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2014
Examination Guide
College
Algebra
These materials are owned and copyrighted by the College Board. They may not be posted on the Internet or on any other public
document sharing site. The materials in these fles are intended for PERSONAL USE ONLY. Violations of this policy may be subject
to legal action including, but not limited to, payment for each guide that is disseminated unlawfully and associated damages.
1
Introduction
This is the only offcial guide to the 33 College-Level Examination Program

(CLEP

) exams. CLEP exams

are administered on computers at test centers across the country.
This Guide has been written mainly for adults who are making plans to enroll in college, but it contains
information of interest to others as well. College-bound high school students, current college students,
military personnel, professionals seeking certifcation and persons of all ages who have learned or wish to
learn college-level material outside the college classroom will fnd the Guide helpful as they strive to
accomplish their goals.
CLEP is based on the premise that some individuals enrolling in college have already learned part of
what is taught in college courses through job training, independent reading and study, noncredit adult
courses and advanced high school courses. Often, their jobs and life experiences have enhanced and
reinforced their learning. CLEP provides these individuals with the opportunity to demonstrate their mastery
of college-level material by taking exams that assess the knowledge and skills taught in college courses.
The frst few sections of this study guide explain how CLEP can help you earn credit for the college-
level learning you have acquired and provide suggestions for preparing for the exams. The guides to the
individual exams include test descriptions, sample questions and tips for preparing to take the exams.
CLEP has also made available a demonstration video (CLEP Tutorial) that walks test-takers through
the registration process and the Internet-based testing experience. You may also refer to the CLEP
Tutorial to access sample questions and a demonstration on how to use the online calculators. Then, use
this Guide to become familiar with the description and content of each exam youre interested in taking. This
Guide contains sample questions and an answer key for each exam, as well as in-depth information about how
to decide which exams to take, how to prepare to take those exams, and how to interpret your scores.
2
Preparing to Take CLEP Examinations
Having made the decision to take one or more CLEP exams, most people then want to know how to prepare
for them how much, how long, when, and how should they go about it? The precise answers to these
questions vary greatly from individual to individual. However, most candidates fnd that some type of test
preparation is helpful.
Most people who take CLEP exams do so to show that they have already learned the key material taught
in a college course. Many of them need only a quick review to assure themselves that they have not forgotten
what they once studied, and to fll in some of the gaps in their knowledge of the subject. Others feel that
they need a thorough review and spend several weeks studying for an exam. Some people take a CLEP
exam as a kind of fnal exam for independent study of a subject. This last group requires signifcantly
more study than do those who only need to review, and they may need some guidance from professors of
the subjects they are studying.
The key to how you prepare for CLEP exams often lies in locating those skills and areas of prior learning
in which you are strongest and deciding where to focus your energies. Some people may know a great deal
about a certain subject area but may not test well. These individuals would probably be just as concerned
about strengthening their test-taking skills as they would about studying for a specifc test. Many mental
and physical skills are required in preparing for a test. It is important not only to review or study for the
exams but also to make certain that you are alert, relatively free of anxiety, and aware of how to approach
standardized tests. Suggestions about developing test-taking skills and preparing psychologically and
physically for a test are given in this chapter. The following section suggests ways of assessing your
knowledge of the content of an exam and then reviewing and studying the material.
Using the Examination Guides
The individual exam guides, available for purchase on www.collegeboard.org/clep, contain the same
information you will fnd in this Guide. Each exam guide includes an outline of the knowledge and skills
covered by the test, sample questions similar to those that appear on the exam, and tips for preparing to
take the exam.
You may also choose to contact a college in your area that offers a course with content comparable
to that on the CLEP exam you want to take, or read the suggested resources for each exam on
http://clep.collegeboard.org/exam. If possible, use the textbook and other materials required for that course
to help you prepare. To get this information, check the colleges catalog for a list of courses offered. Then
call the admissions offce, explain what subject youre interested in, and ask who in that academic
department you can contact for specifc information on textbooks and other study resources to use. You
might also be able to fnd the course syllabus, which will list course materials and assignments, online at
the colleges website. Be sure that the college youre interested in gives credit for the CLEP exam for which
youre preparing.
Begin by carefully reading the test description and outline of knowledge and skills required for the exam
in the exam guide. As you read through the topics listed, ask yourself how much you know about each one.
P R E P A R I N G T O T A K E C L E P E X A M I N A T I O N S
Also note the terms, names and symbols that are mentioned, and ask yourself whether you are familiar
with them. This will give you a quick overview of how much you know about the subject. If you are
familiar with nearly all the material, you will probably need a minimum of review; however, if topics and
terms are unfamiliar, you will probably require substantial study to do well on the exam.
If, after reviewing the test description provided in the exam guide, you fnd that you need extensive
review, put off answering the sample questions until you have done some reading in the subject. If you
complete them before reviewing the material, you will probably look for the answers as you study, and this
will not be a good assessment of your ability at a later date. Do not refer to the sample questions as you
prepare for the exam. The sample questions are representative of the types of questions you will fnd on a
CLEP exam, but none of the questions will actually appear on an exam, so concentrating on them without
broader study of the subject wont help you.
If you think you are familiar with most of the test material, try to answer the sample questions, checking
your responses against the answer key. Use the test-taking strategies described in the next chapter.
3
P R E P A R I N G T O T A K E C L E P E X A M I N A T I O N S
Take CLEP Examination
Read Exam Description
and Knowledge
and Skills Required
Difficulty Answering
Sample Questions
Understand Terms
Do Not
Understand Terms
Try Sample Questions
Review Study Materials
suggested in the Study
Resources section of
each chapter;
See also pp. 16-18
Most
Sample Questions
Answered
Correctly
Select Exam Title
from Table of
Contents
(pp. iii-v)





Assessing Your Readiness
for a CLEP Examination
4
P R E P A R I N G T O T A K E C L E P E X A M I N A T I O N S
Suggestions for Studying
The following suggestions have been gathered from people who have prepared for CLEP exams or other
college-level tests.
1. Review the CLEP Tutorial video.
The CLEP Tutorial video walks you through the registration process and the Internet-based testing
experience. Through this tutorial you will become familiar with the internet-based format of the CLEP
exams, access sample questions through a virtual experience and view a demonstration on how to use
the online calculators.
Remember, if you want to review content covered by each examination, Chapter VII of this
Study Guide contains a complete exam description including a content outline, a description
of the knowledge and skills required to do well, and sample questions for each subject.
An answer key for each subject is also included. However, the Study Guide is not intended to
replace a textbook. Additional study may be required.
2. Defne your goals and locate study materials.
Once youve determined how much preparation youll need to do, youll need to defne your study
goals. Set aside a block of time to review the exam guides provided in this book, and then decide which
exam(s) you will take. Using the guidelines for knowledge and skills required, locate suitable resource
materials. If a preparation course is offered by an adult school or college in your area, you might fnd it
helpful to enroll. (You should be aware, however, that such courses are not authorized or sponsored by
the College Board. The College Board has no responsibility for the content of these courses, nor are
they responsible for books on preparing for CLEP exams that have been published by other
organizations.) If you know others who have taken CLEP exams, ask them how they prepared.
You may want to get a copy of a syllabus for the college course that is comparable to the CLEP
exam(s) you plan to take. You can also ask the appropriate professor at the school youll be attending,
or check his or her website, for a reading list. Use the syllabus, course materials and/or reading list as
a guide for selecting textbooks and study materials. You may purchase these or check them out of your
local library. Some websites offer course materials and lectures online; these can be an excellent
resource. Examples of these include:
MIT OpenCourseWare (http://ocw.mit.edu),
Carnegie Mellons Open Learning Initiative (http://www.cmu.edu/oli/),
and the National Repository of Online Courses (http://www.montereyinstitute.org/nroc).
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P R E P A R I N G T O T A K E C L E P E X A M I N A T I O N S
Most of this material is offered for free. Educational websites, like those offered by PBS
(www.pbs.org) or the National Geographic Society (www.nationalgeographic.com), can be helpful
as well. You can also fnd a list of suggested textbooks and online resources for each CLEP exam at
http://clep.collegeboard.org/exam.
Check with your librarian about locating study aids relevant to the exams you plan to take. These
supplementary materials may include videos or DVDs made by education-oriented companies and
organizations, language tapes and computer software. And dont forget that what you do with your
leisure time can be very educational, whether its surfng current-events websites, watching a PBS
series, reading a fnancial newsletter, or attending a play.
3. Find a good place to study.
To determine what kind of place you need for studying, ask yourself the following questions: Do I need
a quiet place? Does the telephone distract me? Do objects I see in this place remind me of things I
should do? Is it too warm? Is it well lit? Am I too comfortable here? Do I have space to spread out my
materials? You may fnd the library more conducive to studying than your home. If you decide to study
at home or in your dorm, you might prevent interruptions by other household members by putting a
sign on the door of your study room to indicate when you will be available.
4. Schedule time to study.
To help you determine where studying best fts into your schedule, try this exercise: Make a list of your
daily activities (for example, sleeping, working, eating, attending class, sports or exercise) and estimate
how many hours a day you spend on each activity. Now, rate all the activities on your list in order of
their importance and evaluate your use of time. Often people are astonished at how an average day
appears from this perspective. You may discover that your time can be scheduled in alternative ways.
For example, you could remove the least important activities from your day and devote that time to
studying or to another important activity.
5. Establish a study routine and a set of goals.
To study effectively, you should establish specifc goals and a schedule for accomplishing them. Some
people fnd it helpful to write out a weekly schedule and cross out each study period when it is
completed. Others maintain their concentration better by writing down the time when they expect to
complete a study task. Most people fnd short periods of intense study more productive than long
stretches of time. For example, they may follow a regular schedule of several 20- or 30-minute study
periods with short breaks between them. Some people like to allow themselves rewards as they
complete each study goal. It is not essential that you accomplish every goal exactly within your
schedule; the point is to be committed to your task.
6. Learn how to take an active role in studying.
If you have not done much studying for some time, you may fnd it diffcult to concentrate at frst. Try
a method of studying, such as the one outlined below and on the next page, that will help you concentrate
on and remember what you read.
a. First, read the chapter summary and the introduction so you will know what to look for in
your reading.
6
P R E P A R I N G T O T A K E C L E P E X A M I N A T I O N S
b. Next, convert the section or paragraph headlines into questions. For example, if you are reading a
section entitled The Causes of the American Revolution, ask yourself, What were the causes of
the American Revolution? Compose the answer as you read the paragraph. Reading and answering
questions aloud will help you understand and remember the material.
c. Take notes on key ideas or concepts as you read. Writing will also help you fx concepts more frmly
in your mind. Underlining key ideas or writing notes in your book can be helpful and will be useful
for review. Underline only important points. If you underline more than a third of each paragraph,
you are probably underlining too much.
d. If there are questions or problems at the end of a chapter, answer or solve them on paper as if you
were asked to do them for homework. Mathematics textbooks (and some other books) sometimes
include answers to some or all of the exercises. If you have such a book, write your answers before
looking at the ones given. When problem solving is involved, work enough problems to master the
required methods and concepts. If you have diffculty with problems, review any sample problems or
explanations in the chapter.
e. To retain knowledge, most people have to review the material periodically. If you are preparing for
an exam over an extended period of time, review key concepts and notes each week or so. Do not
wait for weeks to review the material or you will need to relearn much of it.
Test Preparation Tips
1. Familiarize yourself as much as possible with the test and the test situation before the day of the exam.
It will be helpful for you to know ahead of time:
a. how much time will be allowed for the test and whether there are timed subsections. (This
information is included in the examination guides and in the CLEP Tutorial video.)
b. what types of questions and directions appear on the exam. (See the examination guides.)
c. how your test score will be computed.
d. in which building and room the exam will be administered.
e. the time of the test administration.
f. direction, transit and parking information to the test center.
2. Register and pay your exam fee through My Account at https://clepportal.collegeboard.org/myaccount
and print your registration ticket. Contact your preferred test center to schedule your appointment to
test. Your test center may require an additional administration fee. Check with your test center and
confrm the amount required and acceptable method of payment.
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P R E P A R I N G T O T A K E C L E P E X A M I N A T I O N S
3. On the day of the exam, remember to do the following.
a. Arrive early enough so that you can fnd a parking place, locate the test center, and get settled
comfortably before testing begins.
b. Take the following with you:
completed registration ticket
any registration forms or printouts required by the test center. Make sure you have flled out all
necessary paperwork in advance of your testing date.
your drivers license, passport or other government-issued identifcation that includes your
photograph and signature, as well as a secondary form of ID that includes a photo and/or your
signature, such as a student ID. You will be asked to show this identifcation to be admitted to the
testing area.
Military test-takers, bring your military ID and Social Security card.
two number 2 pencils with good erasers. Mechanical pencils are prohibited in the testing room.
c. Leave all books, papers and notes outside the test center. You will not be permitted to use your own
scratch paper; it will be provided by the test center.
d. Do not take a calculator to the exam. If a calculator is required, it will be built into the testing
software and available to you on the computer. The CLEP Tutorial video will have a demonstration
on how to use online calculators.
e. Do not bring a cell phone or other electronic devices into the testing room.
4. When you enter the test room:
a. You will be assigned to a computer testing station. If you have special needs, be sure to
communicate them to the test center administrator before the day you test.
b. Be relaxed while you are taking the exam. Read directions carefully and listen to all instructions
given by the test administrator. If you dont understand the directions, ask for help before the test
begins. If you must ask a question that is not related to the exam after testing has begun, raise your
hand and a proctor will assist you. The proctor cannot answer questions related to the exam.
c. Know your rights as a test-taker. You can expect to be given the full working time allowed for taking
the exam and a reasonably quiet and comfortable place in which to work. If a poor testing situation is
preventing you from doing your best, ask whether the situation can be remedied. If it cant, ask the test
administrator to report the problem on a Center Problem Report that will be submitted with your test
results. You may also wish to immediately write a letter to CLEP, P.O. Box 6656, Princeton, NJ 08541-
6656. Describe the exact circumstances as completely as you can. Be sure to include the name of the
test center, the test date and the name(s) of the exam(s) you took.
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P R E P A R I N G T O T A K E C L E P E X A M I N A T I O N S
Arrangements for Students with Disabilities
CLEP is committed to working with test-takers with disabilities. If you have a learning or physical
disability that would prevent you from taking a CLEP exam under standard conditions, you may request
special accommodations and arrangements to take it on a regularly scheduled test date or at a special
administration. Contact a CLEP test center prior to registration about testing accommodations and to
ensure the accommodation you are requesting is available. Each test center sets its own guidelines in terms
of deadlines for submission of documentation and approval of accommodations. Only students with
documented hearing, learning, physical or visual disabilities are eligible to receive testing accommodations.
Also, it is important to ensure that you are taking the exam(s) with accommodations that are approved by
your score recipient institution.
Testing accommodations that may be provided with appropriate disability documentation include:
ZoomText (screen magnifcation)
Modifable screen colors
Scripts for the listening sections of the language exams
Use of a reader or amanuensis or sign language interpreter
Extended time
Untimed rest breaks
9
10
Taking the Examinations
Test-taking skills enable a person to use all available information to earn a score that truly refects his
or her ability. There are different strategies for approaching different kinds of exam questions. For example,
free-response and multiple-choice questions require very different approaches. Other factors, such as how
the exam will be graded, may also infuence your approach to the exam and your use of test time. Thus,
your preparation for an exam should include fnding out all you can about the exam so you can use the
most effective test-taking strategies.
Test-Taking Strategies for Multiple-Choice Questions
1. Listen carefully to any instructions given by the test administrator and read the on-screen instructions
before you begin to answer the questions.
2. Keep an eye on the clock and the timing that is built into the testing software. You have the option
of turning the clock on or off at any time. As you proceed, make sure that you are not working too
slowly. You should have answered at least half the questions in a section when half the time for
that section has passed.
3. Before answering a question, read the entire question, including all the answer choices. Instructions
usually tell you to select the best answer. Sometimes one answer choice is partially correct but
another option is better, so its a good idea to read all the answers even if the frst or second choice
looks correct to you.
4. Read and consider every question. Questions that look complicated at frst glance may not actually be
so diffcult once you have read them carefully.
5. Do not spend too much time on any one question. If you dont know the answer after youve
considered it briefy, go on to the next question. Mark that question using the mark tool at the bottom
of the screen, and go back to review the question later, if you have time.
T A K I N G T H E E X A M I N A T I O N S
6. Watch for the following key words in test questions:
all generally never perhaps
always however none rarely
but may not seldom
except must often sometimes
every necessary only usually
When a question or answer option contains words such as always, every, only, never and
none, there can be no exceptions to the answer you choose. Use of words such as often, rarely,
sometimes and generally indicates that there may be some exceptions to the answer.
7. Make educated guesses. There is no penalty for incorrect answers. Therefore, you should guess even
if you do not know an answer. If you have some knowledge of the question and are able to eliminate
one or more of the answer choices as wrong, your chance of getting the right answer is improved.
8. Do not waste your time looking for clues to right answers based on faws in question wording or
patterns in correct answers. CLEP puts a great deal of effort into developing valid, reliable and fair
exams. CLEP test development committees are composed of college faculty who are experts in the
subjects covered by the exams and are appointed by the College Board to write test questions and to
scrutinize each question that is included on a CLEP exam. They make every effort to ensure that the
questions are not ambiguous, that they have only one correct answer, and that they cover college-level
topics. These committees do not intentionally include trick questions. If you think a question is
fawed, ask the test administrator to report it, or write immediately to CLEP Test Development,
P.O. Box 6600, Princeton, NJ 08541-6600. Include the name of the exam and test center, the exam
date, and the number of the exam question. All such inquiries are investigated by test development
professionals.
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T A K I N G T H E E X A M I N A T I O N S
Answering Essay Questions
The College Composition exam is the only CLEP exam that includes two mandatory essays. Both the
multiple-choice section and the essay section of the exam are administered on the computer. You are
required to type your essays using a format similar to word processing.
The essays for the College Composition exam will be graded by English professors from a variety of
colleges and universities who are trained by CLEP. A process called holistic scoring is used to rate your
writing abilities. This process is explained in the examination guide for College Composition, which also
includes graded sample essays and essay questions.
Four other CLEP exams have optional essays. Some colleges or universities may require you to take
one of these optional essays as part of the American Literature, Analyzing and Interpreting Literature,
English Literature or College Composition Modular exam. There is an additional fee of $10 for each of
the optional essays, payable to the institution that administers the exam. These essays are graded by the
faculty of the institution that grants the credit. Therefore, you may fnd it helpful to talk with someone at
your college to fnd out what criteria will be used to determine whether you will get credit. Ask how much
emphasis will be placed on your writing ability and your ability to organize your thoughts, as opposed to
your knowledge of the subject matter. Find out how much weight will be given to your multiple-choice test
score in comparison with your free-response grade in determining whether you will get credit. This will
give you an idea of where you should expend the greatest effort in preparing for and taking the exam.
Test-Taking Strategies for Essay Writing
1. Before you begin to respond, read all the questions carefully and take a few minutes to jot down some
ideas or create an outline. Scratch paper will be provided at the test center.
2. If you are given a choice of questions to answer, choose the questions that you think you can answer
most clearly and knowledgeably.
3. Determine the order in which you will answer the questions. First, answer those you fnd the easiest
so you can spend any extra time on the questions you fnd more diffcult.
4. When you know which questions you will answer and in what order, determine how much testing time
remains and estimate how many minutes you will devote to each question. Unless suggested times are
given for the questions, try to allot an equal amount of time for each question.
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T A K I N G T H E E X A M I N A T I O N S
5. Before answering each question, read it again carefully to make sure you are interpreting it correctly.
Pay attention to key words, such as those listed below, that often appear in free-response questions.
Be sure you know the exact meaning of these words before taking the exam.
analyze demonstrate enumerate list
apply derive explain outline
assess describe generalize prove
compare determine illustrate rank
contrast discuss interpret show
defne distinguish justify summarize
If a question asks you to outline, define or summarize, do not write a detailed explanation;
if a question asks you to analyze, explain, illustrate, interpret or show, you must do
more than briefy describe the topic.
13
14
Interpreting Your Scores
CLEP score requirements for awarding credit vary from institution to institution. The College Board,
however, recommends that colleges refer to the standards set by the American Council on Education (ACE).
All ACE recommendations are the result of careful and periodic review by evaluation teams made up of
faculty who are subject-matter experts and technical experts in testing and measurement. To determine
whether you are eligible for credit for your CLEP scores, you should refer to the policy of the college you
will be attending. The policy will state the score that is required to earn credit at that institution. Many
colleges award credit at the score levels recommended by ACE. However, some require scores that are
higher or lower than these.
Your exam score will be printed for you at the test center immediately upon completion of the
examination, unless you took College Composition. For this exam, you will receive your score four to six
weeks after the exam date. Your CLEP exam scores are reported only to you, unless you ask to have them
sent elsewhere. If you want your scores sent to a college, employer or certifying agency, you must select
this option through My Account. This service is free only if you select your score recipient at the time you
register to take your exam. A fee will be charged for each score recipient you select at a later date. Your
scores are kept on fle for 20 years. For a fee, you can request a transcript at a later date.
The pamphlet What Your CLEP Score Means, which you will receive with your exam score, gives
detailed information about interpreting your scores. A copy of the pamphlet is in the appendix of this Guide.
A brief explanation appears below.
How CLEP Scores Are Computed
In order to reach a total score on your exam, two calculations are performed.
First, your raw score is calculated. This is the number of questions you answer correctly. Your raw
score is increased by one point for each question you answer correctly, and no points are gained or lost
when you do not answer a question or answer it incorrectly.
Second, your raw score is converted into a scaled score by a statistical process called equating.
Equating maintains the consistency of standards for test scores over time by adjusting for slight differences
in diffculty between test forms. This ensures that your score does not depend on the specifc test form you
took or how well others did on the same form. Your raw score is converted to a scaled score that ranges
from 20, the lowest, to 80, the highest. The fnal scaled score is the score that appears on your score report.
How Essays Are Graded
The College Board arranges for college English professors to grade the essays written for the College
Composition exam. These carefully selected college faculty members teach at two- and four-year
institutions nationwide. The faculty members receive extensive training and thoroughly review the
College Board scoring policies and procedures before grading the essays. Each essay is read and graded
I N T E R P R E T I N G Y O U R S C O R E S
by two professors, the sum of the two grades for each essay is combined with the multiple-choice score,
and the result is reported as a scaled score between 20 and 80. Although the format of the two sections is
very different, both measure skills required for expository writing. Knowledge of formal grammar,
sentence structure and organizational skills are necessary for the multiple-choice section, but the emphasis
in the free-response section is on writing skills rather than grammar.
Optional essays for CLEP Composition Modular and the literature examinations are evaluated and
graded by the colleges that require them, rather than by the College Board. If you take an optional essay, it
will be sent with a copy of your score report (which includes only the results of your multiple-choice test)
to the institution you designate when you take the test.
You may opt not to have your score sent to a college until after you have seen it. In this case, your
essay can still be sent to the college of your choice as long as you request a transcript within 18 months
after you take the exam. Copies of essays are not held beyond 18 months or after they have been sent to
an institution.
15
College Algebra
Description of the Examination
The College Algebra examination covers material
that is usually taught in a one-semester college
course in algebra. Nearly half of the test is made
up of routine problems requiring basic algebraic
skills; the remainder involves solving nonroutine
problems in which candidates must demonstrate
their understanding of concepts. The test includes
questions on basic algebraic operations; linear
and quadratic equations, inequalities and graphs;
algebraic, exponential and logarithmic functions;
and miscellaneous other topics. It is assumed that
candidates are familiar with currently taught algebraic
vocabulary, symbols and notation. The test places
little emphasis on arithmetic calculations. However,
an online scientifc calculator (nongraphing) will
be available during the examination.
The examination contains approximately
60 questions to be answered in 90 minutes.
Some of these are pretest questions that will not
be scored. Any time candidates spend on tutorials
and providing personal information is in addition
to the actual testing time.
Knowledge and Skills Required
Questions on the College Algebra examination
require candidates to demonstrate the following
abilities in the approximate proportions indicated.
Solving routine, straightforward problems
(about 50 percent of the examination)
Solving nonroutine problems requiring an
understanding of concepts and the application
of skills and concepts (about 50 percent of
the examination)
The subject matter of the College Algebra
examination is drawn from the following topics.
The percentages next to the main topics indicate the
approximate percentage of exam questions on that
topic.
25% Algebraic Operations
Factoring and expanding polynomials
Operations with algebraic expressions
Operations with exponents
Properties of logarithms
25% Equations and Inequalities
Linear equations and inequalities
Quadratic equations and inequalities
Absolute value equations and inequalities
Systems of equations and inequalities
Exponential and logarithmic equations
30% Functions and Their Properties*
Defnition and interpretation
Representation/modeling (graphical,
numerical, symbolic and verbal
representations of functions)
Domain and range
Algebra of functions
Graphs and their properties (including
intercepts, symmetry and transformations)
Inverse functions
20% Number Systems and Operations
Real numbers
Complex numbers
Sequences and series
Factorials and Binomial Theorem
*Each test may contain a variety of functions, including linear,
polynomial (degree 5), rational, absolute value, power,
exponential, logarithmic and piecewise-defned.
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College Algebra
Description of the Examination
The College Algebra examination covers material
that is usually taught in a one-semester college
course in algebra. Nearly half of the test is made
up of routine problems requiring basic algebraic
skills; the remainder involves solving nonroutine
problems in which candidates must demonstrate
their understanding of concepts. The test includes
questions on basic algebraic operations; linear
and quadratic equations, inequalities and graphs;
algebraic, exponential and logarithmic functions;
and miscellaneous other topics. It is assumed that
candidates are familiar with currently taught algebraic
vocabulary, symbols and notation. The test places
little emphasis on arithmetic calculations. However,
an online scientifc calculator (nongraphing) will
be available during the examination.
The examination contains approximately
60 questions to be answered in 90 minutes.
Some of these are pretest questions that will not
be scored. Any time candidates spend on tutorials
and providing personal information is in addition
to the actual testing time.
Knowledge and Skills Required
Questions on the College Algebra examination
require candidates to demonstrate the following
abilities in the approximate proportions indicated.
Solving routine, straightforward problems
(about 50 percent of the examination)
Solving nonroutine problems requiring an
understanding of concepts and the application
of skills and concepts (about 50 percent of
the examination)
The subject matter of the College Algebra
examination is drawn from the following topics.
The percentages next to the main topics indicate the
approximate percentage of exam questions on that
topic.
25% Algebraic Operations
Factoring and expanding polynomials
Operations with algebraic expressions
Operations with exponents
Properties of logarithms
25% Equations and Inequalities
Linear equations and inequalities
Quadratic equations and inequalities
Absolute value equations and inequalities
Systems of equations and inequalities
Exponential and logarithmic equations
30% Functions and Their Properties*
Defnition and interpretation
Representation/modeling (graphical,
numerical, symbolic and verbal
representations of functions)
Domain and range
Algebra of functions
Graphs and their properties (including
intercepts, symmetry and transformations)
Inverse functions
20% Number Systems and Operations
Real numbers
Complex numbers
Sequences and series
Factorials and Binomial Theorem
*Each test may contain a variety of functions, including linear,
polynomial (degree 5), rational, absolute value, power,
exponential, logarithmic and piecewise-defned.
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The following sample questions do not appear on
an actual CLEP examination. They are intended to
give potential test-takers an indication of the format
and diffculty level of the examination and to
provide content for practice and review. Knowing
the correct answers to all of the sample questions
is not a guarantee of satisfactory performance on
the exam.
Directions: An online scientifc calculator will be
available for the questions in this test.
Some questions will require you to select from
among fve choices. For these questions, select the
BEST of the choices given.
Some questions will require you to type a numerical
answer in the box provided.
4. The radius of the Sun is approximately
10
9
meters, and the radius of an oxygen atom
is approximately 10
12 -
meter. The radius of
the Sun is approximately how many times the
radius of an oxygen atom?
(A) 10
21 -
(B) 10
3 -
(C) 10
3
(D) 10
9
(E) 10
21
C O L L E G E A L G E B R A
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6. Which of the following are the solutions of the
equation 2x(1 3x) 1 + 3x = 0 ?
(A) x =
1
2
and x =
1
3
(B) x =
1
2
and x =

1
3
(C) x =

1
2
and x =
1
3
(D) x =

1
2
and x =

1
3
(E) x = 0 and x = 1
455
C O L L E G E A L G E B R A
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C O L L E G E A L G E B R A
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19. Which of the following is an equation of the
line that passes through the points - ( ) 2 1 , and
1 2 , ( ) in the xy-plane?
(A) x y + = 3 1
(B) x y + = 3 5
(C) x y + = - 3 5
(D) x y - = - 3 5
(E) x y - = - 3 1
23. The illuminance of a surface varies inversely with
the square of its distance from the light source.
If the illuminance of a surface is 120 lumens per
square meter when its distance from a certain light
source is 6 meters, by how many meters should
the distance of the surface from the source be
increased to reduce its illuminance to 30 lumens
per square meter?
(A) 3
(B) 6
(C) 12
(D) 15
(E) 18
25. Which of the following is the solution set of the
inequality 4 7

x
2

3

3 ?
(A) (

, 4]
(B) [8,

)
(C) [4, 8]
(D) (

, 4] [8,

)
(E) (

, 4]
457
C O L L E G E A L G E B R A
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31. A clothing company has budgeted $58,000
for the purchase of 7 sewing machines. The
7 sewing machines are to be chosen from two
models, model X and model Y. If a model X
sewing machine costs $8,000 and a model Y
sewing machine costs $9,000, how many model
X sewing machines should the company
purchase to use exactly the budgeted money?
(A) 2 (B) 3 (C) 4 (D) 5 (E) 6
28. Which of the following is the expansion of
( ) ? 2 3
3
x +
(A)

2 32 32 1
3 2
x x x + + + ( ) ( )
(B) 2 3 2 3 2 3
3 2 2
x x x + + + ( ) ( )
(C) 2 3 2 3 2 3
3 2 2 3
x x x + + + ( ) ( )
(D) ( ) ( ) ( ) 2 3 2 3 2 3
3 2 2 3
x x x + + +
(E) ( ) ( ) ( ) 2 3 2 3 2 3
3 2 2 3 3
x x x + + +
C O L L E G E A L G E B R A
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C O L L E G E A L G E B R A
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C O L L E G E A L G E B R A
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51. A rectangular box has volume x
3
8 cubic
inches. If the height of the box is x 2 inches,
what is the area of the base of the box, in square
inches? (The volume of a box equals the area of
the base times the height.)
(A) x
2
4 +
(B) x x
2
2 4
(C) x x
2
2 4 +
(D) x x
2
2 4 + +
(E) x x
2
4 4 + +
48. A companys daily cost c, in hundreds of
dollars, to manufacture n items of a certain
product can be modeled by the function c n ( ).
According to the model, which of the following
is the best interpretation of c
-
=
1
5 80 ( ) , where
c
-1
is the inverse function of c ?
(A) The companys daily cost to manufacture
5 items of the product is $80.
(B) The companys daily cost to manufacture
5 items of the product is $8,000.
(C) The companys daily cost to manufacture
500 items of the product is $80.
(D) The companys daily cost to manufacture
80 items of the product is $5.
(E) The companys daily cost to manufacture
80 items of the product is $500.
461
C O L L E G E A L G E B R A
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52. If y x x = + 8 4 1
2
is expressed in the form
y a x h k = + ( ) ,
2
where a, h, and k are
constants, what is the value of k ?
(A) 3
(B) 2
(C)

3
2
(D)

17
16
(E)

1
2
53. If b and c are integers such that the equation
3 0
2
x bx c + + = has only one real root, which
of the following statements must be true?
I. b is even.
II. c is odd.
III. b
2
is a multiple of 3.
(A) I only
(B) III only
(C) I and II only
(D) I and III only
(E) I, II, and III
54. A rock is thrown straight up into the air from a
height of 4 feet. The height of the rock above
the ground, in feet, t seconds after it is thrown
is given by + + 16 56 4
2
t t . For how many
seconds will the height of the rock be at least
28 feet above the ground?
(A) 0.5
(B) 1.5
(C) 2.5
(D) 3.0
(E) 3.5
55. log log
5 2
125 2
56. In the fgure shown above, the graph of the
function g is a transformation of the graph of
the function f . Which of the following is the
equation of g ?
(A) g x x ( ) = +
1
2
3
2
(B) g x x ( ) = +
1
2
2 3
2
( )
(C) g x x ( ) =
1
2
2 3
2
( )
(D) g x x ( ) = + +
1
2
2 3
2
( )
(E) g x x ( ) = +
1
2
2 3
2
( )
57. The polynomial p x x x ( ) = +
3
2 11 has a real
zero between which two consecutive integers?
(A) 0 and 1
(B) 1 and 2
(C) 2 and 3
(D) 3 and 4
(E) 4 and 5
C O L L E G E A L G E B R A
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58. Which of the following could be the graph of
y ax bx c = + +
2
, where b ac
2
4 0 = ?
(A) (B)
(C) (D)
(E)
59. Consider each function below. Is the domain of
the function the set of all real numbers?
Function Yes No
f x
x
x
( )
=
+
1
2
2
g x
x
x
( )
=
+
2
1
h x
x
x
( )
=
+
2
3
60. The sum of the frst n terms of an arithmetic
sequence a a a a
n 1 2 3
, , , , is
1
2
1
n a a
n
+
( )
,
where a
1
and a
n
are the frst and the nth terms
of the sequence, respectively. What is the sum
of the odd integers from 1 to 99, inclusive?
(A) 2,400
(B) 2,450
(C) 2,475
(D) 2,500
(E) 2,550
61. The function f is defned for all real numbers x
by f x ax bx c ( ) , = + +
2
where a , b , and c are
constants and a is negative. In the xy-plane, the
x-coordinate of the vertex of the parabola
y f x = ( ) is 1. If t is a number for which
f t f ( ) ( ), > 0 which of the following must be
true?
I. < < 2 0 t
II. f t f ( ) ( ) < 2
III. f t f ( ) ( ) > 1
(A) I only
(B) II only
(C) I and III only
(D) II and III only
(E) I, II, and III
463
C O L L E G E A L G E B R A
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x h x ( )
3 5
2 4
2 c
62. The table above shows some values of the
function h , which is defned for all real
numbers x . If h is an odd function, what is the
value of c ?
(A) 5
(B) 4
(C) 2
(D) 2
(E) 4
63. If a
n
n=

=
1
10
50, what is the value of 4 3
1
10
a
n
n
+ ( )
=

?
(A) 53
(B) 80
(C) 203
(D) 223
(E) 230
64. If z i = + 1 and z denotes the complex
conjugate of z , which of the following points in
the complex plane above represents z z + ?
(A) A
(B) B
(C) C
(D) D
(E) E
65. What is the remainder when the polynomial
9 7 2 1
23 12 5
x x x + is divided by x +1?
(A) 19
(B) 13
(C) 7
(D) 1
(E) 11
66.
f x x
g x x
( )
( )
= +
=
1
2
Functions f and g are defned as shown above.
What is the domain of the function f g +

?
(A) x 0
(B) x 1
(C) x 2
(D) 1 2 x
(E) 2 1 x
67. In the xy-plane, the line given by which of
the following is perpendicular to the line
5 2 7 x y = ?
(A) 2 5 7 x y + =
(B) 2 5 7 x y =
(C) 5 2 7 x y + =
(D) 5 2 10 x y =
(E) 5 5 10 x y =
C O L L E G E A L G E B R A
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68. Which of the following statements about
the polynomial p x x x ( ) ( ) ( ) = + 4 4
2 2

are true?
I. The polynomial has two imaginary roots.
II. The polynomial has no real roots.
III. The polynomial has four complex roots,
counting multiplicities.
(A) I only
(B) II only
(C) III only
(D) I and III only
(E) I, II, and III
69.
C x x
R x x x
( )
( )
= +
=
1200 1000
1200
2
For a certain company, the functions shown
above model the cost C of producing x units of a
product and the revenue R from selling x units of
the same product. The proft function P is equal
to R C .

Which of the following defnes the
function P ?
(A) P x x x ( ) = +
2
200 1200
(B) P x x x ( ) = +
2
200 1200
(C) P x x x ( ) = +
2
200 1200
(D) P x x x ( ) = +
2
2200 1200
(E) P x x x ( ) = + +
2
2200 1200
70. Which of the following is equivalent to
36
6
4

?
(A) 6 6
4
(B) 6
4
(C) 6
(D) 6
(E) 1
71. If what is the value of x ?
(A)
(B)
(C)
(D)
(E)
72. What is the solution of the equation
(A)
(B)
(C) 2
(D) 3
(E) 8
73. The function f is defned by
Which of the following is equal to
(A)
(B)
(C)
(D)
(E)
74. The population of a certain city was 10,200 on
January 1, 2013. If the population increases by
8 percent per year for the next 3 years, which of
the following best approximates the population
of the city on January 1, 2016 ?
(A)
(B)
(C)
(D)
(E)
465
C O L L E G E A L G E B R A
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75. What is the value of for the function
76. If which of the following
expresses x as a base ten logarithm?
(A)
(B)
(C)
(D)
(E)
77. The owner of a small restaurant earned a proft
of $300 during the frst month of operation.
According to the business model for the next
12 months, it is projected that the proft for each
month after the frst will be $50 more than the
proft for the preceding month. If
represents the proft for each month m and
represents the frst month, which of the
following functions describes the business
model?
(A)
(B)
(C)
(D)
(E)
78. When the quadratic functions below are graphed
in the xy-plane, is the vertex for each function
above the x-axis, below the x-axis, or on the
x-axis?
Function Above Below On
79. A circular cylindrical water tank is flled with
water to 75 percent of its total volume of V
cubic inches. The radius of the tank is 6 inches,
and the height of the tank is h inches. Which of
the following represents the height, in inches, of
the water in the tank? (Note: The volume of a
cylinder with radius r and height h is given by
)
(A)
(B)
(C)
(D)
(E)
80. Select two of the following choices and place
them in the blanks below so that the resulting
statement is true.


increasing decreasing constant
The function is
on its domain.
C O L L E G E A L G E B R A
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Answer Key
Study Resources
Most textbooks used in college-level algebra courses
cover the topics in the outline given earlier, but
the approaches to certain topics and the emphases
given to them may differ. To prepare for the College
Algebra exam, it is advisable to study one or more
college textbooks, which can be found in most college
bookstores. When selecting a textbook, check the
table of contents against the knowledge and skills
required for this test.
Visit www.collegeboard.org/clepprep for additional
college algebra resources. You can also fnd
suggestions for exam preparation in Chapter IV of
the Offcial Study Guide. In addition, many college
faculty post their course materials on their schools
websites.
43. B
44. D
45. 3
46. E
47. C
48. E
49. A
50. D
51. D
52. C
53. D
54. C
55. 1
56. D
57. B
58. B
59. See the
following page
60. D
61. C
62. E
63. E
64. B
65. B
66. D
67. A
68. D
69. C
70. E
71. A
72. B
73. E
74. C
75. 4
76. E
77. C
78. See the
following page
79. E
80. See the
following page
1. E
2. D
3. D
4. E
5. B
6. A
7. A
8. B
9. E
10. A
11. D
12. C
13. D
14. D
15. B
16. E
17. C
18. E
19. D
20. D
21. 2
22. B
23. B
24. E
25. C
26. C
27. 624
28. E
29. 4
30. C
31. D
32. A
33. 6
34. E
35. 1
36. D
37. C
38. B
39. C
40. E
41. A
42. D
467
C O L L E G E A L G E B R A
76858-03108 CLEP Official Study Guide INDDcs3 MAC dr01 01/30/09, 02/03/09 ljg Edits dr01 02/16/09 ljg Edits dr01 02/17/09 ljg dr02 033009 ljg
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30

Answer Key
Study Resources
Most textbooks used in college-level algebra courses
cover the topics in the outline given earlier, but
the approaches to certain topics and the emphases
given to them may differ. To prepare for the College
Algebra exam, it is advisable to study one or more
college textbooks, which can be found in most college
bookstores. When selecting a textbook, check the
table of contents against the knowledge and skills
required for this test.
Visit www.collegeboard.org/clepprep for additional
college algebra resources. You can also fnd
suggestions for exam preparation in Chapter IV of
the Offcial Study Guide. In addition, many college
faculty post their course materials on their schools
websites.
43. B
44. D
45. 3
46. E
47. C
48. E
49. A
50. D
51. D
52. C
53. D
54. C
55. 1
56. D
57. B
58. B
59. See the
following page
60. D
61. C
62. E
63. E
64. B
65. B
66. D
67. A
68. D
69. C
70. E
71. A
72. B
73. E
74. C
75. 4
76. E
77. C
78. See the
following page
79. E
80. See the
following page
1. E
2. D
3. D
4. E
5. B
6. A
7. A
8. B
9. E
10. A
11. D
12. C
13. D
14. D
15. B
16. E
17. C
18. E
19. D
20. D
21. 2
22. B
23. B
24. E
25. C
26. C
27. 624
28. E
29. 4
30. C
31. D
32. A
33. 6
34. E
35. 1
36. D
37. C
38. B
39. C
40. E
41. A
42. D
467
C O L L E G E A L G E B R A
76858-03108 CLEP Official Study Guide INDDcs3 MAC dr01 01/30/09, 02/03/09 ljg Edits dr01 02/16/09 ljg Edits dr01 02/17/09 ljg dr02 033009 ljg
Edits dr02 033109 ljg Dr03 4/28/09 jw Edits dr03 043009 ljg Dr04 5/12/09 jw Prefight 060309 ljg NEW JOB 82398-03108 InDesign CS4 Dr01 1/26/10 ta
87150-03108 Dr01 1/31/11 iy edits 2/11 iy dr02 3/16/11 iy dr03 4/18/11 iy New job 91904-03108 InDesign CS4 Dr01 1/16/12 ta Dr02 2/29/12 ta NEW
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59.
Function Yes No
f x
x
x
( )
=
+
1
2
2
g x
x
x
( )
=
+
2
1

h x
x
x
( )
=
+
2
3

78.
Function Above Below On

80.
The function is increasing on its domain.
C O L L E G E A L G E B R A
468
76858-03108 CLEP Official Study Guide INDDcs3 MAC dr01 01/30/09, 02/03/09 ljg Edits dr01 02/16/09 ljg Edits dr01 02/17/09 ljg dr02 033009 ljg
Edits dr02 033109 ljg Dr03 4/28/09 jw Edits dr03 043009 ljg Dr04 5/12/09 jw Prefight 060309 ljg NEW JOB 82398-03108 InDesign CS4 Dr01 1/26/10 ta
87150-03108 Dr01 1/31/11 iy edits 2/11 iy dr02 3/16/11 iy dr03 4/18/11 iy New job 91904-03108 InDesign CS4 Dr01 1/16/12 ta Dr02 2/29/12 ta NEW
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31
A P P E N D I X
130065527
www.collegeboard.org/clep
2013-14 CLEP

Credit-Granting Recommendations
Computer-Based Testing (CBT)
and Paper-and-Pencil Testing
ACE Recommended Score
1
Semester Hours
1
Business
Financial Accounting 50 3
Information Systems and Computer Applications 50 3
Introductory Business Law 50 3
Principles of Management 50 3
Principles of Marketing 50 3
Composition and Literature
American Literature 50 6
Analyzing and Interpreting Literature 50 6
College Composition 50 6
College Composition Modular 50 3/6
2
English Literature 50 6
Humanities 50 6
World Languages
French Language, Level 1 50 6
French Language, Level 2 59 12
German Language, Level 1 50 6
German Language, Level 2 60 12
Spanish Language, Level 1 50 6
Spanish Language, Level 2 63 12
Level 1 equivalent to the frst two semesters (or six semester hours) of college-level world language course work
Level 2 equivalent to the frst four semesters (or 12 semester hours) of college-level world language course work
History and Social Sciences
American Government 50 3
History of the United States I: Early Colonization to 1877 50 3
History of the United States II: 1865 to Present 50 3
Human Growth and Development 50 3
Introduction to Educational Psychology 50 3
Introductory Psychology 50 3
Introductory Sociology 50 3
Principles of Macroeconomics 50 3
Principles of Microeconomics 50 3
Social Sciences and History 50 6
Western Civilization I: Ancient Near East to 1648 50 3
Western Civilization II: 1648 to Present 50 3
Science and Mathematics
Biology 50 6
Calculus 50 4
Chemistry 50 6
College Algebra 50 3
College Mathematics 50 6
Natural Sciences 50 6
Precalculus 50 3
1. Te American Council on Educations College Credit Recommendation Service (ACE CREDIT) has evaluated CLEP processes and procedures for
developing, administering and scoring the exams. Te scores listed above are equivalent to a grade of C in the corresponding course. Te American
Council on Education, the major coordinating body for all the nations higher education institutions, seeks to provide leadership and a unifying
voice on key higher education issues and to infuence public policy through advocacy, research and program initiatives. For more information, visit
the ACE CREDIT website at www.acenet.edu/acecredit.
2. If the college does not require a supplemental essay for the Modular version of the examination, the ACE credit-granting recommendation is three
credits. If the college does require a supplemental essay, the credit-granting recommendation is six credits.
32