GABARITO _PROVA DE MATEMÁTICA_ 1º ANO
Autor: Professor Netinho | Publicado: 2011-04-08T18:03:00-07:00

MURILO BRAGA EEMDISCIPLINA: MATEMÁTICA &nbsp;ANO: 1°&nbsp;&nbsp;&nbsp;&nbsp; TURMA:A,B,FPROFESSOR: Manoel Neto&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; DATA: 05/04/2011ALUNO(a):GABARITO
AVALIAÇÃO BIMESTRAL DE MATEMÁTICA
01. Qual dos valores a seguir, representa o valor numérico da expressão: 36 + 2 . {25 +&nbsp;[18 – (5 – 2) . 3]}a. (&nbsp;&nbsp; ) 104&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; c. (&nbsp;&nbsp; ) 176&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; e. (&nbsp;&nbsp; ) 1292b. (&nbsp;&nbsp; ) 106&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; d. (&nbsp;&nbsp; ) 959

02. Mariana comprou uma bermuda e três camisetas de mesmo preço, gastando ao todo R$ 60,00. Quanto custou cada camiseta?ANULADA!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!a. (&nbsp;&nbsp; ) R$ 180,00&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; c. (&nbsp;&nbsp; ) R$ 60,00&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; e. (&nbsp;&nbsp; ) 20,00b. (&nbsp;&nbsp; ) R$ 15,00&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; d. (&nbsp;&nbsp; ) R$ 12,00
03. Um posto de combustível tem duas bombas de combustível cada uma com um contador que vai registrando o total acumulado de litros de combustível vendidos.  
      
      1ª BOMBA      2ª BOMBA  
      LITROS      15635      10215  
Se esse posto vender todos os dias a mesma quantidade de combustível, quantos litros ao todo serão vendidos em 5 dias?a. (&nbsp;&nbsp; ) 25850&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; c. (&nbsp;&nbsp; ) 51075&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; e. (&nbsp;&nbsp; ) 15635b. (&nbsp;&nbsp; ) 78175&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; d. (&nbsp;&nbsp; ) 129250
04. Em um curso de Inglês, a distribuição das idades dos alunos é dada pelo gráfico seguinte:
Qual o número total de alunos do curso?a. (&nbsp;&nbsp; ) 4 alunos&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; &nbsp;&nbsp;c. (&nbsp;&nbsp; ) 5 alunos&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; e. (&nbsp;&nbsp; ) 21 alunosb. (&nbsp;&nbsp; ) 20 alunos&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; d. (&nbsp;&nbsp; ) 13 alunos



05. Dentre os conjuntos numéricos representados abaixo, qual indica o conjunto {x∈&nbsp; Z*|-2 &lt; x ≤ 3}?a. (&nbsp;&nbsp; ) {0, 1, 2}&nbsp;&nbsp;&nbsp;&nbsp; b. (&nbsp;&nbsp; ) {-3, -2, -1, 1, 2, 3}c. (&nbsp;&nbsp; ) {-3, -1, 1, 3}&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; d. (&nbsp;&nbsp; ) {-1, 1, 2, 3}e. (&nbsp;&nbsp; ) {-3,-2, -1, 0, 1, 2, 3}
06. Em Matemática, é grande a importância de reconhecermos os significados dos símbolos. Portanto, identifique as informações com os símbolos de cada conjunto numérico: N, Z, Q.-Utiliza-se no registro de temperaturas mínimas (Z)-Utilizados para contagens &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;(N)-Usados em partilhas ou fracionamentos&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; (Q)
07. Observe os conjuntos A = {x ∈ Z| -4 &lt; x ≤ 2} e B = {x ∈ N| 0 &lt; x &lt; 6}. A interseção (⋂) entre estes conjuntos é dada por:a. (&nbsp;&nbsp; ) {0, 1, 2}&nbsp;&nbsp;&nbsp;&nbsp; b. (&nbsp;&nbsp; ) {-3, -2, -1}c. (&nbsp;&nbsp; ) {1, 2}&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; d. (&nbsp;&nbsp; ) {1}e. (&nbsp;&nbsp; ) {-3,-2, -1, 0, 1, 2, 3, 4, 5}
08. (Saresp) O valor numérico da expressão x3 + 2x2, para x = 2 é:a. (&nbsp;&nbsp; ) 16&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; b. (&nbsp;&nbsp; ) 12&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; e. (&nbsp;&nbsp; ) 14c. (&nbsp;&nbsp; ) 10&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; d. (&nbsp;&nbsp; ) 2
09. Dados os conjuntos A = {0, 1, 2, 3, 4, 5, 6, 7, 8}, B = {0, 2, 4, 6, 8} e C = {1, 3, 5, 7, 9, 11}, determine:a. A ⋃ C = {0, 1, 2, 3, 4, 5, 6, 7, 8, 9, 11}b. A ⋂ B = {0, 2, 4, 6, 8}c. A ⋃ B ⋃ C = {&nbsp;&nbsp;&nbsp;&nbsp; } ou ∅
10. Se A = {x <!--[if gte msEquation 12]><i
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  o:title="" chromakey="white"/> <![endif]--><!--[if !vml]--><!--[endif]--><!--[endif]-->&nbsp;R | 2 &lt; x &lt; 10}, B = {x <!--[if gte msEquation 12]><i
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  o:title="" chromakey="white"/> <![endif]--><!--[if !vml]--><!--[endif]--><!--[endif]-->&nbsp;R | - 3 ≤ x &lt; 4} e C = {x <!--[if gte msEquation 12]><i
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  o:title="" chromakey="white"/> <![endif]--><!--[if !vml]--><!--[endif]--><!--[endif]-->&nbsp;R | 5 ≤ x ≤ 12}, determine:a. A ⋃ B = {-3, -2, -1, 0, 1, 2, 3, 4, 5, 6, 7, 8, 9}b. A ⋂ B = {1, 2, 3}c. A⋂B⋂C={&nbsp;&nbsp;&nbsp;&nbsp; } ou ∅