2015-2016 Semester Exams

ALGEBRA I

2015-2016 SEMESTER EXAMS

PRACTICE MATERIALS KEY

SEMESTER 1

# / QUESTION TYPE / CE LEARNING TARGET / NVACS / DOK LEVEL / KEY
1 / MC / 1.1 / S.ID.2 / 2 / D
2 / MC / 1.2 / S.ID.1 / 2 / D
3 / MC / 1.2 / S.ID.1 / 2 / C
4 / MC / 1.2 / S.ID.2 / 2 / B
5 / MC / 1.2 / S.ID.2 / 2 / C
6 / MC / 1.2 / S.ID.2 / 2 / D
7 / MC / 1.2 / S.ID.2 / 2 / D
8 / MC / 1.2 / S.ID.8 / 2 / A
9 / MC / 1.3 / S.ID.2 / 2 / A
10 / MC / 1.3 / S.ID.2 / 2 / A
11 / MC / 1.3 / S.ID.2 / 2 / D
12 / MC / 1.3 / S.ID.2 / 2 / B
13 / MC / 1.3 / S.ID.2 / 2 / D
14 / MC / 1.4 / S.ID.5 / 1 / C
15 / MC / 1.4 / S.ID.5 / 1 / D
16 / MC / 1.4 / S.ID.5 / 1 / A
17 / CR / 1.4 / S.ID.5 / 2 / -----
18 / MC / 2.2 / N.Q.A.3 / 1 / C
19 / MC / 2.3 / N.Q.A.1 / 2 / D
20 / MC / 2.5 / A.SSE.A.1a / 1 / B
21 / MC / 2.6 / A.SSE.A.Ib / 2 / C
22 / MTF / 2.7 / A.REI.A.1 / 1 / A
23 / MTF / 2.7 / A.REI.A.1 / 1 / B
24 / CR / 2.8 / A.CED.A.1, A.SSE.A.1, A.SSE.A.2 / 3 / -----
25 / MC / 2.9 / A.CED.A.4 / 1 / D
26 / MC / 2.9 / A.CED.A.4 / 1 / A
27 / CR / 2.9 / N.Q.A.1, N.Q.A.3, A.CED.A.4 / 2 / -----
28 / MC / 3.4 / A.CED.A.1 / 1 / B
29 / CR / 3.5 / A.REI.B.3 / 2 / -----
30 / MC / 3.7 / A.CED.A.1 / 1 / D
31 / MC / 4.2 / F.IF.A.2 / 1 / A
32 / MC / 4.2 / F.IF.A.1 / 1 / A
33 / MC / 4.3 / A.CED.A.3 / 2 / B
34 / MC / 4.3 / F.IF.B.4 / 2 / D
35 / MC / 4.3 / F.IF.B.5 / 2 / D
36 / MC / 4.3 / F.BF.A.1b / 2 / B
37 / CR / 4.3 / F.IF.B.4, F.IF.B.5, F.BF.A.1a / 2 / -----
38 / CR / 4.3 / F.IF.A.1 / 2 / -----
39 / MC / 4.6 / F.BF.A.2 / 1 / B
40 / MC / 4.6 / F.BF.A.2 / 1 / C
41 / MC / 4.6 / F.BF.B.3 / 1 / D
42 / MC / 4.6 / F.BF.A.2 / 2 / B
43 / MC / 4.6 / F.IF.A.3 / 2 / D
44 / CR / 4.6 / F.IF.A.3, F.IF.C.9, F.BF.A.2 / 2 / -----
45 / MC / 4.7 / F.BF.A.1a / 2 / C
46 / MTF / 5.1 / F.LE.A.1b / 2 / A
47 / MTF / 5.1 / F.LE.A.1b / 2 / B
48 / MC / 5.2 / F.IF.C.7a / 1 / C
49 / MC / 5.3 / F.IF.B.6 / 1 / B
50 / MC / 5.3 / F.IF.C.7a / 1 / B
51 / MC / 5.3 / F.IF.B.6 / 2 / A
52 / MC / 5.3 / F.IF.B.6 / 1 / C
53 / MTF / 5.3 / F.IF.B.6 / 1 / A
54 / MTF / 5.3 / F.IF.B.6 / 1 / B
55 / MC / 5.4 / F.LE.B.5 / 1 / B
56 / MC / 5.4 / A.REI.D.10 / 1 / A
57 / MC / 5.4 / F.LE.B.5 / 1 / C
58 / MC / 5.5 / A.REI.D.12 / 1 / B
59 / MC / 5.5 / A.REI.D.12 / 1 / D
60 / MTF / 5.5 / A.REI.D.12 / 1 / B
61 / MTF / 5.5 / A.REI.D.12 / 1 / B
62 / MTF / 5.5 / A.REI.D.12 / 1 / A
63 / MC / 5.5 / A.CED.A.2 / 1 / D
64 / MC / 5.6 / A.REI.D.11 / 2 / B
65 / MC / 5.6 / A.CED.A.2 / 2 / A
66 / MC / 5.7 / F.LE.A.2 / 1 / B
67 / MTF / 6.1 / F.IF.C.9 / 2 / B
68 / MTF / 6.1 / F.IF.C.9 / 2 / A
69 / MTF / 6.1 / F.IF.C.9 / 2 / B
70 / MC / 6.2 / F.BF.B.3 / 1 / C
71 / MC / 6.2 / F.BF.B.3 / 1 / A
72 / MC / 6.3 / S.ID.6a / 2 / C
73 / MC / 6.3 / S.ID.6a / 1 / C
74 / MC / 6.3 / S.ID.6a / 2 / A
75 / MC / 6.3 / S.ID.6b / 1 / B
76 / MC / 6.3 / S.ID.7 / 1 / C
77 / MC / 6.3 / S.ID.7 / 1 / B
78 / MC / 6.3 / S.ID.7 / 1 / B
79 / MC / 6.3 / S.ID.8 / 1 / A
80 / MTF / 6.3 / S.ID.8 / 1 / A
81 / MTF / 6.3 / S.ID.8 / 1 / B
82 / MTF / 6.3 / S.ID.9 / 1 / B
83 / MTF / 6.3 / S.ID.8 / 1 / A
84 / MTF / 6.3 / S.ID.8 / 1 / B
85 / ER / 6.3 / S.ID.1, S.ID.2, S.ID.3, S.ID.6 / 3 / -----
86 / MC / 6.5 / S.ID.6b / 1 / B

#17

This question assesses the student’s ability to interpret two-way tables of categorical data and look for relationships between the variables.

Class
Freshmen / Sophomores / Juniors / Total
Favors
the change / Yes / 56 / 38 / 32 / 126
No / 24 / 37 / 58 / 119
Total / 80 / 75 / 90 / 245

(a) 126/245 ≈ 51%

(b)Freshmen: 56/80 = 70%Highest favorability
Sophomores: 38/75 ≈ 51%
Juniors: 32/90 ≈ 36%Lowest favorability

#24

This question assesses the student’s ability to write mathematical expressions from a context, where a quantity may be a specific numerical value or a variable, and to see structure in equivalent mathematical expressions.

(a) or or equivalent

(b) or equivalent

(c) Yes, this works. Dividing by 10 gives one-tenth or 10% of the price. Dividing that by 2 gives one-twentieth or 5% of the price. Adding those two numbers gives 15% of the price.

#27

This question assesses the student’s ability to determine the units of quantities in a formula, convert measurements and use unit analysis, and solve literal equations for a given variable.

(a) Unit analysis on the right side of the equation gives , so is measures in .

(b)

Since the measurement 3,300 ft/s has two significant digits, the conversion should be rounded to two significant digits, so miles.

(c)

#29

This question assesses the student’s ability to solve absolute value equations.

(a)

(b)

(c)

(d) no solution

#37

This question assesses the student’s ability to build a linear function from a context, determine its domain and range, construct a graph of the function, and identify important points on the function.

(a) Let represent the amount Steve owes after a payment is made in the month, , of the loan. Then .

(b) Steve will pay off the loan when , or when . The domain of the function is the number of months since the loan was given, namely the integers from 0 to 32, inclusive. The range of the function is the amounts remaining on the loan, namely {4800, 4650, 4500, …, 150, 0}.

(c) Important points must include when the loan was taken out (0 months, $4,800), and when the loan was paid off (32 months, $0). No other points are necessary, but any identified must be accompanied by a clear and reasonable explanation as to why they are important.

#38

This question assesses the student’s understanding of the concept of a function.

A function is a relation where for each element of the domain, there is only one element in the range. In , when , . There is only one value of for that value of . When and again there is only one value of for that value of . To be a function, it is NOT the case that for any of there must be only one .

#44

This question assesses the student’s ability to explicitly define an arithmetic sequence, compare the rates of change of two sequences, and solve a linear equation.

(a)

(b) These are arithmetic sequences and, thus, linear functions.

The rates of change are their slopes. The slope of is 3 and the

slope of is 2. Sequence grows at a rate 1.5 times that of

sequence .

(c)

#85

This question assesses the student’s ability create graphical representations of univariate and bivariate data and describe their characteristics; compare characteristics of multiple data sets; compute measures of center and spread; and describe the effect of extreme values on statistical measures.

(a)

(b) July’s distribution is skewed right. December’s distribution is symmetric. (Students may choose to make the histogram using bin widths of 0.5 inches or 1.0 inches.)

(d) The median rainfall for December is 5.15 inches. The median rainfall for July is between 0.5 inches and 1.0 inch. The median rainfall for December is at least 4 inches greater than July.

(e)1) Compute the mean rainfall for the 20 observations.
2) Subtract the mean from each of the 20 observations.
3) Square those values.
4) Add up those squares.
5) Divide by 19.
6) Take the square root of that value. The standard deviation will have units of inches.

(f) December’s rainfall has the larger standard deviation because its distribution has a much wider spread than July’s.

(g) The median is between 0.5 and 1.0 inches. Changing 2.4 to 1.4 will not affect the median because the value will remain greater than the median. Changing 2.4 to 1.4 will decrease the mean by inches.

(h)

(i) There is no relationship between rainfall and year. That is, the rainfall amounts over time seem to vary randomly with no trend of increase or decrease.

2015–2016Page 1 of 7 Revised September 2015

Clark County School District