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Floor and Ceiling: Free Response

5 questions in parts, 48 points in total. Work each one out on paper, taking a hint if you get stuck. When you have an answer, reveal the answer to check it, and the full solution only if you still want it. The rubric is there so you can mark your own work.

Free response · work it on paper Question 1 of 5
  1. 1. Reading floor and ceiling from the number line . Foundational, 7 points. Question 1 of 5.

    Evaluate the floor and the ceiling of a positive decimal, a negative decimal, and a whole number, using the definitions.

    1. Part A.

      Evaluate 9.4\lfloor 9.4 \rfloor and 9.4\lceil 9.4 \rceil.

      Solve and show your work Write each step out, and end with the value and its units. 2 points

    2. Part B.

      Evaluate 5.6\lfloor -5.6 \rfloor and 5.6\lceil -5.6 \rceil.

      Solve and show your work Write each step out, and end with the value and its units. 2 points

    3. Part C.

      For the integer input 1111, evaluate 11\lfloor 11 \rfloor and 11\lceil 11 \rceil, and explain why both come out the same, using the definitions of the floor and the ceiling.

      Justify your claim State the claim, then give the reason it has to be true. 3 points

    Hints

    One at a time, each one a step further than the last. Take only as many as you need.

    Answer and solution

    Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.

    Rubric

    Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.

    Part A 2 points

    Computes 9.4\lfloor 9.4 \rfloor correctly. . Worth 1 point.

    Computes 9.4\lceil 9.4 \rceil correctly and reports it as the value on the OTHER side of 9.49.4 from the floor. . Worth 1 point.

    Part B 2 points

    Computes 5.6\lfloor -5.6 \rfloor correctly, rounding toward negative infinity rather than toward zero. . Worth 1 point.

    Computes 5.6\lceil -5.6 \rceil correctly and identifies it as the closer-to-zero neighbor of the floor. . Worth 1 point.

    Part C 3 points

    States that both 11\lfloor 11 \rfloor and 11\lceil 11 \rceil equal 1111. . Worth 1 point.

    Explains, from the definitions of greatest-at-or-below and least-at-or-above, why an integer input satisfies both conditions at once. . Worth 2 points. needs an explanation, not just an answer

  2. 2. Working backward from a floor or ceiling value . Foundational, 9 points. Question 2 of 5.

    Each equation below fixes the value of a floor or a ceiling. Use the defining inequality to find every xx that satisfies it.

    1. Part A.

      Solve x=6\lfloor x \rfloor = -6 for all real xx, writing the answer as a compound inequality.

      Write the expression An equation or an expression is enough here. Show how you built it. 3 points

    2. Part B.

      Solve x=4\lceil x \rceil = 4 for all real xx, writing the answer as a compound inequality.

      Write the expression An equation or an expression is enough here. Show how you built it. 3 points

    3. Part C.

      Using the defining inequality x1<xx\lceil x \rceil - 1 < x \le \lceil x \rceil with x=2\lceil x \rceil = -2, determine whether x=3x = -3 and x=2x = -2 each satisfy x=2\lceil x \rceil = -2, and state which one is included in the solution and which one is excluded.

      Justify your claim State the claim, then give the reason it has to be true. 3 points

    Hints

    One at a time, each one a step further than the last. Take only as many as you need.

    Answer and solution

    Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.

    Rubric

    Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.

    Part A 3 points

    Substitutes n=6n=-6 into nx<n+1n \le x < n+1. . Worth 2 points.

    Reports the resulting interval with the correct endpoint included and the other excluded. . Worth 1 point.

    Part B 3 points

    Substitutes n=4n=4 into n1<xnn-1 < x \le n. . Worth 2 points.

    Reports the resulting interval with the correct endpoint included and the other excluded. . Worth 1 point.

    Part C 3 points

    Substitutes n=2n=-2 into the defining inequality to get 3<x2-3 < x \le -2. . Worth 1 point.

    Justifies which of x=3x=-3 and x=2x=-2 is included and which is excluded, by pointing to the strict versus non-strict comparison. . Worth 2 points. needs an explanation, not just an answer

  3. 3. Testing a shortcut for the floor . Reasoning, 10 points. Question 3 of 5.

    A common shortcut says that the floor of a number can be found by simply deleting everything after the decimal point (truncating it). Test whether that shortcut always gives the same value as the floor.

    1. Part A.

      Evaluate 9.6\lfloor 9.6 \rfloor, then compare it with the integer you get by deleting the digits after the decimal point in 9.69.6. Do the two methods agree here?

      Solve and show your work Write each step out, and end with the value and its units. 2 points

    2. Part B.

      Now evaluate 6.7\lfloor -6.7 \rfloor and compare it with the integer you get by deleting the digits after the decimal point in 6.7-6.7. Does the shortcut still agree with the floor here?

      Construct a counterexample Give one specific case, and show it breaks the claim. 4 points

    3. Part C.

      Based on your results in parts A and B, state exactly which inputs are safe for the shortcut (where it is guaranteed to match the floor), and briefly explain why the boundary falls there.

      Carry your own answer forward Use what you found in parts A and B, whichever way each one came out, as the basis for the general rule.

      Justify your claim State the claim, then give the reason it has to be true. 4 points

    Hints

    One at a time, each one a step further than the last. Take only as many as you need.

    Answer and solution

    Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.

    Rubric

    Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.

    Part A 2 points

    Computes 9.6\lfloor 9.6 \rfloor correctly. . Worth 1 point.

    States the truncated value of 9.69.6 and correctly reports that it matches the floor here. . Worth 1 point.

    Part B 4 points

    Computes 6.7\lfloor -6.7 \rfloor correctly, rounding toward negative infinity. . Worth 2 points.

    States the truncated value of 6.7-6.7 correctly. . Worth 1 point.

    Identifies that the two values disagree and states that a single such case is enough to refute the original claim. . Worth 1 point.

    Part C 4 points

    States the corrected, guarded version of the shortcut, naming the condition under which it is safe. . Worth 2 points.

    Explains why the two rules point in the same direction for a nonnegative input but opposite directions for a negative non-integer input. . Worth 2 points. needs an explanation, not just an answer

  4. 4. Packing cans into crates . Application, 10 points. Question 4 of 5.

    A food pantry has 138138 cans of soup to pack into crates that hold 1616 cans each.

    1. Part A.

      Write an expression using a floor or a ceiling for the number of crates needed so that every can gets packed, and evaluate it.

      Model the situation Name your unknown first, then write every other quantity in terms of that one letter. 3 points

    2. Part B.

      How many crates come out completely full, and how many cans are left over for the last, partly filled crate?

      Solve and show your work Write each step out, and end with the value and its units. 3 points

    3. Part C.

      Compare the crate count from part A with the crate count from part B, and explain what causes any difference between them.

      Carry your own answer forward Use your own crate count from part A and full-crate count from part B, whatever they came out to be.

      Explain what it means Words, not just symbols. Say what the number is telling you about the situation. 4 points

    Hints

    One at a time, each one a step further than the last. Take only as many as you need.

    Answer and solution

    Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.

    Rubric

    Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.

    Part A 3 points

    Sets up the quotient 138/16138/16 as cans divided by crate size. . Worth 1 point.

    Evaluates 138/16=8.625138/16 = 8.625 correctly. . Worth 1 point.

    Rounds up with a ceiling and reports the crate count with its unit. . Worth 1 point.

    Part B 3 points

    Rounds down to 88 full crates. . Worth 1 point.

    Computes the number of cans the full crates hold, 16×816 \times 8. . Worth 1 point.

    Subtracts to find the leftover cans and reports the value with its unit. . Worth 1 point.

    Part C 4 points

    States how the two crate counts from parts A and B relate to each other. . Worth 1 point.

    Explains, in words, why the leftover cans from part B are exactly what forces the extra crate in part A. . Worth 3 points.

  5. 5. Postage by the pound . Application, 12 points. Question 5 of 5.

    A shipping service charges 55 dollars for each pound or any fraction of a pound, rounding every package up to a whole number of pounds.

    1. Part A.

      Write an expression for the cost C(w)C(w) of shipping a package that weighs ww pounds, using a ceiling, and evaluate it for a package weighing 6.36.3 pounds.

      Model the situation Name your unknown first, then write every other quantity in terms of that one letter. 3 points

    2. Part B.

      A second package weighs 1212 pounds exactly. Find its shipping cost, and explain why the rounding step does not change this particular weight.

      Solve and show your work Write each step out, and end with the value and its units. 2 points

    3. Part C.

      A third package's postage came out to 5050 dollars. Find the range of possible weights ww, in pounds, consistent with that cost.

      Solve and show your work Write each step out, and end with the value and its units. 4 points

    4. Part D.

      Explain why two different packages could have the exact same postage even though they do not weigh the same, connecting your reasoning to the shape of the ceiling function.

      Carry your own answer forward Use the range of weights you found in part C as your example of how wide this can be.

      Explain what it means Words, not just symbols. Say what the number is telling you about the situation. 3 points

    Hints

    One at a time, each one a step further than the last. Take only as many as you need.

    Answer and solution

    Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.

    Rubric

    Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.

    Part A 3 points

    Writes the cost as the rate times a ceiling of the weight, 5w5 \lceil w \rceil. . Worth 1 point.

    Evaluates 6.3=7\lceil 6.3 \rceil = 7 correctly. . Worth 1 point.

    Multiplies by the rate and reports the cost with its unit. . Worth 1 point.

    Part B 2 points

    States that 12=12\lceil 12 \rceil = 12 because 1212 is already an integer. . Worth 1 point.

    Multiplies the unchanged weight by the rate and reports the cost with its unit. . Worth 1 point.

    Part C 4 points

    Divides the cost by the rate to find the rounded weight w\lceil w \rceil. . Worth 1 point.

    Applies the defining inequality n1<wnn-1 < w \le n, using the rounded weight found above, to convert it into a range for ww. . Worth 2 points.

    Reports the range with the correct endpoint included and the correct unit, pounds. . Worth 1 point.

    Part D 3 points

    States that many different weights can share the same postage. . Worth 1 point.

    Connects that fact to the ceiling function being many-to-one, referring to a shared step of its staircase graph. . Worth 2 points.