The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION. Thursday, August 16, :30 to 11:30 a.m.

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1 FOR TEACHERS ONLY The University of the State of New Yk REGENTS HIGH SCHOOL EXAMINATION MATHEMATICS A Thursday, August 16, :30 to 11:30 a.m., only SCORING KEY Mechanics of Rating The following procedures are to be followed f scing student answer papers f the Mathematics A examination. Me detailed infmation about scing is provided in the publication Infmation Booklet f Administering and Scing Regents Examinations in Mathematics A and Mathematics B. Use only red ink red pencil in rating Regents papers. Do not attempt to crect the student s wk by making insertions changes of any kind. Use checkmarks to indicate student errs. Unless otherwise specified, mathematically crect variations in the answers will be allowed. Units need not be given when the wding of the questions allows such omissions. Each student s answer paper is to be sced by a minimum of three mathematics teachers. On the back of the student s detachable answer sheet, raters must enter their initials in the boxes next to the questions they have sced and also write their name in the box under the heading Rater s/scer s Name. Raters should recd the student s sces f all questions and the total raw sce on the student s detachable answer sheet. Then the student s total raw sce should be converted to a scaled sce by using the conversion chart printed at the end of this key. The student s scaled sce should be entered in the box provided on the student s detachable answer sheet. The scaled sce is the student s final examination sce. Part I Allow a total of 40 credits, 2 credits f each of the following. Allow credit if the student has written the crect answer instead of the numeral 1, 2, 3, 4. (1) 2 (6) 2 (11) 4 (16) 3 (2) 4 (7) 4 (12) 1 (17) 1 (3) 2 (8) 3 (13) 4 (18) 1 (4) 3 (9) 4 (14) 2 (19) 2 (5) 1 (10) 3 (15) 1 (20) 4 [1] [OVER]

2 Part II F each question, use the specific criteria to award a maximum of two credits. (21) [2] 29, and appropriate wk is shown, such as = 29. [1] The crect application of the exteri angle theem is shown, but one me computational errs are made. [1] The crect application of supplementary angles and the sum of the angles of a triangle are shown, but one me computational errs are made. [1] m BCA is calculated increctly, but the sum of the angles in a triangle is used appropriately. [1] 29, but no wk is shown. [0] A zero response is completely increct, irrelevant, incoherent is a crect response that was obtained by an obviously increct procedure. (22) [2] 15, and appropriate wk is shown, such as using the Pythagean theem, Pythagean triples, trigonometric functions. [1] The data are substituted increctly, but an appropriate answer is found and is rounded crectly. [1] Appropriate wk is shown, but one me computational errs are made. [1] 15, but no wk is shown. [0] A zero response is completely increct, irrelevant, incoherent is a crect response that was obtained by an obviously increct procedure. (23) [2] 4x x + 2, and appropriate wk is shown, such as (9x 2 + 3x 4) (5x 2 7x 6). [1] The setup is crect, but the distribution of the negative sign is increct. [1] 14x 2 4x 10, but appropriate wk is shown. [1] 4x x + 2, but no wk is shown. [0] A zero response is completely increct, irrelevant, incoherent is a crect response that was obtained by an obviously increct procedure. [2]

3 (24) [2] 6x 2 an equivalent expression, and appropriate wk is shown, such as 2(2x + 3) + 2(x 4) = 6x 2. [1] The length is represented crectly as 2x + 3 and the width as x 4, but the representation of the perimeter is determined increctly. [1] The length, the width, and the perimeter are represented appropriately, but by a variable other than x. [1] One both dimensions are represented increctly, but the perimeter is represented appropriately. [0] One both dimensions are represented increctly, and the perimeter is not determined. [0] A zero response is completely increct, irrelevant, incoherent is a crect response that was obtained by an obviously increct procedure. (25) [2] 5rs 2 2, and appropriate wk is shown. [1] A partially crect answer is found, such as 5r 2s 4 5s 2 2r 2, and appropriate wk is shown. [1] 7.07rs 2, but appropriate wk is shown. [1] 5rs 2 2, but no wk is shown. [0] A zero response is completely increct, irrelevant, incoherent is a crect response that was obtained by an obviously increct procedure. [3] [OVER]

4 Part III F each question, use the specific criteria to award a maximum of three credits. (26) [3] 490, and appropriate wk is shown, such as [2] Appropriate wk is shown, but one computational err is made. [2] Appropriate wk is shown, but an increct answer is found, based on an increct number of possible dessert combinations an increct number of soup appetizer choices. [2] Appropriate wk is shown, but an increct answer is found, based on one err in the tree diagram. 1 [2] 490, but appropriate wk is shown. [1] 7, 7, and 10 are added instead of multiplied. [1] The counting principle is used crectly, but increct substitutions are made, but an appropriate answer is shown. [1] 490, but no wk is shown. [0] A zero response is completely increct, irrelevant, incoherent is a crect response that was obtained by an obviously increct procedure. [4]

5 2 (27) [3] an equivalent answer, and an appropriate explanation is given appropriate 24 wk is shown, such as a tree diagram, sample space, permutations. [2] Appropriate wk is shown, but one computational err is made. [2] Appropriate wk is shown, but only a numerat a denominat is determined crectly. 2 [2] an equivalent answer, but only wk f either the numerat the 24 denominat is shown. [1] The probability of the tallest the probability of the shtest student being in the proper position is crect, such as 1. 4 [1] Only a tree diagram, sample space, permutations are shown. 2 [1] an equivalent answer, but no wk is shown. 24 [0] A zero response is completely increct, irrelevant, incoherent is a crect response that was obtained by an obviously increct procedure. (28) [3] DABC and DA B C, A ( 2,4), B (0,12), C (10,8), are graphed crectly. [2] DABC is graphed crectly, but only two image points are graphed crectly. [2] DABC is graphed increctly, but DA B C is graphed appropriately, based on an increct DABC. [1] Only DABC is graphed crectly. [0] A zero response is completely increct, irrelevant, incoherent is a crect response that was obtained by an obviously increct procedure. [5] [OVER]

6 (29) [3] All three examples are illustrated under division crectly, such as 2 0, 2 4, and 2 4, and crect explanations are given. [2] Only two of the three examples are illustrated and explained crectly. [2] All three examples are illustrated crectly, but only one explanation is given is crect. [2] The division examples and explanations are crect, but at most two increct examples are also shown, such as examples f addition, subtraction, multiplication. [1] The division examples and explanations are crect, but me than two increct examples are shown, such as examples f addition, subtraction, multiplication. [1] All three examples are illustrated crectly, but no crect explanation is given. [1] Only one crect example with a crect explanation is given. [0] A zero response is completely increct, irrelevant, incoherent is a crect response that was obtained by an obviously increct procedure. (30) [3] Three crect equations are shown, such as y = x + 7, y = x 6, and 2y = 2x 12. [2] Only two crect equations are shown. [1] Only one crect equation is shown. [0] A zero response is completely increct, irrelevant, incoherent is a crect response that was obtained by an obviously increct procedure. [6]

7 Part IV F each question, use the specific criteria to award a maximum of four credits. (31) a [3] Two parallel lines, one 3 units above and one 3 units below AB, and a circle with its center at P with a radius of 5 units are described crectly in wds drawn. [2] Only one parallel line 3 units above 3 units below AB and a crect circle are described in wds drawn. [2] Appropriate parallel lines are shown, but the circle is incomplete. [1] Both parallel lines and the circle have incomplete descriptions drawings. [0] Only one incomplete locus is described drawn. b [1] 4, and appropriate wk is shown. [1] An appropriate answer f an increct part a is found. a and b [0] A zero response is completely increct, irrelevant, incoherent is a crect response that was obtained by an obviously increct procedure. [7] [OVER]

8 (32) [4] 36 T-shirts and 12 caps, and appropriate wk is shown, such as an appropriate system of equations a crect trial-and-err method with at least two trials and appropriate checks. [3] Appropriate wk is shown, but only the crect number of T-shirts the crect number of caps is determined. [3] One err is made, resulting in an increct number of T-shirts caps, but the cresponding number of the other item is determined appropriately. [2] An appropriate method is shown, but no answer is found. [2] The variables are represented crectly, and a crect equation system of equations is written, but the process is not completed. [2] 36 T-shirts and 12 caps, but only one trial and appropriate checks are shown. [2] The variables are represented crectly, but an increct equation is written, but the solution is completed appropriately. [1] 36 T-shirts and 12 caps, but no wk is shown. [0] A zero response is completely increct, irrelevant, incoherent is a crect response that was obtained by an obviously increct procedure. [8]

9 x (33) [4] 153, and appropriate wk is shown, such as sin 50 = 200. [3] An appropriate analysis is shown, but one computational rounding err is made. x [2] An increct trigonometric function is used, such as cos 50 =, but it is carried 200 to an appropriate final answer and is rounded crectly. [1] An increct trigonometric function is used and solved appropriately, but it is rounded increctly. [1] Only an appropriate diagram is shown. [1] 153, but no wk is shown. [0] Use of the Pythagean theem, such as = x 2, is shown. [0] A zero response is completely increct, irrelevant, incoherent is a crect response that was obtained by an obviously increct procedure. [9] [OVER]

10 MATHEMATICS A concluded (34) [4] Crect cumulative frequencies of 7, 14, 24, and 30 and a fully labeled crect histogram are shown. [3] Increct cumulative frequencies are shown, but the histogram is appropriate f the data. [3] Crect cumulative frequencies are shown, but a partially increct histogram is shown, such as the axes not being labeled, having nonequal intervals, the x-axis starting at 50. [2] Only a frequency histogram is completed crectly. [2] Only a crect cumulative frequency table and a crect bar graph are shown. [1] An appropriate bar graph is shown, but it is based on frequencies, not the cumulative frequency. [1] Only a crect cumulative frequency table is shown. [0] A zero response is completely increct, irrelevant, incoherent is a crect response that was obtained by an obviously increct procedure. (35) [4] ( 3, 5) and (1,3), and appropriate algebraic wk is shown. [3] Appropriate algebraic wk is shown, but x = 3 and x = 1 are given as the solution. [3] Appropriate algebraic wk is shown, but only one crect solution is given, such as (1,3). [2] ( 3, 5) and (1,3), but a graphic solution is shown. [2] Crect substitution and an algebraic equation set equal to zero are shown, but the result is not facted, such as x 2 + 2x 3 = 0. [1] Any crect substitution is shown, such as 2x + 1 = x 2 + 3x 2. [1] ( 3, 5) and (1,3), but no algebraic wk is shown. [0] A zero response is completely increct, irrelevant, incoherent is a crect response that was obtained by an obviously increct procedure. [10]

11 MATHEMATICS A Map to Learning Standards Key Ideas Item Numbers Mathematical Reasoning 4, 16, 17 Number and Numeration 2, 12, 29 Operations 3, 6, 13, 19, 20, 23, 25 Modeling/Multiple Representation 9, 14, 15, 21, 28, 30, 31 Measurement 1, 5, 8, 10, 22, 33, 34 Uncertainty 7, 11, 26, 27 Patterns/Functions 18, 24, 32, 35

12 Regents Examination in Mathematics A August 2001 Chart f Converting Total Test Raw Sces to Final Examination Sces (Scaled Sces) Raw Sce Scaled Sce Raw Sce Scaled Sce Raw Sce Scaled Sce To determine the student s final examination sce, find the student s total test raw sce in the column labeled Raw Sce and then locate the scaled sce that cresponds to that raw sce. The scaled sce is the student s final examination sce. Enter this sce in the space labeled Scaled Sce on the student s answer sheet. All student answer papers that receive a scaled sce of 60 through 64 must be sced a second time. F the second scing, a different committee of teachers may sce the student s paper the iginal committee may sce the paper, except that no teacher may sce the same open-ended questions that he/she sced in the first rating of the paper. The school principal is responsible f assuring that the student s final examination sce is based on a fair, accurate, and reliable scing of the student s answer paper. Because scaled sces cresponding to raw sces in the conversion chart may change from one examination to another, it is crucial that f each administration, the conversion chart provided in the scing key f that administration be used to determine the student s final sce. The chart above is usable only f this administration of the mathematics A examination.