Solutions Part I & II NPMaA Spring 2010

NATIONAL TEST IN MATHEMATICS COURSE A
Mathematics
Spring 2010
This test will be reused and is therefore protected by Chapter 17 paragraph 4 of the Official Secrets Act. The intention is for this test to be reused until 2016-06-30 This should be considered when determining the applicability of the Official Secret Act.
Note: The National Agency for Education decided 2010-12-07 not to reuse the national test in mathematics course A spring 2010. Skolverket har den 2010-12-07 beslutat att provet i matematik A fr vt 2010 inte ska teranvndas
Part I
Time: 90 minutes
Students Name (National Agency for Education)
Solutions NPMaAVT2010_NPMaA Spring 2010
NV-College - Sjdalsgymnasiet
Instructions- Part I
Time 90 minutes altogether for Part I. It is recommended that you use a maximum of 45 minutes for working with the part where calculator is not allowed. You may not use your calculator until you have submitted your answers to this part. Aids Part where calculator is not allowed: Approved formula page and ruler. Question 14: Calculator, approved formula page and ruler. The part Without calculator This part consists of questions to be solved without a calculator. Two of questions require that you explain your solution. Present your solutions in the figure and the box nearby the question. The rest of questions require only the answers. After each question the maximum number of points available for your answer/solution is shown. This question is a larger question, which normally requires more time. In the box below the question you can see what considerations the teacher will make in assessing your solution. Grading The test (part I+Part II) gives a total maximum of 61 points, of which 28 are vg-points. Lower limits for examination grade Pass: 20 points Pass with distinction: 36 points of which at least 10 vg-points. Pass with special distinction: At least 20 vg-points. In addition you must demonstrate several of the MVG-qualities that are possible to show in the questions marked . Name: ___________________________________________________________ Date of birth: _____________________________________________________ Adult education/secondary school program:_____________________________
Question 14
Skolverket behzad.massoumzadeh@huddinge.se Free to use for educational purposes. Not for sale! 2/25
Please note that you have to try to solve the problems yourself before checking your solutions against mine. To solve a problem you may follow the following steps: Read the problem. Think! Read the problem again! Have you understood what the problem is looking for? Make a plan. Perform the plan. Evaluate your results. Are your results logical and acceptable?
Obviously, if you are stock and do not know how to solve the problem you may read my solutions. But, after reading the solutions, even if you are sure that you understood my solutions, you should try to solve the problem by yourself without checking your steps against mine. Only, after you solve the problem yourself, you may have understood how to solve similar problems (but not necessarily another type.) My solutions are just suggested ones. Usually there are more than one methods of solving a given problem. Warning: Just reading the solutions can never replace your own struggle in solving a given problem. By just reading the solutions you may not be able to understand the mathematics of the problem deep enough and therefore, it will not help you to solve a new problem by yourself. Your comments and possible corrections are deeply appreciated. Have Fun! Behzad Massoumzadeh, Ph.D. behzad.massoumzadeh@huddinge.se January 2011
Question 14 A roll of paper

A rectangular sheet of paper can be rolled to make a tube (cylinder) as shown in the figure. Such a tube is made by rolling a square piece of paper with side length 10 cm . The diameter of the tube will be about 3.2 cm . Find the volume of this tube (cylinder). Show that the diameter of the tube will be about 3.2 cm if the side length of the sheet of paper used is 10 cm . If the length and width of the paper are different, you can make two different tubes (cylinders) depending on how you roll the paper. Starting with rectangular sheet of paper with dimensions
10 cm 20 cm , two different tubes are made. Find the
volumes of the two tubes (cylinders). Compare these two volumes and calculate the ratio between them. Investigate the ratio between the cylinder volumes using sheets of paper with other dimensions. What affects the volume ratio between the tall and the short cylinder? Show that your conclusion is true for all rectangular papers. [4/7/]
In the assessing your work the teacher will take into consideration: What mathematical knowledge you have shown and how well you have carried out the task. How well you have explained your work and defended your conclusions How well you have presented your solution.
Suggested solutions: d = 3.2 cm r =
d 3.2 cm = = 1.6 cm 2 2
[1/0] Answer: V 80 cm 3 [1/0] Answer: d 3.2 cm
V = r 2 h = (1.6) 2 (10) = 80.42 cm 3 80 cm 3

Circumference of the base is C = d d =
10
3.2 cm
Tall and skinny cylinder: h = 20 cm , C = 10 cm

Vtall = r 2 h = (1.6 ) 2 (20 ) = 159.15 cm 3 160 cm 3 [0/1]
Answer: Vtall 160 cm 3
Short and fat: h = 10 cm , C = 20 cm
C = d d =
20
= 6.366 cm 6.4 cm r =
d 6.366 = cm = 3.18 cm 3.2 cm 2 2

Answer: Vshort 320 cm 3 Answer:
Vshort =2 Vtall
Vshort = r 2 h = (3.1831) 2 (10 ) = 318.3 cm 3 320 cm 3
Vshort 318.3 cm 3 = =2 Vtall 159.15 cm 3
[0/1]
The volume of the short-fat cylinder is twice as much as that of the tallskinny cylinder. Generalization: Lets assume the size of the paper is x cm y cm where y cm x cm : Tall and skinny cylinder: C = x cm and h = y cm
C = d d =
VTall
2
cm rtall =
2
d x = cm 2 2
Answer: VTall
x2 x2 y x = r h = y cm 3 = cm 3 y= 2 4 4 2
x2 y cm 3 = 4
C = x cm
h = y cm
[0/1] Short and fat cylinder: C = y cm and h = x cm
C = d d =
VShort
2
cm rShort =
2
d y = cm 2 2
y2 x y2 y2 x y 3 3 cm 3 = r h = x cm = cm Answer: VShort = x = 2 4 4 4 2
h = x cm
C = y cm
[0/1]
The ratio between the short cylinders volume and that of the tall one
VShort VTall y2 x cm 3 / / y 2 x 4 y = 42 = 2 = / / 4 x y x x y cm 3 4
[0/2]
Answer:
VShort y = VTall x
Conclusion: The ratio between the volumes of the short cylinder and that of the tall cylinder is always equal to the ratio between the lengths of sides of the rectangle paper:
VShort y = yx VTall x
The presentation is easy to follow and cover most parts of the problem. The mathematical language is correct. [2/1] Evaluation (Check):
y = 20 cm , x = 10 cm
VShort 20 =2 = VTall 10
as expected.
MVG- quality
The student demonstrates the highest quality in solving problem 14 by:
M1 Formulates and develops the problem, uses Algebraically proving the ratio
general methods with problem solving.
M2 Analyses and interprets the results,

concludes and evaluates if they are reasonable.
Analysing the results of the volume ratio and draws conclusion.
M3 Carries out mathematical proof, or analyses Shows that the ratio of the volumes is
mathematical reasoning.
equal to the ratio of the length of the sides of the paper:

M4 Evaluates and compares different methods

and mathematical models.
M5 The presentation is structured, and

mathematical language is correct.
Presentation of a well structured solution with specially a correct mathematical language.
Calculator is not allowed!

Name: _____________________ Class/Group: ______________________
Part I
1. What number is 0.1 greater than 3.96 ? Suggested solutions: Answer: 4.06
x = 3.96 + 0.1 = 4.06
[1/0] [1/0]
2. What number, in decimal form, should be in the square?
[1/0]
a 0
Suggested solutions: 3. What coordinates does the point P have?
2
Answer: a = 0.2 [1/0] [1/0]
10
y
0 -10 -5 -5 0 5 x 10
-10
Answer: ( 3, 4 )
[1/0]
4. Julia makes a copy of her drawing using the schools photocopier. A face which is 12 cm long on the copy. In what scale does Julia do her copying? Suggested solutions: Answer: Scale 1 : 3
4 cm 4 1 = = Scale 1 : 3 12 cm 12 3
[1/0] [1/0]
5. hat is the approximate value of

3 30
880 ? Circle your answer.

60 300 440
[1/0]
Suggested solutions: Answer:
880 30 880 30 .
[1/0]
Since 30 2 = 900 900 = 30 , we may recognize that
6. Sarah buys a used car for 100 000 Skr . The value of the car will decrease. The diagram below is an illustration of the change in the value of the car if it decreases by 10% , versus if it decreases by 15% per year.
120000 100000 80000 60000 40000 20000 0 0 2 4 6 8 10 Number of years
a.
b.
How much longer does it take for the value to be halved if the percentage decrease is 10% rather than 15% per year? Explain your solution using the diagram and the answer box below. [1/1]
Suggested solutions: Answer: 73 000 Skr
Value Skr
What will the value of the car be after three years if the annual percentage decrease is 10% . [1/0]
[1/0]
120000 100000 Value (Skr) 80000 60000 40000 20000 0 0 1 2 3 4 5 6 7 8 9 10 Number of years
It takes 6.5 years for the value of the car to be halved if the percentage decrease is 10% . On the other hand, it takes 4.2 years for the value of the car to be halved if the percentage decrease is 15% . Therefore, it takes 6.5 4.2 = 2.3 years longer for the value of the car to be halved if the percentage decrease is 15% rather than 10% . [1/1] Answer in the interval 71000 Skr - 75 000 Skr is acceptable and gets full credit. Answer in the interval 2.1 years - 2.5 years is acceptable and gets full credit.
7. Which of the following expressions gives the perimeter of the figure? Circle your answer.
a+b 2a + 2b 3a + 2b 3a + 3b 4a + 4b
Explain how you get your answer using the figure below.
[1/1]
b
perimeter = 4a + 2b
As illustrated in the figure below, the smaller pieces that are vertical make contribute to the perimeter of the curve by a + a . Together the vertical lines contribution to the perimeter of the figure is a + a + a + a = 4a . Similarly, the smaller horizontal pieces contribute b + b = 2b to the perimeter of the figure. Therefore, the perimeter of the figure is perimeter = 4a + 2b . For more effective visualization the smaller sides are coloured. [1/1]
b
8. Sanna is to take 15 ml of her medicine twice every day. How long will her bottle of medicine last if it contains 0.3 liters ? Circle your answer. Suggested solutions: Answer: 0.30 300 n= = = 10 days 0.015 2 30
10 days
[0/1]
[0/1]
9.
2 of a certain number is 1 . What is the number? 5
[0/1]
x=
5 1 or x = 2.5 or x = 2 2 2
[0/1]
2 2x 5 5 2 = x= x = 1 (5) x = (5) (1) 2 x = 5 5 2 2 2 5 0.3 =1. x 0.5
10. Solve the equation
[0/1]
x = 0.8
[0/1]
0.3 0.3 = 1 ( x 0.5) = ( x 0.5)1 0.3 = x 0.5 x 0.5 = 0.3 x = 0.3 + 0.5 = 0.8 x 0.5 x 0.5
11. Petter weighs p kg and Simon weights s kg . Write a formula which Petter weight 12% more than Simon. [0/1] Suggested solutions: Answer:
p = 1.12 s
p = 1.12 s
[0/1]
Alternative I: p = s + 0.12 s ; Alternative II:
12. In a rectangle the long side is 4 cm longer than the short side. What expression gives the [0/1] length of the short side if the length of the long side is written as x + 2 ? Suggested solutions: Answer:
s = x 2 or s = x + 2 4
[0/1]
Long side x + 2 Long side = Short side + 4 s + 4 = x + 2 s = x + 2 4 s = x 2 Short side s
13. The number 5.83 10 3 is written in scientific form. What number must you subtract so that the digit eight will be changed to a six? Answer in decimal form. [0/1] Suggested solutions: Answer:
x = 0.000 20 or x = 0.000 2
x = 5.83 10 3 5.63 10 3 = 0.20 10 3 = 0.000 20
[0/1]
For test-material the Swedish National Agency of Education generically refers to the regulation of secrecy according to Chapter 4, Section 3 of the Secrecy Act. The intention is for this test to be used until 2015-06-30. This should be considered when determining the applicability of the Official Secrets Act.
NATIONAL TEST IN MATHEMATICS COURSE A SPRING 2009 Part II

Instructions Test period Tools Part II 120 minutes for Part II. Calculator, formula sheet and ruler. Part II includes 11 items. For most items a single answer is not enough. It is also expected that you write down what you do that you explain your line of reasoning so that is easy to follow that you draw clear figures when needed. For some items only an answer is required. They are marked with, Only answer is required. After every item is given the maximum mark your solution can receive. (2/3) means that the item can give 2 g-points (Pass level) and 3 vg-points (Pass with distinction level). Items marked with give you a possibility to show MVG-quality (Pass with special distinction quality). This means e g that you use M1: generalised methods, models and reasoning, that you M2: analyse your results and M5: present a clear line of thought in a correct mathematical language. Item number 8 is a larger item that demands a longer time to solve than other items. It is important that you make a try to solve this item. Above the item is written what the teacher has to consider at the assessment. Mark limits The test (Part I + Part II) gives a total maximum of 61 points, out of which 26 are VG-points. Lower limits for examination grade: Pass (G): Pass with distinction : Pass with special distinction: 19 points. 35 points of which at least 12 VG points. At least 20 VG-points. In addition you must demonstrate several of the MVG-qualities that are possible to show in the questions marked .
Write your name, date of birth, and adult education/secondary school program on all sheets of paper you hand in. Name: _________________________ School: _________________________
Adult education/study program: ________________________________________
14. Dennis worked 2.5 hours and earned SEK 155 . How much would he earn if he worked [2/0] 4.5 hours at the same hourly wage? Suggested solutions: Answer: x = SEK 279
x= SEK 155 (4.5 h ) = SEK 279 2. 5 h
[1/0] [1/0]
15. Throughout history mathematicians have tried to reach a good approximate value for the number . Here are some of the values that have been used. Indians Egyptians Romans Greeks
10
256 81
1 8
22 7
[3/0]
a. Which value is closest to and which one is furthest from ? b. A has a diameter of 125 cm . Its circumference is to be calculated. How many centimetres longer will the value for the circumference be if you use the Egyptian value instead of ? [1/1] Suggested solutions: 256 d d 2.36 cm Answer: 81 Indians Egyptians [1/0] Romans Greeks
10 = 3.162278
Furthest
256 = 3.160494 81 256 = 0.01890 81
1 3 = 3.125000 8 1 3 = 0.01659 8
22 = 3.142857 7
Closest [1/0]
10 = 0.02069
22 = 0.00126 7
[1/0] Circumference of the wagon wheel: d = 392.6991 cm Egyptian:
256 256 d = 125 = 395.0617 cm 81 81 [1/0]
256 d d = 2.362647 cm 2.36 cm 81 [0/1]
behzad.massoumzadeh@huddinge.se Free to use for educational purposes. Not for sale!
page 14 of 25
16. You are to calculate
284 on your calculator. Suppose you get the results 0.81 . 56.7 4.2 Your classmate Hanna has no calculator and says that your answer is unreasonable. How can Hanna see that? [1/1]
Possibly Hanna realizes that 56.7 4.2 50 and 284 300 = 6 . Hanna therefore estimates that 50 50 284 must be a number between 5 and 6 and 56.7 4.2 definitely not smaller that 1. [1/1] Hanna could also immediately recognize my error by 284 realizing the denominator of , is larger than 56.7 4.2 its numerator 284 > (56.7 4.2 ) and therefore it can not be less than 284 >1. one: [1/1] 56.7 4.2
Suggested solutions:
17. In a dance club with 40 members, 60% of the members are girls. 8 new members joined the club. All of the new members are boys. What percentage of the club members are girls now? [2/1] Suggested solutions: Answer: 50% Number of the female members of 60 = 24 [1/0] the club: 40 100 Total number of the members of the club after the joining: 40 + 8 = 48 [1/0]
24 100 = 50% 48
Therefore 50% of the club members are girls now. [0/1]
page 15 of 25
18. The perimeter of the figure is 42 cm . All of the short sides in the figure are the same length and all angles are right angles. Find the area of the figure. [2/1] Suggested solutions: Answer: A = 56.25 cm 2 First method: Perimeter of the figure is P = 42 cm The figure has n = 28 short sides The length of each short side is P 42 cm a= = = 1.5 cm n 28 [1/0]
There are 25 of small squares of side a = 1.5 cm and of surface area

a 2 = (1.5)
2
cm 2
[1/0] [0/1]
The total surface area of the figure is 2 A = 25 a 2 = 25 (1.5) cm 2 = 56.25 cm 2 Perimeter of the figure is P = 42 cm The figure has n = 28 short sides The length of each short side is P 42 cm a= = = 1.5 cm n 28 [1/0]
Second method:
The area of the figure may be calculated as the area of a large square of sides 7 a minus the area of 4 large pieces of area 6a 2 each
A = (7 a ) 4 6 a 2 = 49 a 2 24 a 2
2
[1/0]
A = 25 a 2 = 25 (1.5)
cm 2 = 56.25 cm 2 [0/1]
Third method: Perimeter of the figure is P = 42 cm The figure has n = 28 short sides The length of each short side is P 42 cm a= = = 1.5 cm n 28 [1/0]
The area of the figure may be calculated as the area of the rectangles illustrated in the figure: A = (3 a )(5 a ) + 2 a (3 a ) + 4 a 2
A = 15 a 2 + 6 a 2 + 4 a 2 = 25 a 2
A = 25 (1.5)
2
[1/0] [0/1]
cm 2 = 56.25 cm 2
page 16 of 25
19. A store makes a survey about the weight and piece of chocolate bars. The results are 30 illustrated in the following diagram. a. Which of the chocolate bars weigh the same? Only answer is required. [1/0] b. Which of bars has the highest price per kilogram? Explain how arrived to your conclusions. [1/1/M1]
25 20 Price (kr) 15 10 5 0 0 20 40 60 80 100 120 140 160 180 Weight (gram)
C
D
Suggested solutions: Answer: The chocolate bar C has the highest price per kilogram. It costs 169 kr / kg a) The chocolate bars B and C weight the same. They weight 100 g each. [1/0] The chocolate bar C has the highest price per kilogram. The line connecting the point C to the origin is the steepest one and has the highest slope (or gradient) of all chocolate bars. The chocolate bar C costs: 27 2700 kr / kg = kr / kg = 168.75 169 kr / kg 16 0.160
b)
[1/1/M1]
The larger gradient means faster increase in price per kilogram. MVG-Quality: M1: Formulate and develops the problem, and uses general methods/models The student demonstrate the highest quality by Uses the concept of gradient (slope) of the line y = k x SEK
page 17 of 25
20. Show by calculation or reasoning that the angle A is 45 . Suggested solutions: As illustrated in the following figure, we may draw a normal line form the vertices B to the base DA . [1/0 ] Due to the fact that BE CD , and
CB DA
[1/1/M3, M5]
5.0 cm
5.0 cm
A
EA = 10.0 5.0 = 5.0 cm ,

BE = CD = 5.0 cm
10.0 cm
[0/1]
Therefore, the right-triangle BEA is an isosceles right triangle
5.0 cm
EBA = BAE =
90 = 45 2
[M3, M5 ] 5.0 cm
A
Second Method:
tan A =
BE 5.0 = = 1 A = tan 1 1 = 45 EA 5.0

[M3, M5 ]
5.0 cm
5.0 cm
MVG-Quality: M3: Carries out a proof, analyses and mathematical reasoning M5: The solution is well structured, correct mathematically.
The student demonstrate the highest quality by Carries out a clear evidence that the triangle is an isosceles right-triangle and the angle A = B = 45 The solution is well structured, correct mathematically.
page 18 of 25
21. Robert investigates how much ice cream bars cost in different years. He wants to make a graph showing how the price changes and uses a spreadsheet program to do this. He makes two diagrams that look different. Diagram 1
Price of an ice cream chocolate bar (SEK) Price of an ice cream chocolate bar (SEK) 12 10 8 6 4 2 0 1960 12 10 8 6 4 2 0
Diagram 2
1970
1980 Year
1990
2000
2010
1970
1973
1980
1987
2002
2006
a. Which diagram is unsuitable and why?
[0/1]
b. Robert performs a calculation in his spreadsheet program in cell G4. What has he calculated and how much will it be? [0/2] Suggested solutions: a. The diagram number 2 is unsuitable. The reason is its irregular and incorrect scaling of the time-axis. [0/1] b. Robert has calculated the average annual (yearly) increase in the price of ice cream chocolate bars between 2006 and 1970. The result of the calculation is:
(11.00 1.00) = 10 (2006 1970) 36
SEK = 0.28 SEK / year year
[0/1]
page 19 of 25
22. In a park there are flowerbeds of different sizes. In each flowerbed there are two kinds of flowers. In the figure below the middle flowers are marked by and the edge flowers are marked by . Number 1 Number 2 Number 3

[1/0]
a. How many edge flowers are there in the flowerbed number 5? Explain your answer. b. Lovisa has 32 edge flowers. How many middle flowers are needed to make this flower bed? Explain your answer. [2/0] c. Lovisa figured out that the expression n 2 + 4n + 4 can be used to calculate the sum of the number of edge flowers and the number of middle flowers, where n is the number of the flower bed. Explain your reasoning to show why this expression is correct. [0/2/] Suggested solutions: Flowerbed number n Edge flowers : 4n + 4 Middle flowers : n 2 Total number of flowers: N tot =+
N tot = n 2 + 4n + 4
n =1 4 1 + 4 = 8 n=2 n=3 n=4 4 4 + 4 = 20 n=5 4 5 + 4 = 24
4 2 + 4 = 12 4 3 + 4 = 16
22 = 4
12 + 4 = 16
12 = 1
8 +1 = 9
32 = 9
16 + 9 = 25
4 2 = 16
20 + 16 = 36
52 = 25
24 + 25 = 49
Total number of flowers: 2 N tot = (n + 2 )
(1 + 2)2 = 9 (2 + 2)2 = 16 (3 + 2)2 = 25
(4 + 2)2 = 36
(5 + 2)2 = 49
page 20 of 25
a. Answer: : 24 : There are : 4n + 4 = 4 5 + 4 = 20 + 4 = 24 edge flowers in the flowerbed number 5. The number of flowers in the flowerbed number n is, as illustrated in the table above is given by : 4 n + 4 . [1/0] b. Answer: : 49 middle flowers. Edge flowers : 4n + 4
4n + 4 = 32 4n = 32 4 = 28
[1/0]
n=
28 =7 4
[1/0]
Therefore 32 edge flowers belong to the flowerbed number n = 7 . Middle flowers : n 2 = 7 2 = 49 . c. As illustrated above in the table The total number of flowers may be represented either by the sum of the number of edge flowers : 4n + 4 and the number of middle flowers : n 2 , i.e.
N tot =+= 4n + 4 + n 2 .
2
QED
The total number of flowers may also be given by N tot = (n + 2 ) . This may be expanded and shown that it is equivalent to the method above and Lovisas discovery:
N tot = (n + 2 ) = n 2 + 4n + 4 = n 2 + (4n + 4 ) =+
2
QED [0/2/M1, M3]
MVG-Quality: M1: Formulate and develops the problem, and uses general methods/models
The student demonstrate the highest quality by

The student may generalize the problem and finds the total number of edge flowers : 4n + 4 and the number of middle flowers : n 2 . Therefore the total number of flowers may be given by N tot =+= 4n + 4 + n 2 Alternative: N tot = (n + 2) = n 2 + 4n + 4 = n 2 + (4n + 4) =+
2
M3: Carries out a proof, analyses and mathematical reasoning
The student analyses and interprets the given formula: N tot =+= 4n + 4 + n 2
Carries out a clear evidence that the triangle is an isosceles righttriangle and the angle A = B = 45
page 21 of 25
23. The size of a bicycle is determined by the length of the seat tube. In order to know what size of bicycle you should buy you may measure the inner leg length for the person who is to use the bicycle. Then you can calculate the best size of bicycle in two different ways: Formula A: y = x 23 cm where 30 cm x 90 cm Formula B: y =
2x cm , where 30 cm x 90 cm 3
In the formulas above x cm is the length of the inner-leg in centimetre and y cm is the length of the seat tube in centimetre. As indicated above the formulas A and B is valid for the inner-leg length between 30 cm and 90 cm . a. Marcus is going to buy a bicycle and his innerleg length is 63 cm . Use formulas A and B respectively to calculate what length Marcus should have for his seat tube. Only answer is required b. [2/0] What inner-leg length gives the same seat length no matter which one of the two formulas is used. [0/2/]
Suggested solutions: a) Formula A: Answer: y = 40 cm Formula B: Answer: y = 42 cm

y = x 23 cm = 63 23 cm = 40 cm
y=
2x 2 cm = (63 cm) = 42 cm 3 3
b) First Method: Algebraic (analytical) method: We may equate the formulas A and B to find the length of the particular inner-leg that gives identical seat length:
y = x 23 cm 2x 2x x 23 = x 23 = 2x 3 3 y = 3 cm
To eliminate the denominator, we may multiply both sides of the equation by 3:
3 ( x 23) =
3 x 69 = 2 x
2x 3 3
Subtract 2 x and add 69 to both sides of the equation:

3 x 2 x = 69
Answer: x = 69 cm
page 22 of 25
y = x 23 cm = 69 23 cm = 46 cm Check: Checks! 2x 2 69 y= cm = cm = 46 cm 3 3
Second Method: Graphical Solution We may solve the problem graphically by plotting the formulas A and B on the same coordinate system 30 cm x 90 cm and 20 cm x 70 cm . The intersection point of the two graphs is:
x = 69 cm and y = 46 cm identical to the results obtained above.
If the graphic calculator, TI-83/84 is used, you may use second/calc/intersect/graph1/graph2/guess sequence to find the exact location of the intersect. [0/2/M1, M5]
70 Length of the seat tube, y (cm) 60 50 40 30 20 30 40 50 60 70 80 90 Inner-leg length x (cm) (69 cm; 46 cm)
MVG-Quality: M1: Formulate and develops the problem, and uses general methods/models
The student demonstrate the highest quality by Finds the general solution by equating the two formulas. Finds the graphical solution: x = 69 cm
M5: The solution is well structured, correct mathematically.
Presents the solution, well structured, clear, using especially correct mathematical language.
page 23 of 25
24. Linda and Maria started a business together. They both put in the same amount of money. Lindas money was not enough for her share of the starting capital, she had to borrow an amount corresponding to 20% of the money she had from the beginning. Maria on the other hand, had 10% of her own money left. So Maria, of course, had more money than Linda from the beginning. What percentage more? [1/2/]
Suggested solutions: Lets assume that Lindas initial money was x Therefore, her share of the starting capital is 1.20 x So, Marias share of starting capital is also 1.20 x But, after starting the business, 10% of Marias initial money was left over. This means her share of starting capital was 90% of Marias initial money that could be assumed to be y [0/1] [1/0]
0.90 y = 1.20 x
y=
1.20 x 0.90
4 1 y = x =1 x 3 3
y = 1.33 x
Answer: Maria had 33% more than Linda initially. [0/1/M1, M5]
MVG-Quality: M1: Formulate and develops the problem, and uses general methods/models M5: The solution is well structured, correct mathematically.
The student demonstrate the highest quality by Uses a general algebraic method to solve the problem. Presents the solution, well structured, clear, using especially correct mathematical language.
page 24 of 25
MVG- quality
Part 1
Part II: Problems: 5 8d 10b 11a 11b
Other Problems
14 M1 Formulates and develops the problem, uses

general methods with problem solving.
M2 Analyses and interprets the results,

concludes and evaluates if they are reasonable.
M3 Carries out mathematical proof, or analyses

mathematical reasoning.
M4 Evaluates and compares different methods

and mathematical models.
M5 The presentation is structured, and

mathematical language is correct.
page 25 of 25

Solutions Part I & II NPMaA Spring 2010

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Solutions Part I & II NPMaA Spring 2010

Uploaded by

Copyright:

Available Formats

NATIONAL TEST IN MATHEMATICS COURSE A

Students Name (National Agency for Education)

Solutions NPMaAVT2010_NPMaA Spring 2010

Solutions NPMaAVT2010_NPMaA Spring 2010

Solutions NPMaAVT2010_NPMaA Spring 2010

Question 14 A roll of paper

Suggested solutions: d = 3.2 cm r =

V = r 2 h = (1.6) 2 (10) = 80.42 cm 3 80 cm 3

Tall and skinny cylinder: h = 20 cm , C = 10 cm

Answer: Vtall 160 cm 3

Solutions NPMaAVT2010_NPMaA Spring 2010

Short and fat: h = 10 cm , C = 20 cm

d 6.366 = cm = 3.18 cm 3.2 cm 2 2

Vshort = r 2 h = (3.1831) 2 (10 ) = 318.3 cm 3 320 cm 3

Vshort 318.3 cm 3 = =2 Vtall 159.15 cm 3

[0/1] Short and fat cylinder: C = y cm and h = x cm

Solutions NPMaAVT2010_NPMaA Spring 2010

The student demonstrates the highest quality in solving problem 14 by:

M2 Analyses and interprets the results,

Analysing the results of the volume ratio and draws conclusion.

equal to the ratio of the length of the sides of the paper:

M4 Evaluates and compares different methods

M5 The presentation is structured, and

Presentation of a well structured solution with specially a correct mathematical language.

Solutions NPMaAVT2010_NPMaA Spring 2010

Calculator is not allowed!

2. What number, in decimal form, should be in the square?

Solutions NPMaAVT2010_NPMaA Spring 2010

5. hat is the approximate value of

880 ? Circle your answer.

Suggested solutions: Answer:

Since 30 2 = 900 900 = 30 , we may recognize that

Solutions NPMaAVT2010_NPMaA Spring 2010

Suggested solutions: Answer: 73 000 Skr

Solutions NPMaAVT2010_NPMaA Spring 2010

Solutions NPMaAVT2010_NPMaA Spring 2010

2 of a certain number is 1 . What is the number? 5

Suggested solutions: Answer:

2 2x 5 5 2 = x= x = 1 (5) x = (5) (1) 2 x = 5 5 2 2 2 5 0.3 =1. x 0.5

10. Solve the equation

Suggested solutions: Answer:

Alternative I: p = s + 0.12 s ; Alternative II:

Long side x + 2 Long side = Short side + 4 s + 4 = x + 2 s = x + 2 4 s = x 2 Short side s

x = 5.83 10 3 5.63 10 3 = 0.20 10 3 = 0.000 20

Solutions NPMaAVT2010_NPMaA Spring 2010

NATIONAL TEST IN MATHEMATICS COURSE A SPRING 2009 Part II

Solutions NPMaAVT2010_NPMaA Spring 2010

Adult education/study program: ________________________________________

Solutions NPMaAVT2010_NPMaA Spring 2010

256 = 3.160494 81 256 = 0.01890 81

[1/0] Circumference of the wagon wheel: d = 392.6991 cm Egyptian:

256 256 d = 125 = 395.0617 cm 81 81 [1/0]

256 d d = 2.362647 cm 2.36 cm 81 [0/1]

behzad.massoumzadeh@huddinge.se Free to use for educational purposes. Not for sale!

Solutions NPMaAVT2010_NPMaA Spring 2010

16. You are to calculate

behzad.massoumzadeh@huddinge.se Free to use for educational purposes. Not for sale!

Solutions NPMaAVT2010_NPMaA Spring 2010

There are 25 of small squares of side a = 1.5 cm and of surface area

behzad.massoumzadeh@huddinge.se Free to use for educational purposes. Not for sale!

Solutions NPMaAVT2010_NPMaA Spring 2010

behzad.massoumzadeh@huddinge.se Free to use for educational purposes. Not for sale!