Year 9– TERM 1- Topic Test

NAME:

DATE:
Key Concept: Related Concepts: Global Context: MYP Criteria:
Form Equivalence, Identities and Relationships A - Knowing and understanding
Quantity B - Investigating patterns

Statement of inquiry:
Number systems can differ but produce the same results through different processes
ATL Skills
Organisation

NESA outcomes:
MA5.3-1WM -uses and interprets formal definitions and generalisations when explaining solutions and/or
conjectures
MA5.3-2WM - generalises mathematical ideas and techniques to analyse and solve problems efficiently
MA5.3-3WM - uses deductive reasoning in presenting arguments and formal proofs
MA5.3-6NA - performs operations with surds and indices

Instructions:

Do not open this examination paper until instructed to do so.

Criteria A and B 52 marks

 Time allowed – 75 minutes working time + 5 minutes reading time

 Answer all the questions in the space provided
 Show relevant mathematical reasoning and/or calculation
 Unless otherwise stated in the question, all numerical answers must be given exactly or corrected to two
decimal places.
 Read through your answers carefully and check your work.
 Calculators are permitted
 Use a BLACK or BLUE pen.

Levels Marks
1-2 /7
3-4 / 10
5-6 / 25
7-8 / 10
Total / 52

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 Criterion A: Knowing and understanding
Achievement Level descriptor
level
The student does not reach a standard described
0
by any of the descriptors below.
The student is able to:
i. select appropriate mathematics when
solving simple problems in familiar
situations
ii. apply the selected mathematics
1–2
successfully when solving these problems
iii. generally solve these problems correctly
in a variety of contexts.
The student is able to:
i. select appropriate mathematics when
solving more complex
problems in familiar situations
ii. apply the selected mathematics
3–4
successfully when solving these problems
iii. generally solve these problems correctly
in a variety of contexts.
The student is able to:
i. select appropriate mathematics when
solving challenging problems in familiar
situations
ii. apply the selected mathematics
5–6
successfully when solving these problems
iii. generally solve these problems correctly
in a variety of contexts.
The student is able to:
i. select appropriate mathematics when
solving challenging problems in
both familiar and unfamiliar situations
ii. apply the selected mathematics
7–8
successfully when solving these problems
iii. generally solve these problems correctly
in a variety of contexts.
2
Task Specific
The student is able to:
i. select appropriate mathematics when
solving simple problems in familiar situations such
as writing indices in expanded form and simplifying
indices using index laws.
ii. apply the selected mathematics successfully when
solving these problems
iii. generally solve these problems correctly in a variety
of contexts.
The student is able to:
i. select appropriate mathematics when
solving more complex problems in familiar
situations such as simplifying complex indices
using index laws and identifying surds.
ii. apply the selected mathematics successfully
when solving these problems
iii. generally solve these problems correctly in a
variety of contexts.
The student is able to:
i. select appropriate mathematics when
solving challenging problems in familiar situations
such as simplifying complex indices and surds and
expressing numbers in scientific notations.
ii. apply the selected mathematics successfully when
solving these problems
iii. generally solve these problems correctly in a variety
of contexts.
The student is able to:
iv. select appropriate mathematics when
solving challenging problems in both familiar and
unfamiliar situations using scientific notations and
index laws.
v. apply the selected mathematics successfully when
solving these problems
vi. generally solve these problems correctly in a variety
of contexts.
 Criterion B: Investigating patterns
Achievement Level descriptor Task Specific
level
The student does not reach a standard described by The student does not reach a standard described by
0
any of the descriptors below. any of the descriptors below.
The student is able to: The student is able to:
i. apply, with teacher support, mathematical i. apply, with teacher support, mathematical
problem-solving techniques to discover simple problem-solving techniques to discover simple
1–2
patterns patterns to identify rational and irrational
ii. state predictions consistent with patterns. numbers.
ii. state predictions consistent with patterns.
The student is able to: The student is able to:
i. apply mathematical problem-solving i. apply mathematical problem-solving
techniques to discover simple patterns techniques to discover simple patterns to
3–4 ii. suggest relationships and/or general rules identify complex rational and irrational
consistent with findings. numbers.
ii. suggest relationships and/or general rules
consistent with findings.
The student is able to: The student is able to:
i. select and apply mathematical problem-solving i. select and apply mathematical problem-
techniques to discover complex patterns solving techniques to discover complex
ii. describe patterns as relationships and/or patterns in scientific notations
5–6
general rules consistent with findings ii. describe patterns as relationships and/or
iii. verify these relationships and/or general rules. general rules consistent with findings
iii. verify these relationships and/or general
rules.
The student is able to: The student is able to:
i. select and apply mathematical problem-solving i. select and apply mathematical problem-
techniques to discover complex patterns solving techniques to discover complex
ii. describe patterns as relationships and/or patterns in worded problems.
7–8
general rules consistent with correct findings ii. describe patterns as relationships and/or
iii. verify and justify these relationships and/or general rules consistent with correct findings
general rules. iii. verify and justify these relationships and/or
general rules.

ATL Descriptor
Organisation
1 – Never 2-Rarely 3-Sometimes 4-Usually 5-Consistently

3
Level 1- 2 (7 marks)
1. When evaluating an expression, which operation should be considered first? 1

a)multiplication and division

b)addition and subtraction
c)powers
d)brackets

2. ( 3x)3  1
in expanded form is:

a) 3´ x´ x´ x
b) 3 ´ 3´ 3 ´ x ´ x ´ x
3 3 3
c) 3x ×3x ×3x
d) ( 3 x )3 ´ ( 3 x )3 ´ ( 3 x )3

2 x 0   9 x 
0
1
3. simplifies to:

a) −2
b) −1
c) 2
d) 7

4. Round the number shown to 3 decimal places 2.350 987 1

a) 2.351
b) 2.350
c) 2.359
d) None of the above

5. The number 5 can be classified as: 1

a) a natural number
b) an integer
c) a real number
d) all of the above

6. The number 0.098 52 to 2 significant figures is: 1

a) 0.0985
b) 0.099
c) 0.09
d) 0.10

7. 2 a−2 ×a−3 simplifies to 1

a) 2 a−6
b) 2 a5
2
c) 5
a
4
 1
d)
2 a5
Level 3-4 (10 marks)
8. 6t2 x 3s2 x 2t5 can be simplified as 2

a)635 s2t25

b)36 s2t7

c)635 s2t7

d)36 s2t10

123 m10 2
9. can be simplified as
63 m 7

45
a)
16 m

41 m 3
b)
21

41 m 17
c)
21

45 m 3
d)
16 m

10. (5x2)3 = 2

a)15 x5

b)10 x6

c)25x5

d)125x6

11. Which is not a rational number? 1

a) - 76.85

b) 87.5

c) π /2

d) 75 /8

5
 6 1
12. What is written as a recurring decimal?
9

a) 0.6̇ 6̇

b)0.6̇

c)0.6̇ 9̇

d)0.6̇9

13. Which of the following is a surd? 2

a) √5 32

b) √3 27

c) √4 625

d) √6 856

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Level 5- 6 (25 marks) Show all your working. Marks are awarded for correct working out
14. Simplify −3 √48 2

15. Write 100 as a product of prime factors in index form. 2

16. Express the following in scientific form: 2

a) 2 400 000 __________________________________________________________

b) 0.000 006 4 ________________________________________________________

17. Simplify each of the following, leaving answers in surd forms. 4

a) 5 √6×3 √ 12

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 b) 2 12  2 27

18. Express the following as a basic numeral: 2

a) 6.5  105 _________________________________________________________

b) 7.1  10-8 _________________________________________________________

19. Is the statement true? Explain your reasoning 2

5x0 = 1

20. Simplify the following to a positive indices

5 x 3 ×4 x 4 3
a)
10 x 5

3
8
b) 5 y ÷5 y+1

2
4
c) 32 5

3
−3
16 4
d) ( )
x4

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Level 7-8 (10 marks) Show all your working. Marks are awarded for correct working out
21. Andrea won $4500. She decided to invest into an account at a rate of 7.5% compounding 3
t
 r 
A  P 1  
annually for 4 years. Compound interest can be found by using the formula  100 
where P is the principal, r is the yearly rate and t represents the number of years. A is the
total amount accumulated after t years.

How much money did Andrea have at the end of the 4 years?

22. Find three different sets of integer values for m and n so that (am)n simplifies to a18 3

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 23. The table below gives the average distance of five astronomical objects from the Sun. 2

Average distance from

Object the sun (in km)
5.8 10
Mercury 7

1.1 10
Venus 8

1.5 10
Earth 8

7.8 10
Jupiter 9

5.9 10
Pluto 9

Which object is approximately 70 times further away than Venus?

24. If your body produces about 1.4 × 10 12 white blood cells each week, how many white blood 2
cells does your body produce each hour?

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Reflection
I think I will achieve a level _____ (Criteria A and B 1-8) in because…
Complete after finishing the assessment before the teacher has marked
_______________________________________________________________________________________
_______________________________________________________________________________________
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I achieved a level _____ because…

Complete after receiving the marked work back
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

To better my level, I need to….

_______________________________________________________________________________________
_______________________________________________________________________________________
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END OF EXAM
PLEASE CHECK YOUR ANSWERS

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