The University of the State of New York
REGENTS HIGH SCHOOL EXAMINATION
ALGEBRA I (Common Core)
Wednesday, August 12, 2015 — 8:30 to 11:30 a.m.
MODEL RESPONSE SET
Table of Contents
Question 25 . . . . . . . . . . . . . . . . . . . 2
Question 26 . . . . . . . . . . . . . . . . . . . 7
Question 27 . . . . . . . . . . . . . . . . . . 12
Question 28 . . . . . . . . . . . . . . . . . . 18
Question 29 . . . . . . . . . . . . . . . . . . 23
Question 30 . . . . . . . . . . . . . . . . . . 29
Question 31 . . . . . . . . . . . . . . . . . . 33
Question 32 . . . . . . . . . . . . . . . . . . 40
Question 33 . . . . . . . . . . . . . . . . . . 45
Question 34 . . . . . . . . . . . . . . . . . . 54
Question 35 . . . . . . . . . . . . . . . . . . 61
Question 36 . . . . . . . . . . . . . . . . . . 68
Question 37 . . . . . . . . . . . . . . . . . . 73
Question 25
25 Each day Toni records the height of a plant for her science lab. Her data are shown in the table
below.
The plant continues to grow at a constant daily rate. Write an equation to represent h(n),
the height of the plant on the nth day.
Day (n) 1 2 3 4 5
Height (cm) 3.0 4.5 6.0 7.5 9.0
Score 2: The student has a complete and correct response.
Algebra I (Common Core) – Aug. ’15 [2]
Question 25
25 Each day Toni records the height of a plant for her science lab. Her data are shown in the table
below.
The plant continues to grow at a constant daily rate. Write an equation to represent h(n),
the height of the plant on the nth day.
Day (n) 1 2 3 4 5
Height (cm) 3.0 4.5 6.0 7.5 9.0
Score 1: The student made a conceptual error when writing the equation.
Algebra I (Common Core) – Aug. ’15 [3]
Question 25
25 Each day Toni records the height of a plant for her science lab. Her data are shown in the table
below.
The plant continues to grow at a constant daily rate. Write an equation to represent h(n),
the height of the plant on the nth day.
Day (n) 1 2 3 4 5
Height (cm) 3.0 4.5 6.0 7.5 9.0
Score 1: The student did not write the equation in terms of h(n).
Algebra I (Common Core) – Aug. ’15 [4]
Question 25
25 Each day Toni records the height of a plant for her science lab. Her data are shown in the table
below.
The plant continues to grow at a constant daily rate. Write an equation to represent h(n),
the height of the plant on the nth day.
Day (n) 1 2 3 4 5
Height (cm) 3.0 4.5 6.0 7.5 9.0
Score 1: The student did not write the equation in terms of n.
Algebra I (Common Core) – Aug. ’15 [5]
Question 25
25 Each day Toni records the height of a plant for her science lab. Her data are shown in the table
below.
The plant continues to grow at a constant daily rate. Write an equation to represent h(n),
the height of the plant on the nth day.
Day (n) 1 2 3 4 5
Height (cm) 3.0 4.5 6.0 7.5 9.0
Score 0: The student gave a completely incorrect response.
Algebra I (Common Core) – Aug. ’15 [6]
Algebra I (Common Core) – Aug. ’15 [7]
Question 26
26 On the set of axes below, graph the inequality 2x ⫹ y ⬎ 1.
Score 2: The student has a complete and correct response.
Algebra I (Common Core) – Aug. ’15 [8]
Question 26
26 On the set of axes below, graph the inequality 2x ⫹ y ⬎ 1.
Score 1: The student shaded in the wrong direction.
Algebra I (Common Core) – Aug. ’15 [9]
Question 26
26 On the set of axes below, graph the inequality 2x ⫹ y ⬎ 1.
Score 1: The student did not draw a dotted line.
Algebra I (Common Core) – Aug. ’15 [10]
Question 26
26 On the set of axes below, graph the inequality 2x ⫹ y ⬎ 1.
Score 1: The student graphed the slope incorrectly.
Algebra I (Common Core) – Aug. ’15 [11]
Question 26
26 On the set of axes below, graph the inequality 2x ⫹ y ⬎ 1.
Score 0: The student did not draw a dotted line and did not shade.
Algebra I (Common Core) – Aug. ’15 [12]
Question 27
27 Rachel and Marc were given the information shown below about the bacteria growing in a Petri
dish in their biology class.
Rachel wants to model this information with a linear function. Marc wants to use an exponential
function. Which model is the better choice? Explain why you chose this model.
Number of Hours, x 1 2 3 4 5 6 7 8 9 10
Number of Bacteria, B(x) 220 280 350 440 550 690 860 1070 1340 1680
Score 2: The student has a complete and correct response.
Algebra I (Common Core) – Aug. ’15 [13]
Question 27
27 Rachel and Marc were given the information shown below about the bacteria growing in a Petri
dish in their biology class.
Rachel wants to model this information with a linear function. Marc wants to use an exponential
function. Which model is the better choice? Explain why you chose this model.
Number of Hours, x 1 2 3 4 5 6 7 8 9 10
Number of Bacteria, B(x) 220 280 350 440 550 690 860 1070 1340 1680
Score 2: The student has a complete and correct response.
Algebra I (Common Core) – Aug. ’15 [14]
Question 27
27 Rachel and Marc were given the information shown below about the bacteria growing in a Petri
dish in their biology class.
Rachel wants to model this information with a linear function. Marc wants to use an exponential
function. Which model is the better choice? Explain why you chose this model.
Number of Hours, x 1 2 3 4 5 6 7 8 9 10
Number of Bacteria, B(x) 220 280 350 440 550 690 860 1070 1340 1680
Score 1: The student compared correlation coefficients.
Algebra I (Common Core) – Aug. ’15 [15]
Question 27
27 Rachel and Marc were given the information shown below about the bacteria growing in a Petri
dish in their biology class.
Rachel wants to model this information with a linear function. Marc wants to use an exponential
function. Which model is the better choice? Explain why you chose this model.
Number of Hours, x 1 2 3 4 5 6 7 8 9 10
Number of Bacteria, B(x) 220 280 350 440 550 690 860 1070 1340 1680
Score 1: The student made a conceptual error by confusing linear and exponential definitions.
Algebra I (Common Core) – Aug. ’15 [16]
Question 27
27 Rachel and Marc were given the information shown below about the bacteria growing in a Petri
dish in their biology class.
Rachel wants to model this information with a linear function. Marc wants to use an exponential
function. Which model is the better choice? Explain why you chose this model.
Number of Hours, x 1 2 3 4 5 6 7 8 9 10
Number of Bacteria, B(x) 220 280 350 440 550 690 860 1070 1340 1680
Score 1: The student gave an incomplete explanation.
Algebra I (Common Core) – Aug. ’15 [17]
Question 27
27 Rachel and Marc were given the information shown below about the bacteria growing in a Petri
dish in their biology class.
Rachel wants to model this information with a linear function. Marc wants to use an exponential
function. Which model is the better choice? Explain why you chose this model.
Number of Hours, x 1 2 3 4 5 6 7 8 9 10
Number of Bacteria, B(x) 220 280 350 440 550 690 860 1070 1340 1680
Score 0: The student gave a completely incorrect response.
Algebra I (Common Core) – Aug. ’15 [18]
Question 28
Score 2: The student has a complete and correct response.
28 A driver leaves home for a business trip and drives at a constant speed of 60 miles per hour for
2 hours. Her car gets a flat tire, and she spends 30 minutes changing the tire. She resumes driving
and drives at 30 miles per hour for the remaining one hour until she reaches her destination.
On the set of axes below, draw a graph that models the driver’s distance from home.
Algebra I (Common Core) – Aug. ’15 [19]
Question 28
Score 1: The student did not start at (0,0).
28 A driver leaves home for a business trip and drives at a constant speed of 60 miles per hour for
2 hours. Her car gets a flat tire, and she spends 30 minutes changing the tire. She resumes driving
and drives at 30 miles per hour for the remaining one hour until she reaches her destination.
On the set of axes below, draw a graph that models the driver’s distance from home.
Distance (miles)
300
240
180
120
Algebra I (Common Core) – Aug. ’15 [20]
Question 28
Score 1: The student graphed past the destination, increasing the distance from home.
28 A driver leaves home for a business trip and drives at a constant speed of 60 miles per hour for
2 hours. Her car gets a flat tire, and she spends 30 minutes changing the tire. She resumes driving
and drives at 30 miles per hour for the remaining one hour until she reaches her destination.
On the set of axes below, draw a graph that models the driver’s distance from home.
Algebra I (Common Core) – Aug. ’15 [21]
Question 28
Score 1: The student graphed the last hour incorrectly.
28 A driver leaves home for a business trip and drives at a constant speed of 60 miles per hour for
2 hours. Her car gets a flat tire, and she spends 30 minutes changing the tire. She resumes driving
and drives at 30 miles per hour for the remaining one hour until she reaches her destination.
On the set of axes below, draw a graph that models the driver’s distance from home.
Algebra I (Common Core) – Aug. ’15 [22]
Question 28
Score 0: The student did not correctly graph the 30 minutes that the car was stopped, and then
continued at 60 mph instead of 30 mph to the end of the grid.
28 A driver leaves home for a business trip and drives at a constant speed of 60 miles per hour for
2 hours. Her car gets a flat tire, and she spends 30 minutes changing the tire. She resumes driving
and drives at 30 miles per hour for the remaining one hour until she reaches her destination.
On the set of axes below, draw a graph that models the driver’s distance from home.
Algebra I (Common Core) – Aug. ’15 [23]
Question 29
29 How many real solutions does the equation x
2
⫺ 2x ⫹ 5 ⫽ 0 have? Justify your answer.
Score 2: The student has a complete and correct response.
Algebra I (Common Core) – Aug. ’15 [24]
Question 29
29 How many real solutions does the equation x
2
⫺ 2x ⫹ 5 ⫽ 0 have? Justify your answer.
Score 2: The student has a complete and correct response.
Algebra I (Common Core) – Aug. ’15 [25]
Question 29
29 How many real solutions does the equation x
2
⫺ 2x ⫹ 5 ⫽ 0 have? Justify your answer.
Score 1: The student made an error by taking the square root of ⫺4 and found two real solutions.
Algebra I (Common Core) – Aug. ’15 [26]
Question 29
29 How many real solutions does the equation x
2
⫺ 2x ⫹ 5 ⫽ 0 have? Justify your answer.
Score 1: The student gave an incomplete justification.
Algebra I (Common Core) – Aug. ’15 [27]
Question 29
29 How many real solutions does the equation x
2
⫺ 2x ⫹ 5 ⫽ 0 have? Justify your answer.
Score 1: The student knew that quadratic equations have two solutions, but did not answer the
question regarding real solutions.
Algebra I (Common Core) – Aug. ’15 [28]
Question 29
29 How many real solutions does the equation x
2
⫺ 2x ⫹ 5 ⫽ 0 have? Justify your answer.
Score 0: The student gave a completely incorrect response.
Algebra I (Common Core) – Aug. ’15 [29]
Question 30
30 The number of carbon atoms in a fossil is given by the function y ⫽ 5100(0.95)
x
, where
x represents the number of years since being discovered.
What is the percent of change each year? Explain how you arrived at your answer.
Score 2: The student has a complete and correct response.
Algebra I (Common Core) – Aug. ’15 [30]
Question 30
30 The number of carbon atoms in a fossil is given by the function y ⫽ 5100(0.95)
x
, where
x represents the number of years since being discovered.
What is the percent of change each year? Explain how you arrived at your answer.
Score 1: The student did not give an explanation.
Algebra I (Common Core) – Aug. ’15 [31]
Question 30
30 The number of carbon atoms in a fossil is given by the function y ⫽ 5100(0.95)
x
, where
x represents the number of years since being discovered.
What is the percent of change each year? Explain how you arrived at your answer.
Score 1: The student calculated the percent change incorrectly, but gave an appropriate
explanation.
Algebra I (Common Core) – Aug. ’15 [32]
Question 30
30 The number of carbon atoms in a fossil is given by the function y ⫽ 5100(0.95)
x
, where
x represents the number of years since being discovered.
What is the percent of change each year? Explain how you arrived at your answer.
Score 0: The student gave a completely incorrect response.
Algebra I (Common Core) – Aug. ’15 [33]
Question 31
Score 2: The student has a complete and correct response.
31 A toy rocket is launched from the ground straight upward. The height of the rocket above the
ground, in feet, is given by the equation h(t) ⫽⫺16t
2
⫹ 64t, where t is the time in seconds.
Determine the domain for this function in the given context. Explain your reasoning.
Algebra I (Common Core) – Aug. ’15 [34]
Question 31
Score 2: The student has a complete and correct response.
31 A toy rocket is launched from the ground straight upward. The height of the rocket above the
ground, in feet, is given by the equation h(t) ⫽⫺16t
2
⫹ 64t, where t is the time in seconds.
Determine the domain for this function in the given context. Explain your reasoning.
Algebra I (Common Core) – Aug. ’15 [35]
Question 31
Score 2: The student has a complete and correct response.
31 A toy rocket is launched from the ground straight upward. The height of the rocket above the
ground, in feet, is given by the equation h(t) ⫽⫺16t
2
⫹ 64t, where t is the time in seconds.
Determine the domain for this function in the given context. Explain your reasoning.
Algebra I (Common Core) – Aug. ’15 [36]
Question 31
Score 1: The student gave the range and not the domain.
31 A toy rocket is launched from the ground straight upward. The height of the rocket above the
ground, in feet, is given by the equation h(t) ⫽⫺16t
2
⫹ 64t, where t is the time in seconds.
Determine the domain for this function in the given context. Explain your reasoning.
Algebra I (Common Core) – Aug. ’15 [37]
Question 31
Score 1: The student did not realize that the height cannot be negative either.
31 A toy rocket is launched from the ground straight upward. The height of the rocket above the
ground, in feet, is given by the equation h(t) ⫽⫺16t
2
⫹ 64t, where t is the time in seconds.
Determine the domain for this function in the given context. Explain your reasoning.
Algebra I (Common Core) – Aug. ’15 [38]
Question 31
Score 1: The student did not state the interval.
31 A toy rocket is launched from the ground straight upward. The height of the rocket above the
ground, in feet, is given by the equation h(t) ⫽⫺16t
2
⫹ 64t, where t is the time in seconds.
Determine the domain for this function in the given context. Explain your reasoning.
Algebra I (Common Core) – Aug. ’15 [39]
Question 31
Score 0: The student gave an irrelevant response.
31 A toy rocket is launched from the ground straight upward. The height of the rocket above the
ground, in feet, is given by the equation h(t) ⫽⫺16t
2
⫹ 64t, where t is the time in seconds.
Determine the domain for this function in the given context. Explain your reasoning.
Algebra I (Common Core) – Aug. ’15 [40]
Question 32
32 Jackson is starting an exercise program. The first day he will spend 30 minutes on a treadmill.
He will increase his time on the treadmill by 2 minutes each day. Write an equation for T(d),
the time, in minutes, on the treadmill on day d.
Find T(6), the minutes he will spend on the treadmill on day 6.
Score 2: The student has a complete and correct response.
Algebra I (Common Core) – Aug. ’15 [41]
Question 32
32 Jackson is starting an exercise program. The first day he will spend 30 minutes on a treadmill.
He will increase his time on the treadmill by 2 minutes each day. Write an equation for T(d),
the time, in minutes, on the treadmill on day d.
Find T(6), the minutes he will spend on the treadmill on day 6.
Score 2: The student has a complete and correct response.
Algebra I (Common Core) – Aug. ’15 [42]
Question 32
32 Jackson is starting an exercise program. The first day he will spend 30 minutes on a treadmill.
He will increase his time on the treadmill by 2 minutes each day. Write an equation for T(d),
the time, in minutes, on the treadmill on day d.
Find T(6), the minutes he will spend on the treadmill on day 6.
Score 1: The student wrote an expression and not an equation.
Algebra I (Common Core) – Aug. ’15 [43]
Question 32
32 Jackson is starting an exercise program. The first day he will spend 30 minutes on a treadmill.
He will increase his time on the treadmill by 2 minutes each day. Write an equation for T(d),
the time, in minutes, on the treadmill on day d.
Find T(6), the minutes he will spend on the treadmill on day 6.
Score 1: The student gave a correct T(6) based on the incorrect expression.
Algebra I (Common Core) – Aug. ’15 [44]
Question 32
32 Jackson is starting an exercise program. The first day he will spend 30 minutes on a treadmill.
He will increase his time on the treadmill by 2 minutes each day. Write an equation for T(d),
the time, in minutes, on the treadmill on day d.
Find T(6), the minutes he will spend on the treadmill on day 6.
Score 0: The student gave a completely incorrect response.
Algebra I (Common Core) – Aug. ’15 [45]
Question 33
33 Graph f(x) ⫽ x
2
and g(x) ⫽ 2
x
for x
≥
0 on the set of axes below.
Score 4: The student has a complete and correct response.
State which function, f(x) or g(x), has a greater value when x ⫽ 20. Justify your reasoning.
Algebra I (Common Core) – Aug. ’15 [46]
Question 33
33 Graph f(x) ⫽ x
2
and g(x) ⫽ 2
x
for x
≥
0 on the set of axes below.
Score 4: The student has a complete and correct response.
State which function, f(x) or g(x), has a greater value when x ⫽ 20. Justify your reasoning.
Algebra I (Common Core) – Aug. ’15 [47]
Question 33
33 Graph f(x) ⫽ x
2
and g(x) ⫽ 2
x
for x
≥
0 on the set of axes below.
Score 3: The student did not justify 2
x
.
State which function, f(x) or g(x), has a greater value when x ⫽ 20. Justify your reasoning.
Algebra I (Common Core) – Aug. ’15 [48]
Question 33
33 Graph f(x) ⫽ x
2
and g(x) ⫽ 2
x
for x
≥
0 on the set of axes below.
Score 2: The student has a correct graph, but shows no further work.
State which function, f(x) or g(x), has a greater value when x ⫽ 20. Justify your reasoning.
Algebra I (Common Core) – Aug. ’15 [49]
Question 33
33 Graph f(x) ⫽ x
2
and g(x) ⫽ 2
x
for x
≥
0 on the set of axes below.
Score 2: The student has one graphing error by not using arrows and did not justify g(x).
State which function, f(x) or g(x), has a greater value when x ⫽ 20. Justify your reasoning.
y
x
Algebra I (Common Core) – Aug. ’15 [50]
Question 33
33 Graph f(x) ⫽ x
2
and g(x) ⫽ 2
x
for x
≥
0 on the set of axes below.
Score 2: The student has a correct function and justification, but no graph.
State which function, f(x) or g(x), has a greater value when x ⫽ 20. Justify your reasoning.
y
x
Algebra I (Common Core) – Aug. ’15 [51]
Question 33
33 Graph f(x) ⫽ x
2
and g(x) ⫽ 2
x
for x
≥
0 on the set of axes below.
Score 1: The student graphed f(x) correctly.
State which function, f(x) or g(x), has a greater value when x ⫽ 20. Justify your reasoning.
Algebra I (Common Core) – Aug. ’15 [52]
Question 33
33 Graph f(x) ⫽ x
2
and g(x) ⫽ 2
x
for x
≥
0 on the set of axes below.
Score 1: The student did not put arrows on the graphs drawn and there is no further correct work.
State which function, f(x) or g(x), has a greater value when x ⫽ 20. Justify your reasoning.
Algebra I (Common Core) – Aug. ’15 [53]
Question 33
33 Graph f(x) ⫽ x
2
and g(x) ⫽ 2
x
for x
≥
0 on the set of axes below.
Score 0: The student did not graph one function completely correct and no further correct work
is shown.
State which function, f(x) or g(x), has a greater value when x ⫽ 20. Justify your reasoning.
y
x
Algebra I (Common Core) – Aug. ’15 [54]
Question 34
Score 4: The student has a complete and correct response.
34 Solve for x algebraically: 7x ⫺ 3(4x ⫺ 8)
≤
6x ⫹ 12 ⫺ 9x
If x is a number in the interval [4,8], state all integers that satisfy the given inequality.
Explain how you determined these values.
Algebra I (Common Core) – Aug. ’15 [55]
Question 34
Score 3: The student wrote an incorrect explanation.
34 Solve for x algebraically: 7x ⫺ 3(4x ⫺ 8)
≤
6x ⫹ 12 ⫺ 9x
If x is a number in the interval [4,8], state all integers that satisfy the given inequality.
Explain how you determined these values.
Algebra I (Common Core) – Aug. ’15 [56]
Question 34
Score 3: The student did not reverse the inequality symbol when dividing by a negative, but gave
appropriate numbers and explanation.
34 Solve for x algebraically: 7x ⫺ 3(4x ⫺ 8)
≤
6x ⫹ 12 ⫺ 9x
If x is a number in the interval [4,8], state all integers that satisfy the given inequality.
Explain how you determined these values.
Algebra I (Common Core) – Aug. ’15 [57]
Question 34
Score 3: The student did not state the correct integers, but gave an appropriate explanation.
34 Solve for x algebraically: 7x ⫺ 3(4x ⫺ 8)
≤
6x ⫹ 12 ⫺ 9x
If x is a number in the interval [4,8], state all integers that satisfy the given inequality.
Explain how you determined these values.
Algebra I (Common Core) – Aug. ’15 [58]
Question 34
Score 2: The student solved the inequality correctly, but showed no further correct work.
34 Solve for x algebraically: 7x ⫺ 3(4x ⫺ 8)
≤
6x ⫹ 12 ⫺ 9x
If x is a number in the interval [4,8], state all integers that satisfy the given inequality.
Explain how you determined these values.
Algebra I (Common Core) – Aug. ’15 [59]
Question 34
Score 1: The student did not reverse the inequality symbol when dividing by a negative and
showed no further correct work.
34 Solve for x algebraically: 7x ⫺ 3(4x ⫺ 8)
≤
6x ⫹ 12 ⫺ 9x
If x is a number in the interval [4,8], state all integers that satisfy the given inequality.
Explain how you determined these values.
Algebra I (Common Core) – Aug. ’15 [60]
Question 34
Score 0: The student gave a completely incorrect response.
34 Solve for x algebraically: 7x ⫺ 3(4x ⫺ 8)
≤
6x ⫹ 12 ⫺ 9x
If x is a number in the interval [4,8], state all integers that satisfy the given inequality.
Explain how you determined these values.
Algebra I (Common Core) – Aug. ’15 [61]
Question 35
35 The volume of a large can of tuna fish can be calculated using the formula V ⫽ πr
2
h.
Write an equation to find the radius, r, in terms of V and h.
Determine the diameter, to the nearest inch, of a large can of tuna fish that has a volume of
66 cubic inches and a height of 3.3 inches.
Score 4: The student has a complete and correct response.
Algebra I (Common Core) – Aug. ’15 [62]
Question 35
35 The volume of a large can of tuna fish can be calculated using the formula V ⫽ πr
2
h.
Write an equation to find the radius, r, in terms of V and h.
Determine the diameter, to the nearest inch, of a large can of tuna fish that has a volume of
66 cubic inches and a height of 3.3 inches.
Score 3: The student made a premature rounding error.
Algebra I (Common Core) – Aug. ’15 [63]
Question 35
35 The volume of a large can of tuna fish can be calculated using the formula V ⫽ πr
2
h.
Write an equation to find the radius, r, in terms of V and h.
Determine the diameter, to the nearest inch, of a large can of tuna fish that has a volume of
66 cubic inches and a height of 3.3 inches.
Score 3: The student multiplied by π instead of dividing by π.
Algebra I (Common Core) – Aug. ’15 [64]
Question 35
35 The volume of a large can of tuna fish can be calculated using the formula V ⫽ πr
2
h.
Write an equation to find the radius, r, in terms of V and h.
Determine the diameter, to the nearest inch, of a large can of tuna fish that has a volume of
66 cubic inches and a height of 3.3 inches.
Score 2: The student stated an incorrect equation but solved it appropriately.
Algebra I (Common Core) – Aug. ’15 [65]
Question 35
35 The volume of a large can of tuna fish can be calculated using the formula V ⫽ πr
2
h.
Write an equation to find the radius, r, in terms of V and h.
Determine the diameter, to the nearest inch, of a large can of tuna fish that has a volume of
66 cubic inches and a height of 3.3 inches.
Score 2: The student did not take the square root of r
2
and did not round the diameter.
Algebra I (Common Core) – Aug. ’15 [66]
Question 35
35 The volume of a large can of tuna fish can be calculated using the formula V ⫽ πr
2
h.
Write an equation to find the radius, r, in terms of V and h.
Determine the diameter, to the nearest inch, of a large can of tuna fish that has a volume of
66 cubic inches and a height of 3.3 inches.
Score 1: The student found the correct radius, but no further correct work is shown.
Algebra I (Common Core) – Aug. ’15 [67]
Question 35
35 The volume of a large can of tuna fish can be calculated using the formula V ⫽ πr
2
h.
Write an equation to find the radius, r, in terms of V and h.
Determine the diameter, to the nearest inch, of a large can of tuna fish that has a volume of
66 cubic inches and a height of 3.3 inches.
Score 0: The student gave a completely incorrect response.
Algebra I (Common Core) – Aug. ’15 [68]
Question 36
Score 4: The student has a complete and correct response.
36 The table below shows the attendance at a museum in select years from 2007 to 2013.
Attendance at Museum
State the linear regression equation represented by the data table when x ⫽ 0 is used to
represent the year 2007 and y is used to represent the attendance. Round all values to
the nearest hundredth.
State the correlation coefficient to the nearest hundredth and determine whether the data
suggest a strong or weak association.
Year 2007 2008 2009 2011 2013
Attendance (millions) 8.3 8.5 8.5 8.8 9.3
Algebra I (Common Core) – Aug. ’15 [69]
Question 36
Score 3: The student did not round the correlation coefficient.
36 The table below shows the attendance at a museum in select years from 2007 to 2013.
Attendance at Museum
State the linear regression equation represented by the data table when x ⫽ 0 is used to
represent the year 2007 and y is used to represent the attendance. Round all values to
the nearest hundredth.
State the correlation coefficient to the nearest hundredth and determine whether the data
suggest a strong or weak association.
Year 2007 2008 2009 2011 2013
Attendance (millions) 8.3 8.5 8.5 8.8 9.3
Algebra I (Common Core) – Aug. ’15 [70]
Question 36
Score 2: The student stated a correct equation, but no credit is given for strong with no proof.
36 The table below shows the attendance at a museum in select years from 2007 to 2013.
Attendance at Museum
State the linear regression equation represented by the data table when x ⫽ 0 is used to
represent the year 2007 and y is used to represent the attendance. Round all values to
the nearest hundredth.
State the correlation coefficient to the nearest hundredth and determine whether the data
suggest a strong or weak association.
Year 2007 2008 2009 2011 2013
Attendance (millions) 8.3 8.5 8.5 8.8 9.3
Algebra I (Common Core) – Aug. ’15 [71]
Question 36
Score 1: The student has an incorrect equation and the correlation coefficient is rounded
incorrectly.
36 The table below shows the attendance at a museum in select years from 2007 to 2013.
Attendance at Museum
State the linear regression equation represented by the data table when x ⫽ 0 is used to
represent the year 2007 and y is used to represent the attendance. Round all values to
the nearest hundredth.
State the correlation coefficient to the nearest hundredth and determine whether the data
suggest a strong or weak association.
Year 2007 2008 2009 2011 2013
Attendance (millions) 8.3 8.5 8.5 8.8 9.3
Algebra I (Common Core) – Aug. ’15 [72]
Question 36
Score 0: The student receives no credit for stating strong with no correlation coefficient.
36 The table below shows the attendance at a museum in select years from 2007 to 2013.
Attendance at Museum
State the linear regression equation represented by the data table when x ⫽ 0 is used to
represent the year 2007 and y is used to represent the attendance. Round all values to
the nearest hundredth.
State the correlation coefficient to the nearest hundredth and determine whether the data
suggest a strong or weak association.
Year 2007 2008 2009 2011 2013
Attendance (millions) 8.3 8.5 8.5 8.8 9.3
Algebra I (Common Core) – Aug. ’15 [73]
Question 37
Score 6: The student has a complete and correct response.
37 A rectangular picture measures 6 inches by 8 inches. Simon wants to build a wooden frame for
the picture so that the framed picture takes up a maximum area of 100 square inches on his wall.
The pieces of wood that he uses to build the frame all have the same width.
Write an equation or inequality that could be used to determine the maximum width of the pieces
of wood for the frame Simon could create.
Explain how your equation or inequality models the situation.
Solve the equation or inequality to determine the maximum width of the pieces of wood used for
the frame to the nearest tenth of an inch.
Algebra I (Common Core) – Aug. ’15 [74]
Question 37
Score 6: The student has a complete and correct response.
37 A rectangular picture measures 6 inches by 8 inches. Simon wants to build a wooden frame for
the picture so that the framed picture takes up a maximum area of 100 square inches on his wall.
The pieces of wood that he uses to build the frame all have the same width.
Write an equation or inequality that could be used to determine the maximum width of the pieces
of wood for the frame Simon could create.
Explain how your equation or inequality models the situation.
Solve the equation or inequality to determine the maximum width of the pieces of wood used for
the frame to the nearest tenth of an inch.
Algebra I (Common Core) – Aug. ’15 [75]
Question 37
Score 6: The student has a complete and correct response.
37 A rectangular picture measures 6 inches by 8 inches. Simon wants to build a wooden frame for
the picture so that the framed picture takes up a maximum area of 100 square inches on his wall.
The pieces of wood that he uses to build the frame all have the same width.
Write an equation or inequality that could be used to determine the maximum width of the pieces
of wood for the frame Simon could create.
Explain how your equation or inequality models the situation.
Solve the equation or inequality to determine the maximum width of the pieces of wood used for
the frame to the nearest tenth of an inch.
Algebra I (Common Core) – Aug. ’15 [76]
Question 37
Score 5: The student did not reject the negative answer.
37 A rectangular picture measures 6 inches by 8 inches. Simon wants to build a wooden frame for
the picture so that the framed picture takes up a maximum area of 100 square inches on his wall.
The pieces of wood that he uses to build the frame all have the same width.
Write an equation or inequality that could be used to determine the maximum width of the pieces
of wood for the frame Simon could create.
Explain how your equation or inequality models the situation.
Solve the equation or inequality to determine the maximum width of the pieces of wood used for
the frame to the nearest tenth of an inch.
Algebra I (Common Core) – Aug. ’15 [77]
Question 37
Score 5: The student has an incomplete explanation.
37 A rectangular picture measures 6 inches by 8 inches. Simon wants to build a wooden frame for
the picture so that the framed picture takes up a maximum area of 100 square inches on his wall.
The pieces of wood that he uses to build the frame all have the same width.
Write an equation or inequality that could be used to determine the maximum width of the pieces
of wood for the frame Simon could create.
Explain how your equation or inequality models the situation.
Solve the equation or inequality to determine the maximum width of the pieces of wood used for
the frame to the nearest tenth of an inch.
Algebra I (Common Core) – Aug. ’15 [78]
Question 37
Score 4: The student has an incomplete explanation and did not divide the width by 2.
37 A rectangular picture measures 6 inches by 8 inches. Simon wants to build a wooden frame for
the picture so that the framed picture takes up a maximum area of 100 square inches on his wall.
The pieces of wood that he uses to build the frame all have the same width.
Write an equation or inequality that could be used to determine the maximum width of the pieces
of wood for the frame Simon could create.
Explain how your equation or inequality models the situation.
Solve the equation or inequality to determine the maximum width of the pieces of wood used for
the frame to the nearest tenth of an inch.
Algebra I (Common Core) – Aug. ’15 [79]
Question 37
Score 3: The student wrote a correct equation and explanation, but no further correct work is
shown.
37 A rectangular picture measures 6 inches by 8 inches. Simon wants to build a wooden frame for
the picture so that the framed picture takes up a maximum area of 100 square inches on his wall.
The pieces of wood that he uses to build the frame all have the same width.
Write an equation or inequality that could be used to determine the maximum width of the pieces
of wood for the frame Simon could create.
Explain how your equation or inequality models the situation.
Solve the equation or inequality to determine the maximum width of the pieces of wood used for
the frame to the nearest tenth of an inch.
Algebra I (Common Core) – Aug. ’15 [80]
Question 37
Score 3: The student wrote a correct inequality but gave an incorrect explanation, and stated 1.5,
but showed no work.
37 A rectangular picture measures 6 inches by 8 inches. Simon wants to build a wooden frame for
the picture so that the framed picture takes up a maximum area of 100 square inches on his wall.
The pieces of wood that he uses to build the frame all have the same width.
Write an equation or inequality that could be used to determine the maximum width of the pieces
of wood for the frame Simon could create.
Explain how your equation or inequality models the situation.
Solve the equation or inequality to determine the maximum width of the pieces of wood used for
the frame to the nearest tenth of an inch.
Algebra I (Common Core) – Aug. ’15 [81]
Question 37
Score 2: The student wrote a correct equation.
37 A rectangular picture measures 6 inches by 8 inches. Simon wants to build a wooden frame for
the picture so that the framed picture takes up a maximum area of 100 square inches on his wall.
The pieces of wood that he uses to build the frame all have the same width.
Write an equation or inequality that could be used to determine the maximum width of the pieces
of wood for the frame Simon could create.
Explain how your equation or inequality models the situation.
Solve the equation or inequality to determine the maximum width of the pieces of wood used for
the frame to the nearest tenth of an inch.
Algebra I (Common Core) – Aug. ’15 [82]
Question 37
Score 1: The student has a correct answer but no work is shown.
37 A rectangular picture measures 6 inches by 8 inches. Simon wants to build a wooden frame for
the picture so that the framed picture takes up a maximum area of 100 square inches on his wall.
The pieces of wood that he uses to build the frame all have the same width.
Write an equation or inequality that could be used to determine the maximum width of the pieces
of wood for the frame Simon could create.
Explain how your equation or inequality models the situation.
Solve the equation or inequality to determine the maximum width of the pieces of wood used for
the frame to the nearest tenth of an inch.
Algebra I (Common Core) – Aug. ’15 [83]
Question 37
Score 1: The student wrote a correct expression.
37 A rectangular picture measures 6 inches by 8 inches. Simon wants to build a wooden frame for
the picture so that the framed picture takes up a maximum area of 100 square inches on his wall.
The pieces of wood that he uses to build the frame all have the same width.
Write an equation or inequality that could be used to determine the maximum width of the pieces
of wood for the frame Simon could create.
Explain how your equation or inequality models the situation.
Solve the equation or inequality to determine the maximum width of the pieces of wood used for
the frame to the nearest tenth of an inch.
Algebra I (Common Core) – Aug. ’15 [84]
Question 37
Score 0: The student wrote an incomplete explanation and no further work.
37 A rectangular picture measures 6 inches by 8 inches. Simon wants to build a wooden frame for
the picture so that the framed picture takes up a maximum area of 100 square inches on his wall.
The pieces of wood that he uses to build the frame all have the same width.
Write an equation or inequality that could be used to determine the maximum width of the pieces
of wood for the frame Simon could create.
Explain how your equation or inequality models the situation.
Solve the equation or inequality to determine the maximum width of the pieces of wood used for
the frame to the nearest tenth of an inch.
