A TAAP

Arkansas Comprehensive Testing, Assessment, and Accountability Program

Released Item Booklet

Algebra
End-of-Course Examination

April 2007 Administration

This document is the property of the Arkansas Department of Education, and all rights of this document are
reserved by the Arkansas Department of Education. Arkansas public schools may reproduce this document
in full or in part for use with teachers, students, and parents. All other uses of this document are forbidden
without written permission from the Arkansas Department of Education. All inquiries should be sent to
Dr. Gayle Potter at the Arkansas Department of Education, 501-682-4558.

Arkansas Department of Education

 Table of Contents––April 2007

PAGE

PART I Algebra I Overview........................................................................................................................1

PART II Released Algebra I Test Items with Correct Responses & Rubrics....................................2–30

Released Items ...........................................................................................................................2–29

End-of-Course Mathematics Reference Sheet ...............................................................................30

PART III Curriculum Framework........................................................................................................31–32

PART IV Item Correlation with Curriculum Framework .......................................................................33

i
 PART I Overview––2007 Algebra I

The criterion-referenced tests implemented as part of the Arkansas Comprehensive Testing, Assessment, and
Accountability Program (ACTAAP) are being developed in response to Arkansas Legislative Act 35, which
requires the State Board of Education to develop a comprehensive testing program that includes assessment of
the challenging academic content standards defined by the Arkansas Curriculum Frameworks.

As part of this program, students in Arkansas public schools who had completed or were completing Algebra I
by the end of the spring semester participated in the Algebra I End-of-Course Examination in April 2007.

This Released Item Booklet for the Algebra I End-of-Course Examination contains test questions or items that
were asked of students during the April 2007 operational administration. The test items included in Part II of
this booklet are those items that contributed to the student performance results for that administration.

Students were given approximately two hours each day to complete assigned test sessions during the two days
of testing in April 2007. Students were permitted to use a calculator for both multiple-choice and open-response
items. Students were also supplied with a reference sheet to be used so that all students would have equal access
to this information during testing. (See the reference sheet on page 29 of this booklet.) All of the multiple-
choice items within this booklet have the correct response marked with an asterisk (*). The open-response
questions are listed with scoring guides (rubrics) immediately following. These rubrics provide information on
the scoring model used for Algebra I.

The development of the Algebra I End-of-Course Examination was based on the Arkansas Algebra I
Mathematics Curriculum Framework. This framework has distinct levels: Strands to be taught in concert,
Content Standards within each Strand, and Student Learning Expectations within each Content Standard. An
abridged version of the Arkansas Algebra I Mathematics Curriculum Framework can be found in Part III of this
booklet. It is important to note that this abridged version lists only the predominant Strand, Content Standard,
and Student Learning Expectation associated with each item. However, since many key concepts within the
Arkansas Algebra I Mathematics Curriculum Framework are interrelated, in many cases there are other item
correlations or associations across Strands, Content Standards, and Student Learning Expectations.

Part IV of the Released Item Booklet contains a tabular listing of the Strand, Content Standard, and Student
Learning Expectation that each question was designed to assess. The multiple-choice and open-response items
found on the Algebra I End-of-Course Examination were developed in close association with the Arkansas
education community. Arkansas teachers participated as members of the Algebra I Content Advisory
Committee, providing routine feedback and recommendations for all items. The number of items associated
with specific Strands, Content Standards, and Student Learning Expectations was based on approximate
proportions suggested by the Content Advisory Committee, and their recommendations were accommodated to
the greatest extent possible given the overall test design. Part IV of the Released Item Booklet provides
Arkansas educators with specific information on how the Algebra I End-of-Course Examination items align or
correlate with the Arkansas Algebra I Mathematics Curriculum Framework to provide models for classroom
instruction.

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 PART II Released Items––April 2007
ARAM05S0201NXXX-201D ARAM05N0401NXXX-156D
1. What is the value of t in the expression below? 4. What is the greatest common factor of the
expressions 36x8y2 and 18x4y3?
5
t – 12 = 48 A. 2x2y2
12
B. 3x4y
A. t=1
C. 9x2y
B. t = 32
* D. 18x4y2
C. t = 86.4
* D. t = 144
ARAM04L0102NXXX-410A
5. Jason measured the length of an eraser (y) and
ARAM05F0302NXXX-306B 3
found it was 5 inches less than of the
2. Which is the correct domain (d) and range (r) 4
for the table below? length of the pencil (x). Which equation
represents this relationship?
x y
–1.5 2 3
* A. x–5=y
3 – 4.1 4
–3.7 –2.6 3
B. 5y + =x
4
A. d = {–1.5, – 4.1, –2.6}, r = {2, 3, –3.7}
3
* B. d = {–1.5, 3, –3.7}, r = {2, – 4.1, –2.6} C. 5– x=y
4
C. d = {2, – 4.1, –2.6}, r = {–1.5, 3, –3.7} 3
D. – 5x = y
D. d = {2, – 4.1, –3.7}, r = {–1.5, 3, –2.6} 4

ARAM05D0507NXXX-521A ARAM05S0202NXXX-204D
3. Based on the table below, which statement 6. Which ordered pair satisfies both equations
best describes the data? below for x and y?

Cost of Renting Equipment at the Jet Ski x+y=5

Company x–y=3
Time, x
1 2 3 4 5 6 A. (–1, – 4)
(in hours)
Rental Cost, y B. (–2, –3)
45 60 75 90 105 120
(in dollars) C. (3, 2)
* D. (4, 1)
* A. The data represent a linear function.
B. The data do not represent a function.
C. The data represent a quadratic function.
D. The data represent an exponential decay
function.

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 PART II Released Items––April 2007
ARAM05D0502Y547-548D
7. Frank Dewey, John Smith, and Bill Howe manage three different used-car lots. The inventory of each
brand of truck, van, and car is shown in the matrices below.

Dewey Smith Howe

Trucks Vans Cars Trucks Vans Cars Trucks Vans Cars
Brand A ⎡ 10 12 14 ⎤ Brand A ⎡ 6 7 10 ⎤ Brand A ⎡ 6 12 14 ⎤
⎢ ⎥ ⎢ ⎥ ⎢ ⎥
Brand B ⎢ 5 10 15 ⎥ Brand B ⎢ 10 12 14 ⎥ Brand B ⎢ 12 12 12 ⎥
Brand C ⎢ 3 6 9 ⎥⎦ Brand C ⎢ 6 5 4 ⎥⎦ Brand C ⎢ 10 8 6 ⎥⎦
⎣ ⎣ ⎣

If they combined their businesses, how many trucks would they have altogether?

A. 18
B. 22
C. 27
* D. 68

ARAM05F0302Y305-305A ARAM05L0102NXXX-106B
8. What is the domain of an ordered pair on the 9. Which inequality represents the statement
graph below? below?

The product of a number and –3, decreased by

4, is greater than or equal to 17.

A. 3n – 4 ≥ 17
* B. –3n – 4 ≥ 17
C. –3n – 4 ≤ 17
D. 3n – 4 ≤ 17

ARAM05N0404NXXX-417B
10. Which transformation would map the graph of
y = 3x2 + 4 to the graph of y = 3x2 – 3?

A. a vertical shift upward

* B. a vertical shift downward
* A. –4 C. a horizontal shift to the left
B. –2 D. a horizontal shift to the right
C. 1
D. 4

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 PART II Released Items––April 2007
ARAM04D0503NXXX-407C ARAM05S0201Y203-203A
11. Jordan has 3 paint colors in stock for painting 12. Which graph shows the correct solution set to
houses. He keeps a record of his paint supply the inequality below?
by the color and size of the paint can. The
matrix below indicates his current paint 2(x + 3) ≥ – (x –12)
supply.
*
Jordan’s Paint Supply
Half Gallon Gallon
White ⎡ 12 20 ⎤
⎢ ⎥
Blue ⎢ 4 12 ⎥
Brown ⎢⎣ 8 16 ⎥
⎦

He needs to increase his entire paint supply by

25%. Which matrix represents Jordan’s
increased paint supply?

Jordan’s Paint Supply

Half Gallon Gallon
White ⎡ 9 15 ⎤
A. ⎢ ⎥
Blue ⎢ 3 9 ⎥ ARAM05F0305Y355-355B
Brown ⎢⎣ 6 12 ⎥
⎦ 13. According to the graph shown below, at what
rate is the object falling?
Jordan’s Paint Supply
Half Gallon Gallon
White ⎡ 3 5 ⎤
B. ⎢ ⎥
Blue ⎢ 1 3 ⎥
Brown ⎢⎣ 2 4 ⎥
⎦

Jordan’s Paint Supply

Half Gallon Gallon
White ⎡ 15 25 ⎤
* C. ⎢ ⎥
Blue ⎢ 5 15 ⎥
Brown ⎢⎣ 10 20 ⎥
⎦
A. 2 feet per second
Jordan’s Paint Supply * B. 3 feet per second
Half Gallon Gallon C. 4 feet per second
White ⎡ 37 45 ⎤ D. 5 feet per second
D. ⎢ ⎥
Blue ⎢ 29 37 ⎥
Brown ⎢⎣ 33 41 ⎥
⎦

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 PART II Released Items––April 2007
ARAM05L0102NXXX-146D ARAM05D0502NXXX-545B
14. At his job, Andre earns $7.00 an hour plus 17. Given the matrices below, what is the solution
a commission of 10% of his total sales. If to 2A + 3B?
h represents the number of hours worked, and
s represents the total sales, which expression ⎡1 4⎤ ⎡ −2 4 ⎤
shows Andre’s total earnings? A= ⎢ ⎥ B= ⎢ ⎥
⎣⎢ 6 0 ⎥⎦ ⎣⎢ 3 −5 ⎥⎦
A. 7.00 + h + 0.10s
B. 7.00(h + 0.10s) ⎡ 8 20 ⎤
A. ⎢ ⎥
C. 0.10(7.00h + s) ⎣⎢ 21 15 ⎥⎦
* D. 7.00h + 0.10s ⎡ − 4 20 ⎤
* B. ⎢ ⎥
⎣⎢ 21 −15 ⎦⎥

ARAM04N0401NXXX-442A ⎡ −1 8 ⎤
15. The total daily sales at a video store are shown
C. ⎢ ⎥
in the expression below, where x is the ⎣⎢ 9 −5 ⎥⎦
number of tapes sold. ⎡ −4 21 ⎤
D. ⎢ ⎥
21x – 3x2 ⎣⎢ 20 −15 ⎦⎥

Which shows this expression completely

factored? ARAM05F0303NXXX-307A
18. Which properly evaluates the function below
* A. 3x(7 – x) by its given values?
B. 3x2(7 – x)
f(x) = 6x – 4; for x = 0, 1, 2, 3
C. x(21 – 3x)
D. (x – 3)(7 – x) * A. {– 4, 2, 8, 14}
B. {4, 10, 16, 22}
C. {56, 57, 58, 59}
ARAM05S0203NXXX-231C D. {0, –24, – 48, –72}
16. The formula for finding the perimeter of a
rectangle is P = 2l + 2w. Which equation
solves for w in terms of l and P? ARAM04L0102NXXX-438D
19. Maria buys some CDs at Track One Records.
P Each CD costs $12. Which expression would
A. w=
2l find the price of n CDs?
P + 2l
B. w= A. n − 12
2
B. n + 12
P − 2l
* C. w= n
2 C.
12
D. w = 2(P – 2l)
* D. 12n

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 PART II Released Items––April 2007
ARAM05N0402Y447-447A ARAM05S0206Y256-256C
20. The quadratic function y = x2 + 2x – 8 is 22. Based on the graph below, what would the
graphed below. overdue charge be for 30 days?

A. $ 0.15
B. $ 0.40
* C. $ 1.50
D. $15.00

ARAM05D0502NXXX-546C
23. What is 2A – 3B given the matrices below?

⎡1 4⎤ ⎡ −2 4 ⎤
A= ⎢ ⎥ B= ⎢ ⎥
⎣⎢ 6 0 ⎥⎦ ⎣⎢ 3 −5 ⎥⎦

What is the minimum y-value of this ⎡3 0⎤

equation? A. ⎢ ⎥
⎣⎢ 3 5 ⎥⎦
* A. –9 ⎡ −1 0 ⎤
B. –5 B. ⎢ ⎥
⎣⎢ 3 5 ⎥⎦
C. –4
⎡ 8 −4 ⎤
D. –1 * C. ⎢ ⎥
⎣⎢ 3 15 ⎥⎦

ARAM05F0307NXXX-319B ⎡ 8 3⎤
21. Which pair of lines is parallel? D. ⎢ ⎥
⎣⎢ − 4 15 ⎥⎦
A. y = 2, x = 2
* B. y = x + 3, y = x – 4
C. y = 2x + 6, y = –3x + 6
D. y = – 4x – 3, y = 4x + 4

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 PART II Released Items––April 2007
ARAM04L0102NXXX-452C ARAM02N0402Y467-467A
24. The cost of each bottle of juice from a juice 27. Which graph of a function f(x) has a zero at
machine is $0.65. Which expression x = 2?
represents the total amount of money collected
from the sale of q cans of juice from the *
machine?

A. 0.65 + q
B. 0.65 – q
* C. 0.65 × q
0.65
D.
q

ARAM05F0309NXXX-365D
25. When the equation y = 3x + 6 is changed to
y = –3x + 6, what effect does this change have
on its graph?

A. The line moves to the left on the x-axis.

B. The line moves downward on the y-axis.
C. The line slants upward, from left to
right, instead of downward.
* D. The line slants downward, from left to
right, instead of upward.

ARAM05D0508NXXX-564C
26. Manny created a computer program that
randomly generates a letter from the word
“Arkansas.” What is the probability that the
computer program will generate a letter that
only appears once in the word?

1
A.
8
2
B.
8
3
* C.
8
5
D.
8

7
 PART II Released Items––April 2007
ARAM05S0203NXXX-248C ARAM03N0401NXXX-302D
28. The formula to find a man’s shoe size is 32. What is the complete factorization of the
s = 3f – 24, where s = shoe size, and f = foot expression below?
length in inches. If a man’s shoe size is 9,
what is the length of his foot? 2x + xy + xyz

A. 3 inches A. 2x(y(z))
B. 5 inches B. 2x(y + yz)
* C. 11 inches C. x(2 + y + z)
D. 15 inches * D. x(2 + y + yz)

ARAM05L0103NXXX-111C ARAM05L0103NXXX-107A
29. Our galaxy has about one hundred billion 33. What is the simplest form of the expression
stars. How is one hundred billion written in below?
scientific notation?
9
x5
A. 1.0 × 10
x 2 ( x)
B. 1.0 × 1010
* C. 1.0 × 1011 * A. x2
B. x3
D. 1.0 × 1014
C. x7
D. x8
ARAM05N0404NXXX-416C
30. When graphed, which equation would result in
a parabola that opens downward?
ARAM05S0204Y251-251B

A. y = 4x2 34. Which graph below is the solution to x < 4?

B. y = 4x3
* C. y = – 4x2
D. y = –4 x
*

ARAM05S0205NXXX-215D
31. Tamika’s savings account earned $80.00 in
interest. This amount is 2% of her total
savings. What was Tamika’s original savings?

A. $ 81.60
B. $ 158.40
C. $1,600.00
* D. $4,000.00

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 PART II Released Items––April 2007
ARAM03D0509NXXX-304C ARAM04N0402Y450-450D
35. A motel gets 100 customers per night when 38. The graph below shows the speed of a car
the rate is $70 per customer. For each $5 by after t minutes.
which the manager raises the rate, the motel
loses 4 customers. How much money will the
motel earn in one night when the rate is $85
per customer?

A. $6,160
B. $7,200
* C. $7,480
D. $8,160

ARAM04S0205NXXX-456B
36. On Monday, a restaurant has 250 pounds
of garbage. Of that amount, 60 pounds can
be recycled. On Tuesday, the restaurant has After how many minutes is the car’s speed
310 pounds of garbage. Based on Monday’s zero?
garbage, how much of Tuesday’s garbage is
recyclable? A. 15
B. 30
A. 48.4 pounds
C. 45
* B. 74.4 pounds
* D. 60
C. 120.0 pounds
D. 235.6 pounds
ARAM05L0108NXXX-162C

15
ARAM02L0104NXXX-201B
39. What is the simplest form of ?
81
37. The Moon is 3.844 × 105 km from Earth. If a
spaceship were traveling from Earth to the
Moon at an average speed of 5400 km per 3 5
A.
hour, approximately how many hours would 9
it take the spaceship to reach the Moon?
5 3
B.
A. 7.1 hours 9
* B. 71 hours 15
* C.
C. 710 hours 9
D. 7,100 hours 15
D.
81

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 PART II Released Items––April 2007
ARAM04F0309Y449-449D
40. Jan’s family rented a boat at Lake Ouachita. They paid a rental fee of $25 plus $10 per hour. Which graph
shows the total amount the family paid, as a function of time?

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 PART II Released Items––April 2007
ARAM05D0504NXXX-510C ARAM05F0301Y342-342A
41. Nancy scored 75, 83, and 79 on her first 44. Which table represents a function?
3 algebra tests. If she wants her mean score
for the first 4 tests to be at least 80, what is the * A. Price Sales Tax
minimum she must score on the next test? (dollars) (dollars)
1 0.07
A. 79
2 0.14
B. 80 3 0.21
* C. 83 4 0.28
D. 85 5 0.35

B. x y
ARAM04N0405NXXX-422B –2 6
42. The function f(x) = 6x2 represents the amount
–2 19
of wrapping paper needed to wrap a cube
having a length of x feet. The length of –2 –25
Janine’s cube is 3 feet. How much paper is –2 –8
needed to wrap her cube? –2 0

A. 36 ft2 C. Age Height

* B. 54 ft 2 (years) (inches)
C. 108 ft2 13 60
13 62
D. 324 ft2
14 64
14 66
ARAM04L0105NXXX-428C 16 68
43. Shawn delivered propane to homes for heat
during the months of October through D. x y
December. The amounts, in gallons, that
3 6
Shawn delivered last year are shown in the
table below. 3 –6
0 0
Month Gallons –5 10
October x –5 –10
November 2x + 500
2
December x – 10x – 800

Which expression represents the total amount

of propane Shawn delivered for these three
months?

A. – 6x – 300
B. – 6x5 – 300
* C. x2 – 7x – 300
D. 4x2 – 10x – 300

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 PART II Released Items––April 2007
ARAM05D0510Y554-554A
45. Based on the box-and-whisker plot shown below, which statement is true?

* A. The median score for Player X is greater than the median score for Player Y.
B. The minimum score for Player Y is less than the minimum score for Player X.
C. The range of scores for Player Y is greater than the range of scores for Player X.
D. The interquartile range for Player X is less than the interquartile range for Player Y.

ARAM05F0306Y318-318D ARAM05L0105Y114-114A
46. What is the slope of the line on the graph 47. What is the perimeter of the rectangle below?
below?

* A. 14x2 – 12
B. 14x8 – 12
C. 4x2 – 12
D. 4x2 – 2

ARAM04S0206NXXX-425B
48. George had 3 days to drive 1,500 miles. On
4 the first day, he drove 450 miles. How many
A. –
3 miles per day does George need to drive to
3 complete his trip?
B. –
4 A. 350
3 * B. 525
C.
4
C. 650
4
* D. D. 975
3

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 PART II Released Items––April 2007
ARAM03N0403NXXX-301C ARAM05F0307Y321-321C
49. Cally’s Candle Shop uses the equation below 51. On a map, the longitude lines run north and
to determine how much to charge for candles. south and have an undefined slope. The
latitude lines run east and west and have a
Cost = 2t2 – 7t + 5, where t is the burning slope of zero. Together, the longitude and
time, in hours. latitude lines on a graph form what type of
lines?
Which expression completely factors the cost
equation?

A. (2t2 – 1)(t – 5)
B. (2t + 1)(t – 5)
* C. (2t – 5)(t – 1)
D. (2t + 5)(t + 1)

ARAM05D0507NXXX-559B
50. Which table demonstrates that monthly cell
phone charges are a linear function of the
number of minutes used?
A. skew lines
A. Minutes Used Monthly Charge B. parallel lines
0 $25.00 * C. perpendicular lines
100 $30.00 D. non-intersecting lines
200 $40.00
300 $60.00
ARAM05S0208Y263-263A
52. Maurice received $90 from relatives for
* B. Minutes Used Monthly Charge
graduation. He wants to buy a new pair of
0 $25.00 jeans for $55 and 2 DVDs. He uses the
100 $30.00 expression 2d + 55 ≤ 90 to determine the
200 $35.00 amount of money that he can spend on each
300 $40.00 DVD. Which line graph shows this amount?
*
C. Minutes Used Monthly Charge
0 $25.00
100 $26.00
200 $28.00
300 $29.00

D. Minutes Used Monthly Charge

0 $25.00
100 $26.00
200 $29.00
300 $34.00

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 PART II Released Items––April 2007
ARAM05N0401NXXX–403A ARAM05F0308Y322-322D
53. What is the complete factorization of the 56. Which linear equation describes the line on
polynomial below? the graph below?

25z2 + 10z + 1

* A. (5z + 1)2
B. (5z – 1)2
C. (5z + 1)(5z – 1)
D. (25z + 1)(z + 1)

ARAM05L0105NXXX-113B
54. What is the sum of the two polynomials
below?

–3x2 + 7xy – 6y2

5xy + 3y2 – 4x2

A. 7x2 – 12xy + 3y2

* B. –7x2 + 12xy – 3y2
C. –7x4 + 12x2y2 – 3y4 1
A. y= x–1
2
D. 2x3y2 + 10xy3 – 10x2y2
1
B. y= x+2
2
ARAM05F0309Y327-327B
55. Which line on the graph below shows a C. y = 2x – 1
positive slope?
* D. y = 2x + 2

ARAM05S0208NXXX-264A
57. Every month a company has expenses of
$15,000 plus monthly salaries of $1,500 per
employee. Which inequality shows how much
the company will have to earn to make a
profit? Let y equal revenue.

* A. y > 15,000 + 1,500x

B. y < 15,000 + 1,500x
C. y + 1,500x > 15,000
D. y + 15,000 < 1,500x
A. line a
* B. line b
C. line c
D. line d

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 PART II Released Items––April 2007
ARAM04N0402Y403-403C ARAM05S0208Y234-234D
58. A manufacturer needs to know the zeroes of 59. The general admission price at the movie
the graph below in order to provide the theater is $6.50. Children 12 years old and
appropriate mixture of compounds in a under, and adults who are at least 65, are
solution. charged only half price. Which number line
represents the ages of people eligible for half-
price admission?

What are all the zeroes of the graph?

A. (0, 0)
B. (0, 0) and (0, 4)
* C. (0, 0), (2, 0), and (4, 0)
D. (0, 0), (0, 2), and (0, 4)

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ARAM05D0505Y515-515D
60. The box-and-whisker plot below represents the number of people who attended Coolsville Water Park
each day during the summer seasons of 2003 and 2004.

Which statement accurately describes the data?

A. The minimum number of attendees was in 2003.

B. The interquartile range in 2004 was greater than it was in 2003.
C. The maximum number of attendees was greater in 2003 than it was in 2004.
* D. The median number of people who attended the Water Park was the same for both years.

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 PART II Released Items––April 2007

ALGEBRA I OPEN-RESPONSE ITEM A

ARAM05D0501Y531-531CR
A. Ten students were asked to estimate the number of minutes they spent studying for the last chapter test.
The table below shows the data.

Survey of Ten Students in an Algebra I Class

Time Spent
Studying 10 15 15 20 25 30 30 40 45 45
(minutes)
Test Scores
67 64 72 74 80 80 76 84 90 82
(percent)

1. On the grid provided in your answer document, plot the data in a scatterplot. Let x represent the time
spent studying and y represent the test scores. Draw a line of best fit for your scatterplot.

2. Describe the correlation of the data as being either a strong positive, weak positive, strong negative,
weak negative, or having no correlation. Give reasons for your answer.

3. Estimate the test score of a student who studied for one hour. Explain your answer.

BE SURE TO LABEL YOUR RESPONSES 1, 2, AND 3.

RUBRIC FOR ALGEBRA I OPEN-RESPONSE ITEM A

SCORE DESCRIPTION
4 The student earns 4 points. The response contains no incorrect work.
3 The student earns 3−3 ½ points.
2 The student earns 2−2 ½ points.
1 The student earns ½−1 ½ points, or some minimal understanding is shown.
0 The student earns 0 points. No understanding is shown.
Blank––No Response. A score of “B” will be reported as “NA.” (No attempt to answer the
B
item. Score of “0” assigned for the item.)

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 PART II Released Items––April 2007
Solution and Scoring

Part Points
1 2 points possible

2 points: Correct and complete scatterplot with line of best fit, as shown below.
Give credit for the following:
• All points plotted correctly.
• The x- and y-axes are labeled.
• Intervals are consistent on both axes.

OR
1 point: Scatterplot incomplete (minor omission) but otherwise correct.
Ex: One label missing.
Ex: One point not plotted.
OR
Scatterplot contains one error.
Ex: Inconsistent interval(s) on x- and/or y- axis.
Ex: One point plotted incorrectly.

Note: Do not give credit for scatterplot if a line of best fit is not drawn. Plotting
points in Quadrant 1 is a lower grade level skill.
Note: Title is not required (even for a score of 4).

2 1 point possible

½ point: Correct answer: Strong Positive.

AND
½ point: Correct and complete explanation.
Do not give credit for incomplete explanations.
Give credit for the following or equivalent:
• A positive correlation exists when both variables increase. The correlation is
strong because the points are close to a straight line.

18
 PART II Released Items––April 2007

Part Points
3 1 point possible
1 point: Correct estimate: Approximately 95(%); (will accept 90 − 100), and
Correct and complete procedure: Line of best fit is extended and explanation is
included.
Give credit for the following or equivalent:
• According to the line of best fit (must be extended to x = 60), the x-coordinate
of 60 minutes corresponds to the y-coordinate value of about 95, or
• The line of best fit is extended to x = 60 and some reference is made to correct
y coordinate.
Ex: “The line goes through (60, 97).”
OR
½ point: Correct estimate: Approximately 95(%) (accept 90−100) with missing or
incomplete, but not incorrect, procedure. If procedure is shown and/or
explained, it must refer to the line of best fit.
Ex: “About 94.”
Ex: “98 because I used the line of best fit,” but the line has not been extended to
x = 60.
OR
Incorrect estimate due to misreading of the graph but procedure is correct.
Ex: The line of best fit is extended to x = 60 and (60, 90) is on the graph but
student’s estimate is 95.
Note: Do not give credit for estimate if it is clear that it is not based on the line of
best fit or if the line of best fit is incorrect.
Ex: “93 because the longer you study the better you do.”
Ex: “96 because it goes up a little then down but it’s mostly higher.”
[Uses given table only.]

19
 PART II Released Items––April 2007
ALGEBRA I OPEN-RESPONSE ITEM B
ARAM05F0301Y328-328CR
B. Maria is buying school pictures. The basic package is $50 plus $3 for additional wallet-size pictures. The
equation to find her total bill is 50 + 3n = c, where n = number of additional wallet-size pictures needed,
and c = total cost.

1. Copy the table below into your answer document. Complete the table.

n c
0
1
2
3

2. On the grid provided in your answer document, graph the coordinates from the table. Does the graph
show a function or non-function relationship? Explain your answer.

BE SURE TO LABEL YOUR RESPONSES 1 AND 2.

RUBRIC FOR ALGEBRA I OPEN-RESPONSE ITEM B

SCORE DESCRIPTION
4 The student earns 4 points. The response contains no incorrect work.
3 The student earns 3 points.
2 The student earns 2 points.
1 The student earns 1 point, or some minimal understanding is shown.
0 The student earns 0 points. No understanding is shown.
Blank––No Response. A score of “B” will be reported as “NA.” (No attempt to answer the
B
item. Score of “0” assigned for the item.)

20
 PART II Released Items––April 2007
Solution and Scoring

Part Points
1 1 point possible

1 point: Table is correct and complete, as shown below:

(Work is not required.)

n c
0 50
1 53
2 56
3 59

2 2 points possible

2 points: Graph is correct and complete based on Part 1 table.

Graph must contain all of the following:
• 4 points correctly plotted.
• n-axis labeled # of pictures, intervals consistent.
• c-axis labeled cost, intervals consistent.

Note: x-axis may just be labeled “n” and y-axis may just be labeled “c.”
Axes may not be reversed.
y

59
58
57
56
55
Cost

54
53
52
51
50
x
1 2 3 4 5
# of Pictures
OR
1 point: Graph contains the following (one or two errors):
• Graph is based on at least three correct #’s in Part 1, but one point is incorrectly
plotted, n- and/or c-axis isn’t labeled, or
• Graph is based on at least three correct #’s in Part 1. All points are correctly
plotted but are connected.
Note: No credit awarded if there are more than 2 errors.
Ex: Points are correctly plotted but connected, interval(s) inconsistent, axes not labeled.

21
 PART II Released Items––April 2007

Part Points
3 1 point possible

1 point: Correct answer with correct and complete explanation, or correct

answer/explanation based on incorrect graph.
Give credit for the following or equivalent:
Ex: “This is a function because …
• no two points lie on the same vertical line,” or
• it passes the vertical line test,” or
• each value of n(x) has a single value of c(y),” or
• for each element in the domain there is exactly one element in the range.”

Note: No credit for correct answer, “function” if there is either no valid explanation or if the
explanation is vague or incomplete. The explanation must refer to the graph.
Ex: “This is a function because …
• the x–axis doesn’t repeat itself,” or
• the more pictures you sell, the higher the price,” or
• none of the x-coordinates are the same.”

22
 PART II Released Items––April 2007

ALGEBRA I OPEN-RESPONSE ITEM C

ARAM05L0104NXXX-171CR
C. An ant weighs approximately 4.0 × 10–3 grams.

1. An ant can carry between 15 and 25 times its body weight. Determine the range of weights, in
grams, that an ant can carry. Express your answers in scientific notation. Show and/or explain all of
your work even if you use mental math or a calculator.

A sandwich at a picnic is made of the ingredients below.

Ingredient Weight
2 slices of bread 28 grams each
peanut butter 35 grams
jelly 21 grams

2. Determine the total weight of the sandwich, in grams. Express the weight of the sandwich in
scientific notation. Determine how many ants it would take to carry the sandwich if each ant carried
the minimum amount possible. Show and/or explain all of your work even if you use mental math or
a calculator.

BE SURE TO LABEL YOUR RESPONSES 1 AND 2.

RUBRIC FOR ALGEBRA I OPEN-RESPONSE ITEM C

SCORE DESCRIPTION
4 The student earns 4 points. The response contains no incorrect work.
3 The student earns 3−3 ½ points.
2 The student earns 2−2 ½ points.
1 The student earns ½−1 ½ points, or some minimal understanding is shown.
0 The student earns 0 points. No understanding is shown.
Blank––No Response. A score of “B” will be reported as “NA.” (No attempt to answer the
B
item. Score of “0” assigned for the item.)

23
 PART II Released Items––April 2007
Solution and Scoring

Part Points
1 2 points possible
½ point: Correct minimum in Scientific Notation: 6.0×10-2 .
AND
½ point: Correct procedure shown and/or explained.
Work may contain a calculation or copy error.
Give credit for the following or equivalent:
• 15 × 4.0 × 10 = 60 × 10 , or
−3 −3

• 15 × .004 = .06
AND
½ point: Correct maximum in Scientific Notation: 1.0×10-1 .
AND
½ point: Correct procedure shown and/or explained.
Work may contain a calculation or copy error.
Give credit for the following or equivalent:
• 25 × 4.0 × 10 = 100 × 10 , or
−3 −3

• 25 × .004 = .1

2 2 points possible
1 point: Correct # of ants: 1867, 1870, 1.87 ×103 , 1.9×103 , or 1900 , or
correct answer based on incorrect minimum in Part 1.
AND
1 point: Correct and complete procedure shown and/or explained.
Weight of sandwich must be given in Scientific Notation.
Work may contain a calculation, copy, or rounding error or may be based on an
incorrect minimum in Part 1.
Give credit for the following or equivalent:
• Weight of sandwich = 1.12 × 10
2

2 ( 28 ) + 35 + 21 = 112 (not required)

Weight of sandwich
=#.
Minimum from Part 1
1.12×102
Ex: =#
.06
Ex: 112 ÷ .06 = 1866.66
OR
½ point: Give credit for any of the following:
• Work is correct and complete but weight of sandwich is not given in Scientific
Notation, or
• Correct weight of sandwich is given in Scientific Notation (1.12 × 10 ) ; incorrect
2

procedure to find # of ants or procedure missing, or

• Correctly divides incorrect sandwich weight by .06 or incorrect minimum from
Part 1. Ex: Sandwich weight = 84 grams, 84 ÷ .06 = 1400 ants.

24
 PART II Released Items––April 2007

ALGEBRA I OPEN-RESPONSE ITEM D

ARAM04N0404NXXX-458CR
D. A corporation offered its new president a salary of $50,000.00 per year for 5 years. In addition to the
yearly salary, the president can choose one of the two incentive plans below.

• a yearly increase in salary of 5.5% each year, beginning the 2nd year
• a yearly increase in salary of 2,900.00 each year, beginning the 2nd year

1. The president needs help in deciding which incentive plan to take. Make a table showing the amount
the president would make each year for 5 years under each of the incentive plans. Show all of your
work.

2. What would the president’s total salary be under each plan, cumulatively, for the entire 5-year
period? Which plan would you recommend?

BE SURE TO LABEL YOUR RESPONSES 1 AND 2.

RUBRIC FOR ALGEBRA I OPEN-RESPONSE ITEM D

SCORE DESCRIPTION
4 The student earns 5 points. The response contains no incorrect work.
3 The student earns 4 points.
2 The student earns 2–3 points.
The student earns 1 point, or some minimal understanding is shown.
1 Ex: Correct totals for each plan are given in Part 2 but recommendation is missing or
incorrect.
0 The student earns 0 points. No understanding is shown.
Blank––No Response. A score of “B” will be reported as “NA.” (No attempt to answer the
B
item. Score of “0” assigned for the item.)

25
 PART II Released Items––April 2007
Solution and Scoring

Part Points
1 4 points possible

1 point: Correct salaries for years 1–5 for Plan 1 (+5.5%/year) as shown in the table
below.
AND
1 point: Correct procedure shown and/or explained.
Amounts may be rounded to the nearest dollar or truncated.
Work may contain one or two calculation, copy, or rounding errors.
Give credit for the following or equivalent:
•
Year Salary Accept
1 50,000 50,000
2 1.055 (50,000) = 52,750 52,750
3 1.055 (52,750) = 55,651.25 55,651 – 55,651.25
4 1.055 (55,651.25) = 58,712.07 58,711 – 58,712.07
5 1.055(58,712.07) = 61,941.23 61,940 – 61,941.23
Be aware that there may be calculation errors even if the numbers are in the
correct range.
Or
• “I multiplied 50,000 by .055 and added the product to 50,000. Then I
multiplied 52,750 by .055 and added that, and so on.”
AND
1 point: Correct salaries for years 1–5 for Plan 2 (+ $2,900/year) as shown in the table
below.
AND
1 point: Correct procedure shown and/or explained.
Work may contain a calculation error.
Give credit for the following or equivalent:
• Year Salary
1 50,000
2 50,000 + 2,900 = 52,900
3 52,900 + 2,900 = 55,800
4 55,800 + 2,900 = 58,700
5 58,700 + 2,900 = 61,600

Or
• “The first year was 50,000 so I added 2,900 to that and got 52,900 for the
second year. Then I just kept adding 2,900 to the last year to get the next.”

Note: For both Part 1 procedures, work needs to be shown or explained for at least one table entry
beyond the first year, with a statement that the procedure used continues.

26
 PART II Released Items––April 2007

Part Points
2 1 point possible

1 point: Response contains all of the following or equivalent:

• Correct total for Plan 1: ($) 279,054.55 or correct total based on incorrect
amounts in Part 1. Work is not required.
• Correct total for Plan 2: ($) 279,000 or correct total based on incorrect amounts
in Part 1. Work is not required.
• Correct plan is recommended (based on Part 1 amounts). No reason for
recommendation is required beyond having correct totals, but if one is given, it
may not be incorrect.
Ex: Plan 1––$279,054.55, Plan 2––$279,000.
“…so pick Plan 1 because he’ll make more money each year.”
(Does not receive credit.)
Note: Give credit for “Plan 1 pays $54.55 more,” or correct difference based on
incorrect amount(s) in Part 1.

27
 PART II Released Items––April 2007

ALGEBRA I OPEN-RESPONSE ITEM E

ARAM05S0205NXXX-265CR
E. A charity organization gets 1 pledge for every 15 people it calls.

1. Write a proportion of pledges per people called, where x is the number of pledges, and y is the
number of people called.

2. If the organization calls 450 people in one month, how many pledges does it receive? Show your
work and/or explain your answer.

3. If the monthly goal is 150 pledges, how many calls will the organization have to make? Show your
work and/or explain your answer.

BE SURE TO LABEL YOUR RESPONSES 1, 2, AND 3.

RUBRIC FOR ALGEBRA I OPEN-RESPONSE ITEM E

SCORE DESCRIPTION
4 The student earns 6 points. The response contains no incorrect work.
3 The student earns 5 points.
2 The student earns 3–4 points.
1 The student earns 1–2 points, or some minimal understanding is shown.
0 The student earns 0 points. No understanding is shown.
Blank––No Response. A score of “B” will be reported as “NA.” (No attempt to answer the
B
item. Score of “0” assigned for the item.)

28
 PART II Released Items––April 2007
Solution and Scoring

Part Points
1 2 points possible
2 points: Correct proportion.
Give credit for the following or equivalent:
1 x
• = , or
15 y
y
• = x , or
15
• 1 : 15 : : x : y.
OR
1 point: Correct equation NOT expressed as a proportion.
Give credit for the following or equivalent:
• y = 15 x , or
• x = y ÷ 15

2 2 points possible

1 point: Correct answer: 30 (pledges).

AND
1 point: Correct and complete procedure.
Work may be based on incorrect answer in Part 1 or may contain one calculation
error.
Give credit for the following or equivalent:
1 x
• = , 15 x = 450, x = # , or
15 450
• 450 ÷ 15 = # , or
• 15 × 30 = 450 (guess and check).
Note: If guess and check is used, 30 must be explicitly stated as the guess or
obvious from work shown. No credit for guess and check procedure if guess
is incorrect.
Ex: Guess is 20 and procedure is 15 × 20 = 450 (receives no credit).

3 2 points possible

1 point: Correct answer: 2250 (calls).

AND
1 point: Correct and complete procedure.
Work may be based on incorrect answer in Part 1 or may contain one calculation
error.
Give credit for the following or equivalent:
1 150
• = , y = 150 × 15, y = # , or
15 y
• 150 × 15 = # , or
2250
• = 150 (guess and check).
15
Note: No credit for guess and check procedure if guess is incorrect.

29
PART II Released Items––April 2007

30
 PART III Algebra I Curriculum Framework––April 2007
The Arkansas Algebra I Mathematics Curriculum Framework*

Strands Content Standards Student Learning Expectations

1—LANGUAGE OF ALGEBRA (LA) 1. Students will develop the language 2. Translate word phrases and sentences into expressions,
of algebra, including specialized equations, and inequalities, and vice versa.
vocabulary, symbols, and 3. Apply the laws of (integral) exponents.
operations. 4. Solve problems involving scientific notation.
5. Perform polynomial operations (addition, subtraction,
multiplication) with and without manipulatives.
3
8. Simplify radical expressions such as .
7
2—SOLVING EQUATIONS AND 2. Students will write, with and 1. Solve multistep equations and inequalities with rational
INEQUALITIES (SEI) without appropriate technology, coefficients:
equivalent forms of equations, • numerically (from a table, or guess and check)
inequalities, and systems of • algebraically (including the use of manipulatives)
equations, and solve with fluency. • graphically
• technologically
2. Solve systems of two linear equations:
• numerically (from a table or guess and check)
• algebraically (including the use of manipulatives)
• graphically
• technologically
3. Solve linear formulas and literal equations for a specified
variable (Ex. Solve for p in I = prt).
4. Solve and graph simple absolute value equations and
inequalities (Ex. x = 5 , x ≤ 5 , x > 5 ).
5. Solve real-world problems that involve a combination of
rates, proportions, and percents.
6. Solve problems involving direct variation and indirect
(inverse) variation to model rates of change.
8. Communicate real-world problems graphically, algebraically,
numerically, and verbally.
3—LINEAR FUNCTIONS (LF) 3. Students will analyze functions by 1. Distinguish between functions and non-functions/relations by
investigating rates of change, inspecting graphs, ordered pairs, mapping diagrams, and/or
intercepts, and zeros. tables of data.
2. Determine domain and range of a relation from an algebraic
expression, graphs, set of ordered pairs, or table of data.
3. Know and/or use function notation, including evaluating
functions for given values in their domain.
5. Interpret the rate of change/slope and intercepts within the
context of everyday life. Ex. telephone charges based on
base rate (y-intercept) plus rate per minute (slope)
6. Calculate the slope given:
• two points
• the graph of a line
• the equation of a line
7. Determine, by using slope, whether a pair of lines are
parallel, perpendicular, or neither.

* The Content Standards and Student Learning Expectations listed are those that specifically relate to the released test
items in this booklet.

31
 PART III Algebra I Curriculum Framework––April 2007
The Arkansas Algebra I Mathematics Curriculum Framework* (continued)

Strands Content Standards Student Learning Expectations

3. LINEAR FUNCTIONS (LF) 3. Students will analyze functions by 8. Write an equation in slope-intercept given:
CONTINUED investigating rates of change, • two points
intercepts, and zeros. • a point and y-intercept
• x-intercept and y-intercept
• a point and slope
• a table of data
• the graph of a line
9. Describe the effects of parameter changes, slope, and/or
y-intercept on graphs of linear functions and vice versa.
4. NON-LINEAR FUNCTIONS 4. Students will compare the 1. Factoring polynomials:
(NLF) properties in the family of functions. • greatest common factor
• binomials (difference of squares)
• trinomials
2. Determine minimum, maximum, vertex, and zeros, given the
graph.
3. Solve quadratic equations using the appropriate methods
with and without technology:
• factoring
• quadratic formula with real-number solutions
4. Recognize function families and their connections including
vertical shift and reflection over the x-axis:
• quadratics
• absolute value
• exponential functions
5. Communicate real-world problems graphically, algebraically,
numerically, and verbally.
5. DATA INTERPRETATION AND 5. Students will compare various 1. Construct and use scatter plots and line of best fit to make
PROBABILITY (DIP) methods of reporting data to make inferences in real-life situations.
inferences or predictions. 2. Use simple matrices in addition, subtraction, and scalar
multiplication.
3. Construct simple matrices for real-life situations.
4. Determine the effects of changes in the data set on the
measures of central tendency.
5. Use two or more box-and-whisker plots to compare data
sets.
7. Recognize linear functions and non-linear functions by using
a table or a graph.
8. Compute simple probability with and without replacement.
9. Recognize patterns using explicitly defined and recursively
defined linear functions.

* The Content Standards and Student Learning Expectations listed are those that specifically relate to the released test
items in this booklet.

32
 PART IV Algebra I Item Correlation with Curriculum Framework––April 2007
Released Items for Algebra I*

Strands Content Standards

1— LANGUAGE OF ALGEBRA (LA) 1. Students will develop the language of algebra including specialized vocabulary, symbols, and operations.
2— SOLVING EQUATIONS AND 2. Students will write, with and without appropriate technology, equivalent forms of equations, inequalities, and
INEQUALITIES (SEI) systems of equations, and solve with fluency.
3— LINEAR FUNCTIONS (LF) 3. Students will analyze functions by investigating rates of change, intercepts, and zeros.
4— NON-LINEAR FUNCTIONS (NLF) 4. Students will compare the properties in the family of functions.
5— DATA INTERPRETATION AND 5. Students will compare various methods of reporting data to make inferences or predictions.
PROBABILITY (DIP)

Student Student
Content Content
Item Strand Learning Item Strand Learning
Standard Standard
Expectation Expectation
1 SEI 2 1 33 LA 1 3
2 LF 3 2 34 SEI 2 4
3 DIP 5 7 35 DIP 5 9
4 NLF 4 1 36 SEI 2 5
5 LA 1 2 37 LA 1 4
6 SEI 2 2 38 NLF 4 2
7 DIP 5 2 39 LA 1 8
8 LF 3 2 40 LF 3 9
9 LA 1 2 41 DIP 5 4
10 NLF 4 4 42 NLF 4 5
11 DIP 5 3 43 LA 1 5
12 SEI 2 1 44 LF 3 1
13 LF 3 5 45 DIP 5 5
14 LA 1 2 46 LF 3 6
15 NLF 4 1 47 LA 1 5
16 SEI 2 3 48 SEI 2 6
17 DIP 5 2 49 NLF 4 3
18 LF 3 3 50 DIP 5 7
19 LA 1 2 51 LF 3 7
20 NLF 4 2 52 SEI 2 8
21 LF 3 7 53 NLF 4 1
22 SEI 2 6 54 LA 1 5
23 DIP 5 2 55 LF 3 9
24 LA 1 2 56 LF 3 8
25 LF 3 9 57 SEI 2 8
26 DIP 5 8 58 NLF 4 2
27 NLF 4 2 59 SEI 2 8
28 SEI 2 3 60 DIP 5 5
29 LA 1 4 A DIP 5 1
30 NLF 4 4 B LF 3 1
31 SEI 2 5 C LA 1 4
32 NLF 4 1 D NLF 4 4
E SEI 2 5

*Only the predominant Strand, Content Standard, and Student Learning Expectation is listed for the Algebra I items.

33
 A TAAP
Arkansas Comprehensive Testing, Assessment, and Accountability Program

Developed for the Arkansas Department of Education, Little Rock, AR 72201

QES02819 RIB-A AR0604