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New York Regents Algebra I (Common Core) June 2017 Exam

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ALGEBRA I The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION ALGEBRA I (Common Core) Tuesday, June 13, 2017 1:15 to 4:15 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 for graphs and drawings, which should be done in pencil. Clearly indicate the necessary steps, including appropriate formula substitutions, diagrams, graphs, charts, etc. Utilize the information provided for each question to determine your answer. Note that diagrams are not necessarily drawn to scale. 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 Part I Answer all 24 questions in this part. Each correct answer will receive 2 credits. No partial credit will be allowed. Utilize the information provided for each question to determine your answer. Note that diagrams are not necessarily drawn to scale. 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] 10 10 9 9 Profit ($10 s of dollars) Profit ($10 s of dollars) 1 To keep track of his profits, the owner of a carnival booth decided to model his ticket sales on a graph. He found that his profits only declined when he sold between 10 and 40 tickets. Which graph could represent his profits? 8 7 6 5 4 3 2 1 6 5 4 3 2 1 10 20 30 40 50 60 70 80 90 100 10 20 30 40 50 60 70 80 90 100 Number of Tickets Sold Number of Tickets Sold (1) (3) 10 10 9 Profit ($10 s of dollars) Profit ($10 s of dollars) 8 7 8 7 6 5 4 3 2 1 9 8 7 6 5 4 3 2 1 10 20 30 40 50 60 70 80 90 100 10 20 30 40 50 60 70 80 90 100 Number of Tickets Sold Number of Tickets Sold (2) (4) Algebra I (Common Core) June 17 [2] Use this space for computations. 2 The formula for the surface area of a right rectangular prism is A 2lw 2hw 2lh, where l, w, and h represent the length, width, and height, respectively. Which term of this formula is not dependent on the height? (1) A (3) 2hw (2) 2lw (4) 2lh Use this space for computations. 3 Which graph represents y x 2 ? y y x x (1) (3) y y x (2) Algebra I (Common Core) June 17 x (4) [3] [OVER] 4 A student plotted the data from a sleep study as shown in the graph below. y Average Number of Hours of Sleep per Day 8.5 8.0 7.5 7.0 6.5 x 10 15 20 25 30 35 40 Age (in years) The student used the equation of the line y 0.09x 9.24 to model the data. What does the rate of change represent in terms of these data? (1) The average number of hours of sleep per day increases 0.09 hour per year of age. (2) The average number of hours of sleep per day decreases 0.09 hour per year of age. (3) The average number of hours of sleep per day increases 9.24 hours per year of age. (4) The average number of hours of sleep per day decreases 9.24 hours per year of age. Algebra I (Common Core) June 17 [4] Use this space for computations. 5 Lynn, Jude, and Anne were given the function f(x) 2x2 32, and they were asked to find f(3). Lynn s answer was 14, Jude s answer was 4, and Anne s answer was 4. Who is correct? (1) Lynn, only (3) Anne, only (2) Jude, only (4) Both Lynn and Jude Use this space for computations. 6 Which expression is equivalent to 16x4 64? (1) (4x2 8)2 (3) (4x2 8) (4x2 8) (2) (8x2 32)2 (4) (8x2 32) (8x2 32) 7 Vinny collects population data, P(h), about a specific strain of bacteria over time in hours, h, as shown in the graph below. P(h) (3,32) (2,16) (1,8) (0,4) h Which equation represents the graph of P(h)? (3) P(h) 3h2 0.2h 4.2 (1) P(h) 4(2)h 6 __ h __ (2) P(h) 46 5 5 Algebra I (Common Core) June 17 2 3 2 (4) P(h) __ 3 h h 3h 4 [5] [OVER] 8 What is the solution to the system of equations below? y 2x 8 3( 2x y) 12 (1) no solution (3) ( 1,6) (2) infinite solutions 1 (4) __ 2 ,9 ( ) 9 A mapping is shown in the diagram below. Jan 28 Feb 29 Mar 30 Apr 31 This mapping is (1) a function, because Feb has two outputs, 28 and 29 (2) a function, because two inputs, Jan and Mar, result in the output 31 (3) not a function, because Feb has two outputs, 28 and 29 (4) not a function, because two inputs, Jan and Mar, result in the output 31 10 Which polynomial function has zeros at 3, 0, and 4? (1) f(x) (x 3)(x2 4) (3) f(x) x(x 3)(x 4) (2) f(x) (x2 3)(x 4) (4) f(x) x(x 3)(x 4) Algebra I (Common Core) June 17 [6] Use this space for computations. 11 Jordan works for a landscape company during his summer vacation. He is paid $12 per hour for mowing lawns and $14 per hour for planting gardens. He can work a maximum of 40 hours per week, and would like to earn at least $250 this week. If m represents the number of hours mowing lawns and g represents the number of hours planting gardens, which system of inequalities could be used to represent the given conditions? (1) m g 40 12m 14g 250 (3) m g 40 12m 14g 250 (2) m g 40 12m 14g 250 (4) m g 40 12m 14g 250 Use this space for computations. 12 Anne invested $1000 in an account with a 1.3% annual interest rate. She made no deposits or withdrawals on the account for 2 years. If interest was compounded annually, which equation represents the balance in the account after the 2 years? (1) A 1000(1 0.013)2 (3) A 1000(1 1.3)2 (2) A 1000(1 0.013)2 (4) A 1000(1 1.3)2 13 Which value would be a solution for x in the inequality 47 4x 7? (1) 13 (3) 10 (2) 10 (4) 11 14 Bella recorded data and used her graphing calculator to find the equation for the line of best fit. She then used the correlation coefficient to determine the strength of the linear fit. Which correlation coefficient represents the strongest linear relationship? (1) 0.9 (3) 0.3 (2) 0.5 (4) 0.8 Algebra I (Common Core) June 17 [7] [OVER] 15 The heights, in inches, of 12 students are listed below. 61, 67, 72, 62, 65, 59, 60, 79, 60, 61, 64, 63 Which statement best describes the spread of these data? (1) The set of data is evenly spread. (2) The median of the data is 59.5. (3) The set of data is skewed because 59 is the only value below 60. (4) 79 is an outlier, which would affect the standard deviation of these data. 16 The graph of a quadratic function is shown below. y 25 20 15 10 5 x 0 0 5 10 15 20 25 An equation that represents the function could be 1 2 (1) q(x) __ 2 (x 15) 25 1 2 (2) q(x) __ 2 (x 15) 25 1 2 (3) q(x) __ 2 (x 15) 25 1 2 (4) q(x) __ 2 (x 15) 25 Algebra I (Common Core) June 17 [8] Use this space for computations. 17 Which statement is true about the quadratic functions g(x), shown in the table below, and f(x) (x 3)2 2? x g(x) 0 4 1 1 2 4 3 5 4 4 5 1 6 4 Use this space for computations. (1) They have the same vertex. (2) They have the same zeros. (3) They have the same axis of symmetry. (4) They intersect at two points. 18 Given the function f(n) defined by the following: f(1) 2 f(n) 5f(n 1) 2 Which set could represent the range of the function? (1) {2, 4, 6, 8, } (3) { 8, 42, 208, 1042, } (2) {2, 8, 42, 208, } (4) { 10, 50, 250, 1250, } 19 An equation is given below. 4(x 7) 0.3(x 2) 2.11 The solution to the equation is (1) 8.3 (3) 3 (2) 8.7 (4) 3 Algebra I (Common Core) June 17 [9] [OVER] 20 A construction worker needs to move 120 ft3 of dirt by using a wheelbarrow. One wheelbarrow load holds 8 ft3 of dirt and each load takes him 10 minutes to complete. One correct way to figure out the number of hours he would need to complete this job is 3 (1) 120 ft 10 min 60 min 1 load 1 1 load 1 hr 8 ft3 3 3 1 (2) 120 ft 60 min 8 ft 1 1 hr 10 min 1 load 3 3 1 hr (3) 120 ft 1 load 8 ft 1 10 min 1 load 60 min 3 10 min 1 hr (4) 120 ft 1 load 3 1 8 ft 1 load 60 min 21 One characteristic of all linear functions is that they change by (1) equal factors over equal intervals (2) unequal factors over equal intervals (3) equal differences over equal intervals (4) unequal differences over equal intervals 22 What are the solutions to the equation x2 8x 10? (1) 4 10 (3) 4 10 (2) 4 26 (4) 4 26 Algebra I (Common Core) June 17 [10] Use this space for computations. p1 p2 , where F 23 The formula for blood flow rate is given by F _______ r is the flow rate, p1 the initial pressure, p2 the final pressure, and r Use this space for computations. the resistance created by blood vessel size. Which formula can not be derived from the given formula? (1) p1 Fr p2 (3) r F( p2 p1) (2) p2 p1 Fr p1 p2 (4) r _______ F 24 Morgan throws a ball up into the air. The height of the ball above the ground, in feet, is modeled by the function h(t) 16t2 24t, where t represents the time, in seconds, since the ball was thrown. What is the appropriate domain for this situation? (1) 0 t 1.5 (3) 0 h(t) 1.5 (2) 0 t 9 (4) 0 h(t) 9 Algebra I (Common Core) June 17 [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. Utilize the information provided for each question to determine your answer. Note that diagrams are not necessarily drawn to scale. 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 Express in simplest form: (3x2 4x 8) ( 2x2 4x 2) Algebra I (Common Core) June 17 [12] 26 Graph the function f(x) x2 6x on the set of axes below. f(x) x State the coordinates of the vertex of the graph. Algebra I (Common Core) June 17 [13] [OVER] 27 State whether 7 2 is rational or irrational. Explain your answer. t 28 The value, v(t), of a car depreciates according to the function v(t) P(.85) , where P is the purchase price of the car and t is the time, in years, since the car was purchased. State the percent that the value of the car decreases by each year. Justify your answer. Algebra I (Common Core) June 17 [14] 29 A survey of 100 students was taken. It was found that 60 students watched sports, and 34 of these students did not like pop music. Of the students who did not watch sports, 70% liked pop music. Complete the two-way frequency table. Watch Sports Don t Watch Sports Total Like Pop Don t Like Pop Total Algebra I (Common Core) June 17 [15] [OVER] 30 Graph the inequality y 4 2(x 4) on the set of axes below. y x Algebra I (Common Core) June 17 [16] 31 If f(x) x2 and g(x) x, determine the value(s) of x that satisfy the equation f(x) g(x). Algebra I (Common Core) June 17 [17] [OVER] 32 Describe the effect that each transformation below has on the function f(x) |x|, where a 0. g(x) | x a| h(x) | x| a Algebra I (Common Core) June 17 [18] 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. Utilize the information provided for each question to determine your answer. Note that diagrams are not necessarily drawn to scale. 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 The function r(x) is defined by the expression x2 3x 18. Use factoring to determine the zeros of r(x). Explain what the zeros represent on the graph of r(x). Algebra I (Common Core) June 17 [19] [OVER] 34 The graph below models Craig s trip to visit his friend in another state. In the course of his travels, he encountered both highway and city driving. 260 240 E 220 200 D 180 Miles Traveled 160 140 120 B C 100 80 60 40 20 A 0 1 2 3 4 Hours 5 6 7 Based on the graph, during which interval did Craig most likely drive in the city? Explain your reasoning. Question 34 is continued on the next page. Algebra I (Common Core) June 17 [20] Question 34 continued. Explain what might have happened in the interval between B and C. Determine Craig s average speed, to the nearest tenth of a mile per hour, for his entire trip. Algebra I (Common Core) June 17 [21] [OVER] 35 Given: g(x) 2x2 3x 10 k(x) 2x 16 Solve the equation g(x) 2k(x) algebraically for x, to the nearest tenth. Explain why you chose the method you used to solve this quadratic equation. Algebra I (Common Core) June 17 [22] 36 Michael has $10 in his savings account. Option 1 will add $100 to his account each week. Option 2 will double the amount in his account at the end of each week. Write a function in terms of x to model each option of saving. Michael wants to have at least $700 in his account at the end of 7 weeks to buy a mountain bike. Determine which option(s) will enable him to reach his goal. Justify your answer. Algebra I (Common Core) June 17 [23] [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. Utilize the information provided to determine your answer. Note that diagrams are not necessarily drawn to scale. 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. [6] 37 Central High School had five members on their swim team in 2010. Over the next several years, the team increased by an average of 10 members per year. The same school had 35 members in their chorus in 2010. The chorus saw an increase of 5 members per year. Write a system of equations to model this situation, where x represents the number of years since 2010. Question 37 is continued on the next page. Algebra I (Common Core) June 17 [24] Question 37 continued. Graph this system of equations on the set of axes below. y x Explain in detail what each coordinate of the point of intersection of these equations means in the context of this problem. Algebra I (Common Core) June 17 [25] FOR TEACHERS ONLY The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION ALGEBRA I (Common Core) Tuesday, June 13, 2017 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 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 Tuesday, June 13, 2017. 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) . . . . . 3 . . . . . (9) . . . . . 3 . . . . . (17) . . . . . 3 . . . . . (2) . . . . . 2 . . . . . (10) . . . . . 3 . . . . . (18) . . . . . 2 . . . . . (3) . . . . . 4 . . . . . (11) . . . . . 1 . . . . . (19) . . . . . 1 . . . . . (4) . . . . . 2 . . . . . (12) . . . . . 2 . . . . . (20) . . . . . 4 . . . . . (5) . . . . . 1 . . . . . (13) . . . . . 4 . . . . . (21) . . . . . 3 . . . . . (6) . . . . . 3 . . . . . (14) . . . . . 1 . . . . . (22) . . . . . 2 . . . . . (7) . . . . . 1 . . . . . (15) . . . . . 4 . . . . . (23) . . . . . 3 . . . . . (8) . . . . . 1 . . . . . (16) . . . . . 4 . . . . . (24) . . . . . 1 . . . . . 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. 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 constructed-response 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 17 [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 a 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 17 [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] 5x2 10 or 5(x2 2), 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] 5x2 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. (26) [2] A correct graph is drawn and ( 3,9) is stated. [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. or [1] ( 3,9), 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. Algebra I (Common Core) Rating Guide June 17 [4] (27) [2] Irrational, and a correct explanation is written. [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] 5.585786438 and irrational are written, but the explanation is missing or incorrect. [0] Irrational is written, but no explanation is written. or [0] A zero response is completely incorrect, irrelevant, or incoherent or is a correct response that was obtained by an obviously incorrect procedure. (28) [2] 15, and a correct justification is written. [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] 15, but the justification is missing or incorrect. [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] The frequency table is completed correctly. [1] Appropriate work is shown, but one computational error is made. or [1] Appropriate work is shown, but one conceptual error is made. [0] Only the given information of 100, 60, and 34 is written in the table. 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 17 [5] (30) [2] The inequality is graphed and shaded correctly. [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. [0] y 4 2(x 4) is graphed correctly, but no further correct 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. (31) [2] 0 and 1, and correct 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. or [1] Appropriate work is shown to find x(x 1) 0, but no further correct work is shown. or [1] Appropriate work is shown, but only one solution is found. or [1] Appropriate work is shown, but the solutions are written as (0,0) and (1,1). or [1] 0 and 1, 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] f(x) is shifted right by a and f(x) is shifted down by a are stated. [1] Appropriate work is shown, but one conceptual error is made. or [1] Only one shift is stated correctly. [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 17 [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] 6 and 3, and correct work is shown, and a correct explanation is written. [3] Appropriate work is shown, but one computational or factoring error is made. or [3] Appropriate work is shown, but an incomplete explanation is written. [2] Appropriate work is shown, but two or more computational or factoring errors are made. or [2] Correct work is shown to find 6 and 3, but no explanation is written. or [2] A correct explanation is written, but no further correct work is shown. [1] 6 and 3, but a method other than factoring is used and no further correct work is shown. or [1] 6 and 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. (34) [4] D to E with a correct explanation is written, a correct explanation for interval B to C is written, and 32.9. [3] Appropriate work is shown, but one explanation is missing or incorrect. [2] D to E and 32.9 are stated, but no further correct work is shown. [1] D to E or 32.9 is stated, 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. Algebra I (Common Core) Rating Guide June 17 [7] (35) [4] 3.6 and 3.1, and correct algebraic work is shown, and a correct explanation is written. [3] Appropriate work is shown, but one computational or rounding error is made. or [3] Correct work is shown to find 3.6 and 3.1, but the explanation is missing or incorrect. or [3] Appropriate work is shown, but only one correct root is stated. or [3] Appropriate work is shown, but the roots are not expressed in decimal form. [2] Appropriate work is shown, but two or more computational or rounding errors are made. or [2] Appropriate work is shown to find 3.6 or 3.1, but the explanation is missing or incorrect. or [2] 3.6 and 3.1 are found using a method other than algebraic, but an appropriate explanation is written. [1] A correct substitution into the quadratic formula is made, but no further correct work is shown. or [1] 3.6 and 3.1, 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 17 [8] (36) [4] f(x) 10 100x and g(x) 10(2)x or equivalent functions, both is stated, and a correct justification is given. [3] Appropriate work is shown, but one computational error is made. or [3] Appropriate work is shown, both is stated, but the justification is missing or incorrect. or [3] Appropriate work is shown, but both is not stated. or [3] Appropriate work is shown, but two expressions are written instead of equations. [2] Appropriate work is shown, but two or more computational errors are made. or [2] Correct functions are stated, but no further correct work is shown. or [2] Both is stated and a correct justification is given, but no further correct work is shown. [1] Both is stated, but no work is shown. or [1] One correct function 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. Algebra I (Common Core) Rating Guide June 17 [9] Part IV For this 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] y 10x 5 and y 5x 35 are written and graphed correctly, and at least one is labeled, and a correct explanation is written. [5] Appropriate work is shown, but one graphing or labeling error is made. or [5] Appropriate work is shown, but the explanation for one of the coordinates is missing or incorrect. or [5] Appropriate work is shown, but expressions are written instead of equations. [4] Appropriate work is shown, but the explanation for each coordinate is missing or incorrect. [3] Appropriate work is shown, but one graphing or labeling error is made and the explanation is missing or incorrect. [2] A correct system of equations is written, but no further correct work is shown. or [2] A correct explanation for both coordinates is written, but no further correct work is shown. or [2] One equation is written and graphed correctly, but no further correct work is shown. [1] One correct equation is written, but no further correct work is shown. or [1] (6,65) is stated, 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. Algebra I (Common Core) Rating Guide June 17 [10] Map to the Common Core Learning Standards Algebra I (Common Core) June 2017 Question Type Credits Cluster 1 Multiple Choice 2 F-IF.B 2 Multiple Choice 2 A-SSE.A 3 Multiple Choice 2 A-REI.D 4 Multiple Choice 2 S-ID.C 5 Multiple Choice 2 F-IF.A 6 Multiple Choice 2 A-SSE.A 7 Multiple Choice 2 A-CED.A 8 Multiple Choice 2 A-REI.C 9 Multiple Choice 2 F-IF.A 10 Multiple Choice 2 A-APR.B 11 Multiple Choice 2 A-CED.A 12 Multiple Choice 2 F-LE.A 13 Multiple Choice 2 A-REI.B 14 Multiple Choice 2 S-ID.C 15 Multiple Choice 2 S-ID.A 16 Multiple Choice 2 F-IF.C 17 Multiple Choice 2 F-IF.C 18 Multiple Choice 2 F-IF.A 19 Multiple Choice 2 A-REI.B 20 Multiple Choice 2 N-Q.A Algebra I (Common Core) Rating Guide June 17 [11] 21 Multiple Choice 2 F-LE.A 22 Multiple Choice 2 A-REI.B 23 Multiple Choice 2 A-CED.A 24 Multiple Choice 2 F-IF.B 2 A-APR.A 2 F-IF.C 2 N-RN.B 2 F-LE.B 2 S-ID.B 2 A-REI.D 2 A-REI.D 2 F-BF.B 4 A-SSE.B 4 F-IF.B 4 A-REI.A 4 A-CED.A 6 A-CED.A 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 17 [12] Regents Examination in Algebra I (Common Core) June 2017 Chart for Converting Total Test Raw Scores to Final Examination Scores (Scale Scores) The Chart for Determining the Final Examination Score for the June 2017 Regents Examination in Algebra I (Common Core) will be posted on the Department s web site at: http://www.p12.nysed.gov/assessment/ by Tuesday, June 13, 2017. Conversion charts provided for previous administrations of the Regents Examination in Algebra I (Common Core) 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 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 17 [13]

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