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ST MARTINS SECONDARY SCHOOL

CSEC MATH FORM 5 [ASSIGNMENT 1] February 2014


Teacher : EDaniel
1. A Universal set U is defined as U = {11, 12, 13, 14, 15, 16, 17, 18,
21, 22, 23,24, 25}
Sets P and N are subsets of U such that P = {Prime Numbers} and E = {Even
Numbers}

19, 20,

a) Draw a Venn diagram to represent sets P, E and U

b) List the elements of the set ( P E )


[1 mk]

[5 mks]

c) Find n ( P E )
[1 mk]
------------------------------------------------------------------------------------------------------------------------------------------2. In a survey of 55 students, 24 owned cellular phones(C), 21 owned digital cameras (D), x owned
cellular phones and digital cameras and 2x owned neither.
a) Draw a Venn diagram to represent the information obtained from the survey
[2 marks]
b) Write an expression in x for the TOTAL number of students in the survey. Calculate the value of x
[3
mks]
--------------------------------------------------------------------------------------------------------------------------------------------

1
4
2
5
2
3
4
3
4
2

3. Determine the EXACT value of (i)

[3

mks]
3.452

2.89
1.7 , giving your answer to 3 sig figures [3

(ii)
mks]
----------------------------------------------------------------------------------------------------------------------------2
4. a)Using a calculator or otherwise, determine the value of 13.2 (5.46 3) and write your answer
(i) exactly

(ii)

correct to 1 decimal place

iii) in standard form

[5

mks ]
2

1
4

1
5

5
[3 mks] (ii) the value of (0.29 1.27) + 0.9025 [3mks]
---------------------------------------------------------------------------------------------------------------------------------------------

b) Write (i) as a single fraction

5. Simplify

(a)

3x 4(x + 2 )

[2 mks]

(b)

2
3
+
a 3 a

[2 mks]

2 2
2
(a) 14m p + 7m p

6. Factorize

[2 mks]

(b)

a 2 + 2a 8 [2 mks] (c)

4a 2 b 2 [ 2

mks]
7. Factorize (a) 2mg + 3g 2mt 3t
8. (a) Solve the equations

[3 mks]

5(x

+ 3)

(b)
= 10

6nx + 6my 9mx 4ny


[3 mks]

[ 4 mks]

2 x2 x 3 = 0

(b)

[3 mks]

9.

x+2
2

Solve for x (a)

x 1
= 4
3
[ 3 mks] (b)Solve

3x 2 y = 8
4x + 3y = 5

[4 mks]

ST MARTINS SECONDARY SCHOOL


CSEC MATH FORM 5 [ASSIGNMENT 2] February 2014
Teacher : EDaniel
1.
which

The diagram, not drawn to scale shows PQT

represents the cross section of a roof. QS is perpendicular


to PT
13.6 m
10.2 m

400

P
S
T
Using the dimensions on the diagram, calculate a) the length of QS to 1 decimal place [ 2 mks]
b) the measure of < TQS
[3
mks]
c) the length of PT
[3
mks]

-----------------------------------------------------------------------------------------------------------------------------------2.
EFGH is a rectangle. The point D is on HG is such

43

that ED = DG = 12 cm and angle GDF = 43


Calculate to 1 d .p
the length of GF
the length of HD
the size of angle HDE [ 7 marks]

(i)
(ii)
(iii)

CSEC May 2004

D
H

12 cm

-------------------------------------------------------------------------------------------------------------------------------

3. The functions f and g are defined by

f ( x) = 6 x + 8

g ( x) =

1
g
a) Calculate the value of 2
b) Write an expression for g f (x) in its simplest form.
1
c) Find the inverse function f ( x)

x2
3
[2 mks]
[ 2 mks]

[ 2 mks]
CSEC May 2011
---------------------------------------------------------------------------------------------------------------------------------4. A class of 24 students threw the cricket ball at sports. The distance thrown by each student was
measured to the nearest metre. The results are shown below.
22
50 35
52
47
30
48
34
45
23
43
40
55
29 46
56
43
59
36
63
54
32
49
60
(a) Copy and complete the frequency table for the data shown above.
Distance (m)
Frequency
20-29
3
30-39
5
---------------------------------------[ 3 mks]
(b) State the lower boundary for the class interval 20 29
[1 mk]
CSEC May 2010
(c) Using a scale of 1 cm on the x axis to represent 5 metres and a scale of 1 cm on the y axis to
represent 1 student, draw a histogram to illustrate the data
[ 5 mks]
(d) Determine (i) the number of students who threw the ball a distance recorded as 50 m or more [1 mk]
(ii) the probability that a student, chosen at random, threw ball recorded as 50 m or more [1
mk]

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