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

Mathematical Literacy 2Module 4

Answers to Assessment Questions

Mathematical Literacy 1Future Managers

Self Assessment1. 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

1-10 495

10-20 927

20-30 1 901

30-40 2 105

40-50 4 502

50-60 10 330

60-70 19 954

70-80 28 548

80+ 29 721

1 527: 100 000495: 100 000

927: 100 000

1 901: 100 000

2 105: 100 000

4 502: 100 000

10 330: 100 000

19 954: 100 000

28 538: 100 000

29 721: 100 000

1.53%

0,495%0,927%

1,90%

2,11%

4,50%

10,33%

19,95%

28,54%

29,72%Mathematical Literacy 2Future Managers

2. 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

b. Draw a bar graph for the totals

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


Vehicle Export Statistics

0

20000

40000

60000

80000

100000

120000

140000

160000

180000

200000

2000 2001 2002 2003 2004 2005 2006 2007

Year

Veh

icle

s S

old


c. Is a table or a bar graph and easier way to give the information to a person?

d. Explain your choice

e. Can all of the information in the table be presented in one bar graph?

A bar graph is easier

The bar graph gives a picture of the information, making it easier to interpret

Yes


Vehicle Exports

0

20000

40000

60000

80000

100000

120000

140000

160000

180000

200000

2000 2001 2002 2003 2004 2005 2006 2007Year

Ve

hic

les

so

ldCars

Light Commercial

Med & Heavy Com

Total


Summative Assessment1.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:______________

x 3 6 9 12

y

y = 0.4x + 0.8

R2 R3,20 R4,40 R5,60


• 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:______________

x 185 200 750 1 500

y

y = 1.5x + 50

R327.50 R350 R1 175 R2 300


Metrorail ticket costs

0

2

4

6

8

10

12

0 5 10 15 20 25 30

Distance (km)

Co

st (

R)

2. How much will it cost to travel 15km?

15km = R6,80


3. 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


a. Write the information on motor vehicle theft in a paragraph

b. Draw a bar char of the information

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.


Motor vehicle theft

0

20000

40000

60000

80000

100000

120000

94/95 96/97 98/99 99/00 01/02 03/04

Year


c. Which method, i.e. words, table or bar chart gives the best picture of the information?

d. Describe the trends in your own words.

Bar chart, as it graphically shows the trends

Motor vehicle theft remained fairly constant until 200 when it started declining.

Common assault has shown a rapid increase of cases since 2000.


4. Complete the following tables according to the given formula’s or written instructions.

a. 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


4. Complete the following tables according to the given formula’s or written instructions.

b. 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


5.Answer the questions on the graphs comparing electricity usage in the Western Cape before and after saving had been introduced by consumers.


a. At which times are the two peaks in electricity displayed?

b. Why could the second peak be slightly higher than the first peak?

6:00-7:30 AM

5:45-730 PM

More people are using their TVs and cooking supper.


c. Why could savings measures have been more successful at the first of these two peaks?

d. Why do you think consumers could decrease usage so much after 22h00?

The first peak, is probably main as a result of geysers re-heating after showers. By controlling the geysers, you can cut that peak.

Again, the only household item that is using up much power is the geyser. These can be switched off.


e. Why did Eskom insert the three arrows that point downwards?

f. What omission has Eskom made in the sketching of this graph?

To show that the target area of saving must be in the evenings

It hasn’t labelled the y-axis


g. Is any information given about the sample size used to draw the graphs?

h. How was the information grouped

No

It was grouped according to power consumption before the savings and power consumption after the savings


i. How do you think that such information could be collected?

By analysing the usage on the national grid


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

Education

cases of vehicle theft

cases of assault

bar graph

cases in9899

cases of vehicletheft

following tables

wellas common assault

rapid increaseof cases