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New York Regents Spanish Integrated Algebra January 2010

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INTEGRATED ALGEBRA The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION SPANISH EDITION INTEGRATED ALGEBRA THURSDAY, JANUARY 28, 2010 1:15 TO 4:15 P.M., ONLY LGEBRA INTEGRADA Jueves, 28 de enero 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; sta 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 ste 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] 1 El siguiente diagrama de caja y l nea representa los resultados de los ex menes de matem ticas de 20 estudiantes. 60 70 80 100 90 Qu porcentaje de los resultados de los ex menes es menos que 72? (1) 25 (3) 75 (2) 50 (4) 100 2 Una bolsa contiene ocho canicas verdes, cinco canicas blancas y dos canicas rojas. Cu l es la probabilidad de sacar una canica roja de la bolsa? 1 (1) 15 2 (2) 15 2 (3) 13 13 (4) 15 3 Julia fue al cine y compr una bolsa grande de palomitas de ma z y dos galletas con pedacitos de chocolate por $5.00. Marvin fue al mismo cine y compr una bolsa grande de palomitas de ma z y cuatro galletas con pedacitos de chocolate por $6.00. Cu l es el precio de una galleta con pedacitos de chocolate? (1) $0.50 (3) $1.00 (2) $0.75 (4) $2.00 Integrated Algebra Jan. 10 Spanish Edition [2] Utilice este espacio para sus c lculos. Utilice este espacio para sus c lculos. 4 Dado: Q = {0, 2, 4, 6} W = {0, 1, 2, 3} Z = {1, 2, 3, 4} Cu l es la intersecci n de los conjuntos Q, W y Z? (1) {2} (3) {1, 2, 3} (2) {0, 2} (4) {0, 1, 2, 3, 4, 6} 5 Roger est realizando un picnic para 78 invitados. El planea servir a cada invitado por lo menos un perro caliente (hot dog). Si cada paquete, p, contiene ocho perros calientes, qu desigualdad podr a ser usada para determinar cu ntos paquetes de perros calientes necesitar comprar Roger? (1) p 78 (3) 8 + p 78 (2) 8p 78 (4) 78 p 8 6 En una novela de ciencia ficci n, el personaje principal encontr una roca misteriosa que disminu a en tama o cada d a. La siguiente tabla muestra lo que queda de la roca al mediod a en d as consecutivos. D a Parte fraccional que qued de la roca 1 1 2 1 2 3 4 1 4 1 8 Qu parte fraccional de la roca quedar al mediod a el d a 7? 1 (1) 128 1 (2) 64 1 (3) 14 1 (4) 12 Integrated Algebra Jan. 10 Spanish Edition [3] [AL DORSO] 7 En el siguiente diagrama, cu l es la pendiente de la l nea que pasa a trav s de los puntos A y B? y B A x (1) 2 1 (3) 2 (2) 2 1 (4) 2 Integrated Algebra Jan. 10 Spanish Edition [4] Utilice este espacio para sus c lculos. 8 Qu ecuaci n muestra una raz n trigonom trica correcta para el ngulo A en el siguiente tri ngulo rect ngulo? Utilice este espacio para sus c lculos. B 8 cm C (1) sen A = 15 17 (2) tan A = 8 17 17 cm 15 cm A (3) cos A = 15 17 (4) tan A = 15 8 9 Debbie resolvi la ecuaci n lineal 3(x + 4) 2 = 16 como se muestra a continuaci n: [L nea 1] [L nea 2] [L nea 3] [L nea 4] [L nea 5] Ella cometi un error entre las l neas (1) 1 y 2 (3) 3 y 4 (2) 2 y 3 (4) 4 y 5 Integrated Algebra Jan. 10 Spanish Edition [5] [AL DORSO] Utilice este espacio para sus c lculos. 10 El valor de la expresi n |a b| cuando a = 7 y b = 3 es (1) 10 (3) 4 (2) 10 (4) 4 3 2 11 Qu expresi n representa 12 x 6 x + 2 x en su forma m s simple? 2x (1) 6x2 3x (3) 6x2 3x + 1 (2) 10x2 4x (4) 10x2 4x + 1 12 Qu par ordenado es una soluci n del sistema de ecuaciones mostradas en el siguiente gr fico? y x (1) ( 3, 1) (3) (0, 1) (2) ( 3, 5) (4) (0, 4) Integrated Algebra Jan. 10 Spanish Edition [6] 13 Qu ecuaci n representa la l nea que pasa a trav s de los puntos ( 3,7) y (3,3)? (1) y = 2 x + 1 3 (2) y = 2 x + 9 3 Utilice este espacio para sus c lculos. (3) y = 2 x + 5 3 (4) y = 2 x + 9 3 14 Qu tabla de datos representa la informaci n de una sola variable? Longitud del Lado de un Cuadrado rea del Cuadrado Edad del Grupo Frecuencia 2 4 20 29 9 3 9 30 39 7 4 16 40 49 10 5 25 50 59 4 (1) (3) Horas Trabajadas Pago Personas N mero de Dedos 20 $160 2 20 25 $200 3 30 30 $240 4 40 35 $280 5 50 (2) Integrated Algebra Jan. 10 Spanish Edition (4) [7] [AL DORSO] 15 Cu l es la ecuaci n del eje de simetr a de la par bola que se muestra en el siguiente diagrama? y 20 18 16 14 12 10 8 6 4 2 1 2 3 4 5 6 7 8 9 10 (1) x = 0.5 (3) x = 4.5 (2) x = 2 x (4) x = 13 16 Los miembros de la clase m s avanzada est n planeando un baile. Ellos usan la ecuaci n r = pn para determinar el total de entradas. Qu es n expresada en t rminos de r y p? (1) n = r + p (2) n = r p p r r (4) n = p (3) n = Integrated Algebra Jan. 10 Spanish Edition [8] Utilice este espacio para sus c lculos. 17 El gr fico de la ecuaci n y = |x| se muestra en el siguiente diagrama. Utilice este espacio para sus c lculos. y x Qu diagrama podr a representar un gr fico de la ecuaci n y = a|x| cuando 1 < a < 0? y y x x (1) (3) y y x x (4) (2) Integrated Algebra Jan. 10 Spanish Edition [9] [AL DORSO] Utilice este espacio para sus c lculos. 18 Qu relaci n representa una funci n? (1) {(0,3), (2,4), (0,6)} (2) {( 7,5), ( 7,1), ( 10,3), ( 4,3)} (3) {(2,0), (6,2), (6, 2)} (4) {( 6,5), ( 3,2), (1,2), (6,5)} y Notas del Examen x N mero de Respuestas Incorrectas N mero de Respuestas Incorrectas 19 Qu diagrama de dispersi n muestra la relaci n entre x e y si x representa la nota de un estudiante en un examen e y representa el n mero de respuestas incorrectas que recibi el estudiante en el mismo examen? y Notas del Examen (3) y x N mero de Respuestas Incorrectas N mero de Respuestas Incorrectas (1) Notas del Examen x y Notas del Examen (4) (2) Integrated Algebra Jan. 10 Spanish Edition [10] x Utilice este espacio para sus c lculos. 20 Qu expresi n es equivalente a 33 34? (1) 912 (3) 312 (2) 97 (4) 37 21 Qu punto est en la l nea 4y 2x = 0? (1) ( 2, 1) (3) ( 1, 2) (2) ( 2,1) (4) (1,2) 22 Si Ann descompone en factores, correctamente, una expresi n que es la diferencia de dos cuadrados perfectos, sus factores podr an ser (1) (2x + y)(x 2y) (3) (x 4)(x 4) (2) (2x + 3y)(2x 3y) (4) (2y 5)(y 5) 23 Qu par ordenado est en el conjunto de soluciones del siguiente sistema de desigualdades lineales? y < 2x + 2 y x 1 (1) (0,3) (3) ( 1,0) (2) (2,0) (4) ( 1, 4) Integrated Algebra Jan. 10 Spanish Edition [11] [AL DORSO] 24 La expresi n 6 50 + 6 2 escrita en la forma radical m s simple es (1) 6 52 (3) 17 2 (2) 12 52 (4) 36 2 2 2 25 Cu l es la suma de 3x yx? x 2 x 2 (1) 3x4 (x 2)2 (3) 4 x2 (x 2)2 (2) 3x4 x 2 (4) 4 x2 x 2 26 Qu ecuaci n representa una l nea paralela al gr fico de 2x 4y = 16? (1) y = 1 x 5 2 (3) y = 2x + 6 (2) y = 1 x + 4 2 (4) y = 2x + 8 27 Un ejemplo de una expresi n algebraica es (1) 2 x + 3 = 13 7 x (3) 4x 1 = 4 (2) (2x + 1)(x 7) (4) x = 2 Integrated Algebra Jan. 10 Spanish Edition [12] Utilice este espacio para sus c lculos. 28 Cu l es el conjunto de soluciones de x + 2 = 3 ? x 2 x (1) { 2, 3} (3) { 1, 6} (2) { 3, 2} Utilice este espacio para sus c lculos. (4) { 6, 1} 29 Cu ntas pulgadas cuadradas de papel de envolver se necesitan para cubrir por completo una caja que mide 2 pulgadas por 3 pulgadas por 4 pulgadas? (1) 18 (3) 26 (2) 24 (4) 52 30 Qu situaci n describe una correlaci n que no es una relaci n causal? (1) la longitud del borde de un cubo y el volumen del cubo (2) la distancia viajada y el tiempo que se demor manejando (3) la edad de un ni o y el n mero de hermanos(as) que tiene el ni o (4) el n mero de clases que se ense an en una escuela y el n mero de profesores que trabajan ah Integrated Algebra Jan. 10 Spanish Edition [13] [AL DORSO] Parte II Responda las 3 preguntas en 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 Angela quiere comprar alfrombrado para su sala. Las dimensiones de su sala son 12 pies por 12 pies. Si el alfombrado se vende por yarda cuadrada, determine cuantas yardas cuadradas de alfombrado ella debe comprar. 3 pies = 1 yarda 9 pies cuadrados = 1 yarda cuadrada Integrated Algebra Jan. 10 Spanish Edition [14] 32 En el tri ngulo rect ngulo ABC, AB = 20, AC = 12, BC = 16 y m C = 90. Encuentre, al grado m s cercano, la medida de A. Integrated Algebra Jan. 10 Spanish Edition [15] [AL DORSO] 33 Jon est comprando entradas para l para dos conciertos. Para el concierto de jazz, hay 4 entradas disponibles en la primera fila y 32 entradas disponibles en las otras filas. Para el concierto de la orquesta, hay 3 entradas disponibles en la primera fila y 23 entradas disponibles en las otras filas. Se le asigna al azar a Jon una entrada para cada concierto. Determine el concierto para el cual es m s probable que l reciba una entrada en la primera fila. Justifique su respuesta. Integrated Algebra Jan. 10 Spanish Edition [16] Parte III Responda las 3 preguntas en 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 Encuentre, algebraicamente, las ra ces de la ecuaci n x2 x = 6. Integrated Algebra Jan. 10 Spanish Edition [17] [AL DORSO] 35 La se orita Mosher registr las notas de los ex menes de matem ticas de seis estudiantes en la siguiente tabla. Estudiante Nota del Estudiante Andrew 72 John 80 George 85 Amber 93 Betty 78 Roberto 80 Determine la media de las notas de los estudiantes, a la d cima m s cercana. Determine la mediana de las notas de los estudiantes. Describa el efecto en la media y en la mediana si la se orita Mosher agrega 5 puntos adicionales a cada una de las notas de los seis estudiantes. Integrated Algebra Jan. 10 Spanish Edition [18] 36 Howell us su regla, para medir los lados de un prisma rectangular de 5 cm por 8 cm por 4 cm. Las medidas actuales son 5.3 cm por 8.2 cm por 4.1 cm. Encuentre el error relativo de Howell al calcular el volumen del prisma a la mil sima m s cercana. Integrated Algebra Jan. 10 Spanish Edition [19] [AL DORSO] Parte IV Responda las 3 preguntas en 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 Una clave consiste de tres d gitos, del 0 al 9, seguido por tres letras de un alfabeto que tiene 26 letras. Si se permite la repetici n de d gitos, pero no la repetici n de letras, determine el n mero de claves diferentes que se pueden hacer. Si no se permitiera la repetici n de d gitos o letras, determine cuantas claves menos se pueden hacer. Integrated Algebra Jan. 10 Spanish Edition [20] 38 Dibuje el gr fico del conjunto de soluciones para la desigualdad 4x 3y > 9 en el conjunto de ejes a continuaci n. Determine si el punto (1, 3) est en el conjunto de soluciones. Justifique su respuesta. y x Integrated Algebra Jan. 10 Spanish Edition [21] [AL DORSO] 39 Encuentre tres n meros enteros pares positivos consecutivos de tal manera que el producto del segundo y el tercer n mero entero es veinte m s que diez veces el primer n mero entero. [S lo una soluci n algebraica puede recibir cr dito total]. Integrated Algebra Jan. 10 Spanish Edition [22] Desprender por la l nea perforada Desprender por la l nea perforada Hoja de referencia Integrated Algebra Jan. 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 Jueves, 28 de enero de 2010 1:15 a 4:15 p.m., solamente HOJA DE RESPUESTAS Estudiante . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Sexo: I Masculino I Femenino Grado . . . . Profesor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Escuela . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Sus respuestas a la Parte I deber escribirlas en esta hoja de respuestas. Parte I Conteste las 30 preguntas de esta parte. 9 .................... 17 . . . . . . . . . . . . . . . . . . . . 25 . . . . . . . . . . . . . . . . . . . . 2 .................... 10 . . . . . . . . . . . . . . . . . . . . 18 . . . . . . . . . . . . . . . . . . . . 26 . . . . . . . . . . . . . . . . . . . . 3 .................... 11 . . . . . . . . . . . . . . . . . . . . 19 . . . . . . . . . . . . . . . . . . . . 27 . . . . . . . . . . . . . . . . . . . . 4 .................... 12 . . . . . . . . . . . . . . . . . . . . 20 . . . . . . . . . . . . . . . . . . . . 28 . . . . . . . . . . . . . . . . . . . . 5 .................... 13 . . . . . . . . . . . . . . . . . . . . 21 . . . . . . . . . . . . . . . . . . . . 29 . . . . . . . . . . . . . . . . . . . . 6 .................... 14 . . . . . . . . . . . . . . . . . . . . 22 . . . . . . . . . . . . . . . . . . . . 30 . . . . . . . . . . . . . . . . . . . . 7 .................... 15 . . . . . . . . . . . . . . . . . . . . 23 . . . . . . . . . . . . . . . . . . . . 8 .................... Desprender por la l nea perforada 1 .................... 16 . . . . . . . . . . . . . . . . . . . . 24 . . . . . . . . . . . . . . . . . . . . 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 Jan. 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 Maximum Total Checked by 87 [28] Desprender por la l nea perforada Integrated Algebra Jan. 10 Scale Score (from conversion chart) INTEGRATED ALGEBRA SPANISH EDITION Part IV Rater s/Scorer s Initials Total Raw Score Part III Credits Earned Desprender por la l nea perforada Rater s/Scorer s Name (minimum of three) FOR TEACHERS ONLY The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION INTEGRATED ALGEBRA Thursday, January 28, 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 Thursday, January 28, 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) 1 (9) 2 (17) 3 (25) 4 (2) 2 (10) 1 (18) 4 (26) 1 (3) 1 (11) 3 (19) 2 (27) 2 (4) 1 (12) 2 (20) 4 (28) 4 (5) 2 (13) 3 (21) 1 (29) 4 (6) 2 (14) 3 (22) 2 (30) 3 (7) 4 (15) 2 (23) 2 (8) 3 (16) 4 (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 Examinations 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 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] 16, 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] 16, 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] 53, 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] 53, 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] Orchestra, and appropriate work is shown as justification. [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 not dividing by the total number of tickets available. or [1] Appropriate work is shown, but orchestra is not stated. [0] Orchestra, 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] 2 and 3, and appropriate algebraic work is shown. [2] Appropriate work is shown, but one computational or factoring error is made, but two appropriate solutions are stated. or [2] Appropriate work is shown to find (x 3)(x + 2) = 0, but no further correct work is shown. [1] Appropriate work is shown, but two or more computational or factoring errors are made, but two appropriate solutions are stated. or [1] Appropriate work is shown, but one conceptual error is made. or [1] An appropriate quadratic equation in standard form (set equal to zero) is written, but no further correct work is shown. or [1] 2 and 3, but a method other than algebraic is used. or [1] 2 and 3, but no work is shown. [0] 2 or 3, 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. [6] INTEGRATED ALGEBRA continued (35) [3] Mean = 81.3, median = 80, and appropriate work is shown, and an appropriate description is given, such as that both the mean and median will increase or that the mean becomes 86.3 and the median becomes 85. [2] Appropriate work is shown, but one computational or rounding error is made, but an appropriate description is given. or [2] Mean = 81.3, median = 80, and appropriate work is shown, but the description is missing or is incorrect. or [2] Mean = 81.3 and median = 80, but no work is shown, but an appropriate description is given. [1] Appropriate work is shown, but two or more computational or rounding errors are made, but an appropriate description is given. or [1] Appropriate work is shown, but one conceptual error is made, but an appropriate description is given. or [1] Mean = 81.3 and median = 80, but no work is shown, and no description is given. [0] Mean = 81.3 or median = 80, but no work is shown, and no description is given. or [0] A zero response is completely incorrect, irrelevant, or incoherent or is a correct response that was obtained by an obviously incorrect procedure. [7] [OVER] INTEGRATED ALGEBRA continued (36) [3] 0.102, and appropriate work is shown. [2] Appropriate work is shown, but one computational or rounding error is made. or [2] 178.186 160 or an equivalent expression, but the relative error is not 178.186 found or is found incorrectly. [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 160. or [1] Appropriate work is shown to find 160 and 178.186, but no further correct work is shown. or [1] 0.102, 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. [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] 15,600,000 and 4,368,000, and appropriate work is shown. [3] Appropriate work is shown, but one computational error is made. or [3] Appropriate work is shown to find 15,600,000 and 11,232,000, but the values are not subtracted. [2] Appropriate work is shown, but two or more computational errors are made. or [2] Appropriate work is shown, but one conceptual error is made. [1] Appropriate work is shown, but one conceptual error and one computational error are made. or [1] Appropriate work is shown to find 15,600,000 or 11,232,000, but no further correct work is shown. or [1] 10 10 10 26 25 24 and 10 9 8 26 25 24, but no further correct work is shown. or [1] 15,600,000 and 4,368,000, but no work is shown. [0] 15,600,000 or 4,368,000, 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 inequality is graphed correctly, and yes and an appropriate justification is given, such as plotting the point or checking algebraically. [3] Appropriate work is shown, but one graphing error is made, such as drawing a solid line or shading incorrectly, but an appropriate answer and justification are given. [2] Appropriate work is shown, but two or more graphing errors are made, but an appropriate answer and justification are given. or [2] Appropriate work is shown, but one conceptual error is made, but an appropriate answer and justification are given. or [2] The inequality is graphed correctly, 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 answer and justification are given. or [1] The line 4x 3y = 9 is graphed correctly, but no further correct work is shown. or [1] Algebraic work is shown determining that (1, 3) is in the solution set, but no graph is shown. [0] Yes, 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 continued (39) [4] 6, 8, and 10, and appropriate algebraic work is shown. [3] Appropriate work is shown, but one computational or factoring error is made. or [3] Appropriate work is shown, but only one correct positive integer is found. [2] Appropriate work is shown, but two or more computational or factoring errors are made. or [2] Appropriate work is shown, but one conceptual error is made, such as finding consecutive integers. or [2] A correct quadratic equation in standard form (set equal to zero) is written, but no further correct work is shown. or [2] 6, 8, and 10, but a method other than algebraic is used. [1] Appropriate work is shown, but one conceptual error and one computational or factoring error are made. or [1] An appropriate equation is written, but no further correct work is shown. or [1] 6, 8, and 10, but no work is shown. [0] 6 or 8 or 10, 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 Strand Item Numbers Number Sense and Operations 10, 24, 37 Algebra 3, 4, 5, 6, 7, 8, 9, 11, 13, 16, 20, 21, 22, 23, 25, 26, 27, 28, 32, 34, 39 Geometry 12, 15, 17, 18, 29, 38 Measurement 31, 36 Statistics and Probability 1, 2, 14, 19, 30, 33, 35 Regents Examination in Integrated Algebra January 2010 Chart for Converting Total Test Raw Scores to Final Examination Scores (Scale Scores) The Chart for Determining the Final Examination Score for the January 2010 Regents Examination in Integrated Algebra will be posted on the Department s web site http://www.emsc.nysed.gov/osa/ on Thursday, January 28, 2010. 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. [12]

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