Solutions to Summative Assessment 4 from the accompanying textbook NCV 2 Mathematical Literacy Hands-On Training published by Future Managers Pty Ltd (www.futuremanagers.net)

1. Mathematical Literacy 2
Module 4
Answers to Assessment Questions
Mathematical Literacy Future Managers 1

2. Self Assessment
1. From the life expectancy table, work out the proportion and %
of deaths and different ages. Number of deaths at various ages
out of 100 000 males born alive:
Age interval No of deaths Proportion Percentage
0-1 1 527 1 527: 100 000 1.53%
1-10 495 495: 100 000 0,495%
10-20 927 927: 100 000 0,927%
20-30 1 901 1 901: 100 000 1,90%
30-40 2 105 2 105: 100 000 2,11%
40-50 4 502 4 502: 100 000 4,50%
50-60 10 330 10 330: 100 000 10,33%
60-70 19 954 19 954: 100 000 19,95%
70-80 28 548 28 538: 100 000 28,54%
80+ 29 721 29 721: 100 000 29,72%
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3. 1. Interpret the following representations of data. The
following annual vehicle export statistics summarise
the industry’s past and projected sales performance
a. Calculate the totals for each column
2000 2001 2002 2003 2004 2005 2006 2007
Cars 58204 97559 113025 114909 101445 113899 119171 110000
LC 9148 10229 11699 11283 9360 25589 60149 75000
MC 679 582 582 469 448 424 539 650
Total 68031 108370 125306 126661 111253 139902 179859 185650
h. Draw a bar graph for the totals
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4. Vehicle Export Statistics
200000
180000
160000
140000
Vehicles Sold
120000
100000
80000
60000
40000
20000
0
2000 2001 2002 2003 2004 2005 2006 2007
Year
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5. a. Is a table or a bar graph and easier way to give
the information to a person?
A bar graph is easier
c. Explain your choice
The bar graph gives a picture of the
information, making it easier to interpret
f. Can all of the information in the table be
presented in one bar graph?
Yes
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6. Cars
Vehicle Exports
Light Commercial
Med & Heavy Com
Total
200000
180000
160000
140000
Vehicles sold
120000
100000
80000
60000
40000
20000
0
2000 2001 2002 2003 2004 2005 2006 2007
Year
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7. Summative Assessment
1.Complete the following tables after studying the
problem and writing a formula for it:
a. A ticket on Metrorail costs 80c per ticket
plus 40c per kilometre.
Formula:______________
y = 0.4x+ 0.8
x 3 6 9 12
y R2 R3,20 R4,40 R5,60
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8. • Complete the following tables after studying the
problem and writing a formula for it:
b. A long distance bus company charges R1,50
per kilometre plus a fixed amount of R50,00
per ticket.
Formula:______________
y = 1.5x+ 50
x 185 200 750 1 500
y R327.50 R350 R1 175 R2 300
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9. Metrorail ticket costs
12 2. How much will it cost
to travel 15km?
10
8
Cost (R)
6
4
2 15km =
R6,80
0
0 5 10 15 20 25 30
Distance (km)
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10. 1. The table presents data on motor vehicle theft as well
as common assault cases in RSA from 1994 to 2004
Year 94/95 96/97 98/99
Cases of vehicle theft 105 867 97 332 107 448
Cases of assault 200 248 203 023 203 678
Year 99/00 01/02 03 /04
Cases of vehicle theft 103 041 96 869 88 144
Cases of assault 23 2024 261 866 280 942
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11. a. Write the information on motor vehicle theft in
a paragraph
In 94/95 there were 105 867 cases of vehicle
theft. In 96/97, there were 97 332 cases; in
98/99 there were 107 448 cases; in 99/00
there were 103 041 cases; in 01/ 02 there
were 96 839 cases and in 03/ 04 there were
88 144 cases.
h. Draw a bar char of the information
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12. Motor vehicle theft
120000
100000
80000
60000
40000
20000
0
94/95 96/97 98/99 99/00 01/02 03/04
Year
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13. a. Which method, i.e. words, table or bar chart
gives the best picture of the information?
Bar chart, as it graphically shows the trends
d. Describe the trends in your own words.
Motor vehicle theft remained fairly constant
until 200 when it started declining.
Common assault has shown a rapid increase
of cases since 2000.
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14. 1. Complete the following tables according to the
given formula’s or written instructions.
– y = 5x+ 7
x 1 2 3 4 5 6 7 8 9
y 12 17 22 27 32 37 42 47 52
Take in input, multiply it by 5 and add 7
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15. 1. Complete the following tables according to the
given formula’s or written instructions.
– y = 5x- 2
x 1 2 3 4 5 6 7 8 9
y 3 8 13 18 23 28 33 38 43
Take in input, multiply it by 5 and subtract 7
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16. 5.Answer the questions on the graphs comparing
electricity usage in the Western Cape before and
after saving had been introduced by consumers.
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17. a. At which times are the two peaks in electricity
displayed?
6:00-7:30 AM
5:45-730 PM
e. Why could the second peak be slightly higher
than the first peak?
More people are using their TVs and
cooking supper.
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18. a. Why could savings measures have been more
successful at the first of these two peaks?
The first peak, is probably main as a result of
geysers re-heating after showers. By controlling
the geysers, you can cut that peak.
e. Why do you think consumers could decrease
usage so much after 22h00?
Again, the only household item that is using
up much power is the geyser. These can be
switched off.
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19. a. Why did Eskom insert the three arrows that
point downwards?
To show that the target area of saving must be in
the evenings
e. What omission has Eskom made in the
sketching of this graph?
It hasn’t labelled the y-axis
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20. a. Is any information given about the sample size
used to draw the graphs?
No
e. How was the information grouped
It was grouped according to power
consumption before the savings and power
consumption after the savings
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21. a. How do you think that such information could
be collected?
By analysing the usage on the national grid
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