Suggested Solutions NPMaDHT2000

Suggested solutions NPMaDHT2000
NV-College, Sjdalsgymnasiet
NATIONAL TEST IN MATHEMATICS COURSE D
Mathematics
Autumn 2000
This test will be re-used and is therefore protected by chapter17 paragraph 4 of the Official Secrets Act. The intention for this test is to be re-used until 2010-12-31. This should be considered when determining the applicability of the Official Secret Act.
Ume University Department of Educational Measurement Skolverket
Students Name
(National Agency for Education)

Skolverket behzad.massoumzadeh@huddinge.se Free to use for educational purposes. Not for sale. 1/19
NATIONAL TEST IN MATHEMATICS COURSE D AUTUMN 2000 Directions Test time Resources 240 minutes without a break. Graphic calculators and Formulas for the National Test in Mathematics Courses C, D and E.
Test material The test material should be handed in together with your solutions. Write your name, the name of your education program/ adult education on all sheets of paper you hand in. The test The test consists of a total of 16 problems. For some problems (where it says Only answer is required) it is enough to give short answers. For the other problems short answers are not enough. They require that you write down what you do, that you explain your train of thought, that you, when necessary, draw figures. When you solve problems graphically/numerically please indicate how you have used your resources. Problem 16 is a larger problem which may take up to an hour to solve completely. It is important that you try to solve this problem. A description of what your teacher will consider when evaluating your work is attached to the problem. Try all of the problems. It can be relatively easy, even towards the end of the test, to receive some points for partial solutions. A positive evaluation can be given even for unfinished solutions. The maximum score is 48 points. The maximum number of points you can receive for each solution is indicated after each problem. If a problem can give 2 Pass-points and 1 Pass with distinction- point this is written (2/1). Some problems are marked with , which means that they more than other problems offer opportunities to show knowledge that can be related to the criteria for Pass with Special Distinction in Assessment Criteria 2000. Lower limit for the mark on the test Pass (G): 14 points Pass with distinction (VG): 26 points of which at least 7 Pass with distinction- points.
Score and mark levels
Skolverket behzad.massoumzadeh@huddinge.se Free to use for educational purposes.
Not for sale. 2/19
Regarding the suggested solutions:

Please note that you have to try to solve the problems yourself before checking your solutions against mine. To solve a problem you may follow the following necessary steps: Read the problem. Think! Read the problem again! Have you understood what the problem is looking for? Make a plan. Perform the plan. Evaluate your results. Are your results logical and acceptable?
Obviously, if you are stock and do not know how to solve the problem you may read my solutions. But, after reading the solutions, even if you are sure that you understood my solutions, you should try to solve the problem by yourself without checking your steps against mine. Only, after you solve the problem yourself, you may have understood how to solve similar problems (but not necessarily another type.) The ability to solve problems increases by training to think logical, solve more problems by yourself or in group, and discussing the problem in a group preferably at the presence of a pedagogue mathematician. My solutions are just suggested ones. Usually there are more than one methods of solving a given problem. Warning: Just reading the solutions can never replace your own struggle in solving a given problem. By just reading the solutions you may not be able to understand the mathematics of the problem deep enough and therefore, it will not help you to solve a new problem by yourself. Your comments and possible corrections are deeply appreciated. Behzad Massoumzadeh, Ph.D. Sjdalsgymnasiet; Paradistorget 4; 141 85; Huddinge; Sweden behzad.massoumzadeh@huddinge.se January 2011
Not for sale. 3/19
P.S. I would appreciate your comments greatly. Please inform me of any possible error as soon as possible so I correct it immediately! Behzad 1. Give the primitive functions F (x ) to f ( x ) = 10 x 2 + 100 Only an answer is required [2/0]
Suggested solution: Answer:
F (x ) =
10 3 x + 100 x + C 3
[1/0] [1/0]
f ( x ) = 10 x 2 + 100 F ( x ) =
10 2 +1 10 x + 100 x + C F ( x ) = x 3 + 100 x + C 2 +1 3
2.
The figure below shows a unit circle.
a.
Find sin v Only an answer is required Find sin (180 v ) Only an answer is required [2/0] [2/0]
b.
Suggested solution: a) Answer: sin v =
4 = 0.8 5 4 = 0.8 5
[1/0] [1/0]
b) Answer: sin (180 v ) = sin v =
Not for sale. 4/19
3.
The graph to the linear function f ( x ) is drawn in the figure. Find the primitive function to f (x ) [2/0]
Suggested solution: The y-intercept of the linear function f ( x ) is m = 3 , and the 3 slope of the function is k = . 2 3 Therefore f ( x ) = x 3 . 2 The primitive function of f ( x ) is:
F (x ) =
3 x 3x + C 2 2
/ 23 = 3 / 2
f (x )dx = F (2) F (0)

0
[1/0]
According to the figure
F (2) F (0) =
3 2 2 3 2 = 3 6 = 3 4 3 2 x 3x + C 4
[1/0]
f ( x ) dx =
Answer: F ( x ) =
4.
Calculate the integral
(4 x )dx
4 3 1 4 1
by using a primitive function.

3
[2/0]
[1/0]
Suggested solution: Answer:
(4 x )dx = 51.75
4
(
4 1
x 3+1 x4 14 44 = 4x = 4 4 4 1 4 x dx = 4 x 4 4 3 + 11 4 1
3
[1/0]
(4 x )dx = (16 64) 4 4 = 48 3.75 = 51.75

4 3
Not for sale. 5/19
5.
In the triangle ABC is AB = 36.4 cm , AC = 25.2 cm and the angle C = 120.0 . What is the length of side BC ? [3/0]
Suggested solution: Data: AB c = 36.4 cm , AC b = 25.2 cm , C = 120.0 ; BC a = ? We may use the sine rule to solve the problem:
a b c = = SinA SinB SinC
We may first calculate the angle B using the sine rule
b c , and = SinB SinC therefore the A . Then may either use the sine rule, or cosine rule to calculate the length of the side BC a .
(25.2) sin 120 0.600 B = sin 1 (0.600) b c b sin C = sin B = sin B = SinB SinC c 36.4
B 36.8 A = 180 36.8 120.0 23.16
First method: Now, we may use the cosine rule a 2 = b 2 + c 2 2 b c cos A to calculate the side BC a : [1/0]
a 2 = b2 + c 2 2 b c cos A a 2 = (25.2) + (36.4) 2 (25.2) (36.4) cos(23.16)

2 2
a 2 = (25.2) + (36.4) 2 (25.2) (36.4) cos(23.16) = 273.3

2 2
[1/0] [1/0]
Answer: BC a = 273.3 16.5 cm Second method: We may instead use the sine rule
a c to calculate the side BC a : = SinA SinC
a c sin A sin 23.16 sin 23.16 = a = c a = (36.4 ) a = (36.4) 16.5 cm SinA SinC sin C sin 120.0 sin 120.0
Answer: BC a = 273.3 16.5 cm
The function f ( x ) is defined by f ( x ) = x e x
[1/0]
6.
a) Find f ( x ) b) Solve the equation f ( x ) = 0 .

Suggested solution: Answer: f ( x ) = (1 + x ) e x ; x = 1
a) b)
[1/0]
[1/0]
f ( x ) = x e x f (x ) = 1 e x + x e x f ( x ) = (1 + x ) e x f ( x ) = 0 f ( x ) = (1 + x ) e x = 0 1 + x = 0 x = 1
[1/0] [1/0]
Not for sale. 6/19
Suggested solutions NPMaDHT2000 The graph to the function y = f ( x ) is reproduced in the figure below. a. Which of the graphs in figures A-D is the best representation of the derivative of the function ? Only an answer is required b. Motivate your answer. [1/0] [0/2]
7.
Suggested solution: Answer: Graph C. [1/0] The function f (x ) has a local maximum at x = 0 , therefore f (0) = 0 , and f (0) < 0 , which means that the slope of the graph of the derivative of the function, f ( x ) , must be negative at x = 0 . [0/1] These conditions rules out the
possibility that the figures B and D might be the answer to the problem. The alternative C must be the derivative of the function. We may chose a reasonable place on the graph where reading the values from the graph itself is reasonably free of the guess work. The slope of any given point on C corresponds to the value of f ( x ) . For example f (3.35) 2 in the figure C and not A. [0/1]
Not for sale. 7/19
Suggested solutions NPMaDHT2000 The graph to the three functions f (x ) , g ( x ) , and h(x ) are plotted in the accompanying figure. a. Calculate the value of the integral
8.
(g (x ) f (x ))dx
0
only an answer is required. b.
[1/0]
By using integrals write down an expression for the area of the shaded region in the figure. only an answer is required. [0/1]
a. (g (x ) f ( x )) dx is the area of the shaded

0
region in the figure. The value of the integral may be calculated using a simple geometry:
Area =
(9 3) 4 = 12
2
4
au
au
7
Answer:
(g (x ) f (x ))dx = 12
0 4 0
[1/0] [0/1]
Answer: Area = ( f ( x ) h(x )) dx + ( g ( x ) h( x )) dx au

4
Not for sale. 8/19
9.
Show that y = 3 e3 x + e x is a solution to the differential equation y 3 y = 4e x .
[1/1]
Suggested solutions:
y = 3 e3 x + e x y = 3 3 e3 x + ( 1)e x y = 9 e3 x e x
[1/0]
y by y = 9 e3 x e x in the equation below y 3 y = 9 e3 x e x 3 (3 e3 x + e x ) y 3 y = 9 e 3 x e x 9 e3 x 3 e x y 3 y = 4 e x

QED [0/1]
We may substitute y by y = 3 e3 x + e x and

a
10. In the equation
2x dx = 1 where a > 1 . 3 1 [2/0] [0/2]
a. Calculate a . b. The integral in the equation may be interpreted as an area. Draw a figure that represents this area.
Suggested solutions: a.
/ a 2 12 2 x2 2x 3 dx = 1 3 2 = 3 3 = 1 / 1 1
a
a2 1 a2 1 3 +1 4 =1 =1+ = = 3 3 3 3 3 3 a2 4 = a 2 = 4 a = 2 3 3
Answer: a = 2
2
[1/0] [1/0] Since
b.
2x 3 dx may be interpreted as the 1 area bounded by the curve of 2x , x-axis, and the function y = 3 the lines x = 1 , and x = 2 . The colored area in the figure above 2 2x is an interpretation of dx as 3 1 an area. [0/1]
2x dx = 1 , the area of the 3 1 region is necessarily 1. This may be independently verified. Using a simple geometry, the area of the trapezoid is:
2 4 6 + 2 Area = 3 3 = 3 = = 1 au 2 2 2
QED [0/1]
Not for sale. 9/19
Suggested solutions NPMaDHT2000 11. The angle is indicated in the figure. Calculate an exact value of cos v . [0/2]
3
2
Suggested solutions: We may first calculate the hypotenuse of the triangle, using Pythagoras theorem:
c = 22 + 32 = 4 + 9 = 13
cos(180 v ) =
2 2 13 = 13 13
[0/1]
cos = cos(180 v )
Answer:
cos =
2 13 13
[0/1]
12. Linus is moving along a 60 m long line. To be able to describe where Linus is on the line, the line has been graded from -30 to 30 as can be seen in the figure below: Linus starts at time t = 0 . His position x(t ) m on the line is determined by the time t s according to the equation
x(t ) = (t 2) (6 t ) .
2
a. Where on the line is Linus at the time t = 0 ? only an answer is required. [1/0] b. Find an expression for Linus velocity at the time t . [0/2] c. When Linus turns the velocity is zero. At what times does this happen? [1/0]
Suggested solutions: a.
x(t ) = (t 2 ) [2(6 t ) (t 2 )] v(t ) = x(t ) = (t 2 ) [12 2t t + 2]
30
20
10
10
20
30
[0/1] [0/1]
x(t ) = (t 2) (6 t )
2
x(0) = (0 2) (6 0) = 4 6 = 24
2
Answer: v(t ) = (t 2) [14 3t ] m / s c. v(t ) = 0 (t 2 ) [14 3t ] = 0 Answer: t = 2 s and t =
Answer: x(0 ) = 24 m
v(t ) = 0 (t 2 ) [14 3t ] = 0
[1/0]
b.
x(t ) = (t 2) (6 t )
2 2 x(t ) = 2(t 2) (6 t ) + (t 2 ) ( 1)
14 4.7 s 3
[1/0]
Not for sale. 10/19
13. It seems as if the x-axis is a tangent line to the curve y = sin ( x sin x ) at the origin (see the accompanying figure.) Find an expression for the derivative and use that to investigate if the x-axis really is a tangent line to the curve at the origin. [0/2] Improved version [0/2/M2, M3, M5]
y = sin ( x sin x )
y(x)
1,5 1,0 0,5 0,0 -0,5 -1,0 -1,5 -3,14
y = sin ( x sin x )
Lets make a change of variable:
dy y = sin z dz = cos z z x sin x dz = 1 cos x dx y = dy dy dz = = cos z (1 cos x ) dx dz dx

[0/1]
-1,57
0,00 x rad
1,57
3,14
y(0 ) = (1 cos(0 )) cos((0 ) sin (0 )) y(0 ) = (1 1) cos(0 0 ) y(0 ) = 0
y = (1 cos x ) cos( x sin x )
If the x-axis is a tangent to the curve of the function y = sin ( x sin x ) at the origin, then both the function and the tangent must have an identical gradient at the point, i.e. they must have identical y . Due to the fact that the slope of the x-axis is zero, we must show that y(0 ) = 0 share the point a
[0/1]
We must also check if the function passes through the origin, i.e. y (0 ) = 0
y (0 ) = sin (0 sin 0 ) = sin (0 0 ) = sin 0 = 0
Therefore, x-axis is a tangent to the curve of the function y = sin ( x sin x ) at the origin.
MVG-Quality:
M2: Analyses and interprets the results, concludes and evaluates if they are reasonable. M3: Carries out mathematical proof, or analyses mathematical reasoning. M5: The presentation is structured, and mathematical language is correct.
The student demonstrate the highest quality (MVG) in solving problem 13 through
Finds the derivative of the function and shows that y (0) = 0 y(0) = 0 Finds correctly the derivative of the function y = (1 cos x ) cos( x sin x ) The presentation is structured, and mathematical language is correct.
Not for sale. 11/19
14. Given that y = 1 2(sin x cos x ) , show that y = 2 sin 2 x 1

2
[0/2]
y = 1 2(sin x cos x )
y = 1 2 sin 2 x 2 sin cos x + cos 2 x

y = 1 2(1 sin 2 x )
In the solutions above, we used the following well accepted trigonometric relationships: [0/1] Trigonometric Unity: sin 2 x + cos 2 x = 1 Double angle relationship: sin 2 x = 2 sin cos x
y = 1 2 + 2 sin 2 x y = 2 sin 2 x 1
[0/1] QED
15. Some twenty kilometers east of Ystad, on the 42 m high ridge of Kseberga is a place called the Stones of Ale. The stone circle is 70 m long, 18 m wide and consists of 59 stones. The shape of the stone circle has for a long time made people believe that it was a stone ship from the Viking Age. More recent research indicates that it might be a cult centre from the Bronze Age. The placing of the stones (see the figure below) can be assumed to follow two opposite parabolas (= graphs to quadratic functions). Your task is to a. find a suitable function to one of the parabolas. [0/3]
Find the function of the other parabola, and plot your functions in a proper coordinate system. Analyze important aspects of the function. [0/3/]
b. calculate the area enclosed by the stones. [0/2]
Not for sale. 12/19

Suggested solutions: a. The equation of the upper parabola may be given as:
y = A ( x + 9 )( x 9 )
the information regarding the yintercept of the parabola, i.e.: (0, 35 m ) : [0/1]
35 = A (0 + 9)(0 9 ) = 81 A A =
where A may be determined using Answer: y =
35 81
35 ( x + 9)( x 9 ) m [0/1] 81
Please note the scale; otherwise, it could be misleading.

42 35 28 21 14 7 0 -7 -14 -21 -28 -35 -42 -1 -9 -8 -7 -6 -5 -4 -3 -2 -1 0 0 1 2 3
y= 35 (x + 9 )(x 9 ) m 81
Similarly, the equation of the lower parabola may be written as Answer: y =
35 ( x + 9)( x 9 ) m 81
These functions may be plotted in a proper Cartesian-coordinates. [0/1]
y=
35 ( x + 9)(x 9) m 81
9 10
b. The area enclosed by the stones may be calculated using integration:

70 35 Area = 2 (x + 9 )( x 9 ) dx Area = (x 2 81)dx 81 81 9 9
9 9
[0/1]
70 x 2 +1 70 x3 Area = 81x Area = 81x 81 2 + 1 81 3 9 9

3 ( 9 )3 70 (9) 81 ( 9) 81 (9) Area = 3 81 3
Area =
70 ( 486 486) = 840 m 2 81
Answer: Area = 840 m 2
[0/1]
MVG-Quality:
M2: Analyses and interprets the results, concludes and evaluates if they are reasonable. M3: Carries out mathematical proof, or analyses mathematical reasoning.
Finds the equation of parabola based on information regarding the yintercept and x-intercept of the function. Finds correctly the equation of the parabola, y =
35 ( x + 9)( x 9 ) m and 81
plots it in a proper coordinate system

M5: The presentation is structured, and mathematical language is correct.
The presentation is structured, and mathematical language is correct.
Not for sale. 13/19
When assessing your work your teacher will consider the following:
how close to a general solution you are how well you present your work how well you justify your conclusions
16. In this problem, your task is to investigate how large the area of the triangle ABC can be. The first two points in this problem can be used as support for the investigation. You may choose whether you want to do the general investigation (the third point) at once or if you want to solve the problem step by step using all three points in sequence. [4/5/] In the triangle ABC side AB is 3.00 cm long and side AC is twice as long as side BC.
Choose a value of the length of side
BC and calculate the area of the

triangle ABC by first calculating the angle C.
Find a value for the length of side BC that gives an area of the triangle larger than the one you calculated in the previous point.
Investigate how large the area of the triangle ABC can be.
Suggested solutions: Data: a x , b 2 x , c 3.00 cm First method (Generalization) We may rename the sides as above.
A
c = 3.00 cm
b = 2x
a=x
We may combine the area rule, Area =
ca sin B , and the cosine rule, 2
b 2 = c 2 + a 2 2 c a cos B , to express the area of the triangle as a function of x ,

where a x , and b 2 x . The basic requirement for the formation of any triangle in this problem is 1.00 cm < x < 3.00 cm , otherwise, no triangle may be formed having sides a x , b 2 x , c 3.00 cm .
Not for sale. 14/19
b 2 = c 2 + a 2 2 c a cos B
(2 x) = (3.00)
2
+ x 2 (3.00) x cos B
2
y=
3 10 x 2 9 x 4 4
1 2
1 < x < 3 cm
4 x 2 = 9 + x 2 6 x cos B 6 x cos B = 9 + x 4 x = 9 3 x
2 2 2
We may study the area of the study, by investigation of its local maximum points.
cos B =
9 3 x 3 3 x / = 6 x 2 3 x /
2
3 x2 cos B = x > 1.00 cm 2 x

Use Trigonometric Identity:
dz 2 4 3 z 10 x 9 x dx = 20 x 4 x 1 1 y = 3 z 2 dy = 3 1 z 2 = 3 4 dz 4 2 8 z
sin + cos = 1
2 2
y =
dy dy dz 3 = = 4x 5 x2 dx dz dx 8 z
sin 2 B = 1 cos2 B sin B = 1 cos2 B
y =
3 x 5 x2 2 z
)
)
2
3 x2 sin B = 1 2 x
sin B = 1
sin B =
x = 0 y = 0 x 5 x 2 = 0 x = 5
9 6x2 + x4 4 x2
ymax
3 = 10 4
( 5) 9 ( )
2 5 = 3.00 cm2 4
4 x2 9 + 6x2 x4 4 x2
Answer: The triangle has a local maximum of ymax = 3.00 cm2 at
sin B =
Area =
10 x 2 9 x 4 4 x2
ca sin B 3x sin B Area y = 2 2
x = 5 m.
We may use, x y y sign-table and graph the area of the triangle to further investigate and to confirm the conclusions above
3x 10 x 2 9 x 4 Area y = / 2 2 x /
where 1.00 cm < x < 3.00 cm
x 2 cm
5 cm
2,5 cm
3,5 3,0 2,5
y=
3 10 x 2 9 x 4 4
1 2
y =
y
3 x 5 x2 2 z
Area cm2
2,0 1,5 1,0 0,5 0,0 0,00
max
0,50
1,00
1,50 x cm
2,00
2,50
3,00
3,50
Not for sale. 15/19

Second method: step-by-step method
Similarly if we try with
a = 2.25 cm , b = 5.00 cm , c = 3.00 cm
Step 1
Lets a = 2.00 cm , b = 4.00 cm , c = 3.00 cm
the area of the triangle is
b 2 = c 2 + a 2 2 c a cos B 42 = 32 + 22 2 3 2 cos B
Area 2.9996 cm2 3.00 cm2

We may try few more numbers, tabulate and plot their results: a (cm) 1,00 1,25 1,50 1,75 2,00 2,24 2,25 2,50 2,75 3,00
3,5 3,0 2,5 Area cm2 2,0 1,5 1,0
16 = 9 + 4 12 cos B = 13 12 cos B
cos B = 13 16 3 1 = = 12 12 4
Trigonometric Identity: sin 2 + cos2 = 1
sin 2 B = 1 cos2 B sin B = 1 cos2 B
1 16 1 15 1 sin B = 1 = 1 = = 16 16 4 4
Area = Area
/ ca sin B 3 2 15 cm2 Area = / 2 2 4 3 15 cm2 2.90 cm2 4

Step 2
area (cm2) 0,00 1,53 2,18 2,62 2,90 3,00 3,00 2,85 2,30 0,00
Lets a = 2.50 cm , b = 5.00 cm , c = 3.00 cm
b = c + a 2 c a cos B
2 2 2
0,5 0,0 0,00
52 = 32 + (2.5) 2 3 (2.5) cos B

2
0,50
1,00
1,50 x cm
2,00
2,50
3,00
3,50
25 = 9 + 6.25 15 cos B = 15.25 15 cos B

15.25 25 9.75 cos B = = 15 15 sin 2 B = 1 cos2 B sin B = 1 cos2 B
The results are similar to the generalized case, i.e.: Answer: The triangle has a local maximum of ymax = 3.00 cm2 at
152 (9.75) 9.75 sin B = 1 = 152 15

2
x = 5 m.
Area = Area
ca sin B 3 (2.5) 130 cm2 Area = 2 2 15 129.9375 cm2 = 2.85 cm2 4
Not for sale. 16/19
Assessment aims at
Quality Level Lower Higher
Total score
Choice of the method and its implementation In which level the student can interpret a problem situation and can solve different types of problem. How complete and how well the student uses different methods and procedures that are suitable to solve the problem.
The student calculates the area of a triangle
The student calculates the area of two triangle
The student finds a general function for the area of a triangle ABC , where c
ABC
ABC
for a chosen lengths of sides
for two different selected lengths of sides and
3.00 cm a x , b 2x ,
AB
and
BC .
AB
BC .
3G
and finds the maximum value of the area of the triangle ABC . 3G and 1-2VG
1-2G
3/2
Mathematical reasoning The degree of the quality of evaluation, analysis, reflection, proof and other forms of mathematical reasoning.
The student using at the results of at least three different studies, i.e. different sides,
The student introduces proper variables, and graphs. begins a general strategy for solving the problem generally.
x , draws a
conclusion regarding the maximum area of the triangle. 1 VG
2G The solution is well structured, complete, clear, easy to follow and understand. The mathematical language must be correct and proper. 1G and 1VG
2/0
Mathematical language and the quality and clarity of the presentation of the solution: How clear, distinct and complete the students solution and presentation is, and how well the student uses mathematical terms, symbols, and conventions.
It is possible to follow the solution is easy to understand and follow. The mathematical language is acceptable.
1G
1/1 3/3
Total sum
Not for sale. 17/19
MVG-Quality:
M1:Formulates and develops the problem, uses general methods with problem solving. M2: Analyses and interprets the results, concludes and evaluates if they are reasonable.
Formulates and develops the problem, uses general methods with problem solving. Using generalised method, finds the an equation for the area of a general triangle of sides c 3.00 cm a x , b 2 x , solves y = 0 , and finds using x y y table, the student correctly finds the local maximum point of area function. Finds analytical a correct function for the area of the triangle:
M3: Carries out mathematical proof, or analyses mathematical reasoning.
3 y = 10 x 2 9 x 4 4
1 2
1 < x < 3 cm
Differentiates the function, and solves correctly y =

M4: Evaluates and compares different methods and mathematical models.
3 x 5 x2 =0 2 z
The student compares the generalized-algebraic solution, with graphical method obtained from a few selected sets of length of the sides. The presentation is structured, and mathematical language is correct.
M5: The presentation is structured, and mathematical language is correct.
Students name
Problem marked
Other problems
MVG- quality M1 Formulates and develops the problem, uses

general methods with problem solving.
10
11
15b
17
M2 Analyses and interprets the results,

concludes and evaluates if they are reasonable.
Skolverket behzad.massoumzadeh@huddinge.se Free to use for educational purposes. Not for sale. 18/19
M3 Carries out mathematical proof, or analyses

mathematical reasoning.
M4 Evaluates and compares different methods

and mathematical models.
M5 The presentation is structured, and

mathematical language is correct.
Not for sale. 19/19

Suggested Solutions NPMaDHT2000

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NATIONAL TEST IN MATHEMATICS COURSE D

Ume University Department of Educational Measurement Skolverket

(National Agency for Education)