ACT Math Test A2

Name:
Teacher:
1)
2)
Date:
Class/Period:
3)
4)
5)
6)
7)
8)
9)
10)
11)
12)
13)
14)
15)
16)
17)
18)
19)
20)
21)
22)
23)
24)
25)
26)
27)
28)
29)
30)
31)
32)
33)
34)
35)
36)
37)
38)
39)
40)
41)
42)
43)
44)
45)
46)
47)
48)
49)
50)
51)
52)
53)
54)
55)
56)
57)
58)
59)
60)
61)
62)
63)
64)
65)
66)
67)
68)
69)
70)
71)
72)
73)
74)
75)
76)
77)
78)
79)
80)
81)
82)
83)
84)
85)
86)
87)
88)
89)
90)
91)
92)
93)
94)
95)
96)
97)
98)
99)
100)
101)
102)
103)
104)
105)
106)
107)
108)
109)
110)
111)
112)
113)
114)
115)
116)
117)
118)
119)
120)
121)
122)
123)
124)
125)
126)
127)
128)
129)
130)
131)
132)
133)
134)
135)
136)
137)
138)
139)
140)
141)
142)
143)
144)
145)
146)
147)
148)
149)
150)
151)
152)
153)
154)
155)
156)
157)
158)
159)
160)
161)
162)
163)
164)
165)
166)
167)
168)
169)
170)
171)
172)
173)
174)
175)
176)
177)
178)
179)
180)
181)
182)
183)
184)
185)
186)
187)
188)
189)
190)
191)
192)
193)
194)
195)
196)
197)
198)
199)
200)
201)
202)
203)
204)
205)
206)
207)
208)
209)
210)
211)
212)
213)
214)
215)
216)
217)
218)
219)
220)
221)
222)
223)
224)
225)
226)
227)
228)
229)
230)
231)
232)
233)
234)
235)
236)
237)
238)
239)
240)
241)
242)
243)
244)
245)
246)
247)
248)
249)
250)
251)
252)
253)
254)
255)
256)
257)
258)
259)
260)
261)
262)
263)
264)
265)
266)
267)
268)
269)
270)
271)
272)
273)
274)
275)
276)
277)
278)
279)
280)
281)
282)
283)
284)
285)
286)
287)
288)
289)
290)
Please use the space below to write your response(s) to the writing assignment provided by your
teacher. If there are multiple tasks to the question, please clearly label the number or letter of each
task in the column to the left of your answers. If you need additional pages for your response, your
teacher can provide them.
Please write the name of the writing assignment here: _____________________________________
Task
!"#"$"%&" '("") #*$ )(" +,-./)01*$"!"

!"#$%&' (( )*+,-.,/-0&1$ !11$112$*3
)40'35-*1 -. ' 65*$
')-%2-$2 3*$4
!" ! #$ " %
'.*5"67%)"$&"5) 3*$4
$ " &" ! '
8*/%)6'.*5" 3*$4
$ # $ 9 " &:" # " 9;
!> #> -%2 % -$" &*%?)-%)? @/)( ! -%2 # %*)

D*)( "C,-. )* L"$*A
:" 9>$ 9; /? - 5*/%)A
& " ?.*5"
' " $6/%)"$&"5)
70'+&'3581
')-%2-$2 3*$4 *# +,-2$-)/& BC,-)/*%
(" < ! '" ! ) " =
(> '> -%2 ) -$" &*%?)-%)?> @("$" (
=A
<
+,-2$-)/& 3*$4,.-
#' $ ' # I()

" " HHHHHHHHHHHHHHH
<(
/-*58 9$835-*1
1/$&."
8-$-D*.-
8-$-D*.-
:" # *;< ! :$ # +;< " , <
<
$ " (:" # *; ! +
" " (:$ # +;< ! *
&"%)"$ :*>+;
, " $-2/,?
-J/? *# ?044")$0 " " *
K"$)"J :*>+;
9
2/$"&)$/J $ " + # HHH
I(
9
#*&,? *> + ! HHH
-J/? *# ?044")$0 $ " +
K"$)"J :*>+;
9
2/$"&)$/J " " * # HHH
9
#*&,? :* ! HHH
> +;
I(
I(
I(
B../5?"
<
<
#HH*;
#HH+;
H:"
HHH
HH ! H:$
HHH
HH " 9
<
<
(
'
#*&/ :* $ )> +; @("$" ) < " ( < # ' <> &"%)"$ :*>+;
B../5?"
<
<
#HH+;
#HH
*;
H:$
HHH
HH ! H:"
HHH
HH " 9
<
<
(
'
#*&/ :*> + $ ); @("$" ) < " ( < # ' <> &"%)"$ :*>+;
E05"$D*.-
<
<
#HH
*;
#HH+;
H:"
HHH
HH # H:$
HHH
HH " 9
<
<
(
'
#*&/ :* $ )> +; @("$" ) < " ( < ! ' <> &"%)"$ :*>+;
E05"$D*.-
<
<
#HH+;
#HH
*;
H:$
HHH
HH # H:"
HHH
HH " 9
<
<
(
'
#*&/ :*> + $ ); @("$" ) < " ( < ! ' <> &"%)"$ :*>+;
65*$1 '*+ :-5*31

$ #$
'.*5"
<
9
HH
& " HHHHH
"< # "9
F/25*/%)
"9 ! "HH
$ !$
< HHHHH
- " HHHHH
> 9 HH<
G/?)-%&"
."
<
<
:" 9>$ 9; -%2 :" <>$ <; -$" < 5*/%)?A

& " ?.*5"
- " 4/25*/%)
. " 2/?)-%&"
:"< # "9;< ! :$< # $9;<
)/012034.
!"#$%&&'(%)*#
!"#$%&'() *%$() +",(
! ! "#
-",./( 0&$(1(#$
$ ! %" #
23,.34&5 0&$(1(#$
& ! % 6 " H"H
78$9%:31(%& +9(31(,
(; " ); ! *;
! ! 5"#$%&'(
" ! 1%$(
# ! $",(
$ ! "&$(1(#$
% ! .1"&'".%/
& ! %,34&$ 3> ,3&(8 %>$(1 # 8(%1#
' ! &4,D(1 3> $",(# "&$(1(#$ "#
'3,.34&5(5 %&&4%//8
'#
'
( %&5 ) ! /(:# 3> 1":9$ $1"%&:/(

* ! 98.3$(&4#(
+',# )- ."(%# '(/ 0)#"(%#

&
<%= 3> -"&(#
.
&
3
H#"&
HHHH
HHHH
HHHH
! H#"&
! H#"&
(
)
*
<%= 3> 23#"&(#
( ; ! ) ; " * ; # ;)* '3# &
)
.
.%1*%($%#2 .%3"%#2 '(/ 0)*(4"(5

?1"$9,($"' -(@4(&'(
( ' ! ( 6 " A' # 6B+
?1"$9,($"' -(1"(#
, ' ! H'H A( 6 " ( 'B
C(3,($1"' -(@4(&'(
( ' ! ( 6A" ' # 6B
C(3,($1"' -(1"(#
(6 # (6"H
, ' ! HHHHHHH
=9(1( "
23,D"&%$"3&#
-./
'
7(1,4$%$"3&#
6#"
-I
! .A-)/B ! HHHHHHHHH
(' ! ' $9 $(1,

' ! &4,D(1 3> $9( $(1,
+ ! '3,,3& 5">>(1(&'(
, ' ! #4, 3> $9( >"1#$ ' $(1,#
" ! '3,,3& 1%$"3
- ! &4,D(1 3> 3DO('$# "& $9( #($
/ ! &4,D(1 3> 3DO('$# #(/('$(5
A- # /BI /I
-I
HHH
HHHH
- 0/ ! 0A-)/B ! A- # /BI
0"3$*6-%3%($%2 73%'2 '(/ 8)&*6%

+1"%&:/(
& ! H6H )1
7%1%//(/3:1%,
& ! )1
+1%.(E3"5
& ! H6H A)6 " );B1
2"1'/(
& ! ";
.! +
C(&(1%/ 71"#,
2 ! 31
*":9$ 2"1'4/%1 28/"&5(1
2!
781%,"5
2 ! H6H 31
*":9$ 2"1'4/%1 23&(

-.9(1(
J;KKL D8 ?2+) 0&'M ?// 1":9$# 1(#(1N(5M
" ;1
& ! %1(%
) ! D%#(
1 ! 9(":9$
" ! 1%5"4#
. ! '"1'4,>(1(&'(
+ ! 5"%,($(1
2 ! N3/4,(
3 ! %1(% 3> D%#(
FM6G
F
2 ! H6H " ;1
F
H
2 ! GH " F
F
!" #$%&'(#)#
Answer Key
1)
2)
3)
4)
5)
6)
7)
8)
9)
10)
11)
12)
13)
14)
15)
16)
17)
18)
19)
20)
21)
22)
23)
24)
25)
26)
27)
28)
29)
30)
31)
32)
33)
34)
35)
36)
37)
A
C
C
A
B
B
A
C
B
D
A
A
D
C
A
C
B
D
C
C
B
D
A
A
C
B
B
B
B
D
D
A
C
D
A
D
D
38)
39)
40)
41)
42)
43)
44)
45)
46)
47)
48)
49)
50)
51)
52)
53)
54)
55)
56)
57)
58)
59)
60)
61)
62)
63)
64)
65)
66)
67)
68)
69)
70)
71)
72)
73)
74)
A
C
B
C
B
C
A
D
A
C
C
B
B
B
A
C
B
D
A
B
C
D
A
C
D
A
D
B
C
B
A
B
B
C
D
B
C
75)
76)
77)
78)
79)
80)
81)
82)
83)
84)
85)
86)
87)
88)
89)
90)
91)
92)
93)
94)
95)
96)
97)
98)
99)
100)
101)
102)
103)
104)
105)
106)
107)
108)
109)
110)
111)
A
B
D
C
A
D
D
B
D
A
D
B
D
C
C
D
A
D
A
A
D
C
B
B
C
A
C
A
B
C
A
C
D
C
B
D
A
112)
113)
114)
115)
116)
117)
118)
119)
120)
121)
122)
123)
124)
125)
126)
127)
128)
129)
130)
131)
132)
133)
134)
135)
136)
137)
138)
139)
140)
141)
142)
143)
144)
145)
146)
147)
148)
A
C
B
D
B
C
C
B
A
B
D
D
C
A
C
D
B
C
A
D
A
A
B
C
A
B
C
B
C
A
C
D
C
B
A
A
D
149)
150)
151)
152)
153)
154)
155)
156)
157)
158)
159)
160)
161)
162)
163)
164)
165)
166)
167)
168)
169)
170)
171)
172)
173)
174)
175)
176)
177)
178)
179)
180)
181)
182)
183)
184)
185)
B
B
C
C
D
A
A
B
C
B
A
D
C
B
C
D
D
A
B
B
A
C
C
C
C
B
D
D
A
D
B
D
A
B
A
A
D
186)
187)
188)
189)
190)
191)
192)
193)
194)
195)
196)
197)
198)
199)
200)
201)
202)
203)
204)
205)
206)
207)
208)
209)
210)
211)
212)
213)
214)
215)
216)
217)
218)
219)
220)
221)
222)
C
C
A
B
C
A
A
D
B
B
A
B
D
B
D
C
D
B
A
D
D
D
C
C
A
B
B
B
A
C
C
B
D
D
C
A
A
223)
224)
225)
226)
227)
A
B
D
B
C
Scoring Criteria:
228)
A 4-point response will include, but is not limited to, the following points:
A. Domain of the graph of the parabola: All real numbers or ( , )
Explanation of how the domain was found: This function is defined for all real
numbers. A quadratic function does not involve roots or rational expressions with
variables in the denominator; therefore, there are no restrictions on the value for x. This
makes the domain of f(x) all real numbers.
OR
Looking at the graph, one can see that the parabola continues to expand horizontally,
suggesting that any value of x will have a corresponding y-value. Therefore, x can be
any real number.
Range of the graph of the parabola: All real numbers less than or equal to 1, y 1, or
( , 1]
Explanation of how the range was found: Since this parabola opens downward, the
vertex, (4,1), is a maximum for the graph. Therefore, the range is all real numbers equal
to or less than 1.
OR
Looking at the graph, one can see that all y-coordinates for points on the graph are less
than or equal to 1.
B. Correct equation in vertex form: y = 8(x 4)2 + 1
Appropriate algebraic work:
y = a(xh)2 + k
y = a(x4)2 + 1
7 = a(3 4)2 + 1
7 = a(1)2 + 1
7 = a + 1
8 = a
Using substitution, the equation becomes: y = 8(x4)2 + 1
Explanation of how the points were used to determine the equation: The vertex
(4,1) and a point on the parabola (3,7) are given. Unknowns h and k in the vertex form
for the equation of the parabola correspond to the coordinates of the vertex of the
parabola. Since the vertex is identified on the graph, I know h = 4 and k =1. The graph
itself represents solutions to the equation, which means that the additional point
identified on the graph is a solution. Therefore, I can substitute 3 for x and 7 for y.
Given the values for h, k, x, and y, I can substitute them into the equation for the
parabola and solve for a. Finally, I use the value a, h, k, to write the equation for the
parabola in vertex form.
Note: A student could also use symmetry of parabola to locate the point (5,7). Using
the 3 known points (4,1), (3,7), and (5,7), the students could write 3 equations with 3
unknowns (a, h, and k). This system could then be solved for the unknowns, allowing
the students to write the equation of the parabola.
C. Additional transformation: Shift up 1 unit
Explanation of how the answer was found: After reflecting f(x) across the x-axis, the
graph would be a parabola that opens up with a vertex at (4,1). This function has
2 zeros (or roots) because the graph intersects the x-axis at 2 different points. Since
g(x) is supposed to be a quadratic function with 1 real root, the graph can only intersect
the x-axis at 1 point. This means that the vertex must be on the x-axis. If you shift the
entire function up 1 unit, the vertex will be (4,0), which is on the x-axis. Therefore, to
obtain g(x) after the reflection, you have to shift the function up 1 unit.
Note: Although not required, a student may also include sketches of the transformations
to aid in the explanation.
Note: Since g(x) is identified as a function in the task, transformations that lead to a
horizontally oriented parabola are not appropriate for this portion of the response.
Rubric:
4
A response at this level provides evidence of thorough knowledge and

understanding of the subject matter.
The response addresses all parts of the question or problem correctly.
The response demonstrates efficient and accurate use of appropriate procedures.
The explanation of strategies used in the response shows evidence of a good
understanding of mathematical concepts and principles, and it does not contain any
misconceptions.
The explanation in the response is clear and coherent.
A response at this level provides evidence of competent knowledge and

The response addresses most parts of the question or problem correctly.
The response includes some minor errors but generally uses appropriate procedures
accurately.
The explanation of strategies used in the response shows some evidence of a good
understanding of mathematical concepts and principles, and it contains few, if any,
misconceptions.
The explanation in the response is mostly clear and coherent.
A response at this level provides evidence of a basic knowledge and

The response addresses some parts of the question or problem correctly.
The response includes a number of errors but demonstrates some use of
appropriate procedures.
The explanation of strategies used in the response shows a little evidence of
understanding of mathematical concepts and principles, but it may contain some
evidence of misconceptions.
The explanation in the response is partially clear, but some parts may be difficult to
understand.
A response at this level provides evidence of minimal knowledge and

The response addresses a few parts of the problem correctly, but the response is
mostly incorrect.
The response includes inappropriate procedures or simple manipulations that show
little or no understanding of correct procedures.
The explanation of strategies used in the response shows little or no evidence of
understanding of mathematical concepts and principles, and it may contain evidence
of significant misconceptions.
Many parts of the explanation are difficult to understand.
A response at this level is not scorable. The response is off-topic, blank, hostile, or
otherwise not scorable.
229)
230)
231)
232)
233)
234)
C
A
B
A
D
D
Scoring Criteria:
235)
A 4-point response may include, but is not limited to, the following points:
A.
Correct year: Year 3

Appropriate computations used to make the decision:
Job A:
Year 2: $27,000 + $3,000 = $30,000
Year 3: $30,000 + $3,000 = $33,000
Job B:
Year 2: $30,000(1.04) = $31,200
Year 3: $31,200(1.04) = $32,448
Explanation of the approach used to find the answer: For Job A, I started with
$27,000 and added $3,000 each year. For Job B, I started with $30,000, and multiplied
by 1.04 to get the salary for each successive year. Year 3 is the first year for which the
salary for Job A exceeds the salary for Job B.
NOTE: Students could also use the formulas for arithmetic and geometric series.
B.
Correct year: Year 5

Appropriate computations used to make the decision:
Job A:
Year 4: $33,000 + $3,000 = $36,000
Year 5: $36,000 + $3,000 = $39,000
Totals:
Year 2: $27,000 + $30,000 = $57,000
Year 3: $57,000 + $33,000 = $90,000
Year 4: $90,000 + $36,000 = $126,000

Year 5: $126,000 + $39,000 = $165,000
Job B:
Year 4: $30,000(1.04) = $31,200
Year 5: $31,200(1.04) = $32,448
Totals:
Year 2: $30,000 + $31,200 = $61,200
Year 3: $61,200 + $32,488 = $93,648
Year 4: $93,648 + $33,745.92 = $127,393.92
Year 5: $127,393.92 + $35,095 = $162,489.68
Explanation of the approach used to find the answer: For Job A salaries, I
continued to add $3,000 each year. For Job B, I continued to multiply by 1.04 to get the
salary for each successive year. For both job totals, I added the Year 1 and Year 2
salaries together. For Year 3 and beyond, I added that years salary to the sum of the
previous years salaries. Year 5 is the first year for which the total amount of money
earned for Job A exceeds the total amount of money earned for Job B.
NOTE: Students could also use the formulas for arithmetic and geometric series.
C.
Job A and B salaries and totals: Job A yearly salary = $84,000; Job A total =
$1,110,000; Job B yearly salary $63,205.48 ; Job B total $893,342.36
Appropriate work needed to find the answer:
Job A salary: 27,000 + 3,000(20 1)
Job A total:
20
2
( 27,000 + 84,000 )
Job B salary: 30,000(1.04)20 1
1 1.0420
Job B total: 30,000
1 1.04
Explanation of how the formulas were used to find the answer: For the Job A yearly
salary, I substituted 27,000 for the initial term, 3,000 for the difference, and 20 for the number
of terms. For the Job A total, I substituted 20 for the number of terms, 27,000 for the initial
term, and 84,000 for the final term. For the Job B yearly salary, I substituted 30,000 for the
initial term, 1.04 for the ratio, and 20 for the number of terms. For the Job B total, I substituted
30,000 for the initial term, 1.04 for the ratio, and 20 for the number of terms.
Rubric:
4

misconceptions.

accurately.
misconceptions.

understand.

mostly incorrect.
Scoring Criteria:
236)
A.
Correct value for the 500th term: 1495

a500 = 3(500) 5 = 1500 5 = 1495
500
B.
Correct expression:
(3n 5)
n =1
C.
Correct sum: 373,250

a1 = 3(1) 5 = 2
S500 =
500
2
( 2 + 1495 ) = 250(1493) = 373,250
Explanation of the approach used to find the answer: I found a1 by substituting 1 for
n in the given expression. Then, I substituted n = 500 , a1 = 2 , a500 = 1495 into the
formula for an arithmetic series.
D.
Correct sum: 1,123,250

a1000 = 3(1000) 5 = 2995
S1000 =
1000
2
( 2 + 2995 ) = 500(2993) = 1,496,500
S1000 S500 = 1,496,500 373,250 = 1,123,250

Explanation of the approach used to find the answer: I found a1000 by substituting
1000 for n in the given expression. I found the sum of the first 1000 terms using the
method in Part C and then subtracted the sum of the first 500 terms from the sum of the
first 1000 terms.
OR

a501 = 3(501) 5 = 1498
Rubric:
4

misconceptions.

accurately.
misconceptions.

understand.

mostly incorrect.
Scoring Criteria:
237)
A.
0 x 100
Correct system of inequalities: 0 y 75

0 x + y 150
Note: Students may include the inequalities x 0 and y 0 and not include the zeros
in the other inequalities. The examinees may eliminate the zeros in either the first 2
inequalities or the last inequality in the list above.
B.
Correct graph of the feasible region:
Explanation of how the graph was constructed: The equation x = 100 is a vertical
line through (100,0). I shaded to the left of x = 100 since 0 100 , which means I should
shade toward the origin. The line y = 75 is a horizontal line through (0,75). I shaded
below y = 75 since 0 100 , which means I should shade toward the origin. The
equation x + y = 150 goes through (150,0) and (0,150). I shaded toward the origin since
0 + 0 150 .
C.
Correct vertices of the feasible region: (0,0), (100,0), (0,75), (100,50), and (75,75)
D.
Correct objective function: P = 12 x + 8 y
E.
Correct maximum profit: $1,600

P ( 0,0 ) = 12(0) + 8(0) = 0
P (100,0 ) = 12(100) + 8(0) = 1,200

P ( 0,75 ) = 12(0) + 8(75) = 600
P (100,50 ) = 12(100) + 8(50) = 1,600

P ( 75,75 ) = 12(75) + 8(75) = 1,500
Explanation of the approach used to find the answer: I evaluated the objective
function for each vertex. The maximum profit is the highest value from the evaluation of
the vertices of the objective functions.
F.
Correct numbers of chairs made: 100 basic chairs and 50 deluxe chairs
Rubric:
4

misconceptions.

accurately.
misconceptions.

understand.

mostly incorrect.
Scoring Criteria:
238)
A.
Correct explanation of the inequality: All acceptable widths are within 0.05 cm of
3 cm.
B.
Explanation of what Mark did incorrectly: In step 1, Mark used w + 3 instead of

w 3 and 0.05 and 0.05 are in the wrong inequalities. First, Mark should have written
the original inequality without the absolute value bars. Then, Mark should have rewritten
the original inequality, changing the inequality sign to greater than and the right-hand
side of inequality to 0.05. In step 2, Mark added 3 to the right-hand side of both
inequalities but subtracted 3 from the left-hand side of both inequalities. He should have
subtracted 3 from both sides of the inequalities. In step 4, Mark used closed dots
instead of open dots. Closed dots indicate that 2.95 and 3.05 are part of the solution
set. However, these values should not be included in the solution set.
C.
Correct solution to the inequality: 2.95 < w < 3.05

Correct graph:

0.05 < w 3 < 0.05
3 0.05 < w < 3 + 0.05
Explanation of why the solution is correct: I made a compound inequality with 0.05
on the left of the given inequality and then removed the absolute value bars. Then, I
added 3 to each of the 3 parts of the inequality. I put open dots at 2.95 and 3.05
because inequality uses less than signs instead of less than or equal to signs. I shaded
between 2.95 and 3.05 because there are less than signs instead of greater than signs.
Note: In Part C, the student does not have to explain the things that Mark has already
done correctly in Part B.
Rubric:
4

misconceptions.

accurately.
misconceptions.

understand.

mostly incorrect.
Scoring Criteria:
239)
Correct solution: (2, 5, 1)
3 x + y 2z = 3
2x
5x
+ 4z = 5
+ 2z = 8
2x
+ 4z = 5 JJ2G 4 x
4x
2y
+ 8z = 10
+ 2y
3z =
+ 5z =
11
8x
5 x + 2z =
JJ5
G
25 x + 10z =
( 2) 16 x
8 x + 5z = 11 JJJJG
9x
40
10z = 22
= 18
9 x 18
=
9
9
x=2
5(2) + 2z = 8
10 + 2z = 8
2 z = 2
z = 1
3(2) + y 2( 1) = 3
6+y +2=3
8+y =3
y = 5
Explanation of the approach used to find the answer: I picked 2 pairs of equations and
eliminated y from each. For the second pair, I had to multiply the top equation by 2 in order to
eliminate y. I added down the columns to eliminate y because y + ( y ) = 0 and 2y + 2y = 0 .
Then, I decided to eliminate z. I multiplied the top equation by 5 and the bottom equation by 2
so that 10z and 10z would cancel out. Then, I solved for x, and substituted x = 2 back into
one of the equations with no y. Next, I substituted x = 2 and z = 1 back into one of the
original equations. To verify my answer, I substituted my solutions for x, y, and z back into all 3
original equations.
Verification of the answer:
3(2) + ( 5) 2( 1) = 6 5 + 2 = 3 yes
2(2) ( 5) + 4( 1) = 4 + 5 4 = 5 yes
4(2) + 2( 5) 3( 1) = 8 10 + 3 = 1 yes
Rubric:
4

misconceptions.

accurately.
misconceptions.

understand.

mostly incorrect.
Scoring Criteria:
240)
A.
Correct determinant for J: 0

Correct determinant for K: 24
Appropriate work leading to the answer:
det J = 3(4) 2(6) = 12 12
det K = 6(2) ( 3)(4) = 12 + 12
B.
Agreement with Cara: No

Explanation of decision: A matrix has an inverse only when the determinant of that
matrix is not equal to zero. Since the determinant of J is zero, J does not have an
inverse. Since K has a determinant of 24 (which is not equal to zero), then K does have
an inverse.
C.
Correct inverse: K
1
= 12
1
6
1
8
1

6 3 a b 1 0
=
4
2 c d 0 1
6a 3c
4a + 2c
6b 3d 1 0
=
4b + 2d 0 1
6a 3c = 1
6b 3d = 0
and
4a + 2c = 0
4b + 2d = 1
6a 3c = 1
2b d = 0
and
2a + c = 0
4b + 2d = 1
6a 3c
6a 3c
2a +
= 0 3
6a + 3c
12a
= 0 2 4b 2d
= 1
4b + 2d
8b
= 0
= 1
and
2b
4b + 2d
= 0
=
=
1
1
a=
1
12
and b =
1
8
( ) + c = 0 and 2 ( ) d = 0
1
6
+ c = 0 and
1
12
c=
1
8
1
6
1
4
d = 0
and d =
1
4
OR
2
1
24
2 3 24
4 6 = 4

24
24
6
24
12
1
8
1
4
a b
Explanation of how the inverse was found: I multiplied K by
and set the
c d
product equal to the identity matrix. Then, I formed 2 systems of equations by setting
corresponding elements of the matrices equal. I formed the systems by keeping the
equations with the same variables in one system. I divided through by 2 in the equations
that are equal to 0 to simplify the calculations. Then, I used elimination to solve the
systems of equations. I had to multiply one equation by 3 to cancel 3c and 3c so that I
could solve for a. I had to multiply another equation by 2 to cancel 2d and 2d so that I
could solve for b. I substituted a and b back into the simplified equations that were equal
to 0 and solved for c and d.
OR
I used
1 d
det K c
b
, substituted my values from matrix K, and simplified.
a
Rubric:
4

misconceptions.

accurately.
misconceptions.

understand.

mostly incorrect.
Scoring Criteria:
241)
A.
6 3 5
Correct matrix: G =
1 1 5
a b c 2 0 4 4 3 1
d e f + 1 3 0 = 2 4 5
a b c 4 3 1 2 0 4
d e f = 2 4 5 1 3 0
a b c 4 ( 2) 3 0 1 4
d e f = 2 1 4 3 5 0
B.
Correct product for H K: The matrix product cannot be computed.

Explanation of why the expression cannot be computed: Matrix H is a 2 3 matrix
and matrix K is a 2 2 matrix. The expression H K cannot be computed because the
inner dimensions of the product are not equal: (2 3)(2 2) ; 3 2 . If I try to multiply H
by K, I will run out of elements in the columns of K before I use all the elements in the
rows of H.
C.
4 8 10
Correct product of K J:
14 23 24
0 2 4 3 1 0(4) + ( 2)(2) 0(3) + ( 2)(4) 0( 1) + ( 2)(5)
1 5 2 4 5 = 1(4) + 5(2)
1(3) + 5(4)
1( 1) + 5(5)

Explanation of the approach used to find the answer: I multiplied the matrices
together by multiplying across the rows of the first matrix and down the columns of the
second matrix.
Rubric:
4

misconceptions.

accurately.
misconceptions.

understand.

mostly incorrect.
Scoring Criteria:
242)
A.
Description of the transformations that could occur to the graph of f(x) = x2 to get
g(x): I shifted the graph left 3 units. I reflected the graph across the x-axis. Then, I
shifted the graph up 1 unit.
B.
Correct graph:
(2,0)
(4,0)
6
(3,1)
y
2
O
2
(1,3)
4
6
8
(0,8)
10
g ( 6) = ( 6 + 3)2 + 1 = ( 3)2 + 1 = 9 + 1 = 8
g ( 5) = ( 5 + 3)2 + 1 = ( 2)2 + 1 = 4 + 1 = 3
g ( 4) = ( 4 + 3)2 + 1 = ( 1)2 + 1 = 1 + 1 = 0
g ( 3) = ( 3 + 3)2 + 1 = (0)2 + 1 = 0 + 1 = 1
g ( 2) = ( 2 + 3)2 + 1 = (1)2 + 1 = 1 + 1 = 0
g ( 1) = ( 1 + 3)2 + 1 = (2)2 + 1 = 4 + 1 = 3
g (0) = (0 + 3)2 + 1 = (3)2 + 1 = 9 + 1 = 8
C.
Correct domain of g(x): All real numbers

Correct range of g(x): y 1
Explanation of how the answers were determined: The domain is all real numbers
because any number can be substituted in for x in g ( x ) . The range is y 1 because
g ( x ) is a parabola with the vertex at (3,1). Since the parabola opens downward, the
range will be all numbers less than or equal to the y-value of the vertex.
Rubric:
4

misconceptions.

accurately.
misconceptions.

understand.

mostly incorrect.
Scoring Criteria:
243)
A.
Correct domain for f(x): All real numbers

Correct range for f(x): y 6
Correct domain for g(x): All real numbers
Correct range for g(x): All real numbers
Explanation of how the answer was determined: The domain is all real numbers
because any number can be substituted for x in f(x). The range is y 6 because f(x) is
a parabola with the vertex at (0,6). Since the coefficient on the x2 term is positive, the
parabola opens upward, and the range will be all numbers greater than or equal to the
y-value of the vertex, 6. The domain is all real numbers because any number can be
substituted for x in g(x). The range is all real numbers because g(x) is a linear function
and each y-value is used in a linear function.
B.
Correct expression for f(g(x)): 4 x 2 12 x + 3

f ( g ( x ) ) = f (2 x 3) = (2x 3)2 6 = 4 x 2 12x + 9 6 = 4 x 2 12 x + 3
Explanation of the approach used to find the answer: I substituted in 2 x 3 for g(x).
Then, I substituted 2 x 3 for each x in g(x). I squared 2 x 3 using FOIL, then
simplified and subtracted 6.
C.
Correct domain for f(g(x)): All real numbers

Correct range for f(g(x)): y 6
x=
( 12)
2(4)
12
8
3
2
( ( )) = 4 ( ) 12 ( ) + 3 = 4 ( ) 18 + 3 = 9 15 = 6
f ( g ( x )) = f g
3
2
3
2
3
2
9
4
Explanation of the approach used to find the answer: The domain is all real
numbers because any number can be substituted for x in f(g(x)). Also, the domain of
g(x), the inner function, is all real numbers. The range is y 6 because f(g(x)) is a
parabola with its vertex at
3
,6
2
) . Since the coefficient on the x
term is positive, the
parabola opens upward, and the range will be all numbers greater than or equal to the
y-value of the vertex, 6.
Rubric:
4

misconceptions.

accurately.
misconceptions.

understand.

mostly incorrect.
Scoring Criteria:
244)
A.
Correct center: (2,3)

Correct radius: 8
Explanation of how the answer was determined: To find the center, I took the
expressions inside each set of parentheses and solved for the variable
( x 2 = 0 x = 2 and y + 3 = 0 y = 3 ). To find the radius, I took the square root of
64.
OR
The standard form of an equation of a circle is ( x h )2 + ( y k )2 = r 2 , where (h,k) is the
center and r is the radius.
B.
Determination if Sandy was correct: No, the point is not on the circle.
Appropriate work needed to make the decision:
( 2 2)2 + ( 10 + 3)2 = ( 4)2 + ( 7)2 = 16 + 49 = 65 ; 65 64
Explanation of how your decision was made: I substituted 2 for x and 10 for y in
the left-hand side of the equation for the circle. I evaluated the expression and obtained
65. Since 65 is not equal to 64, then the point (2,10) is not on the circle.
C.
Correct graph:
Explanation of the procedure used to graph the circle: I graphed the center of the
circle at (2,3). I then used the radius to find 4 points on the circle by moving up 8 units
to (2,5), down 8 units to (2,11), right 8 units to (10,3), and left 8 units to (6,3).
Then, I connected the points to form a circle.
Rubric:
4

misconceptions.

accurately.
misconceptions.

understand.

mostly incorrect.
Scoring Criteria:
245)
A.
Correct difference: 4 + 5i
5 + 2i 3(3 i ) = 5 + 2i 9 + 3i = 4 + 5i
B.
Correct product: 17 + i
(3 i )(5 + 2i ) = 15 + 6i 5i 2i 2 = 15 + i 2( 1) = 15 + i + 2 = 17 + i
C.
Correct quotient:
13
29
11
i
29

( 3 i ) < ( 5 2i ) = 15 6i 5i + 2i 2 = 15 11i + 2( 1) = 13 11i
25 4( 1)
29
( 5 + 2i ) ( 5 2i ) 25 10i + 10i 4i 2
Explanation of the approach used to find the answer: First, I identified the complex
conjugate of the denominator. I changed the imaginary part of the denominator from
positive to negative: 5 + 2i 5 2i . Then, I multiplied the numerator and denominator
by the complex conjugate using FOIL. Then, I substituted 1 for i 2 . Finally, I added like
terms and put my answer in a + bi form.
Rubric:
4

misconceptions.

accurately.
misconceptions.

understand.

mostly incorrect.
Scoring Criteria:
246)
A.
Explanation of what Ethan did correctly: In step 2, Ethan said that there are 2
nonreal solutions because the value he computed for the discriminant is less than 0.
Explanation of what Ethan did incorrectly: In step 1, Ethan only squared the 5 and
left the negative sign in front of the 5. He should have calculated
( 5)2 4(1)(10) = 25 40 = 15 .
B.
Identification of what Ethan did incorrectly, and explanation of what he should

have done: In step 2, Ethan attempted to square 5. He should have squared
( )
instead of 5. His result should have been
5
2
25
4
5
2
. Also in step 2, Ethan only
squared 5. He forgot to square 5, which would have given him 25. In step 4, Ethan
factored x2 5x 25 incorrectly. The expression x2 5x 25 is not factorable. In step 5,
Ethan added 35 to the left-hand side of the equation but subtracted 35 from the righthand side of the equation. He should have added 35 to both sides of the equation. In
step 8, Ethan divided 35 by 2. He should have found the square root of 35.
C.
Determination of whether Ethans solutions match his answer to part A: No

Explanation of why the determination was made: Ethans solutions do not match his
answer to part A because
45
2
and
25
2
are not nonreal solutions.
Rubric:
4

misconceptions.

accurately.
misconceptions.

understand.

mostly incorrect.
Scoring Criteria:
247)
A.
Correct graph of the system of inequalities:

Points for the boundary equation of y ( x 2)2 :
y = ( 1 2)2 = ( 3)2 = 9 ( 1,9 )

y = (0 2)2 = ( 2)2 = 4 ( 0,4 )
y = (1 2)2 = ( 1)2 = 1 (1,1)
y = (2 2)2 = (0)2 = 0 ( 2,0 )

y = (3 2)2 = (1)2 = 1 ( 3,1)
y = (4 2)2 = (2)2 = 4 ( 4,4 )

Note: Only 3 points are necessary and other points are possible.
Points for the boundary equation of y < x 2 + 5 :
y = ( 2)2 + 5 = 4 + 5 = 1 ( 2,1)
y = ( 1)2 + 5 = 1 + 5 = 4 ( 1,4 )
y = (0)2 + 5 = 0 + 5 = 5 ( 0,5 )
y = (1)2 + 5 = 1 + 5 = 4 (1,4 )
y = (2)2 + 5 = 4 + 5 = 1 ( 2,1)
y = (3)2 + 5 = 9 + 5 = 4 ( 3, 4 )
Note: Only 3 points are necessary and other points are possible.
B.
Appropriate work needed to determine the direction of shading for the boundary
equations:
Is 0 (0 2)2 ?
Is 0 ( 2)2 ?
0 is not greater than or equal to 4
Is 0 < (0)2 + 5 ?
0 is less than 5
6 5
6 5
Correct points of intersection: 1
, + 6 and 1 +
, 6
2 2
2 2

( x 2)2 = x 2 + 5
x2 4x + 4 = x2 + 5
2x 2 4 x 1 = 0
x=
( 4) ( 4)2 4(2)( 1) 4 16 + 8 4 24
6
=
=
= 1
2(2)
4
4
2
2

6 6 5
6
6
y = 1
2 = 1
= 1 + 2
+ = + 6
2
2

2 4 2

6 6 5
6
6
y = 1 +
2 = 1 +
= 1 2
+ = 6
2
2

2 4 2
Explanation of the approach used to find the answer: I set the boundary equations
equal to each other. Then, I simplified the equation so that it was equal to 0. I used the
quadratic formula to solve for x. Once I found the 2 values of x, I substituted them both
back into ( x 2)2 and simplified. This gave me the 2 points of intersection.
Rubric:
4

misconceptions.

accurately.
misconceptions.

understand.

mostly incorrect.
Scoring Criteria:
248)
A.
Correct quotient: x 3 2 x 2 8 x 32 +
142 x + 57
x 2 5x + 2
Explanation of the approach used to find the answer: First, I put the numerator in
standard form with a coefficient of 0 for the x3 term. Then, I performed the polynomial
long division. I found the first part of the answer by dividing the term of highest degree
of the numerator by that of the denominator. I put x 3 on top of the x3 term in the
answer. Then I multiplied x 3 by x 2 5 x + 2 and lined the terms up under the
corresponding terms of the numerator. Next, I subtracted and brought down the next
term of the numerator. I continued this process until I was left with a remainder after
getting a constant term in the answer.
Rubric:
4

misconceptions.

accurately.
misconceptions.

understand.

mostly incorrect.
Scoring Criteria:
249)
Correct additional zeros: 0, 2 13
f ( x ) = x 4 25 x 2 36 x = x( x 3 25 x 36)
4 1 0 25 36
4
1 4
16
9
36
0
x 2 4x 9 = 0
x=
( 4) ( 4)2 4(1)( 9) 4 16 + 36 4 52 4 2 13
=
=
=
= 2 13
2(1)
2
2
2
Note: An examinee could also use polynomial long division instead of synthetic division to find
the answer.
Explanation of the approach used to find the answer: First, I factored out an x. That gave
me x = 0 as a zero of the function. Since ( 4,0 ) is an x-intercept of the graph of the function,
x = 4 is a zero of the function. Since x = 4 is a zero of the function, I used synthetic division
x 3 25 x 36
to find
. I put in 0 for the coefficient of the x2 term in the synthetic division
x+4
x 3 25 x 36
= x 2 4 x 9 . Then, I used
process. Performing synthetic division told me that
x+4
the quadratic formula to find the remaining zeros.
Rubric:
4

misconceptions.

accurately.
misconceptions.

understand.

mostly incorrect.
Scoring Criteria:
250)
A.
Correct number of distinct real roots for each graph:

Graph 1: 1 distinct real root
Graph 2: 4 distinct real roots
Graph 3: 3 distinct real roots
Explanation of how the information shown in the graph proves this:
I examined each graph and looked at how many times it intersected with the x-axis. The
number of times that each graph touches the x-axis gives the number of distinct real
roots. Graph 1 intersected the x-axis 1 time. Graph 2 intersected the x-axis 4 times.
Graph 3 intersected the x-axis 3 times.
B.
Correct numbers of real and non-real roots:

Graph 1: 1 real root and 4 non-real roots
Graph 2: 5 real roots
Graph 3: 3 real roots and 2 non-real roots
Explanation of how the information shown in the graph proves this:
Graph 1 has 1 distinct real root. There can only be an even number of non-real roots, so
Graph 1 must have 4 non-real roots.
Graph 2 has 4 distinct real roots. The graph intersects the x-axis 4 times, but one of the
positive x-intercepts intersects but does not cross the x-axis, which means it is a double
root. That means there are 5 real roots and 0 non-real roots.
Graph 3 crosses the x-axis 3 times and has no double roots, so there must be 3 real
roots and 2 non-real roots.
Rubric:
4

misconceptions.

accurately.
misconceptions.

understand.

mostly incorrect.
Scoring Criteria:
251)
A.
Correct amount of time when working together: 10.3 hr

18 = 6 3
24 = 6 4
LCM of 18 and 24 = 6 3 4 = 72
72
1
18
4+3 =
1
24
) = 72 ( )
1
x
72
x
7 x = 72
x=
72
7
x = 10.3
Explanation of the approach used to find the answer: First, I found the least
common multiple of the numerical denominators. I multiplied both sides of the equations
by 72. Then, I simplified and solved for x, rounding my answer to the nearest tenth.
Note: There are other ways to solve the equation.
B.
Explanation of why the students answer is not reasonable: It cannot take Annabel
and Makenna more hours to paint the inside walls of a house together than it takes
either one of them by themselves.
Rubric:
4

misconceptions.

accurately.
misconceptions.

understand.

mostly incorrect.
Scoring Criteria:
252)
A.
Correct value: 1 + 3 3
f ( 10) = 1 + 7 2( 10) = 1 + 7 + 20 = 1 + 27 = 1 + 9 3 = 1 + 3 3
Explanation of the approach used to find the answer: I substituted 10 for x in f ( x ) .
I simplified the expression under the radical to 27. Then, I broke 27 into 9, the highest
perfect square that is a factor of the expression, and 3. Then, I simplified 9 as 3.
B.
Correct domain: {x : x 5, except x = 4}

Explanation of how the answer was determined: To find the domain, I needed to
determine when the denominator equaled zero and when the expression under the
radical sign was negative. First, I set the denominator equal to zero. I added x + 5 to
both sides of the equation, and squared both sides. I subtracted 5 from both sides of the
equation. The denominator equaled zero when x was 4, so I eliminated 4 from the
domain of the function. Then, I set up an inequality to show when the expression under
the radical was less than zero (negative). I subtracted 5 from both sides of the
inequality. The expression under the radical was negative when x < 5 , so I eliminated
x < 5 from the domain. Using both sets of exclusions, I found that the domain had to
be greater than or equal to 5 except for the case when x = 4 .
C.
3 + x + 5 + 3 7 2 x + 2 x 2 3 x + 35
Correct expression:
x + 4
1
1 + 7 2x
f ( x ) < g ( x ) = 1 + 7 2x <
=
3 x +5 3 x +5
(1 + 7 2x ) < (3 +
(3 x + 5 ) (3 +
) = 3 + x + 5 + 3 7 2x + (7 2x )( x + 5 ) =
x + 5)
9 + 3 x + 5 3 x + 5 ( x + 5)
x +5
3 + x + 5 + 3 7 2 x + 2 x 2 3 x + 35
9 ( x + 5)
3 + x + 5 + 3 7 2 x + 2 x 2 3 x + 35
x + 4
Rubric:
4

misconceptions.

accurately.
misconceptions.

understand.

mostly incorrect.
Scoring Criteria:
253)
A.
Correct domain: x > 2

Explanation of how the answer was found: For the domain, I can only include values
of x where ( x 2) is a positive number. Any value greater than 2 will result in a positive
number.
B.
Correct range: All real numbers

Explanation of the answer: The range of y = log5 x is all real numbers. Shifting the
function 2 to the right, reflecting it across the x-axis, and shifting it up 3 does not change
the range.
C.
Correct exponential equation: x = 53 y + 2

y 3 = log5 ( x 2)
3 y = log5 ( x 2)
x 2 = 53 y
Explanation of how the answer was found: First, I subtracted 3 from both sides of the
equation. Then, I multiplied both sides of the equation by 1 to get rid of the negative in
front of the logarithmic expression. Then, I used the base of the logarithmic expression
as the base of the exponent. The side without the logarithmic expression became the
exponent. I moved the expression in parentheses to the other side of the equation.
Then, I added 2 to both sides.
Rubric:
4

misconceptions.

accurately.
misconceptions.

understand.

mostly incorrect.
Scoring Criteria:
254)
Correct graph:
Explanation of how the graph of the function was found using transformations: I started
with the graph of y = e x . Then, I shifted the graph 1 unit to the right because of x 1 . Then, I
applied a vertical stretch by a factor of 2 because the absolute value of the coefficient of e x is
2. Next, I reflected the graph across the x-axis because the coefficient of e x is negative.
Finally, I shifted the graph up 3 units because 3 is added to the transformed function (seen
more clearly in the form y = 2e x 1 + 3 ).
Correct points on the graph: ( 0, 3 2e 1 ) , (1, 1) , and ( 2, 3 2e )
Note: Other correct points are acceptable. Also, examinees may find points algebraically by
applying the transformations of the graph to individual points from the original graph.
Appropriate work needed to find the correct points:
x = 0 : y = 3 2e0 1 = 3 2e 1
x = 1: y = 3 2e11 = 3 2e0 = 3 2 = 1
x = 2 : y = 3 2e 21 = 3 2e
Rubric:
4

misconceptions.

accurately.
misconceptions.

understand.

mostly incorrect.
Scoring Criteria:
255)
A.
Correct period:
2 3

=
3 3 3
Explanation of the approach used to find the answer: The graph has successive
2
maxima at x =
and x = . Therefore, the graph goes through 1 period in going
3
3
2
to x = .
from x =
3
3
B.
Correct amplitude: 3
1
2
( 2 ( 4 ) ) = 21 (6)
Explanation of the approach used to find the answer: The amplitude is
1
2
the
distance from the maximum (2) to the minimum (4).

C.
7 7
Correct domain:
,
6 6
Explanation of how the answer was determined: The graph starts at x =

ends at x =
7
and
6
7
. Since there are closed dots at these points, I include the endpoints of
6
the domain.
D.
Correct range: [ 4, 2]
Explanation of how the answer was determined: The minimum y-value on the graph is 4,
and the maximum value on the graph is 2. Since there are closed dots at these points, I
include the endpoints of the range.
Rubric:
4

misconceptions.

accurately.
misconceptions.

understand.

mostly incorrect.
Scoring Criteria:
256)
A.
Correct number of combinations: 45

10(9)
2
Explanation of how the answer was found: I multiplied the number of marbles by one
less than the number of marbles because once I choose one of the 10 marbles, there
will only be 9 marbles left from which to choose for the second marble. I then divided
this number by 2 since the order in which the marbles is chosen does not matter.
Note: An examinee could also give an explanation of using the formula for
combinations.
B.
Correct list:
B1B2, B1B3, B1B4, B1B5, B2B3, B2B4, B2B5, B3B4, B3B5, B4B5
B1G1, B1G2, B1G3, B2G1, B2G2, B2G3, B3G1, B3G2, B3G3, B4G1, B4G2, B4G3, B5G1, B5G2,
B5G3
B1R1, B1R2, B2R1, B2R2, B3R1, B3R2, B4R1, B4R2, B5R1, B5R2
G1G2, G1G3, G2G3
G1R1, G1R2, G2R1, G2R2, G3R1, G3R2
R1R2
Explanation of how the answer was found: I started with the first blue marble and
paired it with each other blue marble. Then, I went through the same process starting
with the 4 remaining blue marbles. I got 10 combinations. Next, I paired each blue
marble with each green marble. I got 15 combinations. Then, I paired each blue marble
with each red marble. I got 10 combinations. Next, I paired the 3 green marbles among
themselves. I got 3 combinations. Then, I paired each green marble with each red
marble. I got 6 combinations. Finally, I paired the red marbles together. I got 1
combination.
Rubric:
4

misconceptions.

accurately.
misconceptions.

understand.

mostly incorrect.
Scoring Criteria:
257)
A.
Correct equation: ( x 2)2 + ( y + 1)2 = 16

x 2 4 x + y 2 + 2y 11 = 0
x 2 4 x + y 2 + 2y = 11
( ) = ( 2) = 4
y : ( ) = (1) = 1
x:
4
2
2
2
x 2 4 x + 4 + y 2 + 2y + 1 = 11 + 4 + 1
( x 2)2 + ( y + 1)2 = 16
Explanation of the approach used to find the answer: I collected the x terms and the
y terms. I added 11 to both sides of the equation, and completed the square for x and y.
I used the following steps: I took half of the coefficient on the linear term. I squared
those numbers and added both of them to both sides of the equation. I wrote the
expression on the left-hand side as 2 perfect square trinomials.
B.
Correct center: (2,1)

Explanation of how the answer was determined: I took the expressions inside each
set of parentheses and solved for the variable to find each coordinate ( x 2 = 0 x = 2
and y + 1 = 0 y = 1).
OR
The standard form of an equation of a circle is ( x h )2 + ( y k )2 = r 2 , where (h,k) is the
center.
C.
Correct x-coordinates: x = 2 2 3
1 2 = 3
( x 2)2 + ( 3 + 1)2 = 16
( x 2)2 + ( 2)2 = 16
( x 2)2 + 4 = 16
( x 2)2 = 12
x 2 = 12
x 2 = 2 3
Explanation of the approach used to find the answer: I subtracted 2 from 1 to get
3 to get the new y-coordinate. I substituted 3 for y in the standard-form equation. I
simplified the expression. I took the square root of both sides of the equation, simplified
the radical, and added 2 to both sides of the equation.
Rubric:
4

misconceptions.

accurately.
misconceptions.

understand.

mostly incorrect.
Scoring Criteria:
258)
A.
Correct zeros: x 8.8 and x 11.1

Explanation of how the answer was found: I used the zero function on my calculator.
For the zeros of the graph, I put the cursor to the left of the zero for the lower bound and
to the right of the zero for the upper bound and then let the calculator find the zero.
B.
Correct minimum: (2.8,215.7)

Correct maxima: (6.8,723.3) and (7.3,6279.6)
Explanation of how the answer was found: I used the minimum and maximum
functions on my calculator. I moved the lower bound and upper bound such that they
were on either side of the minimum or maxima. (I thought of a vertical line running
through the points representing the lower and upper bounds and the minimum and
maxima.)
C.
Correct range: ( , 6279.6]

Explanation of how the answer was found: I used the highest maximum as the
highest value on the graph. Therefore, the range was all numbers less than or equal to
that maximum value.
D.
Correct graph:
Correct viewing window: [ 15, 15] by [ 8000, 8000]

Explanation of why the viewing window was chosen: I chose a viewing window that
contained both zeros (8.8 and 11.1) for the x-coordinates and that contained the
minimum and highest maximum (215.7 and 6279.6) for the y-coordinates. I decided I
should go below the x-axis for the graph, rather than just going a little below the
minimum so that the graph would be clearly identified in relation to the origin.
Note: Any viewing window that contains the zeros for the x-coordinates and the
minimum and the highest maximum for the y-coordinates would be acceptable. The
viewing window should go at least a little outside these values though, as cutting it off
precisely at the given values would not show a good image of the whole graph.
Rubric:
4

misconceptions.

accurately.
misconceptions.

understand.

mostly incorrect.
Scoring Criteria:
259)
A.
Correct graph of the system of inequalities:
Explanation of how the graph was constructed:

For x > 2 :
I graphed the boundary line x = 2 as a vertical line through (2,0). I shaded toward the
origin for x > 2 since (0,0) makes the inequality x > 2 true. I made the boundary line
dotted since there is a greater than sign instead of a greater than or equal to sign.
For 2 x 5 y 20 :
I found the x- and y-intercepts to graph the boundary line. To find the x-intercept, I put 0
in for y for the boundary equation. To find the y-intercept, I put 0 in for x for the
boundary equation. I connected the 2 intercepts with a solid line since there is a less
than or equal to sign instead of a less than sign. I tested (0,0) to determine the shading.
Since 0 is not less than or equal to 20, I shaded away from the origin.
For y < 3 x + 12 :
I found the points on the graph of the boundary line by substituting values of x into the
boundary line equation. I connected the points with a dotted line since there is a less
than sign instead of a less than or equal to sign. I tested (0,0) to determine the shading.
Since 0 is less than 12, I shaded toward the origin. Then, I shaded the portions of the
graph that represent the intersection of the inequalities.
B.
Correct points of intersection: 2,
16
5
) , (2,18), and (

2 x 5 y = 20
2( 2) 5 y = 20
40 84
,
17 17
4 5 y = 20
5 y = 16
16
5
16
( 2, )
5
y=
y = 3 x + 12
y = 3( 2) + 12
y = 6 + 12
y = 18
( 2,18)
2 x 5 y = 20
2 x 5( 3 x + 12) = 20
2x + 15 x 60 = 20
17 x = 40
x=
40
17
( ) + 12 =
40
17
120
y=
+ 12
17
120
204
y=
+
17
17
84
y=
17
40 84
,
17 17
y = 3
120
17
204
17
84
17
Rubric:
4

misconceptions.

accurately.
misconceptions.

understand.

mostly incorrect.
260)
261)
262)
263)
264)
265)
266)
267)
268)
269)
270)
271)
272)
273)
274)
275)
276)
277)
278)
279)
280)
281)
282)
283)
284)
B
A
B
C
B
C
A
B
D
D
C
D
C
C
C
D
B
B
C
B
B
C
A
A
D
Answer:
285) Since 2y x is a linear expression, Isobel needs to check only the corners of the region. Those
are:
(0,0) The intersection of x 0 and y 0
(0,5) The intersection of x 0 and x + 3y 15
(11,0) The intersection of y 0 and 4x + y 44
(9,8) The intersection of x + 3y 15 and 4x + y 44
Answer:
286) No. The product is 44 6 which is not equal to the sum: 21 10 .
15 24
3 24
Answer:
287) For a matrix to have an inverse, it must meet two conditions. It must be a square matrix, and
its determinant must not be 0.
4 1
= (4)(1) (1)(3) = 7, and its inverse is
The determinant of
3 1
1
7
3
7
1
7 .
4
7
Answer:
288) The domain is all real numbers. The range is all numbers less than or equal to 8.
The graph of a quadratic function is a parabola. The range of a quadratic function with vertex
(h,k) is either {y | y k} if the parabola opens down, or {y | y k} if the parabola opens up.
Answer:
289) (4 + 3i) (4 + 3i) = 16 + 12i + 12i 9, or 7 + 24i.
(7 + 24i) (7 + 2i) = 0 + 22i.
(0 + 22i)2 = 484.
290)

ACT Math Test A2

Caricato da

Informazioni sul documento

Copyright

Formati disponibili

Condividi questo documento

Condividi o incorpora il documento

Opzioni di condivisione

Hai trovato utile questo documento?

Questo contenuto è inappropriato?

Copyright:

Formati disponibili

ACT Math Test A2

Caricato da

Copyright:

Formati disponibili

Name:

!"#"$"%&" '("") #*$ )(" +,-./)01*$"!"

$ " &" ! '

$ # $ 9 " &:" # " 9;

!> #> -%2 % -$" &*%?)-%)? @/)( ! -%2 # %*)

(" < ! '" ! ) " =

(> '> -%2 ) -$" &*%?)-%)?> @("$" (

#' $ ' # I()

:" # *;< ! :$ # +;< " , <

" " (:$ # +;< ! *

-J/? *# ?044")$0 $ " +

65*$1 '*+ :-5*31

:" 9>$ 9; -%2 :" <>$ <; -$" < 5*/%)?A

:"< # "9;< ! :$< # $9;<

& ! % 6 " H"H

( %&5 ) ! /(:# 3> 1":9$ $1"%&:/(

+',# )- ."(%# '(/ 0)#"(%#

<%= 3> -"&(#

<%= 3> 23#"&(#

( ; ! ) ; " * ; # ;)* '3# &

.%1*%($%#2 .%3"%#2 '(/ 0)*(4"(5

( ' ! ( 6 " A' # 6B+

, ' ! H'H A( 6 " ( 'B

( ' ! ( 6A" ' # 6B

(' ! ' $9 $(1,

0"3$*6-%3%($%2 73%'2 '(/ 8)&*6%

& ! H6H A)6 " );B1

*":9$ 2"1'4/%1 28/"&5(1

*":9$ 2"1'4/%1 23&(

J;KKL D8 ?2+) 0&'M ?// 1":9$# 1(#(1N(5M

A response at this level provides evidence of thorough knowledge and

A response at this level provides evidence of competent knowledge and

A response at this level provides evidence of a basic knowledge and

A response at this level provides evidence of minimal knowledge and

Correct year: Year 3

Correct year: Year 5

Year 4: $90,000 + $36,000 = $126,000

Job B salary: 30,000(1.04)20 1

A response at this level provides evidence of thorough knowledge and

A response at this level provides evidence of competent knowledge and

A response at this level provides evidence of a basic knowledge and

A response at this level provides evidence of minimal knowledge and

Correct value for the 500th term: 1495

Correct sum: 373,250

( 2 + 1495 ) = 250(1493) = 373,250

Correct sum: 1,123,250

( 2 + 2995 ) = 500(2993) = 1,496,500

S1000 S500 = 1,496,500 373,250 = 1,123,250

Appropriate work needed to find the answer:

A response at this level provides evidence of thorough knowledge and

A response at this level provides evidence of competent knowledge and

A response at this level provides evidence of a basic knowledge and

A response at this level provides evidence of minimal knowledge and

Correct system of inequalities: 0 y 75

Correct graph of the feasible region:

Correct objective function: P = 12 x + 8 y

Correct maximum profit: $1,600

P ( 0,0 ) = 12(0) + 8(0) = 0

P (100,0 ) = 12(100) + 8(0) = 1,200

P (100,50 ) = 12(100) + 8(50) = 1,600

A response at this level provides evidence of thorough knowledge and

A response at this level provides evidence of competent knowledge and

A response at this level provides evidence of a basic knowledge and

A response at this level provides evidence of minimal knowledge and

!"#"$"%&" '("") #$ )(" +,-./)01$"!"

!> #> -%2 % -$" &%?)-%)? @/)( ! -%2 # %)

65$1 '+ :-5*31

.%1%($%#2 .%3"%#2 '(/ 0)(4"(5

0"3$6-%3%($%2 73%'2 '(/ 8)&6%