Trending ▼   ResFinder  

New York Regents Korean Integrated Algebra June 2009

40 pages, 39 questions, 0 questions with responses, 0 total responses,    0    0
New York State Regents Exams
   		+Fave Message
ProfileTimelineUploadsQ & A
 Home > regents > NY Regents Exams - Translated in Other Languages >

Formatting page ...

KOREAN EDITION INTEGRATED ALGEBRA FRIDAY, JUNE 19, 2009 1:15 P.M. to 4:15 P.M., ONLY INTEGRATED ALGEBRA The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION 2009 6 19 , 1 - 15 4 15 : : . I . . . , . . . 39 I II, III, IV , . . , , , . . . . . . . . . . : ) , . . . INTEGRATED ALGEBRA KOREAN EDITION ( . I 30 2 . . . [60] 1 Tammy Tammy 5 45 . 8 ? (1) 0.89 (3) 48 (2) 1.125 (4) 72 x2 7x + 6 = 0 2 (1) 1 ? (3) 1 7 (2) 1 7 (4) 1 6 6 27 x18y5 3 9 x6 y ? (1) 3x12y4 (3) 18x12y4 (2) 3x3y5 (4) 18x3y5 4 Marie s w 58 . Marie Marie ? (1) 58sw (3) 58s + w (2) 58 + sw (4) 58 + s + w Integrated Algebra June 09 [2] . 5 . ? (1) Ms. Marshall (2) Ms. Fitzgerald (3) Mr. Hayden (4) East 6 Wadsworth . h ? (1) h < 48 (3) h 48 (2) h > 48 (4) h 48 7 (1) 6 2x + x = 5 3 6 (2) 10 Integrated Algebra June 09 x ? (3) 15 (4) 30 [3] [ ] 8 Ms. Nazzeer s 1-6 . . 4 ? 8 30 6 (2) 30 5 30 1 (4) 30 (1) (3) x 9 (1) 15 (2) 8 Integrated Algebra June 09 ? (3) 34 (4) 4 [4] 32 10 ? (1) 16 2 (3) 4 8 (2) 4 2 (4) 2 8 344 11 ? 60 =1 60 =1 (1) 20,640 (3) 123,840 (2) 41,280 12 . (4) 1,238,400 47 ? 15 (1) 16 (3) 32 (2) 31 (4) 36 13 a + ar = b + r ,b r a ? b (1) r + 1 (3) (2) 1 + b r (4) 1 + b r+b Integrated Algebra June 09 b+r 1+ r [5] [ ] 4 x + 5 < 17 3 14 x . ? (1) 8 (3) 12 (2) 9 (4) 16 - 15 . ? (1) 68 (3) 84 (2) 76 (4) 94 5n 2n 1 16 n ? (1) 1 1 (3) 2 (2) 0 1 (4) 2 17 Genesee .3 .4 1,424 2 1 1 3 1 2 . Genesee 1 ? (1) 202 (3) 235 (2) 205 (4) 236 Integrated Algebra June 09 60 50 [6] y = x2 16x + 63 ? 18 (1) : (8, 1); (2) : (8,1); (3) : ( 8, 1); (4) : ( 8,1); . :x=8 :x=8 : x = 8 : x = 8 19 ? y x (1) y- x- . (2) x- y- . (3) x- y. (4) y. Integrated Algebra June 09 x- [7] [ ] 20 3y 9 6x ? . y y x x (1) (3) y y x x (2) (4) x 2 2 x 15 21 x2 + 3x (1) 5 (2) 22 x 5 x (4, 6) ? ? 2 x 5 x 2 x 15 (4) 3x (3) 3 (1) y = 3x + 6 (3) y = 3x + 10 (2) y = 3x 6 (4) y = 3x + 14 Integrated Algebra June 09 [8] 23 4x2 + 7x 5 9x2 2x + 3 ? (1) 5x2 + 5x 2 (3) 5x2 + 5x 2 (2) 5x2 9x + 8 . (4) 5x2 + 9x 8 y = x2 + 3x 18 24 . y 22 20 18 16 14 12 10 8 6 4 2 10 8 6 4 2 2 2 4 6 8 10 12 14 16 18 20 22 4 6 8 x2 + 3x 18 = 0 (1) 3 6 (3) 3 18 (4) 3 x ? 6 (2) 0 10 18 x + 2y = 9 25 x y=3 y- ? (1) 6 (3) 3 (2) 2 (4) 5 Integrated Algebra June 09 [9] [ ] a b 26 ? (1) a + b (3) a + b (2) a b . (4) a b 4.2 106 27 12 ? (1) 50.4 106 (3) 5.04 106 (2) 50.4 107 (4) 5.04 107 28 Ezra 2 cm . 2.1 cm . ? (1) 0.13 (3) 0.15 (2) 0.14 (4) 0.16 6 2 29 4a 3a 4 a 5 (2) 6a (1) 30 ? 8 7a 10 (4) 12a (3) {11,12} ? (1) {x|11 < x < 12, x } (2) {x|11 < x 12, x } (3) {x|10 x < 12, x } (4) {x|10 < x 12, x } Integrated Algebra June 09 [10] II 3 , , . , . [ 6] 1 31 2 . . A, N, G, L, E ? Integrated Algebra June 09 [11] [ ] 32 4x3 36x Integrated Algebra June 09 . [12] . 33 . Theresa , , , Isabelle . , . Truman ? Integrated Algebra June 09 [13] [ ] III 3 , , . [ 9] 1 . AD ABCD . B A Integrated Algebra June 09 . . . BC 16 O 34 3 . , C O [14] E D 4 3 CE= 4 3 35 . Robert $5,000 34% . 3 Integrated Algebra June 09 . Robert [15] [ ] 36 10 . . . . Integrated Algebra June 09 [16] IV 3 , , . , 1 . 4 . [12] . 50 37 . 52 . . ? ? . Integrated Algebra June 09 [17] [ ] 4 38 30 . 41 , 58 , 61 , 54 , 49 , 46 , 52 , 58 , 67 , 43 , 47 , 60 , 52 , 58 , 48 , 44 , 59 , 66 , 62 , 55 , 44 , 49 , 62 , 61 , 59 , 54 , 57 , 58 , 63 , 60 . ( : ) 40-44 45-49 50-54 55-59 60-64 65-69 . Integrated Algebra June 09 [18] 38 Integrated Algebra June 09 [19] [ ] x 39 y . y = x2 6x + 1 y + 2x = 6 y x Integrated Algebra June 09 [20] Integrated Algebra June 09 [23] . . The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION 2009 6 19 , 1 15 ................................................ ................................................ - 4 15 :I I ............... ................................... I . I 30 . 1 .................... 9 .................... 17 . . . . . . . . . . . . . . . . . . . . 25 . . . . . . . . . . . . . . . . . . . . 2 .................... 10 . . . . . . . . . . . . . . . . . . . . 18 . . . . . . . . . . . . . . . . . . . . 26 . . . . . . . . . . . . . . . . . . . . 3 .................... 11 . . . . . . . . . . . . . . . . . . . . 19 . . . . . . . . . . . . . . . . . . . . 27 . . . . . . . . . . . . . . . . . . . . 4 .................... 12 . . . . . . . . . . . . . . . . . . . . 20 . . . . . . . . . . . . . . . . . . . . 28 . . . . . . . . . . . . . . . . . . . . 5 .................... 13 . . . . . . . . . . . . . . . . . . . . 21 . . . . . . . . . . . . . . . . . . . . 29 . . . . . . . . . . . . . . . . . . . . 6 .................... 14 . . . . . . . . . . . . . . . . . . . . 22 . . . . . . . . . . . . . . . . . . . . 30 . . . . . . . . . . . . . . . . . . . . 7 .................... 15 . . . . . . . . . . . . . . . . . . . . 23 . . . . . . . . . . . . . . . . . . . . 8 .................... 16 . . . . . . . . . . . . . . . . . . . . 24 . . . . . . . . . . . . . . . . . . . . II, III, IV . . . Integrated Algebra June 09 [27] INTEGRATED ALGEBRA KOREAN EDITION Rater s/Scorer s Name (minimum of three) INTEGRATED ALGEBRA Question Maximum Credit Part I 1 30 60 Part II 31 2 32 2 33 2 34 3 35 3 36 3 37 4 38 4 39 4 Part IV Maximum Total Rater s/Scorer s Initials Total Raw Score Part III Credits Earned Checked by 87 Scaled Score (from conversion chart) [28] INTEGRATED ALGEBRA KOREAN EDITION Integrated Algebra June 09 FOR TEACHERS ONLY The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION INTEGRATED ALGEBRA Friday, June 19, 2009 1:15 to 4:15 p.m., only SCORING KEY AND RATING GUIDE Mechanics of Rating The following procedures are to be followed for scoring student answer papers for the Regents Examination in Integrated Algebra. More detailed information about scoring is provided in the publication Information Booklet for Scoring the Regents Examination in Integrated Algebra. Use only red ink or red pencil in rating Regents papers. Do not attempt to correct the student s work by making insertions or changes of any kind. Use check marks to indicate student errors. Unless otherwise specified, mathematically correct variations in the answers will be allowed. Units need not be given when the wording of the questions allows such omissions. Each student s answer paper is to be scored by a minimum of three mathematics teachers. On the back of the student s detachable answer sheet, raters must enter their initials in the boxes next to the questions they have scored and also write their name in the box under the heading Rater s/Scorer s Name. Raters should record the student s scores for all questions and the total raw score on the student s detachable answer sheet. Then the student s total raw score should be converted to a scaled score by using the conversion chart that will be posted on the Department s web site http://www.emsc.nysed.gov/osa/ o n Friday, June 19, 2009. The student s scaled score should be entered in the box provided on the student s detachable answer sheet. The scaled score is the student s final examination score. INTEGRATED ALGEBRA continued Part I Allow a total of 60 credits, 2 credits for each of the following. Allow credit if the student has written the correct answer instead of the numeral 1, 2, 3, or 4. (1) 4 (9) 3 (17) 1 (25) 2 (2) 4 (10) 2 (18) 1 (26) 3 (3) 1 (11) 4 (19) 3 (27) 4 (4) 2 (12) 2 (20) 1 (28) 2 (5) 3 (13) 3 (21) 2 (29) 2 (6) 4 (14) 1 (22) 1 (30) 4 (7) 1 (15) 3 (23) 2 (8) 2 (16) 4 (24) 3 [2] INTEGRATED ALGEBRA continued Updated information regarding the rating of this examination may be posted on the New York State Education Department s web site during the rating period. Check this web site http://www.emsc.nysed.gov/osa/ and select the link Examination Scoring Information for any recently posted information regarding this examination. This site should be checked before the rating process for this examination begins and several times throughout the Regents examination period. General Rules for Applying Mathematics Rubrics I. General Principles for Rating The rubrics for the constructed-response questions on the Regents Examination in Integrated Algebra are designed to provide a systematic, consistent method for awarding credit. The rubrics are not to be considered all-inclusive; it is impossible to anticipate all the different methods that students might use to solve a given problem. Each response must be rated carefully using the teacher s professional judgment and knowledge of mathematics; all calculations must be checked. The specific rubrics for each question must be applied consistently to all responses. In cases that are not specifically addressed in the rubrics, raters must follow the general rating guidelines in the publication Information Booklet for Scoring the Regents Examination in Integrated Algebra, use their own professional judgment, confer with other mathematics teachers, and/or contact the consultants at the State Education Department for guidance. During each Regents examination administration period, rating questions may be referred directly to the Education Department. The contact numbers are sent to all schools before each administration period. II. Full-Credit Responses A full-credit response provides a complete and correct answer to all parts of the question. Sufficient work is shown to enable the rater to determine how the student arrived at the correct answer. When the rubric for the full-credit response includes one or more examples of an acceptable method for solving the question (usually introduced by the phrase such as ), it does not mean that there are no additional acceptable methods of arriving at the correct answer. Unless otherwise specified, mathematically correct alternative solutions should be awarded credit. The only exceptions are those questions that specify the type of solution that must be used; e.g., an algebraic solution or a graphic solution. A correct solution using a method other than the one specified is awarded half the credit of a correct solution using the specified method. III. Appropriate Work Full-Credit Responses: The directions in the examination booklet for all the constructed-response questions state: Clearly indicate the necessary steps, including appropriate formula substitutions, diagrams, charts, etc. The student has the responsibility of providing the correct answer and showing how that answer was obtained. The student must construct the response; the teacher should not have to search through a group of seemingly random calculations scribbled on the student paper to ascertain what method the student may have used. Responses With Errors: Rubrics that state Appropriate work is shown, but are intended to be used with solutions that show an essentially complete response to the question but contain certain types of errors, whether computational, rounding, graphing, or conceptual. If the response is incomplete; i.e., an equation is written but not solved or an equation is solved but not all of the parts of the question are answered, appropriate work has not been shown. Other rubrics address incomplete responses. IV. Multiple Errors Computational Errors, Graphing Errors, and Rounding Errors: Each of these types of errors results in a 1-credit deduction. Any combination of two of these types of errors results in a 2-credit deduction. No more than 2 credits should be deducted for such mechanical errors in any response. The teacher must carefully review the student s work to determine what errors were made and what type of errors they were. Conceptual Errors: A conceptual error involves a more serious lack of knowledge or procedure. Examples of conceptual errors include using the incorrect formula for the area of a figure, choosing the incorrect trigonometric function, or multiplying the exponents instead of adding them when multiplying terms with exponents. A response with one conceptual error can receive no more than half credit. If a response shows repeated occurrences of the same conceptual error, the student should not be penalized twice. If the same conceptual error is repeated in responses to other questions, credit should be deducted in each response. If a response shows two (or more) different major conceptual errors, it should be considered completely incorrect and receive no credit. If a response shows one conceptual error and one computational, graphing, or rounding error, the teacher must award credit that takes into account both errors; i.e., awarding half credit for the conceptual error and deducting 1 credit for each mechanical error (maximum of two deductions for mechanical errors). [3] [OVER] INTEGRATED ALGEBRA continued Part II For each question, use the specific criteria to award a maximum of two credits. Unless otherwise specified, mathematically correct alternative solutions should be awarded appropriate credit. (31) [2] 60, and appropriate work is shown, such as 5P3 or 5 4 3. [1] Appropriate work is shown, but one computational error is made. or [1] Appropriate work is shown, but one conceptual error is made, such as determining the value of 5C3. or [1] 60, but no work is shown. [0] A zero response is completely incorrect, irrelevant, or incoherent or is a correct response that was obtained by an obviously incorrect procedure. (32) [2] 4x(x 3)(x + 3), and appropriate work is shown. [1] Appropriate work is shown, but one computational or factoring error is made. or [1] Appropriate work is shown, but one conceptual error is made, such as leaving the answer as 4x(x2 9). or [1] 4x(x 3)(x + 3), but no work is shown. [0] A zero response is completely incorrect, irrelevant, or incoherent or is a correct response that was obtained by an obviously incorrect procedure. [4] INTEGRATED ALGEBRA continued (33) [2] 1 or an equivalent answer, and appropriate work is shown. 8 [1] Appropriate work is shown, but one computational error is made. or [1] Appropriate work is shown, but one conceptual error is made. or [1] 1 or an equivalent answer, but no work is shown. 8 [0] A zero response is completely incorrect, irrelevant, or incoherent or is a correct response that was obtained by an obviously incorrect procedure. [5] [OVER] INTEGRATED ALGEBRA continued Part III For each question, use the specific criteria to award a maximum of three credits. Unless otherwise specified, mathematically correct alternative solutions should be awarded appropriate credit. (34) [3] 56, and appropriate work is shown. [2] Appropriate work is shown, but one computational error is made. or 1 (4)(12 + 16) or an equivalent 2 equation, but no further correct work is shown. [2] Appropriate work is shown to find A = [1] Appropriate work is shown, but two or more computational errors are made. or [1] Appropriate work is shown, but one conceptual error is made. or [1] Appropriate work is shown to find AD = 16 and BC = 12, but no further correct work is shown. or [1] 56, but no work is shown. [0] A zero response is completely incorrect, irrelevant, or incoherent or is a correct response that was obtained by an obviously incorrect procedure. [6] INTEGRATED ALGEBRA continued (35) [3] 5,583.86, and appropriate work is shown. [2] Appropriate work is shown, but one computational or rounding error is made. [1] Appropriate work is shown, but two or more computational or rounding errors are made. or [1] Appropriate work is shown, but one conceptual error is made. or [1] A = 5000(1 + 0.0375) or an equivalent equation, but no further correct work is shown. 3 or [1] 5,583.86, but no work is shown. [0] A zero response is completely incorrect, irrelevant, or incoherent or is a correct response that was obtained by an obviously incorrect procedure. [7] [OVER] INTEGRATED ALGEBRA continued (36) [3] The data are plotted correctly, an appropriate line of best fit is drawn, and its equation is stated. [2] The data are plotted incorrectly, but an appropriate line of best fit is drawn, and an appropriate equation is stated. or [2] The data are plotted correctly, but an incorrect line of best fit is drawn, but an appropriate equation is stated. or [2] The data are plotted correctly, and an appropriate line of best fit is drawn, but its equation is not stated or is stated incorrectly. [1] The data are plotted correctly, but no further correct work is shown. or [1] The data are plotted incorrectly, but an appropriate line of best fit is drawn, but no further correct work is shown. [0] A zero response is completely incorrect, irrelevant, or incoherent or is a correct response that was obtained by an obviously incorrect procedure. [8] INTEGRATED ALGEBRA continued Part IV For each question, use the specific criteria to award a maximum of four credits. Unless otherwise specified, mathematically correct alternative solutions should be awarded appropriate credit. (37) [4] 39 and 63, and appropriate work is shown, such as using trigonometry or the Pythagorean theorem. [3] Appropriate work is shown, but one computational or rounding error is made. [2] Appropriate work is shown, but two or more computational or rounding errors are made. or [2] Appropriate work is shown, but one conceptual error is made, such as using an incorrect trigonometric function. or 50 50 and sin 52 = or an equivalent equation, but no further y x correct work is shown. [2] Tan 52 = or [2] 39 or 63, and appropriate work is shown. [1] Appropriate work is shown, but one conceptual error and one computational or rounding error are made. or 50 50 or sin 52 = or an equivalent equation, but no further y x correct work is shown. [1] Tan 52 = or [1] 39 and 63, but no work is shown. [0] 39 or 63, but no work is shown. or [0] A zero response is completely incorrect, irrelevant, or incoherent or is a correct response that was obtained by an obviously incorrect procedure. [9] [OVER] INTEGRATED ALGEBRA continued (38) [4] The frequency table is completed correctly, and a correct frequency histogram is drawn and labeled. [3] The frequency table is completed correctly, but one graphing or labeling error is made in the frequency histogram. or [3] The frequency table is completed incorrectly, but an appropriate frequency histogram is drawn and labeled. [2] The frequency table is completed correctly, but two or more graphing or labeling errors are made in the frequency histogram. or [2] The frequency table is completed correctly, but one conceptual error is made, such as drawing a cumulative frequency histogram, bar graph, or broken-line graph. [1] Appropriate work is shown, but one conceptual error and one graphing or labeling error are made in the frequency histogram. or [1] The frequency table is completed incorrectly, and two or more graphing or labeling errors are made in the frequency histogram. or [1] The frequency table is completed correctly, but no further correct work is shown. [0] A zero response is completely incorrect, irrelevant, or incoherent or is a correct response that was obtained by an obviously incorrect procedure. [10] INTEGRATED ALGEBRA continued (39) [4] Both equations are graphed correctly, and ( 1,8) and (5, 4) are stated. [3] Appropriate work is shown, but one computational or graphing error is made, but the appropriate points of intersection are stated. or [3] Both equations are graphed correctly, but only one point of intersection is stated. [2] Appropriate work is shown, but two or more computational or graphing errors are made, but appropriate points of intersection are stated. or [2] Appropriate work is shown, but one conceptual error is made. or [2] Both equations are graphed correctly, but the points of intersection are not stated or are stated incorrectly. or [2] ( 1,8) and (5, 4) are found as points of intersection, but a method other than a graphic method is used. [1] Appropriate work is shown, but one conceptual error and one computational or graphing error are made. or [1] One of the equations is graphed correctly, but no further correct work is shown. or [1] ( 1,8) and (5, 4) are stated, but no work is shown. [0] ( 1,8) or (5, 4) is stated, but no work is shown. or [0] A zero response is completely incorrect, irrelevant, or incoherent or is a correct response that was obtained by an obviously incorrect procedure. [11] INTEGRATED ALGEBRA concluded Map to Core Curriculum Content Strand Item Numbers Number Sense and Operations 10, 26, 27, 31 Algebra 2, 3, 4, 6, 7, 9, 12, 13, 14, 16, 17, 18, 21, 22, 23, 25, 29, 30, 32, 35, 37 Geometry 19, 20, 24, 34, 39 Measurement 1, 11, 28 Probability and Statistics 5, 8, 15, 33, 36, 38 Regents Examination in Integrated Algebra June 2009 Chart for Converting Total Test Raw Scores to Final Examination Scores (Scaled Scores) The Chart for Determining the Final Examination Score for the June 2009 Regents Examination in Integrated Algebra will be posted on the Department s web site http://www.emsc.nysed.gov/osa/ on Friday, June 19, 2009. Conversion charts provided for previous administrations of the Integrated Algebra examination must NOT be used to determine students final scores for this administration. Online Submission of Teacher Evaluations of the Test to the Department Suggestions and feedback from teachers provide an important contribution to the test development process. The Department provides an online evaluation form for State assessments. It contains spaces for teachers to respond to several specific questions and to make suggestions. Instructions for completing the evaluation form are as follows: 1. Go to www.emsc.nysed.gov/osa/exameval. 2. Select the test title. 3. Complete the required demographic fields. 4. Complete each evaluation question and provide comments in the space provided. 5. Click the SUBMIT button at the bottom of the page to submit the completed form. [12]

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

 

  Print intermediate debugging step

Show debugging info


 

Additional Info : Refer : Formulas (page 23) and Scoring Key (page 29)
Tags : , papers, New York State, High School Regents, Examinations, Past exams, solvedTest Papers, Education, Assessment and Testing.  


© 2010 - 2025 ResPaper. Terms of ServiceContact Us Advertise with us

 

regents chat