Suggested Solutions Make up Chapter Test V1 MaA: Mathematical Reasoning Ch1-3 Name: ________________________ Student number:______

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CHAPTER TEST: Mathematical Reasoning MATHEMATICS COURSE A FALL 2008: MaANVC08

Warning: There are more than one versions of the test.

Instructions Test period Tools Part I 90 minutes for Part I and Part II as a whole. We recommend that you use at the most 45 minutes to work with Part I. You must not use the calculator before you have handed in Part I. Use a separate sheet for part I. Formula sheet and ruler. For most items a single answer is not enough. It is also expected that you write down what you do that you explain/motivate your reasoning that you draw any necessary illustrations. 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 (Problems 1f, 4, 5, 7, 15 and 16) give you a possibility to show MVG-quality (Pass with special distinction quality) This means that you use generalised methods, models and reasoning, that you analyse your results and account for a clear line of thought in a correct mathematical language. Try all of the problems. It can be relatively easy, even towards the end of the test, to receive some points for partial solutions. A positive evaluation can be given even for unfinished solutions. Mark limits Maximum score: G: VG: MVG:
1 1 G 2 2 vg 3a 1 G 3b 1 G 3c 1 G 3d 1 G 3e 1 G 3f 1 G

TOTAL 63 out of which 34 vg-points, and 7 MVG points 21 points 42 points/ at least 11 VG points: 46 points/ at least 23 VG points; MVG-quality work
4a 1 G 4b 1 G 4c 1 vg 4d 1 G 4e 2 vg 4f 2 vg 4g 2 vg 4g 1 mvg 5a 1 G 5b 1 G 5c 2 vg 5c 1 mvg 6a 1 G 6b 2 G 6c 3 vg 6d 2 vg 7a 2 G 7b 2 vg 7b 1 mvg

8 1 G

9 1 G

10 1 G

11a 1 G

11b 1 G

12 1 G

12 2 vg

13 1 G

13 2 vg

14 2 G

14 2 vg

14 1 mvg

15 2 G

15 4 vg

15 1 mvg

16 2 G

16 2 vg

16 1 mvg

Sum 7 mvg Minimum G Minimum VG Minimum MVG

63 g&vg 21 42 46

Summa varav 34 vg 11 23

Only the marked problems in the box below will be graded.

1 2 3a 3b 3c 3d 3e 3f 4a 8 9 4b 4c 4d 4e 4f 4g 5a 5b 5c

6a 6b 6c 6d 7a 7b

10 11a 11b 12 13 14 15 16

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Suggested Solutions Make up Chapter Test V1 MaA: Mathematical Reasoning Ch1-3 Name: ________________________ Student number:______

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Name: ________________

Student number: _______ NVC08; Sjdalsgymnasiet

In each case, show how you arrived at your answer by clearly indicating all of the necessary steps, formula substitutions, diagrams, graphs, charts, etc. Part I You are not allowed to use calculator in this part. Write your answer to the first part on a separate paper. Only after the submission of your solutions to the part one you may use your calculator. You may start working with part II before submission of your solutions to part I.
In the multi-choice problems below just circle the correct answer (s) in the test paper and write the answer in the space provided as Answer: _____________ 1. A member of the solution set of 1 x < 4 is 2 a. b. 2 4 c. d. 5 Suggested solutions: 1 x < 4 means x is larger than or equal to 1 but less than 4 . Therefore only 2 is a member of 1 x < 4 . Answer: Alternative (b) 2. Which statement is true when 1 < x < 0 ? x < x 2 < x3 a. x < x3 < x 2 b. x3 < x 2 < x c. x3 < x < x 2 d. (1/0) (1/0)

Answer: Alternative: _____________

Answer: Alternative: _____________ Why? Explain in sufficient detail. (0/2) Suggested solution: 0 < x 2 < 1 1 < x < 0 x < x3 < 0 < x 2 3 1 < x < x < 0 1 < x < 0 0 < x 2 < 1 . This is due to the fact that the square of any real number is positive! On the other hand if the magnitude of the number is smaller than one, the square of the number will be a number smaller than one. On the other hand, if multiply both sides of an equality with a negative number, only the direction of the inequality reverses: 1 < x < 0 0 < x 2 < 1 0 > x 2 x > 1 x 0 > x 3 > x Answer: Alternative (b) x < x 3 < x 2

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Suggested Solutions Make up Chapter Test V1 MaA: Mathematical Reasoning Ch1-3 Name: ________________________ Student number:______

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3. Calculate and answer in surd (exact) form: 21 3 5 6 2 + 4 3 a. 7 Suggested Solution: 21 3 5 6 2 + 4 3 = 15 12 + 4 3 3 = 7 9 = 2 7 b.

(1/0)

3 5 6 2 + 4 3

21 = 2 7
(1/0)

35 + 165 35 15

Suggested Solution:
2

35 + 165 200 = = 10 35 15 20
3

Answer:

35 + 165 = 10 35 15
(1/0)

c. 5 2 ( 3) ( 2 ) Suggested Solution: 2 3 5 2 ( 3) ( 2 ) = 25 9 + 8 = 26 6 5 4 15

Answer: 5 2 ( 3) ( 2 ) = 26
2 3

d.

(1/0) 6 Answer: 5 = 4.5 4 15 (1/0)

6 3 3 6 15 9 / // Suggested Solution: 5 = = = 4.5 4 5 4 2 / / 2 15 e.

64 25

Suggested Solution:
f.
3

64 64 8 16 = 1.6 = = = 25 25 5 10

Answer:

64 = 1.6 25 (1/0)

64
3

Suggested Solution: 4. Solve for x : a. 7x 9 = 12 Suggested Solution:

64 = 3 43 = 4

Answer:

64 = 4

(1/0)

7 x 9 = 12 7 x = 12 + 9 7 x = 21 x =

21 =3 7

Answer: x = 3

b.

2x 7 =3 5 Suggested Solution: 2x 2x 2x 50 7 =3 = 3+ 7 = 10 2 x = 50 x = = 25 5 5 5 2

(1/0)

Answer: x = 25

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Suggested Solutions Make up Chapter Test V1 MaA: Mathematical Reasoning Ch1-3 Name: ________________________ Student number:______

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c.

5 3 = 2 (0/1) 2x Suggested Solution: 5 5 5 1 1 3 = 2 = 3+ 2 =5 = 1 2 x = 1 x = = 0.5 Answer: x = 0.5 2x 2x 2x 2x 2

(1/0)

d. 3 x 11 < 9 7 x Suggested Solution:

3 x 11 < 9 7 x 3 x + 7 x < 9 + 11 10 x < 20 x <

20 x<2 10

Answer: x < 2 (0/1)

125x 3 = 64 e. Suggested Solution:

64 (64)3 x = 4 64 3 125x = 64 x = x= x= 1 125 5 125 (125)3
3
3
1

Answer: x = 0.8

f. (2 x 5) = 27 Suggested Solution:
3

(0/2)
1 3

(2 x 5)

= 27 (2 x 5) = 27 2 x 5 = 3 2 x = 3 + 5 = 8 x =

8 Answer: x = 4 2
(0/2/)

x 2 81 + = 0 x 0 . g. 3 x3 Suggested Solution: x 2 81 x2 81 + 3 = 0 x 0 = 3 x 2 x 3 = 3 81 x 5 = 3 34 3 x 3 x 5 5 5 5 x = 3 x = ( 3) x = 3

Answer: x = 3

5. Simplify the following expressions to their simplest possible form: 21a 5b 7 (1/0) a. 3a 7 b 2 Suggested Solution: 21a 5b 7 21a 5b 7 = 7a 57 b 72 = 7a 2 b 5 = 7a 2 b 5 Answer: 7 2 7 2 3a b 3a b

x2 x 5 Suggested Solution: x2 = x 2 ( 5 ) = x 2 + 5 = x 7 5 x
b.

(1/0)

Answer:

x2 = x7 5 x

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Suggested Solutions Make up Chapter Test V1 MaA: Mathematical Reasoning Ch1-3 Name: ________________________ Student number:______

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c.

64 x 7 y x3 y 5
3

x 5 2 4y Suggested Solution: 64 x 7 y 3 64 x 4 x 5 64 x 4 x3 y5 = 4 2 = 4 3 4y y y x 5 2 4y 7 64 x y x4 y6 y2 x3 y5 = 4 15 = 11 3 y x x x 5 2 4y

(0/2/)

y2 64 x 4 y 23 64 x 4 y6 // 5 = 4 3 53 = 4 4x y 4 x y 64 x15 // 64 x 7 y x3 y5 x 5 2 4y
3

Answer:

y2 = 11 x

6. Calculate the value of each expression below:

5 10 7 a. Suggested Solution:

(1/0)

(5 10 )
b.

7 2

= 5 2 10 7(2 ) =

1014 100 = 1012 = 4 1012 52 25

19

Answer: 5 10 7

= 4 1012

(9 10 ) (2 10 )(5 10 ) (3 10 )
9 19 10 2

(2/0)

Suggested Solution: 2 10 19 5 10 19 10 10 38 9 10 9 = 9 109 / = 109+138(20 ) = 10 28+ 20 = 10 8 20 10 2 9 10 / 3 10

)(

)(

) (

) ((

(2 10 )(5 10 ) = 10 Answer: (9 10 ) (3 10 )
9 19 19 10 2

) )

64100 32100 c. Suggested Solution:

64100 32 100 = 2 6

(0/3)

( )

100

25

( )

100

= 2 600 2 500 = 2 600500 = 2100

Answer: 64100 32 100 = 2100

101000 10998 d. Suggested Solution: 101000 10998 = 10998 10 2 1 = 10998 (100 1) = 99 10998 = 9.9 10999

(0/2)

Answer: 101000 10998 = 9.9 10999

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Suggested Solutions Make up Chapter Test V1 MaA: Mathematical Reasoning Ch1-3 Name: ________________________ Student number:______

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7. Find the relationship between two real positive numbers a and b such that the equation 2ax = 3b( x + 7 ) a) has the solution x = 5 . (2/0) (0/2/) b) does not have any solution. Suggested Solution: a) If x = 5 is the solution of 2ax = 3b( x + 7 ) , we may replace x by 5 in the equation which implies: 2a(5) = 3b((5) + 7 ) 10a = 3b(12 ) = 36b Answer: a = 3.6b a = 3.6b b) If the equation 2ax = 3b( x + 7 ) does not have any solution, that would mean we may not be able to find a value for x such that the left hand side of the equation is the same as the right hand side of it. Such situation may arouse if 2a = 3b . To prove the claim we may replace 2 a by 3b in the equation 2ax = 3b( x + 7 ) which will produce: 2ax = 3b( x + 7 ) 3bx = 3b(x + 7 ) x = x + 7 3 Answer: 2a = 3b a = b x = x + 7 does not have any solution! 2

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Part II
You may use your calculator in this part. Note that you should submit your solutions to the part I before having access to your calculator. 8. Simplify 27 a 6 3 Suggested Solutions:

(2/0)
6 2 3

(27a )

2 6 3

= 27 3 a 6

( ) = (3 ) a
2 3 2 3 3

= 3 2 a 4 = 9a 4

Answer: 27 a 6

2 3

= 9a 4

9. Calculate the side of a cubic box whose volume is 10.0 cm3 . Suggested Solutions:
a = 10 cm a = 10
3 3 1 3

(1/0) Answer: a 2.15 cm (1/0) Answer: x = 1.059 (1/0) (1/0)

cm = 2.154 cm 2.15 cm

10. Solve the equation x12 = 2 . Round off the answer to 3 decimal places. Suggested Solutions: x =2 x=2
12 1 12

= 1.059

11. (a) Find the number that is midway between 1000 000 and 10 000 000 (b) Find a number that is greater than 2.5 10 but less than 2.5 10 . Suggested Solutions: 1000 000 + 10 000 000 11000 000 = = 5 500 000 (a) 2 2 (b) Answer: 2.6 104 : 2.5 10 4 < 2.6 104 < 2.5 103
4 3

12. Kevin sold two second hand cars for $10 000 each. On the first one he made 25 % , but on the second car he lost 25% . Did he loose or made money in the transaction? By how much and how many percent? Explain. (1/2) Solution: $10 000 = $8 000 A : Original price of the first car: $10 000 = 1.25 A A = 1.25 $10 000 = $13333 B : Original price of the second car: $10 000 = 0.75 B B = 0.75 Kevin had paid A + B = $8 000 + $13 333 = $21333 for the cars, but he sold them only for
$20 000 . Therefore, he lost $21333 $20 000 = $1333 in the deal. This is: $20 000 $21333 = 0.063 6% $21333

Answer: Kevin lost $1333 in the transaction. He lost 6% of his investment.

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13. In a survey of 200 seniors at a high school it was found that 75 students play soccer but not softball, 45 students play softball but not soccer, and 28 students do not participate in either sport. Of the seniors surveyed, what percent play both soccer and softball? (1/2) Suggested solutions: We may draw a Venn graph using Circle A : 200 seniors Circle B : Students playing soccer Circle C : Students playing softball B From the Venn diagram illustrated we may deduce that: 75 45 C The number of students who play both soccer and football is: N BIC = 200 (75 + 45 + 28) = 200 148 = 52 N B IC 52 28 = = 0.26 = 26% N tot 200 A Answer: 26% of students play both soccer and football.

At the aspect assessment of your work with problems 9-11 the teacher will consider what mathematical knowledge you have demonstrated and how well you have carried through the task how well you have explained your work and motivated your conclusions how well you have written your solutions. This means that you use generalised methods, models and reasoning, that you analyse your results and account for a clear line of thought in a correct mathematical language.

14. Choose any arbitrary three-digit-number. Multiply the number by 7. Multiply the result by 11 and then by 13. What is the result? Repeat the procedure for any other arbitrary threedigit number. What is the result? Is there any pattern? Why? Generalize and Explain. (2/2/) Suggested solutions: Answer: I get a six-digit-number which is my number repeated twice. Ex: 123 7 11 13 = 123123 364 7 11 13 = 364 364 579 7 11 13 = 579 579 999 7 11 13 = 999 999 Reason: Assume the number I choose is abc . Due to the fact that 7 11 13 = 100 1 , when I multiply abc by 7 11 13 = 100 1 , I get 1001 abc = 1000 abc + abc . My three-digit number multiplied by 1000 looks like abc 000 and when I add to it my number: abc 000 + abc = abc abc . This is true for any 3-digit number.

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15. Quadratic small tables, that has only three places for three people at each side, is arranged as a long dining table, as illustrated below:

How many persons, at the most, may be placed at a long dining table consisted of five small square table? How many small square tables are needed in order to be able to place 40 persons, at a long dining table arranged by according to the rules above? Find a formula that describes the relationship between the number of persons, p , that will be placed at a dining table arranged as above of n number of small tables. Describe your formula above in words. (2/4/)
P = 6 n + 6 = 6 (n + 1) n 2

Suggested solutions: 36 persons, at the most, may be placed at a long dining table consisted of five small square table. This is due to the fact that 9 people will be able to take a seat at each of the two corner tables, the remaining 3 tables have 6 place each: P = 2 9 + 3 6 = 36

6 small tables are needed to place 40 people around it. This is due to the fact that as mentioned above 9 people have place around each of the two corner tables. The middle tables have each a maximum of 6 places available. Therefore 4 middle tables are needed to place 24 people at them. Maximum number of seats available around the long table are 42: P = 2 9 + 4 6 = 18 + 24 = 42 Two seats will be unoccupied.

Using the logic above, we may develop a formula for P people and n , number of small tables: P = 2 9 + 6 (n 2 ) = 18 + 6n 12 = 6n + 6 = 6(n + 1) P6 P P = 6n + 6 6 n = P 6 n = = 1 P > 6 6 6

n 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

18 24 30 36 42 48 54 60 66 72 78 84 90 96 102 108 114 120 126

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Answer P = 6n + 6 = 6(n + 1) n 2 and n =

P6 P = 1 P 7; n 2 6 6

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Suggested Solutions Make up Chapter Test V1 MaA: Mathematical Reasoning Ch1-3 Name: ________________________ Student number:______

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16. Arrange the following numbers in order of magnitude without the aid of a calculator: 25165 , 6455 , 64110 , 24366 . (2/2/)
Suggested solutions: In order to compare numbers in exponent form either we should find a maximum common exponent, MCE, to all of them and then compare the bases of the numbers, or find a maximum common base and compare the exponents of the numbers with each other. In this case we may choose a maximum common exponent. In the first glance we may assume that the MCE of the numbers 55, 66, 110, and 165 is 11, which is fine, but we may rewrite the numbers and try to get the smallest possible integer base for each number using the prime factors of the exponents, and lowest base, as follows:

( ) 64 = (2 ) 64 = (2 ) 243 = (3 )
25165 = 52
55 110 66

165

= 523511 using 25 = 52 and 165 = 3 5 11 = 2 23511 using 64 = 2 6 and 55 = 5 11 = 2 223511 = 4 23511 using 64 = 2 6 , 2 2 = 4 and 110 = 2 5 11 = 323511 using 243 = 35 , and 66 = 2 3 11

6 511

6 2511 5 2311

It is clear that 2 3 5 7 = 330 is the maximum common exponent, MCE of the numbers above. Therefore, we may rearrange the numbers above, changing the base of each exponent, and keeping the common power of each as 330:

6455 = 2 6 24366 64110 25165

( ) = (3 ) = (2 ) = (5 )

511

= 2 23511 = 2330 = 323511 = 3330 = 2 223511 = 4 23511 = 4330

Answer: 6455 < 24366 < 64110 < 25165

5 2311

6 2511

2 165

= 5 23511 = 5330

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