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New York Regents Spanish Integrated Algebra August 2008

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INTEGRATED ALGEBRA The University of the State of New York SPANISH EDITION INTEGRATED ALGEBRA Wednesday, August 13, 2008 8:30 to 11:30 a.m., only REGENTS HIGH SCHOOL EXAMINATION LGEBRA INTEGRADA Mi rcoles, 13 de agosto de 2008 8:30 to 11:30 a.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. Despu s pase a la ltima p gina de este folleto, que es la hoja de respuestas para la Parte I. Doble la ltima p gina a lo largo de las perforaciones y, lenta y cuidadosamente, desprenda la hoja de respuestas. Despu s rellene el encabezamiento de su hoja de respuestas. 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. Todo el trabajo debe realizarse con bol grafo, menos los gr ficos y los dibujos, los cuales deben realizarse con l piz. 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. Escriba sus respuestas para las preguntas de selecci n m ltiple de la Parte I en la hoja separada de respuestas. Escriba sus respuestas a las preguntas de las Partes II, III y IV directamente en este folleto. 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 hacer gr ficos 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 de esta parte. Cada respuesta correcta recibir 2 puntos. No se dar cr dito parcial. Para cada pregunta, escriba en la hoja separada de respuestas, el n mero que precede a la palabra o expresi n que completa mejor la afirmaci n o contesta mejor a la pregunta. [60] Utilice este espacio para sus c lculos. 1 Qu valor de p es la soluci n de 5p 1 = 2p + 20? (1) 19 7 19 (2) 3 (3) 3 (4) 7 2 El enunciado 2 + 0 = 2 es un ejemplo de qu propiedad de los n meros reales ? (1) asociativa (3) del inverso aditivo (2) de identidad aditiva (4) distributiva 3 La Sra. Smith escribi en la pizarra Ocho menos que tres veces un n mero es mayor que quince . Si x representa el n mero, qu desigualdad es una traducci n correcta de este enunciado? (1) 3x 8 > 15 (3) 8 3x > 15 (2) 3x 8 < 15 (4) 8 3x < 15 Integrated Algebra Aug. 08 Spanish Edition [2] 4 Que enunciado es verdadero acerca del conjunto de datos 3, 4, 5, 6, 7, 7, 10? (1) media = modo (3) media = mediana (2) media > modo Utilice este espacio para sus c lculos. (4) media < mediana 5 Qu valor de x pertenece al conjunto de soluciones de la desigualdad 4x + 2 > 10? (1) 2 (3) 3 (2) 2 (4) 4 6 Completamente descompuesta en factores, la expresi n 2x2 + 10x 12 es equivalente a (1) 2(x 6)(x + 1) (3) 2(x + 2)(x + 3) (2) 2(x + 6)(x 1) (4) 2(x 2)(x 3) Integrated Algebra Aug. 08 Spanish Edition [3] [AL DORSO] 0 x y 16 14 12 10 8 6 4 2 0 30 60 90 120 150 180 210 240 270 300 16 14 12 10 8 6 4 2 Gasolina en el tanque (galones) y 30 60 90 120 150 180 210 240 270 300 Gasolina en el tanque (galones) 7 El tanque de gasolina de un autom vil tiene capacidad para un total de 16 galones de gasolina. El autom vil recorre 75 millas con 4 galones de gasolina. Si el tanque de gasolina est lleno al iniciar un viaje, qu gr fico representa la tasa de cambio de la cantidad de gasolina que hay en el tanque? Distancia (millas) Distancia (millas) x y 16 14 12 10 8 6 4 2 0 30 60 90 120 150 180 210 240 270 300 0 Gasolina en el tanque (galones) (3) y 30 60 90 120 150 180 210 240 270 300 Gasolina en el tanque (galones) (1) 16 14 12 10 8 6 4 2 Distancia (millas) Distancia (millas) (2) (4) 8 Si 3ax + b = c, entonces x es igual a (1) c b + 3a (2) c + b 3a x c b 3a b c (4) 3a (3) Integrated Algebra Aug. 08 Spanish Edition [4] x Utilice este espacio para sus c lculos. 9 El largo de la hipotenusa de un tri ngulo rect ngulo es 34 pulgadas y el largo de uno de los catetos es 16 pulgadas. Cu l es el largo, en pulgadas, del otro cateto de este tri ngulo rect ngulo? (1) 16 (3) 25 (2) 18 Utilice este espacio para sus c lculos. (4) 30 10 Qu ecuaci n representa una l nea paralela al eje x? 1 (1) x = 5 (3) x = 3 y (2) y = 10 (4) y = 5x + 17 11 Sam y Odel han estado vendiendo pizzas congeladas para recaudar fondos para su clase. La cantidad de pizzas que Sam ha vendido es la mitad de las que ha vendido Odel. Juntos han vendido un total de 126 pizzas. Cu ntas pizzas vendi Sam? (1) 21 (3) 63 (2) 42 (4) 84 12 Qu par ordenado pertenece al conjunto de soluciones del sistema de ecuaciones y = x + 1 e y = x2 + 5x + 6? (1) ( 5, 1) (3) (5, 4) (2) ( 5,6) (4) (5,2) Integrated Algebra Aug. 08 Spanish Edition [5] [AL DORSO] 13 Una integrante de un equipo de nataci n se tir de clavado desde un trampol n de 14 pies de altura. La siguiente par bola muestra la trayectoria de su clavado. y 24 Altura (pies) 20 16 12 8 4 0 2 4 6 8 x 10 Distancia desde el trampol n (pies) Qu ecuaci n representa el eje de simetr a? (1) x = 3 (3) x = 23 (2) y = 3 (4) y = 23 14 La clase de aer bicos de Nicole hace ejercicio al ritmo de m sica r pida. Si la velocidad de la m sica es 120 golpes por minuto, cu ntos golpes se escuchar an en una clase que dura 0.75 horas? (1) 90 (3) 5,400 (2) 160 (4) 7,200 Integrated Algebra Aug. 08 Spanish Edition [6] Utilice este espacio para sus c lculos. 15 Luis va a pintar una cancha de baloncesto en la entrada a su casa, seg n se muestra en el siguiente diagrama. Esta cancha de baloncesto consiste de un rect ngulo y un semic rculo. Utilice este espacio para sus c lculos. 8 pies 10 pies Qu expresi n representa el rea de esta cancha de baloncesto, en pies cuadrados? (1) 80 (3) 80 + 16 (2) 80 + 8 (4) 80 + 64 16 John va a colocar en fila sus cuatro trofeos de golf en un estante de su dormitorio. De cu ntas maneras distintas es posible que l acomode sus trofeos? (1) 24 (3) 10 (2) 16 (4) 4 Integrated Algebra Aug. 08 Spanish Edition [7] [AL DORSO] 17 Un rect ngulo tiene un rea de 24 unidades cuadradas. El ancho es 5 unidades menos que el largo. Cu l es el largo, en unidades, del rect ngulo? (1) 6 (3) 3 (2) 8 (4) 19 18 Cu l es el valor del tercer cuartil que se muestra en el siguiente gr fico de cajas y l neas? 0 3 6 (1) 6 12 (3) 10 (2) 8.5 9 (4) 12 19 Cuando se resta 3g2 4g + 2 de 7g2 + 5g 1, la diferencia es (1) 4g2 9g + 3 (3) 4g2 + 9g 3 (2) 4g2 + g + 1 (4) 10g2 + g + 1 20 Qu valor de x es una soluci n de 2x + 1 = 7x - 2 ? 53 15 3 (1) __ 5 (3) 3 31 (2) ___ 26 (4) 7 Integrated Algebra Aug. 08 Spanish Edition [8] Utilice este espacio para sus c lculos. 21 Qu expresi n representa 5 (1) x (2) -5 x 25x - 125 en su forma m s simple? x 2 - 25 25 (3) x-5 25 (4) x+5 Utilice este espacio para sus c lculos. 22 Qu ecuaci n representa de manera m s cercana la l nea de ajuste ptimo para el siguiente gr fico de dispersi n? Dinero (d lares) y Dinero ganado cuidando ni os 12 11 10 9 8 7 6 5 4 3 2 1 0 1 2 3 4 5 6 7 8 9 10 11 12 x Tiempo cuidando ni os (horas) (1) y = x 3 (3) y = 2 x + 4 2 (2) y = 3 x + 1 3 (4) y = 2 x + 1 23 En una ecuaci n lineal, la variable independiente aumenta a una velocidad constante mientras que la variable dependiente disminuye a una velocidad constante. La pendiente de esta l nea es (1) cero (3) positiva (2) negativa (4) indefinida Integrated Algebra Aug. 08 Spanish Edition [9] [AL DORSO] 24 Qu ecuaci n se podr a usar para encontrar la medida de un ngulo agudo en el tri ngulo rect ngulo que se muestra a continuaci n? A 5 C B 4 4 (1) sen A = 5 5 (3) cos B = 4 5 (2) tan A = 4 4 (4) tan B = 5 25 Qu par ordenado pertenece al conjunto de soluciones del siguiente sistema de desigualdades? y< 1 x+4 2 y x + 1 (1) ( 5,3) (3) (3, 5) (2) (0,4) (4) (4,0) x2 - 1 4x 26 Cu l es el producto de x - 1 y 3x + 3 expresado en la forma m s simple? 4x (1) 3 (3) 4x 2 3 (x + 1 ) 4x 2 3 (4) 4 (x + 1) 3 (2) Integrated Algebra Aug. 08 Spanish Edition [10] Utilice este espacio para sus c lculos. Utilice este espacio para sus c lculos. 27 Cu l expresi n es equivalente a (3x ) ? 23 (1) 9x5 (3) 27x5 (2) 9x6 (4) 27x6 28 Ryan calcula que el volumen de un recipiente de palomitas de ma z es 282 pulgadas c bicas. El volumen real del recipiente de palomitas de ma z es 289 pulgadas c bicas. Cu l es el error relativo de la medida obtenida por Ryan a la mil sima m s cercana? (1) 0.024 (3) 0.096 (2) 0.025 (4) 1.025 29 En el diagrama del ABC que se muestra a continuaci n, BC = 10 y AB = 16. B C A Cu l es la medida del ngulo agudo m s grande del tri ngulo a la d cima m s cercana de grado? (1) 32.0 (3) 51.3 (2) 38.7 (4) 90.0 Integrated Algebra Aug. 08 Spanish Edition [11] [AL DORSO] 30 Las caras de un cubo est n numeradas del 1 al 6. Si el cubo se tira una vez, cu l es la probabilidad de que se obtenga un n mero primo o un n mero divisible entre 2? 6 (1) __ 6 5 (2) __ 6 4 (3) __ 6 1 (4) __ 6 Integrated Algebra Aug. 08 Spanish Edition [12] Utilice este espacio para sus c lculos. Parte II Conteste todas las preguntas de 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 de esta parte, una respuesta num rica correcta que no muestre el trabajo recibir s lo un punto. [6] 31 En un partido de hockey sobre hielo, tom 0.8 segundos que el disco de hockey recorriera 89 pies hasta la l nea de gol. Determine la velocidad promedio del disco en pies por segundo. Integrated Algebra Aug. 08 Spanish Edition [13] [AL DORSO] 32 Brianna est usando las dos agujas giratorias que se muestran abajo para jugar su nuevo juego de mesa. Ella hace girar cada aguja giratoria una vez. Brianna usa la primera aguja giratoria para determinar cu ntos espacios moverse. Ella usa la segunda aguja giratoria para determinar si avanzar o retroceder al moverse esos espacios. 1 4 2 Retroceder 3 Avanzar Encuentre la probabilidad de que Brianna se mueva menos de cuatro espacios y retroceda. Integrated Algebra Aug. 08 Spanish Edition [14] 33 El equipo de baloncesto de una escuela secundaria est integrado por doce jugadores. Las camisetas del equipo est n numeradas del 1 al 12. Los jugadores que usan las camisetas numeradas 3, 6, 7, 8 y 11 son los nicos jugadores que comienzan el partido. Usando notaci n de conjuntos, indique el complemento de este subconjunto. Integrated Algebra Aug. 08 Spanish Edition [15] [AL DORSO] Parte III Conteste todas las preguntas de 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 de esta parte, una respuesta num rica correcta, que no muestre el trabajo, recibir solamente un punto. [9] ___ __ 34 Exprese el producto de 3 20 (2 5 7) en la forma radical m s simple. Integrated Algebra Aug. 08 Spanish Edition [16] 35 En el eje de coordenadas siguiente, trace el gr fico de y = 2 x en el intervalo -1 # x # 3. Intersecar este gr fico en alg n momento el eje x? Justifique su respuesta. y x Integrated Algebra Aug. 08 Spanish Edition [17] [AL DORSO] 36 Escriba una ecuaci n que represente la l nea que pasa por los puntos (5,4) y ( 5,0). Integrated Algebra Aug. 08 Spanish Edition [18] Parte IV Conteste todas las preguntas de 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 de esta parte, una respuesta num rica correcta que no muestre el trabajo recibir solamente un punto. [12] 37 El costo de 3 marcadores y 2 l pices es $1.80. El costo de 4 marcadores y 6 l pices es $2.90. Cu l es el costo de cada art culo? Incluya las unidades apropiadas en su respuesta. Integrated Algebra Aug. 08 Spanish Edition [19] [AL DORSO] 38 Se encuest a veinte estudiantes en cuanto al n mero de d as que jugaron afuera en una semana. Los resultados de esta encuesta se muestran a continuaci n. {6, 5, 4, 3, 0, 7, 1, 5, 4, 4, 3, 2, 2, 3, 2, 4, 3, 4, 0, 7} Complete la siguiente tabla de frecuencias para estos datos. N mero de d as afuera Intervalo Conteo Frecuencia 0 1 2 3 4 5 6 7 Complete la siguiente tabla de frecuencias acumulativas usando estos datos. N mero de d as afuera Intervalo Frecuencia acumulativa 0 1 0 3 0 5 0 7 Esta pregunta contin a en la siguiente p gina. Integrated Algebra Aug. 08 Spanish Edition [20] Continuaci n de la pregunta 38 En la siguiente cuadr cula, cree un histograma de frecuencias acumulativas bas ndose en la tabla que cre en la p gina anterior. Integrated Algebra Aug. 08 Spanish Edition [21] [AL DORSO] 39 En el siguiente eje de coordenadas, resuelva gr ficamente el siguiente sistema de ecuaciones e indique las coordenadas de todos los puntos del conjunto de soluciones. y = x2 + 4x 5 y=x 1 y x Integrated Algebra Aug. 08 Spanish Edition [22] Desprender por la l nea perforada Hoja de Referencia sen A opuesto hipotenusa cos A = adyacente hipotenusa tan A Razones trigonom tricas = = opuesto adyacente trapecio 1 A = h ( b 1 + b 2) 2 Volumen Desprender por la l nea perforada rea cilindro V = r 2h prisma rectangular SA = 2lw + 2hw + 2lh rea de superficie cilindro Geometr a anal tica Integrated Algebra Aug. 08 Spanish Edition SA = 2 r2 + 2 rh y y y m = x = x 2 x 1 2 1 [23] Desprender por la l nea perforada Desprender por la l nea perforada [24] Integrated Algebra Aug. 08 Spanish Edition Desprender por la l nea perforada Desprender por la l nea perforada Desprender por la l nea perforada Desprender por la l nea perforada The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION Desprender por la l nea perforada LGEBRA INTEGRADA Mi rcoles, 13 de agosto de 2008 8:30 to 11:30 a.m., solamente HOJA DE RESPUESTAS Estudiante . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Sexo: Masculino Femenino Grade . . . . . . . . Profesor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Escuela . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Sus respuestas para la Parte I debe apuntarlas en esta hoja de respuestas. Parte I Conteste todas las 30 preguntas de esta parte. 9 ................ 17 . . . . . . . . . . . . . . . . 25 . . . . . . . . . . . . . . . . 2 ................ 10 . . . . . . . . . . . . . . . . 18 . . . . . . . . . . . . . . . . 26 . . . . . . . . . . . . . . . . 3 ................ 11 . . . . . . . . . . . . . . . . 19 . . . . . . . . . . . . . . . . 27 . . . . . . . . . . . . . . . . 4 ................ 12 . . . . . . . . . . . . . . . . 20 . . . . . . . . . . . . . . . . 28 . . . . . . . . . . . . . . . . 5 ................ 13 . . . . . . . . . . . . . . . . 21 . . . . . . . . . . . . . . . . 29 . . . . . . . . . . . . . . . . 6 ................ 14 . . . . . . . . . . . . . . . . 22 . . . . . . . . . . . . . . . . 30 . . . . . . . . . . . . . . . . 7 ................ Desprender por la l nea perforada 1 ................ 15 . . . . . . . . . . . . . . . . 23 . . . . . . . . . . . . . . . . 8 ................ 16 . . . . . . . . . . . . . . . . 24 . . . . . . . . . . . . . . . . Sus respuestas para las Partes II, III y IV deben escribirse en el folleto del examen. La declaraci n de abajo debe ser firmada cuando usted haya completado el examen. Al terminar este examen declaro no haber tenido conocimiento ilegal previo sobre las preguntas del mismo o sus respuestas. Declaro tambi n que durante el examen no di ni recib ayuda para responder las preguntas. Firma Integrated Algebra Aug. 08 Spanish Edition [27] INTEGRATED ALGEBRA SPANISH EDITION Rater s/Scorer s Name (minimum of three) INTEGRATED ALGEBRA 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 Maximum Total 87 Part IV Rater s/Scorer s Initials Total Raw Score Part III Credits Earned Checked by Desprender por la l nea perforada Question Scaled Score (from conversion chart) Desprender por la l nea perforada [28] INTEGRATED ALGEBRA SPANISH EDITION Integrated Algebra Aug. 08 Spanish Edition FOR TEACHERS ONLY The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION INTEGRATED ALGEBRA Wednesday, August 13, 2008 8:30 to 11:30 a.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 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/ on Wednesday, August 13, 2008. 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) 4 (17) 2 (25) 4 (2) 2 (10) 2 (18) 3 (26) 1 (3) 1 (11) 2 (19) 3 (27) 4 (4) 3 (12) 2 (20) 4 (28) 1 (5) 4 (13) 1 (21) 4 (29) 3 (6) 2 (14) 3 (22) 4 (30) 2 (7) 2 (15) 2 (23) 2 (8) 3 (16) 1 (24) 1 [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. I. 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; 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) 1 [2] 111.25 or 111 4 , and appropriate work is shown. [1] Appropriate work is shown, but the answer is rounded. or [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] 111.25, 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] 3 8 or 0.375, and appropriate work is shown. [1] Appropriate work is shown, but the answer is rounded. or [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] 3 8, 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, 2, 4, 5, 9, 10, 12} or {x | x = 1, 2, 4, 5, 9, 10, 12} [1] 1, 2, 4, 5, 9, 10, 12, but set notation is not used. or [1] Set notation is used and at least five correct numbers (but not the entire set) are written. [0] Set notation is used, but fewer than five correct numbers are written. or [0] {1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12} or [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] 60 42 5 , and appropriate work is shown. [2] Appropriate work is shown, but one computational error is made. or [2] Appropriate work is shown, but only one term is expressed in simplest radical form. [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, but the answer is expressed as a decimal. or [1] The distributive property is correctly applied, yielding 6 100 21 20 , but no further correct work is shown. or [1] 60 42 5 , 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] A correct graph is drawn over the given interval, the function is identified as one that will not intersect the x-axis, and an appropriate justification is given. [2] Appropriate work is shown, but one graphing error is made, but an appropriate answer and justification are given. or [2] A correct graph is drawn over the given interval, but no further correct work is shown. [1] Appropriate work is shown, but two or more graphing errors are made, but an appropriate answer and justification are given. or [1] Appropriate work is shown, but one conceptual error is made, but an appropriate answer and justification are given. [0] A zero response is completely incorrect, irrelevant, or incoherent or is a correct response that was obtained by an obviously incorrect procedure. (36) 2 2 [3] y 4 = 5 (x 5) or y = 5 x + 2 or an equivalent equation, and appropriate work is shown. [2] Appropriate work is shown, but one computational error is made. or [2] Appropriate work is shown to find the slope and y-intercept, but an equation is not written or is written incorrectly. [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 the slope or y-intercept, but an equation is not written or is written incorrectly. or 2 2 [1] y 4 = 5 (x 5) or y = 5 x + 2, 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 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] A marker = $.50 or 50 and a pencil = $.15 or 15 , and appropriate work is shown, such as solving a system of equations algebraically or by trial and error with at least three trials and appropriate checks. [3] Appropriate work is shown, but one computational error is made. or [3] Appropriate work is shown, but only the cost of a marker or a pencil is found, but appropriate units are written. or [3] Appropriate work is shown, but the correct answers are not labeled or are labeled incorrectly, but appropriate units are written. or [3] Appropriate work is shown, and the answers are labeled correctly, but the units are written incorrectly, such as a marker = .50 . [2] Appropriate work is shown, but two or more computational errors are made. or [2] Appropriate work is shown, but one conceptual error is made. or [2] Appropriate work is shown, but the answers are not labeled or are labeled incorrectly, and the units are not written or are written incorrectly. or [2] An incorrect system of equations is written, but two appropriate answers are found and labeled, and appropriate units are written. or [2] The trial-and-error method is used to find the correct answers, but only two trials and appropriate checks are shown. or [2] The trial-and-error method is attempted and at least six systematic trials and appropriate checks are shown, but no answers are found. [1] Appropriate work is shown, but one conceptual error and one computational error are made. or [1] A correct system of equations is written, but no further correct work is shown. or [8] INTEGRATED ALGEBRA continued [1] The trial-and-error method is used to find the correct answers, but only one trial with an appropriate check is shown. or [1] A marker = $.50 or 50 and a pencil = $.15 or 15 , but no work is shown. [0] One correct equation is written, but no further correct work is shown. or [0] Either the correct price of a marker or a pencil is stated, but no work is shown. or [0] The correct prices of the marker and pencil are found, but no work is shown, and the answers are not labeled or are labeled incorrectly. 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 tables are completed correctly, and a correct cumulative frequency histogram is drawn and labeled. [3] The tables are completed correctly, but one graphing error is made on the cumulative frequency histogram. or [3] The tables are completed with one error, but an appropriate cumulative frequency histogram is drawn and labeled. or [3] The tables are completed correctly and a correct cumulative frequency histogram is drawn, but the histogram is not labeled or is labeled incorrectly. [2] The tables are completed with two errors, but an appropriate cumulative frequency histogram is drawn and labeled. or [2] Appropriate work is shown, but one conceptual error is made, such as drawing a frequency histogram or a cumulative frequency bar graph. or [2] The tables are completed correctly, but no further correct work is shown. [1] Appropriate work is shown, but one conceptual error and one graphing or labeling error are made on the cumulative 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] Appropriate graphs are drawn, and (1,0) and ( 4, 5) are stated. [3] Appropriate work is shown, but one graphing error is made, but appropriate solutions are stated. or [3] Both graphs are drawn correctly, but only one solution is stated. [2] Appropriate work is shown, but two or more graphing errors are made, but appropriate solutions are stated. or [2] Appropriate work is shown, but one conceptual error is made, such as graphing a line instead of a parabola, but appropriate solutions are stated. or [2] Both graphs are drawn correctly, but no solutions are stated. or [2] (1,0) and ( 4, 5) are found as the points of intersection, but a method other than graphic is used. [1] The system is solved algebraically for only the x values, y values, or the coordinates of one point. or [1] Appropriate work is shown, but one graphing error and one conceptual error are made. or [1] One graph is drawn correctly, but no further correct work is shown. or [1] (1,0) and ( 4, 5) are stated, but no work is shown. [0] (1,0) or ( 4, 5) 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] [OVER] INTEGRATED ALGEBRA concluded Map to Learning Standards Key Ideas Item Numbers Number Sense and Operations 2, 16, 34 Algebra 1, 3, 5, 6, 8, 9, 10, 11, 12, 17, 19, 20, 21, 23, 24, 25, 26, 27, 29, 33, 36, 37 Geometry 7, 13, 15, 35, 39 Measurement 14, 28, 31 Probability and Statistics 4, 18, 22, 30, 32, 38 Regents Examination in Integrated Algebra August 2008 Chart for Converting Total Test Raw Scores to Final Examination Scores (Scaled Scores) The Chart for Determining the Final Examination Score for the August 2008 Regents Examination in Integrated Algebra will be posted on the Department s web site http://www.emsc.nysed.gov/osa/ on Wednesday, August 13, 2008. Conversion charts provided for previous administrations of the Integrated Algebra examination must NOT be used to determine students final scores for this administration. 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. 2. 3. 4. 5. Go to www.emsc.nysed.gov/osa/exameval. Select the test title. Complete the required demographic fields. Complete each evaluation question and provide comments in the space provided. Click the SUBMIT button at the bottom of the page to submit the completed form. [12]

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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.  


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