The University of the State of New York

REGENTS HIGH SCHOOL EXAMINATION

ALGEBRA II (Common Core)

Friday, June 16, 2017 — 1:15 to 4:15 p.m.

MODEL RESPONSE SET

Table of Contents

Question 25 . . . . . . . . . . . . . . . . . . . 2
Question 26 . . . . . . . . . . . . . . . . . . . 7
Question 27 . . . . . . . . . . . . . . . . . . 12
Question 28 . . . . . . . . . . . . . . . . . . 17
Question 29 . . . . . . . . . . . . . . . . . . 21
Question 30 . . . . . . . . . . . . . . . . . . 26
Question 31 . . . . . . . . . . . . . . . . . . 30
Question 32 . . . . . . . . . . . . . . . . . . 36
Question 33 . . . . . . . . . . . . . . . . . . 40
Question 34 . . . . . . . . . . . . . . . . . . 47
Question 35 . . . . . . . . . . . . . . . . . . 53
Question 36 . . . . . . . . . . . . . . . . . . 59
Question 37 . . . . . . . . . . . . . . . . . . 67
Question 25

25 Given r(x) = x3 - 4x2 + 4x - 6, find the value of r(2).

What does your answer tell you about x - 2 as a factor of r(x)? Explain.

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

Algebra II (Common Core) – June ’17 [2]

Question 25

25 Given r(x) = x3 - 4x2 + 4x - 6, find the value of r(2).

What does your answer tell you about x - 2 as a factor of r(x)? Explain.

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

Algebra II (Common Core) – June ’17 [3]

Question 25

25 Given r(x) = x3 - 4x2 + 4x - 6, find the value of r(2).

What does your answer tell you about x - 2 as a factor of r(x)? Explain.

Score 1: The student gave an incomplete explanation.

Algebra II (Common Core) – June ’17 [4]

Question 25

25 Given r(x) = x3 - 4x2 + 4x - 6, find the value of r(2).

What does your answer tell you about x - 2 as a factor of r(x)? Explain.

Score 1: The student stated a correct explanation based on an incorrect value.

Algebra II (Common Core) – June ’17 [5]

Question 25

25 Given r(x) = x3 - 4x2 + 4x - 6, find the value of r(2).

What does your answer tell you about x - 2 as a factor of r(x)? Explain.

Score 0: The student gave a completely incorrect response.

Algebra II (Common Core) – June ’17 [6]

Question 26

26 The weight of a bag of pears at the local market averages 8 pounds with a standard deviation of
0.5 pound. The weights of all the bags of pears at the market closely follow a normal distribution.
Determine what percentage of bags, to the nearest integer, weighed less than 8.25 pounds.

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

Algebra II (Common Core) – June ’17 [7]

Question 26

26 The weight of a bag of pears at the local market averages 8 pounds with a standard deviation of
0.5 pound. The weights of all the bags of pears at the market closely follow a normal distribution.
Determine what percentage of bags, to the nearest integer, weighed less than 8.25 pounds.

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

Algebra II (Common Core) – June ’17 [8]

Question 26

26 The weight of a bag of pears at the local market averages 8 pounds with a standard deviation of
0.5 pound. The weights of all the bags of pears at the market closely follow a normal distribution.
Determine what percentage of bags, to the nearest integer, weighed less than 8.25 pounds.

Score 1: The student made an error by not converting to a percent correctly.

Algebra II (Common Core) – June ’17 [9]

Question 26

26 The weight of a bag of pears at the local market averages 8 pounds with a standard deviation of
0.5 pound. The weights of all the bags of pears at the market closely follow a normal distribution.
Determine what percentage of bags, to the nearest integer, weighed less than 8.25 pounds.

Score 1: The student made a rounding error.

Algebra II (Common Core) – June ’17 [10]

Question 26

26 The weight of a bag of pears at the local market averages 8 pounds with a standard deviation of
0.5 pound. The weights of all the bags of pears at the market closely follow a normal distribution.
Determine what percentage of bags, to the nearest integer, weighed less than 8.25 pounds.

Score 0: The student gave an incorrect response.

Algebra II (Common Core) – June ’17 [11]

Question 27

27 Over the set of integers, factor the expression 4x3 - x2 + 16x - 4 completely.

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

Algebra II (Common Core) – June ’17 [12]

Question 27

27 Over the set of integers, factor the expression 4x3 - x2 + 16x - 4 completely.

Score 1: The student made a conceptual error by finding roots.

Algebra II (Common Core) – June ’17 [13]

Question 27

27 Over the set of integers, factor the expression 4x3 - x2 + 16x - 4 completely.

Score 1: The student wrote x 2 (4x - 1) + 4 (4 x - 1) , but showed no further correct work.

Algebra II (Common Core) – June ’17 [14]

Question 27

27 Over the set of integers, factor the expression 4x3 - x2 + 16x - 4 completely.

Score 1: The student made one factoring error.

Algebra II (Common Core) – June ’17 [15]

Question 27

27 Over the set of integers, factor the expression 4x3 - x2 + 16x - 4 completely.

Score 0: The student made multiple factoring errors.

Algebra II (Common Core) – June ’17 [16]

Question 28

28 The graph below represents the height above the ground, h, in inches, of a point on a triathlete’s
bike wheel during a training ride in terms of time, t, in seconds.

26

Height Above
the Ground
(in)

2 4 6
3 3 3
Time (sec)

Identify the period of the graph and describe what the period represents in this context.

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

Algebra II (Common Core) – June ’17 [17]

Question 28

28 The graph below represents the height above the ground, h, in inches, of a point on a triathlete’s
bike wheel during a training ride in terms of time, t, in seconds.

26

Height Above
the Ground
(in)

2 4 6
3 3 3
Time (sec)

Identify the period of the graph and describe what the period represents in this context.

Score 1: The student did not describe the period in context.

Algebra II (Common Core) – June ’17 [18]

Question 28

28 The graph below represents the height above the ground, h, in inches, of a point on a triathlete’s
bike wheel during a training ride in terms of time, t, in seconds.

26

Height Above
the Ground
(in)

2 4 6
3 3 3
Time (sec)

Identify the period of the graph and describe what the period represents in this context.

Score 1: The student gave an incomplete description.

Algebra II (Common Core) – June ’17 [19]

Question 28

28 The graph below represents the height above the ground, h, in inches, of a point on a triathlete’s
bike wheel during a training ride in terms of time, t, in seconds.

26

Height Above
the Ground
(in)

2 4 6
3 3 3
Time (sec)

Identify the period of the graph and describe what the period represents in this context.

Score 0: The student gave a completely incorrect response.

Algebra II (Common Core) – June ’17 [20]

Question 29

29 Graph y = 400(.85)2x - 6 on the set of axes below.

�
�00

00

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

Algebra II (Common Core) – June ’17 [21]

Question 29

29 Graph y = 400(.85)2x - 6 on the set of axes below.

y
400

100

x
1 10

Score 1: The student made an error graphing the y-intercept.

Algebra II (Common Core) – June ’17 [22]

Question 29

29 Graph y = 400(.85)2x - 6 on the set of axes below.

y
400

100

x
1 10

Score 1: The student incorrectly entered the equation as y = 400(.85)2x - 6.

Algebra II (Common Core) – June ’17 [23]

Question 29

29 Graph y = 400(.85)2x - 6 on the set of axes below.

y
4DD

1DD

1 1D

Score 0: The student made multiple graphing errors.

Algebra II (Common Core) – June ’17 [24]

Question 29

29 Graph y = 400(.85)2x - 6 on the set of axes below.

y
400

100

x
1 10

Score 0: The student made multiple graphing errors.

Algebra II (Common Core) – June ’17 [25]

Question 30

30 Solve algebraically for all values of x:

x�4 +x=6

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

Algebra II (Common Core) – June ’17 [26]

Question 30

30 Solve algebraically for all values of x:

x�4 +x=6

Score 1: The student did not use an algebraic method.

Algebra II (Common Core) – June ’17 [27]

Question 30

30 Solve algebraically for all values of x:

x�4 +x=6

Score 1: The student did not reject 8.

Algebra II (Common Core) – June ’17 [28]

Question 30

30 Solve algebraically for all values of x:

x�4 +x=6

Score 0: The student made a conceptual error and did not check for extraneous roots.

Algebra II (Common Core) – June ’17 [29]

Question 31

3
31 Write x • x as a single term with a rational exponent.

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

Algebra II (Common Core) – June ’17 [30]

Question 31

3
31 Write x • x as a single term with a rational exponent.

Score 1: The student’s response did not have a rational exponent.

Algebra II (Common Core) – June ’17 [31]

Question 31

3
31 Write x • x as a single term with a rational exponent.

Score 1: The student multiplied the exponents.

Algebra II (Common Core) – June ’17 [32]

Question 31

3
31 Write x • x as a single term with a rational exponent.

Score 1: The student made an error when multiplying radicands with different indices.

Algebra II (Common Core) – June ’17 [33]

Question 31

3
31 Write x • x as a single term with a rational exponent.

Score 0: The student made an error when multiplying radicands with different indices and
assumed the index of x to be 1.

Algebra II (Common Core) – June ’17 [34]

Question 31

3
31 Write x • x as a single term with a rational exponent.

Score 0: The student gave an incorrect response.

Algebra II (Common Core) – June ’17 [35]

Question 32

32 Data collected about jogging from students with two older siblings are shown in the table below.

Neither Sibling One Sibling Both Siblings

Jogs Jogs Jog

Student Does
1168 1823 1380
Not Jog

Student Jogs 188 416 400

Using these data, determine whether a student with two older siblings is more likely to jog if one
sibling jogs or if both siblings jog. Justify your answer.

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

Algebra II (Common Core) – June ’17 [36]

Question 32

32 Data collected about jogging from students with two older siblings are shown in the table below.

Neither Sibling One Sibling Both Siblings

Jogs Jogs Jog

Student Does
1168 1823 1380
Not Jog

Student Jogs 188 416 400

Using these data, determine whether a student with two older siblings is more likely to jog if one
sibling jogs or if both siblings jog. Justify your answer.

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

Algebra II (Common Core) – June ’17 [37]

Question 32

32 Data collected about jogging from students with two older siblings are shown in the table below.

Neither Sibling One Sibling Both Siblings

Jogs Jogs Jog

Student Does
1168 1823 1380
Not Jog

Student Jogs 188 416 400

Using these data, determine whether a student with two older siblings is more likely to jog if one
sibling jogs or if both siblings jog. Justify your answer.

Score 1: The student made a computational error evaluating P( J | O).

Algebra II (Common Core) – June ’17 [38]

Question 32

32 Data collected about jogging from students with two older siblings are shown in the table below.

Neither Sibling One Sibling Both Siblings

Jogs Jogs Jog

Student Does
1168 1823 1380
Not Jog

Student Jogs 188 416 400

Using these data, determine whether a student with two older siblings is more likely to jog if one
sibling jogs or if both siblings jog. Justify your answer.

Score 0: The student did not show enough correct work to receive any credit.

Algebra II (Common Core) – June ’17 [39]

Question 33

33 Solve the following system of equations algebraically for all values of x, y, and z:
x�y�z�1
2x � 4y � 6z � 2
�x � 3y � 5z � 11

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

Algebra II (Common Core) – June ’17 [40]

Question 33

33 Solve the following system of equations algebraically for all values of x, y, and z:
x+y+z=1
2x + 4y + 6z = 2
-x + 3y - 5z = 11

Score 3: The student made a computational error when subtracting 10y from -2y.

Algebra II (Common Core) – June ’17 [41]

Question 33

33 Solve the following system of equations algebraically for all values of x, y, and z:

Score 3: The student made one transcription error by writing 2x + 4y - 6z = 2.

Algebra II (Common Core) – June ’17 [42]

Question 33

33 Solve the following system of equations algebraically for all values of x, y, and z:

Score 2: The student gave one solution with appropriate work.

Algebra II (Common Core) – June ’17 [43]

Question 33

33 Solve the following system of equations algebraically for all values of x, y, and z:
x�y�z�1
2x � 4y � 6z � 2
�x � 3y � 5z � 11

Score 2: The student made a computational error, but found appropriate values for y and z.

Algebra II (Common Core) – June ’17 [44]

Question 33

33 Solve the following system of equations algebraically for all values of x, y, and z:

Score 1: The student did enough work to create a system of equations.

Algebra II (Common Core) – June ’17 [45]

Question 33

33 Solve the following system of equations algebraically for all values of x, y, and z:

Score 0: The student gave an incorrect response.

Algebra II (Common Core) – June ’17 [46]

Question 34

34 Jim is looking to buy a vacation home for $172,600 near his favorite southern beach. The formula
r(1 + r)N where P is the principal amount of the
to compute a mortgage payment, M, is M = P •
(1 + r)N - 1
loan, r is the monthly interest rate, and N is the number of monthly payments. Jim’s bank offers a

monthly interest rate of 0.305% for a 15-year mortgage.

With no down payment, determine Jim’s mortgage payment, rounded to the nearest dollar.

Algebraically determine and state the down payment, rounded to the nearest dollar, that Jim needs
to make in order for his mortgage payment to be $1100.

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

Algebra II (Common Core) – June ’17 [47]

Question 34

34 Jim is looking to buy a vacation home for $172,600 near his favorite southern beach. The formula
r(1 � r)N where P is the principal amount of the
to compute a mortgage payment, M, is M � P •
(1 � r)N � 1
loan, r is the monthly interest rate, and N is the number of monthly payments. Jim’s bank offers a

monthly interest rate of 0.305% for a 15-year mortgage.

With no down payment, determine Jim’s mortgage payment, rounded to the nearest dollar.

Algebraically determine and state the down payment, rounded to the nearest dollar, that Jim needs
to make in order for his mortgage payment to be $1100.

Score 3: The student made a transcription error before calculating the fraction.

Algebra II (Common Core) – June ’17 [48]

Question 34

34 Jim is looking to buy a vacation home for $172,600 near his favorite southern beach. The formula
r(1 + r)N where P is the principal amount of the
to compute a mortgage payment, M, is M = P •
(1 + r)N - 1
loan, r is the monthly interest rate, and N is the number of monthly payments. Jim’s bank offers a

monthly interest rate of 0.305% for a 15-year mortgage.

With no down payment, determine Jim’s mortgage payment, rounded to the nearest dollar.

Algebraically determine and state the down payment, rounded to the nearest dollar, that Jim needs
to make in order for his mortgage payment to be $1100.

Score 3: The student made a rounding error.

Algebra II (Common Core) – June ’17 [49]

Question 34

34 Jim is looking to buy a vacation home for $172,600 near his favorite southern beach. The formula
r(1 � r)N where P is the principal amount of the
to compute a mortgage payment, M, is M � P •
(1 � r)N � 1
loan, r is the monthly interest rate, and N is the number of monthly payments. Jim’s bank offers a

monthly interest rate of 0.305% for a 15-year mortgage.

With no down payment, determine Jim’s mortgage payment, rounded to the nearest dollar.

Algebraically determine and state the down payment, rounded to the nearest dollar, that Jim needs
to make in order for his mortgage payment to be $1100.

Score 2: The student did not calculate the down payment.

Algebra II (Common Core) – June ’17 [50]

Question 34

34 Jim is looking to buy a vacation home for $172,600 near his favorite southern beach. The formula
r(1 + r)N where P is the principal amount of the
to compute a mortgage payment, M, is M = P •
(1 + r)N - 1
loan, r is the monthly interest rate, and N is the number of monthly payments. Jim’s bank offers a

monthly interest rate of 0.305% for a 15-year mortgage.

With no down payment, determine Jim’s mortgage payment, rounded to the nearest dollar.

Algebraically determine and state the down payment, rounded to the nearest dollar, that Jim needs
to make in order for his mortgage payment to be $1100.

Score 1: The student used incorrect values to find the mortgage payment. The down payment was
rounded incorrectly with these values.

Algebra II (Common Core) – June ’17 [51]

Question 34

34 Jim is looking to buy a vacation home for $172,600 near his favorite southern beach. The formula
r(1 � r)N where P is the principal amount of the
to compute a mortgage payment, M, is M � P •
(1 � r)N � 1
loan, r is the monthly interest rate, and N is the number of monthly payments. Jim’s bank offers a

monthly interest rate of 0.305% for a 15-year mortgage.

With no down payment, determine Jim’s mortgage payment, rounded to the nearest dollar.

Algebraically determine and state the down payment, rounded to the nearest dollar, that Jim needs
to make in order for his mortgage payment to be $1100.

Score 0: The student used 15 instead of 180 and made a computational error.

Algebra II (Common Core) – June ’17 [52]

Question 35

35 Graph y = log2(x + 3) 5 on the set of axes below. Use an appropriate scale to include
both intercepts.
y

Describe the behavior of the given function as x approaches -3 and as x approaches positive infinity.

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

Algebra II (Common Core) – June ’17 [53]

Question 35

35 Graph y � log2(x � 3) � 5 on the set of axes below. Use an appropriate scale to include
both intercepts.
y

Describe the behavior of the given function as x approaches �3 and as x approaches positive infinity.

Score 3: The student did not graph both intercepts.

Algebra II (Common Core) – June ’17 [54]

Question 35

35 Graph y = log2(x + 3) - 5 on the set of axes below. Use an appropriate scale to include
both intercepts.
y
y

Describe the behavior of the given function as x approaches -3 and as x approaches positive infinity.

Score 2: The student gave an appropriate description, but the graph was incorrect.

Algebra II (Common Core) – June ’17 [55]

Question 35

35 Graph y � log2(x � 3) � 5 on the set of axes below. Use an appropriate scale to include
both intercepts.
y

Describe the behavior of the given function as x approaches �3 and as x approaches positive infinity.

Score 2: The student did not graph both intercepts and only described the right end behavior
correctly.

Algebra II (Common Core) – June ’17 [56]

Question 35

35 Graph y = log2(x + 3) 5 on the set of axes below. Use an appropriate scale to include
both intercepts.
y

Describe the behavior of the given function as x approaches -3 and as x approaches positive infinity.

Score 1: The student made one graphing error and described the end behavior incorrectly.

Algebra II (Common Core) – June ’17 [57]

Question 35

35 Graph y � log2(x � 3) � 5 on the set of axes below. Use an appropriate scale to include
both intercepts.
y

Describe the behavior of the given function as x approaches �3 and as x approaches positive infinity.

Score 0: The student gave an incorrect response.

Algebra II (Common Core) – June ’17 [58]

Question 36

36 Charlie’s Automotive Dealership is considering implementing a new check-in procedure for

customers who are bringing their vehicles for routine maintenance. The dealership will launch
the procedure if 50% or more of the customers give the new procedure a favorable rating when
compared to the current procedure. The dealership devises a simulation based on the minimal
requirement that 50% of the customers prefer the new procedure. Each dot on the graph below
represents the proportion of the customers who preferred the new check-in procedure, each of
sample size 40, simulated 100 times.

Mean = 0.506
SD = 0.078

0.30 0.35 0.40 0.45 0.50 0.55 0.60 0.65 0.70

Proportion Preferring New Procedure

Assume the set of data is approximately normal and the dealership wants to be 95% confident of
its results. Determine an interval containing the plausible sample values for which the dealership
will launch the new procedure. Round your answer to the nearest hundredth.

Forty customers are selected randomly to undergo the new check-in procedure and the
proportion of customers who prefer the new procedure is 32.5%. The dealership decides not to
implement the new check-in procedure based on the results of the study. Use statistical evidence
to explain this decision.

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

Algebra II (Common Core) – June ’17 [59]

Question 36

36 Charlie’s Automotive Dealership is considering implementing a new check-in procedure for

customers who are bringing their vehicles for routine maintenance. The dealership will launch
the procedure if 50% or more of the customers give the new procedure a favorable rating when
compared to the current procedure. The dealership devises a simulation based on the minimal
requirement that 50% of the customers prefer the new procedure. Each dot on the graph below
represents the proportion of the customers who preferred the new check-in procedure, each of
sample size 40, simulated 100 times.

Mean = 0.506
SD = 0.078

0.30 0.35 0.40 0.45 0.50 0.55 0.60 0.65 0.70

Proportion Preferring New Procedure

Assume the set of data is approximately normal and the dealership wants to be 95% confident of
its results. Determine an interval containing the plausible sample values for which the dealership
will launch the new procedure. Round your answer to the nearest hundredth.

Forty customers are selected randomly to undergo the new check-in procedure and the
proportion of customers who prefer the new procedure is 32.5%. The dealership decides not to
implement the new check-in procedure based on the results of the study. Use statistical evidence
to explain this decision.

Score 3: The student used the sample to create an interval.

Algebra II (Common Core) – June ’17 [60]

Question 36

36 Charlie’s Automotive Dealership is considering implementing a new check-in procedure for

customers who are bringing their vehicles for routine maintenance. The dealership will launch
the procedure if 50% or more of the customers give the new procedure a favorable rating when
compared to the current procedure. The dealership devises a simulation based on the minimal
requirement that 50% of the customers prefer the new procedure. Each dot on the graph below
represents the proportion of the customers who preferred the new check-in procedure, each of
sample size 40, simulated 100 times.

Mean = 0.506
SD = 0.078

0.30 0.35 0.40 0.45 0.50 0.55 0.60 0.65 0.70

Proportion Preferring New Procedure

Assume the set of data is approximately normal and the dealership wants to be 95% confident of
its results. Determine an interval containing the plausible sample values for which the dealership
will launch the new procedure. Round your answer to the nearest hundredth.

Forty customers are selected randomly to undergo the new check-in procedure and the
proportion of customers who prefer the new procedure is 32.5%. The dealership decides not to
implement the new check-in procedure based on the results of the study. Use statistical evidence
to explain this decision.

Score 2: The student used the sample to create an interval and the 50% to explain the decision.

Algebra II (Common Core) – June ’17 [61]

Question 36

36 Charlie’s Automotive Dealership is considering implementing a new check-in procedure for

customers who are bringing their vehicles for routine maintenance. The dealership will launch
the procedure if 50% or more of the customers give the new procedure a favorable rating when
compared to the current procedure. The dealership devises a simulation based on the minimal
requirement that 50% of the customers prefer the new procedure. Each dot on the graph below
represents the proportion of the customers who preferred the new check-in procedure, each of
sample size 40, simulated 100 times.

Mean = 0.506
SD = 0.078

0.30 0.35 0.40 0.45 0.50 0.55 0.60 0.65 0.70

Proportion Preferring New Procedure

Assume the set of data is approximately normal and the dealership wants to be 95% confident of
its results. Determine an interval containing the plausible sample values for which the dealership
will launch the new procedure. Round your answer to the nearest hundredth.

Forty customers are selected randomly to undergo the new check-in procedure and the
proportion of customers who prefer the new procedure is 32.5%. The dealership decides not to
implement the new check-in procedure based on the results of the study. Use statistical evidence
to explain this decision.

Score 2: The student gave a correct interval.

Algebra II (Common Core) – June ’17 [62]

Question 36

36 Charlie’s Automotive Dealership is considering implementing a new check-in procedure for

customers who are bringing their vehicles for routine maintenance. The dealership will launch
the procedure if 50% or more of the customers give the new procedure a favorable rating when
compared to the current procedure. The dealership devises a simulation based on the minimal
requirement that 50% of the customers prefer the new procedure. Each dot on the graph below
represents the proportion of the customers who preferred the new check-in procedure, each of
sample size 40, simulated 100 times.

Mean = 0.506
SD = 0.078

0.30 0.35 0.40 0.45 0.50 0.55 0.60 0.65 0.70

Proportion Preferring New Procedure

Assume the set of data is approximately normal and the dealership wants to be 95% confident of
its results. Determine an interval containing the plausible sample values for which the dealership
will launch the new procedure. Round your answer to the nearest hundredth.

Forty customers are selected randomly to undergo the new check-in procedure and the
proportion of customers who prefer the new procedure is 32.5%. The dealership decides not to
implement the new check-in procedure based on the results of the study. Use statistical evidence
to explain this decision.

Score 2: The student found a correct interval, but did not use the statistical evidence to explain
the decision.

Algebra II (Common Core) – June ’17 [63]

Question 36

36 Charlie’s Automotive Dealership is considering implementing a new check-in procedure for

customers who are bringing their vehicles for routine maintenance. The dealership will launch
the procedure if 50% or more of the customers give the new procedure a favorable rating when
compared to the current procedure. The dealership devises a simulation based on the minimal
requirement that 50% of the customers prefer the new procedure. Each dot on the graph below
represents the proportion of the customers who preferred the new check-in procedure, each of
sample size 40, simulated 100 times.

Mean = 0.506
SD = 0.078

0.30 0.35 0.40 0.45 0.50 0.55 0.60 0.65 0.70

Proportion Preferring New Procedure

Assume the set of data is approximately normal and the dealership wants to be 95% confident of
its results. Determine an interval containing the plausible sample values for which the dealership
will launch the new procedure. Round your answer to the nearest hundredth.

Forty customers are selected randomly to undergo the new check-in procedure and the
proportion of customers who prefer the new procedure is 32.5%. The dealership decides not to
implement the new check-in procedure based on the results of the study. Use statistical evidence
to explain this decision.

Score 1: The student found the correct interval, but showed no work and did not use statistical
evidence to explain the decision.

Algebra II (Common Core) – June ’17 [64]

Question 36

36 Charlie’s Automotive Dealership is considering implementing a new check-in procedure for

customers who are bringing their vehicles for routine maintenance. The dealership will launch
the procedure if 50% or more of the customers give the new procedure a favorable rating when
compared to the current procedure. The dealership devises a simulation based on the minimal
requirement that 50% of the customers prefer the new procedure. Each dot on the graph below
represents the proportion of the customers who preferred the new check-in procedure, each of
sample size 40, simulated 100 times.

Mean = 0.506
SD = 0.078

0.30 0.35 0.40 0.45 0.50 0.55 0.60 0.65 0.70

Proportion Preferring New Procedure

Assume the set of data is approximately normal and the dealership wants to be 95% confident of
its results. Determine an interval containing the plausible sample values for which the dealership
will launch the new procedure. Round your answer to the nearest hundredth.

Forty customers are selected randomly to undergo the new check-in procedure and the
proportion of customers who prefer the new procedure is 32.5%. The dealership decides not to
implement the new check-in procedure based on the results of the study. Use statistical evidence
to explain this decision.

Score 1: The student gave an incorrectly rounded interval, and did not use statistical evidence to
explain the decision.

Algebra II (Common Core) – June ’17 [65]

Question 36

36 Charlie’s Automotive Dealership is considering implementing a new check-in procedure for

customers who are bringing their vehicles for routine maintenance. The dealership will launch
the procedure if 50% or more of the customers give the new procedure a favorable rating when
compared to the current procedure. The dealership devises a simulation based on the minimal
requirement that 50% of the customers prefer the new procedure. Each dot on the graph below
represents the proportion of the customers who preferred the new check-in procedure, each of
sample size 40, simulated 100 times.

Mean = 0.506
SD = 0.078

0.30 0.35 0.40 0.45 0.50 0.55 0.60 0.65 0.70

Proportion Preferring New Procedure

Assume the set of data is approximately normal and the dealership wants to be 95% confident of
its results. Determine an interval containing the plausible sample values for which the dealership
will launch the new procedure. Round your answer to the nearest hundredth.

Forty customers are selected randomly to undergo the new check-in procedure and the
proportion of customers who prefer the new procedure is 32.5%. The dealership decides not to
implement the new check-in procedure based on the results of the study. Use statistical evidence
to explain this decision.

Score 0: The student did not show enough correct work to recieve any credit.

Algebra II (Common Core) – June ’17 [66]

Question 37

37 A radioactive substance has a mass of 140 g at 3 p.m. and 100 g at 8 p.m. Write an equation in
t
the form A � A0 1 (2) h that models this situation, where h is the constant representing the

number of hours in the half-life, A0 is the initial mass, and A is the mass t hours after 3 p.m.

Using this equation, solve for h, to the nearest ten thousandth.

Determine when the mass of the radioactive substance will be 40 g. Round your answer to the
nearest tenth of an hour.

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

Algebra II (Common Core) – June ’17 [67]

Question 37

37 A radioactive substance has a mass of 140 g at 3 p.m. and 100 g at 8 p.m. Write an equation in
t
the form A � A0 1 (2) h that models this situation, where h is the constant representing the

number of hours in the half-life, A0 is the initial mass, and A is the mass t hours after 3 p.m.

Using this equation, solve for h, to the nearest ten thousandth.

Determine when the mass of the radioactive substance will be 40 g. Round your answer to the
nearest tenth of an hour.

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

Algebra II (Common Core) – June ’17 [68]

Question 37

37 A radioactive substance has a mass of 140 g at 3 p.m. and 100 g at 8 p.m. Write an equation in
t
the form A � A0 1 (2) h that models this situation, where h is the constant representing the

number of hours in the half-life, A0 is the initial mass, and A is the mass t hours after 3 p.m.

Using this equation, solve for h, to the nearest ten thousandth.

Determine when the mass of the radioactive substance will be 40 g. Round your answer to the
nearest tenth of an hour.

Score 5: The student gave a partial solution for the time.

Algebra II (Common Core) – June ’17 [69]

Question 37

37 A radioactive substance has a mass of 140 g at 3 p.m. and 100 g at 8 p.m. Write an equation in
t
the form A � A0 1 (2) h that models this situation, where h is the constant representing the

number of hours in the half-life, A0 is the initial mass, and A is the mass t hours after 3 p.m.

Using this equation, solve for h, to the nearest ten thousandth.

Determine when the mass of the radioactive substance will be 40 g. Round your answer to the
nearest tenth of an hour.

Score 4: The student did not determine when the weight of the substance will be 40g.

Algebra II (Common Core) – June ’17 [70]

Question 37

37 A radioactive substance has a mass of 140 g at 3 p.m. and 100 g at 8 p.m. Write an equation in
t
the form A � A0 1 (2) h that models this situation, where h is the constant representing the

number of hours in the half-life, A0 is the initial mass, and A is the mass t hours after 3 p.m.

Using this equation, solve for h, to the nearest ten thousandth.

Determine when the mass of the radioactive substance will be 40 g. Round your answer to the
nearest tenth of an hour.

Score 3: The student did not write the equation in terms of h, and did not determine when the
substance will be 40 g.

Algebra II (Common Core) – June ’17 [71]

Question 37

37 A radioactive substance has a mass of 140 g at 3 p.m. and 100 g at 8 p.m. Write an equation in
t
the form A � A0 1 (2) h that models this situation, where h is the constant representing the

number of hours in the half-life, A0 is the initial mass, and A is the mass t hours after 3 p.m.

Using this equation, solve for h, to the nearest ten thousandth.

Determine when the mass of the radioactive substance will be 40 g. Round your answer to the
nearest tenth of an hour.

Score 3: The student gave a correct equation, but rounded too early.

Algebra II (Common Core) – June ’17 [72]

Question 37

37 A radioactive substance has a mass of 140 g at 3 p.m. and 100 g at 8 p.m. Write an equation in
t
the form A � A0 1 (2) h that models this situation, where h is the constant representing the

number of hours in the half-life, A0 is the initial mass, and A is the mass t hours after 3 p.m.

Using this equation, solve for h, to the nearest ten thousandth.

Determine when the mass of the radioactive substance will be 40 g. Round your answer to the
nearest tenth of an hour.

Score 2: The student gave a correct equation, but rounded too early and incorrectly rounded h.

Algebra II (Common Core) – June ’17 [73]

Question 37

37 A radioactive substance has a mass of 140 g at 3 p.m. and 100 g at 8 p.m. Write an equation in
t
the form A � A0 1 (2) h that models this situation, where h is the constant representing the

number of hours in the half-life, A0 is the initial mass, and A is the mass t hours after 3 p.m.

Using this equation, solve for h, to the nearest ten thousandth.

Determine when the mass of the radioactive substance will be 40 g. Round your answer to the
nearest tenth of an hour.

Score 2: The student gave a correct equation, but made a conceptual error in solving for h.

Algebra II (Common Core) – June ’17 [74]

Question 37

37 A radioactive substance has a mass of 140 g at 3 p.m. and 100 g at 8 p.m. Write an equation in
t
the form A � A0 1 (2) h that models this situation, where h is the constant representing the

number of hours in the half-life, A0 is the initial mass, and A is the mass t hours after 3 p.m.

Using this equation, solve for h, to the nearest ten thousandth.

Determine when the mass of the radioactive substance will be 40 g. Round your answer to the
nearest tenth of an hour.

Score 1: The student gave a correct equation.

Algebra II (Common Core) – June ’17 [75]

Question 37

37 A radioactive substance has a mass of 140 g at 3 p.m. and 100 g at 8 p.m. Write an equation in
t
the form A = A0 1 (2) h that models this situation, where h is the constant representing the

number of hours in the half-life, A0 is the initial mass, and A is the mass t hours after 3 p.m.

Using this equation, solve for h, to the nearest ten thousandth.

Determine when the mass of the radioactive substance will be 40 g. Round your answer to the
nearest tenth of an hour.

Score 0: The student gave a completely incorrect response.

Algebra II (Common Core) – June ’17 [76]