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New York Regents Integrated Algebra August 2011

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INTEGRATED ALGEBRA The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION INTEGRATED ALGEBRA Wednesday, August 17, 2011 8:30 to 11:30 a.m., only Student Name: ______________________________________________________________ School Name: _______________________________________________________________ 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. 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] 1 The number of calories burned while jogging varies directly with the number of minutes spent jogging. If George burns 150 calories by jogging for 20 minutes, how many calories does he burn by jogging for 30 minutes? (1) 100 (3) 200 (2) 180 (4) 225 2 The scatter plot below represents the relationship between the number of peanuts a student eats and the student s bowling score. Bowling Score 300 250 200 150 100 50 0 10 20 30 40 50 60 Number of Peanuts Eaten Which conclusion about the scatter plot is valid? (1) There is almost no relationship between eating peanuts and bowling score. (2) Students who eat more peanuts have higher bowling scores. (3) Students who eat more peanuts have lower bowling scores. (4) No bowlers eat peanuts. Integrated Algebra August 11 [2] Use this space for computations. 3 If the universal set is {pennies, nickels, dimes, quarters}, what is the complement of the set {nickels}? Use this space for computations. (1) { } (2) {pennies, quarters} (3) {pennies, dimes, quarters} (4) {pennies, nickels, dimes, quarters} 4 Which situation does not describe a causal relationship? (1) The higher the volume on a radio, the louder the sound will be. (2) The faster a student types a research paper, the more pages the paper will have. (3) The shorter the distance driven, the less gasoline that will be used. (4) The slower the pace of a runner, the longer it will take the runner to finish the race. 5 A cylinder has a diameter of 10 inches and a height of 2.3 inches. What is the volume of this cylinder, to the nearest tenth of a cubic inch? (1) 72.3 (3) 180.6 (2) 83.1 (4) 722.6 Integrated Algebra August 11 [3] [OVER] 6 Based on the box-and-whisker plot below, which statement is false? 0 1 2 3 4 5 6 7 8 9 10 11 12 13 (1) The median is 7. (2) The range is 12. (3) The first quartile is 4. (4) The third quartile is 11. 7 The ninth grade class at a local high school needs to purchase a park permit for $250.00 for their upcoming class picnic. Each ninth grader attending the picnic pays $0.75. Each guest pays $1.25. If 200 ninth graders attend the picnic, which inequality can be used to determine the number of guests, x, needed to cover the cost of the permit? (1) 0.75x (1.25)(200) 250.00 (2) 0.75x (1.25)(200) 250.00 (3) (0.75)(200) 1.25x 250.00 (4) (0.75)(200) 1.25x 250.00 8 Which equation represents the line that passes through the point (1,5) and has a slope of 2? (1) y 2x 7 (3) y 2x 9 (2) y 2x 11 (4) y 2x 3 9 What is the solution of the system of equations 2x 2x 3y 9? (1) ( 3, 1) (3) (3, 1) (2) ( 1,3) (4) (3,1) Integrated Algebra August 11 [4] 5y 11 and Use this space for computations. 10 Which algebraic expression represents 15 less than x divided by 9? (1) _x_ 9 (2) 9x (3) 15 15 x __ (4) 15 15 Use this space for computations. 9x 9 11 What are the vertex and the axis of symmetry of the parabola shown in the graph below? y x (1) vertex: (1,6); axis of symmetry: y 1 (2) vertex: (1,6); axis of symmetry: x 1 (3) vertex: (6,1); axis of symmetry: y 1 (4) vertex: (6,1); axis of symmetry: x 1 Integrated Algebra August 11 [5] [OVER] Use this space for computations. 12 The diagram below shows right triangle ABC. A 5 C 13 B 12 Which ratio represents the tangent of ABC? __ (1) _5 12 (3) ___ __ (2) _5 12 (4) ___ 13 13 12 5 13 What is the value of the expression y 2? 3x 2 y (1) 112 (3) 80 (2) 80 4x when x (4) 272 14 Which expression is equivalent to (1) x2 (2) x2 1 18 x Integrated Algebra August 11 3x(x 4) (3) 5 x2 6x (4) 5 x2 2x(x 6x [6] 3)? 4 and 15 The data in the table below are graphed, and the slope is examined. x y 0.5 9.0 1 8.75 1.5 8.5 2 8.25 2.5 Use this space for computations. 8.0 The rate of change represented in this table can be described as (1) negative (3) undefined (2) positive (4) zero 16 The length of a rectangle is 3 inches more than its width. The area of the rectangle is 40 square inches. What is the length, in inches, of the rectangle? (1) 5 (3) 8.5 (2) 8 (4) 11.5 17 In interval notation, the set of all real numbers greater than less than or equal to 14 is represented by (1) ( 6, 14) (3) ( 6, 14] (2) [ 6, 14) 6 and (4) [ 6, 14] 18 Which equation represents a quadratic function? (1) y x 2 (3) y x2 (2) y x 2 (4) y 2x Integrated Algebra August 11 [7] [OVER] 19 Ben has four more than twice as many CDs as Jake. If they have a total of 31 CDs, how many CDs does Jake have? (1) 9 (3) 14 (2) 13 (4) 22 20 What are the roots of the equation x 2 (1) 1 and 6 (2) 2 and 3 5x 6 (3) 1 and 6 (4) 2 and 0? 21 What is the solution of the inequality 6x 3 17 (1) x 3 (3) x 3 (2) x 3 (4) x 8x 3 22 Which set of data can be classified as qualitative? (1) scores of students in an algebra class (2) ages of students in a biology class (3) numbers of students in history classes (4) eye colors of students in an economics class Integrated Algebra August 11 [8] 25? Use this space for computations. 23 Jack wants to replace the flooring in his rectangular kitchen. He calculates the area of the floor to be 12.8 square meters. The actual area of the floor is 13.5 square meters. What is the relative error in calculating the area of the floor, to the nearest thousandth? (1) 0.051 (3) 0.054 (2) 0.052 Use this space for computations. (4) 0.055 24 The current student population of the Brentwood Student Center is 2,000. The enrollment at the center increases at a rate of 4% each year. To the nearest whole number, what will the student population be closest to in 3 years? (1) 2,240 (3) 5,488 (2) 2,250 (4) 6,240 25 Maria has a set of 10 index cards labeled with the digits 0 through 9. She puts them in a bag and selects one at random. The outcome that is most likely to occur is selecting (1) an odd number (2) a prime number (3) a number that is at most 5 (4) a number that is divisible by 3 26 A right triangle contains a 38 angle whose adjacent side measures 10 centimeters. What is the length of the hypotenuse, to the nearest hundredth of a centimeter ? (1) 7.88 (3) 12.80 (2) 12.69 (4) 16.24 Integrated Algebra August 11 [9] [OVER] 27 Which ordered pair is in the solution set of the system of inequalities shown in the graph below? y x (1) ( 2, 1) (3) ( 2, 4) (2) ( 2,2) (4) (2, 2) Integrated Algebra August 11 [10] Use this space for computations. 28 A garden is in the shape of an isosceles trapezoid and a semicircle, as shown in the diagram below. A fence will be put around the perimeter of the entire garden. Use this space for computations. 8m 7m 12 m Which expression represents the length of fencing, in meters, that will be needed? (1) 22 6 (3) 15 6 (2) 22 12 (4) 15 12 29 Which expression represents 36 x2 (1) 2(9 x 25y3)(9 x (2) 4(3 x 5y3)(3 x 5y3) 10y3)(6 x 100 y6 factored completely? 10y3) (3) (6 x (4) (18 x 25y3) 50 y3)(18 x 50 y3) x _____ 30 What is the quotient of _____ divided by _2 2x ? x 2 (1) _____ x 4 2 x2 (2) _____ x 4 Integrated Algebra August 11 4 x 16 2x2 _____ (3) _2 16 x x4 (4) _____ 2 [11] [OVER] 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 Solve for c in terms of a and b: bc Integrated Algebra August 11 ac ab [12] 32 Ms. Hopkins recorded her students final exam scores in the frequency table below. Interval Tally Frequency 61 70 5 71 80 4 81 90 9 91 100 6 On the grid below, construct a frequency histogram based on the table. Integrated Algebra August 11 [13] [OVER] 33 Mrs. Chen owns two pieces of property. The areas of the properties are 77,120 square feet and 33,500 square feet. 43,560 square feet = 1 acre Find the total number of acres Mrs. Chen owns, to the nearest hundredth of an acre. Integrated Algebra August 11 [14] 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 On the set of axes below, graph and label the equations y 3 x 3. x and y 3 x for the interval y x Explain how changing the coefficient of the absolute value from 1 to 3 affects the graph. Integrated Algebra August 11 [15] [OVER] 35 A trapezoid is shown below. 28 feet x 36 feet Calculate the measure of angle x, to the nearest tenth of a degree. Integrated Algebra August 11 [16] 12 feet ___ 2 16 __1 36 Express _____ 2 7 ___ 5 12 in simplest radical form. Integrated Algebra August 11 [17] [OVER] 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 Vince buys a box of candy that consists of six chocolate pieces, four fruit-flavored pieces, and two mint pieces. He selects three pieces of candy at random, without replacement. Calculate the probability that the first piece selected will be fruit flavored and the other two will be mint. Calculate the probability that all three pieces selected will be the same type of candy. Integrated Algebra August 11 [18] 38 On the set of axes below, solve the following system of equations graphically and state the coordinates of all points in the solution set. x2 y x 6x y7 3 y x Integrated Algebra August 11 [19] [OVER] m 39 Solve for m: __ 5 3(m 1) ________ Integrated Algebra August 11 2 2(m 3) [20] 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 A V rectangular prism 1 h(b1 2 b 2) r 2h SA 2lw Surface Area cylinder m Tear Here Coordinate Geometry Integrated Algebra August 11 [23] y x SA y2 y1 x2 x1 2 r2 2 rh 2hw 2lh INTEGRATED ALGEBRA Tear Here Tear Here Printed on Recycled Paper [24] INTEGRATED ALGEBRA Integrated Algebra August 11 FOR TEACHERS ONLY The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION INTEGRATED ALGEBRA Wednesday, August 17, 2011 8:30 to 11:30 a.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. 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 stray marks on the answer sheet that might later interfere with the accuracy of the scanning. 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. On the student s separate answer sheet, for each question, record the number of credits earned and the teacher s assigned rater/scorer letter. Beginning in June 2011, schools are no longer 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. R aters 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/apda/ o n Wednesday, August 17, 2011. 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. 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..... 11 . . . . . 2 . . . . . 21 . . . . . 4 . . . . . 2.....1..... 12 . . . . . 2 . . . . . 22 . . . . . 4 . . . . . 3.....3..... 13 . . . . . 1 . . . . . 23 . . . . . 2 . . . . . 4.....2..... 14 . . . . . 4 . . . . . 24 . . . . . 2 . . . . . 5.....3..... 15 . . . . . 1 . . . . . 25 . . . . . 3 . . . . . 6.....2..... 16 . . . . . 2 . . . . . 26 . . . . . 2 . . . . . 7.....4..... 17 . . . . . 3 . . . . . 27 . . . . . 2 . . . . . 8.....1..... 18 . . . . . 3 . . . . . 28 . . . . . 1 . . . . . 9.....3..... 19 . . . . . 1 . . . . . 29 . . . . . 2 . . . . . 10 . . . . . 1 . . . . . 20 . . . . . 2 . . . . . 30 . . . . . 4 . . . . . Integrated Algebra Rating Guide August 11 [2] Updated information regarding the rating of this examination may be posted on the New York State Education Department s web site during the rating period. Check this web site at: http://www.p12.nysed.gov/apda/ 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. 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 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 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. Integrated Algebra Rating Guide August 11 [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. (31) [2] c = ab , and appropriate work is shown. b+a [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] c( b + a ) = ab, but no further correct work is shown. or [1] c = ab , but no work is shown. b+a [0] A zero response is completely incorrect, irrelevant, or incoherent or is a correct response that was obtained by an obviously incorrect procedure. (32) [2] A correct frequency histogram is drawn and labeled. [1] Appropriate work is shown, but one graphing or labeling error is made. or [1] Appropriate work is shown, but one conceptual error is made, such as drawing a bar graph. [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 August 11 [4] (33) [2] 2.54, 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. or [1] 77,120 + 33,500 or an equivalent expression is written, but no further 43,560 correct work is shown. or [1] Appropriate work is shown to find 1.77 and 0.77, but no further correct work is shown. or [1] 2.54, 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 August 11 [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, at least one is labeled, and an appropriate explanation is written. [2] One graphing error is made, but an appropriate explanation is written. or [2] Both equations are graphed correctly, and at least one is labeled, but no explanation or an incorrect explanation is written. [1] Two or more graphing errors are made, but an appropriate explanation is written. or [1] Appropriate work is shown, but one conceptual error is made, but an appropriate explanation is written. or [1] One equation is graphed and labeled correctly, but no further correct work is shown. or [1] No graph is shown, but an appropriate explanation is written. [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 August 11 [6] (35) [3] 41.8, and appropriate work is shown. [2] Appropriate work is shown, but one computational or rounding error is made. [1] Appropriate work is shown, but two or more computational or rounding errors are made. or [1] Appropriate work is shown, but one conceptual error is made, such as using an incorrect trigonometric function. or [1] sin x = 8 , but no further correct work is shown. 12 or [1] 41.8, 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 August 11 [7] (36) [3] 2 3, and appropriate work is shown. [2] Appropriate work is shown, but one computational or simplification error is made. [1] Appropriate work is shown, but two or more computational or simplification errors are made. or [1] Appropriate work is shown, but one conceptual error is made. or [1] One term is simplified correctly, but no further correct work is shown. or [1] 2 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. Integrated Algebra Rating Guide August 11 [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] 8 144 and or equivalent answers, and appropriate work is shown. 1,320 1,320 [3] Appropriate work is shown, but one computational, rounding, or simplification error is made, but appropriate solutions are stated. or [3] Appropriate work is shown to find 144 or an equivalent answer, but no 1,320 further correct work is shown. [2] Appropriate work is shown, but two or more computational, rounding, or simplification errors are made, but appropriate solutions are stated. or [2] Appropriate work is shown, but one conceptual error is made, but appropriate solutions are stated. [1] Appropriate work is shown, but one conceptual error and one computational, rounding, or simplification error are made, but appropriate solutions are stated. or [1] Appropriate work is shown to find 8 or an equivalent answer, but no 1,320 further correct work is shown. or [1] 8 144 and or equivalent answers, but no work is shown. 1,320 1,320 [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 August 11 [9] (38) [4] Both equations are graphed correctly, and (2,5) and (5,2) are stated. [3] Appropriate work is shown, but one graphing error is made, but appropriate solutions are stated. or [3] Both equations are graphed correctly, but only one correct solution is stated. [2] Appropriate work is shown, but two or more graphing errors are made, but appropriate solutions are stated. or [2] Appropriate work is shown, but one conceptual error is made, but appropriate solutions are stated. or [2] Both equations are graphed correctly, but no correct solutions are stated. or [2] (2,5) and (5,2) are stated, but a method other than graphic is used correctly. [1] Appropriate work is shown, but one conceptual error and one graphing error are made, but appropriate solutions are stated. or [1] One of the equations is graphed correctly, but no further correct work is shown. or [1] (2,5) and (5,2) are stated, 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 August 11 [10] (39) [4] 15, and appropriate work is shown. [3] Appropriate work is shown, but one computational error is made. [2] Appropriate work is shown, but two or more computational errors are made. or [2] Appropriate work is shown, but one conceptual error is made. or [2] 2m + 15(m 1) = 20(m 3) or an equivalent equation is written, but no further correct work is shown. [1] Appropriate work is shown, but one conceptual error and one computational error are made. or [1] 15, 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 August 11 [11] Map to Core Curriculum Content Strands Item Numbers Number Sense and Operations 1, 13, 36 Algebra 3, 7, 8, 9, 10, 12, 14, 15, 16, 17, 19, 20, 21, 24, 26, 27, 29, 30, 31, 35, 39 Geometry 5, 11, 18, 28, 34, 38 Measurement 23, 33 Statistics and Probability 2, 4, 6, 22, 25, 32, 37 Regents Examination in Integrated Algebra August 2011 Chart for Converting Total Test Raw Scores to Final Examination Scores (Scale Scores) The Chart for Determining the Final Examination Score for the August 2011 Regents Examination in Integrated Algebra will be posted on the Department s web site at: http://www.p12.nysed.gov/apda/ on Wednesday, August 17, 2011. 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 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 August 11 [12]

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