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New York Regents Integrated Algebra June 2013

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INTEGRATED ALGEBRA The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION INTEGRATED ALGEBRA Wednesday, June 12, 2013 1:15 to 4:15 p.m., only Student Name:________________________________________________________ School Name: ______________________________________________________________ The possession or use of any communications device is strictly prohibited when taking this examination. If you have or use any communications device, no matter how briefly, your examination will be invalidated and no score will be calculated for you. Print your name and the name of your school on the lines above. A separate answer sheet for Part I has been provided to you. Follow the instructions from the proctor for completing the student information on your answer sheet. This examination has four parts, with a total of 39 questions. You must answer all questions in this examination. Record your answers to the Part I multiple-choice questions on the separate answer sheet. Write your answers to the questions in Parts II, III, and IV directly in this booklet. All work should be written in pen, except graphs and drawings, which should be done in pencil. Clearly indicate the necessary steps, including appropriate formula substitutions, diagrams, graphs, charts, etc. The formulas that you may need to answer some questions in this examination are found at the end of the examination. This sheet is perforated so you may remove it from this booklet. Scrap paper is not permitted for any part of this examination, but you may use the blank spaces in this booklet as scrap paper. A perforated sheet of scrap graph paper is provided at the end of this booklet for any question for which graphing may be helpful but is not required. You may remove this sheet from this booklet. Any work done on this sheet of scrap graph paper will not be scored. When you have completed the examination, you must sign the statement printed at the end of the answer sheet, indicating that you had no unlawful knowledge of the questions or answers prior to the examination and that you have neither given nor received assistance in answering any of the questions during the examination. Your answer sheet cannot be accepted if you fail to sign this declaration. Notice A graphing calculator and a straightedge (ruler) must be available for you to use while taking this examination. DO NOT OPEN THIS EXAMINATION BOOKLET UNTIL THE SIGNAL IS GIVEN. INTEGRATED ALGEBRA Part I Answer all 30 questions in this part. Each correct answer will receive 2 credits. Record your answers on your separate answer sheet. [60] Use this space for computations. 1 Which expression represents 5 less than twice x ? (1) 2x 5 (3) 2(5 x) (2) 5 2x (4) 2(x 5) 2 Gabriella has 20 quarters, 15 dimes, 7 nickels, and 8 pennies in a jar. After taking 6 quarters out of the jar, what will be the probability of Gabriella randomly selecting a quarter from the coins left in the jar? 14 (1) __ 44 14 (3) __ 50 30 (2) __ 44 20 (4) __ 50 3 Based on the line of best fit drawn below, which value could be expected for the data in June 2015? y 600 Value 500 400 300 200 100 x June 2000 June June 2005 2010 Year (1) 230 (3) 480 (2) 310 June 2015 (4) 540 Integrated Algebra June 13 [2] 4 If the point (5,k) lies on the line represented by the equation 2x y 9, the value of k is (1) 1 (3) 1 (2) 2 Use this space for computations. (4) 2 1 5 A soda container holds 5 __ gallons of soda. How many ounces of 2 soda does this container hold? 1 quart = 32 ounces 1 gallon = 4 quarts (1) 44 (3) 640 (2) 176 (4) 704 6 The roots of a quadratic equation can be found using the graph below. y x What are the roots of this equation? (1) 4, only (3) 1 and 4 (2) 4 and 1 (4) 4, 1, and 4 Integrated Algebra June 13 [3] [OVER] x2 7 If the area of a rectangle is represented by 8x 15 and its length is represented by x 5, which expression represents the width of the rectangle? (1) x 3 (3) x2 6x 5 (2) x 3 (4) x2 7x 10 8 Which set of data describes a situation that would be classified as qualitative? (1) the colors of the birds at the city zoo (2) the shoe size of the zookeepers at the city zoo (3) the heights of the giraffes at the city zoo (4) the weights of the monkeys at the city zoo 5!(3!) 9 The value of the expression 6! _____ 10 is 4! (1) 50 (3) 740 (2) 102 (4) 750 10 Which interval notation represents 3 x 3? (1) [ 3, 3] (3) [ 3, 3) (2) ( 3, 3] (4) ( 3, 3) 11 The solutions of x2 16x 28 are (1) 2 and 14 (3) 4 and 7 (2) 2 and 14 Integrated Algebra June 13 (4) 4 and 7 [4] Use this space for computations. (2ya)4 12 If the expression is equivalent to (1) 12 what is the value of a? Use this space for computations. (3) 32 (2) 2 16y8, (4) 4 13 Which table shows bivariate data? Age (yr) Frequency Time Spent Studying (hr) Test Grade (%) 14 12 1 65 15 21 2 72 16 14 3 83 17 19 4 85 18 15 5 92 (1) (3) Average Type of Car Gas Mileage (mpg) Temperature (degrees F) Day van 25 Monday 63 SUV 23 Tuesday 58 luxury 26 Wednesday 72 compact 28 Thursday 74 pickup 22 Friday 78 (2) Integrated Algebra June 13 (4) [5] [OVER] 14 The box-and-whisker plot below represents the results of test scores in a math class. 0 20 40 60 80 100 What do the scores 65, 85, and 100 represent? (1) Q1, median, Q3 (2) Q1, Q3, maximum (3) median, Q1, maximum (4) minimum, median, maximum x 3 15 The expression _____ is undefined when the value of x is x 2 (1) 2, only (3) 3, only (2) 2 and 3 (4) 3 and 2 16 If rx st r, which expression represents x? (1) r st r (3) r r st (2) r r st (4) r st r x 2 4 17 What is the solution of the equation _____ __ ? x 2 (1) 1 and 8 (2) 2 and 4 (3) 1 and 8 (4) 2 and 4 Integrated Algebra June 13 [6] Use this space for computations. Use this space for computations. 18 Which type of function is graphed below? y x (1) linear (3) exponential (2) quadratic (4) absolute value 19 What is the slope of the line represented by the equation 4x 3y 12? 3 4 4 (1) __ (3) __ 3 (2) __ (4) __ 3 4 Integrated Algebra June 13 4 3 [7] [OVER] 20 The diagram below shows the graph of which inequality? (1) y x 1 (3) y x 1 (2) y x 1 (4) y x 1 21 Carol plans to sell twice as many magazine subscriptions as Jennifer. If Carol and Jennifer need to sell at least 90 subscriptions in all, which inequality could be used to determine how many subscriptions, x, Jennifer needs to sell? (1) x 45 (3) 2x x 90 (2) 2x 90 (4) 2x x 90 22 When 2x2 3x 2 is subtracted from 4x2 5x 2, the result is (1) 2x2 2x (3) 2x2 8x 4 (2) 2x2 2x (4) 2x2 8x 4 23 Which expression represents the number of hours in w weeks and d days? (1) 7w 12d (3) 168w 24d (2) 84w 24d (4) 168w 60d Integrated Algebra June 13 [8] Use this space for computations. Use this space for computations. 24 Given: R {1, 2, 3, 4} A {0, 2, 4, 6} P {1, 3, 5, 7} What is R P? (1) {0, 1, 2, 3, 4, 5, 6, 7} (3) {1, 3} (2) {1, 2, 3, 4, 5, 7} (4) {2, 4} 25 Which equation could be used to find the measure of angle D in the right triangle shown in the diagram below? D 13 5 F E 12 12 13 5 (3) sin D ___ 13 12 (4) sin D ___ (1) cos D ___ (2) cos D ___ 13 12 13 26 If the roots of a quadratic equation are 2 and 3, the equation can be written as (1) (x 2)(x 3) 0 (3) (x 2)(x 3) 0 (2) (x 2)(x 3) 0 (4) (x 2)(x 3) 0 27 Which equation represents a line that is parallel to the y-axis and passes through the point (4,3)? (1) x 3 (3) y 3 (2) x 4 (4) y 4 Integrated Algebra June 13 [9] [OVER] 28 There are 18 students in a class. Each day, the teacher randomly selects three students to assist in a game: a leader, a recorder, and a timekeeper. In how many possible ways can the jobs be assigned? (1) 306 (3) 4896 (2) 816 (4) 5832 29 In triangle RST, angle R is a right angle. If TR 6 and TS 8, what is the length of RS? _ (1) 10 (3) 2 7 _ (2) 2 (4) 7 2 30 How many solutions are there for the following system of equations? y x2 5x 3 y x 6 (1) 1 (3) 3 (2) 2 (4) 0 Integrated Algebra June 13 [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. All answers should be written in pen, except for graphs and drawings, which should be done in pencil. [6] 31 Solve the inequality 5(x 7) 15 algebraically for x. Integrated Algebra June 13 [11] [OVER] 32 Oatmeal is packaged in a cylindrical container, as shown in the diagram below. Oatmeal 24 cm 13 cm The diameter of the container is 13 centimeters and its height is 24 centimeters. Determine, in terms of , the volume of the cylinder, in cubic centimeters. Integrated Algebra June 13 [12] 33 The distance from Earth to Mars is 136,000,000 miles. A spaceship travels at 31,000 miles per hour. Determine, to the nearest day, how long it will take the spaceship to reach Mars. Integrated Algebra June 13 [13] [OVER] Part III Answer all 3 questions in this part. Each correct answer will receive 3 credits. Clearly indicate the necessary steps, including appropriate formula substitutions, diagrams, graphs, charts, etc. For all questions in this part, a correct numerical answer with no work shown will receive only 1 credit. All answers should be written in pen, except for graphs and drawings, which should be done in pencil. [9] 34 The menu for the high school cafeteria is shown below. Main Course Vegetable Dessert Beverage veggie burger corn gelatin milk pizza green beans fruit salad juice tuna sandwich carrots yogurt bottled water frankfurter cookie chicken tenders ice cream cup Determine the number of possible meals consisting of a main course, a vegetable, a dessert, and a beverage that can be selected from the menu. Determine how many of these meals will include chicken tenders. If a student chooses pizza, corn or carrots, a dessert, and a beverage from the menu, determine the number of possible meals that can be selected. Integrated Algebra June 13 [14] 35 A man standing on level ground is 1000 feet away from the base of a 350-foot-tall building. Find, to the nearest degree, the measure of the angle of elevation to the top of the building from the point on the ground where the man is standing. Integrated Algebra June 13 [15] [OVER] __ _ __ _ 36 Express 25 2 3 27 2 9 in simplest radical form. Integrated Algebra June 13 [16] Part IV Answer all 3 questions in this part. Each correct answer will receive 4 credits. Clearly indicate the necessary steps, including appropriate formula substitutions, diagrams, graphs, charts, etc. For all questions in this part, a correct numerical answer with no work shown will receive only 1 credit. All answers should be written in pen, except for graphs and drawings, which should be done in pencil. [12] 7 2 4 37 Solve algebraically: ___ __ _____ 3x x x 1 [Only an algebraic solution can receive full credit.] Integrated Algebra June 13 [17] [OVER] 38 A jar contains five red marbles and three green marbles. A marble is drawn at random and not replaced. A second marble is then drawn from the jar. Find the probability that the first marble is red and the second marble is green. Find the probability that both marbles are red. Find the probability that both marbles are the same color. Integrated Algebra June 13 [18] 39 In the diagram below of rectangle AFEB and a semicircle with diameter CD, AB 5 inches, AB BC DE FE, and CD 6 inches. Find the area of the shaded region, to the nearest hundredth of a square inch. A B Integrated Algebra June 13 F C D [19] E 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 June 13 [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 Wednesday, June 12, 2013 1:15 to 4:15 p.m., only SCORING KEY AND RATING GUIDE Mechanics of Rating The following procedures are to be followed for scoring student answer papers for the Regents Examination in Integrated Algebra. More detailed information about scoring is provided in the publication Information Booklet for Scoring the Regents Examinations in 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 Wednesday, June 12, 2013. 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) . . . . . 1 . . . . . (11) . . . . . 2 . . . . . (21) . . . . . 4 . . . . . (2) . . . . . 1 . . . . . (12) . . . . . 2 . . . . . (22) . . . . . 1 . . . . . (3) . . . . . 3 . . . . . (13) . . . . . 3 . . . . . (23) . . . . . 3 . . . . . (4) . . . . . 3 . . . . . (14) . . . . . 2 . . . . . (24) . . . . . 3 . . . . . (5) . . . . . 4 . . . . . (15) . . . . . 1 . . . . . (25) . . . . . 4 . . . . . (6) . . . . . 3 . . . . . (16) . . . . . 1 . . . . . (26) . . . . . 2 . . . . . (7) . . . . . 1 . . . . . (17) . . . . . 2 . . . . . (27) . . . . . 2 . . . . . (8) . . . . . 1 . . . . . (18) . . . . . 3 . . . . . (28) . . . . . 3 . . . . . (9) . . . . . 3 . . . . . (19) . . . . . 4 . . . . . (29) . . . . . 3 . . . . . (10) . . . . . 1 . . . . . (20) . . . . . 4 . . . . . (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. Beginning in January 2013, the Department is providing supplemental scoring guidance, the Sample Response Set, for the Regents Examination in Integrated Algebra. This guidance is not required as part of the scorer training. It is at the school s discretion to incorporate it into the scorer training or to use it as supplemental information during scoring. While not reflective of all scenarios, the sample student responses selected for the Sample Response Set illustrate how less common student responses to open-ended questions may be scored. The Sample Response Set will be available on the Department s web site at http://www.p12.nysed.gov/assessment/scoring/home-hs.html. Integrated Algebra Rating Guide June 13 [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 June 13 [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] x 4, and appropriate algebraic work is shown. [1] Appropriate work is shown, but one computational error is made, but an appropriate answer is given. or [1] Appropriate work is shown, but one conceptual error is made, such as not reversing the inequality when dividing by a negative, but an appropriate answer is given. or [1] x 4, but a method other than algebraic is used. or [1] x 4, 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] 1014 , and appropriate work is shown. [1] Appropriate work is shown, but one computational error is made, but an appropriate answer is given. or [1] Appropriate work is shown, but one conceptual error is made, but an appropriate answer is given. or [1] A correct substitution into the formula for volume is made, such as 2 13 v __ 24, but no further correct work is shown. (2) or [1] Appropriate work is shown, but the answer is only written as a correct decimal. or [1] 1014 , 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 June 13 [4] (33) [2] 183, and appropriate work is shown. [1] Appropriate work is shown, but one computational or rounding error is made, but an appropriate number of days is found. or [1] Appropriate work is shown, but one conceptual error is made, but an appropriate number of days is found. or [1] Appropriate work is shown to find 4387, the length of time, in hours, but no further correct work is shown. or [1] Appropriate work is shown to find 744,000, the miles traveled per day, but no further correct work is shown. or [1] 183, 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 June 13 [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] 225, 45, and 30, and appropriate work is shown. [2] Appropriate work is shown, but one computational error is made, but all appropriate answers are given. or [2] Appropriate work is shown to find two correct values. or [2] 5 3 5 3, 1 3 5 3, and 1 2 5 3 are written, but no further correct work is shown. [1] Appropriate work is shown, but two or more computational errors are made, but all appropriate answers are given. or [1] Appropriate work is shown to find one correct answer. or [1] Appropriate work is shown, but one conceptual error is made, but all appropriate answers are given. or [1] 225, 45, and 30, 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 June 13 [6] (35) [3] 19, and appropriate work is shown. [2] Appropriate work is shown, but one computational or rounding error is made, but an appropriate angle measure is found. [1] Appropriate work is shown, but two or more computational or rounding errors are made, but an appropriate angle measure is found. or [1] Appropriate work is shown, but one conceptual error is made, such as using an incorrect trigonometric ratio, but an appropriate angle measure is found. or 350 [1] tan x ____ is written, but no further correct work is shown. 1000 or [1] An incorrectly labeled diagram is drawn, but an appropriate angle measure is found. or [1] A correctly labeled diagram is drawn, but no further correct work is shown. or [1] 19, 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 June 13 [7] (36) _ [3] 11 3 and appropriate work is shown. [2] Appropriate work is shown, but one computational or simplification error is made, but an appropriate answer is found. [1] Appropriate work is shown, but two or more computational or simplification errors are made, but an appropriate answer is found. or [1] Appropriate work is shown, but one conceptual error is made, but an appropriate answer is found. or _ _ [1] 5 2 3 3 3 6, but no further correct work is shown. _ [1] 11 3 but no work is shown. or [0] The answer is expressed as a decimal. 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 June 13 [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] 2, and appropriate algebraic work is shown. [3] Appropriate algebraic work is shown, but one computational error is made, but an appropriate answer is given. [2] Appropriate algebraic work is shown, but one conceptual error is made, but an appropriate answer is given. or [2] 2, but a method other than algebraic method is used. or [2] Appropriate algebraic work is shown, but two or more computational errors are made, but an appropriate answer is given. [1] Appropriate algebraic work is shown, but one conceptual error and one computational error are made, but an appropriate answer is given. or [1] 2, 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 June 13 [9] (38) 15 20 26 [4] __ , __ , and __ or equivalent answers, and appropriate work is shown. 56 56 56 [3] Appropriate work is shown, but one computational error is made, but appropriate probabilities are found. or 26 15 [3] Appropriate work is shown to find __ or an equivalent answer and either __ 56 56 20 or __ or an equivalent answer, but no further correct work is shown. 56 [2] Appropriate work is shown, but two or more computational errors are made, but appropriate probabilities are found. or [2] Appropriate work is shown, but one conceptual error is made, but appropriate probabilities are found. or 15 20 [2] Appropriate work is shown to find __ and __ or equivalent answers, but no 56 56 further correct work is shown. or 26 [2] Appropriate work is shown to find __ or an equivalent answer, but no further 56 correct work is shown. [1] Appropriate work is shown, but one conceptual error and one computational error are made, but appropriate probabilities are found. or 15 20 [1] Appropriate work is shown to find __ or __ or an equivalent answer, but no 56 56 further correct work is shown. or 15 20 __ , and 26 __ or equivalent answers, but no work is shown. [1] __ , 56 56 56 [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 June 13 [10] (39) [4] 65.86, an appropriate work is shown. [3] Appropriate work is shown, but one computational or rounding error is made, but an appropriate area is found. or [3] Appropriate work is shown, but the area is represented in terms of . or [3] The area of the rectangle is found as 80 and the area of the semicircle is found as 4.5 or 14.137 or 14.14, but they are not subtracted. [2] Appropriate work is shown, but two or more computational or rounding errors are made, but an appropriate area is found. or [2] Appropriate work is shown, but one conceptual error is made, such as using 6 as the radius or subtracting 9 , but an appropriate area is found. [1] Appropriate work is shown, but one conceptual error and one computational or rounding error are made, but an appropriate area is found. or [1] Appropriate work is shown to find either the area of the rectangle or the area of the semicircle, but no further correct work is shown. or [1] 65.86, 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. Integrated Algebra Rating Guide June 13 [11] Map to Core Curriculum Content Strands Item Numbers Number Sense and Operations 9, 28, 34, 36 Algebra 1, 4, 7, 10, 11, 12, 15, 16, 17, 19, 21, 22, 24, 25, 26, 27, 29, 31, 35, 37 Geometry 6, 18, 20, 30, 32, 39 Measurement 5, 23, 33 Statistics and Probability 2, 3, 8, 13, 14, 38 Regents Examination in Integrated Algebra June 2013 Chart for Converting Total Test Raw Scores to Final Examination Scores (Scale Scores) The Chart for Determining the Final Examination Score for the June 2013 Regents Examination in Integrated Algebra will be posted on the Department s web site at: http://www.p12.nysed.gov/assessment/ on Wednesday, June 12, 2013. 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 June 13 [12]

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