PORT CREDIT SECONDARY SCHOOL

MATHEMATICS DEPARTMENT
JANUARY 2022 SUMMATIVE TASK
Student Name: Student Number:

Course : Grade 9 Mathematics Date :

Course Code : MTH1W0 Length : 1.5 hours

Teacher : Ms. Li, Mrs. Back, Ms. Salman, Ms. Karavelos, Ms. Milne Number of Pages : 6

Students : Please read all instructions carefully before beginning to write the assessment.
Good Luck!
General Instructions :

1. Read all questions carefully.

2.Answer all questions in the space provided. Show all your work for questions.
4. Use your time wisely.
5. Proofread your answers when you are finished.
6. If you have any questions, ask the supervising teacher.
7. A regular scientific calculator, non-graphing, may be used, but NOT shared.
Turn off and put away all other electronic equipment.

Overall Expectation Level Achieved

B3. apply and understanding of rational numbers, ratios, rate, percentages and proportions in
various mathematical contexts and to solve problems

B2. represent numbers in various ways, evaluate powers and simplify expression by using the
relationships between powers and their exponents

C1. demonstrate an understanding of the development and use of the algebraic concepts and of
their connection to numbers, using various tools and representations

C4. demonstrate and understanding of the characteristics of various representations of linear and
non-linear relations.

C3. represent and compare linear and non-linear relations that model real-life situations, and use
the representations to make predictions.

E1. demonstrate and understanding of the development and use of geometric and measurement
relationships, and apply these relationships to solve problems, including problems involving real-
life situations

Overall Level Achieved on Final Evaluation:

Limited Level R 40%

Evidence of
Understanding
Emerging Level 1- 51
Understanding Level 1 55
Level 1+ 58
Approaching Level 2- 61
Standard Level 2 65
Level 2+ 68
Reached Level 3- 71
Standard Level 3 75
Level 3+ 78
Exceeded Level 4- 81
Standard Level 4 87
Level 4+ 95
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Overall Expectation Level:

B3. apply and understanding of rational numbers, ratios, rate, percentages and proportions in various
mathematical contexts and to solve problems.

1. Which of the following is not equivalent to the ratio 4:6?

16
a. 2:3 b. 8: 12 c. 16:30 d.
24

2. Two stores are advertising specials on apples. Apples are sold individually.

a) Which store is cheaper? Show your work.

b) If you have $13.75, how many apples can you buy from store A?

c) How much less would 30 apples cost at one store than the other? Justify your answer.

3. The regular price of a bicycle is $175. It is currently on sale for 25% off.

a) Determine the discount and sale price of the bicycle.

b) What is the total cost including 13% sales tax.

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Overall Expectation Level:

B2. represent numbers in various ways, evaluate powers and simplify expression by using the
relationships between powers and their exponents

4a) Find the simplified perimeter of the shaded rectangle.

b) Find the simplified volume of the prism (𝑉 = 𝑙𝑤ℎ)

c) If x = 2cm, what is the volume of the prism?

3
(-3x2 𝑦 5 ) (y2 )
5) Simplify
(6x6 𝑦2 )2

Overall Expectation Level:

C1. Demonstrate an understanding of the development and use of the algebraic concepts and of their
connection to numbers, using various tools and representations

6) Solve each of the following equations. Make sure to show all steps in how to solve these equations. This may mean
that you need to expand and simplify first, and then solve.

a) 3 − 4𝑎 = −21 b) 5𝑥 − 14 = 20 − 3𝑥

𝑥+5 𝑥+6
c) 8(2𝑥 − 5) − 6𝑥 = 8 − 4(−3𝑥 + 2) d) =
4 3
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Overall Expectation Level:

C4. Demonstrate and understanding of the characteristics of various representations of linear and non-
linear relations.

7. Determine the equation of the line below 3

8. Graph the line: 𝑦 = − 4 𝑥 + 3

9. A new line is parallel to the line represented by 𝑦 = −4𝑥 + 7 and has the same y-intercept as the line represented by
4𝑥 − 3𝑦 − 12 = 0. Determine the equation of the new line. Justify your answer.

10. The following table of values represents a linear relationship. But it is missing some numbers!

a) Fill in the missing numbers.

b) Determine an equation to represent the situation.

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Overall Expectation Level:

C3. represent and compare linear and non-linear relations that model real-life situations and use the
representations to make predictions.

11. Determine whether the following scenarios can be represented by a linear or non-linear relation. Justify your choice.

a) Kelly puts aside some money every 2 months from her babysitting job. She puts it in her basic savings
account.

Months 2 4 6 8 10
Amount in Bank Account ($) 90 130 170 210 250

b) The table shows the amount of caffeine in blood stream over time in hours.

Hours 0 5 10 15 20
Amount (mg) 100 50 25 12.5 6.25

12. The graph shows the cost of a pizza with different numbers of toppings.

a) What is the price of a pizza with no extra toppings?

17

b) Determine an equation to represent this situation. 15

13
Cost ($)

11

c) Use your equation to predict the cost of a pizza

9
that has 8 topping.
<>
1 2 3 4 5 6
Number of toppings

13. Tom and Mayumi are helping to plan the school’s spring dance.

• The Y-Knot Club offers a dinner and dance package for $35 per person.
• The Zulu Lounge offers a similar package. It charges $500, plus $25 per person.

a) For each club, write an equation for the total cost, C dollars, for n people to attend the dance.

The Y-Knot Club: ____________________

The Zulu Lounge: ____________________

b) Graph both situations on the grid.

c) Make recommendations for what situations Tom

and Mayumi should choose each location. Make
sure to use the appropriate inequalities in your
answer.
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Overall Expectation Level:

E1. demonstrate and understanding of the development and use of geometric and measurement relationships,
and apply these relationships to solve problems, including problems involving real-life situations

14. Determine a simplified expression for the perimeter of the following shape:

15. Each side length of Cube A is 5 cm long. Each side length of Cube B is triple the side length of Cube A. How many
times greater is the volume of Cube B than that of Cube A?

16. Calculate the volume of the following shape (Volume of a rectangular prism= lwh, Volume of a cylinder=𝜋𝑟 2 ℎ):