# The Official ACCUPLACER Study App

*Not Yet Rated*

- reading comprehension
- spelling
- reading fluency

- algebra

- applying information
- memorization
- thinking critically

- test prep

###### Pros

Detailed feedback, representative content, and a variety of questions offer good value for the price.###### Cons

With just 250 questions for five tests, users will quickly exhaust the app's resources.###### Bottom Line

A good tool for quick study, but look elsewhere for detailed info about test strategy and scoring.None

Serious test-preppers will appreciate the simple interface, instant feedback, and easy result tracking.

Detailed feedback for correct and incorrect responses often includes multiple pathways for solving problems.

Interface is simple; it's clear how to get feedback instantly and revisit it later.

Teachers might encourage students prepping for ACCUPLACER tests to download the app and use it as an on-the-go study tool. This works best for the Sentence Skills and Reading Comprehension apps. Teachers should also help students plan strategies for taking the computer-based test, including how to set up scratch paper, navigate the computer terminal, and pace themselves through the testing.

Read More Read LessThis test-prep app prepares kids and adults for ACCUPLACER school-placement exams. Five of the 10 ACCUPLACER exams are represented in the app's Home section: arithmetic, elementary algebra, college-level math, reading comprehension, and Sentences Skills. (The other five exams -- one writing test and four ESL exams -- are not included.) For each test, users can choose to take a sample test or choose Learn As You Go, in which they get an overview of the test's question format and read detailed feedback after each question. Sample tests and Learn As You Go sessions always contain 15 questions, and both sections draw from a test bank of about 50 questions per test. (The developer claims 250 questions are included in the app.) In the real test, questions are based on the last question's difficulty and the user's response; in the app, questions seem to be random. The History section lets users track their overall progress on sample tests.

Read More Read LessThis test-prep app was created by the tests' developer, so users can feel confident that the content will accurately reflect questions they'll see on the real thing. Some key details are missing, however, such as the number of questions on each test and some basic info about how computer-based testing works. For these five exams, the total number of questions on the real tests ranges from 12 to 20; it's surprising the app offers users only 15-question tests and doesn't mention the distinction. It's also disappointing that more information isn't provided about computer-adaptive testing or strategies test-takers might use.

One of the most appealing aspects of ACCUPLACER exams is that they're untimed, making them a good fit for learners with a wide variety of backgrounds and ability levels. Overall, this app provides students with useful access to material that could appear on the tests, and offers a convenient option for exploring and reviewing information at their own pace.

Read More Read Less## Key Standards Supported

## Language | |

L.9-10: Conventions of Standard English | |

L.9-10.1 | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. |

Knowledge of Language | |

L.9-10.3 | Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. |

Vocabulary Acquisition and Use | |

L.9-10.4 | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies. |

L.11-12: Conventions of Standard English | |

L.11-12.1 | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. |

Knowledge of Language | |

L.11-12.3 | Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. |

Vocabulary Acquisition and Use | |

L.11-12.4 | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies. |

## Reading Informational | |

RI.9-10: Craft and Structure | |

RI.9-10.4 | Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). |

Key Ideas and Details | |

RI.9-10.1 | Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. |

RI.11-12: Key Ideas and Details | |

RI.11-12.1 | Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. |

## Reading Literature | |

RL.9-10: Craft and Structure | |

RL.9-10.4 | Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). |

Key Ideas and Details | |

RL.9-10.1 | Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. |

RL.11-12: Craft and Structure | |

RL.11-12.4 | Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.) |

Key Ideas and Details | |

RL.11-12.1 | Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. |

## Arithmetic With Polynomials And Rational Expressions | |

HSA.APR: Perform Arithmetic Operations On Polynomials | |

HSA.APR.1 | Understand that polynomials form a system analogous to the integers, namely, they are closed under the operations of addition, subtraction, and multiplication; add, subtract, and multiply polynomials. |

Rewrite Rational Expressions | |

HSA.APR.6 | Rewrite simple rational expressions in different forms; write a(x)/b(x) in the form q(x) + r(x)/b(x), where a(x), b(x), q(x), and r(x) are polynomials with the degree of r(x) less than the degree of b(x), using inspection, long division, or, for the more complicated examples, a computer algebra system. |

HSA.APR.7 | (+) Understand that rational expressions form a system analogous to the rational numbers, closed under addition, subtraction, multiplication, and division by a nonzero rational expression; add, subtract, multiply, and divide rational expressions. |

Understand The Relationship Between Zeros And Factors Of Polynomials | |

HSA.APR.2 | Know and apply the Remainder Theorem: For a polynomial p(x) and a number a, the remainder on division by x – a is p(a), so p(a) = 0 if and only if (x – a) is a factor of p(x). |

HSA.APR.3 | Identify zeros of polynomials when suitable factorizations are available, and use the zeros to construct a rough graph of the function defined by the polynomial. |

Use Polynomial Identities To Solve Problems | |

HSA.APR.4 | Prove polynomial identities and use them to describe numerical relationships. For example, the polynomial identity (x2 + y2)2 = (x2 – y2)2 + (2xy)2 can be used to generate Pythagorean triples. |

HSA.APR.5 | (+) Know and apply the Binomial Theorem for the expansion of (x + y)n in powers of x and y for a positive integer n, where x and y are any numbers, with coefficients determined for example by Pascal’s Triangle.1 |

## Building Functions | |

HSF.BF: Build A Function That Models A Relationship Between Two Quantities | |

HSF.BF.1 | Write a function that describes a relationship between two quantities. |

## Expressions And Equations | |

6.EE: Apply And Extend Previous Understandings Of Arithmetic To Algebraic Expressions. | |

6.EE.1 | Write and evaluate numerical expressions involving whole-number exponents. |

6.EE.2 | Write, read, and evaluate expressions in which letters stand for numbers. |

6.EE.2.a | Write expressions that record operations with numbers and with letters standing for numbers. For example, express the calculation “Subtract y from 5” as 5 – y. |

6.EE.2.b | Identify parts of an expression using mathematical terms (sum, term, product, factor, quotient, coefficient); view one or more parts of an expression as a single entity. For example, describe the expression 2 (8 + 7) as a product of two factors; view (8 + 7) as both a single entity and a sum of two terms. |

6.EE.2.c | Evaluate expressions at specific values of their variables. Include expressions that arise from formulas used in real-world problems. Perform arithmetic operations, including those involving whole- number exponents, in the conventional order when there are no parentheses to specify a particular order (Order of Operations). For example, use the formulas V = s3 and A = 6 s2 to find the volume and surface area of a cube with sides of length s = 1/2. |

6.EE.3 | Apply the properties of operations to generate equivalent expressions. |

6.EE.4 | Identify when two expressions are equivalent (i.e., when the two expressions name the same number regardless of which value is substituted into them). For example, the expressions y + y + y and 3y are equivalent because they name the same number regardless of which number y stands for. |

Reason About And Solve One-Variable Equations And Inequalities. | |

6.EE.5 | Understand solving an equation or inequality as a process of answering a question: which values from a specified set, if any, make the equation or inequality true? Use substitution to determine whether a given number in a specified set makes an equation or inequality true. |

6.EE.6 | Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set. |

6.EE.7 | Solve real-world and mathematical problems by writing and solving equations of the form x + p = q and px = q for cases in which p, q and x are all nonnegative rational numbers. |

6.EE.8 | Write an inequality of the form x > c or x < c to represent a constraint or condition in a real-world or mathematical problem. Recognize that inequalities of the form x > c or x < c have infinitely many solutions; represent solutions of such inequalities on number line diagrams. |

Represent And Analyze Quantitative Relationships Between Dependent And Independent Variables. | |

6.EE.9 | Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. For example, in a problem involving motion at constant speed, list and graph ordered pairs of distances and times, and write the equation d = 65t to represent the relationship between distance and time. |

7.EE: Solve Real-Life And Mathematical Problems Using Numerical And Algebraic Expressions And Equations. | |

7.EE.3 | Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. |

7.EE.4 | Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. |

7.EE.4.a | Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? |

7.EE.4.b | Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. |

Use Properties Of Operations To Generate Equivalent Expressions. | |

7.EE.1 | Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. |

7.EE.2 | Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related. For example, a + 0.05a = 1.05a means that “increase by 5%” is the same as “multiply by 1.05.” |

8.EE: Analyze And Solve Linear Equations And Pairs Of Simultaneous Linear Equations. | |

8.EE.7 | Solve linear equations in one variable. |

8.EE.7.a | Give examples of linear equations in one variable with one solution, infinitely many solutions, or no solutions. Show which of these possibilities is the case by successively transforming the given equation into simpler forms, until an equivalent equation of the form x = a, a = a, or a = b results (where a and b are different numbers). |

8.EE.7.b | Solve linear equations with rational number coefficients, including equations whose solutions require expanding expressions using the distributive property and collecting like terms. |

8.EE.8 | Analyze and solve pairs of simultaneous linear equations. |

8.EE.8.a | Understand that solutions to a system of two linear equations in two variables correspond to points of intersection of their graphs, because points of intersection satisfy both equations simultaneously. |

8.EE.8.b | Solve systems of two linear equations in two variables algebraically, and estimate solutions by graphing the equations. Solve simple cases by inspection. For example, 3x + 2y = 5 and 3x + 2y = 6 have no solution because 3x + 2y cannot simultaneously be 5 and 6. |

8.EE.8.c | Solve real-world and mathematical problems leading to two linear equations in two variables. For example, given coordinates for two pairs of points, determine whether the line through the first pair of points intersects the line through the second pair. |

Understand The Connections Between Proportional Relationships, Lines, And Linear Equations. | |

8.EE.5 | Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways. For example, compare a distance-time graph to a distance-time equation to determine which of two moving objects has greater speed. |

8.EE.6 | Use similar triangles to explain why the slope m is the same between any two distinct points on a non-vertical line in the coordinate plane; derive the equation y = mx for a line through the origin and the equation y = mx + b for a line intercepting the vertical axis at b. |

Work With Radicals And Integer Exponents. | |

8.EE.1 | Know and apply the properties of integer exponents to generate equivalent numerical expressions. For example, 32 × 3–5 = 3–3 = 1/33 = 1/27. |

8.EE.2 | Use square root and cube root symbols to represent solutions to equations of the form x2 = p and x3 = p, where p is a positive rational number. Evaluate square roots of small perfect squares and cube roots of small perfect cubes. Know that √2 is irrational. |

8.EE.3 | Use numbers expressed in the form of a single digit times an integer power of 10 to estimate very large or very small quantities, and to express how many times as much one is than the other. For example, estimate the population of the United States as 3 × 108 and the population of the world as 7 × 109, and determine that the world population is more than 20 times larger. |

8.EE.4 | Perform operations with numbers expressed in scientific notation, including problems where both decimal and scientific notation are used. Use scientific notation and choose units of appropriate size for measurements of very large or very small quantities (e.g., use millimeters per year for seafloor spreading). Interpret scientific notation that has been generated by technology. |