. On how many days did they meet or exceed this goal?
Nudge — "Meet or exceed" means 10,000 or more (≥). Go across the row and count only the days at or above the goal line. Watch the comma placement so 10,200 isn't misread.
My answer:
8.Which statement is best supported by the data?
- A. The user walked more on weekdays than on weekends.
- B. There is a clear upward trend in steps from Monday to Sunday.
- C. Weekend days show both the highest and lowest step counts.
- D. The user averaged exactly 8,000 steps every day.
Nudge — Test each claim against the actual numbers rather than a general impression. Check the two weekend days against the rest, look for a steady rise or fall, and reject any statement that says "exactly every day" unless the values are identical.
My answer:
STIMULUS 3Geometry · Area, Perimeter & Scale
A community garden plot is shown in a scale drawing. The drawing uses a scale of 1 inch = 4 feet. The rectangular plot in the drawing measures 3.5 inches by 2 inches. A circular flower bed with a diameter of 1 inch is planned inside the plot. The garden club needs to know the actual area available for planting vegetables (total plot area minus the flower bed).
9.What are the actual dimensions of the rectangular garden plot?
- A. 7 ft by 4 ft
- B. 14 ft by 8 ft
- C. 3.5 ft by 2 ft
- D. 10.5 ft by 6 ft
Nudge — Convert each drawing measurement to real feet using the scale: multiply the drawing inches by 4 feet per inch. Do this to both the length and the width before choosing.
My answer:
10.What is the actual area of the entire rectangular garden plot in square feet?
- A. 7 square feet
- B. 28 square feet
- C. 112 square feet
- D. 56 square feet
Nudge — Area of a rectangle = length × width, and it must use the actual feet from Question 9, not the drawing inches. Multiply the two real side lengths; the unit is square feet.
My answer:
11.The circular flower bed has an actual diameter of 4 feet. Using 3.14 for π, what is the approximate area of the flower bed?
- A. 12.56 square feet
- B. 25.12 square feet
- C. 50.24 square feet
- D. 6.28 square feet
Nudge — Area of a circle uses the radius, not the diameter: A = π r². The diameter is 4 ft, so halve it first, then square that radius and multiply by 3.14. Mixing up radius and diameter is the classic trap here.
My answer:
12.What is the approximate area available for vegetables (rectangular plot minus circular flower bed)?
- A. 86.9 square feet
- B. 99.4 square feet
- C. 61.8 square feet
- D. 112 square feet
Nudge — This is a "leftover area" problem: take the whole rectangle's area and subtract the circle's area. Carry over your results from Questions 10 and 11 rather than starting over, then subtract.
My answer:
STIMULUS 4Probability · Compound Events
A bag contains 5 red marbles, 4 blue marbles, and 3 green marbles (total of 12 marbles). Two marbles are drawn at random without replacement. All marbles are equally likely to be drawn.
13.What is the probability that the first marble drawn is red?
- A. 5/12
- B. 1/3
- C. 4/12
- D. 5/7
Nudge — Basic probability = favorable outcomes ÷ total outcomes. Count the reds for the top and the full bag for the bottom. Check whether any distractor swapped a different color into the numerator.
My answer:
14.What is the probability that the first marble is blue and the second marble is also blue?
- A. 4/12 × 3/11
- B. (4/12)²
- C. 4/12 × 4/11
- D. 3/12 × 2/11
Nudge — "Without replacement" means after the first draw, both the blue count and the total drop by one before the second draw. Multiply the first-draw probability by the adjusted second-draw probability. If a choice keeps the totals unchanged, it ignored the removal.
My answer:
15.If the first marble drawn is green, what is the probability that the second marble drawn is red?
- A. 5/11
- B. 5/12
- C. 3/11
- D. 4/11
Nudge — This is conditional: the green is already gone, so the total is now 11, but no red has been removed. Put the unchanged red count over the new total. Track which color was actually taken out.
My answer:
16.Which expression represents the probability of drawing one red and one blue marble in either order?
- A. (5/12 × 4/11) + (4/12 × 5/11)
- B. 5/12 × 4/11
- C. (5/12 × 4/11) × 2
- D. 9/12 × 8/11
Nudge — "Either order" means two separate sequences: red-then-blue OR blue-then-red. Build the probability of each ordered path (adjusting totals for no replacement) and add them. Watch whether the two paths actually have the same value before assuming you can just double one.
My answer:
QUESTIONS 17–24Core Skills · Algebra, Geometry, Number Sense & Functions
17.Simplify: 5 + 3 × (8 − 2)² ÷ 6
Nudge — Follow the order of operations (PEMDAS): parentheses first, then the exponent, then multiply and divide left to right, and add last. Resist adding the 5 too early — that shortcut produces a wrong distractor.
My answer:
18.Solve for x: 2(x − 4) = 3x + 6
- A. x = 2
- B. x = 14
- C. x = −14
- D. x = −2
Nudge — Distribute the 2 on the left first, then collect the x-terms on one side and the numbers on the other. Track the negative signs carefully — a dropped sign is what separates the right answer from its look-alike. Substitute your x back in to check.
My answer:
19.A rectangular room is 12 feet long and 9 feet wide. A circular rug with a diameter of 6 feet is placed in the center. What is the approximate area of the floor NOT covered by the rug? (Use 3.14 for π)
- A. 80 square feet
- B. 92 square feet
- C. 108 square feet
- D. 99 square feet
Nudge — Same "leftover area" structure as Question 12: room area minus rug area. Rectangle is length × width; circle is π r² with the radius being half the 6-ft diameter. Subtract, and pick the closest approximate value.
My answer:
20.Which equation represents a line with a slope of −2 and a y-intercept of 5?
- A. y = −2x + 5
- B. y = 2x − 5
- C. y = −2x − 5
- D. y = 5x − 2
Nudge — Use slope-intercept form, y = mx + b, where m is the slope and b is the y-intercept. Slot the slope into the m position and the intercept into the b position — don't let a choice that swaps the two numbers fool you.
My answer:
21.A smartphone originally priced at $720 is discounted by 15%. What is the sale price?
- A. $612
- B. $108
- C. $648
- D. $705
Nudge — A discount is subtracted from the original. Find 15% of $720, then take it away from $720 (or multiply by 0.85 directly). The question asks for the final sale price, not the amount of the discount — one distractor is just the discount.
My answer:
22.Which of the following values satisfies the inequality 4x − 7 ≤ 9?
- A. x = 5
- B. x = 4
- C. x = 3
- D. x = 2
Nudge — Solve the inequality like an equation: add 7 to both sides, then divide by 4, to find the boundary for x. Then check which listed value fits the "less than or equal to" condition. You can also just substitute each choice in and see which makes the statement true.
My answer:
23.Express 0.0000456 in scientific notation.
- A. 4.56 × 10⁻⁵
- B. 4.56 × 10⁻⁴
- C. 45.6 × 10⁻⁶
- D. 0.456 × 10⁻⁴
Nudge — Proper scientific notation has exactly one nonzero digit before the decimal point. Move the decimal right until you get a number between 1 and 10, and count the moves — a small number gives a negative exponent. Two distractors have a first factor that isn't between 1 and 10.
My answer:
24.A function is defined as g(x) = x² − 3x + 4. What is the value of g(−2)?
Nudge — Substitute −2 everywhere x appears, then evaluate. Be careful with signs: a negative squared is positive, and subtracting 3 times a negative adds a positive. Use parentheses around −2 as you plug in to avoid a sign slip.
My answer:
Constructed Response — Comparing Cell Phone Plans (Linear Functions)
25. Two cell phone plans are being compared:
Plan A: $25 per month + $0.08 per minute of talk time.
Plan B: $40 per month with unlimited talk time.
Part A: Write an equation for the total monthly cost C of Plan A if a customer uses m minutes of talk time.
Part B: How many minutes would a customer need to use for Plan A to cost the same as Plan B?
Part C: If a customer expects to use 300 minutes per month, which plan is cheaper and by how much? Show all work and explain your recommendation in 1–2 sentences.
Nudge — Plan before you write. (1) For Part A, a fixed monthly fee is the constant and the per-minute charge is the rate that multiplies m — that's linear form, cost = fixed + rate × minutes. (2) For Part B, set your Plan A cost equal to Plan B's flat cost and solve for m. (3) For Part C, plug 300 into your Plan A equation, compare that total to Plan B, and state the difference. Show every calculation — partial credit rewards clear method even if a number slips.
Reflection
Which content area (Arithmetic, Algebra, Geometry, or Data/Probability) felt strongest for you on this test?
Which type of question or skill was most challenging (e.g., multi-step word problems, interpreting data, geometry with composite shapes, probability without replacement)?
What is one specific topic or skill you plan to review before the real GED Mathematical Reasoning test?