Am I the only one whose teacher never mentioned anything about radians, truncated cones, or lines perpendicular to planes? I literally had to use all the bullshit in me to come up with an answer.
@victorfteha My teacher never taught any of that either.
We touched on radians for 20 minutes. And we spent 1 day on truncated cones. Was incredibly surprised to see that on the test
@J1234567890 Those questions are jeopardizing whether I’ll get into Algebra 2 Honors are not. Those topic weren’t even part of my curriculum.
They’re not part of the curriculum. I’m in an honors class, so we go beyond the curriculum. The state’s thinking for #36 was “they’ve learned similarity, so they have the skills to do this.” And technically, they’re not wrong. Still a hard exam tho, and I totally see your point
I think that the question was not THAT challenging and an appropriate six point question to be honest. Instead to just saying to find the volume of the glass, they gave you the cone with similar triangles. All that you had to do was assign a variable to the height from the lower base to the apex of the cone and the higher base to the apex of the cone. Technically, you did not even have to understand what the terms cone and frustum meant, and only how to do similar triangles and the formula for volume of a cone.
The radians question was a little bit iffy because NYS knows that radians is the last part of the modules and many teachers will not have the time to teach it. However, with how the question was worded, you did not have to find the number of radians in the angle and could have just found it in degrees by dividing the intercepted arc by the cumference and then multiplying by 360. All that you really needed to know was that radians and degrees both go up in a linear fashion (if two values are the same number of degrees, they are the same number of radians; similar to how if two roads are the same number of miles long, they are the same number of meters long).
Anyways, just my opinion.
Your’re definitely right, but many were just shocked to see a question on a final exam that they’ve never seen before
To be honest, for that last question; I didn’t even know those cones were triangles.
They weren’t perfect triangles (they were cones) but the concept of similarity and scale factor is the same with that
Hi the answer key link that was posted no longer exisits. Does anyone have a copy of the test?
I don’t think we get a copy of our exam back. In a few days, NYSED will unlock the answer key, and there’s already a video showing # 1-5, so maybe he’ll put up the rest of the answers in the days to come as well
I got an email from my teacher- he said that they finished grading all the free response, just waiting on the scantrons (Part I)
I got my grade today. Unfortunately, for the common core exams this year, our school is only giving out the performance level (out of 5) that we got. I emailed my teacher and she said that I got a 100 and that the reason why they were not putting the scale scores online is because of a new district policy. Is anyone else only getting a scores our of 5?
I haven’t gotten my score yet so I don’t know
First of all, Congratulations @kimclan1!!! Especially in math, 100s are very difficult to get!
Second, I haven’t gotten my score yet, but it’s not just out of 5. I’m getting a number (hopefully around 93)
If you tried to calculate your score online, is it possible that your actual score will be higher than the one you calculated? If that makes sense.
The grade you calculated & the grade, the teacher who graded your regent.
Like for example (I’ll use the Algebra I CC conversion chart from June 2015) if you earned 77/86 credits, that mathematically works out to .895…, or 90%. But on the chart it’s 88%? Is that what you mean? If so, the geometry curve always gives your score a boost/nothing at all
Very pissed, got my score and I’m not satisfied with it… after all my hardwork.
Pulled a 89 pretty disappointed since I got a 97 in the class and I had to work really hard so I was expecting a 92 +