ALGEBRA I (COMMON CORE)

The University of the State of New York

REGENTS HIGH SCHOOL EXAMINATION

ALGEBRA I (Common Core)

Monday, January 26, 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.
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. 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 owner of a small computer repair business has one employee, computations.
who is paid an hourly rate of $22. The owner estimates his weekly
profit using the function P(x) ⫽ 8600 ⫺ 22x. In this function, x
represents the number of
(1) computers repaired per week
(2) hours worked per week
(3) customers served per week
(4) days worked per week

2 Peyton is a sprinter who can run the 40-yard dash in 4.5 seconds.
He converts his speed into miles per hour, as shown below.

40 yd 3 ft 5280 ft 60 sec 60 min

• • • •
4.5 sec 1 yd 1 mi 1 min 1 hr

Which ratio is incorrectly written to convert his speed?

3 ft 60 sec
(1) 1 yd (3) 1 min

5280 ft 60 min
(2) (4)
1 mi 1 hr

3 Which equation has the same solutions as 2x2 ⫹ x ⫺ 3 ⫽ 0?

(1) (2x ⫺ 1)(x ⫹ 3) ⫽ 0 (3) (2x ⫺ 3)(x ⫹ 1) ⫽ 0
(2) (2x ⫹ 1)(x ⫺ 3) ⫽ 0 (4) (2x ⫹ 3)(x ⫺ 1) ⫽ 0

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

 Use this space for
4 Krystal was given $3000 when she turned 2 years old. Her parents computations.
invested it at a 2% interest rate compounded annually. No deposits or
withdrawals were made. Which expression can be used to determine
how much money Krystal had in the account when she turned 18?
(1) 3000(1 ⫹ 0.02)16 (3) 3000(1 ⫹ 0.02)18
(2) 3000(1 ⫺ 0.02)16 (4) 3000(1 ⫺ 0.02)18

5 Which table of values represents a linear relationship?

x f ( x) x f(x )
−1 −3 −1 −3
0 −2 0 −1
1 1 1 1
2 6 2 3
3 13 3 5
(1) (3)

x f ( x) x f(x )
1
−1 2 −1 −1
0 1 0 0
1 2 1 1
2 4 2 8
3 8 3 27

(2) (4)

6 Which domain would be the most appropriate set to use for a

function that predicts the number of household online-devices in
terms of the number of people in the household?
(1) integers (3) irrational numbers
(2) whole numbers (4) rational numbers

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

 Use this space for
2
7 The inequality 7 ⫺ __ x ⬍ x ⫺ 8 is equivalent to computations.
3
(1) x ⬎ 9 (3) x ⬍ 9
3 3
(2) x ⬎ ⫺ __ (4) x ⬍ ⫺ __
5 5

8 The value in dollars, v(x), of a certain car after x years is represented

by the equation v(x) ⫽ 25,000(0.86)x. To the nearest dollar,
how much more is the car worth after 2 years than after 3 years?
(1) 2589 (3) 15,901
(2) 6510 (4) 18,490

9 Which function has the same y-intercept as the graph below?

12 ⫺____
6x
(1) y ⫽ _____ (3) 6y ⫹ x ⫽ 18
4
(2) 27 ⫹ 3y ⫽ 6x (4) y ⫹ 3 ⫽ 6x

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

 Use this space for
10 Fred is given a rectangular piece of paper. If the length of Fred’s computations.
piece of paper is represented by 2x ⫺ 6 and the width is represented
by 3x ⫺ 5, then the paper has a total area represented by
(1) 5x ⫺ 11 (3) 10x ⫺ 22
(2) 6x2 ⫺ 28x ⫹ 30 (4) 6x2 ⫺ 6x ⫺ 11

11 The graph of a linear equation contains the points (3,11) and (⫺2,1).
Which point also lies on the graph?
(1) (2,1) (3) (2,6)
(2) (2,4) (4) (2,9)

12 How does the graph of f(x) ⫽ 3(x ⫺ 2)2 ⫹ 1 compare to the graph
of g(x) ⫽ x2?
(1) The graph of f(x) is wider than the graph of g(x), and its vertex
is moved to the left 2 units and up 1 unit.
(2) The graph of f(x) is narrower than the graph of g(x), and its vertex
is moved to the right 2 units and up 1 unit.
(3) The graph of f(x) is narrower than the graph of g(x), and its vertex
is moved to the left 2 units and up 1 unit.
(4) The graph of f(x) is wider than the graph of g(x), and its vertex is
moved to the right 2 units and up 1 unit.

13 Connor wants to attend the town carnival. The price of admission to

the carnival is $4.50, and each ride costs an additional 79 cents.
If he can spend at most $16.00 at the carnival, which inequality can
be used to solve for r, the number of rides Connor can go on, and
what is the maximum number of rides he can go on?
(1) 0.79 ⫹ 4.50r ≤ 16.00; 3 rides
(2) 0.79 ⫹ 4.50r ≤ 16.00; 4 rides
(3) 4.50 ⫹ 0.79r ≤ 16.00; 14 rides
(4) 4.50 ⫹ 0.79r ≤ 16.00; 15 rides

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

 Use this space for
14 Corinne is planning a beach vacation in July and is analyzing the computations.
daily high temperatures for her potential destination. She would like
to choose a destination with a high median temperature and a small
interquartile range. She constructed box plots shown in the diagram
below.

Ocean Beach Serene Shores

Whispering Palms Pelican Beach

70 75 80 85 90 95 100 70 75 80 85 90 95 100

Which destination has a median temperature above 80 degrees and

the smallest interquartile range?
(1) Ocean Beach (3) Serene Shores
(2) Whispering Palms (4) Pelican Beach

15 Some banks charge a fee on savings accounts that are left inactive
for an extended period of time. The equation y ⫽ 5000(0.98)x
represents the value, y, of one account that was left inactive for a
period of x years.

What is the y-intercept of this equation and what does it represent?

(1) 0.98, the percent of money in the account initially
(2) 0.98, the percent of money in the account after x years
(3) 5000, the amount of money in the account initially
(4) 5000, the amount of money in the account after x years

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

 Use this space for
16 The equation for the volume of a cylinder is V ⫽ πr2h. The positive computations.
value of r, in terms of h and V, is

(1) r ⫽ V (3) r ⫽ 2Vπh

πh

(2) r ⫽ Vπh (4) r ⫽ V

2π

17 Which equation has the same solutions as x2 ⫹ 6x ⫺ 7 ⫽ 0?

(1) (x ⫹ 3)2 ⫽ 2 (3) (x ⫺ 3)2 ⫽ 16
(2) (x ⫺ 3)2 ⫽ 2 (4) (x ⫹ 3)2 ⫽ 16

18 Two functions, y ⫽ |x ⫺ 3| and 3x ⫹ 3y ⫽ 27, are graphed on the

same set of axes. Which statement is true about the solution to the
system of equations?
(1) (3,0) is the solution to the system because it satisfies the equation
y ⫽ |x ⫺ 3|.
(2) (9,0) is the solution to the system because it satisfies the equation
3x ⫹ 3y ⫽ 27.
(3) (6,3) is the solution to the system because it satisfies both equations.
(4) (3,0), (9,0), and (6,3) are the solutions to the system of equations
because they all satisfy at least one of the equations.

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

 Use this space for
19 Miriam and Jessica are growing bacteria in a laboratory. Miriam uses computations.
the growth function f(t) ⫽ n2t while Jessica uses the function
g(t) ⫽ n4t, where n represents the initial number of bacteria and
t is the time, in hours. If Miriam starts with 16 bacteria, how many
bacteria should Jessica start with to achieve the same growth over
time?
(1) 32 (3) 8
(2) 16 (4) 4

20 If a sequence is defined recursively by f(0) ⫽ 2 and

f(n ⫹ 1) ⫽ ⫺2 f(n) ⫹ 3 for n ≥ 0, then f(2) is equal to
(1) 1 (3) 5
(2) ⫺11 (4) 17

21 An astronaut drops a rock off the edge of a cliff on the Moon.

The distance, d(t), in meters, the rock travels after t seconds can be
modeled by the function d(t) ⫽ 0.8t2. What is the average speed,
in meters per second, of the rock between 5 and 10 seconds after
it was dropped?
(1) 12 (3) 60
(2) 20 (4) 80

22 When factored completely, the expression p4 ⫺ 81 is equivalent to

(1) (p2 ⫹ 9)(p2 ⫺ 9)
(2) (p2 ⫺ 9)(p2 ⫺ 9)
(3) (p2 ⫹ 9)(p ⫹ 3)(p ⫺ 3)
(4) (p ⫹ 3)(p ⫺ 3)(p ⫹ 3)(p ⫺ 3)

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

 Use this space for
23 In 2013, the United States Postal Service charged $0.46 to mail a computations.
letter weighing up to 1 oz. and $0.20 per ounce for each additional
ounce. Which function would determine the cost, in dollars, c(z), of
mailing a letter weighing z ounces where z is an integer greater
than 1?
(1) c(z) ⫽ 0.46z ⫹ 0.20 (3) c(z) ⫽ 0.46(z ⫺ 1) ⫹ 0.20
(2) c(z) ⫽ 0.20z ⫹ 0.46 (4) c(z) ⫽ 0.20(z ⫺ 1) ⫹ 0.46

24 A polynomial function contains the factors x, x ⫺ 2, and x ⫹ 5.

Which graph(s) below could represent the graph of this function?

I II III
y y y

x x x

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

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

Algebra I (Common Core) – Jan. ’15 [9] [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. 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 Ms. Fox asked her class “Is the sum of 4.2 and 2 rational or irrational?” Patrick answered that
the sum would be irrational.

State whether Patrick is correct or incorrect. Justify your reasoning.

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

 26 The school newspaper surveyed the student body for an article about club membership. The table
below shows the number of students in each grade level who belong to one or more clubs.

1 Club 2 Clubs 3 or More Clubs

9th 90 33 12
10th 125 12 15
11th 87 22 18
12th 75 27 23

If there are 180 students in ninth grade, what percentage of the ninth grade students belong to
more than one club?

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

 27 A function is shown in the table below.

x f(x)
–4 2
–1 –4
0 –2
3 16

If included in the table, which ordered pair, (⫺4,1) or (1,⫺4), would result in a relation that is
no longer a function? Explain your answer.

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

 28 Subtract 5x2 ⫹ 2x ⫺ 11 from 3x2 ⫹ 8x ⫺ 7. Express the result as a trinomial.

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

 29 Solve the equation 4x2 ⫺ 12x ⫽ 7 algebraically for x.

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

 30 Graph the following function on the set of axes below.

|x|, ⫺3 ≤ x ⬍ 1
f(x) ⫽ { 4, 1≤x≤8

f(x)

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

 31 A gardener is planting two types of trees:
Type A is three feet tall and grows at a rate of 15 inches per year.
Type B is four feet tall and grows at a rate of 10 inches per year.

Algebraically determine exactly how many years it will take for these trees to be the same height.

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

 32 Write an exponential equation for the graph shown below.

9
8
7
6
5
4
3
2
1
x
–9 –8 –7 –6 –5 –4 –3 –2 –1
–7 1 2 3 4 5 6 7 8 9
–1
–2
–3
–4
–5
–6
–7
–8
–9

Explain how you determined the equation.

Algebra I (Common Core) – Jan. ’15 [17] [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. 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 Jacob and Zachary go to the movie theater and purchase refreshments for their friends. Jacob
spends a total of $18.25 on two bags of popcorn and three drinks. Zachary spends a total of $27.50
for four bags of popcorn and two drinks.

Write a system of equations that can be used to find the price of one bag of popcorn and the price
of one drink.

Using these equations, determine and state the price of a bag of popcorn and the price of a drink,
to the nearest cent.

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

 34 The graph of an inequality is shown below.

a) Write the inequality represented by the graph.

b) On the same set of axes, graph the inequality x ⫹ 2y ⬍ 4.

c) The two inequalities graphed on the set of axes form a system. Oscar thinks that the point (2,1)
is in the solution set for this system of inequalities. Determine and state whether you agree
with Oscar. Explain your reasoning.

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

 35 A nutritionist collected information about different brands of beef hot dogs. She made a table
showing the number of Calories and the amount of sodium in each hot dog.

Calories per Milligrams of Sodium

Beef Hot Dog per Beef Hot Dog

186 495
181 477
176 425
149 322
184 482
190 587
158 370
139 322

a) Write the correlation coefficient for the line of best fit. Round your answer to the nearest
hundredth.

b) Explain what the correlation coefficient suggests in the context of this problem.

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

 36 a) Given the function f(x) ⫽ ⫺x2 ⫹ 8x ⫹ 9, state whether the vertex represents a maximum or
minimum point for the function. Explain your answer.

b) Rewrite f(x) in vertex form by completing the square.

Algebra I (Common Core) – Jan. ’15 [21] [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.
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 New Clarendon Park is undergoing renovations to its gardens. One garden that was originally a
square is being adjusted so that one side is doubled in length, while the other side is decreased
by three meters.

The new rectangular garden will have an area that is 25% more than the original square garden.
Write an equation that could be used to determine the length of a side of the original square
garden.

Explain how your equation models the situation.

Determine the area, in square meters, of the new rectangular garden.

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

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

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 High School Math Reference Sheet
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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) – Jan. ’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)

Monday, January 26, 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 Monday, January 26, 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) . . . . . 2 . . . . . (9) . . . . . 4 . . . . . (17) . . . . . 4 . . . . .

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

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 – Jan. ’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 – Jan. ’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] Correct is stated and a correct justification is given.

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

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

[0] Correct is stated, but no work or justification 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.

(26) [2] 25, 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] Appropriate work is shown, but the answer is expressed as a decimal or a
fraction.
or
[1] 25, 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 – Jan. ’15 [4]

 (27) [2] (⫺4,1), and a correct explanation is given.

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

or
[1] (⫺4,1), but an incomplete or incorrect explanation is given.

[0] (⫺4,1), 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.

(28) [2] ⫺2x2 ⫹ 6x ⫹ 4 or equivalent trinomial, 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] ⫺2x2 ⫹ 6x ⫹ 4, 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.

7 1
(29) [2] __ and ⫺ __ , and correct algebraic work is shown.
2 2
[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
7 1
[1] __ and ⫺ __ , but a method other than algebraic is used.
2 2
or
7 1
[1] __ and ⫺ __ , 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 – Jan. ’15 [5]

 (30) [2] A correct graph is drawn.

[1] Appropriate work is shown, but one graphing error is made, such as not
drawing an open circle at (1,1) or extending beyond the given domain.
or
[1] Appropriate work is shown, but one conceptual error is made.
or
[1] Only one piece of the function is graphed correctly.

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

correct response that was obtained by an obviously incorrect procedure.

(31) [2] 12
__ or 2.4, and correct algebraic work is shown.
5
[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] 12
__ or 2.4, but a method other than algebraic is used.
5
or
[1] 12
__ or 2.4, but no work is shown.
5
[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] y ⫽ 0.25(2)x or an equivalent equation is written, and a correct explanation is

given.

[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] The expression 0.25(2)x is written and a correct explanation is given.

[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 – Jan. ’15 [6]

 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] A correct system of equations is written, popcorn ⫽ 5.75, drink ⫽ 2.25 and
correct work is shown.

[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] A correct system of equations is written, but no further correct work is shown.

[1] Appropriate work is shown, but once conceptual error and one computational
error are made.
or
[1] One equation is written correctly, but no further correct work is shown.
or
[1] Popcorn ⫽ 5.75 and drink ⫽ 2.25, 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 – Jan. ’15 [7]

 (34) [4] y ≥ 2x ⫺ 3, a correct graph, and disagree, and a correct explanation is written.

[3] Appropriate work is shown, but one computational or graphing error is made.
or
[3] y ≥ 2x ⫺ 3 or a correct graph, and a correct explanation is written.

[2] Appropriate work is shown, but one conceptual error is made.

or
[2] Disagree and a correct explanation are written, but no further correct work is
shown.
or
[2] y ≥ 2x ⫺ 3, and a correct graph is drawn, but no further correct work is shown.

[1] Appropriate work is shown, but one conceptual and one graphing error are
made.
or
[1] y ≥ 2x ⫺ 3 or a correct graph is drawn, 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 – Jan. ’15 [8]

 (35) [4] 0.94 and a correct explanation is written.

[3] Appropriate work is shown, but one computational or rounding error is made.
or
[3] 0.94 and an incomplete explanation is written, such as not referring to the
context of the problem.

[2] Appropriate work is shown, but one conceptual error is made.

or
[2] One rounding error is made, and a correct explanation without reference to
the context of the problem is given.
or
[2] 0.94, 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
[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 – Jan. ’15 [9]

 (36) [4] Maximum is stated, a correct explanation is written, and f(x) ⫽ ⫺(x ⫺ 4)2 ⫹ 25,
and correct work is shown using completing the square.

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

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

[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 f(x) ⫽ ⫺(x ⫺ 4)2 ⫹ 25, but no further
correct work is shown.
or
[2] Maximum and a correct explanation is given, but no further correct work is
shown.

[1] Appropriate work is shown, but one conceptual and one computational error
are made.
or
[1] f(x) ⫽ ⫺(x ⫺ 4)2 ⫹ 25, but no work is shown.

[0] Maximum is stated, but no further correct 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 – Jan. ’15 [10]

 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] (x ⫺ 3)(2x) ⫽ 1.25x2 or an equivalent quadratic in one variable is written, a cor-
rect explanation is written, 80, and correct work is shown.

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

or
[5] Appropriate work is shown to find 8, but the original area, 64, is found.
or
[5] Appropriate work is shown, but the explanation is missing or incorrect.

[4] Appropriate work is shown, but two computational errors are made.
or
[4] Appropriate work is shown, but one conceptual error is made.
or
[4] Appropriate work is shown to find 8, but the area is missing or is incorrect.

[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.
or
[3] A correct equation in one variable and a correct explanation are written, but
no further correct work is shown.

[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

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

 [2] A correct equation in one variable is written, but no further correct work is
shown.

[1] Appropriate work is shown, but two conceptual and one computational errors
are made.
or
[1] A correct explanation is given, 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 – Jan. ’15 [12]

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

Question
Type Credits Cluster

1 Multiple Choice 2 A-SSE.A

2 Multiple Choice 2 N-Q.A

3 Multiple Choice 2 A-SSE.B

4 Multiple Choice 2 F-BF.A

5 Multiple Choice 2 F-LE.A

6 Multiple Choice 2 F-IF.B

7 Multiple Choice 2 A-REI.B

8 Multiple Choice 2 F-IF.A

9 Multiple Choice 2 F-IF.C

10 Multiple Choice 2 A-APR.A

11 Multiple Choice 2 A-REI.D

12 Multiple Choice 2 F-BF.B

13 Multiple Choice 2 A-CED.A

14 Multiple Choice 2 S-ID.A

15 Multiple Choice 2 F-IF.B

16 Multiple Choice 2 A-CED.A

17 Multiple Choice 2 A-REI.B

18 Multiple Choice 2 A-REI.D

19 Multiple Choice 2 A-SSE.B

20 Multiple Choice 2 F-IF.A

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

 21 Multiple Choice 2 F-IF.B

22 Multiple Choice 2 A-SSE.A

23 Multiple Choice 2 A-CED.A

24 Multiple Choice 2 A-APR.B

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

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

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

The Chart for Determining the Final Examination Score for the January 2015
Regents Examination in Algebra I (Common Core) will be posted on the
Department’s web site at: http://www.p12.nysed.gov/assessment/ by Monday,
January 26, 2015.

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 – Jan. ’15 [15]

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

ALGEBRA I (Common Core)

Monday, January 26, 2015 — 1:15 to 4:15 p.m.

MODEL RESPONSE SET

Table of Contents

Question 25 . . . . . . . . . . . . . . . . . . . 2
Question 26 . . . . . . . . . . . . . . . . . . . 7
Question 27 . . . . . . . . . . . . . . . . . . 11
Question 28 . . . . . . . . . . . . . . . . . . 14
Question 29 . . . . . . . . . . . . . . . . . . 18
Question 30 . . . . . . . . . . . . . . . . . . 23
Question 31 . . . . . . . . . . . . . . . . . . 26
Question 32 . . . . . . . . . . . . . . . . . . 29
Question 33 . . . . . . . . . . . . . . . . . . 32
Question 34 . . . . . . . . . . . . . . . . . . 40
Question 35 . . . . . . . . . . . . . . . . . . 48
Question 36 . . . . . . . . . . . . . . . . . . 53
Question 37 . . . . . . . . . . . . . . . . . . 61
Question 25

25 Ms. Fox asked her class “Is the sum of 4.2 and 2 rational or irrational?” Patrick answered that
the sum would be irrational.

State whether Patrick is correct or incorrect. Justify your reasoning.

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

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

Question 25

25 Ms. Fox asked her class “Is the sum of 4.2 and 2 rational or irrational?” Patrick answered that
the sum would be irrational.

State whether Patrick is correct or incorrect. Justify your reasoning.

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

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

Question 25

25 Ms. Fox asked her class “Is the sum of 4.2 and 2 rational or irrational?” Patrick answered that
the sum would be irrational.

State whether Patrick is correct or incorrect. Justify your reasoning.

Score 1: The student did not justify that the decimal answer written is irrational.

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

Question 25

25 Ms. Fox asked her class “Is the sum of 4.2 and 2 rational or irrational?” Patrick answered that
the sum would be irrational.

State whether Patrick is correct or incorrect. Justify your reasoning.

Score 1: The student made a conceptual error in interpreting the sum as a terminating decimal.

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

Question 25

25 Ms. Fox asked her class “Is the sum of 4.2 and 2 rational or irrational?” Patrick answered that
the sum would be irrational.

State whether Patrick is correct or incorrect. Justify your reasoning.

Score 0: The student gave no work or justification.

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

Question 26

26 The school newspaper surveyed the student body for an article about club membership. The table
below shows the number of students in each grade level who belong to one or more clubs.

1 Club 2 Clubs 3 or More Clubs

9th 90 33 12
10th 125 12 15
11th 87 22 18
12th 75 27 23

If there are 180 students in ninth grade, what percentage of the ninth grade students belong to
more than one club?

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

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

Question 26

26 The school newspaper surveyed the student body for an article about club membership. The table
below shows the number of students in each grade level who belong to one or more clubs.

1 Club 2 Clubs 3 or More Clubs

9th 90 33 12
10th 125 12 15
11th 87 22 18
12th 75 27 23

If there are 180 students in ninth grade, what percentage of the ninth grade students belong to
more than one club?

Score 1: The student made an error by expressing the answer as a fraction.

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

Question 26

26 The school newspaper surveyed the student body for an article about club membership. The table
below shows the number of students in each grade level who belong to one or more clubs.

1 Club 2 Clubs 3 or More Clubs

9th 90 33 12
10th 125 12 15
11th 87 22 18
12th 75 27 23

If there are 180 students in ninth grade, what percentage of the ninth grade students belong to
more than one club?

Score 1: The student made a conceptual error by including 90 with the sum for more than one club.

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

Question 26

26 The school newspaper surveyed the student body for an article about club membership. The table
below shows the number of students in each grade level who belong to one or more clubs.

1 Club 2 Clubs 3 or More Clubs

9th 90 33 12
10th 125 12 15
11th 87 22 18
12th 75 27 23

If there are 180 students in ninth grade, what percentage of the ninth grade students belong to
more than one club?

Score 0: The student made one conceptual and one computational error.

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

Question 27

27 A function is shown in the table below.

x f(x)
–4 2
–1 –4
0 –2
3 16

If included in the table, which ordered pair, (⫺4,1) or (1,⫺4), would result in a relation that is
no longer a function? Explain your answer.

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

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

Question 27

27 A function is shown in the table below.

x f(x)
–4 2
–1 –4
0 –2
3 16

If included in the table, which ordered pair, (⫺4,1) or (1,⫺4), would result in a relation that is
no longer a function? Explain your answer.

Score 1: The student stated an appropriate answer based on a conceptual error in their definition
for a function.

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

Question 27

27 A function is shown in the table below.

x f(x)
–4 2
–1 –4
0 –2
3 16

If included in the table, which ordered pair, (⫺4,1) or (1,⫺4), would result in a relation that is
no longer a function? Explain your answer.

Score 0: The student stated (⫺4,1), but gave no explanation.

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

Question 28

28 Subtract 5x2 ⫹ 2x ⫺ 11 from 3x2 ⫹ 8x ⫺ 7. Express the result as a trinomial.

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

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

Question 28

28 Subtract 5x2 ⫹ 2x ⫺ 11 from 3x2 ⫹ 8x ⫺ 7. Express the result as a trinomial.

Score 1: The student made one computational error by stating ⫺6x.

Algebra I (Common Core) – Jan. ’15 [15]

Question 28

28 Subtract 5x2 ⫹ 2x ⫺ 11 from 3x2 ⫹ 8x ⫺ 7. Express the result as a trinomial.

Score 1: The student made a conceptual error by subtracting the trinomials in the wrong order.

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

Question 28

28 Subtract 5x2 ⫹ 2x ⫺ 11 from 3x2 ⫹ 8x ⫺ 7. Express the result as a trinomial.

Score 0: The student made 2 errors by subtracting in the wrong order and only applying
subtraction to the first term of the trinomial.

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

Question 29

29 Solve the equation 4x2 ⫺ 12x ⫽ 7 algebraically for x.

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

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

Question 29

29 Solve the equation 4x2 ⫺ 12x ⫽ 7 algebraically for x.

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

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

Question 29

29 Solve the equation 4x2 ⫺ 12x ⫽ 7 algebraically for x.

Score 1: The student made one factoring error.

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

Question 29

29 Solve the equation 4x2 ⫺ 12x ⫽ 7 algebraically for x.

Score 1: The student factored correctly, but showed no further correct work.

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

Question 29

29 Solve the equation 4x2 ⫺ 12x ⫽ 7 algebraically for x.

Score 0: The student wrote the equation in standard form, but showed no further correct work.

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

Question 30

30 Graph the following function on the set of axes below.

f(x) ⫽ { |x|, ⫺3 ≤ x ⬍ 1
4, 1≤x≤8

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

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

Question 30

30 Graph the following function on the set of axes below.

f(x) ⫽ { |x|, ⫺3 ≤ x ⬍ 1
4, 1≤x≤8

Score 1: The student graphed only one piece of the function correctly.

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

Question 30

30 Graph the following function on the set of axes below.

f(x) ⫽ { |x|, ⫺3 ≤ x ⬍ 1
4, 1≤x≤8

Score 0: The student made two errors by not drawing an open circle at (1,1) and extending beyond
the given domain.

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

Question 31

31 A gardener is planting two types of trees:

Type A is three feet tall and grows at a rate of 15 inches per year.
Type B is four feet tall and grows at a rate of 10 inches per year.

Algebraically determine exactly how many years it will take for these trees to be the same height.

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

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

Question 31

31 A gardener is planting two types of trees:

Type A is three feet tall and grows at a rate of 15 inches per year.
Type B is four feet tall and grows at a rate of 10 inches per year.

Algebraically determine exactly how many years it will take for these trees to be the same height.

Score 1: The student made an error by not converting to an equation with the same units.

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

Question 31

31 A gardener is planting two types of trees:

Type A is three feet tall and grows at a rate of 15 inches per year.
Type B is four feet tall and grows at a rate of 10 inches per year.

Algebraically determine exactly how many years it will take for these trees to be the same height.

Score 0: The student made two errors by using a method other than algebraic and not converting
to the same units.

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

Question 32

32 Write an exponential equation for the graph shown below.

Explain how you determined the equation.

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

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

Question 32

32 Write an exponential equation for the graph shown below.

Explain how you determined the equation.

Score 1: The student gave an insufficient explanation.

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

Question 32

32 Write an exponential equation for the graph shown below.

Explain how you determined the equation.

Score 0: The student gave a completely incorrect response.

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

Question 33

33 Jacob and Zachary go to the movie theater and purchase refreshments for their friends. Jacob
spends a total of $18.25 on two bags of popcorn and three drinks. Zachary spends a total of $27.50
for four bags of popcorn and two drinks.

Write a system of equations that can be used to find the price of one bag of popcorn and the price
of one drink.

Using these equations, determine and state the price of a bag of popcorn and the price of a drink,
to the nearest cent.

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

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

Question 33

33 Jacob and Zachary go to the movie theater and purchase refreshments for their friends. Jacob
spends a total of $18.25 on two bags of popcorn and three drinks. Zachary spends a total of $27.50
for four bags of popcorn and two drinks.

Write a system of equations that can be used to find the price of one bag of popcorn and the price
of one drink.

Using these equations, determine and state the price of a bag of popcorn and the price of a drink,
to the nearest cent.

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

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

Question 33

33 Jacob and Zachary go to the movie theater and purchase refreshments for their friends. Jacob
spends a total of $18.25 on two bags of popcorn and three drinks. Zachary spends a total of $27.50
for four bags of popcorn and two drinks.

Write a system of equations that can be used to find the price of one bag of popcorn and the price
of one drink.

Using these equations, determine and state the price of a bag of popcorn and the price of a drink,
to the nearest cent.

Score 3: The student made a computational error when adding ⫺6y and 2y.

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

Question 33

33 Jacob and Zachary go to the movie theater and purchase refreshments for their friends. Jacob
spends a total of $18.25 on two bags of popcorn and three drinks. Zachary spends a total of $27.50
for four bags of popcorn and two drinks.

Write a system of equations that can be used to find the price of one bag of popcorn and the price
of one drink.

Using these equations, determine and state the price of a bag of popcorn and the price of a drink,
to the nearest cent.

Score 2: The student made multiple computational errors: adding ⫺4x and 12x, and multiplying
2(7.67).

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

Question 33

33 Jacob and Zachary go to the movie theater and purchase refreshments for their friends. Jacob
spends a total of $18.25 on two bags of popcorn and three drinks. Zachary spends a total of $27.50
for four bags of popcorn and two drinks.

Write a system of equations that can be used to find the price of one bag of popcorn and the price
of one drink.

Using these equations, determine and state the price of a bag of popcorn and the price of a drink,
to the nearest cent.

Score 2: The student wrote a correct system of equations, but showed no further correct work.

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

Question 33

33 Jacob and Zachary go to the movie theater and purchase refreshments for their friends. Jacob
spends a total of $18.25 on two bags of popcorn and three drinks. Zachary spends a total of $27.50
for four bags of popcorn and two drinks.

Write a system of equations that can be used to find the price of one bag of popcorn and the price
of one drink.

Using these equations, determine and state the price of a bag of popcorn and the price of a drink,
to the nearest cent.

Score 1: The student made one conceptual error when writing the system and one computational
error when adding 27.50 and ⫺36.50.

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

Question 33

33 Jacob and Zachary go to the movie theater and purchase refreshments for their friends. Jacob
spends a total of $18.25 on two bags of popcorn and three drinks. Zachary spends a total of $27.50
for four bags of popcorn and two drinks.

Write a system of equations that can be used to find the price of one bag of popcorn and the price
of one drink.

Using these equations, determine and state the price of a bag of popcorn and the price of a drink,
to the nearest cent.

Score 1: The student wrote one equation correctly, but showed no further correct work.

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

Question 33

33 Jacob and Zachary go to the movie theater and purchase refreshments for their friends. Jacob
spends a total of $18.25 on two bags of popcorn and three drinks. Zachary spends a total of $27.50
for four bags of popcorn and two drinks.

Write a system of equations that can be used to find the price of one bag of popcorn and the price
of one drink.

Using these equations, determine and state the price of a bag of popcorn and the price of a drink,
to the nearest cent.

Score 0: The student stated one correct solution, but showed no further correct work.

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

Question 34

34 The graph of an inequality is shown below.

a) Write the inequality represented by the graph.

b) On the same set of axes, graph the inequality x ⫹ 2y ⬍ 4.

c) The two inequalities graphed on the set of axes form a system. Oscar thinks that the point (2,1)
is in the solution set for this system of inequalities. Determine and state whether you agree
with Oscar. Explain your reasoning.

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

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

Question 34

34 The graph of an inequality is shown below.

a) Write the inequality represented by the graph.

b) On the same set of axes, graph the inequality x ⫹ 2y ⬍ 4.

c) The two inequalities graphed on the set of axes form a system. Oscar thinks that the point (2,1)
is in the solution set for this system of inequalities. Determine and state whether you agree
with Oscar. Explain your reasoning.

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

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

Question 34

34 The graph of an inequality is shown below.

a) Write the inequality represented by the graph.

b) On the same set of axes, graph the inequality x ⫹ 2y ⬍ 4.

c) The two inequalities graphed on the set of axes form a system. Oscar thinks that the point (2,1)
is in the solution set for this system of inequalities. Determine and state whether you agree
with Oscar. Explain your reasoning.

Score 3: The student wrote an incorrect inequality in part a.

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

Question 34

34 The graph of an inequality is shown below.

a) Write the inequality represented by the graph.

b) On the same set of axes, graph the inequality x ⫹ 2y ⬍ 4.

c) The two inequalities graphed on the set of axes form a system. Oscar thinks that the point (2,1)
is in the solution set for this system of inequalities. Determine and state whether you agree
with Oscar. Explain your reasoning.

Score 3: The student made one error in part b.

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

Question 34

34 The graph of an inequality is shown below.

a) Write the inequality represented by the graph.

b) On the same set of axes, graph the inequality x ⫹ 2y ⬍ 4.

c) The two inequalities graphed on the set of axes form a system. Oscar thinks that the point (2,1)
is in the solution set for this system of inequalities. Determine and state whether you agree
with Oscar. Explain your reasoning.

Score 2: The student disagreed and wrote a correct explanation, but showed no further correct
work.

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

Question 34

34 The graph of an inequality is shown below.

a) Write the inequality represented by the graph.

b) On the same set of axes, graph the inequality x ⫹ 2y ⬍ 4.

c) The two inequalities graphed on the set of axes form a system. Oscar thinks that the point (2,1)
is in the solution set for this system of inequalities. Determine and state whether you agree
with Oscar. Explain your reasoning.

Score 2: The student wrote a correct inequality in part a and gave a partially correct explanation
based on an incorrect graph.

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

Question 34

34 The graph of an inequality is shown below.

a) Write the inequality represented by the graph.

b) On the same set of axes, graph the inequality x ⫹ 2y ⬍ 4.

c) The two inequalities graphed on the set of axes form a system. Oscar thinks that the point (2,1)
is in the solution set for this system of inequalities. Determine and state whether you agree
with Oscar. Explain your reasoning.

Score 1: The student graphed the inequality for part b correctly, but showed no further correct
work.

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

Question 34

34 The graph of an inequality is shown below.

a) Write the inequality represented by the graph.

b) On the same set of axes, graph the inequality x ⫹ 2y ⬍ 4.

c) The two inequalities graphed on the set of axes form a system. Oscar thinks that the point (2,1)
is in the solution set for this system of inequalities. Determine and state whether you agree
with Oscar. Explain your reasoning.

Score 0: The student has a completely incorrect response.

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

Question 35

35 A nutritionist collected information about different brands of beef hot dogs. She made a table
showing the number of Calories and the amount of sodium in each hot dog.

Calories per Milligrams of Sodium

Beef Hot Dog per Beef Hot Dog

186 495
181 477
176 425
149 322
184 482
190 587
158 370
139 322

a) Write the correlation coefficient for the line of best fit. Round your answer to the nearest
hundredth.

b) Explain what the correlation coefficient suggests in the context of this problem.

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

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

Question 35

35 A nutritionist collected information about different brands of beef hot dogs. She made a table
showing the number of Calories and the amount of sodium in each hot dog.

Calories per Milligrams of Sodium

Beef Hot Dog per Beef Hot Dog

186 495
181 477
176 425
149 322
184 482
190 587
158 370
139 322

a) Write the correlation coefficient for the line of best fit. Round your answer to the nearest
hundredth.

b) Explain what the correlation coefficient suggests in the context of this problem.

Score 3: The student’s explanation was incomplete because it did not refer to the context of the
problem.

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

Question 35

35 A nutritionist collected information about different brands of beef hot dogs. She made a table
showing the number of Calories and the amount of sodium in each hot dog.

Calories per Milligrams of Sodium

Beef Hot Dog per Beef Hot Dog

186 495
181 477
176 425
149 322
184 482
190 587
158 370
139 322

a) Write the correlation coefficient for the line of best fit. Round your answer to the nearest
hundredth.

b) Explain what the correlation coefficient suggests in the context of this problem.

Score 2: The student made a rounding error in part a and the explanation was incomplete because
it did not refer to the context of the problem.

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

Question 35

35 A nutritionist collected information about different brands of beef hot dogs. She made a table
showing the number of Calories and the amount of sodium in each hot dog.

Calories per Milligrams of Sodium

Beef Hot Dog per Beef Hot Dog

186 495
181 477
176 425
149 322
184 482
190 587
158 370
139 322

a) Write the correlation coefficient for the line of best fit. Round your answer to the nearest
hundredth.

b) Explain what the correlation coefficient suggests in the context of this problem.

Score 1: The student made one rounding error and one conceptual error.

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

Question 35

35 A nutritionist collected information about different brands of beef hot dogs. She made a table
showing the number of Calories and the amount of sodium in each hot dog.

Calories per Milligrams of Sodium

Beef Hot Dog per Beef Hot Dog

186 495
181 477
176 425
149 322
184 482
190 587
158 370
139 322

a) Write the correlation coefficient for the line of best fit. Round your answer to the nearest
hundredth.

b) Explain what the correlation coefficient suggests in the context of this problem.

Score 0: The student’s explanation was not based on a stated correlation coefficient.

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

Question 36

36 a) Given the function f(x) ⫽ ⫺x2 ⫹ 8x ⫹ 9, state whether the vertex represents a maximum or
minimum point for the function. Explain your answer.

b) Rewrite f(x) in vertex form by completing the square.

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

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

Question 36

36 a) Given the function f(x) ⫽ ⫺x2 ⫹ 8x ⫹ 9, state whether the vertex represents a maximum or
minimum point for the function. Explain your answer.

b) Rewrite f(x) in vertex form by completing the square.

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

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

Question 36

36 a) Given the function f(x) ⫽ ⫺x2 ⫹ 8x ⫹ 9, state whether the vertex represents a maximum or
minimum point for the function. Explain your answer.

b) Rewrite f(x) in vertex form by completing the square.

Score 3: The student made an error in setting the correct expression equal to zero.

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

Question 36

36 a) Given the function f(x) ⫽ ⫺x2 ⫹ 8x ⫹ 9, state whether the vertex represents a maximum or
minimum point for the function. Explain your answer.

b) Rewrite f(x) in vertex form by completing the square.

Score 2: The student stated a correct maximum and gave a correct explanation, but showed no
further correct work.

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

Question 36

36 a) Given the function f(x) ⫽ ⫺x2 ⫹ 8x ⫹ 9, state whether the vertex represents a maximum or
minimum point for the function. Explain your answer.

b) Rewrite f(x) in vertex form by completing the square.

Score 2: The student stated maximum and gave a correct explanation, but showed no further
correct work.

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

Question 36

36 a) Given the function f(x) ⫽ ⫺x2 ⫹ 8x ⫹ 9, state whether the vertex represents a maximum or
minimum point for the function. Explain your answer.

b) Rewrite f(x) in vertex form by completing the square.

Score 1: The student made one error in completing the square, but showed no further correct
work.

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

Question 36

36 a) Given the function f(x) ⫽ ⫺x2 ⫹ 8x ⫹ 9, state whether the vertex represents a maximum or
minimum point for the function. Explain your answer.

b) Rewrite f(x) in vertex form by completing the square.

Score 0: The student stated maximum, but showed no further correct work.

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

Question 36

36 a) Given the function f(x) ⫽ ⫺x2 ⫹ 8x ⫹ 9, state whether the vertex represents a maximum or
minimum point for the function. Explain your answer.

b) Rewrite f(x) in vertex form by completing the square.

Score 0: The student stated maximum, but showed no further correct work.

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

Question 37

37 New Clarendon Park is undergoing renovations to its gardens. One garden that was originally a
square is being adjusted so that one side is doubled in length, while the other side is decreased
by three meters.

The new rectangular garden will have an area that is 25% more than the original square garden.
Write an equation that could be used to determine the length of a side of the original square
garden.

Explain how your equation models the situation.

Determine the area, in square meters, of the new rectangular garden.

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

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

Question 37

37 New Clarendon Park is undergoing renovations to its gardens. One garden that was originally a
square is being adjusted so that one side is doubled in length, while the other side is decreased
by three meters.

The new rectangular garden will have an area that is 25% more than the original square garden.
Write an equation that could be used to determine the length of a side of the original square
garden.

Explain how your equation models the situation.

Determine the area, in square meters, of the new rectangular garden.

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

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

Question 37

37 New Clarendon Park is undergoing renovations to its gardens. One garden that was originally a
square is being adjusted so that one side is doubled in length, while the other side is decreased
by three meters.

The new rectangular garden will have an area that is 25% more than the original square garden.
Write an equation that could be used to determine the length of a side of the original square
garden.

Explain how your equation models the situation.

Determine the area, in square meters, of the new rectangular garden.

Score 5: The student made an error in finding 64, the area of the original.

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

Question 37

37 New Clarendon Park is undergoing renovations to its gardens. One garden that was originally a
square is being adjusted so that one side is doubled in length, while the other side is decreased
by three meters.

The new rectangular garden will have an area that is 25% more than the original square garden.
Write an equation that could be used to determine the length of a side of the original square
garden.

Explain how your equation models the situation.

Determine the area, in square meters, of the new rectangular garden.

Score 5: The student has an incorrect explanation.

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

Question 37

37 New Clarendon Park is undergoing renovations to its gardens. One garden that was originally a
square is being adjusted so that one side is doubled in length, while the other side is decreased
by three meters.

The new rectangular garden will have an area that is 25% more than the original square garden.
Write an equation that could be used to determine the length of a side of the original square
garden.

Explain how your equation models the situation.

Determine the area, in square meters, of the new rectangular garden.

Score 5: The student did not write an explanation.

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

Question 37

37 New Clarendon Park is undergoing renovations to its gardens. One garden that was originally a
square is being adjusted so that one side is doubled in length, while the other side is decreased
by three meters.

The new rectangular garden will have an area that is 25% more than the original square garden.
Write an equation that could be used to determine the length of a side of the original square
garden.

Explain how your equation models the situation.

Determine the area, in square meters, of the new rectangular garden.

Score 4: The student made one conceptual error by using .25 instead of 1.25.

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

Question 37

37 New Clarendon Park is undergoing renovations to its gardens. One garden that was originally a
square is being adjusted so that one side is doubled in length, while the other side is decreased
by three meters.

The new rectangular garden will have an area that is 25% more than the original square garden.
Write an equation that could be used to determine the length of a side of the original square
garden.

Explain how your equation models the situation.

Determine the area, in square meters, of the new rectangular garden.

Score 3: The student wrote a correct equation in one variable and a correct explanation, but
showed no further correct work.

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

Question 37

37 New Clarendon Park is undergoing renovations to its gardens. One garden that was originally a
square is being adjusted so that one side is doubled in length, while the other side is decreased
by three meters.

The new rectangular garden will have an area that is 25% more than the original square garden.
Write an equation that could be used to determine the length of a side of the original square
garden.

Explain how your equation models the situation.

Determine the area, in square meters, of the new rectangular garden.

Score 2: The student wrote a correct equation in one variable, but showed no further correct
work.

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

Question 37

37 New Clarendon Park is undergoing renovations to its gardens. One garden that was originally a
square is being adjusted so that one side is doubled in length, while the other side is decreased
by three meters.

The new rectangular garden will have an area that is 25% more than the original square garden.
Write an equation that could be used to determine the length of a side of the original square
garden.

Explain how your equation models the situation.

Determine the area, in square meters, of the new rectangular garden.

Score 1: The student wrote a correct explanation, but showed no further correct work.

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

Question 37

37 New Clarendon Park is undergoing renovations to its gardens. One garden that was originally a
square is being adjusted so that one side is doubled in length, while the other side is decreased
by three meters.

The new rectangular garden will have an area that is 25% more than the original square garden.
Write an equation that could be used to determine the length of a side of the original square
garden.

Explain how your equation models the situation.

Determine the area, in square meters, of the new rectangular garden.

Score 0: The student wrote an incorrect explanation, and showed no further correct work.

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

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

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

Chart for Converting Total Test Raw Scores to Final Exam Scores (Scale Scores)
(Use for the January 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 75 4 28 64 2
85 98 5 56 74 4 27 63 2
84 97 5 55 74 4 26 62 2
83 96 5 54 74 4 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 73 3 22 58 2
79 90 5 50 72 3 21 57 2
78 89 5 49 72 3 20 55 2
77 88 5 48 72 3 19 54 1
76 87 5 47 72 3 18 52 1
75 86 5 46 71 3 17 50 1
74 85 5 45 71 3 16 49 1
73 84 4 44 71 3 15 47 1
72 83 4 43 70 3 14 45 1
71 82 4 42 70 3 13 43 1
70 82 4 41 70 3 12 40 1
69 81 4 40 70 3 11 38 1
68 80 4 39 69 3 10 35 1
67 80 4 38 69 3 9 33 1
66 79 4 37 69 3 8 30 1
65 78 4 36 68 3 7 27 1
64 78 4 35 68 3 6 23 1
63 77 4 34 67 3 5 20 1
62 77 4 33 67 3 4 16 1
61 76 4 32 66 3 3 12 1
60 76 4 31 66 3 2 9 1
59 75 4 30 65 3 1 4 1
58 75 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) - Jan. '15 1 of 1