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New York Regents Algebra I (Common Core) June 2014

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ALGEBRA I (COMMON CORE) The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION ALGEBRA I (Common Core) Tuesday, June 3, 2014 9:15 a.m. to 12:15 p.m., only Student Name:________________________________________________________ School Name: ______________________________________________________________ The possession or use of any communications device is strictly prohibited when taking this examination. If you have or use any communications device, no matter how briefly, your examination will be invalidated and no score will be calculated for you. Print your name and the name of your school on the lines above. A separate answer sheet for Part I has been provided to you. Follow the instructions from the proctor for completing the student information on your answer sheet. This examination has four parts, with a total of 37 questions. You must answer all questions in this examination. Record your answers to the Part I multiple-choice questions on the separate answer sheet. Write your answers to the questions in Parts II, III, and IV directly in this booklet. All work should be written in pen, except graphs and drawings, which should be done in pencil. Clearly indicate the necessary steps, including appropriate formula substitutions, diagrams, graphs, charts, etc. The formulas that you may need to answer some questions in this examination are found at the end of the examination. This sheet is perforated so you may remove it from this booklet. Scrap paper is not permitted for any part of this examination, but you may use the blank spaces in this booklet as scrap paper. A perforated sheet of scrap graph paper is provided at the end of this booklet for any question for which graphing may be helpful but is not required. You may remove this sheet from this booklet. Any work done on this sheet of scrap graph paper will not be scored. When you have completed the examination, you must sign the statement printed at the end of the answer sheet, indicating that you had no unlawful knowledge of the questions or answers prior to the examination and that you have neither given nor received assistance in answering any of the questions during the examination. Your answer sheet cannot be accepted if you fail to sign this declaration. Notice A graphing calculator and a straightedge (ruler) must be available for you to use while taking this examination. DO NOT OPEN THIS EXAMINATION BOOKLET UNTIL THE SIGNAL IS GIVEN. ALGEBRA I (COMMON CORE) Part I Answer all 24 questions in this part. Each correct answer will receive 2 credits. No partial credit will be allowed. For each statement or question, choose the word or expression that, of those given, best completes the statement or answers the question. Record your answers on your separate answer sheet. [48] 4(3x2 8x2 1 When solving the equation 2) 9 7, Emily wrote 2 2 4(3x 2) 8x 16 as her first step. Which property justifies Emily s first step? Use this space for computations. (1) addition property of equality (2) commutative property of addition (3) multiplication property of equality (4) distributive property of multiplication over addition 2 Officials in a town use a function, C, to analyze traffic patterns. C(n) represents the rate of traffic through an intersection where n is the number of observed vehicles in a specified time interval. What would be the most appropriate domain for the function? { 1 1 1 (1) { 2, 1, 0, 1, 2, 3, } (3) 0, __ , 1, 1 __ , 2, 2 __ 2 2 2 (2) { 2, 1, 0, 1, 2, 3} } (4) {0, 1, 2, 3, } 3 If A 3x2 5x 6 and B 2x2 6x 7, then A B equals (1) 5x2 11x 13 (3) 5x2 x 1 (2) 5x2 11x 13 (4) 5x2 x 1 Algebra I (Common Core) June 14 [3] [OVER] Use this space for computations. 4 Given: y x 2 y 3x 2 Which graph shows the solution of the given set of inequalities? y y x x (1) (3) y y x x (2) (4) ( ) 9 7 x ___ 20? 5 Which value of x satisfies the equation __ 28 3 (1) 8.25 (3) 19.25 (2) 8.89 (4) 44.92 Algebra I (Common Core) June 14 [4] 6 The table below shows the average yearly balance in a savings account where interest is compounded annually. No money is deposited or withdrawn after the initial amount is deposited. Year Use this space for computations. Balance, in Dollars 0 380.00 10 562.49 20 832.63 30 1232.49 40 1824.39 50 2700.54 Which type of function best models the given data? (1) linear function with a negative rate of change (2) linear function with a positive rate of change (3) exponential decay function (4) exponential growth function 7 A company that manufactures radios first pays a start-up cost, and then spends a certain amount of money to manufacture each radio. If the cost of manufacturing r radios is given by the function c(r) 5.25r 125, then the value 5.25 best represents (1) the start-up cost (2) the profit earned from the sale of one radio (3) the amount spent to manufacture each radio (4) the average number of radios manufactured 8 Which equation has the same solution as x2 6x 12 0? (1) (x 3)2 21 (3) (x 3)2 3 (2) (x 3)2 21 (4) (x 3)2 3 Algebra I (Common Core) June 14 [5] [OVER] 9 A ball is thrown into the air from the edge of a 48-foot-high cliff so that it eventually lands on the ground. The graph below shows the height, y, of the ball from the ground after x seconds. y 192 176 160 144 128 112 96 80 64 48 32 16 x 1 2 3 4 5 For which interval is the ball s height always decreasing? (1) 0 x 2.5 (3) 2.5 x 5.5 (2) 0 x 5.5 (4) x 2 10 What are the roots of the equation x2 4x 16 0? (1) 2 2 5 (3) 2 4 5 (2) 2 2 5 (4) 2 4 5 Algebra I (Common Core) June 14 [6] 6 Use this space for computations. 11 What is the correlation coefficient of the linear fit of the data shown below, to the nearest hundredth? Use this space for computations. y 8 6 4 2 2 4 6 x 8 (1) 1.00 (3) 0.93 (2) 0.93 (4) 1.00 12 Keith determines the zeros of the function f(x) to be 6 and 5. What could be Keith s function? (1) f(x) (x 5)(x 6) (3) f(x) (x 5)(x 6) (2) f(x) (x 5)(x 6) (4) f(x) (x 5)(x 6) 13 Given: L 2 M 3 3 N 16 P 9 Which expression results in a rational number? (1) L M (3) N P (2) M N (4) P L Algebra I (Common Core) June 14 [7] [OVER] 14 Which system of equations has the same solution as the system below? 2x 2y 16 3x y 4 (1) 2x 2y 16 6x 2y 4 (3) x y 16 3x y 4 (2) 2x 2y 16 6x 2y 8 (4) 6x 6y 48 6x 2y 8 15 The table below represents the function F. x 3 4 6 7 8 F(x) 9 17 65 129 257 The equation that represents this function is (1) F(x) 3x (3) F(x) 2x 1 (2) F(x) 3x (4) F(x) 2x 3 16 John has four more nickels than dimes in his pocket, for a total of $1.25. Which equation could be used to determine the number of dimes, x, in his pocket? (1) 0.10(x 4) 0.05(x) $1.25 (2) 0.05(x 4) 0.10(x) $1.25 (3) 0.10(4x) 0.05(x) $1.25 (4) 0.05(4x) 0.10(x) $1.25 1 17 If f(x) __ x 9, which statement is always true? 3 (1) f(x) 0 (3) If x 0, then f(x) 0. (2) f(x) 0 (4) If x 0, then f(x) 0. Algebra I (Common Core) June 14 [8] Use this space for computations. Distance Traveled (miles) 18 The Jamison family kept a log of the distance they traveled during a trip, as represented by the graph below. Use this space for computations. (10,390) (8,350) (6,230) (4,180) (2,110) (1,40) Elapsed Time (hours) During which interval was their average speed the greatest? (1) the first hour to the second hour (2) the second hour to the fourth hour (3) the sixth hour to the eighth hour (4) the eighth hour to the tenth hour 19 Christopher looked at his quiz scores shown below for the first and second semester of his Algebra class. Semester 1: Semester 2: 78, 91, 88, 83, 94 91, 96, 80, 77, 88, 85, 92 Which statement about Christopher s performance is correct? (1) The interquartile range for semester 1 is greater than the interquartile range for semester 2. (2) The median score for semester 1 is greater than the median score for semester 2. (3) The mean score for semester 2 is greater than the mean score for semester 1. (4) The third quartile for semester 2 is greater than the third quartile for semester 1. Algebra I (Common Core) June 14 [9] [OVER] Use this space for computations. 20 The graph of y f(x) is shown below. y B A C x D Which point could be used to find f(2)? (1) A (3) C (2) B (4) D 21 A sunflower is 3 inches tall at week 0 and grows 2 inches each week. Which function(s) shown below can be used to determine the height, f(n), of the sunflower in n weeks? I. f(n) 2n 3 II. f(n) 2n 3(n 1) III. f(n) f(n 1) 2 where f(0) 3 (1) I and II (3) III, only (2) II, only (4) I and III Algebra I (Common Core) June 14 [10] 22 A cell phone company charges $60.00 a month for up to 1 gigabyte of data. The cost of additional data is $0.05 per megabyte. If d represents the number of additional megabytes used and c represents the total charges at the end of the month, which linear equation can be used to determine a user s monthly bill? (1) c 60 0.05d (3) c 60d 0.05 (2) c 60.05d Use this space for computations. (4) c 60 0.05d 1 2 23 The formula for the volume of a cone is V __ r h. The radius, r, 3 of the cone may be expressed as (1) 3V h V (3) 3 (2) V 3 h (4) h 1 3 V h 24 The diagrams below represent the first three terms of a sequence. Term 1 Term 3 Term 2 Assuming the pattern continues, which formula determines an, the number of shaded squares in the nth term? (1) an 4n 12 (3) an 4n 4 (2) an 4n 8 (4) an 4n 2 Algebra I (Common Core) June 14 [11] [OVER] Part II Answer all 8 questions in this part. Each correct answer will receive 2 credits. Clearly indicate the necessary steps, including appropriate formula substitutions, diagrams, graphs, charts, etc. For all questions in this part, a correct numerical answer with no work shown will receive only 1 credit. All answers should be written in pen, except for graphs and drawings, which should be done in pencil. [16] 25 Draw the graph of y x 1 on the set of axes below. y x Algebra I (Common Core) June 14 [12] 26 The breakdown of a sample of a chemical compound is represented by the function p(t) 300(0.5)t, where p(t) represents the number of milligrams of the substance and t represents the time, in years. In the function p(t), explain what 0.5 and 300 represent. 27 Given 2x ax 7 12, determine the largest integer value of a when x 1. Algebra I (Common Core) June 14 [13] [OVER] 28 The vertex of the parabola represented by f(x) x2 4x 3 has coordinates (2, 1). Find the coordinates of the vertex of the parabola defined by g(x) f(x 2). Explain how you arrived at your answer. [The use of the set of axes below is optional.] y x Algebra I (Common Core) June 14 [14] 3 29 On the set of axes below, draw the graph of the equation y __ x 3. 4 y x Is the point (3,2) a solution to the equation? Explain your answer based on the graph drawn. Algebra I (Common Core) June 14 [15] [OVER] 30 The function f has a domain of {1, 3, 5, 7} and a range of {2, 4, 6}. Could f be represented by {(1,2), (3,4), (5,6), (7,2)}? Justify your answer. 31 Factor the expression x4 6x2 7 completely. Algebra I (Common Core) June 14 [16] 32 Robin collected data on the number of hours she watched television on Sunday through Thursday nights for a period of 3 weeks. The data are shown in the table below. Sun Mon Tues Wed Thurs Week 1 4 3 3.5 2 2 Week 2 4.5 5 2.5 3 1.5 Week 3 4 3 1 1.5 2.5 Using an appropriate scale on the number line below, construct a box plot for the 15 values. Algebra I (Common Core) June 14 [17] [OVER] Part III Answer all 4 questions in this part. Each correct answer will receive 4 credits. Clearly indicate the necessary steps, including appropriate formula substitutions, diagrams, graphs, charts, etc. For all questions in this part, a correct numerical answer with no work shown will receive only 1 credit. All answers should be written in pen, except for graphs and drawings, which should be done in pencil. [16] 33 Write an equation that defines m(x) as a trinomial where m(x) (3x 1)(3 x) 4x2 19. Solve for x when m(x) 0. Algebra I (Common Core) June 14 [18] 34 A rectangular garden measuring 12 meters by 16 meters is to have a walkway installed around it with a width of x meters, as shown in the diagram below. Together, the walkway and the garden have an area of 396 square meters. x 16 m Walkway Garden 12 m x x x Write an equation that can be used to find x, the width of the walkway. Describe how your equation models the situation. Determine and state the width of the walkway, in meters. Algebra I (Common Core) June 14 [19] [OVER] 35 Caitlin has a movie rental card worth $175. After she rents the first movie, the card s value is $172.25. After she rents the second movie, its value is $169.50. After she rents the third movie, the card is worth $166.75. Assuming the pattern continues, write an equation to define A(n), the amount of money on the rental card after n rentals. Caitlin rents a movie every Friday night. How many weeks in a row can she afford to rent a movie, using her rental card only? Explain how you arrived at your answer. Algebra I (Common Core) June 14 [20] 36 An animal shelter spends $2.35 per day to care for each cat and $5.50 per day to care for each dog. Pat noticed that the shelter spent $89.50 caring for cats and dogs on Wednesday. Write an equation to represent the possible numbers of cats and dogs that could have been at the shelter on Wednesday. Pat said that there might have been 8 cats and 14 dogs at the shelter on Wednesday. Are Pat s numbers possible? Use your equation to justify your answer. Later, Pat found a record showing that there were a total of 22 cats and dogs at the shelter on Wednesday. How many cats were at the shelter on Wednesday? Algebra I (Common Core) June 14 [21] [OVER] Part IV Answer the question in this part. A correct answer will receive 6 credits. Clearly indicate the necessary steps, including appropriate formula substitutions, diagrams, graphs, charts, etc. A correct numerical answer with no work shown will receive only 1 credit. The answer should be written in pen. [6] 37 A company is considering building a manufacturing plant. They determine the weekly production cost at site A to be A(x) 3x2 while the production cost at site B is B(x) 8x 3, where x represents the number of products, in hundreds, and A(x) and B(x) are the production costs, in hundreds of dollars. Graph the production cost functions on the set of axes below and label them site A and site B. y 50 Cost (hundreds of dollars) 40 30 20 10 x 1 2 3 4 Number of Products (hundreds) Question 37 is continued on the next page. Algebra I (Common Core) June 14 [22] Question 37 continued State the positive value(s) of x for which the production costs at the two sites are equal. Explain how you determined your answer. If the company plans on manufacturing 200 products per week, which site should they use? Justify your answer. Algebra I (Common Core) June 14 [23] Tear Here Tear Here Scrap Graph Paper This sheet will not be scored. Scrap Graph Paper This sheet will not be scored. Tear Here Tear Here Tear Here High School Math Reference Sheet 1 inch 2.54 centimeters 1 meter 39.37 inches 1 mile 5280 feet 1 mile 1760 yards 1 mile 1.609 kilometers 1 kilometer 0.62 mile 1 pound 16 ounces 1 pound 0.454 kilogram 1 kilogram 2.2 pounds 1 ton 2000 pounds 1 cup 8 fluid ounces 1 pint 2 cups 1 quart 2 pints 1 gallon 4 quarts 1 gallon 3.785 liters 1 liter 0.264 gallon 1 liter 1000 cubic centimeters Pythagorean Theorem a2 b2 c2 A bh Quadratic Formula x Circle A r 2 Arithmetic Sequence an a1 (n 1)d Circle C d or C 2 r Geometric Sequence a n a 1r n 1 General Prisms V Bh Geometric Series Sn Cylinder V r 2h Radians 1 radian 180 degrees Sphere V 4 3 r 3 Degrees 1 degree radians 180 Cone V 1 2 r h 3 Exponential Growth/Decay A A0ek(t t0) B0 Pyramid V 1 Bh 3 A Parallelogram 1 bh 2 Tear Here Triangle Algebra I (Common Core) June 14 [27] b b2 4ac 2a a1 a1r n 1 r where r 1 ALGEBRA I (COMMON CORE) Tear Here Tear Here Printed on Recycled Paper ALGEBRA I (COMMON CORE) FOR TEACHERS ONLY The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION ALGEBRA I (Common Core) Tuesday, June 3, 2014 9:15 a.m. to 12:15 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 Algebra I (Common Core). More detailed information about scoring is provided in the publication Information Booklet for Scoring The Regents Examination in Algebra I (Common Core). Do not attempt to correct the student s work by making insertions or changes of any kind. In scoring the constructed-response questions, 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. No one teacher is to score more than approximately one-third of the constructedresponse questions on a student s paper. Teachers may not score their own students answer papers. On the student s separate answer sheet, for each question, record the number of credits earned and the teacher s assigned rater/scorer letter. Schools are not permitted to rescore any of the open-ended questions on this exam after each question has been rated once, regardless of the final exam score. Schools are required to ensure that the raw scores have been added correctly and that the resulting scale score has been determined accurately. Raters should record the student s scores for all questions and the total raw score on the student s separate 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 at: http://www.p12.nysed.gov/assessment/ by Thursday, June 26, 2014. Because scale scores corresponding to raw scores in the conversion chart may change from one administration to another, it is crucial that, for each administration, the conversion chart provided for that administration be used to determine the student s final score. The student s scale score should be entered in the box provided on the student s separate answer sheet. The scale score is the student s final examination score. If the student s responses for the multiple-choice questions are being hand scored prior to being scanned, the scorer must be careful not to make any marks on the answer sheet except to record the scores in the designated score boxes. Marks elsewhere on the answer sheet will interfere with the accuracy of the scanning. Part I Allow a total of 48 credits, 2 credits for each of the following. (1) . . . . . 1 . . . . . (9) . . . . . 3 . . . . . (17) . . . . . 4 . . . . . (2) . . . . . 4 . . . . . (10) . . . . . 2 . . . . . (18) . . . . . 1 . . . . . (3) . . . . . 2 . . . . . (11) . . . . . 3 . . . . . (19) . . . . . 3 . . . . . (4) . . . . . 2 . . . . . (12) . . . . . 3 . . . . . (20) . . . . . 1 . . . . . (5) . . . . . 1 . . . . . (13) . . . . . 3 . . . . . (21) . . . . . 4 . . . . . (6) . . . . . 4 . . . . . (14) . . . . . 2 . . . . . (22) . . . . . 4 . . . . . (7) . . . . . 3 . . . . . (15) . . . . . 3 . . . . . (23) . . . . . 1 . . . . . (8) . . . . . 2 . . . . . (16) . . . . . 2 . . . . . (24) . . . . . 2 . . . . . 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 at: http://www.p12.nysed.gov/assessment/ and select the link 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. For June 2014, the Department is providing supplemental scoring guidance, the Model Response Set, for the Regents Examination in Algebra I (Common Core). This guidance is recommended to be part of the scorer training. Schools are encouraged to incorporate the Model Response Sets into the scorer training or to use them as additional information during scoring. While not reflective of all scenarios, the model responses selected for the Model Response Set illustrate how less common student responses to constructedresponse questions may be scored. The Model Response Set will be available on the Department s web site at http://www.nysedregents.org/algebraone/. Algebra I (Common Core) Rating Guide June 14 [2] General Rules for Applying Mathematics Rubrics I. General Principles for Rating The rubrics for the constructed-response questions on the Regents Examination in Algebra I (Common Core) 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 Algebra I (Common Core), 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, graphs, 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 a 4-credit question and no more than 3 credits should be deducted in 6-credit question. 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. 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. For 4- and 6-credit questions, 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. Refer to the rubric for specific scoring guidelines. Algebra I (Common Core) Rating Guide June 14 [3] Part II For each question, use the specific criteria to award a maximum of 2 credits. Unless otherwise specified, mathematically correct alternative solutions should be awarded appropriate credit. (25) [2] A correct graph is drawn. [1] Appropriate work is shown, but one computational or graphing error is made. or [1] Appropriate work is shown, but one conceptual error is made, such as showing points where x 0. [0] A zero response is completely incorrect, irrelevant, or incoherent or is a correct response that was obtained by an obviously incorrect procedure. (26) [2] Correct explanations are made, such as 0.5 is the rate of decay and 300 is the initial amount. [1] One conceptual error is made. or [1] A correct explanation is made for 0.5 or 300. [0] A zero response is completely incorrect, irrelevant, or incoherent or is a correct response that was obtained by an obviously incorrect procedure. (27) [2] 2, and correct 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] Appropriate work is shown to find a 3, but no further correct work is shown. or [1] 2, but no work is shown. [0] A zero response is completely incorrect, irrelevant, or incoherent or is a correct response that was obtained by an obviously incorrect procedure. Algebra I (Common Core) Rating Guide June 14 [4] (28) [2] (4, 1), and a correct explanation is given. [1] One computational error is made. or [1] One conceptual error is made. or [1] (4, 1), but no explanation or an incorrect explanation is given. [0] A zero response is completely incorrect, irrelevant, or incoherent or is a correct response that was obtained by an obviously incorrect procedure. (29) [2] A correct graph is drawn, no, and a correct explanation that is based on the graph is given. [1] Appropriate work is shown, but one computational or graphing error is made. or [1] Appropriate work is shown, but one conceptual error is made. or [1] A correct graph 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. (30) [2] Yes, and a correct justification is given. [1] One conceptual error is made. or [1] Yes, but an incomplete or incorrect justification is given. [0] Yes, but no justification 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. Algebra I (Common Core) Rating Guide June 14 [5] (31) [2] (x2 7)(x 1)(x 1) and correct work is shown. [1] Appropriate work is shown, but one factoring error is made. or [1] Appropriate work is shown, but one conceptual error is made. or [1] (x2 7)(x2 1) is written, 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. (32) [2] A correct box plot with Min 1, Q1 2, Q2 3, Q3 4, Max 5 is drawn. [1] Appropriate work is shown, but one computational or graphing error is made. or [1] Appropriate work is shown, but one conceptual error is made. or [1] An appropriate box plot is drawn that is based on an incomplete or incorrect set of data. [0] A zero response is completely incorrect, irrelevant, or incoherent or is a correct response that was obtained by an obviously incorrect procedure. Algebra I (Common Core) Rating Guide June 14 [6] Part III For each question, use the specific criteria to award a maximum of 4 credits. Unless otherwise specified, mathematically correct alternative solutions should be awarded appropriate credit. (33) [4] m(x) x2 10x 16 or an equivalent trinomial equation and 8 and 2, and correct work is shown. [3] Appropriate work is shown, but one computational, factoring or simplification error is made. or [3] The expression x2 10x 16 is written, and appropriate work is shown to find 8 and 2. [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. or [2] Appropriate work is shown to find m(x) x2 10x 16, but no further correct work is shown. or [2] An incorrect trinomial expression is written, but appropriate solutions are found. [1] Appropriate work is shown, but one conceptual error and one computational, factoring, or simplification error are made. or [1] The expression x2 10x 16 is written, but no further correct work is shown. or [1] m(x) x2 10x 16 and 8 and 2, but no work is shown. [0] A zero response is completely incorrect, irrelevant, or incoherent or is a correct response that was obtained by an obviously incorrect procedure. Algebra I (Common Core) Rating Guide June 14 [7] (34) [4] (12 2x)(16 2x) 396 or an equivalent equation, a correct description is given, and correct work is shown to find 3. [3] Appropriate work is shown, but one computational or factoring error is made. or [3] Appropriate work is shown, but 17 is not rejected. or [3] (16 2x)(12 2x) 396 and appropriate work is shown to find 3, but no description or an incorrect description is given. [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. or [2] (16 2x)(12 2x) 396 and a correct description is given, but no further correct work is shown. [1] Appropriate work is shown, but one conceptual error and one computational or factoring error are made. or [1] (16 2x)(12 2x) 396 is written, but no further correct work is shown. or [1] 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. Algebra I (Common Core) Rating Guide June 14 [8] (35) [4] A(n) 175 2.75n, correct work is shown to find 63, and a correct explanation is given. [3] Appropriate work is shown, but one computational or rounding error is made. or [3] The expression 175 2.75n is written, appropriate work is shown to find 63, and a correct explanation is given. or [3] A(n) 175 2.75n and appropriate work is shown to find 63, but no explanation or incorrect explanation is given. [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. or [2] A(n) 175 2.75n, but no further correct work is shown. or [2] The expression 175 2.75n is written and appropriate work is shown to find 63, but no explanation or incorrect explanation is given. or [2] Appropriate work is shown to find 63 and a correct explanation is given, but no further correct work is shown. [1] Appropriate work is shown, but one conceptual error and one computational or rounding error are made. or [1] 63, 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. Algebra I (Common Core) Rating Guide June 14 [9] (36) [4] 2.35c 5.50d 89.50 or an equivalent equation, no, and a correct justification is written, and correct work is shown to find 10. [3] Appropriate work is shown, but one computational error is made. or [3] 2.35c 5.50d 89.50 and appropriate work is shown to find 10, but no further correct work is shown. [2] Appropriate work is shown, but two or more computational errors are made. or [2] Appropriate work is shown, but one conceptual error is made. or [2] 2.35c 5.50d 89.50, no, and a correct justification is written, but no further correct work is shown. or [2] 10 and appropriate work is shown. [1] Appropriate work is shown, but one conceptual error and one computational error are made. or [1] 2.35c 5.50d 89.50 is written, but no further correct work is shown. or [1] 10, 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. Algebra I (Common Core) Rating Guide June 14 [10] Part IV For each question, use the specific criteria to award a maximum of 6 credits. Unless otherwise specified, mathematically correct alternative solutions should be awarded appropriate credit. (37) [6] Both functions are graphed and labeled correctly, 3, and a correct explanation is given, and site A and a correct justification is given. [5] Appropriate work is shown, but one computational, graphing, labeling or factoring error is made. or [5] Appropriate work is shown, but one justification is missing or is incorrect. [4] Appropriate work is shown, but two computational, graphing, labeling or factoring errors are made. or [4] Appropriate work is shown, but one conceptual error is made. or [4] Both functions are graphed and labeled correctly, site A and a correct justification is given, but no further correct work is shown. or [4] Both functions are graphed and labeled correctly, 3, and a correct explanation is given, but no further correct work is shown. [3] Appropriate work is shown, but three or more computational, graphing, labeling or factoring errors are made. or [3] Appropriate work is shown, but one conceptual error and one computational, graphing, labeling, or factoring error are made. or [3] Both functions are graphed and labeled correctly, and either 3 or site A is stated, but no further correct work is shown. [2] Appropriate work is shown, but one conceptual error and two or more computational, graphing, labeling or factoring errors are made. or [2] Appropriate work is shown, but two conceptual errors are made. or Algebra I (Common Core) Rating Guide June 14 [11] [2] Both functions are graphed and labeled correctly, but no further correct work is shown. or [2] Site A and a correct justification is given, but no further correct work is shown. or [2] 3 and an appropriate explanation is given, but no further correct work is shown. [1] Appropriate work is shown, but two conceptual errors and one computational, graphing, labeling or factoring error are made. or [1] One function is graphed and labeled correctly, but no further correct work is shown. or [1] Both functions are graphed correctly, but are not labeled or are labeled incorrectly. No further correct work is shown. or [1] 3, but no work is shown. [0] Site A, 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. Algebra I (Common Core) Rating Guide June 14 [12] Map to the Common Core Learning Standards Algebra I (Common Core) June 2014 Question Type Credits Cluster 1 Multiple Choice 2 A-REI.A 2 Multiple Choice 2 F-IF.B 3 Multiple Choice 2 A-APR.A 4 Multiple Choice 2 A-REI.D 5 Multiple Choice 2 A-REI.B 6 Multiple Choice 2 F-LE.A 7 Multiple Choice 2 F-LE.B 8 Multiple Choice 2 A-REI.B 9 Multiple Choice 2 F-IF.B 10 Multiple Choice 2 A-REI.B 11 Multiple Choice 2 S-ID.C 12 Multiple Choice 2 A-SSE.B 13 Multiple Choice 2 N-RN.B 14 Multiple Choice 2 A-REI.C 15 Multiple Choice 2 F-LE.A 16 Multiple Choice 2 A-CED.A 17 Multiple Choice 2 F-IF.A 18 Multiple Choice 2 F-IF.B Algebra I (Common Core) Rating Guide June 14 [13] 19 Multiple Choice 2 S-ID.A 20 Multiple Choice 2 F-IF.A 21 Multiple Choice 2 F-IF.A 22 Multiple Choice 2 A-CED.A 23 Multiple Choice 2 A-CED.A 24 Multiple Choice 2 F-LE.A 2 F-IF.C 2 F-LE.B 2 A-REI.B 2 F-BF.B 2 A-REI.D 2 F-IF.A 2 A-SSE.A 2 S-ID.A 4 A-REI.B 4 A-CED.A 4 F-BF.A 4 A-CED.A 6 A-REI.D 25 26 27 28 29 30 31 32 33 34 35 36 37 Constructed Response Constructed Response Constructed Response Constructed Response Constructed Response Constructed Response Constructed Response Constructed Response Constructed Response Constructed Response Constructed Response Constructed Response Constructed Response Algebra I (Common Core) Rating Guide June 14 [14] Regents Examination in Algebra I (Common Core) June 2014 Chart for Converting Total Test Raw Scores to Final Examination Scores (Scale Scores) The Chart for Determining the Final Examination Score for the June 2014 Regents Examination in Algebra I (Common Core) will be posted on the Department s web site at: http://www.p12.nysed.gov/assessment/ by Thursday, June 26, 2014. 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 http://www.forms2.nysed.gov/emsc/osa/exameval/reexameval.cfm. 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. Algebra I (Common Core) Rating Guide June 14 [15]

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