New Jersey Student Learning Standards for Mathematics (NJSLS-M), aligned to Common Core State Standards for Mathematics (CCSS-M) — New Jersey
NJSLA Algebra II Making Inferences and Justifying Conclusions. Practice it free.
Understand and evaluate random processes underlying statistical experiments; make inferences and justify conclusions from sample surveys, experiments, and observational studies. This Algebra II reporting domain maps to 1 practice skill and 8 representative questions from the playable bank.
What the test measuresStandards basis How the NJSLA reports it Blueprint & weighting Official sources
Making Inferences and Justifying Conclusions skills
S.IC.A.1-2 Statistical inference and model checking
S.IC.B.3-6 Sampling, experiments, observational studies, and evaluation of reports
NJSLA math is built on the New Jersey Student Learning Standards for Mathematics, which closely follow the Common Core domain structure and progressions. The assessment is organized by grade-level and end-of-course reporting aligned to those standards rather than by a separate proprietary framework.
NJDOE publishes statewide assessment administration information and grade/course coverage, but no official public math-domain weighting blueprint was located in the retrieved primary materials.
New Jersey Department of Education - Assessment
New Jersey Department of Education - 2023 NJSLS-Mathematics
NJDOE - Statewide Assessment Testing Schedule 2026-27
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8 free questions · 0/0 correct
The mass of a chemical sample is modeled by , where is the number of days after an initial measurement. According to the model, by what percent does the mass of the sample decrease each day?
The factor means that each day the mass is of the previous day's mass, so the daily decrease is .
An online store's weekly visitors are modeled by , where is the number of weeks after a launch campaign begins. According to the model, how many visitors does the store have weeks after the campaign begins?
Substitute : .
A cold front is expected to reduce a reservoir's algae volume by of its previous amount each week. The volume is cubic meters at the start of week . Which equation models the algae volume , in cubic meters, after weeks?
A reduction of of the previous volume leaves a remaining factor of each week. Starting from , the volume after weeks is .
A librarian checked books selected at random from a collection of books. She found that of the books in the sample were fiction. Based on the sample, which of the following is the best estimate of the number of fiction books in the collection?
The sample proportion is . The best estimate for the collection is books.
A ball is tossed upward from a platform. The equation represents this situation, where is the height of the ball above the ground, in meters, seconds after it is tossed. According to the equation, what is the height, in meters, of the platform from which the ball was tossed?
At the moment of release, . Substituting gives meters.
A stone is thrown upward from the edge of a cliff overlooking a valley. The equation models the stone's height , in meters, above the valley floor seconds after it is thrown. According to the equation, what is the height, in meters, of the cliff edge above the valley floor?
When the stone is thrown from the cliff edge, . Then meters above the valley floor.
A football is kicked from a stadium deck. The equation represents this situation, where is the height of the football above the field, in feet, seconds after it is kicked. According to the equation, what is the height, in feet, of the deck from which the football was kicked?
When the kick occurs, . Substituting gives feet.
A grocer surveyed customers selected at random and found that of them purchased at least one organic item. Based on the survey, which of the following is the best estimate of the number of customers out of who would purchase at least one organic item?
The sample proportion is . The best estimate for customers is customers.
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More Algebra II domains
The Real Number SystemExtend the properties of exponents to rational exponents and use properties of radicals and integer exponents.8 QsPractice →Complex Number SystemPerform arithmetic operations with complex numbers and use complex numbers in polynomial identities and equations.8 QsPractice →QuantitiesReason quantitatively and use units to solve problems.8 QsPractice →Seeing Structure in ExpressionsInterpret the structure of expressions and write expressions in equivalent forms to solve problems.8 QsPractice →Arithmetic with Polynomials and Rational ExpressionsPerform arithmetic operations on polynomials and rational expressions.8 QsPractice →Creating EquationsCreate equations that describe numbers or relationships.8 QsPractice →