Diagnostic

Tool
Mathematics I

SCORING
GUIDE
Working Copy August 1, 2016
The materials in this diagnostic tool are intended to assist teachers in determining if
students have mastered the Nevada Academic Content Standards associated with the
End of Course (EOC) Examination. More importantly, this tool is intended to identify
specific remediation needs for individual students.

Teachers shall not use the results as part of their grading, since this tool is not
intended as a summative or interim assessment.

Performance on these items is not intended to predict performance on the EOC

Examinations. Instead, teachers and schools should use the results to inform and
enhance teaching and learning.

The number of items in this tool, and points assigned to items, do not reflect the
number of items and scoring rules associated2 with the EOC Examination.
 MATH I
Directions for the Mathematics I
End of Course Diagnostic Tool

This booklet contains math problems for you to answer. There are four types of questions in this
booklet.

Selected response questions require you to circle only one correct answer.

Multiple selected response questions require you to select more than one correct answer.
Select ALL that are correct.

Multi-part questions require you to answer different questions that are related to one item.

Short answer questions require you to write answers in the space provided.

You may use a scientific calculator. Please show all of your work in this booklet. You may also use
scratch paper, but please turn it in with this booklet.

After you have answered each question, take a moment to reflect on your confidence in your answer.
Put an X in the box that best describes your confidence in your answer. Please answer questions as
you actually feel (rather than how you think you should feel).

mark one

I am □very confident □somewhat confident □not confident that my answer is correct.

Now begin your work. Read the questions and write your answers in the space provided.

1
2
 MATH I
1 A company uses two different-sized trucks to deliver cement. The first truck can deliver x
cubic yards at a time and the second y cubic yards. The first truck makes f trips to a job site,
HSA.SSE.A.1

0 while the second truck makes s trips. What do the following expressions represent in this
1
context?
2

3 the total number of trips both trucks make to the job site
f + s ______________________________________________________________________

the total number of cubic yards that the two trucks deliver in one trip
x + y ______________________________________________________________________

the total number of cubic yards delivered to the job site

xf + sy ____________________________________________________________________

Scoring Notes
3 points = 3 correct answers
2 points = 2 correct answers
1 point = 1 correct answer

Solution

3
 2 Each day Hiro drives 𝑥 miles to work, 2 miles to and from lunch, and 𝑥 miles back home.
Hiro repeats this for 5 days. Which expression models the total miles Hiro drives?
HSA.SSE.A.1

1 A. 5(𝑥 + 2 + 𝑥)
2
B. 2(𝑥 + 5 + 𝑥)

C. 5𝑥 + 2 + 5𝑥

D. 5𝑥 + 2 + 𝑥

Scoring Notes
A=2 points for correct answer
B=0 points
C=1 point Error: Incorrect application of distributive property
D=0 points

Solution

4
 MATH I
3 Which expression is equivalent to 5−2𝑥−3 ?

A. −(52𝑥−3 )
HSA.SSE.A.2

1
B. −(52𝑥+3 )
2

1
C.
52𝑥−3
1
D.
52𝑥+3

Scoring Notes
A=0 points
B=0 points
C=1 point Error: Incorrect application of distributive property
D=2 points for correct answer

Solution

5−2𝑥−3
= 5−(2𝑥+3)
1
= 2𝑥+3
5

5
4 Which of the following is equivalent to the expression below?
HSA.SSE.A.2

𝟒𝒙𝟐 − 𝟗𝒚𝟒
1

A. (2𝑥 − 3𝑦 2 )2

B. (2𝑥 − 3𝑦 2 )(2𝑥 + 3𝑦 2 )

C. (2𝑥 + 3𝑦 2 )(2𝑥 − 3𝑦)(2𝑥 + 3𝑦)

D. (2𝑥 − 3𝑦)(2𝑥 + 3𝑦)

Scoring Notes
A=0 points
B=2 points for correct answer
C=0 points
D=1 point Error: Didn’t take the square root of 𝑦 4

Solution

4𝑥 2 − 9𝑦 4 2𝑥 −3𝑦 2
= (2𝑥 )2 − (3𝑦 2 )2 2𝑥 4𝑥 2 −6𝑥𝑦 2
OR +3𝑦 2 6𝑥𝑦 2 −9𝑦 4
= (2𝑥 + 3𝑦 2 )(2𝑥 − 3𝑦 2 )
= (2𝑥 + 3𝑦 2 )(2𝑥 − 3𝑦 2 )

6
 MATH I
5 HSA.SSE.B.3 Given (𝑥 + 4) is a factor of 2𝑥 2 + 11𝑥 + 2𝑚, determine the value of m.

1
A. Since (𝑥 + 4) is a factor, 𝑚 must be 4.
2
B. Since (𝑥 + 4) is a factor, 𝑥 = −4. Substitute −4 into 2𝑥 2 + 11𝑥 + 2𝑚 = 0 and
solve for 𝑚 to get 𝑚 = 6.

C. Since (𝑥 + 4) is a factor, 2𝑚 = −4, therefore 𝑚 = −2.

D. Since (𝑥 + 4) is a factor, 𝑥 = 4. Substitute 4 into 2𝑥 2 + 11𝑥 + 2𝑚 = 0 and

solve for 𝑚 to get 𝑚 = −38

Scoring Notes
A=0 points
Medium Difficulty
B=2 points for correct answer
1 point = correct answer
C=0 points
D=1 point Error: Misinterpret the zero based on the function

Solution
Since (𝑥 + 4) 𝑖𝑠 𝑎 𝑓𝑎𝑐𝑡𝑜𝑟, 𝑠𝑜𝑙𝑣𝑖𝑛𝑔 (𝑥 + 4) = 0 gives 𝑥 = −4. This can be
substituted in 2𝑥 2 + 11𝑥 + 2𝑚 = 0 to solve for 𝑚

2(−4)2 + 11(−4) + 2𝑚 = 0
2(16) − 44 + 2𝑚 = 0
32 − 44 + 2𝑚 = 0
−12 + 2𝑚 = 0
2𝑚 = 12
𝑚=6

7
 6 A football is kicked into the air. The height of the football can be modeled by

ℎ = −16𝑥 2 + 32𝑥, where ℎ is the height reached by the ball after 𝑥 seconds.
HSA.SSE.B.3

1
PART 1 Which of the following is an equivalent form?
2

3 A. ℎ = −16𝑥(𝑥 − 2)

B. ℎ = −16𝑥(𝑥 + 2)

C. ℎ = 16𝑥(𝑥 − 2)

D. ℎ = 16𝑥(𝑥 + 2)

PART 2 2 seconds
How long does the ball stay in the air? __________

Show your work.

Scoring Notes
PART 1 A=2 points
B=1 point Error: Didn’t factor the negative in the second term
C=0 points
D=0 points
PART 2 1 point = correct answer

Solution
PART 2 1 point = correct answer
0 = −16𝑥 2 + 32𝑥
0 = −16𝑥(𝑥 − 2)
−16𝑥 = 0 or 𝑥 − 2 = 0
𝑥 = 0 or 𝑥 = 2

8
 MATH I
7 A rectangular garden measures 14 feet by 18 feet and has a concrete walkway around its
perimeter, as shown. The width of the walkway remains constant on all four sides. The
HSA.CED.A.1

0
garden and walkway have a combined area of 396 square feet.
1

PART 1 Write an equation that could be used to help determine the width, w, of the
walkway.
396 = (14 + 2𝑤)(18 + 2𝑤)

PART 2 2 feet
Determine the width, in feet, of the walkway. __________

Scoring Notes
PART 1 1 point
Show = correct
your work. formula
PART 2 1 point = correct answer
Solution
PART 1: PART 2:
396 = (18 + 2𝑤)(14 + 2𝑤)
396 = 252 + 28𝑤 + 36𝑤 + 4𝑤 2
0 = −144 + 64𝑤 + 4𝑤 2
0 = 4𝑤 2 + 64𝑤 − 144
0 = 4(𝑤 2 + 16𝑤 − 36)
𝐴 = 𝑏ℎ 0 = 4(𝑤 + 18)(𝑤 − 2)
396 = (18 + 2𝑤)(14 + 2𝑤) 𝑤 + 18 = 0 or 𝑤 − 2 = 0
𝑤 = −18 𝑜𝑟 2
since width cannot be negative 𝑤 = 2

9
 8 Billy wants to make trail mix using almonds, peanuts, and raisins. He wants to mix one part
almonds, two parts peanuts, and three parts raisins. Almonds cost $12 per pound, peanuts cost
HSA.CED.A.1

0
$8 per pound, and raisins cost $6 per pound. Let x represent the number of pounds of
almonds.
1

PART 1 Billy has $23 to spend on the trail mix. Write an equation to find the number of
pounds of almonds Billy will be able to buy.

12𝑥 + 8(2𝑥 ) + 6(3𝑥 ) = 23

Or 12𝑥 + 16𝑥 + 18𝑥 = 23
Or 46𝑥 = 23

PART 2 3 pounds
Determine how many pounds of trail mix he can make. __________

Scoring Notes
PART 1 Show your work.
1 point = correct formula
PART 2 1 point = correct answer

Solution
PART 1: PART 2:
Let 𝑥 = 𝑎𝑙𝑚𝑜𝑛𝑑𝑠 (𝑙𝑏𝑠) Solve 23 = 46𝑥
2𝑥 = 𝑝𝑒𝑎𝑛𝑢𝑡𝑠 (𝑙𝑏𝑠), 1
(twice as many almonds) 𝑥 = 𝑙𝑏𝑠
2
3𝑥 = 𝑟𝑎𝑖𝑠𝑖𝑛𝑠 (𝑙𝑏𝑠), 1
Almond: 𝑥 = 𝑙𝑏𝑠
(three times as many almonds) 2
23 = 12𝑥 + 8(2𝑥) + 6(3𝑥) 1
Peanuts: 2𝑥 = 2 ( ) 𝑙𝑏𝑠 = 1 𝑙𝑏
2
Or 23 = 12𝑥 + 16𝑥 + 18𝑥 1
Raisins: 3𝑥 = 3 ( ) 𝑙𝑏𝑠 = 1 𝑜𝑟 𝑙𝑏
1 3
2 2 2
Or 23 = 46𝑥 1 3
𝑇𝑜𝑡𝑎𝑙 = + 1 +
2 2
𝑇𝑜𝑡𝑎𝑙 = 3 𝑙𝑏𝑠 𝑜𝑓 𝑡𝑟𝑎𝑖𝑙 𝑚𝑖𝑥

10
 MATH I
9 Which of the following represents a linear equation? Select all that apply.

A. 𝑦 = 5𝑥
HSA.CED.A.2

B. 𝑦 = 2𝑥 2 + 1
1

2
C. 𝑦 = 2𝑥

D. 𝑦 − 3 = 2(𝑥 − 1)

2
E. 𝑦 =
𝑥
F. 𝑦 = 4|𝑥 + 3|

Scoring Notes
2 points = 2 correct answers
1 point = 1 correct answer
0 points if a student selects more than two options

Solution

A. Linear
B. Quadratic
C. Exponential
D. Linear
E. Rational
F. Absolute Value

11
10 PART 1 Which of the following does not represent a linear equation?

𝑥𝑦 = 4
HSA.CED.A.2

0 A.
1
2
2 B. 𝑦 =− 𝑥−3
5
3

4 C. 4𝑥 − 2𝑦 = 3

3
D. 𝑦 − 2 = (𝑥 + 1)
5

PART 2 Justify your answer by graphing and labeling the three equations that do represent
linear equations.

2 3
𝑦=− 𝑥−3 4𝑥 − 2𝑦 = 3 𝑦 − 2 = (𝑥 + 1)
5
Equation: ______________ Equation: ______________ 5
Equation: ______________

Scoring Notes
PART 1: 1 point = correct multiple choice answer
PART 2: *order of graphs does not matter as long as they are matched with the
appropriate equation
3 points = 3 correct graphs
2 points = 2 correct graphs
1 point = 1 correct graph
Solution

12
 MATH I
11 In a community service program, students earn points for painting over graffiti and
picking up trash. The following restrictions are imposed on the program:
HSA.CED.A.3

3  A student may not serve more than 10 total hours per week; and
4  A student must serve at least 1 hour per week at each task.
5
Let 𝑔 = the number of hours a student spends in a week painting over graffiti.

Let 𝑡 = the number of hours a student spends in a week picking up trash.

PART 1 Which system represents the imposed constraints?

𝑔 + 𝑡 ≤ 10
A. { 𝑔≥1
𝑡≥1
𝑔 + 𝑡 ≤ 10
B. { 𝑔≥0
𝑡≥0
𝑔 + 𝑡 ≥ 10
C. { 𝑔≥1
𝑡≥1

𝑔 + 𝑡 < 10
D. {
𝑔=𝑡

PART 2 Which numbers of hours spent painting over graffiti and hours spent picking
up trash could fit the community service requirements? Select all that apply.

A. 3 graffiti hours and 4 trash hours

B. 6 graffiti hours and 7 trash hours

C. 8 graffiti hours and 3 trash hours

D. 9 graffiti hours and 1 trash hours

E. 0 graffiti hours and 10 trash hours

F. 5 graffiti hours and 5 trash hours

13
Scoring Notes
PART 1: A=2 points for correct answer
B=1 point Error: Incorrrect second bullet constraints
C=1 point Error: Incorrrect first bullet constraints
D=0 points

PART 2: 3 points = 3 correct answers

2 points = 2 correct answers
1 point = 1 correct answer
0 points if a student selects more than two options

Solution
PART 2: A. 3 + 4 ≤ 10 All statements are true, meets requirements
{ 3≥1
4≥1
B. 6 + 7 ≤ 10 First statement is false, does not meet
{ 6≥1 requirements
7≥1
C. 8 + 3 ≤ 10 First statement is false, does not meet
{ 8≥1 requirements
3≥1
D. 9 + 1 ≤ 10 All statements are true, meets requirements
{ 9≥1
1≥1
E. 0 + 10 ≤ 10 Second statement is false, does not meet
{ 0≥1 requirements
10 ≥ 1

F. 5 + 5 ≤ 10 All statements are true, meets requirements

{ 5≥1
5≥1

14
 MATH I
12 A high school drama club is selling tickets for their annual musical. There is a maximum of
600 tickets for the show. The tickets cost $5 (if bought before the day of the show) and $7
HSA.CED.A.3

0
(if bought on the day of the show). Let x represent the number of tickets sold before the day
1 of the show and y represent the number of tickets sold the day of the show. To meet the
2 expenses of the show, the club must sell at least $3500 worth of tickets.
3
PART 1 Write a system of inequalities that represent this situation.

𝑥 + 𝑦 ≤ 600
{
5𝑥 + 7𝑦 ≥ 3500

PART 2 The club sells 330 tickets before the day of the show. Is it possible to sell
enough additional tickets on the day of the show to meet the expenses of the
show? Justify your answer.

Yes (justification may vary)

Sample: If they sell at least 265 tickets the day of the show they can
make enough money to cover expenses and they will have 270 tickets
left to sell the day of the show.

Scoring Notes
PART 1: 1 point = correct system
PART 2: 1 point = 1 correct answer (yes)
1 point = accurate justification
____________________________________________________________________________
Solution
____________________________________________________________________________
PART 2:
𝑥 = 330 𝑡𝑖𝑐𝑘𝑒𝑡𝑠 𝑑𝑎𝑦 𝑏𝑒𝑓𝑜𝑟𝑒 5(330) + 7𝑦 ≥ 3500
____________________________________________________________________________
330 + 𝑦 ≤ 600 1650 + 7𝑦 ≥ 3500
𝑦 ≤ 270 𝑡𝑖𝑐𝑘𝑒𝑡𝑠 𝑎𝑣𝑎𝑖𝑙𝑎𝑏𝑙𝑒 𝑑𝑎𝑦 𝑜𝑓 7𝑦 ≥ 1850
____________________________________________________________________________
Need to make $1850
$7 𝑝𝑒𝑟 𝑡𝑖𝑐𝑘𝑒𝑡 ∙ 270 𝑡𝑖𝑐𝑘𝑒𝑡𝑠 = $1890
Yes, it is possible to make their goal

15
13 Santo was asked to solve the equation 𝑘𝑥 = 𝑚𝑦 − 𝑚𝑥 for 𝑥. His solution is shown below.

𝑘𝑥 = 𝑚𝑦 − 𝑚𝑥
HSA.CED.A.4

1
Step 1: 𝑘𝑥 + 𝑚𝑥 = 𝑚𝑦
2
Step 2: 𝑥(𝑘 + 𝑚) = 𝑚𝑦

Step 3: 𝑥 = 𝑚𝑦 − (𝑘 + 𝑚)

Santo made an error. Describe the error and tell Santo what he should have done.

Santo used the incorrect property when he subtracted in Step 3. He

___________________________________________________________________________
should have used the division property of equality, so the correct
___________________________________________________________________________
𝑚𝑦
answer would be 𝑥 = . (description may vary)
___________________________________________________________________________
𝑘+𝑚
___________________________________________________________________________
Scoring Notes
_
1 point = correctly identifies error
___________________________________________________________________________
1 point = accurate description of what Tim should have done
_

Solution
𝑘𝑥 = 𝑚𝑦 − 𝑚𝑥
Step 1: 𝑘𝑥 + 𝑚𝑥 = 𝑚𝑦
Step 2: 𝑥(𝑘 + 𝑚) = 𝑚𝑦
𝑚𝑦
Step 3: 𝑥=
𝑘+𝑚

16
 MATH I
14 The formula below shows the relationship between the volume (𝑉), in cubic centimeters, of a
cylinder and the radius (𝑟) and height (h), in centimeters, of the cylinder.
HSA.CED.A.4

2 𝑽 = 𝝅𝒓𝟐 𝒉

The formula below shows the relationship between the diameter (𝑑), in centimeters, of the
circular base of the cylinder, and the radius, in centimeters, of the base.

𝒅 = 𝟐𝒓

PART 1 Express the volume of the cylinder in terms of its diameter and height.

1 2
𝑉= 𝜋𝑑 ℎ 𝑐𝑚3
4

PART 2 Using the equation in Part 1, write the formula in terms of h.

4𝑉
ℎ= cm
𝜋𝑑2
Scoring Notes
PART 1: 1 point = correct volume
PART 2: 1 point = accurate formula
Solution
PART 1: PART 2:
1 1
𝑑 = 2𝑟 so 𝑟 = 𝑑 𝑉 = 𝜋𝑑 2 ℎ
2 4
1 2 1
𝑉 = 𝜋 ( 𝑑) ℎ 𝑐𝑚3 4𝑉 = 4 ( 𝜋𝑑 2 ℎ)
2 4
1
𝑉 = 𝜋𝑑 2 ℎ 𝑐𝑚3 4𝑉 = 𝜋𝑑 2 ℎ
4
4𝑉 𝜋𝑑 2 ℎ
=
𝜋𝑑 2 𝜋𝑑 2
4𝑉
=ℎ
𝜋𝑑 2

17
15 The work below shows the step-by-step process used by Amara to solve 𝑥 2 + 6𝑥 − 5 = 0 by
the method of completing the square. Amara made an error. Circle the error. Show the
HSA.REI.A.1

0
correct steps.
1

𝑥 2 + 6𝑥 − 5 = 0

Step 1: 𝑥 2 + 6𝑥 + 9 = 5

Step 2: (𝑥 + 3)2 = 5

Step 3: 𝑥 + 3 = ±√5

Step 4: 𝑥 = −3 ± √5

Step 1: 𝑥 2 + 6𝑥 = 5
Step 2: 𝑥 2 + 6𝑥 + 9 = 5 + 9
Step 3: (𝑥 + 3)2 = 14
Step 4: 𝑥 + 3 = ±√14
Step 5: 𝑥 = −3 ± √14

Scoring Notes
1 point = correctly identifies error
1 point = correct steps

Solution

18
 MATH I
16 The equation 4𝑥−1 = 2𝑥−4 will be solved for 𝑥. The process Enrique followed to determine
the value of 𝑥 is shown below.
HSA.REI.A.1

1 4𝑥−1 = 2𝑥−4
2 Step 1: 22𝑥−1 = 2𝑥−4
Step 2: 2𝑥 − 1 = 𝑥 − 4
Step 3: 𝑥 = −3

PART 1 Step 1
In which step did Enrique make an error? ____________________

PART 2 Correctly solve the equation. Justify each step.

Step 1: 22(𝑥−1) = 2𝑥−4

Step 2: 2𝑥 − 2 = 𝑥 − 4
Step 3: 𝑥 = −2

Scoring Notes
PART 1: 1 point = correctly identifies error
PART 2: 1 point = correctly solves equation
Solution

19
17 Solve and graph the inequality for 𝑚.
HSA.REI.B.3

0
𝟏 < 𝟏𝟑 − 𝟐𝒎
1

𝑚<6

Scoring Notes

1 point = correct answer

1 point = accurate graph

Solution

1 < 13 − 2𝑚
−12 < −2𝑚
6>𝑚
𝑚<6

20
 MATH I
18 HSA.REI.B.3 Solve the equation for 𝑥, showing all steps:

0
𝟔𝒙 + 𝑪𝒙 = 𝟏𝟏
1

2
6𝑥 + 𝐶𝑥 = 11
𝑥 (6 + 𝐶 ) = 11
11
𝑥=
6+𝐶
(work may vary)

Scoring Notes
1 point = correct answer
1 point = accurate steps

Solution

21
19 Determine the number of real solutions for each equation given below. Use mathematics to
justify your reasoning.
HSA.REI.B.4

1 Equation A: −3𝑥 2 = 1 No real solutions

_______________________
2 (justification may vary)
3

5 Equation B: 𝑥 2 = 4𝑥 + 5 Two real solutions

_______________________
6 (justification may vary)

Equation C: 4𝑥 2 − 8𝑥 = −4 One real solution

_______________________
(justification may vary)

Scoring Notes
3 points = correct number of real solutions
3 points = accurate reasoning
Solution
Equation A: −3𝑥 2 = 1
1
𝑥2 = −
3
False statement, no real solutions

Equation B: 𝑥 2 = 4𝑥 + 5
𝑥 2 − 4𝑥 − 5 = 0
Discriminant :
√𝑏 2 − 4𝑎𝑐 = √(−4)2 − 4 ∙ 1 − 5 = √36 = ±6
Discriminant has two real solutions, so the equation has two real solutions

Equation C: 4𝑥 2 − 8𝑥 = −4
4𝑥 2 − 8𝑥 + 4 = 0
Discriminant :
√𝑏 2 − 4𝑎𝑐 = √(−8)2 − 4 ∙ 4 ∙ 4 = √0 = 0
Discriminant has one real solution, so the equation has one real solution

22
 MATH I
20 HSA.REI.B.4 The base and the height of a right triangle are represented by the expressions below:

0
𝒃𝒂𝒔𝒆 = 𝒙 + 𝟒
1 𝒉𝒆𝒊𝒈𝒉𝒕 = 𝒙 − 𝟔
2

The area of the triangle is 28 square units. Find the lengths of the base and the height of the
triangle.

𝑏𝑎𝑠𝑒 = 14
ℎ𝑒𝑖𝑔ℎ𝑡 = 4

Scoring Notes
1 point = correct 𝑏𝑎𝑠𝑒

1 point = correct ℎ𝑒𝑖𝑔ℎ𝑡

Solution
1
𝐴𝑟𝑒𝑎 = 𝑏ℎ
2
1
28 = (𝑥 + 4)(𝑥 − 6)
2
1
28 = (𝑥 2 − 2𝑥 − 24)
2
1
2 ∙ 28 = 2 ∙ (𝑥 2 − 2𝑥 − 24)
2
56 = 𝑥 2 − 2𝑥 − 24
0 = 𝑥 2 − 2𝑥 − 80
0 = (𝑥 + 8)(𝑥 − 10)
𝑥 + 8 = 0 or 𝑥 − 10 = 0
𝑥 = −8 or 𝑥 = 10

Now, substitute 𝑥 = −8 and 𝑥 = 10 into 𝑏 = 𝑥 + 4 and ℎ = 𝑥 − 6.

𝑏 = −8 + 4 = −4
length cannot be negative, so 𝑥 ≠ −8 in this situation.

𝑏 = 10 + 4 = 14 𝑢𝑛𝑖𝑡𝑠 and ℎ = 10 − 6 = 4 𝑢𝑛𝑖𝑡𝑠

23
21 Consider the system below.
HSA.REI.C.6

0 𝟏𝟐𝒙 + 𝟑𝒚 = 𝟒𝟎
{
1 𝟕𝒙 − 𝟒𝒚 = 𝟑𝟖
2
PART 1 Explain how you know there is a unique solution to this system.

The lines have different slopes and y-intercepts so they are unique
___________________________________________________________________________
lines and they will intersect in only one point. (explanations may
___________________________________________________________________________
vary)
___________________________________________________________________________
___________________________________________________________________________

PART 2 Explain how you can tell that the point (2.5, −3.4) is not a solution to the
system.
___________________________________________________________________________
Substituting the values of the point doesn’t satisfy either of the
___________________________________________________________________________
equations. (explanations may vary)
___________________________________________________________________________
___________________________________________________________________________

Scoring Notes
PART 1: 1 point = accurate explanation
PART 2: 1 point = accurate explanation

Solution
PART 1:
12𝑥 + 3𝑦 = 40 7𝑥 − 4𝑦 = 38
3𝑦 = −12𝑥 + 40 −4𝑦 = −7𝑥 + 38
40 7 38
𝑦 = −4𝑥 + 𝑦= 𝑥−
3 4 4
40 7 38
𝑠𝑙𝑜𝑝𝑒 = −4 and 𝑦 − 𝑖𝑛𝑡 = 3 𝑠𝑙𝑜𝑝𝑒 = 4 and 𝑦 − 𝑖𝑛𝑡 = − 4

PART 2:
12(2.5) + 3(−3.4) ≠ 40
7(2.5) − 4(−3.4) ≠ 38

24
 MATH I
22 Lynn was selling raffle tickets at the school carnival. The raffle tickets were $10 for students
and $18 for adults. When Lynn looked in her register, she found $594 and 53 ticket stubs.
HSA.REI.C.6

0
How many student tickets were sold? How many adult tickets were sold? How much more
1 money was collected for student tickets than adult tickets?
2
Show your work.
3

Number of Student Tickets = 45

Number of Adult Tickets = 8
Amount Difference $306

Scoring Notes
1 point = correct number of student tickets
1 point = correct number of adult tickets
1 point = correct price difference
Solution
𝑥 = # 𝑜𝑓 𝑠𝑡𝑢𝑑𝑒𝑛𝑡 𝑡𝑖𝑐𝑘𝑒𝑡𝑠
𝑦 = # 𝑜𝑓 𝑎𝑑𝑢𝑙𝑡 𝑡𝑖𝑐𝑘𝑒𝑡𝑠
𝑥 + 𝑦 = 53
{
10𝑥 + 18𝑦 = 594
𝑥 = 53 − 𝑦 Amount of money collected:
10(53 − 𝑦) + 18𝑦 = 594 $10 𝑝𝑒𝑟 𝑠𝑡𝑢𝑑𝑒𝑛𝑡 𝑡𝑖𝑐𝑘𝑒𝑡 ∙ 45 𝑡𝑖𝑐𝑘𝑒𝑡𝑠 = $450
530 − 10𝑦 + 18𝑦 = 594 $18 𝑝𝑒𝑟 𝑎𝑑𝑢𝑙𝑡 𝑡𝑖𝑐𝑘𝑒𝑡 ∙ 8 𝑡𝑖𝑐𝑘𝑒𝑡𝑠 = $144
8𝑦 = 64 Difference in amount collected:
𝑦 = 8 𝑎𝑑𝑢𝑙𝑡 𝑡𝑖𝑐𝑘𝑒𝑡𝑠 $450 − $144 = $306
𝑥 = 53 − 8 = 45 𝑠𝑡𝑢𝑑𝑒𝑛𝑡 𝑡𝑖𝑐𝑘𝑒𝑡𝑠

25
23 A. 𝑦 = 2𝑥 − 3 B. 𝑦 = 4 ∙ 3𝑥 C. 𝑦 = −|𝑥 − 2| + 1 D. 𝑦 = 2𝑥 2
HSF.IF.B.5

1 E. F. G.
2

H. I. J.

A, B, C, D, F, G, H, I
1. List all relations that have a domain of all real numbers. ______________________

F, I
2. List all relations which have a range of 𝑦 ≥ 1. ______________________________

E, J
3. List all relations that are not functions. ____________________________________

J
4. List all discrete relations ____________________________________________

B, F, H, I
5. List all functions that have no real solutions ________________________________

6. List all functions that have a vertex at (0, 1) ________________________________

F, I

26
 MATH I
Scoring Notes
1 point = each correct answer, up to 6 points total

Solution

27
24 Maria is riding her bike through the Red Rock Loop. Maria recorded her distance traveled at
five different points during her bike ride. The table of values below shows the results of her
HSF.IF.B.6

0 bike ride.
1

2 𝑡(𝑚𝑖𝑛) 0 7 15 44 60
𝑓(𝑡)
0 8 10 23 27
𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒 𝑖𝑛 𝑚𝑖𝑙𝑒𝑠

In which interval is the average rate of change the greatest?

A. 44 − 60 𝑚𝑖𝑛𝑢𝑡𝑒𝑠
B. 15 − 44 𝑚𝑖𝑛𝑢𝑡𝑒𝑠
C. 7 − 15 𝑚𝑖𝑛𝑢𝑡𝑒𝑠
D. 0 − 7 𝑚𝑖𝑛𝑢𝑡𝑒𝑠

Scoring Notes
𝑡𝑖𝑚𝑒
A=1 point Error: Used
𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒
B=0 points
𝑡𝑖𝑚𝑒
C=1 point Error: Used
𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒
D=2 points for correct answer

Solution

𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒
𝑎𝑣𝑒𝑟𝑎𝑔𝑒 𝑟𝑎𝑡𝑒 =
𝑡𝑖𝑚𝑒
0 − 7 𝑚𝑖𝑛𝑢𝑡𝑒𝑠: 15 − 44 𝑚𝑖𝑛𝑢𝑡𝑒𝑠:
8 − 0 𝑚𝑖𝑙𝑒 8 23 − 10 𝑚𝑖𝑙𝑒 13
𝑟𝑎𝑡𝑒 = = 𝑚𝑖𝑙𝑒/𝑚𝑖𝑛 𝑟𝑎𝑡𝑒 = = 𝑚𝑖𝑙𝑒/𝑚𝑖𝑛
7 − 0 𝑚𝑖𝑛 7 44 − 15 𝑚𝑖𝑛 29

7 − 15 𝑚𝑖𝑛𝑢𝑡𝑒𝑠: 44 − 60 𝑚𝑖𝑛𝑢𝑡𝑒𝑠:
10 − 8 𝑚𝑖𝑙𝑒 2 1 27 − 23 𝑚𝑖𝑙𝑒 4 1
𝑟𝑎𝑡𝑒 = = = 𝑚𝑖𝑙𝑒/𝑚𝑖𝑛 𝑟𝑎𝑡𝑒 = = = 𝑚𝑖𝑙𝑒/𝑚𝑖𝑛
15 − 7 𝑚𝑖𝑛 8 4 60 − 44 𝑚𝑖𝑛 16 4

28
 MATH I
25 A linear function passes through the points (10, 5) and (−15, −5). A second function is
represented by the equation 4𝑥 − 3𝑦 = 6. What is the y-intercept of the function with the
HSF.IF.B.6

0
greater rate of change?
1

2
Answer is −2.
3

Scoring Notes
3 points = correct answer
Up to 3 points for the following work:
Algebraically Graphically
1 point = found both slopes correctly 1 point = graphed both functions correctly
1 point = correctly identified the function 2 points = correctly identified y-intercept of
1 point = identified correct y-intercept the function with steeper slope

Solution
2 2
The line through (10, 5) and (−15, −5) has the equation 𝑦 = 5 𝑥 + 1, with a slope of 𝑚 = 5
4
and 𝑦 − 𝑖𝑛𝑡 = 1 . The function 4𝑥 − 3𝑦 = 6 is equivalent to 𝑦 = 3 𝑥 − 2, with a slope of
4
𝑚 = 3 and 𝑦 − 𝑖𝑛𝑡 = −2. The second function has a greater rate of change and it has
a y-intercept of −2.

29
26 Let 𝑓(𝑥) = 3 ∙ 4𝑥 and 𝑔(𝑥) = 3 ∙ 2𝑥 . Compare the functions and determine which of the
following statements is correct. Select two that apply.
HSF.IF.C.7

1 A. The x-intercept of 𝑓(𝑥) is greater than the x-intercept of 𝑔(𝑥).

2 B. The y-intercept of 𝑓(𝑥) is greater than the y-intercept of 𝑔(𝑥).
C. The functions have the same y-intercept.
D. The rate at which 𝑔(𝑥) increases is twice as fast as the rate the 𝑓(𝑥) increases.
E. The functions increase at the same rate.
F. The graphs of 𝑓(𝑥) and 𝑔(𝑥) lie solely in Quadrants I and II.

Scoring Notes
2 points = 2 correct answers
1 point = 1 correct answer
0 points if a student selects more than two options
Solution

30
 MATH I
27 HSF.IF.C.7 PART 1 Graph 𝒚 = −𝟐(𝒙 − 𝟑)𝟐 and 𝒚 = 𝟐|𝒙 − 𝟑| on the same coordinate plane.

3
4
5
6

PART 2 Compare the key features of the functions and describe two ways in which they
are alike and two ways in which they differ.
Alike May Include: Differ May Include:
 Vertical stretch factor of 2  Different parent functions-quadratic vs absolute value
___________________________________________________________________________
 Same x-intercept  Different y-intercept
___________________________________________________________________________
 Same vertex  Different ranges
 Same domain  One opens upward, one opens downward
___________________________________________________________________________
 Both vertically translated right 3 units  Different end behavior
___________________________________________________________________________
Scoring Notes
PART 1: 2 points = both graphs are correct
PART 2: 2 points = correct alike descriptions
2 points = correct differ descriptions
Solution
𝑦 = −2(𝑥 − 3)2 𝑦 = 2|𝑥 − 3|
 Quadratic function, parabola shape  Absolute Value function, “V” shape
 𝑎 < 0, opens down  𝑎 > 0, opens up
 |𝑎| > 1, vertical stretch factor of 2  |𝑎| > 1, vertical stretch factor of 2
 ℎ = 3, translated right 3 units  ℎ = 3, translated right 3 units
 𝑘 = 0, no vertical translation  𝑘 = 0, no vertical translation
 Axis of symmetry: 𝑥 = 3  Axis of symmetry: 𝑥 = 3
 x-int: (3, 0)  x-int: (3, 0)
 y-int: (0, −18)  y-int: (0, 6)
 Maximum value 𝑦 = 0  Minimum value 𝑦 = 0
 Domain: All real numbers  Domain: All real numbers
 Range: 𝑦 ≤ 0  Range: 𝑦 ≥ 0
 End behavior, as x gets larger y gets smaller  End behavior, as x gets larger y gets
and as x gets smaller y gets smaller larger and as x gets smaller y gets larger

31
 1
28 Solve the equation 216 = 63𝑥−4 and write a description of each step.
HSF.IF.C.8

1
The fraction must be changed to a base of 6 to
2 6−3 = 63𝑥−4
match the other base in the equation.

If two equivalent expressions have matching

−3 = 3𝑥 − 4
bases, then their exponents are equivalent.

1 = 3𝑥 Add 4 to each side.

1
𝑥= Divide each side by 3.
3

Scoring Notes
1 point = correct solution
1 point = accurate description

Solution

32
 MATH I
29 The height ℎ (in feet) above the ground of a soccer ball depends upon the time 𝑡 (in seconds)
it has been in flight. When Cameron kicks the soccer ball the height of the ball is described
approximately by the equation ℎ = 80𝑡 − 16𝑡 2 .
HSF.IF.C.8

1
PART 1 How long is the ball in the air?
2

3 5 seconds
____________________
4

PART 2 The ball reaches its maximum height after how many seconds of flight?

2.5 seconds
____________________

PART 3 What is the maximum height?

100 feet
____________________

PART 4 It takes approximately 0.92 seconds for the ball to reach a height of 60 feet. On
its way back down, the ball is again 60 feet above the ground; what is the value
of t when this happens?

4.08 seconds
____________________

33
Scoring Notes
PART 1: 1 point = correct answer
PART 2: 1 point = correct answer
PART 3: 1 point = correct answer
PART 4: 1 point = correct answer
Solution

PART 1: 0 = 80𝑡 − 16𝑡 2

0 = −16𝑡 2 + 80𝑡
0 = −16𝑡(𝑡 − 5)
16𝑡 = 0 or 𝑡 − 5 = 0
𝑡 = 0 or 𝑡 = 5
Total time in air 𝑡 = 5 𝑠𝑒𝑐𝑜𝑛𝑑𝑠

PART 2: ℎ = −16𝑡 2 + 80𝑡 Or vertex is halfway between

x-intercepts (0, 0) and (5, 0).
𝑏 80 5−0
𝑡=− =− 𝑡= = 2.5 𝑠𝑒𝑐𝑜𝑛𝑑𝑠
2𝑎 2(−16) 2
5
𝑡= 𝑜𝑟 2.5 𝑠𝑒𝑐𝑜𝑛𝑑𝑠
2

PART 3: ℎ = −16(2.5)2 + 80(2.5)

ℎ = 100 𝑓𝑒𝑒𝑡

PART 4: 60 = −16𝑡 2 + 80𝑡

0 = −16𝑡 2 + 80𝑡 − 60
0 = −4(4𝑡 2 + 20𝑡 − 15)
0 = 4𝑡 2 + 20𝑡 − 15
−20 ± √202 − 4 ∙ 4(−15)
𝑡=
2(4)
𝑡 = 0.92 𝑠𝑒𝑐𝑜𝑛𝑑𝑠 or 𝑡 = 4.08 𝑠𝑒𝑐𝑜𝑛𝑑𝑠

34
 MATH I
30 The Oxoby family has joined a health club that has an initial membership fee of $150.
There is a monthly cost that is 𝑝 percent of the initial membership fee.
HSF.BF.A.1

1 PART 1 Write a function that describes the total amount of money the Oxoby’s would
spend after 𝑦 years as members of the health club.
2

3
𝑓(𝑦) = 150 + 12(𝑝 ∙ 150)𝑦 = 150 + 1800𝑝𝑦
Or 𝑓 (𝑦) = 150 + 12𝑦(150𝑝)
4

PART 2 How much would the Oxoby’s save if, after 3 years as members, the monthly cost
was 28% of the initial fee instead of 30% of the initial fee?

$108

Scoring Notes
PART 1: 1 point = correct answer
PART 2:
3 points = correct answer
Or up to 3 points for the following work:
Using $150 initial fee Not using $150 initial fee
1 point = found cost at 28% = $1162 1 point = found cost at 28% = $1512
1 point = found cost at 30% = $1770 1 point = found cost at 30% = $1620
1 point = found difference in cost = $108 1 point = found difference in cost = $108
Solution
PART 1: 𝐶𝑜𝑠𝑡 = 𝐼𝑛𝑖𝑡𝑎𝑙 𝐹𝑒𝑒 + 𝑁𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑚𝑜𝑛𝑡ℎ𝑠 ∙ 𝑝𝑒𝑟𝑐𝑒𝑛𝑡 𝑜𝑓 𝑖𝑛𝑖𝑡𝑎𝑙 𝑓𝑒𝑒
PART 2:
Using $150 initial fee Not using $150 initial fee
𝑓(3) = 150 + 12 ∙ 3(150 ∙ 0.28) = $1662 𝑓(3) = 12 ∙ 3(150 ∙ 0.28) = $1512
𝑓(3) = 150 + 12 ∙ 3(150 ∙ 0.30) = $1770 𝑓(3) = 12 ∙ 3(150 ∙ 0.30) = $1620
𝐷𝑖𝑓𝑓𝑒𝑟𝑒𝑛𝑐𝑒 = $1770 − $1662 = $108 𝐷𝑖𝑓𝑓𝑒𝑟𝑒𝑛𝑐𝑒 = $1620 − $1512 = $108

35
31 The explicit function rule below describes a sequence of numbers.
HSF.BF.A.1

0
𝒇(𝒏) = 𝟐. 𝟐𝟓 + 𝒏 for all integers of 𝒏 greater than or equal to 𝟏
1

2
Which of these shows a recursive function rule that describes the sequence of numbers?

A. 𝑓(1) = 2.25; 𝑓(𝑛) = 𝑓(𝑛 − 1) + 1

B. 𝑓(1) = 2.25; 𝑓(𝑛) = 𝑓(𝑛 − 1) − 1
C. 𝑓(1) = 3.25; 𝑓(𝑛) = 𝑓(𝑛 − 1) + 1
D. 𝑓(1) = 3.25; 𝑓(𝑛) = 𝑓(𝑛 − 1) − 1

Scoring Notes
A=1 point Error: incorrect initial value
B=0 points
C=2 points for correct answer
D=1 point Error: incorrect recursive function
Solution

𝑓(1) = 2.25 + 1 = 3.25 Initial value 𝑓(1) = 3.25

𝑓(2) = 2.25 + 2 = 4.25 Pattern: add 1 to the previous term
𝑓(3) = 2.25 + 3 = 5.25 𝑓(𝑛) = 𝑓(𝑛 − 1) + 1
𝑓(4) = 2.25 + 4 = 6.25

36
 MATH I
32 Raj has a music gift card worth $175. After he downloads the first song, the card’s value is
$172.25. After he downloads the second song, the card is worth $169.50. After he
downloads the third song, the card is worth $166.75.
HSF.BF.A.2

1
PART 1 The pattern continues; write an equation to define 𝑎𝑛 , the amount of money on
2
the gift card after 𝑛 downloads.
3

𝑎𝑛 = 175 − 2.75𝑛, 𝑛 ≥ 0

PART 2 Raj downloads a song every Saturday morning. How many weeks in a row can
he afford to download a song, using his gift card only? Explain your
mathematical reasoning.
He can download 63 songs or weeks using the gift card. After 63
__________________________________________________________________________
weeks, there is only $1.75 left on the card but each download costs
__________________________________________________________________________
$2.75.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Scoring Notes
__________________________________________________________________________
______ 1: 1 point = correct equation
PART
PART 2: 1 point = correct answer of 63 downloads, no credit for
decimals given in this situation.
1 point = accurate explanation

Solution
𝑎𝑛 = 175 − 2.75𝑛, 𝑛 ≥ 0
0 = 175 − 2.75𝑛
−175 = −2.75𝑛
𝑛 = 63.6
In this situation, the number of downloads can only be a whole number. He can download
63 songs, but will not have enough money for another download after that.

37
33 PART 1 Determine which of the following correctly represents a geometric sequence?

1 1 1 1
HSF.BF.A.2

0
A. , , , ,…
1 2 4 6 8
2 1 1 1 1
B. , , , ,…
3 3 9 27 81

C. −1, −2, −6, −24, …

D. −4, −2, 0, 2, …

PART 2 Based on the sequence selected in Part 1, write the explicit form of the geometric
sequence. 1 𝑛 1 1 𝑛−1
𝑎𝑛 = ( ) , 𝑛 ≥ 1 or 𝑓(𝑛) = ( ) or
3 3 3

1 1 𝑛−1
𝑎𝑛 = ( ) ,𝑛 ≥ 1
3 3
Scoring Notes
PART 1: A=0 points
B=2 points for correct answer
C=1 point Error: identified multiplicative pattern that isn’t constant
D=0 points

PART 2: 1 point = accurate formula

Solution
1 𝑛 1 1 𝑛−1
𝑎𝑛 = ( ) , 𝑛 ≥ 1 OR 𝑎𝑛 = 3 (3)
3
1
1 1 1 1 1−1 1 1
𝑎1 = ( ) = → 𝑓𝑖𝑟𝑠𝑡 𝑡𝑒𝑟𝑚 𝑎1 = ( ) = ∙ 1 = → 𝑓𝑖𝑟𝑠𝑡 𝑡𝑒𝑟𝑚
3 3 3 3 3 3
1 2 1 1 1 1 1 2−1 1 1 1
𝑎2 = ( ) = ∙ = → 𝑠𝑒𝑐𝑜𝑛𝑑 𝑡𝑒𝑟𝑚 𝑎2 = ( ) = ∙ = → 𝑠𝑒𝑐𝑜𝑛𝑑 𝑡𝑒𝑟𝑚
3 3 3 9 3 3 3 3 9

38
 MATH I
34 HSF.BF.B.3 Two functions, 𝑓(𝑥) and 𝑔(𝑥), are graphed below.

Describe the transformation(s) required to map 𝑓(𝑥) onto 𝑔(𝑥).

To map 𝑓(𝑥) onto 𝑔(𝑥) you have to:

___________________________________________________________________________

 translate the function to the right 5 units

___________________________________________________________________________

 reflect about the x-axis

___________________________________________________________________________

 vertically stretch by a factor of 2

___________________________________________________________________________

 vertically translate it up 3 units.

Note-Order of the transformations does not matter

Scoring Notes

1 point = for having 3 out of 4 transformations correct

2 points = for having all 4 transformations correct

Solution

39
35 The coordinate plane below shows the graph of 𝑓(𝑥) after a transformation of 𝑓(𝑥 − ℎ) is
performed.
HSF.BF.B.3

Which statement about 𝑓(𝑥 − ℎ) is true?

A. 𝑓(𝑥 − ℎ) = 2𝑥 + 1
B. 𝑓(𝑥 − ℎ) = 2𝑥 − 1
C. 𝑓(𝑥 − ℎ) = 2𝑥+1
D. 𝑓(𝑥 − ℎ) = 2𝑥−1

Scoring Notes

A=0 points
B=0 points
C=2 points for correct answer
D=1 point Error: student translated horizontally the wrong direction
Solution

𝑓(𝑥 − ℎ) = 2𝑥 + 1 would represent 𝑓(𝑥) + 𝑘

𝑓(𝑥 − ℎ) = 2𝑥 − 1 would represent 𝑓(𝑥) − 𝑘
𝑓(𝑥 − ℎ) = 2𝑥+1 would represent 𝑓(𝑥 − ℎ)
𝑓(𝑥 − ℎ) = 2𝑥−1 would represent 𝑓(𝑥 + ℎ)

40
 MATH I
36 The graph shows the value of two different shares of stock over a period of 8 years. Select all
that apply to this situation.
HSF.LE.A.1

A. The model shows that the graph of Stock A is an exponential growth model with the
initial value of $4.00 and a growth factor of 0.75.
B. The value of Stock B is going down over time. The initial value of Stock B is
higher than the initial value of Stock A. However, after about 2 years, the value of
Stock A becomes more than the value of Stock B.
C. The model shows that the graph of Stock B is an exponential decay model with the
initial value of $12.00 and a decay factor of 0.75.
D. The model shows that the graph of Stock A is an exponential growth model with the
initial value of $4.00 and a growth factor of 1.25.
E. The model shows that the graph of Stock B is an exponential decay model with the
initial value of $12.00 and a decay factor of 1. 25.
F. The model shows that Stock B will double its initial value in about 3 years.

41
Scoring Notes
3 points = 3 correct answers
2 points = 2 correct answers
1 point = 1 correct answer
0 points if a student selects more than two options

Solution

Stock A Stock B
 Exponential Growth  Exponential Decay
 Initial Value of $4.00  Initial Value of $12.00
 Growth Factor greater than 1  Growth Factor less than 1

42
 MATH I
37 HSF.LE.A.1 PART 1 Consider the following table:

0
𝑥 −3 0 3 6 9
1
1
2 𝑝(𝑥) 2 16 128 1024
4

Write the function of the form 𝑝(𝑥) = 𝑎𝑏 𝑥 that is modeled by this table.

𝑝(𝑥 ) = 2(2)𝑥

PART 2 Evaluate 𝑝(10).

𝑝(10) = 2048

43
Scoring Notes
PART 1: 1 point = correct answer
PART 2: 1 point = correct answer

Solution

PART 1:
(0, 2) and (3, 16) Choose two points from the table to
substitute for values of 𝑥 and 𝑝(𝑥).
2 = 𝑎𝑏 0 and 16 = 𝑎𝑏 3 Use a system to solve these two equations
2 = 𝑎𝑏 0
2=𝑎∙1
𝑎=2
Then 16 = 2𝑏 3
8 = 𝑏3
23 = 𝑏 3
2=𝑏
𝑝(𝑥) = 2(2)𝑥 Substitute 𝑎 = 2 and 𝑏 = 2 into the
function

PART 2:
𝑝(10) = 2(2)10
𝑝(10) = 2 ∙ 1024
𝑝(10) = 2048

44
 MATH I
38 Categorize each of the following situations as either a linear or an exponential model. Provide
justifications for your choices.
HSF.LE.A.2

0
1. A savings account accumulates no interest but receives a deposit of $500 each month.
1

2 Linear because rate of increase is constantly 500

____________________________________________________________________
3 ____________________________________________________________________
4

5 2. The value of a house increases by 1.5% per year.

Exponential because the increase isn’t constant because it is

____________________________________________________________________
based on the previous year
____________________________________________________________________

3. The temperature increases by 4°𝐹 every hour from 8: 00 a.m. to 3: 00 p.m. one day
during July.

Linear because rate of increase is constantly 4

____________________________________________________________________
____________________________________________________________________

1
4. Every 240 minutes, 4 of the rat population dies.

Exponential because the rate of decrease changes based on

____________________________________________________________________
shrinking population
____________________________________________________________________

5. Each month, there are 5 fewer bales of alfalfa in the barn.

Linear because rate of decrease is constantly 5

____________________________________________________________________
____________________________________________________________________

45
Scoring Notes
5 points total
1 point for each correct answer

Solution

Note-students could justify their answers with a graph as well for

credit.

46
 MATH I
39 HSF.LE.A.2 A bacteria population starts at 1,496 and decreases by 10% every day.

1 PART 1 Which of the following represents the number of bacteria present each day?
Select all that apply.
2

3 A. 𝑓(𝑡) = 1496(0.10)𝑡 E. 𝑓(𝑡) = 1496 − 1496(0.10𝑡)

B. 𝑓(𝑡) = 1496(0.90)𝑡
4
F. 𝑓(𝑡) = 1496 − 1496(0.90𝑡)

C. G.

D. H.

PART 2 How many bacteria are present after 2 days?

A. 15 bacteria
B. 299 bacteria
C. 1197 bacteria
D. 1211 bacteria

47
Scoring Notes
PART 1: 2 points = all 2 correct answers
1 point = 1 correct answer
0 points = more than 2 answers selected

PART 2: A=1 point Error: Didn’t subtract 0.10 from 1 for rate
B=0 points
C=0 points
D=2 points for correct answer
Solution
PART 1:
𝑓(𝑡) = 1496(1 − 0.10)𝑡
𝑓(𝑡) = 1496(0.90)𝑡

𝑓(3) = 1496(0.90)3 = 1090.584

𝑓(6) = 1496(0.90)6 = 795.036
The points (3, 1090) and (6, 795)
match graph G

PART 2:
𝑓(2) = 1496(0.90)2 = 1211.76
Or 1211 bacteria

48
 MATH I
40 Two computer equipment rental companies have different penalty policies for returning
equipment late as modeled in the tables.
HSF.LE.B.5

1 Company 1 Company 2
2 Time Penalty Time Penalty
(Days) ($) (Days) ($)
3
1 2 1 2
2 4 2 4
3 6 3 8
4 8 4 16
5 10 5 32
Which statements below are true? Select all that apply.

A. Company 1’s penalty is doubling each day and 𝑃(𝑑) = 2𝑑.

B. Company 2’s penalty is doubling each day and 𝑃(𝑑) = 𝑑 2 .

C. Company 1’s penalty is $2 per day and 𝑃(𝑑) = 2𝑑.

D. Company 2’s penalty is $2 for the first day, then doubles each additional
day and 𝑃(𝑑) = 2𝑑 .
E. Company 1 has penalties that grow more quickly.

F. Company 2 has a greater 10-day penalty.

49
Scoring Notes
3 points = 3 correct answers
2 points = 2 correct answers
1 point = 1 correct answer
0 points if a student selects more than three options

Solution

50
 MATH I
41 The cost of tuition at a private college can be modeled by the equation
𝑇(𝑦) = 30,000(1.07)𝑦 , where y is the number of years since 2000.
HSF.LE.B.5

1 PART 1 What was the tuition in the year 2000? ____________________

$30,000
2

PART 2 A student claims the growth rate is 107%. Is she correct? Explain.

107% is not correct. It is a 7% growth rate because

___________________________________________________________________________
1.07=1+0.07=1+r, where r=0.07 or 7%
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Scoring Notes
PART 1: 1 point = correct answer
PART 2: 1 point = accurate explanation

Solution

51
42 PART 1 Create a boxplot for the data shown below.
HSS.ID.A.1

PART 2 Find the interquartile range of your boxplot.

𝐼𝑄𝑅 = 7

Scoring Notes
PART 1: 1 point = correct boxplot
PART 2: 1 point = correct interquartile range

Solution

PART 1:
 There are 22 total data points
 Median will be between 11th and 12th data points. Both are 10, so
median is 10
 1st quartile is at the 6th data point, which is 8
 3rd quartile is at the 17th data point, which is 15
 The minimum value is 6 and the maximum value is 18

PART 2:
𝐼𝑄𝑅 = 3𝑟𝑑 𝑞𝑢𝑎𝑟𝑡𝑖𝑙𝑒 − 1𝑠𝑡 𝑞𝑢𝑎𝑟𝑡𝑖𝑙𝑒 = 15 − 8 = 7

52
 MATH I
43 HSS.ID.A.1 PART 1 Create a boxplot that could represent this data.

PART 2 Where is the mean in relation to the median? Justify your response.

Since the data is skewed right, the mean will be greater than the
________________________________________________________________________
median.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Scoring Notes
Part 1: 1 point = correct boxplot
Part 2: 1 point = correctly identified data is skewed right
1 point = accurate justification
Solution
PART 1:
 There are 17 total data points
 Median will be 9th data point in the interval between 20 − 25.
 1st quartile is halfway between 4th and 5th data point in the interval between 15 − 20
 3rd quartile is halfway between 13th and 14th data point in the interval between 35 − 40
 The minimum value is in the interval 5-10 and the maximum value is in the interval
40-45

53
44 Airline P and Airline Q track the arrival times of 30 flights to determine if they were early, on
time, or late. The dot plot below compares the data collected from the two airlines.
HSS.ID.A.2

 Negative numbers represent the minutes the flight arrived before its scheduled time
 Positive numbers represent the minutes the flight arrived after its scheduled time.
 Zero indicates the flight arrived at its scheduled time.

PART 1 Compare the mean of Airline P and Airline Q. Justify your reasoning.
The mean of Airline Q is greater than the mean of Airline P. Or
____________________________________________________________________________
students describe the shape of the graph.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

PART 2 Compare the standard deviation of Airline P and Airline Q. Justify your
reasoning.
Because Airline Q’s data has greater spread or more variability, the
standard deviation of Airline Q is greater than that of Airline P.
____________________________________________________________________________

OR, Because Airline P’s arrival times are clustered more tightly,
____________________________________________________________________________

Airline P has a smaller standard deviation than Airline Q.

____________________________________________________________________________
____________________________________________________________________________

PART 3 Assuming you want to arrive as close to the scheduled time as possible, from
which airline should you buy your ticket? Use your comparisons to justify your
choice.
Student should choose Airline P because of the smaller average time
____________________________________________________________________________
and smaller standard deviation.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
54
 MATH I
Scoring Notes
PART 1: 1 point = correct answer
PART 2: 1 point = correct answer
PART 3: 1 point = accurate justification

Solution

55
45 Which of the following sets of four numbers has the largest possible standard deviation?
Justify your answer mathematically.
HSS.ID.A.2

1
A. 1, 2, 5, 6
2 B. 4, 5, 5, 6
3 C. 1, 3, 5, 7
D. 6, 7, 8, 9

Set C has the largest standard deviation because the data is the
________________________________________________________________________
most spread out in relation to the mean.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Scoring Notes
Up to 3 points total possible on this item
A=1 point Error: greatest difference between consecutive data points
B=0 points
C=2 points for correct answer
D=0 points

1 point = accurate justification

Solution

56
 MATH I
46 There are four students in a classroom, ages 13, 14, 16, and 17. If a 15 year old student
walks into the classroom, which changes will occur? Select all that apply.
HSS.ID.A.3

1
A. The median will decrease.
2 B. The median will stay the same.
3 C. The median will increase.
D. The mean will decrease.
E. The mean will stay the same.
F. The mean will increase.
G. The standard deviation will decrease.
H. The standard deviation will stay the same.
I. The standard deviation will increase.

Scoring Notes
3 points = 3 correct answers
2 points = 2 correct answers
1 point = 1 correct answer
0 points if a student selects more than three options
Solution
The data is still symmetric so the median and the mean do not
change. The standard deviation will decrease because the new point
is on the mean.

57
47 Students at Bighorn High were randomly surveyed about the time they spent on homework
during two different weeks. The results are shown below.
HSS.ID.A.3

PART 1 Which week shows greater variability? Justify your answer.

Week 2 has greater variability because more data is clustered at
____________________________________________________________________________
the extremes.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

PART 2 During Week 1, a student reported spending 2 ½ hours on homework. How

would the mean be affected?
The mean time would increase.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

PART 3 How would the standard deviation be affected?

The standard deviation would increase.

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

58
 MATH I
Scoring Notes
PART 1: 1 point = correct answer
PART 2: 1 point = correct answer
PART 3: 1 point = correct answer

Solution

PART 3:
The new student’s time would be an outlier to the right of the graph
(150 minutes) so the standard deviation must increase.

59
48 Middle-school students were asked about their music preferences. Their responses are
summarized in the table below.
HSS.ID.B.5

0
Likes Doesn’t Like
1 Total
Country Country
2
Likes Rock 26 9 35
3
Doesn’t Like Rock 5 23 28
4
Total 31 32 63

PART 1 What percentage of students don’t like both rock and country? _____
36.5%

PART 2 55.6%
What percentage of the students like rock? _____

PART 3 Of the students that like country, what percentage don’t like rock? _____
16.1%

PART 4 Of the students that don’t like rock, what percentage also don’t like
country? 82.1%
_____

60
 MATH I
Scoring Notes
PART 1: 1 point = correct answer
PART 2: 1 point = correct answer
PART 3: 1 point = correct answer
PART 4: 1 point = correct answer
Note- accept percentages rounded to the nearest tenth of a percent or
to the nearest percent.

Solution

PART 1:
23 𝑠𝑡𝑢𝑑𝑒𝑛𝑡𝑠 𝑑𝑜𝑛′ 𝑡 𝑙𝑖𝑘𝑒 𝑟𝑜𝑐𝑘 𝑎𝑛𝑑 𝑑𝑜𝑛′ 𝑡 𝑙𝑖𝑘𝑒 𝑐𝑜𝑢𝑛𝑡𝑦
= 0.3650 = 36.5%
63 𝑡𝑜𝑡𝑎𝑙 𝑠𝑡𝑢𝑑𝑒𝑛𝑡𝑠

PART 2:
35 𝑠𝑡𝑢𝑑𝑒𝑛𝑡𝑠 𝑙𝑖𝑘𝑒 𝑟𝑜𝑐𝑘
= 0.5555 = 55.6%
63 𝑡𝑜𝑡𝑎𝑙 𝑠𝑡𝑢𝑑𝑒𝑛𝑡𝑠

PART 3:
5 𝑠𝑡𝑢𝑑𝑒𝑛𝑡𝑠 𝑙𝑖𝑘𝑒 𝑐𝑜𝑢𝑛𝑡𝑟𝑦 𝑎𝑛𝑑 𝑑𝑜𝑛′ 𝑡 𝑙𝑖𝑘𝑒 𝑟𝑜𝑐𝑘
= 0.1612 = 16.1%
31 𝑠𝑡𝑢𝑑𝑒𝑛𝑡𝑠 𝑙𝑖𝑘𝑒 𝑐𝑜𝑢𝑛𝑡𝑟𝑦

PART 4:
23 𝑠𝑡𝑢𝑑𝑒𝑛𝑡𝑠 𝑑𝑜𝑛′ 𝑡 𝑙𝑖𝑘𝑒 𝑟𝑜𝑐𝑘 𝑎𝑛𝑑 𝑑𝑜𝑛′ 𝑡 𝑙𝑖𝑘𝑒 𝑐𝑜𝑢𝑛𝑡𝑦
= 0.8214 = 82.1%
28 𝑠𝑡𝑢𝑑𝑒𝑛𝑡𝑠 𝑑𝑜𝑛′ 𝑡 𝑙𝑖𝑘𝑒 𝑟𝑜𝑐𝑘

61
49 Using the information below, what are the marginal frequencies of the two-way table shown?

 A survey of 90 students found that 40% of those surveyed skip breakfast.

HSS.ID.B.5

1  Of the students who eat breakfast, half are ages 10 − 13.

2
 There were more younger than older students surveyed.
 Two-thirds of the students who skipped breakfast are ages 10 − 13.

Eat Skip
Breakfast Breakfast Total
Students ages 10 − 13 27
__________ 24
__________ 51
__________
Students ages 14 − 17 27
__________ 12
__________ 39
__________
Total __________
54 36
__________ 90
__________

Scoring Notes
2 points = 9 correct answers
1 point = 4-6 correct answers
0 points = 3 or less correct answers
Solution
Eat Breakfast Skip Breakfast Total

Step #4 Step #5
Step #7
Students age 10 − 13 54 2
= 27 𝑜𝑓 36 = 24 27 + 24 = 51
2 3
Step #4 Step #6
Step #8:
Students age 14 − 17 54 1
= 27 𝑜𝑓 36 = 12 27 + 12 = 39
2 3
Step #3 Step #2 Step #1
Total
𝑇𝑜𝑡𝑎𝑙 = 90
60% 𝑜𝑓 90 = 54 40% 𝑜𝑓 90 = 36

62 STOP
BLANK PAGE
 EOC Remediation Steering Committee

Sandy Aird Barbara K. Lindsay

Washoe County School District Clark County School District
Lisa Bliss Sarah Negrete
Churchill County School District Northeastern Nevada
Regional Professional Development Program
Dave Brancamp
Nevada Department of Education Kelly Novi
Humboldt County School District
Heather Crawford-Ferre
Nevada Department of Education Danielle Miller
Clark County School District
Lisa Ford
Nevada Department of Education Mike Pacheco
Nevada Department of Education
Kindra Fox
Washoe County School District Barbara Perez
Clark County School District
Kirsten Gleissner
Northwestern Nevada Keri Pommerening
Regional Professional Development Program Lyon County School District
Tracy Gruber Kevin M. Sigl
Nevada Department of Education Clark County School District
Dawn Hagness Chelli Smith
Humboldt County School District Southern Nevada
Regional Professional Development Program
Darrin Hardman
Nevada Department of Education Sarada Toomey
Andre Agassi College Preparatory Academy
Charter School
 Mathematics I Diagnostic Tools Workgroup

Judy Ashby Gail Hunt Sasha Sonderby

Washoe County School District Lyon County School District Carson City School District

Cheryl Barnson Kathy Lawrence Karl Spendlove

Southern Nevada Regional Northwestern Nevada Regional Southern Nevada Regional
Professional Development Program Professional Development Program Professional Development Program

Jodi Cunningham Jennifer Lile Sara Swanson

Clark County School District Clark County School District Clark County School District

Becky Curtright Sarah Lobsinger Tina Westwood

Washoe County School District Carson City School District Northeastern Nevada Regional
Professional Development Program
Carol Long
Southern Nevada Regional
Professional Development Program

Mathematics I Diagnostic Tools Content Review

Christine Corbin Carrie Hair Jenny Salls

Clark County School District Washoe County School District Washoe County School District

Sue Drozdoff Deena Lyons Kwai-Yee Sung

Carson City School District Clark County School District Washoe County School District

Sue Gonyou Tina Westwood

Washoe County School District Northeastern Nevada Regional
Professional Development Program

Graphics and Formula Formatting

Becky Curtright Mike Patterson

Washoe County School District Clark County School District
 Steve Canavero
Superintendent of Public Instruction

Dave Brancamp
Director of Standards and Instructional Support

Mike Pacheco
Mathematics and STEM Programs Professional
mpacheco@doe.nv.gov

Heather Crawford-Ferre
Mathematics Programs Professional
hcrawfordferre@doe.nv.gov