ALGEBRA I (Common Core)
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1 The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION ALGEBRA I (Common Core) Tuesday, June 3, :15 a.m. MODEL RESPONSE SET Table of Contents Question Question Question Question Question Question Question Question Question Question Question Question Question
2 Question Draw the graph of y x 1 on the set of axes below. Score 2: The student has a complete and correct response. Algebra I (Common Core) June 14 [2]
3 Question Draw the graph of y x 1 on the set of axes below. Score 1: The student made one error by extending the graph beyond the point (0, 1). Algebra I (Common Core) June 14 [3]
4 Question Draw the graph of y x 1 on the set of axes below. Score 1: The student made one graphing error by not extending the graph beyond the point (9,2). Algebra I (Common Core) June 14 [4]
5 Question Draw the graph of y x 1 on the set of axes below. Score 0: The student made two errors by graphing y x 1 and by extending the graph beyond the point (1,0). Algebra I (Common Core) June 14 [5]
6 Question The breakdown of a sample of a chemical compound is represented by the function p(t) 300(0.5) t, where p(t) represents the number of milligrams of the substance and t represents the time, in years. In the function p(t), explain what 0.5 and 300 represent. Score 2: The student has a complete and correct response. Algebra I (Common Core) June 14 [6]
7 Question The breakdown of a sample of a chemical compound is represented by the function p(t) 300(0.5) t, where p(t) represents the number of milligrams of the substance and t represents the time, in years. In the function p(t), explain what 0.5 and 300 represent. Score 1: The student gave a correct explanation for 300, but the explanation for 0.5 is incorrect. Algebra I (Common Core) June 14 [7]
8 Question The breakdown of a sample of a chemical compound is represented by the function p(t) 300(0.5) t, where p(t) represents the number of milligrams of the substance and t represents the time, in years. In the function p(t), explain what 0.5 and 300 represent. Score 0: The student s response was completely incorrect. Algebra I (Common Core) June 14 [8]
9 Question Given 2x ax 7 12, determine the largest integer value of a when x 1. Score 2: The student has a complete and correct response. Algebra I (Common Core) June 14 [9]
10 Question Given 2x ax 7 12, determine the largest integer value of a when x 1. Score 1: The student made one error by not following through with the inequality sign. Algebra I (Common Core) June 14 [10]
11 Question Given 2x ax 7 12, determine the largest integer value of a when x 1. Score 0: The student made two conceptual errors by adding 2 to the same side of the inequality twice and not stating the largest integer. Algebra I (Common Core) June 14 [11]
12 Question The vertex of the parabola represented by f(x) x 2 4x 3 has coordinates (2, 1). Find the coordinates of the vertex of the parabola defined by g(x) f(x 2). Explain how you arrived at your answer. [The use of the set of axes below is optional.] Score 2: The student has a complete and correct response. Algebra I (Common Core) June 14 [12]
13 Question The vertex of the parabola represented by f(x) x 2 4x 3 has coordinates (2, 1). Find the coordinates of the vertex of the parabola defined by g(x) f(x 2). Explain how you arrived at your answer. [The use of the set of axes below is optional.] y x Score 2: The student has a complete and correct response. Algebra I (Common Core) June 14 [13]
14 Question The vertex of the parabola represented by f(x) x 2 4x 3 has coordinates (2, 1). Find the coordinates of the vertex of the parabola defined by g(x) f(x 2). Explain how you arrived at your answer. [The use of the set of axes below is optional.] y x Score 1: The student did not provide an explanation. Algebra I (Common Core) June 14 [14]
15 Question The vertex of the parabola represented by f(x) x 2 4x 3 has coordinates (2, 1). Find the coordinates of the vertex of the parabola defined by g(x) f(x 2). Explain how you arrived at your answer. [The use of the set of axes below is optional.] y x Score 0: The student made one conceptual error by adding 2 to both the x- and y-values of the vertex, and the explanation is incomplete because the direction is not indicated. Algebra I (Common Core) June 14 [15]
16 Question On the set of axes below, draw the graph of the equation y 3 4 x 3. Is the point (3,2) a solution to the equation? Explain your answer based on the graph drawn. Score 2: The student has a complete and correct response. Algebra I (Common Core) June 14 [16]
17 Question On the set of axes below, draw the graph of the equation y 3 4 x 3. Is the point (3,2) a solution to the equation? Explain your answer based on the graph drawn. Score 1: A correct graph is drawn, but the explanation is not based on the graph. Algebra I (Common Core) June 14 [17]
18 Question On the set of axes below, draw the graph of the equation y 3 4 x 3. Is the point (3,2) a solution to the equation? Explain your answer based on the graph drawn. Score 0: The student drew an incorrect graph and did not give an explanation based on the graph. Algebra I (Common Core) June 14 [18]
19 Question On the set of axes below, draw the graph of the equation y 3 4 x 3. Is the point (3,2) a solution to the equation? Explain your answer based on the graph drawn. Score 0: The student s graph was incorrect, no is not stated, and the explanation is incomplete. Algebra I (Common Core) June 14 [19]
20 Question The function f has a domain of {1, 3, 5, 7} and a range of {2, 4, 6}. Could f be represented by {(1,2), (3,4), (5,6), (7,2)}? Justify your answer. Score 2: The student has a complete and correct response. Algebra I (Common Core) June 14 [20]
21 Question The function f has a domain of {1, 3, 5, 7} and a range of {2, 4, 6}. Could f be represented by {(1,2), (3,4), (5,6), (7,2)}? Justify your answer. Score 1: The student made one conceptual error by misinterpreting the definition of a function. Algebra I (Common Core) June 14 [21]
22 Question The function f has a domain of {1, 3, 5, 7} and a range of {2, 4, 6}. Could f be represented by {(1,2), (3,4), (5,6), (7,2)}? Justify your answer. Score 0: The student wrote yes but a complete justification was not provided. Algebra I (Common Core) June 14 [22]
23 Question Factor the expression x 4 6x 2 7 completely. Score 2: The student has a complete and correct response. Algebra I (Common Core) June 14 [23]
24 Question Factor the expression x 4 6x 2 7 completely. Score 1: The student made an error by factoring out x 2 incorrectly. Algebra I (Common Core) June 14 [24]
25 Question Factor the expression x 4 6x 2 7 completely. Score 1: The student made one error by not including the factor (x 2 7) in the final answer. Algebra I (Common Core) June 14 [25]
26 Question Factor the expression x 4 6x 2 7 completely. Score 0: The student s response is completely incorrect. Algebra I (Common Core) June 14 [26]
27 Question Robin collected data on the number of hours she watched television on Sunday through Thursday nights for a period of 3 weeks. The data are shown in the table below. Sun Mon Tues Wed Thurs Week Week Week Using an appropriate scale on the number line below, construct a box plot for the 15 values. Score 2: The student has a complete and correct response. Algebra I (Common Core) June 14 [27]
28 Question Robin collected data on the number of hours she watched television on Sunday through Thursday nights for a period of 3 weeks. The data are shown in the table below. Sun Mon Tues Wed Thurs Week Week Week Using an appropriate scale on the number line below, construct a box plot for the 15 values. Score 1: The student drew an appropriate plot based on an incorrect data set. Algebra I (Common Core) June 14 [28]
29 Question Robin collected data on the number of hours she watched television on Sunday through Thursday nights for a period of 3 weeks. The data are shown in the table below. Sun Mon Tues Wed Thurs Week Week Week Using an appropriate scale on the number line below, construct a box plot for the 15 values. Score 0: The student s response is completely irrelevant. Algebra I (Common Core) June 14 [29]
30 Question Write an equation that defines m(x) as a trinomial where m(x) (3x 1)(3 x) 4x Solve for x when m(x) 0. Score 4: The student has a complete and correct response. Algebra I (Common Core) June 14 [30]
31 Question Write an equation that defines m(x) as a trinomial where m(x) (3x 1)(3 x) 4x Solve for x when m(x) 0. Score 3: The student wrote an appropriate expression instead of an equation. Algebra I (Common Core) June 14 [31]
32 Question Write an equation that defines m(x) as a trinomial where m(x) (3x 1)(3 x) 4x Solve for x when m(x) 0. Score 2: The student wrote an incorrect trinomial expression, but solved it appropriately. Algebra I (Common Core) June 14 [32]
33 Question Write an equation that defines m(x) as a trinomial where m(x) (3x 1)(3 x) 4x Solve for x when m(x) 0. Score 1: The student showed appropriate work to find m(x), but made one computational error. No further correct work is shown. Algebra I (Common Core) June 14 [33]
34 Question Write an equation that defines m(x) as a trinomial where m(x) (3x 1)(3 x) 4x Solve for x when m(x) 0. Score 0: The student s response is completely incorrect. Algebra I (Common Core) June 14 [34]
35 Question A rectangular garden measuring 12 meters by 16 meters is to have a walkway installed around it with a width of x meters, as shown in the diagram below. Together, the walkway and the garden have an area of 396 square meters. x 16 m Walkway Garden 12 m x x x Write an equation that can be used to find x, the width of the walkway. Describe how your equation models the situation. Determine and state the width of the walkway, in meters. Score 4: The student has a complete and correct response. Algebra I (Common Core) June 14 [35]
36 Question A rectangular garden measuring 12 meters by 16 meters is to have a walkway installed around it with a width of x meters, as shown in the diagram below. Together, the walkway and the garden have an area of 396 square meters. x 16 m Walkway Garden 12 m x x x Write an equation that can be used to find x, the width of the walkway. Describe how your equation models the situation. Determine and state the width of the walkway, in meters. Score 3: The student wrote the correct equation and an appropriate description, but made one factoring error. Algebra I (Common Core) June 14 [36]
37 Question A rectangular garden measuring 12 meters by 16 meters is to have a walkway installed around it with a width of x meters, as shown in the diagram below. Together, the walkway and the garden have an area of 396 square meters. x 16 m Walkway Garden 12 m x x x Write an equation that can be used to find x, the width of the walkway. Describe how your equation models the situation. Determine and state the width of the walkway, in meters. Score 2: The student made one computational error when dividing by 4 and one factoring error. Algebra I (Common Core) June 14 [37]
38 Question A rectangular garden measuring 12 meters by 16 meters is to have a walkway installed around it with a width of x meters, as shown in the diagram below. Together, the walkway and the garden have an area of 396 square meters. x 16 m Walkway Garden 12 m x x x Write an equation that can be used to find x, the width of the walkway. Describe how your equation models the situation. Determine and state the width of the walkway, in meters. Score 1: The student made one conceptual error in solving the equation and gave an incomplete description by not including the walkway. Algebra I (Common Core) June 14 [38]
39 Question A rectangular garden measuring 12 meters by 16 meters is to have a walkway installed around it with a width of x meters, as shown in the diagram below. Together, the walkway and the garden have an area of 396 square meters. x 16 m Walkway Garden 12 m x x x Write an equation that can be used to find x, the width of the walkway. Describe how your equation models the situation. Determine and state the width of the walkway, in meters. Score 0: The student s response is completely incorrect. Algebra I (Common Core) June 14 [39]
40 Question Caitlin has a movie rental card worth $175. After she rents the first movie, the card s value is $ After she rents the second movie, its value is $ After she rents the third movie, the card is worth $ Assuming the pattern continues, write an equation to define A(n), the amount of money on the rental card after n rentals. Caitlin rents a movie every Friday night. How many weeks in a row can she afford to rent a movie, using her rental card only? Explain how you arrived at your answer. Score 4: The student has a complete and correct response. Algebra I (Common Core) June 14 [40]
41 Question Caitlin has a movie rental card worth $175. After she rents the first movie, the card s value is $ After she rents the second movie, its value is $ After she rents the third movie, the card is worth $ Assuming the pattern continues, write an equation to define A(n), the amount of money on the rental card after n rentals. Caitlin rents a movie every Friday night. How many weeks in a row can she afford to rent a movie, using her rental card only? Explain how you arrived at your answer. Score 3: The student made an error by stating the incorrect number of weeks. Algebra I (Common Core) June 14 [41]
42 Question Caitlin has a movie rental card worth $175. After she rents the first movie, the card s value is $ After she rents the second movie, its value is $ After she rents the third movie, the card is worth $ Assuming the pattern continues, write an equation to define A(n), the amount of money on the rental card after n rentals. Caitlin rents a movie every Friday night. How many weeks in a row can she afford to rent a movie, using her rental card only? Explain how you arrived at your answer. Score 2: The student wrote an appropriate expression instead of an equation and made one rounding error. Algebra I (Common Core) June 14 [42]
43 Question Caitlin has a movie rental card worth $175. After she rents the first movie, the card s value is $ After she rents the second movie, its value is $ After she rents the third movie, the card is worth $ Assuming the pattern continues, write an equation to define A(n), the amount of money on the rental card after n rentals. Caitlin rents a movie every Friday night. How many weeks in a row can she afford to rent a movie, using her rental card only? Explain how you arrived at your answer. Score 1: The student made an error in the equation and one computational error in solving the equation. The student stated an incorrect number of weeks. Algebra I (Common Core) June 14 [43]
44 Question Caitlin has a movie rental card worth $175. After she rents the first movie, the card s value is $ After she rents the second movie, its value is $ After she rents the third movie, the card is worth $ Assuming the pattern continues, write an equation to define A(n), the amount of money on the rental card after n rentals. Caitlin rents a movie every Friday night. How many weeks in a row can she afford to rent a movie, using her rental card only? Explain how you arrived at your answer. Score 0: The student s response is completely incorrect. Algebra I (Common Core) June 14 [44]
45 Question An animal shelter spends $2.35 per day to care for each cat and $5.50 per day to care for each dog. Pat noticed that the shelter spent $89.50 caring for cats and dogs on Wednesday. Write an equation to represent the possible numbers of cats and dogs that could have been at the shelter on Wednesday. Pat said that there might have been 8 cats and 14 dogs at the shelter on Wednesday. Are Pat s numbers possible? Use your equation to justify your answer. Later, Pat found a record showing that there were a total of 22 cats and dogs at the shelter on Wednesday. How many cats were at the shelter on Wednesday? Score 4: The student has a complete and correct response. Algebra I (Common Core) June 14 [45]
46 Question An animal shelter spends $2.35 per day to care for each cat and $5.50 per day to care for each dog. Pat noticed that the shelter spent $89.50 caring for cats and dogs on Wednesday. Write an equation to represent the possible numbers of cats and dogs that could have been at the shelter on Wednesday. Pat said that there might have been 8 cats and 14 dogs at the shelter on Wednesday. Are Pat s numbers possible? Use your equation to justify your answer. Later, Pat found a record showing that there were a total of 22 cats and dogs at the shelter on Wednesday. How many cats were at the shelter on Wednesday? Score 3: The student showed appropriate work, but wrote 22 instead of Algebra I (Common Core) June 14 [46]
47 Question An animal shelter spends $2.35 per day to care for each cat and $5.50 per day to care for each dog. Pat noticed that the shelter spent $89.50 caring for cats and dogs on Wednesday. Write an equation to represent the possible numbers of cats and dogs that could have been at the shelter on Wednesday. Pat said that there might have been 8 cats and 14 dogs at the shelter on Wednesday. Are Pat s numbers possible? Use your equation to justify your answer. Later, Pat found a record showing that there were a total of 22 cats and dogs at the shelter on Wednesday. How many cats were at the shelter on Wednesday? Score 2: The student showed a correct equation, stated no and wrote a correct justification, but no further correct work was shown. Algebra I (Common Core) June 14 [47]
48 Question An animal shelter spends $2.35 per day to care for each cat and $5.50 per day to care for each dog. Pat noticed that the shelter spent $89.50 caring for cats and dogs on Wednesday. Write an equation to represent the possible numbers of cats and dogs that could have been at the shelter on Wednesday. Pat said that there might have been 8 cats and 14 dogs at the shelter on Wednesday. Are Pat s numbers possible? Use your equation to justify your answer. Later, Pat found a record showing that there were a total of 22 cats and dogs at the shelter on Wednesday. How many cats were at the shelter on Wednesday? Score 1: The student wrote 10 cats, but appropriate work was not shown. Algebra I (Common Core) June 14 [48]
49 Question An animal shelter spends $2.35 per day to care for each cat and $5.50 per day to care for each dog. Pat noticed that the shelter spent $89.50 caring for cats and dogs on Wednesday. Write an equation to represent the possible numbers of cats and dogs that could have been at the shelter on Wednesday. Pat said that there might have been 8 cats and 14 dogs at the shelter on Wednesday. Are Pat s numbers possible? Use your equation to justify your answer. Later, Pat found a record showing that there were a total of 22 cats and dogs at the shelter on Wednesday. How many cats were at the shelter on Wednesday? Score 0: The student s responses are completely incorrect. Algebra I (Common Core) June 14 [49]
50 Question A company is considering building a manufacturing plant. They determine the weekly production cost at site A to be A(x) 3x 2 while the production cost at site B is B(x) 8x 3, where x represents the number of products, in hundreds, and A(x) and B(x) are the production costs, in hundreds of dollars. Graph the production cost functions on the set of axes below and label them site A and site B. Question 37 is continued on the next page. Algebra I (Common Core) June 14 [50]
51 Question 37 Question 37 continued State the positive value(s) of x for which the production costs at the two sites are equal. Explain how you determined your answer. If the company plans on manufacturing 200 products per week, which site should they use? Justify your answer. Score 6: The student has a complete and correct response. Algebra I (Common Core) June 14 [51]
52 Question A company is considering building a manufacturing plant. They determine the weekly production cost at site A to be A(x) 3x 2 while the production cost at site B is B(x) 8x 3, where x represents the number of products, in hundreds, and A(x) and B(x) are the production costs, in hundreds of dollars. Graph the production cost functions on the set of axes below and label them site A and site B. Question 37 is continued on the next page. Algebra I (Common Core) June 14 [52]
53 Question 37 Question 37 continued State the positive value(s) of x for which the production costs at the two sites are equal. Explain how you determined your answer. If the company plans on manufacturing 200 products per week, which site should they use? Justify your answer. Score 5: The student made one graphing error at x 3. Algebra I (Common Core) June 14 [53]
54 Question A company is considering building a manufacturing plant. They determine the weekly production cost at site A to be A(x) 3x 2 while the production cost at site B is B(x) 8x 3, where x represents the number of products, in hundreds, and A(x) and B(x) are the production costs, in hundreds of dollars. Graph the production cost functions on the set of axes below and label them site A and site B. Question 37 is continued on the next page. Algebra I (Common Core) June 14 [54]
55 Question 37 Question 37 continued State the positive value(s) of x for which the production costs at the two sites are equal. Explain how you determined your answer. If the company plans on manufacturing 200 products per week, which site should they use? Justify your answer. Score 4: The student made a conceptual error when graphing, but had an appropriate response and explanation based on the graph. The student stated site A and gave an appropriate explanation. Algebra I (Common Core) June 14 [55]
56 Question A company is considering building a manufacturing plant. They determine the weekly production cost at site A to be A(x) 3x 2 while the production cost at site B is B(x) 8x 3, where x represents the number of products, in hundreds, and A(x) and B(x) are the production costs, in hundreds of dollars. Graph the production cost functions on the set of axes below and label them site A and site B. Question 37 is continued on the next page. Algebra I (Common Core) June 14 [56]
57 Question 37 Question 37 continued State the positive value(s) of x for which the production costs at the two sites are equal. Explain how you determined your answer. If the company plans on manufacturing 200 products per week, which site should they use? Justify your answer. Score 3: The student graphed both functions correctly but did not label the graphs. The student set the equations equal, but made a factoring error and did not include an explanation. The student stated site A and gave a correct justification. Algebra I (Common Core) June 14 [57]
58 Question A company is considering building a manufacturing plant. They determine the weekly production cost at site A to be A(x) 3x 2 while the production cost at site B is B(x) 8x 3, where x represents the number of products, in hundreds, and A(x) and B(x) are the production costs, in hundreds of dollars. Graph the production cost functions on the set of axes below and label them site A and site B. Question 37 is continued on the next page. Algebra I (Common Core) June 14 [58]
59 Question 37 Question 37 continued State the positive value(s) of x for which the production costs at the two sites are equal. Explain how you determined your answer. If the company plans on manufacturing 200 products per week, which site should they use? Justify your answer. Score 2: The student graphed both functions correctly but did not label the graphs. The student stated 300 but did not provide an explanation. The student made an error by using 200 instead of 2 but stated site B based on the work shown. Algebra I (Common Core) June 14 [59]
60 Question A company is considering building a manufacturing plant. They determine the weekly production cost at site A to be A(x) 3x 2 while the production cost at site B is B(x) 8x 3, where x represents the number of products, in hundreds, and A(x) and B(x) are the production costs, in hundreds of dollars. Graph the production cost functions on the set of axes below and label them site A and site B. Question 37 is continued on the next page. Algebra I (Common Core) June 14 [60]
61 Question 37 Question 37 continued State the positive value(s) of x for which the production costs at the two sites are equal. Explain how you determined your answer. If the company plans on manufacturing 200 products per week, which site should they use? Justify your answer. Score 1: The student graphed and labeled one function correctly. No further correct work was shown. Algebra I (Common Core) June 14 [61]
62 Question A company is considering building a manufacturing plant. They determine the weekly production cost at site A to be A(x) 3x 2 while the production cost at site B is B(x) 8x 3, where x represents the number of products, in hundreds, and A(x) and B(x) are the production costs, in hundreds of dollars. Graph the production cost functions on the set of axes below and label them site A and site B. Question 37 is continued on the next page. Algebra I (Common Core) June 14 [62]
63 Question 37 Question 37 continued State the positive value(s) of x for which the production costs at the two sites are equal. Explain how you determined your answer. If the company plans on manufacturing 200 products per week, which site should they use? Justify your answer. Score 0: The student graphed one function correctly, but did not label either graph. No further correct work was shown. Algebra I (Common Core) June 14 [63]
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