ALBERTA EDUCATION

Mathematics 30–1
Practice Test
Diploma Examinations Program 2022
This document was primarily written for:
Students 
Teachers  of Mathematics 30–1
Administrators 
Parents
General Audiences
Others

Mathematics 30–1 Practice Test

Distribution: This document is posted on the Alberta Education website.

Copyright 2022, the Crown in Right of Alberta, as represented by the Minister of Education, Alberta Education, Provincial
Assessment, 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.

Mathematics 30–1 Practice Test | Alberta Education, Provincial Assessment

Contents

Introduction............................................................................................................. 1
· Additional documents 1
Mathematics 30–1 Practice Test........................................................................... 2
Mathematics 30–1 Practice Test Answer Key..................................................... 28
Written-response Question 1 Sample Solution.................................................. 29
· Scoring guide for written-response question 1 32
Written-response Question 2 Sample Solution.................................................. 34
· Scoring guide for written-response question 2 37
Written-response Question 3 Sample Solution.................................................. 39
· Scoring guide for written-response question 3 41

Please note that if you cannot access one of the direct website links referred to in this document, you can find diploma
examination-related materials on the Alberta Education website.

Mathematics 30–1 Practice Test | Alberta Education, Provincial Assessment

Mathematics 30–1 Practice Test | Alberta Education, Provincial Assessment
Introduction
The questions in this booklet are a sample set of questions for Mathematics 30–1. 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 available in both English and French.

For further information, contact

Delcy Rolheiser, Mathematics 30–1 Exam Lead, at
780-415-6181
Delcy.Rolheiser@gov.ab.ca, or

Deanna Shostak, Director, Diploma Examinations, at

Deanna.Shostak@gov.ab.ca, or

Provincial Assessment Sector at 780-427-0010.

To call toll-free from outside Edmonton, dial 310-0000.

Additional documents
The Provincial Assessment Sector supports the instruction of Mathematics 30–1 with the following documents available online
on the Writing diploma exams web page.

• Mathematics 30-1 Information Bulletin

• Mathematics 30-1 Assessment Standards and Exemplars
• Mathematics 30-1 Released Items
• Mathematics 30-1 Written-Response Information

Mathematics 30–1 Practice Test | Alberta Education, Provincial Assessment 1

Mathematics 30–1 Practice Test

Use the following information to answer numerical-response question 1.

The mapping notation (x, y) → (x – 2, –y + 5) is used to describe the transformation of the

function y = f (x) into the function y = g(x).

Possible Transformations

1 Reflection in the x-axis

2 Reflection in the y-axis
3 Translation 5 units right
4 Translation 5 units left
5 Translation 2 units right
6 Translation 2 units left
7 Translation 5 units up
8 Translation 5 units down
9 Translation 2 units up
0 Translation 2 units down

Numerical Response

1. In correct order, the transformations above that would transform y = f(x) into y = g(x)
are numbered , , and . (There is more than one correct answer.)

2 Mathematics 30–1 Practice Test | Alberta Education, Provincial Assessment

 Use the following information to answer question 1.

The graph of y = f (x), shown below, has the domain $x x $ -4, x d R..

1. The domain of the graph of y = f(–x + 4) is

A. $x x # 8, x d R.

B. $x x $ -8, x d R.

C. $x x # 0, x d R.

D. $x x $ 0, x d R.

Mathematics 30–1 Practice Test | Alberta Education, Provincial Assessment 3

 Use the following information to answer question 2.

The graph of y = f (x) is transformed into the graph of y = g(x), as shown below.

2. A possible equation for g(x) is

A. g(x) = 2f(x)

B. g(x) = f(2x)

C. g(x) = 1 f (x)
2

D. g(x) = f c 1 x m
2

4 Mathematics 30–1 Practice Test | Alberta Education, Provincial Assessment

 Use the following information to answer question 3.

The point A(2, 1) is on the graph of y = f (x). The graph is stretched horizontally about the
y-axis and then translated so that the new graph passes through the corresponding
point A′(8, 1). The equation of the new function can be written in the form y = f `m(x – 2)j.

3. The value of m is

A. 1
5

B. 1
3

C. 3

D. 5

4. Given the function f (x) = 3(x – a) + b, a ! 0, the domain of the inverse of f(x) is

A. $x x > 0, x d R.

B. $x x > 3, x d R.

C. $x x > a, x d R.

D. $x x > b, x d R.

Numerical Response

2. Given that C = B2 and B2 = A5, where A, B, C > 0, A ! 1, the value of logA(BC), to the
nearest tenth, is .

Mathematics 30–1 Practice Test | Alberta Education, Provincial Assessment 5

 5. An expression equivalent to -log x - log y is

-log x
A.
log y

B. -log b x l
y

C. log e 1 o
xy

D. 1
log x log y

Numerical Response

3. The expression log b b2 – 5 log b c + 4 log b`bc3j, where b > 1 and c > 1, can be written in
the form m + nlogbc.

The single-digit value of m is . (Record in the first column)

The single-digit value of n is . (Record in the second column)

6 Mathematics 30–1 Practice Test | Alberta Education, Provincial Assessment

 Use the following information to answer question 6.

Three of the following functions have the same vertical asymptote.

1 f (x) = log 2 (x - 3) + 6

2 g(x) = log2 (2x - 6) + 3

2
h(x) = 2x2 6x
+
3
x – 3x

k (x) = x–3
4
2x 2 – 6x

6. The function whose graph does not have the same vertical asymptote as the other graphs is
Function

A. 1
B. 2
C. 3
D. 4

Mathematics 30–1 Practice Test | Alberta Education, Provincial Assessment 7

 Use the following information to answer question 7.

The graphs of f (x) = log a x and g(x) = log b x are shown below.

7. When the equations of the above functions are compared, which of the following statements
is true?

A. a<b
B. b>1
C. a>b
D. a<1

8 Mathematics 30–1 Practice Test | Alberta Education, Provincial Assessment

 Use the following information to answer question 8.

Hala correctly solved the equation log3(x + 3) + log3(x – 5) = 2 using an algebraic process.
She determined that one of the possible roots is extraneous.

8. The possible root that is extraneous is

A. x = –6
B. x = –5
C. x = –4
D. x = –3

Use the following information to answer question 9.

The apparent brightness of stars is expressed in terms of magnitude, M, on a numerical scale

that increases as the brightness decreases, as given by the formula

M = 6 – 2.5 log e L o
L0
where L is the light flux of a given star and L 0 is the light flux of the dimmest star visible to
the unaided human eye.

9. How many times greater is the light flux from a star with a magnitude of –1.5 than the light
flux from a star with a magnitude of 3.5?

A. 100
B. 1 000
C. 10 000
D. 100 000

Mathematics 30–1 Practice Test | Alberta Education, Provincial Assessment 9

 Use the following information to answer question 10.

Four statements about the polynomial function P(x) = x3 – 2x2 – 13x – 10 are shown below.

Statement 1 When P(x) is divided by (x + 1), the quotient is x2 – 3x – 10.

Statement 2 P(x) has a factor of (x – 1).
Statement 3 P(–2) = 0, so (x – 2) is a factor of P(x).
Statement 4 P(–3) = –16, so –16 is the remainder when P(x) is divided by (x + 3).

10. The two statements about P(x) that are correct are statements

A. 1 and 3
B. 1 and 4
C. 2 and 3
D. 2 and 4

Use the following information to answer question 11.

Michael graphed the function y = a(x – b)2(x + c), where a, b, c > 0.

11. If Michael changes the function so that a < 0, and then compares the new graph to the
graph of the original function, then there will be a change in the

A. domain
B. range
C. x-intercepts
D. y-intercept

10 Mathematics 30–1 Practice Test | Alberta Education, Provincial Assessment

 Use the following information to answer question 12.

The graph of the function P(x) = a(x – r)(x – 1)2(x – 4) passes through the point (0, 6).

12. The value of a in terms of r is

A. a= 3
2r

B. a=- 3
2r

C. a= 2
3r

D. a=- 2
3r

Mathematics 30–1 Practice Test | Alberta Education, Provincial Assessment 11

 Use the following information to answer numerical-response question 4.

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

The equation for the graph of y = f(x) can be written in the form f (x) = a -(x - h) + k.

Numerical Response

4. The value of a, to the nearest hundredth, is .

13. Given f (x) = 8 – 3x, g(x) = 1 x – 5 , and h (x) = log 1 x, the value of ( f % g % h)(16) is
2 2

A. –13
B. –5
C. 29
D. 480

12 Mathematics 30–1 Practice Test | Alberta Education, Provincial Assessment

 Use the following information to answer question 14.

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

f (x)
14. Which of the following graphs represents y = ?
g(x)

Mathematics 30–1 Practice Test | Alberta Education, Provincial Assessment 13
 Use the following information to answer question 15.

Track and field athletes participating in the discus competition must stay in the throwing
circle, which has a diameter of 2.5 m, and their discus must land within the boundary lines.
The boundary lines are set from the centre of the circle through two points, A and B, on the
circumference of the circle. The length of the arc between points A and B is 87 cm.

Note: The diagram is not drawn to scale.

15. Angle i, to the nearest degree, is

A. 20°
B. 35°
C. 40°
D. 82°

Use the following information to answer numerical-response question 5.

Points A e– 2 , – 2 o and B e 1 , 3 o lie on the unit circle.

2 2 2 2

Numerical Response

5. If Point C (0, 0) is the centre of the unit circle, then the measure, to the nearest hundredth of
a radian, of the smaller Angle ACB is rad.

14 Mathematics 30–1 Practice Test | Alberta Education, Provincial Assessment

 Use the following information to answer question 16.

Angle i is drawn in standard position on a unit circle. The point P bx, - 8 l, where x > 0,
17
lies on the terminal arm of Angle i.

16. What is the exact value of cot i?

A. - 8
353

B. - 353
8

C. -8
15

D. - 15
8

If csc d n k cot d n, then the exact value of k is

4r + = 8r
17.
3 3

A. – 3

B. – 1
3

C. 1
3

D. 3

Mathematics 30–1 Practice Test | Alberta Education, Provincial Assessment 15

 Use the following information to answer question 18.

The graph of the function f (x) = a cos 7b(x – c)A + d , where a > 0, is shown below.

18. An equation for f(x) with the correct values for the parameters b and c is

A. f (x) = a cos :1 (x - r)D + d

2

B. f (x) = a cos =1 bx - r lG + d
2 2

C. f (x) = a cos [2(x - r)] + d

D. f (x) = a cos =2bx - r

lG + d
2

16 Mathematics 30–1 Practice Test | Alberta Education, Provincial Assessment

 Use the following information to answer question 19.

The graphs of y = log3x and y = tan  x are shown below. The point da, – n is marked on
1
2
the graph of y = log3x, and the point (k, a) is marked on the graph of y = tan  x.

19. The value of k is

A. 120°
B. 150°
C. 210°
D. 240°

Use the following information to answer numerical-response question 6.

Students are solving an equation of the form (2 sin x – 2)(a sin x + b) = 0, where
a > 0, b > 0, and a > b.

Numerical Response

6. If the domain is 0 # x 1 2r, then the number of solutions to this equation is .

Mathematics 30–1 Practice Test | Alberta Education, Provincial Assessment 17

 Use the following information to answer question 20.

Four students wrote the general solution to the equation 10 cos2 i = 5 as shown below.

r
Sandy i = + nr , n d I
4

Noah i = r
+ nr , n d I
4 2

Luke i = r
+ 2nr, n d I , and i = 7r + 2nr, n d I
4 4

Jane i=
r
+ nr, n d I , and i = 3r + nr, n d I
4 4

20. The two students who have stated a correct general solution are

A. Sandy and Luke

B. Sandy and Jane
C. Noah and Luke
D. Noah and Jane

18 Mathematics 30–1 Practice Test | Alberta Education, Provincial Assessment

 Use the following information to answer question 21.

2 cot x
A student incorrectly simplified the expression f 2csc x 2 p. The steps of the student’s
2

cos x + sin x
work are shown below.
J 2 cos x N
K O
Step 1 K sin x O e 2 1 o
KK 1 OO cos x + sin2 x
2
L sin x P

e 2 cos x : sin x o e o
2 1
Step 2 sin x 1 1 + sin x + sin2 x
2

Step 3 (2 cos x sin x) e 1

o
1 + 2 sin 2 x

sin (2x)
Step 4 cos (2x)

Step 5 tan (2x)

21. The student’s first error was recorded in Step

A. 1
B. 2
C. 3
D. 4

Mathematics 30–1 Practice Test | Alberta Education, Provincial Assessment 19

 Use the following information to answer numerical-response question 7.

Eden is booking a vacation package. She has the option of travelling by train or by plane.
The train has only one type of ticket. If she takes the plane, she must choose a regular ticket
or a first-class ticket. Regardless of whether she travels by train or by plane, she must make
a meal choice during travel of chicken, beef, or vegetarian. At her destination, she must
choose one of three different hotels.

Numerical Response

7. The number of different vacation packages that Eden can select is .

22. The number of distinct arrangements using all 10 of the letters in the word ACCESSIBLE
if the vowels, AEIE, must all be together is

A. 60 480
B. 15 120
C. 8 640
D. 2 160

Use the following information to answer question 23.

Josef is selecting 5 songs to be randomly played between games at a basketball tournament.

Each of the 10 players on the team suggested a different song. The coach suggested 4 songs
that are all different from those suggested by the players.

23. The number of different possible selections of songs that Josef can make that use exactly
2 of the coach’s suggestions is

A. 8 640
B. 2 002
C. 720
D. 126

20 Mathematics 30–1 Practice Test | Alberta Education, Provincial Assessment

24. In the expansion of (x - 2y)8, written in descending powers of x, the coefficient of the
middle term is

A. 1 120
B. –1 120
C. 1 792
D. –1 792

Use the following information to answer numerical-response question 8.

In the expansion of the binomial (x + a)b written in descending powers of x, given a, b d N ,

the second and third terms are 24x7 and 252x6, respectively.

Numerical Response

8. The values of a and b are, respectively, and .

Written-response question 1 begins on the next page.

Mathematics 30–1 Practice Test | Alberta Education, Provincial Assessment 21
 Use the following information to answer written-response question 1.

The graph of h(x) = x2 is transformed into

the graph of y = g(x), whose equation can
be written in the form g(x) = a(x – h)2 + k.

The graph of y = g(x) , shown on the

right, has a maximum at the point (5, 4).

Written Response—5 Marks

a.
1. Sketch the graph of y = g(x) on the grid provided below, and clearly label the
x-intercepts and maximum. Describe one possible sequence of transformations that
could be applied to the graph of y = h(x) to produce the graph of y = g(x). [3 marks]

Transformations:

22 Mathematics 30–1 Practice Test | Alberta Education, Provincial Assessment

 Use the following information to answer the next part of written-response question 1.

The graph of the quadratic function y = f (x) is transformed to create the graph of x = f (y).
The graphs of y = f (x) and x = f (y) and 10 labelled points are shown below.

b. Identify the invariant points and explain why they are invariant. [2 marks]

Written-response question 2 begins on the next page.

Mathematics 30–1 Practice Test | Alberta Education, Provincial Assessment 23
 Use the following information to answer written-response question 2.

The graph of y = f(x) and the equation of y = g(x) are shown below.

+
g(x) = xx – 32

Written Response—5 marks

2.
a. Compare the intercepts, equations of the asymptotes, and domains of y = f(x) and
y = g(x). [3 marks]

24 Mathematics 30–1 Practice Test | Alberta Education, Provincial Assessment

 Use the following information to answer the next part of written-response question 2.

(x – a)(x – b)
Betty is creating the function h(x) = (x – c) using the following values for a, b, and c:

–3 –2 –1 0 1 2 3 4 5

Betty would like the graph of the function to have a vertical asymptote and two distinct
x-intercepts, one of which is negative. She may use the provided values more than once.

b. Provide an example of an equation Betty could use to represent the function, and
determine the total number of different graphs that would meet Betty’s criteria.
[2 marks]

Written-response question 3 begins on the next page.

Mathematics 30–1 Practice Test | Alberta Education, Provincial Assessment 25
Written Response—5 Marks

a.
3. Determine the value of Angle i in standard position such that csc i = – 2 , where
540° # i # 630°. Sketch and label Angle i in standard position on the Cartesian plane
below. [2 marks]

i=

26 Mathematics 30–1 Practice Test | Alberta Education, Provincial Assessment

 Use the following information to answer the next part of written-response question 3.

The terminal arm of Angle b intersects the unit circle at Point P em, – 43 o, where sec b > 0.

b. Algebraically determine the exact value of cos bb + r l in the form a + b , where

c
6
a, b, c d N . [3 marks]

Mathematics 30–1 Practice Test | Alberta Education, Provincial Assessment 27

Mathematics 30–1 Practice Test Answer Key

Question Key
NR 1 167/176/617/816/861/681
MC 1 A
MC 2 B
MC 3 B
MC 4 D
NR 2 7.5
MC 5 C
NR 3 67
MC 6 D
MC 7 C
MC 8 C
MC 9 A
MC 10 B
MC 11 D
MC 12 A
NR 4 2.68
MC 13 A
MC 14 B
MC 15 C
NR 5 2.88
MC 16 D
MC 17 C
MC 18 A
MC 19 C
NR 6 3
MC 20 D
MC 21 B
NR 7 27
MC 22 B
MC 23 C
MC 24 A
NR 8 38
WR 1 See Sample Solution
WR 2 See Sample Solution
WR 3 See Sample Solution

28 Mathematics 30–1 Practice Test | Alberta Education, Provincial Assessment

Written-response Question 1 Sample Solution

Use the following information to answer written-response question 1.

The graph of h(x) = x2 is transformed into

the graph of y = g(x), whose equation can
be written in the form g(x) = a(x – h)2 + k.

The graph of y = g(x) , shown on the

right, has a maximum at the point (5, 4).

Written Response—5 Marks

a.
1. Sketch the graph of y = g(x) on the grid provided below, and clearly label the
x-intercepts and maximum. Describe one possible sequence of transformations that
could be applied to the graph of y = h(x) to produce the graph of y = g(x). [3 marks]

Mathematics 30–1 Practice Test | Alberta Education, Provincial Assessment 29

A possible solution to part a
The graph of y = g(x) will have the same x-intercepts as the graph of
y = g(x) but a maximum point at (5, 16).

The graph of g(x) will also extend below the x-axis.

A possible equation of y = g(x):

g(x) = a (x – 5)2 + 16

0 = a (8 – 5)2 + 16

–16 = a (3)2

a = – 16
9
g(x) = – 16 (x – 5)2 + 16
9

A sequence of transformations that could be applied to y = h(x) to result in y = g(x) is

• a vertical stretch about the x-axis by a factor of

16
9
• a reflection in the x-axis

• a horizontal translation 5 units right

• a vertical translation 16 units up

30 Mathematics 30–1 Practice Test | Alberta Education, Provincial Assessment

 Use the following information to answer the next part of written-response question 1.

The graph of the quadratic function y = f (x) is transformed to create the graph of x = f (y).
The graphs of y = f (x) and x = f (y) and 10 labelled points are shown below.

b. Identify the invariant points and explain why they are invariant. [2 marks]

A possible solution to part b

The invariant points are labelled on the graph as E and J.

First Possible Explanation

The graph of the inverse of a relation can be created by reflecting the graph of y = f (x) in the line y = x. Any points on the
graph of y = f (x) that intersect with the reflection line y = x would remain unchanged and therefore be invariant.

Second Possible Explanation

When a function is transformed into its corresponding inverse relation, the x-coordinate of each point becomes the y-coordinate
of the corresponding point and the y-coordinate of each point becomes the x-coordinate of the corresponding point. This means
that invariant points will only exist when the value of x is equal to the value of y.

Mathematics 30–1 Practice Test | Alberta Education, Provincial Assessment 31

Scoring guide for written-response question 1

PART A

Score General Description Specific Description

NR No response is provided.
0 In the response, the student does not The response does not provide any correct descriptions of
address the question or provides a the transformations or a sketch of the related graph.
solution that is invalid.
0.5
1 In the response, the student demonstrates In the response, the student
minimal mathematical understanding of • provides a complete description of the transformations
the problem by applying an appropriate OR
strategy or some relevant mathematical • sketches a graph with 1 correct characteristic and
knowledge to complete initial stages of a describes 2 correct transformations
solution.
OR
• sketches a graph with 2 correct characteristics
1.5
2 In the response, the student demonstrates In the response, the student
good mathematical understanding of • sketches the correct graph of y = g(x)
the problem by applying an appropriate
OR
strategy or relevant mathematical
• sketches a graph with 3 correct characteristics and
knowledge to find a partial solution.
describes 3 correct transformations
OR
• sketches a graph with 2 or 3 correct characteristics and
describes the correct corresponding transformations
2.5
3 In the response, the student demonstrates In the response, the student
complete mathematical understanding of • sketches the correct graph of y = g(x) and describes a
the problem by applying an appropriate
correct sequence of transformations
strategy or relevant mathematical
knowledge to find a complete and correct
solution.

A complete and correct sketch includes

• the correct graph shape

• a vertex at (5, 16) and x-intercepts at (2, 0) and (8, 0)

• correct domain and range (graph extends below the x-axis)

• appropriately scaled x- and y-axes

32 Mathematics 30–1 Practice Test | Alberta Education, Provincial Assessment

PART B

Score General Description Specific Description

NR No response is provided.
0 In the response, the student does not The response does not contain any relevant information
address the question or provides a about invariant points.
solution that is invalid.
0.5
1 In the response, the student demonstrates In the response, the student
basic mathematical understanding of • identifies the correct invariant points
the problem by applying an appropriate OR
strategy or relevant mathematical • provides a complete explanation about why points are
knowledge to find a partial solution. invariant
OR
• identifies a list of invariant points that include J or E, but
one of the points is missing or there are at most two
additional points listed, and provides a partial explanation
about why the points are invariant
1.5
2 In the response, the student demonstrates In the response, the student
complete mathematical understanding • correctly identifies the invariant points and provides a
of the problem by applying an appropriate complete explanation about why the points are invariant
strategy or relevant mathematical
knowledge to find a complete and correct
solution.

A complete explanation includes either

• indicating that the inverse is a reflection on the line y = x AND acknowledging that the invariant points are located on the reflection line y = x

OR

• indicating that the inverse is created by switching the x and y coordinates AND acknowledging that the invariant points have equal x and y coordinates

Mathematics 30–1 Practice Test | Alberta Education, Provincial Assessment 33

Written-response Question 2 Sample Solution

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

The graph of y = f(x) and the equation of y = g(x) are shown below.

+
g(x) = xx – 32

Written Response—5 marks

2.
a. Compare the intercepts, equations of the asymptotes, and domains of y = f(x) and
y = g(x). [3 marks]

34 Mathematics 30–1 Practice Test | Alberta Education, Provincial Assessment

A possible solution to part a
+ – +
For g(x): g(x) = xx – 32 → g(x) = x x 2– 2 5
–
g(x) = x 5– 2 + xx – 22

g(x) = x 5– 2 + 1, where x ! 2

The graph of y = g(x), when compared to y = 1, has been translated 1 unit up so the horizontal asymptote is y = 1. The
x
vertical asymptote is x = 2, which means the domain is $x x ! 2, x d R..

+ +
x-intercept: 0 = xx – 32 y-intercept: y = 00 – 32

0=x+3 y = –3
2
x = –3

The graphs of y = f(x) and y = g(x) have different x- and y-intercepts. The graph of y = f (x) has an x-intercept at (0, 0)
d0, – n.
3
and a y-intercept at (0, 0). The graph of y = g(x) has an x-intercept at (–3, 0) and a y-intercept at
2

Both graphs have a horizontal asymptote at y=1 and a vertical asymptote at x = 2, but the graph of y = f(x) also has a

point of discontinuity at x = 3, meaning the domains will be different. The domain of y = g(x) is $x x ! 2, x d R. and the

domain of y = f(x) is $x x ! 2, x ! 3, x d R..

Mathematics 30–1 Practice Test | Alberta Education, Provincial Assessment 35

 Use the following information to answer the next part of written-response question 2.

(x – a)(x – b)
Betty is creating the function h(x) = (x – c) using the following values for a, b, and c:

–3 –2 –1 0 1 2 3 4 5

Betty would like the graph of the function to have a vertical asymptote and two distinct
x-intercepts, one of which is negative. She may use the provided values more than once.

b. Provide an example of an equation Betty could use to represent the function, and
determine the total number of different graphs that would meet Betty’s criteria.
[2 marks]

A possible solution to part b

(x + 2)(x – 5)
A possible example could be h(x) = (x – 3) .
To determine the total number of different graphs:

The value of a or b must be –3, –2, or –1, while the value of the other parameter must then be 0, 1, 2, 3, 4, or 5. This means
that there are three options for one factor in the numerator and six options for the other factor in the numerator.

The value of c cannot be the same as the value of a or b; otherwise, the resulting graph would have a point of discontinuity
instead of a vertical asymptote. Therefore, there are seven remaining unused options for the factor in the denominator.

Using the fundamental counting principle,

3 × 6 × 7 = 126
Therefore, 126 different graphs would meet Betty’s criteria.

36 Mathematics 30–1 Practice Test | Alberta Education, Provincial Assessment

Scoring guide for written-response question 2

PART A

Score General Description Specific Description

NR No response is provided.
0 In the response, the student does not The response does not provide any correct information
address the question or provides a relevant to the comparison of the characteristics of the two
solution that is invalid. functions.
0.5
1 In the response, the student demonstrates In the response, the student
minimal mathematical understanding of
the problem by applying an appropriate • correctly states which characteristics are the same and
strategy or some relevant mathematical which characteristics are different but does not provide
knowledge to complete initial stages of a supporting details or evidence
solution. OR

• correctly compares 2 characteristics of both graphs

(i.e., the x-intercepts and the vertical asymptotes)
OR

• states 5 correct characteristics of one or both graphs

1.5
2 In the response, the student demonstrates In the response, the student
good mathematical understanding of
the problem by applying an appropriate • correctly compares 4 characteristics of both graphs
strategy or relevant mathematical OR
knowledge to find a partial solution.
• correctly states all 10 characteristics for both f(x) and
g(x)
2.5
3 In the response, the student demonstrates In the response, the student
complete mathematical understanding of
the problem by applying an appropriate • correctly compares all the characteristics of f(x) and g(x)
strategy or relevant mathematical with supporting details
knowledge to find a complete and correct
solution.

Mathematics 30–1 Practice Test | Alberta Education, Provincial Assessment 37

PART B

Score General Description Specific Description

NR No response is provided.
0 In the response, the student does not The response does not contain a valid example or any valid
address the question or provides a calculations that would lead to determining the number of
solution that is invalid. different graphs.
0.5
1 In the response, the student demonstrates In the response, the student
basic mathematical understanding of
the problem by applying an appropriate • provides a correct example of an equation that meets the
strategy or relevant mathematical criteria
knowledge to find a partial solution. OR

• provides an example of an equation with one incorrect

value and determines the number of possible graphs, but
an error is present in the calculation
OR

• determines the correct number of possible graphs with

supporting evidence
1.5
2 In the response, the student demonstrates In the response, the student
complete mathematical understanding
of the problem by applying an appropriate • provides a correct example of an equation that meets the
strategy or relevant mathematical criteria and determines the correct number of possible
knowledge to find a complete and correct graphs with supporting evidence
solution.

38 Mathematics 30–1 Practice Test | Alberta Education, Provincial Assessment

Written-response Question 3 Sample Solution

Written Response—5 Marks

a.
3. Determine the value of Angle i in standard position such that csc i = – 2 , where
540° # i # 630°. Sketch and label Angle i in standard position on the Cartesian plane
below. [2 marks]

A possible solution to part a

csc i = – 2
sin i = – 1
2
The terminal arm is in quadrant III or IV and the reference angle is 45°.

The angle between 540° # i # 630° with a reference angle of 45° is i = 585°.

Mathematics 30–1 Practice Test | Alberta Education, Provincial Assessment 39

 Use the following information to answer the next part of written-response question 3.

The terminal arm of Angle b intersects the unit circle at Point P em, – 43 o, where sec b > 0.

b. Algebraically determine the exact value of cos bb + r l in the form a + b , where

c
6
a, b, c d N . [3 marks]

A possible solution to part b

If Point P em, – 43 o intersects the unit circle, then

2
m2 + e– 43 o = 12

m2 = 1 – 3
16
m2 = 13
16
m = ! 13
4

Because sec b > 0, Angle b is in quadrant IV and m = 13

4 .
Therefore, Point P is located at e 13 , – 3 o and cos b = 13 and sin b = – 43 .
4 4 4

cos db + 6 n = cos b cos r

r r
–
6 sin b sin 6
So,

= e 13
4
oe 3 o – e– 3 ob1 l
2 4 2

= 839 + 83

cos db + r n
6 =
39 + 3
8

The exact value of cos db + r

6
n is
39 + 3 .
8

40 Mathematics 30–1 Practice Test | Alberta Education, Provincial Assessment

Scoring guide for written-response question 3

PART A

Score General Description Specific Description

NR No response is provided.
0 In the response, the student does not The response does not contain any relevant information that
address the question or provides a would lead to determining Angle i or a valid sketch of
solution that is invalid. Angle i .
0.5
1 In the response, the student demonstrates In the response, the student
basic mathematical understanding of
the problem by applying an appropriate • determines a correct coterminal angle for i ,
strategy or relevant mathematical with supporting evidence, within the restriction
knowledge to find a partial solution. 0° # i # 360°
OR

• provides a complete sketch of Angle i

OR

• determines a correct reference angle for Angle i and

provides a partially complete sketch
1.5
2 In the response, the student demonstrates In the response, the student
complete mathematical understanding
of the problem by applying an appropriate • determines the correct value for Angle i and provides a
strategy or relevant mathematical complete sketch of the angle
knowledge to find a complete and correct
solution.

A complete sketch would include the following:

• terminal arm located in quadrant III with a reference angle of approximately 45°

• spiral arrow around the origin indicating the angle contains more than one rotation

Mathematics 30–1 Practice Test | Alberta Education, Provincial Assessment 41

PART B

Score General Description Specific Description

NR No response is provided.
0 In the response, the student does not The response does not contain any relevant information that
address the question or provides a would lead to determining the exact value.
solution that is invalid.
0.5
1 In the response, the student demonstrates In the response, the student
minimal mathematical understanding of
the problem by applying an appropriate • determines the correct possible values of m
strategy or some relevant mathematical OR
knowledge to complete initial stages of a
solution. • determines the incorrect value of m and identifies the
corresponding value of cos b
OR

• correctly expands the identity of cos bb

6l
r
+ and

identifies the value of sin b

OR

• determines the value of b and writes the correct decimal

approximation of cos bb
6l
r
+
1.5
2 In the response, the student demonstrates In the response, the student
good mathematical understanding of
the problem by applying an appropriate • determines the correct value of m and identifies the
strategy or relevant mathematical correct values of cos b and sin b
knowledge to find a partial solution.
OR

• determines the incorrect value of m , identifies the correct

corresponding values of cos b and sin b , and determines

the corresponding exact value of cos bb
6l
r
+
2.5
3 In the response, the student demonstrates In the response, the student
complete mathematical understanding of
• determines the correct exact value of cos bb
6l
the problem by applying an appropriate r
+ with
strategy or relevant mathematical
knowledge to find a complete and correct complete supporting evidence
solution.

cos r 3
Note: A student that writes the ratios as the angle arguments will receive a maximum score of 2 (i.e., incorrectly writes
6 as cos 2 ).

42 Mathematics 30–1 Practice Test | Alberta Education, Provincial Assessment