Maths Methods Prac Exam MCQ

EDMA418: Mathematics Curriculum & Teaching 2
M. Cooney S00154343
Part A: Methods MCQ.

1. The weight of a bag of chips are normally distributed with a mean of 233g and a standard
deviation of 9g. Smiths says that 35% of bags weigh more than x g.
The maximum value of x is closest to:
A. 229.5
B. 232.5
C. 233.5
D. 233.9
E. 236.5
Answer: E
This question requires students to use an inverse normal function. This should be clear to
the students through the inclusion of an area in the question. Using CAS, inverse normal
function: (0.65,233,9) = 236.5
Distractors:
Option A would be the most common error with students misinterpreting the question and
using an area of 0.35. Other distractors are based off of a rudimentary knowledge of the
normal distribution in regards to percentage estimates and z scores.
A. inverse normal with an area of 0.35.
Using CAS, invNorm(0.35,233,9)=229.5
B. estimating z-score.
0.05 =
233
9
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M. Cooney S00154343
= 232.5
C. estimating z-score
0.05 =
233
9
= 233.5
D. estimating z-score
0.1 =
233
9
= 233.9
Study Design:
AoS 4: standard normal distribution, N(0,1), and transformed normal distributions, N(, 2),
as examples of a probability distribution for a continuous random variable
This task was modelled off of Assessment Task 1. VCAA examiners reports (2011-2014)
constantly suggest that students struggle with probability, most specifically identifying
aspects of probability and correctly applying technology to relevant questions. As probability
and Statistics is the 4th Area of Study in Mathematical Methods CAS Units 3/4, it makes up a
considerable amount of the content knowledge and as such it is important for students to be
able to correctly identify and apply their relevant knowledge (VCAA, 2015). The 3 resources
outlined in Assessment Task 1 helped with binomial distribution, conditional probability and
probability density functions. As such, it is important to include another resource on a
different area of probability knowledge, the normal distribution. Questions based off of the
normal distribution are quite common in both Section A and Section B of MMCAS exam 1
and 2 and as such it is important that students know how to approach these. While many
suggest that the best way to learn and assess probability knowledge is through real world
investigative problems (Goos et al., 2007; Metz, 2010; Odafe, 2011) such approaches are not
possible in an exam. As such students need to familiarise themselves with the sort of
questions posed in MMCAS exams and the knowledge required to answer them.
M. Cooney S00154343
2. The graph of = 5 is given below. The area shaded is closest to:
A. 0.609
B. 0.934
C. 1.278
D. 1.996
E. 2.605
Answer: B
There are two ways about finding the answers in this question. The first requires the use of
CAS explicitly.
Finding the integral from = 1 to = 2 of the function = 5 is the same as finding
the integral from = 1 to = 2 of the function =
. By graphing the inverse function,
the integral can be found by using the Analyse sub menu and the option Integral. Clicking
on = 1 and = 2, the area shaded is given.
M. Cooney S00154343
2
This can also be found by using the calculator: 1
= 0.934
These methods can be used to find any of the distractor answers and as such will not be
explained in such detail again.
Distractors:
A. Misidentification of shaded area, integrating from = 0 to = 1 of the function =
5.
C. Misidentification of shaded area, integrating from = 0 to = 2 of the inverse function
=
D. Integrating the original function from = 1 to = 2, instead of the inverse function.

E. Misidentification of the shaded area and integrating the original function from =
0 to = 2
Study Design:
AoS 3: application of integration to problems involving calculation of the area of a region
under a curve.
M. Cooney S00154343
3. The graph of = 2 cos 2 is shown below. The local minima is approximately located
at x=
A. 0.29
B. 1.43
C. 1.70
D. 3.04
E. 3.24
Answer: C.
There are multiple ways to find the answer to this question. By hand is the long and tedious
way, however there are simpler CAS enabled ways.
To find C there are 2 technology ways to work with.
a) The simple but still tedious use of the derivative and solve functions.
b) Graphing the function and using the maximum/minimum function:
M. Cooney S00154343
Distractors:
A. Misidentifying the local maxima as the minima. This is a typical bullet-a-gate distractor
aiming to draw students in to the first answer they see that they also have. This is based off
of students who worked by hand or used the derivative/solve calculator method.
B. This answer is obtained if a mistake is made in differentiating cos by hand. Again it is a
typical bullet-a-gate distractor.
2
2 cos 2
cos 2 = 2 (
+ 2 sin 2)
2
2 cos 2
2
0 = 2 (
+ 2 sin 2)
= 1.43 = 3.04
D. This answer is obtained if a mistake is made in differentiating cos 2 by hand. This is the
second stationary point and if a student was working in conjunction with a graph they would
identify this as the minimum. See answer B for incorrect differentiation and solutions.
E. This is the third stationary point. Again this is aimed at students who misidentify local
minimums and maximums.
Study Design:
AoS 3: application of differentiation to identification of local maximum/minimum values
over an interval.
M. Cooney S00154343
4. The function , () = ( + 4 ) has an inverse when the domain is restricted to:

A. [0,
+3
B. [0, 1]
5
C. [ 4 ,
3 7
D. [ 4 ,
E. [1, 1]
Answer: C.
This question is best answered using the trace function on a calculator. As such the
distractors and answers have been constructed using this.
The trace all function on the CAS graph page can be used 2 ways. One to scroll across the
graph, finding the points where the function in one-to-one, therefore giving an inverse.
Or it can be used by inputting the options given and finding the correct answer. This way is
the fastest option. By doing this it becomes obvious that C is the correct answer.
M. Cooney S00154343
Distractors:
A. Many students, when undertaking a question they dont know the answer to, will choose
the one that seems the most abstract or difficult. For this reason, this distractor was
included. It will not give an inverse even with its small domain.
B. Range that will give an inverse, not the domain.
D. Correct period length for an inverse to be created, however with these values the
function is not one-to-one.
E. Range that will give an inverse, not domain.
Study Design:
AoS 1:
Graphs and identification of key features of graphs of the following functions:
Circular functions, y = sin(x), y = cos(x) and y = tan(x)
Transformation from y = f (x) to y = Af (n(x + b)) + c, where A, n, b and c R, A, n 0, and f
is one of the functions specified above, and the inverse transformation.
M. Cooney S00154343
Part B: Methods Extended Answer.

Task:
Arizona Smith is a bounty hunter. He is on the hunt for a large stolen diamond. Arizona
knows the diamond is 20cm in height and is hidden in a vault the shape of an inverted cone
that is underground. The diamond sits on a shelf that is 1.5 metres above the ground.
The cone sits h metres underground and has a diameter of d metres. Arizona knows the
volume of the cone is 25m3.
d
ground
1.5m
a) Find h in terms of d.
(2 marks)
b) Show that the surface area of the vault is given by the rule =
2
4
6 2 +360000
4
(1 mark)
M. Cooney S00154343
Arizona knows that this surface area is a minimum.

c) Find the value of d which makes this a minimum surface area, correct to 2 decimal places.
(2 marks)
d) Hence or otherwise, find the value of h which makes S a minimum, correct to 2 decimal
places.
(1 mark)
Upon finding the vault, Arizona notices it is booby trapped. Once the door is opened the
vault begins to fill with water at a rate of 5cm3/minute.
e) Find the rate at which the vault fills with water correct to 2 decimal places.
(4 marks)
Arizona needs to get in, get the diamond, and get out before the vault fills with water.
f) What is the maximum time Arizona has to get in and get out? Give your answer to the
nearest second.
(5 marks)
15 marks total
Study Design:
AoS2: Algebra.
Solution of literal equations.
Aos3: Calculus
Application of differentiation to identification of the maximum rate of increase or
decrease in a given application identification of local maximum/minimum values over an
interval and application to solving problems, and identification of interval endpoint
maximum and minimum values.
Application of integration to problems involving finding a function from a known rate of
change given a boundary condition.
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Model Solution (with mark indicators):

Arizona Smith is a bounty hunter. He is on the hunt for a large stolen diamond. Arizona
knows the diamond is 20cm in height and is hidden in a vault the shape of an inverted cone
that is underground. The diamond sits on a shelf that is 1.5 metres above the ground.
The cone sits h metres underground and has a diameter of d metres. Arizona knows the
volume of the cone is 25m3.
a) Find h in terms of d.
1
= 3 2
1
25 = 3 (2 )
(M/H)
300
= 2
b) Show that the surface area of the vault is given by the rule =
(A)
2
4
6 2 +360000
4
= ( + 2 + 2 )

300 2 2
= ( ) ( + ((
) + ))
2 2
2
4
2
90000 2
+
(( 2 4 + ))
4
2

4
2 6 2 + 360000
+
4
4
(A)
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M. Cooney S00154343
Arizona knows that this surface area is a minimum.

c) Find the value of d which makes this a minimum surface area, correct to 2 decimal places.
(6 2 +360000)
42
34 2
4(6 2 +360000)
(M)
For stationary points;

0=
(6 2 +360000)
= 4.07
42
34 2
4(6 2 +360000)
(A)
12
M. Cooney S00154343
d) Hence or otherwise, find the value of h which makes S a minimum, correct to two decimal
places.
300
2
300
=
(4.07)2
=
= 5.76
(A)
Upon finding the vault, Arizona notices it is booby trapped. Once the door is opened the
vault begins to fill with water at a rate of 5cm3/minute.
e) Find the rate at which the vault fills with water correct to 2 decimal places.
= 0.053 /
(M)
1
= 2
3
We need v in terms of h, therefore we need r (2 ) in terms of h.

2
( ) =
2
600
1
=
3
600
2 2
= 1800
We need to find the rate at which the vault fills, i.e.
(M)
900
(M/H)
900
=
0.05
2
45
= 2 /
(A)
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M. Cooney S00154343
Arizona needs to get in, get the diamond, and get out before the vault fills with water.
f) What is the maximum time Arizona has to get in and get out? Give your answer to the
nearest second.
45
= 2

2
=
45
=
=
=
2
45
2 2
90
+ | (0) = 0
(M)
(M)
2 2
90
We know that h=5.76 (from part d)

=
2 (5.76)2
90
= 3.64
= 3 38 .
(M/H)
(M/H)
(A)
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M. Cooney S00154343
Marking Scheme:
Question. Marking Scheme.
A
A method mark would be attributed for the substitution of values into the
volume formula for a cone.
1 2
25 = ( )
3 2
300
An answer mark would be given for gaining the correct value of = 2
Consequential marks would be given if students substituted into an incorrect

formula but did so correctly. An answer mark would not be given in this case.
B
Since this is a show that question, only an answer mark would be given.
However, students must show working out for this question and show
knowledge of the surface area of a cone.
A method mark would be attributed for correctly identifying the derivative

formula for S:
(6 2 +360000)
42
34 2
4(6 2 +360000)
An answer mark would be attributed for the correct value of = 4.07

D
An answer mark would be attributed for the correct value of = 5.76. Since
this is a simple substitution question, no method marks would be given.
A method mark would be attributed for correctly identifying and converting
5cm3/min to = 0.053 /.
Method mark would again be attributed for working out and finding =
as well as identifying the required rate =
2
900
, substituting in the
required rates and applying the chain rule to evaluate.

However, a consequential mark would be given if they incorrectly identified it
as
= 53 / and worked with this value.
An answer mark would be attributed for finding the correct rate of
45
= 2 /.
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M. Cooney S00154343
Method marks would be attributed for correctly identifying the need to have
t(h) and integrating to evaluate this: =
2
45
, for realising that the
initial boundary condition would be t(0)=0 thus setting up:

=
2 2
90
+ | (0) = 0 and finding c=0.
Further method marks would be given for identifying the need to sub in the h
value found in (d): =
2 (5.76)2
90
Consequential marks would be attributed if the value found in (d) was

incorrect but was used to find t.
The final method mark would be given for finding t and converting it to
minutes and seconds.
= 3.64
= 3 38 .
Again, consequential marks would be given of the incorrect value of h was
used.
An answer mark would be attributed for finding the correct value of
= 3 38 .
16
M. Cooney S00154343
Part C: Further Maths problem-solving task
The following Further Maths SAC is written with the intention that it be the second out of 2
for this module. There would also be tests in this unit. This SAC is only one hour long. As it is
an investigative task, students will have to write a conclusion at the end of their SAC
explaining their findings.
Rudimentary knowledge of matrices (order, matrix operations) is needed for this SAC,
however main focus will be on transition matrices.
The marks for this will be scaled down to a mark out of 5 as is required by the study design
for unit 4 SACs of outcome 1. The contribution of unit 4 SACs towards the study score is
14%.
Area of Study 2 Unit 4: Matrices.

Use of matrices to represent numerical information presented in tabular form, and the use
of a rule for the aijth element of a matrix to construct the matrix
Use of the matrix recurrence relation: S0 = initial state matrix, Sn+1 = TSn where T is a
transition matrix and Sn is a column state matrix, to generate a sequence of state matrices,
including in the case of regular transition matrices an informal identification of the
equilibrium state matrix (recognised by no noticeable change from one state matrix to the
next)
Use of transition diagrams, their associated transition matrices and state matrices to
model the transitions between states in discrete dynamical situations and their application
to model and analyse practical situations such as the modelling and analysis of an insect
population comprising eggs, juveniles and adults
Use of the matrix recurrence relation S0 = initial state matrix, Sn+1 = TSn + B to extend the
modelling to populations that include culling and restocking.
OUTCOME 1:
Key knowledge
Transition diagrams and transition matrices and regular transition matrices and their
identification.
17
M. Cooney S00154343
Key skills
Use the matrix recurrence relation: S0 = initial state matrix, Sn+1 = TSn to generate a
sequence of state matrices, including an informal identification of the equilibrium or steady
state matrix in the case of regular state matrices
Construct a transition matrix from a transition diagram or a written description and vice
versa.
Construct a transition matrix to model the transitions in a population with an equilibrium
state.
Use the matrix recurrence relation S0 = initial state matrix, Sn+1 = TSn + B to extend the
modelling to populations that include culling and restocking.
18
M. Cooney S00154343
Task:
A car rental company makes the following profit per day on sedans, wagons, SUVs and
4WDs.
80
100
($) = [
]
90
120 4
On a particular day, the number of cars rented are as follows:
= [7
6 2 4]
a) Which matrix product gives the total profit for the day? Explain why.
(1 mark)
b) Find the total profit made for a particular day.
(2 marks)
The rental car company has 3 main pick up/drop off locations across Western Australia;
Perth, Broome and Albany.
Cars can be returned to any of the 3 sites (i.e., a car picked up at one site does not need to be
returned to the same site).
83% of cars that are rented from Perth are returned to Perth.
8% of cars that are rented from Perth are returned to Broome.
76% of cars that are rented from Broome are returned to Broome.
86% of cars that are rented from Albany are returned to Albany.
7% of cars that are rented from Albany are returned to Broome.
c) Enter this data into transition matrix. Express percentages as decimals or fractions.
(2 marks)
19
M. Cooney S00154343
In a year, 64000 cars were rented from Perth, 53000 were rented from Broome and 46000
were rented from Albany.
d) Enter this information into an initial state matrix.
(1 marks)
e) How many cars were returned to each lot after the first year?
(1 marks)
The rental car company wants to know how worth-while each pick up/drop off location will
be in the long run.
f) How many cars will be returned to each location in the long run?
(3 marks)
20
M. Cooney S00154343
Model Solution (with mark indicators):

a) Which matrix product gives the total profit for the day? Explain why.
is a 1x1 matrix and therefore gives the total profit.
b) Find the total profit made for a particular day.

= [7 6 2
80
100
]
4] [
90
120
= [1820]
This can also be done on the calculator:
c) Enter this data into transition matrix. Express percentages as decimals or fractions.
Example matrix is given with decimals.
0.83
= [0.08
0.09
0.13 0.07
0.76 0.07]
0.11 0.86
d) Enter this information into an initial state matrix.

64000
0 = [53000]
46000
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M. Cooney S00154343
e) How many cars were returned to each lot after the first year?
63230 are returned to Perth, 48620 to Broome and 51150 to Albany.
f) How many cars will be returned to each location in the long run?
The powers used in the model solution are simply guidelines, other numbers are acceptable
and should be marked as correct/incorrect at the teachers discretion.
22
M. Cooney S00154343
Marking Scheme:
Question. Marking Scheme.
A
1 mark is given in this question for identifying the order(s) of the various
products and correctly explaining why product RP gives the total profit.
1 mark is given for the correct set up of the matrices

= [7 6 2
80
100
]
4] [
90
120
and another is given for the answer of $1820.

C
2 marks are given in this instance for evaluating the missing values and
correctly placing them in a transition matrix.
0.83 0.13 0.07

= [0.08 0.76 0.07]
0.09 0.11 0.86
Marks will be lost if cells are incorrectly matches to values and if missing
values are incorrect.
D
1 mark is given for placing the values given into an initial state matrix.
64000
0 = [53000]
46000
1 mark is given for the correct values (Perth: 63230, Broome: 48620, Albany:
51150).
1 mark is given for the first steady state attempt, another for the second and
the third and final mark is given for the answer. *see model solution for
calculator screenshots depicting this.
23
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References.
Goos, M., Stillman, G., & Vale, C. (2007). Teaching secondary school mathematics: Research
and practice for the 21st century. Sydney, Australia: Allen & Unwin.
Metz, M. (2010). Using GAISE and NCTM standards as frameworks for teaching probability
and statistics to pre-service elementary and middle school mathematics teachers.
Journal of Statistics, 18(3), 1-26.
Odafe, V. (2011). Pre-Service teachers' conceptions of probability. PRIMUS: Problems,

Resources, and Issues in Mathematics Undergraduate Studies, 21(7), 592-605.
Victorian Curriculum and Assessment Authority (2015). Victorian Certificate of Education

Mathematics Study Design: 2016-2018. Retrieved from
http://www.vcaa.vic.edu.au/Documents/vce/mathematics/MathematicsSD-2016.pdf
---- (2015). 2014 Examination Report: Mathematical Methods (CAS) GA 3: Examination 2.
Retrieved from
http://www.vcaa.vic.edu.au/Documents/exams/mathematics/2014/mm2_examrep14.p
df
---- (2015). 2014 Examination Report: Mathematical Methods (CAS) Examination 1.
Retrieved from
http://www.vcaa.vic.edu.au/Documents/exams/mathematics/2014/mm1_examreport1
4.pdf
---- (2014a). 2013 Examination Report: Mathematical Methods (CAS) GA 3: Examination 2.
Retrieved from
http://www.vcaa.vic.edu.au/Documents/exams/mathematics/2013/MM2_examrep13.p
df
---- (2014b). 2012 Assessment Report: Mathematical Methods (CAS) GA 3: Examination 2.
Retrieved from
http://www.vcaa.vic.edu.au/Documents/exams/mathematics/2012/mm2_assessrep12.
pdf
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M. Cooney S00154343
---- (2013). 2012 Assessment Report: Mathematical Methods (CAS) GA 2: Examination 1.

Retrieved from
http://www.vcaa.vic.edu.au/Documents/exams/mathematics/2012/mm1_assessrep12.
pdf
---- (2012). 2011 Assessment Report: Mathematical Methods (CAS) GA 3: Examination 2.
Retrieved from
http://www.vcaa.vic.edu.au/Documents/exams/mathematics/mmcas2_assessrep_11.pd
f
25
M. Cooney S00154343
Appendix D: Assessment Criteria for Assessment Task 3.

Attach a copy of this to your work. Name: ..
VCE Trial Assessment Tasks
Weighting
PART A.
A1. Mathematical Methods Multiple choice questions [4]

Overall suitability including clarity of wording of the stems, readability,
presentation, randomness of the distracters, range of challenge in
questions, suitability for end of Year 12.
Correct dot points from study design identified.
Quality of distracters, correct answers, reasons.
Attention to graphing/CAS calculator active nature of questions &
balance of possibilities for technology use across examples.
12
A2. Rationale for selected question

Explanation and justification of task design with reference to Examiners
Report(s) and research literature.
Total weighting for part A:
15
PART B: Mathematical Methods Extended answer questions, involving multi-stage

solutions of increasing complexity.
Quality of tasks.
Correct dot points from study design identified.
Explicit marking schemes (Including attention to technology active).
Correct mathematics.
Appropriate incorporation of technology use.
10
PART C: Further Mathematics Analysis Task (SAC).

task of type specified
quality of task (e.g., language use, complexity, meeting of assessment
criteria and weightings as outlined in VCE Assessment Guide)
correct mathematics
suitability for Further Mathematics audience
appropriate incorporation of technology use
meets requirements of this type of analysis task as defined in Study
Design (2015)
Total Weighting
15
40%
Grade: HD DI CR PA NN
Comment:
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EDMA418: Mathematics Curriculum & Teaching 2

Part A: Methods MCQ.

EDMA418: Mathematics Curriculum & Teaching 2

EDMA418: Mathematics Curriculum & Teaching 2

2. The graph of = 5 is given below. The area shaded is closest to:

. By graphing the inverse function,

EDMA418: Mathematics Curriculum & Teaching 2

This can also be found by using the calculator: 1

D. Integrating the original function from = 1 to = 2, instead of the inverse function.

EDMA418: Mathematics Curriculum & Teaching 2

EDMA418: Mathematics Curriculum & Teaching 2

EDMA418: Mathematics Curriculum & Teaching 2

4. The function , () = ( + 4 ) has an inverse when the domain is restricted to:

EDMA418: Mathematics Curriculum & Teaching 2

EDMA418: Mathematics Curriculum & Teaching 2

Part B: Methods Extended Answer.

EDMA418: Mathematics Curriculum & Teaching 2

Arizona knows that this surface area is a minimum.

EDMA418: Mathematics Curriculum & Teaching 2

Model Solution (with mark indicators):

EDMA418: Mathematics Curriculum & Teaching 2

Arizona knows that this surface area is a minimum.

For stationary points;

EDMA418: Mathematics Curriculum & Teaching 2

We need v in terms of h, therefore we need r (2 ) in terms of h.

We need to find the rate at which the vault fills, i.e.

EDMA418: Mathematics Curriculum & Teaching 2

We know that h=5.76 (from part d)

EDMA418: Mathematics Curriculum & Teaching 2

An answer mark would be given for gaining the correct value of = 2

Consequential marks would be given if students substituted into an incorrect

A method mark would be attributed for correctly identifying the derivative

An answer mark would be attributed for the correct value of = 4.07

A method mark would be attributed for correctly identifying and converting

as well as identifying the required rate =

required rates and applying the chain rule to evaluate.

= 53 / and worked with this value.

An answer mark would be attributed for finding the correct rate of

EDMA418: Mathematics Curriculum & Teaching 2

, for realising that the

initial boundary condition would be t(0)=0 thus setting up:

+ | (0) = 0 and finding c=0.

Consequential marks would be attributed if the value found in (d) was

EDMA418: Mathematics Curriculum & Teaching 2

Part C: Further Maths problem-solving task

Area of Study 2 Unit 4: Matrices.

EDMA418: Mathematics Curriculum & Teaching 2

EDMA418: Mathematics Curriculum & Teaching 2

EDMA418: Mathematics Curriculum & Teaching 2

EDMA418: Mathematics Curriculum & Teaching 2

Model Solution (with mark indicators):

b) Find the total profit made for a particular day.

d) Enter this information into an initial state matrix.

EDMA418: Mathematics Curriculum & Teaching 2

63230 are returned to Perth, 48620 to Broome and 51150 to Albany.

EDMA418: Mathematics Curriculum & Teaching 2

1 mark is given for the correct set up of the matrices

and another is given for the answer of $1820.

0.83 0.13 0.07

EDMA418: Mathematics Curriculum & Teaching 2

Odafe, V. (2011). Pre-Service teachers' conceptions of probability. PRIMUS: Problems,

Victorian Curriculum and Assessment Authority (2015). Victorian Certificate of Education