Further

 Mathematics  Unit  3  SAC  1   [Year]  

 
 
 
 
 
 
 
BUYING  A  CAR  
NAME:  ______________________  TEACHER:  ___________________________  
 

Duration:  4  x  50mins  

Materials  allowed:  1  x  Bound  reference  (to  be  collected  at  the  end  of  each  session);  CAS  calculator  
or  Graphics  calculator;  ruler;  pens/pencils  

Outcomes:  Mark  allocation  noted  in  brackets  (total  marks:  40)    

Outcome 1 (15 marks)

Define  and  explain  key  terms  and  concepts  as  specified  in  the  content  from  the  areas  of  study,  and  
use  this  knowledge  to  apply  related  mathematical  procedures  to  solve  routine  application  problems.  

Outcome 2 (20marks)
Use  mathematical  concepts  and  skills  developed  in  the  ‘Data  analysis’  area  of  study  to  analyse  a  
practical  and  extended  situation,  and  interpret  and  discuss  the  outcomes  of  this  analysis  in  relation  
to  key  features  of  that  situation.    

Outcome 3 (5 marks)
Select  and  appropriately  use  technology  to  develop  mathematical  ideas,  produce  results  and  carry  
out  analysis  in  situations  requiring  problem-­‐solving,  modelling  or  investigative  techniques  or  
approaches  in  the  area  of  study  ‘Data  analysis’  and  the  selected  module  from  the  ‘Applications’  area  
of  study.  

   

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 Further  Mathematics  Unit  3  SAC  1   [Year]  
 
Students  need  to  demonstrate:  

• Comprehensive   and   correct   use   of   mathematical   conventions,   symbols   and   terminology   in  

all  formulations,  presentations,  manipulations,  computations  and  descriptions;  
• Thorough   and   relevant   definition   and   explanation   of   key   concepts   with   comprehensive  
identification  of  conditions  or  restrictions  that  apply  in  different  contexts;    
• Consistent   application   of   accurate   mathematical   skills   and   techniques   to   obtain   correct  
results;  
• Comprehensive   and   detailed   identification   of   important   information,   variables   and  
constraints   with   appropriate   selection   of   values   for   development   of   the   mathematics  
relevant  to  the  task  and  context;  
• Comprehensive   and   appropriate   use   of   key   statistical   concepts   and   approaches   to   solve  
problems;    
• Thorough   analysis,   interpretation   and   discussion   of   results   with   comprehensive  
consideration  of  the  validity  and  limitations  of  any  models;  
• Critical   and   appropriate   selection   of   technology   for   efficient   and   systematic   production   of  
solutions  and  presentations  for  given  contexts;    
• Skilled  use  of  technology  to  enable  thorough  analysis  and  interpretation  of  results  in  tabular,  
graphical  and  numerical  forms.  

 
Outline  of  SAC  

Students  will  be  given  the  entire  SAC  at  the  beginning  and  will  have  four  periods  to  complete  this  
SAC.  

At  the  end  of  each  period  the  student  must:  1.  Submit  their  SAC,  2.  Submit  their  bound  reference,  3.  
Sign  to  state  that  they  have  submitted  both  these  items,  4.  Clear  their  CAS  calculators.  

Students  will  be  given  their  SAC  and  bound  reference  back  at  the  start  of  each  lesson.  

Completion  of  SAC  

The  total  marks  allocated  is  77.  Each  question  relates  to  a  specific  outcome  and  therefore  your  final  
marks  relate  to  the  three  outcomes  on  the  previous  page.  Marks  will  be  adjusted  so  that  they  reflect  
the  marks  allocated  for  each  outcome  and  therefore  students’  final  mark  will  be  out  of  40.  

The  final  mark  will  be  given  to  students  once  calculated  based  on  the  outcomes  and  after  comparing  
the  results  of  all  three  classes.  

After  SACs  have  been  marked,  teachers  will  decide  if  a  student  has  demonstrated  enough  knowledge  
throughout  their  SAC  to  be  given  a  satisfactory.  If  a  student  can’t  demonstrate  through  her  SAC  that  
she  understands  the  content  covered  then  the  student  must  demonstrate  her  knowledge  by  either:  
1.  Showing  her  teacher  her  up-­‐to-­‐date  workbook;  or,  2.  Completing  a  short  test.  

At  the  end  of  the  SAC  students  must  sign  an  agreement  form  stating  that  they  have  submitted  their  
SAC  and  that  all  work  is  their  own.  

   

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 Further  Mathematics  Unit  3  SAC  1   [Year]  
 
 
Name:  ____________________________________  Teacher:  ________________________________________  

All  answers  correct  to  two  decimal  places  

Buying a Car
New cars are safer to drive, but they are expensive to buy. This SAC explores the prices
of cars of various ages and various makes and attempts to find a satisfactory
relationship between the age of a car and its price.

QUESTION ONE
Andrew is an 18 year old who would like to buy a recent model car because of the
additional safety features. He goes onto carsguide.com.au and collates the following
information about the prices of 2009 model cars that are bought now. All vehicles are
standard automatic petrol sedans and the prices are the averages for a private sale for
that model.

2009 Car model Price $(AUS) 2009 Car model Price $(AUS)
BMW 3 35i $73400 Kia Cerato $11800
Dodge Avenger $16000 Kia Rio $10100
Ford Falcon $15500 Mazda 3 $16700
Ford Focus $14400 Mercedes Benz E200K $58400
Ford Mondeo $17400 Mercedes Benz E280 $64300
Holden Barina $11600 Mercedes Benz E500 $97500
Holden Berlina $22100 Nissan Tiida $12200
Holden Caprice $38100 Subara Liberty $20300
Holden Commodore $16830 Toyota Camry Altise $15400
Holden Statesman $37800 Toyota Corolla $14900
Honda Accord V6 $23500 Toyota Yaris $11800
Honda Civic $17300 Volvo S40 $28000
Hyundai Accent $11700 Volvo S60 $28100
Hyundai Elantra $15400 Volvo S80 $44400
Hyundai Sonata $16600

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 Further  Mathematics  Unit  3  SAC  1   [Year]  
 
(1A) Complete the following frequency table for the 2009 car price data by filling in
the missing frequencies. (1 mark)

Price Range Frequency

$0<-$10000 0
$10000<-$20000 17
$20000<-$30000 5
$30000<-$40000
$40000<-$50000 1
$50000<-$60000 1
$60000<-$70000 1
$70000<-$80000
$80000<-$90000 0
$90000<-$100000 1

(1B) Construct a histogram of the 2009 car price data on the grid below. (3 marks)

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 Further  Mathematics  Unit  3  SAC  1   [Year]  
 
(1C) Describe the 2009 Car price data in terms of shape, centre and spread.
(3 marks)

(1D) There are a number of outliers in the 2009 Car price data. Determine the value
of these outliers by calculating the lower and upper boundary. (3 marks)

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 Further  Mathematics  Unit  3  SAC  1   [Year]  
 
QUESTION TWO
Andrew is wondering about whether some vehicles hold their value better than others.
He explores the current prices of a number of used-vehicles that were manufactured in
2005 and 2009. The table below collates this information includes the mean and
standard deviation of the prices for each year:

2009 Car Price ($) 2005 Car Price ($)

Ford Falcon 15,500 7,700
Ford Focus 14,400 7,300
Holden Berlina 22,100 9,700
Holden Caprice 38,100 15,400
Holden Commodore 16,830 7,300
Holden Statesman 37,800 12,800
Honda Accord V6 23,500 11,600
Honda Civic 17,300 9,600
Hyundai Elantra 15,400 7,500
Hyundai Sonata 16,600 6,600
Kia Cerato 11,800 7,700
Kia Rio 10,100 6,000
Mazda 3 16,700 11,500
Subara Liberty 20,300 12,400
Toyota Camry Altise 15,400 7,250
Toyota Corolla 14,900 9,000
Volvo S40 28,000 14,800
Volvo S60 28,100 14,800
Average 20157.22 9941.67
Standard deviation 8099.91 3080.98

(2A) Randomly select one of the cars from this data, stating below the method that
you used to select this vehicle. (1 mark)

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 Further  Mathematics  Unit  3  SAC  1   [Year]  
 
(2B) Calculate the standardised score for your selected vehicle for the 2009 data
correct to 2 decimal places. (2 marks)

(2C) For the standardised score obtained in (2B):

(i) Determine the approximate percentage (or range) for the number of
cars below this value
(ii) Explain your reasoning for your answer
(2 marks)

(2D) Calculate the standardised score for the same vehicle for the 2005 car data
correct to 2 decimal places. (2 marks)

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 Further  Mathematics  Unit  3  SAC  1   [Year]  
 
(2E) On the normal graph provided, roughly place your values found in (2B) for
2009 and (2D) for 2005 and comment on what the 2 standard scores imply for your
chosen car. (2 marks)

(2F) Andrew is thinking of buying a car in the top 16% price range. Determine the
minimum amount that he would spend on a car in:
(i) 2009
(ii) 2005 (2 marks)

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 Further  Mathematics  Unit  3  SAC  1   [Year]  
 

(2G) Calculate the five number summaries for the prices of cars from each of the
years 2009 and 2005. (2 marks)

(2H) Construct parallel boxplots for the price data from 2005 and 2009 on the grid
below (include any outliers). (4 marks)

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 Further  Mathematics  Unit  3  SAC  1   [Year]  
 
(2I) Compare the boxplots for the years 2005 and 2009 and make a conclusion
regarding the price of cars from 2005 and 2009. (4 marks)

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 Further  Mathematics  Unit  3  SAC  1   [Year]  
 
QUESTION THREE
Andrew is interested in buying a Mitsubishi Magna sedan. The scatter plot shows the
relationship between the age of a Magna sedan and its price on carsguide.com.au.

5500
5000
4500
4000
Price ($)

3500
3000
2500
2000
1500
1000
7 9 11 13 15 17 19 21 23 25 27
Age of Magna (years)

(3A) Describe the relationship between the age of the Magna and the price in dollars
in terms of strength, direction and form. (3 marks)

(3B) The value of the coefficient of determination for the least squares relationship
between the price and the age is 0.9035, correct to 4 decimal places. Interpret the
meaning of this value in terms of the given data. (1 mark)

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 Further  Mathematics  Unit  3  SAC  1   [Year]  
 

(3C) Determine the value of Pearson’s correlation coefficient for this data correct to 2
decimal places. (1 mark)

(3D) Interpret the meaning of the value calculated in part (3C). (1 mark)

(3E) Given the following information calculate the equation of the least squares
regression line for this data and write it below using correct variables. Write the
coefficients correct to two decimal places. (4 marks)

Remember that:
𝒓𝒔𝒚
𝒃=
𝒔𝒙
𝒂 = 𝒚 − 𝒃𝒙                                        𝒚 = 𝒂 + 𝒃𝒙

mean age of car = 16.5 years standard deviation of car ages = 5.3
mean price of car = $2534.44 standard deviation of car prices =$1121.91

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 Further  Mathematics  Unit  3  SAC  1   [Year]  
 
(3F) Explain the meaning in real terms of the gradient in this equation. (1 mark)

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 Further  Mathematics  Unit  3  SAC  1   [Year]  
 
QUESTION FOUR
Andrew’s sister Andrea wants to further explore how the way that the age of a Corolla
is related to its price. She looks at the prices of various age Corollas if they are
purchased from carsguide.com.au and she gathers the data shown below:

Age of Corolla (years) Price $(AUS)

1 15,000
3 14,300
5 10,100
7 7,785
9 6,000
11 3,900
13 3,500
15 3,100
17 2,800
19 2,800
21 2,300
23 1,755
25 1,655
27 1,500
29 1,455
31 1,455

(4A) Calculate the equation of the least squares regression line for this data and write
it below correct to 2 decimal places and using the correct variables. (2 marks)

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 Further  Mathematics  Unit  3  SAC  1   [Year]  
 
(4B) Calculate the value of Pearson’s correlation coefficient and write it correct to 2
decimal places. Interpret the meaning of this value.
(2 marks)

(4C) Calculate the value of the coefficient of determination correct to 2 decimal

places and interpret the meaning of this value. (2 marks)

(4D) Use the least squares regression equation to calculate the price of a 10 year old
Corolla. (2 marks)

(4E) Andrea is looking at a 10 year old Corolla which is advertised at $5000.

Calculate the residual of the price for this vehicle. (1 mark)

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 Further  Mathematics  Unit  3  SAC  1   [Year]  
 
(4F) Add the least squares regression line to the scatterplot provided below for the
Corolla data. (2 marks)

16000
15000
14000
13000
12000
11000
10000
9000
Price ($)

8000
7000
6000
5000
4000
3000
2000
1000
0
0 2 4 6 8 10 12 14 16 18 20 22 24 26 28 30 32

Age of Corolla (years)

(4G) Complete the table of residuals correct to the nearest dollar for the Corolla data
shown below. (2 marks)
Age of Corolla (years) Residual of price ($)
1
3
5
7
9 – 1,845
11 – 3,122
13 – 2,698
15 – 2,275
17 – 1,751
19 – 927
21 – 604
23 – 325
25 398
27 1,067
29 1,846
31 2,669

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 Further  Mathematics  Unit  3  SAC  1   [Year]  
 
(4H) The residual plot for the Corolla data is shown below. It is also incomplete. Plot
the missing values from the table in part (4H) on this residual plot. (2 marks)

4000
3500
3000
2500
2000
1500
1000
500
0
-500 0 2 4 6 8 10 12 14 16 18 20 22 24 26 28 30 32

-1000
-1500
-2000
-2500
-3000
-3500

(4J) What does the residual plot indicate about the relationship between the age of a
Corolla and its price? (2 marks)

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 Further  Mathematics  Unit  3  SAC  1   [Year]  
 
QUESTION FIVE
Andrea has come to the conclusion that a transformation may enable her to make a
more accurate prediction of the price of the Corolla given its age. Use the table at the
start of question 4 to help you answer the following questions.

(5A) Perform each of the transformations listed below and write the value of r2
correct to 2 decimal places and describe the residual plot of each transformation.
(6 marks)

Relationship r2 value Describe Residual Plot

Price vs age

Price vs log(age)

1/price vs age

(5B) State which relationship you consider best and give reasons for your answer.
(2 marks)

(5C) Show that the equation of the regression line for your transformation is:
𝟏
𝑷𝒓𝒊𝒄𝒆 =
𝟎. 𝟎𝟎𝟎𝟎𝟐𝟑×𝑨𝒈𝒆 − 𝟎. 𝟎𝟎𝟎𝟎𝟏𝟒𝟒
(2 marks)

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 Further  Mathematics  Unit  3  SAC  1   [Year]  
 
(5D) Predict the price of a 10-year-old Corolla using the relationship that you consider
best correct to the nearest dollar. (2 marks)

(5E) Comment on the reliability of your prediction in part (5D). (2 marks)

(5F) Calculate the residual for the 10-year-old Corolla advertised at $5000.
(2 marks)

(5G) When predicting from the linear relationship for the same vehicle a residual of
−$2433.58 was obtained. Compare this value to the one obtained in part (5F), and
explain, referring to the result of the transformation, why any difference was observed.
(2 marks)

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 Further  Mathematics  Unit  3  SAC  1   [Year]  
 
 

End  of  SAC  

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