Mathletics Diagnostic Test Year 7 - National Curriculum 813 ANSWER KEY. Measurement and Geometry. Suggested Time: minutes 31 marks

January 10, 2017 | Author: Shavonne Weaver | Category: N/A
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1 Mthletis Dignosti Test Yer 7 - Ntionl Curriulum 813 ANSWER KEY Mesurement nd Geometry Suggested Time: minutes 31 mrks ...

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Mathletics Diagnostic Test Year 7 - National Curriculum 813

ANSWER KEY Measurement and Geometry Suggested Time: 40 - 45 minutes 31 marks

Name: Teacher: Date: All questions are worth one mark.

Sub-strand and content elaborations are based on Version 1.2 ACARA Australian National Mathematics Curriculum Year 7 | March 2011

© 3P Learning Pty Ltd - Mathletics National Curriculum Assessment Series - 2011

Section 1 - Using Units of Measurement ACMMG159/160

a

Select the correct equation to find the area of a triangle. Note: height is perpendicular height

b

0

a = 1/2 base x height

C

a = 1/2 (base ÷ height)

B

a = base x height

D

a - 1/2 base + height

Calculate the area of the rectangle below.

7 cm

24 cm 168 cm2 Answer:

c

Calculate the area of the shaded right-angled triangle.

7 cm

24 cm 2

84 cm Answer:

d

Calculate the area of the triangle below.

8 cm

32 cm 2

128 cm Answer:

© 3P Learning Pty Ltd - Mathletics National Curriculum Assessment Series - 2011

e

What are the correct units for volume? cm³ or m³ or equivalent

Answer:

f

How many litres of paint will be needed to paint the wall below if each litre of paint covers 7 m 2 ?

3m

Answer:

g

23 m 2 Total area of wall = 69 cm 2 each litre of paint covers = 7 cm Area of wall/paint coverage = 69 / 7 = 9.9 Litres

Calculate the volume of the cube. 32 cm V Answer:

h

= 32 cm x 32 cm x 32 cm = 32768 cm3

Calculate the volume of the rectangular prism.

3m

32 m 24 m V

= 24 m x 32 m x 3 m = 2304 cm3

Answer: ACMMG159/160

/8

© 3P Learning Pty Ltd - Mathletics National Curriculum Assessment Series - 2011

Section 2 - Shape ACMMG161

3D objects can be viewed as 2D objects when viewed from different angles. For the following questions, draw a 2D aerial view of how you would see the set of blocks below (ie: if you looked down from above).

a

Answer

b

Answer (show shaded blocks as shaded)

c

Answer (show shaded cylinders as shaded)

ACMMG161

/3

© 3P Learning Pty Ltd - Mathletics National Curriculum Assessment Series - 2011

Section 3 - Location and Transformation ACMMG181

a

Draw a picture of how the shape below would look rotated clockwise through 180 degrees. 180o

90o

270o

b

Select which option best represents the sequence of the images below.

1

A

c

symmetry

B

2

slide, enlarge

3

C

turn, slide

0

turn, flip

Draw the lines of symmetry on the shapes below.

NO LINES OF SYMMETRY

© 3P Learning Pty Ltd - Mathletics National Curriculum Assessment Series - 2011

d

Draw or write a sequence of flips, slides or turns required to make the first shape look like the second.

Teacher Discretion - many possible solutions

1

o

turn 180

flip

Answer:

e

Describe another way to achieve the same as question d. You may also draw your answer.

as above

Answer:

f

Explain the difference between rotational and line symmetry.

Teacher Discretion Line symmetry occurs when the object looks the same as a reflection or fold on itself. Rotational symmetry occurs when the object can be rotated on its central axis and still look the same. Answer: ACMMG181

/6

© 3P Learning Pty Ltd - Mathletics National Curriculum Assessment Series - 2011

Section 4 - Geometric Reasoning ACMMG165/166

a

Which is a non right-angled scalene triangle?

A

b

B

0

d

A

0

B

0

D

kite

C

rhombus

D

rectangle

rhombus

C

kite

D

trapezium

Which is an equilateral triangle?

A

c

C

What is this shape?

trapezium

B

What is this shape?

rectangle

0

e 21

0

x

0

31

0

A

x = 120

C

x = 130

0

x = 128

D

x = 148

A

w = 55

C

w = 56

B

w = 46

0

w = 45

f 120

0

w 48

0

147

0

0

ACMMG165/166

/6

© 3P Learning Pty Ltd - Mathletics National Curriculum Assessment Series - 2011

Section 5 - Geometric Reasoning ACMMG163/164

a

Draw a reflex angle.

Teacher Discretion

Questions b to d relate to the following diagram.

b

1

2

3

4

c

5

6

7

8

d

e 102

a

o

124

Which angles are cointerior? A

4 and 5

C

1 and 5

B

2 and 4

0

3 and 5

Which angles are alternate? 0

3 and 6

C

5 and 8

B

4 and 6

D

2 and 6

Which angles are corresponding? A

5 and 3

C

1 and 6

0

4 and 8

D

2 and 8

o

0

a = 134

C

a = 94

B

a = 174

D

a = 138

A

a = 126

0

a = 18

B

a = 22

D

a = 26

o

f 7a 3a

o

o

© 3P Learning Pty Ltd - Mathletics National Curriculum Assessment Series - 2011

g

Describe and draw two ways in which the angles between the transversal and horizontal lines would indicate the lines are parallel.

Students can describe any two of the following: o Cointerior angles add to 180 Alternate angles are equal Corresponding angles are equal Teacher discretion Answer:

h

Describe and draw two ways in which the angles between the transversal and horizontal lines would indicate the lines are NOT parallel.

Students should demonstrate understanding that if any of the above (g) are not true, then the lines are NOT parallel. Teacher discretion Answer: ACMMG163/164

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© 3P Learning Pty Ltd - Mathletics National Curriculum Assessment Series - 2011

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