Regen nts Exxaminatio

on in
Allgebra II (C
Commmon Core))
Sam
mple
e Question
ns
Sprin
ng 20
015

i Mayy 2015
777777

THE STATE EDUCATION DEPARTMENT / THE UNIVERSITY OF THE STATE OF NEW YORK / ALBANY, NY 12234

New York State Common Core Sample Questions:

Regents Examination in Algebra II (Common Core)
With the adoption of the New York P-12 Common Core Learning Standards (CCLS) in ELA/Literacy
and Mathematics, the Board of Regents signaled a shift in both instruction and assessment.
Educators around the state have already begun instituting Common Core instruction in their
classrooms. To aid in this transition, we are providing sample Regents Examination in Algebra II
(Common Core) questions to help students, parents, and educators better understand the
instructional shifts demanded by the Common Core and the rigor required to ensure that all
students are on track to college and career readiness.

These Questions Are Teaching Tools

The sample questions emphasize the instructional shifts demanded by the Common Core. For
Algebra II (Common Core) we have provided fourteen questions. These questions include multiple-
choice and constructed response. The sample questions are teaching tools for educators and can
be shared freely with students and parents. They are designed to help clarify the way the Common
Core should drive instruction and how students will be assessed on the Regents Examination in
Algebra II measuring CCLS beginning in June 2016. NYSED is eager for feedback on these sample
questions. Your input will guide us as we develop future exams.

These Questions Are NOT Test Samplers

While educators from around the state have helped craft these sample questions, they have not
undergone the same extensive review, vetting, and field testing that occurs with actual questions
used on the State exams. The sample questions were designed to help educators think about
content, NOT to show how operational exams look exactly or to provide information about how
teachers should administer the test.

How to Use the Sample Questions

 Interpret how the standards are conceptualized in each question.
 Note the multiple ways the standards are assessed throughout the sample questions.
 Look for opportunities for mathematical modeling, i.e., connecting mathematics with the
real world by conceptualizing, analyzing, interpreting, and validating conclusions in order to
make decisions about situations in everyday life, society, or the workplace.
 Consider the instructional changes that will need to occur in your classroom.

ii May 2015
  Notice the application of mathematical ways of thinking to real-world issues and
challenges.
 Pay attention to the strong distractors in each multiple-choice question.
 Don’t consider these questions to be the only way the standards will be assessed.
 Don’t assume that the sample questions represent a mini-version of future State exams.

Understanding Math Sample Questions

Multiple-Choice Questions
Sample multiple-choice math questions are designed to assess CCLS math standards. Math
multiple-choice questions assess procedural fluency and conceptual understanding. Unlike
questions on past math exams, many require the use of multiple skills and concepts. Within the
sample questions, distractors will be based on plausible missteps.

Constructed Response Questions

Math constructed response questions are similar to past questions, asking students to show their
work in completing one or more tasks or solving more extensive problems. Constructed response
questions allow students to show their understanding of math procedures, conceptual
understanding, and application.

Format of the Math Sample Questions Document

The Math Sample Questions document is formatted so that headings follow each question to
provide information for teacher use to help interpret the question, understand measurement with
the CCLS, and inform instruction. A list of the headings with a brief description of the associated
information is shown below.

Key: This is the correct response or, in the case of multiple-choice questions, the correct option.

Measures CCLS: This question measures the knowledge, skills, and proficiencies characterized by
the standards within the identified cluster.

Mathematical Practices: If applicable, this is a list of mathematical practices associated with the
question.

Commentary: This is an explanation of how the question measures the knowledge, skills, and
proficiencies characterized by the identified cluster(s).

Rationale: For multiple-choice questions, this section provides the correct option and
demonstrates one method for arriving at that response. For constructed response
questions, one or more possible approaches to solving the question are shown,
followed by the scoring rubric that is specific to the question. Note that there are
often multiple approaches to solving each problem. The rationale section provides
only one example. The scoring rubrics should be used to evaluate the efficacy of
different methods of arriving at a solution.

iii May 2015

1 If a, b, and c are all positive real numbers, which graph could represent the sketch of the graph
 
of p  x  =  a  x  b  x 2  2cx  c2 ?

1
Key: 1

Measures CCLS Cluster: A-APR.B

Mathematical Practice: 4

Commentary: This question measures A-APR.B because students demonstrate understanding of the
relationship between the factors of the polynomial and the zeros, and apply this
understanding to constructing a rough graph of the function.

Rationale: Option 1 is correct. The zeros of the polynomial are at −b, and c. The sketch of a polynomial
of degree 3 with a negative leading coefficient should have end behavior showing as x goes
to negative infinity, f ( x ) goes to positive infinity. The multiplicities of the roots are
correctly represented in the graph.

2
2 Which equation represents a parabola with a focus of (0,4) and a directrix of y = 2?

(1) y  x 2  3

(2) y   x 2  1

x2
(3) y  3
2

x2
(4) y  3
4

3
Key: 4

Measures CCLS Cluster: G-GPE.A

Mathematical Practice: 2, 7

Commentary: This question measures G-GPE.A because students need to determine the equation of a
parabola given its focus and directrix.

Rationale: Option 4 is correct. A parabola with a focus of (0,4) and a directrix of y = 2 is sketched as
follows:

4
By inspection, it is determined that the vertex of the parabola is (0,3). It is also evident that the
distance, p, between the vertex and the focus is 1. It is possible to use the formula
 x  h  4 p  y  k  to derive the equation of the parabola as follows:
2

 x  0  4 1 y  3
2

2
x  4 y  12
2
x  12  4 y
x2
+3= y
4

or

A point ( x, y ) on the parabola must be the same distance from the focus as it is from the directrix.
For any such point ( x, y ), the distance to the focus is ( x  0) 2  ( y  4) 2 and the distance to the
directrix is y  2. Setting this equal leads to:

(x  0)2  ( y  4)2  y  2
x 2  y 2  8 y  16  y 2  4 y  4
x 2  16  4 y  4
x2
3 y
4

5
3 If the terminal side of angle θ, in standard position, passes through point (–4,3), what is the
numerical value of sin θ?

3
(1)
5
4
(2)
5
3
(3) 
5
4
(4) 
5

6
Key: 1

Measures CCLS Cluster: F-TF.A

Mathematical Practice: 5

Commentary: This question measures F-TF.A because students use the unit circle to find the
numerical value of a trigonometric function.

Rationale: Option 1 is correct. A reference triangle can be sketched using the coordinates (−4,3) in
the second quadrant to find the value of sin θ .

7
4 A study of the annual population of the red-winged blackbird in Ft. Mill, South Carolina, shows the
population, B  t  , can be represented by the function B  t   750 1.16 , where the t represents the
t

number of years since the study began.

In terms of the monthly rate of growth, the population of red-winged blackbirds can be best
approximated by the function

(1) B  t   750 1.012 

t

(2) B  t   750 1.012 

12t

12t
(3) B  t   750 1.16 
t
(4) B  t   750 1.16 12

8
Key: 2

Measures CCLS Cluster: A-SSE.B

Mathematical Practice: 4, 6

Commentary: This question measures A-SSE.B because students use properties of exponents to
transform an exponential function.

Rationale:

12t
 1 
B  t   750  1.16 
12
 
B  t   750 1.012445138
12t

B  t   750 1.012 
12t

12t 12t
 1 
B(t )  750 1.16  is used, as opposed to B(t )  750  1 
12 0.16 
 , because the growth is an
   12 
annual rate that is not compounded monthly.

9
5 Use the properties of rational exponents to determine the value of y for the equation:

3
x8 y
1  x , x  1.

 x4 
3

10
 4
Key:
3

Measures CCLS Cluster: N-RN.A

Mathematical Practice: 2

Commentary: This question measures N-RN.A because students extend their knowledge of integer
exponents to rewriting and working with radicals in terms of rational exponents.

Rationale:

8
x3 y
4 x
x3
4
y
x 3 x
4
y
3

Rubric:
4
[2] or an equivalent value is written, and correct work using rational exponents is shown.
3

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

or
[1] Appropriate work is shown, but one conceptual error is made.
or
8
x3
[1] 4 is written, but no further correct work is shown.
x3
or
4
[1] , but no work is shown.
3
[0] A zero response is completely incorrect, irrelevant, or incoherent or is a correct response that
was obtained by an obviously incorrect procedure.

11
6 Write  5  2 yi  4  3i    5  2 yi  4  3i  in a  bi form, where y is a real number.

12
Key: 12y + 16yi

Measures CCLS Cluster: N-CN.A

Mathematical Practice: 1, 7

Commentary: This question measures N-CN.A because students add, subtract, and multiply complex
expressions, and apply the concept that i 2  1. The question rewards seeing structure
and can be rewritten efficiently by applying the distributive property. The expression
12 y  16 yi is correctly written in a  bi form. However, if a student writes 16 yi  12 y,
while not in a  bi form, no credit should be deducted.

Rationale:

 4  3i  5  2 yi  5  2 yi 
 4  3i  4 yi 
16 yi  12 yi 2
12 y  16 yi

Rubric:

[2] 12 y  16 yi, and correct work is shown.

[1] Appropriate work is shown, but one computational, factoring, or simplification error is made.
or
[1] Appropriate work is shown, but one conceptual error is made.
or
[1] 12 y  16 yi, 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.

13
7 Use an appropriate procedure to show that x  4 is a factor of the function
f  x   2 x 3  5x 2  11x  4. Explain your answer.

14
Key: See rationale below.

Measures CCLS Cluster: A-APR.B

Mathematical Practice: 3

Commentary: The question measures A-APR.B because an appropriate procedure is used to show 4 is
the positive zero for f  x  .

Rationale:

f  4   2  4   5  4   11  4   4
3 2 4 2 5 11 4 2x 2  3x  1
or  8 12 4 or
f  4  0 x  4 2x 3  5x 2  11x  4
2 3 1 0
2x 3  8x 2
________
3x 2  11x
3x 2  12 x
_________
x4
x4
_____
0

Any method that demonstrates 4 is a zero of f ( x ) confirms that x  4 is a factor, as suggested by

the Remainder Theorem.

Rubric:

[2] Correct work is shown confirming x  4 is a factor, and a correct explanation is written.

[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] Correct work is shown, but no explanation or an incorrect explanation is written.

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

15
8 Solve algebraically for all values of x:

x5  x7

16
Key: 6

Measures CCLS Cluster: A-REI.A

Mathematical Practice: 3, 6

Commentary: This question measures A-REI.A because the problem requires students to solve a
radical equation and identify extraneous solutions.

Rationale:
x57 x

 
2
 7  x 
2
x5

x  5  49  14 x  x 2
x 2  15x  54  0
 x  6 x  9   0

x60 x90
x6 x9

6567 9597
77 11  7
Accept Reject

17
Rubric:

[2] 6 and correct algebraic work is shown.

[1] Appropriate work is shown, but one computational or simplification error is made.
or
[1] Appropriate work is shown, but one conceptual error is made.
or
[1] 6, but a method other than algebraic is used.
or
[1] Appropriate work is shown, but 9 is not rejected.

[0] 6, 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.

18
9 Monthly mortgage payments can be found using the formula below:

n
 r  r 
P  1  
M  12   12 
n
 r 
1    1
 12 

M = monthly payment
P = amount borrowed
r = annual interest rate
n = number of monthly payments

The Banks family would like to borrow $120,000 to purchase a home. They qualified for an annual
interest rate of 4.8%. Algebraically determine the fewest number of whole years the Banks family
would need to include in the mortgage agreement in order to have a monthly payment of no more
than $720.

19
Key: 23

Measures CCLS Cluster: A-SSE.B

Mathematical Practice: 1, 6

Commentary: This question measures A-SSE.B because students work with the sum of a finite
geometric series through a related mortgage formula.

Rationale: A correct equation or inequality solved algebraically should receive full credit.

120, 000  0.004 1.004 

n
720 
1.004 
n
1

720 1.004   720  480 1.004 

n n

240 1.004   720

n

1.004 n  3
n log 1.004 log 3

log 1.004 log 1.004
275.2020128
n  275.2020128  23 years
12

Rubric:

[4] 23, and correct algebraic work is shown.

[3] Appropriate work is shown, but one computational or rounding error is made.
or
[3] Appropriate work is shown to find n , but no further correct work is shown.

[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
n
[2] Appropriate work is shown to find 1.004  3, but no further correct work is shown.
or
[2] 23, but a method other than algebraic is used.

20
[1] Appropriate work is shown, but one conceptual error and one computational or rounding error
are made.
or
[1] A correct substitution is made into the monthly mortgage formula but no further correct word is
shown.
or
[1] 23, 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.

21
10 Solve the following system of equations algebraically for all values of x, y, and z:

x  3y  5z  45
6x  3y  2z   10
2x  3y  8z  72

22
Key: x   2, y  4, and z  7

Measures CCLS Cluster: A-REI.C

Mathematical Practice: 1, 6

Commentary: This question measures A-REI.C because students are required to solve a 3  3 system
of equations.

Rationale: Correct algebraic work is shown below.

x  3y  5z  45 (1) 7x  7z  35 (1) + (2)

6x  3y  2z   10 (2) x  z  5 
2x  3y  8z  72 (3)  4x  10 z  62  (2) + (3)
 
4(x  z  5)
4x  10 z  62
6z 42

6 6
z7
x75
x  2
2  3y  5(7)  45 (1)
2  3y  10
3y  12
y4

23
Rubric:

[4] x   2, y  4, and z  7 , and correct algebraic work is shown.

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

or
[3] Appropriate work is shown to find two of the solutions, but no further correct work is shown.

[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 one of the solutions, but no further correct work is shown.
or
[2] x   2, y  4, and z  7 , but a method other than algebraic is used.

[1] Appropriate work is shown, but one conceptual error and one computational error are made.
or
[1] Appropriate work is shown to eliminate y to create a system of two equations, but no further
correct work is shown.
or
[1] x   2, y  4, and z  7 , 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.

24
11 Write an explicit formula for an , the nth term of the recursively defined sequence below.

a1  x  1
an  x  an1 

For what values of x would an  0 when n  1?

25
Key: an  x n1  x  1 or an  x n  x n1 , and x  0 and x  1

Measures CCLS Cluster: F-BF.A

Mathematical Practice: 2, 8

Commentary: This question measures F-BF.A because students are required to translate a sequence
from its recursive form to an explicit form.

Rationale:

a1  x  1 a1  x  1
a2  x  x  1 a2  x 2  x
or
a3  x 2  x  1 a3  x 3  x 2
an  x n1  x  1 an  x n  x n1

x n1  0 (x  1)  0
x0 x  1

Note: Students are not required to show work to solve x n1  0 . It is expected that x raised to a positive
value set equal to 0 yields the solution x = 0.

Rubric:

[4] an  x n1  x  1 or equivalent and x  0 and x  1, and correct work is shown.

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

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

or
[2] Appropriate work is shown to find an  x n1
 x  1 or x  0 and x  1.

26
[1] Appropriate work is shown, but one conceptual error and one computational or simplification
error are made.
or
[1] an  x  x  1 and x  0 and x  1, but no work is shown.
n1

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

27
12 Stephen’s Beverage Company is considering whether to produce a new brand of cola. The
company will launch the product if at least 25% of cola drinkers will buy the product. Fifty
cola drinkers are randomly selected to take a blind taste-test of products A, B, and the new
product. Nine out of fifty participants preferred Stephen’s new cola to products A and B. The
company then devised a simulation based on the requirement that 25% of cola drinkers will
buy the product. Each dot in the graph shown below represents the proportion of people who
preferred Stephen’s new product, each of sample size 50, simulated 100 times.

Assume the set of data is approximately normal and the company wants to be 95% confident of its
results. Does the sample proportion obtained from the blind taste-test, nine out of fifty, fall within
the margin of error developed from the simulation? Justify your answer.

The company decides to continue developing the product even though only nine out of fifty
participants preferred its brand of cola in the taste-test. Describe how the simulation data could be
used to support this decision.

28
Key: See rationale below.

Measures CCLS Cluster: S-IC.B

Mathematical Practice: 2, 4

Commentary: This question measures S-IC.B since students estimate the margin of error based on
a simulation model and use the data from the simulation to evaluate a company’s
decision.

Rationale: Yes. The margin of error from this simulation indicates that 95% of the observations fall
within ± 0.12 of the simulated proportion, 0.25. The margin of error can be estimated by
multiplying the standard deviation, shown to be 0.06 in the dotplot, by 2, or applying the
 p(1  p)   (0.25)(0.75) 
estimated standard error formula,   or   and multiplying by 2.
 n   50 
The interval 0.25 ± 0.12 includes plausible values for the true proportion of people who
prefer Stephen’s new product.

The company has evidence that the population proportion could be at least 25%. As seen in
the dotplot, it can be expected to obtain a sample proportion of 0.18 (9 out of 50) or less
several times, even when the population proportion is 0.25, due to sampling variability.
Given this information, the results of the survey do not provide enough evidence to suggest
that the true proportion is not at least 0.25, so the development of the product should
continue at this time.

29
[4] Yes, and a correct justification is given, and a correct description is given.

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

[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] Yes, and a correct justification is given, but no further correct work is shown.
or
[2] A correct description is given, but no further correct work is shown.

[1] Appropriate work is shown, but one conceptual error and one computational error are made.
or
[1] A correct margin of error is stated and yes, 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.

30
13 In contract negotiations between a local government agency and its workers, it is estimated that
there is a 50% chance that an agreement will be reached on the salaries of the workers. It is
estimated that there is a 70% chance that there will be an agreement on the insurance benefits.
There is a 20% chance that no agreement will be reached on either issue.

Find the probability that an agreement will be reached on both issues.

Based on this answer, determine whether the agreement on salaries and the agreement on
insurance are independent events. Justify your answer.

31
Key: 0.4 or an equivalent answer, and “no” with a correct justification.

Measures CCLS Cluster: S-CP.A

Mathematical Practice: 2, 4

Commentary: This question measures S-CP.A because the student must understand events as subsets of
the sample space, including the concepts of union, intersection, and complement.
Additionally, the student must reason using properties of probability about whether or
not events are independent.

Rationale: This scenario can be modeled with a Venn Diagram:

Since P  S  I  c  0.2, P  S  I   0.8

Then, P  S  I   P  S   P  I   P  S  I 
 0.5  0.7  0.8
 0.4

If S and I are independent, then the Product Rule must be satisfied. However,

 0.5 0.7   0.4

Therefore, salary and insurance have not been treated independently.

or

0.4
If S and I are independent, the conditional probability of P  S / I   P  S  . However,  0.5.
0.7

Therefore, salary and insurance have not been treated independently.

32
Rubric:

[4] 0.4 or an equivalent answer and “no,” and correct work is shown, and a correct justification is
given.

[3] Appropriate work is shown, but one computational, simplification, or rounding error is made.
or
[3] Appropriate work is shown to find 0.4 and “no,” but no justification is given.

[2] Appropriate work is shown, but two or more computational, simplification, or rounding errors are
made.
or
[2] Appropriate work is shown, but one conceptual error is made.
or
[2] 0.4 or an equivalent answer, and correct work is shown, but no further correct work is shown.

[1] Appropriate work is shown, but one conceptual error and one computational, simplification, or
rounding error are made.
or
[1] 0.4 and “no,” 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.

33
14 The ocean tides near Carter Beach follow a repeating pattern over time, with the amount of
time between each low and high tide remaining relatively constant. On a certain day, low tide
occurred at 8:30 a.m. and high tide occurred at 3:00 p.m. At high tide, the water level was
12 inches above the average local sea level; at low tide it was 12 inches below the average local
sea level. Assume that high tide and low tide are the maximum and minimum water levels each
day, respectively.

Write a cosine function of the form f (t )  A cos( Bt ), where A and B are real numbers, that
models the water level, f (t ) , in inches above or below the average Carter Beach sea level, as a
function of the time measured in t hours since 8:30 a.m.

On the grid below, graph one cycle of this function.

People who fish in Carter Beach know that a certain species of fish is most plentiful when the
water level is increasing. Explain whether you would recommend fishing for this species at
7:30 p.m. or 10:30 p.m. using evidence from the given context.

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  2 
Key: f (t )  12cos  t  or equivalent function, a correct graph is drawn, and 10:30 pm with
 13 
appropriate evidence from the context.

Measures CCLS Cluster: F-IF.B

Mathematical Practice: 2,4

Commentary: The question measures F-IF.B because the student must interpret a key feature of the
graph of a function, and intervals on which the function is increasing. This question
also measures F-TF.B and F-IF.C because the student must choose and graph a
trigonometric function to model a periodic phenomenon, the level of water near
Carter Beach over time.

Rationale: The amplitude, 12, can be interpreted from the situation, since the water level has a
minimum of −12 and a maximum of 12. The value of A is −12 since at 8:30 it is low tide.
The period of the function is 13 hours, and is expressed in the function through the
2
parameter B. By experimentation with technology or using the relation P  (where P
B
2
is the period), it is determined that B  .
13

35
 In order to answer the question about when to fish, the student must interpret the function and
determine which choice, 7:30 pm or 10:30 pm, is on an increasing interval. Since the function
is increasing from t = 13 to t = 19.5 (which corresponds to 9:30 pm to 4:00 am), 10:30 is the
appropriate choice.
Rubric:

 2 
[6] f (t )  12cos  t  or equivalent function, a correct graph is drawn, and 10:30 pm with
 13 
appropriate evidence from the context.

[5] Appropriate work is shown, but one computational or graphing error is made.
or
[5] Appropriate work is shown, but the explanation is incomplete.
or
[5] Appropriate work is shown, but an error is made in determining A or B in the function.

36
[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
 2 
[4] f (t )  12cos  t  and a correct graph is drawn, but no further correct work is shown.
 13 

[3] Appropriate work is shown, but three or more computational errors are made.
or
[3] Appropriate work is shown, but one conceptual and one computational error are made.

[2] Appropriate work is shown, but two conceptual errors are made.
or
[2] Appropriate work is shown, but one conceptual and two or more computational errors are
made.
or
[2] 10:30 pm and a correct explanation with evidence from the context is written, but no further
correct work is shown.

[1] Appropriate work is shown, but two conceptual and one computational errors are made.
or
 2 
[1] 12cos  t  but no further correct work is shown.
 13 

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

37