# Algebra II End of Course Exam Answer Key Segment I. Scientific Calculator Only

Size: px
Start display at page:

Transcription

1 Algebra II End of Course Exam Answer Key Segment I Scientific Calculator Only

2 Question 1 Reporting Category: Algebraic Concepts & Procedures Common Core Standard: A-APR.3: Identify zeros of polynomials when suitable factorizations are available, and use the zeros to construct a rough graph of the function defined by the polynomial. Scoring Rubric: 3 points For this item, the response correctly identifies all 3 zeros. 2 points For this item, the response correctly identifies 2 of 3 zeros. Page 2 of 93

3 1 point For this item, the response correctly identifies 1 of 3 zeros. Sample Correct Answer: Explanation of Correct Answer: The equation can be factored as shown. From these factors, it is apparent that the zeros of the polynomial are x = 1, x = 1, and x = 3. Page 3 of 93

4 Question 2 Reporting Category: Algebraic Concepts & Procedures Common Core Standard: A-REI.2: Solve simple rational and radical equations in one variable, and give examples showing how extraneous solutions may arise. Scoring Rubric: 1 point For this item, the response correctly identifies the value. Page 4 of 93

5 Sample Correct Answer: Explanation of Correct Answer: The equation is solved using the steps shown. Then, since substituting this value into the original equation results in a true statement, the solution for x is 87. Page 5 of 93

6 Question 3 Reporting Category: Algebraic Concepts & Procedures Common Core Standard: A-REI.4b: Solve quadratic equations in one variable. b. Solve quadratic equations by inspection (e.g., for ), taking square roots, completing the square, the quadratic formula and factoring, as appropriate to the initial form of the equation. Recognize when the quadratic formula gives complex solutions and write them as a ± bi for real numbers a and b. Scoring Rubric: 1 point For this item, the response correctly identifies one equivalent solution. Page 6 of 93

7 Sample Correct Answer: Page 7 of 93

8 Explanation of Correct Answer: To solve the equation, divide both sides by 4, take the square root of both sides, and then subtract 7 from both sides as shown. Thus, one solution to the equation is, and the other is. Other equivalent expressions are also acceptable. Sequence of keypad clicks to enter the answer. x, =, -, 7, +,,, 11, click in the denominator, 2 Page 8 of 93

9 Question 4 Reporting Category: Algebraic Concepts & Procedures Common Core Standard: F-IF.7a: Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. a. Graph linear and quadratic functions and show intercepts, maxima, and minima. Scoring Rubric: 1 point For this item, the response correctly places the graph. Page 9 of 93

10 Sample Correct Answer: Explanation of Correct Answer: The vertex of a quadratic function f(x) occurs at the point where. Thus, for h(t), the value of t at the vertex is. Then, since, the correct graph is given by placing the vertex of the given parabola at (0, 4). Page 10 of 93

12 Question 6 Reporting Category: Algebraic Concepts & Procedures Common Core Standard: F-IF.7b: Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. b. Graph square root, cube root, and piecewise-defined functions, including step functions and absolute value functions. Page 12 of 93

13 Scoring Rubric: 2 points For this item, the response correctly: identifies the correct point AND identifies the correct equation. 1 point For this item, the response correctly: identifies either the correct point or the correct equation. Sample Correct Answer: Page 13 of 93

14 Explanation of Correct Answer: For part A, an absolute value function that opens up has a minimum at its vertex. From the table, the x-coordinate of the vertex must be halfway between the two points with the same y-coordinate, (1,1) and (2,1). Thus, the x-coordinate is. Then since the y-value to the left of decreases by 2 each time the x-value increases by 1, the y-value at for the function is one less than the y-value at x = 1. Thus, the vertex is at. For part B, the equation requires the coefficient of the x term and the constant value to be identified. Since the y-value to the right of increases by 2 each time the x-value increases by 1, the function has a slope of 2 to the right of Also since the point (1,1) is on the graph to the right of, the constant term should be 3. Thus, the function is Page 14 of 93

15 Algebra II End of Course Exam Answer Key Segment II Scientific/Graphing/Regression Calculator Allowed

16 Question 7 Reporting Category: Algebraic Concepts & Procedures Common Core Standard: N-RN.1: Explain how the definition of the meaning of rational exponents follows from extending the properties of integer exponents to those values, allowing for a notation for radicals in terms of rational exponents. For example, we define 5 1/3 to be the cube root of 5 because we want (5 1/3 ) 3 = 5 (1/3)3 to hold, so (5 1/3 ) 3 must equal 5. Scoring Rubric: 1 point For this item, the response correctly identifies the equivalent expression in radical form. Page 16 of 93

17 Sample Correct Answer: Explanation of Correct Answer: The radical form is equivalent to. The multiplication rule for exponents is consistent in radical and exponential form, allowing equations such as ( ) 3 = to be true. Sequence of keypad clicks to enter the answer., 3,, x Page 17 of 93

18 Question 8 Reporting Category: Algebraic Concepts & Procedures Common Core Standard: N-RN.2: Rewrite expressions involving radicals and rational exponents using the properties of exponents. Scoring Rubric: 1 point For this item, the response correctly identifies an equivalent simplified form of the expression. Page 18 of 93

19 Sample Correct Answer: Explanation of Correct Answer: The steps to simplify the expression are shown. Sequence of keypad clicks to enter the answer. 4, x, y,, 3 Page 19 of 93

20 Question 9 Reporting Category: Algebraic Concepts & Procedures Common Core Standard: N-Q.1: Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. Answer Key: B A. \$0.46 This answer is not correct. The student may have converted pounds to cups for the first option. B. \$0.48 This answer is correct. The student identified the correct cost of the least expensive food. Since each cup = pound, multiply each amount of food option by 3 to convert from pounds to cups. This will result in 46.2, 62.4, 76.2, and Then divide each price by its cups to get the price per cup. (0.52, 0.48, 0.51, 0.51) Page 20 of 93

21 C. \$0.51 This answer is not correct. The student may have identified the price per cup of the third bag of food. D. \$0.52 This answer is not correct. The student may have identified the price per cup of the first bag and thought that it was the lowest cost per cup due to its price per bag. Page 21 of 93

22 Question 10 Reporting Category: Algebraic Concepts & Procedures Common Core Standard: N-CN.1: Know there is a complex number i such that, and every complex number has the form a + bi with a and b real. Scoring Rubric: 1 point For this item, the response correctly identifies an equivalent value. Page 22 of 93

23 Sample Correct Answer: Explanation of Correct Answer: The steps to write the expression in a + bi form are shown. Page 23 of 93

24 Question 11 Reporting Category: Algebraic Concepts & Procedures Common Core Standard: N-CN.2: Use the relation and the commutative, associative, and distributive properties to add, subtract, and multiply complex numbers. Scoring Rubric: 1 point For this item, the response correctly identifies an equivalent value. Page 24 of 93

25 Sample Correct Answer: Page 25 of 93

26 Explanation of Correct Answer: The calculations used to find are shown below. Sequence of keypad clicks to enter the answer., 13, click in the denominator, 14,, +,, 1, click in the denominator, 3,, i Page 26 of 93

27 Question 12 Reporting Category: Algebraic Concepts & Procedures Common Core Standard: N-CN.7: Solve quadratic equations with real coefficients that have complex solutions. Scoring Rubric: 1 point For this item, the response correctly identifies one of the two solutions. Page 27 of 93

28 Sample Correct Answer: Page 28 of 93

29 Explanation of Correct Answer: The equation can be solved using the quadratic formula as shown. Therefore, one solution to the equation is, and the other solution is. Page 29 of 93

30 Question 13 Reporting Category: Algebraic Concepts & Procedures Common Core Standard: A-SSE.2: Use the structure of an expression to identify ways to rewrite it. For example, see x 4 y 4 as (x 2 ) 2 (y 2 ) 2, thus recognizing it as a difference of squares that can be factored as (x 2 y 2 )(x 2 + y 2 ). Scoring Rubric: 1 point For this item, the response correctly identifies the factored expression. Page 30 of 93

31 Sample Correct Answer: Explanation of Correct Answer: The expression can be factored by removing the common factor and using the perfectsquare trinomial formula as shown. = = Sequence of keypad clicks to enter the answer. 2, (), x, +, 4,,, 2 Page 31 of 93

32 Question 14 Reporting Category: Algebraic Concepts & Procedures Common Core Standard: A-SSE.3a: Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression. a. Factor a quadratic expression to reveal the zeros of the function it defines. Scoring Rubric: 1 point For this item, the response correctly identifies the equation. Page 32 of 93

33 Sample Correct Answer: Explanation of Correct Answer: The equation can be factored using the steps shown. Sequence of keypad clicks to enter the answer. (), 3, x,, 1,, (), x, +, 5,, =, 0 Page 33 of 93

34 Question 15 Reporting Category: Algebraic Concepts & Procedures Common Core Standard: A-APR.1: Understand that polynomials form a system analogous to the integers, namely, they are closed under the operations of addition, subtraction, and multiplication; add, subtract, and multiply polynomials. Scoring Rubric: 1 point For this item, the response correctly identifies the expression. Page 34 of 93

35 Sample Correct Answer: Explanation of Correct Answer: The difference of the two polynomials can be simplified as shown. Sequence of keypad clicks to enter the answer. 6, x,, 2,, +, 11, x,, 15 Page 35 of 93

36 Question 16 Reporting Category: Algebraic Concepts & Procedures Common Core Standard: A-APR.4: Prove polynomial identities and use them to describe numerical relationships. For example, the polynomial identity can be used to generate Pythagorean triples. Scoring Rubric: 1 point For this item, the response correctly identifies an expression in expanded form. Page 36 of 93

37 Sample Correct Answer: Explanation of Correct Answer: Since the original square has side length and the new square is created by subtracting from each side, the new square has side length. Then the area of the new square is given by. Thus, in expanded form, the area is. Sequence of keypad clicks to enter the answer. x, 2,,, 2, x, y, +, y,, 2 Page 37 of 93

38 Question 17 Reporting Category: Algebraic Concepts & Procedures Common Core Standard: A-APR.5: Know and apply the Binomial Theorem for the expansion of in powers of x and y for a positive integer n, where x and y are any numbers, with coefficients determined for example by Pascal s Triangle. Scoring Rubric: 1 point For this item, the response correctly identifies an equivalent value. Page 38 of 93

39 Sample Correct Answer: Explanation of Correct Answer: The Binomial Theorem states that the coefficient in the term of the expansion of is given by or (which have the same value). Since the term is the same as the term in the expansion of, this coefficient is given by. This binomial coefficient is computed as shown. Page 39 of 93

40 Question 18 Reporting Category: Algebraic Concepts & Procedures Common Core Standard: A-APR.6: Rewrite simple rational expressions in different forms; write in the form q(x) +, where a(x), b(x), q(x), and r(x) are polynomials with the degree of r(x) less than the degree of b(x), using inspection, long division, or, for the more complicated examples, a computer algebra system. Scoring Rubric: 1 point For this item, the response correctly identifies the quotient. Page 40 of 93

41 Sample Correct Answer: Explanation of Correct Answer: The quotient can be found using polynomial long division as shown. x 1 x 4 0x 3 0x 2 0x 1 Since there is no remainder, the quotient written in q(x) + Sequence of keypad clicks to enter the answer. form is x, 3,,, x,,2,, +, x,, 1 Page 41 of 93

42 Question 19 Reporting Category: Algebraic Concepts & Procedures Common Core Standard: A-APR.7: Understand that rational expressions form a system analogous to the rational numbers, closed under addition, subtraction, multiplication, and division by a nonzero rational expression; add, subtract, multiply, and divide rational expressions Scoring Rubric: 1 point For this item, the response correctly identifies an expression equivalent to or. Page 42 of 93

43 Sample Correct Answer: Page 43 of 93

44 Explanation of Correct Answer: Since, the least common denominator of and is Then, write with the least common denominator by multiplying the numerator and denominator by and complete the subtraction as shown. Sequence of keypad clicks to enter the answer., x,, 2, click in the denominator, x,, 5 Page 44 of 93

45 Question 20 Reporting Category: Algebraic Concepts & Procedures Common Core Standard: A-CED.4: Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. For example, rearrange Ohm's law to highlight resistance R. Scoring Rubric: 2 points For this item, the response correctly identifies both representative equations AND finds the value at. 1 point For this item, the response correctly answers either part A or part B. Page 45 of 93

46 Sample Correct Answer: Explanation of Correct Answer: The first sentence could be translated into the expression, so an equation is.. The final circumference is In part A, the two correct equations are and. In part B, substitute 3 for t in any of the correct equations, and calculate to find the answer, inches. Page 46 of 93

47 Question 21 Reporting Category: Algebraic Concepts & Procedures Common Core Standard: A-REI.1: Explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step, starting from the assumption that the original equation has a solution. Construct a viable argument to justify a solution method. Page 47 of 93

48 Scoring Rubric: 1 point For this item, the response correctly identifies an equivalent equation. Sample Correct Answer: Page 48 of 93

49 Explanation of Correct Answer: In the next step, to find B, we divide both sides of the equation by 4 as shown. Sequence of keypad clicks to enter the answer. B, =, 2, x,, 2,,, 3, x, +, 5 Page 49 of 93

50 Question 22 Reporting Category: Algebraic Concepts & Procedures Common Core Standard: A-REI.11: Explain why the x-coordinates of the points where the graphs of the equations and intersect are the solutions of the equation f(x) = g(x); find the solutions approximately, e.g., using technology to graph the functions, make tables of values, or find successive approximations. Include cases where f(x) and/or g(x) are linear, polynomial, rational, absolute value, exponential, and logarithmic functions. Scoring Rubric: 1 point For this item, the response correctly identifies an equivalent value. Page 50 of 93

51 Sample Correct Answer: Explanation of Correct Answer: To find the value of x where shown. set the functions equal to each other and solve as Sequence of keypad clicks to enter the answer.,16, click in the denominator, 9 Page 51 of 93

52 Question 23 Reporting Category: Algebraic Concepts & Procedures Common Core Standard: F-IF.8b: Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function. b. Use the properties of exponents to interpret expressions for exponential functions. For example, identify percent rate of change in functions such as,,,, and classify them as representing exponential growth or decay. Scoring Rubric: 1 point For this item, the response correctly identifies all the decay functions. Page 52 of 93

53 Sample Correct Answer: Explanation of Correct Answer: A function indicates exponential decay when its base is between 0 and 1. A function with a base greater than 1 will grow larger as x, the exponent, increases. But a function with a base between 0 and 1 will grow smaller as x increases. For example, the following is true for. When,. When,. When,. Out of the set of seven functions, the three functions,, and model exponential decay. Page 53 of 93

54 Question 24 Reporting Category: Algebraic Concepts & Procedures Common Core Standard: F-IF.9: Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a graph of one quadratic function and an algebraic expression for another, say which has the larger maximum. Answer Key: D A. This answer is not correct. This function has a maximum at (0, 9). Page 54 of 93

55 B. This answer is not correct. This function has a minimum at (0, 9). C. This answer is not correct. This function has a maximum at ( 3, 9). D. This answer is correct. This function has a minimum at (3, 9). The minimum occurs where: b x 2a 6 x 21 x 3 Substitute that back into the equation: y y 9 18 y 9 Page 55 of 93

56 Question 25 Reporting Category: Algebraic Concepts & Procedures Common Core Standard: F-BF.3: Identify the effect on the graph of replacing f(x) by,, and for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Include recognizing even and odd functions from their graphs and algebraic expressions for them. Scoring Rubric: 1 point For this item, the response correctly places the vertex of the downward-facing parabola at ( 1, 3). Page 56 of 93

57 Sample Correct Answer: Explanation of Correct Answer: The parabola should open down because the leading coefficient, 2, is less than 0. The equation is in vertex form showing that its vertex is (-1,0). The transformation represented by shifts vertically by 3 units. So, the vertex after the transformation should be ( 1, 3). Page 57 of 93

58 Question 26 Reporting Category: Algebraic Concepts & Procedures Common Core Standard: F-BF.4a: Find inverse functions. a. Solve an equation of the form for a simple function f that has an inverse and write an expression for the inverse. For example, or f (x) = for. Scoring Rubric: 1 point For this item, the response correctly identifies an equivalent function. Page 58 of 93

59 Sample Correct Answer: Explanation of Correct Answer: To find the inverse of g(x), replace g(x) with x and x with y in the statement of g(x) and solve for y as shown. Then, since the value of x must be nonnegative in the original function g(x), the value of y in the new function must be nonnegative. Thus, the inverse of g(x) is. Sequence of keypad clicks to enter the answer. f(x), =,,, x, +, 2, click in the denominator, 3 Page 59 of 93

60 Question 27 Reporting Category: Algebraic Concepts & Procedures Common Core Standard: F-BF.5: Understand the inverse relationship between exponents and logarithms and use this relationship to solve problems involving logarithms and exponents. Answer Key: C A. B. C. This answer is not correct. The student may have reversed the base and the argument. This answer is not correct. The student may have known the base was 3 and inserted 500 incorrectly. This answer is correct. The student correctly found the inverse of the exponential expression to solve for t. D. This answer is not correct. The student may have multiplied 500 by 3 before taking the logarithm of both sides. Page 60 of 93

61 Question 28 Reporting Category: Algebraic Concepts & Procedures Common Core Standard: F-LE.3: Observe using graphs and tables that a quantity increasing exponentially eventually exceeds a quantity increasing linearly, quadratically, or (more generally) as a polynomial function. Answer Key: C A. This answer is not correct. The student may have thought a linear function would have the smallest values for y when x > 100. Page 61 of 93

62 B. This answer is not correct. The student may have thought that a cubic function would have the smallest value of y when x > 100. C. This answer is correct. The student shows correct understanding of end behavior of functions. D. This answer is not correct. The student may have thought that a quadratic function with a maximum value would have the smallest value of y when x > 100. Page 62 of 93

63 Question 29 Reporting Category: Algebraic Concepts & Procedures Common Core Standard: F-LE.4: For exponential models, express as a logarithm the solution to ab ct = d where a, c, and d are numbers and the base b is 2, 10, or e; evaluate the logarithm using technology. Scoring Rubric: 1 point For this item, the response correctly identifies an equivalent equation. Page 63 of 93

64 Sample Correct Answer: Explanation of Correct Answer: To write the exponential form of the equation, first subtract 2 from both sides of the equation to obtain. Then, recall that an equation of the form is equivalent to Thus, since the base in the equation is 10, the equation is equivalent to Sequence of keypad clicks to enter the answer. 10,, x,, 2,, =, 20 Page 64 of 93

65 Question 30 Reporting Category: Modeling & Problem Solving Common Core Standard: N-Q.2: Define appropriate quantities for the purpose of descriptive modeling. Scoring Rubric: 1 point For this item, the response correctly identifies both labels. Page 65 of 93

66 Sample Correct Answer: Explanation of Correct Answer: In this case, the amount of money, A, is dependent on the time, t, so the unit dollars should be placed on the dependent, or vertical, axis. Then, the information in the problem states that the time is given in years, so the best label for the independent, or horizontal, axis is years. Page 66 of 93

67 Question 31 Reporting Category: Modeling & Problem Solving Common Core Standard: A-CED.1: Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions. Scoring Rubric: 1 point For this item, the response correctly identifies an equivalent function. Page 67 of 93

68 Sample Correct Answer: Explanation of Correct Answer: Use the Graphing Calculator tool. Select Regression. Enter the x-values in the x column. Enter the f(x) values in the Y1 column. Select Exponential. The equation displayed is. Thus, the correct function is Sequence of keypad clicks to enter the answer. f(x), =, 6, (), 2,,, x Page 68 of 93

69 Question 32 Reporting Category: Modeling & Problem Solving Common Core Standard: A-CED.2: Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. Scoring Rubric: 2 points For this item, the response correctly identifies the representative equations AND graphs the equation. 1 point For this item, the response correctly answers either part A or part B. Page 69 of 93

70 Sample Correct Answer: Explanation of Correct Answer: The situation can be modeled as a linear equation in slope-intercept form, where is the dependent variable and is the independent variable. Since increases by \$10 for every ticket the class buys, 10 should be the coefficient of that gives the slope of the linear function. Since is \$20 even when no tickets have been bought, at, 20 is the intercept. So the representative equation can be written as. Only one other equation in part A is equivalent:. In part B, the line should start at (0, 20), the intercept. It should then continue increasing at a rate of \$10 per ticket, or with a slope of 10. Page 70 of 93

71 Question 33 Reporting Category: Modeling & Problem Solving Common Core Standard: A-SSE.1a: Interpret expressions that represent a quantity in terms of its context. a. Interpret parts of an expression, such as terms, factors, and coefficients. Answer Key: D A. Bar2 This answer is not correct. The student may have selected the first name shown. B. FlyingT This answer is not correct. The student may have thought that the least slope would lead to the fastest growth. C. LazyJ This answer is not correct. The student may have chosen the ranch with the largest number shown. D. TC This answer is correct. The student correctly identified the equation with the greatest slope. Page 71 of 93

72 Question 34 Reporting Category: Modeling & Problem Solving Common Core Standard: F-IF.2: Use function notation, evaluate functions for inputs in their domains, and interpret statements that use function notation in terms of a context. Scoring Rubric: 1 point For this item, the response correctly identifies the correct height for the ball after 2 seconds. Page 72 of 93

73 Sample Correct Answer: Explanation of Correct Answer: Evaluate the function where t = 2. Calculate the value of f(2) as shown. Page 73 of 93

74 Question 35 Reporting Category: Modeling & Problem Solving Common Core Standard: F-IF.4: For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity. Scoring Rubric: 1 point For this item, the response correctly identifies the letters. Page 74 of 93

75 Sample Correct Answer: Explanation of Correct Answer: First, note that the function is a parabola of the form symmetric about its vertex, which for the given function occurs at. A parabola is Thus, the function has a minimum or maximum at. Then note that the coefficient of the term is positive, so the parabola opens upward. This means that the vertex must be a minimum. Therefore, the function decreases to the left of the vertex at and then increases to the right of Page 75 of 93

76 Question 36 Reporting Category: Modeling & Problem Solving Common Core Standard: F-IF.5: Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. For example, if the function h(n) gives the number of person-hours it takes to assemble n engines in a factory, then the positive integers would be an appropriate domain for the function. Scoring Rubric: 1 point For this item, the response correctly plots a graph showing all real numbers greater than or equal to 0. Page 76 of 93

77 Sample Correct Answer: Explanation of Correct Answer: First, note that the given function is equivalent to. The square root of x is a real number for all nonnegative real numbers. Thus, the domain of the function is all real numbers greater than or equal to 0. The graph of this domain is a ray that begins at and extends to include all real numbers greater than 0. Page 77 of 93

78 Question 37 Reporting Category: Modeling & Problem Solving Common Core Standard: F-BF.1c: Write a function that describes a relationship between two quantities. c. Compose functions. For example, if T(y) is the temperature in the atmosphere as a function of height, and h(t) is the height of a weather balloon as a function of time, then T(h(t)) is the temperature at the location of the weather balloon as a function of time. Scoring Rubric: 1 point For this item, the response correctly identifies an equivalent function. Page 78 of 93

79 Sample Correct Answer: Explanation of Correct Answer: First, the function should convert x British pounds to B(x) U.S. dollars. Then the function should convert B(x) U.S. dollars, to Canadian dollars. Thus, the correct composite function is. Therefore, to go from x British pounds to y Canadian dollars, the correct equation is. Sequence of keypad clicks to enter the answer. C, (),B, (), x,,, =, , x Page 79 of 93

80 Question 38 Reporting Category: Modeling & Problem Solving Common Core Standard: F-LE.1c: Distinguish between situations that can be modeled with linear functions and with exponential functions. c. Recognize situations in which a quantity grows or decays by a constant percent rate per unit interval relative to another. Scoring Rubric: 1 point For this item, the response correctly identifies the tables. Page 80 of 93

81 Sample Correct Answer: Explanation of Correct Answer: Notice that for Colony 1 and Colony 3, the difference between consecutive numbers of cells is constant. Thus, these data increase linearly and do not represent exponential growth. For Colony 5, the ratio between consecutive numbers of cells is constant, but the values are decreasing. This means that the data represent exponential decay. For Colony 2 and Colony 4, the ratio between consecutive numbers of cells is constant, and the values are increasing. Thus, the only tables that represent exponential growth are the tables for Colony 2 and Colony 4. Page 81 of 93

82 Question 39 Reporting Category: Modeling & Problem Solving Common Core Standard: F-LE.2: Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs (include reading these from a table). Answer Key: B A. This answer is not correct. For this function, when, but when. Page 82 of 93

83 B. This answer is correct. For this function, when and when. C. This answer is not correct. For this function, when. D. This answer is not correct. For this function, when. Page 83 of 93

84 Question 40 Reporting Category: Modeling & Problem Solving Common Core Standard: F-LE.5: Interpret the parameters in a linear or exponential function in terms of a context. Scoring Rubric: 1 point For this item, the response correctly identifies an equivalent value. Page 84 of 93

85 Sample Correct Answer: Explanation of Correct Answer: Use the Graphing Calculator tool. Select Graphing. If not already highlighted in blue, select Expressions (Y=). Enter the equation as. Select Graph. Click on Zoom Out until the vertex is visible. The initial height of the coconut is 24 feet. Page 85 of 93

86 Question 41 Reporting Category: Modeling & Problem Solving Common Core Standard: S-ID.6a: Represent data on two quantitative variables on a scatter plot, and describe how the variables are related. a. Fit a function to the data; use functions fitted to data to solve problems in the context of the data. Use given functions or choose a function suggested by the context. Emphasize linear, quadratic, and exponential models. Answer Key: C A. B. This answer is not correct. The student may have chosen the linear model that is satisfied by the data points for weeks 1 and 2. This answer is not correct. The student may have chosen the linear model thinking there was a constant rate of decrease. Page 86 of 93

87 C. This answer is correct. The student found that an exponential model best fits the data by observing the dramatic decrease in the rate of change. D. This answer is not correct. The student may have chosen the exponential model for weeks 1 and 2 rather than all of the weeks. Use the Graphing Calculator tool. Select Regression. Enter the Week values in column x. Enter the Time values in column Y1. Select Linear. The equation displayed eliminates Option A. Select Exponential. The equation displayed eliminates Option D. The question asks for the best function. Option B is eliminated, because the points do not show a constant rate of decrease. Option C is the correct answer. Page 87 of 93

88 Question 42 Reporting Category: Algebraic Concepts & Procedures Common Core Standard: F-IF.7d: Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. d. Graph rational functions, identifying zeros and asymptotes when suitable factorizations are available, and showing end behavior. Scoring Rubric: 1 point For this item, the response correctly: identifies a correct graph. Page 88 of 93

89 Sample Correct Answer: Explanation of Correct Answer: The horizontal asymptote is found by dividing the leading coefficient of the numerator by the leading coefficient of the denominator. Thus, the horizontal asymptote is, or. Page 89 of 93

90 Question 43 Reporting Category: Modeling & Problem Solving Common Core Standard: F-LE.1b: Distinguish between situations that can be modeled with linear functions and with exponential functions. b. Recognize situations in which one quantity changes at a constant rate per unit interval relative to another. Answer Key: B A. f(x) This answer is not correct. The function f(x) is not linear. Page 90 of 93

91 B. g(x) This answer is correct. The function g(x) is linear and has a constant rate of change. C. h(x) This answer is not correct. The function h(x) is not linear. D. k(x) This answer is not correct. The function k(x) is not linear. Page 91 of 93

92 Question 44 Reporting Category: Modeling & Problem Solving Common Core Standard: S-ID.6b: Represent data on two quantitative variables on a scatter plot, and describe how the variables are related. b. Informally assess the fit of a function by plotting and analyzing residuals. Answer Key: D A. Yes. The residuals show a strong linear trend. This answer is not correct. The presence of a pattern in the residual plot suggests a poor fit. B. No. The data would be better modeled by a quadratic function. This answer is not correct. The presence of a pattern in the residual plot suggests a poor fit. Page 92 of 93

93 C. Yes. There is an equal number of points above and below the x-axis. This answer is not correct. The presence of a pattern in the residual plot suggests a poor fit. D. No. The presence of a pattern in the residuals suggests a poor fit for this line. This answer is correct. The clear pattern in the residual plot suggests a poor fit for the line of best fit. Page 93 of 93

### This unit will lay the groundwork for later units where the students will extend this knowledge to quadratic and exponential functions.

Algebra I Overview View unit yearlong overview here Many of the concepts presented in Algebra I are progressions of concepts that were introduced in grades 6 through 8. The content presented in this course

### Pearson Algebra 1 Common Core 2015

A Correlation of Pearson Algebra 1 Common Core 2015 To the Common Core State Standards for Mathematics Traditional Pathways, Algebra 1 High School Copyright 2015 Pearson Education, Inc. or its affiliate(s).

### Algebra Unpacked Content For the new Common Core standards that will be effective in all North Carolina schools in the 2012-13 school year.

This document is designed to help North Carolina educators teach the Common Core (Standard Course of Study). NCDPI staff are continually updating and improving these tools to better serve teachers. Algebra

### Polynomial Operations and Factoring

Algebra 1, Quarter 4, Unit 4.1 Polynomial Operations and Factoring Overview Number of instructional days: 15 (1 day = 45 60 minutes) Content to be learned Identify terms, coefficients, and degree of polynomials.

### DRAFT. Algebra 1 EOC Item Specifications

DRAFT Algebra 1 EOC Item Specifications The draft Florida Standards Assessment (FSA) Test Item Specifications (Specifications) are based upon the Florida Standards and the Florida Course Descriptions as

### CORRELATED TO THE SOUTH CAROLINA COLLEGE AND CAREER-READY FOUNDATIONS IN ALGEBRA

We Can Early Learning Curriculum PreK Grades 8 12 INSIDE ALGEBRA, GRADES 8 12 CORRELATED TO THE SOUTH CAROLINA COLLEGE AND CAREER-READY FOUNDATIONS IN ALGEBRA April 2016 www.voyagersopris.com Mathematical

### MATH 095, College Prep Mathematics: Unit Coverage Pre-algebra topics (arithmetic skills) offered through BSE (Basic Skills Education)

MATH 095, College Prep Mathematics: Unit Coverage Pre-algebra topics (arithmetic skills) offered through BSE (Basic Skills Education) Accurately add, subtract, multiply, and divide whole numbers, integers,

### Higher Education Math Placement

Higher Education Math Placement Placement Assessment Problem Types 1. Whole Numbers, Fractions, and Decimals 1.1 Operations with Whole Numbers Addition with carry Subtraction with borrowing Multiplication

### Creating, Solving, and Graphing Systems of Linear Equations and Linear Inequalities

Algebra 1, Quarter 2, Unit 2.1 Creating, Solving, and Graphing Systems of Linear Equations and Linear Inequalities Overview Number of instructional days: 15 (1 day = 45 60 minutes) Content to be learned

### 7.1 Graphs of Quadratic Functions in Vertex Form

7.1 Graphs of Quadratic Functions in Vertex Form Quadratic Function in Vertex Form A quadratic function in vertex form is a function that can be written in the form f (x) = a(x! h) 2 + k where a is called

### Vocabulary Words and Definitions for Algebra

Name: Period: Vocabulary Words and s for Algebra Absolute Value Additive Inverse Algebraic Expression Ascending Order Associative Property Axis of Symmetry Base Binomial Coefficient Combine Like Terms

### South Carolina College- and Career-Ready (SCCCR) Pre-Calculus

South Carolina College- and Career-Ready (SCCCR) Pre-Calculus Key Concepts Arithmetic with Polynomials and Rational Expressions PC.AAPR.2 PC.AAPR.3 PC.AAPR.4 PC.AAPR.5 PC.AAPR.6 PC.AAPR.7 Standards Know

### Algebra 2 Chapter 1 Vocabulary. identity - A statement that equates two equivalent expressions.

Chapter 1 Vocabulary identity - A statement that equates two equivalent expressions. verbal model- A word equation that represents a real-life problem. algebraic expression - An expression with variables.

### Math 0980 Chapter Objectives. Chapter 1: Introduction to Algebra: The Integers.

Math 0980 Chapter Objectives Chapter 1: Introduction to Algebra: The Integers. 1. Identify the place value of a digit. 2. Write a number in words or digits. 3. Write positive and negative numbers used

### Manhattan Center for Science and Math High School Mathematics Department Curriculum

Content/Discipline Algebra 1 Semester 2: Marking Period 1 - Unit 8 Polynomials and Factoring Topic and Essential Question How do perform operations on polynomial functions How to factor different types

### Polynomial Expressions and Equations

Polynomial Expressions and Equations This is a really close-up picture of rain. Really. The picture represents falling water broken down into molecules, each with two hydrogen atoms connected to one oxygen

### Georgia Standards of Excellence Mathematics

Georgia Standards of Excellence Mathematics Standards GSE Algebra II/Advanced Algebra K-12 Mathematics Introduction Georgia Mathematics focuses on actively engaging the student in the development of mathematical

### Algebra I Vocabulary Cards

Algebra I Vocabulary Cards Table of Contents Expressions and Operations Natural Numbers Whole Numbers Integers Rational Numbers Irrational Numbers Real Numbers Absolute Value Order of Operations Expression

### South Carolina College- and Career-Ready (SCCCR) Algebra 1

South Carolina College- and Career-Ready (SCCCR) Algebra 1 South Carolina College- and Career-Ready Mathematical Process Standards The South Carolina College- and Career-Ready (SCCCR) Mathematical Process

### Algebra 1 Course Title

Algebra 1 Course Title Course- wide 1. What patterns and methods are being used? Course- wide 1. Students will be adept at solving and graphing linear and quadratic equations 2. Students will be adept

### ALGEBRA 2: 4.1 Graph Quadratic Functions in Standard Form

ALGEBRA 2: 4.1 Graph Quadratic Functions in Standard Form Goal Graph quadratic functions. VOCABULARY Quadratic function A function that can be written in the standard form y = ax 2 + bx+ c where a 0 Parabola

### Algebra and Geometry Review (61 topics, no due date)

Course Name: Math 112 Credit Exam LA Tech University Course Code: ALEKS Course: Trigonometry Instructor: Course Dates: Course Content: 159 topics Algebra and Geometry Review (61 topics, no due date) Properties

### Algebra 1. Curriculum Map

Algebra 1 Curriculum Map Table of Contents Unit 1: Expressions and Unit 2: Linear Unit 3: Representing Linear Unit 4: Linear Inequalities Unit 5: Systems of Linear Unit 6: Polynomials Unit 7: Factoring

### How To Understand And Solve Algebraic Equations

College Algebra Course Text Barnett, Raymond A., Michael R. Ziegler, and Karl E. Byleen. College Algebra, 8th edition, McGraw-Hill, 2008, ISBN: 978-0-07-286738-1 Course Description This course provides

### Algebra 2 Year-at-a-Glance Leander ISD 2007-08. 1st Six Weeks 2nd Six Weeks 3rd Six Weeks 4th Six Weeks 5th Six Weeks 6th Six Weeks

Algebra 2 Year-at-a-Glance Leander ISD 2007-08 1st Six Weeks 2nd Six Weeks 3rd Six Weeks 4th Six Weeks 5th Six Weeks 6th Six Weeks Essential Unit of Study 6 weeks 3 weeks 3 weeks 6 weeks 3 weeks 3 weeks

### Thnkwell s Homeschool Precalculus Course Lesson Plan: 36 weeks

Thnkwell s Homeschool Precalculus Course Lesson Plan: 36 weeks Welcome to Thinkwell s Homeschool Precalculus! We re thrilled that you ve decided to make us part of your homeschool curriculum. This lesson

### Middle School Course Acceleration

Middle School Course Acceleration Some students may choose to take Algebra I in Grade 8 so they can take college-level mathematics in high school. Students who are capable of moving more quickly in their

### Answer Key for California State Standards: Algebra I

Algebra I: Symbolic reasoning and calculations with symbols are central in algebra. Through the study of algebra, a student develops an understanding of the symbolic language of mathematics and the sciences.

### MATH 60 NOTEBOOK CERTIFICATIONS

MATH 60 NOTEBOOK CERTIFICATIONS Chapter #1: Integers and Real Numbers 1.1a 1.1b 1.2 1.3 1.4 1.8 Chapter #2: Algebraic Expressions, Linear Equations, and Applications 2.1a 2.1b 2.1c 2.2 2.3a 2.3b 2.4 2.5

### Mathematics. Designing High School Mathematics Courses Based on the Common

common core state STANDARDS FOR Mathematics Appendix A: Designing High School Mathematics Courses Based on the Common Core State Standards Overview The (CCSS) for Mathematics are organized by grade level

### Florida Math for College Readiness

Core Florida Math for College Readiness Florida Math for College Readiness provides a fourth-year math curriculum focused on developing the mastery of skills identified as critical to postsecondary readiness

### Polynomials and Polynomial Functions

Algebra II, Quarter 1, Unit 1.4 Polynomials and Polynomial Functions Overview Number of instruction days: 13-15 (1 day = 53 minutes) Content to Be Learned Mathematical Practices to Be Integrated Prove

### Prentice Hall Mathematics: Algebra 2 2007 Correlated to: Utah Core Curriculum for Math, Intermediate Algebra (Secondary)

Core Standards of the Course Standard 1 Students will acquire number sense and perform operations with real and complex numbers. Objective 1.1 Compute fluently and make reasonable estimates. 1. Simplify

9.3 Solving Quadratic Equations by Using the Quadratic Formula 9.3 OBJECTIVES 1. Solve a quadratic equation by using the quadratic formula 2. Determine the nature of the solutions of a quadratic equation

### Copy in your notebook: Add an example of each term with the symbols used in algebra 2 if there are any.

Algebra 2 - Chapter Prerequisites Vocabulary Copy in your notebook: Add an example of each term with the symbols used in algebra 2 if there are any. P1 p. 1 1. counting(natural) numbers - {1,2,3,4,...}

### 6.1 Add & Subtract Polynomial Expression & Functions

6.1 Add & Subtract Polynomial Expression & Functions Objectives 1. Know the meaning of the words term, monomial, binomial, trinomial, polynomial, degree, coefficient, like terms, polynomial funciton, quardrtic

### Polynomial and Rational Functions

Polynomial and Rational Functions Quadratic Functions Overview of Objectives, students should be able to: 1. Recognize the characteristics of parabolas. 2. Find the intercepts a. x intercepts by solving

### MA107 Precalculus Algebra Exam 2 Review Solutions

MA107 Precalculus Algebra Exam 2 Review Solutions February 24, 2008 1. The following demand equation models the number of units sold, x, of a product as a function of price, p. x = 4p + 200 a. Please write

### Lesson 9.1 Solving Quadratic Equations

Lesson 9.1 Solving Quadratic Equations 1. Sketch the graph of a quadratic equation with a. One -intercept and all nonnegative y-values. b. The verte in the third quadrant and no -intercepts. c. The verte

Polynomials and Quadratics Want to be an environmental scientist? Better be ready to get your hands dirty!.1 Controlling the Population Adding and Subtracting Polynomials............703.2 They re Multiplying

PRE-CALCULUS GRADE 12 [C] Communication Trigonometry General Outcome: Develop trigonometric reasoning. A1. Demonstrate an understanding of angles in standard position, expressed in degrees and radians.

### MATH 0110 Developmental Math Skills Review, 1 Credit, 3 hours lab

MATH 0110 Developmental Math Skills Review, 1 Credit, 3 hours lab MATH 0110 is established to accommodate students desiring non-course based remediation in developmental mathematics. This structure will

### What are the place values to the left of the decimal point and their associated powers of ten?

The verbal answers to all of the following questions should be memorized before completion of algebra. Answers that are not memorized will hinder your ability to succeed in geometry and algebra. (Everything

### Math 1. Month Essential Questions Concepts/Skills/Standards Content Assessment Areas of Interaction

Binghamton High School Rev.9/21/05 Math 1 September What is the unknown? Model relationships by using Fundamental skills of 2005 variables as a shorthand way Algebra Why do we use variables? What is a

### Florida Math 0028. Correlation of the ALEKS course Florida Math 0028 to the Florida Mathematics Competencies - Upper

Florida Math 0028 Correlation of the ALEKS course Florida Math 0028 to the Florida Mathematics Competencies - Upper Exponents & Polynomials MDECU1: Applies the order of operations to evaluate algebraic

### BookTOC.txt. 1. Functions, Graphs, and Models. Algebra Toolbox. Sets. The Real Numbers. Inequalities and Intervals on the Real Number Line

College Algebra in Context with Applications for the Managerial, Life, and Social Sciences, 3rd Edition Ronald J. Harshbarger, University of South Carolina - Beaufort Lisa S. Yocco, Georgia Southern University

### http://www.aleks.com Access Code: RVAE4-EGKVN Financial Aid Code: 6A9DB-DEE3B-74F51-57304

MATH 1340.04 College Algebra Location: MAGC 2.202 Meeting day(s): TR 7:45a 9:00a, Instructor Information Name: Virgil Pierce Email: piercevu@utpa.edu Phone: 665.3535 Teaching Assistant Name: Indalecio

Introduction to Quadratic Functions The St. Louis Gateway Arch was constructed from 1963 to 1965. It cost 13 million dollars to build..1 Up and Down or Down and Up Exploring Quadratic Functions...617.2

### Unit 1 Equations, Inequalities, Functions

Unit 1 Equations, Inequalities, Functions Algebra 2, Pages 1-100 Overview: This unit models real-world situations by using one- and two-variable linear equations. This unit will further expand upon pervious

### of surface, 569-571, 576-577, 578-581 of triangle, 548 Associative Property of addition, 12, 331 of multiplication, 18, 433

Absolute Value and arithmetic, 730-733 defined, 730 Acute angle, 477 Acute triangle, 497 Addend, 12 Addition associative property of, (see Commutative Property) carrying in, 11, 92 commutative property

### ALGEBRA REVIEW LEARNING SKILLS CENTER. Exponents & Radicals

ALGEBRA REVIEW LEARNING SKILLS CENTER The "Review Series in Algebra" is taught at the beginning of each quarter by the staff of the Learning Skills Center at UC Davis. This workshop is intended to be an

### LAKE ELSINORE UNIFIED SCHOOL DISTRICT

LAKE ELSINORE UNIFIED SCHOOL DISTRICT Title: PLATO Algebra 1-Semester 2 Grade Level: 10-12 Department: Mathematics Credit: 5 Prerequisite: Letter grade of F and/or N/C in Algebra 1, Semester 2 Course Description:

### Indiana State Core Curriculum Standards updated 2009 Algebra I

Indiana State Core Curriculum Standards updated 2009 Algebra I Strand Description Boardworks High School Algebra presentations Operations With Real Numbers Linear Equations and A1.1 Students simplify and

### Math Review. for the Quantitative Reasoning Measure of the GRE revised General Test

Math Review for the Quantitative Reasoning Measure of the GRE revised General Test www.ets.org Overview This Math Review will familiarize you with the mathematical skills and concepts that are important

### Week 1: Functions and Equations

Week 1: Functions and Equations Goals: Review functions Introduce modeling using linear and quadratic functions Solving equations and systems Suggested Textbook Readings: Chapter 2: 2.1-2.2, and Chapter

### Unit 7: Radical Functions & Rational Exponents

Date Period Unit 7: Radical Functions & Rational Exponents DAY 0 TOPIC Roots and Radical Expressions Multiplying and Dividing Radical Expressions Binomial Radical Expressions Rational Exponents 4 Solving

### HIBBING COMMUNITY COLLEGE COURSE OUTLINE

HIBBING COMMUNITY COLLEGE COURSE OUTLINE COURSE NUMBER & TITLE: - Beginning Algebra CREDITS: 4 (Lec 4 / Lab 0) PREREQUISITES: MATH 0920: Fundamental Mathematics with a grade of C or better, Placement Exam,

### Algebra 1 Course Information

Course Information Course Description: Students will study patterns, relations, and functions, and focus on the use of mathematical models to understand and analyze quantitative relationships. Through

### Polynomial Degree and Finite Differences

CONDENSED LESSON 7.1 Polynomial Degree and Finite Differences In this lesson you will learn the terminology associated with polynomials use the finite differences method to determine the degree of a polynomial

### CRLS Mathematics Department Algebra I Curriculum Map/Pacing Guide

Curriculum Map/Pacing Guide page 1 of 14 Quarter I start (CP & HN) 170 96 Unit 1: Number Sense and Operations 24 11 Totals Always Include 2 blocks for Review & Test Operating with Real Numbers: How are

### Understanding Basic Calculus

Understanding Basic Calculus S.K. Chung Dedicated to all the people who have helped me in my life. i Preface This book is a revised and expanded version of the lecture notes for Basic Calculus and other

### Math 120 Final Exam Practice Problems, Form: A

Math 120 Final Exam Practice Problems, Form: A Name: While every attempt was made to be complete in the types of problems given below, we make no guarantees about the completeness of the problems. Specifically,

### NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS

NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS TEST DESIGN AND FRAMEWORK September 2014 Authorized for Distribution by the New York State Education Department This test design and framework document

### Dear Accelerated Pre-Calculus Student:

Dear Accelerated Pre-Calculus Student: I am very excited that you have decided to take this course in the upcoming school year! This is a fastpaced, college-preparatory mathematics course that will also

### Review of Intermediate Algebra Content

Review of Intermediate Algebra Content Table of Contents Page Factoring GCF and Trinomials of the Form + b + c... Factoring Trinomials of the Form a + b + c... Factoring Perfect Square Trinomials... 6

### Chapter 7 - Roots, Radicals, and Complex Numbers

Math 233 - Spring 2009 Chapter 7 - Roots, Radicals, and Complex Numbers 7.1 Roots and Radicals 7.1.1 Notation and Terminology In the expression x the is called the radical sign. The expression under the

### Georgia Standards of Excellence 2015-2016 Mathematics

Georgia Standards of Excellence 2015-2016 Mathematics Standards GSE Coordinate Algebra K-12 Mathematics Introduction Georgia Mathematics focuses on actively engaging the student in the development of mathematical

### 2.1 Increasing, Decreasing, and Piecewise Functions; Applications

2.1 Increasing, Decreasing, and Piecewise Functions; Applications Graph functions, looking for intervals on which the function is increasing, decreasing, or constant, and estimate relative maxima and minima.

### is the degree of the polynomial and is the leading coefficient.

Property: T. Hrubik-Vulanovic e-mail: thrubik@kent.edu Content (in order sections were covered from the book): Chapter 6 Higher-Degree Polynomial Functions... 1 Section 6.1 Higher-Degree Polynomial Functions...

### Mathematics. Accelerated GSE Analytic Geometry B/Advanced Algebra Unit 7: Rational and Radical Relationships

Georgia Standards of Excellence Frameworks Mathematics Accelerated GSE Analytic Geometry B/Advanced Algebra Unit 7: Rational and Radical Relationships These materials are for nonprofit educational purposes

### Some Lecture Notes and In-Class Examples for Pre-Calculus:

Some Lecture Notes and In-Class Examples for Pre-Calculus: Section.7 Definition of a Quadratic Inequality A quadratic inequality is any inequality that can be put in one of the forms ax + bx + c < 0 ax

### Algebra II A Final Exam

Algebra II A Final Exam Multiple Choice Identify the choice that best completes the statement or answers the question. Evaluate the expression for the given value of the variable(s). 1. ; x = 4 a. 34 b.

### Math at a Glance for April

Audience: School Leaders, Regional Teams Math at a Glance for April The Math at a Glance tool has been developed to support school leaders and region teams as they look for evidence of alignment to Common

### Algebra II. Weeks 1-3 TEKS

Algebra II Pacing Guide Weeks 1-3: Equations and Inequalities: Solve Linear Equations, Solve Linear Inequalities, Solve Absolute Value Equations and Inequalities. Weeks 4-6: Linear Equations and Functions:

### POLYNOMIAL FUNCTIONS

POLYNOMIAL FUNCTIONS Polynomial Division.. 314 The Rational Zero Test.....317 Descarte s Rule of Signs... 319 The Remainder Theorem.....31 Finding all Zeros of a Polynomial Function.......33 Writing a

### Factoring Polynomials

UNIT 11 Factoring Polynomials You can use polynomials to describe framing for art. 396 Unit 11 factoring polynomials A polynomial is an expression that has variables that represent numbers. A number can

### MATH 10034 Fundamental Mathematics IV

MATH 0034 Fundamental Mathematics IV http://www.math.kent.edu/ebooks/0034/funmath4.pdf Department of Mathematical Sciences Kent State University January 2, 2009 ii Contents To the Instructor v Polynomials.

### Unit 4: Analyze and Graph Linear Equations, Functions, and Relations

Unit 4 Table of Contents Unit 4: Analyze and Graph Linear Equations, Functions and Relations Video Overview Learning Objectives 4.2 Media Run Times 4.3 Instructor Notes 4.4 The Mathematics of Analyzing

### ALGEBRA I (Created 2014) Amherst County Public Schools

ALGEBRA I (Created 2014) Amherst County Public Schools The 2009 Mathematics Standards of Learning Curriculum Framework is a companion document to the 2009 Mathematics Standards of Learning and amplifies

### https://williamshartunionca.springboardonline.org/ebook/book/27e8f1b87a1c4555a1212b...

of 19 9/2/2014 12:09 PM Answers Teacher Copy Plan Pacing: 1 class period Chunking the Lesson Example A #1 Example B Example C #2 Check Your Understanding Lesson Practice Teach Bell-Ringer Activity Students

### North Carolina Math 2

Standards for Mathematical Practice 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively 3. Construct viable arguments and critique the reasoning of others 4.

### MATH 21. College Algebra 1 Lecture Notes

MATH 21 College Algebra 1 Lecture Notes MATH 21 3.6 Factoring Review College Algebra 1 Factoring and Foiling 1. (a + b) 2 = a 2 + 2ab + b 2. 2. (a b) 2 = a 2 2ab + b 2. 3. (a + b)(a b) = a 2 b 2. 4. (a

### Wentzville School District Algebra 1: Unit 8 Stage 1 Desired Results

Wentzville School District Algebra 1: Unit 8 Stage 1 Desired Results Unit Title: Quadratic Expressions & Equations Course: Algebra I Unit 8 - Quadratic Expressions & Equations Brief Summary of Unit: At

### Expression. Variable Equation Polynomial Monomial Add. Area. Volume Surface Space Length Width. Probability. Chance Random Likely Possibility Odds

Isosceles Triangle Congruent Leg Side Expression Equation Polynomial Monomial Radical Square Root Check Times Itself Function Relation One Domain Range Area Volume Surface Space Length Width Quantitative

### Algebra I. In this technological age, mathematics is more important than ever. When students

In this technological age, mathematics is more important than ever. When students leave school, they are more and more likely to use mathematics in their work and everyday lives operating computer equipment,

### Definition 8.1 Two inequalities are equivalent if they have the same solution set. Add or Subtract the same value on both sides of the inequality.

8 Inequalities Concepts: Equivalent Inequalities Linear and Nonlinear Inequalities Absolute Value Inequalities (Sections 4.6 and 1.1) 8.1 Equivalent Inequalities Definition 8.1 Two inequalities are equivalent

### Learning Objectives 9.2. Media Run Times 9.3

Unit 9 Table of Contents Unit 9: Factoring Video Overview Learning Objectives 9.2 Media Run Times 9.3 Instructor Notes 9.4 The Mathematics of Factoring Polynomials Teaching Tips: Conceptual Challenges

### Math. MCC9 12.N.RN.1 Explain how the definition of the meaning of rational exponents follows from extending the

MCC9 12.N.RN.1 Explain how the definition of the meaning of rational exponents follows from extending the properties of integer exponents to those values, allowing for a notation for radicals in terms

### FINAL EXAM SECTIONS AND OBJECTIVES FOR COLLEGE ALGEBRA

FINAL EXAM SECTIONS AND OBJECTIVES FOR COLLEGE ALGEBRA 1.1 Solve linear equations and equations that lead to linear equations. a) Solve the equation: 1 (x + 5) 4 = 1 (2x 1) 2 3 b) Solve the equation: 3x

### a. all of the above b. none of the above c. B, C, D, and F d. C, D, F e. C only f. C and F

FINAL REVIEW WORKSHEET COLLEGE ALGEBRA Chapter 1. 1. Given the following equations, which are functions? (A) y 2 = 1 x 2 (B) y = 9 (C) y = x 3 5x (D) 5x + 2y = 10 (E) y = ± 1 2x (F) y = 3 x + 5 a. all

### 1.3 Algebraic Expressions

1.3 Algebraic Expressions A polynomial is an expression of the form: a n x n + a n 1 x n 1 +... + a 2 x 2 + a 1 x + a 0 The numbers a 1, a 2,..., a n are called coefficients. Each of the separate parts,

### Review of Fundamental Mathematics

Review of Fundamental Mathematics As explained in the Preface and in Chapter 1 of your textbook, managerial economics applies microeconomic theory to business decision making. The decision-making tools

### Course Outlines. 1. Name of the Course: Algebra I (Standard, College Prep, Honors) Course Description: ALGEBRA I STANDARD (1 Credit)

Course Outlines 1. Name of the Course: Algebra I (Standard, College Prep, Honors) Course Description: ALGEBRA I STANDARD (1 Credit) This course will cover Algebra I concepts such as algebra as a language,

### MATH 100 PRACTICE FINAL EXAM

MATH 100 PRACTICE FINAL EXAM Lecture Version Name: ID Number: Instructor: Section: Do not open this booklet until told to do so! On the separate answer sheet, fill in your name and identification number

### Extra Credit Assignment Lesson plan. The following assignment is optional and can be completed to receive up to 5 points on a previously taken exam.

Extra Credit Assignment Lesson plan The following assignment is optional and can be completed to receive up to 5 points on a previously taken exam. The extra credit assignment is to create a typed up lesson

### Mathematics. Accelerated GSE Analytic Geometry B/Advanced Algebra Unit 1: Quadratic Functions

Georgia Standards of Excellence Frameworks Mathematics Accelerated GSE Analytic Geometry B/Advanced Algebra Unit 1: Quadratic Functions These materials are for nonprofit educational purposes only. Any

### Algebra I Credit Recovery

Algebra I Credit Recovery COURSE DESCRIPTION: The purpose of this course is to allow the student to gain mastery in working with and evaluating mathematical expressions, equations, graphs, and other topics,

### Practice Test Answer and Alignment Document Mathematics: Algebra II Performance Based Assessment - Paper

The following pages include the answer key for all machine-scored items, followed by the rubrics for the hand-scored items. - The rubrics show sample student responses. Other valid methods for solving

### Pennsylvania System of School Assessment

Pennsylvania System of School Assessment The Assessment Anchors, as defined by the Eligible Content, are organized into cohesive blueprints, each structured with a common labeling system that can be read