Trending ▼   ResFinder  

New York Regents Integrated Algebra June 2009

40 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 Friday, June 19, 2009 1:15 to 4:15 p.m., only Student Name:________________________________________________________ School Name: ______________________________________________________________ Print your name and the name of your school on the lines above. Then turn to the last page of this booklet, which is the answer sheet for Part I. Fold the last page along the perforations and, slowly and carefully, tear off the answer sheet. Then fill in the heading of your answer sheet. This examination has four parts, with a total of 39 questions. You must answer all questions in this examination. Write your answers to the Part I multiple-choice questions on the separate answer sheet. Write your answers to the questions in Parts II, III, and IV directly in this booklet. All work should be written in pen, except graphs and drawings, which should be done in pencil. Clearly indicate the necessary steps, including appropriate formula substitutions, diagrams, graphs, charts, etc. The formulas that you may need to answer some questions in this examination are found at the end of the examination. This sheet is perforated so you may remove it from this booklet. Scrap paper is not permitted for any part of this examination, but you may use the blank spaces in this booklet as scrap paper. A perforated sheet of scrap graph paper is provided at the end of this booklet for any question for which graphing may be helpful but is not required. You may remove this sheet from this booklet. Any work done on this sheet of scrap graph paper will not be scored. When you have completed the examination, you must sign the statement printed at the end of the answer sheet, indicating that you had no unlawful knowledge of the questions or answers prior to the examination and that you have neither given nor received assistance in answering any of the questions during the examination. Your answer sheet cannot be accepted if you fail to sign this declaration. Notice A graphing calculator and a straightedge (ruler) must be available for you to use while taking this examination. The use of any communications device is strictly prohibited when taking this examination. If you use any communications device, no matter how briefly, your examination will be invalidated and no score will be calculated for you. DO NOT OPEN THIS EXAMINATION BOOKLET UNTIL THE SIGNAL IS GIVEN. INTEGRATED ALGEBRA Part I Answer all 30 questions in this part. Each correct answer will receive 2 credits. No partial credit will be allowed. For each question, write on the separate answer sheet the numeral preceding the word or expression that best completes the statement or answers the question. [60] 1 It takes Tammy 45 minutes to ride her bike 5 miles. At this rate, how long will it take her to ride 8 miles? (1) 0.89 hour (3) 48 minutes (2) 1.125 hours (4) 72 minutes 2 What are the roots of the equation x2 7x + 6 = 0? (1) 1 and 7 (3) 1 and 6 (2) 1 and 7 (4) 1 and 6 3 Which expression represents 27 x18y5 9x6 y in simplest form? (1) 3x12y4 (3) 18x12y4 (2) 3x3y5 (4) 18x3y5 4 Marie currently has a collection of 58 stamps. If she buys s stamps each week for w weeks, which expression represents the total number of stamps she will have? (1) 58sw (3) 58s + w (2) 58 + sw (4) 58 + s + w Integrated Algebra June 09 [2] Use this space for computations. 5 Which data set describes a situation that could be classified as qualitative? Use this space for computations. (1) the ages of the students in Ms. Marshall s Spanish class (2) the test scores of the students in Ms. Fitzgerald s class (3) the favorite ice cream flavor of each of Mr. Hayden s students (4) the heights of the players on the East High School basketball team 6 The sign shown below is posted in front of a roller coaster ride at the Wadsworth County Fairgrounds. All riders M UST be at least 48 inches tall. If h represents the height of a rider in inches, what is a correct translation of the statement on this sign? (1) h < 48 (3) h 48 (2) h > 48 (4) h 48 7 Which value of x is the solution of the equation 2 x + x = 5 ? 3 6 (1) 6 (3) 15 (2) 10 Integrated Algebra June 09 (4) 30 [3] [OVER] 8 Students in Ms. Nazzeer s mathematics class tossed a six-sided number cube whose faces are numbered 1 to 6. The results are recorded in the table below. Result Frequency 1 3 2 6 3 4 4 6 5 4 6 7 Based on these data, what is the empirical probability of tossing a 4? 8 5 (1) (3) 30 30 6 1 (2) (4) 30 30 9 What is the value of x, in inches, in the right triangle below? x 3 inches 5 inches (1) 15 (2) 8 Integrated Algebra June 09 (3) 34 (4) 4 [4] Use this space for computations. 10 What is 32 expressed in simplest radical form? (1) 16 2 (3) 4 8 (2) 4 2 Use this space for computations. (4) 2 8 11 If the speed of sound is 344 meters per second, what is the approximate speed of sound, in meters per hour? 60 seconds = 1 minute 60 minutes = 1 hour (1) 20,640 (3) 123,840 (2) 41,280 (4) 1,238,400 12 The sum of two numbers is 47, and their difference is 15. What is the larger number? (1) 16 (3) 32 (2) 31 (4) 36 13 If a + ar = b + r, the value of a in terms of b and r can be expressed as b+r 1+ r b (1) r + 1 (3) (2) 1 + b r (4) 1 + b r+b Integrated Algebra June 09 [5] [OVER] 4 14 Which value of x is in the solution set of x + 5 < 17 ? 3 (1) 8 (3) 12 (2) 9 (4) 16 15 The box-and-whisker plot below represents students scores on a recent English test. 60 70 80 90 100 Student Scores What is the value of the upper quartile? (1) 68 (3) 84 (2) 76 (4) 94 5n 16 Which value of n makes the expression 2 n 1 undefined? 1 (1) 1 (3) 2 (2) 0 1 (4) 2 17 At Genesee High School, the sophomore class has 60 more students than the freshman class. The junior class has 50 fewer students than twice the students in the freshman class. The senior class is three times as large as the freshman class. If there are a total of 1,424 students at Genesee High School, how many students are in the freshman class? (1) 202 (3) 235 (2) 205 (4) 236 Integrated Algebra June 09 [6] Use this space for computations. 18 What are the vertex and axis of symmetry of the parabola y = x2 16x + 63? Use this space for computations. (1) vertex: (8, 1); axis of symmetry: x = 8 (2) vertex: (8,1); axis of symmetry: x = 8 (3) vertex: ( 8, 1); axis of symmetry: x = 8 (4) vertex: ( 8,1); axis of symmetry: x = 8 19 Which statement is true about the relation shown on the graph below? y x (1) It is a function because there exists one x-coordinate for each y-coordinate. (2) It is a function because there exists one y-coordinate for each x-coordinate. (3) It is not a function because there are multiple y-values for a given x-value. (4) It is not a function because there are multiple x-values for a given y-value. Integrated Algebra June 09 [7] [OVER] Use this space for computations. 20 Which graph represents the solution of 3y 9 6x? y y x x (1) (3) y y x x (2) (4) x 2 2 x 15 21 Which expression represents in simplest form? x2 + 3x (1) 5 (2) x 5 x 2 x 5 x 2 x 15 (4) 3x (3) 22 What is an equation of the line that passes through the point (4, 6) and has a slope of 3? (1) y = 3x + 6 (3) y = 3x + 10 (2) y = 3x 6 (4) y = 3x + 14 Integrated Algebra June 09 [8] 23 When 4x2 + 7x 5 is subtracted from 9x2 2x + 3, the result is (1) 5x2 + 5x 2 (3) 5x2 + 5x 2 (2) 5x2 9x + 8 Use this space for computations. (4) 5x2 + 9x 8 24 The equation y = x2 + 3x 18 is graphed on the set of axes below. y 22 20 18 16 14 12 10 8 6 4 2 10 8 6 4 2 2 4 6 8 10 12 14 16 18 20 22 2 4 6 8 10 x Based on this graph, what are the roots of the equation x2 + 3x 18 = 0? (1) 3 and 6 (3) 3 and 6 (2) 0 and 18 (4) 3 and 18 25 What is the value of the y-coordinate of the solution to the system of equations x + 2y = 9 and x y = 3? (1) 6 (3) 3 (2) 2 (4) 5 Integrated Algebra June 09 [9] [OVER] 26 What is the additive inverse of the expression a b? (1) a + b (3) a + b (2) a b (4) a b 27 What is the product of 12 and 4.2 106 expressed in scientific notation? (1) 50.4 106 (3) 5.04 106 (2) 50.4 107 (4) 5.04 107 28 To calculate the volume of a small wooden cube, Ezra measured an edge of the cube as 2 cm. The actual length of the edge of Ezra s cube is 2.1 cm. What is the relative error in his volume calculation to the nearest hundredth? (1) 0.13 (3) 0.15 (2) 0.14 (4) 0.16 6 2 29 What is 4a 3a expressed in simplest form? 4 a 5 (2) 6a (1) 8 7a 10 (4) 12a (3) 30 The set {11,12} is equivalent to (1) {x|11 < x < 12, where x is an integer} (2) {x|11 < x 12, where x is an integer} (3) {x|10 x < 12, where x is an integer} (4) {x|10 < x 12, where x is an integer} Integrated Algebra June 09 [10] Use this space for computations. Part II Answer all 3 questions in this part. Each correct answer will receive 2 credits. Clearly indicate the necessary steps, including appropriate formula substitutions, diagrams, graphs, charts, etc. For all questions in this part, a correct numerical answer with no work shown will receive only 1 credit. [6] 31 Determine how many three-letter arrangements are possible with the letters A, N, G, L, and E if no letter may be repeated. Integrated Algebra June 09 [11] [OVER] 32 Factor completely: 4x3 36x Integrated Algebra June 09 [12] 33 Some books are laid on a desk. Two are English, three are mathematics, one is French, and four are social studies. Theresa selects an English book and Isabelle then selects a social studies book. Both girls take their selections to the library to read. If Truman then selects a book at random, what is the probability that he selects an English book? Integrated Algebra June 09 [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. [9] 34 In the diagram below, the circumference of circle O is 16 inches. The length of BC is three-quarters of the length of diameter AD and CE = 4 inches. Calculate the area, in square inches, of trapezoid ABCD. B A Integrated Algebra June 09 C O [14] E D 3 35 A bank is advertising that new customers can open a savings account with a 3 4 % interest rate compounded annually. Robert invests $5,000 in an account at this rate. If he makes no additional deposits or withdrawals on his account, find the amount of money he will have, to the nearest cent, after three years. Integrated Algebra June 09 [15] [OVER] 36 The table below shows the number of prom tickets sold over a ten-day period. Prom Ticket Sales Day (x) 1 2 5 7 10 Number of Prom Tickets Sold (y) 30 35 55 60 70 Plot these data points on the coordinate grid below. Use a consistent and appropriate scale. Draw a reasonable line of best fit and write its equation. Prom Ticket Sales Number of Prom Tickets Sold y x Day Integrated Algebra June 09 [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. [12] 37 A stake is to be driven into the ground away from the base of a 50-foot pole, as shown in the diagram below. A wire from the stake on the ground to the top of the pole is to be installed at an angle of elevation of 52 . Wire 50 ft 52 Stake How far away from the base of the pole should the stake be driven in, to the nearest foot? What will be the length of the wire from the stake to the top of the pole, to the nearest foot? Integrated Algebra June 09 [17] [OVER] 38 The Fahrenheit temperature readings on 30 April mornings in Stormville, New York, are shown below. 41 , 58 , 61 , 54 , 49 , 46 , 52 , 58 , 67 , 43 , 47 , 60 , 52 , 58 , 48 , 44 , 59 , 66 , 62 , 55 , 44 , 49 , 62 , 61 , 59 , 54 , 57 , 58 , 63 , 60 Using the data, complete the frequency table below. Interval Tally Frequency 40 44 45 49 50 54 55 59 60 64 65 69 On the grid on the next page, construct and label a frequency histogram based on the table. Integrated Algebra June 09 [18] Question 38 continued Integrated Algebra June 09 [19] [OVER] 39 On the set of axes below, solve the following system of equations graphically for all values of x and y. y = x2 6x + 1 y + 2x = 6 y x Integrated Algebra June 09 [20] Tear Here Reference Sheet sin A = cos A = adjacent hypotenuse tan A = Trigonometric Ratios opposite hypotenuse opposite adjacent Area trapezoid Volume cylinder 1 A = h ( b 1 + b 2) 2 V = r 2h rectangular prism SA = 2lw + 2hw + 2lh Surface Area cylinder y y y m = x = x2 x1 2 1 Tear Here Coordinate Geometry Integrated Algebra June 09 SA = 2 r2 + 2 rh [23] Tear Here Tear Here Tear Here Tear Here Scrap Graph Paper This sheet will not be scored. Scrap Graph Paper This sheet will not be scored. Tear Here Tear Here The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION Tear Here INTEGRATED ALGEBRA Friday, June 19, 2009 1:15 to 4:15 p.m., only ANSWER SHEET I Male I Female Student .............................................. Sex: Grade .......... Teacher .............................................. School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Your answers to Part I should be recorded on this answer sheet. Part I Answer all 30 questions in this part. 1 .................... 9 .................... 17 . . . . . . . . . . . . . . . . . . . . 25 . . . . . . . . . . . . . . . . . . . . 2 .................... 10 . . . . . . . . . . . . . . . . . . . . 18 . . . . . . . . . . . . . . . . . . . . 26 . . . . . . . . . . . . . . . . . . . . 3 .................... 11 . . . . . . . . . . . . . . . . . . . . 19 . . . . . . . . . . . . . . . . . . . . 27 . . . . . . . . . . . . . . . . . . . . 4 .................... 12 . . . . . . . . . . . . . . . . . . . . 20 . . . . . . . . . . . . . . . . . . . . 28 . . . . . . . . . . . . . . . . . . . . 5 .................... 13 . . . . . . . . . . . . . . . . . . . . 21 . . . . . . . . . . . . . . . . . . . . 29 . . . . . . . . . . . . . . . . . . . . 6 .................... 14 . . . . . . . . . . . . . . . . . . . . 22 . . . . . . . . . . . . . . . . . . . . 30 . . . . . . . . . . . . . . . . . . . . 7 .................... 15 . . . . . . . . . . . . . . . . . . . . 23 . . . . . . . . . . . . . . . . . . . . 8 .................... 16 . . . . . . . . . . . . . . . . . . . . 24 . . . . . . . . . . . . . . . . . . . . Your answers for Parts II, III, and IV should be written in the test booklet. The declaration below should be signed when you have completed the examination. Tear Here I do hereby affirm, at the close of this examination, that I had no unlawful knowledge of the questions or answers prior to the examination and that I have neither given nor received assistance in answering any of the questions during the examination. Signature Integrated Algebra June 09 [27] INTEGRATED ALGEBRA Rater s/Scorer s Name (minimum of three) INTEGRATED ALGEBRA Maximum Credit Part I 1 30 60 Part II 31 2 32 2 33 2 34 3 35 3 36 3 37 4 38 4 39 4 Part IV Maximum Total Rater s/Scorer s Initials Total Raw Score Part III Credits Earned Checked by Tear Here Question 87 Scaled Score (from conversion chart) Tear Here [28] INTEGRATED ALGEBRA Integrated Algebra June 09 FOR TEACHERS ONLY The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION INTEGRATED ALGEBRA Friday, June 19, 2009 1:15 to 4:15 p.m., only SCORING KEY AND RATING GUIDE Mechanics of Rating The following procedures are to be followed for scoring student answer papers for the Regents Examination in Integrated Algebra. More detailed information about scoring is provided in the publication Information Booklet for Scoring the Regents Examination in Integrated Algebra. Use only red ink or red pencil in rating Regents papers. Do not attempt to correct the student s work by making insertions or changes of any kind. Use check marks to indicate student errors. Unless otherwise specified, mathematically correct variations in the answers will be allowed. Units need not be given when the wording of the questions allows such omissions. Each student s answer paper is to be scored by a minimum of three mathematics teachers. On the back of the student s detachable answer sheet, raters must enter their initials in the boxes next to the questions they have scored and also write their name in the box under the heading Rater s/Scorer s Name. Raters should record the student s scores for all questions and the total raw score on the student s detachable answer sheet. Then the student s total raw score should be converted to a scaled score by using the conversion chart that will be posted on the Department s web site http://www.emsc.nysed.gov/osa/ o n Friday, June 19, 2009. The student s scaled score should be entered in the box provided on the student s detachable answer sheet. The scaled score is the student s final examination score. INTEGRATED ALGEBRA continued Part I Allow a total of 60 credits, 2 credits for each of the following. Allow credit if the student has written the correct answer instead of the numeral 1, 2, 3, or 4. (1) 4 (9) 3 (17) 1 (25) 2 (2) 4 (10) 2 (18) 1 (26) 3 (3) 1 (11) 4 (19) 3 (27) 4 (4) 2 (12) 2 (20) 1 (28) 2 (5) 3 (13) 3 (21) 2 (29) 2 (6) 4 (14) 1 (22) 1 (30) 4 (7) 1 (15) 3 (23) 2 (8) 2 (16) 4 (24) 3 [2] INTEGRATED ALGEBRA continued Updated information regarding the rating of this examination may be posted on the New York State Education Department s web site during the rating period. Check this web site http://www.emsc.nysed.gov/osa/ and select the link Examination Scoring Information for any recently posted information regarding this examination. This site should be checked before the rating process for this examination begins and several times throughout the Regents examination period. General Rules for Applying Mathematics Rubrics 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 Examination in Integrated Algebra, use their own professional judgment, confer with other mathematics teachers, and/or contact the consultants at the State Education Department for guidance. During each Regents examination administration period, rating questions may be referred directly to the Education Department. The contact numbers are sent to all schools before each administration period. II. Full-Credit Responses A full-credit response provides a complete and correct answer to all parts of the question. Sufficient work is shown to enable the rater to determine how the student arrived at the correct answer. When the rubric for the full-credit response includes one or more examples of an acceptable method for solving the question (usually introduced by the phrase such as ), it does not mean that there are no additional acceptable methods of arriving at the correct answer. Unless otherwise specified, mathematically correct alternative solutions should be awarded credit. The only exceptions are those questions that specify the type of solution that must be used; e.g., an algebraic solution or a graphic solution. A correct solution using a method other than the one specified is awarded half the credit of a correct solution using the specified method. III. Appropriate Work Full-Credit Responses: The directions in the examination booklet for all the constructed-response questions state: Clearly indicate the necessary steps, including appropriate formula substitutions, diagrams, charts, etc. The student has the responsibility of providing the correct answer and showing how that answer was obtained. The student must construct the response; the teacher should not have to search through a group of seemingly random calculations scribbled on the student paper to ascertain what method the student may have used. Responses With Errors: Rubrics that state Appropriate work is shown, but are intended to be used with solutions that show an essentially complete response to the question but contain certain types of errors, whether computational, rounding, graphing, or conceptual. If the response is incomplete; i.e., an equation is written but not solved or an equation is solved but not all of the parts of the question are answered, appropriate work has not been shown. Other rubrics address incomplete responses. IV. Multiple Errors Computational Errors, Graphing Errors, and Rounding Errors: Each of these types of errors results in a 1-credit deduction. Any combination of two of these types of errors results in a 2-credit deduction. No more than 2 credits should be deducted for such mechanical errors in any response. The teacher must carefully review the student s work to determine what errors were made and what type of errors they were. Conceptual Errors: A conceptual error involves a more serious lack of knowledge or procedure. Examples of conceptual errors include using the incorrect formula for the area of a figure, choosing the incorrect trigonometric function, or multiplying the exponents instead of adding them when multiplying terms with exponents. A response with one conceptual error can receive no more than half credit. If a response shows repeated occurrences of the same conceptual error, the student should not be penalized twice. If the same conceptual error is repeated in responses to other questions, credit should be deducted in each response. If a response shows two (or more) different major conceptual errors, it should be considered completely incorrect and receive no credit. If a response shows one conceptual error and one computational, graphing, or rounding error, the teacher must award credit that takes into account both errors; i.e., awarding half credit for the conceptual error and deducting 1 credit for each mechanical error (maximum of two deductions for mechanical errors). [3] [OVER] INTEGRATED ALGEBRA continued Part II For each question, use the specific criteria to award a maximum of two credits. Unless otherwise specified, mathematically correct alternative solutions should be awarded appropriate credit. (31) [2] 60, and appropriate work is shown, such as 5P3 or 5 4 3. [1] Appropriate work is shown, but one computational error is made. or [1] Appropriate work is shown, but one conceptual error is made, such as determining the value of 5C3. or [1] 60, but no work is shown. [0] A zero response is completely incorrect, irrelevant, or incoherent or is a correct response that was obtained by an obviously incorrect procedure. (32) [2] 4x(x 3)(x + 3), and appropriate work is shown. [1] Appropriate work is shown, but one computational or factoring error is made. or [1] Appropriate work is shown, but one conceptual error is made, such as leaving the answer as 4x(x2 9). or [1] 4x(x 3)(x + 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. [4] INTEGRATED ALGEBRA continued (33) [2] 1 or an equivalent answer, and appropriate work is shown. 8 [1] Appropriate work is shown, but one computational error is made. or [1] Appropriate work is shown, but one conceptual error is made. or [1] 1 or an equivalent answer, but no work is shown. 8 [0] A zero response is completely incorrect, irrelevant, or incoherent or is a correct response that was obtained by an obviously incorrect procedure. [5] [OVER] INTEGRATED ALGEBRA continued Part III For each question, use the specific criteria to award a maximum of three credits. Unless otherwise specified, mathematically correct alternative solutions should be awarded appropriate credit. (34) [3] 56, and appropriate work is shown. [2] Appropriate work is shown, but one computational error is made. or 1 (4)(12 + 16) or an equivalent 2 equation, but no further correct work is shown. [2] Appropriate work is shown to find A = [1] Appropriate work is shown, but two or more computational errors are made. or [1] Appropriate work is shown, but one conceptual error is made. or [1] Appropriate work is shown to find AD = 16 and BC = 12, but no further correct work is shown. or [1] 56, but no work is shown. [0] A zero response is completely incorrect, irrelevant, or incoherent or is a correct response that was obtained by an obviously incorrect procedure. [6] INTEGRATED ALGEBRA continued (35) [3] 5,583.86, 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. or [1] A = 5000(1 + 0.0375) or an equivalent equation, but no further correct work is shown. 3 or [1] 5,583.86, 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. [7] [OVER] INTEGRATED ALGEBRA continued (36) [3] The data are plotted correctly, an appropriate line of best fit is drawn, and its equation is stated. [2] The data are plotted incorrectly, but an appropriate line of best fit is drawn, and an appropriate equation is stated. or [2] The data are plotted correctly, but an incorrect line of best fit is drawn, but an appropriate equation is stated. or [2] The data are plotted correctly, and an appropriate line of best fit is drawn, but its equation is not stated or is stated incorrectly. [1] The data are plotted correctly, but no further correct work is shown. or [1] The data are plotted incorrectly, but an appropriate line of best fit is drawn, but no further correct work is shown. [0] A zero response is completely incorrect, irrelevant, or incoherent or is a correct response that was obtained by an obviously incorrect procedure. [8] INTEGRATED ALGEBRA continued Part IV For each question, use the specific criteria to award a maximum of four credits. Unless otherwise specified, mathematically correct alternative solutions should be awarded appropriate credit. (37) [4] 39 and 63, and appropriate work is shown, such as using trigonometry or the Pythagorean theorem. [3] Appropriate work is shown, but one computational or rounding error is made. [2] Appropriate work is shown, but two or more computational or rounding errors are made. or [2] Appropriate work is shown, but one conceptual error is made, such as using an incorrect trigonometric function. or 50 50 and sin 52 = or an equivalent equation, but no further y x correct work is shown. [2] Tan 52 = or [2] 39 or 63, and appropriate work is shown. [1] Appropriate work is shown, but one conceptual error and one computational or rounding error are made. or 50 50 or sin 52 = or an equivalent equation, but no further y x correct work is shown. [1] Tan 52 = or [1] 39 and 63, but no work is shown. [0] 39 or 63, 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. [9] [OVER] INTEGRATED ALGEBRA continued (38) [4] The frequency table is completed correctly, and a correct frequency histogram is drawn and labeled. [3] The frequency table is completed correctly, but one graphing or labeling error is made in the frequency histogram. or [3] The frequency table is completed incorrectly, but an appropriate frequency histogram is drawn and labeled. [2] The frequency table is completed correctly, but two or more graphing or labeling errors are made in the frequency histogram. or [2] The frequency table is completed correctly, but one conceptual error is made, such as drawing a cumulative frequency histogram, bar graph, or broken-line graph. [1] Appropriate work is shown, but one conceptual error and one graphing or labeling error are made in the frequency histogram. or [1] The frequency table is completed incorrectly, and two or more graphing or labeling errors are made in the frequency histogram. or [1] The frequency table is completed correctly, but no further correct work is shown. [0] A zero response is completely incorrect, irrelevant, or incoherent or is a correct response that was obtained by an obviously incorrect procedure. [10] INTEGRATED ALGEBRA continued (39) [4] Both equations are graphed correctly, and ( 1,8) and (5, 4) are stated. [3] Appropriate work is shown, but one computational or graphing error is made, but the appropriate points of intersection are stated. or [3] Both equations are graphed correctly, but only one point of intersection is stated. [2] Appropriate work is shown, but two or more computational or graphing errors are made, but appropriate points of intersection are stated. or [2] Appropriate work is shown, but one conceptual error is made. or [2] Both equations are graphed correctly, but the points of intersection are not stated or are stated incorrectly. or [2] ( 1,8) and (5, 4) are found as points of intersection, but a method other than a graphic method is used. [1] Appropriate work is shown, but one conceptual error and one computational or graphing error are made. or [1] One of the equations is graphed correctly, but no further correct work is shown. or [1] ( 1,8) and (5, 4) are stated, but no work is shown. [0] ( 1,8) or (5, 4) is stated, but no work is shown. or [0] A zero response is completely incorrect, irrelevant, or incoherent or is a correct response that was obtained by an obviously incorrect procedure. [11] INTEGRATED ALGEBRA concluded Map to Core Curriculum Content Strand Item Numbers Number Sense and Operations 10, 26, 27, 31 Algebra 2, 3, 4, 6, 7, 9, 12, 13, 14, 16, 17, 18, 21, 22, 23, 25, 29, 30, 32, 35, 37 Geometry 19, 20, 24, 34, 39 Measurement 1, 11, 28 Probability and Statistics 5, 8, 15, 33, 36, 38 Regents Examination in Integrated Algebra June 2009 Chart for Converting Total Test Raw Scores to Final Examination Scores (Scaled Scores) The Chart for Determining the Final Examination Score for the June 2009 Regents Examination in Integrated Algebra will be posted on the Department s web site http://www.emsc.nysed.gov/osa/ on Friday, June 19, 2009. Conversion charts provided for previous administrations of the Integrated Algebra examination must NOT be used to determine students final scores for this administration. Online Submission of Teacher Evaluations of the Test to the Department Suggestions and feedback from teachers provide an important contribution to the test development process. The Department provides an online evaluation form for State assessments. It contains spaces for teachers to respond to several specific questions and to make suggestions. Instructions for completing the evaluation form are as follows: 1. Go to www.emsc.nysed.gov/osa/exameval. 2. Select the test title. 3. Complete the required demographic fields. 4. Complete each evaluation question and provide comments in the space provided. 5. Click the SUBMIT button at the bottom of the page to submit the completed form. [12]

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 ...

Formatting page ...

Formatting page ...

Formatting page ...

Formatting page ...

 

  Print intermediate debugging step

Show debugging info


 

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


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

 

regents chat