April Released Exam

Mathematics 30–1
Released
Items
2016 Released Diploma Examination Items
For further information, contact
Ross Marian, Assessment Standards Team Leader, at

Ross.Marian@gov.ab.ca
Delcy Rolheiser, Examiner, at

Delcy.Rolheiser@gov.ab.ca
Deanna Shostak, Director of Diploma Programs, at

Deanna.Shostak@gov.ab.ca
Provincial Assessment Sector: 780-427-0010.

To call toll-free from outside Edmonton, dial 310‑0000.
The Alberta Education website is found here.
Copyright 2016, the Crown in Right of Alberta, as represented by the Minister of Education,
Alberta Education, Provincial Assessment Sector, 44 Capital Boulevard, 10044 108 Street NW,
Edmonton, Alberta T5J 5E6, and its licensors. All rights reserved.
Special permission is granted to Alberta educators only to reproduce, for educational purposes
and on a non-profit basis, parts of this document that do not contain excerpted material.
Contents
Introduction.............................................................................................................................1
Additional Documents............................................................................................................ 1
Mathematics 30–1 Diploma Examination April 2016 – Blueprint Summary..........................2
Mathematics 30–1 Diploma Examination April 2016 – Released Items.................................4
Introduction
The questions in this booklet are from the April 2016 Mathematics 30-1 Diploma Examination.
Teachers may wish to use these questions in a variety of ways to help students develop and
demonstrate an understanding of the concepts described in the Mathematics 30-1 Program of
Studies. This material, along with the Program of Studies, Information Bulletin, and Assessment
Standards and Exemplars, can provide insights that assist with decisions about instructional
planning.
These questions are released in both English and French by the Provincial Assessment Sector.
Additional Documents
The Provincial Assessment Sector supports the instruction of Mathematics 30–1 with the
following documents available online.
• Mathematics 30–1 Information Bulletin and Mathematics 30–1 Assessment Standards

and Exemplars
• Mathematics 30–1 Practice Questions

Some practice questions have been released for Mathematics 30–1.
• School Reports and Instructional Group Reports

Detailed statistical information on provincial, group, and individual student performance on the
entire examination.
Alberta Education, 1 Mathematics 30–1

Provincial Assessment Sector
Mathematics 30-1 Diploma Examination
April 2016 – Blueprint Summary
The following table gives results for the machine-scored questions released from the examination
and shows the percentage of students that answered each question correctly. For each question, the
table also gives the correct response, the topic, the outcome, the standard, and the cognitive levels.
Topics Standards Cognitive Level

RF Relations and Functions Acceptable Conceptual
TRIG Trigonometry Excellence Procedural
PCBT Permutations, Combinations, Problem Solving
and Binomial Theorem
Question Diff.* Key Topic Outcome Cognitive Level Standard

MC1 79.6% C RF 2 Procedural Acceptable
MC2 84.0% B RF 4 Conceptual Acceptable
MC3 72.5% B RF 3,5 Conceptual Acceptable
NR1 43.4% 3547 RF 3 Conceptual Acceptable
MC4 64.9% C RF 5 Procedural Acceptable
MC5 50.4% B RF 6 Conceptual Acceptable
MC6 33.1% C RF 10 Problem Solving Acceptable
NR3 74.8% 3.33 RF 7 Problem Solving Acceptable
MC7 77.9% D RF 8 Problem Solving Excellence
NR4 62.9% 0.42 RF 8 Procedural Acceptable
MC8 66.7% A RF 9 Conceptual Acceptable
MC9 32.8% C RF 10 Problem Solving Excellence
MC10 76.4% B RF 11 Procedural Acceptable
NR5 47.0% 2.5 RF 11,12 Problem Solving Acceptable
MC11 42.2% B RF 12 Problem Solving Acceptable
MC12 55.7% C RF 13 Problem Solving Acceptable
MC13 69.3% D RF 14 Procedural Excellence
MC14 74.2% D RF 14 Conceptual Acceptable
MC15 61.2% C RF 1 Conceptual Acceptable

Question Diff.* Key Topic Outcome Cognitive Level Standard
NR7 53.8% 2.44 RF 1 Procedural Acceptable
MC16 72.1% B TRIG 1 Procedural Acceptable
NR8 47.7% 4.2 TRIG 1 Problem Solving Acceptable
MC17 78.2% A TRIG 2,3 Procedural Acceptable
NR9 47.5% 3494 TRIG 2 Procedural Acceptable
MC18 28.3% A TRIG 3 Conceptual Excellence
MC19 68.5% C TRIG 3 Conceptual Acceptable
NR10 77.6% 80 TRIG 3,5 Problem Solving Acceptable
MC20 39.2% A TRIG 4 Problem Solving Acceptable
MC21 55.5% D TRIG 4 Problem Solving Acceptable
MC22 27.8% D TRIG 5 Problem Solving Excellence
MC23 45.6% A TRIG 6 Procedural Excellence
MC24 78.5% D TRIG 6 Procedural Acceptable
MC25 69.4% A PCBT 1 Conceptual Acceptable
NR11 61.1% 23 PCBT 1 Conceptual Excellence
NR12 70.5% 1080 PCBT 2 Problem Solving Acceptable
MC26 51.0% D PCBT 3 Problem Solving Excellence
MC27 48.4% B PCBT 4 Procedural Excellence
MC28 68.9% A PCBT 4 Conceptual Acceptable
*Difficulty—proportion of students answering the question correctly

Mathematics 30–1 Diploma Examination
April 2016 – Released Items
1. If the graph of f (x) = (x - 2) 2 + 1 is transformed into the graph of g(x) = f (x - 4) + 3,

then the coordinates of the vertex on the graph of y = g(x) will be
A. (2, 4)
B. (–2, 4)
C. (6, 4)
D. (–6, 4)
Use the following information to answer question 2.
The partial graph of the function y = f (x) is shown below.
2. Which of the following transformations will always create invariant points at A, B, and C?
A. y = f (bx)
B. y = af (x)
C. y = f (x) + k
D. y = f (x - h)

3. When compared to the graph of y = f (x), the graph of 8y = f (- x) has been reflected in
the i and vertically stretched about the x-axis by a factor of ii .
The statement above is completed by the information in row
Row i ii
A. y-axis 8
B. y-axis 1
8
C. x-axis 8
D. x-axis 1
8

Use the following information to answer numerical-response question 1.
The graphs of the functions y = f (x) and y = g(x) are shown below. Each function is then
horizontally stretched by a factor of 2 about the y-axis, resulting in the new functions
y = p(x) and y = q(x) respectively. The domain and the range of each of the new functions
are found in the table below.
Reference Number Possible Domain Reference Number Possible Range

1 x $ -1 5 y$0
2 x $ -2 6 y $ -2
3 x $ -4 7 y $ -4
4 xdR 8 y $ -8
9 ydR
Numerical Response
1. Complete the statements below.
The domain and range of the new function

y = p(x) are numbered, respectively, and .
Record in the Record in the
first column second column
The domain and range of the new function
y = q(x) are numbered, respectively, and .
Record in the Record in the
third column fourth column
(Record your answer in the numerical-response section on the answer sheet.)

4. The graph of f (x) = 4x2 + 3x - 5 is transformed into the graph of g(x) = - f (-x). The
equation representing g(x) is
A. g(x) = 4x2 + 3x + 5
B. g(x) = 4x2 + 3x - 5
C. g(x) = -4x2 + 3x + 5
D. g(x) = -4x2 - 3x - 5
The point A(3, –5) lies on the graph of the function y = f (x). The ordered pairs below
represent possible coordinates of the new point corresponding to Point A after f (x)
undergoes a single transformation.
Point 1 (3, 5)
Point 2 (–3, 5)
Point 3 (–3, –5)
Point 4 (–5, –3)
Point 5 (–5, 3)
Point 6 (5, –3)
Numerical Response
2. The corresponding point when the graph of y = f (x) is reflected about the line
y = x is Point (Record in the first column)

x = 0 is Point (Record in the second column)
y = 0 is Point (Record in the third column)

A student is asked to draw the inverse of each of the following graphs.
5. If no additional restrictions are given, which two graphs above will have an inverse that is
a function?
A. Graph 1 and Graph 2

B. Graph 1 and Graph 3
C. Graph 2 and Graph 3
D. Graph 2 and Graph 4
x (x + 1)
A student is asked to solve the equation 125(3x - 4) = 25(x - 5) using an algebraic process.
5
She is able to simplify the equation to the form 3x2 + bx + c = 0.
6. The value of c is
A. 6
B. 9
C. 14
D. 40

Numerical Response
If log a8 = 3 and log 4 b = 3 , then the value of log a b + log b a, to the nearest hundredth,
3.
2
is .
7. An expression that is equivalent to log e 2 sin x o, where 0° < x < 90°, is

sin (2x)
A. log 1
B. log (cos x)
C. -log (sin x)
D. -log (cos x)
Numerical Response
4. If log a b = 1.26, where a, b > 0, a ! 1, then the value of log a`3 b j, to the nearest
hundredth, is .

The partial graph of the logarithmic function f (x) = a log b (x – h), where b > 1, is shown
below.
8. To produce the graph of y = f (x) above, the values of a and h in the function must satisfy
A. a < 0 and h > 0

B. a < 0 and h < 0
C. a > 0 and h > 0
D. a > 0 and h < 0

The loudness of a sound is related to the logarithm of the ratio of the measured intensity, I,
to a reference intensity, I0. The loudness, L, of a sound is measured in decibels, dB, and can
be determined using the following formula.
L = 10 log10e I o
I0
During an international soccer tournament in 2010, a noisemaker called the vuvuzela had a
measured loudness of 127 dB at full volume.
9. If the intensity of the sound of the vuvuzela is 5 000 times greater than the intensity of the
sound of a lawn mower, then the measured loudness of the lawn mower, to the nearest
decibel, is
A. 3 dB
B. 37 dB
C. 90 dB
D. 123 dB
In the process of factoring the polynomial P (x) = x 4 + 3x3 + x – 42, a student rewrites
P (x) as the product of two factors, where one factor is x – 2.
10. What is the remaining factor?
A. x3 + 5x2 + 11x - 20
B. x3 + 5x2 + 10x + 21
C. x3 + x2 - x - 40
D. x3 + x2 - 2x + 5

Numerical Response
5. For the polynomial function P (x) = 2x5 + 3x 4 - 10x3 - 21x2 + kx, two of the zeros are
–1 and –2. It can be determined that the largest zero of this function, to the nearest tenth,
is .
The graph of a particular function is shown below.
11. If the equation of the function graphed above is written in the form
f (x) = ax 4 + bx3 + cx + d , then the value of a is
A. 1
B. 2
C. 4
D. 96

The graph of y = f (x) has a range of [0, 9] as shown below.
12. If f (x) is a quadratic function, then a point which cannot be on the graph of y = f (x) is
A. (–14, –63)
B. (–7, 56)
C. (4, 90)
D. (9, –40)

The graphs of the functions y = f (x), y = g(x), and y = h(x) are shown below. Each
function is transformed into y = f (x) , y = g(x) , and y = h(x) , respectively.
Numerical Response
6. The number of invariant points on the original graph and its transformed graph for
Diagram 1 is (Record in the first column)
Diagram 2 is (Record in the second column)
Diagram 3 is (Record in the third column)

2
The graph of the function f (x) = 3x - 11x - 4 has a point of discontinuity at (m, n).
(x - 4)(x + 4)
13. The value of n is
A. –11
B. 0
C. 11
8
D. 13
8
(3x - 2)(2x + 3)
f (x) =
(- x + 1)(3x - 2)
14. For the function above, the vertical asymptote and the horizontal asymptote are represented
by the information in row
Row Vertical Asymptote Horizontal Asymptote
A. x=2 y = -2
3
B. x =1 y = -3
C. x=2 y = -3
3
D. x =1 y = -2

The graphs of y = f (x) and y = g(x) are shown below.
15. The range of the graph of h(x) = ( f - g)(x) would be
A. $y 0 # y # 6, y d R.
B. $y – 6 # y # 0, y d R.
C. $y – 6 # y # 12, y d R.
D. $y –12 # y # 6, y d R.
h(x) = g(x) + ( f % g)(x), where f (x) = x2 + 6x and g(x) = 1

x-2
Numerical Response
7. The value of h(5), to the nearest hundredth, is .

16. An angle that is co-terminal with an angle of - 11r , in standard position, is
4
A. 7r
4
B. 5r
4
C. 3r
4
r
D.
4
A dog is tied to the corner of a rectangular garage. He is given enough leash to run along
a 20.0 m circular path, completing 3 of a circle, as shown in the diagram below.
4
Numerical Response
8. The length of the dog’s leash, to the nearest tenth of a metre, is m.

The unit circle is shown below with an angle, i, in standard position. Point P(k, 0.6) is on
the terminal arm.
17. The value of k is i , and the exact value of sec i is ii .
Row i ii
A. –0.8 -5
4
B. –0.8 -5
3
C. 0.8 -5
4
D. 0.8 -5
3

The terminal arm of an angle of 70° in standard position intersects the unit circle at the
point P(x, y). The coordinates of Point P(x, y), rounded to the nearest hundredth, are
x = 0.ab and y = 0.cd .
Numerical Response
9. The value of x is 0.__________ (Record in the first and second columns.)

The value of y is 0.__________ (Record in the third and fourth columns.)
r
18. If sin i = -2 cos i and # i # r, then the exact value of tan (2i) is
2
A. 4
3
B. 4
5
C. - 4
3
D. - 4
5

19. If csc i = 2 , where 0 # i < 2r, then i lies in Quadrant i , and
3
cot i is equal to ii .
Row i ii
A. I or II ! 3
B. I or IV ! 3
C. I or II ! 1
3
D. I or IV ! 1
3
Numerical Response
10. If cos(x – 20°) = 1 , where 0° < x < 90°, then the value of x, to the nearest degree,
2
is °.

The partial graph of f (x) = a sin8b(x - c)B + d , where a 2 0 and x is in radians, is shown
below. Two of its maximum points and two of its minimum points are labelled.
20. The minimum positive value of c, to the nearest hundredth of a radian, is
A. 1.05
B. 1.57
C. 2.09
D. 2.62

A local park with a radius of 195 m has a circular running trail surrounding it, as shown
below. The shortest distance from the running trail to the parking lot is 5 m. At a constant
speed, Ellie can complete 4 full laps around the park in 32 minutes. Ellie’s distance from the
parking lot as she runs, s, in metres, as a function time, t, in minutes, can be represented by
the function
s(t) = a cos 8b(t - c)B + d .
21. The values of b and d in the function are, respectively,
r
A. and 195
16
r
B. and 200
16
r
C. and 195
4
r
D. and 200
4

The steps shown below were used to determine the complete solution set to the equation
3 sin 2 x + cos 2 x + 5 sin x - 4 = 0, where 0 # x < 2r.
3 sin 2 x + cos 2 x + 5 sin x - 4 = 0
Step 1 2 sin 2 x + sin2 x + cos2 x + 5 sin x - 4 = 0
Step 2 2 sin 2 x + 1 + 5 sin x - 4 = 0
Step 3 2 sin 2 x + 5 sin x - 3 = 0
Step 4 (2 sin x - 1) (sin x + 3) = 0
Step 5 sin x = 1 or sin x = –3

2
Step 6 x = &r 0
6
22. The first recorded error is in Step
A. 1
B. 2
C. 4
D. 6
2 2
23. The non-permissible values of i for the identity 1 - sin 2i = cos2 i are
1 - cos i sin i
A. nr, n d I
B. 2nr, n d I
r
C. + nr, n d I
2
D. r + 2nr, n d I

24. If the identity sin x = 1 + cos x is verified using x = 2r , then the exact value of
1 - cos x sin x 3
each side is
A. - 3
B. 3
C. - 3
3
D. 3
3
A soccer team plays six games in one month. Each game results in a win, loss, or tie.
25. For this soccer team, how many different sets of results are possible for the six games?
A. 729
B. 720
C. 216
D. 64

Prior to 2010, standard licence plates in Alberta consisted of 3 letters followed by 3 digits, and
standard Ontario licence plates consisted of 4 letters followed by 3 digits. Letters and digits
can be repeated on licence plates. There are 23 letters in the alphabet that can be used, as the
letters I, O, and Q are not allowed. All of the digits from 0 to 9 may be used. An example of
each licence plate is shown below.
Numerical Response
11. In 2009, the number of standard licence plates possible in Ontario was r times greater than
the number of standard licence plates possible in Alberta. The value of r as a whole number
is .
Numerical Response
12. The number of different 4-digit or 5-digit personal identification numbers (PINs) that can
be formed using only the digits 2, 3, 4, 5, 6, and 7, with no repetitions within a single PIN,
is .

In a local high school, from a group of 16 students comprised of 7 singers and 9 actors, a
6-person executive council is selected.
26. How many different executive councils are possible if the council must include at least
4 actors?
A. 336
B. 2 646
C. 3 528
D. 3 612
8
27. In the expansion of e x3 + 1 2 o written in descending powers of x, the sixth term is
2x
A. 28
x
B. 7
4x
C. 1
64x6
D. 7
16x6

There are 6 terms in the expansion of (x + 4)n.
28. The value of n is i , and the value of the constant term in the expansion is ii .
Row i ii
A. 5 1 024
B. 5 4 096
C. 6 1 024
D. 6 4 096


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Mathematics 30–1

Ross Marian, Assessment Standards Team Leader, at

Delcy Rolheiser, Examiner, at

Deanna Shostak, Director of Diploma Programs, at

Provincial Assessment Sector: 780-427-0010.

The Alberta Education website is found here.

• Mathematics 30–1 Information Bulletin and Mathematics 30–1 Assessment Standards

• Mathematics 30–1 Practice Questions

• School Reports and Instructional Group Reports

Alberta Education, 1 Mathematics 30–1

Topics Standards Cognitive Level

Question Diff.* Key Topic Outcome Cognitive Level Standard

Alberta Education, 2 Mathematics 30–1

*Difficulty—proportion of students answering the question correctly

Alberta Education, 3 Mathematics 30–1

1. If the graph of f (x) = (x - 2) 2 + 1 is transformed into the graph of g(x) = f (x - 4) + 3,

Use the following information to answer question 2.

The partial graph of the function y = f (x) is shown below.

Alberta Education, 4 Mathematics 30–1

The statement above is completed by the information in row

Alberta Education, 5 Mathematics 30–1

Reference Number Possible Domain Reference Number Possible Range

1. Complete the statements below.

The domain and range of the new function

(Record your answer in the numerical-response section on the answer sheet.)

Alberta Education, 6 Mathematics 30–1

Use the following information to answer numerical-response question 2.

y = x is Point (Record in the first column)

(Record your answer in the numerical-response section on the answer sheet.)

Alberta Education, 7 Mathematics 30–1

A student is asked to draw the inverse of each of the following graphs.

A. Graph 1 and Graph 2

Use the following information to answer question 6.

Alberta Education, 8 Mathematics 30–1

(Record your answer in the numerical-response section on the answer sheet.)

7. An expression that is equivalent to log e 2 sin x o, where 0° < x < 90°, is

(Record your answer in the numerical-response section on the answer sheet.)

Alberta Education, 9 Mathematics 30–1

A. a < 0 and h > 0

Alberta Education, 10 Mathematics 30–1

Use the following information to answer question 10.

10. What is the remaining factor?

Alberta Education, 11 Mathematics 30–1

(Record your answer in the numerical-response section on the answer sheet.)

Use the following information to answer question 11.

The graph of a particular function is shown below.

Alberta Education, 12 Mathematics 30–1

The graph of y = f (x) has a range of [0, 9] as shown below.

Alberta Education, 13 Mathematics 30–1

Diagram 1 is (Record in the first column)

Diagram 2 is (Record in the second column)

Diagram 3 is (Record in the third column)

(Record your answer in the numerical-response section on the answer sheet.)

Alberta Education, 14 Mathematics 30–1

13. The value of n is

Use the following information to answer question 14.

Row Vertical Asymptote Horizontal Asymptote

Alberta Education, 15 Mathematics 30–1

The graphs of y = f (x) and y = g(x) are shown below.

15. The range of the graph of h(x) = ( f - g)(x) would be