PARCC Algebra II Linear, Quadratic, and Exponential Models. Practice it free.

Students construct and compare linear, quadratic, and exponential models and solve problems. This Algebra II reporting domain maps to 12 practice skills and 8 representative questions from the playable bank.

Algebra II12 mapped skills
What the test measures

Linear, Quadratic, and Exponential Models skills

  1. Construct and compare linear, quadratic, and exponential models and solve problems

  2. Interpret expressions for functions in terms of the situation they model

Standards basis

Common Core State Standards for Mathematics (CCSS-M) / PARCC Model Content Frameworks — national

How the PARCC reports it

PARCC was a multistate assessment system built around the Common Core-era PARCC mathematics model content frameworks rather than a separate proprietary standards set. Its math structure is organized by grade/course and aligned to CCSS-M content categories and model content frameworks.

Blueprint & weighting

No single published PARCC weighting table was located in the accessible sources used here.

Practice by skill

Topics mapped to this domain

Evaluating logarithms (ACT)

Grade 1115 questions

Writing exponential equations from context (SAT)

Grade 910 questions

Exponential functions

Grade 1115 questions

Exponential functions in context (SAT)

Grade 911 questions

Exponential and log formulas

Grade 1115 questions

Interpreting exponential parameters

Grade 910 questions

Interpreting linear parameters

Grade 810 questions

Linear coefficient interpretations (SAT/PSAT 8/9/10)

Grade 810 questions

Linear functions from tables (ACT/SAT)

Grade 910 questions

Linear rule from a function table (ACT)

Grade 910 questions

Slope-point line equations (ACT/SAT/PSAT 8/9/10)

Grade 910 questions

Solving exponential equations with logarithms (ACT)

Grade 1110 questions
Try it now

8 free questions · 0/0 correct

Practice playeasy

What is the value of log⁡416?\log_{4}16\textsf{?}

42=16,4^{2} = 16\textsf{,} so log⁡416=2.\log_{4}16 = 2\textsf{.}

Practice playmedium

A charity drive starts with 8080 donors. Each day after the first day, a model estimates that the number of donors increases by 25%25\% of the number of donors the previous day. Which equation defines this model, where d(n)d(n) is the estimated number of donors nn days after the drive begins?

The starting number is 8080, and a 25%25\% daily increase means multiplying by 1.251.25 each day, so d(n)=80(1.25)nd(n) = 80(1.25)^n.

Practice playeasy

A 3232-milligram sample of a radioactive isotope has a half-life of 11 year.

Choose the function model that correctly calculates the amount remaining after 44 years.

The remaining amount after tt years is A(t)=32(12)th,A(t) = 32\left(\dfrac{1}{2}\right)^{\textstyle\frac{t}{h}}\textsf{,} where hh is the half-life. Here t=4t = 4 and h=1,h = 1\textsf{,} so A(4)=32(12)41=32(12)4=2.A(4) = 32\left(\dfrac{1}{2}\right)^{\textstyle\frac{4}{1}} = 32\left(\dfrac{1}{2}\right)^{4} = 2\textsf{.}

Practice playmedium

The function DD is defined by D(t)=1,500(0.6)t/5D(t) = 1{,}500(0.6)^{t/5}. The function DD models the amount of a drug, in micrograms, in a patient's bloodstream, where tt is the number of hours after a dose is given. Which statement best describes what the factor 0.60.6 represents in this model?

Every 55 hours, the exponent increases by 11, so the amount is multiplied by 0.60.6. That means 60%60\% of the previous amount remains after each 55-hour interval.

Practice playeasy

You invest $2000\text{\char36}2000 at 5%5\% annual interest for 11 year. What is the total?

2000×1.05=21002000 \times 1.05 = 2100.

Practice playeasy

The function mm is defined by m(d)=500(0.92)dm(d) = 500(0.92)^{d}. The function models the mass, in grams, of a sample dd days after a reaction begins. Which statement is the best interpretation of the decay factor 0.920.92 in this context?

The decay factor is 0.920.92. Each time dd increases by 11, the mass is multiplied by 0.920.92. That means each day 92%92\% of the previous day's mass remains, so the mass decreases by 8%8\% of the previous day's amount.

Practice playeasy

The given equation represents the number of seats nn filled, where rr represents the number of rows occupied.

n=18rn = 18r

Which of the following is the best interpretation of 1818 in this context?

In n=18rn = 18r, the number 1818 is the number of seats in each occupied row.

Practice playeasy

A school play has a total ticket revenue of $84\text{\char36}84 from adult tickets and child tickets. The situation is modeled by 5a+3c=845a + 3c = 84, where aa is the number of adult tickets sold and cc is the number of child tickets sold. Which is the best interpretation of the number 33 in this equation?

The number of child tickets sold is multiplied by 33 because the tickets cost $3\text{\char36}3 each.

Keep practicing

Turn linear, quadratic, and exponential models into game time.

The PARCC placement starts with this test's real coverage map and finds the right difficulty.

Batting Cage game coverBatting CagePlay →Blossom Leap game coverBlossom LeapPlay →Buzzer Beater game coverBuzzer BeaterPlay →Minecart Junction game coverMinecart JunctionPlay →
Related Common Core standards
HSF.LE.A.2
Linear, Quadratic, and Exponential Models in other PARCC grades
Algebra I
The same skills on other tests
DC CAPEGeorgia MilestonesNJSLA
Source and test overview
All PARCC prepOfficial test source
Reporting categories

More Algebra II domains

The Complex Number SystemStudents perform arithmetic operations with complex numbers and use complex numbers in polynomial identities and equations.8 QsPractice →Seeing Structure in ExpressionsStudents interpret the structure of expressions and write expressions in equivalent forms to solve problems.8 QsPractice →Arithmetic with Polynomials and Rational ExpressionsStudents perform arithmetic operations on polynomials and rational expressions.8 QsPractice →Creating EquationsStudents create equations and inequalities to represent relationships.8 QsPractice →Reasoning with Equations and InequalitiesStudents solve equations and inequalities and reason with them.8 QsPractice →Interpreting FunctionsStudents interpret and analyze functions in context and by multiple representations.8 QsPractice →