Math 30-1 Assessment Standards & Exemplars 2012-2013 Draft

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Math 30-1 Standards and Exemplars
Mathematics Fundamentals (Yukon University)
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Assessment
Standards and Mathematics 30–1
Exemplars
Draft 2012–2013 Diploma Examinations Program

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This document was written primarily for:
Students 
Teachers  of Mathematics 30–1
Administrators 
Parents
General Audience
Others
Distribution: This document is posted on the Alberta Education website at education.alberta.ca.
Copyright 2012, the Crown in Right of Alberta, as represented by the Minister of Education, Alberta Education,
Assessment Sector, 44 Capital Boulevard, 10044 108 Street NW, Edmonton, Alberta T5J 5E6, and its licensors.
All rights reserved.
Special permission is granted to Alberta educators only to reproduce, for educational purposes and on a non-profit
basis, parts of this document that do not contain excerpted material.
Excerpted material in this document shall not be reproduced without the written permission of the original publisher
(see credits, where applicable).

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Contents
Introduction ...................................................................................................................................1
Standards For Mathematics 30 –1 ..................................................................................................2
Relations and Functions ................................................................................................................3
General Outcome ..............................................................................................................3
Specific Outcomes .............................................................................................................3
Examples .........................................................................................................................12
Trigonometry ...............................................................................................................................42
General Outcome ............................................................................................................42
Specific Outcomes ...........................................................................................................42
Examples .........................................................................................................................48
Permutations, Combinations, and Binomial Theorem .................................................................66
General Outcome ............................................................................................................66
Specific Outcomes ...........................................................................................................66
Examples .........................................................................................................................69
Website Links ..............................................................................................................................77
Contacts 2012–13 ........................................................................................................................78

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Introduction
This resource is designed to support the implementation of the Alberta Mathematics Grades
10–12 Program of Studies, which can be found on the Alberta Education website at
education.alberta.ca. Teachers are strongly encouraged to consult the program of studies for
details about the philosophy of the program.
The examples shown in this document were chosen to illustrate the intent of particular outcomes
of Mathematics 30–1 but will not necessarily be assessed on a diploma examination in the
manner shown. All examples were developed and validated by classroom teachers of mathematics
but have not been validated with students. For more examples, please go to the Quest A+ website
at questaplus.alberta.ca.
To meet the outcomes of Mathematics 30–1, students will need access to an approved graphing
calculator. In most classrooms, students will use a graphing calculator daily. Refer to the
calculator policy in the General Information Bulletin or go to the Alberta Education website for a
list of approved graphing calculators. Information about the diploma examinations each year can
also be found in the Mathematics 30–1 Information Bulletin.
This document presents the current version of the curriculum and assessment standards. If you
have comments or questions regarding this document, please contact Ross Marian by email at
Ross.Marian@gov.ab.ca, by phone at (780) 427-0010, or by fax at (780) 422-4454.
The Assessment Sector would like to recognize and thank the many teachers throughout the
province who helped to prepare this document. We would also like to thank the Programs of
Study and Resources Sector and the French Language Education Services Branch for their input
and assistance in reviewing these standards.
Mathematics 30–1 1 Alberta Education

Assessment Standards & Exemplars 2012–2013

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Standards for Mathematics 30 –1

The word and used in the standards implies that both ideas should be addressed at the same time
or in the same question.
The assessment standards for Mathematics 30–1 include an acceptable and an excellent level of
performance.
Acceptable Standard
Students who attain the acceptable standard but not the standard of excellence will receive a final
course mark between 50% and 79% inclusive. Typically, these students have gained new skills and
a basic knowledge of the concepts and procedures relative to the general and specific outcomes
defined for Mathematics 30–1 in the program of studies. They demonstrate mathematical skills as
well as conceptual understanding, and can apply their knowledge to familiar problem contexts.
Standard of Excellence
Students who attain the standard of excellence will receive a final course mark of 80% or higher.
Typically, these students have gained a breadth and depth of understanding regarding the concepts
and procedures, as well as the ability to apply this knowledge and conceptual understanding to a
broad range of familiar and unfamiliar problem contexts.
General Notes
• All mathematical processes should be used and integrated throughout the outcomes.
• If technology [T] has not been specifically listed as a mathematical process for an outcome,
teachers may, at their discretion, use it to assist students in exploring patterns and
relationships when learning a concept. However, it is expected that technology will not be
considered when assessing students’ understandings of such outcomes.
• Most high school mathematics resources in North America use the letter I to represent the
set of integers; however, students may encounter resources, especially at the post-secondary
level, that use the letter Z to represent the set of integers. Both are correct.


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Relations and Functions
General Outcome
Develop algebraic and graphical reasoning through the study of relations.
General Notes:
• Transformations covered in Specific Outcomes 2 to 5 include the base functions: y = 1 ,
x
y = x, y = x2, y = x3, y = x , y = x , y = b x, and y = log b x, where b > 0 and b ! 1.
• Analyzing a transformation for Specific Outcomes 2 to 5 includes: determining and
describing the effects of a transformation on the domain, range, intercepts, invariant points,
and key points.
• The term “key points” on a relation or function may include vertices, starting points,
maximum and minimum points, etc.
• Students should be able to perform, analyze, and describe transformations on the
trigonometric functions studied in the course.
• Technology is not one of the mathematical processes listed for specific outcomes 2 to 5, 10,
and 11. While technology can be used to discover the concepts, it should not be relied upon
for final assessment of these concepts.
• Mapping notation may be used for transformations.
• Set builder notation and interval notation are acceptable ways to express domain and range.
• Stretches and reflections are performed prior to translations unless otherwise stated.
• Students should understand the concept of invariant points.
Specific Outcomes
Specific Outcome 1
Demonstrate an understanding of operations on, and compositions of, functions. [CN, R, T, V]

[ICT: C6–4.1]
Notes:
• The functions used in operations and compositions should be limited to: linear, quadratic,
radical (one linear radicand), rational (monomial, binomial), absolute value (first degree
only), cubic, exponential, and logarithmic functions.


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• Students should be familiar with the notation f _ g(x)i and _ f % gi(x) for composition of
functions.
• For operations on functions, students should be familiar with the following notation:
(f + g)(x) = f (x) + g(x)
(f - g)(x) = f (x) - g(x)
(f : g)(x) = f (x)g(x)
d n(x) =
f f (x)
g g(x)
• Graphing technology may be used to analyze functions that result from operations or
compositions that are beyond the scope of this course.
• The intent of this outcome is to focus on the conceptual understanding of operations and
compositions rather than on lengthy algebraic processes.
(See examples 1–4)
Specific Outcome 2
Demonstrate an understanding of the effects of horizontal and vertical translations on the graphs
of functions and their related equations. [C, CN, R, V]
Specific Outcome 3
Demonstrate an understanding of the effects of horizontal and vertical stretches on the graphs of
functions and their related equations. [C, CN, R, V]
Notes:
• Stretches about a line parallel to the x- or y-axis are beyond the scope of this course.
(See examples 8, 11, and 12)
Specific Outcome 4
Apply translations and stretches to the graphs and equations of functions. [C, CN, R, V]


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Specific Outcome 5
Demonstrate an understanding of the effects of reflections on the graphs of functions and their
related equations, including reflections through the:
• x-axis
• y-axis
• line y = x [C, CN, R, V]
Notes:
• Reflections about a line parallel to the x-axis or y-axis are beyond the scope of this course.
• Reflections in the line y = x should not be combined with any other transformations.
• Students should be familiar with the notation x = f (y).
Specific Outcome 6
Demonstrate an understanding of inverses of relations. [C, CN, R, V]
Notes:
• The notation y = f -1(x) should only be used if the inverse is also a function.
• When discussing the equations of inverse relations, the focus should primarily be on linear
or quadratic functions.
• When exploring inverse relations graphically, teachers may choose to explore various
relations such as polynomial, piecewise, radical, exponential, and absolute value.
• Students should be able to restrict the domain on the original function to obtain an inverse
that is also a function.
Specific Outcome 7
Demonstrate an understanding of logarithms. [CN, ME, R]
Notes:
• Investigate log b b = 1 and log b 1 = 0.


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Specific Outcome 8
Demonstrate an understanding of the product, quotient, and power laws of logarithms.
[C, CN, ME, R, T] [ICT: C6–4.1]
Notes:
• Change of base identity can be taught as a strategy for evaluating logarithms.
(See examples 20 and 22–25)
Specific Outcome 9
Graph and analyze exponential and logarithmic functions. [C, CN, T, V]
[ICT: C6–4.3, C6–4.4, F1–4.2]
Notes:
• When graphing y = log b x and y = b x, the value of b will be restricted to b > 0, b ! 1.
• Natural logarithms and base e are beyond the scope of this course.
Specific Outcome 10
Solve problems that involve exponential and logarithmic equations. [C, CN, PS, R]
Notes:
• Formulas will be given for all problems involving logarithmic scales such as decibels,
earthquake intensity, and pH.
t
p
• Formulas will be given unless the context fits the form y = ab , where y is the final
amount, a is the initial amount, b is the growth/decay factor, t is the total time, and p is the
period time.
• Logarithmic equations should be restricted to same bases.


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Specific Outcome 11
Demonstrate an understanding of factoring polynomials of degree greater than 2 (limited to

polynomials of degree # 5 with integral coefficients). [C, CN, ME]
Notes:
• Rational Zero Theorem is beyond the scope of this outcome; i.e., there will be at most two
linear factors with a leading coefficient not equal to 1.
Specific Outcome 12
Graph and analyze polynomial functions (limited to polynomial functions of degree ≤ 5 ).
[C, CN, T, V] [ICT: C6–4.3, C6–4.4]
Notes:
• Students must understand the relationship between zeros of a function, roots of an equation,
x-intercepts of a graph, and factors of a polynomial.
• Analyzing a polynomial function graphically includes: leading coefficient, maximum and
minimum points, domain, range, x- and y-intercepts, zeros, multiplicity, odd and even
degrees, and end behaviour.
• Students should be able to identify when no real roots exist, but the calculation of them is
beyond the scope of this outcome.
• The term “maximum and minimum point” refers to the absolute maximum and absolute
minimum point.
Specific Outcome 13
Graph and analyze radical functions (limited to functions involving one radical). [CN, R, T, V]
[ICT: C6–4.1, C6–4.3]
Notes:
• Radical functions will be limited to square roots.
• Transformations of radical functions also includes sketching and analyzing the
transformation of y = f (x) to y = f (x) . The function y = f (x) should be limited to linear
or quadratic functions.


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Specific Outcome 14
Graph and analyze rational functions (limited to numerators and denominators that are monomials,
binomials, or trinomials). [CN, R, T, V] [ICT: C6–4.1, C6–4.3, C6–4.4]
Notes:
• Oblique or slant asymptotes are not a part of this outcome. All graphs are restricted to
horizontal and vertical asymptotes.
• Numerators and denominators should be limited to degree two or less.
• Transformations of rational functions does NOT include the transformation of y = f (x)
to y = 1 .
f (x)


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Acceptable Standard Standard of Excellence
The student can: The student can also:
• sketch the graph of a function that is the • given their graphs, sketch the graph of a
sum, difference, product, quotient, or function that is the sum, difference, product,
composition of two functions, with or quotient of two functions, without
technology technology
• determine the domain and range of a
function that is the sum, difference, product,
or quotient of two functions, with technology
• write a function, h(x), as: • write a function, h(x), as:
– the sum or difference of functions – the product or quotient of three functions
– the product or quotient of two functions – the composition of two functions f (x)
– a single composition and g(x), and explain any restriction on
E.g., h(x) = f _ f (x)i, h(x) = f _ g(x)i h(x)
– the composition of functions involving
two compositions
E.g., j (x) = f _ g^h(x)hi, h(x) = f ` f _ g(x)ij
• determine the value of the composition of • write a function, h(x), by combining two
functions at a point or more functions through operations on,
E.g., f _ f (a)i, f _ g(a)i, g_ f (a)i and/or compositions of, functions, limited
to 2 operations. E.g. h(x) = g(x) + f _ g(x)i,
h(x) = f (x) g(x) + k (x)
• perform, analyze, and describe: • perform, analyze, and describe:
– a horizontal translation and/or a vertical – a horizontal stretch and a vertical stretch
translation – a horizontal stretch and translation where
– a horizontal stretch or a vertical stretch the parameter b is not removed through
factoring
– a vertical stretch and translation(s)
– a horizontal stretch and a vertical stretch
– a horizontal stretch and translation(s)
and/or translation(s)
where the parameter b is removed through
factoring – a combination of transformations
– reflection in the x-axis and/or in the y-axis involving at least one stretch and one
reflection
graphically or algebraically, given the
graphically or algebraically, given the
function in equation or graphical form or
function in equation or graphical form or
mapping notation
mapping notation


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• determine the equation of a transformed • determine the equation of a transformed

function which involves a combination of function which involves a combination of
transformations transformations including at least one
reflection and one stretch on different axes
• perform, analyze, sketch, and describe a • determine restrictions on the domain of a
reflection in the line y = x, given the function in order for its inverse to be a
function or relation in graphical form function, given the graph or equation
• determine the equation of the inverse of a
linear or quadratic function and analyze its
graph
• determine, without technology, the exact
values of simple logarithmic expressions
• estimate the value of a logarithmic
expression using benchmarks
• convert between y = b x and log b y = x • convert between exponential and

logarithmic forms involving multiple steps
• simplify and/or expand logarithmic
expressions using the laws of logarithms
• sketch and analyze (domain, range,
intercepts, asymptote) the graphs of
exponential or logarithmic functions and
their transformations
• solve exponential equations that: • solve exponential equations that cannot be
– can be simplified to a common base simplified to a common base, where the
exponents are not monomials, or where
– cannot be simplified to a common base
there is a numerical coefficient
and the exponents are monomials
• solve logarithmic equations but cannot • solve logarithmic equations and recognize
recognize when a solution is extraneous when a solution is extraneous
• solve exponential and logarithmic function
problems
• solve for a value, such as earthquake • solve for an exponent in comparison
intensities, in comparison problems problems
• identify if a binomial is a factor of a given
polynomial
• factor a polynomial of degree 3 completely
• partially factor a polynomial of degree • completely factor a polynomial of degree
4 or 5 4 or 5


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• identify and explain if a given function is a

polynomial function
• find the zeros of a polynomial function and
explain their relationship to the x-intercepts
of the graph and the roots of an equation
• sketch and analyze (multiplicities, • solve a problem by modelling a given
y-intercept, domain and range, etc.) a situation with a polynomial function and
polynomial function having only rational analyzing the graph of the function
and integral zeros
• determine the equation of a polynomial
function in factored form, given its graph
and/or key characteristics
• sketch and analyze (domain, range, invariant
points, x- and y-intercepts) y = f (x) given
the graph or equation of y = f (x)
• find the zeros of a radical function
graphically and explain their relationship
to the x-intercepts of the graph and the roots
of an equation
• sketch and analyze (vertical asymptotes or • determine the equation of a horizontal
point of discontinuity, domain, x- and asymptote and the range of a rational
y-intercepts) rational functions function
• find the zeros of a rational function • find the coordinates of the point of
graphically and explain their relationship to discontinuity of a rational function
the x-intercepts of the graph and the roots of
an equation
• participate in and contribute toward the • complete the solution to problems involving
problem-solving process for problems relations and functions studied in
involving relations and functions studied in Mathematics 30-1
Mathematics 30-1


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Examples
Students who achieve the acceptable standard should be able to answer all the following questions,
except for any part of a question labelled SE. Parts labelled SE are appropriate examples for
students who achieve the standard of excellence.
Note: In the multiple-choice questions that follow, * indicates the correct answer. Please be
aware that the worked solution shown is one possible strategy; there may be other
strategies that could be used.
1. Given the functions f (x) = 7 - x and g(x) = 2x + 1, sketch the graph of h(x) for each
question below and state the domain and range.
a) h(x) = f (x) + g(x)
Possible solution:
h(x) = (7 - x) + (2x + 1)
h(x) = 8 + x
D:{x x ! R} and R:{y y ! R}
b) h(x) = f (x) g(x)
Possible solution:
h(x) = (7 - x)(2x + 1)
h(x) = - 2x 2 + 13x + 7
D:{x x ! R} and R:{y y # 28.125}


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h(x) = d n(x)
g
c)
f
Possible solution:
h(x) = 2x + 1
7- x
D:{x x ! 7} and R:{y y ! - 2}
d) h(x) = g_ f (x)i
Possible solution:
h(x) = g(7 - x)
h(x) = 2(7 - x) + 1
h(x) = 15 - 2x
D:{x x ! R} and R:{y y ! R}
SE 2. Given f (x) = x - 1 , g(x) = x 2 + 3, and h(x) = 2x - 5, determine k (x) = (h % g % f )(x),

including restrictions on the domain..
Possible solution: k (x) = h`g_ x - 1 ij
k (x) = ha_ x - 1 i + 3k
2
k (x) = h(x + 2)
k (x) = 2(x + 2) - 5
k (x) = 2x - 1, x $ 1


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Use the following information to answer the next question.
The graphs of the functions y = f (x) and y = g(x) are shown below.
SE 3. Sketch the graph of h(x) = f (x) + g(x).
Possible solution:
For each value of x, add the y-values from

each function and plot the new points.
4. Using the function f (x) = x + 4 , determine the value of f _ f (4)i.

2
x- 2
2
Possible solution: f (4) = 4 + 4 = 10
4- 2
2
f (10) = 10 + 4 = 104 = 13
10 - 2 8
` f _ f (4)i = 13

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5. Given y - k = a(x - h) 2, a = 1, h < 0, k > 0, in which quadrant is the vertex?
A. Quadrant I
*B. Quadrant II
C. Quadrant III
D. Quadrant IV
6. Given the functions f (x) = x - 2 + 3 and g(x) = x + 2 + 1, the transformations that will
transform y = f (x) to become y = g(x) are a translation of
*A. 4 units left and 2 units down

B. 4 units right and 2 units up
C. 1 unit left and 3 units up
D. 2 units left and 4 units down
7. The transformation of the function f (x) = x 3 is described by the mapping notation

(x, y) " (x - 4, y + 9). Describe the transformations on y = f (x).
Possible solution: There will be a horizontal translation 4 units left and a vertical
translation 9 units up.


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The graph of the function y = f (x) is transformed to produce the graph of the function
y = g(x).
SE 8. An equation for g(x) in terms of f (x) is
A. g(x) = 1 f (3x)
2
B. g(x) = 2 f ^3xh
C. g(x) = 1 f c 1 x m
2 3
*D. g(x) = 2 f c 1 x m
3


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The graph of y = f (x) is transformed into the graph of g(x) + 4 = 2 f (x - 3). The domain
and range of each function is shown below.
Domain Range
Graph of f (x) [-1, 3] [2, 6]
Graph of g(x) [a, b] [c, d]
9. For the graph of g(x), the values of a, b, c, and d are, respectively,

, , , and .
Possible solution: 2608

Since (x, y) " (x + 3, 2y - 4), then D:[2, 6] and R:[0, 8]
for the graph of g(x).


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The graph of y = f (x) below is vertically stretched by a factor of 2 about the x-axis,
horizontally stretched by a factor of 1 about the y-axis, and then translated 3 units up.
2
SE 10. Sketch the graph of the new function.


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Possible solution:
(x, y) " a x, 2y + 3 k
1
2


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The ordered pairs below represent possible transformations of the point P(a, b) on the graph
of the function y = f (x).
Point 1: (4a, b) Point 3: (a, –b) Point 5: c a , b m

4
Point 2: (–a, b) Point 4: c a, b m Point 6: (a, 4b)

4
11. If y = f (x) undergoes the following single transformations, identify the coordinates of the
corresponding point P on the new graph.
The corresponding point on the function y = - f (x) is point number .
The corresponding point on the function y = f c 1 x m is point number .

4
The corresponding point on the function y = 1 f (x) is point number .

4
The corresponding point on the function y = f (- x) is point number .
Solution: 3142
The graph of y = f (x) is reflected in the x-axis, stretched vertically about the x-axis by
a factor of 1 , and stretched horizontally about the y-axis by a factor of 4 to create the graph
3
of y = g(x).
SE 12. For the point (–3, 6) on the graph of y = f (x), the corresponding point on the graph of
y = g(x) is
A. (9, 24)
B. (–12, –18)
C. (1, 24)
*D. (–12, –2)


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13. When the graph of y = - x2 + 4 is reflected in the y-axis, the new equation will be
A. y = x2 + 4
*B. y = - x2 + 4
C. y = x2 - 4
D. y = - x2 - 4
SE 14. Describe a sequence of transformations required to transform the graph of y = x to the

graph of y = - 1 x - 4 + 10.
2
Possible solution: y = - 1 (x + 8) + 10
2
The graph of y = x is reflected in the y-axis, horizontally stretched by a

factor of 2 about the y-axis, and then translated 8 units left and 10 units up.


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The graph of y = f (x) is shown below.
15. For each transformation of y = f (x) indicated, the invariant point exists at point number:
y = - f (x) y = f (- x) x = f (y)
Solution: 531


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16. Verify that f (x) = 2x - 3 is the inverse of g(x) = 1 x + 3 .

2 2
Possible solution: x = 2y - 3
x + 3 = 2y
x+3= y
2
` f -1(x) = 1 x + 3
2 2
SE 17. A restriction on the domain of f (x) = x 2 + 4, such that its inverse is also a function, could be:
A. x $ -4
*B. x$0
C. x#2
D. x #4
18. The graph of y = 3 x is reflected in the line y = x. The equation of the transformed graph is
*A. y = log3 x
B. y = 3 log x
C. y = 3- x
D. y = -3 x
19. The value of log5 625 + 3 log 7 49 + log 2 1 + log b b + log a1 is .

16
Possible solution: 4 + 3(2) + - 4 + 1 + 0 = 7


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SE 20. The equation m log p n = q can be written in exponential form as
A. p m = nq
q
*B. pm = n
C. p q = mn
D. p qm = n
21. Rank these logarithms in order from least to greatest: log 4 62, log6 36, log3 10, log5 20.
Solution: log5 20, log6 36, log3 10, log 4 62
22. The expression _3 log x i_3 log x i is equivalent to

2
*A. 3 log x
2
B. 9 log x
2
C. 3( log x)
2
D. 9( log x)
log z
23. Written as a single logarithm, 2 log x - + 3 log y is
2
log f p
x 2 y3
*A.
z
3 log d n
xy
B.
z
log f 3x p
2
C.
y z
D. log `x2 - z + y3j


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24. Given that log3 a = 6 and log3 b = 5, determine the value of log3_ 9ab 2i.
Possible solution: log3 9 + log3 a + 2 log3 b = 2 + 6 + 2(5) = 18
A student’s work to simplify a logarithmic expression is shown below, where a > 1.
Step 1 2 log a x 4 - 3 log a x2 + 4 log a x3
Step 2 log a x8 - log a x6 + log a x12
Step 3 log a e x8 o
x # x12
6
log a e x18 o
8
Step 4
x
Step 5 log a x10
25. The student made his first error when going from:
A. Step 1 to Step 2
*B. Step 2 to Step 3
C. Step 3 to Step 4
D. Step 4 to Step 5
26. The equation of the asymptote for the graph of y = log b(x - 3) + 2, where b > 0 and b ≠ 1, is
A. x= 2
B. x = -2
*C. x= 3
D. x = -3


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27. The graph of y = log x is transformed into the graph of y - 4 = log(x + 5) by a translation
of 5 units i and 4 units ii .
The statement above is completed by the information in row
Row i ii
A. right up
*B. left up
C. right down
D. left down
SE 28. For the graph of y = log b (3x + 12), where 0 < b < 1, the domain is
*A. x > -4
B. x>4
C. x > -12
D. x > 12
29. The y-intercept on the graph of f (x) = a(x + 1) + b is
A. a
B. b
C. 1+ b
*D. a+ b
30. Algebraically solve the equation 8(3x + 4) = 4(x - 9).
Possible solution: 23(3x + 4) = 2 2 (x - 9)

9x + 12 = 2x - 18
7x = –30
x = - 30
7


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= c1 m
(x - 3)
(2x + 1)
SE 31. Solve the equation 3 5
algebraically. Round to the nearest hundredth, if
necessary.
Possible solution: 3(2x + 1) = 5(–x + 3)
(2x + 1)log 3 = (–x + 3)log 5
2x log 3 + log 3 = –x log 5 + 3 log 5
2x log 3 + x log 5 = 3 log 5 – log 3
x(2 log 3 + log 5) = 3 log 5 – log 3
3 log 5 - log 3
x=
2 log 3 + log 5
x = 0.97978…
x . 0.98
A/SE 32. Solve algebraically log 7(x + 1) + log 7(x - 5) = 1
Possible solution: log 7(x + 1) + log 7(x - 5) = 1
log 7 _x2 - 4x - 5i = 1
7 = x2 - 4x - 5
0 = x 2 - 4x - 12
0 = (x - 6)(x + 2)
x = 6 or x = - 2 (Acceptable)
x = - 2 is an extraneous root (Excellence)
`x=6


lOMoARcPSD|29093541
Earthquake intensity is given by I = I0 # 10 M , where I0 is the reference intensity and M is

the magnitude. An earthquake measuring 5.3 on the Richter scale is 125 times more intense
than a second earthquake.
SE 33. Determine, to the nearest tenth, the Richter scale measure of the second earthquake.
I2 I0 # 105.3
Possible solution: =
I1 I0 # 10 x
125 = 105.3 - x
5.3 – x = log10125
x = 5.3 – log10125
x . 3.2
SE 34. The population of a particular town on July 1, 2011 was 20 000. If the population decreases
at an average annual rate of 1.4%, how long will it take for the population to reach 15 300?
t
Possible solution: y = ab p
t
15 300 = 20 000(1 - 0.014)1
0.765 = 0.986t
log 0.765
t=
log 0.986
t = 18.9999…
t . 19 years


lOMoARcPSD|29093541
35. Express the following polynomials in factored form.
a) P (x) = x3 - x2 - 8x + 12
Possible solution: Potential zeros: {!1, !2, !3, !4, !6, !12}
P (2) = 23 - 2 2 - 8(2) + 12 = 0 " (x - 2) is a factor
–2 1 –1 –8 12
↓ –2 –2 12
1 1 –6 0
x2 + x - 6 = (x + 3)(x - 2)
` P (x) = (x - 2) 2(x + 3)
SE b) P (x) = 2x 4 + 3x3 - 17x 2 - 27x - 9
Possible solution: Potential zeros: {!1, !3, !9}
P (-1) = 2(-1) 4 + 3(-1)3 - 17 (-1) 2 - 27(-1) - 9 = 0 " (x + 1) is a

factor
1 2 3 –17 –27 –9
↓ 2 1 –18 –9
2 1 –18 –9 0
Q(x) = 2x3 + x2 - 18x - 9
Q(3) = 2(3)3 + 3 2 - 18(3) - 9 = 0 " (x - 3) is a factor
–3 2 1 –18 –9
↓ –6 –21 –9
2 7 3 0
2x 2 + 7x + 3 = (2x + 1)(x + 3)
` P (x) = (x + 1)(x - 3)(2x + 1)(x + 3)


lOMoARcPSD|29093541
36. Which of the following is a factor of f (x) = 4x 4 - x3 - 8x 2 - 40?
*A. (x + 2)
B. (x – 4)
C. (x – 6)
D. (x + 8)
37. If x + 2 is a factor of f (x) = x3 + 3x 2 - kx + 4, determine the value of k.
Possible solution: f (- 2) = (- 2) 3 + 3(- 2) 2 - k (- 2) + 4

0 = 2k + 8
k = –4
A list of five functions is given below.
1 y = x 4 + 10x3 - 2x + 5
2 y = 3x3 - 2x2 + x-1 - 4
3 y= 5 x+ 3
1
4 y = 4x3 + 2x2 +
x
5 y = - 2x5 + 7x 4 - 3x3 + 2 x - 7
38. Which of the functions above represents a polynomial function? Explain why or why not.
Possible solution: Polynomials cannot have a variable in the denominator, a negative

exponent on the variable, a variable as a radicand, a variable with
a rational exponent, or a variable as an exponent.
Therefore, 1 and 3 are polynomial functions, and 2, 4, and 5 are not.


lOMoARcPSD|29093541
39. Sketch the graph of a fifth degree polynomial function with one real root of multiplicity 3
and with a negative leading coefficient.
Possible solution:


lOMoARcPSD|29093541
1 -
40. Given the function y = (x 2)(2x + 5)(x + 4) 2,
4
a) Accurately sketch the graph, and label any key points.
Possible solution:
Key Points:
x-intercepts at 2, - 2 1 , –4
2
y-intercept at –40
Using technology, the

minimum value is
approximately at –45.976
when x = 0.659
b) State the domain and range.
Possible solution: D:{x x ! R} and R:{y y $ - 45.976}
c) Determine the zeros of the function.
Possible solution: zeros at x = 2, x = - 2 1 , x = –4 with multiplicity 2

2


lOMoARcPSD|29093541
The graph of the polynomial function y = f (x) is shown below.
41. What is the minimum possible degree for the polynomial function above? Determine an
equation of the function in factored form.
Possible solution: Degree = 4

Since the zeros of the function are –3, 1, and 5 (multiplicity 2), then the
factors are f (x) = a(x + 3)(x – 1)(x – 5)2. Use the y-intercept (0, 5) to find
the leading coefficient.
5 = a(0 + 3)(0 – 1)(0 – 5)2
5 = a(–75)
- 1 =a
15
1
` f (x) = - (x + 3)(x – 1)(x – 5)2
15


lOMoARcPSD|29093541
The graphs of four polynomial functions are shown below.
42. Match three of the graphs numbered above with a statement below that best describes the
function.
The graph that has a positive leading coefficient is graph number .
The graph of a function that has two different zeros, each with
multiplicity 2, is graph number .
The graph that could be a degree 4 function is graph number .
Solution: 423


lOMoARcPSD|29093541
A box with no lid is made by cutting four squares of side length x from each corner of a 10 cm
by 20 cm rectangular sheet of metal.
43. Using the information above, follow the directions below.
a) Find an expression that represents the volume of the box.
Possible solution: V = x (10 - 2x)(20 - 2x)
b) Sketch the graph of the function and state the restriction.
Possible solution:
Where 0 < x <5
c) Find the value of x, to the nearest hundredth of a centimetre, that gives the maximum
volume.
Possible solution: Using technology, the volume is a maximum when x . 2.11 cm.


lOMoARcPSD|29093541
d) What is the maximum volume of the box, to the nearest cubic centimetre?
Possible solution: Using technology, the maximum volume of the box is 192 cm3.
The graph of the function y = f (x) is shown below.
44. Sketch the graph of y = f (x) and state the domain and range.


lOMoARcPSD|29093541
Possible solution:
D:{x x # - 3 or x $ 1}
R:{y y $ 0}
1 -
45. State the coordinate of any invariant points when f (x) = x 3 is transformed to y = f (x) .
2
Possible solution: When y = f (x) is transformed to y = f (x) , the invariant points exist
where f (x) = 0 and f (x) = 1.
` The coordinates of the invariant points are (6, 0) and (8, 1) .
46. Determine the x-intercept of y = - 2 x + 4 + 3, to the nearest hundredth, and explain its
relationship to the zero of the function.
Possible solution: x-intercept is –1.75, which is the same as the zero of the function.


lOMoARcPSD|29093541
47. Sketch the graph of the following functions and determine the following characteristics for
each function below: domain, x- and y-intercepts, equation of vertical asymptotes.
a) y = 3x
x2 + 2x - 8
Possible solution:
D:{x x ! - 4, 2, x ! R}
x-intercept: 0
y-intercept: 0
Equation of
vertical asymptotes:
x = –4 and x = 2


lOMoARcPSD|29093541
b) y = x2 + 3
x -9
Possible solution:
D:{x x ! !3, x ! R}
No x-intercept
y-intercept: - 1
3
Equation of vertical
asymptote: x = 3
SE 48. For the graph of y = 32xx + 75 , determine the equation of the horizontal asymptote and the
+
range.
Possible solution: y(2x + 5) = 3x + 7

2xy + 5y = 3x + 7
2xy – 3x = 7 – 5y
x(2y – 3) = 7 – 5y
7 - 5y
x=
2y - 3
Since y ! 1.5, the equation of the horizontal asymptote is y = 1.5 and
the range is {y y ! 1.5, y ! R}.


lOMoARcPSD|29093541
2
SE 49. Determine the coordinates of the point of discontinuity on the graph of f (x) = 2x -x 157x + 7 .
-
Possible solution: There is a point of discontinuity when x = 7.
(2x - 1)(x - 7)
f (x) =
x- 7
` f (x) = 2x – 1, for x ! 7
f (x) = 2(7) – 1
f (x) = 13
So the point of discontinuity is (7, 13).


lOMoARcPSD|29093541
The graph of the function below can be expressed in the form y = ax .

x2 + bx + c
SE 50. Determine the values of a, b, and c.
Possible solution: a = 9, b = –1, and c = –20

Since the vertical asymptotes exist at x = –4 and x = 5,
ax
y= .
(x 4)(x - 5)
+
a(2)
Using the point (2, –1), –1 =
(2 + 4)(2 - 5)
18 = 2a
9=a
9x
`y= 2
x - x - 20


lOMoARcPSD|29093541
Trigonometry
General Outcome
Develop trigonometric reasoning.
General Notes:
• Students need to differentiate between “exact value” and “approximate value” in problems.
Exact value answers can be expressed with either a rationalized or unrationalized
denominator.
• When appropriate, technology could include graphing calculators, computer graphing
applications, and applets.
• The restricted domain may be something other than 0° # i < 360° or 0 # i < 2r, for
example, -r # i # 3r .
2
Specific Outcomes
Specific Outcome 1
Demonstrate an understanding of angles in standard position, expressed in degrees and radians.

[CN, ME, R, V]
Notes:
• The understanding of radian measure i = a is intended to be a part of this outcome.
r
Specific Outcome 2
Develop and apply the equation of the unit circle. [CN, R, V]
Notes:
• The intent of this outcome is that students have a deeper understanding of how points on the
unit circle relate to the equation of the unit circle.
(See example 6)


lOMoARcPSD|29093541
Specific Outcome 3
Solve problems, using the six trigonometric ratios for angles expressed in radians and degrees.
[ME, PS, R, T, V] [ICT : C6–4.1]
Specific Outcome 4
Graph and analyze the trigonometric functions sine, cosine, and tangent to solve problems.
[CN, PS, T, V] [ICT : C6–4.1, C6–4.3]
Notes:
• Students should write the sinusoidal function in the form y = a sin7b(x - c)A + d or
y = a cos7b(x - c)A + d .
• Transformations of tangent graphs are beyond the scope of this outcome.
• Graphing reciprocal trigonometric functions is beyond the scope of this outcome.
Specific Outcome 5
Solve, algebraically and graphically, first- and second-degree trigonometric equations with the
domain expressed in degrees and radians. [CN, PS, R, T, V] [ICT : C6–4.1, C6–4.4]
Notes:
• Solving equations using single trigonometric identity substitutions should be limited to
reciprocal, quotient, Pythagorean, double-angle identities, and sum or difference identities.
• Solving a double-angle equation will only be approached by identity substitution resulting in
the removal of the double-angle identity. All other multiple-angle equations are beyond the
scope of this outcome.


lOMoARcPSD|29093541
Specific Outcome 6
Prove trigonometric identities, using:

• reciprocal identities
• quotient identities
• Pythagorean identities
• sum or difference identities (restricted to sine, cosine, and tangent)
• double-angle identities (restricted to sine, cosine, and tangent) [R, T, V] [ICT: C6–4.1, C6–4.4]
Notes:
• Students should understand that proving an identity is different than solving an equation.


lOMoARcPSD|29093541

• demonstrate an understanding of the radian
measure of an angle as a ratio of the
subtended arc to the radius of a circle
• convert from radians to degrees and vice
versa
• solve problems involving arc length, radius, • solve more difficult multi-step problems
and angle measure in either radians or
degrees based on the relationship i = a
r
• determine the measures, in degrees or
radians, of all angles that are co-terminal
with a given angle in standard position,
within a specified domain
• determine the missing coordinate of a point
P(x, y) that lies on the unit circle
• find the exact or approximate values of • find the exact values of trigonometric ratios
trigonometric ratios of special angles, i, of special angles, i, where i ! R
where 0 # i < 2r or 0° # i < 360°
• determine the exact values of all the
trigonometric ratios, given the value of one
trigonometric ratio in a restricted domain or
the coordinates of a point on the terminal
arm of an angle in standard position
• determine the measures of the angles, i
in degrees or radians, given the value of
a trigonometric ratio, where 0 # i < 2r
or 0° # i < 360°, or given a point on the
terminal arm of an angle in standard
position
• sketch the graphs of y = sin x, y = cos x,
and y = tan x, and analyze the
characteristics of the graph
• describe the characteristics of sinusoidal • describe the characteristics of sinusoidal
functions of the form functions where the parameter b must be
y = a sin 7b (x - c)A + d and factored, and sketch the graph
y = a cos 7b (x - c)A + d, and sketch the
graph


lOMoARcPSD|29093541
• give partial explanations of the relationships • give full explanations of the relationships
between equation parameters and between equation parameters and
transformations of sinusoidal functions transformations of sinusoidal functions
• determine a partial equation for a sinusoidal • determine the complete equation for
curve given the graph, the characteristics, or a sinusoidal curve given the graph, the
a real-world situation characteristics, or a real-world situation
• provide a partial explanation of how the • provide a complete explanation of how
characteristics of the graph of a the characteristics of the graph of a
trigonometric function relate to the trigonometric function relate to the
conditions in a contextual situation conditions in a contextual situation
• identify restrictions on the variable in the • identify restrictions on the variable
domain 0 # i < 2r or 0° # i < 360° in the domain i ! R
• determine, in a restricted domain, the
graphical solution for any trigonometric
equation
• algebraically determine, in a restricted • algebraically determine, in a restricted
domain, the solution set of: domain, the solution set of:
– first-degree trigonometric equations – second-degree trinomial trigonometric
equations where a ! 1
– second-degree binomial trigonometric
equations – trigonometric equations involving
trigonometric identity substitutions
– second-degree trinomial trigonometric
equations where a = 1 expressed as exact values or decimal
approximations
expressed as exact values or decimal
approximations
• determine the general solution of a given
trigonometric equation
• explain the difference between a • determine the non-permissible values
trigonometric identity and a trigonometric of a trigonometric identity
equation
• explain the difference between verifying for
a given value and proving an identity for all
permissible values
• verify a trigonometric identity graphically or
numerically for a given value
• algebraically simplify and prove simple • algebraically simplify and prove more
identities, and recognize that there may be difficult identities which include sum and
non-permissible values difference identities, double-angle identities,
conjugates, or the extensive use of rational
operations


lOMoARcPSD|29093541
• determine the exact value of a trigonometric • determine the exact value of a trigonometric
ratio using the sum, difference, and double- ratio using the sum, difference, and double-
angle identities of sine and cosine angle identities of a tangent
• participate and contribute toward the • complete the solutions to problems that
problem-solving process for problems that require the analysis of trigonometry studied
require analysis of trigonometry studies in in Mathematics 30–1
Mathematics 30–1


lOMoARcPSD|29093541
Examples
Note: In the multiple-choice questions that follow, * indicates the correct answer. Please be
aware that the worked solution shown is one possible strategy; there may be other
strategies that could be used.
1. The angle 15r , converted to degrees, is

4
Possible solution: 15r × 180 = 675°
4 r
2. An angle, in radians, that is co-terminal with 30° is
A. - 5r
6
B. - 13r
6
C. 7r
6
*D. 25r
6


lOMoARcPSD|29093541
An angle, i, in standard position, is shown below.
3. The best estimate of the rotation angle i is
A. 1.25 radians
B. 3.12 radians
*C. 4.01 radians
D. 5.38 radians


lOMoARcPSD|29093541
Mary is given the diagram below, showing an angle rotation of 120°. The arc length of the
sector is 40 cm.
Statement 1 The radius of the circle, to the nearest centimetre, is 19 cm.
Statement 2 An equivalent angle rotation is 4r .

3
Statement 3 If the arc length on this circle increases to 80 cm, then the central
angle must be 240°.
Statement 4 Mary can determine the radius of the circle by dividing the given angle
by the arc length.
4. The two statements above that are correct are numbered and .
Possible solution: 13 or 31
Statement 1: True Statement 2: False
i= a 120% # r = 2r
r 180% 3
r= 40
d120% # r n
180%
r . 19 cm

i= a The radius of a circle is
r determined by dividing the
arc length by the given angle.
i=
80 # 180c
19 r
i = 240°


lOMoARcPSD|29093541
A circle with a radius, r, an arc length of 34r, and two central angles of ar and 17r is
15 15
shown below.
The value of a in the angle ar is bc.

15
The length of the radius, r, of the circle, to the nearest whole number, is de.
5. The values of b, c, d, and e are, respectively, , , , and .
Angles Radius
ar + 17r = 2r i= a
15 15 r
ar = 2r - 17r r = 34r
15 15 17r
15
ar = 13r
15 15
Therefore, a = 13. Therefore, r = 30.


lOMoARcPSD|29093541
If the point P(0.2, k) lies on a circle with a radius of 1, then the exact value of k can be
expressed as ! b .
6. The value of b, to the nearest hundredth, is .
Possible solution: x 2 + y 2 = r 2
(0.2)2 + k 2 = (1)2
k = ! 0.96
b = 0.96
7. On a unit circle, if the point P c- 5 , 12 m lies on the terminal arm of an angle in standard
13 13
position, what are the exact values of the 6 trigonometric ratios?
Possible solution: Since the point P is on the unit circle, the x-coordinate is the ratio for
y
cosine, the y-coordinate is the ratio for sine, and is the ratio for tangent.
x
12 5 12 13 13 5
` sin i = ; cos i = - ; tan i = - ; csc i = ; sec i = - ; cot i = -
13 13 5 12 5 12
3r
8. Given that csc i = - 8 , where r < i < , determine the exact value of tan i.
5 2
Possible solution: x 2 + (–5)2 = 82

x 2 = 39
x = ! 39
Since i is a third quadrant angle, x = - 39 .
Therefore tan i = 5 or tan i = 5 39 .

39 39


lOMoARcPSD|29093541
Determine the exact value of sinc- m + cosc m.

r 7r
SE 9.
6 4
Possible solution: sinc- m + cosc m

r 7r
6 4
1+ 2
=-
2 2
2 -1
=
2
10. If tan i = 5 , where 0 # i # 2r, then the largest positive value of i, to the nearest tenth
2
is rad.
Possible solution: i = tan-1c 5 m

2
i . 1.19
Tangent is positive in quadrants 1 and 3; therefore,
the largest positive value for the angle is:
i = r + 1.19
i . 4.3


lOMoARcPSD|29093541
Point Ad
3 1n
and point B d-
2 2n
, , lie on the terminal arm of two different angles in
2 2 2 2
standard position. The angle, i, where 0 < i < r, can be expressed in the form ar .
b
11. The values of a and b are, respectively, and .
Possible solution: In standard position, E A = r and E B = 3r ; therefore, i = E B - E A.

6 4
i= 3 r
- r
4 6
i = 7r
12
a = 7 and b = 12


lOMoARcPSD|29093541
Each of the trigonometric ratios listed below results in a value of zero, or it will be undefined.
tan a k
r
2
cot a k
3r
2
sin r
csc _2ri
12. Use the following code to indicate that the value of the ratio is zero, or that the ratio is
undefined.
1 = The value of the ratio is zero.
2 = The ratio is undefined.
tan a k cot a k csc _2ri

r 3r
Ratio: sin r
2 2
Solution: 2112


lOMoARcPSD|29093541
For the angles r , 5r , 7r , 11r , the following statements are given.

6 6 6 6
Statement 1 They all have the same reference angle.
Statement 2 These angles in degrees are, respectively, 30°, 150°, 210°, and 300°.
r
Statement 3 They are all part of the solution set i = + 2nr, n ! I .
6
The values of sin a k and sin d n are positive.

r 5r
Statement 4
6 6
13. The two statements that are true from the list above are numbered and .
They all have a reference angle of r . 11r # 180% = 330%

6 6 r
Statement 3: False Statement 4: True

The solution set is Sine is positive in quadrants 1 and 2.
i = r + nr and i = 5r + nr, n ! I .
6 6
14. For the function y = a cos i + d, the range is [–4, 10]. What are the values of a and d?
Possible solution: a = 7 and d = 3
Since the maximum value is 10 and the minimum value is –4,

10 - (- 4)
the amplitude is .
2
The vertical displacement is maximum – amplitude = 10 – 7.


lOMoARcPSD|29093541
SE 15. For the function y = sin(3x + r) + 7, what is the phase shift and period of the corresponding
graph?
Possible solution: Since y = sin 93 ax + kC + 7, there is a phase shift r left.

r
3 3
The period is 2r = 2r .
b 3
16. Given that f (i) = cos(ni) has the same period as the graph of g(i) = tan i, the value
of n is .
Possible solution: Period of g(i) = tan i is r.

Period of f (i) = cos(ni) is 2r .
n
In order for the two functions to have the same period of r, n = 2.


lOMoARcPSD|29093541
The partial graph of the cosine function below has a minimum point at ` r , - 2j and
2
a maximum point at (r, 8). The equation of the function can be expressed in the form
y = a cos(bx) + d.
17. What are the values of a, b, and d?
Possible solution: a = - - = 5
8 ( 2)
2
b= 2r = 2r = 2
period r
d = 8- 5= 3


lOMoARcPSD|29093541
For the graph of the function f (x) = - 3 sin 82(x - 5)B + d the following statements were
made.
Statement 1 The amplitude is 3.
Statement 2 The maximum value is (d – 3).
Statement 3 The period is 2r.
Statement 4 When compared to the graph of g(x) = - 3 sin(2x) + d , the graph of

y = f (x) has been horizontally translated 5 units to the right.
Statement 5 If d > 3, then the graph of y = f (x) will have no x-intercepts.
18. The number of true statements about the graph of y = f (x) from the list above is
A. 1
B. 2
*C. 3
D. 4
Possible solution:
The value of a identifies the amplitude The value of d identifies the
of the function. vertical displacement. The maximum
value is (d + 3).

2r =
The period is r. The value of c identifies the phase shift.
2
Statement 5: True
If the vertical displacement is greater
than the amplitude, then the graph will
not touch or cross the x-axis.


lOMoARcPSD|29093541
The graph below shows the height of a point on a Ferris wheel, h, in metres above the ground,
as a function of time, t, in seconds. The maximum height of the Ferris wheel is 17 m and the
minimum height is 1 m.
SE 19. Write an equation for the height of the particular point on the Ferris wheel, h, as a function of
time, t, in the form h = a cos 7b(t - c)A + d.
Possible solution: Amplitude is 8 m. Period is 30 s.
a = 17 - 1 = 8
2
b = 2r = r
30 15
c = 15 s to the right or to the left = !15
d = 17 + 1 = 9
2
` h = 8 cos ; r (t - 15)E + 9 or h = 8 cos ; r (t + 15)E + 9

15 15


lOMoARcPSD|29093541
20. Solve for i, where 0° # i < 360°, in the equation 2 cos 2 i + cos i = 0.
Possible solution: 2 cos 2 i + cos i = 0

cos i(2 cos i + 1) = 0
cos i = 0 or cos i = - 1
2
i = 90°, 270° i = 120°, 240°
SE 21. Determine the general solution of tan2 i - 1 = 0, expressed in radians.

Possible solution: tan i = ! 1
i = r , 3r , 5r , 7r , etc.
4 4 4 4
r nr
Therefore, the general solution is i = + , n ! I.
4 2
SE 22. For the equation 2 cos2x + sin x - 1 = 0, find all values of x, where - r # x # r.
Possible solution: 2 cos 2 x + sin x - 1 = 0
2 _1 - sin 2 x i + sin x - 1 = 0
2 - 2 sin 2 x + sin x - 1 = 0
2 sin 2 x - sin x - 1 = 0
(2 sin x + 1)( sin x - 1) = 0
sin x = - 1 or sin x = 1
2
x = - 5r , - r , r
6 6 2


lOMoARcPSD|29093541
23. Solve for i, where 180° # i # 360°, given `2 - 3 sec ij_sec i + 3i = 0. State answers to the
nearest degree.
Possible solution: i = 251° and 330°

Enter the following function into the calculator.
y1 = `2 - 3 sec xj_sec i + 3i
The window that could be used is x:[180, 360, 30], y:[–5, 5, 1].
The x-intercepts are the solutions to the original equation.
SE 24. Find the general solution to the equation sin (2i) - cos i = 0. Express the solution in
degrees.
Possible solution: sin (2i) - cos i = 0

2 sin i cos i - cos i = 0
cos i (2 sin i - 1) = 0
cos i = 0 sin i = 1
2
% % %
i = 90 + n (360 ), n ! I and i = 30 + n (120 ), n ! I %
2
25. Three students were given the identity sin i - 1 = - cos i, where cos i ! 0.
cos i
a) Student A substituted in i = r to both sides of the equation and got LS = RS. Student B
3
entered LS into y1 and RS into y2 and concluded that the graphs are exactly the same.
Explain why these methods are not considered a proof of this identity.
Possible solution: Student A is verifying the identity using a single value of i, whereas
a proof is valid for all permissible values of i. Student B is verifying
that the graphs of each side of the identity are the same for all values
of i, but there are points of discontinuity on the graph of y1, whereas
there are no points of discontinuity on the graph of y2.


lOMoARcPSD|29093541
b) Student C correctly completed an algebraic process to show LS = RS. Show a process

Student C might have used.
2
Possible solution: LS = sin i - 1 RS = - cos i
cos i
2
= - cos i
cos i
= - cos i
` LS = RS
SE c) Which non-permissible values of i should be stated for this identity?
Possible solution: cos i ! 0
i ! r , 3r , etc.
2 2
i ! r + nr, n ! I
2
x + csc x , where sec x ! -1, is equivalent to

SE 26. The expression cotsec x+1
A. sin x
B. tan x
C. csc x
*D. cot x
cos x + 1 cos x + 1
Possible solution: sin x sin x = sin x
1 +1 1 + cos x
cos x cos x
= cos x + 1 # cos x
sin x 1 + cos x
= cos x
sin x
= cot x


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Each trigonometric expression below can be simplified to a single numerical value.
1 cot 2 x - csc2 x
2 sec2 x - tan 2 x
3 sin x - tan x
sec x
4 1 cos2 x + 1 sin2 x
7 7
27. When the numerical values of the simplified expressions are arranged in ascending order,
the expression numbers are , , , and .
1 cot 2 x - csc2 x = -1
2 sec2 x - tan 2 x = 1
3 sin x - tan x = sin x - sin x # cos x = sin x - sin x = 0

sec x cos x 1
4 1 cos2 x + 1 sin2 x = 1 _ cos2 x + sin2 x i = 1

7 7 7 7


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SE 28. What is the exact value of tan 75°?

3 +1
Possible solution: 3 + 2 or
3 -1
tan 75° = tan(45° + 30°)
%
= tan 45 + tan 30
%
1 - tan 45 tan 30%
%
1
1+
= 3
1- 1e o
1
3
3 +1
= 3
3 -1
3
3 +1 # 3
=
3 3 -1
3 +1
= or 3 + 2 (rationalize the denominator)
3 -1
sin (2x) r nr
SE 29. Prove algebraically that 2 tan x2 = 2 2
, where x ! +
4 2
, n ! I.
1 - tan x cos x - sin x
Possible solution:
Left Side Right Side
2 tan x sin (2x)

1 - tan 2 x cos 2 x - sin 2 x
tan (2x) sin (2x)

cos (2x)
tan (2x)
LS = RS


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Permutations, Combinations, and Binomial Theorem
General Outcome
Develop algebraic and numeric reasoning that involves combinatorics.
General Notes:
• Particular attention must be paid to the use of the words “and”, “or”, “at least”, and “at most”.
• Students are expected to simplify expressions involving n Pr, nCr, and n! algebraically.
• Probability is beyond the scope of this course.
Specific Outcomes
Specific Outcome 1
Apply the fundamental counting principle to solve problems. [C, PS, R, V] [ICT: C6–2.3]
Notes:
• Alternative methods of problem solving involving pictorial or visual explanations (tree
diagrams, lists) are appropriate.
Specific Outcome 2
Determine the number of permutations of n elements taken r at a time to solve problems.

[C, PS, R, V]
Notes:
• Permutation problems could involve repetition of like elements and constraints.
• Circular and ring permutations are beyond the scope of this outcome.
• Single 2-dimensional pathways may be used as an application of repetition of like elements.


lOMoARcPSD|29093541
Specific Outcome 3
Determine the number of combinations of n different elements taken r at a time to solve problems.
[C, PS, R, V]
Notes:
• Students are expected to know both nCr and c nr m notation.
Specific Outcome 4
Expand powers of a binomial in a variety of ways, including using the binomial theorem
(restricted to exponents that are natural numbers). [CN, R, V]
Notes:
• Teachers may choose to show the relationship between the rows of Pascal’s triangle and the
numerical coefficients of the terms in the expansion of a binomial (x + y) n, n ! N .
• Students are expected to recognize various patterns in the binomial expansion.


lOMoARcPSD|29093541

• apply the fundamental counting principle to • apply the fundamental counting principle to
various problems involving a single case or various problems involving two or more
constraint cases or constraints
• recognize and address problems using the • recognize and address problems using the
terms “and” or “or” terms “at least” or “at most”
• understand and use factorial notation
• solve problems involving permutations or • solve problems involving both permutations

combinations and combinations
• solve problems involving permutations when • solve problems involving permutations when
two or more elements are identical two or more elements are identical
(repetitions) (repetitions), with constraints
• solve for n in equations involving one
occurrence of n Pr or nCr given r, where
r # 3, and identify extraneous solutions
• obtain solutions to problems involving a • obtain solutions to problems involving two
single case or constraint or more cases or constraints
• demonstrate an understanding of patterns
that exist in the binomial expansion
• expand (x + y) n or determine a specified • expand (x + y) n or determine a specified

term in the expansion of a binomial with term in the expansion of a binomial with
linear terms non-linear terms
• determine an unknown value in (x + y) n

given a specified term in its expansion
• provide a partial solution and explain simple • provide a complete solution and explain
mathematical strategies in a problem- complex mathematical strategies in a
solving context involving combinatorics problem-solving context involving
studied in Mathematics 30-1 combinatorics studied in Mathematics 30-1


lOMoARcPSD|29093541
Examples
Note: Please be aware that the worked solution shown is one possible strategy; there may be
other strategies that could be used.
1. How many arrangements of all of the letters of the word REASON are there if the
arrangement must start with an S?
Possible solution: 1 × 5! = 120
SE 2. If all of the letters in the word DIPLOMA are used, then how many different arrangements
are possible that begin and end with an I, O, or A?
Possible solution: 3 × 5 × 4 × 3 × 2 × 1 × 2 = 720


lOMoARcPSD|29093541
Josh wants to rent a car. He has narrowed his choices to a sedan, a compact, or an economy
car. The colours available are black, red, or white. He may also choose between a standard
or an automatic transmission.
3. Determine the total number of options Josh has.


lOMoARcPSD|29093541
A volleyball team made up of 6 players stands in a line facing the camera for a picture.
4. If Joan and Emily must be together, then how many different arrangements are possible for
the picture?
Possible solution: 2! × 5! = 240
5. Determine the number of different arrangements using all the letters of the word
ACCESSES that
a) begin with exactly two S’s.
Possible solution: 3 # 2 # 5 # 5! = 150

3!2!2!
SE b) begin with at least two S’s.
Possible solution: 3 # 2 # 5 # 5! + 3 # 2 # 1 # 5! = 150 + 30 = 180

3!2!2! 3!2!2!
SE c) Explain why the answers in questions (a) and (b) are different.
Possible solution: The answers are different because the 3rd letter cannot
be an S in question (a).
At a car dealership, the manager wants to line up 10 cars of the same model in the parking
lot. There are 3 red cars, 2 blue cars, and 5 green cars.
SE 6. If all 10 cars are lined up in a row facing forward, determine the number of possible car
arrangements if the blue cars cannot be together
8! # 9 P2
Possible solution: = 2 016
3!2!5!


lOMoARcPSD|29093541
If 14 different types of fruit are available, how many different fruit salads could be made
using exactly 5 types of fruit?
Student 1 Kevin used 14! to solve the problem.
Student 2 Ron suggested using 14P5.
Student 3 Michelle solved the problem using 14C9.
Student 4 Jackie thought that 5 P14 would give the correct answer.
Student 5 Stan decided to use b14 l

5 .
7. The correct solution would be obtained by student number and student number .
The order of fruits being added to the salad does not make a difference;
therefore, this must be a combination. Both Michelle and Stan are correct
since 14C5 = 14C9. Choosing 5 fruits from the 14 available is the same as
not choosing 9 fruits from the 14 available.
At a meeting, every person shakes hands with every other person exactly once.
8. If there are 36 handshakes in total, how many people were at the meeting?
Possible solution: n C2 = 36
n! = 36
(n - 2) !2!
n(n – 1) = 72
n2 – n – 72 = 0
(n – 9)(n + 8) = 0
n = 9, –8
n=9


lOMoARcPSD|29093541
SE 9. How many different 4-letter arrangements are possible using any 2 letters from the word
SMILE and any 2 letters from the word FROG?
Possible solution: _ 5 C2 # 4 C2i # 4! = 1 440

Choose 2 letters from each word first, and then arrange the 4 letters.
10. Find the value of a if the expansion of (2x + 3)(2a – 5) has 18 terms.
Possible solution: 18 = (2a – 5) + 1

17 = 2a – 5
11 = a


lOMoARcPSD|29093541
A student made the following statements regarding the expansion of (a + b)4.

Statement 1 The total number of terms is 5.
Statement 2 The middle term is 6a2b2.
Statement 3 The sum of the leading coefficients of all the terms is 14.
Statement 4 For the term 4a3bm, the value of m is 1.
Statement 5 The leading coefficient of the first term is 4C1.
11. The three statements that are true are numbered , , and .
Possible solution: 124 (list in any order)

According to the Binomial Theorem, the terms of the binomial
expansion will be:
(a + b)4 = 4C0(a4) + 4C1(a3b1) + 4C2(a2b2) + 4C3(a1b3) + 4C4(b4)
= a4 + 4a3b + 6a2b2 + 4ab3 + b4
Statement 1: True Statement 2: True

The number of terms in the expansions The middle term is 6a2b2.
of (a + b)n is n + 1; therefore, there
are 5 terms.

The sum of all the leading coefficients The sum of the exponents in each term
in the expansion of (a + b)n is 2n; must equal n; therefore, m = 1.
therefore, the sum is 24 = 16.
Statement 5: False
The leading coefficient of the first
term is 4C0.


lOMoARcPSD|29093541
12. Determine the simplified form of the sixth term in the expansion of (a – 2b)7.
Possible solution: Using the general term, k = 5

t5 + 1 = 7C5(a)7 – 5(–2b)5
t6 = 21(a2)(–32b5)
t6 = –672a2b5
SE 13. In the expansion of _3a + b2i , what is the coefficient of the term containing a4b12?
10
Possible solution: Since the term must include a4b12, using the general term, k = 6,
t6 + 1 = 10C6(3a)10 – 6(b2)6
t 7 = 210(81a4)(b12)
t 7 = 17 010a4b12
Therefore, the coefficient of the term is 17 010.


lOMoARcPSD|29093541
In the expansion of the binomial c 2a + 1 m , the constant term can be found using the general
8
a
term tk + 1 = nCk x n – k y k. The list below shows possible values for n, k, x, and y.
1 0 4 5 7 a
2 3 5 8 8 a –1
3 4 6 2a 9 –a
SE 14. To find the constant term, the correct values of n, k, x, and y that must be used are numbered,
respectively, , , , and .

n is the exponent on the binomial; therefore, n = 8.
Since the exponent on the variable for the constant term
must be zero (a0), using the general term, k = 4.
x is the first term in the binomial; therefore, x = 2a.
y is the second term in the binomial; therefore, y = 1 = a –1.

a
SE 15. Given that a term in the expansion of (ax – y)6 is –252xy5, determine the numerical value of a.
Possible solution: Using the general term, k = 5,
t5 + 1 = 6C5(ax)6 – 5(–y)5
–252xy5 = 6(ax)^–y5h
–252 = –6a
42 = a


lOMoARcPSD|29093541
Website Links
Publication/Resource
Mathematics 30–1 Website
Program of Studies
education.alberta.ca, via this pathway:
Mathematics Grades 10–12
Teachers > (Programs of Study) > Mathematics > Educators >
Program of Studies
Programs of Study
Mathematics 30–1 Bulletin Teachers > (Additional Programs and Services) Diploma Exams >
Information Bulletins
Using Calculators and Teachers > (Additional Programs and Services) Diploma Exams >
Computers Diploma General Information Bulletin > Using Calculators and
Computers
General Information Bulletin Teachers > (Additional Programs and Services) Diploma Exams >
Diploma General Information Bulletin
Quest A+ https://questaplus.alberta.ca
Mathematics and Science
Teachers > (Additional Programs and Services) Diploma Exams >
Directing Words
Information Bulletins > Mathematics and Science Directing Words
Assessment Highlights* Teachers > (Additional Programs and Services) Diploma Exams >
Assessment Highlights
Released Items* Teachers > (Additional Programs and Services) Diploma Exams >
Released Materials
FAQs for Educators Teachers > (Programs of Study) > Mathematics > Educators >
FAQs for Educators
The High School Information
Teachers > (Programs of Study) > Mathematics > Educators >
Package
Fact Sheets and Useful Links
* Please note that Assessment Highlights and Released Items for Mathematics 30–1 will be posted
in the fall of 2013.
77

lOMoARcPSD|29093541
Contacts 2012–13
Diploma Testing Program Laura Pankratz
Physics 30
Tim Coates, Director Laura.Pankratz@gov.ab.ca
Diploma Testing Program
Tim.Coates@gov.ab.ca John Drader
Science 30
Nicole Lamarre, Director John.Drader@gov.ab.ca
French Assessment
Nicole.Lamarre@gov.ab.ca Assessment Sector
Assessment Standards Team Leaders Neil Fenske, Executive Director
Assessment Sector
Barbara Proctor-Hartley Neil.Fenske@gov.ab.ca
English Language Arts 30–1
Barbara.Proctor-Hartley@gov.ab.ca Examination Administration
Philip Taranger Michele Samuel, Director
English Language Arts 30–2 Examination Administration
Philip.Taranger@gov.ab.ca Michele.Samuel@gov.ab.ca
Monique Belanger Sylvia Lepine, Manager
Français 30–1, French Language Arts 30–1 Examination Administration & Marking Centre
Monique.Belanger@gov.ab.ca exam.admin@gov.ab.ca
Dwayne Girard Amanda Jackman, Coordinator
Social Studies 30–1 GED and Field Testing
Dwayne.Girard@gov.ab.ca field.test@gov.ab.ca
Patrick Roy Pamela Klebanov, Coordinator
Social Studies 30–2 Special Cases and Accommodations
Patrick.Roy@gov.ab.ca special.cases@gov.ab.ca
Shannon Mitchell Dan Karas, Senior Manager
Biology 30 Digital Systems & Services
Shannon.Mitchell@gov.ab.ca Dan.Karas@gov.ab.ca
Jack Edwards
Chemistry 30 Assessment Sector Mailing Address:
jedwards@gov.ab.ca Assessment Sector, Alberta Education
Deanna Shostak 44 Capital Boulevard
Mathematics 30–2 10044 108 Street
Applied Mathematics 30 Edmonton AB T5J 5E6
Deanna.Shostak@gov.ab.ca Telephone: (780) 427-0010
Ross Marian Toll-free within Alberta: 310-0000
Mathematics 30–1 Fax: (780) 422-4200
Pure Mathematics 30 email: LAcontact@edc.gov.ab.ca
Ross.Marian@gov.ab.ca Alberta Education website:
education.alberta.ca
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Math 30-1 Standards and Exemplars

Mathematics Fundamentals (Yukon University)

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Draft 2012–2013 Diploma Examinations Program

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Distribution: This document is posted on the Alberta Education website at education.alberta.ca.

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Mathematics 30–1 1 Alberta Education

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Standards for Mathematics 30 –1

Mathematics 30–1 2 Alberta Education

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Relations and Functions

Demonstrate an understanding of operations on, and compositions of, functions. [CN, R, T, V]

Mathematics 30–1 3 Alberta Education

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Mathematics 30–1 4 Alberta Education

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Demonstrate an understanding of inverses of relations. [C, CN, R, V]

Demonstrate an understanding of logarithms. [CN, ME, R]

Mathematics 30–1 5 Alberta Education

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Mathematics 30–1 6 Alberta Education

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Demonstrate an understanding of factoring polynomials of degree greater than 2 (limited to

Mathematics 30–1 7 Alberta Education

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Mathematics 30–1 8 Alberta Education

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Acceptable Standard Standard of Excellence

The student can: The student can also:

Mathematics 30–1 9 Alberta Education

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• determine the equation of a transformed • determine the equation of a transformed

• convert between y = b x and log b y = x • convert between exponential and

Mathematics 30–1 10 Alberta Education

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• identify and explain if a given function is a

Mathematics 30–1 11 Alberta Education

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a) h(x) = f (x) + g(x)

b) h(x) = f (x) g(x)

Mathematics 30–1 12 Alberta Education

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D:{x x ! 7} and R:{y y ! - 2}

SE 2. Given f (x) = x - 1 , g(x) = x 2 + 3, and h(x) = 2x - 5, determine k (x) = (h % g % f )(x),

Possible solution: k (x) = h`g_ x - 1 ij

Mathematics 30–1 13 Alberta Education

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SE 3. Sketch the graph of h(x) = f (x) + g(x).

For each value of x, add the y-values from

4. Using the function f (x) = x + 4 , determine the value of f _ f (4)i.

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5. Given y - k = a(x - h) 2, a = 1, h < 0, k > 0, in which quadrant is the vertex?

*A. 4 units left and 2 units down

7. The transformation of the function f (x) = x 3 is described by the mapping notation

Mathematics 30–1 15 Alberta Education

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Math 30-1 Assessment Standards & Exemplars 2012-2013 Draft

Math 30-1 Assessment Standards & Exemplars 2012-2013 Draft