institutionalism—by confronting dominant views on these topics through what could be called a Third Cinema politics of artistic research from below—namely
institutionalism—by confronting dominant views on these topics through what could be called a Third Cinema politics of artistic research from below—namely
5) CINE 4084 Cinema History. (3) pre-req. 2054 or TA 2054 or COMM 2054. Take All the Courses Listed Below (9 credit hours):. TA 2014 Introduction to Theatre
Ene 28 2016 25 The function
TA 3144 Theatre Technology Topics. (variable credit) pre-req. 2414. Take 9 Credit Hours of Theatre and Cinema Electives from the List Below: TA/ CINE. (3).
Nob 4 2021 Follow the steps below to prepare to use the DJI RC Pro remote controller with DJI Mavic 3 Cine. 1. Use the provided charger to charge the ...
Practical guidelines for architects cinema owners and 3 Direct view displays for cinema ... centre row (best seat)
3 Direct view displays for cinema tion below with two different screen types in the same room. 1.5 Perforations. Usually the front loudspeakers are ...
a film that has a three-dimensional stereoscopic form or values; often the second film (or the 'lower half') of a double- feature
in minutes of the movies shown at. Noble Cinema last month. 0. 1. 2. 3 ID:273262 B Common. ?12 What are the solutions of the equation below?
94_1algone12016_mrs.pdf
The University of the State of New York
REGENTS HIGH SCHOOL EXAMINATION
ALGEBRA I(Common Core)
Thursday,January 28, 2016 - 1:15 to 4:15 p.m.
MODEL RESPONSE SET
Table of Contents
Question 25 . . . . . . . . . . . . . . . . . . . 2 Question 26 . . . . . . . . . . . . . . . . . . . 7 Question 27 . . . . . . . . . . . . . . . . . . 12 Question 28 . . . . . . . . . . . . . . . . . . 19 Question 29 . . . . . . . . . . . . . . . . . . 24 Question 30 . . . . . . . . . . . . . . . . . . 28 Question 31 . . . . . . . . . . . . . . . . . . 32 Question 32 . . . . . . . . . . . . . . . . . . 37 Question 33 . . . . . . . . . . . . . . . . . . 42 Question 34 . . . . . . . . . . . . . . . . . . 53 Question 35 . . . . . . . . . . . . . . . . . . 65 Question 36 . . . . . . . . . . . . . . . . . . 73 Question 37 . . . . . . . . . . . . . . . . . . 81
Question 25
25The function, t(x), is shown in the table below.
Determine whether t(x) is linear or exponential. Explain your answer. -3 -1 1 3 510
7.5 5 2.5 0???? Score 2:The student has a complete and correct response.
Algebra I (Common Core) - Jan. '16[2]
Question 25
25The function, t(x), is shown in the table below.
Determine whether t(x) is linear or exponential. Explain your answer. -3 -1 1 3 510
7.5 5 2.5 0???? Score 2:The student has a complete and correct response.
Algebra I (Common Core) - Jan. '16[3]
Question 25
25The function, t(x), is shown in the table below.
Determine whether t(x) is linear or exponential. Explain your answer. -3 -1 1 3 510
7.5 5 2.5 0???? Score 1:The student stated linear, but gave an incomplete explanation.
Algebra I (Common Core) - Jan. '16[4]
Question 25
25The function, t(x), is shown in the table below.
Determine whether t(x) is linear or exponential. Explain your answer. -3 -1 1 3 510
7.5 5 2.5 0????
Score 1:The student did not state linear.
Algebra I (Common Core) - Jan. '16[5]
Question 25
25The function, t(x), is shown in the table below.
Determine whether t(x) is linear or exponential. Explain your answer. -3 -1 1 3 510
7.5 5 2.5 0???? Score 0:The student gave a completely incorrect response.
Algebra I (Common Core) - Jan. '16[6]
Algebra I (Common Core) - Jan. '16[7]
Question 26
Score 2:The student has a complete and correct response.
26Marcel claims that the graph below represents a function.
State whether Marcel is correct. Justify your answer. 1 ...1 ...22...1 ...2 ...3 2 3
13...34...4
...4 4y x
Algebra I (Common Core) - Jan. '16[8]
Question 26
Score 2:The student has a complete and correct response.
26Marcel claims that the graph below represents a function.
State whether Marcel is correct. Justify your answer. 1 ...1 ...22...1 ...2 ...3 2 3
13...34...4
...4 4y x
Algebra I (Common Core) - Jan. '16[9]
Question 26
Score 2:The student has a complete and correct response.
26Marcel claims that the graph below represents a function.
State whether Marcel is correct. Justify your answer. 1 ...1 ...22...1 ...2 ...3 2 3
13...34...4
...4 4y x
Algebra I (Common Core) - Jan. '16[10]
Question 26
Score 1:The student treated the original graph as two separate functions.
26Marcel claims that the graph below represents a function.
State whether Marcel is correct. Justify your answer. 1 ...1 ...22...1 ...2 ...3 2 3
13...34...4
...4 4y x
Algebra I (Common Core) - Jan. '16[11]
Question 26
Score 0:The student gave an incorrect justification.
26Marcel claims that the graph below represents a function.
State whether Marcel is correct. Justify your answer. 1 ...1 ...22...1 ...2 ...3 2 3
13...34...4
...4 4y x
Algebra I (Common Core) - Jan. '16[12]
Question 27
Score 2:The student has a complete and correct response.
27Solve the equation for y.
(y?3) 2 ?4y?12
Algebra I (Common Core) - Jan. '16[13]
Question 27
Score 2:The student has a complete and correct response.
27Solve the equation for y.
(y?3) 2 ?4y?12
27Solve the equation for y.
(y?3) 2 ?4y?12
Algebra I (Common Core) - Jan. '16[14]
Question 27
Score 1:The student divided each side of the equation by (y?3), which resulted in finding only one solution.
Algebra I (Common Core) - Jan. '16[15]
Question 27
Score 1:The student squared the binomial incorrectly.
27Solve the equation for y.
(y?3) 2 ?4y?12
Algebra I (Common Core) - Jan. '16[16]
Question 27
Score 1:The student did not state the solution.
27Solve the equation for y.
(y?3) 2 ?4y?12
27Solve the equation for y.
(y?3) 2 ?4y?12
Algebra I (Common Core) - Jan. '16[17]
Question 27
Score 0:The student did not show sufficient work to receive any credit.
Algebra I (Common Core) - Jan. '16[18]
Question 27
Score 0:The student made multiple errors.
27Solve the equation for y.
(y?3) 2 ?4y?12
Algebra I (Common Core) - Jan. '16[19]
Question 28
Score 2:The student has a complete and correct response.
28The graph below shows the variation in the average temperature of Earth"s surface from 1950-2000,
according to one source. 0.4 0.3 ? ????? ???????????????????????????? ????????????????????????? -0.40.4 0.3 0.2 0.1 0 -0.1 -0.2 -0.3
195019601970198019902000
????????????????????????????????????? ???????????????????????????? ?????????????????????????
19551965197519851995
Year During which years did the temperature variation change the most per unit time? Explain how you determined your answer.
Algebra I (Common Core) - Jan. '16[20]
Question 28
Score 2:The student has a complete and correct response.
28The graph below shows the variation in the average temperature of Earth"s surface from 1950-2000,
according to one source. -0.40.4 0.3 0.2 0.1 0 -0.1 -0.2 -0.3
195019601970198019902000
????????????????????????????????????? ???????????????????????????? ?????????????????????????
19551965197519851995
Year During which years did the temperature variation change the most per unit time? Explain how you determined your answer.
Algebra I (Common Core) - Jan. '16[21]
Question 28
Score 1:The student gave an explanation that is not completely correct. The rate of change of the interval was not compared to other intervals' rates of change.
28The graph below shows the variation in the average temperature of Earth"s surface from 1950-2000,
according to one source. -0.40.4 0.3 0.2 0.1 0 -0.1 -0.2 -0.3
195019601970198019902000
????????????????????????????????????? ???????????????????????????? ?????????????????????????
19551965197519851995
Year During which years did the temperature variation change the most per unit time? Explain how you determined your answer.
Algebra I (Common Core) - Jan. '16[22]
Question 28
Score 1:The student did not indicate how the slope was used in comparison with other intervals.
28The graph below shows the variation in the average temperature of Earth"s surface from 1950-2000,
according to one source. -0.40.4 0.3 0.2 0.1 0 -0.1 -0.2 -0.3
195019601970198019902000
????????????????????????????????????? ???????????????????????????? ?????????????????????????
19551965197519851995
Year During which years did the temperature variation change the most per unit time? Explain how you determined your answer.
Algebra I (Common Core) - Jan. '16[23]
Question 28
Score 0:The student gave a completely incorrect response.
28The graph below shows the variation in the average temperature of Earth"s surface from 1950-2000,
according to one source. -0.40.4 0.3 0.2 0.1 0 -0.1 -0.2 -0.3
195019601970198019902000
????????????????????????????????????? ???????????????????????????? ?????????????????????????
19551965197519851995
Year During which years did the temperature variation change the most per unit time? Explain how you determined your answer.
Algebra I (Common Core) - Jan. '16[24]
Question 29
Score 2:The student has a complete and correct response.
29The cost of belonging to a gym can be modeled by C(m) ?50m?79.50, where C(m) is the total
cost for mmonths of membership. State the meaning of the slope and y-intercept of this function with respect to the costs associated with the gym membership.
Algebra I (Common Core) - Jan. '16[25]
Question 29
Score 1:The student correctly stated the meaning of the y-intercept.
29The cost of belonging to a gym can be modeled by C(m) ?50m?79.50, where C(m) is the total
cost for mmonths of membership. State the meaning of the slope and y-intercept of this function with respect to the costs associated with the gym membership.
Algebra I (Common Core) - Jan. '16[26]
Question 29
Score 1:The student defined slope and y-intercept correctly, but not with respect to the cost of the gym membership.
29The cost of belonging to a gym can be modeled by C(m) ?50m?79.50, where C(m) is the total
cost for mmonths of membership. State the meaning of the slope and y-intercept of this function with respect to the costs associated with the gym membership.
Algebra I (Common Core) - Jan. '16[27]
Question 29
Score 0:The student only stated the slope and the y-intercept.
29The cost of belonging to a gym can be modeled by C(m) ?50m?79.50, where C(m) is the total
cost for mmonths of membership. State the meaning of the slope and y-intercept of this function with respect to the costs associated with the gym membership.
Algebra I (Common Core) - Jan. '16[28]
Question 30
Score 2:The student has a complete and correct response.
30A statistics class surveyed some students during one lunch period to obtain opinions about
television programming preferences. The results of the survey are summarized in the table below.
Programming Preferences
Based on the sample, predict how many of the school"s 351 males would prefer comedy. Justify your answer.
Comedy Drama
Male70 35
Female48 42
Algebra I (Common Core) - Jan. '16[29]
Question 30
Score 1:The student found the correct ratio.
30A statistics class surveyed some students during one lunch period to obtain opinions about
television programming preferences. The results of the survey are summarized in the table below.
Programming Preferences
Based on the sample, predict how many of the school"s 351 males would prefer comedy. Justify your answer.
Comedy Drama
Male70 35
Female48 42
Algebra I (Common Core) - Jan. '16[30]
Question 30
Score 1:The student used an incorrect proportion.
30A statistics class surveyed some students during one lunch period to obtain opinions about
television programming preferences. The results of the survey are summarized in the table below.
Programming Preferences
Based on the sample, predict how many of the school"s 351 males would prefer comedy. Justify your answer.
Comedy Drama
Male70 35
Female48 42
Algebra I (Common Core) - Jan. '16[31]
Question 30
Score 0:The student gave a completely incorrect response.
30A statistics class surveyed some students during one lunch period to obtain opinions about
television programming preferences. The results of the survey are summarized in the table below.
Programming Preferences
Based on the sample, predict how many of the school"s 351 males would prefer comedy. Justify your answer.
Comedy Drama
Male70 35
Female48 42
Algebra I (Common Core) - Jan. '16[32]
Question 31
Score 2:The student has a complete and correct response.
31Given that a? b, solve for xin terms of aand b:
b(x?3) ?ax?7b
Algebra I (Common Core) - Jan. '16[33]
Question 31
Score 2:The student has a complete and correct response.
31Given that a? b, solve for xin terms of aand b:
b(x?3) ?ax?7b
Algebra I (Common Core) - Jan. '16[34]
Question 31
Score 1:The student did not reverse the inequality symbol when dividing each side of the inequality by a negative number.
31Given that a? b, solve for xin terms of aand b:
b(x?3) ?ax?7b
Algebra I (Common Core) - Jan. '16[35]
Question 31
Score 1:The student made an error by writing bx?axinstead of bx?ax.
31Given that a? b, solve for xin terms of aand b:
b(x?3) ?ax?7b
Algebra I (Common Core) - Jan. '16[36]
Question 31
Score 0:The student gave a completely incorrect response.
31Given that a? b, solve for xin terms of aand b:
b(x?3) ?ax?7b
Algebra I (Common Core) - Jan. '16[37]
Question 32
Score 2:The student has a complete and correct response.
32Jacob and Jessica are studying the spread of dandelions. Jacob discovers that the growth over
tweeks can be defined by the function f(t) ?(8) 2 t . Jessica finds that the growth function over tweeks is g(t) ?2 t ?3 . Calculate the number of dandelions that Jacob and Jessica will each have after 5 weeks. Based on the growth from both functions, explain the relationship between f(t)and g(t).
Algebra I (Common Core) - Jan. '16[38]
Question 32
Score 1:The student gave an incomplete explanation.
32Jacob and Jessica are studying the spread of dandelions. Jacob discovers that the growth over
tweeks can be defined by the function f(t) ?(8) 2 t . Jessica finds that the growth function over tweeks is g(t) ?2 t ?3 . Calculate the number of dandelions that Jacob and Jessica will each have after 5 weeks. Based on the growth from both functions, explain the relationship between f(t)and g(t).
Algebra I (Common Core) - Jan. '16[39]
Question 32
Score 1:The student gave an incorrect explanation.
32Jacob and Jessica are studying the spread of dandelions. Jacob discovers that the growth over
tweeks can be defined by the function f(t) ?(8) 2 t . Jessica finds that the growth function over tweeks is g(t) ?2 t ?3 . Calculate the number of dandelions that Jacob and Jessica will each have after 5 weeks. Based on the growth from both functions, explain the relationship between f(t)and g(t).
Algebra I (Common Core) - Jan. '16[40]
Question 32
Score 1:The student gave an appropriate explanation based upon the error made in finding g(t).
32Jacob and Jessica are studying the spread of dandelions. Jacob discovers that the growth over
tweeks can be defined by the function f(t) ?(8) 2 t . Jessica finds that the growth function over tweeks is g(t) ?2 t ?3 . Calculate the number of dandelions that Jacob and Jessica will each have after 5 weeks. Based on the growth from both functions, explain the relationship between f(t)and g(t).
Algebra I (Common Core) - Jan. '16[41]
Question 32
Score 0:The student made an error in calculating f(t) and gave an incorrect explanation.
32Jacob and Jessica are studying the spread of dandelions. Jacob discovers that the growth over
tweeks can be defined by the function f(t) ?(8) 2 t . Jessica finds that the growth function over tweeks is g(t) ?2 t ?3 . Calculate the number of dandelions that Jacob and Jessica will each have after 5 weeks. Based on the growth from both functions, explain the relationship between f(t)and g(t).
33Let h(t) ??16t
2 ?64t?80 represent the height of an object above the ground after tseconds. Determine the number of seconds it takes to achieve its maximum height. Justify your answer. State the time interval, in seconds, during which the height of the object decreases. Explain your reasoning.
Algebra I (Common Core) - Jan. '16[42]
Question 33
Score 4:The student has a complete and correct response.
Algebra I (Common Core) - Jan. '16[43]
Question 33
Score 4:The student has a complete and correct response.
33Let h(t) ??16t
2 ?64t?80 represent the height of an object above the ground after tseconds. Determine the number of seconds it takes to achieve its maximum height. Justify your answer. State the time interval, in seconds, during which the height of the object decreases. Explain your reasoning.
Algebra I (Common Core) - Jan. '16[44]
Question 33
Score 4:The student included a correct set of values for time and distance in their explanation for the second part. These values justify their answer in the first part.
33Let h(t) ??16t
2 ?64t?80 represent the height of an object above the ground after tseconds. Determine the number of seconds it takes to achieve its maximum height. Justify your answer. State the time interval, in seconds, during which the height of the object decreases. Explain your reasoning.
Algebra I (Common Core) - Jan. '16[45]
Question 33
Score 3:The student did not explain how the interval was determined.
33Let h(t) ??16t
2 ?64t?80 represent the height of an object above the ground after tseconds. Determine the number of seconds it takes to achieve its maximum height. Justify your answer. State the time interval, in seconds, during which the height of the object decreases. Explain your reasoning.
Algebra I (Common Core) - Jan. '16[46]
Question 33
Score 3:The student did not state the complete time interval.
33Let h(t) ??16t
2 ?64t?80 represent the height of an object above the ground after tseconds. Determine the number of seconds it takes to achieve its maximum height. Justify your answer. State the time interval, in seconds, during which the height of the object decreases. Explain your reasoning.
Algebra I (Common Core) - Jan. '16[47]
Question 33
Score 3:The student did not state the complete time interval.
33Let h(t) ??16t
2 ?64t?80 represent the height of an object above the ground after tseconds. Determine the number of seconds it takes to achieve its maximum height. Justify your answer. State the time interval, in seconds, during which the height of the object decreases. Explain your reasoning.
Algebra I (Common Core) - Jan. '16[48]
Question 33
Score 2:The student showed no work to find (2,144) and did not state a time.
33Let h(t) ??16t
2 ?64t?80 represent the height of an object above the ground after tseconds. Determine the number of seconds it takes to achieve its maximum height. Justify your answer. State the time interval, in seconds, during which the height of the object decreases. Explain your reasoning.
Algebra I (Common Core) - Jan. '16[49]
Question 33
Score 2:The student determined and justified the time it took to reach the maximum height.
33Let h(t) ??16t
2 ?64t?80 represent the height of an object above the ground after tseconds. Determine the number of seconds it takes to achieve its maximum height. Justify your answer. State the time interval, in seconds, during which the height of the object decreases. Explain your reasoning.
Algebra I (Common Core) - Jan. '16[50]
Question 33
Score 1:The student wrote the correct interval in words.
33Let h(t) ??16t
2 ?64t?80 represent the height of an object above the ground after tseconds. Determine the number of seconds it takes to achieve its maximum height. Justify your answer. State the time interval, in seconds, during which the height of the object decreases. Explain your reasoning.
Algebra I (Common Core) - Jan. '16[51]
Question 33
Score 1:The student showed appropriate work to determine the time, but stated the maximun height.
33Let h(t) ??16t
2 ?64t?80 represent the height of an object above the ground after tseconds. Determine the number of seconds it takes to achieve its maximum height. Justify your answer. State the time interval, in seconds, during which the height of the object decreases. Explain your reasoning.
Algebra I (Common Core) - Jan. '16[52]
Question 33
Score 0:The student gave an incorrect response.
33Let h(t) ??16t
2 ?64t?80 represent the height of an object above the ground after tseconds. Determine the number of seconds it takes to achieve its maximum height. Justify your answer. State the time interval, in seconds, during which the height of the object decreases. Explain your reasoning.
Algebra I (Common Core) - Jan. '16[53]
Question 34
Score 4:The student has a complete and correct response.
34Fred"s teacher gave the class the quadratic function f(x) ?4x
2 ?16x?9. a) State two different methods Fred could use to solve the equation f(x) ?0. b) Using one of the methods stated in part a, solve f(x) ?0 for x, to the nearest tenth.
Algebra I (Common Core) - Jan. '16[54]
Question 34
Score 4:The student has a complete and correct response.
34Fred"s teacher gave the class the quadratic function f(x) ?4x
2 ?16x?9. a) State two different methods Fred could use to solve the equation f(x) ?0. b) Using one of the methods stated in part a, solve f(x) ?0 for x, to the nearest tenth.
Algebra I (Common Core) - Jan. '16[55]
Question 34
Score 4:The student has a complete and correct response.
34Fred"s teacher gave the class the quadratic function f(x) ?4x
2 ?16x?9. a) State two different methods Fred could use to solve the equation f(x) ?0. b) Using one of the methods stated in part a, solve f(x) ?0 for x, to the nearest tenth.
Question 34
Score 4:The student has a complete and correct response.
34Fred"s teacher gave the class the quadratic function f(x) ?4x
2 ?16x?9. a) State two different methods Fred could use to solve the equation f(x) ?0. b) Using one of the methods stated in part a, solve f(x) ?0 for x, to the nearest tenth.
Algebra I (Common Core) - Jan. '16[56]
Algebra I (Common Core) - Jan. '16[57]
Question 34
Score 3:The student made an error in calculating 4ac, but found appropriate solutions to the nearest tenth.
34Fred"s teacher gave the class the quadratic function f(x) ?4x
2 ?16x?9. a) State two different methods Fred could use to solve the equation f(x) ?0. b) Using one of the methods stated in part a, solve f(x) ?0 for x, to the nearest tenth.
Algebra I (Common Core) - Jan. '16[58]
Question 34
Score 3:The student only used the positive root of when solving for x.1.75
34Fred"s teacher gave the class the quadratic function f(x) ?4x
2 ?16x?9. a) State two different methods Fred could use to solve the equation f(x) ?0. b) Using one of the methods stated in part a, solve f(x) ?0 for x, to the nearest tenth.
Algebra I (Common Core) - Jan. '16[59]
Question 34
Score 3:The student made a rounding error.
34Fred"s teacher gave the class the quadratic function f(x) ?4x
2 ?16x?9. a) State two different methods Fred could use to solve the equation f(x) ?0. b) Using one of the methods stated in part a, solve f(x) ?0 for x, to the nearest tenth.
Algebra I (Common Core) - Jan. '16[60]
Question 34
Score 2:The student made an error in completing the square and only used the positive root of 55.
34Fred"s teacher gave the class the quadratic function f(x) ?4x
2 ?16x?9. a) State two different methods Fred could use to solve the equation f(x) ?0. b) Using one of the methods stated in part a, solve f(x) ?0 for x, to the nearest tenth.
Algebra I (Common Core) - Jan. '16[61]
Question 34
Score 2:The student stated two methods.
34Fred"s teacher gave the class the quadratic function f(x) ?4x
2 ?16x?9. a) State two different methods Fred could use to solve the equation f(x) ?0. b) Using one of the methods stated in part a, solve f(x) ?0 for x, to the nearest tenth.
Algebra I (Common Core) - Jan. '16[62]
Question 34
Score 1:The student did not express the solution to the nearest tenth.
34Fred"s teacher gave the class the quadratic function f(x) ?4x
2 ?16x?9. a) State two different methods Fred could use to solve the equation f(x) ?0. b) Using one of the methods stated in part a, solve f(x) ?0 for x, to the nearest tenth.
Algebra I (Common Core) - Jan. '16[63]
Question 34
Score 1:The student stated one method.
34Fred"s teacher gave the class the quadratic function f(x) ?4x
2 ?16x?9. a) State two different methods Fred could use to solve the equation f(x) ?0. b) Using one of the methods stated in part a, solve f(x) ?0 for x, to the nearest tenth.
Algebra I (Common Core) - Jan. '16[64]
Question 34
Score 0:The student made an error in substituting into the quadratic formula and made a rounding error.
34Fred"s teacher gave the class the quadratic function f(x) ?4x
2 ?16x?9. a) State two different methods Fred could use to solve the equation f(x) ?0. b) Using one of the methods stated in part a, solve f(x) ?0 for x, to the nearest tenth.
Algebra I (Common Core) - Jan. '16[65]
Question 35
Score 4:The student has a complete and correct response.
35Erica, the manager at Stellarbeans, collected data on the daily high temperature and revenue
from coffee sales. Data from nine days this past fall are shown in the table below. State the linear regression function, f(t), that estimates the day"s coffee sales with a high temperature of t. Round all values to the nearest integer. State the correlation coefficient, r, of the data to the nearest hundredth.Does rindicate a strong linear relationship between the variables? Explain your reasoning.
Day 1Day 2Day 3Day 4Day 5Day 6Day 7Day 8Day 9
High Temperature, t54 50 62 67 70 58 52 46 48
Coffee Sales, f(t)$2900 $3080 $2500 $2380 $2200 $2700 $3000 $3620 $3720
Algebra I (Common Core) - Jan. '16[66]
Question 35
Score 3:The student did not write the regression equation in terms of t.
35Erica, the manager at Stellarbeans, collected data on the daily high temperature and revenue
from coffee sales. Data from nine days this past fall are shown in the table below. State the linear regression function, f(t), that estimates the day"s coffee sales with a high temperature of t. Round all values to the nearest integer. State the correlation coefficient, r, of the data to the nearest hundredth.Does rindicate a strong linear relationship between the variables? Explain your reasoning.
Day 1Day 2Day 3Day 4Day 5Day 6Day 7Day 8Day 9
High Temperature, t54 50 62 67 70 58 52 46 48
Coffee Sales, f(t)$2900 $3080 $2500 $2380 $2200 $2700 $3000 $3620 $3720
Algebra I (Common Core) - Jan. '16[67]
Question 35
Score 3:The student gave no explanation.
35Erica, the manager at Stellarbeans, collected data on the daily high temperature and revenue
from coffee sales. Data from nine days this past fall are shown in the table below. State the linear regression function, f(t), that estimates the day"s coffee sales with a high temperature of t. Round all values to the nearest integer. State the correlation coefficient, r, of the data to the nearest hundredth.Does rindicate a strong linear relationship between the variables? Explain your reasoning.
Day 1Day 2Day 3Day 4Day 5Day 6Day 7Day 8Day 9
High Temperature, t54 50 62 67 70 58 52 46 48
Coffee Sales, f(t)$2900 $3080 $2500 $2380 $2200 $2700 $3000 $3620 $3720
Algebra I (Common Core) - Jan. '16[68]
Question 35
Score 2:The student did not write the regression equation in terms of t, but wrote the correct rvalue.
35Erica, the manager at Stellarbeans, collected data on the daily high temperature and revenue
from coffee sales. Data from nine days this past fall are shown in the table below. State the linear regression function, f(t), that estimates the day"s coffee sales with a high temperature of t. Round all values to the nearest integer. State the correlation coefficient, r, of the data to the nearest hundredth.Does rindicate a strong linear relationship between the variables? Explain your reasoning.
Day 1Day 2Day 3Day 4Day 5Day 6Day 7Day 8Day 9
High Temperature, t54 50 62 67 70 58 52 46 48
Coffee Sales, f(t)$2900 $3080 $2500 $2380 $2200 $2700 $3000 $3620 $3720
Algebra I (Common Core) - Jan. '16[69]
Question 35
Score 2:The student did not write the regression equation in terms of t, and wrote an incorrect correlation coefficient, but wrote an appropriate explanation.
35Erica, the manager at Stellarbeans, collected data on the daily high temperature and revenue
from coffee sales. Data from nine days this past fall are shown in the table below. State the linear regression function, f(t), that estimates the day"s coffee sales with a high temperature of t. Round all values to the nearest integer. State the correlation coefficient, r, of the data to the nearest hundredth.Does rindicate a strong linear relationship between the variables? Explain your reasoning.
Day 1Day 2Day 3Day 4Day 5Day 6Day 7Day 8Day 9
High Temperature, t54 50 62 67 70 58 52 46 48
Coffee Sales, f(t)$2900 $3080 $2500 $2380 $2200 $2700 $3000 $3620 $3720
Algebra I (Common Core) - Jan. '16[70]
Question 35
Score 1:The student rounded the regression equation incorrectly, and no further correct work is shown.
35Erica, the manager at Stellarbeans, collected data on the daily high temperature and revenue
from coffee sales. Data from nine days this past fall are shown in the table below. State the linear regression function, f(t), that estimates the day"s coffee sales with a high temperature of t. Round all values to the nearest integer. State the correlation coefficient, r, of the data to the nearest hundredth.Does rindicate a strong linear relationship between the variables? Explain your reasoning.
Day 1Day 2Day 3Day 4Day 5Day 6Day 7Day 8Day 9
High Temperature, t54 50 62 67 70 58 52 46 48
Coffee Sales, f(t)$2900 $3080 $2500 $2380 $2200 $2700 $3000 $3620 $3720
Algebra I (Common Core) - Jan. '16[71]
Question 35
Score 1:The student wrote a correct correlation coefficient, but wrote an incorrect explanation.
35Erica, the manager at Stellarbeans, collected data on the daily high temperature and revenue
from coffee sales. Data from nine days this past fall are shown in the table below. State the linear regression function, f(t), that estimates the day"s coffee sales with a high temperature of t. Round all values to the nearest integer. State the correlation coefficient, r, of the data to the nearest hundredth.Does rindicate a strong linear relationship between the variables? Explain your reasoning.
Day 1Day 2Day 3Day 4Day 5Day 6Day 7Day 8Day 9
High Temperature, t54 50 62 67 70 58 52 46 48
Coffee Sales, f(t)$2900 $3080 $2500 $2380 $2200 $2700 $3000 $3620 $3720
Algebra I (Common Core) - Jan. '16[72]
Question 35
Score 0:The student made multiple errors.
35Erica, the manager at Stellarbeans, collected data on the daily high temperature and revenue
from coffee sales. Data from nine days this past fall are shown in the table below. State the linear regression function, f(t), that estimates the day"s coffee sales with a high temperature of t. Round all values to the nearest integer. State the correlation coefficient, r, of the data to the nearest hundredth.Does rindicate a strong linear relationship between the variables? Explain your reasoning.
Day 1Day 2Day 3Day 4Day 5Day 6Day 7Day 8Day 9
High Temperature, t54 50 62 67 70 58 52 46 48
Coffee Sales, f(t)$2900 $3080 $2500 $2380 $2200 $2700 $3000 $3620 $3720
Algebra I (Common Core) - Jan. '16[73]
Question 36
Score 4:The student has a complete and correct response.
36A contractor has 48 meters of fencing that he is going to use as the perimeter of a rectangular
garden. The length of one side of the garden is represented by x, and the area of the garden is
108 square meters.
Determine, algebraically, the dimensions of the garden in meters.
Algebra I (Common Core) - Jan. '16[74]
Question 36
Score 4:The student has a complete and correct response.
36A contractor has 48 meters of fencing that he is going to use as the perimeter of a rectangular
garden. The length of one side of the garden is represented by x, and the area of the garden is
108 square meters.
Determine, algebraically, the dimensions of the garden in meters.
Algebra I (Common Core) - Jan. '16[75]
Question 36
Score 3:The student found only one dimension.
36A contractor has 48 meters of fencing that he is going to use as the perimeter of a rectangular
garden. The length of one side of the garden is represented by x, and the area of the garden is
108 square meters.
Determine, algebraically, the dimensions of the garden in meters.
Algebra I (Common Core) - Jan. '16[76]
Question 36
Score 2:The student wrote a correct quadratic equation in standard form.
36A contractor has 48 meters of fencing that he is going to use as the perimeter of a rectangular
garden. The length of one side of the garden is represented by x, and the area of the garden is
108 square meters.
Determine, algebraically, the dimensions of the garden in meters.
Algebra I (Common Core) - Jan. '16[77]
Question 36
Score 2:The student made a conceptual error when expressing the perimeter.
36A contractor has 48 meters of fencing that he is going to use as the perimeter of a rectangular
garden. The length of one side of the garden is represented by x, and the area of the garden is
108 square meters.
Determine, algebraically, the dimensions of the garden in meters.
Algebra I (Common Core) - Jan. '16[78]
Question 36
Score 1:The student wrote a correct system of equations, but did not write a correct quadratic equation in standard form.
36A contractor has 48 meters of fencing that he is going to use as the perimeter of a rectangular
garden. The length of one side of the garden is represented by x, and the area of the garden is
108 square meters.
Determine, algebraically, the dimensions of the garden in meters.
Algebra I (Common Core) - Jan. '16[79]
Question 36
Score 1:The student made a conceptual error when expressing the perimeter, but wrote an appropriate quadratic equation in standard form.
36A contractor has 48 meters of fencing that he is going to use as the perimeter of a rectangular
garden. The length of one side of the garden is represented by x, and the area of the garden is
108 square meters.
Determine, algebraically, the dimensions of the garden in meters.
Algebra I (Common Core) - Jan. '16[80]
Question 36
Score 0:The student has a correct response based on an incorrect procedure.
36A contractor has 48 meters of fencing that he is going to use as the perimeter of a rectangular
garden. The length of one side of the garden is represented by x, and the area of the garden is
108 square meters.
Determine, algebraically, the dimensions of the garden in meters.
Algebra I (Common Core) - Jan. '16[81]
Question 37
Score 6:The student has a complete and correct response.
37The Reel Good Cinema is conducting a mathematical study. In its theater, there are 200 seats.
Adult tickets cost $12.50 and child tickets cost $6.25. The cinema"s goal is to sell at least $1500 worth of tickets for the theater. Write a system of linear inequalities that can be used to find the possible combinations of adult tickets, x, and child tickets, y, that would satisfy the cinema"s goal. Graph the solution to this system of inequalities on the set of axes on the next page. Label the solution with an S. Marta claims that selling 30 adult tickets and 80 child tickets will result in meeting the cinema"s goal. Explain whether she is correct or incorrect, based on the graph drawn.
Algebra I (Common Core) - Jan. '16[82]
Question 37
0102030405060708090100110120130140150160170180190200210220230240250
10 20 30 40 50 60 70 80 90 100 110 120 130 140 150 160 170 180 190 200 210 220 230 240 250
y x
Algebra I (Common Core) - Jan. '16[83]
Question 37
Score 6:The student has a complete and correct response.
37The Reel Good Cinema is conducting a mathematical study. In its theater, there are 200 seats.
Adult tickets cost $12.50 and child tickets cost $6.25. The cinema"s goal is to sell at least $1500 worth of tickets for the theater. Write a system of linear inequalities that can be used to find the possible combinations of adult tickets, x, and child tickets, y, that would satisfy the cinema"s goal. Graph the solution to this system of inequalities on the set of axes on the next page. Label the solution with an S. Marta claims that selling 30 adult tickets and 80 child tickets will result in meeting the cinema"s goal. Explain whether she is correct or incorrect, based on the graph drawn.
Algebra I (Common Core) - Jan. '16[84]
Question 37
Algebra I (Common Core) - Jan. '16[85]
Question 37
Score 5:The student did not label either inequality on the graph.
37The Reel Good Cinema is conducting a mathematical study. In its theater, there are 200 seats.
Adult tickets cost $12.50 and child tickets cost $6.25. The cinema"s goal is to sell at least $1500 worth of tickets for the theater. Write a system of linear inequalities that can be used to find the possible combinations of adult tickets, x, and child tickets, y, that would satisfy the cinema"s goal. Graph the solution to this system of inequalities on the set of axes on the next page. Label the solution with an S. Marta claims that selling 30 adult tickets and 80 child tickets will result in meeting the cinema"s goal. Explain whether she is correct or incorrect, based on the graph drawn.
Algebra I (Common Core) - Jan. '16[86]
Question 37
Algebra I (Common Core) - Jan. '16[87]
Question 37
Score 5:The student did not shade the solution to the system of inequalities.
37The Reel Good Cinema is conducting a mathematical study. In its theater, there are 200 seats.
Adult tickets cost $12.50 and child tickets cost $6.25. The cinema"s goal is to sell at least $1500 worth of tickets for the theater. Write a system of linear inequalities that can be used to find the possible combinations of adult tickets, x, and child tickets, y, that would satisfy the cinema"s goal. Graph the solution to this system of inequalities on the set of axes on the next page. Label the solution with an S. Marta claims that selling 30 adult tickets and 80 child tickets will result in meeting the cinema"s goal. Explain whether she is correct or incorrect, based on the graph drawn.
Algebra I (Common Core) - Jan. '16[88]
Question 37
Algebra I (Common Core) - Jan. '16[89]
Question 37
Score 4:The student made a conceptual error by writing equations instead of inequalities.
37The Reel Good Cinema is conducting a mathematical study. In its theater, there are 200 seats.
Adult tickets cost $12.50 and child tickets cost $6.25. The cinema"s goal is to sell at least $1500 worth of tickets for the theater. Write a system of linear inequalities that can be used to find the possible combinations of adult tickets, x, and child tickets, y, that would satisfy the cinema"s goal. Graph the solution to this system of inequalities on the set of axes on the next page. Label the solution with an S. Marta claims that selling 30 adult tickets and 80 child tickets will result in meeting the cinema"s goal. Explain whether she is correct or incorrect, based on the graph drawn.
Algebra I (Common Core) - Jan. '16[90]
Question 37
Algebra I (Common Core) - Jan. '16[91]
Question 37
Score 4:The student made multiple graphing and labeling errors.
37The Reel Good Cinema is conducting a mathematical study. In its theater, there are 200 seats.
Adult tickets cost $12.50 and child tickets cost $6.25. The cinema"s goal is to sell at least $1500 worth of tickets for the theater. Write a system of linear inequalities that can be used to find the possible combinations of adult tickets, x, and child tickets, y, that would satisfy the cinema"s goal. Graph the solution to this system of inequalities on the set of axes on the next page. Label the solution with an S. Marta claims that selling 30 adult tickets and 80 child tickets will result in meeting the cinema"s goal. Explain whether she is correct or incorrect, based on the graph drawn.
Algebra I (Common Core) - Jan. '16[92]
Question 37
37The Reel Good Cinema is conducting a mathematical study. In its theater, there are 200 seats.
Adult tickets cost $12.50 and child tickets cost $6.25. The cinema"s goal is to sell at least $1500 worth of tickets for the theater. Write a system of linear inequalities that can be used to find the possible combinations of adult tickets, x, and child tickets, y, that would satisfy the cinema"s goal. Graph the solution to this system of inequalities on the set of axes on the next page. Label the solution with an S. Marta claims that selling 30 adult tickets and 80 child tickets will result in meeting the cinema"s goal. Explain whether she is correct or incorrect, based on the graph drawn.
Algebra I (Common Core) - Jan. '16[93]
Question 37
Score 3:The student wrote and graphed one inequality correctly, but the explanation was not based on the graph.
Algebra I (Common Core) - Jan. '16[94]
Question 37
Algebra I (Common Core) - Jan. '16[95]
Question 37
Score 2:The student wrote a correct system of inequalities, but made multiple graphing or labeling errors, and wrote an incorrect explanation based on the graph.
37The Reel Good Cinema is conducting a mathematical study. In its theater, there are 200 seats.
Adult tickets cost $12.50 and child tickets cost $6.25. The cinema"s goal is to sell at least $1500 worth of tickets for the theater. Write a system of linear inequalities that can be used to find the possible combinations of adult tickets, x, and child tickets, y, that would satisfy the cinema"s goal. Graph the solution to this system of inequalities on the set of axes on the next page. Label the solution with an S. Marta claims that selling 30 adult tickets and 80 child tickets will result in meeting the cinema"s goal. Explain whether she is correct or incorrect, based on the graph drawn.
Algebra I (Common Core) - Jan. '16[96]
Question 37
Algebra I (Common Core) - Jan. '16[97]
Question 37
Score 1:The student wrote one inequality correctly, but no explanation was written.
37The Reel Good Cinema is conducting a mathematical study. In its theater, there are 200 seats.
Adult tickets cost $12.50 and child tickets cost $6.25. The cinema"s goal is to sell at least $1500 worth of tickets for the theater. Write a system of linear inequalities that can be used to find the possible combinations of adult tickets, x, and child tickets, y, that would satisfy the cinema"s goal. Graph the solution to this system of inequalities on the set of axes on the next page. Label the solution with an S. Marta claims that selling 30 adult tickets and 80 child tickets will result in meeting the cinema"s goal. Explain whether she is correct or incorrect, based on the graph drawn.
Algebra I (Common Core) - Jan. '16[98]
Question 37
0102030405060708090100110120130140150160170180190200210220230240250
10 20 30 40 50 60 70 80 90 100 110 120 130 140 150 160 170 180 190 200 210 220 230 240 250
y x
Algebra I (Common Core) - Jan. '16[99]
Question 37
Score 1:The student gave an explanation not based on the graph.
37The Reel Good Cinema is conducting a mathematical study. In its theater, there are 200 seats.
Adult tickets cost $12.50 and child tickets cost $6.25. The cinema"s goal is to sell at least $1500 worth of tickets for the theater. Write a system of linear inequalities that can be used to find the possible combinations of adult tickets, x, and child tickets, y, that would satisfy the cinema"s goal. Graph the solution to this system of inequalities on the set of axes on the next page. Label the solution with an S. Marta claims that selling 30 adult tickets and 80 child tickets will result in meeting the cinema"s goal. Explain whether she is correct or incorrect, based on the graph drawn.
Algebra I (Common Core) - Jan. '16[100]
Question 37
0102030405060708090100110120130140150160170180190200210220230240250
10 20 30 40 50 60 70 80 90 100 110 120 130 140 150 160 170 180 190 200 210 220 230 240 250
y x
Algebra I (Common Core) - Jan. '16[101]
Question 37
Score 0:The student did not state or graph either inequality correctly and no explanation was given.
37The Reel Good Cinema is conducting a mathematical study. In its theater, there are 200 seats.
Adult tickets cost $12.50 and child tickets cost $6.25. The cinema"s goal is to sell at least $1500 worth of tickets for the theater. Write a system of linear inequalities that can be used to find the possible combinations of adult tickets, x, and child tickets, y, that would satisfy the cinema"s goal. Graph the solution to this system of inequalities on the set of axes on the next page. Label the solution with an S. Marta claims that selling 30 adult tickets and 80 child tickets will result in meeting the cinema"s goal. Explain whether she is correct or incorrect, based on the graph drawn.
Algebra I (Common Core) - Jan. '16[102]
Question 37