Math 10 Extended

From A Different Angle

UNIT V - SUMMATIVE TEST

OVERALL INSTRUCTIONS
Write your name in the space above.
Do not open this test paper until instructed to do so.
You are not allowed to have a graphic display calculator for Part I of this test, but you are required to have a graphic
display calculator for Part II.
Answer each question in the space provided. Answers must be supported by working and/or explanations.

OVERALL GRADE DESCRIPTORS

LEVEL DESCRIPTOR ACS
GRADE

Substantial evidence of thorough knowledge and comprehensive understanding of
the standards. Strong ability to integrate knowledge, understanding and skills from
different areas of the unit and the course.
A+ (12)
EXEMPLARY
Strong ability to persevere and successfully use a variety of problem-solving strategies A (11)
in challenging situations. A- (10)
Successfully constructs and applies mathematical arguments at a sophisticated level
in a wide variety of contexts. Lines of reasoning are complete, coherent and concise.
Communicates mathematics and mathematical reasoning in a clear, effective and
concise manner, using correct techniques, notation and terminology.
Calculators functionality is used efficiently and correctly as required.


Evidence of broad knowledge and good understanding of the standards.
PROFICIENT Demonstrates an awareness of the links between different areas of the course.
B+ (9)
Good ability to persevere and successfully use a variety of problem-solving strategies
in routine situations. B (8)
Constructs and applies mathematical arguments in performing routine tasks. Lines of B- (7)
reasoning are complete and mostly coherent.
Communicates mathematics and mathematical reasoning effectively, using
appropriate techniques, notation and terminology.
Calculators functionality is used correctly as required.


Evidence of satisfactory knowledge and partial understanding of the standards.
APPROACHING Some ability to persevere and use different problem-solving strategies in routine
C+ (6)
PROFICIENCY situations.
Applies mathematical arguments in performing some routine tasks. Lines of reasoning C (5)
are mostly complete. C- (4)
Communicates mathematics adequately, using some appropriate techniques, notation
and terminology.
Calculators functionality is used, but perhaps not always when required.



Evidence of limited knowledge of the standards.
LIMITED Limited ability to persevere and little attempt to use problem-solving strategies even
in routine situations.
D+ (3)
PROFICIENY
Demonstrates limited ability to apply mathematical arguments even in performing D (2)

simple tasks. Lines of reasoning are incomplete and difficult to interpret. D- (1)
Communicates some mathematics, but often uses inappropriate techniques, notation
or terminology.
Calculators functionality is used occasionally, but often inefficiently.



NO CREDIT Insufficient knowledge of the standards to warrant a passing grade on the assessment. F (NC)


Please answer each question in the space provided. Full marks are not necessarily awarded for a correct
answer with no working. Answers must be supported by sketches, working and/or explanations.

PART I NO CALCULATOR
1. Write down the exact value of each trig ratio.

a) tan 240 b) cos150! c) sin 225! d) sin (-90)

e) cos 360 f) tan 315 g) cos 300 h) tan 270

i) cot 240 j) sin 210! k) sec 210! l) csc 315!

2. Find all values for , where 0 360

2 3
(a) cos = (b) sin = 0.5 (c) cos = (d) tan = 1
2 2

12
3. Given that tan = , cos < 0 and 0 360 , find :
5
a) the exact value sin .

b) find the exact value of cos .

4. Sally is a grade 10 Extended student in a school in Saskatchewan. Recently she wrote to me and said, the Law of Sines
is useless and shouldnt even be taught in high school. It makes no sense and we dont even need it because we can solve
every triangle using right triangle trig by simply calculating one of the heights of the triangle. Show Sally that she is
wrong by proving the law of sines and explain briefly why it is useful.
 Let p = cos80 and q = sin130! . Find an expression for each of the following, giving your answers in terms of p
!
5.
and/or q.
a. cos100!
b. sin50!
c. cos130!
d. tan 260!
6.
PART II CALCULATOR ACTIVE

7. Given a triangle with side lengths 4, 6 and 9 cm, find the measure of the smallest angle.
8
9. A pilot measures the angle of depression to two ships A and B to be 40 and 52 respectively. If the ships
are approximatley 4105 m apart, how high is the airplane flying?
10. Peter, Sue and Alix are sea-kayaking. Peter is 430 m from Sue on a bearing of 113 T while Alix is on a
bearing of 203 T and a distance 310 m from Sue. Find the distance and bearing of Peter from Alix.
11.

NOTE: In part c) of this question you need to use the fact that sin
2
= 1 cos 2 .