Mathematics: National Test in Course A Spring 1997

Skolverket: NpMaA VT97
NV-College - Sjdalsgymnasiet
(National Agency for Education)
National Test in
MATHEMATICS
Course A Spring 1997
Stockholm Institute of Education Skolverket 2005
The National Agency for Education, referring to 4 kap 3 Sekretesslagen, emphasises that this material is to be kept confidential. This material is confidential until the end of November 1997.
National Test in MATHEMATICS COURSE A Spring 1997

Instructions Test period Test time Resources Test material The test April 11 - June 2, 1997. 120 minutes without a break. Calculator and formula sheet. The formula sheet is attached to the test. The test material should be handed in with your solutions. The test is made up of 11 problems. Most of the problems are long-answer problems, where a short answer is not sufficient, but it is required that you write down what you do that you explain your train of thought that you draw figures when necessary. Some of the problems (where it is stated Answer required only) need only an answer. After each question the maximum number of points possible is shown. For example (2/3) indicates that the question can give 2 g-points and 3 vg-points. In questions marked you have an opportunity to demonstrate MVG-quality (Pass with Special Distinction). This means that you for example use general methods, models and reasoning, that you analyse your results and present a clear line of thought with correct mathematical language. 1 Try all of the problems. It can be relatively easy, even at the end of the test, to earn some points for a partial solution or presentation. It is possible to earn a maximum of 61 points in the test. Name: ________________________ School: ________________________________
Adult education/secondary school program: ____________________________________
Modified to pass to the form used in the national tests after Spring 2000
behzad.massoumzadeh@huddinge.se Free to use for free educational purposes. Not for sale! page 2 of 12
1.
a) Calculate 24% out of SEK 2400
Only an answer is required
(1/0) (1/0) (1/0)
b) How many per cent are 47 mm out of 2937 mm? Only an answer is required Suggested solutions: a.
2 400 0.24 = 576 SKr .
Answer: 576 SKr
b.
47 mm 100 = 1.6% . 2 937 mm
Answer: 1.6%
(1/0)
2.
Anna is going to make blackcurrant jam. Her recipe contains the following ingredients: 1 kg blackcurrant 750 g sugar 2.5 dl water When Anna has picked and topped the berries she establishes their weight to be 800 g. How much sugar and water must she use to make the jam? (2/0)
Suggested solutions:
800 g blackcurrant is 80% of the
required amount of 1 kg = 1000 g blackcurrant. Therefore, only 80% of the other ingredients:
750 0.80 = 600 g
2.5 0.80 = 2 dl
Sugar Water
Answer: 600 g Sugar Answer: 2 dl Water
(1/0) (1/0)
Skolverket: NpMaA VT97 3.
When in learning for a drivers license at Roy and Rogers Driving School the theory lessons and the obligatory driving lesson together cost SEK 2300. An extra driving lesson costs SEK 220 each time. a. How much has Lars to pay all together to the driving school if he has twelve extra driving lessons? (2/0) b. Sara has just got her drivers license. She paid a total of SEK 4060 to the driving school. How many extra driving lessons did she have? (2/0) c. Make a formula that describes how much you have to pay all together to the driving school if you take a complete course for a drivers license and have x extra driving lessons. (0/2)
Suggested solutions: a. b.
2 300 + 12 220 = 4 940 SKr . 2 300 + x 220 = 4 060 SKr . x 220 = 4 060 2 300 x 220 = 1760 1760 x= = 8 extra driving lessons 220
Answer: 4 940 SKr
(2/0) (1/0)
Answer: 8 extra driving lessons Answer: y = 2 300 + x 220 SKr
(1/0)
c.
y = 2 300 + x 220 SKr (0/2)
4.
a) Give a decimal number and a quotient of integers which both are between Only an answer is required b) Which of the numbers 0.3333 and
1 1 and . 4 3 (2/0)
(2/0)
1 is bigger? Explain why. 3
Suggested solutions: a.
1 3 6 1 4 8 = = and = = 4 12 24 3 12 24 7 6 8 is larger than and less than . This is due to the fact that they all have the 24 24 24 same denominator, and their numerators are related to each other as: 6 < 7 < 8 . 6 7 8 1 7 1 1 7 1 < < < < Therefore: Answer: < (1/0) < 24 24 24 4 24 3 4 24 3 1 1 = 0.25 and 0.33 . Therefore any number larger than 0.25 and less than 0.33 is an 4 3 1 1 answer: Answer: < 0.30 < (1/0) 4 3 1 = 0.33333333... > 0.3333 3
Answer:
b.
1 > 0.3333 3
(1/0)
Some Media-students in Norrkping have done a survey regarding the cinema habits of people. Among other things, they found out how many visitors the theatre Filmstaden had different nights. One question had to do with the age of the interviewed person. The age distribution regarding Tuesday and Friday night are shown in the pie charts below. There were 120 people interviewed on Tuesday evening, and 240 people on Friday evening.
About how many per cent of the interviewed people on Tuesday were younger than 15? Only an answer is required (1/0) b. About how many of those interviewed on Tuesday were younger than 15? Only an answer is required (1/0) c. Annika was asked: "How many of those who were interviewed on Friday night were younger than 15?" She answered: "The charts show that they were about as many as on Tuesday night." Explain why the charts does not show that. (1/1) d. If the pie chart that shows the results from Friday night had been drawn with a radius 1.4 times bigger than that of Tuesday night, the charts would give more information. How come? (0/4) Suggested solutions: a. b. Answer: About 25% of the interviewed people on Tuesday were younger than 15. (1/0) 120 120 0.25 = = 30 4 Answer: About 30 of the interviewed people on Tuesday were younger than 15. (1/0) There were 240 people interviewed on Friday night, while there were only 120 people who were interviewed. Both charts show that 25% of the interviewed were younger than 15. According to the chart 30 of those who visited the movies were younger than 15, while 60 of those interviewed on Friday night were younger than 15. (1/1) The number of people interviewed on Friday night were twice that of the interviewed on Tuesday night. Therefore, the area of the chart representing the Friday night must be twice as much as that of the Tuesday night. 2 2 2 2 AFriday = 2 ATuesday rFriday = 2 rTuesday rFriday = 2 rTuesday rFriday = 2 rTuesday / /
rFriday 1.4 rTuesday
a.
c.
d.
(0/4)
In a family there are five children of which four are girls. The average age of the siblings is 14 years. The boy is 18 years old. What is the average age of the girls? (0/3) Suggested solutions:
18 + 4 x = 14 5 18 + 4 x = 5 14 4 x = 70 18 4 x = 52 52 x= = 13 4 Answer: The average age of the girls is 13.

7.
(0/1)
(0/1)
(0/1)
An aerobic workout session begins with the warm-up phase which is followed by more intense exercises. During a session Mikaels pulse varies according to the following chart:
a. b. c. d.
How much time has elapsed when Mikaels pulse peaks? Only an answer is required (1/0) For how long is his pulse higher than 120 heartbeats/minute? Only an answer is required (1/0) After the warm-up phase more intense exercises follow, which increase the pulse considerably. How can you make out when this happens from the chart, and how much does Mikaels pulse increase during the warm-up phase? (0/2) Mikael claims that his heart beats 3000 times during the intense part of the workout. Use the chart to examine whether his statement is plausible. (0/3)
Suggested solutions: a. b. Answer: 25 minutes has elapsed when Mikaels pulse peaks. (1/0) For 18 minutes his pulse was higher than 120 heartbeats/minute.
c.
d.
(1/0) Mikaels pulse increases rapidly 14-16 minutes after the warm up. During just 2 minutes, his pulse rises from 100 pulse/minute to 120 pulse per minute. Therefore, we may conclude that Mikaels pulse 120 100 = 10 pulse / min increases at the rate of (0/2) 2 The area under the curve is the total number of Mikaels heart beat. We may calculate the area by just counting the number of squares under the curve. According my estimates that there are about 51 squares under the curve. The area of each square under the curve is: 10 5 = 50 beats N tot = 51 50 beats = 2550 beats According to my estimates his heart beats 2550 times per minute. We may also estimate the total number of his heart beat by estimating the curve as a rectangle of area of 10 60 = 600 beats , and a triangle of base 60 and height 80 with the area of about 60 80 = 2400 beats . Therefore, the total number of his hearth beat is 2 60 80 + 60 10 = 2400 + 600 beats = 3000 beats (0/3) 2
8.
Joakim is about to build a terrace measuring 3.40 m 4.95 m next to his house. He will then cover the surface with concrete pavement tiles with the size 30 cm 30 cm. These will be laid on a 15 cm thick layer of sand and with a small space in between them. (3/0) a) How many m 3 of sand should Joakim buy? b) Joakim bought 180 concrete tiles. His mind is set to cover the terrace with intact tiles only. Has he got enough tiles to do the job? Explain your reasoning. (0/3) Suggested solutions:
V = 3.40 4.95 0.15 = 2.5245 m 3 2.53 m 3

We may realize that
Answer: V 2.53 m 3
340 495 = 11.3 and = 16.5 . This means he needs only 30 30
11 tiles to cover the shorter side of the terrace and 16 tiles to cover its longer side. He needs a small gap between the tiles. Therefore he needs only N = 11 16 = 176 tiles. Answer: Yes! He has enough concrete tiles to cover his terrace! Note that simplistic approach of comparing the total surface area of the concrete tiles and that of the terrace may result in an incorrect conclusion! ATerrace = 3.40 4.95 = 16.83 m 2 ; ATotal _ tile = 180 0.3 .3 m 2 = 16.2 m 2 , and
16.83 m 2 > 16.2 m 2
A report contains the following chart and table that show how the height of a young tree changes. At the beginning the height of the tree is 1.00 m.
3,0 2,5 2,0 1,5 1,0 0,5 0,0 0 1 2 3 The time t in years 4 5 6
The height h of the tree in meters
The time t in years 0 1 2 3 4 5 6
The height h of the tree in meters 1,00 1,20 1,44 1,73 2,07 2,49 2,99
a) b)
How many per cent did the height of the tree change during the second year? (2/0) Examine how the height of the tree changes in different years and describe with words how it changes each year. (2/0) Construct a formula that can be used to calculate the height h of the tree in meters c) after a certain time of t years. (0/2) In what way should the formula be changed if the tree was 2.00 m from the d) beginning? (0/2) The formula in c) is a mathematical model of how the height of the tree changes. e) What limitation/restriction does the model have? (0/2) Suggested solutions:
a)
b)
1.73 1.44 = 0.20 = 20% 1.44 Answer: The height of the tree changed by 20% during the second year. (2/0) Answer: As the table below illustrates the height of the tree changes by 20% every year: (2/0) The time t The height h of the Percentage change in years tree in meters in the height of the tree 0 1,00 1 1,20 20% 2 1,44 20% 3 1,73 20% 4 2,07 20% 5 2,49 20% 6 2,99 20%
The formula h = 1.00 (1.20 ) m may be used to calculate the height h of the tree in meters after a certain time of t years. (0/2) If the tree was 2.00 m from the beginning, the formula should be t changed to h = 2.00 (1.20 ) m (0/2)
t
c)
Answer: h = 1.00 (1.20 ) m

t
d)
e)
The limitation of the model h = 1.00 (1.20 ) m is the fact that trees in nature do not grow exponentially for ever. After only a few years, a trees growth rate decreases and finally stops. Trees, like any other t living things in nature even die! The model h = 1.00 (1.20 ) m totally ignores the nature. (0/2)
t
10. A teacher said to his students: Think of a number and add 15 to it. Multiply the sum by 4 and then subtract 8 from your result. Divide the difference by 4 and finally subtract 12 from your quotient. If you tell me what answer you came up with, I will tell you what number you were thinking of. a) Monica comes up with 5 as her answer. What number was she thinking of? b) Show that the teachers method is correct for all numbers.
Suggested solution: Lets assume Monica thought of number x . We will follow Think of a number: and add 15 to it.: Multiply the sum by 4: and then subtract 8 from your result.: Divide the difference by 4: and finally subtract 12 from your quotient.: you were thinking of. Calculations above illustrate the fact that the final answer given by Monica is always one larger than the original number. Therefore, the method works in general. Monica thought originally of number x = 5 1 = 4 . The method demonstrated above is a generalized method and must in general be sufficient for the MVG quality. Second method:
(0/2) (0/2/)
x
x + 15
4 ( x + 15) = 4 x + 60
4 x + 60 8 = 4 x + 52
/ 4 x + 52 4 ( x + 13) = x + 13 = / 4 4
x + 13 12 = x + 1
If you tell me what answer you came up with, I will tell you what number
4 ( x + 15) 8 12 = ( x + 15) 2 12 = x + 1 4
The number that student gives is always one more than he/she originally thought. Monica came up with 5, therefore she was thinking of 4.
When assessing your work your teacher will consider: how systematic you are in your investigation. what kind of relations you have found. how general you state the relations you have found. how well you present your work. how well you give cause for your conclusions.
11. To collect money for a school trip a group of students have decided to make chocolate cakes to sell in the teachers lounge. (5/5/)
CHOCOLATE CAKE Ingredients: Instructions: 150 g butter 2 eggs 2 dl granulated sugar dl milk 1 tsp baking soda 3 dl wheat-flour
BAKING2
1. Melt the butter and let it cool down. 2. Cream the eggs and sugar. 3. Stir the milk and the butter into the mixture. 4. Mix the flour, cocoa and the baking soda, and then stir it into the mixture. 5. Pour the mixture into a buttered and bread crumbed roasting pan. Bake in the oven at 175 C for 25-30 minutes.
2 sp cocoa 2 sp browned breadcrumbs 1 sp: spoon: msk*= 15 ml 1 tsp: tea spoon: tsk*= 5 ml * A Swedish measure
Goods baking soda cocoa granulated sugar browned breadcrumbs sweet almonds wheat flour 1 dl equals 110 g 40 g 85 g 75 g 65 g 60 g
Roasting pan: 25x35 cm

Goods, quantity per prepackage baking soda, 170g margarine, 1 kg milk (low fat), 1 litre browned breadcrumbs, 400g granulated sugar, 2 kg cocoa, 250 g wheat-flour, 2 kg eggs, 6-pack eggs, 18 pack Prise (SEK) 9,2 17,6 5,85 12 16,8 11,9 8,5 9,9 19
They want to make 10 batches of the cake. How much of each ingredient will they have to buy? Make a presentation, including calculations, on how big pieces of the cake they should sell and to what prise, in order to make a profit.
2
P1 Open End Solutions

Suggested solution:
CHOCOLATE CAKE 150 g butter 2 eggs 2 dl granulated sugar dl milk 1 tsp baking soda 3 dl wheat-flour 2 sp cocoa 2 sp browned breadcrumbs
10 batches Unit Price SEK Cost (SEK) 1500 17,6 20 19 20 16,8 5 5,85 10 9,2 30 8,5 20 11,9 20 12
kg 35,2 28,9 16,8 5,85 9,2 8,5 11,9 12 128,35 1,5 1,7 1,8 0,12 0,225
As illustrated in the table above for 10 batches of the cake, 10 times that of each item necessary for baking one cake is needed. In reality, ingredients come in a special unit or package. For example 2 eggs are needed for each cake, and therefore 20 eggs are necessary for 20 cakes, but eggs come in a 6 or 18-pack. It is economically feasible to purchase one 18-pack and one 6-pack. We need:
1.5 kg butter: We buy two 1-kg butter at 17.6 Kr/kg. It costs 35.2 Kr. 20 eggs: We buy one 18-pack at 19 kr/pack and one 6-pack at 9.9 kr/pack egg. They cost 28.9 kr. 20 dl or 2 litter sugar is needed. It is 1.7 kg sugar. We purchase 2.0 kg sugar at 16.8 kr. 5 dl milk is needed. We buy a 1-litter pack milk at 5.85 kr. 30 dl wheat-flour which is 1.8 kg is needed. We purchase one 2-kg pack wheat-flour at 8.5 kr.
The other ingredients are needed in a very limited quantities, but can only be purchased in their unit-package. They are listed in the table above. The total cost of ingredients are 129 Kr. Assuming that students are using the school facilities and therefore they do not need to worry about other miscellanies costs like that of electricity, water, heat, cleaning, etc. each cake cost them about 13 kr. The roasting pan is 25 35 cm . Students may choose to have a reasonable unit size of rectangular 5 7 cm pieces. There are 25 such chocolates per each patch. They may decide to sell each 5 7 cm at 5 kr. This means students may sell each patch for 5 25 = 125 kr . Ten patches cake, if all sold in time, will bring in 10 125 kr = 1250 kr .
Therefore, students may make 1250 129 = 1121 kr . Therefore, it is reasonable to assume that students may earn about one thousand SKr.
When assessing your work your teacher will consider: how systematic you are in your investigation. what kind of relations you have found. how general you state the relations you have found. how well you present your work. how well you give cause for your conclusions.
12. A GAME WITH NUMBERS
(5/5/) 10, 11, 12 10 12 = 120 1111 = 121 121 is one larger than 121
Pick three integers which stand in succession, e.g. Multiply the greatest number by the smallest number. Multiply the integer in between by itself. Compare the two results with each other.
Repeat the game with other successive integers. What happens? Describe the result of your investigation with words and formulas. Examine, by using the same method, three integers that follow each other in another e.g.:
10, 12, 14 10, 13, 16 10, 14, 18

Suggested solutions: Lets denote the middle number by x The three successive numbers may be written as Multiply the greatest number by the smallest one: Multiply the integer in between by itself: Compare the two results with each other: Conclusion: The square of the middle number x 2 exceeds the product of the smallest and largest by n 2 where n is the constant difference between the two nearest neighbours. We may check this conclusion against the other sets:
7, 10, 13 10, 14, 18 n = 13 10 = 10 7 = 3 n = 18 14 = 14 10 = 4 10 18 = 180 2 7 13 = 91 2 n 2 = 3 2 = 9 n = 4 = 16 2 2 10 = 100 10 2 7 13 = 9 14 = 196 14 2 10 18 = 16 100 91 = 9 196 180 = 16
xn, x, x+n
(x n )(x + n ) = x 2 n 2
x2
QED!
P2 Open End Solutions

Mathematics: National Test in Course A Spring 1997

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Mathematics: National Test in Course A Spring 1997

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Skolverket: NpMaA VT97

(National Agency for Education)

Stockholm Institute of Education Skolverket 2005

Skolverket: NpMaA VT97

National Test in MATHEMATICS COURSE A Spring 1997

Adult education/secondary school program: ____________________________________

Skolverket: NpMaA VT97

a) Calculate 24% out of SEK 2400

Only an answer is required

(1/0) (1/0) (1/0)

Answer: 576 SKr

47 mm 100 = 1.6% . 2 937 mm

Answer: 600 g Sugar Answer: 2 dl Water

Skolverket: NpMaA VT97 3.

Answer: 4 940 SKr

Answer: 8 extra driving lessons Answer: y = 2 300 + x 220 SKr

y = 2 300 + x 220 SKr (0/2)

1 is bigger? Explain why. 3

Skolverket: NpMaA VT97 5.

Skolverket: NpMaA VT97 6.

18 + 4 x = 14 5 18 + 4 x = 5 14 4 x = 70 18 4 x = 52 52 x= = 13 4 Answer: The average age of the girls is 13.

Skolverket: NpMaA VT97

V = 3.40 4.95 0.15 = 2.5245 m 3 2.53 m 3

340 495 = 11.3 and = 16.5 . This means he needs only 30 30

16.83 m 2 > 16.2 m 2

Skolverket: NpMaA VT97 9.

The height h of the tree in meters

The time t in years 0 1 2 3 4 5 6

Answer: h = 1.00 (1.20 ) m

Skolverket: NpMaA VT97

Skolverket: NpMaA VT97

Roasting pan: 25x35 cm

P1 Open End Solutions

Skolverket: NpMaA VT97

Skolverket: NpMaA VT97

12. A GAME WITH NUMBERS

10, 12, 14 10, 13, 16 10, 14, 18

P2 Open End Solutions

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