Math Literacy P2 Feb March 2016 Eng hlayiso.com

p—_—#Downleaded <= basic education ME & b Department: 4 WY Basic Education WI REPUBLIC OF SOUTH AFRICA NATIONAL SENIOR CERTIFICATE a MATHEMATICAL LITERACY P2 " iy a j FEBRUARY/MARCH 2016 : VO re eee MARKS: 150 TIME: 3 hours This question paper consists of 12 pages, 4 annexures and 1 answer sheet. Copyright reserved Please turn over

Downloaded from hlayiso.com Mathematical Literacy/P2 2 DBE/Feb.—Mar. 2016 NSC INSTRUCTIONS AND INFORMATION I; This question paper consists of FIVE questions. Answer ALL the questions. 2. 2.1 Use the ANNEXURES to answer the following questions: ANNEXURE A for QUESTION 1.1 ANNEXURE B for QUESTION 1.3 ANNEXURE C for QUESTION 3.1 ANNEXURE D for QUESTION 4.1 and QUESTION 4.2 2.2 Answer QUESTION 3.3.3 on the ANSWER SHEET attached. 23 Write your centre number and examination number in the spaces on the ANSWER SHEET. Hand in the ANSWER SHEET with your ANSWER BOOK. 3: Number the answers correctly according to the numbering system used in this question paper. 4. Start EACH question on a NEW page. 5; You may use an approved calculator (non-programmable and non-graphical), unless stated otherwise. 6. Show ALL calculations clearly. % Round off ALL final answers appropriately according to the given context, unless stated otherwise. 8. Indicate units of measurement, where applicable. 9. Maps and diagrams are NOT drawn to scale, unless stated otherwise. 10. Write neatly and legibly. Copyright reserved Please turn over

Downloaded from hlayiso.com 3 DBE/Feb.—Mar. 2016 Mathematical Literacy/P2 NSC QUESTION 1 In recent years households in South Africa have experienced a large increase in electricity costs. Mr Chan would like to replace his electric stove with a gas stove. He received quotations from The Alternative Heat Company (Option 1) and TG Gas Stove Specialist (Option 2), as shown in ANNEXURE A. Some information has been omitted. | Use ANNEXURE A to answer the questions that follow. 1.1.1 Calculate the total quotation amount for Option 1. (5) 1.1.2 Mr Chan estimates that the difference in total cost between the two options is less than R1 000,00. Verify, showing ALL calculations, whether Mr Chan's estimation is valid. (5) 1.1.3 Give ONE reason why Mr Chan may choose the more expensive option. (2) 1.2 A certified gas dealer sells 9 kg gas bottles. These cylindrical bottles are stored outside the shop in a steel cage, as shown below. There is a gap of 10 mm on either side of each gas bottle when placed on the shelf in the steel cage. Front and back view of steel cage Side view of steel cage Shelf >] Gap Gas bottle Top view of steel cage Empty steel cage mort ra Shelf me ty 314mm [Source: www.takealot.com] 124 Calculate the maximum number of gas bottles that can fit into ONE @) steel cage. 1.2.2 A company sells rectangular metal sheets with dimensions 3,4 m by 2,1 m. Determine, showing ALL calculations, the maximum number of shelves for the steel cage that could be cut from ONE metal sheet. (8) Copyright reserved Please turn over

Downloaded from hlayiso.com Mathematical Literacy/P2 4 DBE/Feb—Mar. 2016 NSC 1.3 A certified gas dealer who is 48 years old earned a taxable income of R0,742 million during the 2014/2015 tax year and contributed to a registered medical aid scheme for herself and four dependants. She projected that her taxable income would remain the same during the 2015/2016 tax year. Study the tax table and the medical aid credits in ANNEXURE B to answer the questions that follow. 13.1 Explain the impact of the tax rebate and the medical aid credits on the tax (4) payable. 1.3.2 The dealer calculated that her annual tax due to SARS (South African Revenue Service) would increase by only R150,00 from the 2014/2015 tax year to the 2015/2016 tax year. Verify, showing ALL calculations, whether her calculation is valid. (8) [34] Copyright reserved Please turn over

Downloaded from hlayiso.com Mathematical Literacy/P2 5 DBE/Feb.—Mar. 2016 NSC QUESTION 2 2.1 From 1 July 2014 to 28 July 2014 workers in the metal and engineering industry went on strike, demanding a 15% increase in wages as from 1 July 2014. Employers applied the no work, no pay principle. TABLE 2 below shows the monthly gross wage offer before the strike and the final wage settlement for two wage rates, A and H. TABLE 2: Wage offers before the strike and the final, improved offers for two wage rates GROSS MONTHLY WAGE GROSS MONTHLY WAGE JUNE 2014 DUE TO STRIKE WAGEA | WAGEH WAGE A WAGE H R11 000 R6 000 ene IMPROVED WAGE OFFER AERGHMEAGE DUE TO STRIKE INCREASE) (PERCENTAGE INCREASE) July 2014 7.0% 8,0% 8,0% 10,0% July 2015 CPI CPI + 1% 7,5% 10,0% July 2016 CPI CPI + 1% 7,0% 10,0% (Source: www.solidariteit.co.za For the purposes of comparison, the consumer price index (CPI) of 6,5% for both 2015 and 2016 will be used. Daily wage rate = Monthly wage x 12 + 365 Qedel It was calculated that a worker on Wage Rate A lost a total of R10 834,85 in wages during the strike. (a) Show, with calculations, how this loss was calculated. (b) Hence, state ONE other negative financial implication of a prolonged strike for a worker. wv iv Verify, showing ALL calculations, whether a worker on Wage Rate H would be able to make up the loss of income (due to the no work, no pay principle) by the end of June 2015, using the improved wage offer, without working overtime or having an extra job. Copyright reserved Please turn over (6) (2) (6)

Downloaded from hlayiso.com Mathematical Literacy/P2 6 DBE/Feb.—Mar. 2016 NSC eds The bar graph and corresponding table below represent quarterly changes in South 2013. Change in employment figures (thousands) 400 200 | QUARTERLY CHANGES IN EMPLOYMENT FROM THE FIRST QUARTER IN 2008 TO THE FOURTH QUARTER IN 2013 African employment figures from the first quarter in 2008 to the fourth quarter in —200 —400 600 2008 2009 2010 2011 2012 2013 @ Iste 0 -153 -176 5 -52 35 M2de 147 -259 11 18 25 133 @3de -36 -527 -161 197 232 344 O4de 220 143 250 218 -38 141 [Source: Stats SA: Quarterly Labour Force Survey, Quarter 4, 2013] Use the graph and the table above to answer the questions that follow. 2201 2.2.2 N Nv bo Copyright reserved Interpret the employment change data for the first quarter in 2008. Identify the year during which the greatest number of job losses occurred AND calculate the total number of jobs lost in that year. During this period there was only one year during which there was an increase in employment for each quarter for that year. Identify the year AND calculate the mean quarterly increase in employment numbers for that year. Determine the number of people employed at the end of March 2013, if 15 million people were employed at the end of December 2013. Please turn over (2) () (4) (3) [28]

Downloaded from hlayiso.com Mathematical Literacy/P2 7 DBE/Feb.—Mar. 2016 NSC QUESTION 3 Sal Pablo, a Mexican student, is studying in the United Kingdom (UK). He plans to meet his family in Las Vegas, USA, to attend a boxing match. He will travel by air from London Heathrow Airport (LHR) to McCarran International Airport (LAS). ANNEXURE C is a diagram showing the seating plan of a Boeing 767-300. An aisle is the passage between rows of seats. Use ANNEXURE C to answer the questions that follow. ive) {Lal Determine the total number of Economy Plus seats. 3.1.2 Determine the simplified ratio of the number of Business Class seats to Economy Class seats. 3.1.3 Give a detailed description of the route a passenger in seat 2K will take to walk to a friend in seat 38B if he does not want to disturb other passengers by passing through the rows in the full aircraft. 3.1.4 One of the Business Class passengers ordered coffee. Determine the probability (as a percentage) that this passenger did NOT have an aisle seat. 3.1.8 Give ONE reason why the price of a First Class aeroplane ticket is much higher than the price of an Economy Class aeroplane ticket. 3.2 The flight distance between the two airports is 5 222,086 miles. Pablo's flight departed from LHR to LAS at 17:14. When he arrived at LAS the next day, the time in LHR was 04:11. Conversion table: MILES YARDS KILOMETRES | _METRES 1 1 760 1,609 1 609 0,6215 1 093,84 1 1 000 1 knot = 1,852 km/h Calculate the average speed, in knots, at which the aircraft travelled. The conversion table and the following formula may be used: Distance travelled (in km) = average speed (in km/h) x time (in hours) Copyright reserved Please turn over (2) 3) (5) (6)

Downloaded from hlayiso.com Mathematical Literacy/P2 8 DBE/Feb.—Mar. 2016 NSC 3:3 The World Boxing Council (WBC) manufactures and sells replica WBC championship belts and special personalised signed T-shirts. To manufacture the T-shirts, they have a start-up cost of US$15 000 and a production cost of US$105 per T-shirt. T-shirt Replica WBC belt The WBC sells the T-shirts at $175,00 each and the belts at $250,00 each. The production cost for the replica WBC belt is given by the following formula: Total production cost of belts (in US$) = 27 000 + 75 x number of belts TABLE 3 below shows the total production cost and total income for selling WBC belts (in US dollars). TABLE 3: Total production cost and total income for selling WBC belts (in US dollars) NUMBER OF BELTS 0 100 400 A 800 1000 Toul production | 57999 | 34500 | 57000 | 79500 | B | 102000 Total income 0 25 000 c 175 000 | 200 000 | 250000 [Source: www. wbcboxingusa.com] 3.3.1 Calculate the missing values A, B and C. (5) 3.3.2 Determine the total income if the WBC sells 800 belts and 1 000 T-shirts. (3) 3.3.3 The straight-line graphs for the total production cost of and total income from selling belts, as well as the income from selling the T-shirts, are drawn on the ANSWER SHEET. (a) On the same system of axes provided on the ANSWER SHEET, draw another line graph that represents the total production cost for manufacturing the T-shirts. (6) (b) Indicate the profit reading made from the manufacture and sale of 600 T-shirts on your graph. (2) [37] Copyright reserved Please turn over

Downloaded from hlayiso.com Mathematical Literacy/P2 9 DBE/Feb.—Mar. 2016 NSC QUESTION 4 4.1 Copyright reserved In South Africa there are ordinary schools and special schools. Special schools are for learners with special needs. Ordinary schools are divided into public schools and independent schools. The government generally funds ordinary schools, and some schools levy school fees. In February 2015 a newspaper published data relating to the number of learners, teachers and schools per province in South Africa. Refer to TABLE 4 and TABLE 5 in ANNEXURE D. TABLE 4 shows data from 2014 relating to the number of learners, teachers and schools in the ordinary school sector per province. TABLE 5 shows data from 2012 to 2014 relating to the number of learners and teachers in the ordinary school sector per province. Use ANNEXURE D to answer the questions that follow. 4.1.1 Showing ALL calculations, identify the province in which approximately 46% of the total number of learners attended independent schools. 4.1.2 A teacher from an ordinary public school is randomly selected to attend a national conference in 2014. Determine the probability that this teacher will be a teacher from the Eastern Cape. 4.1.3 Calculate the missing value A if the mean number of learners per province in public schools is 1 346 335. 4.1.4 After reading the data in TABLE 4, a teacher stated: In South Africa, the teacher-to-learner ratio of independent schools is better than that of public schools.' Verify, showing ALL calculations, whether this teacher's statement is valid. 4.1.5 The number of learners in ordinary schools increased from 2012 to 2014. Give ONE possible reason for this annual increase. Please turn over (3) (6) (2)

Downloaded from hlayiso.com Mathematical Literacy/P2 10 DBE/Feb.—Mar. 2016 NSC When allocating the amount that will be used for the funding of schools in each province, the Minister of Education allocates R530 per child per month based on the previous year's enrolment data. Use ANNEXURE D to answer the questions that follow. 4.2.1 Calculate the funding amount for the 2015/2016 budget that is allocated to the Free State based on the learner enrolment data. 4.2.2 Determine the annual percentage change in the learner enrolment of the province with the highest learner enrolment figure between 2013 and 2014. A company would like to build a three-dimensional (3D) model of a 21" century classroom. This must be a scaled model of an actual classroom that they have built at a school. 3D VIEW OF ACTUAL TABLE USED FOR CLASSROOM SCALED MODEL The actual dimensions of the classroom are: length = 7,5 m; width = 6,5 m and height = 3 m The 3D scale model of the classroom must fit on a rectangular table top with the following dimensions: length = 1,75 m and width = | m Only half of the table top area may be used for the scaled model. Verify, showing ALL calculations, whether a scale of 1 : 8 will be suitable for the scaled model. Copyright reserved Please turn over (3) (3) (5) [29]

Downloaded from hlayiso.com Mathematical Literacy/P2 11 DBE/Feb.—Mar. 2016 NSC QUESTION 5 5.1 | Mrs Dundee, an Australian farmer, has four silos on her farm in which she stores fertiliser, as shown in the photograph and diagram below. The silos are cylindrical with a roof section. Fertiliser is only stored in the cylindrical part of the silos. PHOTOGRAPH OF FOUR SILOS DIAGRAM OF ONE SILO , ~~ Roof section | Cylindrical 7,35 m part [Source: www.cicrobulk.co.za] The following formula and conversion rates may be used: Volume of a cylinder = 2 X (radius)? x height; using x = 3,142 1m’? =1000 ¢ 13kg =1 litre 1 gallon = 3,7 litres 5.1.1 Calculate the diameter of a silo if the volume of the cylindrical part is 60 m>, (5) 5.1.2 Calculate the total maximum capacity (in gallons) of the four silos. (4) 5.1.3 After fertilising all her main fields, Mrs Dundee wants to use the remaining fertiliser for a wheat field, which is 1 055 acres in size. The capacity readings of the four silos are as follows: e Silo 1: 15% full e = Silo 2: + full e Silos3 and4: empty Verify, showing ALL calculations, whether she will have enough fertiliser left in her silos for the wheat field if the spread rate is 22,65 kg of fertiliser per acre. (6) Copyright reserved Please turn over

Mathematical Literacy/P2 Downloaded from hlayiso.com 12 NSC DBE/Feb.—Mar. 2016 52 TABLE 6 below shows the total monthly rainfall in millimetres for Sydney (Australia) for 2012 to 2015. TABLE 6: Total monthly rainfall (in millimetres) for Sydney from 2012 to 2015 Year | Jan. | Feb. | Mar.| Apr. | May | Jun. | Jul. | Aug. | Sep. | Oct. | Nov. | Dec. 2012 | 53,8 18,8 | 191,6 | 206,2 | 135,6 | 93,8 | 282,2 | 52,2 | 71,6 | 37.4 | 148.4] 78,4 2013 | 138,8 | 111,0 | 269,8 | 187,0 | 37,2 | 244,2 | 56,2 19,0 | 23,8 | 29,4 | 52,0 | 45,2 2014 | 137,8 | 165,4 | 65,5 | 199,8 | 110,2 | 316.4 | 32,6 14,8 | 35,8 | 42,2 | 192.8] 31,0 2015 | 17,4 | 582 | 102,6 | 121,0} 27,4 | 68,0 16,4 | 215.2 | 50,4 | 86,6 | 16,0 | 118,0 Australia is a country in the Southern Hemisphere where seasons are approximately three months long and summer starts in December. [Adapted from www.au.gov Analyse the mean rainfall during the winter months for Sydney AND predict the chance that the mean rainfall for the winter months in 2016 will be higher than 100 mm. Show ALL calculations. Copyright reserved TOTAL: (7) [22] 150

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Downloaded from hlayiso.com Mathematical Literacy/P2 ANNEXURE B QUESTION 1.3 DBE/Feb.—Mar. 2016 NSC TABLE 1: SARS tax rates plus medical aid credits for two tax years ending 29 February 2016 and 28 February 2015 Statutory rates for personal income tax for individuals: YEAR OF ASSESSMENT ENDING 29 FEBRUARY 2016 TAXABLE ANNUAL INCOME RATES OF TAX ®) (R) 0-181 900 18% of taxable income 181 901-284 100 32742 + 26% of taxable income above 181 900 284 101-393 200 59314 + 31% of taxable income above 284 100 393 201-550 100 93 135 + 36% of taxable income above 393 200 550 101-701 300 149 619 + 39% of taxable income above 550 100 701 301 and above 208 587 + 41% of taxable income above 701 300 YEAR OF ASSESSMENT ENDING 28 FEBRUARY 2015 TAXABLE ANNUAL INCOME RATES OF TAX (R) (R) 0-174 550 18% of taxable income 174 551-272 700 31419 +25% of taxable income above 174 550 272 701-377 450 55.957 +30% of taxable income above 272 700 377 451-528 800 87 382 +35% of taxable income above 377 450 528 001-673 100 140 074 + 38% of taxable income above 528 000 673 001 and above 195 212 + 40% of taxable income above 673 100 TAX REBATES 2016 2015 Primary rebate R13 257 R12 726 Secondary rebate (for persons 65 years and older) R7 407 R7110 in addition to primary rebate Tertiary rebate (for persons 75 years and older) R2 466 R2 367 in addition to primary and secondary rebate MEDICAL AID CREDITS IN RESPECT OF MONTHLY MEDICAL AID CONTRIBUTIONS 2016 2015 Tax payer only R270 R257 First dependant R270 R257 Additional dependants R181 each R172 each Copyright reserved [Adapted from www.bdo.co.za]

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Downloaded from hlayiso.com Mathematical Literacy/P2 DBE/Feb.—Mar. 2016 NSC ANNEXURE D TABLE 4: Number of South African learners, teachers and schools in the ordinary school sector per province during 2014 ORDINARY SCHOOL SECTOR NUMBERS PROVINCE PUBLIC INDEPENDENT LEARNERS | TEACHERS SCHOOLS LEARNERS | TEACHERS | SCHOOLS Eastern Cape 1 889 307 61 260 5554 57 578 2998 178 Free State 656 408 23 631 1306 15 882 921 70 Gauteng 1 944 486 60 782 2070 246 989 16 483 651 KwaZulu-Natal 2 831311 90 497 2013 70 386 5 063 236 Limpopo A 54 704 3929 55 069 2552 147 Mpumalanga 1034 151 33 613 1 762 23 637 1 387 105 Northern Cape 284 908 8 880 551 4 096 302 26 North West 784 184 25 004 1515 16 132 1 082 55 Western Cape 1 026 744 32 237 1458 48 652 3 694 213 TOTAL sis 390 608 24 060 538 421 34 482 1681 TABLE 5: Total number of South African learners and teachers in the ordinary school sector per province from 2012 to 2014 PREMOnE 2012 Sa 2014 2012 a 2014 Eastern Cape 1 951 523 1 938 078 1 946 885 67 936 66 007 64 258 Free State 661 974 664 508 672 290 24 828 24 475 24 552 Gauteng 2 075 387 2 129 526 2 191 475 73 960 74 823 77 265 KwaZulu-Natal 2 877 969 2 866 570 2 901 697 94 932 96 057 95 560 Limpopo 1715 778 1714 832 1 720 585 57 670 57 108 57 256 Mpumalanga 1 054 783 1 052 807 1 057 788 34 664 34 936 35 000 Northern Cape 277 494 282 631 289 004 8 864 8 972 9 182 North West 775 142 788 261 800 316 25 924 26 194 26 086 Western Cape 1 038 019 1 052 435 1075 396 36 389 36 451 35.931 TOTAL 12 428 069 12 489 648 12 655 436 425 167 425 023 425 090 [Adapted from www.dbe.gov.za] Copyright reserved

Downloaded from hlayiso.com Mathematical Literacy/P2 DBE/Feb.—Mar. 2016 NSC ANSWER SHEET QUESTION 3.3.3 CENTRE NUMBER EXAMINATION NUMBER TOTAL INCOME FROM AND TOTAL COST OF MANUFACTURING AND SELLING T-SHIRTS AND BELTS 250 +-->——- an ial Gal Ge ra Ca en ee eee eens ee seer oeeey, 2 0) t t t 200 Lat, oe ene eee on i ssificsh S 150 +—+—_+-—_+ _ bs wd =I g 5 | iz e i A = | | 5 | i = i 2 ~ if... ~ — wa. Cp 5 | | a a PE atl 600 800 1000 Number of items KEY: Ig = Income from selling belts I; = Income from selling T-shirts Cz = Cost of manufacturing belts Copyright reserved