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WORKED SOLUTIONS

FOR CSEC® EXAMINATIONS

2006 –2010

DEREK MCMONAGLE

Caribbean Examinations Council (CXC).

MATHEMATICS Worked Solutions for CSEC®

Examinations 2006–2010 is an independent publication

and has not been authorized, sponsored, or otherwise

approved by CXC.

Macmillan Education

Between Towns Road, Oxford, OX4 3PP

A division of Macmillan Publishers Limited

Companies and representatives throughout the world

www.macmillan-caribbean.com

ISBN: 978-0-230-40738-1

Design and illustration © Macmillan Publishers Limited 2011

reproduced, stored in a retrieval system, transmitted in any

form or by any means, electronic, mechanical, photocopying,

recording, or otherwise, without the prior written permission

of the publishers.

Typeset by MPS Limited, a Macmillan Company

Cover design by Mike Brain Graphic Design Ltd

2015 2014 2013 2012 2011

10 9 8 7 6 5 4 3 2 1

CONTENTS

1 Introduction 4

1 INTRODUCTION

This book is your companion to the Caribbean Examinations Council (CXC) Secondary Education Certiﬁcate

examination in Mathematics at General Proﬁciency level.

It contains ﬁve sets of 60 multiple choice questions similar to those that will appear on Mathematics Paper 01,

together with answers to these questions.

It also contains complete answers to the questions set on the Mathematics Paper 02 in the May series of

examinations between the years 2006 and 2010.

In addition to the answer to each question, an appropriate explanation is also given so you don’t just get the

right answer but, more importantly, you can see how it has been worked out! There is also an indication of

how the marks are distributed so you can see how you might get partial credit for an answer even if it isn’t

totally correct.

This book is designed to help you to increase your knowledge of mathematics and improve your chances of

success in your forthcoming examination.

One of the best ways for you to ﬁnd out exactly what you know (or don’t know) and how well you can

organise your knowledge is to try to answer actual examination questions taken from past papers.

In addition to examination questions there is a chapter on how to revise. This will help you to draw up

a revision timetable, and to stay focused on what you have to do. The chapter also includes tips from

experienced examiners on how to avoid throwing away marks by making silly mistakes and how to squeeze

those few extra marks by writing down what you know in the clearest possible way. Those few extra marks

just might earn you a higher grade!

This book is a very ﬂexible revision aid and you can use it in different ways depending on what best suits

your revision programme.

• At the end of your revision programme you could simply try to answer the questions on the

examination papers to check how much mathematics you know by comparing your answers with

those in this book.

However, this book allows you to make far better use of the examination questions as an actual part of your

revision programme.

At the back of the book there is a Table of Topics from the Mathematics Syllabus. This is a list of

topics which together cover the entire content of the Mathematics syllabus. Alongside each topic there is a

list of questions that appear in the multiple choice tests and in the 2006–2010 examination papers.

• A hard and daunting task, like revising for your mathematics examination, is often made easier by

breaking it down into smaller parts. You may decide to organise your revision programme topic by

topic and test yourself at the end of each topic. Each time you complete a topic you will have the

satisfaction of knowing a little more and that will give you the conﬁdence to carry on with your

studies.

• You may be having trouble with particular topics. You can use the topic list to identify the questions

about these topics very easily and concentrate your time on them. This might be useful at the end of

your revision when time is short.

After completing the questions, you might like to compare your marks with the grade indicators provided by

the examination board. This will give you some idea of what grade you are likely to get in your forthcoming

examination.

There is far more to this book than simply providing a set of correct answers. Read the explanation given

for each question carefully, even if you got the question correct. It will help you to organise your answers in

order to get all of the marks available. You will be able to apply much of the advice given on examination

technique and organisation when you come to answer the questions in your examination.

2 TIME FOR REVISION

School folklore abounds with stories of students who ‘never did any revision and got a grade I in the

examination’. Do you believe them? Well, I suppose that every once in a while there might be a really gifted

individual for whom this is true but for the vast majority of us lesser mortals the secret to examination

success (and it isn’t really a secret – it’s just common sense) is revision.

A long-term plan

Be honest with yourself and realistic in your expectations. Do you really believe you can leave things until the

last minute and then do well in your examination? Of course you can’t! In order to prepare yourself properly

for an examination you need time. How much time depends on how hard you have worked over the period

of the course, how much natural ability you have and how well you want to do in the examination.

Revision is not about sitting down, opening your book at some random page and reading the text. Revision

is about dividing the content of a syllabus into manageable sections and spending time speciﬁcally revising

those sections, so that, over a period of several weeks, you cover all of the syllabus content.

In order to revise efﬁciently, you will ﬁnd it useful to keep a record of what you have done. The following

table is a record of the revision carried out by a student in the ﬁrst three weeks of preparation for their

Mathematics examination. The topics in the table are taken from the syllabus. You will need a similar table

for each of your other subjects.

Week Week Week Week Week Week Week Exam

Topic 1 2 3 4 5 6 7 week

Sets 0.5 h

Relations, 1h

functions and

graphs

Computation 0.5 h 0.5 h

Number theory 0.5 h 0.5 h

Measurement 0.5 h 0.25 h

Consumer 0.5 h 0.5 h

arithmetic

Statistics 0.5 h

Algebra 0.5 h 0.5 h

Geometry 1h

Trigonometry 1h

Vectors 0.5 h

Matrices 0.25 h 0.5 h

TOTAL TIME 3.75 h 4h 4.25 h

What advantages does drawing up such a table have?

• It divides the syllabus content up into smaller parts so you can focus on each one individually.

• It provides a visible record of what has been revised so that no topics are left out or neglected.

• It provides a visible record of how long is being spent revising the subject so that time can be slowly

increased as the examination week comes nearer.

• It provides a visible record of what has been achieved to date which, in turn, increases conﬁdence.

Notice that the amount of time spent revising a topic is between 15 minutes and 1 hour.

• Revising something for less than 15 minutes doesn’t really allow you enough time to get into the topic

so you will achieve very little.

• Revise for more than 1 hour and you will probably get very tired and stop being effective. However,

we are all different; you might ﬁnd that your tiredness threshold comes after 45 minutes or even

sooner. You must decide on the maximum length of time you can revise effectively and organise your

timetable accordingly.

Sitting reading notes for even a short time can be very boring, so try and make your revision time as

interesting as possible by doing short bursts of different things. For example, in a 30-minute revision session

you might spend the ﬁrst 10 minutes reading, the second 10 minutes writing down key facts and the ﬁnal

10 minutes attempting examination questions.

The environment within which you revise is also very important. The ideal conditions for revision will vary

from student to student. Some might be happiest sitting at a table somewhere cool and quiet, while others

might prefer to sit in a comfortable chair, books on their lap, with quiet music playing in the background.

You may need to experiment in order to ﬁnd which conditions work best for you. However in doing this, be

honest with yourself. Revising whilst you are watching your favourite television programmes might appear to be

killing two birds with one stone but can you really say you are learning effectively like that? I don’t think so.

• Never work late the night before an examination.

You need a good night’s sleep before an examination. There is no problem with doing an hour or two

of revision in the evening as long as you ﬁnish at least a couple of hours before you go to bed. This

gives your mind time to unwind so that you don’t lie awake in bed worrying about knowing this or

knowing that.

• Make sure you have some breakfast, or if the examination is in the afternoon, have some lunch.

Your body is like a machine; it needs fuel to work properly. You need to make sure that your blood

sugar level is high and you have lots of energy. If you really can’t face eating a meal, suck a few glucose

sweets.

How much are you really going to learn while eating your breakfast or travelling on the bus to school?

My guess is not a lot. If you have revised thoroughly you shouldn’t need to worry at this stage.

By trying to cram at the last minute all that will happen is that you will start worrying about this

topic or that.

• Make sure you have all of the equipment you are going to need.

You can’t do a good job without the necessary tools. For this examination I recommend you have

the following in your pencil case:

2 pens (1 spare)

2 pencils (1 spare)

1 pencil sharpener

1 eraser

1 ruler

1 protractor

1 set of compasses

1 calculator

1 spare set of calculator batteries

Some students ﬁnd it helps their concentration if they suck an occasional sweet during the

examination so you might want to put a few of these in your pencil case as well.

Comments made by other students waiting to go into an examination can often be un-nerving.

They might set you off worrying about whether you have done enough revision or whether you

have revised particular topics thoroughly enough. Why worry about such things when it is too late

to do anything about it?

Some people have to chatter because they are nervous and if you let them, they will affect you

in the same way. My advice is to keep your own counsel. If you revised thoroughly before the

examination you have every right to feel quietly conﬁdent that you will do well. Don’t let anyone

persuade you otherwise.

If you have to resort to writing things on the back of your hand or on bits of paper hidden in your

pencil case then you have not done sufﬁcient revision. Are you really going to beneﬁt from these

illegal prompts?

You might think you have invented a novel way of cheating but experienced examination

invigilators will have seen it all before. Is it really worth the risk of being caught and bringing

disgrace on yourself and your family? Of course it isn’t. Revise the subject thoroughly and you

won’t even need to think of doing such a thing.

In the examination

• Read through the examination paper at least twice.

Spend the ﬁrst 10 minutes reading through the paper. This is never time wasted. Look upon this

ﬁrst 10 minutes as an investment that could save you marks later on in the examination.

The Paper 02 examination last for 2 hours 40 minutes. Subtract 10 minutes reading time and that

leaves you 2 hours 30 minutes, or 150 minutes and the examination paper has a total of 120 marks.

150 5 1.25 minutes per mark. So for a Section I question worth 10 marks,

This means that you have ____

120

for example, you should be spending no more than 10 3 1.25 5 12.5 minutes answering it. All of

the Section II questions are worth 15 marks so you should not be spending more than 15 3 1.25 5

18.75 minutes answering each one.

You can only use this as a rough guide, since you are going to ﬁnd some questions harder than others.

However, if you ﬁnd that you are spending signiﬁcantly longer on a question than the number of

marks justiﬁes, perhaps you should move on and come back to it at the end of the examination if you

have time. If you don’t, the danger is that you will not complete all of the questions you can answer

and all those marks will be lost.

Look carefully at the Section II questions and decide which you think you will ﬁnd easiest to answer.

It may be that you are stronger in some topics than others, so questions in your strong topics should

be given particular consideration.

Every experienced examiner will tell you that the biggest single mistake that students make is to

answer questions that they are not asked. They don’t read the question properly, or they copy numbers

down wrongly from the examination paper. Make sure you know exactly what is being asked of you

before you start.

Nothing alienates examiners more than scripts which are untidy and difﬁcult to read. Examiners

get paid by the script for marking so they will not waste time trying to decipher a horrible mess.

Do yourself a favour and write your answers clearly, making sure that words and numbers can be

understood, and that diagrams and graphs are drawn carefully with a sharp pencil.

One of the certainties of an examination is that you will get no marks for leaving a question

unanswered. You will not be penalised for giving the wrong answer so put something down on your

answer sheet for each question.

If you don’t know the answer to a multiple choice question then have a guess. At worst you have a

one in four chance of being correct, and by giving the question some thought, you may be able to

eliminate one or two of the wrong answers and improve the odds.

In longer questions, marks are usually given for the method as well as the correct answers. Even if you

are uncertain what to do and your answer is wrong you may score some marks for your method.

If you have some time at the end of the examination, don’t sit there looking out of the window feeling

all smug and self-satisﬁed. Go back to the beginning and check through your answers.

Check your arithmetic; many marks are lost because errors are made carrying out simple sums in the

heat of the moment.

Check that you have answered the question exactly as you have been told. For example, were you

asked to give your answer in a particular format such as correct to 2 decimal places?

SOLUTIONS 3 MATHEMATICS 2 PAPER 01 2 MULTIPLE

CHOICE QUESTIONS

examination papers because these are not available to

the public. However, they are similar questions based on

the curriculum content and examination style adopted

in the General Proﬁciency Examination.

a test reﬂects the content stated in the curriculum

document.

Number of

Topic questions

Sets 4

Relations, functions 6

and graphs

Computation 6

Number theory 4

Measurement 8

Consumer arithmetic 8

Statistics 6

Algebra 9

Geometry 9

TOTAL 60

1 C The sequence increases by the set of odd 1 The next number in the sequence 3, 6, 11, 18, 27 is

numbers 3, 5, 7, 9 ... so the next number is

A 34 B 36 C 38 D 40

27 1 11 5 38.

2 D 3 4 8 5 0.375 2 The fraction _38 written as a decimal is

A 0.305 B 0.325 C 0.350 D 0.375

3 B The second decimal place digit is a ‘4’ so the first 3 The number 86.345 correct to one decimal place is

decimal place digit is not rounded up.

A 86.0 B 86.3 C 86.4 D 86.5

10

Use the following diagram to answer questions 4 and 5.

Athletics Baseball

Cricket

The diagram shows the pupils in a form who take part

in athletics, baseball and cricket.

4 How many pupils in the form take part in athletics? 4 D Pupils taking part in athletics include those who take

part in athletics only plus those who take part in

A 5 B 6 C 8 D 11

athletics and other sports, i.e. 5 1 3 1 2 1 1 5 11.

5 How many pupils in the form take part in two of 5 B The different combinations are athletics and

the sports but not in all three? baseball (3), baseball and cricket (5) and cricket

and athletics (1) giving a total of 9.

A 2 B 9 C 11 D 22

then M ∩ N ∪ O 5 M and N or in O.

A {5} B {5, 6, 7}

C {1, 2, 5, 6, 7, 9} D {1, 2, 9}

11

Use the following diagram to answer questions 7 and 8.

5 cm

4 cm

8 cm

3 cm

5 _12 3 3 3 4 3 8 5 48 cm3

s d A 48 cm3 B 60 cm3 C 80 cm3 D 96 cm3

8 D Total surface area 5 sum of the areas of all faces 8 The total surface area of the prism is

5 2 3 s _12 3 3 3 4 d 1 (4 3 8) 1 (3 3 8) 1 (5 3 8)

A 40 cm2 B 72 cm2 C 96 cm2 D 108 cm2

5 108 cm2

9 C 21.45 hrs to midnight 5 2 h 15 min 9 The flight from Kingston to London leaves at

2 h 15 min 1 6 h 55 min 5 8 h 70 min 21.45 hrs and arrives at 6.55 hrs Jamaica time.

5 9 h 10 min

How long does the flight take?

A 8 h 10 m B 8 h 55 m

C 9 h 10 m D 9 h 55 m

10 C 400 1 400 3 0.065 5 $426 10 A sales tax of 6.5% is charged on a bill of $400.

The bill after tax is

A $374.00 B $406.50 C $426.00 D $462.00

11 A He must take home 100 2 35 5 65% of his 11 A man loses 35% of his weekly wage in stoppages.

weekly wage If he takes home $136.50 how much does he earn

100 5 $210

Weekly wage 5 136.50 3 ____ each week?

65

A $210 B $230 C $310 D $390

she wants to make a profit of 45% how much

should she resell them for?

A $8.10 B $9.90 C $25.90 D $26.10

13 B The decimal point is moved 3 places to the right; 13 0.001 951 1 in standard form correct to 3

the fourth significant figure is less than 5 significant figures is

therefore the third significant figure is not

rounded up. A 1.95 3 1022 B 1.95 3 1023

C 1.96 3 1022 D 1.96 3 1023

12

14 The set of fractions { __

20 3 2 12 }

11 _

, 2 , _1 , __

7

written in 14 A If we express these fractions over a common

descending order of magnitude is denominator: ___ {

33 , ___

40 , ___

30 , ___

60 60 60 60 }

35 it is easier to

A { _23 , __

12 20 2 }

7 __

, 11 , _1 B { _12 , __

12 20 3 }

7 __

, 11 , _2

C { _12 , __

20 12 3 }

11 __

, 7 , _2 D { _23 , __

20 12 2 }

11 __

, 7 , _1

15 Which of the following is a prime number? 15 B 23 has no factors except itself and 1.

A 21 B 23 C 25 D 27

16 What is the H.C.F. of the numbers 36, 54 and 90? 16 D 18 is the largest number that will divide exactly

into these numbers.

A 6 B 9 C 12 D 18

squares; the partially shaded squares are

approximately equal to 7 fully shaded squares so

the shaded area is about 9 1 7 5 16 squares.

the area of the shaded figure above?

A 12 cm2 B 16 cm2 C 20 cm2 D 26 cm2

A 3 B 9 C 11 D 13

1→3 maps all the given values.

2→5

3→7

4→9

above?

A f : x → 3x 2 1 B f:x→x15

C f : x → 3x D f : x → 2x 1 1

20 A van is worth $14 000 today. If its value 20 B It will be worth 100 2 12 5 88% of its original

depreciates by 12% per annum, how much will it value 5 14 000 3 0.88 5 $12 320

be worth in one year?

A $1680 B $12 320 C $13 832 D $15 680

13

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