TExES Core Math Practice Test Questions

These TExES Core Math practice questions are designed to be similar to those found on the real TExES Core Math test. They will assess your level of preparation and will give you a better idea of what to study for your exam. For additional educational resources, .

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p>B. 12

C. 14

D. 16

6- If \(40\%\) of a number is 4, what is the number?

A. 4

B. 8

C. 10

D. 12

7- The average of five numbers is 24. If a sixth number 42 is added, then, which of the following is the new average?

A. 25

B. 26

C. 27

D. 42

8- The ratio of boys and girls in a class is 4:7. If there are 44 students in the class, how many more boys should be enrolled to make the ratio 1:1?

A. 8

B. 10

C. 12

D. 14

9-What is the slope of the line: \(4x-2y=6\):___________

10- A football team had $20,000 to spend on supplies. The team spent $14,000 on new balls. New sports shoes cost $120 each. Which of the following inequalities represent the number of new shoes the team can purchase.

A. \(120x+14,000 \leq 20,000\)

B. \(20x+14,000 \geq 20,000\)

C. \(14,000x+120 \leq 20,000\)

D. \(14,000x+12,0 \geq 20,000\)

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Answers:

2- B
\(Probability = \frac{number \space of \space desired \space outcomes}{number \space of \space total \space outcomes} = \frac{18}{12+18+18+24} = \frac{18}{72} = \frac{1}{4}\)

3- B
The area of the square is \(595.36\). Therefore, the side of the square is a square root of the area.
\(\sqrt{595.36}=24.4\)
Four times the size of the square is the perimeter:
\(4 {\times} 24.4 = 97.6\)

4- A
The width of the rectangle is twice its length. Let \(x\) be the length. Then, width=2\(x\)
Perimeter of the rectangle is (width + length) \(= 2(2x+x)=60 {\Rightarrow} 6x=60 {\Rightarrow} x=10 \)
The length of the rectangle is \(10\) meters.

5- D
average \(= \frac{sum \space of \space terms}{number \space of \space terms} {\Rightarrow} (average \space of \space 6 \space numbers) \space 12 = \frac{sum \space of \space terms}{6} ⇒sum \space of \space 6 \space numbers\space is \)
\(12 {\times} 6 = 72\)
\((average \space of \space 4 \space numbers) \space 10 = \frac{sum \space of \space terms}{4}{\Rightarrow} sum \space of \space 4 \space numbers \space is \space 10 {\times} 4 = 40\)
sum of \(6\) numbers \(-\) sum of \(4 \)numbers \(=\) sum of \(2\) numbers
\(72 – 40 = 32\)
average of 2 numbers = \(\frac{32}{2} = 16 \)

6- C
Let \(x\) be the number. Write the equation and solve for \(x\).
\(40\% \space of \space x=4{\Rightarrow} 0.40 \space x=4 {\Rightarrow} x=4 {\div}0.40=10\)

7- C
First, find the sum of five numbers.
average \(=\frac{ sum \space of \space terms }{ number \space of \space terms } ⇒ 24 = \frac{ sum \space of \space 5 \space numbers }{5}\)
\( ⇒ sum \space of \space 5 \space numbers = 24 × 5 = 120\)
The sum of \(5\) numbers is \(120\). If a sixth number that is \(42\) is added to these numbers, then the sum of \(6\) numbers is \(162\).
\(120 + 42 = 162\)
average \(==\frac{ sum \space of \space terms }{ number \space of \space terms } = \frac{162}{6}=27\)

8- C
The ratio of boys to girls is \(4:7\).
Therefore, there are \(4\) boys out of \(11\) students.
To find the answer, first, divide the total number of students by \(11\), then multiply the result by \(4\).
\(44 {\div} 11 = 4 {\Rightarrow} 4 {\times} 4 = 16\)
There are \(16\) boys and \(2\)8 \((44 – 16)\) girls. So, \(12\) more boys should be enrolled to make the ratio \(1:1\).

9- 2
Solve for y.
\(4x-2y=6 {\Rightarrow} -2y=6-4x {\Rightarrow} y=2x-3\)
The slope of the line is \(2\).

10- A
Let \(x\) be the number of new shoes the team can purchase. Therefore, the team can purchase 120 \(x\).
The team had \($20,000\) and spent \($14000\). Now the team can spend on new shoes \($6000\) at most.
Now, write the inequality:
\(120x+14,000 {\leq}20,000\)

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How to use TExES Core Math Practice Test Questions as real practice

TExES Core Math Practice Test Questions works best when it is used as a short, focused study session rather than a quick click-through activity. The goal is not simply to finish the questions. The goal is to notice which skills feel automatic, which skills still need review, and which mistakes happen when you rush.

Start with a clean piece of scratch paper. For each item, answer the questions under realistic conditions, then review every missed problem before retaking a similar set. If you get something wrong, do not immediately move on. Write the correct step, circle the part that caused the mistake, and try one similar item before continuing. That small correction habit is what turns an online practice test into lasting math improvement.

A three-round study routine

This routine is simple, but it solves a common problem: students often practice only until an answer looks familiar. Real readiness means you can solve a fresh problem without hints, explain the first step, and check whether the final answer is reasonable.

What to write down while you practice

Keep a tiny mistake log next to the activity. You only need three columns: the topic, the mistake, and the correction. For example, a student might write “fractions,” “forgot common denominator,” and “rewrite both fractions before adding.” A log like that is more useful than a long list of scores because it tells you exactly what to review next.

• If the mistake is a fact or formula, review it before the next round.
• If the mistake is a setup error, copy one worked example and label each step.
• If the mistake is from rushing, slow down and require written work for the next five items.
• If the same mistake appears twice, stop and review that topic before continuing.

When you are ready to move on

You are ready for the next topic when you can get several items correct in a row and explain why the method works. A score by itself is helpful, but it is not the whole story. You should also be able to describe the rule, formula, or pattern that the activity is testing.

For test preparation, come back to TExES Core Math Practice Test Questions after a day or two and try a fresh round. If the skill still feels easy after a short break, it is much more likely to stay with you during a quiz, unit test, or standardized test. If it feels shaky, that is useful information too: it tells you exactly where to spend your next study session.

Study tips for parents and teachers

When using this page with a student, ask for the reasoning before the answer. Questions such as “What is the first step?”, “Why did you choose that operation?”, and “How can you check it?” help students build mathematical language. That matters because many test questions measure more than calculation; they also measure whether the student can read the problem, choose a method, and explain a result.

Short sessions are usually best. Ten to fifteen minutes of careful practice can be more productive than a long session full of guessing. End by naming one skill that improved and one skill to review next time. That keeps practice positive, specific, and easy to continue.