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New York Regents Integrated Algebra January 2014 Exam

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INTEGRATED ALGEBRA The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION INTEGRATED ALGEBRA Thursday, January 30, 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 39 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. 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 An example of an equation is (1) 2x2 4x 12 (3) 4(x 6)(x 2) (2) |x 6| (4) 2x x2 3 2 The greatest common factor of 3m2n 12mn2 is (1) 3n (3) 3mn (2) 3m (4) 3mn2 3 Jeremy is hosting a Halloween party for 80 children. He will give each child at least one candy bar. If each bag of candy contains 18 candy bars, which inequality can be used to determine how many bags, c, Jeremy will need to buy? (1) 18c 80 (3) c 80 (2) 18c 80 (4) c 80 18 18 4 Which statement regarding biased sampling is false? (1) Online sampling is biased because only the people who happen to visit the web site will take the survey. (2) A radio call-in survey is biased because only people who feel strongly about the topic will respond. (3) A survey handed to every third person leaving a library is biased because everyone leaving the library was not asked to participate. (4) Asking for experts to take a survey is biased because they may have particular knowledge of the topic. Integrated Algebra January 14 [2] Use this space for computations. 5 Which relation is not a function? (1) {(2,4), (1,2), (0,0), ( 1,2), ( 2,4)} (2) {(2,4), (1,1), (0,0), ( 1,1), ( 2,4)} (3) {(2,2), (1,1), (0,0), ( 1,1), ( 2,2)} (4) {(2,2), (1,1), (0,0), (1, 1), (2, 2)} 6 What is an equation of the line that passes through the point ( 2, 8) and has a slope of 3? (1) y 3x 2 (3) y 3x 2 (2) y 3x 22 (4) y 3x 22 7 A figure consists of a square and a semicircle, as shown in the diagram below. B C A D If the length of a side of the square is 6, what is the area of the shaded region? (1) 36 3 (3) 36 6 (2) 36 4.5 (4) 36 9 Integrated Algebra January 14 [3] [OVER] 8 The box-and-whisker plot shown below represents the number of magazine subscriptions sold by members of a club. A 2 4 B 6 8 C D E 10 12 14 16 18 20 Which statistical measures do points B, D, and E represent, respectively? (1) minimum, median, maximum (2) first quartile, median, third quartile (3) first quartile, third quartile, maximum (4) median, third quartile, maximum 9 What is the slope of a line represented by the equation 2y x 4? (1) 1 (3) 1 1 (2) __ (4) __ 2 2 1 10 What is the solution of the system of equations below? 2x 3y 7 x y 3 (1) (1,2) (3) (4, 1) (2) (2,1) (4) (4,1) Integrated Algebra January 14 [4] Use this space for computations. 11 The graph below illustrates the number of acres used for farming in Smalltown, New York, over several years. Use this space for computations. Acres (in hundreds) y 7 6 5 4 3 2 1 x 1 2 3 4 Year 5 6 Using a line of best fit, approximately how many acres will be used for farming in the 5th year? (1) 0 (3) 300 (2) 200 (4) 400 12 When 16x3 12x2 4x is divided by 4x, the quotient is (1) 12x2 8x (3) 4x2 3x (2) 12x2 8x 1 (4) 4x2 3x 1 13 The width of a rectangle is 4 less than half the length. If represents the length, which equation could be used to find the width, w? 1 (1) w __ (4 ) 2 1 (3) w __ 4 2 1 (2) w __ ( 4) 2 (4) w 4 __ 2 Integrated Algebra January 14 1 [5] [OVER] Use this space for computations. 14 Which data can be classified as quantitative? (1) favorite stores at which you shop (2) U.S. Representatives and their home states (3) sales tax rate in each New York county (4) opinion of a freshman on the color of Paul s shirt 15 Two cubes with sides numbered 1 through 6 were rolled 20 times. Their sums are recorded in the table below. 4 9 8 8 9 4 7 7 8 6 9 9 9 12 11 3 2 10 10 5 What is the empirical probability of rolling a sum of 9? (1) 4 20 (2) 5 20 (3) 4 36 (4) 5 36 16 What is the vertex of the graph of the equation y 3x2 6x 1? (1) ( 1, 2) (3) (1, 2) (2) ( 1,10) (4) (1,10) 17 The length and width of a rectangle are 48 inches and 40 inches. To the nearest inch, what is the length of its diagonal? (1) 27 (3) 88 (2) 62 (4) 90 Integrated Algebra January 14 [6] 18 Which graph represents the solution set of 2x 5 3? (1) (2) (3) (4) 5 4 3 2 1 0 1 2 3 4 5 5 4 3 2 1 0 1 2 3 4 5 5 4 3 2 1 0 1 2 3 4 5 5 4 3 2 1 0 1 2 3 4 Use this space for computations. 5 19 Jonathan drove to the airport to pick up his friend. A rainstorm forced him to drive at an average speed of 45 mph, reaching the airport in 3 hours. He drove back home at an average speed of 55 mph. How long, to the nearest tenth of an hour, did the trip home take him? (1) 2.0 hours (3) 2.8 hours (2) 2.5 hours (4) 3.7 hours 2 n 3n 20 The expression 5 2 is equivalent to (1) 5n (3) 19n 2 (2) 6 n (4) 7 n 7 10 Integrated Algebra January 14 10 10 [7] [OVER] 21 When x 4, the value of 2x0 Use this space for computations. x! is (1) 24 (3) 26 (2) 25 (4) 28 22 Which graph represents the solution of 2y 6 4x? y y x x (1) (3) y y x (2) Integrated Algebra January 14 x (4) [8] 23 Which graph represents the exponential decay of a radioactive element? y y x x (1) (3) y y x x (2) 24 Which fraction represents (4) x 2 25 expressed in simplest form? x 2 x 20 (3) x 5 x 4 x 5 x 4 (4) 5 (1) 4 (2) Use this space for computations. 25 x 20 25 If abx 5 0, what is x in terms of a and b? 5 (1) x ab 5 (2) x ab Integrated Algebra January 14 (3) x 5 ab (4) x ab 5 [9] [OVER] Use this space for computations. 26 Given: U {x|0 x 10 and x is an integer} S {x|0 x 10 and x is an odd integer} The complement of set S within the universal set U is (1) {0, 2, 4, 6, 8, 10} (3) {0, 2, 4, 6, 8} (2) {2, 4, 6, 8, 10} (4) {2, 4, 6, 8} 27 The roots of the equation 2x2 8x 0 are (1) 2 and 2 (3) 0 and 4 (2) 0, 2, and 2 (4) 0 and 4 28 Which equation illustrates the multiplicative inverse property? (1) a 1 a 1 (3) a __ a 1 (2) a 0 0 (4) ( a) ( a) a2 () 29 What is the result when 4x2 17x 36 is subtracted from 2x2 5x 25? (1) 6x2 22x 61 (3) 2x2 22x 61 (2) 2x2 12x 11 (4) 2x2 12x 11 30 Julie has three children whose ages are consecutive odd integers. If x represents the youngest child s age, which expression represents the sum of her children s ages? (1) 3x 3 (3) 3x 5 (2) 3x 4 (4) 3x 6 Integrated Algebra January 14 [10] 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. All answers should be written in pen, except for graphs and drawings, which should be done in pencil. [6] 31 Express 84 in simplest radical form. 2 3 Integrated Algebra January 14 [11] [OVER] 32 The cumulative frequency table below shows the number of minutes 31 students spent text messaging on a weekend. Text-Use Interval (minutes) Cumulative Frequency 41 50 2 41 60 5 41 70 10 41 80 19 41 90 31 Determine which 10-minute interval contains the median. Justify your choice. Integrated Algebra January 14 [12] 33 Kirsten invested $1000 in an account at an annual interest rate of 3%. She made no deposits or withdrawals on the account for 5 years. The interest was compounded annually. Find the balance in the account, to the nearest cent, at the end of 5 years. Integrated Algebra January 14 [13] [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. All answers should be written in pen, except for graphs and drawings, which should be done in pencil. [9] 34 Graph and label the functions y |x| and y |2x| on the set of axes below. y x Explain how increasing the coefficient of x affects the graph of y |x|. Integrated Algebra January 14 [14] 35 Terry estimated the length of the edge of a cube to be 5 cm. The actual length of the side is 5.2 cm. Find the relative error of the surface area of the cube, to the nearest thousandth. Integrated Algebra January 14 [15] [OVER] 36 From the top of an apartment building, the angle of depression to a car parked on the street below is 38 degrees, as shown in the diagram below. The car is parked 80 feet from the base of the building. Find the height of the building, to the nearest tenth of a foot. 38 80 Integrated Algebra January 14 [16] 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. All answers should be written in pen, except for graphs and drawings, which should be done in pencil. [12] 37 On the set of axes below, solve the following system of equations graphically for all values of x and y. State the coordinates of all the solutions. y x2 4x 5 y 2x 3 y x Integrated Algebra January 14 [17] [OVER] 38 Solve algebraically for all values of x: Integrated Algebra January 14 3 22 x x 5 x 8 [18] 39 Doug has four baseball caps: one tan, one blue, one red, and one green. He also has three jackets: one blue, one red, and one white. Draw a tree diagram or list a sample space to show all possible outfits consisting of one baseball cap and one jacket. Find the number of Doug s outfits that consist of a cap and a jacket that are different colors. On Spirit Day, Doug wants to wear either green or white, his school s colors. Find the number of his outfits from which he can choose. Integrated Algebra January 14 [19] 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 Reference Sheet sin A = cos A = adjacent hypotenuse tan A = Trigonometric Ratios opposite hypotenuse opposite adjacent Area trapezoid Volume cylinder 1 A= 2 h(b 1 + b 2) V = r2h rectangular prism SA = 2lw + 2hw + 2lh Surface Area cylinder m= Tear Here Coordinate Geometry Integrated Algebra January 14 [23] SA = 2 r2 + 2 rh y y2 y1 = x x2 x1 INTEGRATED ALGEBRA Tear Here Tear Here Printed on Recycled Paper INTEGRATED ALGEBRA FOR TEACHERS ONLY The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION INTEGRATED ALGEBRA Thursday, January 30, 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 Integrated Algebra. More detailed information about scoring is provided in the publication Information Booklet for Scoring the Regents Examinations in Mathematics. Do not attempt to correct the student s work by making insertions or changes of any kind. In scoring the open-ended 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 open-ended 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/ on Thursday, January 30, 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 60 credits, 2 credits for each of the following. (1) . . . . . 4 . . . . . (11) . . . . . 2 . . . . . (21) . . . . . 3 . . . . . (2) . . . . . 3 . . . . . (12) . . . . . 4 . . . . . (22) . . . . . 3 . . . . . (3) . . . . . 1 . . . . . (13) . . . . . 3 . . . . . (23) . . . . . 4 . . . . . (4) . . . . . 3 . . . . . (14) . . . . . 3 . . . . . (24) . . . . . 3 . . . . . (5) . . . . . 4 . . . . . (15) . . . . . 2 . . . . . (25) . . . . . 1 . . . . . (6) . . . . . 1 . . . . . (16) . . . . . 1 . . . . . (26) . . . . . 4 . . . . . (7) . . . . . 2 . . . . . (17) . . . . . 2 . . . . . (27) . . . . . 4 . . . . . (8) . . . . . 3 . . . . . (18) . . . . . 1 . . . . . (28) . . . . . 3 . . . . . (9) . . . . . 2 . . . . . (19) . . . . . 2 . . . . . (29) . . . . . 4 . . . . . (10) . . . . . 2 . . . . . (20) . . . . . 3 . . . . . (30) . . . . . 4 . . . . . 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. Beginning in January 2013, the Department is providing supplemental scoring guidance, the Sample Response Set, for the Regents Examination in Integrated Algebra. This guidance is not required as part of the scorer training. It is at the school s discretion to incorporate it into the scorer training or to use it as supplemental information during scoring. While not reflective of all scenarios, the sample student responses selected for the Sample Response Set illustrate how less common student responses to open-ended questions may be scored. The Sample Response Set will be available on the Department s web site at http://www.nysedregents.org/IntegratedAlgebra/. Integrated Algebra Rating Guide January 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 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 Mathematics, 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 1credit 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). Integrated Algebra Rating Guide January 14 [3] Part II For each question, use the specific criteria to award a maximum of 2 credits. Unless other wise specified, mathematically correct alternative solutions should be awarded appropriate credit. (31) [2] 7 , and correct work is shown. [1] Appropriate work is shown, but one computational or simplification error is made. An appropriate answer is stated. or [1] Appropriate work is shown, but one conceptual error is made. An appropriate answer is stated. or [1] Appropriate work is shown, but the answer is not in simplest radical form. An appropriate answer is stated. or [1] 7 , but no work is shown. [0] The answer is expressed as a decimal, 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. (32) [2] 71 80, and a correct justification is given. [1] One computational error is made, but an appropriate justification is given. or [1] One conceptual error is made, such as stating 41 80 as the interval, but an appropriate justification is given. or [1] 71 80, but the justification is missing. or [1] 71 80, but the justification is incorrect. [0] A zero response is completely incorrect, irrelevant, or incoherent or is a correct response that was obtained by an obviously incorrect procedure. Integrated Algebra Rating Guide January 14 [4] (33) [2] 1159.27 and correct work is shown. [1] Appropriate work is shown, but one computational or rounding error is made. An appropriate monetary value is stated. or [1] Appropriate work is shown, but one conceptual error is made, such as using simple interest. An appropriate monetary value is stated. or [1] A 1000(1 .03)5 or an equivalent equation is written, but no further correct work is shown. or [1] 1159.27, 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. Integrated Algebra Rating Guide January 14 [5] Part III For each question, use the specific criteria to award a maximum of 3 credits. Unless otherwise specified, mathematically correct alternative solutions should be awarded appropriate credit. (34) [3] Both equations are graphed correctly, and at least one is labeled. A correct explanation is given. [2] Appropriate work is shown, but one graphing or labeling error is made. An appropriate explanation is given. or [2] Both equations are graphed correctly and at least one is labeled, but no explanation or an incorrect explanation is given. or [2] Both equations are graphed correctly, but neither is labeled. An appropriate explanation is given. or [2] One equation is graphed and labeled correctly, and an appropriate explanation is given. [1] One conceptual error is made, but appropriate graphs are drawn, and at least one is labeled. An appropriate explanation is given. or [1] One equation is graphed and labeled correctly, but no further correct work is shown. or [1] Appropriate work is shown, but one graphing or labeling error is made. No explanation or an incorrect explanation is given. or [1] Appropriate work is shown, but two or more graphing or labeling errors are made. An appropriate explanation is given. or [1] A correct 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. Integrated Algebra Rating Guide January 14 [6] (35) [3] 0.075, and correct work is shown. [2] Appropriate work is shown, but one computational or rounding error is made. An appropriate relative error is stated. or [2] 162.24 150 or equivalent, but the relative error is not found or is found 162.24 incorrectly, such as expressing it as a percent. [1] Appropriate work is shown, but two or more computational or rounding errors are made. An appropriate relative error is stated. or [1] Appropriate work is shown, but one conceptual error is made, such as dividing by 150. An appropriate relative error is stated. or [1] Appropriate work is shown to find 162.24 and 150, but the relative error is not found or is found incorrectly. or [1] 0.075, 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. Integrated Algebra Rating Guide January 14 [7] (36) [3] 62.5, and correct work is shown. [2] Appropriate work is shown, but one computational or rounding error is made. An appropriate number of feet is stated. or [2] tan 38 x or tan 52 80 is written, but no further correct work is shown. 80 x [1] Appropriate work is shown, but two or more computational or rounding errors are made. An appropriate number of feet is stated. or [1] Appropriate work is shown, but one conceptual error is made, such as using an incorrect trigonometric function. An appropriate number of feet is stated. or [1] 62.5, 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. Integrated Algebra Rating Guide January 14 [8] Part IV 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. (37) [4] Both equations are graphed correctly, and ( 4, 5) and (2,7) are stated. [3] Appropriate work is shown, but one computational or graphing error is made. Appropriate solutions are stated. or [3] Both equations are graphed correctly, but only ( 4, 5) or (2,7) is stated. or [3] Both equations are graphed correctly. The solutions are indicated, but the coordinates are not stated. [2] Appropriate work is shown, but two or more computational or graphing errors are made. Appropriate solutions are stated. or [2] Appropriate work is shown, but one conceptual error is made. Appropriate solutions are stated. or [2] Both equations are graphed correctly, but the points of intersection are not stated or are stated incorrectly. or [2] One equation is graphed correctly and appropriate solution(s) are stated. or [2] ( 4, 5) and (2,7) or equivalent answers are found, 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. Appropriate solutions are stated. or [1] One of the equations is graphed correctly, but no further correct work is shown. or [1] ( 4, 5) and (2,7) are stated, but no work is shown. [0] ( 4, 5) or (2,7) is stated, but no work is shown or a method other than graphic is used. or [0] A zero response is completely incorrect, irrelevant, or incoherent or is a correct response that was obtained by an obviously incorrect procedure. Integrated Algebra Rating Guide January 14 [9] (38) [4] 2 and 12, and correct algebraic work is shown. [3] Appropriate work is shown, but one computational or factoring error is made. Appropriate values are stated. or [3] Appropriate work is shown to find either 2 or 12, but no further correct work is shown. [2] Appropriate work is shown, but two or more computational or factoring errors are made. Appropriate values are stated. or [2] Appropriate work is shown, but one conceptual error is made. Appropriate values are stated. or [2] A correct quadratic equation in standard form (set equal to zero) is written, but no further correct work is shown. or [2] 2 and 12, but a method other than algebraic is used. [1] Appropriate work is shown, but one conceptual error and one computational or factoring error are made. Appropriate values are stated. or [1] 3x2 24 2x2 10x is written, but no further correct work is shown. or [1] 2 and 12, but no work is shown. [0] 2 or 12, but no work is shown or a method other than algebraic is used. or [0] A zero response is completely incorrect, irrelevant, or incoherent or is a correct response that was obtained by an obviously incorrect procedure. Integrated Algebra Rating Guide January 14 [10] (39) [4] A correct tree diagram or sample space is shown, and 10 and 6 are stated. [3] A partially correct tree diagram or sample space containing at least eight correct outcomes is shown. Appropriate solutions are stated. or [3] A correct tree diagram or sample space is shown. Either 10 or 6 is stated. or [3] A correct tree diagram or sample space is shown, but 10 and 6 are given 12 12 for outfit selections. [2] A correct tree diagram or sample space is shown. No further correct work is shown. or [2] Appropriate work is shown to find 10 and 6. A tree diagram or sample space of all possible outfits is not shown. or [2] A partially correct tree diagram or sample space containing at least eight correct outcomes is shown. Only one appropriate solution is stated. [1] Appropriate work is shown to find 10 or 6. A tree diagram or sample space of all possible outfits is not shown. or [1] A partially correct tree diagram or sample space containing at least eight correct outcomes is shown, but no appropriate solutions are stated. or [1] 10 and 6, 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. Integrated Algebra Rating Guide January 14 [11] Map to Core Curriculum Content Strands Item Numbers Number Sense and Operations 21, 31 Algebra 1, 2, 3, 6, 9, 10, 12, 13, 16, 17, 18, 20, 24, 25, 26, 27, 28, 29, 30, 33, 36, 38 Geometry 5, 7, 22, 23, 34, 37 Measurement 19, 35 Statistics and Probability 4, 8, 11, 14, 15, 32, 39 Regents Examination in Integrated Algebra January 2014 Chart for Converting Total Test Raw Scores to Final Examination Scores (Scale Scores) The Chart for Determining the Final Examination Score for the January 2014 Regents Examination in Integrated Algebra will be posted on the Department s web site at: http://www.p12.nysed.gov/assessment/ on Thursday, January 30, 2014. Conversion charts provided for previous administrations of the Regents Examination in Integrated Algebra 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. Integrated Algebra Rating Guide January 14 [12]

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