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2023 Malawi MSCE Mock Math Paper II

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0% found this document useful (0 votes)
116 views19 pages

2023 Malawi MSCE Mock Math Paper II

Uploaded by

Maureen Brown
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd

NAME OF STUDENT__________________________________________________________

MZUZU DIOCESE
2023 MALAWI SCHOOL CERTIFICATE OF EDUCATION MOCK EXAMINATION

MATHEMATICS
PAPER II
(100 marks) Subject Number: 131/II
DATE: 27th March Time allowed:7:30-10:00am (2hours 30 mins )
Instructions Do not write
Question Tick if in these
1. This paper contains 19 pages. Please check.
number answered columns

2. Answer all Six questions in section A and any four 1


questions from section B.
2

3. Section A carries 60 marks and section B carries 40 3


marks
4. The maximum number of marks for each answer is 4
indicated against each question.
5
5. Write your answers in the spaces provided on the question
paper 6
6. Calculators may be used.
7
7. All working must be clearly shown.
8
8. Write your name at the top of each page on your question
paper in the spaces provided.
9

9. In the table provided on this page, tick against the


10
question number you have answered.
11

12

Total
©MZUZU DIOCESE HAC 2023 Turn over
Section A: (60 marks)
Answer all the seven questions in this section

𝑥 2 −𝑦 2 𝑥 2 −2𝑥𝑦+𝑦 2
1. a. Simplify the expression ÷
𝑥 2 +𝑎𝑏+𝑎𝑥+𝑏𝑦 𝑐𝑥+𝑏𝑐

(4 marks)

2√8
b. Without using a calculator, simplify , giving the answer with a rational
√96 −2√6
denominator. (4 marks)

Page 2 of 19
2. a. The second term of an arithmetic progression is three times the seventh term, and the ninth
term is [Link] the first term and the common difference. (6 marks)

Page 3 of 19
b. The probability a day will rain heavily is 5⁄8, the probability of flooding when it rains
heavily is 6⁄7 and the probability of flooding when it rains lightly is 1⁄5. Use the tree diagram
to find the probability of flooding. (5 marks)
.

Page 4 of 19
3. a. In the figure below, ABCD is a parallelogram. ⃗⃗⃗⃗⃗⃗ ⃗⃗⃗⃗⃗⃗ ⃗⃗⃗⃗⃗⃗
𝑫𝑪 = 𝟒𝑪𝑬, 𝑨𝑩 = 𝒃 and ⃗⃗⃗⃗⃗⃗
𝑨𝑫 = 𝒅.

1
⃗⃗⃗⃗⃗ = (5𝑏 + 4𝑑)
Show that 𝐴𝐸
4
(5 marks)

Page 5 of 19
b. Prove the theorem which start that the angle between the chord and a tangent at the point
of contact is equal the angle subtended by the same chord in the alternate segment. (5 marks)

Page 6 of 19
4. a. Solve the equation 12𝑥 3 + 16𝑥 2 − 5𝑥 − 3 = 0. (5 marks)

Page 7 of 19
b. The length of the triangle is 8 cm and 15 cm, if the included angle is 60°. Find the area of the
triangle and leave the answer in a surd form. (5 marks)

Page 8 of 19
5.a. Table 1 shows the weight of some students in a certain school.

Mass 34.5 44.5 54.5 64.5 74.5 84.5


(Kg)
Number 4 26 40 26 2 2
of
students

Calculate the standard deviation. (6 marks)

Page 9 of 19
b. Solve the equation 𝑙𝑜𝑔2 (𝑥 2 + 3𝑥 − 2) = 2𝑙𝑜𝑔2 𝑥 + 1. (4 marks)

6 a. The sum of the squares of the ages of the mother and the daughter is 964 years. Four years
ago, the difference of their ages was 22 years. Find their present ages. (6 marks)

Page 10 of 19
b. Using a ruler and a pair of compasses only, construct in the same diagram,

i a circle centre O of radius 4 cm. (1 marks)


ii a point R outside the circle such that OR= 10 𝑐𝑚. (2 marks)
iii Tangents TR and XR to the circle at T and X measure and state the length of the
tangents. (2 marks)

Page 11 of 19
SECTION B (40 marks)

Answer any four questions from this section

7. An aeroplane leaves airport A on a bearing of 𝑁24°𝐸 and flies for 340 km to another airport
B. it then leaves airport B and flies on a bearing 𝑁64°𝑊 to another airport C. If the airport A and
airport C are 680 km apart, calculate the bearing of airport A from airport C.
(10 marks)

Page 12 of 19
8. The distance (d) covered by a moving object is partly constant and partly varies with the
square of its velocity (v). When the velocity is 2m/h, the distance is 15m and when the velocity
is 3m/h, the distance covered is 20m. If the distance covered is 36m, find the velocity of the
object. (10 marks)

Page 13 of 19
[Link] 60 bags of fertilizer which contains at least one of the following nutrients: Nitrogen
(N), Potassium (K) and Phosphorous (P).
• 12 bags contain Nitrogen only.
• 7 bags contain Potassium only.
• 11 bags contain Phosphorous only.
• 6 bags contain all the three nutrients.
• 𝑛(𝐾 ∩ 𝑃 ∩ 𝑁 ′ ) = 𝑥
• 𝑛(𝑁 ∩ 𝑃 ∩ 𝐾 ′ ) = 2𝑥
• 𝑛(𝑁 ∩ 𝐾 ∩ 𝑃′ ) = 3𝑥
Using a Venn diagram, calculate the number of bags which contain Nitrogen. (10 marks)

Page 14 of 19
[Link] figure below shows a right rectangular based pyramid such that 𝑉𝐵 = 𝐴𝑉 = 𝐶𝑉 =
𝐷𝑉 = 13 𝑐𝑚, 𝐴𝐶 = 10 𝑐𝑚 and 𝐴𝐵 = 7 𝑐𝑚

Calculate the angle between the face VAB and the base (10 marks)

Page 15 of 19
11. A certain boarding school had K5, 000,000.00 to buy bags of rice and bags of Maize flour.
A bag of rice costs K50, 000.00 and a bag of flour cost K20, 000.00. The school decided to
spend money as follows:
• Buy at least 30 bags of rice and at least 50 bags of flour
• Spend more on rice than on flour by not more than K1, 000,000.00

i. Taking x to represent the number of bags of rice and y to represent the number of bags of
maize flour. Write down four inequalities in x and y that satisfy the above information.
(4 marks)

ii. Using a scale of 2cm to represent 20 units on the horizontal axis and 2 cm to represents 25
units on the vertical axis, draw a graph to show the region bounded by the four inequalities
by shading the unwanted region. (5 marks)

iii. Use your graph to find the maximum number of bags of maize flour the school can buy if
40 bags of rice have already been bought. (1 mark)

Page 16 of 19
Page 17 of 19
12. The table 2 shows some of the values for y= 𝑥 2 − 3𝑥 + 10
i. Complete the table below. (2 marks)
Table 2 y= 𝑥 2 − 3𝑥 + 10
x −1 0 1 2 3 4 5
y 14 10 8 10 20

i. Use the scale of 2 cm represent 1 unit on the x-axis and 2 cm to represent 5 units on
the y-axis, draw the graph of y= 𝑥 2 − 3𝑥 + 10 (5 marks)
ii. Use the graph solve equation simultaneous equation
𝑦 = 𝑥 2 − 3𝑥 + 10 (3 marks)
𝑦 =𝑥+7

Page 18 of 19
END OF QUESTION PAPER

Page 19 of 19

Common questions

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Bearings, expressed in degrees, describe the direction of one point from another relative to North, East, South, or West. Understanding bearings is crucial in navigation for plotting courses and determining travel direction. For an aeroplane moving between airports on specific bearings, it entails using geometry and trigonometry to calculate angles, distances, and positions. In situations where end positions are needed, such as the bearing of Airport A from Airport C, the known track direction composes crucial data points for accurate calculation.

A Venn diagram helps to solve set problems by visually organizing overlapping properties and exclusive elements of sets. For fertilizer bags with nutrients, the diagram enables mapping nutrient combinations and exclusive attributes, allowing calculations like union and intersection. Given constraints on the number of bags with specific nutrient combinations, it facilitates algebraic solving through relations like \(n(K \cap P \cap N') = x\). The visualization directly aids in managing complexity and calculating accurate nutrient distributions.

The significance of simplifying algebraic expressions like \( \frac{x^2-y^2}{x^2+ab+ax+by} \div \frac{x^2-2xy+y^2}{cx+bc} \) lies in reducing complexity, facilitating easier interpretation, and solving for unknown variables. Simplification often reveals underlying relationships between terms and makes it feasible to perform further operations or apply mathematical properties. In this case, the simplification involves recognizing factors as differences of squares and possibly common factors, leading to a more straightforward form.

Graphing inequalities in linear programming adds constraints visually, delineating regions that satisfy all conditions. For the problem of a school allocating resources like bags of rice and flour within budget limits and conditions, graph plotting illustrates intersecting inequalities defining feasible regions. By shading areas that are not applicable, one isolates the feasible region. Analyzing this helps identify solutions maximizing or minimizing an objective function, essential in resource allocation and optimization tasks.

This theorem, known as the Alternate Segment Theorem, states that the angle between a chord and a tangent to a circle at the point where the chord is tangential equals the angle subtended by the chord on the opposite segment. This is because tangential angles are inscribed angles subtending identical arc segments. The understanding of this theorem elucidates properties of circle geometry and provides foundational insights for solving related problems involving circles, chords, and tangents.

Calculating the angle between a pyramid's face and base involves understanding geometrical properties and applying trigonometric laws. With a right rectangular pyramid, vectors or triangles involving face and base vertices help form equations for these angles. Trigonometry, such as the dot product or cosine rule, computes the angle accurately. Such mathematical rigor underpins spatial understanding, enabling exact assessments of angles in three-dimensional configurations crucial for fields like architecture and engineering.

Understanding arithmetic progressions (APs) allows us to utilize a systematic approach to find specific terms given conditions. In the problem where the second term is three times the seventh term, and the ninth term is 1, the AP formula \(a_n = a + (n-1) imes d\) is applied for given terms to set equations and solve for the first term \(a\) and common difference \(d\). This application of AP knowledge transforms word problems into algebraic ones that are more straightforward to solve.

Calculating the standard deviation provides insights into the spread or variability of the data within a dataset. In the example of student weights, a low standard deviation would indicate that the majority of the student weights are clustered closely around the mean, suggesting a uniform body weight distribution. Conversely, a high standard deviation suggests that weights are more spread out. This measure enables a better understanding of the population's weight differences and helps in comparing uniformity against expected statistics or norms.

Solving the cubic equation \(12x^3 + 16x^2 - 5x - 3 = 0\) involves initially using methods like synthetic division, factoring, or applying the Rational Root Theorem to find potential roots. Upon locating a root, division can simplify the polynomial, possibly reducing it to a quadratic equation solvable by factoring or using the quadratic formula. This process not only engages algebraic manipulation but further reinforces an understanding of finding roots in higher-order polynomial equations and various solving techniques.

A tree diagram aids in visualizing all possible outcomes of events, their sequences, and corresponding probabilities. By mapping the probabilities of events like rain type and flooding, the diagram allows one to methodically calculate cumulative probabilities. In this context, it helps calculate the total probability of flooding by summing the probabilities of it flooding in heavy or light rain: the product of individual probabilities guides complex calculations into structured and comprehensible steps.

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