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VG/MVG-Level MaA1NVCO09 Arithmatics

NV-College

MaA1NVCO09 Arithmatics Part II: VG/MVG-Level WARNING: THERE ARE DIFFERENT VERSIONS OF THE TEST
Instructions Test period Resources The test 110 minutes: 8:10-10:00 Friday Oct 2, 2009 Formula sheet, your personalised formula booklet, ruler, protractor, a graphic calculator, and a lexicon. For all 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. 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. Score and mark levels The maximum score is 34 points, 25 of them VG points. The maximum number of points you can receive for each solution is indicated after each problem. If a problem can give 2 ”Pass”-points and 1 ”Pass with distinction”-point this is written [2/1]. Some problems are marked with ¤, which means that they more than other problems offer opportunities to show knowledge that can be related to the criteria for ”Pass with Special Distinction” in Assessment Criteria 2000. Lower limit for the mark on the test G: Pass: 11 points At least 30 points on the G-level test, and 8 VG points in this test. Alternative: Minimum of 22 points in this test where 8 points are at least VG points. MVG: At least 35 points on the G-level test, and 17 VG points in this test. High quality of calculations and deep level of understanding must be illustrated through out the test, especially in problems 7-10 marked ¤. Alternative: Minimum of 25 points in this test where 17 points are at least VG points an high quality solutions marked ¤. Name: ________________________ Student Number: NVC09 Sjödalsgymnasiet Only the marked problems in the box below will be graded. Enjoy it! Behzad 1 1 2 2 1 2 3 0 2 4 1 2 5 0 2 6 1 2 7¤ 1 3¤ 8¤ 1 3¤ 9¤ 1 3¤ 10¤ Sum 2 9 4¤ 25 ¤¤¤¤ Grade VG:

G VG¤ G VG¤

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VG/MVG-Level MaA1NVCO09 Arithmatics

NV-College

Useful formulas
Order of Operations: [], (), exponents (powers), ×, ÷, +, −

(a )

a x ⋅ a y = a x+ y Note: Both terms share identical base a . ax = a x− y ay
x y

= a x⋅ y

1 1 = a−y ⇔ −y = a y y a a 0 a =1
1 b = a a b

(a b )
x

a x b x = (ab ) Note: Both a and b share identical power, x .
x

y z

= a x⋅z ⋅ b y⋅z

⎧(− a )n = a n n : even number ⎪ ⎨ ⎪(− a )n = − a n n : odd number ⎩

(− a )(− b ) = ab (a )(− b ) = −ab
a c = ⇔ a⋅d = b⋅c b d a a a c = ⋅1 = ⋅ b b b c a c ad + bc + = b d bd a a ⋅c c⋅ = b b
With addition and subtraction we may add the individual margin of errors! a + b = (427 ± 1) + (5.5 ± 0.5) = 432.5 ± 1.5 a − b = (427 ± 1) − (5.5 ± 0.5) = 421.5 ± 1.5

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VG/MVG-Level MaA1NVCO09 Arithmatics

NV-College

Glossary-English-Swedish-Lexicon Mathematics Course A:
English Quotient, ratio Fraction Integer number Simplify Express Surd (exact) form Quantities exchange places Investigate Base Power, Exponent Percent Per thousand ppm: part per millions Scientific notation Significant figure round off Changing factor Factorize Abbreviating, Simplify Extend, expand numerator denominator Quotient, ratio factor difference Real numbers Rational numbers Irrational numbers Prime numbers Swedish kvot bråk heltal förenkla Uttrycka Exakt form Kvantitet, mängd, storhet Byta plats UTFORSKA bas Potens, Exponent procent Promille ppm Grundpotensform Värdesiffror, gällande siffror Avrunda Förändringsfaktor, tillväxtfaktor, ändringsfaktor Faktorisera förkortning Förlägning täljare nämnare kvot faktor differens Reella talen Rationella tal Irrationella tal Primtal Comments

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VG/MVG-Level MaA1NVCO09 Arithmatics

NV-College

In each case, show how you arrived at your answer by clearly indicating all of the necessary steps, formula substitutions, diagrams, graphs, charts, etc.
−5 2

⎛ 3 ⋅ a 2 ⎞ ⎛ 3 ⋅ a5 ⎞ 1. Simplify ⎜ − 7 ⎟ ⋅ ⎜ − 3 ⎟ ⎜ b ⎟ ⎜ b ⎟ ⎝ ⎠ ⎝ ⎠ Solution:

[1/2]

2. Simplify and express Solution:

(535 − 537 )500 ⋅ 31000 (75 − 72)700 ⋅ 2800

as a single fraction in a surd (exact) form [1/2]

⎛1⎞ ⎛1⎞ ⎛1⎞ 3. Calculate the sum: ⎜ ⎟ + ⎜ ⎟ + ⎜ ⎟ . ⎜ y⎟ ⎝z⎠ ⎝ x⎠ ⎝ ⎠ Solution:

−1

−1

−1

[0/2]

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VG/MVG-Level MaA1NVCO09 Arithmatics

NV-College

4. y is 25% of A , while A is 15% of B , and x is 75 % of B . Calculate
Solution:

x . y

[1/2]

5. A Googol is 10100 . how large is a Googolplex, i.e. 10Googol ? Solution:

[0/2]

6. Which one of the numbers is largest? 3330 or 27 240 ?
Solution:

[1/2]

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VG/MVG-Level MaA1NVCO09 Arithmatics

NV-College

At the aspect assessment of your work with following problems your 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.

7. Linda is going to state the reasons for the definition of 9 − x and 90 . a. Complete her reasoning, if she starts with the multiplications rule as 90 ⋅ 9 x = i. 9 x ⋅ 9− x = ii.

[1/3/¤]

b. Can you think of any other reasons for the definition of 9 − x and 90 ? If so, state it as clear as possible. You may use any rule except the multiplications rule used by Linda.
Solutions:

8. Which number is largest? 999910000 or 100009999 ? Why? Show the details of your calculations and reasoning as clear as possible. Solutions:

[1/3/¤]

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VG/MVG-Level MaA1NVCO09 Arithmatics

NV-College

9. Experimentally we are going to find the ratio experimental results are: x = A ± 25% y = B ± 15% How many percent is the maximum value of
Solutions:

x between two quantities x and y . The y

x larger than its minimum value? y

[1/3/¤]

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VG/MVG-Level MaA1NVCO09 Arithmatics

NV-College

10. Investigate: Changing Places

[2/4/¤]

When evaluating your work, your teacher will consider the following: • How systematic you are in your investigation • Which conclusions you find from the numbers you choose • How well you show that your conclusions are true • Which connections you make between your discoveries and the two-digit numbers you start with • How well you show your working ♦ Choose a two-digit number. ♦ Let the two digits exchange places. ♦ Compute the difference between the larger and the smaller of the two numbers. ♦ Let the two digits in the answer exchange places. ♦ Compute the difference between the larger and the smaller of the two numbers. ♦ Let the two digits in the answer exchange places. ♦ Continue as far as possible. ¤ What do you notice from the numbers you get? ¤ What happens if you start with another two-digit number? ¤ INVESTIGATE!

92 29 92-29=63 36 63-36=27 72

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