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New York Regents Spanish Integrated Algebra June 2010

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INTEGRATED ALGEBRA The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION SPANISH EDITION INTEGRATED ALGEBRA FRIDAY, JUNE 18, 2010 1:15 P.M. to 4:15 P.M., ONLY LGEBRA INTEGRADA Viernes, 18 de junio de 2010 1:15 a 4:15 p.m., solamente Nombre del estudiante: _______________________________________________ Nombre de la escuela: _____________________________________________________ Escriba en letra de molde su nombre y el nombre de su escuela en las l neas de arriba. Luego pase a la ltima p gina de este folleto; esta es la hoja de respuestas para la Parte I. Doble la ltima p gina a lo largo de las perforaciones, despacio y con mucho cuidado, desprenda la hoja de respuestas. Luego llene el encabezado de su hoja de respuestas. Este examen tiene cuatro partes, con un total de 39 preguntas. Usted debe responder todas las preguntas de este examen. Escriba sus respuestas a las preguntas de selecci n m ltiple de la Parte I en la hoja de respuestas separada. Escriba sus respuestas a las preguntas de las Partes II, III y IV directamente en este folleto. Todo el trabajo debe ser realizado con bol grafo de tinta permanente, con excepci n de los gr ficos y los dibujos, que deben hacerse con l piz grafito. Indique claramente los pasos necesarios, incluyendo apropiadamente las sustituciones de f rmulas, diagramas, gr ficos, tablas, etc. Las f rmulas que podr a necesitar para responder a ciertas preguntas se encuentran al final del examen. Esta hoja est perforada para que pueda desprenderla de este folleto. No se permite el uso de papel de borrador para ninguna parte de este examen, pero puede usar los espacios en blanco en este folleto como papel de borrador. Una hoja perforada de papel cuadriculado de borrador est provista al final de este folleto para cualquier pregunta para la cual sea til un gr fico, aunque no se requiere. Puede desprender esta hoja del folleto. Todo trabajo realizado en esta hoja de papel cuadriculado de borrador no ser calificado. Cuando haya terminado el examen, deber firmar la declaraci n impresa en la hoja de respuestas, indicando que no ten a conocimiento ilegal previo de las preguntas o respuestas del examen y que no ha dado ni recibido asistencia alguna para responder a las preguntas durante el examen. Su hoja de respuestas no ser aceptada si no firma dicha declaraci n. Aviso... Se le debe proporcionar una calculadora para hacer gr ficos y una regla para que utilice mientras realiza el 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 Responda las 30 preguntas de esta parte. Cada respuesta correcta recibir 2 cr ditos. No se dar ning n cr dito parcial. Para cada pregunta, escriba en la hoja de respuestas separada el n mero que precede a la palabra o expresi n que mejor complete el enunciado o que mejor responda a la pregunta. [60] Utilice este espacio para sus c lculos. 1 Dado: Conjunto U = {S, O, P, H, I, A} Conjunto B = {A, I, O} Si el conjunto B es un subconjunto del conjunto U, cu l es el complemento del conjunto B? (1) {O, P, S} (3) {A, H, P} (2) {I, P, S} (4) {H, P, S} 2 Cu ntos s ndwiches diferentes de un mismo tipo de queso, un condimento y un tipo de pan se pueden preparar con cinco tipos diferentes de queso, dos condimentos y tres tipos de panes distintos? (1) 10 (3) 15 (2) 13 (4) 30 3 La suma de 4x3 + 6x2 + 2x 3 y 3x3 + 3x2 5x 5 es (1) 7x3 + 3x2 3x 8 (3) 7x3 + 9x2 3x 8 (2) 7x3 + 3x2 + 7x + 2 (4) 7x6 + 9x4 3x2 8 Integrated Algebra June 10 Spanish Edition [2] 4 Cu l es la pendiente de la l nea que pasa a trav s de los puntos (3,5) y ( 2,2)? (1) 1 5 (2) 3 5 Utilice este espacio para sus c lculos. (3) 5 3 (4) 5 5 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) v rtice: (1, 4); eje de simetr a: x = 1 (2) v rtice: (1, 4); eje de simetr a: x = 4 (3) v rtice: ( 4,1); eje de simetr a: x = 1 (4) v rtice: ( 4,1); eje de simetr a: x = 4 Integrated Algebra June 10 Spanish Edition [3] [AL DORSO] 6 Tres estudiantes de pen ltimo a o de secundaria, Reese, Matthew y Chris, se est n postulando para presidente del consejo estudiantil. Se realiz una encuesta una semana antes de las elecciones en la que se preguntaba a 40 estudiantes por qu candidato votar an en la elecci n. Los resultados se muestran en la siguiente tabla. Nombre del candidato Cantidad de estudiantes que apoyan al candidato Reese 15 Matthew 13 Chris 12 Bas ndose en la tabla, cu l es la probabilidad de que un estudiante vote por Reese? 1 3 3 (2) 5 (1) 3 8 5 (4) 8 (3) 7 Qu ecuaci n lineal representa una l nea que contiene el punto (1,3)? (1) x + 2y = 5 (3) 2x + y = 5 (2) x 2y = 5 (4) 2x y = 5 8 La expresi n 72 3 2 escrita en la forma radical m s simple es (1) 5 2 (3) 3 2 (2) 3 6 (4) Integrated Algebra June 10 Spanish Edition 6 [4] Utilice este espacio para sus c lculos. 9 En ABC, la medida de B = 90 , AC = 50, AB = 48 y BC = 14. Qu raz n representa la tangente de A? (1) 14 50 (2) 14 48 Utilice este espacio para sus c lculos. (3) 48 50 (4) 48 14 10 Qu par ordenado se encuentra en el conjunto de soluciones del sistema de desigualdades lineales que se grafica a continuaci n? y x (1) (1, 4) (3) (5,3) (2) ( 5,7) (4) ( 7, 2) Integrated Algebra June 10 Spanish Edition [5] [AL DORSO] 11 Qu tabla no muestra informaci n o datos sobre las dos variables que se relacionan entre s ? (1) Peso (libras) 39 50 48 70 60 (2) Altura (pulgadas) 90 300 20 400 25 500 Promedio de la encuesta 70 Frecuencia 80 15 90 6 Velocidad (mph) Distancia (millas) 40 50 55 (4) Millas conducidas 15 (3) Galones 80 120 150 12 12 Cu l es la soluci n del sistema de ecuaciones c + 3d = 8 y c = 4d 6? (1) c = 14, d = 2 (3) c = 2, d = 2 (2) c = 2, d = 2 (4) c = 14, d = 2 Integrated Algebra June 10 Spanish Edition [6] Utilice este espacio para sus c lculos. Utilice este espacio para sus c lculos. 13 Qu gr fico representa una funci n? y y x x (1) (3) y y x x (2) 14 La expresi n algebraica (1) 0 (2) 2 (4) x 2 es indefinida cuando x es x2 9 (3) 3 (4) 9 Integrated Algebra June 10 Spanish Edition [7] [AL DORSO] 15 Los gr ficos de las ecuaciones y = 2x 7 e y kx = 7 son paralelos cuando k es igual a (1) 2 (3) 7 (2) 2 (4) 7 16 Qu expresi n verbal est representada por 1 (n 3)? 2 (1) la mitad de n reducida por 3 (2) la mitad de n sustra da de 3 (3) la diferencia de la mitad de n y 3 (4) la mitad de la diferencia de n y 3 17 La clase de estudiantes de primer a o organiz una campa a de recolecci n de alimentos enlatados durante 12 semanas. Los resultados se muestran en la siguiente tabla. Resultados de la campa a de recolecci n de alimentos enlatados Semana 1 2 3 4 5 6 7 8 9 10 11 12 Cantidad 20 35 32 45 58 46 28 23 31 79 65 62 de latas Qu n mero representa el segundo cuartil de la cantidad de latas de alimentos recolectadas? (1) 29.5 (3) 40 (2) 30.5 (4) 60 Integrated Algebra June 10 Spanish Edition [8] Utilice este espacio para sus c lculos. 14a2 c8 18 Qu expresi n representa 7a3 c2 en la forma m s simple? Utilice este espacio para sus c lculos. 2c 4 a (1) 2ac4 (3) (2) 2ac6 6 (4) 2c a 19 Qu valor de x es la soluci n de x + x + 1 = x? 3 2 (1) 1 (3) 3 (2) 1 (4) 3 20 Cuando se sustrae 36 del cuadrado de un n mero, el resultado es cinco veces el n mero. Cu l es la soluci n positiva? (1) 9 (3) 3 (2) 6 (4) 4 21 Qu notaci n por intervalos representa el conjunto de todos los n meros mayores o iguales a 5 y menores de 12? (1) [5, 12) (3) (5, 12) (2) (5, 12] (4) [5, 12] Integrated Algebra June 10 Spanish Edition [9] [AL DORSO] 22 Cuatrocientos conductores con licencia participaron en la encuesta del club de matem ticas sobre los h bitos de conducir. La siguiente tabla muestra la cantidad de conductores encuestados en cada grupo de edades. Edades de las personas encuestadas sobre h bitos de conducci n Grupo de edades Cantidad de conductores 16 25 150 26 35 129 36 45 33 46 55 57 56 65 31 Qu enunciado describe mejor una conclusi n basada en los datos de la tabla? (1) Puede ser parcial porque no se encuest a nadie menor de 16 a os. (2) Ser a imparcial porque se encuest a diferentes grupos de edades. (3) Ser a imparcial porque los estudiantes del club de matem ticas realizaron la encuesta. (4) Puede ser parcial porque la mayor a de los conductores encuestados estaban entre los intervalos de menor edad. 23 Una f rmula que se usa para calcular la velocidad es v = 1 at 2. Qu 2 es a expresado en t rminos de v y t? 2v (1) a = t 2v (2) a = 2 t v (3) a = t (4) a = v2 2t Integrated Algebra June 10 Spanish Edition [10] Utilice este espacio para sus c lculos. 24 Cu l es la suma de (1) x + 12 2x + 4 (2) 3x + 12 2x + 4 Utilice este espacio para sus c lculos. x + 7 y 2 x + 5 ? 2x + 4 2x + 4 (3) x + 12 4x + 8 (4) 3x + 12 4x + 8 25 Steve corri una distancia de 150 metros en 1 1 minutos. Cu l es 2 su velocidad en metros por hora? (1) 6 (3) 100 (2) 60 (4) 6,000 26 C antas reorganizaciones de tres letras diferentes se pueden formar usando las letras en la palabra ABSOLUTE si cada letra se usa una sola vez? (1) 56 (3) 168 (2) 112 (4) 336 27 Realizada completamente la descomposici n factorial, la expresi n 3x2 3x 18 es equivalente a (1) 3(x2 x 6) (3) (3x 9)(x + 2) (2) 3(x 3)(x + 2) (4) (3x + 6)(x 3) Integrated Algebra June 10 Spanish Edition [11] [AL DORSO] 28 Qu cuadrante estar completamente sombreado en el gr fico de la desigualdad y 2x? (1) Cuadrante I (3) Cuadrante III (2) Cuadrante II (4) Cuadrante IV 29 Una figura est compuesta por un rect ngulo y un semic rculo como se muestra en el siguiente diagrama. 6 cm 5 cm Cu l es el rea de la figura, a la d cima m s cercana de un cent metro cuadrado? (1) 39.4 (3) 48.8 (2) 44.1 (4) 58.3 30 El valor, y, de una inversi n de $15,000 a x a os se representa x mediante la ecuaci n y = 15000(1.2) 3 . Cu l es la ganancia (inter s) de una inversi n a 6 a os? (1) $6,600 (3) $21,600 (2) $10,799 (4) $25,799 Integrated Algebra June 10 Spanish Edition [12] Utilice este espacio para sus c lculos. Parte II Responda las 3 preguntas de esta parte. Cada respuesta correcta recibir 2 cr ditos. Indique claramente los pasos necesarios, incluyendo apropiadamente las sustituciones de f rmulas, diagramas, gr ficos, tablas, etc. Para todas las preguntas en esta parte, una respuesta num rica correcta sin demostrar el trabajo recibir solamente 1 cr dito. [6] 31 Alexis calcula el rea de la superficie de una caja de regalo en 600 pulgadas cuadradas. El rea de la superficie real de la caja de regalo es de 592 pulgadas cuadradas. Encuentre el error relativo en el c lculo de Alexis expresado como decimal a la mil sima m s cercana. Integrated Algebra June 10 Spanish Edition [13] [AL DORSO] 32 Realice la operaci n que se indica: 6(a 7) Mencione el nombre de la propiedad usada. Integrated Algebra June 10 Spanish Edition [14] 33 Una empresa de comunicaciones est construyendo una antena de 30 pies para emitir transmisiones de tel fonos celulares. Como se muestra en el siguiente diagrama, se usa un cable de 50 pies desde la parte superior de la antena hasta el suelo para estabilizar la antena. Cable de 50 pies Antena de 30 pies Suelo Encuentre, al grado m s cercano, la medida del ngulo que hace el cable con el suelo. Integrated Algebra June 10 Spanish Edition [15] [AL DORSO] Parte III Responda las 3 preguntas de esta parte. Cada respuesta correcta recibir 3 cr ditos. Indique claramente los pasos necesarios, incluyendo apropiadamente las sustituciones de f rmulas, diagramas, gr ficos, tablas, etc. Para todas las preguntas en esta parte, una respuesta num rica correcta sin demostrar el trabajo recibir solamente 1 cr dito. [9] 34 Dado: A = {18, 6, 3, 12} Determine todos los elementos del conjunto A que est n en la soluci n de la desigualdad Integrated Algebra June 10 Spanish Edition [16] 2 x + 3 < 2x 7 . 3 35 Dibuje el gr fico y marque las siguientes ecuaciones en el conjunto de ejes a continuaci n. y = |x| y= 1x 2 Explique c mo la disminuci n del coeficiente de x afecta la gr fica de la ecuaci n y = |x|. y x Integrated Algebra June 10 Spanish Edition [17] [AL DORSO] 36 Megan y Bryce inauguraron una nueva tienda llamada Donut Pit. Su objetivo es llegar a una ganancia de $20,000 en el mes 18 del negocio. La siguiente tabla y el siguiente diagrama de dispersi n representan la ganancia, G, en miles de d lares, que hicieron durante los primeros 12 meses. t (meses) 2 3 4 5 6 7 8 9 10 11 12 2.5 4.0 5.0 6.5 5.5 7.0 6.0 7.5 7.0 9.0 9.5 1 G (ganancia, 3.0 en miles de d lares) G Ganancias de Donut Pit 20 Ganancia (en miles de d lares) 18 16 14 12 10 8 6 4 2 0 2 4 6 8 10 12 14 16 18 20 Cantidad de meses t Dibuje una l nea de mejor encaje. Usando la l nea de mejor encaje, determine si Megan y Bryce alcanzar n su objetivo en el mes 18 del negocio. Justifique su respuesta. Integrated Algebra June 10 Spanish Edition [18] Parte IV Responda las 3 preguntas de esta parte. Cada respuesta correcta recibir 4 cr ditos. Indique claramente los pasos necesarios, incluyendo apropiadamente las sustituciones de f rmulas, diagramas, gr ficos, tablas, etc. Para todas las preguntas en esta parte, una respuesta num rica correcta sin demostrar el trabajo recibir solamente 1 cr dito. [12] 37 Exprese en la forma m s simple: x 2 + 9x + 14 3x + 6 x 2 49 x 2 + x 56 Integrated Algebra June 10 Spanish Edition [19] [AL DORSO] 38 El siguiente diagrama muestra un histograma de frecuencias acumulativas de los resultados de los ex menes de los estudiantes en la clase de lgebra de la Sra. Wedow. Frecuencia (cantidad de estudiantes) Resultados de los ex menes de la clase de lgebra de la Sra. Wedow 32 30 28 26 24 22 20 18 16 14 12 10 8 6 4 2 0 41 50 41 60 41 70 41 80 41 90 41 100 Resultados de los ex menes de los estudiantes Determine la cantidad total de estudiantes en la clase. Determine cu ntos estudiantes obtuvieron puntuaciones mayores de 70. Mencione qu intervalo de diez puntos contiene la mediana. Mencione qu dos intervalos de diez puntos contienen la misma frecuencia. Integrated Algebra June 10 Spanish Edition [20] 39 En el siguiente conjunto de ejes, resuelva el siguiente sistema de ecuaciones de manera gr fica para todos los valores de x e y. y = x2 4x + 12 y = 2x + 4 y x Integrated Algebra June 10 Spanish Edition [21] [AL DORSO] Desprender por la l nea perforada Desprender por la l nea perforada Hoja de referencia Integrated Algebra June 10 Spanish Edition [23] Desprender por la l nea perforada Desprender por la l nea perforada Desprender por la l nea perforada Desprender por la l nea perforada Papel cuadriculado de borrador Esta hoja no ser calificada. Papel cuadriculado de borrador Esta hoja no ser calificada. 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 Viernes, 18 de junio de 2010 1:15 a 4:15 p.m., solamente HOJA DE RESPUESTAS Estudiante . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Sexo: Masculino Femenino Grado . . . . Maestro . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Escuela . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Sus respuestas a la Parte I deber escribirlas 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 deber escribirlas en el folleto de examen. La siguiente declaraci n debe ser firmada cuando usted haya finalizado 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 a las preguntas. Firma Integrated Algebra June 10 Spanish Edition [27] INTEGRATED ALGEBRA SPANISH EDITION INTEGRATED ALGEBRA Question Maximum Credit Part I 1 30 60 Part II 31 2 32 2 33 2 34 3 35 3 36 3 37 4 38 4 39 4 Part IV Maximum Total Rater s/Scorer s Initials Total Raw Score Part III Credits Earned Checked by Desprender por la l nea perforada Rater s/Scorer s Name (minimum of three) 87 Scale Score (from conversion chart) [28] INTEGRATED ALGEBRA SPANISH EDITION Integrated Algebra June 10 Spanish Edition Desprender por la l nea perforada Impreso en papel reciclado FOR TEACHERS ONLY The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION INTEGRATED ALGEBRA Friday, June 18, 2010 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 Examinations in Integrated Algebra and Geometry . 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 scale score by using the conversion chart that will be posted on the Department s web site http://www.emsc.nysed.gov/osa/ o n Friday, June 18, 2010. The student s scale score should be entered in the box provided on the student s detachable answer sheet. The scale 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) 2 (17) 3 (25) 4 (2) 4 (10) 1 (18) 4 (26) 4 (3) 3 (11) 3 (19) 3 (27) 2 (4) 2 (12) 3 (20) 1 (28) 4 (5) 1 (13) 4 (21) 1 (29) 2 (6) 3 (14) 3 (22) 4 (30) 1 (7) 3 (15) 2 (23) 2 (8) 3 (16) 4 (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. 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 Examinations in Integrated Algebra and Geometry, 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] 0.014, 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, such as dividing by 600. or [1] Appropriate work is shown, but the answer is expressed as a percent. or [1] 0.014, 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] 6a + 42 , and the distributive property is stated. [1] 6a + 42 , but the property is not stated. or [1] The distributive property is stated, but the operation is not performed. [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] 37, 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, such as using an incorrect trigonometric function. or [1] A correct trigonometric equation is written, but no further correct work is shown. or [1] 37, 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. [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] 12 , and appropriate work is shown, such as solving the inequality or substituting each value into the inequality and indicating its truth value. [2] Appropriate work is shown, but one computational error is made. or [2] The inequality is solved correctly for x, but the required solution is not stated or is stated 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] 12 , 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] Both equations are graphed correctly and at least one of the graphs is labeled, and an appropriate explanation is given, such as the graph becomes wider. [2] Both equations are graphed correctly and at least one of the graphs is labeled, but no explanation or an incorrect explanation is given. or [2] One equation is graphed and labeled correctly, and an appropriate explanation is given. [1] Appropriate work is shown, but one conceptual error is made. or [1] One equation is graphed and labeled correctly, but no further correct work is shown. or [1] An appropriate explanation is given, 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. [7] [OVER] INTEGRATED ALGEBRA continued (36) [3] An appropriate line of best fit is drawn, and No, and an appropriate justification is written. [2] An appropriate line of best fit is drawn, and No, but no justification or an incorrect justification is written. or [2] The line of best fit is not drawn or is drawn incorrectly, but an appropriate prediction is stated, and an appropriate justification is written. [1] An appropriate line of best fit is drawn, but no further correct work is shown. [0] No, 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 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] x +8 , and appropriate work is shown. 3 [3] Appropriate work is shown, but one computational, factoring, or simplification error is made. [2] Appropriate work is shown, but two or more computational, factoring, or simplification errors are made. or [2] Appropriate work is shown, but one conceptual error is made, such as not multiplying by the reciprocal. or [2] The expression is correctly written as a product and all numerators and denominators are factored correctly, but no further correct work is shown. [1] Appropriate work is shown, but one conceptual error and one computational, factoring, or simplification error are made. or [1] All numerators and denominators are factored correctly, but no further correct work is shown. or [1] x +8 , but no work is shown. 3 [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] 30 students total are in the class, 20 students scored higher than 70, 71 80 is the interval containing the median, and 81 90 and 91 100 are the intervals containing the same frequency. [3] Three of the four solutions are correct. [2] Two of the four solutions are correct. [1] One of the four solutions is correct. [0] A zero response is completely incorrect, irrelevant, or incoherent or is a correct response that was obtained by an obviously incorrect procedure. [10] INTEGRATED ALGEBRA continued (39) [4] Both equations are graphed correctly, and (2,0) and ( 4,12) are stated. [3] Appropriate work is shown, but one computational or graphing error is made. or [3] Both equations are graphed correctly, but only one correct point of intersection is stated. [2] Appropriate work is shown, but two or more computational or graphing errors are made. or [2] Appropriate work is shown, but one conceptual error is made. or [2] Both equations are graphed correctly, but the points of the intersection are not stated or are stated incorrectly. or [2] (2,0) and ( 4,12), but a method other than graphic is used. [1] Appropriate work is shown, but one conceptual error and one computational or graphing error are made. or [1] One of the equations is graphed correctly, but no further correct work is shown. or [1] (2,0) and ( 4,12) are stated, but no work is shown. [0] (2,0) or ( 4,12) are 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 Core Curriculum Content Strands Item Numbers Number Sense and Operations 2, 8, 26, 32 Algebra 1, 3, 4, 7, 9, 10, 12, 14, 15, 16, 18, 19, 20, 21, 23, 24, 27, 30, 33, 34, 37 Geometry 5, 13, 28, 29, 35, 39 Measurement 25, 31 Statistics and Probability 6, 11, 17, 22, 36, 38 Regents Examination in Integrated Algebra June 2010 Chart for Converting Total Test Raw Scores to Final Examination Scores (Scale Scores) The Chart for Determining the Final Examination Score for the June 2010 Regents Examination in Integrated Algebra will be posted on the Department s web site http://www.emsc.nysed.gov/osa/ on Friday, June 18, 2010. Conversion charts provided for previous administrations of the Integrated Algebra examination must NOT be used to determine students final scores for this administration. Online Submission of Teacher Evaluations of the Test to the Department Suggestions and feedback from teachers provide an important contribution to the test development process. The Department provides an online evaluation form for State assessments. It contains spaces for teachers to respond to several specific questions and to make suggestions. Instructions for completing the evaluation form are as follows: 1. Go to www.emsc.nysed.gov/osa/exameval. 2. Select the test title. 3. Complete the required demographic fields. 4. Complete each evaluation question and provide comments in the space provided. 5. Click the SUBMIT button at the bottom of the page to submit the completed form. [12]

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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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