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New York Regents Spanish Integrated Algebra January 2009

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SPANISH EDITION INTEGRATED ALGEBRA THURSDAY, JANUARY 29, 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 LGEBRA INTEGRADA Jueves, 29 de enero de 2009 1:15 a 4:15 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. 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 la 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 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 Cierto d a, la temperatura en Toronto, Canad , fue de 15 Celsius (C). 9 Utilizando la f rmula F = 5 C + 32, Peter convierte esta temperatura a grados Fahrenheit (F). Qu temperatura representa 15 C en grados Fahrenheit? (1) 9 (2) 35 (3) 59 (4) 85 2 Cu l es la velocidad, en metros por segundo, de un avi n de papel que vuela 24 metros en 6 segundos? (1) 144 (2) 30 (3) 18 (4) 4 3 Las caras de un cubo est n numeradas del 1 al 6. Si el cubo se tira una vez, qu resultado es el menos probable? (1) obtener un n mero impar (2) obtener un n mero par (3) obtener un n mero menor que 6 (4) obtener un n mero mayor que 4 Integrated Algebra Jan. 09 [2] 4 Tamara cuenta con un plan de tel fono celular que tiene un costo de $0.07 por minuto m s una tarifa mensual de $19.00. Planea un presupuesto de $29.50 por mes para cubrir los gastos del tel fono celular, sin incluir los impuestos. Cu l es la cantidad m xima de minutos que Tamara puede utilizar el tel fono cada mes para mantenerse dentro del presupuesto? (1) 150 (2) 271 Utilice este espacio para sus c lculos. (3) 421 (4) 692 5 Antwaan deja una taza de chocolate caliente sobre el mostrador de la cocina. Qu gr fico representa mejor el cambio de temperatura del chocolate caliente a trav s del tiempo? (1) (3) (2) (4) 6 Cu l es la soluci n de k + 4 = k + 9 ? 2 3 (1) 1 (3) 6 (2) 5 (4) 14 Integrated Algebra Jan. 09 [3] [AL DORSO] 7 En sus primeros seis ex menes de lgebra, Alex obtuvo calificaciones de 60, 74, 82, 87, 87 y 94. Cu l es la relaci n entre las medidas de tendencia central de estas calificaciones? (1) mediana < modo < media (3) modo < mediana < media (2) media < modo < mediana (4) media < mediana < modo 8 La Asociaci n de Voleibol de Nueva York invit a 64 equipos a competir en un torneo. Despu s de cada ronda, la mitad de los equipos fueron eliminados. Qu ecuaci n representa la cantidad de equipos, t, que permanecieron en el torneo luego de r rondas? (1) t = 64(r)0.5 (2) t = 64( 0.5)r (3) t = 64(1.5)r (4) t = 64(0.5)r 9 La expresi n 9x2 100 es equivalente a (1) (9x 10)(x + 10) (3) (3x 100)(3x 1) (2) (3x 10)(3x + 10) (4) (9x 100)(x + 1) 10 Cu l es la ecuaci n de la l nea que atraviesa los puntos (3, 3) y ( 3, 3)? (1) y = 3 (2) x = 3 Integrated Algebra Jan. 09 (3) y = 3 (4) x = y [4] Utilice este espacio para sus c lculos. 11 Si la f rmula del per metro de un rect ngulo es P = 2l + 2w, entonces w se puede expresar como Utilice este espacio para sus c lculos. P-l 2 P - 2w (4) w = 2l 2l - P 2 P - 2l (2) w = 2 (1) w = (3) w = 12 En el tri ngulo recto que se muestra en el diagrama a continuaci n, cu l es el valor de x al n mero entero m s cercano? x 30 24 (1) 12 (2) 14 (3) 21 (4) 28 13 Cu l es la pendiente de la l nea que atraviesa los puntos (2,5) y (7,3)? (1) 5 2 (3) 8 9 (2) 2 5 (4) 9 8 Integrated Algebra Jan. 09 [5] [AL DORSO] Utilice este espacio para sus c lculos. 14 Cu les son las ra ces de la ecuaci n x 10x + 21 = 0? 2 (1) 1 y 21 (2) 5 y 5 (3) 3 y 7 (4) 3 y 7 15 Rhonda tiene $1.35 en monedas de cinco y diez centavos en el bolsillo. Si ella tiene seis monedas m s de 10 centavos que de 5 centavos, qu ecuaci n se puede utilizar para determinar el valor de x, es decir, la cantidad de monedas de cinco centavos que tiene? (1) (2) (3) (4) 0.05(x + 6) + 0.10x = 1.35 0.05x + 0.10(x + 6) = 1.35 0.05 + 0.10(6x) = 1.35 0.15(x + 6) = 1.35 16 Qu ecuaci n representa el eje de simetr a del gr fico de la siguiente par bola? y 5 x 5 25 (1) y = 3 (2) x = 3 Integrated Algebra Jan. 09 (3) y = 25 (4) x = 25 [6] Utilice este espacio para sus c lulos. 17 El conjunto "1,2,3,4 , es equivalente a (1) (2) (3) (4) 18 Cu l es el valor de x en la ecuaci n 2 - 3 = 26 ? x x 1 (1) 8 (3) 8 (2) 1 8 (4) 8 19 El siguiente diagrama muestra el tri ngulo recto UPC. U 8 C 17 15 P Qu raz n representa el seno de U? (1) 15 8 (3) 8 15 (2) 15 17 (4) 8 17 Integrated Algebra Jan. 09 [7] [AL DORSO] 20 Cu l es la 72 expresada en la forma radical m s simple? (1) 2 18 (2) 3 8 21 Cu l es (1) (3) 6 2 (4) 8 3 en la forma m s simple? 8 15x 2 (2) 8 15x (3) 4 15x (4) 4 2x 22 Qu par ordenado es una soluci n del sistema de ecuaciones y = x2 x 20 e y = 3x 15? (1) ( 5, 30) (2) ( 1, 18) (3) (0,5) (4) (5, 1) 23 Se est llevando a cabo una encuesta para determinar qu tipos de programas de televisi n mira la gente. Qu combinaci n de encuesta y local ser probablemente la m s parcial (m s desfavorable)? (1) Encuestar a 10 personas que trabajen en una tienda de art culos deportivos. (2) Encuestar a las primeras 25 personas que ingresen a una tienda de alimentos. (3) Encuestar al azar a 50 personas en un centro comercial a lo largo del d a. (4) Encuestar al azar a 75 personas en una tienda de ropa a lo largo del d a. Integrated Algebra Jan. 09 [8] Utilice este espacio para sus c lculos. 24 El largo de una habitaci n rectangular es 7 menos que tres veces el ancho, w, de la habitaci n. Qu expresi n representa el rea de la habitaci n? (1) 3w 4 (2) 3w 7 (3) 3w2 4w (4) 3w2 7w 25 La funci n y = Utilice este espacio para sus c lculos. x no est definida cuando el valor de x es x2 - 9 (1) 0 3 (3) 3, solamente (2) 3 o 3 (4) 3, solamente 26 Qu ecuaci n representa una l nea que es paralela a la l nea y = 3 2x? (1) 4x + 2y = 5 (2) 2x + 4y = 1 Integrated Algebra Jan. 09 (3) y = 3 4x (4) y = 4x 2 [9] [AL DORSO] 27 Cu l es el producto de 8.4 108 y 4.2 103 escrito en notaci n cient fica? (1) 2.0 105 (2) 12.6 1011 (3) 35.28 1011 (4) 3.528 1012 28 Keisha est jugando con una rueda dividida en ocho sectores iguales, como se muestra en el diagrama a continuaci n. Cada vez que la flecha se detiene en el color naranja, gana un premio. Si Keisha hace girar la rueda dos veces, cu l es la probabilidad de que gane un premio en ambos giros? (1) 1 64 (3) 1 16 (2) 1 56 (4) 1 4 Integrated Algebra Jan. 09 [10] Utilice este espacio para sus c lculos. 29 Una sala de cine registr la cantidad de entradas que se vendieron diariamente para una pel cula muy popular durante el mes de junio. El siguiente gr fico de cajas y l neas representa los datos de a la cantidad de entradas vendidas, en centenos. Utilice este espacio para sus c lculos. A qu conclusi n se puede llegar por medio de este gr fico? (1) El segundo cuartil es 600. (2) La media de la asistencia es 400. (3) El rango de asistencia oscila entre 300 y 600. (4) El veinticinco por ciento de la asistencia oscila entre 300 y 400. 30 Qu gr fico representa una funci n? y y x (1) x (3) y y x (2) Integrated Algebra Jan. 09 x (4) [11] [AL DORSO] 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 Una ventana est hecha de una sola pieza de vidro en forma de semic rculo y de rect ngulo, como se muestra en el siguiente diagrama. Tess est decorando con motivo de una fiesta y quiere colocar un cord n de luces alrededor de todo el borde externo de la ventana. Si se redondea al pie m s cercano, cu l es le longitud de cord n de luces que necesitar Tess para decorar la ventana? Integrated Algebra Jan. 09 [12] 32 Simplifique: 27k 5 m8 ^ 4k 3 h ^ 9m 2 h Integrated Algebra Jan. 09 [13] [AL DORSO] 33 La siguiente tabla representa la cantidad de horas que trabaj un estudiante y la cantidad de dinero que gan . Escriba una ecuaci n que represente la cantidad de d lares, d, ganados en relaci n con la cantidad de horas, h, que trabaj . Utilizando esta ecuaci n, determine la cantidad de d lares que ganar a el estudiante si trabajara 40 horas. Integrated Algebra Jan. 09 [14] 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 Sarah midi la ventana rectangular de su habitaci n para colocar una persiana nueva. Las medidas son 36 pulgadas por 42 pulgadas. Las medidas reales de la ventana son 36.5 pulgadas por 42.5 pulgadas. Utilizando las medidas que tom Sarah, determine las pulgadas cuadradas que hay en el rea de la ventana. Determine las pulgadas cuadradas que hay en el rea real de la ventana. Determine el error relativo al calcular el rea. Exprese su respuesta en decimales a la mil sima m s cercana. Integrated Algebra Jan. 09 [15] [AL DORSO] 2 35 Realice la operaci n indicada y simplifique: 3x + 6 ' x - 4 x+3 4x + 12 Integrated Algebra Jan. 09 [16] 36 Una lata de sopa tiene forma cil ndrica. La lata tiene un volumen de 342 cm3 y un di metro de 6 cm. Exprese la altura de la lata en t rminos de . Determine la cantidad m xima de latas de sopa que se pueden parar sobre la base entre dos estantes si la distancia entre dichos estantes es exactamente de 36 cm. Justifique su respuesta. Integrated Algebra Jan. 09 [17] [AL DORSO] 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 Resuelva el siguiente sistema de ecuaciones algebraicas. 3x + 2y = 4 4x + 3y = 7 [Solamente una soluci n algebraica recibir cr dito total]. Integrated Algebra Jan. 09 [18] 38 En el conjunto de ejes a continuaci n, dibuje la gr fica del siguiente sistema de desigualdades y establezca las coordenadas de un punto del conjunto de soluciones. 2x - y $ 6 x22 Integrated Algebra Jan. 09 [19] [AL DORSO] 39 Cierto restaurante ofrece opciones de men para ni os que consisten en un plato principal, una guarnici n y una bebida, como se muestra en la siguiente tabla. Dibuje un diagrama de rbol o enumere las posibles opciones de men para ni os. Cu ntas opciones diferentes de men para ni os puede pedir una persona? Jos no toma jugo. Determine cu ntas opciones diferentes de men para ni os no incluyen jugo. La hermana de Jos comer solamente trocitos de pollo como plato principal. Determine cu ntas opciones diferentes de men para ni os incluyen trocitos de pollo. Integrated Algebra Jan. 09 [20] Desprender por la l nea perforada. Desprender por la l nea perforada. Hoja de referencia Integrated Algebra Jan. 09 [23] Desprender por la l nea perforada. Desprender por la l nea perforada. [24] Integrated Algebra Jan. 09 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. The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION LGEBRA INTEGRADA Jueves, 29 de enero de 2009 1:15 a 4:15 p.m, solamente HOJA DE RESPUESTAS Estudiante . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Sexo: Masculino Femenino Grado . . . . . . . . Profesor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Escuela . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Sus respuestas para la Parte I debe apuntarlas en esta hoja de respuestas. Parte I Conteste las 30 preguntas de esta parte. 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 . . . . . . . . . . . . . . . . . Desprender por la l nea perforada. 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 Jan. 09 [27] Rater s/Scorer s Name (minimum of three) INTEGRATED ALGEBRA Maximum Credit 31 2 32 2 33 2 34 3 35 3 36 3 Part IV 37 4 38 4 39 4 Maximum Total Checked by 60 Part II Rater s/Scorer s Initials 87 Part III [28] Desprender por la l nea perforada. Integrated Algebra Jan. 09 Scaled Score (from conversion chart) INTEGRATED ALGEBRA Part I 1 30 Credits Earned Total Raw Score Question Desprender por la l nea perforada. INTEGRATED ALGEBRA FOR TEACHERS ONLY The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION INTEGRATED ALGEBRA Thursday, January 29, 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 Thursday, January 29, 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) 3 (9) 2 (17) 3 (25) 2 (2) 4 (10) 3 (18) 1 (26) 1 (3) 4 (11) 2 (19) 2 (27) 4 (4) 1 (12) 3 (20) 3 (28) 1 (5) 1 (13) 2 (21) 2 (29) 4 (6) 3 (14) 3 (22) 2 (30) 4 (7) 4 (15) 2 (23) 1 (8) 4 (16) 2 (24) 4 [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 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). 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] 50, and appropriate work is shown. [1] Appropriate work is shown, but one computational or rounding error is made. or [1] Appropriate work is shown, but one conceptual error is made. or [1] 50, 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] 3k 2 m6 or an equivalent answer, and appropriate work is shown. 4 [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] 3k 2 m6 , but no work is shown. 4 [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] d = 6.25h or an equivalent equation and 250, 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] A correct equation is written, but no further correct work is shown. or [1] Appropriate work is shown to find 250, but the equation is missing or is incorrect. [0] 250, 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. [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] 1,512 and 1,551.25 and 0.025, 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, such as dividing by 1,512. or [1] Appropriate work is shown to find 1,512 and 1,551.25, but no further correct work is shown. or [1] 1,512 and 1,551.25 and 0.025, but no work is shown. [0] 1,512 or 1,551.25 or 0.025, 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. (35) [3] 3 3 or , and appropriate work is shown. 4( x 2) 4x 8 [2] Appropriate work is shown, but one computational, factoring, or simplification error is made. [1] Appropriate work is shown, but two or more computational, factoring, or simplification errors are made. or [1] Appropriate work is shown, but one conceptual error is made. or [1] 3 3 or , but no work is shown. 4( x 2) 4x 8 [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 (36) [3] 38 or an equivalent answer in terms of , and 2, and appropriate work is shown, and an appropriate explanation is given. [2] Appropriate work is shown, but one computational or rounding error is made, but an appropriate explanation is given. or [2] Appropriate work is shown and an appropriate explanation is given, but the correct height of the can is expressed as a decimal. or [2] 38 and 2, and appropriate work is shown, but an appropriate explanation is not given. [1] Appropriate work is shown, but two or more computational or rounding errors are made, but an appropriate explanation is given. or [1] Appropriate work is shown, but one conceptual error is made, but an appropriate explanation is given. or [1] [0] 38 38 and 2, but no work is shown. or 2, 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. [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] ( 2,5) or x = 2 and y = 5, and appropriate algebraic work is shown. [3] Appropriate algebraic work is shown, but one computational error is made, but appropriate values are found for x and y. or [3] x = 2 or y = 5, and appropriate algebraic work is shown. [2] Appropriate algebraic work is shown, but two or more computational errors are made, but appropriate values are found for x and y. or [2] Appropriate algebraic work is shown, but one conceptual error is made. or [2] ( 2,5) or x = 2 and y = 5, but a method other than an algebraic method is used. [1] Appropriate algebraic work is shown, but one conceptual error and one computational error are made. or [1] The trial-and-error method is used to find the correct solution, but fewer than three trials and appropriate checks are shown. or [1] x = 2 or y = 5, but a method other than an algebraic method is used. or [1] ( 2,5) or x = 2 and y = 5, but no work is shown. [0] x = 2 or y = 5, 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] INTEGRATED ALGEBRA continued (38) [4] Both inequalities are graphed and shaded correctly, and at least one is labeled, and a point in the solution set is identified. [3] Appropriate work is shown, but one graphing error is made, such as drawing a solid line for x > 2 or shading incorrectly, but an appropriate point in the solution set is identified. or [3] Both inequalities are graphed and shaded correctly, and a point in the solution set is identified correctly, but the graphs are not labeled or are labeled incorrectly. or [3] Both inequalities are graphed and shaded correctly, and at least one is labeled, but no point in the solution set is identified. [2] Appropriate work is shown, but two or more graphing errors are made, but an appropriate point in the solution set is identified. or [2] Appropriate work is shown, but one conceptual error is made, such as graphing the lines x = 2 and y = 2x 6 and identifying the point of intersection. or [2] One of the inequalities is graphed and shaded correctly, and at least one is labeled, but no further correct work is shown. [1] Appropriate work is shown, but one conceptual error and one graphing error are made, but an appropriate point in the solution set is identified. or [1] Both inequalities are graphed incorrectly, but an appropriate point in the solution set is identified. or [1] The lines x = 2 and y = 2x 6 are graphed correctly, and at least one is labeled, but no further correct work is shown. or [1] A point in the solution set is identified and shown to be correct by checking in both inequalities, but no graphs are drawn. [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 (39) [4] A correct tree diagram or sample space is given, and 18 total meals, 12 meals without juice, and 6 meals with chicken nuggets. [3] A correct tree diagram or sample space is given, but either 18, 12, or 6 is missing or is incorrect. or [3] The fundamental counting principle is used to find 18 total meals, 12 meals without juice, and 6 meals with chicken nuggets, but no tree diagram or sample space is given. or [3] An incorrect tree diagram or sample space is given, but an appropriate number of meals is found for all three categories. [2] A correct tree diagram or sample space is given, but an appropriate number of meals is found for only one category. or [2] An incorrect tree diagram or sample space is given, but an appropriate number of meals is found for only two categories. [1] A correct tree diagram or sample space is given, but no number of meals is found correctly. or [1] An incorrect tree diagram or sample space is given, but an appropriate number of meals is found for only one category. or [1] 18 total meals, 12 meals without juice, and 6 meals with chicken nuggets, but no work is shown. [0] 18 total meals or 12 meals without juice or 6 meals with chicken nuggets, 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. [10] INTEGRATED ALGEBRA concluded Map to Learning Standards Key Ideas Item Numbers Number Sense and Operations 20, 27, 33 Algebra 4, 6, 8, 9, 10, 11, 12, 13, 14, 15, 17, 18, 19, 21, 22, 24, 25, 26, 32, 35, 37 Geometry 5, 16, 30, 31, 36, 38 Measurement 1, 2, 34 Probability and Statistics 3, 7, 23, 28, 29, 39 Regents Examination in Integrated Algebra January 2009 Chart for Converting Total Test Raw Scores to Final Examination Scores (Scaled Scores) The Chart for Determining the Final Examination Score for the January 2009 Regents Examination in Integrated Algebra will be posted on the Department s web site http://www.emsc.nysed.gov/osa/ on Thursday, January 29, 2009. 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. 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. [11] [12]

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Additional Info : Refer : Formulas (page 23) and Scoring Key (page 29)
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