ALGEBRA I SEMESTER 1 EXAM ITEM SPECIFICATION SHEET & KEY

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1 ALGEBRA I SEMESTER EXAM ITEM SPECIFICATION SHEET & KEY Constructed Response # Objective Syllabus Objective NV State Standard Identify and apply real number properties using variables, including distributive commutative, associative, identity,.4..8 inverse, and absolute value to epressions or equations Solve linear equations and represent the solution graphically on a number line and algebraically. Determine if a given relation is a function. Describe and model functions using an input output table, mapping diagram, and writing a function rule with and without technology. Evaluate functions using function notation for given values of the variable. Translate among verbal descriptions, graphic tabular, and algebraic representations of a function with and without technology. Write the equation of a linear function given two points, a point and the slope, table of values, or a graphical representation. Multiple Choice # Objective Syllabus Objective NV State Standard Practice Key Final Key Perform addition, subtraction, and scalar multiplication on.7.7. matrices...7 A B Perform addition, subtraction, and scalar multiplication on.7.7. matrices...7 B A Collect, organize, display, and analyze data using graphical representations including bo and whisker plots C C 4 Determine the probability of an event with and without replacement using sample spaces D D 5 Determine the probability of an event with and without replacement using sample spaces D B 6 Use order or operations to evaluate epressions B A 7 Use order or operations to evaluate epressions B B 8 Evaluate formulas and algebraic epressions using rational numbers (with and without technology)...8. C B 9 Use algebraic epressions to identify and describe the nth term of a sequence.... D A 0 Identify and apply real number properties using variables, including distributive, commutative, associative, identity,.4..8 C A inverse, and absolute value to epressions or equations. Students will simplify algebraic epressions by adding and subtracting like terms..5.. A C Students will simplify algebraic epressions by adding and subtracting like terms..5.. B C Determine if a given relation is a function D B 4 Determine if a given relation is a function A B 5 Describe and model functions using an input output table, mapping diagram, and writing a function rule C C 6 Evaluate functions using function notation for given values of the variable B C Page of Revised: 8/8/08 Clark County School District

2 ALGEBRA I SEMESTER EXAM ITEM SPECIFICATION SHEET & KEY Multiple Choice # Objective 7 Translate among verbal descriptions, graphic, tabular, and algebraic representations of a function. 8 Translate among verbal descriptions, graphic, tabular, and algebraic representations of a function. 9 Determine and differentiate between the domain and range of functions. 0 Solve linear equations and represent the solution graphically and algebraically. Solve linear equations and represent the solution graphically and algebraically. Solve linear equations and represent the solution graphically and algebraically. Syllabus Objective NV State Standard Practice Key Final Key B A C B.5..4 D A A A B C C A Solve linear equations and represent the solution graphically and algebraically A A 4 Isolate any variable in given equations, proportions, and formulas to use in mathematical and practical situations D D 5 Solve practical problems involving linear equations with a.. variety of methods, including discrete methods (with and without technology). A A 6 Solve practical problems involving linear equations with a.. variety of methods, including discrete methods (with and without technology). A B 7 Solve linear inequalities and represent the solution graphically on a number line and algebraically B A 8 Solve linear inequalities and represent the solution graphically on a number line and algebraically D C 9 Solve absolute value equations both algebraically and graphically B C 0 Solve compound inequalities both algebraically and graphically C B Solve compound inequalities both algebraically and graphically D B Solve absolute value inequalities both algebraically and graphically D A Compare characteristics of a given family of linear functions B C 4 Compare characteristics of a given family of linear functions A B 5 Determine the slope of lines using coordinate geometry and algebraic techniques D A 6 Determine the slope of lines using coordinate geometry and algebraic techniques A B 7 Determine the slope of lines using coordinate geometry and algebraic A D 8 Determine the and y Intercepts of a line C B 9 Graph linear equations and find possible solutions to those equations using coordinate geometry A D 40 Graph linear equations and find possible solutions to those equations using coordinate geometry D A Page of Revised: 8/8/08 Clark County School District

3 ALGEBRA I SEMESTER EXAM ITEM SPECIFICATION SHEET & KEY Multiple Choice # Objective 4 Translate among the different forms of linear equations including slope intercept, point slope, and standard form. 4 Translate among the different forms of linear equations including slope intercept, point slope, and standard form. 4 Write the equation of a linear function given two points, a point and the slope, table of values, or a graphical representation. 44 Write the equation of a linear function given two points, a point and the slope, table of values, or a graphical representation. 45 Identify parallel, perpendicular, and intersecting lines by slope. 46 Identify parallel, perpendicular, and intersecting lines by slope. 47 Design, construct and analyze scatter plots to make predictions. 48 Be able to use a scatterplot to find a linear equation that approimates a set of data points 49 Graph linear inequalities in two variables and find possible solution sets to those inequalities using coordinate geometry. 50 Graph absolute value equations and find possible solutions to those equations using coordinate geometry. Syllabus Objective NV State Standard Practice Key Final Key C B A C C B A B B C C C A A D B C B B A Page of Revised: 8/8/08 Clark County School District

4 Algebra I Semester Practice Eam. Find the product: Which bo-and-whisker plot below represents the following set of data: {0, 4,, 8,, 4, 6, 40, 45, 46}? Find the difference of the matrices: 4. There are 0 equally-sized sections on a spinner. There are 6 blue sections, yellow sections, 9 red sections and green sections. What is the probability of the spinner landing in a blue or yellow section on the first spin? GO ON Clark County School District Revised 8/9/08

5 Algebra I Semester Practice Eam 5. There are 5 blue socks, red socks, and green socks in a drawer. What is the probability of randomly choosing one blue sock, then one red sock, without putting the blue sock back first? Simplify the epression: 6 48 ( ) Evaluate the epression 4+ ( 6) when = Evaluate the epression 5y+ 7 when 4 = and y = Find the equation that matches the pattern represented in the table: 0 4 y y = + 0 y = + y = + y = Simplify the epression 8 + 5( + ) Simplify the epression GO ON Clark County School District Revised 8/9/08

6 Algebra I Semester Practice Eam. Write an epression for the perimeter of the rectangle: z + 4. Which graph below represents a function? 0yz + 5y 0y + 4z + 7yz + 4yz + 5y. Which of the following tables represent functions? I. Input Output 4 4 II. Input Output 4 III. Input Output 0 5 IV. Input Output II only I and IV only III and IV only I, III, and IV only GO ON Clark County School District Revised 8/9/08

7 Algebra I Semester Practice Eam 5. Which input-output table represents the f =? function ( ) 5 4 Input Output Input Output Input Output Input Output Translate the table into words: Input Output The output is four less than triple the input. The output is one less than double the input. The output is one greater than double the input. The output is two greater than the input. 8. Which sentence represents the equation y = + 5, where y represents Karla s age and represents the age of her cousin? Karla s age is years older than 5 times the age of her cousin. Karla s age is years younger than 5 times the age of her cousin. Karla s age is 5 years older than twice the age of her cousin. Karla s age is 5 years younger than twice the age of her cousin. 6. For f( ) = + 4, what is f ()? 9. What is the domain of the following function? {(, ), (, 7), (4, ), (, 5)} { 4} { 7} {,, 5, 7} {,,, 4} GO ON Clark County School District Revised 8/9/08

8 Algebra I Semester Practice Eam 0. Solve the equation 64 = + for. = 4 =. = 4 = Solve = 9 for Solve the equation = 6+ for. ( ) ( ) = = No solution Infinitely many solutions. Which graph represents the solution of.5 +. =.6? 4. Solve the equation A rh r the variable h. h= A 4π r h= A r h = h = A π r π r A π r π r = π + π for 5. Hope uses the equation C = h + 9 to find the total cost, C, in dollars, of renting a bike for h hours. Hope cannot spend more than $0. What is the maimum number of hours she can rent the bike? The number of cars in the student parking lot is 84, which is more than times the number of cars in the teacher parking lot. How many cars are in the teacher parking lot? GO ON Clark County School District Revised 8/9/08

9 Algebra I Semester Practice Eam 7. Which graph below illustrates the inequality? 8. Graph the solution to the inequality: ( ) What is the solution set of 8 =? 5, 4 5, { } 0. Solve the compound inequality: 6n 5< 5 or 0n + < 59 6< n < 5 5< n < 6 n< 5orn> 6 n< 6orn> 5. Which graph below represents the solution to the inequality below? 8 < 0 6k < 4. Solve the inequality below for : 5 < 6 < or < < < or < < > > GO ON Clark County School District Revised 8/9/08

10 Algebra I Semester Practice Eam. What do the following lines have in common? 5. Find the slope of the line in the graph. y They have the same -intercept. They have the same y-intercept. They have the same slope. They are the same function. 4. Which statement about the comparison between the graphs of y = and y = 5 is correct? The graph of y = 5 is steeper than the graph of y = The graph of y = 5 is less steep than the graph of y = The graph of y = 5 is shifted units up from the graph of y = The graph of y = 5 is shifted units down from the graph of y = What is the slope of the line that passes through the points (4, 6) and ( 4, 9)? Undefined GO ON Clark County School District Revised 8/9/08

11 Algebra I Semester Practice Eam 7. What is the slope of the line that passes through the points (, ) and (5, )? 0 undefined 9. Which graph best represents the equation y = +? (Assume the scales on both 5 aes are one unit per tick mark.) 8. What are the intercepts of the graph of the equation 5 + 4y =? -intercept = 5, y-intercept = 4 -intercept = 5, y-intercept = 4 -intercept = 5, y-intercept = -intercept = 5, y-intercept = GO ON Clark County School District Revised 8/9/08

12 Algebra I Semester Practice Eam 40. Use the graph below. 4. Rewrite the following equation in slopeintercept form: 6 7y = 84 6 y = y = 7 6 y = + 7 What is the equation of the line in the graph? 4y = y = 8 4y = 8 4 y = 8 4. Rewrite the following equation in standard form: y 8= + 6 y = y = 4 y = y = 8 ( ) 6 y = 7 4. Which equation below, in point-slope form, represents the line that passes through the point (, ) with a slope of? y = ( + ) y+ = ( ) y = ( + ) y+ = ( ) GO ON Clark County School District Revised 8/9/08

13 Algebra I Semester Practice Eam 44. What is the equation of the line in slopeintercept form passing through the points in the table? y = + 6 y = 6 y = y = Which line is parallel to the line y = 4? y = 4+ y = y y = + y = The scatterplot below shows the hours a student studied for his final eam and his grade on that eam Eam Grade Hours Studied Based on a linear relationship between the variables, what is the best prediction of the final eam grade for a student who studies for hours? 46. Which equation represents the line that contains the point (0,4) and is perpendicular to the line represented by y = +? y = + 4 y = + 4 y = + y = GO ON Clark County School District Revised 8/9/08

14 Algebra I Semester Practice Eam 48. Use the scatterplot below. Assume the scales on each ais are one unit per tick mark. 49. Which graph correctly represents y< 8 6? (Assume the scales on both aes are one unit per tick mark.) Which of the equations would most accurately represent the line of best fit for the data? y = + 0 y = + 0 y = 0 y = GO ON Clark County School District Revised 8/9/08

15 Algebra I Semester Practice Eam 50. Use the graph below. What is the equation of the function? y = 5 y = + 5 y = 5 y = Clark County School District Revised 8/9/08

16 Algebra I Semester Practice Eam Free Response. Justify each step used to solve the algebraic equation ( 5) = +. List each step Justification for each step GO ON Clark County School District Revised 8/9/08

17 Algebra I Semester Practice Eam Free Response. Use the following graph to answer the questions below. (The scales for each ais are one unit per tick mark.) y Complete the table of values below: 4 7 y According to the table and graph above, is this relation a function? Justify your answer. Model the graph with a linear equation in function notation GO ON Clark County School District Revised 8/9/08

18 Algebra I Semester Practice Eam Free Response. Sam rented a moving truck for a $45.00 fee and an additional $0.5 per mile driven. Write a linear equation to model the cost (C) for the number of miles driven (m). Sam paid $59.00 when he returned the truck. How many miles did he drive? How would the graph of the cost equation from Part A look different from the graph of C = 0.7m+ 55? What would this mean in the contet of the rental truck problem? Clark County School District Revised 8/9/08