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## What is the Algebra I (Common Core) Regents?

According to the State Education Department, the specifications for the Regents Examination in Algebra I (Common Core) are as follows:

"All questions on the Regents Examination in Algebra I will measure the Common Core Algebra I standards as specified in the PARCC Model Content Framework for Algebra I...The standards define what students should understand and be able to do at the high school level; the Model Content Framework describes which content is included and emphasized within the Algebra I course, specifically....The test blueprint for the Regents Examination in Algebra I (Common Core) demonstrates NYSED?s commitment to ensuring that educators are able to focus their instruction on the most critical elements of the Algebra I course. The test blueprint shows that the Algebra conceptual category contains 50% - 56% of the credits, the Functions conceptual category contains 32% - 38% of the credits, the Number and Quantity conceptual category contains 2% - 8% of the credits and Statistics and Probability conceptual categories contains 5% - 10% of the credits on the exam."

## When do I take the Algebra I (Common Core) Regents Exam?

The Algebra I (Common Core) Regents exam is administered in January, June and August of every school year. Most students will take this exam after successfully completing their first year of study of high school-level mathematics.

## How is the Algebra I (Common Core) Regents Exam set up?

the Algebra I (Common Core) Regents exam is a 3-hour long exam that consists of four parts with a total of 37 questions. The accompanying table shows the point breakdown of the test.

 Part Number of Questions Point Value Total Points I 24 multiple choice 2 48 II 8 constructed-response 2 16 III 4 constructed-response 4 16 IV 1 constructed-response 6 6
 ???Test = 37 Questions Test = 86 Points??
• Part 1 consists of 24 multiple-choice questions with four possible answers labeled (1), (2), (3), and (4).
• Part II consists of 8 constructed-response questions that require students to show their work as they answer a question that has real-world mathematical applications. Parts III and IV consist of 4 constructed-response questions and 1 constructed-response question, respectively. These questions are more extensive and may require multiple tasks that must be solved. These questions will also have real-world mathematical applications. The answers and the accompanying work for the questions in these three parts must be written directly in the question booklet. You must show or explain how you arrived at your answer by indicating the necessary steps involved, including appropriate formula substitutions, diagrams, graphs, charts, and so forth. If you use a guess-and-check strategy to arrive at an answer for a problem, you must indicate your method and show the work for at least three guesses.
• All questions in each of the four parts of the test must be answered.

## Where do I show my answers and work?

• Since scrap paper is not provided or permitted for any part of the exam, you must use the blank spaces in the question booklet as scrap paper.
• After you figure out the answer to each multiple-choice question in Part I, you must record your answer on the answer sheet provided for Part I.
• The answers and the work for the questions in Parts II, III, and IV must be written directly in the question booklet in the space provided underneath the questions. All work should be written in pen, except for graphs and drawings which should be drawn in pencil.
• If you need?graph paper, it will be provided in the question booklet.

## What Type of Calculator Do I Need?

Both a graphing calculator and straightedge (ruler) are required for the Algebra 1 (Common Core) Regents examination. During the administration of the Regents exam, schools are required to make a graphing calculator and straightedge (ruler) available for the exclusive use of each student. You are not permitted to use a calculator that is capable of communication with other calculators and/or symbol manipulation, which includes calculators that are capable of factoring, expanding, and performing symbolic algebra.

Knowing how to use a graphing calculator gives you an advantage when deciding how to solve a problem. Rather than solving a problem algebraically with pen and paper, it may be easier to solve the same problem using a graph or table created by a graphing calculator. A graphical or numerical solution using a calculator can also be used to help confirm an answer obtained using standard algebraic methods.

According to the State Education Department, students taking the Algebra 1 (Common Core) Regents Examination will need to use their calculators to perform the following tasks:

• Performing basic arithmetic and algebraic operations as found on a scientific calculator
• Graphing algebraic and exponential functions in an appropriate viewing window
• Determining roots of functions and the points of intersection(s) of curves
• Solving linear and quadratic inequalities graphically
• Creating scatter plots and residual plots
• Determining a regression equation: linear, quadratic, exponential, or power
• Determining a linear correlation coefficient, r (Please note that r, r2 and R2 cannot be directly compared when calculating certain regression models.)
• Determining the variance and standard deviation of a set of data (population and/or sample)
• Determining the appropriate MODE setting for solving each problem
• Indicating the number of scores, the mean, and the appropriate standard deviation. The standard deviation for a population, σ, is calculated by using ?n,? whereas the standard deviation for a sample, s, is calculated by using "n ? 1." Students should be able to differentiate between a population and a sample.
• Using the full potential of the technology by storing all of the digits produced by the calculator during computation. Rounding to the specified degree of accuracy should be done only at the end of all computation when the final answer is found.

## How is your Algebra I (Common Core) Regents score determined?

Your answers to the 24 multiple-choice questions in Part 1 are scored as either correct or incorrect.

Solutions to questions in Part II, III, and IV that are not completed correctly may receive partial credit according to a special scoring provided by the New York State Department of Education.

The maximum total raw score for the Algebra 1 (Common Core) Regents exam is 86 points. After the raw score for the four parts of the test are added together, a conversion table provided by the New York State Education department is used to convert the raw score to a final test score that falls within the usual 0 to 100 scale.

## What is collected at the end of the Algebra I (Common Core) Regents exam?

• Any tool provided to you by your school such as a graphing calculator.
• The question booklet with your name and your school's name near the top of the first page.
• The signed student declaration confirming you did not receive unlawful assistance. If you fail to sign this declaration, your answer paper will not be accepted.

## Are Any Formulas Provided?

The Algebra 1 (Common Core) Regents Examination test booklet will include a reference sheet containing the formulas. This formula sheet, however, does not necessarily include all of the formulas that you are expected to know.

## What topics are covered on the Algebra I (Common Core) Regents?

According to the Algebra 1 Course Overview published by the New York State Education Department:

Algebra I is associated with high school content standards within four conceptual categories: Number & Quantity, Algebra, Functions, and Statistics & Probability. Each conceptual category contains domains of related clusters of standards. This chart shows the high school mathematics domains included in Algebra I, as well as the corresponding percent of credits on the Algebra I Regents Exam:

 Conceptual Category Percent of Algebra 1 Regents Exam Credits High School Mathematics Domains Included in Algebra 1 Number & Quantity 2% - 8% The Real Number System (N-RN) Quantities (N-Q) Algebra 50% - 56% Seeing Structure in Expressions (A-SSE) Arithmetic with Polynomials and Rational Expressions (A-APR) Creating Equations (A-CED) Reasoning with Equations and Inequalities (A-REI) Functions 32% - 38% Interpreting Functions (F-IF) Building Functions (F-BF) Linear, Quadratic, and Exponential Models (F-LE) Statistics & Probability 5% - 10% Interpreting categorical and quantitative data (S-ID)

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