Doing the Math - JHU Mathematics - Johns Hopkins University

APPENDICES
Included here are only the assessors for the VSC Core Learning Goal 1. The Core Learning Goal 3 content is data
analysis and is not included in the Accuplacer exam. Of the 37 problems on the HSA, 24 of them, or 65 percent,
assess the Core Learning Goal 1 material, so the following chart represents only 65 percent of the HSA.
Calculator note: This test is designed to be taken with access to a calculator. In multiple-choice problems, the
judicious use of a calculator to check the answer choices may allow problems to be solved without using the usual
formal manipulations of algebra. See problem 12 below.
Indicator Problem Problem Descriptive Notes
number Note: many of the problems have Notes
accompanying charts that are not shown.
A few are shown as examples.
1.1.1
4 It should be stated that the student may assume that the function is linear. This is then a fine problem on linear cost
functions. The equation of the line relating cost to hours is explicitly requested. However, the subsequent questions can
actually be solved without the equation, using trial and error and simple arithmetic.
50 Doing the Math
1
9-RG
14--BCR
Look at the pattern below.
324, 108, 36, 12, . . .
If this pattern continues, what is the next term?
The table below shows a relationship between
x and y. What is the value of y when x is 10?
Jared wants to rent a carpet cleaner. The table
below shows the cost of renting a carpet
cleaner. Complete the following in the Answer
Book:
Complete the table to show the cost of renting
a carpet cleaner for 5 and 6 hours if this
pattern continues.
Write an equation to represent the relationship
between the cost of renting a carpet cleaner
and the number of hours that a carpet cleaner
is rented.
(continued on next page)
1.1.1 The student will
recognize, describe,
and/or extend patterns
and functional
relationships that are
expressed numerically,
algebraically, and/or
geometrically.
Table gives the
correspondence 1 to 2,
2 to 5, 3 to 10, and 4
to 17. Desired answer
is 10*10+1=101.
Many of the problems below
are not well posed in a
mathematical sense.
Parameters and assumptions
are often not fully explicated.
A few, but not all, instances
will be pointed out.
Many “pattern matching”
problems are not well posed
because they can have more
than one correct answer.
The given table represents
many functions, and not just
the one corresponding to the
pattern that is desired in the
answer.
It should be stated that the
student may assume that the
function is linear. This is then a
fine problem on linear cost
functions. The equation of the
line relating cost to hours is
explicitly requested. However,
the subsequent questions can
actually be solved without the
equation, using trial and error
and simple arithmetic.