Trending ▼   ResFinder  

New York Regents Spanish Integrated Algebra June 2009

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

Formatting page ...

INTEGRATED ALGEBRA The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION SPANISH EDITION INTEGRATED ALGEBRA FRIDAY, JUNE 19, 2009 1:15 P.M. to 4:15 P.M., ONLY LGEBRA INTEGRADA Viernes, 19 de junio de 2009 1:15 a 4:15 p.m., solamente Nombre del estudiante: Nombre de la escuela: Escriba su nombre y el nombre de su escuela en las l neas 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. 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. Todo el trabajo debe realizarse con bol grafo, menos los gr ficos y los dibujos, que deben realizarse con l piz. Indique claramente los pasos necesarios, incluyendo las sustituciones apropiadas de f rmulas, diagramas, gr ficos, tablas, etc. 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. 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. Cuando usted haya terminado el examen, debe firmar la declaraci n impresa al final de la hoja de respuestas, indicando que usted no ten a ning n conocimiento ilegal de las preguntas o de las respuestas antes del examen y que no ha dado ni ha recibido ayuda en contestar ninguna de las preguntas durante el examen. Su hoja de respuestas no puede ser aceptada si usted no firma esta declaraci n. Aviso Una calculadora para graficar y una regla tienen que estar disponibles para su uso mientras toma este examen. El uso de cualquier aparato destinado a la comunicaci n est estrictamente prohibido mientras est realizando el examen. Si usted utiliza cualquier aparato destinado a la comunicaci n, aunque sea brevemente, su examen ser invalidado y no se calcular su calificaci n. NO ABRA ESTE FOLLETO DE EXAMEN HASTA QUE SE LE INDIQUE. INTEGRATED ALGEBRA SPANISH EDITION Parte I Conteste las 30 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 1 A Tammy le toma 45 minutos recorrer 5 millas en su bicicleta. Cu nto le tomar recorrer 8 millas a esta tasa? (1) 0.89 hora (3) 48 minutos (2) 1.125 horas (4) 72 minutos 2 Cu les son las ra ces de la ecuaci n x2 7x + 6 = 0? (1) 1 y 7 (3) 1 y 6 (2) 1 y 7 (4) 1 y 6 3 Qu expresi n representa 27 x18y5 9x6 y en la forma m s simple? (1) 3x12y4 (3) 18x12y4 (2) 3x3y5 (4) 18x3y5 4 Actualmente, Marie tiene una colecci n de 58 estampillas. Si ella compra s estampillas todas las semanas durante w semanas, qu expresi n representa el n mero total de estampillas que tendr ? (1) 58sw (3) 58s + w (2) 58 + sw (4) 58 + s + w Integrated Algebra June 09 [2] para sus c lculos. 5 Qu conjunto de datos describe una situaci n que se podr a clasificar como cualitativa? Utilice este espacio para sus c lculos. (1) las edades de los estudiantes en la clase de espa ol de la Srta. Marshall (2) los puntajes de los ex menes de los estudiantes de la clase de la Srta. Fitzgerald (3) el sabor de helado favorito de cada uno de los estudiantes del Sr. Hayden (4) la altura de los jugadores del equipo de b squetbol de la Escuela Secundaria East 6 El cartel que se muestra a continuaci n se encuentra al frente de una monta a rusa en Wadsworth County Fairgrounds. Si h representa la estatura de un pasajero en pulgadas, cu l es la interpretaci n correcta del enunciado de este cartel? (1) h < 48 (3) h 48 (2) h > 48 (4) h 48 7 Qu valor de x es la soluci n de la ecuaci n 2 x + x = 5 ? 3 6 (1) 6 (3) 15 (2) 10 Integrated Algebra June 09 (4) 30 [3] [AL DORSO] 8 Los estudiantes de la clase de matem ticas de la Srta. Nazeer lanzaron un cubo num rico de seis lados numerados del 1 al 6. Los resultados se encuentran en la siguiente tabla. De acuerdo con estos datos, cu l es la probabilidad emp rica de obtener un 4? 8 5 (1) (3) 30 30 6 1 (2) (4) 30 30 9 Cu l es el valor de x, en pulgadas, en el siguiente tri ngulo rect ngulo? (1) 15 (2) 8 Integrated Algebra June 09 (3) 34 (4) 4 [4] Utilice este espacio para sus c lculos. 10 Cu l es la 32 expresada en la forma radical m s simple? (1) 16 2 (3) 4 8 (2) 4 2 Utilice este espacio para sus c lculos. (4) 2 8 11 Si la velocidad del sonido es 344 metros por segundo, cu l es la velocidad aproximada del sonido en metros por hora? 60 segundos = 1 minuto 60 minutos = 1 hora (1) 20,640 (3) 123,840 (2) 41,280 (4) 1,238,400 12 La suma de dos n meros es 47 y su diferencia es 15. Cu l es el n mero m s grande? (1) 16 (3) 32 (2) 31 (4) 36 13 Si a + ar = b + r, el valor de a en relaci n con b y r se puede expresar como b (1) r + 1 (3) (2) 1 + b r (4) 1 + b r+b Integrated Algebra June 09 b+r 1+ r [5] [AL DORSO] 4 14 Qu valor de x est en el conjunto de soluciones de x + 5 < 17 ? 3 (1) 8 (3) 12 (2) 9 (4) 16 15 El siguiente diagrama de caja y bigotes representa los puntajes de los estudiantes en un reciente examen de ingl s. Cu l es el valor del cuartil superior? (1) 68 (3) 84 (2) 76 (4) 94 5n 16 Qu valor de n hace que la expresi n 2 n 1 sea indefinida? 1 (1) 1 (3) 2 (2) 0 1 (4) 2 17 En la Escuela Secundaria Genesee, la clase de los estudiantes de segundo a o tiene 60 estudiantes m s que la clase de los de primer a o. A la clase de tercer a o le faltan 50 estudiantes para tener el doble de estudiantes que la clase de primer a o. La clase del ltimo a o es tres veces m s grande que la clase de primer a o. Si hay un total de 1,424 estudiantes en la Escuela Secundaria Genesee, cu ntos estudiantes hay en la clase de primer a o? (1) 202 (3) 235 (2) 205 (4) 236 Integrated Algebra June 09 [6] Utilice este espacio para sus c lculos. 18 Cu les son el v rtice y el eje de simetr a de la par bola y = x2 16x + 63? Utilice este espacio para sus c lculos. (1) v rtice: (8, 1); eje de simetr a: x = 8 (2) v rtice: (8,1); eje de simetr a: x = 8 (3) v rtice: ( 8, 1); eje de simetr a: x = 8 (4) v rtice:( 8,1); eje de simetr a: x = 8 19 Qu enunciado es verdadero acerca de a la relaci n que se muestra en el gr fico a continuaci n? y x (1) Es una funci n porque solamente existe una coordenada x por cada coordenada y. (2) Es una funci n porque solamente existe una coordenada y por cada coordenada x. (3) No es una funci n porque hay muchos valores y para determinado valor x. (4) No es una funci n porque hay muchos valores x para determinado valor y. Integrated Algebra June 09 [7] [AL DORSO] Utilice este espacio para sus c lculos. 20 Qu gr fico representa la soluci n de 3y 9 6x? y y x x (1) (3) y y x x (2) (4) x 2 2 x 15 21 Qu expresi n representa en la forma m s simple? x2 + 3x (1) 5 (2) x 5 x 2 x 5 x 2 x 15 (4) 3x (3) 22 Cu l es una ecuaci n de la l nea que pasa por el punto (4, 6) y tiene una pendiente de 3? (1) y = 3x + 6 (3) y = 3x + 10 (2) y = 3x 6 (4) y = 3x + 14 Integrated Algebra June 09 [8] 23 Cuando 4x2 + 7x 5 se resta de 9x2 2x + 3, el resultado es (1) 5x2 + 5x 2 (3) 5x2 + 5x 2 (2) 5x2 9x + 8 Utilice este espacio para sus c lculos. (4) 5x2 + 9x 8 24 La ecuaci n y = x2 + 3x 18 se grafica en el siguiente conjunto de ejes. y 22 20 18 16 14 12 10 8 6 4 2 10 8 6 4 2 2 4 6 8 10 12 14 16 18 20 22 2 4 6 8 10 x Seg n este gr fico, cu les son las ra ces de la ecuaci n x2 + 3x 18 = 0? (1) 3 y 6 (3) 3 y 6 (2) 0 y 18 (4) 3 y 18 25 Cu l es el valor de la coordenada y de la soluci n al sistema de ecuaciones x + 2y = 9 y x y = 3? (1) 6 (3) 3 (2) 2 (4) 5 Integrated Algebra June 09 [9] [AL DORSO] 26 Cu l es el inverso aditivo de la expresi n a b? (1) a + b (3) a + b (2) a b (4) a b 27 Cu l es el producto de 12 y 4.2 106 expresado en notaci n cient fica? (1) 50.4 106 (3) 5.04 106 (2) 50.4 107 (4) 5.04 107 28 Para calcular el volumen de un peque o cubo de madera, Ezra midi uno de los bordes del cubo y determin que med a 2 cm. La longitud real del borde del cubo de Ezra es de 2.1 cm. Cu l es el error relativo en su c lculo de volumen redondeado a la cent sima m s cercana? (1) 0.13 (3) 0.15 (2) 0.14 (4) 0.16 6 2 29 Qu es 4a 3a expresado en la forma m s simple? 4 a 5 (2) 6a (1) 8 7a 10 (4) 12a (3) 30 El conjunto {11,12} es equivalente a (1) {x|11 < x < 12, donde x es un n mero entero} (2) {x|11 < x 12, donde x es un n mero entero} (3) {x|10 x < 12, donde x es un n mero entero} (4) {x|10 < x 12, donde x es un n mero entero} Integrated Algebra June 09 [10] Utilice este espacio para sus c lculos. Parte II Conteste las 3 preguntas en esta parte. Cada respuesta correcta recibir 2 puntos. Indique claramente los pasos necesarios, incluyendo las sustituciones apropiadas de f rmulas, diagramas, gr ficos, tablas, etc. Para todas las preguntas en esta parte, una respuesta num rica correcta, que no muestre el trabajo, recibir solamente un punto. [6] 31 Determine cu ntas combinaciones de tres letras son posibles con las letras A, N, G, L y E si no se puede repetir ninguna letra. Integrated Algebra June 09 [11] [AL DORSO] 32 Descomponga en factores: 4x3 36x Integrated Algebra June 09 [12] 33 Hay algunos libros sobre el escritorio. Dos son de ingl s, tres de matem ticas, uno de franc s y cuatro son de estudios sociales. Theresa elige un libro de ingl s e Isabelle elige un libro de estudios sociales. Ambas ni as llevan sus elecciones a la biblioteca para leerlas. Si Truman luego selecciona un libro al azar, qu probabilidades tiene de elegir un libro de ingl s? Integrated Algebra June 09 [13] [AL DORSO] Parte III Conteste las 3 preguntas en esta parte. Cada respuesta correcta recibir 3 puntos. Indique claramente los pasos necesarios, incluyendo las sustituciones apropiadas de f rmulas, diagramas, gr ficos, tablas, etc. Para todas las preguntas en esta parte, una respuesta num rica correcta, que no muestre el trabajo, recibir solamente un punto. [9] 34 En el siguiente diagrama, la circunferencia del c rculo O es de 16 pulgadas. La longitud de BC es tres cuartos de la longitud del di metro AD y CE = 4 pulgadas. Calcule el rea, en pulgadas cuadradas, del trapecio ABCD. B A Integrated Algebra June 09 C O [14] E D 3 35 Un banco anuncia que los nuevos clientes pueden abrir una cuenta de ahorro con una tasa de 3 4 % de inter s compuesta anualmente. Robert invierte $5,000 en una cuenta con esta tasa. Si no hace m s dep sitos ni retiros de su cuenta, determine el monto de dinero que tendr , redondeado al centavo m s cercano, despu s de tres a os. Integrated Algebra June 09 [15] [AL DORSO] 36 La tabla a continuaci n muestra el n mero de boletos para el baile de graduaci n vendidos en un per odo de diez d as. Trace estos puntos de datos en la siguiente tabla de coordenadas. Utilice una escala constante y apropiada. Dibuje una l nea razonable que coincida mejor y escriba la ecuaci n. Integrated Algebra June 09 [16] Parte IV Conteste las 3 preguntas en esta parte. Cada respuesta correcta recibir 4 puntos. Indique claramente los pasos necesarios, incluyendo las sustituciones apropiadas de f rmulas, diagramas, gr ficos, tablas, etc. Para todas las preguntas en esta parte, una respuesta num rica correcta, que no muestre el trabajo, recibir solamente un punto. [12] 37 Se va a insertar una estaca en el suelo lejos de la base de un poste de 50 pies, tal como se muestra en el siguiente diagrama. Se debe colocar un cable desde la estaca que se encuentra en el piso hasta la punta del poste en un ngulo de elevaci n de 52 . A qu distancia, redondeada en pies, de la base del poste se debe colocar la estaca? Cu l ser la longitud, redondeada en pies, del cable desde la estaca hasta la punta del poste? Integrated Algebra June 09 [17] [AL DORSO] 38 Las lecturas de las temperaturas en grados Fahrenheit de 30 ma anas de abril en Stormville, Nueva York, se muestran a continuaci n. 41 , 58 , 61 , 54 , 49 , 46 , 52 , 58 , 67 , 43 , 47 , 60 , 52 , 58 , 48 , 44 , 59 , 66 , 62 , 55 , 44 , 49 , 62 , 61 , 59 , 54 , 57 , 58 , 63 , 60 Utilizando los datos, complete la siguiente tabla de frecuencia. En la cuadr cula de la siguiente p gina, elabore y etiquete un histograma de frecuencia basado en la tabla. Integrated Algebra June 09 [18] Continuaci n de la pregunta 38 Integrated Algebra June 09 [19] [AL DORSO] 39 En el siguiente conjunto de ejes, resuelva gr ficamente el sistema de ecuaciones de abajo para todos los valores de x e y. y = x2 6x + 1 y + 2x = 6 y x Integrated Algebra June 09 [20] Desprender por la l nea perforada. Desprender por la l nea perforada. Hoja de referencia Integrated Algebra June 09 [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, 19 de junio de 2009 - 1:15 a 4:15 p.m., solamente HOJA DE RESPUESTAS Estudiante Profesor ....................................... ......................................... Sexo: Escuela I Masculino I Femenino Grado . . . . . . . ....................................... 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 June 09 [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 III Part IV Maximum Total Credits Earned Rater s/Scorer s Initials Total Raw Score Checked by Desprender por la l nea perforada. Rater s/Scorer s Name (minimum of three) 87 Scaled Score (from conversion chart) Desprender por la l nea perforada. [28] INTEGRATED ALGEBRA SPANISH EDITION Integrated Algebra June 09 The University of the State of New York THE STATE EDUCATION DEPARTMENT Office of State Assessment Albany, New York 12234 IMPORTANT NOTICE Regents Examination in Integrated Algebra Spanish Edition Only Friday, June 19, 2009 This notice pertains to the scoring of Questions 32 and 34 of the Spanish edition only of the Regents Examination in Integrated Algebra. Question 32: The phrase factor completely is translated imprecisely in the Spanish edition and could be understood to mean factor. For students using the Spanish edition, either exclusively or in conjunction with the English edition, the following rubric should be used for scoring question 32. [2] 4x(x - 3)(x + 3) or 4x(x2 - 9) or 4(x3 - 9x) or 2x(2x - 6)(x + 3) or 2x(x - 3)(2x + 6) or 2x(2x2 - 18) or 2(2x3 - 18x) or x(2x + 6)(2x - 6) or 2 x(4x - 36) or another appropriate set of factors [0] A zero response is completely incorrect, irrelevant, or incoherent, or is a correct response that was obtained by an obviously incorrect procedure. Question 34: The reference sheet in the Spanish edition has a typographical error, a minus sign, inserted before the h in the formula for the area of a trapezoid. If it appears that the student used this incorrect formula to solve question 34, the student should be awarded 3 credits for this question. Please photocopy this notice and give a copy of it to each teacher scoring the Spanish edition of this examination. We apologize for any inconvenience this may cause you, and we thank you for your hard work on behalf of the students in New York State. FOR TEACHERS ONLY The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION INTEGRATED ALGEBRA Friday, June 19, 2009 1:15 to 4:15 p.m., only SCORING KEY AND RATING GUIDE Mechanics of Rating The following procedures are to be followed for scoring student answer papers for the Regents Examination in Integrated Algebra. More detailed information about scoring is provided in the publication Information Booklet for Scoring the Regents Examination in Integrated Algebra. Use only red ink or red pencil in rating Regents papers. Do not attempt to correct the student s work by making insertions or changes of any kind. Use check marks to indicate student errors. Unless otherwise specified, mathematically correct variations in the answers will be allowed. Units need not be given when the wording of the questions allows such omissions. Each student s answer paper is to be scored by a minimum of three mathematics teachers. On the back of the student s detachable answer sheet, raters must enter their initials in the boxes next to the questions they have scored and also write their name in the box under the heading Rater s/Scorer s Name. Raters should record the student s scores for all questions and the total raw score on the student s detachable answer sheet. Then the student s total raw score should be converted to a scaled score by using the conversion chart that will be posted on the Department s web site http://www.emsc.nysed.gov/osa/ o n Friday, June 19, 2009. The student s scaled score should be entered in the box provided on the student s detachable answer sheet. The scaled score is the student s final examination score. INTEGRATED ALGEBRA continued Part I Allow a total of 60 credits, 2 credits for each of the following. Allow credit if the student has written the correct answer instead of the numeral 1, 2, 3, or 4. (1) 4 (9) 3 (17) 1 (25) 2 (2) 4 (10) 2 (18) 1 (26) 3 (3) 1 (11) 4 (19) 3 (27) 4 (4) 2 (12) 2 (20) 1 (28) 2 (5) 3 (13) 3 (21) 2 (29) 2 (6) 4 (14) 1 (22) 1 (30) 4 (7) 1 (15) 3 (23) 2 (8) 2 (16) 4 (24) 3 [2] INTEGRATED ALGEBRA continued Updated information regarding the rating of this examination may be posted on the New York State Education Department s web site during the rating period. Check this web site http://www.emsc.nysed.gov/osa/ and select the link Examination Scoring Information for any recently posted information regarding this examination. This site should be checked before the rating process for this examination begins and several times throughout the Regents examination period. General Rules for Applying Mathematics Rubrics I. General Principles for Rating The rubrics for the constructed-response questions on the Regents Examination in Integrated Algebra are designed to provide a systematic, consistent method for awarding credit. The rubrics are not to be considered all-inclusive; it is impossible to anticipate all the different methods that students might use to solve a given problem. Each response must be rated carefully using the teacher s professional judgment and knowledge of mathematics; all calculations must be checked. The specific rubrics for each question must be applied consistently to all responses. In cases that are not specifically addressed in the rubrics, raters must follow the general rating guidelines in the publication Information Booklet for Scoring the Regents Examination in Integrated Algebra, use their own professional judgment, confer with other mathematics teachers, and/or contact the consultants at the State Education Department for guidance. During each Regents examination administration period, rating questions may be referred directly to the Education Department. The contact numbers are sent to all schools before each administration period. II. Full-Credit Responses A full-credit response provides a complete and correct answer to all parts of the question. Sufficient work is shown to enable the rater to determine how the student arrived at the correct answer. When the rubric for the full-credit response includes one or more examples of an acceptable method for solving the question (usually introduced by the phrase such as ), it does not mean that there are no additional acceptable methods of arriving at the correct answer. Unless otherwise specified, mathematically correct alternative solutions should be awarded credit. The only exceptions are those questions that specify the type of solution that must be used; e.g., an algebraic solution or a graphic solution. A correct solution using a method other than the one specified is awarded half the credit of a correct solution using the specified method. III. Appropriate Work Full-Credit Responses: The directions in the examination booklet for all the constructed-response questions state: Clearly indicate the necessary steps, including appropriate formula substitutions, diagrams, charts, etc. The student has the responsibility of providing the correct answer and showing how that answer was obtained. The student must construct the response; the teacher should not have to search through a group of seemingly random calculations scribbled on the student paper to ascertain what method the student may have used. Responses With Errors: Rubrics that state Appropriate work is shown, but are intended to be used with solutions that show an essentially complete response to the question but contain certain types of errors, whether computational, rounding, graphing, or conceptual. If the response is incomplete; i.e., an equation is written but not solved or an equation is solved but not all of the parts of the question are answered, appropriate work has not been shown. Other rubrics address incomplete responses. IV. Multiple Errors Computational Errors, Graphing Errors, and Rounding Errors: Each of these types of errors results in a 1-credit deduction. Any combination of two of these types of errors results in a 2-credit deduction. No more than 2 credits should be deducted for such mechanical errors in any response. The teacher must carefully review the student s work to determine what errors were made and what type of errors they were. Conceptual Errors: A conceptual error involves a more serious lack of knowledge or procedure. Examples of conceptual errors include using the incorrect formula for the area of a figure, choosing the incorrect trigonometric function, or multiplying the exponents instead of adding them when multiplying terms with exponents. A response with one conceptual error can receive no more than half credit. If a response shows repeated occurrences of the same conceptual error, the student should not be penalized twice. If the same conceptual error is repeated in responses to other questions, credit should be deducted in each response. If a response shows two (or more) different major conceptual errors, it should be considered completely incorrect and receive no credit. If a response shows one conceptual error and one computational, graphing, or rounding error, the teacher must award credit that takes into account both errors; i.e., awarding half credit for the conceptual error and deducting 1 credit for each mechanical error (maximum of two deductions for mechanical errors). [3] [OVER] INTEGRATED ALGEBRA continued Part II For each question, use the specific criteria to award a maximum of two credits. Unless otherwise specified, mathematically correct alternative solutions should be awarded appropriate credit. (31) [2] 60, and appropriate work is shown, such as 5P3 or 5 4 3. [1] Appropriate work is shown, but one computational error is made. or [1] Appropriate work is shown, but one conceptual error is made, such as determining the value of 5C3. or [1] 60, but no work is shown. [0] A zero response is completely incorrect, irrelevant, or incoherent or is a correct response that was obtained by an obviously incorrect procedure. (32) [2] 4x(x 3)(x + 3), and appropriate work is shown. [1] Appropriate work is shown, but one computational or factoring error is made. or [1] Appropriate work is shown, but one conceptual error is made, such as leaving the answer as 4x(x2 9). or [1] 4x(x 3)(x + 3), but no work is shown. [0] A zero response is completely incorrect, irrelevant, or incoherent or is a correct response that was obtained by an obviously incorrect procedure. [4] INTEGRATED ALGEBRA continued (33) [2] 1 or an equivalent answer, and appropriate work is shown. 8 [1] Appropriate work is shown, but one computational error is made. or [1] Appropriate work is shown, but one conceptual error is made. or [1] 1 or an equivalent answer, but no work is shown. 8 [0] A zero response is completely incorrect, irrelevant, or incoherent or is a correct response that was obtained by an obviously incorrect procedure. [5] [OVER] INTEGRATED ALGEBRA continued Part III For each question, use the specific criteria to award a maximum of three credits. Unless otherwise specified, mathematically correct alternative solutions should be awarded appropriate credit. (34) [3] 56, and appropriate work is shown. [2] Appropriate work is shown, but one computational error is made. or 1 (4)(12 + 16) or an equivalent 2 equation, but no further correct work is shown. [2] Appropriate work is shown to find A = [1] Appropriate work is shown, but two or more computational errors are made. or [1] Appropriate work is shown, but one conceptual error is made. or [1] Appropriate work is shown to find AD = 16 and BC = 12, but no further correct work is shown. or [1] 56, but no work is shown. [0] A zero response is completely incorrect, irrelevant, or incoherent or is a correct response that was obtained by an obviously incorrect procedure. [6] INTEGRATED ALGEBRA continued (35) [3] 5,583.86, and appropriate work is shown. [2] Appropriate work is shown, but one computational or rounding error is made. [1] Appropriate work is shown, but two or more computational or rounding errors are made. or [1] Appropriate work is shown, but one conceptual error is made. or 3 [1] A = 5000(1 + 0.0375) or an equivalent equation, but no further correct work is shown. or [1] 5,583.86, but no work is shown. [0] A zero response is completely incorrect, irrelevant, or incoherent or is a correct response that was obtained by an obviously incorrect procedure. [7] [OVER] INTEGRATED ALGEBRA continued (36) [3] The data are plotted correctly, an appropriate line of best fit is drawn, and its equation is stated. [2] The data are plotted incorrectly, but an appropriate line of best fit is drawn, and an appropriate equation is stated. or [2] The data are plotted correctly, but an incorrect line of best fit is drawn, but an appropriate equation is stated. or [2] The data are plotted correctly, and an appropriate line of best fit is drawn, but its equation is not stated or is stated incorrectly. [1] The data are plotted correctly, but no further correct work is shown. or [1] The data are plotted incorrectly, but an appropriate line of best fit is drawn, but no further correct work is shown. [0] A zero response is completely incorrect, irrelevant, or incoherent or is a correct response that was obtained by an obviously incorrect procedure. [8] INTEGRATED ALGEBRA continued Part IV For each question, use the specific criteria to award a maximum of four credits. Unless otherwise specified, mathematically correct alternative solutions should be awarded appropriate credit. (37) [4] 39 and 63, and appropriate work is shown, such as using trigonometry or the Pythagorean theorem. [3] Appropriate work is shown, but one computational or rounding error is made. [2] Appropriate work is shown, but two or more computational or rounding errors are made. or [2] Appropriate work is shown, but one conceptual error is made, such as using an incorrect trigonometric function. or 50 50 and sin 52 = or an equivalent equation, but no further y x correct work is shown. [2] Tan 52 = or [2] 39 or 63, and appropriate work is shown. [1] Appropriate work is shown, but one conceptual error and one computational or rounding error are made. or 50 50 or sin 52 = or an equivalent equation, but no further y x correct work is shown. [1] Tan 52 = or [1] 39 and 63, but no work is shown. [0] 39 or 63, but no work is shown. or [0] A zero response is completely incorrect, irrelevant, or incoherent or is a correct response that was obtained by an obviously incorrect procedure. [9] [OVER] INTEGRATED ALGEBRA continued (38) [4] The frequency table is completed correctly, and a correct frequency histogram is drawn and labeled. [3] The frequency table is completed correctly, but one graphing or labeling error is made in the frequency histogram. or [3] The frequency table is completed incorrectly, but an appropriate frequency histogram is drawn and labeled. [2] The frequency table is completed correctly, but two or more graphing or labeling errors are made in the frequency histogram. or [2] The frequency table is completed correctly, but one conceptual error is made, such as drawing a cumulative frequency histogram, bar graph, or broken-line graph. [1] Appropriate work is shown, but one conceptual error and one graphing or labeling error are made in the frequency histogram. or [1] The frequency table is completed incorrectly, and two or more graphing or labeling errors are made in the frequency histogram. or [1] The frequency table is completed correctly, but no further correct work is shown. [0] A zero response is completely incorrect, irrelevant, or incoherent or is a correct response that was obtained by an obviously incorrect procedure. [10] INTEGRATED ALGEBRA continued (39) [4] Both equations are graphed correctly, and ( 1,8) and (5, 4) are stated. [3] Appropriate work is shown, but one computational or graphing error is made, but the appropriate points of intersection are stated. or [3] Both equations are graphed correctly, but only one point of intersection is stated. [2] Appropriate work is shown, but two or more computational or graphing errors are made, but appropriate points of intersection are stated. or [2] Appropriate work is shown, but one conceptual error is made. or [2] Both equations are graphed correctly, but the points of intersection are not stated or are stated incorrectly. or [2] ( 1,8) and (5, 4) are found as points of intersection, but a method other than a graphic method is used. [1] Appropriate work is shown, but one conceptual error and one computational or graphing error are made. or [1] One of the equations is graphed correctly, but no further correct work is shown. or [1] ( 1,8) and (5, 4) are stated, but no work is shown. [0] ( 1,8) or (5, 4) is stated, but no work is shown. or [0] A zero response is completely incorrect, irrelevant, or incoherent or is a correct response that was obtained by an obviously incorrect procedure. [11] INTEGRATED ALGEBRA concluded Map to Core Curriculum Content Strand Item Numbers Number Sense and Operations 10, 26, 27, 31 Algebra 2, 3, 4, 6, 7, 9, 12, 13, 14, 16, 17, 18, 21, 22, 23, 25, 29, 30, 32, 35, 37 Geometry 19, 20, 24, 34, 39 Measurement 1, 11, 28 Probability and Statistics 5, 8, 15, 33, 36, 38 Regents Examination in Integrated Algebra June 2009 Chart for Converting Total Test Raw Scores to Final Examination Scores (Scaled Scores) The Chart for Determining the Final Examination Score for the June 2009 Regents Examination in Integrated Algebra will be posted on the Department s web site http://www.emsc.nysed.gov/osa/ on Friday, June 19, 2009. Conversion charts provided for previous administrations of the Integrated Algebra examination must NOT be used to determine students final scores for this administration. Online Submission of Teacher Evaluations of the Test to the Department Suggestions and feedback from teachers provide an important contribution to the test development process. The Department provides an online evaluation form for State assessments. It contains spaces for teachers to respond to several specific questions and to make suggestions. Instructions for completing the evaluation form are as follows: 1. Go to w ww.emsc.nysed.gov/osa/exameval. 2. Select the test title. 3. Complete the required demographic fields. 4. Complete each evaluation question and provide comments in the space provided. 5. Click the SUBMIT button at the bottom of the page to submit the completed form. [12]

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

 

  Print intermediate debugging step

Show debugging info


 

Additional Info : Refer : Formulas (page 23) and Scoring Key (page 30)
Tags : , papers, New York State, High School Regents, Examinations, Past exams, solvedTest Papers, Education, Assessment and Testing.  


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

 

regents chat