# June 2010 Integrated Algebra Regents 28 – 30

28. (4) Quadrant IV

Some people can see this without graphing. Good for you if you are one of them!

If not, graph it. On the calculator choose y = 2x, move to the left of and hti enter 3 times (changes the line to a thick line, then a greater than triangle, finally a less than triangle). Graph. The fourth quadrant is shaded completely.

29 (2) 44.1

The area of the rectangle is 6×5 = 30

The area of the semicircle is half the area of the circle, or which is about 14 something.

30. (1) $6,600

Find the new total (plug-in) . The calculator will handle order of operations, or be careful to evaluate the exponent before the multiplication (you get 15000 x 1.44). Subtract the original investment to find the profit.

where are 15-27??

and are these answers from the key?

15 – 27 are coming. And those are answers from me. Ah, 30 needs fixing.

where are you getting these answers from they arent anywhere online

He has a copy of the exam and is computing the answers!

He’s a math teacher. He solved them. :o

Why was there a question that asked for profit, I’ve never seen one like that before and I did every single integrated algebra regents in the Barron’s book and a thousand practice problems in another review one.

Because this is a bogus exam that tries to trick students instead of testing them on knowledge.

Because exponential functions are in the curriculum.

number 30 makes no sense. It is asking for the interest. 15,000 is the principal. 6,600 is the interest. 21,6000 is the interest and the investment. The profit is only 6,600. If you get a loan from a house and it is 300,000 with an interest rate of 5% for 5 years. The interest on top of the house is 75,000

yeah he corrected it

what is number 30

what is number 30??

#30 asks for the interest, not the total value of the investment after 6 years. Subtract the investment to find the interest.

does that mean its 6600 or watever that was?

when will 15-27 be up??

where are 15-27??

and don’t forget the part 2’s ^_^

they were more of a challenge… :P

what is the answer to 30

i was gonna put 1 for 30 and i accidently rote 2 i think!!!!!!! -.-

Well, unfortunately, the correct answer is 3. I was staring at this question for more than 10 mins, not knowing what on Earth NYS was thinking coming up with such a question… I had tried just about everything known to man, left with one inevitable choice: GUESS

and that’s exactly what I did. At first, I’d picked choice 3, since choice 1 seemed out of the question, which I had canceled out, leaving me to decide between 2, 3 and 4. I’d picked 3 since it wasn’t too much or too little.

after 10 mins of thoughtless time waste, I had come down to a conclusion: Choice 1.

I mean, what had there been to do? 3 mins. was all that remained for the test, and I followed my heart (as some would like to put it).

Since there were only 2 eight grade classes taking the algebra 1 regents in my school, also considering that my room started 15 mins late (thus ended 15 mins late), I was the last student in the building (considering everyone is dismissed at 2:20 on Fridays).

Having sat through a 3hr test (for the first time EVER), I had a very awkward 1.333 mile walk home. But thanks to this blog, I feel accomplished, having passed this hell of a test, being that I am an 8th grader taking a test meant for 9th.

Ahh wells, although I don’t know why I’m writing all this, I should uh, BRB studying for the Earth Sci regents on Tuesday… (which happens to be the day after my graduation)… wow @ NYS for ruining a supposed-to-be-great week -_-

Anonymous PERMALINK

June 19, 2010 pm30 7:03 pm 7:03 pm

Because this is a bogus exam that tries to trick students instead of testing them on knowledge.

I couldn’t agree more. Normally, the IA Regents isn’t like this. For some reason this year they threw quite a few curveballs at us. I have a 99 average in IA, but based on the spoilers so far, I got a 92 on this exam. The biggest problem for me was the fact that certain problems required a lot of deliberation and time-consuming thought. Also, I didn’t remember my quadrants from 6th grade. :P

Another thing that is on my mind is the fact that my teacher told the entire class that I was the only one she was confident would do well on the exam and that she “couldn’t wait” to see my 100. Well, those few words that were intended to relax me kept me up until 2:00 am trying to sleep but too nervous that I wouldn’t meet her expectations. That cost me dearly. So I can’t help but say that this is partially her fault. :(

Personally, I’m just glad it’s over and that we can move on with our lives. :)

1. I’m a math teacher. I’m answering the questions. I’ve done this for a while, and have a reasonable idea of how the State is going to tell us to grade the stuff.

2. I make mistakes. I fix them. If you think I made a mistake, tell me, I’ll take a look.

3. These are lousy exams. In general. I don’t think you should have to take them. Not my decision though. (iow, you have to).

4. The June 2010 exams? I don’t think they are worse than previous exams. In fact, fewer goofy things, so I’ll say they are, imho, better. Notice, I didn’t say “good” – just better than the previous garbage.

5. Albany is not good enough to write tests. I’ve said that before. I mean it. Sorry you have to take them.

6. The Integrated Algebra Regents doesn’t measure if you really know algebra well. It doesn’t measure if you know enough math to be graduated from high school. It really measures how well you do on the Integrated Algebra Regents. Ugh.

7. #30 is slightly problematic because kids might be able to do the math, but might not have known what interest or profit are. The terms are not mathematical, and are not explained in the problem.

several of my students had a tough time with font type for problem 30. they read the exponent as simply another factor to be multiplied through. also, why the question on which is not bivariate data. if this is a math test just ask for univariate data???

I hadn’t noticed the problem with the font, but you have a real point. When I put that in latex, the numerator and denominator stay relatively large, but much smaller than what the State used. Seems to be exactly the same size as the 2 in problem 23. Not good. Doesn’t break a rule, but tricky for weaker kids, and without reason.

The not bivariate (awkward I know) question is the product of PI A.S.2:

“Determine whether the data to be analyzed is univariate or bivariate.”