College Algebra – Full Course
College Algebra – Full Course

June 2010 Integrated Algebra Exam Part II

31. Alexis calculates the surface area of a gift box as 600 square inches. The actual surface area of the gift box is 592 square inches. Find the relative error of Alexis’ calculation expressed as a decimal to the nearest thousandth.

Error = so in this case ≈ 0.014

Deduct a point if you used 600 as the divisor, deduct a point if you misrounded (that’s not exactly how teachers figure it, but works out more or less the same)

32. Perform the indicated operation: -6(a – 7)

State the name of the property used.

-6a + 42
Distributive

Count them as 1 point each.

33. See photo.
Label the angle (I’m calling it B). sinB = 30/50, so B =, or B ≈ 37

1. June 19, 2010 pm30 7:59 pm 7:59 pm

#31

What do you mean by: “(that’s not exactly how teachers figure it, but works out more or less the same)”?

2. June 19, 2010 pm30 8:17 pm 8:17 pm

PART 3 AND 4 PLEASE!!!! 🙂

3. random permalinkJune 19, 2010 pm30 8:20 pm 8:20 pm

shit, so far i got a 50 raw score, 78 score. im upset. i could’ve done better. i got silly mistakes on the multiple choice. 🙁

4. June 19, 2010 pm30 8:28 pm 8:28 pm

y u so slow

5. pbpcbs permalinkJune 19, 2010 pm30 9:01 pm 9:01 pm

“Relative error” does have an interpretation problem. According to the official NYS document (http://www.emsc.nysed.gov/ciai/mst/math/glossary/glossaryHS.doc), relative error is defined as:

——————–

relative error (A) The ratio of the absolute error in a measurement to the size of the measurement; often written as a percent and called the percent of error; the absolute error is the difference between an approximation and the exact value.
——————–

So, since any measurement is, by definition, an approximation, and applying the definition of relative error to this problem, you ratio abs(600-592) to 600, and you get .013 rounded.

On the one hand, this interpretation is echoed in Prentice-Hall, p. 170. In PH, they take the maximum measurement error due to rounding and divide it by the measurement to generate what they call percent of error (which, by definition is 100 times relative error).

On the other hand, the various A.M.3 problems on past IA tests have consistantly used the “accurate” value in the denominator to generate “relative” error with the instructions that using the measured value should be considered a conceptual error.

On the third hand (who let an economist into this discussion?), Dr. Math has an extensive discussion (http://mathforum.org/library/drmath/view/65797.html) whose bottom line is that both are imprecisely called relative error and it’s potentially very confusing unless you specify what you are looking for (cue U2 music).

6. pbpcbs permalinkJune 19, 2010 pm30 9:16 pm 9:16 pm

I’ve had a problem with the “relative error” PI for a long time. My engineering training was that relative error ties to precision (measured value in the denominator) and absolute error ties to accuracy (God-given value in the denominator). PH echos this. Since this is the textbook for many of our students, I believe that dividing by 592 and 600 have to both be accepted for full credit, especially in schools where PH is the textbook.

7. June 19, 2010 pm30 9:52 pm 9:52 pm

‘put up part 3

8. June 19, 2010 pm30 10:07 pm 10:07 pm

WHERE R THE OTHER PARTS? HURRRY!!!

9. June 19, 2010 pm30 11:07 pm 11:07 pm

is 56 raw score out of 33 good?

10. qwert permalinkJune 19, 2010 pm30 11:09 pm 11:09 pm

I did 1.035 9 i times it by a hundred is that ok

11. June 19, 2010 pm30 11:15 pm 11:15 pm

I think it’s time for NYS to phase these exams out again. This has by far been the most controversial Math Regents Administration I have ever witnessed. Why don’t they just do what other states do and have a regular Algebra-Geometry-Trig sequence? The curriculum is imbalanced and the Regents are inaccurate. A regular system like the ones in most other states would be much better.

I know, “student accountability” needs to be measured. I am NOT saying that they should do away with the Regents. I just think it’s time for some MAJOR reformatting of the curriculum and exams.

12. June 20, 2010 am30 12:00 am 12:00 am

yeah this test was all messed up. no one knows whos right and wrong.

13. anonymous permalinkJune 20, 2010 am30 11:18 am 11:18 am

what if you did actual-measured/ measured and still got the answer right

will you get points off?

• June 20, 2010 pm30 1:21 pm 1:21 pm

To me, that sounds like a point off.

• June 21, 2010 pm30 2:15 pm 2:15 pm

yes you will, you wouldnt if it was mult choice but the whole point of part 2 is to show your work. how would you have gotten the right answer for that anyway unless you cheated??

14. June 20, 2010 pm30 4:43 pm 4:43 pm

what happens if you used Pythagorean theorem to solve #33 & got 40 as an answer? i dont get it, if that problem could be solved using both ways how was there 2 different answers & would my answer be counted as wrong?

• Nick permalinkJune 20, 2010 pm30 7:08 pm 7:08 pm

To find an angle measurement using trigonometry, u need to use the ratio to -1.

i.e:(sin-1;tan-1;cos-1

• Nick permalinkJune 20, 2010 pm30 7:11 pm 7:11 pm

Then, u Wouldnt get ANY points because u have an incorrect math statement of using the theorum to find an angle AND u got the answer wrong…so yea but u only lose two points, that’s good

15. June 21, 2010 pm30 4:05 pm 4:05 pm

umm no actually i got the answer right..i understand what i did was wrong now, i didnt get it before but someone explained it to me, so yeah thanks. i didnt realize it asked for the angle, not the missing side, therefore i used p. theorem instead of trig. but, i still solved it correctly so i should still get partial credit but yeah. oh well.

16. June 21, 2010 pm30 4:06 pm 4:06 pm

actually she wasnt completely wrong…she still used pythag. theorem correctly to solve for a missing side, she just got it mixed up with trig. simple mistake. no worries