ALGEBRA I (COMMON CORE)

The University of the State of New York

REGENTS HIGH SCHOOL EXAMINATION

ALGEBRA I (Common Core)

Wednesday, June 17, 2015 — 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 37 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.
Utilize the information provided for each question to determine your answer.
Note that diagrams are not necessarily drawn to scale.
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.

ALGEBRA I (COMMON CORE)
 Part I

Answer all 24 questions in this part. Each correct answer will receive 2 credits. No partial
credit will be allowed. Utilize the information provided for each question to determine your answer.
Note that diagrams are not necessarily drawn to scale. For each statement or question, choose the
word or expression that, of those given, best completes the statement or answers the question.
Record your answers on your separate answer sheet. [48]

Use this space for

1 The cost of airing a commercial on television is modeled by the computations.
function C(n) ⫽ 110n ⫹ 900, where n is the number of times the
commercial is aired. Based on this model, which statement is true?
(1) The commercial costs $0 to produce and $110 per airing up to
$900.
(2) The commercial costs $110 to produce and $900 each time it is
aired.
(3) The commercial costs $900 to produce and $110 each time it is
aired.
(4) The commercial costs $1010 to produce and can air an unlimited
number of times.

2 The graph below represents a jogger’s speed during her 20-minute

jog around her neighborhood.

8
 
 

0
0 2 4 6 8 10 12 14 16 18 20



Which statement best describes what the jogger was doing during
the 9–12 minute interval of her jog?
(1) She was standing still.
(2) She was increasing her speed.
(3) She was decreasing her speed.
(4) She was jogging at a constant rate.

Algebra I (Common Core) – June ’15 [2]

 Use this space for
3 If the area of a rectangle is expressed as ⫺ x4 9y2,
then the product computations.
of the length and the width of the rectangle could be expressed as
(1) (x ⫺ 3y)(x ⫹ 3y) (3) (x2 ⫺ 3y)(x2 ⫺ 3y)
(2) (x2 ⫺ 3y)(x2 ⫹ 3y) (4) (x4 ⫹ y)(x ⫺ 9y)

4 Which table represents a function?

x 2 4 2 4 x 3 5 7 9
f(x) 3 5 7 9 f(x) 2 4 2 4

(1) (3)

x 0 ⫺1 0 1 x 0 1 ⫺1 0
f(x) 0 1 ⫺1 0 f(x) 0 ⫺1 0 1

(2) (4)

5 Which inequality is represented in the graph below?

y
5
4
3
2
1
x
–5 –4 –3 –2 –1 0 1 2 3 4 5
–1
–2
–3
–4
–5

(1) y ≥ ⫺3x ⫹ 4 (3) y ≥ ⫺4x ⫺ 3

(2) y ≤ ⫺3x ⫹ 4 (4) y ≤ ⫺4x ⫺ 3

Algebra I (Common Core) – June ’15 [3] [OVER]

 Use this space for
6 Mo’s farm stand sold a total of 165 pounds of apples and peaches. computations.
She sold apples for $1.75 per pound and peaches for $2.50 per
pound. If she made $337.50, how many pounds of peaches did she
sell?
(1) 11 (3) 65
(2) 18 (4) 100

7 Morgan can start wrestling at age 5 in Division 1. He remains in that

division until his next odd birthday when he is required to move up
to the next division level. Which graph correctly represents this
information?

5 5
Division

Division

4 4
3 3
2 2
1 1

5 7 9 11 13 15 5 7 9 11 13 15
Age Age

(1) (3)

5 5
Division

Division

4 4
3 3
2 2
1 1

5 7 9 11 13 15 5 7 9 11 13 15
Age Age

(2) (4)

Algebra I (Common Core) – June ’15 [4]

 Use this space for
8 Which statement is not always true? computations.
(1) The sum of two rational numbers is rational.
(2) The product of two irrational numbers is rational.
(3) The sum of a rational number and an irrational number is irrational.
(4) The product of a nonzero rational number and an irrational
number is irrational.

9 The graph of the function f (x) ⫽ x ⫹ 4 is shown below.

f(x)

The domain of the function is

(1) { x | x ⬎ 0} (3) { x | x ⬎ ⫺4}
(2) { x | x ≥ 0} (4) { x | x ≥ ⫺4}

10 What are the zeros of the function f(x) ⫽ x2 ⫺ 13x ⫺ 30?

(1) ⫺10 and 3 (3) ⫺15 and 2
(2) 10 and ⫺3 (4) 15 and ⫺2

Algebra I (Common Core) – June ’15 [5] [OVER]

 Use this space for
11 Joey enlarged a 3-inch by 5-inch photograph on a copy machine. computations.
He enlarged it four times. The table below shows the area of the
photograph after each enlargement.

Enlargement 0 1 2 3 4
Area (square inches) 15 18.8 23.4 29.3 36.6

What is the average rate of change of the area from the original
photograph to the fourth enlargement, to the nearest tenth?
(1) 4.3 (3) 5.4
(2) 4.5 (4) 6.0

12 Which equation(s) represent the graph below?

I y ⫽ (x ⫹ 2)(x2 ⫺ 4 x ⫺ 12)
II y ⫽ (x ⫺ 3)(x2 ⫹ x ⫺ 2)
III y ⫽ (x ⫺ 1)(x2 ⫺ 5 x ⫺ 6)








x
⫺ ⫺ ⫺ ⫺⫺     
⫺
⫺
⫺
⫺

(1) I, only (3) I and II

(2) II, only (4) II and III

Algebra I (Common Core) – June ’15 [6]

 Use this space for
13 A laboratory technician studied the population growth of a colony of computations.
bacteria. He recorded the number of bacteria every other day, as
shown in the partial table below.

t (time, in days) 0 2 4
f(t) (bacteria) 25 15,625 9,765,625

Which function would accurately model the technician’s data?

(1) f(t) ⫽ 25 t (3) f(t) ⫽ 25t
t ⫹1
(2) f(t) ⫽ 25 (4) f(t) ⫽ 25(t ⫹ 1)

14 Which quadratic function has the largest maximum?

h(x) ⫽ (3 ⫺ x)(2 ⫹ x) k(x) ⫽ ⫺5x2 ⫺ 12x ⫹ 4

(1) (3)

g(x)



⫺1 ⫺3
0 5
1 9 1
2 9 x
3 5 –1

4 ⫺3

(2) (4)

15 If f(x) ⫽ 3 x and g(x) ⫽ 2x ⫹ 5, at which value of x is f(x) ⬍ g(x)?

(1) ⫺1 (3) ⫺3
(2) 2 (4) 4

Algebra I (Common Core) – June ’15 [7] [OVER]

 Use this space for
16 Beverly did a study this past spring using data she collected from a computations.
cafeteria. She recorded data weekly for ice cream sales and soda sales.
Beverly found the line of best fit and the correlation coefficient,
as shown in the diagram below.

 
 

⫽



Given this information, which statement(s) can correctly be concluded?

I. Eating more ice cream causes a person to become thirsty.
II. Drinking more soda causes a person to become hungry.
III. There is a strong correlation between ice cream sales and soda sales.

(1) I, only (3) I and III

(2) III, only (4) II and III

17 The function V(t) ⫽ 1350(1.017)t represents the value V(t), in dollars,

of a comic book t years after its purchase. The yearly rate of
appreciation of the comic book is
(1) 17% (3) 1.017%
(2) 1.7% (4) 0.017%

Algebra I (Common Core) – June ’15 [8]

 Use this space for
18 When directed to solve a quadratic equation by completing the computations.
2
( 5
square, Sam arrived at the equation x ⫺ __
2 ) ⫽ 13
__ . Which equation
4
could have been the original equation given to Sam?
(1) x2 ⫹ 5x ⫹ 7 ⫽ 0 (3) x2 ⫺ 5x ⫹ 7 ⫽ 0
(2) x2 ⫹ 5x ⫹ 3 ⫽ 0 (4) x2 ⫺ 5x ⫹ 3 ⫽ 0

19 The distance a free falling object has traveled can be modeled by the
1 2
equation d ⫽ __ at , where a is acceleration due to gravity and t is
2
the amount of time the object has fallen. What is t in terms of a and d?

(d)
2
(1) t ⫽ da (3) t ⫽ da
2

(a)
2
(2) t ⫽ 2d (4) t ⫽ 2d
a

20 The table below shows the annual salaries for the 24 members of a
professional sports team in terms of millions of dollars.

0.5 0.5 0.6 0.7 0.75 0.8

1.0 1.0 1.1 1.25 1.3 1.4
1.4 1.8 2.5 3.7 3.8 4
4.2 4.6 5.1 6 6.3 7.2

The team signs an additional player to a contract worth 10 million

dollars per year. Which statement about the median and mean is
true?
(1) Both will increase.
(2) Only the median will increase.
(3) Only the mean will increase.
(4) Neither will change.

Algebra I (Common Core) – June ’15 [9] [OVER]

 Use this space for
21 A student is asked to solve the equation 4(3x ⫺ 1)2 ⫺ 17 ⫽ 83. computations.
The student’s solution to the problem starts as

4(3x ⫺ 1)2 ⫽ 100

(3x ⫺ 1)2 ⫽ 25

A correct next step in the solution of the problem is

(1) 3x ⫺ 1 ⫽ ⫾5 (3) 9x2 ⫺ 1 ⫽ 25
(2) 3x ⫺ 1 ⫽ ⫾25 (4) 9x2 ⫺ 6x ⫹ 1⫽ 5

22 A pattern of blocks is shown below.

Term 1 Term 2 Term 3 Term 4

If the pattern of blocks continues, which formula(s) could be used

to determine the number of blocks in the nth term?

I II III
a1 ⫽ 2
an ⫽ n ⫹ 4 an ⫽ 4n ⫺ 2
an ⫽ an ⫺ 1 ⫹ 4

(1) I and II (3) II and III

(2) I and III (4) III, only

Algebra I (Common Core) – June ’15 [10]

 Use this space for
23 What are the solutions to the equation x2 ⫺ 8x ⫽ 24? computations.
(1) x ⫽ 4 ⫾ 2兹苵苵
10 (3) x ⫽ 4 ⫾ 2兹苵2苵
(2) x ⫽ ⫺4 ⫾ 2兹苵苵
10 (4) x ⫽ ⫺4 ⫾ 2兹苵2苵

24 Natasha is planning a school celebration and wants to have live music

and food for everyone who attends. She has found a band that will
charge her $750 and a caterer who will provide snacks and drinks for
$2.25 per person. If her goal is to keep the average cost per person
between $2.75 and $3.25, how many people, p, must attend?
(1) 225 ⬍ p ⬍ 325 (3) 500 ⬍ p ⬍ 1000
(2) 325 ⬍ p ⬍ 750 (4) 750 ⬍ p ⬍ 1500

Algebra I (Common Core) – June ’15 [11] [OVER]

 Part II
Answer all 8 questions in this part. Each correct answer will receive 2 credits. Clearly
indicate the necessary steps, including appropriate formula substitutions, diagrams, graphs,
charts, etc. Utilize the information provided for each question to determine your answer. Note that
diagrams are not necessarily drawn to scale. 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. [16]

25 Graph the function y ⫽ |x ⫺ 3| on the set of axes below.

Explain how the graph of y ⫽ |x ⫺ 3| has changed from the related graph y ⫽ |x|.

Algebra I (Common Core) – June ’15 [12]

 26 Alex is selling tickets to a school play. An adult ticket costs $6.50 and a student ticket costs $4.00.
Alex sells x adult tickets and 12 student tickets. Write a function, f(x), to represent how much
money Alex collected from selling tickets.

Algebra I (Common Core) – June ’15 [13] [OVER]

 27 John and Sarah are each saving money for a car. The total amount of money John will save is given
by the function f(x) ⫽ 60 ⫹ 5x. The total amount of money Sarah will save is given by the
function g(x) ⫽ x2 ⫹ 46. After how many weeks, x, will they have the same amount of money
saved? Explain how you arrived at your answer.

Algebra I (Common Core) – June ’15 [14]

 1 2
28 If the difference (3x2 ⫺ 2x ⫹ 5) ⫺ (x2 ⫹ 3x ⫺ 2) is multiplied by __ x , what is the result,
2
written in standard form?

Algebra I (Common Core) – June ’15 [15] [OVER]

 29 Dylan invested $600 in a savings account at a 1.6% annual interest rate. He made no deposits or
withdrawals on the account for 2 years. The interest was compounded annually. Find, to the
nearest cent, the balance in the account after 2 years.

Algebra I (Common Core) – June ’15 [16]

 30 Determine the smallest integer that makes ⫺3x ⫹ 7 ⫺ 5x ⬍ 15 true.

Algebra I (Common Core) – June ’15 [17] [OVER]

 31 The residual plots from two different sets of bivariate data are graphed below.

0.6 5
0.4 4
3
0.2 2
0 1
2 4 6 8 10 12 0
⫺0.2 2 4 6 8 10 12
⫺1
⫺0.4 ⫺2
⫺0.6 ⫺3
 

Explain, using evidence from graph A and graph B, which graph indicates that the model for the
data is a good fit.

Algebra I (Common Core) – June ’15 [18]

 32 A landscaper is creating a rectangular flower bed such that the width is half of the length.
The area of the flower bed is 34 square feet. Write and solve an equation to determine the width
of the flower bed, to the nearest tenth of a foot.

Algebra I (Common Core) – June ’15 [19] [OVER]

 Part III
Answer all 4 questions in this part. Each correct answer will receive 4 credits. Clearly
indicate the necessary steps, including appropriate formula substitutions, diagrams, graphs,
charts, etc. Utilize the information provided for each question to determine your answer. Note that
diagrams are not necessarily drawn to scale. 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. [16]

33 Albert says that the two systems of equations shown below have the same solutions.

First System Second System

8x ⫹ 9y ⫽ 48 8x ⫹ 9y ⫽ 48
12x ⫹ 5y ⫽ 21 ⫺8.5y ⫽ ⫺51

Determine and state whether you agree with Albert. Justify your answer.

Algebra I (Common Core) – June ’15 [20]

 34 The equation to determine the weekly earnings of an employee at The Hamburger Shack is given
by w(x), where x is the number of hours worked.

w(x) ⫽ { 1015(xx, ⫺ 40) ⫹ 400, 0x ⬎≤ x40≤ 40

Determine the difference in salary, in dollars, for an employee who works 52 hours versus one
who works 38 hours.

Determine the number of hours an employee must work in order to earn $445. Explain how you
arrived at this answer.

Algebra I (Common Core) – June ’15 [21] [OVER]

 35 An on-line electronics store must sell at least $2500 worth of printers and computers per day.
Each printer costs $50 and each computer costs $500. The store can ship a maximum of 15 items
per day.

On the set of axes below, graph a system of inequalities that models these constraints.
!"

!"#

Determine a combination of printers and computers that would allow the electronics store to
meet all of the constraints. Explain how you obtained your answer.

Algebra I (Common Core) – June ’15 [22]

 36 An application developer released a new app to be downloaded. The table below gives the number
of downloads for the first four weeks after the launch of the app.

Number of Weeks 1 2 3 4
Number of Downloads 120 180 270 405

Write an exponential equation that models these data.

Use this model to predict how many downloads the developer would expect in the 26th week if
this trend continues. Round your answer to the nearest download.

Would it be reasonable to use this model to predict the number of downloads past one year?
Explain your reasoning.

Algebra I (Common Core) – June ’15 [23] [OVER]

 Part IV
Answer the question in this part. A correct answer will receive 6 credits. Clearly indicate
the necessary steps, including appropriate formula substitutions, diagrams, graphs, charts, etc.
Utilize the information provided for each question to determine your answer. Note that diagrams are
not necessarily drawn to scale. 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 written in pencil. [6]

37 A football player attempts to kick a football over a goal post. The path of the football can be
1 2 2
modeled by the function h(x) ⫽ ⫺___ x ⫹ __ x, where x is the horizontal distance from the kick,
225 3
and h(x) is the height of the football above the ground, when both are measured in feet.

On the set of axes below, graph the function y ⫽ h(x) over the interval 0 ≤ x ≤ 150.

Determine the vertex of y ⫽ h(x). Interpret the meaning of this vertex in the context of the problem.

The goal post is 10 feet high and 45 yards away from the kick. Will the ball be high enough to
pass over the goal post? Justify your answer.

Algebra I (Common Core) – June ’15 [24]

Tear Here
Tear Here Scrap Graph Paper — This sheet will not be scored.
Scrap Graph Paper — This sheet will not be scored.

Tear Here
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 High School Math Reference Sheet
Tear Here

1 inch  2.54 centimeters 1 kilometer  0.62 mile 1 cup  8 fluid ounces

1 meter  39.37 inches 1 pound  16 ounces 1 pint  2 cups
1 mile  5280 feet 1 pound  0.454 kilogram 1 quart  2 pints
1 mile  1760 yards 1 kilogram  2.2 pounds 1 gallon  4 quarts
1 mile  1.609 kilometers 1 ton  2000 pounds 1 gallon  3.785 liters
1 liter  0.264 gallon
1 liter  1000 cubic centimeters

1 Pythagorean
Triangle A bh a2  b2  c2
2 Theorem

Quadratic b  b2  4ac
Parallelogram A  bh x
Formula 2a

Arithmetic
Circle A  πr 2 an  a1  (n  1)d
Sequence

Geometric
Circle C  πd or C  2πr a n  a 1r n  1
Sequence

Geometric a1  a1r n
General Prisms V  Bh Sn  where r  1
Series 1r

180
Cylinder V  πr 2h Radians 1 radian  degrees
π

4 3 π
Sphere V πr Degrees 1 degree  radians
3 180

1 2 Exponential
Cone V πr h A  A0ek(t  t0)  B0
3 Growth/Decay

1
Pyramid V Bh
3
Tear Here

Algebra I (Common Core) – June ’15 [27]

ALGEBRA I (COMMON CORE)

Tear Here
Tear Here

Printed on Recycled Paper

ALGEBRA I (COMMON CORE)

 FOR TEACHERS ONLY
The University of the State of New York
REGENTS HIGH SCHOOL EXAMINATION

ALGEBRA I (Common Core)

Wednesday, June 17, 2015 — 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 Algebra I (Common Core). More detailed information about
scoring is provided in the publication Information Booklet for Scoring The Regents
Examination in Algebra I (Common Core).
Do not attempt to correct the student’s work by making insertions or changes of any
kind. In scoring the constructed-response 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 constructed-
response 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/ by Wednesday, June 17, 2015. 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 48 credits, 2 credits for each of the following.

(1) . . . . . 3 . . . . . (9) . . . . . 4 . . . . . (17) . . . . . 2 . . . . .

(2) . . . . . 4 . . . . . (10) . . . . . 4 . . . . . (18) . . . . . 4 . . . . .
(3) . . . . . 2 . . . . . (11) . . . . . 3 . . . . . (19) . . . . . 2 . . . . .
(4) . . . . . 3 . . . . . (12) . . . . . 2 . . . . . (20) . . . . . 3 . . . . .
(5) . . . . . 1 . . . . . (13) . . . . . 2 . . . . . (21) . . . . . 1 . . . . .
(6) . . . . . 3 . . . . . (14) . . . . . 3 . . . . . (22) . . . . . 3 . . . . .
(7) . . . . . 1 . . . . . (15) . . . . . 1 . . . . . (23) . . . . . 1 . . . . .
(8) . . . . . 2 . . . . . (16) . . . . . 2 . . . . . (24) . . . . . 4 . . . . .

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.

The Department is providing supplemental scoring guidance, the “Model Response Set,”
for the Regents Examination in Algebra I (Common Core). This guidance is recommended
to be part of the scorer training. Schools are encouraged to incorporate the Model Response
Sets into the scorer training or to use them as additional information during scoring. While
not reflective of all scenarios, the model responses selected for the Model Response Set
illustrate how less common student responses to constructed-response questions may be
scored. The Model Response Set will be available on the Department’s web site at
http://www.nysedregents.org/algebraone/.

Algebra I (Common Core) Rating Guide – June ’15 [2]

 General Rules for Applying Mathematics Rubrics
I. General Principles for Rating
The rubrics for the constructed-response questions on the Regents Examination in Algebra I (Common
Core) are designed to provide a systematic, consistent method for awarding credit. The rubrics are not to
be considered all-inclusive; it is impossible to anticipate all the different methods that students might use
to solve a given problem. Each response must be rated carefully using the teacher’s professional judgment
and knowledge of mathematics; all calculations must be checked. The specific rubrics for each question must
be applied consistently to all responses. In cases that are not specifically addressed in the rubrics, raters must
follow the general rating guidelines in the publication Information Booklet for Scoring the Regents
Examination in Algebra I (Common Core), 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
1-credit deduction. Any combination of two of these types of errors results in a 2-credit deduction. No more than
2 credits should be deducted for such mechanical errors in a 4-credit question and no more than 3 credits
should be deducted in 6-credit question. 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.
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.
For 4- and 6-credit questions, 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. Refer to the rubric for
specific scoring guidelines.

Algebra I (Common Core) Rating Guide – June ’15 [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.

(25) [2] A correct graph is drawn, and a correct explanation is written.

[1] Appropriate work is shown, but one computational or graphing error is made.
or
[1] Appropriate work is shown, but one conceptual error is made.
or
[1] A correct graph is drawn, but the explanation is incomplete, incorrect, or missing.
or
[1] A correct explanation is written, but no further correct work is shown.

[0] A zero response is completely incorrect, irrelevant, or incoherent or is a

correct response that was obtained by an obviously incorrect procedure.

(26) [2] A correct function is written, such as f(x) ⫽ 6.50x ⫹ 4(12).

[1] Appropriate work is shown, but one computational error is made.

or
[1] An appropriate expression or an equation that does not use f(x) is written.
or
[1] Appropriate work is shown, but one conceptual error is made.

[0] A zero response is completely incorrect, irrelevant, or incoherent or is a

correct response that was obtained by an obviously incorrect procedure.

Algebra I (Common Core) Rating Guide – June ’15 [4]

 (27) [2] 7, and a correct explanation is given.

[1] Appropriate work is shown, but one computational or factoring error is made.
or
[1] Appropriate work is shown, but one conceptual error is made.
or
[1] 7, but the explanation is incomplete, incorrect, or missing.

[0] A zero response is completely incorrect, irrelevant, or incoherent or is a

correct response that was obtained by an obviously incorrect procedure.

5 3 7 2
(28) [2] x4 ⫺ __ x ⫹ __ x , and correct work is shown.
2 2
[1] Appropriate work is shown, but one computational error is made.
or
[1] Appropriate work is shown, but one conceptual error is made.
or
[1] Appropriate work is shown to find a correct expression, but the expression is
not in standard form.
or
5 3 7
[1] x4 ⫺ __ x ⫹ __ x2, but no work is shown.
2 2
[0] A zero response is completely incorrect, irrelevant, or incoherent or is a
correct response that was obtained by an obviously incorrect procedure.

Algebra I (Common Core) Rating Guide – June ’15 [5]

 (29) [2] 619.35, and correct work is shown.

[1] Appropriate work is shown, but one computational or rounding error is made.
or
[1] Appropriate work is shown, but one conceptual error is made.
or
[1] A ⫽ 600(1 ⫹ .016)2 or an equivalent equation is written, but no further
correct work is shown.
or
[1] 600(1 ⫹ .016)2 or an equivalent expression is written, but no further correct
work is shown.
or
[1] 619.35, 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

(30) [2] 0, and correct work is shown.

[1] Appropriate work is shown, but one computational or rounding error is made.
or
[1] Appropriate work is shown, but one conceptual error is made.
or
[1] Appropriate work is shown to find x ⬎ ⫺1, but the smallest integer is not
stated or is stated incorrectly.
or
[1] 0, 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.

Algebra I (Common Core) Rating Guide – June ’15 [6]

 (31) [2] Graph A, and a correct explanation is written.

[1] One conceptual error is made.

or
[1] Graph A, but an incomplete explanation is given.

[0] Graph A, but no explanation is given.

or
[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] A correct equation is written, 4.1, and correct work is shown.

[1] Appropriate work is shown, but one computational error is made.

or
[1] Appropriate work is shown, but one conceptual error is made.
or
[1] A correct equation is written, but no further correct work is shown.
or
[1] 4.1, 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.

Algebra I (Common Core) Rating Guide – June ’15 [7]

 Part III
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.

(33) [4] Agree (or yes), and a correct justification is given.

[3] Appropriate work is shown, but one computational error is made.

or
[3] Appropriate work is shown, but agree is not stated.

[2] Appropriate work is shown, but two or more computational errors are made.
or
[2] Appropriate work is shown, but one conceptual error is made.

[1] Appropriate work is shown, but one conceptual error and one computational
error are made.
or
3
[1] x ⫽ ⫺ __ and y ⫽ 6, but no work is shown.
4
[0] A zero response is completely incorrect, irrelevant, or incoherent or is a
correct response that was obtained by an obviously incorrect procedure.

Algebra I (Common Core) Rating Guide – June ’15 [8]

 (34) [4] 200, and correct work is shown, 43 and a correct explanation is given.

[3] Appropriate work is shown, but one computational error is made.

or
[3] Appropriate work is shown, but the explanation is incomplete, incorrect, or
missing.

[2] Appropriate work is shown, but two or more computational errors are made.
or
[2] Appropriate work is shown, but one conceptual error is made.
or
[2] Appropriate work is shown to find 200, but no further correct work is shown.
or
[2] 200 and 43, but no work is shown.

[1] Appropriate work is shown, but one computational and one conceptual error
are made.
or
[1] 200 or 43, 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.

Algebra I (Common Core) Rating Guide – June ’15 [9]

 (35) [4] A correct system of inequalities is graphed and at least one inequality is
labeled. A correct combination is stated, and a correct explanation is given.

[3] Appropriate work is shown, but one computational, graphing, or labeling error
is made.
or
[3] Appropriate work is shown, but the explanation is incomplete, incorrect, or
missing.
or
[3] Appropriate work is shown, but a combination is not stated.

[2] Appropriate work is shown, but two or more computational, graphing, or

labeling errors are made.
or
[2] Appropriate work is shown, but one conceptual error is made.
or
[2] A correct system of inequalities is graphed, but no further correct work is
shown.
or
[2] A correct combination and explanation are given, but no further correct work
is shown.

[1] Appropriate work is shown, but one conceptual error and one computational,
graphing, or labeling error are made.
or
[1] A correct combination is stated, but no further correct work is shown.
or
[1] 50x ⫹ 500y ≥ 2500 and x ⫹ y ≤ 15 are written, but no further correct work
is shown.
or
[1] One inequality is graphed and shaded correctly, but no further correct work
is shown.

[0] A zero response is completely incorrect, irrelevant, or incoherent or is a

correct response that was obtained by an obviously incorrect procedure.

Algebra I (Common Core) Rating Guide – June ’15 [10]

 (36) [4] y ⫽ 80(1.5)x, or an equivalent equation, 3,030,140, no, and correct work is
shown and a correct explanation is given.

[3] Appropriate work is shown, but one computational or rounding error is made.
or
[3] Appropriate work is shown, but the explanation is incomplete, incorrect, or
missing.
or
[3] The expression 80(1.5)x, 3,030,140, no, and correct work is shown and an
appropriate explanation is given.

[2] Appropriate work is shown, but two or more computational or rounding errors
are made.
or
[2] Appropriate work is shown, but one conceptual error is made.
or
[2] A correct equation is written, but no further correct work is shown.

[1] Appropriate work is shown, but one conceptual error and one computational
or rounding error are made.
or
[1] The expression 80(1.5)x is written, but no further correct work is shown.
or
[1] 3,030,140, 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.

Algebra I (Common Core) Rating Guide – June ’15 [11]

 Part IV
For each question, use the specific criteria to award a maximum of 6 credits. Unless
otherwise specified, mathematically correct alternative solutions should be awarded
appropriate credit.

(37) [6] A correct graph is drawn, (75, 25) is stated and interpreted, no, and a correct
justification is given.

[5] Appropriate work is shown, but one computational or graphing error is made.
or
[5] Appropriate work is shown, but either the interpretation or justification is
missing or incorrect.

[4] Appropriate work is shown, but two computational or graphing errors are made.
or
[4] Appropriate work is shown, but one conceptual error is made.
or
[4] A correct graph is drawn, (75, 25) is stated and interpreted, but no further
correct work is shown.
or
[4] A correct graph is drawn, (75, 25) and no, but the interpretation and
justification are missing or incorrect.

[3] Appropriate work is shown, but three or more computational or graphing or

errors are made.
or
[3] Appropriate work is shown, but one conceptual error and one computational
or graphing error are made.
or
[3] No, and a correct justification is given, one graphing error is made, but
no further correct work is shown.

[2] Appropriate work is shown, but two conceptual errors are made.
or
[2] A correct graph is drawn, but no further correct work is given.
or
[2] (75, 25) and no, but an incomplete or incorrect justification is given, and
no graph is drawn.

Algebra I (Common Core) Rating Guide – June ’15 [12]

 [1] (75, 25), but no further correct work is shown.

[0] No, but no work is shown.

or
[0] A zero response is completely incorrect, irrelevant, or incoherent or is a
correct response that was obtained by an obviously incorrect procedure.

Algebra I (Common Core) Rating Guide – June ’15 [13]

 Map to the Common Core Learning Standards
Algebra I (Common Core)
June 2015

Question Type Credits Cluster

1 Multiple Choice 2 F-LE.B

2 Multiple Choice 2 N-Q.A

3 Multiple Choice 2 A-SSE.A

4 Multiple Choice 2 F-IF.A

5 Multiple Choice 2 A-REI.D

6 Multiple Choice 2 A-REI.C

7 Multiple Choice 2 F-IF.C

8 Multiple Choice 2 N-RN.B

9 Multiple Choice 2 F-IF.A

10 Multiple Choice 2 A-SSE.B

11 Multiple Choice 2 F-IF.B

12 Multiple Choice 2 A-APR.B

13 Multiple Choice 2 F-LE.A

14 Multiple Choice 2 F-IF.C

15 Multiple Choice 2 F-LE.A

16 Multiple Choice 2 S-ID.C

17 Multiple Choice 2 A-SSE.A

18 Multiple Choice 2 A-REI.B

19 Multiple Choice 2 A-CED.A

20 Multiple Choice 2 S-ID.A

Algebra I (Common Core) Rating Guide – June ’15 [14]

 21 Multiple Choice 2 A-REI.A

22 Multiple Choice 2 F-BF.A

23 Multiple Choice 2 A-REI.B

24 Multiple Choice 2 A-CED.A

Constructed
25 2 F-BF.B
Response
Constructed
26 2 F-BF.A
Response
Constructed
27 2 A-REI.D
Response
Constructed
28 2 A-APR.A
Response
Constructed
29 2 A-CED.A
Response
Constructed
30 2 A-REI.B
Response
Constructed
31 2 S-ID.B
Response
Constructed
32 2 A-CED.A
Response
Constructed
33 4 A-REI.C
Response
Constructed
34 4 F-IF.A
Response
Constructed
35 4 A-CED.A
Response
Constructed
36 4 A-CED.A
Response
Constructed
37 6 F-IF.B
Response

Algebra I (Common Core) Rating Guide – June ’15 [15]

 Regents Examination in Algebra I (Common Core)
June 2015
Chart for Converting Total Test Raw Scores to
Final Examination Scores (Scale Scores)

The Chart for Determining the Final Examination Score for the June 2015 Regents
Examination in Algebra I (Common Core) will be posted on the Department’s web
site at: http://www.p12.nysed.gov/assessment/ on Wednesday, June 17, 2015.
Conversion charts provided for previous administrations of the Regents
Examination in Algebra I (Common Core) 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.

Algebra I (Common Core) Rating Guide – June ’15 [16]

 The University of the State of New York
REGENTS HIGH SCHOOL EXAMINATION

ALGEBRA I (Common Core)

Wednesday, June 17, 2015 — 1:15 to 4:15 p.m.

MODEL RESPONSE SET

Table of Contents

Question 25 . . . . . . . . . . . . . . . . . . 2
Question 26 . . . . . . . . . . . . . . . . . . 7
Question 27 . . . . . . . . . . . . . . . . . 12
Question 28 . . . . . . . . . . . . . . . . . 17
Question 29 . . . . . . . . . . . . . . . . . 23
Question 30 . . . . . . . . . . . . . . . . . 29
Question 31 . . . . . . . . . . . . . . . . . 32
Question 32 . . . . . . . . . . . . . . . . . 37
Question 33 . . . . . . . . . . . . . . . . . 43
Question 34 . . . . . . . . . . . . . . . . . 52
Question 35 . . . . . . . . . . . . . . . . . 58
Question 36 . . . . . . . . . . . . . . . . . 65
Question 37 . . . . . . . . . . . . . . . . . 74
Question 25

25 Graph the function y ⫽ |x ⫺ 3| on the set of axes below.

Explain how the graph of y ⫽ |x ⫺ 3| has changed from the related graph y ⫽ |x|.

Score 2: The student has a complete and correct response.

Algebra I (Common Core) – June ’15 [2]

Question 25

25 Graph the function y ⫽ |x ⫺ 3| on the set of axes below.

Explain how the graph of y ⫽ |x ⫺ 3| has changed from the related graph y ⫽ |x|.

Score 1: The student drew the graph correctly, but gave no explanation.

Algebra I (Common Core) – June ’15 [3]

Question 25

25 Graph the function y ⫽ |x ⫺ 3| on the set of axes below.

Explain how the graph of y ⫽ |x ⫺ 3| has changed from the related graph y ⫽ |x|.

Score 1: The student made one graphing error by drawing an incomplete absolute value graph.

Algebra I (Common Core) – June ’15 [4]

Question 25

25 Graph the function y ⫽ |x ⫺ 3| on the set of axes below.

Explain how the graph of y ⫽ |x ⫺ 3| has changed from the related graph y ⫽ |x|.

Score 1: The student made a transformation error.

Algebra I (Common Core) – June ’15 [5]

Question 25

25 Graph the function y ⫽ |x ⫺ 3| on the set of axes below.

Explain how the graph of y ⫽ |x ⫺ 3| has changed from the related graph y ⫽ |x|.

Score 0: The student made a graphing error and gave an incomplete explanation.

Algebra I (Common Core) – June ’15 [6]

Question 26

26 Alex is selling tickets to a school play. An adult ticket costs $6.50 and a student ticket costs $4.00.
Alex sells x adult tickets and 12 student tickets. Write a function, f(x), to represent how much
money Alex collected from selling tickets.

Score 2: The student has a complete and correct response.

Algebra I (Common Core) – June ’15 [7]

Question 26

26 Alex is selling tickets to a school play. An adult ticket costs $6.50 and a student ticket costs $4.00.
Alex sells x adult tickets and 12 student tickets. Write a function, f(x), to represent how much
money Alex collected from selling tickets.

Score 1: The student gave a correct response, but followed it with incorrect work.

Algebra I (Common Core) – June ’15 [8]

Question 26

26 Alex is selling tickets to a school play. An adult ticket costs $6.50 and a student ticket costs $4.00.
Alex sells x adult tickets and 12 student tickets. Write a function, f(x), to represent how much
money Alex collected from selling tickets.

Score 1: The student did not write an equation using f(x).

Algebra I (Common Core) – June ’15 [9]

Question 26

26 Alex is selling tickets to a school play. An adult ticket costs $6.50 and a student ticket costs $4.00.
Alex sells x adult tickets and 12 student tickets. Write a function, f(x), to represent how much
money Alex collected from selling tickets.

Score 1: The student wrote an appropriate expression.

Algebra I (Common Core) – June ’15 [10]

Question 26

26 Alex is selling tickets to a school play. An adult ticket costs $6.50 and a student ticket costs $4.00.
Alex sells x adult tickets and 12 student tickets. Write a function, f(x), to represent how much
money Alex collected from selling tickets.

Score 0: The student gave a completely incorrect response.

Algebra I (Common Core) – June ’15 [11]

Question 27

27 John and Sarah are each saving money for a car. The total amount of money John will save is given
by the function f(x) ⫽ 60 ⫹ 5x. The total amount of money Sarah will save is given by the
function g(x) ⫽ x2 ⫹ 46. After how many weeks, x, will they have the same amount of money
saved? Explain how you arrived at your answer.

Score 2: The student has a complete and correct response.

Algebra I (Common Core) – June ’15 [12]

Question 27

27 John and Sarah are each saving money for a car. The total amount of money John will save is given
by the function f(x) ⫽ 60 ⫹ 5x. The total amount of money Sarah will save is given by the
function g(x) ⫽ x2 ⫹ 46. After how many weeks, x, will they have the same amount of money
saved? Explain how you arrived at your answer.

Score 2: The student has a complete and correct response.

Algebra I (Common Core) – June ’15 [13]

Question 27

27 John and Sarah are each saving money for a car. The total amount of money John will save is given
by the function f(x) ⫽ 60 ⫹ 5x. The total amount of money Sarah will save is given by the
function g(x) ⫽ x2 ⫹ 46. After how many weeks, x, will they have the same amount of money
saved? Explain how you arrived at your answer.

Score 1: The student gave no explanation.

Algebra I (Common Core) – June ’15 [14]

Question 27

27 John and Sarah are each saving money for a car. The total amount of money John will save is given
by the function f(x) ⫽ 60 ⫹ 5x. The total amount of money Sarah will save is given by the
function g(x) ⫽ x2 ⫹ 46. After how many weeks, x, will they have the same amount of money
saved? Explain how you arrived at your answer.

Score 1: The student made one error. The student copied 5x as ⫺5x.

Algebra I (Common Core) – June ’15 [15]

Question 27

27 John and Sarah are each saving money for a car. The total amount of money John will save is given
by the function f(x) ⫽ 60 ⫹ 5x. The total amount of money Sarah will save is given by the
function g(x) ⫽ x2 ⫹ 46. After how many weeks, x, will they have the same amount of money
saved? Explain how you arrived at your answer.

Score 0: The student made one copying error and gave no explanation.

Algebra I (Common Core) – June ’15 [16]

Question 28

1 2
28 If the difference (3x2 ⫺ 2x ⫹ 5) ⫺ (x2 ⫹ 3x ⫺ 2) is multiplied by __ x , what is the result,
2
written in standard form?

Score 2: The student has a complete and correct response.

Algebra I (Common Core) – June ’15 [17]

Question 28

1 2
28 If the difference (3x2 ⫺ 2x ⫹ 5) ⫺ (x2 ⫹ 3x ⫺ 2) is multiplied by __ x , what is the result,
2
written in standard form?

Score 2: The student has a complete and correct response.

Algebra I (Common Core) – June ’15 [18]

Question 28

1 2
28 If the difference (3x2 ⫺ 2x ⫹ 5) ⫺ (x2 ⫹ 3x ⫺ 2) is multiplied by __ x , what is the result,
2
written in standard form?

Score 2: The student has a complete and correct response.

Algebra I (Common Core) – June ’15 [19]

Question 28

1 2
28 If the difference (3x2 ⫺ 2x ⫹ 5) ⫺ (x2 ⫹ 3x ⫺ 2) is multiplied by __ x , what is the result,
2
written in standard form?

Score 1: The student did correct work to find the difference but showed no further correct work.

Algebra I (Common Core) – June ’15 [20]

Question 28

1 2
28 If the difference (3x2 ⫺ 2x ⫹ 5) ⫺ (x2 ⫹ 3x ⫺ 2) is multiplied by __ x , what is the result,
2
written in standard form?

Score 1: The student did not subtract correctly.

Algebra I (Common Core) – June ’15 [21]

Question 28

1 2
28 If the difference (3x2 ⫺ 2x ⫹ 5) ⫺ (x2 ⫹ 3x ⫺ 2) is multiplied by __ x , what is the result,
2
written in standard form?

Score 0: The student made several errors when subtracting and multiplying.

Algebra I (Common Core) – June ’15 [22]

Question 29

29 Dylan invested $600 in a savings account at a 1.6% annual interest rate. He made no deposits or
withdrawals on the account for 2 years. The interest was compounded annually. Find, to the
nearest cent, the balance in the account after 2 years.

Score 2: The student has a complete and correct response.

Algebra I (Common Core) – June ’15 [23]

Question 29

29 Dylan invested $600 in a savings account at a 1.6% annual interest rate. He made no deposits or
withdrawals on the account for 2 years. The interest was compounded annually. Find, to the
nearest cent, the balance in the account after 2 years.

Score 2: The student has a complete and correct response.

Algebra I (Common Core) – June ’15 [24]

Question 29

29 Dylan invested $600 in a savings account at a 1.6% annual interest rate. He made no deposits or
withdrawals on the account for 2 years. The interest was compounded annually. Find, to the
nearest cent, the balance in the account after 2 years.

Score 1: The student expressed the rate incorrectly.

Algebra I (Common Core) – June ’15 [25]

Question 29

29 Dylan invested $600 in a savings account at a 1.6% annual interest rate. He made no deposits or
withdrawals on the account for 2 years. The interest was compounded annually. Find, to the
nearest cent, the balance in the account after 2 years.

Score 1: The student made a mistake when rounding.

Algebra I (Common Core) – June ’15 [26]

Question 29

29 Dylan invested $600 in a savings account at a 1.6% annual interest rate. He made no deposits or
withdrawals on the account for 2 years. The interest was compounded annually. Find, to the
nearest cent, the balance in the account after 2 years.

Score 1: The student used an incorrect sign in the formula, but solved and rounded correctly.

Algebra I (Common Core) – June ’15 [27]

Question 29

29 Dylan invested $600 in a savings account at a 1.6% annual interest rate. He made no deposits or
withdrawals on the account for 2 years. The interest was compounded annually. Find, to the
nearest cent, the balance in the account after 2 years.

Score 0: The student used an incorrect procedure and rounded incorrectly.

Algebra I (Common Core) – June ’15 [28]

Question 30

30 Determine the smallest integer that makes ⫺3x ⫹ 7 ⫺ 5x ⬍ 15 true.

Score 2: The student has a complete and correct response.

Algebra I (Common Core) – June ’15 [29]

Question 30

30 Determine the smallest integer that makes ⫺3x ⫹ 7 ⫺ 5x ⬍ 15 true.

Score 1: The student made an error by not reversing the inequality symbol, but gave an
appropriate response.

Algebra I (Common Core) – June ’15 [30]

Question 30

30 Determine the smallest integer that makes ⫺3x ⫹ 7 ⫺ 5x ⬍ 15 true.

Score 0: The student made an error by not reversing the inequality symbol and did not state the
smallest integer.

Algebra I (Common Core) – June ’15 [31]

Question 31

31 The residual plots from two different sets of bivariate data are graphed below.

0.6 5
0.4 4
3
0.2 2
0 1
2 4 6 8 10 12 0
⫺0.2 2 4 6 8 10 12
⫺1
⫺0.4 ⫺2
⫺0.6 ⫺3
Graph A Graph B

Explain, using evidence from graph A and graph B, which graph indicates that the model for the
data is a good fit.

Score 2: The student has a complete and correct response.

Algebra I (Common Core) – June ’15 [32]

Question 31

31 The residual plots from two different sets of bivariate data are graphed below.

0.6 5
0.4 4
3
0.2 2
0 1
2 4 6 8 10 12 0
⫺0.2 2 4 6 8 10 12
⫺1
⫺0.4 ⫺2
⫺0.6 ⫺3
Graph A Graph B

Explain, using evidence from graph A and graph B, which graph indicates that the model for the
data is a good fit.

Score 2: The student has a complete and correct response.

Algebra I (Common Core) – June ’15 [33]

Question 31

31 The residual plots from two different sets of bivariate data are graphed below.

0.6 5
0.4 4
3
0.2 2
0 1
2 4 6 8 10 12 0
⫺0.2 2 4 6 8 10 12
⫺1
⫺0.4 ⫺2
⫺0.6 ⫺3
Graph A Graph B

Explain, using evidence from graph A and graph B, which graph indicates that the model for the
data is a good fit.

Score 1: The student gave an incomplete explanation.

Algebra I (Common Core) – June ’15 [34]

Question 31

31 The residual plots from two different sets of bivariate data are graphed below.

0.6 5
0.4 4
3
0.2 2
0 1
2 4 6 8 10 12 0
⫺0.2 2 4 6 8 10 12
⫺1
⫺0.4 ⫺2
⫺0.6 ⫺3
Graph A Graph B

Explain, using evidence from graph A and graph B, which graph indicates that the model for the
data is a good fit.

Score 1: The student made a conceptual error.

Algebra I (Common Core) – June ’15 [35]

Question 31

31 The residual plots from two different sets of bivariate data are graphed below.

0.6 5
0.4 4
3
0.2 2
0 1
2 4 6 8 10 12 0
⫺0.2 2 4 6 8 10 12
⫺1
⫺0.4 ⫺2
⫺0.6 ⫺3
Graph A Graph B

Explain, using evidence from graph A and graph B, which graph indicates that the model for the
data is a good fit.

Score 0: The student made a completely incorrect response.

Algebra I (Common Core) – June ’15 [36]

Question 32

32 A landscaper is creating a rectangular flower bed such that the width is half of the length.
The area of the flower bed is 34 square feet. Write and solve an equation to determine the width
of the flower bed, to the nearest tenth of a foot.

Score 2: The student has a complete and correct response.

Algebra I (Common Core) – June ’15 [37]

Question 32

32 A landscaper is creating a rectangular flower bed such that the width is half of the length.
The area of the flower bed is 34 square feet. Write and solve an equation to determine the width
of the flower bed, to the nearest tenth of a foot.

Score 2: The student has a complete and correct response.

Algebra I (Common Core) – June ’15 [38]

Question 32

32 A landscaper is creating a rectangular flower bed such that the width is half of the length.
The area of the flower bed is 34 square feet. Write and solve an equation to determine the width
of the flower bed, to the nearest tenth of a foot.

Score 1: The student did correct work to find 4.1, but gave the units as square feet.

Algebra I (Common Core) – June ’15 [39]

Question 32

32 A landscaper is creating a rectangular flower bed such that the width is half of the length.
The area of the flower bed is 34 square feet. Write and solve an equation to determine the width
of the flower bed, to the nearest tenth of a foot.

Score 1: The student gave a correct equation, but showed no further correct work.

Algebra I (Common Core) – June ’15 [40]

Question 32

32 A landscaper is creating a rectangular flower bed such that the width is half of the length.
The area of the flower bed is 34 square feet. Write and solve an equation to determine the width
of the flower bed, to the nearest tenth of a foot.

Score 1: The student used the wrong formula.

Algebra I (Common Core) – June ’15 [41]

Question 32

32 A landscaper is creating a rectangular flower bed such that the width is half of the length.
The area of the flower bed is 34 square feet. Write and solve an equation to determine the width
of the flower bed, to the nearest tenth of a foot.

Score 0: The student used the wrong formula and did not state the width.

Algebra I (Common Core) – June ’15 [42]

Question 33

33 Albert says that the two systems of equations shown below have the same solutions.

First System Second System

8x ⫹ 9y ⫽ 48 8x ⫹ 9y ⫽ 48
12x ⫹ 5y ⫽ 21 ⫺8.5y ⫽ ⫺51

Determine and state whether you agree with Albert. Justify your answer.

Score 4: The student has a complete and correct response.

Algebra I (Common Core) – June ’15 [43]

Question 33

33 Albert says that the two systems of equations shown below have the same solutions.

First System Second System

8x ⫹ 9y ⫽ 48 8x ⫹ 9y ⫽ 48
12x ⫹ 5y ⫽ 21 ⫺8.5y ⫽ ⫺51

Determine and state whether you agree with Albert. Justify your answer.

Score 4: The student has a complete and correct response.

Algebra I (Common Core) – June ’15 [44]

Question 33

33 Albert says that the two systems of equations shown below have the same solutions.

First System Second System

8x ⫹ 9y ⫽ 48 8x ⫹ 9y ⫽ 48
12x ⫹ 5y ⫽ 21 ⫺8.5y ⫽ ⫺51

Determine and state whether you agree with Albert. Justify your answer.

Score 3: The student made a computational error solving for y in the second system.

Algebra I (Common Core) – June ’15 [45]

Question 33

33 Albert says that the two systems of equations shown below have the same solutions.

First System Second System

8x ⫹ 9y ⫽ 48 8x ⫹ 9y ⫽ 48
12x ⫹ 5y ⫽ 21 ⫺8.5y ⫽ ⫺51

Determine and state whether you agree with Albert. Justify your answer.

Score 2: The student made a conceptual error in the second system by substituting ⫺8.5y for 8x.

Algebra I (Common Core) – June ’15 [46]

Question 33

33 Albert says that the two systems of equations shown below have the same solutions.

First System Second System

8x ⫹ 9y ⫽ 48 8x ⫹ 9y ⫽ 48
12x ⫹ 5y ⫽ 21 ⫺8.5y ⫽ ⫺51

Determine and state whether you agree with Albert. Justify your answer.

Score 2: The student showed correct work to solve one system correctly.

Algebra I (Common Core) – June ’15 [47]

Question 33

33 Albert says that the two systems of equations shown below have the same solutions.

First System Second System

8x ⫹ 9y ⫽ 48 8x ⫹ 9y ⫽ 48
12x ⫹ 5y ⫽ 21 ⫺8.5y ⫽ ⫺51

Determine and state whether you agree with Albert. Justify your answer.

Score 1: The student made a conceptual error in the first system and did not state agree
or disagree.

Algebra I (Common Core) – June ’15 [48]

Question 33

33 Albert says that the two systems of equations shown below have the same solutions.

First System Second System

8x ⫹ 9y ⫽ 48 8x ⫹ 9y ⫽ 48
12x ⫹ 5y ⫽ 21 ⫺8.5y ⫽ ⫺51

Determine and state whether you agree with Albert. Justify your answer.

Score 0: The student did not show enough correct work to receive any credit.

Algebra I (Common Core) – June ’15 [49]

Question 33

33 Albert says that the two systems of equations shown below have the same solutions.

First System Second System

8x ⫹ 9y ⫽ 48 8x ⫹ 9y ⫽ 48
12x ⫹ 5y ⫽ 21 ⫺8.5y ⫽ ⫺51

Determine and state whether you agree with Albert. Justify your answer.

Score 0: The student did not show work to support a conclusion.

Algebra I (Common Core) – June ’15 [50]

Question 33

33 Albert says that the two systems of equations shown below have the same solutions.

First System Second System

8x ⫹ 9y ⫽ 48 8x ⫹ 9y ⫽ 48
12x ⫹ 5y ⫽ 21 ⫺8.5y ⫽ ⫺51

Determine and state whether you agree with Albert. Justify your answer.

Score 0: The student stated agree, but gave no justification.

Algebra I (Common Core) – June ’15 [51]

Question 34

34 The equation to determine the weekly earnings of an employee at The Hamburger Shack is given
by w(x), where x is the number of hours worked.

w(x) ⫽ { 1015(xx, ⫺ 40) ⫹ 400, 0x ⬎≤ x40≤ 40

Determine the difference in salary, in dollars, for an employee who works 52 hours versus one
who works 38 hours.

Determine the number of hours an employee must work in order to earn $445. Explain how you
arrived at this answer.

Score 4: The student has a complete and correct response.

Algebra I (Common Core) – June ’15 [52]

Question 34

34 The equation to determine the weekly earnings of an employee at The Hamburger Shack is given
by w(x), where x is the number of hours worked.

w(x) ⫽ { 1015(xx, ⫺ 40) ⫹ 400, 0x ⬎≤ x40≤ 40

Determine the difference in salary, in dollars, for an employee who works 52 hours versus one
who works 38 hours.

Determine the number of hours an employee must work in order to earn $445. Explain how you
arrived at this answer.

Score 3: The student did not give an explanation.

Algebra I (Common Core) – June ’15 [53]

Question 34

34 The equation to determine the weekly earnings of an employee at The Hamburger Shack is given
by w(x), where x is the number of hours worked.

w(x) ⫽ { 1015(xx, ⫺ 40) ⫹ 400, 0x ⬎≤ x40≤ 40

Determine the difference in salary, in dollars, for an employee who works 52 hours versus one
who works 38 hours.

Determine the number of hours an employee must work in order to earn $445. Explain how you
arrived at this answer.

Score 3: The student used 32 hours instead of 38.

Algebra I (Common Core) – June ’15 [54]

Question 34

34 The equation to determine the weekly earnings of an employee at The Hamburger Shack is given
by w(x), where x is the number of hours worked.

w(x) ⫽ { 1015(xx, ⫺ 40) ⫹ 400, 0x ⬎≤ x40≤ 40

Determine the difference in salary, in dollars, for an employee who works 52 hours versus one
who works 38 hours.

Determine the number of hours an employee must work in order to earn $445. Explain how you
arrived at this answer.

Score 2: The student made an error in the first part by switching 52 and 38. The student made an
error in the second part, but gave an appropriate explanation.

Algebra I (Common Core) – June ’15 [55]

Question 34

34 The equation to determine the weekly earnings of an employee at The Hamburger Shack is given
by w(x), where x is the number of hours worked.

w(x) ⫽ { 1015(xx, ⫺ 40) ⫹ 400, 0x ⬎≤ x40≤ 40

Determine the difference in salary, in dollars, for an employee who works 52 hours versus one
who works 38 hours.

Determine the number of hours an employee must work in order to earn $445. Explain how you
arrived at this answer.

Score 1: The student showed appropriate work to find 380 and 580, but didn’t calculate the
difference.

Algebra I (Common Core) – June ’15 [56]

Question 34

34 The equation to determine the weekly earnings of an employee at The Hamburger Shack is given
by w(x), where x is the number of hours worked.

w(x) ⫽ { 1015(xx, ⫺ 40) ⫹ 400, 0x ⬎≤ x40≤ 40

Determine the difference in salary, in dollars, for an employee who works 52 hours versus one
who works 38 hours.

Determine the number of hours an employee must work in order to earn $445. Explain how you
arrived at this answer.

Score 0: The student made a conceptual error using the piecewise function, did not find the
difference, made a computational error, and did not give an explanation.

Algebra I (Common Core) – June ’15 [57]

Question 35

35 An on-line electronics store must sell at least $2500 worth of printers and computers per day.
Each printer costs $50 and each computer costs $500. The store can ship a maximum of 15 items
per day.

On the set of axes below, graph a system of inequalities that models these constraints.

Determine a combination of printers and computers that would allow the electronics store to
meet all of the constraints. Explain how you obtained your answer.

Score 4: The student has a complete and correct response.

Algebra I (Common Core) – June ’15 [58]

Question 35

35 An on-line electronics store must sell at least $2500 worth of printers and computers per day.
Each printer costs $50 and each computer costs $500. The store can ship a maximum of 15 items
per day.

On the set of axes below, graph a system of inequalities that models these constraints.

Determine a combination of printers and computers that would allow the electronics store to
meet all of the constraints. Explain how you obtained your answer.

Score 3: The student did not write one of the inequalities correctly, but gave an appropriate answer.

Algebra I (Common Core) – June ’15 [59]

Question 35

35 An on-line electronics store must sell at least $2500 worth of printers and computers per day.
Each printer costs $50 and each computer costs $500. The store can ship a maximum of 15 items
per day.

On the set of axes below, graph a system of inequalities that models these constraints.

Determine a combination of printers and computers that would allow the electronics store to
meet all of the constraints. Explain how you obtained your answer.

Score 2: The student graphed one inequality correctly and named a combination correctly, but
did not give an explanation.

Algebra I (Common Core) – June ’15 [60]

Question 35

35 An on-line electronics store must sell at least $2500 worth of printers and computers per day.
Each printer costs $50 and each computer costs $500. The store can ship a maximum of 15 items
per day.

On the set of axes below, graph a system of inequalities that models these constraints.

Determine a combination of printers and computers that would allow the electronics store to
meet all of the constraints. Explain how you obtained your answer.

Score 2: The student stated a correct combination and a correct explanation.

Algebra I (Common Core) – June ’15 [61]

Question 35

35 An on-line electronics store must sell at least $2500 worth of printers and computers per day.
Each printer costs $50 and each computer costs $500. The store can ship a maximum of 15 items
per day.

On the set of axes below, graph a system of inequalities that models these constraints.

Determine a combination of printers and computers that would allow the electronics store to
meet all of the constraints. Explain how you obtained your answer.

Score 1: The student named a correct combination, but gave an insufficient explanation.

Algebra I (Common Core) – June ’15 [62]

Question 35

35 An on-line electronics store must sell at least $2500 worth of printers and computers per day.
Each printer costs $50 and each computer costs $500. The store can ship a maximum of 15 items
per day.

On the set of axes below, graph a system of inequalities that models these constraints.
Number of Computers

Number of Printers

Determine a combination of printers and computers that would allow the electronics store to
meet all of the constraints. Explain how you obtained your answer.

Score 1: The student named a correct combination without giving an explanation.

Algebra I (Common Core) – June ’15 [63]

Question 35

35 An on-line electronics store must sell at least $2500 worth of printers and computers per day.
Each printer costs $50 and each computer costs $500. The store can ship a maximum of 15 items
per day.

On the set of axes below, graph a system of inequalities that models these constraints.

Determine a combination of printers and computers that would allow the electronics store to
meet all of the constraints. Explain how you obtained your answer.

Score 0: The student wrote one inequality, but showed no further correct work.

Algebra I (Common Core) – June ’15 [64]

Question 36

36 An application developer released a new app to be downloaded. The table below gives the number
of downloads for the first four weeks after the launch of the app.

Number of Weeks 1 2 3 4
Number of Downloads 120 180 270 405

Write an exponential equation that models these data.

Use this model to predict how many downloads the developer would expect in the 26th week if
this trend continues. Round your answer to the nearest download.

Would it be reasonable to use this model to predict the number of downloads past one year?
Explain your reasoning.

Score 4: The student has a complete and correct response.

Algebra I (Common Core) – June ’15 [65]

Question 36

36 An application developer released a new app to be downloaded. The table below gives the number
of downloads for the first four weeks after the launch of the app.

Number of Weeks 1 2 3 4
Number of Downloads 120 180 270 405

Write an exponential equation that models these data.

Use this model to predict how many downloads the developer would expect in the 26th week if
this trend continues. Round your answer to the nearest download.

Would it be reasonable to use this model to predict the number of downloads past one year?
Explain your reasoning.

Score 4: The student has a complete and correct response.

Algebra I (Common Core) – June ’15 [66]

Question 36

36 An application developer released a new app to be downloaded. The table below gives the number
of downloads for the first four weeks after the launch of the app.

Number of Weeks 1 2 3 4
Number of Downloads 120 180 270 405

Write an exponential equation that models these data.

Use this model to predict how many downloads the developer would expect in the 26th week if
this trend continues. Round your answer to the nearest download.

Would it be reasonable to use this model to predict the number of downloads past one year?
Explain your reasoning.

Score 3: The student gave an incorrect explanation.

Algebra I (Common Core) – June ’15 [67]

Question 36

36 An application developer released a new app to be downloaded. The table below gives the number
of downloads for the first four weeks after the launch of the app.

Number of Weeks 1 2 3 4
Number of Downloads 120 180 270 405

Write an exponential equation that models these data.

Use this model to predict how many downloads the developer would expect in the 26th week if
this trend continues. Round your answer to the nearest download.

Would it be reasonable to use this model to predict the number of downloads past one year?
Explain your reasoning.

Score 3: The student did not give an explanation.

Algebra I (Common Core) – June ’15 [68]

Question 36

36 An application developer released a new app to be downloaded. The table below gives the number
of downloads for the first four weeks after the launch of the app.

Number of Weeks 1 2 3 4
Number of Downloads 120 180 270 405

Write an exponential equation that models these data.

Use this model to predict how many downloads the developer would expect in the 26th week if
this trend continues. Round your answer to the nearest download.

Would it be reasonable to use this model to predict the number of downloads past one year?
Explain your reasoning.

Score 2: The student has a rounding error and did not give an explanation.

Algebra I (Common Core) – June ’15 [69]

Question 36

36 An application developer released a new app to be downloaded. The table below gives the number
of downloads for the first four weeks after the launch of the app.

Number of Weeks 1 2 3 4
Number of Downloads 120 180 270 405

Write an exponential equation that models these data.

Use this model to predict how many downloads the developer would expect in the 26th week if
this trend continues. Round your answer to the nearest download.

Would it be reasonable to use this model to predict the number of downloads past one year?
Explain your reasoning.

Score 2: The student wrote an expression and gave an incorrect explanation.

Algebra I (Common Core) – June ’15 [70]

Question 36

36 An application developer released a new app to be downloaded. The table below gives the number
of downloads for the first four weeks after the launch of the app.

Number of Weeks 1 2 3 4
Number of Downloads 120 180 270 405

Write an exponential equation that models these data.

Use this model to predict how many downloads the developer would expect in the 26th week if
this trend continues. Round your answer to the nearest download.

Would it be reasonable to use this model to predict the number of downloads past one year?
Explain your reasoning.

Score 1: The student found the correct number of downloads based on an incorrect equation.

Algebra I (Common Core) – June ’15 [71]

Question 36

36 An application developer released a new app to be downloaded. The table below gives the number
of downloads for the first four weeks after the launch of the app.

Number of Weeks 1 2 3 4
Number of Downloads 120 180 270 405

Write an exponential equation that models these data.

Use this model to predict how many downloads the developer would expect in the 26th week if
this trend continues. Round your answer to the nearest download.

Would it be reasonable to use this model to predict the number of downloads past one year?
Explain your reasoning.

Score 1: The student wrote an expression, made a rounding error, and gave an incorrect
explanation.

Algebra I (Common Core) – June ’15 [72]

Question 36

36 An application developer released a new app to be downloaded. The table below gives the number
of downloads for the first four weeks after the launch of the app.

Number of Weeks 1 2 3 4
Number of Downloads 120 180 270 405

Write an exponential equation that models these data.

Use this model to predict how many downloads the developer would expect in the 26th week if
this trend continues. Round your answer to the nearest download.

Would it be reasonable to use this model to predict the number of downloads past one year?
Explain your reasoning.

Score 0: The student is completely incorrect.

Algebra I (Common Core) – June ’15 [73]

Question 37

37 A football player attempts to kick a football over a goal post. The path of the football can be
1 2
___ 2
modeled by the function h(x) ⫽ ⫺225 x ⫹ __ x, where x is the horizontal distance from the kick,
3
and h(x) is the height of the football above the ground, when both are measured in feet.

On the set of axes below, graph the function y ⫽ h(x) over the interval 0 ≤ x ≤ 150.

Determine the vertex of y ⫽ h(x). Interpret the meaning of this vertex in the context of the problem.

The goal post is 10 feet high and 45 yards away from the kick. Will the ball be high enough to
pass over the goal post? Justify your answer.

Score 6: The student has a complete and correct response.

Algebra I (Common Core) – June ’15 [74]

Question 37

37 A football player attempts to kick a football over a goal post. The path of the football can be
1 2
___ 2
modeled by the function h(x) ⫽ ⫺225 x ⫹ __ x, where x is the horizontal distance from the kick,
3
and h(x) is the height of the football above the ground, when both are measured in feet.

On the set of axes below, graph the function y ⫽ h(x) over the interval 0 ≤ x ≤ 150.

Determine the vertex of y ⫽ h(x). Interpret the meaning of this vertex in the context of the problem.

The goal post is 10 feet high and 45 yards away from the kick. Will the ball be high enough to
pass over the goal post? Justify your answer.

Score 5: The student did not change yards to feet.

Algebra I (Common Core) – June ’15 [75]

Question 37

37 A football player attempts to kick a football over a goal post. The path of the football can be
1 2
___ 2
modeled by the function h(x) ⫽ ⫺225 x ⫹ __ x, where x is the horizontal distance from the kick,
3
and h(x) is the height of the football above the ground, when both are measured in feet.

On the set of axes below, graph the function y ⫽ h(x) over the interval 0 ≤ x ≤ 150.

Determine the vertex of y ⫽ h(x). Interpret the meaning of this vertex in the context of the problem.

The goal post is 10 feet high and 45 yards away from the kick. Will the ball be high enough to
pass over the goal post? Justify your answer.

Score 5: The student made a computational error computing the height at 135 feet.

Algebra I (Common Core) – June ’15 [76]

Question 37

37 A football player attempts to kick a football over a goal post. The path of the football can be
1 2
___ 2
modeled by the function h(x) ⫽ ⫺225 x ⫹ __ x, where x is the horizontal distance from the kick,
3
and h(x) is the height of the football above the ground, when both are measured in feet.

On the set of axes below, graph the function y ⫽ h(x) over the interval 0 ≤ x ≤ 150.

Determine the vertex of y ⫽ h(x). Interpret the meaning of this vertex in the context of the problem.

The goal post is 10 feet high and 45 yards away from the kick. Will the ball be high enough to
pass over the goal post? Justify your answer.

Score 4: The student made a graphing error and did not determine the vertex.

Algebra I (Common Core) – June ’15 [77]

Question 37

37 A football player attempts to kick a football over a goal post. The path of the football can be
1 2
___ 2
modeled by the function h(x) ⫽ ⫺225 x ⫹ __ x, where x is the horizontal distance from the kick,
3
and h(x) is the height of the football above the ground, when both are measured in feet.

On the set of axes below, graph the function y ⫽ h(x) over the interval 0 ≤ x ≤ 150.

Determine the vertex of y ⫽ h(x). Interpret the meaning of this vertex in the context of the problem.

The goal post is 10 feet high and 45 yards away from the kick. Will the ball be high enough to
pass over the goal post? Justify your answer.

Score 3: The student did not give the vertex and its meaning, and did not change yards to feet.

Algebra I (Common Core) – June ’15 [78]

Question 37

37 A football player attempts to kick a football over a goal post. The path of the football can be
1 2
___ 2
modeled by the function h(x) ⫽ ⫺225 x ⫹ __ x, where x is the horizontal distance from the kick,
3
and h(x) is the height of the football above the ground, when both are measured in feet.

On the set of axes below, graph the function y ⫽ h(x) over the interval 0 ≤ x ≤ 150.

Determine the vertex of y ⫽ h(x). Interpret the meaning of this vertex in the context of the problem.

The goal post is 10 feet high and 45 yards away from the kick. Will the ball be high enough to
pass over the goal post? Justify your answer.

Score 2: The student did not graph the function over the entire domain. The student wrote a
correct justification based on 45 feet.

Algebra I (Common Core) – June ’15 [79]

Question 37

37 A football player attempts to kick a football over a goal post. The path of the football can be
1 2
___ 2
modeled by the function h(x) ⫽ ⫺225 x ⫹ __ x, where x is the horizontal distance from the kick,
3
and h(x) is the height of the football above the ground, when both are measured in feet.

On the set of axes below, graph the function y ⫽ h(x) over the interval 0 ≤ x ≤ 150.

Determine the vertex of y ⫽ h(x). Interpret the meaning of this vertex in the context of the problem.

The goal post is 10 feet high and 45 yards away from the kick. Will the ball be high enough to
pass over the goal post? Justify your answer.

Score 1: The student made one graphing error, did not state or interpret the vertex correctly, and
did not justify an incorrect response.

Algebra I (Common Core) – June ’15 [80]

Question 37

37 A football player attempts to kick a football over a goal post. The path of the football can be
1 2
___ 2
modeled by the function h(x) ⫽ ⫺225 x ⫹ __ x, where x is the horizontal distance from the kick,
3
and h(x) is the height of the football above the ground, when both are measured in feet.

On the set of axes below, graph the function y ⫽ h(x) over the interval 0 ≤ x ≤ 150.

Determine the vertex of y ⫽ h(x). Interpret the meaning of this vertex in the context of the problem.

The goal post is 10 feet high and 45 yards away from the kick. Will the ball be high enough to
pass over the goal post? Justify your answer.

Score 0: The student showed completely incorrect work.

Algebra I (Common Core) – June ’15 [81]

 The State Education Department / The University of the State of New York

Regents Examination in Algebra I (Common Core) – June 2015

Chart for Converting Total Test Raw Scores to Final Exam Scores (Scale Scores)
(Use for the June 2015 exam only.)

Raw Scale Performance Raw Scale Performance Raw Scale Performance

Score Score Level Score Score Level Score Score Level
86 100 5 57 74 4 28 64 2
85 98 5 56 74 4 27 63 2
84 97 5 55 73 3 26 62 2
83 96 5 54 73 3 25 61 2
82 94 5 53 73 3 24 60 2
81 93 5 52 73 3 23 59 2
80 92 5 51 72 3 22 57 2
79 90 5 50 72 3 21 56 2
78 89 5 49 72 3 20 55 2
77 88 5 48 72 3 19 53 1
76 86 5 47 71 3 18 52 1
75 85 5 46 71 3 17 50 1
74 84 4 45 71 3 16 48 1
73 83 4 44 71 3 15 46 1
72 82 4 43 70 3 14 44 1
71 81 4 42 70 3 13 42 1
70 80 4 41 70 3 12 39 1
69 80 4 40 70 3 11 37 1
68 79 4 39 69 3 10 34 1
67 78 4 38 69 3 9 31 1
66 78 4 37 69 3 8 28 1
65 77 4 36 68 3 7 25 1
64 77 4 35 68 3 6 22 1
63 76 4 34 67 3 5 19 1
62 76 4 33 67 3 4 15 1
61 75 4 32 66 3 3 12 1
60 75 4 31 66 3 2 8 1
59 75 4 30 65 3 1 4 1
58 74 4 29 64 2 0 0 1

To determine the student’s final examination score (scale score), find the student’s total test raw score in the column
labeled “Raw Score” and then locate the scale score that corresponds to that raw score. The scale score is the
student’s final examination score. Enter this score in the space labeled “Scale Score” on the student’s answer sheet.

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.

Because scale scores corresponding to raw scores in the conversion chart 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 chart above is usable only for this administration of the Regents Examination in Algebra I
(Common Core).

Algebra I (Common Core) - June '15 1 of 1