Suggested Solutions Mabnvco10 Algebra and Geometry: Instructions

MaB6NVCO10 Algebra and Geometry NV-College (International Natural Science, INS)
behzad.massoumzadeh@huddinge.se Free to use for educational purposes. Not for sale.

1
Suggested Solutions MaBNVCO10 Algebra and Geometry

Instructions

Test period 120 minutes for Part I and Part II as a whole. We recommend that you
reserve about 30 minutes to work with item 9.

Resources Graphic calculator (only part II), formula sheet, your personalised formula
booklet, ruler, protractor, and a lexicon.

The test 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 The maximum score is 27 points, of them 12 VG points. There are 2 -
problems
G: At least 9 points
VG: At least 18 points including at least 4 Vg points
MVG: At least 20 points including at least 8 Vg points, and 3 different
MVG qualities are demonstrated.

mark levels
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.
Problem 5 and 10 are of greatest importance for a higher grade.

QE/Fact QE/Fact Line Eq.Line Cent.Ang Ext.Vin f(x) QE Line, AB Mid-point Trig. Cent.Ang Trig. Eq Sum Limit minimum
P 1 2 3a 3b 4a 4b 5 6 7 7 8 9 9 27 VG-points
G 2 2 1 2 1 1 2 1 3 15 9
VG 1 3 2 2 4 12 18 4
MVG M35 M12345M12345 21 8
G
VG
MVG


2

Glossary-English-Swedish-Lexicon Mathematics Course A and B:

English Swedish Comments
abbreviating, simplify frkortning
annual interest rsrntan
base bas
changing factor frndringsfaktor,
tillvxtfaktor, ndringsfaktor

Denominator nmnare
Difference differens
equilateral triangle Liksidigt triangel
exchange places byta plats
express uttrycka
extend, expand frlngning
factorize faktorisera
Factor faktor
fraction brk
integer number heltal
investigate UTFORSKA
irrational numbers irrationella tal
Isosceles triangle Likbent triangel
Numerator Tljare
percent Procent
perimeter Omkrets
Per thousand Promille
prime numbers Primtal
power, exponent potens, exponent
ppm: part per millions Ppm
quantities kvantitet, mngd, storhet
quotient, ratio Kvot
rational numbers rationella tal
real numbers reella talen
round off Avrunda
scientific notation grundpotensform
significant figure vrdesiffror, gllande siffror
simplify Frenkla
surd (exact) form exakt form



3
In each case, show how you arrived at your answer by clearly indicating all of the necessary
steps, formula substitutions, diagrams, graphs, charts, units, significant figures. etc. Do not
forget to specify Units. Give attention to significant figures. In none of problems
measurement from the figure is valid.
Part I

1. First factorize and then solve the equation 0 24 10
2
= + x x . [2/0]
Suggested solutions:
0 24 10
2
= + x x
( )( )
= =
= =
=
6 0 6
4 0 4
0 6 4
2
1
x x
x x
x x [1/0]
I looked for two numbers such that their product was +24 and their
algebraic sum was 10 . Due to the fact that the product of the numbers is
a positive number we may conclude that numbers are either positive or
both are negative. The numbers are therefore 4 and 6 . This is due to
the fact that:
( ) ( )
( ) ( )
= +
+ =
10 6 4
24 6 4

Answer: 6 , 4
2 1
= = x x [1/0]

2. Solve the equation
2
5 35 x x = . [2/0]
2
5 35 x x =
( )
= =
= =
= =
7 0 7
0 0 5
0 7 5 0 35 5
2
1 2
x x
x x
x x x x [1/0]
Answer: 7 , 0
2 1
= = x x [1/0]

This part consists of 5 problems that must be solved without the
aids of any calculator.


4

3. A straight line passes through the point ( ) 5 , 2 and has a gradient 3 = k
a. Draw the line in a coordinate system. [1/0]
b. Determine the equation of the line. [2/0]
The equation of the line may be written as m x m kx y + = + = 3 .
The line m x y + = passes through the point ( ) 5 , 2 . Therefore, the
coordinates of the point must satisfy the equation
m x y + = 3 ( ) m + = 2 3 5 m + = 6 5 m = 6 5 1 = m
The equation of the line is 1 3 = x y
Suggested solutions: Answer: 1 3 = x y [2/0]

[1/0]



5

4. The points P, Q and R are on a circle. O is the
center of the circle. PQ is the diameter of the
circle.
a) Find the angle x. [1/0]

b) Find the angle y. [0/1]

a) Due to the fact that r OQ OR = = , the
triangle QOR A is isosceles, and
therefore, = 25 x .
Answer: = 25 x [1/0]
b) The angle ROP Z is the exterior angle to the triangle QOR A and is
therefore = + = Z 50 25 25 ROP (or it is the central angle and therefore
= = = Z 50 25 2 2x ROP .)
Due to the fact that r RO PO = = , the triangle ROP A is an isosceles
triangle, and therefore =
=

= 65
2
130
2
50 180
y Answer: = 65 y [0/1]

5. Simplify
( ) ( )
h
a f h a f +
if ( ) 7 2 5
2
+ = x x x f as far as possible. [0/3/M1,M3,M5]
Suggested solutions: ( ) ( ) ( ) ( ) ( ) 7 2 5 7 2 5
2 2
+ + + + = + a a h a h a a f h a f
( ) ( ) ( ) 7 2 5 7 2 2 2 5
2 2 2
+ + + + = + a a h a h ah a a f h a f [0/1]
( ) ( ) h h ah a a h a h ah a a f h a f 2 5 10 7 2 5 7 2 2 5 10 5
2 2 2 2
+ = + + + + = + [0/1]
( ) ( ) ( )
2 5 10
2 5 10 2 5 10
2
+ =
+
=
+
=
+
h a
h
h a h
h
h h ah
h
a f h a f
[0/1/M1M3M5]
MVG-Quality: The student
M1: Formulate and develops the problem,
and uses general methods/models
Generalizes the problem by solving it
algebraically.
M3: Carries out mathematical proof, or
analyses mathematical reasoning.
Finds analytically a correct result:
( ) ( )
2 5 10 + =
+
h a
h
a f h a f

M5: The solution is well structured,
correct mathematically.
Presents the solution, well structured,
clear, using especially correct
mathematical language.


6
Part II
This part consists of 4 problems and you may use a calculator when solving them. The
problem 9 is heavily graded and is of greatest importance.
Please note that you may begin working on part II without a calculator.

6. Solve the equation 0 5 4
2
= + x x . [1/0]
0 5 4
2
= + x x
( )( )
= =
= = +
= +
1 0 1
5 0 5
0 1 5
2
1
x x
x x
x x
I looked for two numbers such that their product was 5 and their
algebraic sum was 4 + . Due to the fact that the product of the numbers is
a negative number we may conclude that numbers are of different signs.
Due to the fact that their sum is a positive number, the larger number
must be positive:
( ) ( )
( ) ( )
= +
=
4 1 5
5 1 5
Answer: 1 , 5
2 1
= = x x [1/0]
Second method:
0 5 4
2
= + x x
4 = p , 5 = Q
( ) 9 2 5 4 2 5
2
4
2
4
2 2
2 2
= + =
|
.
|
\
|
=
|
.
|
\
|
= x x x Q
p p
x
= + =
= =
=
1 3 2
5 3 2
3 2
x
x
x Answer: 1 , 5
2 1
= = x x [1/0]

7. Find the length of the line AB , if the point A is located at ( ) 2 , 3 and the coordinates
of the point B is ( ) 5 , 4 . [2/0]
Find the coordinates of the mid-point M of the line AB . [1/0]
( ) ( ) ( ) ( ) ( ) 2 7 7 7 2 5 3 4
2 2 2 2 2 2
= + = + = + =
A B A B
y y x x AB [1/0]
Answer: 2 7 = AB [1/0]
( )
5 . 1
2
3
2
2 5
2
5 . 0
2
1
2
3 4
2
=
=
+
=
+
=
= =
+
=
+
=
B A
M
B A
M
y y
y
x x
x
Answer: 5 . 1 ; 5 . 0 = =
M M
y x [1/0]


7

8. ABC is an equilateral triangle. Together
with the sides of the triangle the distance
AD forms the angles x and y as can be
seen in the figure. Find the relationship
between x and y . [0/2]

Suggested Solution:
Due to the fact that the triangle
ABC A is an equilateral triangle:
= = = 60 A B C .
The angle y is an exterior angle to
the triangle ADC A . [0/1]
Therefore:
x y x C y + = + = 60
Answer: x y + = 60 [0/1]

9. The giant Ferris wheel Riesenrad in Vienna has 15 gondolas, all placed on an equal
distance from each other (see figure). Imagine that you ride in gondola A. You have
brought a camera and want to take pictures of three other gondolas where your friends
ride.
How large must the angle v be if you want to have a picture according to the figure? [0/2]

= =
|
.
|
\
|
=
|
.
|
\
|
= 36
10
360
2
5
360
2
3
15
360
v [0/1]
Answer: = 36 v [0/1]


8

10. The Shadow
Daniella is 150 centimeters tall. She stands 3.0 meters from the foot of a lamppost (see
figure). The lamp is placed 4.5 meters above the ground. [3/4/M1-M5]

a) How tall is Daniellas shadow?

Solve the problem with an equation or by
measuring in a figure drawn to scale

If Daniellas distance to the lamppost changes, the length of the shadow will also change.

b) Describe the relationship between the length of the shadow and Daniellas distance to
the lamppost in words, with a graph and with a formula.
Another person places himself next to the lamppost.
c) Investigate how the relationship between the length of the shadow and the distance to
the lamppost depends on the length of the person.

d) Investigate how the relationship be-
tween the length of the shadow and the
distance to the lamppost depends on the
length of the person if the lamppost is
placed in a slope.

When evaluating your work, your teacher will take into consideration:
- What mathematical knowledge you present
- How well you carry out your calculations
- How well you investigate and describe the strategies
- How well you present and comment on your work



9

Suggested Solutions: The Shadow
Lets name Daniellas distance to the
lamppost m d and the length of her
shadow m x .
The triangles ABC A and EDC A are
similar, therefore, the ratio of similar
sides must be equal:
3
5 . 1
5 . 4
=
+
+
= =
x
x d
x
x d
DC
BC
ED
AB

x d x x d x x d
x
x d
2 3 3 3 = = = + =
+

4.5 m
1.5 m
d m x m

Therefore, regardless of her distance from the lamppost is always
2
d
x = .
If m d 0 . 3 = , then m
m
x 5 . 1
2
0 . 3
= =
The length of Daniellas shadow is always half of her distance to the
lamppost:
2
d
x = .
If the length of the person standing
m d from the post is m h , and the
length of his shadow m x . Using
the similar argument as above, the
similarity of the triangles yields:
hx hd x
x
x d
h DC
BC
ED
AB
+ =
+
= = 5 . 4
5 . 4

( ) hd h x hd hx x = = 5 . 4 5 . 4
h
hd
x
=
5 . 4

4.5 m
h m
d m x m



10
Even on the slope, regardless of the
angle of the slope, and regardless of
which side of the lamppost the
person is standing, due to the fact
that the triangles ABC A and EDC A are
similar, the relationship above is still
valid, i.e.:
hx hd x
x
x d
h DC
BC
ED
AB
+ =
+
= = 5 . 4
5 . 4

( ) hd h x hd hx x = = 5 . 4 5 . 4
Answer:
h
hd
x
=
5 . 4

4.5 m
h m

MVG-Quality: The student demonstrate the highest quality
(MVG) in solving the problem 10
M1: Formulate and develops the problem,
and uses general methods/models
Generalizes the problem by solving it
algebraically.
h
hd
x
=
5 . 4

M2: Analyses and interprets the results,
concludes and evaluates if they are
reasonable.
Analyses and interprets the problem
and finds a relationship between the
length of the shadow and the
distance to the lamppost depends on
the length of the person:
h
hd
x
=
5 . 4

M4: Evaluates and compares different
methods and mathematical models.
May use measurement directly from
the figure, and plot x vs. d .
M3: Carries out mathematical proof, or
analyses mathematical reasoning.
Finds analytically a correct formula
for the relationship between the
length of the shadow and the
distance to the lamppost depends on
the length of the person:
h
hd
x
=
5 . 4

M5: The solution is well structured,
correct mathematically.
Presents the solution, well structured,
clear, using especially correct
mathematical language.



11

Students name: MVG qualities
MVG- quality 5 10 Comments
M1 Formulates and develops the problem, uses general
methods with problem solving.

M2 Analyses and interprets the results, concludes and
evaluates if they are reasonable.

M3 Carries out mathematical proof, or analyses
mathematical reasoning.

M4 Evaluates and compares different methods and
mathematical models.

M5 The presentation is structured, and mathematical
language is correct.











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MaB6NVCO10 Algebra and Geometry NV-College (International Natural Science, INS)

behzad.massoumzadeh@huddinge.se Free to use for educational purposes. Not for sale.

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