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New York Regents Integrated Algebra June 2010

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INTEGRATED ALGEBRA The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION Integrated algebra Friday, June 18, 2010 1:15 to 4:15 p.m., only Student Name: ________________________________________________________ School Name: _________________________________________________________ Print your name and the name of your school on the lines above. Then turn to the last page of this booklet, which is the answer sheet for Part I. Fold the last page along the perforations and, slowly and carefully, tear off the answer sheet. Then fill in the heading of your answer sheet. This examination has four parts, with a total of 39 questions. You must answer all questions in this examination. Write 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. The use of any communications device is strictly prohibited when taking this examination. If you use any communications device, no matter how briefly, your examination will be invalidated and no score will be calculated for you. DO NOT OPEN THIS EXAMINATION BOOKLET UNTIL THE SIGNAL IS GIVEN. INTEGRATED ALGEBRA Part I Answer all 30 questions in this part. Each correct answer will receive 2 credits. No partial credit will be allowed. For each question, write on the separate answer sheet the numeral preceding the word or expression that best completes the statement or answers the question. [60] Use this space for computations. 1 Given: Set U = {S, O, P, H, I, A} Set B = {A, I, O} If set B is a subset of set U, what is the complement of set B? (1) {O, P, S} (3) {A, H, P} (2) {I, P, S} (4) {H, P, S} 2 How many different sandwiches consisting of one type of cheese, one condiment, and one bread choice can be prepared from five types of cheese, two condiments, and three bread choices? (1) 10 (3) 15 (2) 13 (4) 30 3 The sum of 4x3 + 6x2 + 2x 3 and 3x3 + 3x2 5x 5 is (1) 7x3 + 3x2 3x 8 (3) 7x3 + 9x2 3x 8 (2) 7x3 + 3x2 + 7x + 2 (4) 7x6 + 9x4 3x2 8 Integrated Algebra June 10 [2] 4 What is the slope of the line that passes through the points (3,5) and ( 2,2)? Use this space for computations. 5 (3) __ 1 (1) __ 3 5 3 (2) __ 5 (4) 5 5 What are the vertex and axis of symmetry of the parabola shown in the diagram below? y x (1) vertex: (1, 4); axis of symmetry: x = 1 (2) vertex: (1, 4); axis of symmetry: x = 4 (3) vertex: ( 4,1); axis of symmetry: x = 1 (4) vertex: ( 4,1); axis of symmetry: x = 4 Integrated Algebra June 10 [3] [OVER] 6 Three high school juniors, Reese, Matthew, and Chris, are running for student council president. A survey is taken a week before the election asking 40 students which candidate they will vote for in the election. The results are shown in the table below. Candidate s Name Number of Students Supporting Candidate Reese 15 Matthew 13 Chris 12 Based on the table, what is the probability that a student will vote for Reese? 3 (3) __ 1 (1) __ 3 3 (2) __ 5 8 5 (4) __ 8 7 Which linear equation represents a line containing the point (1,3)? (1) x + 2y = 5 (3) 2x + y = 5 (2) x 2y = 5 (4) 2x y = 5 ___ __ 8 The expression 72 3 2 written in simplest radical form is __ __ (1) 5 2 (3) 3 2 (2) 3 6 (4) 6 __ Integrated Algebra June 10 __ [4] Use this space for computations. 9 In ABC, the measure of B = 90 , AC = 50, AB = 48, and BC = 14. Which ratio represents the tangent of A? 14 (1) ___ 48 (3) ___ 14 (2) ___ Use this space for computations. 48 (4) ___ 50 50 48 14 10 Which ordered pair is in the solution set of the system of linear inequalities graphed below? y x (1) (1, 4) (3) (5,3) (2) ( 5,7) (4) ( 7, 2) Integrated Algebra June 10 [5] [OVER] Use this space for computations. 11 Which table does not show bivariate data? (1) Weight (pounds) 39 50 48 70 60 (2) Height (inches) 90 300 20 400 25 500 Quiz Average Frequency 70 12 80 15 90 (4) Miles Driven 15 (3) Gallons 6 Speed (mph) Distance (miles) 40 80 50 120 55 150 12 What is the solution of the system of equations c + 3d = 8 and c = 4 d 6? (1) c = 14, d = 2 (3) c = 2, d = 2 (2) c = 2, d = 2 (4) c = 14, d = 2 Integrated Algebra June 10 [6] Use this space for computations. 13 Which graph represents a function? y y x x (1) (3) y y x x (2) (4) x 2 14 The algebraic expression ______ is undefined when x is 2 x 9 (1) 0 (3) 3 (2) 2 (4) 9 Integrated Algebra June 10 [7] [OVER] 15 The graphs of the equations y = 2x 7 and y kx = 7 are parallel when k equals (1) 2 (3) 7 (2) 2 (4) 7 1 16 Which verbal expression is represented by __(n 3)? 2 (1) one-half n decreased by 3 (2) one-half n subtracted from 3 (3) the difference of one-half n and 3 (4) one-half the difference of n and 3 17 The freshman class held a canned food drive for 12 weeks. The results are summarized in the table below. Canned Food Drive Results Week 1 2 3 4 5 6 7 8 9 10 11 12 Number 20 35 32 45 58 46 28 23 31 79 65 62 of Cans Which number represents the second quartile of the number of cans of food collected? (1) 29.5 (3) 40 (2) 30.5 (4) 60 Integrated Algebra June 10 [8] Use this space for computations. 14a2c8 18 Which expression represents _______ in simplest form? 32 7a c (1) 2 ac4 2 c4 (3) _____ a (2) 2 ac6 Use this space for computations. 2 c6 (4) _____ a x+1 19 Which value of x is the solution of _x_ + _____ = x? 3 (1) 1 (3) 3 (2) 1 2 (4) 3 20 When 36 is subtracted from the square of a number, the result is five times the number. What is the positive solution? (1) 9 (3) 3 (2) 6 (4) 4 21 Which interval notation represents the set of all numbers greater than or equal to 5 and less than 12? (1) [5, 12) (3) (5, 12) (2) (5, 12] (4) [5, 12] Integrated Algebra June 10 [9] [OVER] 22 Four hundred licensed drivers participated in the math club s survey on driving habits. The table below shows the number of drivers surveyed in each age group. Ages of People in Survey on Driving Habits Age Group Number of Drivers 16 25 150 26 35 129 36 45 33 46 55 57 56 65 31 Which statement best describes a conclusion based on the data in the table? (1) It may be biased because no one younger than 16 was surveyed. (2) It would be fair because many different age groups were surveyed. (3) It would be fair because the survey was conducted by the math club students. (4) It may be biased because the majority of drivers surveyed were in the younger age intervals. 1 23 A formula used for calculating velocity is v = __ at2. What is a expressed 2 in terms of v and t? 2v (1) a = _t_ v (3) a = _t_ 2_ v (2) a = _2 __ (4) a = _v2 t Integrated Algebra June 10 2t [10] Use this space for computations. Use this space for computations. x + 7 2x + 5 24 What is the sum of ______ and ______ ? 2x + 4 2x + 4 x + 12 (1) ______ x + 12 (3) ______ 3x + 12 (2) _______ 3x + 12 (4) _______ 2x + 4 2x + 4 4x + 8 4x + 8 1 25 Steve ran a distance of 150 meters in 1 __ minutes. What is his speed 2 in meters per hour? (1) 6 (3) 100 (2) 60 (4) 6,000 26 How many different three-letter arrangements can be formed using the letters in the word ABSOLUTE if each letter is used only once? (1) 56 (3) 168 (2) 112 (4) 336 27 Factored completely, the expression 3x2 3x 18 is equivalent to (1) 3(x2 x 6) (3) (3x 9)(x + 2) (2) 3(x 3)(x + 2) (4) (3x + 6)(x 3) Integrated Algebra June 10 [11] [OVER] 28 Which quadrant will be completely shaded in the graph of the inequality y 2x? (1) Quadrant I (3) Quadrant III (2) Quadrant II (4) Quadrant IV 29 A figure is made up of a rectangle and a semicircle as shown in the diagram below. 6 cm 5 cm What is the area of the figure, to the nearest tenth of a square centimeter? (1) 39.4 (3) 48.8 (2) 44.1 (4) 58.3 30 The value, y, of a $15,000 investment over x years is represented by x __ the equation y = 15000(1.2) 3 . What is the profit (interest) on a 6-year investment? (1) $6,600 (3) $21,600 (2) $10,799 (4) $25,799 Integrated Algebra June 10 [12] Use this space for computations. Part II Answer all 3 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. [6] 31 Alexis calculates the surface area of a gift box as 600 square inches. The actual surface area of the gift box is 592 square inches. Find the relative error of Alexis calculation expressed as a decimal to the nearest thousandth. Integrated Algebra June 10 [13] [OVER] 32 Perform the indicated operation: 6(a 7) State the name of the property used. Integrated Algebra June 10 [14] 33 A communications company is building a 30-foot antenna to carry cell phone transmissions. As shown in the diagram below, a 50-foot wire from the top of the antenna to the ground is used to stabilize the antenna. Wire 50 ft Antenna 30 ft Ground Find, to the nearest degree, the measure of the angle that the wire makes with the ground. Integrated Algebra June 10 [15] [OVER] Part III Answer all 3 questions in this part. Each correct answer will receive 3 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. [9] 34 Given: A = {18, 6, 3, 12} 2 Determine all elements of set A that are in the solution of the inequality __x + 3 < 2x 7. 3 Integrated Algebra June 10 [16] 35 Graph and label the following equations on the set of axes below. y = x 1 y = __ x 2 Explain how decreasing the coefficient of x affects the graph of the equation y = x . y x Integrated Algebra June 10 [17] [OVER] 36 Megan and Bryce opened a new store called the Donut Pit. Their goal is to reach a profit of $20,000 in their 18th month of business. The table and scatter plot below represent the profit, P, in thousands of dollars, that they made during the first 12 months. t (months) 1 2 3 4 5 6 7 8 9 10 11 12 P (profit, in thousands of dollars) 3.0 2.5 4.0 5.0 6.5 5.5 7.0 6.0 7.5 7.0 9.0 9.5 P Donut Pit Profits 20 Profit (in thousands of dollars) 18 16 14 12 10 8 6 4 2 0 2 4 6 8 10 12 14 16 18 20 Number of Months t Draw a reasonable line of best fit. Using the line of best fit, predict whether Megan and Bryce will reach their goal in the 18th month of their business. Justify your answer. Integrated Algebra June 10 [18] Part IV Answer all 3 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. [12] x2 + 9x + 14 _________ 37 Express in simplest form: ___________ _2 3x + 6 2 x 49 Integrated Algebra June 10 x + x 56 [19] [OVER] 38 The diagram below shows a cumulative frequency histogram of the students test scores in Ms. Wedow s algebra class. Frequency (Number of Students) Ms. Wedow s Algebra Class Test Scores 32 30 28 26 24 22 20 18 16 14 12 10 8 6 4 2 0 41 50 41 60 41 70 41 80 41 90 Student Test Scores Determine the total number of students in the class. Determine how many students scored higher than 70. State which ten-point interval contains the median. State which two ten-point intervals contain the same frequency. Integrated Algebra June 10 [20] 41 100 39 On the set of axes below, solve the following system of equations graphically for all values of x and y. y = x2 4x + 12 y = 2x + 4 y x Integrated Algebra June 10 [21] Tear Here Reference Sheet Reference Sheet sin A = cos A = adjacent hypotenuse tan A = Trigonometric Ratios opposite hypotenuse opposite adjacent Area trapezoid Volume cylinder 1 A = h ( b 1 + b 2) 2 V = r 2h rectangular prism SA = 2lw + 2hw + 2lh Surface Area cylinder y y y m = x = x2 x1 2 1 Tear Here Coordinate Geometry Integrated Algebra June 10 SA = 2 r2 + 2 rh [23] Tear Here Tear Here 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 The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION Tear Here Integrated algebra Friday, June 18, 2010 1:15 to 4:15 p.m., only ANSWER SHEET Student . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Sex: Male Female Grade . . . . . . . . Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Your answers to Part I should be recorded on this answer sheet. Part I Answer all 30 questions in this part. 1 ................ 9 ................ 17 . . . . . . . . . . . . . . . . 25 . . . . . . . . . . . . . . . . 2 ................ 10 . . . . . . . . . . . . . . . . 18 . . . . . . . . . . . . . . . . 26 . . . . . . . . . . . . . . . . 3 ................ 11 . . . . . . . . . . . . . . . . 19 . . . . . . . . . . . . . . . . 27 . . . . . . . . . . . . . . . . 4 ................ 12 . . . . . . . . . . . . . . . . 20 . . . . . . . . . . . . . . . . 28 . . . . . . . . . . . . . . . . 5 ................ 13 . . . . . . . . . . . . . . . . 21 . . . . . . . . . . . . . . . . 29 . . . . . . . . . . . . . . . . 6 ................ 14 . . . . . . . . . . . . . . . . 22 . . . . . . . . . . . . . . . . 30 . . . . . . . . . . . . . . . . 7 ................ 15 . . . . . . . . . . . . . . . . 23 . . . . . . . . . . . . . . . . 8 ................ 16 . . . . . . . . . . . . . . . . 24 . . . . . . . . . . . . . . . . Your answers for Parts II, III, and IV should be written in the test booklet. Tear Here The declaration below must be signed when you have completed the examination. I do hereby affirm, at the close of this examination, that I had no unlawful knowledge of the questions or answers prior to the examination and that I have neither given nor received assistance in answering any of the questions during the examination. Signature Integrated Algebra June 10 [27] INTEGRATED ALGEBRA rater s/Scorer s name (minimum of three) Integrated algebra 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 87 Part IV rater s/Scorer s Initials total raw Score Part III Credits earned Checked by Tear Here Question Scale Score (from conversion chart) Tear Here Printed on Recycled Paper [28] INTEGRATED ALGEBRA Integrated Algebra June 10 FOR TEACHERS ONLY The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION INTEGRATED ALGEBRA Friday, June 18, 2010 1:15 to 4:15 p.m., only SCORING KEY AND RATING GUIDE Mechanics of Rating The following procedures are to be followed for scoring student answer papers for the Regents Examination in Integrated Algebra. More detailed information about scoring is provided in the publication Information Booklet for Scoring the Regents Examinations in Integrated Algebra and Geometry . Use only red ink or red pencil in rating Regents papers. Do not attempt to correct the student s work by making insertions or changes of any kind. Use check marks to indicate student errors. Unless otherwise specified, mathematically correct variations in the answers will be allowed. Units need not be given when the wording of the questions allows such omissions. Each student s answer paper is to be scored by a minimum of three mathematics teachers. On the back of the student s detachable answer sheet, raters must enter their initials in the boxes next to the questions they have scored and also write their name in the box under the heading Rater s/Scorer s Name. Raters should record the student s scores for all questions and the total raw score on the student s detachable answer sheet. Then the student s total raw score should be converted to a scale score by using the conversion chart that will be posted on the Department s web site http://www.emsc.nysed.gov/osa/ o n Friday, June 18, 2010. The student s scale score should be entered in the box provided on the student s detachable answer sheet. The scale score is the student s final examination score. INTEGRATED ALGEBRA continued Part I Allow a total of 60 credits, 2 credits for each of the following. Allow credit if the student has written the correct answer instead of the numeral 1, 2, 3, or 4. (1) 4 (9) 2 (17) 3 (25) 4 (2) 4 (10) 1 (18) 4 (26) 4 (3) 3 (11) 3 (19) 3 (27) 2 (4) 2 (12) 3 (20) 1 (28) 4 (5) 1 (13) 4 (21) 1 (29) 2 (6) 3 (14) 3 (22) 4 (30) 1 (7) 3 (15) 2 (23) 2 (8) 3 (16) 4 (24) 1 [2] INTEGRATED ALGEBRA continued Updated information regarding the rating of this examination may be posted on the New York State Education Department s web site during the rating period. Check this web site http://www.emsc.nysed.gov/osa/ and select the link Examination Scoring Information for any recently posted information regarding this examination. This site should be checked before the rating process for this examination begins and several times throughout the Regents examination period. General Rules for Applying Mathematics Rubrics General Principles for Rating The rubrics for the constructed-response questions on the Regents Examination in Integrated Algebra are designed to provide a systematic, consistent method for awarding credit. The rubrics are not to be considered all-inclusive; it is impossible to anticipate all the different methods that students might use to solve a given problem. Each response must be rated carefully using the teacher s professional judgment and knowledge of mathematics; all calculations must be checked. The specific rubrics for each question must be applied consistently to all responses. In cases that are not specifically addressed in the rubrics, raters must follow the general rating guidelines in the publication Information Booklet for Scoring the Regents Examinations in Integrated Algebra and Geometry, use their own professional judgment, confer with other mathematics teachers, and/or contact the consultants at the State Education Department for guidance. During each Regents examination administration period, rating questions may be referred directly to the Education Department. The contact numbers are sent to all schools before each administration period. II. Full-Credit Responses A full-credit response provides a complete and correct answer to all parts of the question. Sufficient work is shown to enable the rater to determine how the student arrived at the correct answer. When the rubric for the full-credit response includes one or more examples of an acceptable method for solving the question (usually introduced by the phrase such as ), it does not mean that there are no additional acceptable methods of arriving at the correct answer. Unless otherwise specified, mathematically correct alternative solutions should be awarded credit. The only exceptions are those questions that specify the type of solution that must be used; e.g., an algebraic solution or a graphic solution. A correct solution using a method other than the one specified is awarded half the credit of a correct solution using the specified method. III. Appropriate Work Full-Credit Responses: The directions in the examination booklet for all the constructed-response questions state: Clearly indicate the necessary steps, including appropriate formula substitutions, diagrams, charts, etc. The student has the responsibility of providing the correct answer and showing how that answer was obtained. The student must construct the response; the teacher should not have to search through a group of seemingly random calculations scribbled on the student paper to ascertain what method the student may have used. Responses With Errors: Rubrics that state Appropriate work is shown, but are intended to be used with solutions that show an essentially complete response to the question but contain certain types of errors, whether computational, rounding, graphing, or conceptual. If the response is incomplete; i.e., an equation is written but not solved or an equation is solved but not all of the parts of the question are answered, appropriate work has not been shown. Other rubrics address incomplete responses. IV. Multiple Errors Computational Errors, Graphing Errors, and Rounding Errors: Each of these types of errors results in a 1-credit deduction. Any combination of two of these types of errors results in a 2-credit deduction. No more than 2 credits should be deducted for such mechanical errors in any response. The teacher must carefully review the student s work to determine what errors were made and what type of errors they were. Conceptual Errors: A conceptual error involves a more serious lack of knowledge or procedure. Examples of conceptual errors include using the incorrect formula for the area of a figure, choosing the incorrect trigonometric function, or multiplying the exponents instead of adding them when multiplying terms with exponents. A response with one conceptual error can receive no more than half credit. If a response shows repeated occurrences of the same conceptual error, the student should not be penalized twice. If the same conceptual error is repeated in responses to other questions, credit should be deducted in each response. If a response shows two (or more) different major conceptual errors, it should be considered completely incorrect and receive no credit. If a response shows one conceptual error and one computational, graphing, or rounding error, the teacher must award credit that takes into account both errors; i.e., awarding half credit for the conceptual error and deducting 1 credit for each mechanical error (maximum of two deductions for mechanical errors). I. [3] [OVER] INTEGRATED ALGEBRA continued Part II For each question, use the specific criteria to award a maximum of two credits. Unless otherwise specified, mathematically correct alternative solutions should be awarded appropriate credit. (31) [2] 0.014, and appropriate work is shown. [1] Appropriate work is shown, but one computational or rounding error is made. or [1] Appropriate work is shown, but one conceptual error is made, such as dividing by 600. or [1] Appropriate work is shown, but the answer is expressed as a percent. or [1] 0.014, but no work is shown. [0] A zero response is completely incorrect, irrelevant, or incoherent or is a correct response that was obtained by an obviously incorrect procedure. (32) [2] 6a + 42 , and the distributive property is stated. [1] 6a + 42 , but the property is not stated. or [1] The distributive property is stated, but the operation is not performed. [0] A zero response is completely incorrect, irrelevant, or incoherent or is a correct response that was obtained by an obviously incorrect procedure. [4] INTEGRATED ALGEBRA continued (33) [2] 37, and appropriate work is shown. [1] Appropriate work is shown, but one computational or rounding error is made. or [1] Appropriate work is shown, but one conceptual error is made, such as using an incorrect trigonometric function. or [1] A correct trigonometric equation is written, but no further correct work is shown. or [1] 37, but no work is shown. [0] A zero response is completely incorrect, irrelevant, or incoherent or is a correct response that was obtained by an obviously incorrect procedure. [5] [OVER] INTEGRATED ALGEBRA continued Part III For each question, use the specific criteria to award a maximum of three credits. Unless otherwise specified, mathematically correct alternative solutions should be awarded appropriate credit. (34) [3] 12 , and appropriate work is shown, such as solving the inequality or substituting each value into the inequality and indicating its truth value. [2] Appropriate work is shown, but one computational error is made. or [2] The inequality is solved correctly for x, but the required solution is not stated or is stated incorrectly. [1] Appropriate work is shown, but two or more computational errors are made. or [1] Appropriate work is shown, but one conceptual error is made. or [1] 12 , but no work is shown. [0] A zero response is completely incorrect, irrelevant, or incoherent or is a correct response that was obtained by an obviously incorrect procedure. [6] INTEGRATED ALGEBRA continued (35) [3] Both equations are graphed correctly and at least one of the graphs is labeled, and an appropriate explanation is given, such as the graph becomes wider. [2] Both equations are graphed correctly and at least one of the graphs is labeled, but no explanation or an incorrect explanation is given. or [2] One equation is graphed and labeled correctly, and an appropriate explanation is given. [1] Appropriate work is shown, but one conceptual error is made. or [1] One equation is graphed and labeled correctly, but no further correct work is shown. or [1] An appropriate explanation is given, but no graphs are drawn. [0] A zero response is completely incorrect, irrelevant, or incoherent or is a correct response that was obtained by an obviously incorrect procedure. [7] [OVER] INTEGRATED ALGEBRA continued (36) [3] An appropriate line of best fit is drawn, and No, and an appropriate justification is written. [2] An appropriate line of best fit is drawn, and No, but no justification or an incorrect justification is written. or [2] The line of best fit is not drawn or is drawn incorrectly, but an appropriate prediction is stated, and an appropriate justification is written. [1] An appropriate line of best fit is drawn, but no further correct work is shown. [0] No, but no work is shown. or [0] A zero response is completely incorrect, irrelevant, or incoherent or is a correct response that was obtained by an obviously incorrect procedure. [8] INTEGRATED ALGEBRA continued Part IV For each question, use the specific criteria to award a maximum of four credits. Unless otherwise specified, mathematically correct alternative solutions should be awarded appropriate credit. (37) [4] x +8 , and appropriate work is shown. 3 [3] Appropriate work is shown, but one computational, factoring, or simplification error is made. [2] Appropriate work is shown, but two or more computational, factoring, or simplification errors are made. or [2] Appropriate work is shown, but one conceptual error is made, such as not multiplying by the reciprocal. or [2] The expression is correctly written as a product and all numerators and denominators are factored correctly, but no further correct work is shown. [1] Appropriate work is shown, but one conceptual error and one computational, factoring, or simplification error are made. or [1] All numerators and denominators are factored correctly, but no further correct work is shown. or [1] x +8 , but no work is shown. 3 [0] A zero response is completely incorrect, irrelevant, or incoherent or is a correct response that was obtained by an obviously incorrect procedure. [9] [OVER] INTEGRATED ALGEBRA continued (38) [4] 30 students total are in the class, 20 students scored higher than 70, 71 80 is the interval containing the median, and 81 90 and 91 100 are the intervals containing the same frequency. [3] Three of the four solutions are correct. [2] Two of the four solutions are correct. [1] One of the four solutions is correct. [0] A zero response is completely incorrect, irrelevant, or incoherent or is a correct response that was obtained by an obviously incorrect procedure. [10] INTEGRATED ALGEBRA continued (39) [4] Both equations are graphed correctly, and (2,0) and ( 4,12) are stated. [3] Appropriate work is shown, but one computational or graphing error is made. or [3] Both equations are graphed correctly, but only one correct point of intersection is stated. [2] Appropriate work is shown, but two or more computational or graphing errors are made. or [2] Appropriate work is shown, but one conceptual error is made. or [2] Both equations are graphed correctly, but the points of the intersection are not stated or are stated incorrectly. or [2] (2,0) and ( 4,12), but a method other than graphic is used. [1] Appropriate work is shown, but one conceptual error and one computational or graphing error are made. or [1] One of the equations is graphed correctly, but no further correct work is shown. or [1] (2,0) and ( 4,12) are stated, but no work is shown. [0] (2,0) or ( 4,12) are stated, but no work is shown. or [0] A zero response is completely incorrect, irrelevant, or incoherent or is a correct response that was obtained by an obviously incorrect procedure. [11] [OVER] INTEGRATED ALGEBRA concluded Map to Core Curriculum Content Strands Item Numbers Number Sense and Operations 2, 8, 26, 32 Algebra 1, 3, 4, 7, 9, 10, 12, 14, 15, 16, 18, 19, 20, 21, 23, 24, 27, 30, 33, 34, 37 Geometry 5, 13, 28, 29, 35, 39 Measurement 25, 31 Statistics and Probability 6, 11, 17, 22, 36, 38 Regents Examination in Integrated Algebra June 2010 Chart for Converting Total Test Raw Scores to Final Examination Scores (Scale Scores) The Chart for Determining the Final Examination Score for the June 2010 Regents Examination in Integrated Algebra will be posted on the Department s web site http://www.emsc.nysed.gov/osa/ on Friday, June 18, 2010. Conversion charts provided for previous administrations of the Integrated Algebra examination must NOT be used to determine students final scores for this administration. Online Submission of Teacher Evaluations of the Test to the Department Suggestions and feedback from teachers provide an important contribution to the test development process. The Department provides an online evaluation form for State assessments. It contains spaces for teachers to respond to several specific questions and to make suggestions. Instructions for completing the evaluation form are as follows: 1. Go to www.emsc.nysed.gov/osa/exameval. 2. Select the test title. 3. Complete the required demographic fields. 4. Complete each evaluation question and provide comments in the space provided. 5. Click the SUBMIT button at the bottom of the page to submit the completed form. [12]

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Additional Info : Refer end of paper for Scoring Key (page 29)
Tags : , papers, New York State, High School Regents, Examinations, Past exams, solvedTest Papers, Education, Assessment and Testing.  


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