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End-of-Course Assessment

Algebra II

Practice Test
The Department of Elementary and Secondary Education does not discriminate on the basis of race, color, religion, gender, gender identity, sexual
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activities. Inquiries related to department programs and to the location of services, activities, and facilities that are accessible by persons with
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Copyright © 2018 by the Missouri Department of Elementary and Secondary Education. No part of this work may be reproduced or transmitted in any
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 Algebra II - Session I

Directions to the Student

Today you will be taking Session I of the Missouri Algebra II Test. This is a
test of how well you understand the course level expectations for Algebra II.

There are several important things to remember:

1 Read each question carefully and think about the answer. Then choose
the answer that you think is best.

2 Make sure you clearly mark the correct choice in your test book.
3 If you do not know the answer to a question, skip it and go on. You may
return to it later if you have time.
4 If you finish the test early, you may check over your work.

Page 1
Copyright © 2018 by the Missouri Department of Elementary and Secondary Education. All rights reserved.
 Algebra II - Session I

1. Which of the following is the simplified expression of 2√−16 + √225

in standard form, a + bi?

A. 15 + 4i
B. 15 − 4i
C. 15 + 8i
D. 15 − 8i

Page 2
Copyright © 2018 by the Missouri Department of Elementary and Secondary Education. All rights reserved.
 Algebra II - Session I

2. The student council at a high school placed a box in the cafeteria

where students could vote for which of three specialty lunch days
would be the most popular: Mac & Cheese Monday, Taco Tuesday,
or Fish Friday. More than twice as many students voted for Mac
& Cheese Monday than the second-place choice Taco Tuesday.
Chelsea asked the students at her table which choice they voted
for. All but one student said they voted for Taco Tuesday. The
other student voted for Fish Friday.

What is the most likely reason for the difference between the
student council’s results and Chelsea’s?

A. Both survey methods were biased so a difference between the results is

understandable.
B. Both the student council and Chelsea collected data in an unbiased
sample. Random variation between the two samples accounts for the
different results.
C. The student council’s method was biased because students could vote
multiple times. Chelsea’s method was unbiased and represented the
school’s population better.
D. Chelsea influenced the students at her table into choosing the option she
preferred, and the student council’s box was taken over by people that
really liked Mac & Cheese.

Go On

Page 3
Copyright © 2018 by the Missouri Department of Elementary and Secondary Education. All rights reserved.
 Algebra II - Session I

3. Classify each function as either an exponential, polynomial, or

rational function.

Select the correct boxes.

Exponential Polynomial Rational

f(x) = x3
f(x) = 3x

f(x) = x + 1
x − 3

Page 4
Copyright © 2018 by the Missouri Department of Elementary and Secondary Education. All rights reserved.
 Algebra II - Session I

4. Rewrite the exponential equation 5x = 20 into an equivalent

logarithmic equation.

Fill in each box with the correct letter of the answer choice.

log =

A. x
B. 20
C. 4
D. 5

Go On

Page 5
Copyright © 2018 by the Missouri Department of Elementary and Secondary Education. All rights reserved.
 Algebra II - Session I

5. Factor each polynomial completely. Draw a line from each polynomial

on the left to the corresponding factored form on the right.

4(x − 2)(x + 2)

(x + 5)(x − 5)

x 2 + 25
(x − 3) x +  3
2
+
3√3
2
i x + 3
2
– 3√3
2
i 
4x 2 − 16 (2x + 1)(3x − 5)

(x + 5i)(x − 5i)
6x 2 + 7x − 5

(2x − 1)(3x + 5)
x 3 − 27

4(x 2 − 4)

(x − 3) 3

Page 6
Copyright © 2018 by the Missouri Department of Elementary and Secondary Education. All rights reserved.
 Algebra II - Session I

6. Draw a line from each function on the left to the equivalent form
of the function on the right. Not all functions on the right side will
be used.

\ y = x 2 − 2x − 24

y = (x − 6)(x + 4) \ \ y = (x + 12)(x + 2)

y = (x − 5) 2 − 49 \ \ y = x 2 − 24

y = x 2 + 2x − 24 \ \ y = (x + 1) 2 − 25

\ y = (x − 12)(x + 2)

Go On

Page 7
Copyright © 2018 by the Missouri Department of Elementary and Secondary Education. All rights reserved.
 Algebra II - Session I

7. Condense the following expression into a single term using

properties of logarithms.

2 log3 x + 3 log3 y − 5 log3 z

Which single term is equivalent to the expression?

 
x 2y 3
A. log3
z5

B. log3  6xy
5z 

C. log3 (2x + 3y − 5z)

D. log3  2x5z+ 3y 

Page 8
Copyright © 2018 by the Missouri Department of Elementary and Secondary Education. All rights reserved.
 Algebra II - Session I

8. Simplify the following rational expression completely:

x2 − 1 1−x
÷
x 2 + 2x + 1 x +1

Enter the simplified answer in the box.

Go On

Page 9
Copyright © 2018 by the Missouri Department of Elementary and Secondary Education. All rights reserved.
 Algebra II - Session I

9. All functions of form f(x) = x n , where n is an integer, can be

graphed on a Cartesian coordinate plane.

Function transformations are listed in the first column of the table.

Transformed functions are listed in the top row.

Select the box or boxes that match each function with the
transformation that took place.

g (x) = −(x − h) n j (x) = ax n + k m (x) = (x + h) n − k

Reflection across
the x-axis
Translation of h
units to the left
Translation of k
units up
Vertical dilation

Page 10
Copyright © 2018 by the Missouri Department of Elementary and Secondary Education. All rights reserved.
 Algebra II - Session I

10. Draw a line from each rational expression on the left to its
equivalent radical expression on the right.

3
\ √x

1
252 \ \ 5

2
3
4x 3 \ \ √4x 2

1
x3 \ \ √5

3
\ 4√x 2

\ x3

Go On

Page 11
Copyright © 2018 by the Missouri Department of Elementary and Secondary Education. All rights reserved.
 Algebra II - Session I

11. The graph below is of a polynomial function y = f(x).

Which of the following is the most likely factorization of f(x)?

A. f(x) = (x − 2)2(x + 3)
B. f(x) = –(x − 2)2(x + 3)
C. f(x) = (x + 2)2(x − 3)
D. f(x) = –(x + 2)2(x – 3)

Page 12
Copyright © 2018 by the Missouri Department of Elementary and Secondary Education. All rights reserved.
 Algebra II - Session I

12. Function f is defined as f (x) = x2. Three transformations are

performed on function f to produce a new function g. The
transformations are listed.

• horizontal translation of 5 units right

• vertical stretch of 2

• reflection across the x-axis

Graph function g.

Go On

Page 13
Copyright © 2018 by the Missouri Department of Elementary and Secondary Education. All rights reserved.
 Algebra II - Session I

13. A total of 150 students have taken an Algebra II final exam.

The scores are normally distributed with a mean of 71% and a
standard deviation of 6%. How many students would you expect to
have scored between 65% and 77%?

A. 51
B. 68
C. 102
D. 142

Page 14
Copyright © 2018 by the Missouri Department of Elementary and Secondary Education. All rights reserved.
 Algebra II - Session I

14. Create a graph to show the intersection of y = (x − 5) 2 + 1 and

y = x − 2. Be sure to include labels for the axes and appropriate
increments for the axes.

Go On

Page 15
Copyright © 2018 by the Missouri Department of Elementary and Secondary Education. All rights reserved.
 Algebra II - Session I

15. Which of the following expressions are solutions for x in the

equation 4x = 12? Select all that apply.

log4
A.
log12

log12
B.
log4

ln4
C.
ln12

ln12
D.
ln4

E. log4(12)

F. log12(4)

Page 16
Copyright © 2018 by the Missouri Department of Elementary and Secondary Education. All rights reserved.
 Algebra II - Session I

16. Which are factors of the polynomial p (x) = x 3 + 5x 2 + 2x − 8?

Select all that apply.

A. (x − 4)

B. (x − 2)

C. (x − 1)

D. (x + 1)

E. (x + 2)

F. (x + 4)

Go On

Page 17
Copyright © 2018 by the Missouri Department of Elementary and Secondary Education. All rights reserved.
 Algebra II - Session I

17. The following question has two parts. First, answer Part A.
Then, answer Part B.

Part A
1
Which of the following is the inverse of f(x) = 2
x − 6?
1
A. f −1(x) = – 2 x + 6
1
B. f −1(x) = 2 x + 6
C. f −1(x) = 2x − 12
D. f −1(x) = 2x + 12

Part B

What is the result when the two functions are composed, f(f −1(x))?

Enter your answer in the box.

f(f −1(x)) =

Page 18
Copyright © 2018 by the Missouri Department of Elementary and Secondary Education. All rights reserved.
 Algebra II - Session I

18. For the polynomial function f(x) = x 3 + 5x 2 + 9x + 45, select the

values that correctly complete each statement.

The polynomial has ____ total zeros.

\ 3
\ 2
\ 1
\ 0

The polynomial has ____ real zeros.

\ 3
\ 2
\ 1
\ 0

The polynomial has ____ non-real zeros.

\ 3
\ 2
\ 1
\ 0

Go On

Page 19
Copyright © 2018 by the Missouri Department of Elementary and Secondary Education. All rights reserved.
 Algebra II - Session I

19. Sound intensity is measured in decibels (dB ) on a logarithmic

P
scale. The formula dB = 10log( ) is used to determine the decibel
P0
level of a sound, where P is the intensity of the sound heard and

P0 is the intensity of the softest sound a human ear can hear.

P
Normal conversation is measured at 60dB. What is the ratio for
P0
normal conversation?

A. 1060
B. 1050
C. 5010
D. 106

Page 20
Copyright © 2018 by the Missouri Department of Elementary and Secondary Education. All rights reserved.
 Algebra II - Session I

20. Perform the given operation. Draw lines from the algebraic
expressions to form the simplified rational expression.

x 3 + 2x 2 − 9x − 18 x 2 − 3x numerator
÷ =
x – 4
2
x – 2 denominator

x + 2

Numerator

x − 2

Denominator

x + 3

x – 3

Go On

Page 21
Copyright © 2018 by the Missouri Department of Elementary and Secondary Education. All rights reserved.
 Algebra II - Session I

21. A random sample of 11th grade students from two high schools
took a mathematics test. The table below displays each school’s
results. A score of 35 indicates that the student is college ready.

Which of the following statements are supported by the results?

Select all that apply.

A. At least half the students at both schools scored as college ready.

B. The data from both schools do not appear to be skewed because the
mean and the median scores for both are close.
C. School A does a better job instructing its students because the median
score at School A is higher than it is at School B.
D. The difference between the mean scores at the two schools is not
sufficient to claim that the students at School A perform better than those
at School B.
E. Since the standard deviation of the scores of School B is less than the
standard deviation of the scores of School A, School B does a better job
of making its students college ready.

Page 22
Copyright © 2018 by the Missouri Department of Elementary and Secondary Education. All rights reserved.
 Algebra II - Session I

5
22. Select all the expressions that are equivalent to √32a 4b12c −5.
5
A. 6.4a2c √a 4b 2

5
2b 2 √a 4b 2
B.
c

4 12

6.4a 5 b 5
C.
c

4 12

D. 2a 5 b 5 c −1

5
E. 2b 2c √a 4b 2

4 12

2a 5 b 5
F.
c

Go On

Page 23
Copyright © 2018 by the Missouri Department of Elementary and Secondary Education. All rights reserved.
 Algebra II - Session I

23. Solve the following logarithmic equation for x:

log2 (3x − 1) = 5

Enter the numeric value of x in the box.

Page 24
Copyright © 2018 by the Missouri Department of Elementary and Secondary Education. All rights reserved.
 Algebra II - Session I

24. Three high school students are trying to determine what

proportion of households in their community recycle.

• Student A surveyed 25 of his family members and closest

friends.

• Student B divided the community into 5 equivalent sections and

randomly surveyed 5 households from each section.

• Student C surveyed the first 25 people who walk into the local
mall.

Which data set is most reliable and why?

Select the choices that correctly complete the sentence.

Student ____ data set is most reliable

\ A’s
\ B’s
\ C’s
because the student collected data from a _______ .

\ random sample
\ normal sample
\ carefully selected sample

Go On

Page 25
Copyright © 2018 by the Missouri Department of Elementary and Secondary Education. All rights reserved.
 Algebra II - Session I

2 1
25. What is the solution for the equation = ?
x – x
2
x – 1

Enter the answer in the box.

x =

Page 26
Copyright © 2018 by the Missouri Department of Elementary and Secondary Education. All rights reserved.
 Algebra II - Session I

26. Given f(x) = x 2 + 8x − 20 and g (x) = 4x − 10, what is (f   ˚  g)(x)?

A. 4x 2 + 32x − 90
B. 16x 2 − 48x
C. 16x 2 + 32x − 200
D. 4x 3 + 22x 2 − 160x + 200

Go On

Page 27
Copyright © 2018 by the Missouri Department of Elementary and Secondary Education. All rights reserved.
 Algebra II - Session I

27. A city council is trying to pass a new proposition to increase

funding for the local schools. In order to pass the proposition,
they will need over 50% of the votes in the upcoming election. A
poll of a random sample of 600 resident voters was conducted,
and 52% of those residents support the new budget.

The margin of error in the poll is ±4%. Should the city council
strongly believe that the new budget will be approved?

A. No, the confidence interval includes values that are less than 50%.
B. No, the margin of error is too high. There might have been a problem with
the poll.
C. Yes, the confidence interval includes values that are mostly greater than
50%.
D. Yes, a 4% margin of error means that there is a 96% chance that the
results are correct and 52% of voters will support the new proposition.

Page 28
Copyright © 2018 by the Missouri Department of Elementary and Secondary Education. All rights reserved.
 Algebra II - Session I

28. Solve the logarithmic equation.

log5 (2) + log5 (x − 3) = 2log5 (4)

Enter the answer in the box.

x =

Go On

Page 29
Copyright © 2018 by the Missouri Department of Elementary and Secondary Education. All rights reserved.
 Algebra II - Session I

29. What is (√3 + 5)(√2 + √6) written in simplest form?

A. 6√6 + √18 + 5√2

B. √6 + 5√6

C. 5√6 + 8√2

D. 6√6 + 8√2

Page 30
Copyright © 2018 by the Missouri Department of Elementary and Secondary Education. All rights reserved.
 Algebra II - Session I

30. Determine the least common multiple for the polynomials

x 2 + 7x + 6, x 2 − 1, and 2x 2 + 9x − 18.

Which are factors of the least common multiple? Select all that
apply.

A. (x + 1)
B. (x + 3)
C. (x + 6)
D. (x − 1)
E. (x − 3)
F. (2x − 3)

Go On

Page 31
Copyright © 2018 by the Missouri Department of Elementary and Secondary Education. All rights reserved.
 Algebra II - Session I

31. Sound intensity (I ) is measured in watts per meters squared (mW ),

2

and the loudness of the sound, L(I ), which is measured in

I
decibels (dB), is described by the function L(I ) = 10log .
I0 ()
W
A barely audible sound has intensity I0 = 10 −12
.
m2

Rounded to the nearest tenth of a decibel, what is the loudness,

in decibels, of a musical group that plays with sound intensity
W
of I = 6.7 × 10 −3 2 ?
m

A. 8.2
B. 9.8
C. 76.5
D. 98.3

STOP
Page 32
Copyright © 2018 by the Missouri Department of Elementary and Secondary Education. All rights reserved.
 Algebra II - Session II

Directions to the Student

Today you will be taking Session II of the Missouri Algebra II Test. This is a
test of how well you understand the course level expectations for Algebra II.

There are several important things to remember:

1 Read the performance event carefully and think about how to answer
the question.

2 Show all of the work that you did to answer the question with a number
2 pencil. If a box is provided, make sure all of your work is in the box.
If a line is provided to write your answer on, be sure your answer is on
the line.
3 If you do not know the answer to a question, skip it and go on. You may
return to it later if you have time.

4 If you finish the test early, you may check over your work.
5 Write or mark your answers directly in your test book with a number
2 pencil.

Go On

Page 33
Copyright © 2018 by the Missouri Department of Elementary and Secondary Education. All rights reserved.
 Algebra II - Session II

Corinne is planning to invest in a savings account and Sally intends to

purchase a car. Help Corinne and Sally with their financial planning.

1. The following question has two parts. First, answer Part A. Then,
answer Part B.

For her birthday, Corinne’s grandfather is giving her a choice of

investment plans. She can choose either Plan X or Plan Y.

Plan X: A single deposit of $500 is invested at 6% interest rate,

compounded continuously.

Plan Y: An annuity with a deposit of $5 per month is invested at

an interest rate of 6% per year, compounded monthly.

To determine the value of the account under Plan Y, use

(( r
) )
12t
P 1 + – 1
12
A = r , where A is the amount of money in the
12
account, P is the monthly deposit, r is the interest rate, and t is
the number of years.

Page 34
Copyright © 2018 by the Missouri Department of Elementary and Secondary Education. All rights reserved.
 Algebra II - Session II

Part A

After 7 years, how much money would each plan have? Enter the
amounts, rounded to the nearest cent, in the boxes.

Plan X: $

Plan Y: $

Part B

How many years will it be before the amount of money in Plan Y

exceeds the amount of money in Plan X? Select the number of
years that correctly completes the sentence.

It will be _____________ before the amount of money in Plan Y exceeds

\ 10 years
\ 12 years
\ 14 years
\ 16 years

the amount of money in Plan X.

Go On

Page 35
Copyright © 2018 by the Missouri Department of Elementary and Secondary Education. All rights reserved.
 Algebra II - Session II

2. The following question has two parts. First, answer Part A. Then,
answer Part B.

Part A

Corinne has $500 to invest. She wants to see how much money
she would have at the end of 4 years if she invested her money
in an account with a 6% interest rate. Rounded to the nearest
cent, enter the amount of money each option would have at the
end of 4 years in the boxes below.

Plan A—Compounded Annually: $

Plan B—Compounded Quarterly: $

Plan C—Compounded Monthly: $

Plan D—Compounded Continuously: $

Part B

Select the number of years that correctly completes the sentence.

It will take _____________ for Corinne to double her investment if her

\ 10 years
\ 12 years
\ 14 years
\ 16 years

investment is compounded continuously.

Page 36
Copyright © 2018 by the Missouri Department of Elementary and Secondary Education. All rights reserved.
 Algebra II - Session II

3. Sally is buying a car for $3,295. She has saved $900, but she
must borrow money from her family for the remainder. Her family
will loan her the remainder at 5% interest, compounded quarterly.
She will not have to make payments for 2 years but will pay the
entire loan in one lump sum.

Rounded to the nearest cent, how much money will she owe her
family at the end of 2 years? Enter the amount owed in the box.

When Sally pays back the loan at the end of 2 years, her family
lets her keep the interest on the loan. Rounded to the nearest
cent, enter the amount of money Sally will get to keep in the box.

STOP
Page 37
Copyright © 2018 by the Missouri Department of Elementary and Secondary Education. All rights reserved.
 ITEM TYPES
CR – Constructed Response SA – Short Answer
ESR – Evidence-Based Selected Response TE – Technology Enhanced
MC – Multiple Choice WP – Writing Prompt
MS – Multi-Select Response
Session Item Type MLS Code Answer Point(s) Point Breakdown
1 1 MC A2.NQ.B.5 C 1
1 2 MC A2.DS.A.3 A 1
 2 points for 6 correct answers
 1 point for 6 correct answers
and 1 incorrect answer
Letters = columns
 1 point for 5 correct answers
1 3 MS A2.IF.A.1 Numbers = rows 2
and 0-1 incorrect answers
B1, A2, C3, B4, C5, A6
 1 point for 4 correct answers
and 0 incorrect answers
 0 points for all other scenarios
1 4 MS A2.SSE.A.1 D, B, A 1  1 point for 3 correct answers
• 2 points for 4 correct answers
• 1 point for 4 correct answers
Letters = left column
and 1 incorrect answer
1 5 MS A2.APR.A.1 Numbers = right column 2
• 1 point for 3 correct answers
A5, B1, C6, D3
and 0-1 incorrect answers
• 0 points for all other scenarios
Letters = left column
1 6 MS A2.IF.A.2 Numbers = right column 1  1 point for 3 correct answers
A1, B5, C4
1 7 MC A2.SSE.A.3 A 1
1 8 SA A2.APR.A.4 -1 1
• 2 points for 4 correct answers
• 1 point for 4 correct answers
Letters = columns
and 1 incorrect answer
1 9 MS A2.BF.A.3 Numbers = rows 2
• 1 point for 3 correct answers
A1, C2, B3, B4
and 0-1 incorrect answers
• 0 points for all other scenarios
Letters = left column
1 10 MS A2.NQ.A.2 Numbers = right column 1  1 point for 3 correct answers
C1, A2, B5
1 11 MC A2.APR.A.5 D 1
The graph is a downward-  2 points for all 3
opening parabola. The transformations correctly
vertex is at (5, 0). Two applied
points on the parabola are  1 point for 2 out of 3
1 12 TE A2.BF.A.3 (4, -2) and (6, -2) OR (3, -8) 2 transformations correctly
and (-7, 8). applied
Note: Full credit if parabola  0 points for 0-1 of the
is correct and parent points transformations correctly
are left. applied
1 13 MC A2.DS.B.8 C 1
 ITEM TYPES
CR – Constructed Response SA – Short Answer
ESR – Evidence-Based Selected Response TE – Technology Enhanced
MC – Multiple Choice WP – Writing Prompt
MS – Multi-Select Response
Session Item Type MLS Code Answer Point(s) Point Breakdown
 1 point for correct graph of
Correct graph of functions functions 𝑦 = (𝑥 − 5)2 + 1
𝑦 = (𝑥 − 5)2 + 1 and and 𝑦 = 𝑥 − 2
1 14 TE A2.REI.B.3 𝑦 = 𝑥 − 2 and correctly 2  1 point for correct labeled
labeled axes with axes with appropriate
appropriate numbers. numbers, perhaps using
increments of 10
1 15 MS A2.SSE.A.2 B, D, E 1  1 point for 3 correct answers
1 16 MS A2.APR.A.2 C, E, F 1  1 point for 3 correct answers
Part A
 1 point for correct answer
Part A Part B
D  1 point for correct answer
1 17 ESR A2.BF.A.2 2
Part B
x NOTE: 1 point can be given if part
B is correct based on option
chosen in Part A
First response "3"
1 18 MC A2.NQ.B.7 Second response "1" 1  1 point for 3 correct answers
Third response "2"
1 19 MC A2.SSE.A.4 D 1
Letters = left column  2 points for 2 correct answers
1 20 MS A2.APR.A.4 Numbers = right column 2  1 point for 1 correct answer
A2, D1  0 points for no correct answers
1 21 MS A2.DS.A.7 A, B, D 1  1 point for 3 correct answers
 2 points for 3 correct answers
and 0 incorrect answers
 1 point for 3 correct answers
1 22 MS A2.NQ.A.1 B, D, F 2 and 1 incorrect answer
 1 point for 2 correct answers
and 0 incorrect answers
 0 points for all other scenarios
1 23 SA A2.SSE.A.2 11 1
1 24 MC A2.DS.A.1 B’s, Random Sample 1  1 point for 2 correct answers
1 25 SA A2.REI.A.2 2 1
1 26 MC A2.BF.A.1 B 1
1 27 MC A2.DS.A.4 A 1
1 28 SA A2.SSE.A.3 11 1
1 29 MC A2.NQ.A.3 D 1
 ITEM TYPES
CR – Constructed Response SA – Short Answer
ESR – Evidence-Based Selected Response TE – Technology Enhanced
MC – Multiple Choice WP – Writing Prompt
MS – Multi-Select Response
Session Item Type MLS Code Answer Point(s) Point Breakdown
 2 points for 4 correct answers
and 0 incorrect answers
 1 point for 4 correct answers
1 30 MS A2.APR.A.3 A, C, D, F 2 and 1 incorrect answer
 1 point for 3 correct answers
and 0 incorrect answers
 0 points for all other scenarios
1 31 MC A2.SSE.A.4 D 1
Part A
Part A
 2 points for 2 correct answers
Plan X: $760.98
 1 point for 1 correct answer
2 1 ESR A2.FM.A.1 Plan Y: $520.37 3
 0 points for 0 correct answers
Part B
Part B
12 Years
 1 point for correct answer
Part A
 4 points for 4 correct answers
Part A  3 points for 3 correct answers
Plan A: $631.24 and 0-1 incorrect answers
Plan B: $634.49  2 points for 2 correct answers
2 2 ESR A2.REI.A.1 Plan C: $635.24 5 and 0-2 incorrect answers
Plan D: $635.62  1 point for 1 correct answer
Part B and 0-3 incorrect answers
12 Years  0 points for no correct answers
Part B
 1 point for correct answer
 2 points for 2 correct answers
2 3 SA A2.REI.B.3 $2645.24, $250.24 2  1 point for 1 correct answer
 0 points for no correct answers