Trending ▼   ResFinder  

New York Regents Integrated Algebra August 2014 Exam

36 pages, 39 questions, 0 questions with responses, 0 total responses,    0    0
New York State Regents Exams
   		+Fave Message
ProfileTimelineUploadsQ & A
 Home > regents >

Formatting page ...

INTEGRATED ALGEBRA The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION INTEGRATED ALGEBRA Thursday, August 14, 2014 8:30 to 11:30 a.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] 1 What is the product of 3a2b and Use this space for computations. 2ab3? (1) a 2b3 (3) 6a2b3 (2) a3b4 (4) 6a3b4 2 The value of the expression | 20| |6| is (1) 26 (3) 14 (2) 14 (4) 26 3 When 9x2 100 is factored, it is equivalent to (3x b)(3x b). What is a value for b? (1) 50 (3) 3 (2) 10 (4) 100 4 Which equation represents the line that passes through the points (1,1) and ( 2,7)? 1 (1) y 2x 9 (3) y 2 x 8 (2) y 2x 3 (4) y 2 x 6 Integrated Algebra August 14 1 [2] 5 The graph below represents the parabolic path of a ball kicked by a young child. What are the vertex and the axis of symmetry for the parabola? Use this space for computations. Height (in feet) y x Time (in seconds) (1) vertex: (3,8); axis of symmetry: x 3 (2) vertex: (3,8); axis of symmetry: y 3 (3) vertex: (8,3); axis of symmetry: x 3 (4) vertex: (8,3); axis of symmetry: y 3 6 Which relationship can best be described as causal? (1) The alarm goes off and the sun rises. (2) The car is moving slowly and the driver is singing. (3) The snow is falling and the stores run out of snow shovels. (4) The birds are chirping and the rain is coming down. 7 In a class, which data can be classified as qualitative? (1) age of students (3) shoe size of students (2) weight of students (4) hair color of students Integrated Algebra August 14 [3] [OVER] Use this space for computations. 8 Given the following: A {Charles, Kyle, Nakim, Jade} B {Charles, Jade, Alicia, Kyle} C {Kyle, Nakim, Jade, Dylan} What is the intersection of sets A, B, and C? (1) {Kyle, Nakim} (3) {Jade, Nakim} (2) {Charles, Kyle} (4) {Jade, Kyle} 9 The sum of 2x 5 3x 4 and is x 3 x 3 (1) 5x 9 x 3 (3) 5x 9 x 6 (2) 5x 1 2x 6 (4) 5x 1 x 3 10 If Rosa s age is represented by R, which inequality represents the statement Rosa is at most 29 years old ? (1) R 29 (3) R 29 (2) R 29 (4) R 29 11 What is the slope of a line passing through points ( 7,5) and (5, 3)? (1) 3 2 (3) 2 3 (2) 2 3 (4) 3 2 12 A positive correlation always exists on a scatter plot when (1) y remains unchanged as x increases (2) y changes randomly as x increases (3) y decreases as x increases (4) y increases as x increases Integrated Algebra August 14 [4] 13 A sandwich consists of one type of meat, one type of condiment, and one type of cheese. The possible choices are listed below: Use this space for computations. Meat: beef, chicken, turkey Condiment: ketchup, mustard, mayonnaise Cheese: American, cheddar, provolone, mozzarella In the sample space of all the possible different sandwiches consisting of one type of meat, one type of condiment, and one type of cheese, how many sandwiches do not include provolone cheese? (1) 27 (3) 3 (2) 9 (4) 36 14 The graph of the equation y x2 is shown below. y x Which statement best describes the change in this graph when the coefficient of x2 is multiplied by 4? (1) The parabola becomes wider. (2) The parabola becomes narrower. (3) The parabola will shift up four units. (4) The parabola will shift right four units. Integrated Algebra August 14 [5] [OVER] 3 15 A parking lot is 100 yards long. What is the length of 4 of the parking lot, in feet? 1 yard = 3 feet (1) 300 (3) 75 (2) 225 (4) 25 16 What is the solution of the equation 12 3 15 ? x x 7 2 14 (1) 1 (3) 3 (2) 5 (4) 14 17 The expression 2 x 2 10x 28 is undefined when x is 4x 28 (1) 7, only (3) 7 or 2 (2) 7, only (4) 7 or 2 18 In right triangle JKL in the diagram below, KL 7, JK 24, JL 25, and K 90 . L 25 J 7 24 K Which statement is not true? (1) tan L 24 7 (3) tan J 7 24 (2) cos L 24 25 (4) sin J 7 25 Integrated Algebra August 14 [6] Use this space for computations. 19 A teacher asked the class to solve the equation 3(x 2) 21. Robert wrote 3x 6 21 as his first step. Which property did he use? (1) associative property (3) distributive property (2) commutative property Use this space for computations. (4) zero property of addition 20 If the roots of a quadratic equation are 4 and 2, the equation is equivalent to (1) (x 4)(x 2) 0 (3) (x 4)(x 2) 0 (2) (x 4)(x 2) 0 (4) (x 4)(x 2) 0 21 Kelsey scored the following points in her first six basketball games: 22, 14, 19, 22, 8, and 17. What is the relationship between the measures of central tendency of these data? (1) mode median mean (3) mean median mode (2) median mode mean (4) mode mean median 22 Sheba opened a retirement account with $36,500. Her account grew at a rate of 7% per year compounded annually. She made no deposits or withdrawals on the account. At the end of 20 years, what was the account worth, to the nearest dollar? (1) $87,600 (3) $141,243 (2) $130,786 (4) $1,483,444,463 23 Which equation represents a vertical line? (1) y x (3) x y (2) y 12 (4) x 12 Integrated Algebra August 14 [7] [OVER] 24 Byron has 72 coins in his piggy bank. The piggy bank contains only dimes and quarters. If he has $14.70 in his piggy bank, which equation can be used to determine q, the number of quarters he has? (1) 14.70 0.25q 72 (2) 0.10(q 72) 0.25q 14.70 (3) 0.10(72 q) 0.25q 14.70 (4) 0.10q 0.25(72 q) 14.70 25 Which graph represents the equation y |x 2|? y y x x (1) (3) y y x (2) Integrated Algebra August 14 x (4) [8] Use this space for computations. 26 If ax 3 7 bx, what is x expressed in terms of a and b? (1) 4 ab (2) 4 ab (3) Use this space for computations. 4 a b (4) 4 a b 27 Which equation represents a line that is parallel to the line whose equation is y 3x? (1) 1 x y 4 3 1 3 (2) x y 4 (3) 6x 2y 4 (4) 6x 2y 4 28 What is the result when 6x2 13x 12 is subtracted from 3x2 6x 7? (1) 3x2 7x 19 (3) 9x2 7x 19 (2) 9x2 19x 5 (4) 9x2 19x 5 29 What is the solution set of the equation x 8 ? x 2 3 (1) { 6, 4} (3) {6, 4} (2) { 6,4} (4) {6,4} 30 Which set of integers is included in ( 1,3]? (1) {0,1,2,3} (3) { 1,0,1,2,3,4} (2) { 1,0,1,2} (4) { 2, 1,0,1,2,3} Integrated Algebra August 14 [9] [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 Using his data on annual deer population in a forest, Noj found the following information: 25th percentile: 12 50th percentile: 15 75th percentile: 22 Minimum population: 8 Maximum population: 27 Using the number line below, construct a box-and-whisker plot to display these data. Integrated Algebra August 14 [10] 32 The diagram below consists of a square with a side of 4 cm, a semicircle on the top, and an equilateral triangle on the bottom. Find the perimeter of the figure to the nearest tenth of a centimeter. 4 cm Integrated Algebra August 14 [11] [OVER] 33 A thermos in the shape of a cylinder is filled to 1 inch from the top of the cylinder with coffee. The height of the cylinder is 12 inches and its radius is 2.5 inches. State, to the nearest hundredth of a cubic inch, the volume of coffee in the thermos. Integrated Algebra August 14 [12] 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 The top of a lighthouse, T, is 215 feet above sea level, L, as shown in the diagram below. The angle of depression from the top of the lighthouse to a boat, B, at sea is 26 . Determine, to the nearest foot, the horizontal distance, x, from the boat to the base of the lighthouse. T 215 ft 26 B Integrated Algebra August 14 x [13] L [OVER] 35 There are six apples, five oranges, and one pear in John s basket. His friend takes three pieces of fruit at random without replacement. Determine the probability that all three fruits taken are apples. Integrated Algebra August 14 [14] 36 Express y 3 ( 32 y 27) in simplest radical form. Integrated Algebra August 14 [15] [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 On the set of axes below, solve the following system of inequalities graphically. y 3 < 2x 2y 6x 10 State the coordinates of a point in the solution set. y x Integrated Algebra August 14 [16] 38 The actual side of a square tile is 4 inches. The manufacturers allow a relative error of 0.025 in the area of a tile. Two machines are used to cut the tiles. Machine A produces a square tile with a length of 3.97 inches. Machine B produces a square tile with a length of 4.12 inches. Determine which machine produces a tile whose area falls within the allowed relative error. Integrated Algebra August 14 [17] [OVER] 39 Solve the following system of equations algebraically: y x2 6x 9 y 9x 19 Integrated Algebra August 14 [18] 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 August 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, August 14, 2014 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. 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, August 14, 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) . . . . . 1 . . . . . (2) . . . . . 2 . . . . . (12) . . . . . 4 . . . . . (22) . . . . . 3 . . . . . (3) . . . . . 2 . . . . . (13) . . . . . 1 . . . . . (23) . . . . . 4 . . . . . (4) . . . . . 2 . . . . . (14) . . . . . 2 . . . . . (24) . . . . . 3 . . . . . (5) . . . . . 1 . . . . . (15) . . . . . 2 . . . . . (25) . . . . . 4 . . . . . (6) . . . . . 3 . . . . . (16) . . . . . 3 . . . . . (26) . . . . . 3 . . . . . (7) . . . . . 4 . . . . . (17) . . . . . 2 . . . . . (27) . . . . . 3 . . . . . (8) . . . . . 4 . . . . . (18) . . . . . 2 . . . . . (28) . . . . . 4 . . . . . (9) . . . . . 1 . . . . . (19) . . . . . 3 . . . . . (29) . . . . . 2 . . . . . (10) . . . . . 3 . . . . . (20) . . . . . 1 . . . . . (30) . . . . . 1 . . . . . Updated information regarding the rating of this examination may be posted on the New York State Education Department s web site during the rating period. Check this web site at: http://www.p12.nysed.gov/assessment/ and select the link Scoring Information for any recently posted information regarding this examination. This site should be checked before the rating process for this examination begins and several times throughout the Regents Examination period. Integrated Algebra Rating Guide August 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 August 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] A correct box-and-whisker plot with a correct scale is drawn and labeled. [1] A box-and-whisker plot is drawn, but one graphing or labeling error is made. or [1] One conceptual error is made, but an appropriate box-and-whisker plot with an appropriate scale is drawn. [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] 22.3, and correct work is shown. [1] Appropriate work is shown, but one computational or rounding error is made. An appropriate value is found. or [1] Appropriate work is shown, but one conceptual error is made. or [1] 22.3, 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 14 [4] (33) [2] 215.98, and correct work is shown. [1] Appropriate work is shown, but one computational or rounding error is made. An appropriate volume is given. or [1] Appropriate work is shown, but one conceptual error is made, such as finding the volume of the entire thermos. An appropriate volume is given. or [1] 215.98, 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 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] 441, and correct work is shown. [2] Appropriate work is shown, but one computational or rounding error is made. An appropriate distance is found. [1] Appropriate work is shown, but two or more computational or rounding errors are made. An appropriate distance is found. or [1] Appropriate work is shown, but one conceptual error is made, such as using an incorrect trigonometric function. or [1] tan 64 x or tan 26 215 is written, but no further correct work is shown. 215 x or [1] 441, 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 14 [6] (35) 120 [3] 1320 or an equivalent answer, and correct work is shown. [2] Only 6 5 4 or 12 11 10 P is written, but no further correct work is shown. P 12 3 6 3 or [2] Appropriate work is shown, but one computational error is made. An appropriate probability is found. [1] Appropriate work is shown, but two or more computational errors are made. An appropriate probability is found. or [1] Appropriate work is shown, but one conceptual error is made, such as adding the probabilities. An appropriate probability is found. or [1] 4 6 , 5 and or 6P3 and 10 12 11 12P3 are written. or 120 [1] 1320 , 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 14 [7] (36) [3] 2y 3 4 2 , and correct work is shown. [2] Appropriate work is shown, but one computational or simplification error is made. An appropriate answer in simplest radical form is written. [1] Appropriate work is shown, but two or more computational or simplification errors are made. An appropriate answer in simplest radical form is written. or [1] Appropriate work is shown, but one conceptual error is made. An appropriate answer in simplest form is written. or ( ) [1] y 3 4 2 3y 3 is written, but no further correct work is shown. or [1] 2y 3 4 2 but no work is shown. [0] The answer is expressed as a decimal and 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. Integrated Algebra Rating Guide August 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 inequalities are graphed and shaded correctly, at least one is labeled, and coordinates of a point in the solution set are stated. [3] Appropriate work is shown, but one graphing error is made, such as drawing a dashed line instead of a solid line or shading incorrectly. Appropriate coordinates are stated. or [3] Both inequalities are graphed and shaded correctly, but the graphs are not labeled or are labeled incorrectly. Appropriate coordinates are stated. or [3] Both inequalities are graphed and shaded correctly, and at least one is labeled, but coordinates are not stated or are stated incorrectly. [2] Appropriate work is shown, but two or more graphing or labeling errors are made. Appropriate coordinates are stated. or [2] Appropriate work is shown, but one conceptual error is made, such as graphing the lines y 2x 3 and y 3x 5 and stating (1.6,0.2), the point of intersection. or [2] Both inequalities are graphed and shaded correctly, but the graphs are not labeled or are labeled incorrectly, and coordinates are not stated or are stated incorrectly. or [2] One inequality is graphed, labeled, and shaded correctly, but no further correct work is shown. [1] Appropriate work is shown, but one conceptual error and one graphing or labeling error are made. Appropriate coordinates are stated. or [1] Appropriate work is shown to graph lines y 2x 3 and y 3x 5, but no further correct work is shown. or [1] A point in the solution set is 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 14 [9] (38) [4] Machine A and correct work is shown. [3] Appropriate work is shown, but one computational or rounding error is made. An appropriate machine is stated. [2] Appropriate work is shown, but two or more computational errors are made. An appropriate machine is stated. or [2] Appropriate work is shown, but one conceptual error is made. An appropriate machine is stated. or [2] Appropriate work is shown to correctly find the relative error of both machine A and machine B, but no further correct work is stated. [1] Appropriate work is shown, but one conceptual error and one computational or rounding error are made. An appropriate machine is stated. or [1] Appropriate work is shown to correctly find the relative error of either machine A or machine B, but no further correct work is shown. [0] Machine A, but no work is shown. or [0] A zero response is completely incorrect, irrelevant, or incoherent or is a correct response that was obtained by an obviously incorrect procedure. Integrated Algebra Rating Guide August 14 [10] (39) [4] ( 5,64) and (2,1) or equivalent, and correct algebraic work is shown. [3] Appropriate work is shown, but one computational error is made. Appropriate values for x and y are stated. or [3] x 5 and x 2 and appropriate work is shown, but no further correct work is shown. [2] Appropriate work is shown, but two or more computational errors are made. Appropriate values for x and y are stated. or [2] Appropriate work is shown, but one conceptual error is made. Appropriate values for x and y are stated. or [2] ( 5,64) and (2,1) are stated, but a method other than algebraic is used. or [2] x2 3x 10 0 is written, but the equation is not solved or is solved incorrectly. [1] Appropriate work is shown, but one conceptual error and one computational error are made. Appropriate values for x and y are stated. or [1] The equation x2 6x 9 9x 19 is set up correctly, but no further correct work is shown. or [1] ( 5,64) and (2,1), but no work is shown. [0] ( 5,64) or (2,1), 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. Integrated Algebra Rating Guide August 14 [11] Map to Core Curriculum Content Strands Item Numbers Number Sense and Operations 2, 19, 36 Algebra 1, 3, 4, 8, 9, 10, 11, 16, 17, 18, 20, 22, 23, 24, 26, 27, 28, 29, 30, 34, 35, 39 Geometry 5, 14, 25, 32, 33, 37 Measurement 15, 38 Statistics and Probability 6, 7, 12, 13, 21, 31 Regents Examination in Integrated Algebra August 2014 Chart for Converting Total Test Raw Scores to Final Examination Scores (Scale Scores) The Chart for Determining the Final Examination Score for the August 2014 Regents Examination in Integrated Algebra will be posted on the Department s web site at: http://www.p12.nysed.gov/assessment/ on Thursday, August 14, 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 August 14 [12]

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

 

  Print intermediate debugging step

Show debugging info


 


Tags : New York State, High School Regents, Examinations, Past exams, solvedTest Papers, Education, Assessment and Testing.  


© 2010 - 2025 ResPaper. Terms of ServiceContact Us Advertise with us

 

regents chat