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.
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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.
- Part A.
Evaluate and .
Solve and show your work Write each step out, and end with the value and its units. 2 points
- Part B.
Evaluate and .
Solve and show your work Write each step out, and end with the value and its units. 2 points
- Part C.
For the integer input , evaluate and , 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.
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Hint 1 of 3
The floor is the greatest integer at or below the input; the ceiling is the least integer at or above it. Find each one separately by asking which whole numbers sit on either side.
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Hint 2 of 3 · Part B
For a negative input, moving down means moving further from zero, not closer to it. Picture the input sitting between two negative integers on the number line.
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Hint 3 of 3 · Part C
Ask which whole numbers are at or below and which are at or above it, and notice where those two lists both start.
That is every hint for this question.
Answer and solution
Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.
The answer
Part A
and .
Part B
and .
Part C
, because is itself the greatest integer at or below and also the least integer at or above .
Not what you got? Look for the slip on your own paper before you open the solution. Finding it yourself is worth more than reading it.
Worked solution
Part A
The value lies between and . The greatest integer at or below it is , and the least integer at or above it is :
Part B
The value lies between and . Rounding down (toward negative infinity) lands on , and rounding up (toward positive infinity) lands on :
Part C
The floor asks for the greatest integer at or below the input. Since is already an integer, it is at or below itself, and no larger integer is also at or below it, so .
The ceiling asks for the least integer at or above the input. By the same reasoning, is at or above itself, and no smaller integer is also at or above it, so :
Both definitions point straight back to the input whenever it is already a whole number.
In one line
and ; and ; and for the integer , both the floor and the ceiling equal , because an integer is already the greatest integer at or below itself and the least integer at or above itself.
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 correctly. . Worth 1 point.
Computes correctly and reports it as the value on the OTHER side of from the floor. . Worth 1 point.
Part B 2 points
Computes correctly, rounding toward negative infinity rather than toward zero. . Worth 1 point.
Computes correctly and identifies it as the closer-to-zero neighbor of the floor. . Worth 1 point.
Part C 3 points
States that both and equal . . 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
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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 that satisfies it.
- Part A.
Solve for all real , 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
- Part B.
Solve for all real , 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
- Part C.
Using the defining inequality with , determine whether and each satisfy , 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.
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Hint 1 of 4
Both defining inequalities trap between two consecutive integers. Write down which side is strict (excludes its endpoint) and which side allows equality.
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Hint 2 of 4 · Part A
Use with the given floor value to write the interval directly.
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Hint 3 of 4 · Part B
Use with the given ceiling value to write the interval directly.
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Hint 4 of 4 · Part C
Substitute and into the same inequality, this time with , and check which one only barely fails to satisfy it and which one satisfies it with equality.
That is every hint for this question.
Answer and solution
Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.
The answer
Part A
.
Part B
.
Part C
is excluded and is included: substituting gives , a strict inequality on the left and a non-strict one on the right.
Not what you got? Look for the slip on your own paper before you open the solution. Finding it yourself is worth more than reading it.
Worked solution
Part A
Use the defining inequality with :
Every from up to (but not including) has floor .
Part B
Use the defining inequality with :
Every above up to and including has ceiling .
Part C
Substitute into the defining inequality:
The left comparison is strict (), so itself does not satisfy it and is excluded. The right comparison allows equality (), so does satisfy it and is included.
In one line
gives ; gives ; and for , the interval excludes but includes , matching the strict and non-strict parts of the defining inequality.
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 into . . Worth 2 points.
Reports the resulting interval with the correct endpoint included and the other excluded. . Worth 1 point.
Part B 3 points
Substitutes into . . Worth 2 points.
Reports the resulting interval with the correct endpoint included and the other excluded. . Worth 1 point.
Part C 3 points
Substitutes into the defining inequality to get . . Worth 1 point.
Justifies which of and 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
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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.
- Part A.
Evaluate , then compare it with the integer you get by deleting the digits after the decimal point in . 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
- Part B.
Now evaluate and compare it with the integer you get by deleting the digits after the decimal point in . Does the shortcut still agree with the floor here?
Construct a counterexample Give one specific case, and show it breaks the claim. 4 points
- 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.
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Hint 1 of 4
Truncating a number and rounding it down are two different operations that happen to agree in some cases. Check whether they agree everywhere or only sometimes.
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Hint 2 of 4 · Part A
Compare to what is left after deleting the digits after the decimal point in .
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Hint 3 of 4 · Part B
Try the same comparison on a negative input. Rounding down moves further from zero than deleting the decimal digits does.
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Hint 4 of 4 · Part C
Think about which direction each operation moves the input: truncation always moves toward zero, while the floor always moves toward negative infinity. Ask when those two directions are the same.
That is every hint for this question.
Answer and solution
Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.
The answer
Part A
and deleting the decimal digits from also gives ; the two methods agree.
Part B
, but deleting the decimal digits from gives ; the two disagree, so this single input refutes the shortcut.
Part C
The shortcut is safe for every and for every negative integer (which has no fractional part to round); it fails only for a negative NON-integer, where the floor rounds toward negative infinity but truncation rounds toward zero, sending them to different integers.
Not what you got? Look for the slip on your own paper before you open the solution. Finding it yourself is worth more than reading it.
Worked solution
Part A
The value lies between and , so . Deleting everything after the decimal point in also leaves :
For this positive input, the shortcut matches the floor.
Part B
The value lies between and , and rounding down (toward negative infinity) gives . Deleting everything after the decimal point in instead gives , since that only removes digits without changing direction:
One disagreeing case is enough to refute the claim that the shortcut always matches the floor.
Part C
Rounding down and truncating are two different rules about DIRECTION. The floor always moves toward negative infinity, no matter the sign of the input. Truncating always moves toward zero, since it only deletes trailing digits.
For a nonnegative input, both directions point the same way, so the two rules land on the same integer, exactly as in part A. A negative INTEGER has nothing after the decimal point, so neither rule moves it and they agree there too. Only a negative NON-integer splits them: rounding toward negative infinity moves it away from zero while truncation moves it toward zero, so they disagree, exactly as in part B.
In one line
For the floor and the truncated value agree at , but for the floor is while truncation gives , a single counterexample that refutes the 'always' shortcut. The guarded truth: the floor equals truncation for every and every negative integer, failing only for a negative non-integer, where rounding toward negative infinity and rounding toward zero disagree.
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 correctly. . Worth 1 point.
States the truncated value of and correctly reports that it matches the floor here. . Worth 1 point.
Part B 4 points
Computes correctly, rounding toward negative infinity. . Worth 2 points.
States the truncated value of 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
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4. Packing cans into crates . Application, 10 points. Question 4 of 5.
A food pantry has cans of soup to pack into crates that hold cans each.
- 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
- 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
- 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.
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Hint 1 of 4
Two different brackets answer two different questions here: how many crates does every can need, and how many crates end up completely full.
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Hint 2 of 4 · Part A
Divide by first, then decide whether any leftover cans still need a crate of their own.
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Hint 3 of 4 · Part B
Use the same division, but this time count only the crates that come out entirely full, and find what remains afterward.
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Hint 4 of 4 · Part C
Think about what the leftover cans from part B still need, and how that connects to the extra crate in part A.
That is every hint for this question.
Answer and solution
Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.
The answer
Part A
crates, since any leftover cans still need a crate of their own.
Part B
full crates, with cans left over.
Part C
The two counts differ by exactly one crate; the cans left over in part B are the ones that still need a crate of their own, which is exactly the extra crate counted in part A.
Not what you got? Look for the slip on your own paper before you open the solution. Finding it yourself is worth more than reading it.
Worked solution
Part A
Dividing the cans by the crate size gives crates' worth of cans. A fractional crate is not possible, and any leftover cans still need a crate, so round up:
Nine crates are needed to pack every can.
Part B
Only complete crates count, so round down: full crates. Those crates hold cans, so the cans left over are
Part C
Part A rounds the quotient up, and part B rounds the same quotient down, so the two counts are consecutive integers, one apart:
The leftover cans found in part B are precisely the cans that a completely full crate cannot hold; since even one leftover can still needs somewhere to go, it forces exactly one more crate, which is the extra crate part A counted.
In one line
Every can needs a crate, so crates are needed; only crates come out completely full, with cans left over; the leftover cans from part B are exactly what forces the one extra crate counted in part A.
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 as cans divided by crate size. . Worth 1 point.
Evaluates 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 full crates. . Worth 1 point.
Computes the number of cans the full crates hold, . . 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.
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5. Postage by the pound . Application, 12 points. Question 5 of 5.
A shipping service charges dollars for each pound or any fraction of a pound, rounding every package up to a whole number of pounds.
- Part A.
Write an expression for the cost of shipping a package that weighs pounds, using a ceiling, and evaluate it for a package weighing pounds.
Model the situation Name your unknown first, then write every other quantity in terms of that one letter. 3 points
- Part B.
A second package weighs 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
- Part C.
A third package's postage came out to dollars. Find the range of possible weights , 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
- 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.
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Hint 1 of 4
Write the cost as a rate times a rounded weight before plugging in any specific number.
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Hint 2 of 4 · Part A
Round the weight up to the next whole pound first, then multiply by the rate.
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Hint 3 of 4 · Part C
Work backward: divide the total cost by the rate to find what the rounded weight must have been, then use the defining inequality for the ceiling.
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Hint 4 of 4 · Part D
Think about how many different actual weights round up to the very same whole number of pounds.
That is every hint for this question.
Answer and solution
Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.
The answer
Part A
dollars; for , dollars.
Part B
Cost dollars; rounding does not change because it is already a whole number, so .
Part C
pounds.
Part D
The ceiling is many-to-one: every weight inside the same length-one interval rounds up to the same whole number of pounds, so all of those different weights produce the identical postage.
Not what you got? Look for the slip on your own paper before you open the solution. Finding it yourself is worth more than reading it.
Worked solution
Part A
Any fraction of a pound still costs a full pound's rate, so the weight is rounded up before multiplying by the rate:
For , , so dollars.
Part B
Since is already an integer, it is its own least integer at or above itself, so . The cost is then
The rounding step only ever raises a weight to the next whole pound when there is a fraction to round away; an already-whole weight has nothing to round.
Part C
Set the cost expression equal to and solve for the rounded weight:
Apply the defining inequality with :
Part D
Postage depends only on , not on itself. On the ceiling's staircase graph, one whole horizontal step covers a full length-one interval of weights, and every weight on that step shares the same height, the same rounded pound count:
Since the cost is the rate times that shared height, every weight in the interval you found in part C produces the exact same charge, even though the weights themselves are different real numbers.
In one line
A pound package costs dollars, and a pound package costs dollars, unaffected by rounding since is already whole; a dollar charge means , so the weight satisfies pounds, and every weight in that range produces the exact same charge because they all round up to the same step of the ceiling's staircase.
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, . . Worth 1 point.
Evaluates correctly. . Worth 1 point.
Multiplies by the rate and reports the cost with its unit. . Worth 1 point.
Part B 2 points
States that because 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 . . Worth 1 point.
Applies the defining inequality , using the rounded weight found above, to convert it into a range for . . 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.
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