Section A 

Criteria A & C 
(Knowledge &Understanding and Communication)
Q1. The length of a rectangle is three more than twice the width. Determine the
dimensions that will give a total area of 27 m . What is the minimum area that this
2

rectangle can have?

W(3+2w)=27

3w+2w2=27

3w+2w2-27=0

2w2 +3w-27=0

2w2+9w-6w-27=0

2w(w+4.5)-6(w+4.5)=0

(2w-6)   (w+4.5)

2w=6

W=3

When w=3 m

3+2*3=9 m

Dimensions – 9m*3m=27m2

Minimun Area = -b/2a

-(3)/2*2=-3/4

Thus no minimum area

[4]

Q2. A taxi cab charges a fixed amount of $1.50 in addition to $0.75 per mile. If Jasmine
has $20 with her, what is the maximum number of miles she can ride in the cab?

[4]
1.50+0.75x=20

0.75x-18.5=0

A-0.75

B-0

C- -18.5

Maximum Area = -b/2a

-0/2*0.75=0

Y=0

Q3. The height, h, in feet of an object above the ground is given by h= -16t + 64t + 190,
2

t≥0, where t is the time in seconds. Find the time it takes the object to strike the
ground and find the maximum height of the object.
[4]

H=-16t+64t+190

Sum – 64 , Multiplication -3040

t-5.9 Seconds to strike the ground

Maximun Hieght =-b/2a

-64/16*2

-64/-32=2

-16(2)+64(2)+190=286 ft

Q4. Consider the production of 2 drawer and 5 drawer filing cabinets. We only have 34
drawers, 8 locks and 42 square meters of sheet metal available.

Each 2 drawer cabinet requires 1 lock and 2 square meters of sheet metal,
while each 5 drawer cabinet requires 1 lock and 4m of sheet metal. Let x be
2

the number of 2 drawer filing cabinets made and y be the number of 5

drawer filing cabinets made. List the constraints connecting x and y.

[8]
Q5. Two cars start out at the same point. One car starts out driving north at 25
mph. Two hours later the second car starts driving east at 20 mph.  How long after
the first car starts traveling does it take for the two cars to be 300 miles apart?

[6]

Ax2+bx+c=0

Q6. Joanne wants to buy x oranges and y peaches from the store. She must buy at
least 5 oranges and the number of oranges must be less than twice the number of
peaches. An orange weighs 150 grams and a peach weighs 100 grams. Joanne can
carry not more than 3.6 kg of fruits home.

a) Write 3 inequalities to represent the information given above. 

b) Plot the inequalities on the Cartesian grid and show the region that
satisfies all the inequalities. Label the region S. 
c) Oranges cost $0.70 each and peaches cost $0.90 each. Find the maximum
that Joanne can spend buying the fruits. 

[8]

Section C:
Criteria D (Application)
You are required to attempt all tasks.

Fully explain all your working.

In a game of tennis, the ball is mistimed and hit high up into the air. Initially, the
ball is struck 3.5 metres above the ground and hits the ground 7 seconds later. It
reaches its greatest height 3seconds after being hit.
a. Determine the coordinates of the points labeled A, B and C in the
diagram.

b. Using the form of the parabola y= a(t-h) +k, where t is the number of
2

seconds after the ball is hit and y is the height of the ball above the
ground, determine the value of h.

c. By substituting t=0 and y=3.5 into the equation, form an algebraic

relationship between a and k.

d. By substituting t=7 and y=0 into the equation, form another

algebraic relationship between a and k.

e. Solve for a.

f. Hence find k, the greatest height reached by the ball.

Criterion A

Knowing and understanding

Achievement Level descriptor Task Specific clarification
level
0 The student does not reach a standard The student does not reach a
described by any of the descriptors standard described by any of
below. the descriptors below.

The student is able to:  The student is able to: 

i. select appropriate mathematics i.   select appropriate
when solving familiar situations mathematics when solving
1-2 ii. apply the selected mathematics Q1 and Q2 
successfully when solving these ii.   apply the selected
problems mathematics successfully
iii. generally solve these problems when solving these
correctly. problems
iii. generally solve these
problems correctly.
The student is able to:  The student is able to: 
i. select appropriate mathematics iv. select appropriate
when solving  more complex mathematics when
3-4 problems in familiar situations solving  Q3
ii.  apply the selected mathematics iv.  apply the selected
successfully when solving these mathematics
problems  successfully when
iii. generally solve these problems solving these
correctly. problems 
iv. generally solve these
problems correctly.

The student is able to: The student is able to:

i. select appropriate mathematics iv. select appropriate
when solving  challenging problems mathematics when
5-6 in familiar situations solving  Q4 and Q5 
ii. apply the selected mathematics iv.  apply the selected
successfully when solving these mathematics
problems  successfully when
iii. generally solve these problems solving these problems 
correctly. iv. generally solve these
problems correctly.

The student is able to: The student is able to:

i. select appropriate mathematics iv. select appropriate
when solving challenging mathematics when
7-8 problems in both familiar and solving Q. 6
unfamiliar situations iv.  apply the selected
ii.  apply the selected mathematics mathematics
successfully when solving this successfully when
problems  solving this problems 
iii. generally solve this problems iv. generally solve this
correctly. problems correctly.
 Criterion C
Communicating
Achievement Level descriptor
level
0 The student does not
reach a standard
described by any of the
descriptors below.
The student is able to: Your work shows an attempt for basic
i. use limited use of 
mathematical  mathematical language 
1-2 language   Mathematical representation to
ii.  use limited forms
present quadratic and inequality
of mathematical
representation to terms.
present  Communicate lines of reasoning
information  using quadratic and inequality terms
iii. communicate that are difficult to interpret.
through lines of
reasoning that are
difficult to
interpret.

The student is able to: Your work shows  partial use of

i. use some  Mathematical language.
appropriate  Some appropriate use of
3-4 mathematical quadratic and inequality expression
language 
for mathematical representation
ii.  use appropriate
forms of  lines of reasoning using quadratic
mathematical and inequality that are not always
representation to clear
present  logical structure for modeling the
information situation using algebraic
adequately equation/expressions, finding
iii. communicate solution for quadratic and inequality.
through lines of
reasoning that are
complete
iv. adequately
organize
information using
a logical structure.
The student is able to: Your work usually shows appropriate
i. usually use use of
appropriate  Mathematical language.
5-6 mathematical  Inequality for mathematical
language 
representation.
ii. usually use
appropriate forms  Defining distance using quadratic
of mathematical and equation.
representation to  Lines of reasoning using
present inequalities.
information  Logical structure for modeling the
correctly situation using quadratic and
 iii. usually move inequality.
between different
forms of
mathematical
representation
iv. communicate
through lines of
reasoning that are
complete and
coherent
v. present work that
is usually
organized using a
logical structure.
The student is able to: Your work consistently shows
i. consistently use appropriate use of 
appropriate  Mathematical language.
7-8 mathematical  Quadratic and inequality terms
language
for mathematical representation.
ii.  use appropriate
forms of  Effective movement between
mathematical different quadratic and inequality
representation to terms for mathematical
consistently representation
present  Lines of reasoning using laws of
information quadratic and inequality terms that
correctly are complete and coherent
iii.  move effectively  Logical structure for modeling the
between different situation using quadratic and
forms of
inequality terms.
mathematical
representation
iv. communicate
through lines of
reasoning that are
complete, coherent
and concise
v.  present work that
is consistently
organized using a
logical structure.
Criterion D
Applying mathematics in real-life contexts

Achievement Level descriptor Task Specific clarification

level
The student does not reach a
0 standard described by any of
the descriptors below.
 The student is able to:  Your work shows your ability to 
i. identify some of the  identify the relevant
elements of the elements in the  given situations
authentic real-life  Attempts to apply
situation 
appropriate mathematical
ii. apply mathematical
strategies to find a strategies to find solution of the
1-2 authentic real-life situation 
solution to the
authentic real- life
situation, with limited While finding algebraic expressions
success for the volume and surface area of
3D objects.

The student is able to:  Your work shows your ability to 
i. identify the relevant  identify the relevant
elements of the elements in the  given situations
authentic real-life  selecting appropriate
situation 
mathematical strategies to find
ii. select, with some
success, adequate solution of the real-life situation
mathematical to some extent
strategies to model the  Applying appropriate
authentic real-life mathematical strategies to find
3-4 situation  solution of the real-life situation
iii. apply mathematical to some extent
strategies to reach a  Modeling of the problem.
solution to the  Give a detailed description of
authentic real- life whether the solution makes
situation 
sense in the context of the real-
iv. discuss whether the
solution makes sense
life situation 
in the context of the
authentic real-life While forming relationship
situation. between a and k.
The student is able to:  Your work shows your ability to 
i. identify the relevant  identify the relevant
elements of the elements in the  given situation
authentic real-life  modelling of the problem
situation 
 Selection and application of
ii. select adequate
mathematical
adequate concept of algebra to
strategies to model the find the solution of the real-life
authentic real- life situation to greater extent
situation   Give a detailed description of
iii. apply the selected the degree of accuracy of the
5-6
mathematical solution makes sense in the
strategies to reach a context of the real-life situation
valid solution to the  discuss whether the solution
authentic real-life makes sense in this situation
situation 
iv. explain the degree of
While identifying and writing the
accuracy of the
solution 
conclusion including the analysis
v. explain whether the for the “greatest height” reached by
solution makes sense the ball.
in the context of the
authentic real-life
situation.
 The student is able to:  Your work shows your ability to 
i.  identify the relevant  identify the relevant
elements of the elements in the  given situation
authentic real-life  modelling of the problem
situation  
 Selection and application of
ii. select appropriate
mathematical concept of algebra to find the
strategies to model the solution of the real-life situation
authentic real-life to greater extent
situation   Give a detailed description of
iii.  apply the selected the degree of accuracy of the
7-8
mathematical solution makes sense in the
strategies to reach a context of the real-life situation
correct solution to the  explain the degree of
authentic real-life accuracy of the solution
situation 
 explain whether the solution
iv. justify the degree of
accuracy of the
makes sense in this situation
solution 
v.  justify whether the While identifying the “greatest
solution makes sense height” reached by the ball.
in the context of the
authentic real-life
situation.

Teacher’sComment:______________________________________________________________________

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Marks:______________ 

Criteria E1 E2 Final Grade

Teacher’s Signature: