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# NCV 2 Mathematical Literacy Hands-On Training Solution to Summative Assessment 4

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Solutions to Summative Assessment 4 from the accompanying textbook NCV 2 Mathematical Literacy Hands-On Training published by Future Managers Pty Ltd (www.futuremanagers.net)

Solutions to Summative Assessment 4 from the accompanying textbook NCV 2 Mathematical Literacy Hands-On Training published by Future Managers Pty Ltd (www.futuremanagers.net)

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• 1. Mathematical Literacy 2 Module 4 Answers to Assessment Questions Mathematical Literacy Future Managers 1
• 2. Self Assessment 1. From the life expectancy table, work out the proportion and % of deaths and different ages. Number of deaths at various ages out of 100 000 males born alive: Age interval No of deaths Proportion Percentage 0-1 1 527 1 527: 100 000 1.53% 1-10 495 495: 100 000 0,495% 10-20 927 927: 100 000 0,927% 20-30 1 901 1 901: 100 000 1,90% 30-40 2 105 2 105: 100 000 2,11% 40-50 4 502 4 502: 100 000 4,50% 50-60 10 330 10 330: 100 000 10,33% 60-70 19 954 19 954: 100 000 19,95% 70-80 28 548 28 538: 100 000 28,54% 80+ 29 721 29 721: 100 000 29,72% Mathematical Literacy Future Managers 2
• 3. 1. Interpret the following representations of data. The following annual vehicle export statistics summarise the industry’s past and projected sales performance a. Calculate the totals for each column 2000 2001 2002 2003 2004 2005 2006 2007 Cars 58204 97559 113025 114909 101445 113899 119171 110000 LC 9148 10229 11699 11283 9360 25589 60149 75000 MC 679 582 582 469 448 424 539 650 Total 68031 108370 125306 126661 111253 139902 179859 185650 h. Draw a bar graph for the totals Mathematical Literacy Future Managers 3
• 4. Vehicle Export Statistics 200000 180000 160000 140000 Vehicles Sold 120000 100000 80000 60000 40000 20000 0 2000 2001 2002 2003 2004 2005 2006 2007 Year Mathematical Literacy Future Managers 4
• 5. a. Is a table or a bar graph and easier way to give the information to a person? A bar graph is easier c. Explain your choice The bar graph gives a picture of the information, making it easier to interpret f. Can all of the information in the table be presented in one bar graph? Yes Mathematical Literacy Future Managers 5
• 6. Cars Vehicle Exports Light Commercial Med & Heavy Com Total 200000 180000 160000 140000 Vehicles sold 120000 100000 80000 60000 40000 20000 0 2000 2001 2002 2003 2004 2005 2006 2007 Year Mathematical Literacy Future Managers 6
• 7. Summative Assessment 1.Complete the following tables after studying the problem and writing a formula for it: a. A ticket on Metrorail costs 80c per ticket plus 40c per kilometre. Formula:______________ y = 0.4x+ 0.8 x 3 6 9 12 y R2 R3,20 R4,40 R5,60 Mathematical Literacy Future Managers 7
• 8. • Complete the following tables after studying the problem and writing a formula for it: b. A long distance bus company charges R1,50 per kilometre plus a fixed amount of R50,00 per ticket. Formula:______________ y = 1.5x+ 50 x 185 200 750 1 500 y R327.50 R350 R1 175 R2 300 Mathematical Literacy Future Managers 8
• 9. Metrorail ticket costs 12 2. How much will it cost to travel 15km? 10 8 Cost (R) 6 4 2 15km = R6,80 0 0 5 10 15 20 25 30 Distance (km) Mathematical Literacy Future Managers 9
• 10. 1. The table presents data on motor vehicle theft as well as common assault cases in RSA from 1994 to 2004 Year 94/95 96/97 98/99 Cases of vehicle theft 105 867 97 332 107 448 Cases of assault 200 248 203 023 203 678 Year 99/00 01/02 03 /04 Cases of vehicle theft 103 041 96 869 88 144 Cases of assault 23 2024 261 866 280 942 Mathematical Literacy Future Managers 10
• 11. a. Write the information on motor vehicle theft in a paragraph In 94/95 there were 105 867 cases of vehicle theft. In 96/97, there were 97 332 cases; in 98/99 there were 107 448 cases; in 99/00 there were 103 041 cases; in 01/ 02 there were 96 839 cases and in 03/ 04 there were 88 144 cases. h. Draw a bar char of the information Mathematical Literacy Future Managers 11
• 12. Motor vehicle theft 120000 100000 80000 60000 40000 20000 0 94/95 96/97 98/99 99/00 01/02 03/04 Year Mathematical Literacy Future Managers 12
• 13. a. Which method, i.e. words, table or bar chart gives the best picture of the information? Bar chart, as it graphically shows the trends d. Describe the trends in your own words. Motor vehicle theft remained fairly constant until 200 when it started declining. Common assault has shown a rapid increase of cases since 2000. Mathematical Literacy Future Managers 13
• 14. 1. Complete the following tables according to the given formula’s or written instructions. – y = 5x+ 7 x 1 2 3 4 5 6 7 8 9 y 12 17 22 27 32 37 42 47 52 Take in input, multiply it by 5 and add 7 Mathematical Literacy Future Managers 14
• 15. 1. Complete the following tables according to the given formula’s or written instructions. – y = 5x- 2 x 1 2 3 4 5 6 7 8 9 y 3 8 13 18 23 28 33 38 43 Take in input, multiply it by 5 and subtract 7 Mathematical Literacy Future Managers 15
• 16. 5.Answer the questions on the graphs comparing electricity usage in the Western Cape before and after saving had been introduced by consumers. Mathematical Literacy Future Managers 16
• 17. a. At which times are the two peaks in electricity displayed? 6:00-7:30 AM 5:45-730 PM e. Why could the second peak be slightly higher than the first peak? More people are using their TVs and cooking supper. Mathematical Literacy Future Managers 17
• 18. a. Why could savings measures have been more successful at the first of these two peaks? The first peak, is probably main as a result of geysers re-heating after showers. By controlling the geysers, you can cut that peak. e. Why do you think consumers could decrease usage so much after 22h00? Again, the only household item that is using up much power is the geyser. These can be switched off. Mathematical Literacy Future Managers 18
• 19. a. Why did Eskom insert the three arrows that point downwards? To show that the target area of saving must be in the evenings e. What omission has Eskom made in the sketching of this graph? It hasn’t labelled the y-axis Mathematical Literacy Future Managers 19
• 20. a. Is any information given about the sample size used to draw the graphs? No e. How was the information grouped It was grouped according to power consumption before the savings and power consumption after the savings Mathematical Literacy Future Managers 20
• 21. a. How do you think that such information could be collected? By analysing the usage on the national grid Mathematical Literacy Future Managers 21