Sarina State High School

Student name:

Teacher name: Date:

Subject 10 Mathematics

Technique Examination — Short Response

Unit Measurement and Geometry

Conditions

Time 60 minutes Perusal 5 minutes

Other Scientific calculator allowed

Give your answers to two decimal places

Instructions

• Show all working in the space provided.

• Use a black or blue pen or pencil

Task Overview

This task assesses the students’ ability to:

 Solve surface area and volume problems relating to composite solids.
 Apply deductive reasoning to proofs and numerical exercises involving plane shapes.
 Use triangle and angle properties to prove congruence and similarity.
 Use trigonometry to calculate unknown angles in right-angled triangles.
Cognitive Verbs
The cognitive verbs covered in this assessment are:
Recognising letters, words and other symbols. Recalling/remembering. Translating. Calculating. Substituting in
formulae. Setting out/presenting/arranging/displaying. Explaining. Applying a progression of steps. Analysing.
Justifying.
Criteria Results
Understanding and Problem solving and
fluency reasoning

Feedback
 Understanding and fluency
Simple familiar – C Standard
Question 1

Calculate the total surface area of this cylinder.

Question 2

Calculate the volume of the following composite shape.

Question 3

Determine if the following pair of triangles are similar. Show your proof and concluding
statement.
Question 4

Find the value of θ in the following triangle.

Question 5

Use a proof and concluding statement to show that these two triangles are congruent.

Complex familiar – B Standard

Question 6

Given that triangles BQR and BTS are similar, find the value of m .
Question 7
The volume of the triangular prism below is 5049mm3. Solve for the value of x .

Unfamiliar – A Standard
Question 8

John is setting up a flagpole supported by two ropes. The first rope is 5.4m long and is anchored
in the ground 1.8m away. The second rope has to be anchored into the ground such that it
makes a 40° angle with the ground. John has a rope of 8m long. Determine if this rope will be
long enough to be the second support rope. (Hint: draw a diagram)
 Problem Solving and Reasoning
Simple familiar – C Standard
Question 9

A lifesaver standing on his tower 3 m above the ground spots a swimmer in distress. The angle
of depression of the swimmer from the lifesaver is 12°. How far is the swimmer from the
lifesaver’s tower?

Question 10

Toblerone is holding a golden ticket competition, where bars of chocolate will be wrapped in
golden foil. How much gold foil is needed to cover one bar?

4.3cm

Complex familiar – B Standard

Question 11

In the athletics season, high jump mats are used to protect athletes from injuring themselves.
Foam is needed to make the high jump mat.
If the mat is 600mm thick, determine the amount of foam needed in cubic meters (m 3) to make
the high jump mat. Show all mathematical working.

Complex Unfamiliar – A Standard

Question 12
The diagram shows a plastic casing that has been specially made to surround a water pipe that
goes through the centre of the plastic casing.
Calculate the surface area of the casing, rounded to two decimal places.
Year 10 Mathematics standard elaborations
A B
The folio of a student’s work has the following characteristics:
understanding
connection and description
Conceptual
of mathematical concepts
and relationships in
Understanding and fluency
unfamiliar situations
recall and use of facts,
Procedural
definitions, technologies and
fluency
procedures to find solutions
in unfamiliar situations
effective and clear use of
language and
Mathematical
appropriate mathematical
symbols
terminology, diagrams,
conventions and symbols
Problem-solving
systematic application of
approaches
relevant problem-solving
approaches to investigate
Problem-solving and reasoning
unfamiliar situations
development of
Mathematical
modelling
mathematical models and
representations in
unfamiliar situations
clear explanation of
mathematical thinking and
Reasoning and
justification
reasoning, including logical
justification of choices made,
evaluation of strategies
used, proofs formulated and
conclusions reached
connection and description
of mathematical concepts
and relationships in complex
familiar situations
recall and use of facts,
definitions, technologies and
procedures to find solutions
in complex familiar situations
consistent use of appropriate
mathematical terminology,
diagrams, conventions and
symbols
application of relevant
problem-solving approaches
to investigate complex
familiar situations
development of
mathematical models and
representations in
complex familiar situations
explanation of mathematical
thinking and reasoning,
including reasons for choices
made, strategies used,
proofs formulated and
conclusions reached
C D
recognition and identification
of mathematical concepts
and relationships in simple
familiar situations
recall and use of facts,
definitions, technologies and
procedures to find solutions
in simple familiar situations
use of appropriate
mathematical terminology,
diagrams, conventions and
symbols
application of
problem-solving approaches
to investigate simple familiar
situations
development of
mathematical models and
representations in simple
familiar situations
description of mathematical
thinking and reasoning,
including discussion of
choices made, strategies
used, proofs formulated and
conclusions reached
some identification of simple
mathematical concepts
some recall and use of facts,
definitions, technologies and
simple procedures
use of aspects of
mathematical terminology,
diagrams and symbols
some selection and
application of
problem-solving approaches
in simple familiar situations
statements about simple
mathematical models and
representations
statements about choices
made, strategies used and
conclusions reached
E
statements about obvious
mathematical concepts
partial recall of facts,
definitions or simple
procedures
use of everyday language
partial selection of
problem-solving approaches
isolated statements about
given mathematical models
and representations
isolated statements about
given strategies or
conclusions
 Year 10 mathematics Term 2 formula sheet
Geometric reasoning

Opposite angles ∠ a=∠ b Angles in a quadrilateral a °+b ° +c ° +d ° =360

Adjacent angles ∠ a+ ∠ b=180 Angles in a triangle a °+b ° +c °=180
Corresponding angles ∠ a=∠ b
Co-interior angles ∠ a+ ∠ b=180 Similarity tests AAA, SSS, SAS, RHS
SSS, SAS, ASA, AAS,
Alternate angles ∠ a=∠ b Congruence tests
RHS
image length
Similar figures scale factor =
object length
Pythagoras and trigonometry
2 2 2 2 2 2
Pythagoras’ theorem c =a + b a =c −b
opposite adjacent opposite
Trigonometry sin θ= cos θ= tanθ=
hypotenuse hypotenuse adjacent
Measurement

Area of a square A=s

2
Volume of a prism V=A×h
1
Area of a triangle A= b ×h Volume of a cube A=s
3
2
Volume of a rectangular
Area of a parallelogram A=b ×h V =l × w ×h
prism
1
Area of a kite A= p × q Volume of a cylinder V =π r h
2
2
2 Surface area of a 2
Area of a circle A=π r cylinder SA=2 π r +2 πrh
1 Surface area of a
Area of a trapezium A= ( a+b ) × h SA=2(wl +lh+ hw)
2 rectangular prism

θ 2 θ
Area of a sector A= ×π r Length of a sector l= × 2 πr
360 360
Circumference C=πD=2 πr Perimeter p=∑ sides