OLICO NBT AQL Booklet (QL Notes, Practice, Info)
OLICO NBT AQL Booklet (QL Notes, Practice, Info)
OLICO NBT AQL Booklet (QL Notes, Practice, Info)
FOR QUANTITATIVE
SECTION OF AQL
1
Introduction
The National Benchmark Tests (NBTs) are a set of tests that measure an applicant’s academic
readiness for university. They complement and support, rather than replace or duplicate the
National Senior Certificate.
A number of universities in South Africa use the NBTs to help interpret the National Senior
Certificate (NSC) results. Universities use the NBT results in different ways:
• Some use them to help make decisions about an applicant’s access to university. This
means that the NBT results, in combination with the NSC results, are used to determine
whether an applicant is ready for academic study.
• Some use them for placement within university. This means that the results are used to
decide whether an applicant will need extra academic support after he/she has been
admitted to university.
• Some use them to help develop curricula within their universities.
There are two NBT tests: the Academic and Quantitative Literacy (AQL), and the Mathematics
Test (MAT).
The AQL test is three hours long and consists of seven timed sections of 25 to 30 minutes each.
Some of these sections focus on Academic Literacy. Some of these sections focus on Quantitative
literacy.
THIS BOOKLET WILL HELP YOU PREPARE FOR THE Quantitative Literacy parts of the AQL
TEST ONLY.
Note that this is NOT an official publication from the NBT and the NBT test setters might
choose to change the format and/or composition of the test over time. It is therefore
advisable to check for up to date information on http://nbt.ac.za.
What can you expect from the NBT Quantitative Literacy (QL) Test?
(taken from The National Benchmark Tests: Preparing your learners for the academic and quantifiy literacy
test by Natalie le Roux and Kabelo Sebolai. Availabe at http://nbt.ac.za.)
There are 50 multiple-choice questions in the QL test. These questions are developed to assess
the quantitive literacy of the learners based on the specifications summarized in the table on the
next page. Candidates do not require a calculator to write the QL test and where necessary
formulae are provided.
2
Subdomain Description
Quantity, number • The ability to order quantities, calculate and estimate the answers to
and operations computations required by a context, using numbers (whole numbers,
fractions, decimals, percentages, ratios, scientific notation) and
simple operations (+, - ,×, ÷, positive exponentiation) on them.
• The ability to express the same decimal number in alternative ways
(such as by converting a fraction to a percentage, a common fraction
to a decimal and so on)
• The ability to interpret the words and phrases used to describe ratios
(relative differences) between quantities within a context, to convert
such phrases to numerical representations, to perform calculations
with them and to interpret the result in the original context. The ability
to work similarly with ratios between quantities represented in tables
and charts, and in scale diagrams.
Shape, dimension • The ability to undertand the conventions for measurement and
and space description (representation) of 2- and 3-dimensional objects, angles
and direction,
• The ability to perform simple calculations involving areas, perimeters
and volumes of simple shapes such as rectangles and cuboids.
Relationships, • The ability to recognize, interpret and represent relationships and
pattern, patterns in a variety of ways (graphs, tables, words and symbols)
permutation • The ability to manipulate simple algebraic expressions using simple
arithmetic operations.
Change and rates • The ability to distinguish between changes (or differences in
magnitudes) expressed in absolute terms and those expressed in
relative terms (for example as percentage change)
• The ability to quantify and reason about changes or differences.
• The ability to calculate average rates of changes and to recognize
that the steepness of a graph represents the rate of change of the
dependent variable with respect to the independent variable.
• The ability to interpret curvature of graphs in terms of changes in rate.
Data • The ability to derive and use information from representations of
representation contextualized data in tables (several rows and columns and with
and analysis different data types combined), charts, (pie, bar, compound bar,
stacked bar, ‘broken’ line, scatter plots) graphs and diagrams (such
as tree diagrams) and to interpret the meaning of this information.
• The ability to represent data in simple tables and charts, such as bar
or line charts.
This is followed by a set of testlets. You should time yourself while doing each of these testlets (25
– 30 minutes per testlet). Do not use a calculator while doing the testlets. Answers to the testlets
are provided.
3
Operations on whole numbers
A method for adding
Worked example:
Calculate 687 + 45. Put the numbers under each other in columns for hundreds, tens and
units.
H T U 7 + 5 = 12
Put 2 in the units
1 1
column and carry 1 ten
8 7
into the tens column.
6
+ 4 5
7 3 2 1 ten + 8 tens + 4 tens = 13 tens
Put 3 in the tens column and
6 hundreds + 1 hundred = carry 1 hundred into the
7 hundreds hundreds column.
Subtraction
Subtraction as take away Subtraction as difference between
Example: 23 – 5 = 18 Example: 104 – 99
We find the difference between 99 and 104.
Take 5 away from 23. Start at 23 and
It takes 5 steps to get from 99 to 104.
take 5 steps back to get 18.
104 – 99 = 6
23 – 5 = 18
1
® 4 – 5 is less than 0
1 ® Take 1 ten from the tens column
6
2 1 and add it to the units to get 14.
7 3 4
® 14 – 5 = 9
– 4 5
6 8 9 2
3 ® 2 tens – 4 tens is less than 0
6 hundreds – no hundreds ® Take 1 hundred from the
= 6 hundreds hundreds column and add it to
the tens to get 12 tens.
® 12 tens – 4 tens = 8 tens
4
A method for multiplying
2 1
1 1
To calculate 𝟏𝟑×𝟓𝟎
1 3 To calculate 𝟏𝟑×𝟒
× 5 4 ® 3×4 = 12
® put 0 in the units
5 2 So put 2 in the units column
column and then just
6 5 0 and carry 1 to the tens column
multiply by 5
® 5×3 = 15 so put 5 in the 7 0 2 ® 1×4 = 4 and +1 = 5
tens column and carry 1 3
® 5×1 = 5 and +1 = 6
Add 52 + 650
Worked examples:
1. Estimate the answer to 48 ´ 103.
Round off 48 to 50 and 103 to 100.
50 ´ 100 = 5 000. So 48 ´ 103 will be close to 5 000.
5
Fractions
How fractions work
® 3 pieces of the whole are shaded.
numerator ® There are 4 pieces in the whole altogether.
8 8
(top number) ® So 3 out of 4 or of the whole is shaded.
9
denominator 9
(bottom number)
Equivalent fractions
Equivalent fractions have the same value so they are equal.
Examples:
b) We can make equivalent fractions by
8 : <
a) = = multiplying or dividing the numerator and
9 ; =>
denominator by the same number.
=
9 > > × ? =@
= =
= 8 8 × ? =?
;
; ; ÷ > 9
= = =
=>
=@ =@ ÷ > ?
= =
=
=
A 8
9 9
9 9 So =1
9 9
= =
=
9 9
9
one whole
Worked examples:
A
1. Write as a mixed number.
9
1 𝟓 1 16
𝟑 = B𝟑× C + =
𝟓 5 5 5
6
Adding and subtracting fractions
If fractions have the same denominator, it is easy to add or subtract them.
8 > ?
Example: + =
A A A
Adding or subtracting fractions with different denominators:
> ?
Worked example 1: Calculate +
< =>
1
Multiples of 9: 9; 18; 27; 36; 45; 54; … Find the lowest common
Multiples of 12: 12; 24; 36; 48; … denominator.
So lowest common multiple of 9 and 12 is 36.
2
> × 9
=
; ? × 8
=
=? Rewrite each fraction using the
< × 9 8: => × 8 8: lowest common denominator.
> ? ; =? >8 3
+ = + =
< => 8: 8: 8: Add or subtract the fractions.
Multiplying fractions
To multiply fractions you multiply the numerators together and multiply the denominators together.
8 =@
Worked example 1: Calculate
?
×
==
8 =@ 8 × =@ 8@
× = =
? == ? × == ??
8@ 8@ ÷ ? :
Use common factors to simplify the answer: = =
?? ?? ÷ ? ==
Short way:
8 =@ 8×=@D : It is easier to divide top and bottom by common
× = =
? == E?×== == factors (cancel) before you multiply.
>
Worked example 2: Calculate of 12
8
> >
of 12 means ×12
8 8 Any whole number can be written as a
> > => =>
×12 = × fraction with denominator of 1 e.g. 12 =
8 8 = =
>×=>F ;
= = =8
E8×= =
Dividing fractions
Dividing is the same as multiplying by the inverse. So to divide a fraction, turn the fraction you are
dividing by upside down and multiply.
8 ?
Worked example: Determine ÷
9 A
?
8 ?
÷ = × =
8 A >= Turn upside down and multiply.
9 A 9 ? >@ A
7
Decimal fractions
Understanding decimals
You need to understand place value when you deal with decimal values.
What does 536,247 mean? The digits after the comma represent fractions less than one unit written
as tenths, hundredths and thousandths.
Rounding decimals
Example 1: Round off 23,46 to the nearest whole number.
23,46
Look at the digit to the right of units (whole numbers) in the tenths place of 23,46.
It is 4 which is less than 5 (the half-way point), so we round down to 23.
Example 2: Round 23,46 to the nearest tenth.
Look at the digit to the right of the tenths i.e. in the hundredth place of 23,46.
It is 6, which is bigger than 5 (the halfway point), so we round up to 23,5.
Example 3: Round 23,5 to the nearest whole number.
Although 23,5 is exactly half way between 23 and 24 by convention when we have a “5” we round up
so the answer will be 24. Similarly 23,75 rounded to the nearest tenth will be 23,8.
Converting decimals
a) We can rewrite a decimal as a fraction using our knowledge of place value:
: > :@ > :> :> 8=
0,62 = + = + = . The fraction can be simplified to .
=@ =@@ =@@ =@@ =@@ =@@ ?@
b) A fraction can be written as a decimal by writing it with a denominator of 10; 100
= >?
or 1 000. So = = 0,25.
9 =@@
If it is difficult to rewrite a fraction with a denominator of 10; 100 or 1 000, then you can convert it
using division.
=
Worked example: =1÷8= 0, 1 2 5 = 0,125
;
0 1 2 4
8 1, 0 0 0
8
Adding and subtracting decimals
Add or subtract decimals in the same way as we did for whole numbers. Line up the numbers
carefully according to place value.
15,03 can be
written as 15,030
Example 1: Example 2:
26,473 + 18,25 = 44,723 15,03 – 2,751 = 12,279
1 1 4 91 12 1
2 6 , 4 7 3 1 5 , 0 3 0
+ 1 8 , 2 5 0 - 2 , 7 5 1
4 4 , 7 2 3 1 2 , 2 7 9
We ‘borrow’ as
We ‘carry’ as we did Align the place value columns we did for
for whole numbers by lining up the commas. whole numbers
• Each time you multiply by a 10, the digits shift up one decimal place.
Moving the comma one place to the right will shift the digits up one decimal place.
• Each time you divide by a 10, the digits shift down by one decimal place.
Moving the comma one place to the left will shift the digits up one decimal place.
Examples:
2,03×10 = 20,3 For 10, move 531,289×100 = 53128,9 For 100, move
34,12 ÷ 10 = 3,412 one place. 531,289 ÷ 100 = 5,31289 2 places.
Multiplying decimals
Multiply each decimal by a power of 10, to get rid of the comma. After calculating the answer, correct
for this and divide by the same power of 10.
Dividing decimals
• First write the division of decimals as a fraction.
• Then multiply top and bottom by a power of 10 – choose these to make the denominator a
whole number.
Example: Multiply numerator and denominator by the same
6,51 ÷ 0,3
:,?= :,?= × =@ :?,= number to make denominator a whole number.
= = = = 21,7
@,8 @,8 × =@ 8
9
Percentages
J
𝑥% = Percent means ‘out of 100’
=@@
Worked examples:
a) Convert 25% to a fraction in simplest form.
1
>?
25% = Rewrite % as ‘out of 100’.
=@@
2
=
= Simplify fraction. Divide top and
9
bottom by the common factor of 25.
>@
Worked example: 20% of R75 = ×R75
=@@
>@ LA?
= ×
=@@ =
E
>@ × A?
=
M=@@ × =
LA?
= = R15
?
Worked example:
21 learners out of the 420 learners in a school sing in the choir.
What percentage of the learners sings in the choir?
>=
( of 100) %
9>@
>= =@@
= × %
9>@ =
E
>= =@@
= × %
DP9>@ =
=@@
= % = 5%
>@
10
Calculating percentage increase or decrease
To find the percentage by which something has increased or decreased we calculate
RST UVWXRY – W[\]\RU^ UVWXRY
= ×100 %
W[\]\RU^ UVWXRY
Worked example:
The number of learners taking maths drops from 500 to 470.
What percentage of the learners drop maths?
RST UVWXRY – W[\]\RU^ UVWXRY
% decrease = ×100 %
W[\]\RU^ UVWXRY
9A@ – ?@@
= ×100 % = −6% The negative shows that this is a
?@@
decrease in percentage, not an increase.
Worked examples:
1. The price of milk was R11, but is increased by 5%. What is the new price of milk?
?
New price = R11 + 5% of R11 = R11 + ×R11
=@@ If an amount is increased
?
= 1 + ×R11 = 1,05 ×R11 = R11,55 by 5%, you multiply by 1,05.
=@@
If the amount was
increased by 43% you
2. You get a discount of 25% on a shirt that costs R400. would multiply by 1,43.
How much do you pay for the shirt?
>?
New price = R400 – 25% of R400 = R400 – ×R400
=@@
>?
= 1 − ×R400 = 0,75 ×R400 = R300
=@@
x% = an amount
÷ 𝑥 gk ghijkl
÷ 𝑥
1% =
×100 J ×100
gk ghijkl
100% = ×100
J
Worked example:
30% of my class is boys. There are 12 boys in my class. How big is my class?
=> =>
30% = 12 learners 1% = so 100% = ×100 = 40 learners
8@ 8@
11
Ratio and rate
Ratio A ratio compares two quantities of the same kind (e.g. people, cups, kilometres etc)
Example:
In a recipe I use 3 cups of milk for every 2 cups of flour. This tells us the ratio of milk to flour. We can
write the ratio in different ways:
3
3 to 2 3:2
2
Equivalent ratios
Ratios can be written as fractions. Equivalent ratios are equal, but the numbers in the top and bottom
of the fractions are different. To find equivalent ratios, we can multiply or divide each number in the
ratio by the same amount.
Example: 12 : 16
=> 8 =? ÷ 4 ÷ 4
The ratios , and are equivalent. 3 : 4
=: 9 >@ ×5 15 : 20 ×5
Part-part ratios:
Worked example:
At a camp, there is a ratio of children to adults of 5 : 2.
If there are 30 children at the camp, how many adults are there?
5 : 2
×6 ×6 The number of adults is 2×6 = 12.
30 : ?
Part-whole ratios:
Worked example:
At a camp there is a 5 : 2 ratio of children to adults. If there are 140 people at the camp
altogether, how many children and how many adults are there?
We know that for every 5 children there are 2 adults.
So there are 5 children in every group of 5 + 2 = 7 people.
children : people
×20 5:7
×20
? : 140
So the number of children = 5 × 20 = 100.
The number of adults = 140 – 100 = 40.
Rate
A rate is similar to a ratio, but a rate compares two different kinds of quantities.
Example:
A car can travel 26 km on 2 litres of petrol. How far will it travel on 6 litres of petrol?
×3 26 km : 2 litres
× 3
? : 6 litres
The distance the car can travel will be 26×3 = 78 km
12
Using unit ratios and rates
Sometimes it is not easy to see what number to multiply by to get the equivalent ratio we want. It
helps to find a unit ratio or rate (a ratio or rate with 1 in it) first and then get the ratio we want.
Worked example:
A factory produces 261 boxes in 3 hours. If the factory produces boxes at that rate, how long
will it take them to make 870 boxes?
It is not easy to see what
261 boxes : 3 hours we’ve multiplied by so we
870 boxes : ? hours will first make a ratio with 1.
The time taken to make 1 box
261 boxes : 3 hours
÷ 261 8
÷ 261
1 box : hours
>:=
Worked example:
opqlgkrs
Distance (km) 60 120 180 210 240 gives the constant
lphs
Time (hours) 1 2 3 3,5 4 speed of 60 km/h.
:@ =>@ =;@ >=@ >9@ opqlgkrs
= = = = = 60 km/h ® is constant.
= > 8 8,? 9 lphs
The distance travelled increases in direct proportion to the time. As the time increases, the
distance also increases.
Indirect (inverse) proportion – two quantities are indirectly or inversely proportional if they have a
constant product (the answer when you multiply).
Worked example:
It takes 24 days for 1 worker to paint a factory. The table shows the number of days it takes
depending on how many workers are employed.
Number of days 24 12 8 4 2
Number of workers 1 2 3 6 12
13
Percentages, decimals and fractions to know
There are some fractions, decimals and percentages that occur frequently. It is worth being able to
recognize these instantly.
14
Exponents
Exponential notation
We use exponents to represent repeated multiplication of a number.
The exponent of a number shows how many times to multiply the base by itself.
74 = 7 ´ 7 ´ 7 ´ 7
Useful squares, cubes, square roots and cube roots
These are used often, so you should know them. Then you won’t need
to calculate them each time you use them.
1> = 1 7> = 49 49 = 7
1 = 1 18 = 1 t
1 = 1
> >
2 = 4 4 = 2 8 = 64 64 = 8 28 = 8 t
8 = 2
> >
3 = 9 9 = 3 9 = 81 81 = 9
t
27 = 3
38 = 27
4> = 16 16 = 4 10> = 100 100 = 10
t
64 = 4
48 = 64
5> = 25 25 = 5 11> = 121 121 = 11
t
125 = 5
58 = 125
6> = 36 36 = 6 12> = 144 144 = 12 68 = 216 t
216 = 6
Scientific notation
Scientific notation uses a shorter way of writing very large or very small numbers. Numbers
are converted to a decimal number, with a one-digit whole number (1 to 9), multiplied by a
power of 10 with a positive or negative exponent.
The whole number is 4. There are 3
Examples:
places after the 4, so the exponent is 3.
1. 4 000 = 4 ´ 1 000 = 4 ´ 103
2. 4 060 = 4,06 ´ 103
Make 7 the whole number. 7 is 2 places after the
decimal comma, so the exponent is negative 2.
3. 0,07 is 7 ´ 0,01 = 7 ´ 10–2
4. 0,076 = 7,6 ´ 10–2
9 places after the 1, so the exponent is 9
5. 1 303 000 000 = 1,303×10<
Remember:
Use BEDMAS and if there is only division and multiplication then just work from left to right.
If there is only addition and subtraction in the calculation, then just work from left to right.
Worked example:
t
3 + 6> ÷ 4 − 27 + 1 ® Deal with cube root in bracket first
® Calculate the Exponent and 3 + 1 in bracket
= 3 + 6> ÷ 4 − 3 + 1
= 3 + 36 ÷ 4 − 4 ® Divide and then Add and Subtract
=3+9−4=8 Add and Subtract
15
Perimeter and Area
Perimeter:
Converting units
The perimeter is total distance around any closed 2-D shape.
1 km = 1 000 m
The perimeter is measured in metres (m), millimetres (mm), 1 m = 100 cm
centimetres (cm) or kilometres (km). 1 cm = 10 mm
7 cm
Example: 4 cm Perimeter of shape
5 cm 4 cm = 5 + 7 + 4 + 4 + 3 = 23 cm
Area: Area is the size of the surface of a flat 2-D shape. So area is the number of square units
that fit onto a shape.
Area is measured in square metres (m2), square millimetres (mm2), square centimetres (cm 2) or
square kilometres (km2).
2 2
1 cm = 10 mm ´ 10 mm = 100 mm
Converting square units 2
1 m = 100 cm ´ 100 cm
1 cm 10 mm 2
= 10 000 cm
10 mm
1 cm
1 cm
2
=
2
1 km = 1 000 ´ 1 000 = 1 000 000 m
2
Worked example:
Find the area and perimeter of the shape. Each small square has sides of 1 cm.
Area Perimeter
1 cm 1 cm
1 cm
2
1 cm
1 cm 2
1 cm
1 cm
1 cm
1 cm
2
2 1 cm
2
1 cm
1 cm
1 cm 1 cm 1 cm
2
Area of shape = 5 cm
Perimeter of shape = 10 cm
Perimeter = 4 ´ length = 4a
Area = length ´ length = a2 Perimeter = 2a + 2b
Area = length ´ breadth = ab
16
3D shapes and volume
Units of measurement
1 m3 = 1 000 000 cm3 1 cm3 = 0,000001 m3
1 cm3 = 1 000 mm3 1 mm3 = 0,001 cm3
1 litre (𝑙) = 1 000 cm3
1 kilolitre (𝑘𝑙) = 1 000 𝑙 = 1 000 000 cm3
3D object: right prisms Net Surface area Volume
A right prism is a geometric The net of a solid is a picture of The surface area of a Volume measures
solid that has a polygon as the solid when it is “unfolded” solid is the sum of the the amount of space
its base and vertical sides and laid flat. areas of all its faces an object takes up.
(or outer surfaces).
perpendicular to the base.
Volume of a right
The base and top surface So we can add up the
prism
are the same shape and area of all the shapes = area of base ´
size. in the net of the solid height
Cube has Surface area Volume
a square = 6 ´ area of square = area of square ´
base s s2 = 6 s2 height
s = length = s2 ´ s
s
s = s3
of sides
Rectangular prism has a Surface area Volume
= area of rectangle
=2 ´ height
b
h l = 𝑙×𝑏×ℎ
h = 𝑙𝑏ℎ
b +2
l
rectangle as base +2
= 2×𝑙×𝑏 + 2×𝑏×ℎ +
𝑙 = length of rectangle 2×𝑙×ℎ
𝑏 = breadth of rectangle =2𝑙𝑏 + 2𝑏ℎ + 2𝑙ℎ
h = height of prism
17
Data
Measures of central tendency:
ü Mean: The sum of all the data values divided by the number of data values.
ü Median: The middle value of the data when it is ordered from smallest to largest.
When there is an even number of values in the data set, the median lies halfway
between the middle two values. Add these two values and divide by 2.
ü Mode: The data value that occurs most often in the data set.
Measures of spread (dispersion):
Range: The range tells you whether a data set is spread out or not.
Range = highest value – lowest value
Worked example:
The marks for the class of 16 learners for a Mathematics test are ordered from
smallest to largest:
3; 15; 16; 16; 18; 20; 21; 22; 27; 27; 27; 31; 35; 40; 42; 43
8y=?y=:y=:y=;y>@y>=y>>y>Ay>Ay>Ay8=y8?y9@y9>y98 9@8
Mean: = = 25,2 (to one d.p.)
=: =:
Median: 3; 15; 16; 16; 18; 20; 21; 22; 27; 27; 27; 31; 35; 40; 42; 43
>>y>A
There are two values in the middle: 22 and 27 so median = = 24,5
>
Mode: 27
Graphs.
You will need to be able to interpret information provided in different types of graphs.
A. Bar graphs:
Bar graphs are used for discrete data (eg number of learners) or for data in
categories (eg colours of cars, types of sport)
Grade 7 boys taking part in sports
20
Number of learners
15
10
0
Tennis Rugby Soccer Cricket
Sport
18
Double bar graph:
Number of leaners
10
5
0
Coca Cola Sprite Fanta Iron Brew Stoney
Type of cold drink
Boys Girls
25
20
15
Girls
10
5 Boys
0
Coca Cola Sprite Fanta Iron Brew Stoney
Type of cold drink
B. Histograms:
Histograms are used for continuous data which in groups or intervals. This data is
not restricted to whole numbers e.g. temperature of heating water)
15
10
0
0-9 10-19 20-29 30-39 40-50
Time in minutes
19
C. Pie charts:
Grade 7 boys taking part in
Pie charts can be used for data in sports
categories. You can compare the size 2 6
of each category with the total of all the Tennis
Rugby
data.
Soccer
Sport Frequency 16 8 Cricket
: 8
Tennis 6
8>
= =:
; 9
Rugby 8
8>
= =:
=: ;
Soccer 16
8>
= =:
> =
Cricket 2
8>
= =:
Total 32
D. Broken line graphs:
A broken line graph is used for data in categories where the categories are
related to each other or follow on from each other. For example, the categories
might be consecutive times, days,
Birthdays in Grade 9K months or years.
7
Note: In these graphs the line does
6
Number of learners
Month
E. Scatter plots:
Scatter plots are used to graph data points that have two values associated with
them. Data values have two independent measurements. e.g. Grade 8 boys who
measure their arm span and their height.
175
170
165
160
155
150
150 155 160 165 170 175 180 185
Height (in cm)
20
Probability
Examples:
If a dice is rolled, the probability of getting a 5 is 1 out of 6.
=
We can write this as P(5) = or as P(5) = 0,167 or as P(5) = 16,7%.
:
Worked examples:
1. Bongani flips a coin 10 times and it lands on heads 4 times.
9
The relative frequency of heads for this experiment is = 0,4 or 40%.
=@
2. Bongani flips a coin 100 times and each time, he records H for heads or T for tails. His
record shows that he flipped heads 55 times.
21
??
So the relative frequency of heads is or 0,55 or 55%.
=@@
This is closer to 50% which is what we expected.
3. As Bongani flips the coin more times, he will get a relative frequency closer and closer to
50%.
Tables
You can show the number of possible outcomes for two events happening one after the other
using tables.
Worked example:
A coin is tossed two times. What is the probability of getting two heads?
Flip 2
H T
Flip 1
H HH HT
T TH TT
=
The probability of two heads is 1 out of 4, or 9
Tree diagrams
In a tree diagram, you can list all the possible outcomes for an experiment.
Example:
In a family of 3 children, what is the probability of having 2 girls (G) and 1 boy (B) in
any order?
1st child 2nd child 3rd child
Follow each branch to B BBB
get the combinations G BBG
of B and G. B
B B BGB
3 favourable
G G BGG
outcomes out of 8
B GBB
possible outcomes. So
B G GBG
the probability of
G
having 2 G and 1 B is
G B GGB 8
GGG 3 out of 8 or .
;
G
The first child was a girl The first and second children
and then the second child were girls and then the third
was also a girl (GG). child was a boy (GGB).
22
Testlet 1
1. Calculate 5 − 3 + 2 ×6 ÷ 0,1
A) 140 B) 1,4 C) 0 D) 240
iii) If I want to have 1000 pula , how many rands will I need to exchange. (You do not need
to consider bank charges/commissions)
A) R1250 B) R1000 C) R800 D) R2000
3. The table below, taken from the Stats SA General Household Survey of 2016, shows the
different kinds of educational institutions that people are attending in each province.
i) The province with the largest NUMBER of learner in TVET institutions is?
A) MP B) LP C) GP D) KZN
ii) Approximately how many learners in WC were attending Home Schooling institutions?
A) 17 000 B) 170 C) 170 000 D) 17
iii) Approximately what percentage of persons in RSA aged 5 years and older attending
educational institutions are in GP
A) 30% B) 20% C) 10% D) 40%
23
4. A class of 30 learners wrote a maths test.
20 of the learners scored 50% or less for the test. The remaining 10 learners got 90% or above for
the test.
i) By eliminating the values it could not be, decide on a possible value for the median.
A possible value for the median is:
A) 45% B) 75% C) 65% D) 55%
ii) If the sum of the marks of all 20 learners who scored under 50% for the test is 800. And
the 10 learners who got 90% or above all got 97%, the mean mark for the class is:
A) 59% B) 62% C) 73% D) 50%
5. The price of a new car was increased by 10% in March and then by a further 10% in June. By
what percentage has the price increased in total?
A) 20% B) 21% C) 25% D) 22%
i) If the rectangle B has a breadth of 3,5 𝑐𝑚 and a length of 8 𝑐𝑚 , what is its area?
7. In my class of 40 learners, 20 learners play soccer, 5 learners play tennis and 12 learners play
basketball. If a learner from my class is picked at random, what is the probability that the learner
does NOT play basketball?
A) 0,28 B) 0,7 C) 0,5 D) 0,12
8. According to the Stats SA household survey of 2016, the population in the Western Cape grew
from 4 951 000 people in 2003 to 6 017 000 in 2013 and then to 6 362 000 in 2016.
i) By what percentage (approximately) did the population of the Western Cape grow
between 2003 and 2013?
A) 16% B) 20% C) 30% D) 10%
ii) At what average rate (people/year) did the population of the Western Cape grow
between 2013 and 2016?
A) 55 people/year B) 2 000 000 people/year
C) 200 000 people/year D) 115 000 people/year
24
9. Water is being dripped into each of the beakers (X; Y and Z) at the same steady rate. Select the
graph that best shows the relationship between the volume of water and the height of the water in
the 3 beakers.
A) B)
C) D)
10. The General Household Survey of 2016 published by Stats SA showed that 0,2% of persons
aged 5 years and older who were attending educational institutions in South Africa were home
schooling. Write this as a fraction i.e. what fraction of persons aged 5 years and older who were
attending educational institutions in South Africa were home schooling?
= = = =
A) B) C) D)
>@ ? ?@@ >@@@
25
Testlet 2
1. As shown in the diagram below, a path is paved around a rectangle of grass. The rectangle of
grass is 2 m wide and 5 m long. The path is 1 m wide.
2. I need to arrange 3 children in a row. In how many different ways can I do this?
A) 6 B) 5 C) 3 D) 4
3. There are 200 members in my tennis club. The table below shows the number of members by
age and gender.
i) If I select a member of the tennis club at random, what is the probability the member will
be a man, older than 30 years?
A) 20 B) 0,02 C) 0,2 D) 0,1
ii) If I select a member of the tennis club at random, what is the probability the member will
be under 18 years old?
A) 0,18 B) 0,16 C) 0,17 D) 0,34
6. A plumber charges R450 for a job. She adds 14% VAT to this amount.
What will the total be?
A) R495 B) R464 C) R524 D) R513
26
7. The pie chart below shows the percentage of vehicles of each type registered in Gauteng in
December 2008.
i) Approximately what fraction of the vehicles register in Gauteng in December 2008 were
motorcars?
8 = > :
A) B) C) D)
9 ; 8 A
ii) If there were 613 328 LDVs - Bakkies registered in Gauteng in December 2008, which
of the following numbers would be a good approximation of the number of motorcycles
registered in Gauteng in 2008?
A) 60 000 B) 200 000 C) 40 000 D) 125 000
iii) If 3 220 000 vehicles were registered in Gauteng in December 2008, how many of them
were minibuses?
A) 105 300 B) 108 600 C) 91 200 D) 96 600
ii) If the school increases the number of learners at the school by 50%, how many learners
will be at the school?
A) 302 B) 126 C) 275 D) 378
27
9. Find the values of (a) and (b) in the table
10. The chart below shows the different modes of transport that learners at four different schools
use to get to school. The percentage of learners from the school using the different modes of
transport is shown.
iii) If there are 300 learners at school 3, approximately how many of them walk to school?
A) 140 B) 39 C) 110 D) 62
28
Testlet 3
1.
2. The table represents the number of football championships won by football teams for different
leagues
iii) Of the Total Football Championships, what percentage did the team who came second
overall win of all leagues played?
A) 33% B) 14% C) 20% D) 28%
29
3. A car costs R50 000 this year and this price is set to increase by 7% next year and then 8% on
that the following year. What will it cost in 2 years time?
A) R 53 500 B) R57 500 C) R57 780 D) R58 700
4. A company uses special machines to produce sculptures. All the machines are equally
productive. If 3 machines are used it takes 6 days to finish a sculpture. How many days will it take
9 machines to finish the sculpture?
A) 18 days B) 3 days C) 4 days D) 2 days
6. Ryan wants to buy some apples and bananas. Apples cost R2 per apple and bananas cost 𝑅3.
i) How many apples could he buy if he spends R60 on apples?
A) 20 B) 12 C) 30 D) 33
ii) If he buys 9 apples and spends a total of R60. How much money did he spend on
bananas?
A) R42 B) R14 C) R18 D) R51
iii) If we let 𝐵 stand for the number of bananas he buys and 𝐴 stand for the number of
apples he buys, which expression gives the total amount (in Rands) he spends on the
apples and bananas.
A) 3𝐴 + 2𝐵 B) 2𝐴 + 3𝐵 C) 𝐴 + 𝐵 D) 𝐴 − 𝐵
iv) If we let 𝐵 stand for the number of bananas he buys and 𝐴 stand for the number of
apples he buys, which expression gives the total number of pieces of fruit he bought.
A) 3𝐴 + 2𝐵 B) 𝐴 + 𝐵 C) 2𝐴 + 3𝐵 D) 𝐴 − 𝐵
30
7. A school offers 5 sports: hockey, rugby, soccer, diving and karate. Each student is only allowed
to play one sport and there are 60 students.
Twenty learners play hockey, five play rugby, fifteen play soccer, twelve do diving and the rest
practice karate
If a learner in the school is picked at random, what is the probability that this learner is a diver?
A) 0,12 B) 12% C) 0,2 D) 0,02
8. The diagram below shows the side view of an apparatus in a laboratory, consisting of a conical
glass flask, a cork, and some tubing. The flask has a circular base. The diagram is drawn to scale
on a grid in which each block represents 20 mm × 20 mm
9. Nolo starts from rest and runs at an increasing velocity. Then she runs at a constant velocity
before increasing her velocity again. Becoming tired she decreases her velocity.
Which graph shape matches the following description?
A) B)
C) D)
31
Testlet 4
1. The diagram shows a rectangular pyramid ABCD. BC is 10cm ; CD is 15cm. Triangle ABC has
an area of 125𝑐𝑚 > and triangle ACD is 183𝑐𝑚 >
iii) If the pyramid ABCD has a volume of 1200 𝑚𝑙 and the pyramid AMNL is 40%of this.
What is the volume of AMNL?
A) 48 ml B) 4800 ml C) 4,8 l D) 0,48 l
2. I have four friends: Shaun, Kyle, Monika and Ali. I ask them to stand in a horizontal line. In how
many ways can I arrange them in this line?
A) 10 B) 20 C) 24 D) 16
3. Saul wants to make a smoothie after gym. He knows that 15 kiwis will give him 2 litres of
smoothie. He doesn't need that much though as he didn't gym too hard today. How many millilitres
of smoothie will he get if he uses 6 kiwis instead?
A) 800 ml B) 600 ml C) 700 ml D) 900 ml
4. The area of a square is 36𝑚 > , what is the perimeter of the square?
A) 20 m B) 6 m C) 12 m D) 24 m
32
6. The bar graph below shows the Number of Grade 7 learners and the sports they play. Each
learner only plays one sport.
iii) If I choose one learner randomly which statement best describes the probability that the
learner selected plays hockey?
A) 0,15 B) more than 0,15 C) less than 0,15 D) 15%
7. Minki is planning a trip to Europe. First she will go to England and from there to France. She
budgets R20 000 for this trip which she wants to convert all to Pounds. The exchange rate is £1 =
R16
ii) When she leaves England she decides to change £500 to Euros. The exchange rate is
£1 = €1,25. How many Euros does she get for her Pounds?
iii) Returning home from Europe she converts €250 to Rand. Using the above exchange
rates, how much Rand does she get for her Euros?
A) R1600 B) R3200 C) R2500 D) R1000
33
8. The pie chart below shows the highest level of education South Africans ages 25 and older
have, giving the exact number of people.
i) Approximately what fraction of people have Secondary Education as their highest level
of education?
> = = =
A) B) C) D)
8 > 9 8
ii) Approximately what percentage of people have Primary Education as their highest level
of education?
A) 60% B) 50% C) 70% D) 75%
9. According to Stats SA, the South African Total Population in 2016 was at 55,6 million people.
The population of the Eastern Cape in 2016 was 7 000 000 people.
i) What percentage of the total population live in the Eastern Cape approximately?
A) 7,5% B) 10% C) 12,5% D) 15%
ii) If 25% of the Total Population live in Gauteng how many people live in Gauteng?
A) 13 900 000 B) 1 390 000 C) 13, 9 D) 139 000 000
iv) In 2016 an expert predicted that the population of South Africa would grow from
55,6 million by 10% in the next 6 years. Approximately how many people is she
predicting there will be?
A) 65 million B) 60 million C) 61 million D) 56 million
34
10 . If Car A is travelling at 60km/h and is covering a distance of 330km
ii) Car B covers the same distance plus an additional 50𝑘𝑚 in 4,75 hours. How many
minutes is this?
A) 315 minutes B) 445 minutes C) 475 minutes D) 285 minutes
Testlet 5
1. The graph below shows the percentage of population of four Southern African countries that
have access to electricity.
Use the graph below to answer the questions that follow.
i) Approximately what percentage of the South African population had access to electricity
in 2014?
A) 86% B) 80% C) 78% D) 66%
35
ii) In which country did the percentage of the population with access to electricity change
the least between 1991 and 2014?
A) Swaziland B) South Africa C) Mozambique D) Zimbabwe
iii) Which country showed the fastest growth in the percentage of the population with
access to electricity between 1991 and 2014?
A) Mozambique B) South Africa C) Zimbabwe D) Swaziland
=
iv) Which was the first year in which more than of the people in Swaziland had access to
9
electricity?
A) 1999 B) 2001 C) 1992 D) 2007
ii) Approximately what percentage of agricultural household in Free State were not
involved in "Crops only" agricultural activity?
ii) If the college enrolls 500 students, how many lecturers should they employ?
A) 20 B) 50 C) 25 D) 10
36
4. An architect draws up plans for a house using a scale of 1 ∶ 50
i) If you measure the width of the front door on the plan it is 2 cm wide. How wide will the
front door of the house actually be?
A) 50 m B) 50 cm C) 1 m D) 100 m
ii) If the length of the house is 10 m, what will the length of the drawing of house on the
plan measure?
A) 2m B) 50 cm C) 10 cm D) 20 cm
5. The table below shows data from the World Bank about the composition of the population of
some countries.
For each country the table shows
- the total population (in millions) in 2000 and 2016
- the percentage of the population that various age groups make up
- the age dependency ratio, old which is calculated by working out the ratio of people aged
65 and above to the working age population (defined as those aged 15 - 64) and turning it
into a percentage.
ii) Approximately how many people in Greece were between 0 and 14 years old in 2016?
A) 5 million B) 15 C) 15 million D) 1,6 million
iii) Which of the countries shown in the table had the largest NUMBER of people aged 65
and above in 2016.
A) United Kingdom B) Greece C) South Africa D) India
iv) By what percentage (approximately) did the population of Sierra Leone grow between
2000 and 2016?
A) 40% B) 60% C) 28% D) 2,8%
37
v) In Sweden in 2016, 20% of the population was aged 65 years old and above and 62%
of the population was aged between 15 and 64 years. Approximately what would the
age dependency ratio, old (as defined above) for Sweden be?
A) 20 B) 62 C) 5 D) 32
vi) The crude birth rate is defined as the number of babies born per 1000 people in a
country. If the crude birth rate in South Africa in 2016 was 20, approximately how many
babies would have been born?
A) 20 000 000 B) 100 000 C) 550 000 D) 1 100 000
6. If the number of people infected with flu grows at an increasing rate over a period of 20 days,
which of the following graphs could represent that situation.
A) B)
C) D)
38
Answers
Testlet 1 ANSWERS
1) A. BODMAS says we must do the work in the brackets first. In the brackets we need to do the
multiplication first so we get: 5 − 3 + 12 ÷ 0,1. We then do the addition and subtraction in the
brackets from the left to the right to get: 14 ÷ 0,1 = 140
2i) A. 14 × 2 000 000 = 28 000 000. So it is 28 000 000 cm from Joburg to Gaberone. There are
100 cm in a metre and 1000 metres in a km. So we must divide by 100 and then by 1000 to
convert to km. So the answer is 280km.
;
2ii) C. R300 × 0,8 = . R300 × = 240 pula.
=@
2iii) A. 1000 ÷ 0,8 = 10 000 ÷ 8 = R1250. (Or you can work backwards from the asnwers and see
that R1250 × 0,8 = 1000 pula)
3i) C. Although MP has the highest percentage (3,7%) of students at TVET colleges this is a
percentage of the total number of students in the province which is only 1 310 000. GP has 3,4%
of 3 327 000 students at TVET colleges so will have the largest NUMBER of students at TVET
colleges.
3ii) A. 1% of 1 541 000 = 15 410 so 1,1% of 1 541 000 will be a bit more than this. So 17 000
would be a reasonable approximation.
3iii) B. There are 3 366 000 students in GP out of 16 222 000 students in RSA.
88::@@@ 8 = >@
can be roughly approximated as: = = = 20%
=:>>>@@@ =? ? =@@
4i) A. The median is the middle score. As more than half the learners got less than 50% for the
test, the median must be less than 50% so 45% is the only option for the median.
;@@y=@ ×<A ;@@y<A@ =AA@
4ii) A. The mean will be: = = = 59. So the mean mark is 59%
8@ 8@ 8@
39
So the percentage by which the population of the WCape grew between 2003 and 2013 is:
:@=A@@@–9<?=@@@ :@@@@@@–?@@@@@@ =
×100. This is approximately: ×100 = ×100 = 20%
9<?=@@@ ?@@@@@@ ?
8ii) D. Over 3 years the population grows by: 6362000 − 6017000 = 345000
So 345000 ÷ 3 = 115000 𝑝𝑒𝑜𝑝𝑙𝑒 𝑦𝑒𝑎𝑟
9) A. The height of the water will rise most quickly in the thinnest beaker (X) and slowest in the
widest beaker (Y)
@,> > =
10) C. 0,2% = = =
=@@ =@@@ ?@@
Testlet 2 ANSWERS
1) B. The grassed area is 5 ×2 = 10 𝑚 > . The larger rectangle (grass and paving) is 7 ×4 = 28 𝑚 >
So the paved area is 28 − 10 = 18 𝑚 >
2) A. For the 1st position in the row I can choose any one of the 3 children.
For each choice of child for the 1st position, there are 2 possible choices for the 2nd position.
And then once the 1st and 2nd position are chosen, then there is only one choice the third position
So the total possible choices are 3 ×2 ×1 = 6
3i) D. There are 20 men older than 30 years in the club of 200 members, so the probability of
>@
selecting one of them is = 0,1
>@@
3ii) C. There are 18 + 16 = 34 people under 18 years in the club of 200 members, so the
89
probability of selecting one of them is = 0,17
>@@
4) D. 400𝑔 makes 30 biscuits. So 200𝑔 makes 15 biscuits (divide both by 2). So 1000𝑔 makes
15 ×5 = 75 biscuits
5) C. Before doing the calculations make sure all the units are the same i.e. if your speed is in
8
km/h then your time must be in HOURS. 45 minutes is of an hour.
9
8
𝐷𝑖𝑠𝑡𝑎𝑛𝑐𝑒 = 𝑠𝑝𝑒𝑒𝑑 ×𝑡𝑖𝑚𝑒 = 10 × = 7,5 𝑘𝑚
9
=9
6) D. 14% 𝑜𝑓 450 = ×450 = 14 ×4,5 = 63
=@@
So the total amount will be 𝑅450 + 𝑅63 = 𝑅513
> ::,::…
7i) C. = this is approximately 67% which is close to 68%
8 =@@
=
7ii) D. 19% of the vehicles were LDVs - Bakkies. 4% of the vehicles were motorcycles. of 19% is
?
=
just less than 4%. of 600 000 will be 120 000 so 125 000 is a good approximation of the number
?
of motorcycles.
7iii) D. 1% of 3 220 000 is 32 200 so 3% of 32 200 is 96 600.
9i) A. 2 ×3 + 1 = 6 + 1 = 7
40
9ii) A. 2𝑥 + 1 = 21 so 2𝑥 = 20 so 𝑥 = 10
>@ =
10i) C. The taxi section of the graph for school 4 represents roughly 20% = =
=@@ ?
10ii) A. The bus section of the graph for school 1 goes from about 65% to 95% so approximately
30% of learners come to school by bus.
10iii) C. Just under 40% of the learners from school 3 walk to school. 40% of 300 = 120. So 110
would be the best approximation.
Testlet 3 ANSWERS
”\—YURžS
1) B. Use the formula: 𝑠𝑝𝑒𝑒𝑑 =
Y\VS
9@ ; :@ 8 9@ 9 ;@ 9
For W: = For X: = For Y: = For Z: =
8? A 9@ > 8@ 8 :@ 8
So X is the fastest travelling 1,5 𝑘𝑚 every minute
2i) A. The question is asking specifically for League A which has a total of 20. So take the number
that the Tigers won in League A (3) and put it over the total (20)
2ii) B. Go to column C and look for the team with the highest number. It is the Sharks with 5 wins
2iii) C. Identify the team that came second overall by looking at the Total column. It is the Ostriches
with 14 wins. Create a fraction over the total wins (70) and multiply by 100 to get a percentage
=9
figure. So: ×100 = 20%
A@
3) C. 50 000 + 0,07 ×50 000 = 53 500. Then 53 500 + 0,08 × 53 500 = 𝑅57 780
4) D. There is an inverse relation between the number of machines and the days to produce the
sculpture.
First, solve for how long 1 machine will take: 3 ×6 = 18 𝑑𝑎𝑦𝑠
Then divide this number by 9: 18 ÷ 9 = 2 𝑑𝑎𝑦𝑠
5i) D. The mode is the value that occurs most often. This is 6 rooms
5ii) B. To find the total number of houses sampled we take each columns height and sum them
together. So: 1 + 2 + 3 + 4 + 5 + 3 + 4 + 2 + 2 + 1 + 1 = 28
5iii) C. To calculate the mean multiply each room number by the number of houses that have that
many rooms and then sum these together. Finally divide by the total number of houses sampled.
> ×= y 8 ×> y 9 ×8 y ? × 9 y : × ? y A × 8 y ; × 9 y < × > y =@ × > y == × = y => ×= =;9 9:
So: = = =
>; >; A
9
6
A
6i) C. 60 ÷ 2 = 30 𝑎𝑝𝑝𝑙𝑒𝑠
6ii) A. He buys 9 𝑎𝑝𝑝𝑙𝑒𝑠 so 9 ×2 = 𝑅18. 60 − 18 = 𝑅42 spent on bananas
6iii) B. 2𝐴 + 3𝐵 will give the total amount he spends on apples and bananas as it take the amount
he buys and multiplies it by the price and sums these values
6iv) B. 𝐴 + 𝐵 will give the total number of pieces of fruit he bought
=> =
7) C. = = 0,2
:@ ?
41
9) D. The graph must start at 0 as Nolo starts from rest. It must then have a positive gradient as
she is increasing her velocity. She then runs constantly so it must have a flat gradient. Increasing
her velocity means it must have a positive gradient again. Finally decreasing her velocity means
the graph must go downwards as it will now have a negative gradient.
Testlet 4 ANSWERS
1i) C. As the base is a rectangle the formula for its area is 𝑙 ×𝑏 so: 15 ×10 = 150 𝑐𝑚 >
1ii) B. The pyramid has 4 triangles and 1 rectangle. You must count all of these:
2 125 + 2 183 + 150 = 766 𝑐𝑚 >
9@
1iii) D. Take 40% of the total volume of 1200 𝑚𝑙: ×1200 = 480 𝑚𝑙
=@@
This must be converted to litres: 480 ÷ 1000 = 0,48 𝑙
2) C. For the 1st position in the row I can choose any one of my friends.
For each choice of friend for the 1st position, there are 3 possible choices for the 2nd position.
Once the 1st and 2nd position are chosen, there is 2 possible choices for the 3rd position
And then once the 1st, 2nd and 3rd positions have been chosen, there is only one choice for the
final position. So the total possible choices are 4 ×3 ×2 ×1 = 24
5) C. The correct statement is 𝑝 = 2𝑔 since if we multiply the price of gold by two we get the price
of platinum
7i) D. Divide the Rand by 16 to get the Pounds value: 20 000 ÷ 16 = £1 250
OR remember you can always work backwards from the answers to make the calculations easier:
We can see £320 000 or £300 000 are too big.
£1 000 ×16 = 16 000 which is less than 20 000 so the answer must be £1 250
7ii) D. For every Pound she gets €1,25. So multiply the Pounds by this:
500 ×1,25 = €625
=
NOTE: One way to do this calculation is to say 1 × 500 + ×500 = 500 + 125 = 625
9
7iii) B. We know £1 = 𝑅16 and £1 = €1,25 so it must be that €1,25 = 𝑅16
So €125 = 𝑅1 600 and therefore €250 = 𝑅3 200
=
8i) D. By observation: Looking at the sector for Secondary Education we can see it is bigger than
9
= =
(the angle from the centre is more than 90°) but smaller than . Therefore the answer must be
> 8
42
By calculation:
Total number of people equals: 22465086 + 11886912 + 1235250 + 2269421 = 37856669
==;;:<=> =>@@@@@@ :
So fraction for secondary education is: which is approximately = which is
8A;?:::< 8;@@@@@@ =<
=
approx.
8
8ii) A. By observation: Looking at the sector for Primary Education we can see it is bigger than
50% (the angle from the centre is more than 180°) but smaller than 75%(the angle from the center
is smaller than 270°). However it is closer to 50% than 75% so the answer would approximately be
60%
>>9:?@;: >8@@@@@@ >8
By calculation: which is approx. =
8A;?:::< 9@@@@@@@ 9@
>8
To find percentage: ×100 = 57,5% and this is close to 60%
9@
A =
9i) C. 7 000 000 is 7 million. We can round 55,6 to 56 so = = 12,5%
?: ;
= =
9ii) A. 25% = and 𝑜𝑓 55,6 = 55,6 ÷ 4 = 13,9 and 13,9 𝑚𝑖𝑙𝑙𝑖𝑜𝑛 = 13 900 000
9 9
9iii) B. 55,6 𝑚𝑖𝑙𝑙𝑖𝑜𝑛 = 55 600 000 = 5,56 × 10A
9iv) C. 10% ×55,6 𝑚𝑖𝑙𝑙𝑖𝑜𝑛 = 5,56 𝑚𝑖𝑙𝑙𝑖𝑜𝑛 and 55,6 𝑚𝑖𝑙𝑙𝑖𝑜𝑛 + 5,56 𝑚𝑖𝑙𝑙𝑖𝑜𝑛 = 61,16 𝑚𝑖𝑙𝑙𝑖𝑜𝑛
88@ 88
10i) B. 𝑇𝑖𝑚𝑒 = 𝐷𝑖𝑠𝑡𝑎𝑛𝑐𝑒 𝑆𝑝𝑒𝑒𝑑 = = = 5,5 ℎ𝑜𝑢𝑟𝑠
:@ :
8 8
10ii) D. 0,75 = and ×60 𝑚𝑖𝑛𝑠 = 45 𝑚𝑖𝑛𝑠 and 4 ℎ𝑜𝑢𝑟𝑠 = 4 ×60 = 240 𝑚𝑖𝑛𝑠
9 9
So 4,75 ℎ𝑜𝑢𝑟𝑠 = 45 + 240 = 285 𝑚𝑖𝑛𝑠
10iii) B. Car A travels 330 km in 5,5 hours. Car B travels 380 km (i.e. a greater distance) in 4,5
hours (i.e. in a shorter period of time). So Car B must be going at a faster average speed.
Testlet 5 ANSWERS
1i) A. 86%
1ii) D. Zimbabwe. Roughly 30% of Zimbabweans had access to electricity in 1991 and
approximately 32% of Zimbabweans had access to electricity in 2014.
1iii) D. The graph for Swaziland rises most steeply so Swaziland shows the fastest growth.
=
1iv) B. = 25. The Swaziland graph first goes above 25% in 2001
9
2i) A. The "mixed farming" section of the bar for the Western Cape goes from about 17% to about
39% so represents about 22%
2ii) D. The "crops only" section of the bar for the Free State goes from about 18% to 73% so
represents about 55%. So those not involved in "crops only" would be 100% − 55% = 45%
4i) C. The scale is 1 ∶ 50 𝑠𝑜 2 ∶ 100. The door is 100 𝑐𝑚 wide and this equals 1 𝑚
4ii) D. 10 𝑚 = 1000 𝑐𝑚. The scale is 1 ∶ 50 and we want to know ? : 1000
1000 ÷ 50 = 20, 𝑠𝑜 1: 50 = 20 ∶ 1000 . The drawing of house will have a length of 20 𝑐𝑚
5i) D. The population of Greece decreased from 10,8 million to 10,7 million.
5ii) D. 15% of the 10,8 million people in Greece were between - and 14 years old in 2016.
43
15% of 10 million is 1,5 million so the answer must be a bit more than that i.e. 1,6 million
5iii) D. India. Although only 6% of the India population is 65 years or older, the population of India
is much, much bigger than all the other countries in the table and so India will have the most
people aged 65 years or older.
(6% of 1 324,2 million is approximately 79 million - but we don't need to do that exact calculation to
be able to see that 6% of 1 324,2 million is going to give us a bigger "older" population than that of
all the other countries)
RST UVWXRY–W^” UVWXRY
5iv) B. 𝑃𝑒𝑟𝑐𝑒𝑛𝑡𝑎𝑔𝑒 𝑖𝑛𝑐𝑟𝑒𝑎𝑠𝑒 = ×100
W^” UVWXRY
6) A. Growth so must have a positive gradient and because it is an increasing rate the graph must
get steeper and steeper.
The notes in this booklet have been adapted from the OLICO and Winning Teams Senior Phase
summary book.
Data sources: Stats SA and World Bank.
Information about the AQL taken from “The National Benchmark Tests: Preparing your learners for
the Academic and Quantitative Literacy Test” by Natalie le Roux and Kabelo Sebolai from nbt.ac.za
44
THIS BOOKLET WAS PREPARED WITH CONTRIBUTIONS
FROM LYNN BOWIE, SCOTT HUNT, KIM MOSCA & SUE JOBSON.
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