Trending ▼   ResFinder  

New York Regents Spanish Integrated Algebra June 2008

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 ...

INTEGRATED ALGEBRA The University of the State of New York SPANISH EDITION INTEGRATED ALGEBRA Tuesday, June 17, 2008 9:15 a.m. to 12:15 p.m. only REGENTS HIGH SCHOOL EXAMINATION LGEBRA INTEGRADA Martes, 17 de junio de 2008 9:15 a.m. a 12:15 p.m., solamente Escriba su nombre en letras de molde: Escriba el nombre de su escuela en letras de molde: Escriba su nombre y el nombre de su escuela en los recuadros de arriba en letras de molde. No se permite papel de borrador para ninguna parte de este examen, pero usted puede usar los espacios en blanco de este folleto como papel de borrador. Una hoja perforada de papel de borrador cuadriculado est provista al final de este folleto para cualquier pregunta para la cual sea til un gr fico, aunque no se requiere. Usted puede remover esta hoja del folleto. Cualquier trabajo que se realice en esta hoja de papel de borrador cuadriculado no ser calificado. Las f rmulas que podr a necesitar para contestar algunas preguntas de este examen se encuentran al final de este examen. La hoja est perforada para que pueda removerla de este folleto. Este examen contiene cuatro partes, con un total de 39 preguntas. Usted debe contestar todas las preguntas de este examen. Registre sus respuestas a las preguntas de selecci n m ltiple de la Parte I, usando un l piz No. 2 en la hoja separada de respuestas que se le dio. Escriba sus respuestas a las preguntas de las Partes II, III y IV directamente en este folleto. Todo el trabajo para las partes II, III y IV debe estar escrito con bol grafo, excepto los gr ficos y dibujos, que deben hacerse con l piz. Indique claramente los pasos necesarios, incluyendo las sustituciones apropiadas de f rmulas, diagramas, gr ficos, tablas, etc. Cuando usted haya terminado el examen, debe firmar la declaraci n impresa al final de la hoja de respuestas, indicando que usted no ten a ning n conocimiento ilegal de las preguntas o de las respuestas antes del examen y que no ha dado ni ha recibido ayuda en contestar ninguna de las preguntas durante el examen. Su hoja de respuestas no puede ser aceptada si usted no firma esta declaraci n. Aviso: Una calculadora para graficar y una regla tienen que estar disponibles para su uso mientras toma este examen. El uso de cualquier aparato destinado a la comunicaci n est estrictamente prohibido mientras est realizando el examen. Si usted utiliza cualquier aparato destinado a la comunicaci n, aunque sea brevemente, su examen ser invalidado y no se calcular su calificaci n. NO ABRA ESTE FOLLETO DE EXAMEN HASTA QUE SE LE INDIQUE. INTEGRATED ALGEBRA SPANISH EDITION Parte I Conteste todas las preguntas en esta parte. Cada respuesta correcta recibir 2 puntos. No se dar cr dito parcial. Para cada pregunta, anote sus respuestas usando un l piz no. 2 en la hoja separada de respuestas que se le dio. [60] Utilice este espacio para sus c lculos. 1 Qu gr fico representa una funci n lineal? y y x x (1) (3) y y x (2) Integrated Algebra June 08 Spanish Edition x (4) [2] 2 Una aguja giratoria est dividida en ocho regiones iguales, como se muestra en el siguiente diagrama. Utilice este espacio para sus c lculos. Amarillo Blanco Negro Verde Amarillo Verde Blanco Amarillo Qu evento es m s probable que ocurra en una rotaci n? (1) La flecha caer en una zona verde o blanca. (2) La flecha caer en una zona verde o negra. (3) La flecha caer en una zona amarilla o negra. (4) La flecha caer en una zona amarilla o verde. 3 Una escuela quiere a adir un programa mixto de f tbol. Se har una encuesta para determinar el inter s de los estudiantes en el programa. Con el fin de obtener una muestra imparcial, a qu grupo deber a encuestar la escuela? (1) a todo tercer estudiante que entre al edificio (2) a todos los miembros del equipo de f tbol americano (3) a todos los miembros de la clase de teatro de la Sra. Zimmer (4) a todos los estudiantes que tienen clase de franc s en el segundo periodo 4 Factorizada, la expresi n 16x2 25y2 es equivalente a (1) (4x 5y)(4x + 5y) (3) (8x 5y)(8x + 5y) (2) (4x 5y)(4x 5y) (4) (8x 5y)(8x 5y) Integrated Algebra June 08 Spanish Edition [3] [AL DORSO] 5 Hay una correlaci n negativa entre el n mero de horas que un estudiante mira televisi n y su nota en la prueba de ciencias sociales. Qu gr fico de dispersi n muestra esta correlaci n? 100 100 50 50 0 5 0 10 (1) 5 10 (3) 100 100 50 50 0 5 0 10 (2) 5 10 (4) 6 Jack compr 3 pedazos de pizza de queso y 4 pedazos de pizza de hongos champi ones por un costo total de $12.50. Grace compr 3 pedazos de pizza de queso y 2 pedazos de pizza de champi ones por un costo total de $8.50. Cu l es el costo de un pedazo de pizza de champi ones? (1) $1.50 (3) $3.00 (2) $2.00 (4) $3.50 Integrated Algebra June 08 Spanish Edition 08 [4] Utilice este espacio para sus c lculos. Utilice este espacio para sus c lculos. 7 Cu l es el producto de 3x2y y (5xy2 + xy)? (1) 15x3y3 3x3y2 (3) 15x2y2 3x2y (2) 15x3y3 3x3y (4) 15x3y3 + xy 8 El equipo de bolos (bowling) de la Escuela Secundaria Lincoln debe elegir presidente, vicepresidente y secretario. Si el equipo tiene 10 miembros, qu expresi n se podr a usar para determinar el n mero de maneras en que se podr a elegir a los funcionarios? (1) 3P10 (3) 10 P3 (2) 7P3 (4) 10 P7 9 Lenny construy un cubo en la clase de tecnolog a. Cada borde med a 1.5 cm. Cu l es el volumen del cubo en cent metros c bicos? (1) 2.25 (3) 9.0 (2) 3.375 (4) 13.5 10 Qu par ordenado es una soluci n del sistema de ecuaciones y = x e y = x2 2? (1) ( 2, 2) (3) (0,0) (2) ( 1,1) (4) (2,2) Integrated Algebra June 08 Spanish Edition [5] [AL DORSO] 11 Cu les son el v rtice y el eje de simetr a de la par bola que se muestra en el siguiente diagrama? y x (1) El v rtice es ( 2, 3), y el eje de simetr a es x = 2. (2) El v rtice es ( 2, 3), y el eje de simetr a es y = 2. (3) El v rtice es ( 3, 2), y el eje de simetr a es y = 2. (4) El v rtice es ( 3, 2), y el eje de simetr a es x = 2. 12 Pam juega con canicas rojas y negras. El n mero de canicas rojas que ella tiene es tres m s que el doble del n mero de canicas negras que ella tiene. Ella tiene 42 canicas en total. Cu ntas canicas rojas tiene Pam? (1) 13 (3) 29 (2) 15 (4) 33 Integrated Algebra June 08 Spanish Edition 08 [6] Utilice este espacio para sus c lculos. Utilice este espacio para sus c lculos. 13 Cu l es la mitad de 26? (1) 13 (3) 23 (2) 16 (4) 25 14 Qu ecuaci n representa una l nea que es paralela a la l nea y = 4x + 5? 1 (1) y = 4x + 3 (3) y = 4 x + 3 1 (2) y = - 4 x + 5 (4) y = 4x + 5 x+ 3 x2 - 1 15 Cu l es el producto de x + 1 y 3x - 3 expresado en la forma m s simple? (1) x (2) x 3 (3) x + 3 (4) Integrated Algebra June 08 Spanish Edition x+3 3 [7] [AL DORSO] 16 El poste central de una carpa mide 8 pies de largo y un lado de la carpa mide 12 pies de largo como se muestra en el siguiente diagrama. A Si se forma un ngulo recto donde el poste central toca el suelo, cu l es la medida del ngulo A al grado m s cercano? (1) 34 (3) 48 (2) 42 (4) 56 x+ 4 17 Qu valor de x hace que la expresi n x - 3 sea indefinida? (1) 4 (3) 3 (2) 3 (4) 0 18 Considere el conjunto de n meros enteros mayor que 2 y menor que 6. Un subconjunto de este conjunto se compone de los factores positivos de 5. Cu l es el complemento de este subconjunto? (1) {0, 2, 3, 4} (3) { 2, 1, 0, 2, 3, 4, 6} (2) { 1, 0, 2, 3, 4} (4) { 2, 1, 0, 1, 2, 3, 4, 5, 6} Integrated Algebra June 08 Spanish Edition 08 [8] Utilice este espacio para sus c lculos. 19 Qu conjunto de datos describe una situaci n que se podr a clasificar como cualitativa? Utilice este espacio para sus c lculos. (1) las elevaciones de las cinco monta as m s altas del mundo (2) las edades de presidentes en el momento de su inauguraci n (3) las opiniones de estudiantes con respecto a los almuerzos de la escuela (4) las tallas de zapatos de los jugadores del equipo de baloncesto 20 Cu l es la pendiente de la l nea que pasa por los puntos ( 6,1) y (4, 4)? (1) 2 (2) 2 1 (3) - 2 1 (4) 2 21 Los estudiantes de una clase de noveno grado midieron sus estaturas, e, en cent metros. La estatura del estudiante m s bajo fue 155 cm, y la estatura del estudiante m s alto fue 190 cm. Qu desigualdad representa el rango de las estaturas? (1) 155 < e < 190 (3) e 155 e 190 (2) 155 e 190 (4) e > 155 e < 190 Integrated Algebra June 08 Spanish Edition [9] [AL DORSO] 22 La siguiente tabla muestra una distribuci n de frecuencias acumulativas de las edades de los corredores. Distribuci n de frecuencias acumulativas de las edades de los corredores Grupo de edad Total 20 29 8 20 39 18 20 49 25 20 59 31 20 69 35 De acuerdo con la tabla, Cu ntos corredores tienen entre 40 y 49 a os? (1) 25 (3) 7 (2) 10 (4) 6 23 El Sr. Turner compr x cajas de l pices. Cada caja tiene 25 l pices. l dej 3 cajas de l pices en casa y llev el resto a la escuela. Qu expresi n representa el n mero total de l pices que llev a la escuela? (1) 22x (3) 25 3x (2) 25x 3 (4) 25x 75 24 Qu expresi n representa 2x 2 - 12x x - 6 en su forma m s simple? (1) 0 (3) 4x (2) 2x (4) 2x + 2 Integrated Algebra June 08 Spanish Edition [10] Utilice este espacio para sus c lculos. Utilice este espacio para sus c lculos. 25 Don coloc una escalera contra el lado de su casa, como se muestra en el siguiente diagrama. Escalera 20 pies 19.5 pies x Qu ecuaci n se podr a usar para encontrar la distancia, x, desde el pie de la escalera hasta la base de la casa? (1) x = 20 19.5 (2) x = 202 19.52 (3) x = (4) x = 20 2 - 19.5 2 20 2 + 19.5 2 5 x + 13 26 Qu valor de x es una soluci n de x = 6 ? (1) 2 (3) 10 (2) 3 (4) 15 27 La Sra. Ayer pinta el exterior de la caja de juguetes de su hijo, incluyendo la tapa y el fondo. La caja de juguetes mide 3 pies de largo, 1.5 pies de ancho y 2 pies de altura. Cu l es el rea total de la superficie que pintar ? (1) 9.0 pies2 (3) 22.5 pies2 (2) 13.5 pies2 (4) 27.0 pies2 Integrated Algebra June 08 Spanish Edition [11] [AL DORSO] Utilice este espacio para sus c lculos. 28 Cu l es (1) 2 32 4 expresada en la forma radical m s simple? (3) 8 (2) 4 2 (4) 8 2 29 Considere el gr fico de la ecuaci n y = ax2 + bx + c, cuando a 0. Si a se multiplica por 3, qu es verdadero acerca del gr fico de la par bola resultante? (1) El v rtice est 3 unidades por encima del v rtice de la par bola original. (2) La nueva par bola est 3 unidades a la derecha de la par bola original. (3) La nueva par bola es m s ancha que la par bola original. (4) La nueva par bola es m s angosta que la par bola original. 30 Kathy planea comprar un autom vil que se deprecia (pierde valor) a una tasa de 14% por a o. El costo inicial del autom vil es $21,000. Qu ecuaci n representa el valor, v, del autom vil despu s de 3 a os? (1) v = 21,000(0.14)3 (3) v = 21,000(1.14)3 (2) v = 21,000(0.86)3 (4) v = 21,000(0.86)(3) Integrated Algebra June 08 Spanish Edition [12] Parte II Conteste todas las preguntas en esta parte. Cada respuesta correcta recibir 2 puntos. Indique claramente los pasos necesarios, incluyendo las sustituciones apropiadas de f rmulas, diagramas, gr ficos, tablas, etc. Para todas las preguntas en esta parte, una respuesta num rica correcta, que no muestre el trabajo, recibir solamente un punto. Todas las respuestas se deben escribir con bol grafo, menos los gr ficos y los dibujos, los cuales deben realizarse con l piz. [6] 31 Tom condujo 290 millas de su universidad a su casa y us 23.2 galones de gasolina. Su hermana, Ann, condujo 225 millas de su universidad a su casa y us 15 galones de gasolina. El veh culo de qui n gast menos gasolina por milla? Justifique su respuesta. Integrated Algebra June 08 [13] [AL DORSO] 32 Un dise ador cre el logotipo que se muestra abajo. El logotipo consiste en un cuadrado y cuatro cuartos de c rculo de igual tama o. Exprese, en t rminos de , el rea exacta, en pulgadas cuadradas, de la regi n sombreada. Integrated Algebra June 08 Spanish Edition 08 [14] 33 Maureen observa la variaci n de las temperaturas exteriores durante tres d as. Ella registra la siguiente informaci n. t t t Exprese la intersecci n de los tres conjuntos como una desigualdad en t rminos de temperatura, t. Integrated Algebra June 08 Spanish Edition [15] [AL DORSO] Parte III Conteste todas las preguntas en esta parte. Cada respuesta correcta recibir 3 puntos. Indique claramente los pasos necesarios, incluyendo las sustituciones apropiadas de f rmulas, diagramas, gr ficos, tablas, etc. Para todas las preguntas en esta parte, una respuesta num rica correcta, que no muestre el trabajo, recibir solamente un punto. Todas las respuestas se deben escribir con bol grafo, menos los gr ficos y los dibujos, los cuales deben realizarse con l piz. [9] 34 Peter comienza su a o de kinder (jard n de infancia) pudiendo deletrear 10 palabras. l va a aprender a deletrear 2 palabras nuevas cada d a. Escriba una desigualdad que se pueda usar para determinar cu ntos d as, d, le toma a Peter poder deletrear al menos 75 palabras. Use esta desigualdad para determinar el n mero m nimo de d as enteros que le tomar poder deletrear al menos 75 palabras. Integrated Algebra June 08 Spanish Edition [16] 35 La tienda de discos Hudson tiene una rebaja por cierre definitivo. Los DC (discos compactos) normalmente se venden por $18.00. Durante la primera semana de la rebaja, todos los DC se vender n por $15.00. Escrita como fracci n, cu l es la tasa de descuento? C mo se expresa esta tasa en forma de porcentaje? Redondee su respuesta al cent simo de un por ciento m s cercano. Durante la segunda semana de la rebaja, los mismos DC estar n rebajados en un 25% del precio original. Cu l es el precio de un DC durante la segunda semana de la rebaja? Integrated Algebra June 08 Spanish Edition [17] [AL DORSO] 36 Grafique la ecuaci n y = x2 2x 3 en el siguiente conjunto de ejes. Usando el gr fico, determine las ra ces de la ecuaci n x2 2x 3 = 0. y x Integrated Algebra June 08 Spanish Edition [18] Parte IV Conteste todas las preguntas en esta parte. Cada respuesta correcta recibir 4 puntos. Indique claramente los pasos necesarios, incluyendo las sustituciones apropiadas de f rmulas, diagramas, gr ficos, tablas, etc. Para todas las preguntas en esta parte, una respuesta num rica correcta, que no muestre el trabajo, recibir solamente un punto. Todas las respuestas se deben escribir con bol grafo, menos los gr ficos y los dibujos, los cuales deben realizarse con l piz. [12] 37 Un contratista necesita 54 pies cuadrados de ladrillos para construir un camino rectangular. El largo del camino es 15 pies m s que el ancho. Escriba una ecuaci n que se podr a usar para determinar las dimensiones del camino. Resuelva esta ecuaci n para determinar el largo y el ancho, en pies, del camino. Integrated Algebra June 08 Spanish Edition [19] [AL DORSO] 38 Sophie midi un trozo de papel que ten a 21.7 cm por 28.5 cm. El trozo de papel mide en realidad 21.6 cm por 28.4 cm. Determine el n mero de cent metros cuadrados que hay en el rea del trozo de papel usando las medidas de Sophie. Determine el n mero de cent metros cuadrados que hay en el rea real del trozo de papel. Determine el error relativo al calcular el rea. Exprese su respuesta como un decimal al mil simo m s cercano. Sophie no cree que haya una cantidad significativa de error. Est de acuerdo o en desacuerdo? Justifique su respuesta. Integrated Algebra June 08 Spanish Edition [20] 39 Los precios de siete autom viles de carrera que se vendieron la semana pasada aparecen en la siguiente tabla. $126,000 1 $140,000 2 $180,000 1 $400,000 2 $819,000 1 Cu l es la media del valor de estos autom viles de carrera, en d lares? Cu l es la mediana del valor de estos autom viles de carrera, en d lares? Enuncie cu l de estas medidas de tendencia central representa mejor el valor de los siete autom viles de carrera. Justifique su respuesta. Integrated Algebra June 08 Spanish Edition [21] Desprender por la l nea perforada Desprender por la l nea perforada Desprender por la l nea perforada Desprender por la l nea perforada Desprender por la l nea perforada Hoja de Referencia sen A opuesto hipotenusa cos A = adyacente hipotenusa tan A Razones trigonom tricas = = opuesto adyacente rea trapecio 1 A = h ( b 1 + b 2) 2 Volumen cilindro V = r 2h prisma rectangular SA = 2lw + 2hw + 2lh Desprender por la l nea perforada rea de superficie cilindro Geometr a anal tica Integrated Algebra June 08 Spanish Edition SA = 2 r2 + 2 rh y y y m = x = x 2 x 1 2 1 [27] INTEGRATED ALGEBRA SPANISH EDITION Desprender por la l nea perforada Desprender por la l nea perforada INTEGRATED ALGEBRA SPANISH EDITION FOR TEACHERS ONLY The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION INTEGRATED ALGEBRA Tuesday, June 17, 2008 9:15 a.m. to 12:15 p.m., only SCORING KEY 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 a No. 2 pencil in rating the Regents Examination in Integrated Algebra. Do not attempt to correct the student s work by making insertions or changes of any kind. Scoring overlays have been included in the package of scoring materials and must be used to score Part I, the multiple-choice section. When scoring the examination: cut out the rectangular space on the bottom of the scoring overlay to record the total Part I score do not punch holes in the scoring overlay do not m ake any marks on the answer sheet, other than in the spaces provided for recording scores do not machine scan the answer sheets. Marking up or scanning these answer sheets will interfere with the score collection. 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 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 answer sheet. Make a careful record to be retained in the school of the total raw score earned by each student. The State Education Department will provide a recordkeeping form for this purpose as part of the detailed directions for administering and scoring the June 2008 Regents Examination in Integrated Algebra. The conversion chart for the Regents Examination in Integrated Algebra will be posted on the Department s web site http://www.emsc.nysed.gov/osa/ no later than Rating Day, Thursday, June 26, 2008. INTEGRATED ALGEBRA continued Part I Allow a total of 60 credits, 2 credits for each of the following: (1) 1 (9) 2 (17) 3 (25) 3 (2) 4 (10) 4 (18) 2 (26) 4 (3) 1 (11) 1 (19) 3 (27) 4 (4) 1 (12) 3 (20) 3 (28) 1 (5) 4 (13) 4 (21) 2 (29) 4 (6) 2 (14) 1 (22) 3 (30) 2 (7) 1 (15) 4 (23) 4 (8) 3 (16) 2 (24) 2 [2] [OVER] 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 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; i.e., 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 b een 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). I. [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] Ann s, and appropriate work is shown to justify the answer. [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] Appropriate work is shown calculating gas mileage of both vehicles, but no further correct work is shown. [0] Ann s, 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. (32) [2] 36 9 or 36 32 , and appropriate work is shown. [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] Appropriate work is shown, but the answer is not expressed in terms of . or [1] 36 9 , 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] [OVER] INTEGRATED ALGEBRA continued (33) [2] 0 t 40 or an equivalent answer. [1] Appropriate work is shown, but one conceptual error is made, such as 0 < t < 40 or 23 t 50. [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] 10 + 2d 75 or an equivalent inequality and 33, 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] An incorrect inequality of equal difficulty is solved appropriately. or [1] 10 + 2d 75, but no further correct work is shown. or [1] 33, 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] [OVER] INTEGRATED ALGEBRA continued (35) [3] 3 18 and 16 2 % or 16.6 % or equivalent answers, and $13.50, and appropriate 3 work is shown. [2] Appropriate work is shown, but one rounding error is made, such as 16.6%, 16.7%, or 17%. or [2] An incorrect fractional rate of discount is found, but an appropriate percent is stated, and $13.50 is found. or [2] Appropriate work is shown, but only two correct answers are found. [1] Appropriate work is shown, but one conceptual error is made. or [1] Appropriate work is shown, but only one correct answer is found. or [1] 3 18 , 16 2 %, and $13.50, but no work is shown. 3 [0] 3 18 , 16 2 %, or $13.50, but no work is shown. 3 or [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 correct graph is drawn, and 1 and 3 are found. [2] Appropriate work is shown, but one graphing error is made, but appropriate roots are identified. or [2] The graph of the parabola is drawn correctly, but no further correct work is shown. [1] Appropriate work is shown, but two or more graphing errors are made, but appropriate roots are identified. or [1] Appropriate work is shown, but one conceptual error is made. or [1] 1 and 3 are stated, but no work is shown. [0] 1 or 3 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. [8] [OVER] 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] An appropriate equation is written, width = 3, length = 18, and appropriate work is shown. [3] Appropriate work is shown, but one computational or factoring error is made. or [3] Appropriate work is shown, but the length and width are not labeled or are labeled incorrectly. or [3] Appropriate work is shown to find either the length or the width of the walkway, but no further correct work is shown. [2] Appropriate work is shown, but two computational or factoring errors are made. or [2] Appropriate work is shown, but one conceptual error is made. or [2] An appropriate quadratic equation in standard form (set equal to zero) is written, but no further correct work is shown. [1] Appropriate work is shown, but one conceptual error and one computational or factoring error are made. or [1] An appropriate equation is written, but no further correct work is shown. or [1] Width = 3 and length = 18, but no work is shown. [0] Width = 3 or length = 18, but no work is shown. or [0] 3 and 18, 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] 618.45, 613.44, and 0.008, and appropriate work is shown, and an appropriate justification is given. [3] Appropriate work is shown, but one computational or rounding error is made. or [3] 618.45, 613.44, and 0.008, and appropriate work is shown, but no justification is given. [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 dividing by 618.45. [1] Appropriate work is shown, but one conceptual error and one computational or rounding error are made. or [1] 618.45 and 613.44, and appropriate work is shown, but no further correct work is shown. or [1] 618.45, 613.44, and 0.008, but no work is shown. [0] 618.45 or 613.44, and appropriate work is shown, but no further correct 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. [10] [OVER] INTEGRATED ALGEBRA continued (39) [4] Mean = 315,000, median = 180,000, and the median is stated to be the best measure of central tendency, an appropriate justification is given, and appropriate work is shown. [3] Appropriate work is shown, but one computational error is made, but an appropriate measure of central tendency is stated, and an appropriate justification is given. or [3] Mean = 315,000, median = 180,000, and the median is stated to be the best measure of central tendency, but no further correct work is shown. [2] Appropriate work is shown, but two computational errors are made, but an appropriate measure of central tendency is stated, and an appropriate justification is given. or [2] Appropriate work is shown, but one conceptual error is made. or [2] Appropriate work is shown to find mean = 315,000 and median = 180,000, but no further correct work is shown. [1] Appropriate work is shown, but one conceptual error and one computational error are made. or [1] Appropriate work is shown to find mean = 315,000 or median = 180,000, but no further correct work is shown. or [1] Mean = 315,000 and median = 180,000, but no further correct work is shown, and no justification is given. [0] Mean = 315,000 or median = 180,000, but no further correct work is shown, and no justification is given. 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] [OVER] INTEGRATED ALGEBRA concluded Map to Learning Standards Key Ideas Item Numbers Number Sense and Operations 8, 28, 35 Algebra 4, 6, 7, 10, 12, 13, 14, 15, 16, 17, 18, 20, 21, 23, 24, 25, 26, 30, 33, 34, 37 Geometry 1, 9, 11, 27, 29, 32, 36 Measurement 31, 38 Probability and Statistics 2, 3, 5, 19, 22, 39 Regents Examination in Integrated Algebra June 2008 Chart for Converting Total Test Raw Scores to Final Examination Scores (Scaled Scores) The Chart for Determining the Final Examination Score for the June 2008 Regents Examination in Integrated Algebra will be posted on the Department s web site http://www.emsc.nysed.gov/osa/ on Thursday, June 26, 2008. Submitting 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] [OVER]

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 27) 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