FORM 4 MATHEMATICS MODULE 5

Julian Cho Technical High School

Student Module 5
School Year: 2020 – 2021

SUBJECT MATHEMATICS

LEVEL FOURTH FORM

STUDENT NAME

CLASS

TEACHER

SUBMISSION DATE May 2, 2021

School Phone Numbers: 630-4159 & 671-4159

Develop a passion for learning. If you do, you will never cease to grow.
Anthony J. D’Angelo

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 FORM 4 MATHEMATICS MODULE 5

Julian Cho Technical High School Student Module

School Year: 2020 – 2021

Cover Page

Subject: Mathematics

Form: Fourth

Teacher Expectations:
You are to:

 Write (using a pen) your name clearly and indicate your class name.
 Keep the workbook neat and clean.
 Complete the practice exercises and submit all graded assessments only.
 Solve problems using a pencil. All working must be shown in steps.
 Do your work independently.
 Ask parents to assist/guide your progress and ensure that the module is
completed.
Topics:

1. Distance and Velocity – Time Graphs

2. Factorizing perfect squares and factorizing difference of two squares
3. CSEC Mathematics paper 01 and paper 02.

NOTE: ONLY Assessments and Sheets marked GRADED or TO BE RETURNED should

be submitted IN YOUR FOLDER to the person in charged in your community.

DROP OFF/SUBMISSION DATE for Assessments/Graded Materials for subjects in this

Distribution is: May 2, 2021 (Except Punta Gorda Town). Also, Pick up of Next
set of work will be on the same day, May 2, 2021.

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 FORM 4 MATHEMATICS MODULE 5

1. Lesson 1

2. Topic: Relations, Functions & Graphs 2

3. Sub-topic/s: Distance and Velocity – Time Graphs

4. Rationale: By focusing on distance velocity time graphs, you will increase your ability to
interpret graphs and refresh your math skills.

5. Objectives: Through the use of handouts and practices, you will be able to:

1. Find the time periods of maximum velocity, zero velocity and positive or negative
velocity from a velocity –time graph.
2. Find the distance travelled by a particle using its velocity-time graphs.
3. Calculate the displacement of a particle by finding the area under its velocity-time
graphs.

6. Activities:

1. Read the handout on Distance and Velocity – Time Graphs.

2. Highlight or underline with a pen, important information in the handout
3. Complete the practice exercise on the handout itself.
4. Complete the worksheet on Distance and Velocity – Time Graphs.

7. Resources:

Calculator, pencil, eraser, graph sheet, 12 inch ruler, Raymond Toolsie Textbook
Volume 2, Interactive Approach to Mathematics, Volume 4
https://www.distance.com/time/graphs

8. Glossary of important terms

Speed - Speed is a measure of how fast something is travelling. It is the distance travelled

in unit time. Speed is measured in m/s or km/h.

Velocity - The only difference between velocity and speed is that velocity has a direction.

Displacement is the distance moved in a straight line, or a given direction from the
starting point.

Distance – is a numerical measurement of how far apart objects or points are.

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 FORM 4 MATHEMATICS MODULE 5

9. Information Sheet: Handout

Distance Time and Velocity Time Graphs

A velocity-time graph (or speed-time graph) is a way of visually expressing a journey.

Distance time graphs are so called because of the simple fact that the distance an object is
plotted against the time it takes to complete the journey.

Velocity graphs are similar in that the velocity/speed of an object is plotted against the time it
takes to complete the journey.

When attempting to solve problems involving distance time graphs care should be taken
with the following:

1. Pay attention to the scales used on the x and y axes and the units used
2. Read the question carefully
3. Note that while distance time and velocity time graphs may have the same
shape the meaning given to the each line is different.

Deceleration and acceleration are vector quantities and are opposite to each other.

Acceleration is given a positive value and deceleration a negative value.

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 FORM 4 MATHEMATICS MODULE 5

Study the diagrams below and note the differences in both types of graphs

The Distance time Graph

The Velocity time graph

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 FORM 4 MATHEMATICS MODULE 5

10. Example/s with answers.

Example 1 - Using Distance time Graphs

Practice Question 1: Consider the graph below

The graph shows the movement of a car from point A to point D, D is 500m from A. Note that
there are two slant lines AB and CD. The slant lines indicate that the car is moving. The Flat line
BC indicates that the car has stopped or is at rest.
Discussion questions:

1. Calculate the speed of the car during the first 10 seconds

2. For how long did the car stop?
3. What is the speed of the car on its journey from C to D?
4. On which part of the journey did the car travel faster?
5. What is the average speed of the car for the whole journey?
6. What is the average speed of the car for the time it was moving?

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FORM 4 MATHEMATICS MODULE 5

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 FORM 4 MATHEMATICS MODULE 5

Example 2.
Velocity time graphs
Describing a graph 

One Skill you will need learn is describing a velocity time graph. 

Example: The speed-time graph shows a 50-second car journey. Describe the 50 second

journey. 

Step 1: Split the graph up into distinct sections, these can be seen in the image as A, B, C and D.

Step 2: In detail describe each part of the journey, ensuring to use numerical values throughout. 

Section A – The car accelerated from 00 to 15 m/s over the first 10 seconds (because the line is

straight, the acceleration is constant).

Section B – The line is flat, meaning the car’s speed did not change speed for 10 seconds –
meaning it was moving at a constant speed.

Section C – The car accelerated up to 25 m/s over the next 10 seconds,

Section D – Finally the car spent the last 20 seconds decelerating back down to 00 m/s.

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 FORM 4 MATHEMATICS MODULE 5

Example 3
Practice Question: Consider the graph below: Notice that the y axis says velocity.

The graph below shows how the speed of an athlete varies during a race.

Discussion questions

1. Calculate the acceleration of the athlete during the first 4 seconds

2. What was the athlete doing during between the 4th and 14th second?
3. Calculate the deceleration of in the final stage of the race
4. How far has the athlete moved in the first 4 seconds?
5. What is the total distance travelled by the athlete?

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 FORM 4 MATHEMATICS MODULE 5

We will therefore find the area of the triangle formed which gives
8 ×4
=16 m
2

So the athlete travelled 16 meters in the first 4 seconds

We find the area of the trapezium

1
A= ( a+b ) h
2
1
A= (16 +11 ) 8
2

A=108 m

11. Practice Activities

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 FORM 4 MATHEMATICS MODULE 5

Activity #1:

Activity #2:

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 FORM 4 MATHEMATICS MODULE 5

Practice Activity #1: Solutions

How far away is the post office? Ans: 700 meters

How long did the journey take from home to the post office? Ans: 5 minutes

How long did the cyclist wait at the post office? Ans: 1 minute

What do you think might be 300 meters away from the home? Why?
Ans: Perhaps a traffic light because the cyclist waited for one minute.

If the cyclist left at 10:35AM what time would they get back home?
Ans: 10:45AM

Practice Activity #2: Solutions

We find the area of the trapezium

1
A= ( a+b ) h
2
1
A= ( 40+50 ) 20
2
A=900 m

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 FORM 4 MATHEMATICS MODULE 5

12. Summary:

13. Assessment/s: Classwork

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 FORM 4 MATHEMATICS MODULE 5

Fourth Form Mathematics Classwork

Name: _________________ Class: ______________

Date: ___________________

TO BE COMPLETED AND RETURNED TO YOUR TEACHER

Show all necessary steps to earn full marks. (25 marks each)

Solve on folder sheet and label correctly.

QUESTION TWO:

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 FORM 4 MATHEMATICS MODULE 5

1. Lesson 2
2. Topic: Algebra
3. Sub-topic/s: – Factorizing perfect squares and factorizing difference of two squares

4. Rationale:

As a student learning mathematics, you will be able to apply the concept of factoring
whether you are doing a currency exchange, dividing something into equal pieces,
comparing prices, understanding time and making calculations during travel. Acquiring
these mathematical skills and knowledge in mathematics, will allow you to make quick
and sound calculations in simple everyday applications.

5. Objectives: Through the use of handouts and practices, you will be able to:

(A) Factorize perfect squares and factorize difference of two squares.

(B) Recognize and define terms such as trinomial, binomial, perfect squares and
difference of two squares.
(C) Appreciate the concept of factorization in real life.

6. Activities:

1. Read the hand-out on factorizing perfect squares and factorizing the difference of two
squares.
2. Highlight or underline with a pen, important information in the hand-out.
3. Complete the practice exercise on the hand-out itself.
4. Complete all graded worksheets on factorizing perfect squares and factorizing the
difference of two squares.

7. Resources:
Calculator, pencil, eraser, Raymond Toolsie Textbook Volume 2, Interactive Approach to
Mathematics Volume 4

8. Glossary of important terms

Trinomial – is an algebraic expression composed of three terms that are connected by

addition or subtraction.

A binomial is an expression composed of two terms.

A Perfect square trinomial can be defined as an expression that is obtained by squaring

a binomial.

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 FORM 4 MATHEMATICS MODULE 5

Difference of square formula – is an algebraic form of equation that is used to express

the differences between two square values.

9. Information Sheet: Handout/s

What is a Perfect Square Trinomial?

The ability to recognize special cases of polynomials that can be easily factored is a

fundamental skill for solving any algebraic expressions that involve polynomials.

One of these “easy to factor” polynomials is the perfect square trinomial. We can recall
that a trinomial is an algebraic expression composed of three terms that are connected by
addition or subtraction.

Similarly, a binomial is an expression composed of two terms. Therefore, a perfect

square trinomial can be defined as an expression that is obtained by squaring a binomial

Learning how to recognize a perfect square trinomial is the first step to factoring it.

The following are the tips on how to recognize a perfect square trinomial:

 Check whether the first and last terms of the trinomial are perfect squares
 Multiply the roots of the first and third terms together.
 Compare to the middle terms with the result in step two
 If the first and last terms are perfect squares, and the coefficient of the middle term is
twice the product of the square roots of the first and last terms, then, the expression is
a perfect square trinomial.

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 FORM 4 MATHEMATICS MODULE 5

How to Factor a Perfect Square?

Once you have identified a perfect square trinomial, factoring it is quite a straightforward
process.

Let’s take a look at the steps for factoring a perfect square trinomial.

 Identify the squared numbers in the first and third terms of the trinomial
 Examine the middle term if it has either positive or negative. If the middle term of the
trinomial is positive or negative, then the factors will have a plus and minus sign
respectively.
 Write out your terms by applying the following identities:

(i) a2 + 2ab + b2 = (a + b)2 = (a + b) (a + b)

(ii) a2 – 2ab + b2 = (a – b)2 = (a – b) (a – b)

Difference of Squares Formula:

The difference of square formula is an algebraic form of equation that is used to express
the differences between two square values. A difference of square is expressed in the
form:

a2 – b2; where both the first and last term are perfect squares. Factoring the difference of
the two squares, gives;

a2 – b2 = (a + b) (a – b)

This is true because, (a + b) (a – b) = a2 – ab + ab – b2 = a2 – b2

How to Factor Difference of Squares?

In this section, you will learn how to factorize algebraic expressions using the difference
of square formula. To factor a difference of squares, the following steps are undertaken:

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 FORM 4 MATHEMATICS MODULE 5

 Check if the terms have the greatest common factor (GCF) and factor it out.
Remember to include the GCF in your final answer
 Determine the numbers that will produce the same results and apply the formula:
a2– b2 = (a + b) (a – b) or (a – b) (a + b)

 Check whether the remaining terms can be factored any further.

10. Example/s with answers.

Factorizing as a Perfect Square:

Example 1 - Factor x2+ 6x + 9

Solution
We can rewrite the expression x2 + 6x + 9 in the form a2 + 2ab + b2 as;
x2+ 6x + 9 ⟹ (x)2 + 2 (x) (3) + (3)2
Applying the formula of a2 + 2ab + b2 = (a + b)2 to the expression gives;
= (x + 3)2
= (x + 3) (x + 3)

Example 2 - Factor x2 + 8x + 16

Solution
Write the expression x2 + 8x + 16 as a2 + 2ab + b2
x2 + 8x + 16 ⟹ (x)2 + 2 (x) (4) + (4)2
Now we will apply the perfect square trinomial formula;
= (x + 4)2
= (x + 4) (x + 4)

Example 3 - Factor 4a2 – 4ab + b2

Solution
4a2 – 4ab + b2 ⟹ (2a)2 – 2 (2a) (b) + (b)2
= (2a – b)2
= (2a – b) (2a – b)

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 FORM 4 MATHEMATICS MODULE 5

Example 4 - Factor 25y2 – 10y + 1

Solution
25y2 – 10y + 1⟹ (5y)2 – 2 (5y) (1) + (1)2
= (5y – 1)2
= (5y– 1) (5y – 1)

Factorizing as the Difference of Two Squares:

Example 1 - Factor 64 – x2
Solution
Since we know the square of 8 is 64, then we can rewrite the expression as;
64 – x2 = (8)2 – (x)2
Now, apply the formula a2 – b2 = (a + b) (a – b) to factorize expression;
(8)2 – (x)2 = (8 + x) (8 – x).
Therefore 64 – x2 = (8 + x) (8 – x).

Example 2 - Factorize x 2 −16

Solution
Since x2−16 = (x) 2− (4)2, therefore apply the difference square formula
a2 – b2 = (a + b) (a – b), where a and b in this case are x and 4 respectively.
Then (x)2 – (4)2 = (x + 4) (x – 4)
Hence x 2 −16 = (x + 4) (x – 4)

Example 3 - Factor 4x2– 25

Solution
Since 4x2– 25= (2x) 2− (5)2, therefore apply the difference square formula
a2 – b2 = (a + b) (a – b), where a and b in this case are 2x and 5 respectively.
Then (2x) 2− (5)2 = (2x + 5) (2x – 5)
Therefore 4x2– 25= (2x + 5) (2x – 5)

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11. Practice Activity #1:

Factorize the following perfect square trinomials:

1. x2 + 12x + 36
2. 9a2 – 6a + 1
3. x2 + 4x + 4
4. x2+ 2x + 1
5. x2+ 10x + 25
6. 16x2– 48x + 36
7. 4x2– 20x + 25

Practice Activity #2:

Factorize the following algebraic expressions: Difference of Two Squares

1. y2– 1
2. x2– 81
3. 4x2 – 81
4. 1 – 4z2

Solution for Practice Activity 1:

1. x2 + 12x + 36 = ¿(x + 6) (x + 6)

2. 9a2 – 6a + 1¿(3 a)2 −2 ( 3 a )( 1 ) + ( 1 )2=¿ ( 3 a−1 )2 = (3a – 1) (3a – 1)
3. x2 + 4x + 4¿( x )2+ 2 ( 2 ) ( x )+ (2 )2 =( x+2 )2 = (x + 2) (x + 2)
4. x2+ 2x + 1¿( x )2+ 2 ( 1 ) ( x )+ ( 1 )2= ( x +1 )2 = (x + 1) (x + 1)
5. x2+ 10x + 25¿( x )2+ 2 ( 5 ) ( x )+ ( 5 )2=¿ ( x +5 )2 = (x + 5) (x + 5)
6. 16x2– 48x + 36¿( 4 x )2 −2 ( 6 )( 4 x )+ ( 6 )2=¿ ( 4 x−6 )2 = (4x– 6) (4x – 6)
7. 4x2– 20x + 25¿( 2 x)2 −2 ( 5 )( 2 x ) + ( 5 )2 =¿ ( 2 x−5 )2 = (2x – 5) (2x – 5)

Solution for Practice Activity 1:

1. y2– 1= ( y )2−( 1 )2=( y−1)( y +1)

2. x2– 81 = ( x )2−( 9 )2=(x−9)( x +9)
3. 4x2 – 81 = ( 2 x )2 −( 9 )2=(2 x−9)(2 x +9)
4. 1 – 4z2 = ( 1 )2−( 2 z )2=(1−2 z )(1+ 2 z )

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 FORM 4 MATHEMATICS MODULE 5

12. Summary:

Factoring Difference of Two Squares:

Here are the steps required for factoring a difference of squares:

Step 1: Decide if the four terms have anything in common, called the greatest common
factor or GCF. If so, factor out the GCF. Do not forget to include the GCF as part
of your final answer.
Step 2: Every difference of squares problem can be factored as follows:
a2 – b2 = (a + b)(a – b) or (a – b)(a + b). So, all you need to do to factor these types
of problems is to determine what numbers squares will produce the desired
results.
Step 3: Determine if the remaining factors can be factored any further.

Factoring Perfect Square Trinomials:

When factoring perfect square trinomials, you can memorize the formulas shown below.

  x2 + 2xy + y2 = (x + y)2

x2 – 2xy + y2 = (x – y)2

13. Assessment/s: Assignment and Quiz

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 FORM 4 MATHEMATICS MODULE 5

Fourth Form Mathematics Assignment #1

Name: ________________________________

Class: _______________________

Date: ___________________________

THIS PAPER SHOULD BE RETURNED TO THE TEACHER.

Problem Solving TOTAL Points: 20

Instructions: All working must be clearly shown.

Factorizing as a Perfect Square:

1. x 2+ 12 x +36 (4 points)

2. 36 x 2+ 84 x+ 49 (4 points)

3. 36+ 84 x+ 49 x2 (4 points)

Factorizing as the Difference of Two Squares:

1. 144 x 2−49 (4 points)

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 FORM 4 MATHEMATICS MODULE 5

2. x 2−100 (4 points)

Fourth Form Mathematics Quiz #1

Name: ________________________________

Class: _______________________

Date: ___________________________

THIS PAPER SHOULD BE RETURNED TO THE TEACHER.

Section One: Multiple Choice (1 point each) TOTAL points: 25

Instruction: Shade the letter of the answer of your choice.

1. x 2+ 24 x+ 144=¿
(A) ( x−12 )2
(B) ( x +12 )2
(C) not a perfect square
(D) ( x +12 )( x−12 )

2. b 2−12b +36=¿
(A) not a perfect square
(B) ( b+ 6 )2
(C) ( b−6 )2
(D) ( b+ 6 ) ( b−6 )

3. x 2−4 xy+ 4 y 2=¿

(A) ( x−2 y )( x+2 y )
(B) ( x +2 y )2
(C) ( x−2 y )2
(D) not a perfect square

4. x 2−12 x+144=¿
(A) ( x +12 )2
(B) ( x +12)(x −12)
(C) ( x−12 )2
(D) not a perfect square

5. 64 x 2 +48 x +9=¿
(A) ( 8 x +3 )2
(B) (8 x +3)(8 x−3)

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 FORM 4 MATHEMATICS MODULE 5

(C) ( 8 x−3 )2
(D) not a perfect square

THIS PAPER SHOULD BE RETURNED TO THE TEACHER.

Section Two: Problem solving
Instruction: All working must be clearly shown. (4 points each)

6. Factorize 64 m2−49 n2

7. Factorize 36 x 2−81

8. Factorize 1−169 x 2

9. Factorize x 2−10 x+ 25

10. Factorize 25 a2 −40 ab+16 b 2

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FORM 4 MATHEMATICS MODULE 5

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 FORM 4 MATHEMATICS MODULE 5

1. Lesson 3
2. Topic: CSEC Mathematics
3. Sub-topic/s: – CSEC Mathematics Past Paper 1 & 2

4. Rationale:
The CSEC Mathematics paper 1 and paper 2 will address your personal development and
educational needs by encapsulating a variety of skills integral to everyday life and
prerequisites for entering environments of work and academia. These skills include
critical and creative thinking, problem solving, logical reasoning, modelling ability, team
work, decision making, research techniques, information communication and
technological competencies for your life-long learning.

5. Objectives: Through the use of handouts and practices, you will be able to:

(A) Solve CSEC MATHEMATICS mock exam paper 01 and 02.

(B) Appreciate the mathematical concepts used in the CSEC Mathematics exam.

6. Activities:

a. Read CSEC MATHEMATICS components and topics.

b. Read and review topic from mathematics textbook volume1 and volume 2.
c. Highlight or underline with a pen, important information in the hand-out and
textbook.
d. Complete the practice multiple choice question and structured question on the
hand-out itself.
e. Complete all graded assessment MATHEMATICS – Paper 01 and MATHEMATICS
– Paper 02

7. Resources:
Calculator, pencil, eraser, Raymond Toolsie Textbook Volume 2, Interactive Approach to
Mathematics Volume 4

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 FORM 4 MATHEMATICS MODULE 5

8. Symbols used on the examination papers.

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FORM 4 MATHEMATICS MODULE 5

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 FORM 4 MATHEMATICS MODULE 5

9. Glossary of important terms

WORD DEFINITION NOTES

Analyze examine in detail

Apply use knowledge/principles to solve Make inferences/conclusions.
problems
Calculate arrive at the solution to a numerical Steps should be shown; units must
problem be included.
Classify divide into groups according to
observable characteristics
Compare state similarities and differences
Construct use a specific format to make and/or Such representations should
draw a graph, histogram, pie chart or other normally bear a title, appropriate
representation using data or headings and legend.
material provided or drawn from
practical investigations, build (for
example, a model)
Describe provide detailed factual information of Description may be in words,
the appearance or arrangement of a drawings or diagrams or any
specific structure or a sequence of a appropriate combination.
specific process
Find locate a feature or obtain as from a graph
Formulate devise a hypothesis
Identify name or point out specific components
Illustrate show clearly by using appropriate
examples or diagrams, sketches
Interpret explain the meaning of
Investigate use simple systematic procedures to

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 FORM 4 MATHEMATICS MODULE 5

observe, record data and draw logical

conclusions
Justify explain the correctness of
Label add names to identify structures or parts
indicated by pointers
List itemize without detail
Measure take accurate quantitative readings using
appropriate instruments
Sketch make a simple freehand diagram showing
relevant proportions and any important
details

8. Information Sheet: Handout/s

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 FORM 4 MATHEMATICS MODULE 5

14. Assessment/s: Mathematics Paper 01 and 02.

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 FORM 4 MATHEMATICS MODULE 5

NOTE: THIS PAPER SHOULD BE RETURNED TO THE TEACHER.

CSEC Mathematics Multiple Choice Items Sample Paper 01
Name: ___________________________ Class: ______________
Date: ___________________________

READ THE FOLLOWING INSTRUCTION CAREFULLY

1. This paper consists of 60 Multiple Choice items. You will have 90 minutes to answer them.
2. Each item in this test has four suggested answers, lettered (A), (B), (C), (D).
3. Read each item you are about to answer, and decide which choice is best.
4. Each item is allocated ONE mark.
5. No calculator is allowed for this paper.
6. Shade the letter of the answer of your choice.

1. (−3 )2 + (−2 )2 is equal to

(A) -13
(B) -10
(C) 5
(D) 13

2. What is the value of the digit 2 in the number 48.621?

2
(A)
100
2
(B)
10
(C) 2
(D) 200

3. Using the distributive property 49 × 17+49 ×3=¿

(A) 49 × 20
(B) 49+ 20
(C) 52 ×66
(D) 52+66

4. A total of 540 beads are shared in the ratio 4:5. The LARGER share of beads is
(A) 60
(B) 240
(C) 300

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 FORM 4 MATHEMATICS MODULE 5

(D) 432
5. 0.45 written as a common fraction, in its simplest form, is
9
(A)
20
4
(B)
5
9
(C)
10
5
(D)
4

6. Dan sold 40 concert tickets in 5 days. Each day he sold 3 tickets MORE than the previous
day. The number of tickets he sold on the third day is
(A) 8
(B) 9
(C) 10
(D) 11

Item 7 refers to the following Venn diagram which shows the number of members of a sports
club who play rugby or basketball.

7. The number of members who play rugby but NOT basketball is

(A) 12
(B) 15
(C) 28
(D) 40

Item 8 refers to the following Venn diagram below.

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 FORM 4 MATHEMATICS MODULE 5

8. The shaded region represents

(A) P '
(B) ( P ∪ Q)'
(C) P ∪ Q'
(D) Q ∩ P'
Items 9 – 10 refer to the following Venn diagram which shows the universal set, and two sets, T
and C, that represent the students in a class who play tennis (T) and chess (C).

9. How many students play BOTH games?

(A) 2
(B) 3
(C) 4
(D) 6
10. How many students play EXACTLY one game?
(A) 2
(B) 3
(C) 4
(D) 6
Item 11 refers to the following information on the description of 3 sets

P= { prime numbers }

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 FORM 4 MATHEMATICS MODULE 5

Q={odd numbers }

R={even numbers }

11. Which of the following sets is empty?

(A) P ∩ R
(B) P ∪Q
(C) P ∩Q
(D) Q ∩ R

12. If n ( A ) =14 , n ( B )=15 ,∧n ( A ∩ B )=6 , then n( A ∪ B) is

(A) 2
(B) 19
(C) 23
(D) 29

13. A dress which costs $180 is being sold at a discount of 10%. The amount of the discount
is
(A) $1.80
(B) $10.00
(C) $18.00
(D) $170.00

14. A dinner at a restaurant was advertised at $60 plus 18% tax. The total bill for this dinner
was
(A) $60.00
(B) $70.80
(C) $78.00
(D) $81.60

15. The cost price of a refrigerator is $1850.00. A buyer who is given a discount of 5% for a
cash purchase will pay
(A) $1942.50
(B) $1845.00
(C) $1757.50
(D) $1350.00

16. The annual interest rate on a mortgage on a house assessed at a value of $450000 is 5
cents on every $1. What is the interest paid on the mortgage for the first year?
(A) $11750
(B) $22500
(C) $107500
(D) $117500

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 FORM 4 MATHEMATICS MODULE 5

17. The simple interest on a sum of money invested at 5% per annum for 3 years was $90.
The sum of money invested was
(A) $54
(B) $150
(C) $600
(D) $1350

18. At the end of any year a car is worth 5% less than what it was worth at the beginning of
the year. If a car is worth $9500 to December 2016, then its value in January 2016 was
(A) $9025
(B) $9995
(C) $10000
(D) $10025

19. A television set costs $350 cash. When bought on hire purchase, a deposit of $35 is
required, followed by 12 monthly payments of $30 each. How much is saved by paying
cash?
(A) $10
(B) $25
(C) $40
(D) $45
20. A man’s regular pay is $3 per hour up to 40 hours. Overtime is twice the payment for
regular time. If he was $216, how many hours of overtime did he work?
(A) 8
(B) 16
(C) 28
(D) 48

21. 3 x−4 ( x+6 )=¿

(A) −x +6
(B) −x−24
(C) −7 x +6
(D) −7 x−24

22. If 5 ( 2 x −1 )=35 , then x=¿

(A) -4
1
(B)
4
(C) 3
(D) 4

23. If x is an integer that satisfies the inequality 4 <2 x ≤ 6 , then

(A) 2< x ≤ 3

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 FORM 4 MATHEMATICS MODULE 5

(B) 2< x ≤ 6
(C) 4 < x ≤ 3
(D) 4 < x ≤ 6

24. Given that 3∗6=12∧2∗5=9 , thena∗b may be defined as

(A) 4 (b−a)
(B) a 2−b
(C) 6 a−b
(D) 2 a+b
25. If p+q=−1∧pq=−6 , then p3 + q3=¿
(A) -19
(B) -13
(C) 25
(D) 35
26. The distance L that an elastic string is stretched by hanging an object of mass m varies
directly as the mass of that object. If a 5-kg object stretches that string 31cm, how far will
a 29-kg object stretch the string?
(A) 4.68 cm
(B) 6.2 cm
(C) 135.72 cm
(D) 179.8 cm

27. Given that A= (13

3 −3
0 5 )
, then 3A equals
3 9 −9
(A) ( 9 0 15 )
4 6 −6
(B) ( )
6 3 8
3 9 −6
(C) ( )
9 0 15
−2 0 6
(D) ( )
0 3 2

Item 28 refers to the following matrix, P= (87 65 )

28. The determinant of P, is
(A) 2
(B) –2
(C) –13
(D) 26
Item 29 refers to the following vectors, p and q

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 FORM 4 MATHEMATICS MODULE 5

p= 3 q= −2
() ( )
7 5

29. The vector p – q is represented by

1
(A) ( )
12
5
(B) ( )
12
5
(C) ()
2
1
(D) ()
5

Item 30 refers to the following diagram of the triangle PQR, in which L is the midpoint of PR
QP=a∧⃗
and ⃗ QR=b .

QP expressed ∈terms of a∧b is

30. ⃗
a+b
(A)
2
b−a
(B)
2
−b−a
(C)
2
a−b
(D)
2

31. The length 3800 millimetres expressed in metres is

(A) 0.38
(B) 3.8
(C) 38
(D) 380

32. The volume of a cube with edge 10cm is

(A) 30 cm
(B) 160 cm
(C) 300 cm

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(D) 1000 cm

33. The distance around the edge of a circular pond is 88 metres. The radius, in metres, is
(A) 88 π
(B) 176 π
88
(C)
π
88
(D)
2π

Item 34 refers to the following diagram below, not drawn to scale, which shows a cylinder of
radius 3cm and height 8cm

34. The volume of the cylinder is

(A) 12 π c m3
(B) 48 π c m3
(C) 72 π c m3
(D) 192 π c m 3

Item 35 refers to the following diagram, not drawn to scale, which shows a sector of a circle with
centre O.

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35. If the length of the minor arc PQ is 8cm, what is the circumference of the circle?
(A) 16 cm
(B) 24 cm
(C) 48 cm
(D) 64 cm

36. A man leaves home at 22:15 hours and reaches his destination at 04:00 hours on the
following day in the same time zone. How many hours did the journey take?
(A) 5
3
(B) 5
4
(C) 6
1
(D) 6
4
Item 37 refers to the following diagram, not drawn to scale, which shows a cuboid.

37. The volume of the cuboid is 320 cm3 and the height is 5 cm. If the cuboid has a square
base, what is the length of one side of the base?
(A) 8 cm
(B) 16 cm
(C) 32 cm
(D) 64 cm

Item 38 refers to the following diagram, not drawn to scale, which consists of a triangle resting
on a square of side 5cm.

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38. If the height of the triangle is 4 cm. What is the TOTAL area of the figure?
(A) 35 cm2
(B) 45 cm2
(C) 50 cm2
(D) 100 cm2

Items 39 – 40 refer to the following histogram which shows the number of children aged 4, 5, 6,
7 and 8 who took part in a survey.

39. What was the modal age?

(A) 5

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(B) 6
(C) 7
(D) 8

40. How many children took part in the survey?

(A) 5
(B) 15
(C) 75
(D) 85

41. Ms. Clarke arranged the 15 test scores of her students in order of size and selected the 8th
score for reporting purposes. Which of the following statistical measures did Ms. Clarke
obtain?
(A) Mean
(B) Mode
(C) Range
(D) Median

The pie chart below, drawn to scale, shows how a student used 12 hours in studying English (E),
Mathematics (M), French (F) and Geography (G).

42. The amount of time spent studying Mathematics is approximately

(A) 1 hour
(B) 2 hours
(C) 3 hours
(D) 4 hours

43. If the mean of the 4 numbers 4, 8, x and 12 is 10, then x is

(A) 4
(B) 10
(C) 12

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 FORM 4 MATHEMATICS MODULE 5

(D) 16

Item 44 refers to the following table which shows the results of a survey of 100 persons from 2
major ethnic groups, P and R. Respondents were interviewed about their attitude towards
Mathematics.

Attitude Towards Ethnicity Total

Mathematics
P R
Positive 25 12 37
Neutral 11 9 20
Negative 24 19 43
Total 60 40 100

44. A respondent is selected at random. What is the probability that he has a positive attitude
towards Mathematics?
(A) 0.20
(B) 0.37
(C) 0.43
(D) 0.60
45. Which of the following diagrams BEST illustrates a function?

Item 46 refers to the following graph of a straight line.

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 FORM 4 MATHEMATICS MODULE 5

46. The straight line AB cuts the y-axis at

(A) (0, 3)
(B) (0, 2)
(C) (3, -2)
(D) (0, -2)

Item 47 refers to the following graph of a straight line below.

47. The gradient of AB in the graph above is

−1
(A)
2
1
(B)
2
(C) 2
(D) −2

48. If f(x) = 2x2 – 1, then f(–3) =

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 FORM 4 MATHEMATICS MODULE 5

(A) –32
(B) –19
(C) 17
(D) 35

Items 49 – 50 refer to the following graph of a quadratic function.

49. The values of x at the points where the curve y = 4x – x2 intersects the line y = 0 are
(A) x = 0 and x = 4
(B) x = 0 and x = 2
(C) x = 0 and x = –4
(D) x = 2 and x = 4
50. The maximum point of y = 4x – x2 is
(A) (4, 4)
(B) (0, 4)
(C) (4, 2)
(D) (2, 4)

51. A parking lot charges $1.00 plus $0.25 for every hour (h) or part thereof in which a
vehicle is parked. A function, (h), that represents the parking cost is
(A) C(h) = 0.25h
(B) C(h) = 1.00h + 0.25
(C) C(h) = 0.25h + 1.00
h
(D) C(h) = + 1.00
0.25

Item 52 refers to the following arrow diagram which shows a function, f.

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 FORM 4 MATHEMATICS MODULE 5

52. Which of the following BEST describes the function?

(A) y = x + 3
(B) x + y = 3
(C) x = y + 3
(D) y = 2x + 1

53. If the sum of the interior angles of a polygon is 4 right angles, then the polygon is a
(A) triangle
(B) Hexagon
(C) Pentagon
(D) Quadrilateral

Item 54 refers to the following diagram of a right-angled triangle below.

4
54. In the right-angled triangle above, which trigonometric ratio is equal to ?
8
(A) Sin x

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 FORM 4 MATHEMATICS MODULE 5

(B) Tan y
(C) Sin y
(D) Tan x

Item 55 refers to the following diagram of an isosceles triangle.

55. In the triangle, the value of x is

(A) 30o
(B) 60o
(C) 120o
(D) 150o

Item 56 refers to the following diagram which shows a transformation that maps ∆ OPQ into
∆ OP ' Q'.

56. The type of transformation that has taken place is a

(A) Rotation of 90o about the origin
(B) Rotation of –90o about the origin

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 FORM 4 MATHEMATICS MODULE 5

(C) Reflection in the line y = x

(D) Reflection in the origin

Item 57 refers to the following diagram which shows a transformation

57. In the diagram, the translation by which AB is mapped onto A' B ' is represented by
1
(A)()1
2
(B)()1
3
(C)()2
5
(D)()3

Item 58 refers to the following diagram which shows a transformation.

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 FORM 4 MATHEMATICS MODULE 5

58. OA A ' ,OB B' ∧OCC ' are straight lines ∆ ABC is mapped onto ∆ A ' B ' C ' by an
enlargement with centre O. What is the scale factor of the enlargement?
(A) -2
−1
(B)
2
1
(C)
2
(D) 2

Item 59 refers to the following pair of similar triangles.

59. The length of MO, in centimetres, is

(A) 2.5
(B) 3.0
(C) 3.5
(D) 7.0
Item 60 refers to the following diagram

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 FORM 4 MATHEMATICS MODULE 5

60. The diagram above, not drawn to scale, shows that the angle of depression of a point X
from Z is 30o.If X is 10 metres from Y. The height of YZ in metres, is
(A) 10 tan 30 °
(B) 10 sin 30 °
(C) 10 cos 30 °
(D) 10 cos 60 °

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 FORM 4 MATHEMATICS MODULE 5

NOTE: TO BE COMPLETED AND RETURNED TO YOUR TEACHER

This paper will be used as bonus points for students who are not sitting the Math CXC.

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COMMENTS OR QUESTIONS

In this section you are asked to post any comments or questions that you may have
regarding this module. Fill in the section that applies to you as a:

Student:

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

Parent/Guardian:

____________________________________________________________________

____________________________________________________________________

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