ALG 1A

Algebra I, First Semester

PR-10254, BK-10255 (v.3.0)

To the Student:

After your registration is complete and your proctor has been approved, you may take the Credit
by Examination for ALG 1A.

WHAT TO BRING
• several sharpened No. 2 pencils
• graphing calculator
• straightedge ruler
• extra sheets of scratch paper

ABOUT THE EXAM

The examination for the first semester of Algebra I consists of 40 questions, of which 35 are
multiple choice and the rest are short answer. The exam is based on the Texas Essential
Knowledge and Skills (TEKS) for this subject. The full list of TEKS is included in this document
(it is also available online at the Texas Education Agency website, http://www.tea.state.tx.us/).
The TEKS outline specific topics covered in the exam, as well as more general areas of
knowledge and levels of critical thinking. Use the TEKS to focus your study in preparation for
the exam.

The examination will take place under supervision, and the recommended time limit is three
hours. You may not use any notes or books. A percentage score from the examination will be
reported to the official at your school.

In preparation for the examination, review the TEKS for this subject. All TEKS are assessed.
A list of review topics is included in this document to focus your studies. It is important to
prepare adequately. Since questions are not taken from any one source, you can prepare by
reviewing any of the state-adopted textbooks that are used at your school. The textbook used
with our ALG 1A course is:

Larson, R., & Boswell, L. (2016). Big Ideas Math, Algebra 1. Earie, PA: Big Ideas
Learning, LLC. ISBN 978-1-60840-814-6

The practice exam included in this document will give you a model of the types of questions that
will be asked on your examination. It is not a duplicate of the actual examination. It is provided
to illustrate the format of the exam, not to serve as a complete review sheet. A formula chart will
be provided to you for use on your exam.

Good luck on your examination!

7/16
CONCEPTS
The following is a list of concepts covered in Algebra I 1A and offers a view of topics that need
to be studied, reviewed, and learned for this assessment.

• Apply mathematics to problems arising in everyday life, society, and the workplace.

• Use a problem-solving model that incorporates analyzing given information, formulating

a solving process and the reasonableness of the solution plan or strategy, determining a
solution, justifying the solution, and evaluating the problem.

• Select tools, including real objects, manipulatives, paper and pencil, and technology as
appropriate, and techniques, including mental math, estimation, and number sense as
appropriate, to solve problems.

• Communicate mathematical ideas, reasoning, and their implications using multiple

representations, including symbols, diagrams, graphs, and language as appropriate.

• Create and use representations to organize, record, and communicate mathematical ideas.

• Analyze mathematical relationships to connect and communicate mathematical ideas.

• Display, explain, and justify mathematical ideas and arguments using precise
mathematical language in written or oral communication.

• Determine the domain and range of a linear function in mathematical problems;

determine reasonable domain and range values for real-world situations, both continuous
and discrete; and represent domain and range using inequalities.

• Write linear equations in two variables in various forms, including y = mx + b,

Ax + By = C, and y − y1 = m( x − x1 ) , given one point and the slope and given two points.

• Write linear equations in two variables given a table of values, a graph, and a verbal
description.

• Write and solve equations involving direct variation.

• Write the equation of a line that contains a given point and is parallel to a given line.

• Write the equation of a line that contains a given point and is perpendicular to a given
line.

• Write an equation of a line that is parallel or perpendicular to the X or Y axis and

determine whether the slope of the line is zero or undefined.

2
• Write linear inequalities in two variables given a table of values, a graph, and a verbal
description.

• Write systems of two linear equations given a table of values, a graph, and a verbal
description.

• Determine the slope of a line given a table of values, a graph, two points on the line,
and an equation written in various forms, including y = mx + b, Ax + By = C, and
y − y1 = m( x − x1 ) .

• Calculate the rate of change of a linear function represented tabularly, graphically, or

algebraically in context of mathematical and real-world problems.

• Graph linear functions on the coordinate plane and identify key features, including
x-intercept, y-intercept, zeros, and slope, in mathematical and real-world problems.

• Graph the solution set of linear inequalities in two variables on the coordinate plane.

• Determine the effects on the graph of the parent function f(x) = x when f(x) is replaced by
af(x), f(x) + d, f(x – c), f(bx) for specific values of a, b, c, and d.

• Graph systems of two linear equations in two variables on the coordinate plane and
determine the solutions if they exist.

• Estimate graphically the solutions to systems of two linear equations with two variables
in real-world problems.

• Graph the solution set of systems of two linear inequalities in two variables on the
coordinate plane.

• Calculate, using technology, the correlation coefficient between two quantitative

variables and interpret this quantity as a measure of the strength of the linear association.

• Compare and contrast association and causation in real-world problems.

• Write, with and without technology, linear functions that provide a reasonable fit to data
to estimate solutions and make predictions for real-world problems.

• Solve linear equations in one variable, including those for which the application of the
distributive property is necessary and for which variables are included on both sides.

• Solve linear inequalities in one variable, including those for which the application of the
distributive property is necessary and for which variables are included on both sides.

• Solve systems of two linear equations with two variables for mathematical and real-world
problems.

3
• Decide whether relations represented verbally, tabularly, graphically, and symbolically
define a function.

• Evaluate functions, expressed in function notation, given one or more elements in their
domains.

• Write a formula for the nth term of arithmetic and geometric sequences, given the value
of several of their terms.

• Solve mathematic and scientific formulas, and other literal equations, for a specified
variable.

4
ALG 1A Formula Chart

FACTORING
a 2 + 2ab + b 2 = ( a + b )
2

Perfect square trinomials

a 2 − 2ab + b 2 = ( a − b )
2

Difference of squares a 2 − b 2 = ( a − b )( a + b )

PROPERTIES OF EXPONENTS
Product of powers a m a n = a( m+n)
am
Quotient of powers = a( m−n)
an
Power of a power
(a )
m n
= a mn
m
Rational exponent a = n am
n

1
Negative exponent a−n =
an
LINEAR EQUATIONS
Standard form Ax + By = C
Slope-intercept form y = mx + b
Point-slope form y − y1 = m ( x − x1 )

y2 − y1
Slope of a line m=
x2 − x1
QUADRATIC EQUATIONS
Standard form f ( x ) = ax 2 + bx + c

f ( x) = a ( x − h) + k
2
Vertex form

−b ± b 2 − 4ac
Quadratic formula x=
2a
−b
Axis of symmetry x=
2a

5
ALG 1A Practice Exam

Multiple Choice. Choose the best answer for each question. Show your work on the exam or on
scratch paper. (2 points each)

Check your answers with the answer key provided.

1. What are the domain and range of the function y = f(x) as shown on the graph?
y
12

–8 –4 4 8 x

–4

A. The domain is {0.25, 0.5, 1, 2, 4, 8}, and the range is {–3, –2, –1, 0, 1, 2}.
B. The domain is {–3, –2, –1, 0, 1, 2}, and the range is {0.25, 0.5, 1, 2, 4, 8}.
C. The domain is all real numbers between –3and 2, and the range is all real numbers
between 0.25 and 8.
D. The domain is all real numbers between 0.25 and 8, and the range is all real numbers
between –3 and 2.

2. Which equation describes the line through the points (4, –3) and (5, 0)?
1
A. y − 5 = − ( x − 0)
3
B. y – 4 = –3(x + 3)
1
C. y − 0 = ( x − 5 )
3
D. y + 3 = 3(x – 4)

continued →

6
3. The linear equation c = 0.1998s + 76.4520 models the number of calories c in a beef
hot dog as a function of the amount of sodium s, in milligrams, in the hot dog. What is
the slope, and what does it mean in this context?
A. The slope is 0.1998. The number of calories is increased by 0.1998 for each
1 milligram increase in sodium.
B. The slope is 0.1998. The amount of sodium, in milligrams, is increased by 0.1699 for
each increase of 1 calorie.
C. The slope is 76.4520. This is the number of calories in a beef hot dog with no
sodium.
D. The slope is 76.4520. This is the amount of sodium, in milligrams, in a beef hot dog
with no calories.

4. Which quantities are most likely to have a cause-and-effect relationship?

A. The amount of ice cream sold and the number of people wearing sunglasses
B. The average number of televisions per household in a country and the country’s
average life expectancy
C. The level of nutrients in soil and the rate of plant growth
D. A student’s grade in history class and the student’s grade in math class

5. Which equation best fits this data set?

x –1 1 2 4 6

y –13 –3 2 12 22
1
A. y = x+8
5
1 3
B. y = x + 1
5 5
C. y = 5x – 8
D. y = 5x – 12

continued →

7
6. Darnell is tracking the number of touchdowns t and the number of points p his favorite
football team scores each game this season. He made the scatter plot shown below to
display the data. Which of the following functions fits the number of points scored per
game with the number of touchdowns scored per game?
p(t)
44
40
36
32
28

Points
24
20
16
12
8
4

1 2 3 4 5 6 7 8 t
Touchdowns
A. p(t) = 7
B. p(t) = 7t + 3
C. p(t) = –7t + 3
D. p(t) = 7t – 3

7. Choose the possible range of the measurement 0.5 mg ± 0.2%.

A. 0.3 mg–0.7 mg
B. 0.48 mg–0.52 mg
C. 0.49 mg–0.51 mg
D. 0.499 mg–0.501 mg

8. Which system has infinitely many solutions?

x + 2 = y
A. 
4 = 2 y − x
2 y + 6 = 4 x
B. 
−3 = y − 2 x
 y + 3 = 2x
C. 
4 x = 2 y − 3
 y = 2x − 5
D. 
−2 = y − 2 x

continued →

8
Short Answer. For each question, show your work in the space provided and circle your answer.
(6 points each)

9. Solve the equation and state a reason for each step.

23 + 11a – 2c = 12 – 2c

 y = 0.5 x + 2
10. Solve 
− y = 3 − x

9
ALG 1A Practice Exam Answer Key

1. B
y
12

(–3, 8)
8

(–2, 4)
4

(0, 1) (1,0.5)
(–1, 2) (2,0.25)

–8 –4 4 8 x

–4

Since the function is y = f(x), the domain will be the set of x-coordinates of each point
and the range will be the set of y-coordinates of each point.

The domain is {–3, –2, –1, 0, 1, 2}.

The range is {0.25, 0.5, 1, 2, 4, 8}.

2. D

y1 − y2 −3 − 0 −3
m= m= = =3
x1 − x2 (4,–3) and (5, 0) 4 − 5 −1
y − y1 = m ( x − x1 ) y + 3 = 3( x − 4)

3. A

A linear equation of the form y = mx + b, has slope m and y-intercept b. In the given
equation, the slope is 0.1998. The slope is the rate of change in the number of calories per
the amount of sodium, in milligrams. The slope indicates that the number of calories is
increased by 0.1998 for each 1 milligram increase in sodium.

Note that s is the independent variable and c is the dependent variable. Consider how c
changes as s increases. 76.4520 is the c-intercept.

4. C

continued →

10
5. C

Use your graphing calculator to input the data in the table and then find the regression
line.

6. B

Since the value of p increases as the value of t increases, there is a positive association
between p and t. So, the slope of the line that fits the data is positive. Since the team had
6 points in a game with 0 touchdowns, the p(t)-intercept is positive. Therefore, the
function p(t) = 7t + 3 best fits the data. The scatter plot with the graph of the function is
shown. Notice that the line passes through (1, 10), (3, 24), and (5, 38).

This function is a horizontal line. Notice that the team had a positive number of points
when the team had 0 touchdowns.
p(t)
44
40
36
32
28
Points

24
20
16
12
8
4

1 2 3 4 5 6 7 8 t
Touchdowns

7. D

8. B

9. 23 + 11a – 2c = 12 – 2c Given
23 + 11a = 12 Addition property of equality
11a = –11 Subtraction property of equality
a = –1 Division property of equality

continued →

11
10. (10, 7)

y = 0.5x + 2
–y = 3 – x rewrite as y = x – 3

Use substitution x – 3 = 0.5x + 2

x – 0.5x –3 = 0.5x – 0.5x + 2
0.5x – 3 = 2
0.5x – 3 + 3 = 2 + 3
0.5x = 5
0.5 x 5
=
0.5 0.5
x = 10

–y = 3 – x –y = 3 – 10
–y = –7
y=7

12
 Texas Essential Knowledge and Skills
ALG 1A – Algebra I, First Semester

TTU K-12: ALG 1A (v.3.0) CBE

TEKS:§111.39. Algebra I, Adopted 2012 (One Credit).
Set A Set B
Bloom's
TEKS Requirement (Secondary) Question Question
Numbers Numbers Taxonomy

§111.39. Algebra I, Adopted 2012 (One Credit).

(a) General requirements. Students shall be awarded one credit for successful completion of
this course. This course is recommended for students in Grade 8 or 9. Prerequisite:
Mathematics, Grade 8 or its equivalent.
(b) Introduction.
(1) The desire to achieve educational excellence is the driving force behind the Texas
essential knowledge and skills for mathematics, guided by the college and career readiness
standards. By embedding statistics, probability, and finance, while focusing on fluency and
solid understanding, Texas will lead the way in mathematics education and prepare all
Texas students for the challenges they will face in the 21st century.
(2) The process standards describe ways in which students are expected to engage in the
content. The placement of the process standards at the beginning of the knowledge and
skills listed for each grade and course is intentional. The process standards weave the other
knowledge and skills together so that students may be successful problem solvers and use
mathematics efficiently and effectively in daily life. The process standards are integrated at
every grade level and course. When possible, students will apply mathematics to problems
arising in everyday life, society, and the workplace. Students will use a problem-solving
model that incorporates analyzing given information, formulating a plan or strategy,
determining a solution, justifying the solution, and evaluating the problem-solving process
and the reasonableness of the solution. Students will select appropriate tools such as real
objects, manipulatives, paper and pencil, and technology and techniques such as mental
math, estimation, and number sense to solve problems. Students will effectively
communicate mathematical ideas, reasoning, and their implications using multiple
representations such as symbols, diagrams, graphs, and language. Students will use
mathematical relationships to generate solutions and make connections and predictions.
Students will analyze mathematical relationships to connect and communicate
mathematical ideas. Students will display, explain, or justify mathematical ideas and
arguments using precise mathematical language in written or oral communication
(3) In Algebra I, students will build on the knowledge and skills for mathematics in Grades
6-8, which provide a foundation in linear relationships, number and operations, and
proportionality. Students will study linear, quadratic, and exponential functions and their
related transformations, equations, and associated solutions. Students will connect functions
and their associated solutions in both mathematical and real-world situations. Students will
use technology to collect and explore data and analyze statistical relationships. In addition,
students will study polynomials of degree one and two, radical expressions, sequences, and
laws of exponents. Students will generate and solve linear systems with two equations and
two variables and will create new functions through transformations.
(4) Statements that contain the word "including" reference content that must be mastered,
while those containing the phrase "such as" are intended as possible illustrative examples.
(c) Knowledge and skills.
(1) Mathematical process standards. The student uses mathematical processes to acquire
and demonstrate mathematical understanding. The student is expected to:
(A) apply mathematics to problems arising in everyday life, society, and the workplace; 1-40 1-40 Apply
(B) use a problem-solving model that incorporates analyzing given information,
formulating a plan or strategy, determining a solution, justifying the solution, and 1-40 1-40 Create
evaluating the problem-solving process and the reasonableness of the solution;
(C) select tools, including real objects, manipulatives, paper and pencil, and technology as
appropriate, and techniques, including mental math, estimation, and number sense as 1-40 1-40 Create
appropriate, to solve problems;
(D) communicate mathematical ideas, reasoning, and their implications using multiple
1-40 1-40 Understand
representations, including symbols, diagrams, graphs, and language as appropriate;

13
(E) create and use representations to organize, record, and communicate mathematical
1-40 1-40 Create
ideas;
(F) analyze mathematical relationships to connect and communicate mathematical ideas;
1-40 1-40 Analyze
and
(G) display, explain, and justify mathematical ideas and arguments using precise
1-40 1-40 Evaluate
mathematical language in written or oral communication.
(2) Linear functions, equations, and inequalities. The student applies the mathematical
process standards when using properties of linear functions to write and represent in
multiple ways, with and without technology, linear equations, inequalities, and systems of
equations. The student is expected to:
(A) determine the domain and range of a linear function in mathematical problems;
determine reasonable domain and range values for real-world situations, both continuous Evaluate
and discrete; and represent domain and range using inequalities;
(B) write linear equations in two variables in various forms, including y = mx + b, Ax + By
Apply
= C, and y - y1 = m(x - x1), given one point and the slope and given two points;
(C) write linear equations in two variables given a table of values, a graph, and a verbal
1 1 Apply
description;
(D) write and solve equations involving direct variation; 2 2 Apply
(E) write the equation of a line that contains a given point and is parallel to a given line; 3 3 Apply
(F) write the equation of a line that contains a given point and is perpendicular to a given
4 4 Apply
line;
(G) write an equation of a line that is parallel or perpendicular to the X or Y axis and
Apply
determine whether the slope of the line is zero or undefined;
(H) write linear inequalities in two variables given a table of values, a graph, and a verbal
5 5 Apply
description; and
(I) write systems of two linear equations given a table of values, a graph, and a verbal
6 6 Apply
description.
(3) Linear functions, equations, and inequalities. The student applies the mathematical
process standards when using graphs of linear functions, key features, and related
transformations to represent in multiple ways and solve, with and without technology,
equations, inequalities, and systems of equations. The student is expected to:
(A) determine the slope of a line given a table of values, a graph, two points on the line, and
an equation written in various forms, including y = mx + b, Ax + By = C, and y - y1 = m(x 7, 8, 37 7, 8, 37 Evaluate
- x1);
(B) calculate the rate of change of a linear function represented tabularly, graphically, or
9, 10 9, 10 Apply
algebraically in context of mathematical and real-world problems;
(C) graph linear functions on the coordinate plane and identify key features, including x-
11, 12, 13 11, 12, 13 Apply
intercept, y-intercept, zeros, and slope, in mathematical and real-world problems;
(D) graph the solution set of linear inequalities in two variables on the coordinate plane; 14 14 Apply
(E) determine the effects on the graph of the parent function f(x) = x when f(x) is replaced
15 15 Evaluate
by af(x), f(x) + d, f(x - c), f(bx) for specific values of a, b, c, and d;
(F) graph systems of two linear equations in two variables on the coordinate plane and
Apply
determine the solutions if they exist;
(G) estimate graphically the solutions to systems of two linear equations with two variables
16 16 Apply
in real-world problems; and
(H) graph the solution set of systems of two linear inequalities in two variables on the
Apply
coordinate plane.
(4) Linear functions, equations, and inequalities. The student applies the mathematical
process standards to formulate statistical relationships and evaluate their reasonableness
based on real-world data. The student is expected to:
(A) calculate, using technology, the correlation coefficient between two quantitative
17 17 Apply
variables and interpret this quantity as a measure of the strength of the linear association;
(B) compare and contrast association and causation in real-world problems; and 18 18 Analyze
(C) write, with and without technology, linear functions that provide a reasonable fit to data 19, 20, 21, 19, 20, 21,
Apply
to estimate solutions and make predictions for real-world problems. 22 22

14
(5) Linear functions, equations, and inequalities. The student applies the mathematical
process standards to solve, with and without technology, linear equations and evaluate the
reasonableness of their solutions. The student is expected to:
(A) solve linear equations in one variable, including those for which the application of the 23, 24, 25, 23, 24, 25,
Apply
distributive property is necessary and for which variables are included on both sides; 38 38
(B) solve linear inequalities in one variable, including those for which the application of the
26, 27, 39 26, 27, 39 Apply
distributive property is necessary and for which variables are included on both sides; and
(C) solve systems of two linear equations with two variables for mathematical and real- 28, 29, 30, 28, 29, 30,
Apply
world problems. 40 40
(6) Quadratic functions and equations. The student applies the mathematical process
standards when using properties of quadratic functions to write and represent in multiple
ways, with and without technology, quadratic equations. The student is expected to:
(A) determine the domain and range of quadratic functions and represent the domain and
Evaluate
range using inequalities;
(B) write equations of quadratic functions given the vertex and another point on the graph,
write the equation in vertex form (f(x) = a(x - h)2+ k), and rewrite the equation from vertex Apply
form to standard form (f(x) = ax2+ bx + c); and
(C) write quadratic functions when given real solutions and graphs of their related
Apply
equations.
(7) Quadratic functions and equations. The student applies the mathematical process
standards when using graphs of quadratic functions and their related transformations to
represent in multiple ways and determine, with and without technology, the solutions to
equations. The student is expected to:
(A) graph quadratic functions on the coordinate plane and use the graph to identify key
attributes, if possible, including x-intercept, y-intercept, zeros, maximum value,minimum Apply
values, vertex, and the equation of the axis of symmetry;
(B) describe the relationship between the linear factors of quadratic expressions and the
Apply
zeros of their associated quadratic functions; and
(C) determine the effects on the graph of the parent function f(x) = x2 when f(x) is replaced
Evaluate
by af(x), f(x) + d, f(x - c), f(bx) for specific values of a, b, c, and d.
(8) Quadratic functions and equations. The student applies the mathematical process
standards to solve, with and without technology, quadratic equations and evaluate the
reasonableness of their solutions. The student formulates statistical relationships and
evaluates their reasonableness based on real-world data. The student is expected to:
(A) solve quadratic equations having real solutions by factoring, taking square roots,
Apply
completing the square, and applying the quadratic formula; and
(B) write, using technology, quadratic functions that provide a reasonable fit to data to
Apply
estimate solutions and make predictions for real-world problems.
(9) Exponential functions and equations. The student applies the mathematical process
standards when using properties of exponential functions and their related transformations
to write, graph, and represent in multiple ways exponential equations and evaluate, with and
without technology, the reasonableness of their solutions. The student formulates statistical
relationships and evaluates their reasonableness based on real-world data. The student is
expected to:
(A) determine the domain and range of exponential functions of the form f(x) = abx and
Evaluate
represent the domain and range using inequalities;
(B) interpret the meaning of the values of a and b in exponential functions of the form f(x)
Analyze
= abx in real-world problems;
(C) write exponential functions in the form f(x) = abx (where b is a rational number) to
describe problems arising from mathematical and real-world situations, including growth Apply
and decay;
(D) graph exponential functions that model growth and decay and identify key features,
Apply
including y-intercept and asymptote, in mathematical and real-world problems; and
(E) write, using technology, exponential functions that provide a reasonable fit to data and
Apply
make predictions for real-world problems.
(10) Number and algebraic methods. The student applies the mathematical process
standards and algebraic methods to rewrite in equivalent forms and perform operations on
polynomial expressions. The student is expected to:

15
(A) add and subtract polynomials of degree one and degree two; Apply
(B) multiply polynomials of degree one and degree two; Apply
(C) determine the quotient of a polynomial of degree one and polynomial of degree two
when divided by a polynomial of degree one and polynomial of degree two when the Evaluate
degree of the divisor does not exceed the degree of the dividend;
(D) rewrite polynomial expressions of degree one and degree two in equivalent forms using
31 31 Apply
the distributive property;
(E) factor, if possible, trinomials with real factors in the form ax2 + bx + c, including
Apply
perfect square trinomials of degree two; and
(F) decide if a binomial can be written as the difference of two squares and, if possible, use
Analyze
the structure of a difference of two squares to rewrite the binomial.
(11) Number and algebraic methods. The student applies the mathematical process
standards and algebraic methods to rewrite algebraic expressions into equivalent forms. The
student is expected to:
(A) simplify numerical radical expressions involving square roots; and Apply
(B) simplify numeric and algebraic expressions using the laws of exponents, including
Apply
integral and rational exponents.
(12) Number and algebraic methods. The student applies the mathematical process
standards and algebraic methods to write, solve, analyze, and evaluate equations, relations,
and functions. The student is expected to:
(A) decide whether relations represented verbally, tabularly, graphically, and symbolically
32 32 Analyze
define a function;
(B) evaluate functions, expressed in function notation, given one or more elements in their
33 33 Evaluate
domains;
(C) identify terms of arithmetic and geometric sequences when the sequences are given in
34, 35 34, 35 Understand
function form using recursive processes;
(D) write a formula for the nth term of arithmetic and geometric sequences, given the value
34, 35, 36 36 Apply
of several of their terms; and
(E) solve mathematic and scientific formulas, and other literal equations, for a specified
Create
variable.
Source: The provisions of this §111.39 adopted to be effective September 10, 2012, 37
TexReg 7109.

16