[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-490238-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-490238-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","hsml-pre-calculus-course-preparedness-test","HSML Pre-Calculus Course Preparedness Test","","HSML High School Math Live provides a parent-guided readiness assessment for placement into its Pre-Calculus course. The document explains that approximately 80% correct answers indicate readiness and notes the impact of taking longer than two hours on math practice time planning. It instructs parents and students to review results, discuss any unmastered concepts, and request targeted workshop support. 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We want your student to be placed in the appropriate course so that they will be successful and challenged while learning the beauty of mathematics. The questions we have below will be a good indicator to whether your student is ready for our course. Completing approximately 80% correctly is a good sign that your student is ready for Pre-Calculus. There is no time limitation for completing this but if your student takes longer than 2 hours, it might suggest that this course would require more time designated for math practice in their schedule. If your student struggles with the majority of the questions, then you and your student will need to discuss your plans. Will your student simply need to allow more time for math this year? Will your student need a private tutor? Will your student put forth the effort needed in order to be successful? We cannot answer these questions for you, but we want you to know prior to the school year what skills are needed for this course.  \nThe answer key is provided at the end of the document. We ask that you sit down with your student and discuss their work. It is very important that you are aware of their results so that informative decisions can be made. After completing these problems, if you find that there are concepts that your student has not mastered, by request, we are willing to add a workshop to our Brush Up on Math Workshops to get targeted help on those concepts. If you feel that input from an instructor of the course would be helpful, please scan their work and answers, making sure that the answers are in the same order as the problems on the document. The scan should be emailed as a single PDF document [to](to support@highschoolmathlive.com)[ ](to support@highschoolmathlive.com)[support@highschoolmathlive.com](to support@highschoolmathlive.com).  \nPlease view our website, [www.highschoolmathlive.com](www.highschoolmathlive.com), to read other details including what makes a successful HSML student and online learner.  \nALL QUESTIONS SHOULD BE ANSWERED WITHOUT A CALCULATOR.  \nPart 1: Evaluate the following expressions. Part 2: Simplify the following expressions. Leave no negative  \nexponents.  \n1. (−3)4 1. (3a3b4 )(3a2b3 )2  \n2. −22 2. 3x9x3yy74  \n􀂧 2x52 y 2 􀂷 −2  \n3. 3−3 3. 􀂨  􀂸  \n􀂩 x3y − 2 􀂹  \n􀂧  3 􀂷 −2  \n4. 􀂨 􀂸  \n􀂩4 􀂹  \nPart 3: Expand and simplify. Part 4: Factor completely on the Real Number System.  \n1. 3(x − 2) − 3x(x − 2) 1. 9x2 −16  \n2. (x + 3)(2x − 5) 2. 3x2 +11x − 4  \n3. ( x − 4)2 3. 4x5y + 18x4y + 20x3y  \n4. (6 − x)(−3) + ( − ~~ 3~~2 x + 6) 4. (x + 1)3 (2x − 3)2 + ( x + 1)2 (2x − 3)3  \nPart 5: Solve. Give only Real solutions. Part 6: Solve the inequality.  \n1. x + 3 = 12 − ~~ 1~~2 x 1. x − 7 􀁤 10  \n2. −8(3x + 4) + 2x = 4(x − 8) 2. x2 − x −12 􀁴 0  2x   2x −1  \n3. =  \nx +1 x  \n4. 2x2 − x −15 = 0  \n5. x 2 − x = 6 4x + 3  2x   \n6. − = x  \n4 x +1  \n 6   3   3   \n7. + =  \nx + 2 x − 2 x2 − 4  \n8. 4x − 6 = 12  \n9. x 2 − 8x + 4 = 0  \nPart 7:  \n1.  \n2.  \n3.  \n4.  \nSimplify the rational expressions.  \nx2 − 4x+ 4  \nx2 + x − 6  \n5m+ 25  12   \n􀂘  \n10 6m+ 30 3x2 8x3 9x3  􀁹  6x   \n 5   2   \n− x − 2 x + 4  \nPart 8: Write the equation of the line in slope-intercept form that passes through (-4, 1) and …  \n1. Has slope of-2.  \n2. Is parallel to the x-axis.  \n3. Is parallel to the line 3x − 4 y = 12 .  \n4. Is perpendicular to the line 3x − 4 y = 12 .  \nPart 9: Miscellaneous Topics  \n1. Find the slope between (-1, 4) and (3, -8)  \n2. Draw any graph that represents a function of x.  \n5x + 4 y = 12  \n3. Solve this linear system by elimination or substitution.  \n7x − 6 y = 40  \n4. If f (x) = x 2 + x + 1 and g (x) = x − 3 find the following function f g .  \n5. Solve for B: A = ~~1~~2 (B + c)h  \n6. Write the equation that represents this problem, then solve the equation. The length of a rectangular box is four inches less than the width. The perimeter of the box is 48 inches. Find the dimensions","cbCaihONe5kbgQUf","https://ap.wps.com/l/cbCaihONe5kbgQUf","pdf",325135,"English","# Instructions and Placement Guidance\n# Part 1: Evaluate Expressions\n# Part 2: Simplify Expressions\n# Part 3: Expand and Simplify\n# Part 4: Factor Completely\n# Part 5: Solve Equations\n# Part 6: Solve Inequalities\n# Part 7: Simplify Rational Expressions\n# Part 8: Lines in Slope-Intercept Form\n# Part 9: Miscellaneous Topics\n# Part 10: Radicals and Complex Numbers\n# Part 11: Basic Graphing\n# Part 12: Functions\n# Answer Key","[{\"question\":\"How do I interpret the results to know if my student is ready for Pre-Calculus?\",\"answer\":\"Completing approximately 80% correctly is a good sign the student is ready for Pre-Calculus. If most answers are difficult, discuss plans for additional support and practice time.\"},{\"question\":\"Is there a time limit for completing the test?\",\"answer\":\"There is no time limitation, but if completion takes longer than 2 hours, it may suggest the course could require more scheduled time for math practice.\"},{\"question\":\"Can the student use a calculator?\",\"answer\":\"All questions should be answered without a calculator.\"}]","HSML Pre-Calculus Course Preparedness Test | PDF",1790834583,15]