Algebra 2B
Examination for Acceleration/Credit By Exam Study Guide
This Credit By Exam Study Guide can help you prepare for the exam by giving you an idea of
what you need to study, review, and learn. To succeed, you should be thoroughly familiar with
the subject matter before you attempt to take the exam.
Every question that appears on the Credit by Exam/Examination for Acceleration is grounded in
the knowledge and skills statements and student expectations within the state-mandated
standards, the Texas Essential Knowledge and Skills (TEKS). It should be noted that an exam
will not test every student expectation. However, it is important that students study and know
the entire scope of the TEKS so that they can develop a complete understanding of the content.
The CBE/EAs are a global exam grounded in the TEKS and are not designed to be a final exam
for the University of Texas high school courses. You can view the TEKS for this exam online at
http://www.tea.state.tx.us/teks/. Since questions are not taken from any one source, you can
prepare by reviewing any of the state-adopted textbooks.
About the exam
The Credit By Exam consists of 40 multiple-choice questions that are equally weighted. You
will be allowed 3 hours to take the exam and you will be allowed to use a graphing calculator.
Materials Provided
The proctor will give you scratch paper to use during this exam. There is no formula sheet for
this exam.
Concepts and Objectives
The bulleted list and sample questions below may not refer to all the material that will be in the
exam. This list only provides additional information for some of the student expectations tested
in the Algebra 2 Second Semester Credit by Exam. The use of problem-solving skills is
important; all problem-solving activities require more than one step. In addition, you may be
asked to use algebra and arithmetic skills from previous math courses. To prepare for this exam
refer to the Texas Essential Knowledge and Skill for Algebra 1, Geometry, and Algebra 2.
Ultimately, you should use the TEKS to guide your exam preparation.
In Algebra 2B, you learned about rational functions, exponential and logarithmic functions, and
conic sections. On the exam, you should be able to:
• use the area formula for rectangles to write quadratic function rules and to solve problem
situations
• determine a possible quadratic equation given the zeros
• determine the characteristics of the discriminant given a quadratic function rule or graph
• determine if a quadratic equation has one, two, or no solutions
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ALG 2B
CBE/EA
Review Sheet
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identify a rational function given words that describe a problem situation, a table, a graph, or
a function rule
use words to a describe a rational function given a table, a graph, or a function rule
make a table of values for a rational function rule given words that describe a problem
situation, a graph, or a function rule
graph a rational function rule given words that describe a problem situation, a table, or a
function rule
write a rational function rule given words that describe a problem situation, a table, or a
graph
interpret the meaning of specific points that make a rational function true
describe the domain and range of a rational function
identify the dependent and independent variables of a rational function
find the x-intercepts and y-intercepts for a given rational function
find the vertical and horizontal asymptotes for a rational function
describe how changing a rational function rule shifts the graph to the left or right and up or
down from the parent function
solve rational equations and inequalities by using graphical and symbolic methods
write an exponential function rule and solve for specific values given a problem situation (for
example, solve problems involving carbon-14 dating, population, compounded interest, and
continuous compounded interest)
interpret the meaning of specific points that make an exponential function rule true
graph exponential functions
describe how changing an exponential function rule shifts the graph to the left or right and up
or down from the parent function
simplify exponential expressions, including problems with fractions as exponents
solve exponential equations graphically and symbolically, including problems with fractions
as exponents
find the inverse of an exponential or logarithmic function
provide a table of values that represents the inverse of a logarithmic or exponential function
graph the inverse of a logarithmic or exponential function
rewrite exponential equations in logarithmic form
rewrite logarithmic equations in exponential form
find the value of logarithmic expressions
estimate the value of logarithmic expressions
use properties of logarithms to solve exponential and logarithmic equations
describe the behavior of the graph of a logarithmic function with restrictions placed on the
value of the base of the logarithm
describe how changing a logarithmic function rule shifts the graph to the left or right and up
or down from the parent function
state the domain and range, the asymptotes, the x-intercepts and y-intercepts, and graph
logarithmic functions
use properties of logarithms to write expressions in a condensed form
use properties of logarithms to solve problem situations (for example, population growth
problems)
identify conic section equations for circles, parabolas, ellipses, and hyperbolas
find the axis of symmetry, vertex, directrix, and focus for a parabola
The University of Texas at Austin Continuing and Innovative Education
K-16 Education Center
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ALG 2B
CBE/EA
Review Sheet
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write an equation for a parabola given the focus and directrix
find the center, foci, and vertices on the major axis for an ellipse
write an equation for a ellipse given the vertex, center and focus
find the center and radius of a circle
write an equation for a circle given the center and radius
find the center, foci, vertices, and asymptotes for a hyperbola
write an equation for a hyperbola given the vertex and focus
graph circles, parabolas, ellipses, and hyperbolas
write equations in standard form for circles, parabolas, ellipses, and hyperbolas
solve problem situations that are described as a parabola
identify quadratic or square root functions given words that describe a problem situation, a
table, a graph, or a function rule
use words to describe quadratic or square root functions given a table, a graph, or a function
rule
make a table of values for quadratic or square root functions given words that describe a
problem situation, a graph, or a function rule
graph quadratic or square root functions given words that describe a problem situation, a
table, or a function rule
write quadratic or square root function rules given words that describe a problem situation, a
table, or a graph
describe the domain and range of quadratic and square root functions
describe how changing a quadratic or square root function rule shifts the graph to the left or
the right, shifts the graph up or down, and dilates or compresses the graph
solve quadratic and square root equations and inequalities by using graphical and symbolic
methods
find and graph the inverse function for a quadratic function or a square root function
solve quadratic equations by factoring, graphing, using a table, completing the square, and
the quadratic formula
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K-16 Education Center
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ALG 2B
CBE/EA
Review Sheet
Sample Questions
These sample questions will give you a better idea of the types of questions you can expect on
the Credit By Exam. These questions are provided to illustrate the format of the exam; they are
not a duplicate of the actual exam. In order to be successful on the exam, you must study and
review all of the concepts listed above.
Multiple-Choice
This part contains 5 multiple-choice questions. Circle the letter of the correct response to each of
the following questions.
1. What is the value of log24?
A 6
B 8
1
C
5
D 2
2. What does the following equation represent?
(x − 4)2
(y − 7)2
+
=1
4
9
A
B
C
D
Circle
Parabola
Ellipse
Hyperbola
3. Which rule best matches the data in the table below?
x
0
4
15
36
y
2
10
17.49
26
A y = 8x + 3
B y=4 x +2
1
C y=
x−4
D y = x2 + 2x – 4
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ALG 2B
CBE/EA
Review Sheet
(x + 3)2
y2
4. Which graph represents the equation
–
= 1?
4
25
A
C
B
D
5. Ricardo has a rectangular garden. The width of the garden is two feet shorter than the
length. Which equation represents the area of the garden?
A A = 2x2 + 3
B A = 2x + 3
3
C A=
5−x
D A = x2 – 2x
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K-16 Education Center
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ALG 2B
CBE/EA
Review Sheet
Answer Key
Item Number
1
2
3
4
5
Correct Answer
D
C
B
D
D
TEKS
(b)(2A.11)(D)
(b)(2A.5)(D)
(b)(2A.9)(B)
(b)(2A.5)(B)
(b)(2A.8)(A)
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