A TAAP

Arkansas Comprehensive Testing, Assessment, and Accountability Program

Released Item Booklet

Algebra I
End-of-Course Examination

April 2008 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

PAGE

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

Scoring Student Responses to Algebra I Open-Response Items................................................2

PART II Released Test Items with Correct Responses ........................................................................3–12

Released Algebra I Items ...........................................................................................................3–11

End-of-Course Mathematics Reference Sheet ...............................................................................12

PART III Curriculum Framework........................................................................................................13–14

PART IV Item Correlation with Curriculum Framework .................................................................15–16

Released Items for Algebra I .........................................................................................................15

Non-Released Items for Algebra I .................................................................................................16

i
 PART I Overview

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 2008.

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 2008 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 2008. 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 12 of this booklet.) All of the multiple-
choice items within this booklet have the correct response marked with an asterisk (*).

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.

1
 PART I Scoring Student Responses to Algebra I Open-Response Items

While multiple-choice items are scored by machine to determine if the student chose the correct answer from
four options, responses to open-response items must be scored by trained “readers” using a pre-established set
of scoring criteria.

The Arkansas Algebra I Rangefinding Committee assisted in the development of the scoring criteria. The
committee comprises active Arkansas educators with expertise in mathematics education.

Reader Training

Before readers are allowed to begin assigning scores to any student responses, they go through intensive
training. The first step in that training is for the readers to read the Algebra I open-response items as they appear
in the test booklet and to respond—just as the student test takers are required to do. This step gives the readers
some insight into how the students might have responded. The next step is the readers’ introduction to the
scoring rubric. All of the specific requirements of the rubric are explained by the Scoring Director who has been
specifically trained to lead the scoring group. Then responses (anchor papers) that illustrate the score points of
the rubric are presented to the readers and discussed. The goal of this discussion is for the readers to understand
why a particular response (or type of response) receives a particular score. After discussion of the rubric and
anchor papers, readers practice scoring sets of responses that have been pre-scored and selected for use as
training papers. Detailed discussion of the responses and the scores they receive follows.

After three or four of these practice sets, readers are given “qualifying rounds.” These are additional sets of pre-
scored papers, and, in order to qualify, each reader must score in exact agreement on at least 80% of the
responses and have no more than 5% non-adjacent agreement on the responses. Readers who do not score
within the required rate of agreement are not allowed to score the Algebra I End-of-Course Examination
responses.

Once scoring of the actual student responses begins, readers are monitored constantly throughout the project to
ensure that they are scoring according to the criteria. Daily and cumulative statistics are posted and analyzed,
and the Scoring Director or Team Leaders reread selected responses scored by the readers. These procedures
promote reliable and consistent scoring. Any reader who does not maintain an acceptable level of agreement is
dismissed from the project.

Scoring Procedures

All student responses to the Algebra I End-of-Course Examination open-response test items are scored
independently by two readers. Those two scores are compared, and responses that receive scores that are non-
adjacent (a “1” and a “3,” for example) are scored a third time by a Team Leader or the Scoring Director for
resolution.

2
 PART II Released Algebra I Items
ARAM06N0401NXXX-463B ARAM05S0207NXXX-221C
1. Which is the correct way to factor the 5. Grace hiked 20 kilometers south and then
polynomial x2 – 16? 15 kilometers east. How far is Grace from the
starting point of her hike?
A. (x – 4)(x – 4)
A. 14.1 km
* B. (x – 4)(x + 4)
B. 17.5 km
C. (x + 4)(x – 2)(x + 2)
* C. 25.0 km
D. not factorable
D. 35.0 km

ARAM06L0101NXXX-133C
2. Evaluate the algebraic expression below when ARAM06N0403NXXX-472D
a = 4 and x = 5. 6. What are the solutions to the quadratic
equation x2 – 6x + 8 = 0?
a – x(3 + a2) – 10
A. x = –2, x = –4
A. –43 B. x = –2, x = 4
B. –67 C. x = 2, x = –4
* C. –103 * D. x = 2, x = 4
D. –253

ARAM06D0504NXXX-511B

ARAM06S0202NXXX-264A
7. The weights of 11 people in John’s class are
3. What is the solution for the two algebraic averaged to be 94 pounds. John takes out
equations below? one person’s weight and the average becomes
97 pounds. What weight was removed from
the data set?
⎪⎧3x − 2 y = 25
⎨
⎪⎩5 y = 2 x − 24 A. 33 pounds
* B. 64 pounds
* A. (7, –2)
C. 97 pounds
B. (–2, 7)
D. 100 pounds
C. (17, 2)
D. (1, –11)
ARAM05F0303NXXX–348D
8. Given the function f(x) = 2 – 3x, what is
ARAM06L0103NXXX-168C
f(– 4)?
4. Simplify the expression (–8x3)(3x5).
A. –10
2
A. –5x B. 2
8
B. –5x C. 4
8
* C. –24x * D. 14
15
D. –24x

3
 PART II Released Algebra I Items
ARAM06D0501Y571-571D
9. Which graph correctly shows the line of best fit for its series of points?

ARAM06F0307NXXX-349C ARAM06S0203NXXX-238A
10. Which line is parallel to the line with the 11. Solve the formula below for r.
2
equation y = – x + 7? I = prt
3

2 I
A. y= x +2 * A. r=
3 pt
3 pt
B. y= x +6 B. r=
2 I
2 C. r = I + pt
* C. y=– x –4
3 D. r = I – pt
3
D. y=– x –1
2

4
 PART II Released Algebra I Items
ARAM06F0304Y370-370A ARAM06N0405NXXX-483A
12. The distance a car travels over time when 14. A batter hits a ball directly upward with an
traveling at a constant speed is shown on the initial velocity of 96 ft per second. The
graph below. equation h = vt – 16t2 represents vertical
motion that is only affected by gravity. The
height the ball travels is represented by h, the
initial velocity of the ball is v, and t is the
time. How high is the ball after 3 seconds?

* A. 144 ft
B. 240 ft
C. 272 ft
D. 432 ft

ARAM06L0103NXXX-137D
−n
⎛1⎞
15. Use the laws of exponents to evaluate ⎜ ⎟
What is the independent variable in the ⎝ x⎠
function? when x = 7 and n = 2.

* A. time 1
A.
B. speed 49
C. distance 1
B.
D. amount of gas 7
C. 7
* D. 49
ARAM06L0108NXXX-122C
13. What is the simplest form of the radical
expression below?

27
169

27
A.
13
9 3
B.
13
3 3
* C.
13
3 3
D.
169

5
 PART II Released Algebra I Items
ARAM06N0402Y468-468C
16. What are the zeros of the nonlinear function graphed below?

A. (–2, 20) and (0, 18)

B. (–2, 20) and (0, 0)
* C. (–10, 0) and (6, 0)
D. (0, 0) and (0, 18)

ARAM06N0404NXXX-478A
ARAM06L0104NXXX-112A
17. If the equation y = x is graphed and then 18. What is the solution, rounded to the nearest
moved up 3 units on the y-axis, what will be tenth, of the algebraic equation below?
the equation of the new graph?
x = (6.73 × 10–9)(2.54 × 108)
* A. y= x +3 * A. x = 1.7
B. y = x+3 B. x = 170.9
C. x = 1.7 × 10–17
C. y=3 x
D. x = 17.1 × 10–72
D. y = 3x

6
 PART II Released Algebra I Items
ARAM06D0503Y507-507D
19. Jimmy is organizing results from the basketball games this season.

Which matrix represents the graphs above?

Game
A. 1 2 B.
⎡ 20
1 20 ⎤ ⎡ 40 ⎤
1
⎢ ⎥ ⎢ ⎥
Half ⎢
30 ⎥
Game ⎢ ⎥
210 2 40
3 ⎢ 40 10 ⎥ 3 ⎢50 ⎥
⎢ ⎥ ⎢ ⎥
4 ⎢⎣ 30 10 ⎥⎦ 4 ⎢⎣ 40 ⎥⎦

Game Half
C. 1 2 3 4 * D. 1 2
⎡ 40 40 50 40 ⎤ 1 ⎡ 20 20 ⎤
⎣ ⎦ ⎢ ⎥
2 ⎢10 30 ⎥
Game ⎢
3 40 10 ⎥
⎢ ⎥
4 ⎢⎣30 10 ⎥⎦

ARAM05N0403NXXX-451C ARAM06L0109NXXX-155A
2
20. What are the solutions for 2x + 11x – 6 = 0? 21. What is the value of 5 3 – 75 ?

A. x = 3, – 6 * A. 0

B. x = –3, 6 B. 10 3
1 C. –20 3
* C. x= , –6
2 D. cannot be subtracted
1
D. x=– ,6
2

7
 PART II Released Algebra I Items
ARAM06F0307NXXX-381A ARAM04F0301Y436-436D
22. Which set of slopes would belong to a pair of 24. Which graph represents a function?
lines perpendicular to one another?

3 10
* A. m= and m = –
10 3
3 3
B. m= and m = –
10 10
3 3
C. m= and m =
10 10
3 10
D. m= and m =
10 3

ARAM06D0502NXXX-506A
1
23. Based on the matrix below, what is Y?
2

⎡ 7 8 10 ⎤
⎢ ⎥
Y = ⎢ 1 −3 12 ⎥
⎢ 22 8 4 ⎥
⎣ ⎦

⎡3.5 4 5⎤
⎢ ⎥
* A. ⎢ 0.5 −1.5 6⎥
⎢ 11 4 2 ⎥⎦
⎣
⎡14 16 20 ⎤
⎢ ⎥
B. ⎢ 2 −6 24 ⎥ *
⎢ 44 16 8 ⎥
⎣ ⎦

C. ⎡138⎤
⎣ ⎦

D. ⎡34.5⎤
⎣ ⎦

8
 PART II Released Algebra I Items
ARAM03S0208NXXX-047B ARAM03S0202Y194-194D
25. Melissa has $790 in savings. She wants to Use the diagram below to answer question 27.
purchase a new computer for $1,750. She
plans to add $20 each week to her savings.
How many weeks will Melissa need to add to
her savings before she can purchase the new
computer?

A. 40
* B. 48
C. 88
D. 127 27. The area of the right triangle above is
96 square inches. What is the perimeter of
the triangle?
ARAM06F0309Y385-385B
26. Jeff drove at a constant speed from Dallas to A. 5 inches
his home. The graph below shows his distance B. 12 inches
from Dallas as a function of time. If David
drove the same route at a constant but slower C. 20 inches
speed, how would the slope of the graph of * D. 48 inches
David’s trip compare to the slope of the graph
of Jeff’s trip?
ARAM03L0105NXXX-080C
28. Trystan painted a mural. He was paid $150
for supplies and x dollars for every hour he
worked. He finished the mural after painting
4 hours on Monday, 6 hours on Tuesday,
3 hours on Wednesday, and 2 hours on
Thursday. His total pay can be described by
the expression below:

4x + 6x + 3x + 2x + 150

How can the expression be simplified?

A. The slope of David’s graph would be A. x = 10

zero. B. x = –10
* B. The slope of David’s graph would be * C. 15x + 150
less than that of Jeff’s graph.
D. 144x + 150
C. The slope of David’s graph would be the
same as that of Jeff’s graph.
D. The slope of David’s graph would be
greater than that of Jeff’s graph.

9
 PART II Released Algebra I Items
ARAM06D0505Y553-553C
29. Below is a box-and-whisker plot that Mr. Malsom made of the tests in his 1st-hour and 4th-hour classes.

Which must be true about the scores in his classes?

A. The range of the 1st-hour class is larger.

B. The mean of the 1st-hour class is higher.
* C. The median of the 1st-hour class is higher.
D. The interquartile range of the 4th-hour class is larger.

ARAM06D0506Y516-516B ARAM05S0203NXXX-247C
30. Based on the cumulative frequency histogram 31. Charlie had a full tank of gas before he drove
below, in what percentage of games were 5 or 400 miles. Then, Charlie stopped to refill the
fewer runs scored? tank. It took 36 gallons of fuel to fill up.
Based on the equation m ÷ g = mpg, how
many miles per gallon (mpg) did the truck
get?

A. 9.0
B. 10.0
* C. 11.1
D. 12.4

ARAM03S0201NXXX-010C
32. Ashley is pricing shirts using the function
P(w) = 1.72w + 1.80. What price (P) should
she put on a shirt having a wholesale cost (w)
of $6.50?

A. 40% A. $ 2.00
* B. 60% B. $11.18
C. 90% * C. $12.98
D. 120% D. $14.28

10
 PART II Released Algebra I Items
ARAM06D0510Y529-529D
33. Rodney goes for a jog. When he leaves the house, he jogs at a slow pace. Then he stops to stretch. He then
restarts at the same slow pace as before. He ends his jog with a period of running at a very fast pace.
Which graph shows Rodney’s jog?

11
PART II End-of-Course Mathematics Reference Sheet

12
 PART III Curriculum Framework
The Arkansas Algebra I Mathematics Curriculum Framework*

Strands Content Standards Student Learning Expectations

1. LANGUAGE OF 1. Students will develop 1. Evaluate algebraic expressions, including radicals, by applying the order of operations.
ALGEBRA (LA) the language of algebra 2. Translate word phrases and sentences into expressions, equations, and inequalities, and
including specialized vice versa.
vocabulary, symbols, 3. Apply the laws of (integral) exponents and roots.
and operations. 4. Solve problems involving scientific notation, including multiplication and division.
5. Perform polynomial operations (addition, subtraction, multiplication) with and without
manipulatives.
3
8. Simplify radical expressions such as .
7
9. Add, subtract, and multiply simple radical expressions like 3 20 + 7 5 and 4 5 × 2 3 .
2. SOLVING 2. Students will write, with 1. Solve multi-step equations and inequalities with rational coefficients
EQUATIONS AND and without appropriate • numerically (from a table or guess and check)
INEQUALITIES technology, equivalent • algebraically (including the use of manipulatives)
(SEI) forms of equations, • graphically
inequalities, and systems • technologically
of equations, and solve 2. Solve systems of two linear equations
with fluency. • 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.)
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.
7. Use coordinate geometry to represent and/or solve problems (midpoint, length of a line
segment, and Pythagorean Theorem).
8. Communicate real-world problems graphically, algebraically, numerically, and verbally.
3. LINEAR FUNCTIONS 3. Students will analyze 1. Distinguish between functions and non-functions/relations by inspecting graphs, ordered pairs,
(LF) functions by investigating mapping diagrams, and/or tables of data.
rates of change, 3. Know and/or use function notation, including evaluating functions for given values in their
intercepts, and zeros. domain.
4. Identify independent variables and dependent variables in various representational modes:
words, symbols, and/or graphs.
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.
8. Write an equation in slope-intercept, point-slope, and standard forms, given
• two points
• 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.

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

13
 PART III Curriculum Framework
The Arkansas Algebra I Mathematics Curriculum Framework* (continued)

Strands Content Standards Student Learning Expectations

4. NON-LINEAR 4. Students will compare 1. Factoring polynomials.
FUNCTIONS the properties in the • greatest common factor
(NLF) family of functions. • 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 (with rational coefficients)
• absolute value
• exponential functions
5. Communicate real-world problems graphically, algebraically, numerically, and verbally.
5. DATA 5. Students will compare 1. Construct and use scatter plots and line of best fit to make inferences in real-life situations.
INTERPRETATION various methods of 2. Use simple matrices in addition, subtraction, and scalar multiplication.
AND PROBABILITY reporting data to make 3. Construct simple matrices for real-life situations.
(DIP) inferences or predictions. 4. Determine the effects of changes in the data set on the measures of central tendency.
5. Use two or more graphs (i.e., box-and-whisker, histograms, scatter plots) to compare data
sets.
6. Construct and interpret a cumulative frequency histogram in real-life situations.
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.
10. Communicate real-world problems graphically, algebraically, numerically, and verbally.

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

14
 PART IV Item Correlation with Curriculum Framework
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 Inequalities 2. Students will write, with and without appropriate technology, equivalent forms of equations, inequalities, and
(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
Content
Item Strand Learning
Standard
Expectation
1 NLF 4 1
2 LA 1 1
3 SEI 2 2
4 LA 1 3
5 SEI 2 7
6 NLF 4 3
7 DIP 5 4
8 LF 3 3
9 DIP 5 1
10 LF 3 7
11 SEI 2 3
12 LF 3 4
13 LA 1 8
14 NLF 4 5
15 LA 1 3
16 NLF 4 2
17 NLF 4 4
18 LA 1 4
19 DIP 5 3
20 NLF 4 3
21 LA 1 9
22 LF 3 7
23 DIP 5 2
24 LF 3 1
25 SEI 2 8
26 LF 3 9
27 SEI 2 2
28 LA 1 5
29 DIP 5 5
30 DIP 5 6
31 SEI 2 3
32 SEI 2 1
33 DIP 5 10

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

15
 PART IV Item Correlation with Curriculum Framework
Non-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 Inequalities 2. Students will write, with and without appropriate technology, equivalent forms of equations, inequalities, and
(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
Content
Item Strand Learning
Standard
Expectation
1 DIP 5 2
2 LF 3 1
3 LF 3 3
4 NLF 4 2
5 LF 3 5
6 LA 1 2
7 SEI 2 1
8 DIP 5 8
9 SEI 2 5
10 DIP 5 5
11 NLF 4 4
12 DIP 5 7
13 SEI 2 6
14 LF 3 5
15 LA 1 5
16 LA 1 4
17 SEI 2 8
18 SEI 2 8
19 DIP 5 9
20 NLF 4 2
21 NLF 4 5
22 LF 3 6
23 LA 1 4
24 LF 3 8
25 LA 1 1
26 NLF 4 2
27 NLF 4 1
A DIP 5 3
B LF 3 8
C LA 1 2
D NLF 4 4
E SEI 2 2

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

16
 A TAAP
Arkansas Comprehensive Testing, Assessment, and Accountability Program

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

QAI03442 RIB-A AR0804