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page (i)
National 5
Textbook
Produced by members of the TeeJay Writing Group
T Strang, J Geddes and J Cairns.
PUPIL BOOK
N5
page (ii)
National 5 Textbook
This book, N5, covers the entire contents of the National 5 course in depth assuming pupils
have completed CfE Level 4, and will also provide a firm foundation for those pupils who
wish to continue into the Higher Mathematics Course.
• Pupils should have passed the equivalent of a CfE Level 4 qualification before
beginning to use this book, and we recommend TeeJay’s CfE Textbook 4+ for this.
• There are no A and B exercises. The N5 book covers the National 5 CfE course
without the teacher having to pick and choose which questions to leave out and which
exercises are important. They all are !
• Pupils who cope well with the contents of National 5 should be able to sit the SQA’s
external National 5 Exam at the end of the course.
• The book contains a 12 page “Chapter Zero”, which primarily revises all those
strands from CfE Level 4 that have been covered in TeeJay’s Book 4+.
• Each chapter will have a “Remember - Remember” exercise as a summary.
• Every three chapters are covered by a Home Exercise and from Chapter 12 onwards,
there is an additional Cumulative Exercise covering all work up to that point.
• There are 6 Non-Calculator exercises interspersed throughout the book.
• The book can be used as a free standing resource for pupils returning in S5 or S6 who
intend to sit the National 5 examination, assuming they have covered the contents of
the CfE Level 4 Course, by using TeeJay's Book CfE 4+, or equivalent.
• It includes a Specimen National 5 Exam, consisting of both a Calculator and a Non-

Calculator Paper at the end of the book.
We make no apologies for the multiplicity of colours used throughout the

book, both for text and in diagrams - we feel it helps brighten up the pages !!
T Strang, J Geddes, J Cairns

(August 2013)
page (iii)
Contents
CfE National 5
Ch Ex Pages Outcome
0 . Revision 0 Revision of CfE Level 4 1 - 12 CfE Level 4
1 . Algebraic Operations 1.1 Revise multiplying out brackets and tidy up 3(2x – 1) – 2(4x + 3) 13 MTH 4-14a
1.2 Multiply out double brackets and squaring brackets 14 - 16 E2·1
1.3 Tidy up (2x + 3)(5x – 1) – (2x + 1)2 and (x + 2)3 17 E2·1
1.4 Equations with brackets 18 E2·1
Remember Remember 19
2 . Further Calculations 2.1 Revision of non-calculator percentages, including mental 20 - 21 MNU 4-07a
Involving Percentages 2.2 Revision of %age increase/decrease and express A as percentage of B 22 MNU 4-07a
2.3 Percentage profit and loss 23 A3·1
2.4 Compound interest 24 - 25 A3·1
2.5 Depreciation and appreciation 25 - 26 A3·1
2.6 Percentages - working backwards 27 A3·1
3 . Fractions 3.1 Revision of all fraction work up to multiplication 29 - 30 MTH 4-07b

3.2 Divide fractions 31 A3·2
Home Exercise 1 Revision of Chapters 1 - 3 33
Non-Calculator Non-Calculator Exercise 1 34
4 . Simultaneous Equations 4.1 Revision of sketching lines 35 R1·3

Linear Equations 4.2 Solve simultaneous equations graphically 36 R1·3
4.3 Simultaneous equations - solution by elimination - basic 37 R1·3
4.4 Simultaneous equations - solution by elimination - harder 38 - 39 R1·3
4.5 Simultaneous equations in two variables + associated problems 40 - 42 R1·3
5. Pythagoras’ Theorem 5.1 Revision of all Pythagoras work 44 - 45 MTH 4-16a

(Further work) 5.2 Converse of Pythagoras’ Theorem 46 R4·1
5.3 Pythagoras work in 3-dimensions 47 - 48 R4·1
6 . Linear Relationships 6.1 Gradients Revision 50 - 51

6.2 Revision of Line work including y = mx + c and x = h and y = k 52 - 53 MTH 4-13c/d
6.3 Find equation of line through A(x1 ,y 1 ) and B(x2 ,y 2 ) 54 R1·1
6.4 Equations of the form P = mt + c, lines in everyday use 55 - 57 R1·1
6.5 Gradient - a more mathematical formula 58 - 59 E4·1/1·1
6.6 Equation of a line - a more mathematical approach 59 - 60 R1·1
6.7 The General Equation of a line Ax + By + C = 0 61 R1·1
7 . Factorising 7.1 Revision of factorising by taking out a common factor 65 MTH 4-14b
7.2 Difference of two squares, including 6x2 – 24 and x4 – 81 etc 66 E2·2
7.3 Trinomial expressions 67 - 68 E2·2
7.4 Miscellaneous expressions 68 - 69 E2·2
page (iv)
Ch Ex Pages Outcome
8. Trigonometric 8.1 Revision of SOHCAHTOA 70 - 72 MTH 4-16a
Formulae 8.2 Area of a triangle - using trigonometry 73 - 75 A1·1
8.3 Sine rule - calculating a side 76 - 78 A1·2
8.4 Sine rule - calculating an angle 79 - 80 A1·2
8.5 Cosine rule - calculating a side 81 - 83 A1·2
8.6 Cosine rule - calculating an angle 83 - 84 A1·2
8.7 Mixed problems - sine rule, cosine rules with SOHCAHTOA 85 - 86 A1·2
8.8 Further mixed problems 87 - 88 A1·3
9 . Algebraic Fractions 9.1 Operations on algebraic fractions - simplifying 90 - 91 E3·1

9.2 Operations on algebraic fractions - factorisation 91 - 92 E3·2
9.3 Operations on algebraic fractions - add & subtract 92 - 94 R3·2/E3·2
9.4 Operations on algebraic fractions - multiply & divide 94 - 95 R3·2/E3·2
10. Changing the Subject 10·1 Change the subject of an expression - basic 99 - 100 R1·4
10·2 Change the subject of an expression - harder 101 - 102 R1·4
11. Statistics 11.1 Revision of mean, median, mode and range 104 MTH 4-20b
11.2 Quartiles 105 - 107 A4·1
11.3 Semi-interquartile range 108 A4·1
11.4 Box plots 109 - 110 A4·1
11.5 Standard deviation 111 - 114 A4·1
12. Functions & Graphs 12.1 Number machines and the function notation f(x) 116 - 118 R1·1
12.2 The quadratic function 119 - 121 R2·2
Revision of Chapters 1 - 12 124
13. Circles - Arcs/Sectors 13.1 Arc lengths 126 E4·2

13.2 Areas of sectors 127 E4·2
13.3 Mixed examples 128 E4·2
13.4 Angles at centre, given arc 129 R4·2/E4·2
13.5 Angles at centre, given area 130 R4·2/E4·2
14. Quadratic Function 1 14.1 Sketching parabolas associated with quadratic function 132 R3·1
Drawing its Graph 14.2 Solve quadratic equations graphically - find roots 133 R3·1
14.3 Revise factorisation 134 E3·2
14.4 Solve quadratic equations by factorising 135 - 137 R3·1
14.5 Sketch parabolas by factorising and using symmetry 138 R3·1
14.6 Intersection of lines and parabolas by factorising 139 R3·1
15. Vectors 15.1 What is a vector ? - simple adding and subtracting diagrammatically 141 - 144 A2·1
15.2 Vectors in 2 dimensions 144 - 145 A2·1
15.3 Position vectors 146 A2·2
15.4 Magnitude of a vector 147 A2·3
15.5 Mixed Exercise 148 A2·3
15.6 Alternative vector journeys 149 A2·3
15.7 Vectors in 3 dimensions 150 - 151 A2·2/2·3
page (v)
Ch Ex Pages Outcome
16. Trigonometric Graphs 16.1 Recognise/draw basic sine graphs (period etc) 156 - 157 R5·1
16.2 Recognise/draw basic cosine graphs (period etc) 158 - 159 R5·1
16.3 Recognise/draw basic tangent graphs (period etc) 160 R5·1
16.4 Trig functions of the form y = asinx° and y = acosx° 161 - 162 R5·1
16.5 Trig functions of the form y = sinax° and y = cosax° 163 - 164 R5·1
16.6 Trig functions of the form y = sinax° + b and y = cosax° + b 165 - 167 R5·1
16.7 Trig functions of the form y = sin(x – a)° and y = cos(x – a)° 168 R5·1
17. Surds and Indices 17.1 What is a surd ? 170 E1·1

17.2 Simplifying surds - adding, subtracting, multiplying and dividing 171 - 172 E1·1
17.3 Indices - revision of powers - exponents 173 E1·2
17.4 The rules of indices - multiplying, dividing and powers of powers 174 - 176 E1·2
a0 = 1 and negative powers E1·2
17.5 Fractional powers and connection with surds 177 E1·1/2
18. Scattergraphs 18.1 Scattergraphs 179 A4·2

18.2 Scattergraphs and correlation 180 - 182 A4·2
19. Quadratic Function 2 19.1 Changing a quadratic function f(x) = x2 + bx + c to f(x) = (x - a)2 + c 187 E2·3
19.2 Completed square form and minimum turning point 188 - 189 R2·2/2·3
19.3 Completed square form and maximum turning point 190 R2·2/2·3
19.4 Quadratics of the form y = kx2 191 R2·1
19.5 The quadratic formula 192 - 193 R3·1
19.6 The use of the Discriminant 194 R3·1
20. Trig Equations 20.1 Solve trig equations 196 - 199 R5·2
20·2 Cosine rules with negatives 200 R5·2
20·3 Trig identities 201 - 202 R5·2
21. Revision Revision of all National 5 Work 204 - 213 Nat 5
Specimen Exam Paper National 5 - Paper 1 215 - 217

Specimen Exam Paper National 5 - Paper 2 219 - 222
Answers Answers to Book N5 223 - 238
page (vi)
Chapter 0 Revision of CfE Level 4
Number Work Do not use a calculator in this chapter unless you see the sign.
1. Round each of the following to two significant 8. Simplify :-

figures :-
(a) 5 – (–2) (b) 14 – (–4)
(a) 3·765 (b) 1064
(c) (– 5) – (–7) (d) (–9) – (–2)
(c) 8007 (d) 9·149 87
(e) (–6) – (–11) (f) (–12) – (–12)
(e) 9·0909 (f) 19·979 71.
(g) –(– 3x) – (–x) (h) (−8x 2 ) – (−8x 2 ) .
2. Round each number to one significant figure
9. If p = –3, q = –2 and r = –4, find :-
and then estimate each of the following :-
(a) 512 × 12 (b) 187 × 679 (a) p + q (b) p–q
(c) q – r (d) q+r
(c) 648 ÷ 23 (d) 1879 ÷ 44
(e) p – r (f) r + p.
(e) 8·07 million ÷ 54 879.
10. Work out the answers to the following :-
3. Find :-
(a) 4 x (–5) (b) (–8) x 6
(a) 6 + 7 × 2 (b) 5 – 4 × 4
(c) 18 – 3 × 4 + 1 (d) 11 × 3 – 18 ÷ 3. (c) 7 x (–1) (d) (–30) x 0
(e) 3x x (– 4x) (f) (– 24) ÷ 6

4. Insert brackets to make each statement correct.
(g) (–20a) ÷ 5 (h) (–21t) ÷ 7
(a) 12 – 4 × 3 = 24
(i) (–18t) ÷ 3t (j) 6 x (–2) x 3
(b) 12 + 2 × 3 – 4 = –14
(k) (–6) x (–8) (l) (– 30) x (– 4)
(c) 16 – 9 ÷ 5 × – 1 + 1 = 0.
(m) (– 42) ÷ (–6) (n) (–80) ÷ (–8)
Integers (o) (–3p) x (– 5p) (p) (−7)2
(q) (−2)6 (r) (−4) 2 – (−2) 3 .
5. Simplify :-
(a) (–6) + (–11) (b) (–19) + (32) 11. Given a = 6, b = 0 and c = –3,
calculate the values of :-
(c) 20 – 55 (d) (–10) – 3
(a) abc (b) a+b–c
(e) (–15) – 20 – 10 (f) (–10) + 10 + 7
(c) a 2 + b 2 (d) ab + bc + ca
(g) 8 – 10 – 3 (h) (– 40) – 80 – 20
(i) 7 – (–4) (j) (–3) – (–8). (e) a 2 – b + c (f) 2 a 2 + 3c 2
(g) a 3 + c 3 (h) a 2 – 2c 2 .
6. Simplify these algebraic expressions :-
(a) 5x + 10x (b) a + (– 5a)
Angle Properties
(c) 9p – p (d) (–y) + 6y
(e) (–3t) – 7t (f) (–5f) + 12f 12. Copy each figure and fill in the sizes of all the
missing angles.
(g) (–2w) – 2w – 2w (h) 6a + 5b – a – 3b.
(a) (b)
7. If x = 7 and y = – 3, write down the value of :-
125°
(a) 4 – x (b) 10 + y
(c) x – 11 (d) y + 15
45°
(e) x – y (f) y + x. 120°
Chapter 0 this is page 1 Revision - CfE 4

12. (c) (d) 16. Pearl Royal Bank’s annual
Typical
interest rate was 3·6%. Savings
60° Sandra deposited £1600 in Rate
3·6% p.a.
Pearl Royal Bank.
70°
73° 80° (a) How much interest would she have
received if she’d left it for 1 year ?
(b) If Sandra withdrew her money after

(e) 65° (f) 113° 5 months, how much interest should
she have expected to receive ?
17. Davie scored 35 out of 40

43°
in his French test paper.
What was his percentage score ?
13. Copy each figure and fill in the sizes of all the
missing angles. 18. Write the following list in order, smallest first :-
(a) (b) (a) 3

4 , 72%, 0·8, 0·77, (0·5 x 1·56)
100° (b) (60% of 120), ( 23 of 105), (0·25 x 284).

42°
rectangle 58° Money Matters

kite
19. (a) Baz’s salary is £24 600 per annum.
(c) (d) How much is his monthly pay ?

(b) Jenny is paid £1650 per month.
What is her annual salary ?
43°
106°
(c) Jez earns £290·50 per week.
124°
rhombus 72° How much does he earn in a year ?
parallelogram (d) Andy earns £12·40 per hour and
works a 40 hour week.
14. Calculate the size
• • • How much does he earn in a year ?
of the acute angle
between the two hands
• • 20. Alice works in telesales.
of a clock at :- • • She is paid £9·60 per hour.
(a) half past 3 • (a) How much will she earn
•
(b) quarter past one. • in a week if she works
• •
for 48 hours ?
Percentages Last week, Alice also worked 6 hours overtime,
at time and a half.
15. Find the following without a calculator :-
(b) How much did she earn for overtime ?
(a) 30% of £80 (b) 70% of £120
(c) What was Alice’s total pay for last week ?
(c) 66 23 % of £150 (d) 75% of £3000
21. (a) Baz earns a gross
(e) 20% of £515 (f) 90% of 9 m pay of £22 524 a
year as a mechanic.
(g) 2·5% of 50 kg (h) 15% of 160 cm
His total deductions
(i) 17·5% of £240 (j) 11% of 1200 ml are £2376.
(k) 49% of 800 mph (l) 37·8% of 2 m. What is his net pay ?
21. (b) Jerry ended up with a net income of 27. Last year, Kev changed £1240 into 11 780 Krone.
£17 450 per year as a window cleaner. What was the exchange rate ?
His gross income was £20 140.
28. Simon took £4600 on his two month tour.
How much were his deductions ?
He spent $3460 in America and €2440 in Italy.
22. Kia has a gross income How many £’s, to the nearest £, did he have left ?
of £23 500 per annum.
Algebra
Her total deductions come
to 15% of her gross pay. 29. Simplify :-
(a) How much are Kia’s deductions ? (a) 13 x x (b) txt
2
(b) What is her net income ? (c) 4a x 5b (d) 2q x q
2
23. Hattie’s payslip showed the following :- (e) 15p ÷ p (f) 10 x y ÷ 5y.
Basic pay £2230 30. Multiply out the brackets :-

Overtime £ 521 (a) 3(t + 2) (b) 5(2 – 4r)
Bonus £ 776 (c) x(8 + x) (d) –3a(5a – 3b).
Income tax £ 474
National Insurance £ 133 31. Simplify :-
Graduated Pension £ 93 (a) 5(x + 2) + 6 (b) 8(y + 3) – 7y
Calculate Hattie’s final net pay. (c) 12 – 4(t – 3) (d) 5(m + 1) + 4m

(e) 6(1 – t) + 3(2 + t)
24. Bill buys a £9500 motorbike.
(f) 6(3 – 2g) – 4(3 – 6g)
He took a Hire Purchase
(g) 15 – 4(a + 3) (h) 5m – 3(1 – 2m).
agreement, paying a 20%
deposit and 24 monthly 32. This shape consists of a rectangle measuring
payments of £423. (2x + 11) cm by 8 cm, surrounding a rectangle
(a) How much would he have saved measuring (4x – 1) cm by 4 cm.
if he had paid cash ?
(b) Give a reason why he would take
out H.P. rather than pay cash.
8 4
4x – 1
Use these exchange rates for questions 25 to 28.
British Pound (July 2013) £1 = 2x + 11

Euro 1·22 (a) Show that no matter what value x is,
American Dollar ($) 1·48 the grey area always remains the same.
(b) Explain why x cannot be greater than 6.

25. Change each of the following into euros :-
(a) £40 (b) £1245
Symmetry
(c) £876·40 (d) £122 450.
33. How many lines of symmetry are in each of
26. Change :- the following shapes :-
(a) £450 into $ (b) £1420 into $ (a) (b)
(c) €1220 into £ (d) €427 into £
(e) $370 into £ (f) $1110 into £
(g) €610 into $ (h) $3552 into €.

33. (c) (d) 36. (c) (d)
• •
(e) (f)
37. Copy this figure.

Complete the shape so
•
that it has rotational
symmetry of order 4
around the red dot.
34. State the order of symmetry for each of the
shapes in question 32.
35. Make a copy of each of the following shapes. Tolerance

Reflect each shape over the red dotted line
of symmetry. 38. Describe in your own words the meaning of
(a) (b) mathematical tolerance.
39. For each of the following tolerances, write

down the minimum (min) and maximum
(max) allowable sizes :-
(a) (10 ± 1) mm (b) (15 ± 5) kg
(c) (20 ± 2) m (d) (1·5 ± 0·3) kg
(c) (d) (e) (152 ± 3) mm (f) (7·55 ± 1·2) mg.
40. Write each of these in tolerance form :-

(a) min = 12 cm (b) min = 120 mm
max = 16 cm max = 140 mm
(c) min = 1·6 mg (d) min = 2·5°
max = 1·7 mg max = 2·6°.
36. Make a copy of each of the following shapes. Linear Relationships

Create a shape which has half turn symmetry
by rotating each shape by 180° around 41. For each table below derive a formula in the
the red dot :- form y = mx or y = mx + c :-
(a) (b)
x 1 2 3 4
(a)
y 3 6 9 12
•
•
x 0 1 2 3
(b)
y 1 4 7 10

x 2 3 4 5
41. (c)
y 4 7 10 13 46. Write out each of the following numbers
in “normal” number form :-
x –1 0 1 2 (a) 5·9 × 103 (b) 8·08 × 10 5

(d)
y –7 –5 –3 –1 (c) 7·1 × 10 2 (d) 2·81 × 10 4
(e) 5·8 × 10−3 (f) 9·9 × 10−2
x –1 0 1 2 −1
(e) (g) 6·2 × 10−5 (h) 2 × 10 .
y 16 17 18 19
47. Use your EE or EXP buttons to find
the following :-
x –2 0 2 4
(f) (Give each answer in scientific notation)
y 0 10 20 30
(a) 150 × ( 3·8 × 10 8 )
Careful with this one !
(b) ( 2·31 × 106 ) × (1·35 × 105 )
Equations and Inequalities
(c) ( 5·4 × 1013 ) × ( 2·5 × 10−4 )
42. Copy each equation and find the value of x :-
(d) ( 5·22 × 10 8 ) ÷ (1·8 × 10−5 )
(a) 16 + x = 11 (b) 9x + 5 = 3x – 7
(e) (3·2 × 1010 ) 2
(c) 11x – 2 = 6x + 18 (d) 12x = 3x + 63
(e) 3(2x – 4) = 4x + 14 (4·2 × 108 ) × (2·5 × 10 7 )
(f) .
(f) 2(5x + 2) – 4(x – 3) = x + 36. (3 × 10−4 )
43. Solve :- The Circle (Part 1)

1 1 1 4
(a) 2
x–1=5 (b) 4
x– 2
= 5 48. Calculate the
x + 2 x − 2 circumference 3·5 cm
(c) = 3 (d) 1 + = 0
5 4 of this circle.
5 1
(e) 6
(2x + 2) = 4
x +3
x + 1 x + 4
(f) + =2 49. Calculate the perimeter of these shapes :-
3 4
7x − 1 x − 2 (a) (b)
(g) – = 3.
8 4
44. Solve these inequalities :- 7 mm
(a) 6c ≤ – 30 (b) 3d + 1 > 10
15 cm
(c) 3t – 4 < –10 (d) 1 – x > –11
(e) 6g + 1 ≥ 15 – g (f) 15 – 2p ≥ p + 3 (c)
210 m
(g) 4(x + 1) ≥ 24 – x (h) 3(1 – t) ≤ 2(3t + 6)
80 m
Scientific Notation (Standard Form)
45. Write each of these in scientific notation :-

50. (a) Find the diameter of a circle with a
(a) 930 (= 9·3 x 10 ...) (b) 8420
circumference of 60 cm.
(c) 35 200 (d) 8 million
(b) Find the radius of a circle with
(e) 305 million (f) 2 43 million
circumference 250 mm
(g) 0·00085 (h) 0·07.

51. Calculate the area of each of these :- 54. For each of the shapes below, calculate the
(a) (b) perimeters :-
6 cm (a) (b)
18 cm 9 cm
16 m
(c) (d)
6 cm
0·5 cm
Coordinates and Transformations
80 m
55. Plot each of the following on a Cartesian
coordinate diagram.
52. Calculate the radius of a
A(4, 2), B(7, 0), C(4, –3), D(0, –2),
circle with area 28·26m 2 . Area = 28·26 m2
E(–3, 5), F(–6, 0), and G(–2, –4).
56. Rectangle JKLM has vertices J(–1, –2),

K(–2, –3), L(–4, –1) and M.
53. Figure 1 shows a horseshoe magnet. (a) State the coordinates of M.
The face of the arched part at the top consists (b) Reflect JKLM over the y-axis and state
of two semi-circles, with radii 2 centimetres
the vertices of the images J ’ K’L’M ’.
and 4 centimetres.
(c) Reflect JKLM over the x-axis and state the
images of J ’ ’ K’ ’L’ ’M ’ ’.
57. For each point and their images, describe

the reflection that has occurred :-
(a) A(5, 2) –> A ’(5, –2)
(b) B(6, –2) –> B ’(–6, –2)
4·5 cm
(c) C(–4, –4) –> C ’(4, 4)
(d) D ’(7, 1) –> D ’ ’(–7, –1)
0·8 cm (e) E(–x, –y) –> E ’(–x, y)

2 cm
figure 1 (f) F(–a, b) –> F ’(b, a).
(a) Calculate the shaded area shown in 58. A triangle has vertices O(0, 0), T(4, 1), P(3, 4).
figure 2 below.
State the coordinates of the images of the
vertices given that triangle OTP is rotated by
180° about the origin.
59. Triangle PQR has vertices P(1, 0), Q(4, 1) and

R(2, –2).
2 cm
• 4 cm PQR is rotated 180° about the origin and then
reflected over the x-axis.
figure 2
⎛ –1⎞
(b) Use this to calculate the volume of It is then given a translation of ⎜ ⎟ .
metal required to make the magnet. ⎝ 3⎠
State the coordinates of the vertices of the
(Answer correct to 1 decimal place).
triangle after these transformations are applied.

Pythagoras’ Theorem 65. (c) Paula jogged 12 km at an
average speed of 8 km/hr.
60. Calculate the lengths of the missing sides in the How long did she take ?
following right angled triangles :-
(a) (b) (d) Gio drove for two hours and 12 minutes
8·2 m
at an average speed of 45 mph.
x cm
9 cm How far did he travel ?
zm
10·5 m
66. Use a calculator to change the following
9 cm times to decimal form :-
(a) 36 minutes (b) 39 minutes
61. Shown is an isosceles triangle.
(c) 2 hrs 20 mins (d) 3 hrs 57 mins.
(a) Calculate the height of 26 cm
the triangle. 67. Neil’s train travelled at an
(b) Now calculate its area. average speed of 56 km/hr.
20 cm Alex’s train travelled at an
average speed of 60 km/hr.
62. Calculate the value of
xm If Neil’s journey is 70 km long and Alex’s
x, which indicates the
is 80 km, whose trip took longer, and by
length of the sloping
how many minutes ?
7·9 m side of this shape.
4·7 m
Answer to 2 68. Brian walked to town, bought a bike, then
significant figures. cycled home.
5·3 m
Brian’s Journey
63. For each of the following pairs of points :- 12
(i) plot them on a coordinate diagram and
10
(ii) find the length of the line joining them.
8
distance (km)
(a) A(4, 3), B(7, 7)

(b) C(–1, 5), D(4, 3) 6
(c) E(–3, –2), F(5, –4).
4
64. A rectangle has a length of 10 cm. 2

One of the diagonals is 14 cm long.
Calculate the perimeter of the rectangle. 0800 0900 1000 1100
time
D
Time-Distance-Speed (a) At what time did Brian leave his house ?
S T
(b) How far is it from Brian’s house to the
65. Use the diagram shown to help choose the cycle shop ?
correct formula to answer these questions :- (c) What was Brian’s average walking speed ?
(a) James flew his plane at an average speed (d) For how long was Brian in the shop ?
of 360 kilometres per hour for 3 12 hours.
(e) How long did it take Brian to get home ?
How far did James fly ? (f) What was his average speed on the
journey home ?
(b) Alice drove her bus for 2 12 hours and
covered a distance of 125 miles. (g) If Brian had jogged home at one and a half
times his walking speed, at what time
What was Alice’s average speed ?
would he have arrived home ?
Proportion 75. Calculate the volume
of this cone. 12 cm
69. Show all your working for each of these :-
(a) Share £4500 between Ann and Tom
in the ratio 2 : 3.
(b) Share one million euros in a 7 : 3 ratio. 8 cm
(c) Share £8400 in a ratio of 4 : 3 : 1.

76. 12 cm This shape consists
70. (a) Five cakes cost £4·50. of a cone on top of
How much would 6 cost ? a cylinder on top of
8 cm a hemisphere.
(b) Nine biscuits cost £3·60.
Calculate the total
How much would 7 cost ?
volume of the shape.
71. It takes 8 hours for 3 men
to build a section of fence. 20 cm
How long would it take 4

men to build the same
section ? Gradients and Lines
77. Calculate the gradient of this slope.

Volumes and Surface Areas
72. For the cuboid shown below, calculate its :- 6m
(a) volume (b) surface area.

24 m
8 cm
78. Calculate the gradient of each line below :-
(a) (b)
5 cm
10 cm y y
•
73. For the triangular prism
13 cm •
shown, calculate :-
12 cm • •
(a) the volume x x
(b) the total surface area. 20 cm
5 cm 79. Write down the gradients and the y-intercepts
of these lines :-
(a) y = 3x – 2 (b) y = 5 – 4x.
74. (a) Calculate the volume
of this tank, in cm 3 80. Write down the equation of each of the
and write down its following lines :-
30 cm
capacity in litres.
(a) m = 4, and its y-intercept is at –5.
(b) Calculate the curved (b) gradient of – 2, through the point (0, 3).
20 cm surface area of the (c) m = – 4 and passing through the origin.
cylinder.
(d) horizontal gradient through the point (5, 1).
(c) Calculate its total surface area. (e) vertical gradient through the origin.

81. Find the equation of each line below :- Angles in Circles
(a) (b) 84. Calculate the value of a, b, c and d :-
y • y (a) (b)
m=3
b°
(0, –2) •
x m = –1 x
O
80°
O
•
(0, – 4)• a° 35°
d°
(c) (d)
82. The graph below shows the temperature (T)
of a kettle over a 5 minute period. c°
O 70° O
T
•
110°
100
80
Temp (°C)
•
60
85. Calculate the value of x for each of these :-
40
(a) (b)
20
•O
0 1 2 3 4 5 t O xm
Minutes 20 cm 4m
x cm
5m
(a) Determine the gradient of the line.
32 cm
(b) Write a formula to represent this line.
(c) P
(c) Use your formula to estimate the
temperature of the water after 7 minutes. 8 cm
(Assume it continues to cool in this way). O x cm

T
Factorising 21 cm
Q
83. Factorise fully :-
Right Angled Trigonometry
(a) 8a + 24 (b) 4x + 10
(c) 3b + bc (d) 7x – vx 86. Calculate the value of x in each case
2
(e) pt + pg (f) a + 2a (to one decimal place) :-
2
(g) 15a – 10b + 5c (h) 2 p + 4pq – 6 pr (a) (b)
x°
(i) 6t – t
2
(j) 2c – 6c
2 18 cm 11 cm
17 cm
(k) 5kh + 10hg (l) 15vw – 10vx
40°
2
(m) 11rs – 11s (n) 3y + 9y x cm
(o) 3a c + ac
2 2
(p) 18rs − 30rs
2 (c)
18°
− 12xa 1 1
2
(q) 8 x (r) 5
ab + 5
bk
x cm
20 cm
(s) 15a 2bc 2 + 12b 2 c (t) 15cde2 + 12b 2 ce .

87. An 18 metre tree topples and Similar Figures
comes to rest against a wall.
The base of the tree is 4·6 m 91. Explain the difference between similar and
from the foot of the wall. 18 m congruent.
What angle does the tree

92. For each pair of similar shapes find the
make with the ground ?
missing measurement :-
4·6 m
(a)
88. The diagram shows a roof beam structure.
33 cm ... cm
4·5 m 4·5 m
15 cm 10 cm
x°
7·2 m
Calculate the size of the angle marked x°.
(b)
89. Two tall buildings are 95 metres and 113

metres tall.
70 cm
... cm 84 cm
24 cm
15°
93. Find the missing measurement :-

(a) (b)
15
4
8
A man standing on the top of the lower one x 12
x
looks up through an angle of elevation of
20
15° to see the top of the taller one. 10
Calculate the horizontal distance between the
buildings. (c)
90. A beaker has a diameter of 15 cm.

? cm Area = 150 cm2 Area = ?
A rod sits in the beaker as shown.
It is 48 cm long and makes an
10 cm 6 cm
angle of 68° with the base.
Calculate the length of the rod 94. A bottle with a base diameter of 12 cm holds
which lies outside the beaker. 1·6 litres of diluting orange juice.
68°
A similar bottle has an 18 cm diameter base.
15 cm How many litres does the larger bottle hold ?

Fractions 102. The frequency table below shows the cost of a
carton of milk in various shops in and around
95. Change to a mixed number :- Dumfries.
29
(a) 5
(b) 46
8 .
Cost Freq
f x x
96. Rewrite as a top-heavy fraction :- x f
(a) 5 23 (b) 6 53 . 41p 4 1 x 8 = 8
97. How many

1
pizza slices can by sold 42p 7 2 x 2 = 4
3
2
from 4 3 pizzas ? 43p 10 3 x 1 = 3
44p 6 4 x 4 = 16
98. Find :-
45p 3 5 x 1 = 5
5 1 3 1
(a) 7
+ 7
(b) 4
− 2 16 36
5 1 2 4
(c) 8
− 8
(d) 2 5 + 3 5 Total shops Total cost
5 1
(e) 6
− 4
(f) 4 45 + 1 23 (a) What is the modal cost (the mode) ?
(b) What is the median cost ?
7 3 1 2
(g) 5 8 − 2 5 (h) 3 2 − 1 3 . (c) State the range.
(d) Copy the table and complete the 3rd
99. Find :-
column to help determine the mean cost.
1 3 7 2
(a) × (b) 9 × 3
2 5
Graphs, Charts and Tables
(c) 3 12 × 1 15 3
(d) 2 4 × 2 3
2
103. Shown are the sales of two different companies

1 4 1 1 3 5
(e) 3
of ( 5
− 2
) (f) 3
×
5
×
7
. selling garden chairs.
Red - Garden Chairs Green - Grass Chairs
Sales of Chairs
Statistical Analysis 14
12
••••
• • •
Sales (100’s)
100. Calculate the mean, median, mode and range :- 10
•• •••
18, 21, 16, 17, 21, 18, 21, 20, 25, 28, 15. 8
101. The mean number of marks scored by three

6
• ••
students in a test was 35. 4
• ••
When a 4th student’s test was marked it was 2
found that the mean of all four students had

risen to 39. •
Feb Mar Apr May Jun Jul Aug SeptOct Nov
Month
(a) Which company sold more chairs in :-

(i) March (ii) August
(iii) total over the 10 months ?
What had the 4th student scored ? (b) Explain why you think sales are high
from April to August and then drop.

104. (a) Copy and complete the table showing Probability
the favourite drink of a group of adults.
107. A nine sided dice, numbered 1 to 9, is thrown.
Drink N o . Fraction Angle Find :-
Tea 20 20
60
20
60 x 360 = ....° (a) P(4)
Coffee 14 x 360 = .....°
(b) P(even)
Milk 24 x 360 = .....°
Chocolate 2 x 360 = .....° (c) P(10)
TOTAL ... 360° (d) P(prime).
(b) Construct a pie chart to represent the 108. It has been found that there is a three out of
information shown. eight chance of an event happening.
What is the chance of the event NOT happening ?
105. Shown are the times Puzzle Times
(in minutes) it 109. Three sealed bags contain the following notes :-
0 7 8 8 8 8 9
took a group Bag 1 - one £1, three £5, four £10, one £50
of pupils to 1 0 3 5
Bag 2 - nine £1, four £5, two £10, two £50.
build a jigsaw 2 3 3 3 4 6 9
Bag 3 - fifteen £1, five £5, three £10, three £50.
puzzle.
3 5 5
You can pick one note from one bag and keep it !
4 0 0 0 2 5 5
(a) Which bag will give you the best chance of
(a) What was the :- picking a £50 note ?
(i) quickest (ii) slowest time ? (b) Which bag would you choose and why ?
(b) Find the modal time. (Justify both answers with working).
(c) Find the median time.
110. I toss three 1p coins in the air.
(d) How many pupils solved
What is the probability
it in less than 22 minutes ?
that the three coins
106. A P.E. section was given a series of gym land all showing tails?
exercises and an overall score was recorded.
111. There are soft and hard
The section’s results were tabulated as shown.
centred chocolates in a box.
16 27 32 54 66 73 65 57 There is a 0·8 chance of
50 39 52 30 57 67 70 50 picking a soft centre at random.
29 57 67 66 57 36 68 38 If there are 12 soft centres, how many
64 47 42 26 34 24 52 39 chocolates in total are in the box ?
35 27 65 46 39 64 58 15
Logic Puzzle
(a) Construct an ordered stem and leaf
diagram for this. 112. What is the next line in the sequence below :–
(b) Find the modal mark. A
(c) Find the median mark. 1A
111A
Pupils who score above 55 were given a
311A
commendation certificate.
13211A
(d) How many pupils received a certificate ? 111312211A
???????????????
Chapter 1 Algebraic Operations
ns
Removing Brackets and Simplifying - a Reminder
Examples :- (Note the double negative = +ve in Examples 3, 6 & 7)
2
1. 7(3a – 2b) 2. m (m + 6) 3. –7v(x – 5) 4. 2(5g + 2h) – 3h
3 2
= 21a – 14b = m + 6m = –7vx + 35 = 10g + 4h – 3h
= 10g + h
5. 3(2x + 5) + 2(3x – 10) 6. 4(2a + 3) – 6(a – 2) 7. 10 – 9(x – 1)

= 6x + 15 + 6x – 20 = 8a + 12 – 6a + 12 = 10 – 9x + 9 [not (x – 1) !]
= 12x – 5 = 2a + 24 = 19 – 9x
Exercise 1·1 Revision
1. Multiply out the brackets :-

(a) 2(a + 9) (b) 6(x – 5) (c) 15(2 – h) (d) 3(m – n)
(e) 40(b – 3) (f) 3(8w + 1) (g) 4(7 – 3t) (h) p(q + 2)
(i) v(w – 13) (j) a(8 + a) (k) d(2k + 6e) (l) 9x(6x – y)
(m) 5(a + c – 3e) (n) 9(5 – 8v – 9y) (o) c(c – g – 11k) (p) –4(a + 3)
2 2 2
(q) –x(7 + x) (r) –v(2v – 7) (s) –m(7 m – 10m) (t) – x (2 x – 10x).
2. Multiply out the brackets and collect like terms :-

(a) 2(y + 5) + 1 (b) 6(p + 1) + 4 (c) 9(a + 2) – 15
(d) 7(s + 2) – 16 (e) 2(g + 5) + g (f) 5(a + 6) – 4a
(g) 20(2 + u) – 18u (h) 8d + 8(d + 3) (i) 7n + 2(4n + 5)
(j) c + 4(2c – 1) (k) 5x + (x – 1) (l) 3p + 2(p + 2q)
(m) 40x + 2(x – 6y) (n) 4 + 2(a – 1) (o) 5 – 2(v – 5).
3. Simplify :-
(a) 2(p + 1) + 5(p + 1) (b) 4(a – 1) + 2(a + 1) (c) 3(m – 6) + 8(m + 2)
(d) 7(1 – g) + 2(1 + g) (e) 2(3n – 2) – 5(2n – 4) (f) 9(x – 1) – 6(x + 2)
(g) 9(p – 1) – 6(p – 2) (h) 8(1 + 2a) – 8(1 – a) (i) 3(3 – t) – 5(1 – t)
(j) x(x – 1) + 3(x – 1) (k) x(x + 7) – 5x(x – 1) (l) 3x(2x + y) – 5x(3x – y).
4. Simplify :-
(a) 6 – 5(x + 4) (b) 7 – 7(m – 1) (c) 9 – (y – 1)
(d) 10 – 3(1 – y) (e) 6(h – 2) + 12 (f) –2(d – 1) + 8d
2 2
(g) a – (300 – a) (h) 20u – 20(u – 5) (i) 4 x – 2(x – 5 x ).
N5 - Chapter 1 this is page 13 Algebra

Multiplying Out “Double Brackets” 2
1
Look at this pair of brackets (double brackets) --- (a + b)(c
3
+ d)
4
To multiply out the double brackets, follow these steps :-
• multiply the two (F)irst terms in each bracket axc (1) write the answer
• multiply the two (O)utside terms in each bracket axd (2) write the answer
• multiply the two (I)nside terms in each bracket bxc (3) write the answer
• multiply the two (L)ast terms in each bracket bxd (4) write the answer
• Now write your four answers as an expression and gather like terms to finish.
(a + b)(c + d) = ac + ad + bc + bd
• * FOIL :- F - first x first, O - outside terms, I - inside terms, L - last x last.
Example 1 :- Example 2 :- Example 3 :- Example 4 :-
( x + 3 )( x − 4 ) ( x − 2 )( x − 5 ) (2 x + 1)( x − 3 ) ( x + 4 )2
2
= x − 4 x + 3x −12
2
= x − 5x − 2x + 10
2
= 2x − 6x + x − 3 = ( x + 4 )( x + 4 )
2
= x 2 − x − 12 = x 2 − 7x + 10 = 2x 2 − 5x − 3 = x + 4 x + 4 x + 16
= x 2 + 8x + 16
Exercise 1·2
1. Multiply out the brackets and simplify :-
(a) ( x + 3 )( x + 1) (b) ( x + 5 )( x + 3) (c) ( x + 2 )( x + 4 ) (d) ( x + 3 )( x + 4 )

(e) ( p + 5 )( p + 5 ) (f) ( x + 3 )2 (g) ( p + 2 )( p + 3) (h) (m + 5 ) 2
(i) ( x + 2 )( 3x + 1 ) (j) ( x + 3 )(2x + 6 ) (k) (2a + 4 )(2a + 4 ) (l) (3y + 1 )(3y + 1 )

(m) ( 2m + 1) ( 4m + 3) x (n) (5m + 2 )(5m + 1) (o) (8g + 2 )(2g + 3 ) (p) (4 + x )( x + 5 )
(q) (3 + 2x )(6 + 3x ) (r) (10w + 1) 2

(s) ( 3x + 4 ) 2
(t) (2 y + 8 ) 2
.
2. Multiply out and simplify :-
(a) ( x − 3 )( x − 2 ) (b) ( x − 2 )( x −1) (c) ( x − 3 )( x − 4 ) (d) ( p − 4 )( p − 4 )

(e) (5 − p )( p − 5 ) (f) ( x − 4 )2 (g) ( x − 10 )2 (h) ( x − 2 )( 4x − 2 )
(i) ( x − 2 )(5x −1 ) (j) ( x − 3 )(2x − 3) (k) (2a − 3)(2a − 3 ) (l) (2a − 3)(4a −1)
(m) (2m −1)(2m − 5 ) (n) (2 − 3c )(6 − 2c ) (o) (5x −1 )(5x −1 ) (p) (2w − 1) 2
.

3. Expand the brackets and simplify :-
(a) ( x + 5 )( x − 2 ) (b) ( y −1)( y + 4 ) (c) (a − 2 )( a + 3) (d) (b + 2 )(b −1)
(e) (m − 5 )(m + 3) (f) (3 + n )(1 − n ) (g) ( x + 3 )(2x −1 ) (h) (a − 4 )(5a + 1 )
(i) (u − 2 )( 3u + 4 ) (j) (3x + 5 )(3x − 5 ) (k) (7a + 1)(2a − 2 ) (l) (4 h − 3)(5h + 2 )
(m) ( x + y )( x + 2y ) (n) ( x + y )( x − 2y ) (o) ( x − y )( x + 2y ) (p) ( x − y )( x − 2y )
(q) (a + b )( 3a + 4b ) (r) (2 p + q )( p − 2q ) (s) (5 + 2x )(2 + x ) (t) (2 − a )(1 − a )
(u) (5 − b )( 3 + 2b ) (v) ( p − q )(q + p ) (w) (1 − y) (1 + 9 y) (x) (1 − 4k )(1 − 5k ) .
4. These are slightly harder :-
(a) (x + 2)(x 2 + 1) (b) (x + 3)(x2 + 5) (c) (x − 2)(x 2 + 3) (d) (x − 4)(2 x2 + 3)
(e) (2x + 1)( x2 − 2) (f) (5x − 3)(2x 2 + 3) (g) (x 2 + 3)(x2 + 4) (h) (x 2 − 2)(x 2 + 5)
(i) (x + y)(x2 + y 2 ) (j) (2x − y)(x 2 − y 2 ) (k) (x 2 − y 2 )( 3x + 2y) (l) (x 2 − y 2 )(x2 + y2 ) .
5. Calculate the area of each of these rectangles, in terms of the letters used :-
(a) (b)
(2x – 4)
(x + 5) (5x – 3)
(3x + 1)
(c) (d)
(5a + 2b)
(x + y)
(3a – 2b)
(3x + y)
(e)
(p + q)
(p 2 – q 2 )

Multiplying Out “Harder Double Brackets” - Using RAINBOWS
“Rainbows”
Further Example :-
( 3x − 1)( 2x 2 + 3x − 4 )
= 6x 3 + 9x 2 − 12x − 2x 2 − 3x + 4
= 6x 3 + 7x 2 − 15x + 4 * watch out for
double negatives
6. Simplify :-
(a) (x + 2)(x 2 + 4x + 1) (b) (x + 1)(x 2 + 5x – 2) (c) (x – 1)(x 2 + x – 3)
(d) (2a + 1)(3a 2 + 5a + 2) (e) (3p – 2)(2p 2 – p – 4) (f) (4y + 5)(2y 2 – 3y + 3).
Squaring Brackets - a Quick Method
Present Quick Method for Squaring Further Example :-
( x + 5 )2 ( x + 5) 2
( x − 4 )2
= ( x + 5 )( x + 5 ) = x2 + (2 × 5 x) + 25 = x2 − (2 × 4x ) + 16
2
= x + 5x + 5x + 25 FIRST term LAST term
2 “squared”
TWO times
“squared” = x 2 − 8x + 16
= x + 10x + 25 FIRST x LAST
= x 2 + 10x + 25
7. Expand the following :-
(a) (x + 3)2 (b) (x + 7)2 (c) (x + y)2 (d) (y – 2)2
(e) (y – 6)2 (f) (x – y)2 (g) (2x + 1)2 (h) (3x + 4)2
(i) (4a – 1)2 (j) (2b – 10)2 (k) (x + 3y)2 (l) (a – 7b) 2
(m) (2x – 3h)2 (n) (4v – 5w)2 (o) (x 2 + 2)2 (p) (y 2 – 4)2
2 2
⎛ 1⎞ ⎛ 1⎞ ⎛ 1 ⎞
2
⎛ 1 ⎞
2
(q) ⎜⎝ p + p ⎟⎠ (r) ⎜⎝ q − q ⎟⎠ (s) ⎜⎝ 2 x − ⎟⎠

2x
(t) ⎜⎝ 5 x − ⎟⎠ .
5x
8. Calculate the area of each square in terms of x (and/or y) :-
(a) (b) (c)
(3x + 2) (5x – 1) (3x + 6y)

Multiplying Out Brackets, Tidying Up and “CUBING”
Danger !
Example 1 :- Example 2 :-
( x + 2 )2 − x 2 − 12 (2a + 3)( 3a − 1) − ( a + 1)2

Careful
= 6a 2 − 2a + 9a − 3 − [a 2 + 2a + 1]
= x 2 + 4x + 4 − x 2 − 12
= 4x − 8 = 6a 2 + 7a − 3 − a 2 − 2a − 1 careful with
negative signs
= 5 a2 + 5a − 4
Example 3 :- (Cubing)

using quick
( x + 2 )
3
method of
squaring
= (x + 2)(x + 2)
2
(
= ( x + 2 ) x + 4x + 4
2
) using the
= x + 4x + 4 x + 2x 2 + 8x + 8
3 2 now familiar
“rainbow method”
3 2
= x + 6x + 12x + 8
Exercise 1·3
1. Expand the brackets and simplify :-
(a) (x – 3) 2 – x 2 + 15 (b) (x + 4)(x + 3) – x 2 + 2
(c) (a – 4)(a – 3) – a 2 + 13 (d) (b + 1) 2 – b 2 – 3
(e) (x + 4) 2 – (x + 1)(x + 6) (f) (x + 1)(x + 2) – (x – 1) 2
(g) (2y + 4)(3y + 1) + (y + 1)(2y – 4) (h) (5p – 1)(2p + 3) + (2p – 2)(4p – 1)
(i) (2x – 3)(5x – 1) + (3x – 1)(x – 1) (j) (3x + 5)(2x – 4) + (2x – 3) 2
(k) (2g + 5) 2 + (4g – 2) 2 (l) (2q + 4)(3q + 1) – (q + 1)(4q + 1)
(m) (5x + 3)(2x – 4) – (3x – 1)(2x + 1) (n) (4x – 1)(6x – 3) – (3x – 2)(4x – 5)
(o) (6x – 2)(2x + 4) – (3x + 3) 2 (p) (3x – 6) 2 – (2x + 4) 2
(q) a 2 – (a – 5) 2 – 50 (r) 24 – (3 – w) 2 – 15 + w 2
(s) 2(x + 5) 2 – 3(x – 4) 2 (t) 5(2x – 3) 2 – 6(x – 2) 2 .
2. Expand :-
(a) (x – 2) 3 (b) (x + 1) 3 (c) (a – 1) 3 (d) (x + 3) 3
(e) (k – 3) 3 (f) (2x + 1) 3 (g) (3x – 2) 3 (h) 3(x + 2) 3
(i) 2(x – 5) 3 (j) (a + b) 3 (k) (p – q) 3 (l) (2x – 2y) 3 .

Equations with Brackets
The rectangle and the square are equal in area.
Solve :- x(x + 7) = (x + 3)(x + 1) Form an equation and solve it to find their dimensions.
=> x2 + 7x = x2 + 4x + 3
x cm
=> x2 + 7x − x2 − 4x = 3
=> 3x = 3 (x + 8) cm
(x + 3) cm
=> x = 1
x(x + 8) = (x + 3)2
Example 2 :-
=> x2 + 8 x = x2 + 6 x + 9
Solve :- (x + 4) 2 = (x − 4)2
=> x2 + 8 x − x2 − 6 x = 9
=> x + 8 x + 16 = x − 8x + 16
2 2
=> 2x = 9
=> x + 8 x + 16 − x + 8x − 16 = 0
2 2 => x = 4⋅5
=> 16x = 0 Dimensions :- Rectangle .... 4·5 cm by 12·5 cm
=> x = 0 Square ........ 7·5 cm by 7·5 cm
Exercise 1·4
1. Multiply out the brackets and solve :-
(a) x(x + 4) = x 2 + 20 (b) x(x + 5) = x2 − 35 (c) x(3x + 6) = 3(x 2 − 10)
(d) (x + 5)(x − 3) = x(x − 1) (e) x(x + 10 ) = (x + 4 )(x − 2) (f) (x + 4)2 = x(x + 6)
(g) (x – 2)2 = x(x + 4 ) (h) (x + 1)2 = x (x + 3) (i) (x + 1)2 = (x – 2) 2
(j) x2 – x(x − 1) = 5 (k) x2 – x(5 + x) + 20 = 5 (l) x2 – (x – 4) 2 + 4 = 0 .
2. The pictures in each pair below have the same area. (All sizes are in centimetres).
(i) Make up an equation for each pair of pictures.
(ii) Solve the equation to find the dimensions of each picture.
(a) (b)
x+4 x x–3
x
x x+6
x+8 x+3
(c) (d)
x+5 x+8 x–4 x–8
x–2 x+4
x
x–1

Remember Remember..... ?
1. Multiply out the brackets :-
(a) 9(u + 7) (b) 3(2 – 4r) (c) x(9 + 4x) (d) –2m(5m – 20n).
2. Simplify :-
(a) 6(x + 3) + 2x (b) 5 – 2(n – 2) (c) 10(2 – a) + 2(5 + 5a)
(d) 4(2 – 3w) – 3(2 – 5w) (e) 12 – 2(1 – h) (f) 10q – 2(1 – 5q).
(a) (a + 7 )(a + 2) (b) (b − 3 )(b − 6 ) (c) (c − 2 )(c + 9 ) (d) (2d + 3 )(6d + 1)

2
⎛ 2⎞
(e) (1− 3e)(5 − 2e ) (f) (2y + 3)(7y −1 ) (g) (2k − 5 )2 (h) ⎜⎝ m + ⎟⎠
m
(i) (n + 1)3 (j) (2s – 3 )3 (k) ( x + 2 )( x + 5 ) − x2 − 10
(l) (2x −1 )(4 x − 2 ) − ( 3x + 1 )( x + 1) (m) (2 y − 1)( 3y 2 + 4 y − 3 ) .
4. Shown is a rectangle within a rectangle (all measurements in cm) :-

2k + 5
• the larger has sides (2k + 5) centimetres
and (k + 4) centimetres. 1
• the smaller rectangle is separated from the
larger by a one centimetre border all round.
k+4
Write down an expression in x for :- 1 1
(a) the length of the pink rectangle.
(b) the breadth of the pink rectangle. 1
(c) the area of the pink rectangle.
(d) the area shown in yellow.
5. Multiply out the brackets and solve the equations :-
(a) x(x + 5) = x2 − 45 (b) 7x(x – 2) = 7 x2 (c) x(4x + 8) = 4(x2 – 1)
(d) (x + 3)(x − 1) = x (x – 6) (e) x(x + 10) = (x + 8)(x − 3) (f) (x + 7) 2 = (x + 1)2 .
6. The photographs shown have the same area.

Form an equation, and solve it to find the x
x–4
dimensions of each photograph (cm).
x+8
x
7. Revision. Factorise fully :-
2
(a) 4a + 24 (b) 21a – 28b (c) cd + cg (d) 2b – 10b
3 2 2 2 3 2 2
(e) n − n (f) 24k h + 36kh (g) 7a b − 21ab (h) 17st −17su .

Chapter 2 Percentages Calculations
Mental Percentages
By now, you should be able to find a percentage of a quantity using a calculator :-
Example :- Find 17 12 % of £160 => • (17·5 ÷ 100) x 160 = £28·00

or • 0·175 x 160 = £28·00
But - you should also be able to do certain percentage calculations MENTALLY.
50% of 60p means 75% of £20 means

a half of 60p 33 13 % of 120 g means three quarters of £20
80% of 350 means
(=> ÷ 2) (=> ÷ 4 then x 3)
a third of 120 g four fifths of 350
(=> ÷ 3) (=> ÷ 5 then x 4)
Exercise 2·1 4. 33 13 % of the trees in an orchard are apple trees,

1. Make a COPY of these tables and complete :- 25% are banana trees and the rest of them are
lemon trees.
Percentage 50 25 75 33 13 66 23 If there are 480 trees in total in this orchard,
Fraction 1 how many are :-
2
(a) apple (b) banana
Percentage 20 40 60 80 10 30 70 90 (c) lemon (d) not apple ?
1 7 17
Fraction 5 10 Remember :- 17% means 100 = 0·17
8
8% means 100 = 0·08
Learn the above percentage —> fraction
conversions. You will need them here :- 5. Write each of the following as a fraction AND
as a decimal :-
2. Find the following without a calculator :-
(a) 32% (b) 45%
(a) 10% of £35 (b) 70% of £40
(c) 51% (d) 31%
(c) 20% of £4·50 (d) 80% of 30p
(e) 78% (f) 8%
(e) 25% of £1080 (f) 33 13 % of £24
(g) 12·5% (h) 2·5%.
(g) 75% of £2·40 (h) 1% of £140
(i) 60% of £8 000 (j) 50% of £30 000 6. Write these as fractions and simplify :-
35
(k) 40% of £350 (l) 10% of 90p (a) 35% = 100 = .....
20
(m) 66 23 % of £12·60 (n) 90% of 20p 60
(b) 60% = 100 = ......
(o) 3% of £60 (p) 2·5% of £40.
(c) 55% (d) 90%
3. 30% of the S4 pupils in Lochee Academy (e) 15% (f) 75%
are left handed. (g) 4% (h) 85%
If there are 160 pupils in S4 in the school, (i) 5% (j) 36%
how many are not left handed ? 1
(k) 2 2% (l) 150%.
N5 - Chapter 2 this is page 20 Percentages

Remember :- 17% of £420 means :- 13. A plane was flying at 35 000
feet when it hit a storm.
• (17 ÷ 100) x £420 = 71·4 = £71·40 The pilot lowered the plane’s
• or 0·17 x £420 = 71·4 = £71·40 altitude by 45%.
At what height was the plane then flying ?
7. Use your calculator to find the following :-
(a) 8% of £40 = (8 ÷ 100) x 40 = £...... 14. A standard jar of coffee
(b) 15% of £80 (c) 32% of £60 holds 240 grams.
12% extra In a special offer, an extra
(d) 48% of £3500 (e) 36% of £7·50
12% is offered at no extra cost.
(f) 75% of £26·40 (g) 95% of £4
How much coffee does the new
(h) 7% of £80 (i) 3% of £15 jar then contain ?
(j) 17 12 % of £240 (k) 6·8% of £300.
15. The Scotia Bank offers its
Special
8. During a storm, the level of rain which ran into customers an interest rate
Savings
a barrel outside my front door was 140 mm. of 4·5% p.a. on their savings.
Rate
During the night the water level rose by Jemma deposits £1200 in 4·5% p.a.
another 35%. a new Scotia bank account
What was the level of rain water in the barrel and leaves it there for 1 year.
when I woke in the morning ? (a) What does the term “p.a.” mean ?
(b) How much interest will Jemma receive if
9. Only 55% of young
she invests her £1200 in the account for
eels are expected to
1 year ?
survive the first few
weeks of their lives. (c) How much will her savings then be worth ?
In the River Lowis last year, 1·5 million eels
16. Ted deposited £2500 with the Scotia Bank.
were born.
(a) How much interest is Ted due if he leaves
How many were expected to survive the early
his savings there for 1 year ?
stages of their lives ?
(b) How much interest did Ted actually receive
10. Clackinshire Town Council decided to increase if he withdrew his savings after 6 months ?
council tax by 6·5% this year.
The Thomsons of Glenview paid council tax 17. Musa paid in £6000 to his building society
totalling £780 last year. special interest account where the annual interest
What should they expect to be paying in total rate was 4·2%.
this year ? How much interest is Musa due if he removes all
his money after a 9 month period ?
11. Before training, it took me 55 seconds to run
400 metres. 18. Who will get more interest :-
After a training schedule, I knocked 12% off
Brian, who invests £4000
my time.
in the bank for 6 months
How long did it then take to run the 400 m ? if the annual rate is 5·2%
or
12. A coat is priced £180. Nicole, who invests £3000
In a sale, it was reduced by 15%. in her building society for
9 months where the annual
What will the coat then cost ?
interest rate is 4·6% ?

Expressing one Number as a Percentage of another Number
In many instances, you will be asked to express one number as a percentage of another one.
The process is quite simple and can be done using 3 steps as follows :-
Example :- Davie scored 18 out of 25 in his Maths test.

=> To find what 18 is, as a percentage of 25 :-
Davie 18
18 out • write 18 as a fraction of 25 => 25
of 25
• now do the “division” => 18 ÷ 25 = 0·72
√
• finally, multiply this decimal by 100 => 0·72 x 100 = 72%
These 3 steps are used to show what one number is when expressed as a percentage of another.
4. Jamie managed to get 14 out of 18 in his test.

Exercise 2·2
What was Jamie’s percentage mark ?
1. Copy the following and use your calculator to (Answer correct to 1 decimal place).
change each fraction to a percentage :-
5. Determine the following marks as percentages,
(a) 7 giving each correct to 1 decimal place :-
50 = 7 ÷ 50
= 0·..... = (0·.... x 100%) = .... % (a) Jilly scored 65 out of 80 in Maths.
(b) Rebecca scored 27 out of 35 in French.
(b) 15 = 1÷5
(c) Alistair scored 40 out of 41 in Physics.
= 0·..... = (0·.... x 100%) = ....%
6. Lucy recorded her monthly test scores :-
12 20 9
(c) 50 (d) 25 (e) 20 Aug - 10
20 Sep - 30
50 Oct - 26
40
17 23 1 Nov - 48 7
Dec - 10 75
Jan - 100
(f) 20 (g) 25 (h) 8 80
Feb - 54
60 Mar - 20
25 Apr - 24
24
(i) 9 (j) 7 (k) 60
25 8 80
May - 34
40 .
(l) 5 (m) 13 (n) 37
8 20 74 . (a) Calculate Lucy’s percentage scores over
the 10 month period.
2. Change each of these marks to percentages :- (b) Draw a neat line 40
(a) Julie scored 32 out of 40 ( 32

40 )
graph to show 30
Lucy’s progress. 20
=> 32 ÷ 40 = 0· ..... x 100% = .... %.
(c) What was Lucy’s 10
(b) Francis scored 27 out of 50.
average (mean)
Aug Sep Oct Nov
(c) Ricky scored 30 out of 80. percentage mark ?
(d) Chic scored 6 out of 20. (d) Describe the trend of her marks.
7. Nick sat a test out of a maximum of 60.

3. Of the 240 pupils in 4th year, 192 of them were
following the National 5 Mathematics course. His score was 82%,
(rounded to 1 decimal place).
(a) What percentage were doing National 5 ?
What must his score have been ?
(b) What percentage were NOT ?

Percentage Profit and Loss
A shopkeeper buys an article for £A and sells it for £B. He will have made a :-
• Profit of £(B – A) as long as B is greater than A.

• Loss of £(A – B) as long as A is greater than B.
Generally, the shopkeeper is more interested in his PERCENTAGE profit.
—> He wants to know what his profit is, expressed as a percentage of what it cost him.
Example :- Gerry the Grocer bought a barrel of 100 apples for £24·00.
He packed them into bags of 10 and sold them all for £3·20 per bag.
(a) Calculate his overall profit.
(b) Express this as a percentage of what it cost Gerry.
(a) Actual Profit :- (b) Percentage Profit :-

Cost Price £24·00 actual profit
= x 100%
cost price
Selling Price = 10 x £3·20 £32·00
Profit = £32·00 – £24·00 = £8·00 = (8·00 ÷ 24·00) x 100 = 33·3%
Exercise 2·3 3. (c) cost price - £16 000, selling price - £16 480.
1. Susie bought a book for £15·00. (d) cost price - 40p, selling price - £1·00.
Five years later, she sold it for £18·00.
4. My PacaDell computer cost me £500 new.
Calculate her percentage profit.
I sold it one year later for £350.
Copy and complete :-
Find how much I lost in the deal, and express
this as a percentage of what it cost me.
Original value £15·00
New value £18·00 5. Calculate the loss and percentage loss each time.
Profit = £(18 – 15) = £...·... (a) cost price - £160, selling price - £112.
% age profit = (3 ÷ 15) x 100% = .... % (b) cost price - £4000, selling price - £1260.
(c) cost price - 80p, selling price - 10p.
(For the remainder of this exercise, set down
all working using the 4 lines shown). 6. Davie’s new Pickup
cost him £12 000.
2. Mr Jasimi bought bicycles
for £120 each. He sold them When he sold it 2 years
for £138 each. later, he made a loss of 35%.
Calculate Mr Jasimi’s percentage profit. How much must Davie have got for his Pickup ?
7. Gerry the grocer wants to make a 40% profit

3. For each of the following, calculate the profit
on the vegetables he sells.
and the percentage profit :-
He bought a 50 kg sack of potatoes for £36
(a) cost price - 80p, selling price - 90p. which he then repacked into 5 kg bags.
(b) cost price - £1500, selling price - £1950. For how much will Gerry need to sell each bag ?

Compound Interest
You should already know that if money is left in a bank for up to a year, it gains interest.
This is referred to as Simple Interest as is found by using percentages.
If you leave money in the bank for several years :-
• the interest is found for the first year
• this is then added to the previous balance
• the new interest for the next year is calculated on the new balance
• this is then added on again to the previous balance
• ... and so on until all the interest has been calculated.
This is referred to as COMPOUND INTEREST.
Example :- Ailsa invests £800 in the Scotia Bank. Their annual rate is 4%.
Calculate the compound interest that builds up in the account.
First Year Balance £800·00

1st Year Interest = 4% of £800·00 = £32·00
Second Year Balance = £800·00 + £32·00 = £832·00
2nd Year Interest = 4% of £832·00 = £33·28
Third Year Balance = £832·00 + £33·28 = £865·28
3rd Year Interest = 4% of £865·28 = £34·61 Interest
=> Final Balance = £865·28 + £34·61 = £899·89 paid at
4% p.a.
=> Total Interest = £899·89 – £800·00 = £99·89
Exercise 2·4
3. Harry left his £25 000 Premium Bond winnings
1. Andy leaves £1200 in his bank for 3 years.
in a special savings account for 3 years.
The annual rate of interest is 3%.
The annual rate of interest was 4·5%.
Calculate how much interest Andy is then due.
Copy and complete :- How much were his savings then worth ?
1st Year Balance £1200·00 4. Joan was told that if she left her savings of
1st Year Int = 3% of £1200·00 £........·.... £2400 in the Scotia Bank for 5 years they
would give her a special annual rate of 5·4%.
2nd Year Balance = £1200 + .... £........·....
2nd Year Int = 3% of £.....·... £........·.... How much would her £2400 be worth at the
end of the 5 year period ?
3rd Year Balance = £....... + .... £........·....
3rd Year Int = 3% of £.....·... £........·....
5. Calculate the total compound interest due
Final Balance = £........·.... when the following investments are made :-
Total Interest = £........·.... (a) Colin deposited £360 in the bank for 3
years with an annual interest rate of 2·5%.
2. Nicki and Susan Dyer invested £480 in their (b) Alex put by £5000 in the bank for 2
building society account and left it there for years with an annual interest rate of 3·2%.
two years. The annual interest rate was 3·5%.
(c) Tim paid in £600 to his bank and left it for
Calculate the compound interest that built up
2 years. The annual interest rate was 3 12 %.
in their account over the 2 years.

6. An internet bank offered a tremendous interest rate of 9% per year on savings.
Jon and Ruth Williams invested their savings of £6000 in the internet bank.
(a) How much were their savings worth after :- (i) 1 year (ii) 2 years ?
(b) How many years would it take before their investment doubled in value ?
7. Rebecca was advised to invest her £12 000 life savings in a special High
Interest Savings account, but she had to agree not to touch it for 4 years.
The interest rates for the 4 year period were 4·5%, 5%, 5·3% and 4·9% respectively.
(a) Calculate the value of her savings at the end of each year.
(b) What was the total interest that had accrued on her account ?
(c) Express this as a percentage of her original investment.
Depreciation and Appreciation
Most things you buy generally tend to drop or DEPRECIATE in value with time.
Example 1 :- A car, bought for £12 000, depreciated by :-

• 15% during its 1st year,
• 20% in its 2nd year.
• 25% during its 3rd year.
What was its actual value after 3 years ?
Initial Value £12 000

1st Year depreciation = 15% of £12 000 = £1800
Second Year Value = £12 000 – £1800 = £10 200
2nd Year depreciation = 20% of £10 200 = £2040
Third Year Value = £10 200 – £2040 = £8160
3rd Year depreciation = 25% of £8160 = £2040
=> Final Value = £8160 – £2040 = £6120
Some valuables, like paintings, diamond rings and “special” types of cars rise or APPRECIATE.
Example 2 :- A Jack Vetriano painting, bought for £5000, appreciated by :-

• 60% during its 1st year.
• 80% during in its 2nd year.
What was the painting worth after 2 years ?
Initial Value £5000

1st Year appreciation = 60% of £5000 = £3000
Second Year Value = £5000 + £3000 = £8000
2nd Year appreciation = 80% of £8000 = £6400
=> Final Value = £8000 + £6400 = £14 400

Exercise 2·5 6. The cost of buying an
average weekly shopping
1. Jillian and Mike bought a dishwasher for £400.
for a family of 4 generally
Its value depreciated by 20% every year.
rises each year.
Calculate what it was worth after 3 years.
The James’ family spent
about £150 per week in Tesdas in 2010.
1st Year Value £400 If the cost of living rose by 4% per year, what
1st Year Dep. = 20% of £400 = £....... would they have paid for their weekly shop in
2nd Year Value = £400 – £80 = £....... (a) 2011 (b) 2012 (c) 2013 ?
2nd Year Dep. = 20% of £.... = £.......
7. The graph below shows the “cost of living”
3rd Year Value = £.... – £.... = £....... annual rise between 2007 and 2012.
3rd Year Dep. = 20% of £.... = £.......
•
COST OF LIVING
=> Final Value = £.... – £.... = £....... 5
2. Zak bought his first

4
• •
motorbike at the start
of 2010 for £6400.
Percentage Rise 3
• •
It depreciated in value by 25% every year
he owned it.
2 •
What was the bike worth by the end of :- 1
(a) 2011 (b) 2012 (c) 2013 ?
0
2007 2008 2009 2010 2011 2012
3. The Wallaces paid £90 000 for
their house 3 years ago. (a) What was the cost of living rise in :-
(i) 2008 (ii) 2010 ?
Because of a new motorway
passing 50 metres from their (b) A new computer system cost £600 at the
front door, they found that the beginning of 2007. What would you
house’s value dropped by 5% expect to pay for it by the end of 2007 ?
the first year, 10% in the second and a further (c) A meal out for 4 costs on average £42 at
20% in the third year. the beginning of 2011. What would a
How much was their house then worth ? similar meal cost by the end of 2011 ?
(d) Greg and Sally paid £30 000 for their flat
4. A hot air balloon was drifting along at the beginning of 2007.
at a height of 16 000 feet when it
Estimate the flat’s value at the end of :-
developed a leak.
(i) 2007 (ii) 2009 (iii) 2012 ?
The balloon dropped by 8%
every minute after that.
8. The pressure in a boiler is 120 poundals.
What was the balloon’s height after 3 minutes ? A faulty valve causes the pressure to rise in
the boiler by 12% every hour.
5. Jules bought a Rolls Royce Silver Shadow and
The situation will become dangerous when the
paid £48 000 for it.
pressure reaches 200 poundals.
He discovered that the car appreciated in value
by 6% during the first year he owned it and by If it continues to rise this way, during which
8% in its 2nd year. hour will the boiler’s pressure reach danger
level ?
What was the car then worth ?

Percentage Problems – Working Backwards
Consider the following problem - solving it is NOT as easy as you think !
Problem :- A man receives a 10% pay rise.
His new weekly pay becomes £440.
Question :- What must his original pay have been ?
What NOT to do ! :- Do not simply find 10% of £440, (= £44), and subtract it => £396. X
Solution :- Note that, after a 10% rise, the man was then earning 110% of his original pay !
New pay = 110% = ................... £440 * study this example carefully

Note :- the 3 lines.
=> 1% = £440 ÷ 110 = £4
Always find 1% first.
Original pay = 100% = £4·00 x 100 = £400 It’s really a proportion problem.
Exercise 2·6 6. The bike I bought last year dropped in value

by 20% this year.
1. After receiving a 20% rise, Jennifer’s pay went
It is now only worth £160.
up to £18 000 per year.
How much must I have paid for the bike ?
What must Jennifer have been earning before
her pay rise ?
(Hint :- start with => 120% = £18 000) New value = 80% (100% – 20%) = £160
=> 1% = £......... => 1% = £160 ÷ 80 = £2
=> 100% = £.........
Old value = 100% = 100 x £2 = £....
2. The painting I bought last year rose by 40%
in value this year. It is now worth £560. 7. 15% of the maths students at
How much must I have paid for the painting ? Strathtay University dropped
out of their course during
3. Because of a fault in a thermostat, the their first year.
temperature in an oven rises by 35% to 324°C. That left 255 students remaining.
What was the temperature before the fault ? How many students must there have been at
the beginning of the year ?
4. On his 14th birthday, Otis found
he was 12% taller than he was on 8. When a window was left open for 10 minutes,
his previous birthday. the temperature dropped by 35% to 19·5°C.
He was 1·68 m tall on his 14th birthday. What was the temperature before the window
How tall was Otis on his 13th ? was opened ?
5. When a speeding motorist overtook 9. When Donald sold his flat, he lost 3% of what
a police car, the police increased he had originally paid for it.
their speed by 60% to catch him. He only got £43 650 for his flat.
If the police car was then doing 80 mph, what What must Donald have paid for the flat when
was its speed before it accelerated ? he bought it ?

1. Find the following without a calculator :- 8. I bought an iPod for £200 and sold it for £145.
(a) 20% of £70 (b) 30% of £140 (a) How much of a loss did I make ?
(c) 33 13 % of £120 (d) 5% of £8000 (b) Express the loss as a percentage of
what it cost.
(e) 60% of £3 000 (f) 12 12 % of £400.
9. Safe-Coe bought in a crate of 10
2. Value Added Tax (V.A.T.) is added on to most Christmas turkeys for £80·00.
goods bought, and is paid to the government. They manage to sell all
V.A.T. is charged at 20%. of them for £11·50 each.
I bought a new cooker from Calculate the total profit and express it as a
Comco for £280 plus VAT. percentage of the cost price.
(a) Calculate the VAT due on the cooker.
(b) How much did the cooker cost me ? 10. Julie invested £2000 in her bank for 3 years.
The interest rate stayed fixed at 4·5% p.a.
You may use a calculator for the rest of this page,
Calculate how much interest Julie was due at
but you must show all working clearly :-
the end of the 3 year period.
3. Last December, I booked my holidays to the

11. Mr Fixit lends money at the very high interest
Canary Islands for £480. In May, I was told I
rate of 15% per month, (compound interest).
had to pay a surcharge of 6%.
Tom borrows £500 from Mr Fixit and agrees
How much did my holiday really cost me ?
to pay it back, with the interest, 3 months later.
How much will Tom have to pay back ?
4. A Bell PC I wanted to buy, was for sale in
Agros priced £490.
12. I bought a new car for £12 500 in January 2010.
Cotem Stores was selling it for 12% less.
Its value depreciated by 15% the first year,
How much were Cotems charging ? 20% the second and 25% during the third year.
How much was it worth in January 2013 ?
5. Scotia Bank’s annual interest Special
rate was 4·8%. Savings
Rate 13. When he reached 13, Donnie’s
Bruce deposited £2400 in
4·8% p.a. dad increased his weekly
Scotia Bank.
pocket-money by 25%.
(a) How much interest would he have
Donnie’s pocket money
received if he’d left it in the bank
then went up to £15.
for 1 year ?
How much did Donnie get per
(b) If Bruce withdrew his money after 7
week when he was only 12 ?
months, how much interest should
he have expected to receive ?
14. The shop’s sale sign said
6. Change to a percentage :- (a) 17

(b) 13
. “20% off everything”.
20 16
Jane bought a denim skirt in
7. Georgie scored 27 out of 40 in the sale for £24·00.
her driving test written paper. What would it have cost Jane
She needs a score of 65% to pass. before the sale ?
Did Georgie pass ? (Justify).

Chapter 3 Fr
Fraction
actionss
Add, Subtract & Multiply Fractions Revision
You should already be aware of how to add, subtract and multiply fractions.
Here are a few reminders :-
Example 1 :- Example 2 :- Example 3 :-
3 5 3 2
+ 7
−
3 4 +6
4 4 8 5 4 3
12 25 3 2
= + =
35
−
24 = 10 ( + )
20 20 40 40 4 3
37
= 20 =
11 = 10 ( 129 + 8
12
)
40
17
= 1 20 = 10 17
12
5
= 1112

1 2
7
7 − 2
1 9 −3 3
3
× 2
1
9 3 4 3 4 3
1 2
= 5(
7
−
1
) = 6( − ) =
15
×
7
9 3 4 3 4 3
= 5(
7
−
3
) = 6 ( 123 − 128 ) =
105
9 9 12
= 5 49 = 5 ( 12
12
3
+ 12 −
8
12
) = 8 12
9
= 5 127 = 84
3
Exercise 3·1
1. Change each of the following into a top heavy fraction :-

(a) 4 15 (b) 5 58 (c) 9 73 9 .
(d) 12 10
2. Change each of the following into a mixed number :-

(a) 15
4 (b) 19
3 (c) 42
5 (d) 81
11 .
3. Work out and simplify where possible :-

3 1 (b) 59 − 29 1 + 1 (d) 18 + 16
(a) 8 + 8 (c) 5 4
1 + 1 3 1 3 1 (h) 53 − 12
(e) 2 12 (f) 4 − 8 (g) 4 + 16
13 3 9 3 (k) 12 − 11
3 17 − 3
(i) 16 − 8 (j) 10 + 5 (l) 20 5
(m) 12 + 13 + 14 (n) 43 + 23 − 45 9 + 1 − 19
(o) 10 5 20 (p) 43 + 23 − 12
8 .
Chapter 3 this is page 29 Fractions

4. Calculate each of these, leaving your answer as a mixed number :-
(a) 4 + 5 (b) 5 15 + 8 25 (c) 7 56 − 3 16 (d) 5 15 + 4 14
3 4
(e) 9 12 + 1 43 (f) 7 78 − 6 34 7 + 3 1
(g) 10 10 2 (h) 12 23 + 4 45
(i) 8 41 − 5 23 (j) 20 27 − 15 43 6

(k) 10 − 7 13 (l) 100 45 − 99 56 .
5. Multiply the following fractions and simplify where possible :-

(a) 2 × 1 7 × 5
(b) 10 3 × 2
(c) 16 (d) 58 × 25
8
3 6 8 3
5 × 3 8 × 3 (g) 45 × 58 × 12 (h) 56 × 12 2
(e) 6 4 (f) 9 32 25 × 5 .
6. Calculate each of these, leaving your answer as a mixed number :-

(a) 2 13 × 3 12 (b) 2 15 × 1 15 (c) 1 13 × 4 34 (d) 3 37 × 1 23
(e) 2 53 × 1 14 (f) 2 56 × 4 12 3 × 3 1
(g) 2 10 3 (h) 2 13 × 2 25
(i) 1 18 × 2 29 (j) 7 12 × 3 53 (k) 2 12 × 2 15

2 (l) 7 .
9 × 1 18
7. A recipe for bread called for 23 cups of white flour and 2 15 cups of whole meal flour.
(a) How much flour was needed overall ?

(b) How much more whole meal flour than white flour was required ?
8. Brian drank exactly 4 15 litres of water and 2 43 of milk yesterday.
(a) How much fluid did he drink altogether ?

(b) How much less milk than water ?
9. At Fabio’s Restaurant 40 out of the 70 dishes on the menu are vegetarian.

Of the vegetarian dishes 58 are pasta dishes.
What fraction of the dishes on the menu are vegetarian pasta ?
10. Jessie’s mum found that she weighed 2 41 times as much as Jessie.
If Jessie weighs 28 kilograms, what did her mum weigh ?
11. On Monday, a team of window cleaners cleaned 58 of the windows on a high rise building.
On Tuesday, as it was raining, they only managed to clean 25 as many windows as Monday.
(a) What fraction of the building’s windows were cleaned on Tuesday ?

(b) What fraction of the building’s windows remained dirty ?
3
2 11
12. A cuboid has sides 2 25 m, 3 10
3 m and 2 3 m long.
11
2
2 5
Calculate the volume of the cuboid. 3
3 10

Division of Fractions
It is almost impossible to do fraction calculation like ( 23 ÷ 53 ) by actually dividing.
What we do instead, is change a “division” to a “multiplication” (which is easier) as follows :-
RULE* :- • Leave the first fraction (the left hand one) as it is.
• Turn the second fraction (the right hand one) “upside down”.
• Change the division sign (÷) to a multiplication (x) and multiply.
—> 2 ÷ 3 becomes 2 x
5 = 10 = 1 1 .
3 5 3 3 9 9

5 ÷ 2 7 ÷ 3 4 45 ÷ 1 13
6 3 8 4
24 ÷ 4
=> 6 x 23
5 7 4
=> 8 x 3 => 5 3
24 x 3
=> 15 1
12 = 1 4 => 28 1
24 = 1 6
=> 5 4
=> 72 = 3 3
* - Your teacher will explain the rule and how it works. 20 5
Exercise 3·2
1. Copy each of the following and complete :- 5. Copy and complete the following :-
3 3 5 ÷ 1 (a) 2 14 ÷ 1 15 (b) 4 23 ÷ 1 25
(a) 4 ÷ 5 (b) 6 3
= 9 ÷ 6 = 14 7
= 43 x 53 = 56 x 31 4 5 3 ÷ 5
9 x 5 = 14 ?
= 4 6 3 x ?
? = ? =1?
= 12 = ? = 2 ?6 = ..... = ..... = ..... = .....
4 4 6
2. Divide the following and simplify :- 6. Divide the following fractions in the same
(a) 2 ÷ 2 (b) 5 ÷ 7 way (simplify if possible) :-
5 3 6 12
3 6 3 4 (a) 3 13 ÷ 1 12 (b) 2 15 ÷ 1 12
(c) 7 ÷ 7 (d) 10 ÷ 5
3 5 7 7 (c) 4 23 ÷ 1 25 (d) 2 14 ÷ 1 27
(e) 8 ÷ 6 (f) 12 ÷ 8
11 5 2 ÷ 1 (e) 5 14 ÷ 1 16 (f) 6 12 ÷ 2 14
(g) 16 ÷ 8 (h) 9 6
7 3 7 3 (g) 1 53 ÷ 4 23 (h) 7 12 ÷ 1 73
(i) 10 ÷ 5 (j) 16 ÷ 10
8 ÷ 3 1 ÷ 1. (i) 6 ÷ 1 12 (j) 8 ÷ 2 23 .
(k) 9 4 (l) 5 7
3. How many 25 ’s are there in 10

3 ’s ? 7. 2 14 laps of the park took Tommy
Muir, walking his dog, 12 12 minutes.
4. How many pieces of cloth 18 metre long,
can I cut from a piece 23 metre long ? How long, on average did 1 lap take ?

1. Simplify these additions and subtractions as far as possible :-
1 + 1 (b) 12 + 18 3 1 (d) 43 + 45
(a) 2 3 (c) 4 + 3
(e) 5 − 1 (f) 4 − 1 (g) 78 − 14 (h) 43 − 23

8 2 5 2
(i) 2 23 + 1 16 (j) 3 35 + 2 34 (k) 5 13 + 4 35 (l) 1 16 + 6 83
(m) 2 12 − 1 15 (n) 3 18 − 1 14 (o) 10 25 − 4 10

7 (p) 2 18 − 43 .
2. Work out the multiplications :-

1 × 1 (b) 45 × 14 3 4 (d) 58 × 15
4
(a) 3 2 (c) 8 × 3
8 × 3 5 24 (g) 23 × 21 (h) 73 × 12
7
(e) 9 4 (f) 12 × 25 40
(i) 1 12 × 1 12 (j) 1 13 × 2 14 (k) 1 53 × 2 12 (l) 3 13 × 2 14
(m) 1 13 × 1 18 (n) 2 25 × 3 43 (o) 20 × 1 43 (p) 1 13 × 2 12 .
3. Try these divisions :-
(a) 4 ÷ 12 (b) 5 ÷ 14 (c) 8 ÷ 23 (d) 6 ÷ 1 12
(e) 15 ÷ 2 12 (f) 7 ÷ 2 13 9 ÷ 6
(g) 21 7 (h) 5 12 ÷ 2 12
(i) 1 ÷ 1 (j) 3 13 ÷ 1 13 (k) 5 12 ÷ 1 23 (l) 1 12 ÷ 43 .

3 6
4. Work out :-
(a) (
1 1 + 1
3 2 4 ) (
(b) 15 19 + 16 ) (c) (
1 1 + 3
7 3 5 ) (
(d) 17 23 + 12 )
(e) 2 13 + 56 of 1 25 (f) 2 of 3 1 + 4
5 2 5 (g) 2 25 + 47 of 1 25 ÷ 12 .
5. The Coffee Bean Shop can make lattes with either whole milk or skimmed milk.
On Saturday, the shop went through 25 83 cartons of whole milk and 16 56 cartons
of skimmed milk.
How much more whole milk was used than skimmed milk ?
6. On Friday, the farmers at Gricio’s vineyard harvested 53 of their crop of grapes.

3 of Friday’s takings.
On Saturday, they picked only 10
What fraction of the grapes had still to be harvested ?
N5 - Chapter 3 this is page 32 Fractions

Practice Makes Perfect..... ? Home
Exercise 1
1. Multiply out the brackets and simplify fully :- 6. My car, which I bought for £12 650 last
(a) 3(x – 6) (b) 6(2x – 3) + 7 year, has depreciated by 24%.
(c) 5(x – 3) + 2(x + 1) + 7(2x – 3) + 5 How much is my car worth now ?
(d) 3(2x + 4) – 5(x – 6) + 3

7. I bought a painting for
(e) 11k – 6(2k + 1) + k + 6.
£2760 two years ago.
One art gallery said it
2. Multiply out the brackets and simplify fully :-
had depreciated by 12%.
(a) (y + 3)(y + 2) (b) (k – 3)(k + 4) Another said it had
(c) (p – 3)(p – 5) (d) (2y + 3)(y – 2) appreciated by 8%.
How much of a difference is there
(e) (3w – 1)3 (f) (4x + 2)3
between the two evaluations ?
(g) (x + 1)2 – (x – 1)2
8. How much was each item below
(h) (x + 2)3 – (x – 2)2
before the sale discount ?
2 2
⎛ 1⎞ ⎛ 1 ⎞ (a) 10% discount (b) 6% discount
(i) ⎜⎝ x + ⎟⎠ (j) ⎜⎝ 4x − ⎟⎠ .
x 2x
3. A right angle triangle with base 3x + 1 and

height 2x – 4 is removed from a yellow NOW only £45 NOW only £169·20
square of side 4x.
(c) 40% off (d) 24% off
NOW only £72 NOW only £8056
9. Find :-
Find the yellow area remaining, in terms of x. (a) 12 + 83 (b) 78 + 15
4. I booked my £640 holiday in May. (c) 4 45 + 2 14 (d) 7 13 − 3 34

When I went to pay it in June
I had to pay a 7·5% surcharge. (e) 4 12 + 3 57 − 1 83 1 5
(f) 2 × 7
How much did I have to
pay in total ?
(g) 49 × 38 (h) 2 15 × 3 34
5. My bank only paid me 3·7%

(i) 45 ÷ 23 (j) 7 13 ÷ 2 49
interest on my £2650 savings.
They should have given
(k) 5 23 + 1 73 × 2 13 (l) 2 12 × 1 43 − 2 13
me 4·2% interest.
How much did they still owe me ?
(m) 12 × 23 × 34 × 45 × 56 × 67 × 78 × 89 × 10
9
.
Home Exercise 2 this is page 33 Chapters 1-3

Turn off that Calculator... Non
Calculator 1
1. Set down and find :-

(a) 8000 (b) 157 (c) 4526 (d) 67 (e) 8 3032
– 4213 x7 x500 x 19
(f) 12 4 (g) 33 500 ÷ 50 (h) 40 – 8 x 6 (i) 7 x (8 + 3) – 9 (j) 99 – 66 ÷ 3.

(a) 8·345 (b) 5 – 3·139 (c) 7 43·75 (d) 1·903
– 6·789 x6
7 × 25 ·4
(e) 3000 x 0·675 (f) 476 ÷ 400 (g) (h) 34·6 ÷ 10 000.
1000
3. Change :-
(a) 80 000 cm to km (b) 0·006 km to mm (c) 54 ml to litres (d) 36 g to kg.
4 7 11
4. Find :- (a) 5 of 775 (b) 8 of 104 (c) 19 of 3800.
16
5. Simplify :- (a) 64
(b) 42
91
(c) 17
680
.
6. Find :- (a) 3
4
− 3
8
(b) 4 34 + 4 18 (c) 3× 5 5
6
.
7. Express as a fraction :- (a) 30% (b) 12 12 % (c) 133 13 %.

(in simplest form)
8. Find :- (a) 25% of £1640 (b) 15% of £1500 (c) 33 13 % of £8·40

(d) 17·5% of £160 (e) 12 12 % of £560 (f) 2 12 % of £4·80.
9. Find :- (a) 29 + (–43) (b) 323 + (–37) (c) (–47) + 55
(d) (–34) + (–44) (e) 16 – 124 (f) (–29) – 44 (g) 32 – (– 19)
(h) (– 33) – (–44) (i) (– 6) x 13 (j) (–x) – (– 7x) (k) (– 2y) – 3y – 4y
(l) (– 5) x 18 (m) 9 x (–33) (n) (– 9) x (–9) (o) (–150) ÷ 15

(−4) × (−12)
(p) (–12x) x (–3x) (q) 640y ÷ (–16y) (r) (– 117p) ÷ (–13p) (s) .
(−6)
10. (a) A rectangle has a perimeter of 24 cm. Given its length is 3x cm and its breadth is 2x cm, find x.
(b) A square has side 5 centimetres. Find, to the nearest whole number, the length of a diagonal.
11. (a) How far will a train travel in 48 minutes at an average speed of 150 km/hr ?
(b) A small plane covered the 640 km from Glasgow to London in 3 hours and 12 minutes.
Calculate its average speed.
Non Calculator this is page 34 Non-Calc 1

Chapt
Chapteerr 44 Simultaneous Equations
Sketching Straight Lines
Earlier, we practiced drawing straight lines by constructing a table of values, plotting the corresponding
coordinate points on a Cartesian Diagram and joining them up.
When sketching a straight line we really only need two points on the line.
Substituting three x-values into the equation is usually the easiest if the line is of the form
y = mx + c, but if the line is of the type y – 2x + 2 = 0, the easiest points to find are the axes points.
i.e. (when x = 0 ⇒ (0, ?) and when y = 0 ⇒ (?, 0) )
Example :- Sketch the line y – 2x + 4 = 0. y y = 2x – 4

Step 1 Let x = 0 y–2x0+4=0
y = – 4 ⇒ (0, –4)
Step 2 Let y = 0 0 – 2x + 4 = 0
2x = 4
•(2, 0 ) x
x=2 ⇒ (2, 0 )
(0, – 4 ) •
Step 3 Plot the two points on a diagram
and draw a straight line through them.
Exercise 4·1
Remember - lines may be expressed differently.
1. Find 3 points on the line y = 2x – 2 and sketch it.
Copy and complete :- 3. Sketch the line 2y – 2x – 4 = 0.
Let x = 0 Copy and complete :-
y=2x0–2 y = 2x – 2
y Let x = 0
y = ..... => (0, ...) • y
2y – 2 x 0 – 4 = 0
Let x = 1 2y – 4 = 0
y=2x1–2 • y = ... gives (0, ...) •
y = ..... => (1, ...) (.., 0 ) x
(0, ..) • Let y = 0 •
x
Let x = 3 2 x 0 – 2x – 4 = 0
y=2x3–2 – 2x – 4 = 0
2y – 2x – 4 = 0
y = ..... => (3, ...) x = ... gives (..., 0)
2. Find 3 points on each of these lines, plot them

and sketch each line (on a separate diagram). 4. Sketch each line on a separate diagram.
(a) 3y – 6x + 3 = 0 (b) 2y – 2x + 2 = 0
(a) y = 2x – 6 (b) y = 2x + 4
(c) 4y + 8x – 8 = 0 (d) y – 4x + 4 = 0
(c) y = x + 2 (d) y = 4x – 4
(e) 2x – 4y = 12 (f) x+y=3
(e) y = 2x + 1 (f) y = 3x – 1
(g) 2x + y = 5 (h) x + y = – 1
(g) y = 5x + 20 (h) y = 4x – 16
(i) 3x + 4y = –12 (j) 3x = 2y.
(i) y = 3 – x (j) y = 5 – 4x.
N5 - Chapter 4 this is page 35 Simult. Eqns.

Solving Simultaneous Equations - Graphically
If we are given the equations of two lines, for example y = 2x – 4 and y = 5 – x, we can find the point
where they meet (intersect) by drawing both lines on the same diagram.
This is referred to as the “simultaneous” solution and the equations y = 2x – 4 and y = 5 – x are called
simultaneous equations.
Example :- Find the coordinates of where the lines y = 2x – 4 and y = 5 – x intersect.
Step 1 Find any 3 points on the line y = 2x – 4. y y = 2x – 4

e.g. Let x = 0 ⇒ y = – 4 (0, – 4 ) •
Let x = 2 ⇒ y = 0 (2, 0 ) •
Let x = 4 ⇒ y = 4 (4, 4 )
Step 2 Find any 3 points on the line y = 5 – x. •
e.g. Let x = 0 ⇒ y=5 (0, 5 )
• •
Let x = 2 ⇒ y=3 (2, 3 ) x
Let x = 4 ⇒ y=1 (4, 1 )
y=5–x
Step 3 Plot and join each set of points on a
Cartesian diagram. •
Read off the point of intersection. (3, 2)
This process is called solving simultaneous equations graphically.
Exercise 4·2
1. Find the coordinates of the point where the lines (From now on, you decide which method you wish
y – x + 4 = 0 and y – 8 + x = 0 intersect. to use to help you draw the lines).
(a) Copy and complete :-
3. Solve each pair of simultaneous equations
y–x+4=0 Let x = 0, y = .... (0, ...) graphically.
Let y = 0, x = .... (..., 0) (a) y + 2x = 2 (b) y + 2x = 14
y–x=2 4y + x = 14
y – 8 + x = 0 Let x = 0, y = .... (0, ...)
Let y = 0, x = .... (..., 0) (c) y + x = 5 (d) 2y + 3x = 12
2x – 3y = 10 y – 2x = –8
(b) Plot each pair of points on one diagram. (e) y + x = –1 (f) 3x + 2y = 12
(c) Draw a straight line through each pair. 3x – 2y = 12 2x – 2y = 18.
(d) Write down the intersection point.
4. Solve graphically these pairs of equations.
2. Solve each pair of simultaneous equations. (a) y + 2x + 1 = 0 and 2y – x – 8 = 0
(Find 3 points on each line, plot the points, draw
(b) 3y – 2x – 6 = 0 and y + x – 2 = 0
the lines and find the point of intersection).
(c) y = 3x + 1 and y + 2x – 6 = 0
(a) y = 2x – 5 (b) y = 3x – 1
(d) y = 4x – 1 and y – 2x = –3.
y=x–1 y = 2x – 3
(c) y = x – 1 (d) y = 4x + 6 5. Explain why there are no solutions to the
y = 2 – 2x y = 5 + 3x following pair of simultaneous equations.
(e) y = 3x – 2 (f) y = 6x – 4 y = 3x + 4 and 2y – 6x + 8 = 0
y = 4x – 1 y = – 2x. (Hint : drawing the graph might help).

Solving Simultaneous Equations - by Elimination
A pair of simultaneous equations can be solved graphically (as before) or algebraically.

If we start with 2 equations in 2 variables (letters), and manage to combine both equations to form one
new equation and eliminating one of the variables - we can easily solve this single remaining equation.
Example 1 :- Solve this pair of equations. Example 2 :- Solve this pair of equations.
x + y = 6 ........ 1 3x + 2y = 5 ........ 1
x – y = 4 ........ 2 – 3x + y = 1 ........ 2
Add equations 1 and 2. Add equations 1 and 2.
x+y = 6 3x + 2y = 5
x–y = 4 – 3x + y = 1
2x = 10 (the y disappears) 3y = 6 (the x disappears)
⇒ x =5 ⇒ y=2
Substitute this value into equation 1. Substitute y = 2 into eqn 1
⇒ 5+y=6 3x + 2 x 2 = 5
⇒ y=1 ⇒ 3x = 1
Solution is y = 1, x = 5 (5, 1) ⇒ x = 1
3
1
Solution is x = 3
, y = 2 ( 13 , 2 )
Check by substituting the values
for x and y into equation 2.
Check
This process of solving simultaneous equations is called elimination.
Exercise 4·3
3. Solve each pair of simultaneous equations.
1. Solve this pair of simultaneous equations.
(a) 5y + 4x = 14 (b) 5y + 4x = 13
2y + 3x = 16 ..... 1 3y – 4x = 2 9y – 4x = 1
4y – 3x = 14 ..... 2
(c) y + 7x = 24 (d) 6y + 2x = 38
Copy and complete :– 4y – 7x = –9 4y – 2x = 12
Add 1 and 2
(e) 7x – 3y = 2 (f) x – 8y = –16
2y + 3x = 16 4x + 3y = 20 3x + 8y = 16
4y – 3x = 14
(g) 5y – 2x = 11 (h) 3x + 4y = –21
6y = ... (the x disappears)
2y + 2x = – 4 2y – 3x = 3.
⇒ y = ...
Substitute y = 5 into equation 1. 4. Re-arrange the second of these simultaneous
equations so that x and y are on the left hand
2 x 5 + 3x = 16 side, and then solve.
⇒ 3x = ...
2x + 3y = 13
⇒ x = ...
5x = 3y + 1.
Solution is x = ... and y = ... (... , ...)
2. Solve this pair of simultaneous equations. (a) 2x + y = 7 (b) 5x – 2y = 1

4x = y + 11 x = 2y – 7
3y + 2x = 11 ..... 1
y – 2x = 1 ..... 2 (c) 4y = 8 – 2x (d) 2y + 3x + 1 = 0
8 = 2x – 3y y – 4 = 3x .

Solving Simultaneous Equations by Elimination – harder
Example :- Solve this pair of simultaneous equations

5y + 4x = 13 ........ 1
3y – x = 5 ........ 2
Can you see that if we try adding equations 1 5y + 4x = 13 ........ 1
and 2, the new equation we get is no simpler ? 3y – x = 1 ........ 2
We must “work” on one of the equations 4 x 2 ⇒ 12y – 4x = 4 ....... 3

first. Now we can add 1 and 3.
5y + 4x = 13 ........ 1
Step 1 Multiply equation 2 by 4 to form 12y – 4x = 4 ........ 3
a new equation (call it equation 3).
1+3 ⇒ 17y = 17
Step 2 Notice we can now eliminate x by ⇒ y = 1
adding 1 and 3. Substitute y = 1 into equation 1.
5 x 1 + 4x = 13
Step 3 Proceed as before. ⇒ 4x = 8
⇒ x=2
Solution is x = 2, y = 1. (2, 1)
Check by substituting x and y into equation 2.
Exercise 4·4
1. Solve this pair of simultaneous equations. 2. Solve each pair of simultaneous equations.
2y + 3x = 12 ..... 1 4x + 2y = 14 ....... 1
5y – x = 13 ..... 2 2x – y = 5 ....... 2
Copy and complete :- (Hint : multiply equation 2 by 2).
2y + 3x = 12 ..... 1
3. For each pair of simultaneous equations :-
5y – x = 13 ..... 2
• label each equation 1 and 2.
3 x 2 ⇒ 15y – 3x = .... ..... 3 • decide which equation to multiply.
Add equation 1 and 3 • decide what multiplier to use.
• solve for x and y.
2y + 3x = 12 ..... 1
15y – 3x = .... .... 3 (a) 2x + 6y = 36 (b) 3x + 4y = 25
3x – 2y = –1 x – 2y = 5
17y = ...
⇒ y = ... (c) 3x + 2y = 11 (d) 3x + 4y = 22
2x – y = –2 8x – 2y = 8
Substitute y = ... in equation 1
2 x ... + 3x = 12 (e) 3x – 2y = 11 (f) x– y =3
7x + 8y = 51 3x + 5y = 1
⇒ 3x = ...
⇒ x = ... (g) 4y + 9x = –27 (h) 2y + 3x = –12
Solution is x = ..., y = ... (..., ...) 8y – 3x = 9 y – x = –1
Check (i) 12y + 8x = –34 (j) 4x + 3y = 14

2y – 2x = 6 2x – y = –3.

Example :-
4x + 3y = 22 ....... 1
Solve this pair of simultaneous equations.
2x – 2y = 4 ....... 2.
5y + 2x = 12 ........ 1
3y – 3x = 5 ........ 2 7. Label each equation and solve simultaneously.
This time both equations need to be multiplied. (a) 3x + 4y = 10 (b) 4x + 2y = 14

2x – 3y = 1 7x – 3y = 5
5y + 2x = 12 ........ 1
4y – 3x = 5 ........ 2 (c) 2x + 5y = 13 (d) 6x + 7y = 27
3x – 2y = 10 5x – 2y = –1
3x1 ⇒ 15y + 6x = 36 ....... 3
(e) 5x – 6y = –11 (f) 2x – 3y = –1
2x2 ⇒ 8y – 6x = 10 ...... 4 4x + 4y = 0 5x + 4y = –14
3+4 ⇒ 23y = 46 (g) 2x + 3y = 19 (h) 4x + 8y = 2
⇒ y=2 6x – 2y = –9 3x – 6y = – 4·5.
Substitute y = 2 in equation 1
5 x 2 + 2x = 12
(a) 2x + y = 5 ....... 1
⇒ 2x = 2
x+y =3 ....... 2
⇒ x=1
(This time you must multiply eqn 2 by –1 )
Solution is x = 1, y = 2. (1, 2)
(b) 4x + 3y = 15 ....... 1
x+ y = 4 ....... 2
4. Solve this pair of simultaneous equations. (This time you must multiply eqn 2 by –3 )
5y + 4x = 18 ..... 1 (c) 7x + 3y = 22 ....... 1
4y – 3x = 2 ..... 2 4x + 2y = 14 ....... 2
Copy and complete :– (This time you must multiply eqn 1 by –2 )
and multiply eqn 2 by ...)
5y + 4x = 18 ..... 1
(d) 7x + 4y = 36 ....... (x ...)
4y – 3x = 2 ..... 2
2x + 3y = 14 ....... (x – 4)
3 x 1 ⇒ 15y + 12x = 54 .... 3
(e) 6y + 3x = 9 ......... (x 2)
4 x 2 ⇒ 16y – 12x = ... .... 4
5y + 2x = 8 ........ (x –...)
3 + 4 ⇒ 31y = ...
(f) 2x + 4y = – 6 (g) 4x + 7y = 10
⇒ y = ...
3x + 3y = –3 2x + 6y = 10
Substitute y = ... in equation 1
(h) 5x + 2y = –19 (i) 6x + 4y = –5
5 x ... + 4x = 18 4x + 3y = –18 8x + 3y = –2.
⇒ 4x = ...
9. Solve :-
⇒ x = ...
(a) 3y + 2x = –10 (b) 8x – 8y = –16
Solution is x = ..., y = ... (... , ...) 2y + 5x = – 14 5x – 3y = –28
Check (c) 6y + 6x = 0 (d) 8x + 6y = –8
7y + 5x = –1 2x + 11y = –2
(e) 3x = 2y – 5 (f) 2y = 5x + 16
2y + 5x = 15 ....... 1
4x – 3y + 8 = 0 3y – 5x – 19 = 0
3y – 2x = 13 ....... 2
(g) 2x – 3y – 13 = 0 (h) 2x + y – 5 = 0
Hint • multiply equation 1 x 2
3x + 2y = 0 3x – 4y – 13 = 0.
and • multiply equation 2 x 5.

Solving Problems using Simultaneous Equations
Many everyday problems can be solved using simultaneous equations.

Example :- Bob bought 5 balls and 2 teddies Jill paid £9 for 3 balls and 2 teddies.
which cost him £11.
Total Cost £11 Total Cost £9
How much does it cost for a ball and how much for a teddy ?
First we must set up two equations to 5x + 2y = 11 ....... 1

represent Bob and Jill’s purchases. 3x + 2y = 9 ....... 2
Let cost of one ball = £ x, –1 x 2 ⇒ –3x – 2y = –9 ....... 3
and cost of one teddy = £ y. add 1 & 3 ⇒ 2x = 2
Bob : 5x + 2y = 11 ....... 1 ⇒ x=1
Jill : 3x + 2y = 9 ....... 2 Substitute x = 1 in 2.
Now we solve these equations simultaneously. 3 x 1 + 2y = 9
⇒ 2y = 6
⇒ y=3
Check your answer by substitution. One ball cost £1. One Teddy costs £3.
Exercise 4·5
1. Reg paid 17 pence for 2. Sally bought 4 hamburgers and 2 hotdogs at a

four sweets and a lolly. cost of £14.
Jen paid 13 pence for
three sweets and a lolly.
What is the cost of each sweet and each lolly ?
Copy and complete :–
Let cost of one sweet = x p Fred paid £20 for 7 hamburgers and 2 hotdogs.
and cost of one lolly = y p
Reg : 4x + y = 17 ..... 1
Jen : 3x + y = 13 ..... 2
–1 x 2 ⇒ –3x – y = –... .... 3
1+3 ⇒ x = ... (a) Set up two equations to represent this
Substitute x = ... in equation 1 information.
4 x ... + y = 17 (b) Find the cost of one hamburger.
⇒ y = ... (c) Find the cost of one hotdog.

(d) How much would Bill have to pay for
One sweet costs .... p. One lolly costs ...p.
three hamburgers and two hotdogs ?

3. Cheri pays £11 for 2 grow-bags and one plant. 9. Mr Forbes paid £60 for
Ali pays £15 for 3 grow-bags and one plant. five adults and four
Find the cost of each grow-bag and each plant. children’s puppet
show tickets.
4. Shez buys 2 coffees and 2 donuts for £3. Mrs Rae paid £21 for two
adults and one child.
(a) Write down two equations
to represent this information.
(b) Find the cost of :-
Jeri pays £4 for 3 coffees and 2 donuts.
(i) an adult ticket (ii) a child’s ticket.
(c) Mr Allison bought four adult and five
children’s tickets.
How much did he pay for the tickets ?
Baz bought one coffee and one donut.
10. Miss Spencer bought 3 packs of white paper
How much did Baz have to pay ?
and 2 packs of coloured paper and found she
had 1200 sheets of paper.
5. Sara purchased three identical blouses and four
skirts costing £60. Mr Lott had 2300 sheets from 4 packs of white
and 5 coloured packs.
May paid £33 for three blouses and one skirt.
How many sheets were in each pack ?
Find the cost of each blouse.
11. A group of teachers and
6. Mike and Fran went
pupils went on a school trip.
to the local pet shop.
The teachers hired three
Mike bought three
tandems (2-seater bikes)
mice and a lizard
and four bicycles which cost £27.
for £16.
If they had hired four tandems and two bicycles
Fran paid £27 for two
it would have cost them £26.
mice and three lizards.
How much would the hire charge have been for
Find the cost of each mouse and each lizard.
five tandems ?
7. The weight of six DVD players and two Blu-Ray
12. The PHOTO-Shop produce high quality
players is 22 kg.
photographic posters.
Four DVD’s and a Blu-Ray player weighs 14 kg.
Alex paid £255 for four A3 sized posters and
Find the weight of a Blu-Ray player. three A2 sized posters, Sean paid £240
for five A3 posters and two A2 posters and
8. Three steak meals and two fish dishes cost £43.
Tariq bought two A3 and one A2 poster.
Five steak meals and five fish dishes cost £85.
How much did Tariq have to pay ?
13. Tara spent £13·54 on 11 litres

of petrol and 3 litres of
oil for her car.
(a) How much would it cost for a steak meal ?
It cost Jake £15·39 for
(b) If I bought two fish dishes and a steak 15 litres of petrol and
meal, how much change would I receive 2 litres of oil.
from £30 ?
Find the cost of a litre of oil.

14. Four large jugs and three small cups can hold 17. An advertising campaign uses two different size
a maximum of 2250 millilitres of milk. square posters to fit billboards.
Billboard 1
? ? ?
8m
Billboard 2
Six large jugs and two small cups can hold a
maximum of 3·2 litres. ? ? ? ?
Can five large jugs hold two and a half litres ? 12 m
(Explain your answer fully).

Billboard 3
15. Jason does circuit training every day.
? ?
?m
(a) Calculate the total length of the seven posters

used in Billboard 3.
On Monday he trains continuously for 20 (b) Calculate the total area of all the posters used
minutes. in Billboard 3.
On a Tuesday, he does 30 minutes of
continuous training. 18. Freda bought 4 oranges and 3 pears weighing
His training on a Monday consists of 300 590g at a cost of £2·30 From Johnnie’s Fruit
sit-ups and 200 squat jumps. and Veg Stall.
Tuesday consists of 150 sit-ups and 500 June paid £2·55 for 3 oranges and 5 pears
squat jumps. weighing 690g from Johnnie’s.
On Wednesday, Jason does 100 sit-ups and
100 squat jumps.
How long, in minutes and seconds, does
Jason’s training last on a Wednesday ?
16. Jennifer uses identical circles and identical

squares to make both patterns below.
48 cm (a) Write down two equations involving the

number of apples and pears and their cost.
(b) Solve these equations simultaneously.
(c) Write down two equations involving the
64 cm weight of the fruit.
Calculate :- (d) Find also the weight of a single pear.
(a) the diameter of one circle. (e) Eddie bought ten oranges and a dozen pears.
(b) the area of one square. What was the total cost and the total weight
of his purchase ?

1. Sketch each line below on a separate diagram. 7. The Concert Hall staged “Swan Lake”.
(a) y = 2x + 3 Jake paid £76 for
(b) 3x + 6y = 12. 3 stalls tickets and
2 circle tickets.
2. Solve graphically these simultaneous equations. Milo paid £122 for
y = 3x + 2 ........ 1 5 stalls tickets and
y=4–x ........ 2 3 circle tickets.
Jeri bought 4 stalls
3. Solve each pair of simultaneous equations tickets and 4 circle
algebraically using elimination. tickets.
(a) 3x + 4y = 13 (b) 4x + 2y = 10 How much did Jeri pay
2x – 4y = 2 7x – 2y = 12 for her tickets ?
(c) 3x + 5y = 13 (d) 5x + 4y = 13
4x – y = 2 x – 2y = –3 8. Two hamburgers and
three fries cost £5.
(e) 3y + 2x = 5 (f) 8x – 8y = –8
2y + 5x = 7 5x – 3y = 1 Five hamburgers and
two fries cost £8·10.
(g) 2y + 3x = 9 (h) 2x – 7y = 24
5y + 2x = 17 3x – 2y = 19 How much does a hamburger cost ?
(i) 8y + 2x = 42 (j) 8x – 8y = –56
9. Eight identical vans and four identical cars
3y + 7x = 47 5x – 3y = –19.
were parked bumper to bumper and the total
length of all 12 vehicles was 58 metres.
4. Rearrange this pair of simultaneous equations
and then solve. Six vans and five cars measured 50·5 metres.
2x + 3y – 10 = 0
4x = 3y + 20.
5. 2 chairs and a table weigh 12 kg. Calculate the length of two trucks and two cars.
5 chairs and a table weigh 22 kg.
10. Three towers, built from rectangular bricks, are
What is the weight of one chair ? shown below.
6. Percy bought eight fantas

and three cokes costing £3·60.
Marion spent £3·30 on seven
fantas and three cokes.
? cm
(a) Set up two equations to
represent this information. 29 cm
21 cm
(b) Solve these equations to
find the cost of one coke.
(c) How much would it cost for
five fantas and two cokes ? Find the height of the tallest tower.
N5 - Chapter 4 this is page 43 Simulate. Eqns.

Chapter 5 Pythagoras
Revision of Pythagoras’ Theorem (You will have covered Pythagoras’
Theorem at an earlier stage.)
Pythagoras was a famous Greek Mathematician who discovered an amazing

connection between the three sides of any right angled triangle.
He discovered that the 3 sides of a right angled triangle

c
were connected mathematically by the formula :- b
c2 = a 2 + b2
a
Calculating the length of the HYPOTENUSE of a right angled triangle

Example :- Calculate the length of the hypotenuse
of this right angled triangle.
x cm
Solution :- Begin with :- x 2 = 112 + 82 8 cm
=> x 2 = 121 + 64
=> x 2 = 185 11 cm
=> x = √ 185 = 13·6.
Calculating the length of one of the SMALLER sides in a R.A.T.
Example :- Calculate the length of the side marked a

in this right angled triangle. *note
Solution :- Begin with :- a 2 = 182 – 92 18 cm

9 cm
=> a 2 = 324 – 81
=> a 2 = 243
=> a = √ 243 = 15·6.
a cm
Exercise 5·1
1. Calculate the lengths of the missing sides in the 2. Shown is an isosceles triangle.
following right angled triangles :- (a) Calculate the height
(a) (b) 15 cm 26 cm
of the triangle.
x cm (b) Now calculate its area.
8 cm y cm
19 cm 20 cm
3. Calculate the area of this rectangle :-

8 cm
(c) (d)
7·6 m
3·9 mm 4·1 mm
75 cm
zm
9·8 m
w mm 72 cm
N5 - Chapter 5 this is page 44 Pythagoras

4. Calculate the perimeter of this right angled 9. Shown is an isosceles triangular prism.
triangle :-
6·5 cm
8 cm
5 cm
15 cm 4 cm
xm
5. Calculate the value of
x, which indicates the (a) Calculate the height of the triangle,
length of the sloping represented by the dotted line.
14·5 m
side of this trapezium. (b) Calculate the volume of the prism.
9·7 m
10. When a boy was asked to calculate the value of

x, he proceeded as follows :-
6·4 m
x 2 = 10 2 + 7 2
6. This shape consists of a rectangle with an 10 cm
=> x 2 = 100 + 49 7 cm
isosceles triangle attached to its end. => x 2 = 149
32 cm => x = √149 = 12·2 cm

x cm
20 cm Explain in words, when the boy looked at his

24 cm answer and at the triangle, why he should have
known that his answer had to be wrong.
L cm 11. Shown is a trapezium with a line of symmetry.

96 mm
(a) Calculate the total length (L) of the figure.
(b) Now calculate its area. 36 mm
7. Shown are the points P(–3, –4) and G(6, 3).

42 mm
y
•Q Calculate the perimeter of the above trapezium.
12. A fortune teller has a “magic” glass globe.

x It rests embedded in a wooden plinth, as shown.
The plinth measures 32 cm by 7 cm.
•
P The diameter of the globe is 30 cm.
Draw a coordinate diagram, plot the two points

•
and calculate the length of the line PQ. 30 cm
h cm
8. Draw a new set of axes, plot the 2 points

A(–1, 8) and B(6, –4) and calculate the 7 cm
length of the line AB.
24 cm
Calculate the overall height, h of the figure.

The CONVERSE of Pythagoras’ Theorem
Pythagoras’ Theorem only works on a right angled triangle.
We can use Pythagoras’ Theorem “in reverse” to actually prove that a triangle is right angled.
A
Example :- 5·2 cm
Look at triangle ABC opposite 3·9 cm
B
We can prove it is right angled as follows :- C
6·5 cm
• Write down the 3 sides :- AB = 5·2, AC = 3·9, BC = 6·5.

• Square each side :- AB 2 = 27·04, AC 2 = 15·21, BC 2 = 42·25.
• Add the two smaller squares together :- AB 2 + AC 2 = 27·04 + 15·21 = 42·25.
• Check if this is the same value as the largest square :- AB 2 + AC 2 = 42·25 = BC 2.
• We say that, by the CONVERSE of Pythagoras’ Theorem, the triangle is proven

to be right angled at A.
Exercise 5·2 3. Decide which of these are or are not right

angled triangles :-
1. Check if this Q
18 cm (a) (b) 9·6 m
triangle is
P 7·5 cm 35 mm
right angled 84 mm
18·7 m
at Q. 19·5 cm
R 20·4 m
Copy and complete :- 91 mm
PQ 2 = 18 2 = 324,
4. A groundsman wishes to make sure the football
QR 2 = 7·5 2 = ..... pitch is “rectangular”.
PR 2 = ....2 = ....
PQ 2 + QR 2 = 324 + .... = ...... = PR2

105 m 63 m
by the Converse of Pythagoras’ Theorem,
triangle PQR must be r....... a...... at Q
84 m
To check, he measures the diagonal length.
2. W Show that this triangle Is the pitch rectangular ?
6·6 cm is NOT right angled.
8·8 cm
U 5. Has this flagpole been
erected correctly, 13·5 m
11·1 cm 10·8 m
so that it is
V
vertical ?
i.e. (Show that UW 2 + VW 2 ≠ UV 2 )
8·1 m

Pythagoras’ Theorem applied to 3-Dimensional Problems
Pythagoras’ Theorem only works on a right angled triangle, but right angled
triangles appear in 3 Dimensional situations as well. P S
Example :- Calculate the length of the space diagonal of this cuboid. Q

R
Note :- A face diagonal is one joining the opposite vertices
5 cm
of any rectangular face of the cuboid (e.g. BD). D
C
A space diagonal is one joining one vertex
6 cm
of the cuboid to the furthest away vertex (e.g. BP). A 8 cm B
Solution :- The answer is found by following 2 steps :-

BD2 = BA2 + AD2
Step 1 :- Space diagonal BP is the longest side in R.A.T. BPD. BD2 = 82 + 62 = 64 + 36 = 100
To find BP, we must first find BD in R.A.T. BAD. BD = √100 = 10 cm
Step 2 :- Now find BP, the longest side in R.A.T. BPD. BP2 = BD2 + DP2
BP2 = 102 + 52 = 100 + 25 = 125
BD = √125 = 11·2 cm
Exercise 5·3 U X
1. (a) Calculate the length of the face diagonal EG (blue) of this cuboid.
H G
(b) Now calculate the length of the space diagonal EX, (yellow). V
W
3 cm 12 cm
E H
E 5 cm F
75 cm
2. F G Calculate the length of the face diagonal AC
C of this water tank, and then calculate the length of
the space diagonal AH.
60 cm
A B
80 cm
3. Make a sketch of this shoe box and show, using

15 cm
two steps, how to calculate the length of its space
diagonal. (You may want to letter the vertices).
V Y 18 cm
30 cm
W X
4. 10 cm Calculate the length of the space diagonal RY of
this cube.
U
T
R S
5 Shown is a square based pyramid ABCDV. 8. A cone has a base diameter
V of 10 cm and its sloping
Height MV = 9 cm. edges are 13 cm long. 13 cm
(a) Calculate the height

of the cone.
D (b) Now calculate the
C volume of the cone. 10 cm
M 6 cm 9. This empty tin of McTivies biscuits measures

A
24 cm by 24 cm by 16 cm high.
B
(a) Calculate the length of the diagonal AC.

(b) Write down the length of AM.
(c) Calculate the length of the sloping edge AV.
6. This Popcorn box is in the shape of a pyramid.
10 cm 10 cm
Would this wooden rod, 40 cm long, be able to

fit in the box and still allow the tin to be fully
closed with its lid on ?
13 cm 10. Just as you can plot a point in 2-dimensions

using 2 coordinates A(4, 3), you can plot points
V = 13 Abase × height in 3-dimensions like A(4, 3, 1). (See below).
z
The square top has sides 10 cm, and the sloping

edge is 13 cm long. P
S
(a) Calculate the length of the diagonal of the Q y
open top. R 5
D
(b) Calculate the height of the box. C
(c) Calculate the volume of the box, in cm3. A 3
1 8 B
3
7. The side face of this wedge is in the shape of O 4
a right angled triangle. x
In the above figure, A is given by A(4, 3, 1).

(4 right, 3 back and 1 up).
AB is parallel to the x-axis.
6 cm
The cuboid measures 8 by 3 by 5 boxes.
8 cm
(a) Write down the coordinates of the other 7
12 cm
points making up the cuboid.
(a) Calculate the length of the face diagonal
(b) Calculate the length of the diagonal AC.
of the base of the wedge.
(c) Calculate the length of space diagonal AS.
(b) Now calculate the length of the diagonal
of the sloping edge. (The red line). (d) Harder. Calculate the length of the line OS.

1. Calculate the lengths of the sides marked x (a) (b)
and y, correct to 3 significant figures. x cm 11·6 m
7·1 cm
ym
13·8 m
7·1 cm
2. Plot the points A(–5, –7) and B(6, 1) on a coordinate diagram and calculate the length of the line AB.
3. Use the Converse of Pythagoras’ Theorem to decide which, if any, of these triangles is right angled :-
(a) C (b) Q (c) Y
24 m
12·4 cm
96 mm 40 mm
32 m 9·3 cm
P
B Z
A 39 m
104 mm X 15·5 cm
39 mm
4. This figure looks like a kite, but is it really one ?
52 mm
Prove whether it is or is not a kite.
65 mm
95 mm 39 mm
5. A girl made a simple model house out of a cardboard box.

(a) Calculate the length of the red dotted line.
20 mm (b) Calculate the length of the space diagonal of the box.
30 cm
16 cm
11 cm
6. Shown is a wedge - (a right angled triangular prism).
Use Pythagoras’ Theorem twice to calculate the
length of the sloping dotted blue line.
8 cm 17 cm
7. Shown is a square based pyramid and a cone.

By calculating the height of both, decide which has the greater volume and by how much.
15 cm 10 cm
12 cm
8 cm 8 cm

Chapter 6 Li
Linnear
ear Relati
Relation
onshi
ships
ps
Gradients - Revision
Remember :–
vertical distance
Gradient = horizontal distance
gradient
1 in 10
Example :- y
Horizontal change is 6.
Given any two
coordinates - Q Vertical change is 3.
P(2, 1) and Q(8, 4) vertical distance = 3 = 1
3 Gradient = horizontal distance 6 2
form a right-angled
P
triangle as shown.
6
x
Exercise 6·1
1. Look at this picture of Dunn Street. 3. Four hills have gradients,
8
25 , 0·26, 25% and 0·3.
10 m
Dunn St Write the gradients in order, (steepest first).
(Hint : change them all to decimals).
150 m
Copy and calculate its gradient like this :– 4. Two support struts are placed against a wall.
vertical distance
Gradient = horizontal distance
=> gradient = 10
150 8·5 m
8m
=> gradient = ?? 10 )
(simplify 150
3m 2m
2. Two car ramps are shown below.
For safety reasons, the supports must have a
2m gradient with a value between 4 and 5.
Ramp 1
Which of the struts shown above is/are safe ?
9m
5. Calculate the gradient of each line in the
Cartesian diagrams below :-
2·5 m
Ramp 2 (a) (b)
9·5 m
y y •
(a) Calculate the gradient of each ramp. •
• •
(b) Change to decimals and compare •
•
to find which ramp is the steeper.
x x
N5 - Chapter 6 this is page 50 Linear Relationships

6. The diagram shows three coloured lines. 8. (e) (f)
y y
y L
• • •
J• •K
•
• • x
•M
• • x
x 9. Find the gradient of the line passing through

each set of points below :-
Find the gradient of each line.
(a) P(0, 2), Q(4, 4) (b) R(2, 0), S(4, 5)
Remember (c) T(–1, 6), U(4, –2) (d) V(8, –5), W(1, 2).
- The gradient of a line AB
can be written as mAB . 10. (a) Find :– (i) mAB (ii) mBC
- Any line which slopes upwards from left (iii) mCD (iv) mAD
to right has a positive gradient.
y A E
- Any line which slopes downwards from • •
D
left to right has a negative gradient. • •H
B•
- Parallel lines have the same gradient
- A horizontal line has m = 0.
- A vertical line has an undefined gradient. • • •G
C F
x
7. Copy and complete
G (b) Find the gradient of each side of EFGH.
the calculation to find y •
the gradient of the (c) Which of the two shapes is a trapezium ?
line shown. (Justify your answer).
•H
Vertical change is ....
Horizontal change is ... x
11. A parallelogram, JKLM, has coordinates (1, 0),
(4, 4), (6, 3) and (3, –1) respectively.
vertical distance = – ? = – ?
mGH = horizontal distance 8 ? Find the gradients of both its diagonals.
12. Prove, without actually drawing a coordinate

8. Calculate the gradient of each line in the diagram, that the points A(–6, 1), B(–1, 0) and
Cartesian diagrams below :- C(4, –1) all lie on the same straight line.
(a) (b)
13. Show that the line through the pair of points
y y
C• (0, 1), (4, 7) and the line through (0, –3) and
A•
(4, 3) are parallel to each other
(Remember : parallel lines have equal gradients).
•B •
x
x D 14. Show that the line through the pair of points

(1, –8) and (12, –3) and the line through
(c) (d)
(–5, –5), and (21, 6) are NOT parallel to
y y
E• each other.
G•
• 15. Two lines AB and CD are parallel.
H x State two possible coordinates for A given
•F B(3, 2), C(–3, 6) and D(2, –4).
x

The Equation of a Straight Line - Revision
In CfE Level 4 or National 4, we found that the equation of (almost) any line takes the form :–
Where m represents the gradient of the line and y = mx + c

c represents the y-intercept. (where it cuts the y-axis).
gradient y-intercept
Examples :- (a) y = 3x + 4 has gradient 3 and y-intercept 4.

(b) A line with y-intercept –2 and gradient 43 has equation y = 34 x – 2.
(c) y
3 1
mAB = 6 = 2 y-intercept is –1
B
•
=> Equation of line AB is y = 12 x – 1
x
A•
Exercise 6·2
4. (a) (b)
y y
1. Write down the gradient and y-intercept in •
• •
each of these equations :-
•
(a) y = 4x + 1 (b) y = 6x – 4 •
1 x x
(c) y = –3x + 6 (d) y = 2
x+5
(e) y = – 13 x – 7 (f) y = 10 – 2x (c) y (d) y
• •
(g) y = –3 – x (h) y = 4.
• •
2. Write down the equation of each of these lines :-
(a) m = 2, and the y-intercept is 1. x x
(b) m = –3, and the y-intercept is 5. 5. The line shown has equation y = mx + c.
(c) gradient is – 12 , and it passes through (0, 4). (a) Write down the
y
value of c. (9, 4)
(d) m = –6 and line passes through the origin. •
(b) Calculate the
3. Line PQ cuts the y-axis at the point (0, 4) and gradient. (0, 1) •
is parallel to a line with equation y = 3x – 5. x
(c) Write down the
(a) Write down the gradient of the line PQ. equation of the line.
(b) Write the equation of this line PQ.
6. Use the same technique to determine the
4. For each of the lines shown at the top of the equation of
this line :- y • (4, 6)
next column :-
(i) calculate the gradient,
(ii) write down the y-intercept, x
(0, –2)•
(iii) write the equation of the line.

7. Write down the equation of each line below :- 11. Match each of the following equations with
(a) (b) their corresponding graphs shown below :-
y (5, 7) y (a) y = 4x (b) y = 3x – 2

• (c) y = –3x (d) y = – x – 4
(0, 6) • (9, 3) 1
(0, 2) • • (e) y= 2
x+4 (f) y = – 3.
x x y A y B
(c) (d)
(0, 4)
y y •
(6, 4)
•
(0, 3) (6, 3) x
•
• • x
• y C y D
x x
8. A line passes through R(0, –2) and S(3, 5).

(a) Show the line RS on a Cartesian diagram. x x
(b) Calculate the gradient of this line. (0, –2) • (0, –4) •
(c) Write down its y-intercept.
(d) Write down the equation of the line RS. y E y F
9. Find the equation y

of the line shown 25 •
x x
opposite. (0, –3)
20 •
15 •
12. Find the equation of the line passing through
10
5• (a) A(0, 3), B(2, 9) (b) U(0, –1), V(4, 1)
0 2 4 6 (c) M(–2, 4), N(0, –4) (d) Z(0, –10), W(3, 5).
x
13. Show that the line through the pair of points

10. Write down the equations of these lines :- A(0, 2) and B(4, 8) and the line through
(a) (b) C(0, –5) and D(4, 1) are parallel to each other.
y y (Remember : parallel lines have equal gradients).
• (6, 6) (6, 4)
• 14. Show that the line through the pair of points
(0, 2)
•
(2, –7) and (10, –3) and the line through
(0, –3) • x x (–3, –4), and (15, 2) are NOT parallel to
each other.
(c) (d) 15. Write down the equation of the line :-

y y (a) which goes through the point (0, 2) and
• (4, 6)
is parallel to the line y = 3x – 5.
(0, 3)•
(3, 0) (b) parallel to the line y = –x and passing
• through the point (0, –4).
x x
(c) which passes through (2, –8) and (2, 47).
• (4, –3)
(d) which passes through (4, 5) and (6, 9).

Finding the Equation of a Line given any two points on it
Example :– The points A(1, 3) and B(3, 7) lie on a straight line.
y •
Find the equation of the straight line through A and B. B(3, 7)
Step 1 : Sketch the line.

• A(1, 3)
Step 2 : Find the gradient. m= vertical = 4 = 2
horizontal 2
Step 3 : Find the y-intercept. Substitute A(1, 3) and m = 2 into x
y = mx + c
=> 3=2x1+c => c = 1
Step 4 : Use gradient and m = 2 and the y-intercept is 1

y-intercept to write
=> Equation of line is y = 2x + 1
down the formula.
Exercise 6·3
1. The points C(2, 5) and D(8, 8) lie on a line. 3. Determine the equation of each line :-
Copy and complete the calculations below to (a) (b)
find the equation of the line through CD.
y y (8, 8)
(8, 5) •
mm == vertical
vertical == .... y •
horizontal .... D(8, 8)
horizontal •
• • x x
Using
Using C(2,
C(2, 5)
5) and
and C(2, 5)
(– 4, –1) •(– 4, – 4)
mm ==....
.... gives
gives
=> ....xx ....
=> 55 ==.... ....++cc x
(c) (d)
=> c =
=> c = ........
mm ==..., y y
...,y-intercept
y-intercept isis ...... (–6, 8)•
(–6, 2)
=>
=> yy ==...... xx ++....
.... •
x x
2. Determine the equation of each line below :- •
(8, –6)• (4, –3)
(a) (b)
y y
D(9, 8) • F(8, 7) 4. Determine the equation of the line through
•
•
C(1, 4)
E(6, 1) • (a) (–3, 2), (2, 7) (b) (–1, – 4), (–1, 9)
x x (c) (–10, 4), (– 4, –5) (d) (–1, 16), (1, –16).
(c) (d)
5. A line passes through the points (–36, 6) and
y y J(3, 17)
• G(2, 9) • (–16, 21).
The line also passes through the point (a, 24).
•
H(9, 2) K(18, 12) (a) Determine the equation of the line.
•
x x (b) Find the value of a.

Linear Equations in everyday use
A linear equation is usually written as y = mx + c, but other letters can be used to form a linear equation.
y = ax + b and P = mt + c, could also represent straight lines.
Example :– Bob earns £4 per hour. hours (h) 0 1 2 3 4

A table can be drawn to show his earnings. Pay (£P) 0 4 8 12 16
A graph can be plotted using h (hours) EARNINGS

PP
and P (pay) in place of x and y. 20 •
20
Other values can be found from the table 16
16 •
or a formula can be made.
12
12 •
Gradient = 4 and the P-intercept is 0. Pay
Pay
88 •
=> P = 4h
44 •
note :- y = 2x + 1 and y = −5x + 4 are NOT linear.
2 3
00 •0
0 11 22 33 44 55 hh
Can you see why not ? hours
hours
Exercise 6·4
3. Joe earns £9·50 an hour.
1. Write down which of these are linear equations.
2
(a) Use a table of values to
(a) P = 7t + 2 (b) y = x + 3 construct a line graph
(c) s = –3t (d) 3t + 4w + 2 = 0 involving P and h.
(b) Write a formula representing
(e) 2h − t 2 = 4 (f) x = 3y – 1.
the line.
(c) Use your formula to find how much he
2. Maggie earns £6 an hour.
would earn in 6 hours ?
(a) Copy and complete the table of values.
(d) How many hours would he need to work
hours (h) 0 1 2 3 4 to earn £218·50 ?
pay (£P) 0 6 ... ... ...
4. A painter can paint a fence
(b) From the table, plot 5 points on a at a rate of 3 metres per hour.
Cartesian diagram. (a) Use a table of values to
(c) Find the gradient m and P - intercept. construct a line graph.
(Use L for length and H for hours).
(d) Write a formula representing the line.
(b) Write a formula representing the line.
(e) Use your formula to find how much (c) Use your formula to find how long it
Maggie would earn in :- would take to paint a 45 metre fence.
(i) 8 hours (ii) 12 12 hours ?
5. Jennifer can make 7 paper roses every hour.
(f) How many hours would Maggie have to
(a) Construct a line graph to represent this
work to earn £72 ?
information using t (time) and R (roses).
(Hint : set up an equation and solve it).
(b) Write a formula and use it to find how
long it would take to make 35 roses.

Example :- Pete the plumber charges a call-out fee plus an hourly charge.
C PLUMBING CHARGES
The line graph shows the relative costs
100
where t is the time and C the cost.
90
80
The call-out fee is £20 (0 hours work).
70 •
=> The y-intercept is 20. 60 •
Charge
The hourly charge is £10 per hour. (£’s) 50 •
=> The gradient (m) = 10.
40 •
30 •
The equation of the line is 20 •
10
C = 10t + 20
0 1 2 3 4 5 t
Hours
6. (a) Use the above formula (C = 10t + 20) to 8. Eric, an electrician, charges a call-out fee of
calculate the total cost of :- £20 and charges £5 (C) for every hour (h).
(i) 4 hours work (ii) 9 12 hours work. CHARGES

C
•
Charge (£)
(b) If the charge is £80, form an equation (in t)
and solve it to find the time taken. 20•
7. Jack the joiner charges a call-out fee plus an 0 2 4 6

hourly rate. Jack’s charges are represented by h
the line graph below :- (a) Write down a formula for the charge £C
for h hours worked.
C CHARGES
100 (b) Calculate the cost for 5 hours worked.
80 • 9. The graph below shows a kite dropping from a

• height (H) of 100 metres to the ground at a
Charge
60 • steady rate (given in seconds s).
(£’s) 40
•
• H Height of Kite
•
20 100 •
•
0 80 •
0 2 4 6 8 10 t •
Hours 60 •
Height (m) •
40
(a) Write down the :- 20
(i) call-out fee (ii) hourly rate.
0
0 1 2 3 4 5 s
(b) Calculate the :-
Seconds
(i) gradient (ii) y-intercept.
(c) Make a formula to represent the line. (a) Determine the gradient of the line.
(d) Use your formula to find the cost for :- (b) Write a formula to represent this line.
(i) 7 hours (ii) 9 12 hours work. (c) Use your formula to find the height of
the kite after 6 seconds.
(e) Use your formula to find how long would
(d) Use your formula to calculate how long it
it take for a job costing £55.
would take for the kite to land.

10. The “Bouncy Company” 12. For each case below, develop a linear formula
hire out bouncy castles. to represent the given information :-
They charge a £15
(a) Paul the plumber
deposit and £10 per day.
charges a call-out
(a) Copy and complete fee (F) of £60 plus
the table below to a working rate of
show the cost of £20 per hour (h).
their charges.
(b) The charge, (£C), for
Days (d) 1 2 3 4
hiring a bicycle, consists
Cost (£C) 25 35 ... ... of a £10 deposit plus
£5 per day, (d), rental.
(b) Copy and complete the graph.
Hire Charges (c) A balloon filled with

C
helium starts at a
100
height (H) of 20 feet.
80
Every hour (t) the balloon
60 loses 2 feet in height.
Cost (£)
40
•
• (d) The temperature, (T), in a living room
20
begins at – 6°C and heats up at a steady
0 rate of 4°C every hour (h).
0 1 2 3 4 5 d
Days (hired)
13. Two “car-hire” companies advertise their
(c) Write a formula in terms of C and d. charges as shown :-
(d) What will it cost to hire the bouncy castle
Hire-A-Car :- • £40 deposit
for a week ?
• and £10 per day.
11. A Carpet Cleaning firm hires out industrial
cleaners. They charge a £5 deposit and a daily
hire charge of £6.
Car Rent Co :- • £10 deposit
(a) Construct a table of values from zero up to
• and £20 per day.
5 days.
(b) Copy and complete the graph below.
(a) Construct a table of values for each of the
C Hire Charges
companies.
50
(b) Draw two lines on the same diagram to
40 represent each company’s charges.
Cost 30 (c) After how many days is the cost the same
(£) for each company ?
20
•
(d) Write a formula for each company to
10 •
• represent their hire charges.
0
0 1 2 3 4 5 d (e) Which company would you use for a :-
Days hired (i) 3 day hire (ii) fortnight hire ?
(Justify your answers).
(c) Devise a formula and use it to find the
length of hire for a £59 charge.

The Gradient of a Line – A New Formula
vertical
The formula gradient = can always be used to measure of how steep the line is.
horizontal
However, there is a more “mathematical”

way of expressing this gradient formula :- y
B(x2, y2)
Given that A(x1, y1) and B(x2, y2) are any two points •
in a coordinate diagram, (as shown opposite), (y2 – y 1 )
•
A(x1, y1) y2
vertical BC
=> mAB = = (x2 – x 1 ) C
horizontal AC x1
y1
x2
y2 – y1
=> mAB =
x 2 – x1 x
Example 1 :- Find the gradient of the line Example 2 :- Find the gradient of the line
joining A(–1, 3) to B(7, 5). joining P(–5, 8) to B(1, –2).
Here, x1 = –1, x2 = 7, y1 = 3, y2 = 5. Here, x1 = –5, x2 = 1, y1 = 8, y2 = –2.

y2 – y1 5 − 3 2 1 y2 – y1 (–2) – 8 –10 5
m= = = = m= = = = −
x2 – x1 7 − (–1) 8 4 x2 – x1 1 − (–5) 6 3
Positive gradient => line slopes “upwards” Negative gradient => line slopes “downwards”
Exercise 6·5
1. Given that C(3, 1) and D(7, 4), copy and 5. On a Cartesian diagram, plot the two points
complete the following to find m CD. R(2, 1) and S(6, 1).
(a) Calculate the gradient mRS.
Here, x1 = 3, x2 = ..., y1 = 1, y2 = ....
(b) If the gradient of any line is zero, what
y –y (.... – 1) 3 can you say about the line ?
=> m
CD
= 2 1 = = = ....
x2 – x1 (.... – 3) ....
6. This time, draw a new diagram and plot the two
points U(4, –1) and V(4, 3).
2. Calculate the gradient of the line joining
R(–1, 2) to S(1, 8). (i.e. find m RS.) Calculate the gradient of the line UV.
(note :- it is NOT zero ! - Use your
calculator if you are not sure of the value).
3. Given G(1, 9) and H(7, 3), find mGH. What does (We say that the gradient of a “vertical” line
your answer tell you about the line GH ? is “infinite” or more commonly, it is said
to be undefined - too steep to be measured).
4. Use the gradient formula shown in Examples
7. Two of the following lines slope “upwards”
1 and 2 above to determine the gradients of
and two “downwards”. By determining the
the lines joining the following pairs of points :-
four gradients say which lines slope up and
(a) A(2, 1), B(8, 3) (b) C(0, 3), D(10, 8) which down.
(c) E(1, –1), F(3, 5) (d) G(–1, –3), H(2, 4) (a) F(–1, –2), G(3, 8) (b) U(–3, 9), V(5, 5)
(e) I(4, 1), J(–1, 3) (f) K(2, –3), L(–2, 5). (c) P(2, 12), Q(4, –2) (d) S(10, 4), T(2, –4).

8. Find the gradients of the two lines joining 12. In a similar way, show that PQRS is also a
A(–5, –2) to B(3, 2) and W(1, –5) to Z(5, –3). parallelogram, where P(0, –1), Q(5, 1), R(8, 6)
What do your two answers tell you about the and S(3, 4).
line AB and the line WZ ?
13. It is known that IJKL is a parallelogram, where
I(1, 3), J(–1, 1) and K(–2, 5).
9. Two points have coordinates P(2, 1) and Q(6, b).
The gradient m PQ = 2. Find the gradients of the two lines IL and KL.
(A sketch will help).
Set up an equation and find the value of b.
14. R is the point (–6, 3), S(3, –6) and T(–2, –1).
10. For each of the following pairs of points, along
(a) Find the gradient m RT and m TS.
with the given gradient, determine the values of
p, q and r. (b) What does this prove about the 3 points
R, T and S ?
(a) A(3, 1), B(5, p), mAB = 4.
(c) Plot the three points on a coordinate
(b) L(4, –1), M(0, q), mLM = –2.
diagram and check this out.
(c) S(–1, –2), T(5, r), mST = 12 .
15. Without actually plotting the points, prove that
11. Draw a Cartesian diagram and plot the 4 points each set of points lies on a straight line :-
A(–2, –3), B(5, 0), C(6, 5) and D(–1, 2).
(a) A(0, 2), B(2, 4), C(4, 6)
(a) Show that mBC = m AD.
(b) D(–3, 5), E(–2, 4), F(–1, 3)
(b) Show also that mAB = m DC.
(c) G(–5, 0), H(–1, –1), I(3, –2)
(c) What kind of quadrilateral does this prove
ABCD is ? (d) J(73, 14), K(64, 25), L(55, 36) M(46, 47).
The Equation of a Line - A more Mathematical Approach

Example :– The points A(7, 5) and B(9, 15) lie on a straight line.
Find the equation of the straight line through A and B.
Step 1 : Sketch the line. • B(9, 15)

y
y2 – y1 15 − 5
Step 2 : Find the gradient. mAB = = 9 − 7 = 10
2 = 5
x 2 – x1 • A(7, 5)
Step 3 : Find the y-intercept Substitute A(7, 5) and m = 5 into x

y = mx + c
=> 5=5x7+c => c = –30
Step 4 : Use gradient and m = 5 and the y-intercept is –30
y-intercept to write
=> Equation of line is y = 5x – 30
down the formula.
Exercise 6·6
1. Given that C(3, 10) and D(7, 18), copy and

complete the following to find m CD.
y • D(7, 18) y = mx + c
=> 10 = ... x 3 + c
Here, x1 = 3, x2 = ..., y1 = 10, y2 = .... • C(3, 10)
=> c = ....
y2 – y1 (....– 10) 8 So y = ... x + ...
=> m = = = = ...
x2 – x1 (.... – 3) ...
x

2. Find the equation of the lines which pass 7. Find the equation of the line which passes
through each pair of points :- through the points :-
(a) E(2, 7), F(6, 15) (a) E(1, 2 12 ), F(–2, – 12 )
(b) G(1, 5), H(3, 17)
(b) G(2·5, 7), H(–0·5, –2)
(c) I(1, 5), J(21, 25)
(c) J(1, 2 13 ), K(–3, –1 23 )
(d) K(4, 0), L(–2, –12)
(e) M(1, 0), Q(–3, 4) (d) L(6, 4 13 ), M(–3, –1 23 )
(f) P(6, –1), R(–8, –15)
(e) P(4, 2 12 ), Q(–2, – 12 )
(g) T(1, 3), V(–2, 9)
(h) Z(1, 15), A(–1, –13) (f) R(5, 3·5), S(–10, –8·5).
(i) U(–3, 1), K(17, 1) 8. A rectangle ABCD has vertices at A(2, 1),
(j) G(0, –6), P(2, 7). B(4, –1), C(1, –4) and D.
(a) Find the coordinates of D.
3. A square has vertices at A(8, 6), B(12, 6),
(b) Find the equation of diagonal DB.
C(12, 2) and D(8, 2).
(c) Find the equation of the line parallel to CA
(a) Find the equation of the line which passes
through diagonal AC. and passes through (0, 3 12 ).
(b) Find the equation of the line which passes
through the other diagonal. 9. (a) A line has a gradient of 2 and passes
through the points (6, 16) and (1, k).
4. A circle has a diameter at P(–5, 0) and Q(–8, 3). Find the value of k.
Find the equation of this diameter. (b) A line passing through (h, –1) and (1, 8)
has a gradient of –3.
5. A kite has vertices R(3, 2), S(3, 5), T(0, 5)
Find the value of h.
and U(–4, –2).
Find the equation of the kite’s line of symmetry. (c) A line has a gradient of 1·5 and passes
through (6, –3) and (4, t).
Sometimes the equations are more difficult if
Find the value of t.
they have a fractional gradient or y-intercept.
NB The process is exactly the same ! 10. Find the equation of each line from question 9.
11. Two points are defined as (p2, p) and (p, p2).

6. Find the equation of the line which passes Find, in its simplest form, the gradient of
through the points :- the line through these two points.
(a) G(4, 4), K(6, 5)
(b) P(8, 3), T(12, 4) 12. A line passes through A(s, t) and B(t, s).
Prove that m AB = –1 .
(c) R(3, –1), S(6, 1)
(d) T(6, 0), U(18, 4) 13. Higher work A(a, b)
y
(e) V(–5, 3), W(5, 5) The diagram shows a line
•
(f) K(10, 0), L(–4, –7) through the two points m
•
(g) A(8, 7), B(–4, –2) P(x, y) and A(a, b), with P(x, y)
gradient m.
(h) C(5, 1), D(–10, –8)
Show that the equation of x
(i) E(1, 0), F(1·5, 4)
the line can be written as :-
(j) G(2·5, –1·5), H(3·5, 1).
y – b = m(x – a).

The General Equation of a Straight Line y
y = mx + c
The equation of any line can be written in the form Ax + By + C = 0.
This is called the General Equation of a line. Ax + By + C = 0
The General Equation can be rearranged so that x

the gradient and y-intercept are easier to obtain.
Example :- Find the gradient and y intercept of the line 5y – 2x + 1 = 0

=> 5y = 2x – 1
5y – 2x + 1 = 0.
=> y = 25 x – 15
=> m = 25 and y-intercept is (0, – 15 )
Exercise 6·7
1. The equation of a line is given by :- 4. The equation of a line is given by :-

2x + 3y – 1 = 0. 4x + 2y – 8 = 0.
Copy and complete the calculation below to (a) Rearrange the equation into the form
find the gradient and the y-intercept. y = mx + c.
(b) Draw this line on a Cartesian diagram.
2x + 3y – 1 = 0
(Hint - construct a table of values).
=> 3y = –.... + ....
=> y = – .... 5. Draw each of the lines with equations given
m = ..... and the y-intercept is .... below on Cartesian diagrams.
2. Find the gradient and y-intercept of the (a) 2x + y + 1 = 0 (b) 4x + 2y + 6 = 0

equation :- (c) 3x + 3y = 9 (d) 2y – 4x – 2 = 0.
4y – 6x + 3 = 0.
Copy and complete : 6. Determine the gradient and the y-intercept of

the line :-
4y – 6x + 3 = 0 x – y + 2 = 0.
=> 4y = .... – .... (Hint : be careful with negative y-value).
=> y = – ....
m = ..... and the y-intercept is .... 7. Find the gradient and y-intercept of each of
these lines with equations :-
3. Find the gradient and the y-intercept of each (a) 3y = 9x + 15 (b) 4y = 2x – 1
of the lines defined by the equations below :-
(c) 6x + 3y = 15 (d) 4x + 2y – 8 = 0
(a) 2x + 4y + 6 = 0 (b) x + 2y – 1 = 0
(e) 2y + 12 x – 3 = 0 (f) 5x – 4y + 1 = 0.
(c) 3y – 3x + 1 = 0 (d) 2y – 6x + 4 = 0
(e) 2x + y = 16 (f) 3x + y + 1 = 0 8. Find the gradient and y-intercept of the line

1 with equation x – 2y = 4.
(g) 3y + 3 = x (h) 2y + 8 = 2 x.

1. Calculate the gradient of this ramp. 7. Find the equation of each of these lines :-
(a) (b)
2m y y
(6, 5) (4, 3)
• •
10 m
x • x
2. The gradient of four hills are given below :- m=2 (– 4, –1)
29%, 0·28, 1
, 0·3. •
3
List the hills in order, steepest first.

8. Write down the gradient and y-intercept of :-
3. Calculate the gradient of each line below :- (a) 2y + 6x – 4 = 0 (b) 4x + 5y = 0.
(a) (b) 9. Rearrange the line 2y + x – 4 = 0 into the form

y y y = mx + c,
•
• and show the line on a Cartesian diagram.
• •
x 10. A Bike Hire company charges the following :-
•
x
BIKE HIRE
(c) (d)
• £10 deposit +
y y
• • £5 per day
• •
(a) Construct a table of values for 1 to 5 days.
x
• (b) Plot the 5 points on a Cartesian diagram.
x
(c) Devise a formula to represent the hire
charges.
4. Calculate the gradient of :-
(d) Use your formula to find the cost of hiring
(a) the line AB which passes through the
a bike for a week.
points A(–3, –6) and B(1, 4).
(e) For how many days did I hire the bike if
(b) the line CD which passes through the
my bill came to £95 ?
points C(–3, 2) and D(3, –6).
11. Find the equation of the line which passes

5. Write down the gradients and the y-intercepts through the points :-
of these lines :-
(a) G(1, 4), K(2, 6)
(a) y = 4x + 1 (b) y = 3 – x.
(b) P(–1, 3), T(2, 6)
6. Write down the equation of each of the (c) R(4, –1), S(6, 1)
following lines :- (d) T(–8, 0), U(4, 4)
(a) m = 2, and its y-intercept is –3. (e) V(–6, 3), W(3, 0)
(b) gradient of – 1, through the point (0, –5). (f) K(18, 10), L(–14, 26)
(c) m = –5 and passing through the origin
(g) M(–1, –3), N(– 12 , 4)
(d) m = 0, through point (4, 5)
(h) P(3·5, 2·5), Q(6·5, –3·5).
(e) through point (–1, – 4), parallel to y-axis.

Exercise 2
1. Sketch each line below on the same diagram :- 7. A cube has a side length of 10 cm.
(a) y = 3x – 2 (b) 2x + 4y + 8 = 0. Find the length of a space
diagonal, to one decimal place.
2. Where do the two lines in question 1 intersect ?
8. An architect plans to
build a swimming pool
3. Solve each of the following pairs of equations :-
with a rectangular base.
(a) 3x + y = 4 (b) 5x + 2y = 10
He has dimensions as follows :-
x – y = 12 3x + 2y = 4
Length 20 metres
(c) 3x + y = 10 (d) 4x + 3y = –7
Breadth 8 metres
2x – 3y = 3 2x + y = –3
Diagonal
(e) 7x – 2y = 17 (f) 3x + 5y = –33 distance 22·5 metres.
4x + 3y = –11 2y + 5x = –36 Prove that the architect has made a mistake.
(g) x = 6y – 2 (h) 7y – 3x = –27
2x + 5y = 13 4x – y – 11 = 0. 9. A square has a diagonal length of 30 cm.
Find to three significant figures, the side length.
4. Four steak pies and three
cottage pies cost £19·50. 10. Which of the two slopes below is the steeper ?
A steak pie and two
cottage pies cost £8. 1·8 m
A
How much is it for a cottage pie ?
9·4 m
5. A 2·6 kg box has 6 tins of soup

2·6 m
and 5 tins of vegetables. B
A 2·11 kg box has 5 tins of 12·1 m
soup and 4 tins of vegetables.
How heavy is a box with 2 tins 11. State the gradient and y-intercept of :-
of soup and 4 tins of vegetables ? (a) y = 6x – 1 (b) 0·5x – y + 2 = 0.
6. Find the value of x to 3 significant figures :- 12. Write down the equation of the line that :–
(a) (b) 14·7 cm (a) has m = 3 and passes through (4, 7)
x cm
13 cm (b) passes through (4, 0) and the origin
9·4 cm x cm
(c) has a vertical gradient through (–4, 5).
20 cm
13. Find the equation of each of the lines
(c) (d)
passing through the points :-
32 m
14 m (a) (0, 2), (6, 4) (b) (–1, 4), (0, 5)
43 m (c) (2, 2), (7, 7) (d) (6, 1), (7, –1)
25 m
(e) (5, –3), (6, –6) (f) (7, 16), (11, –12).
x cm
x cm

Calculator 2

4 × 42 ⋅ 75
(a) 77·9 + 1·014 (b) 30 9600 (c) 3765 ÷ 4 (d)
2000 .
2. A crate holds 5450 kg of potatoes. How many 8 kg bags can be filled from one crate ?
3. Change :- (a) 4·7 m to mm (b) 71 g to kg (c) 5400 cubic cm to litres

7
(d) 30 ml to litres (e) 8 km to cm (f) 3·05 tonnes to g (g) 9 hours to seconds.
34 36 54
4. Simplify :- (a) (b) (c) .
51 156 360
5. Find :- (a) 30% of £5 (b) 75% of £3 (c) 90% of 9000

(d) 7% of £3 (e) 12 12 % of 6464 (f) 2 12 % of 640 (g) 0·25% of £1 Million.
6. Find :- (a) (– 26) – 17 (b) (–12) – (–42) (c) (–55) + 67

2
(d) (–3) x 45 (e) (–30) x (– 15) (f) (−20) (g) (−40) 3
(–6) × (–25)
(h) 121 ÷ (–11) (i) (–125) ÷ (–25) (j) (k) – 13 x (– 81).
–15
7. The vertices of a parallelogram are given as A(–1, 2), B(0, 6) and C(4, 5) and D.
(a) Find the 4th point D.
(b) Write down the images of ABCD if the parallelogram is reflected over the x-axis.
8. Write in 24 hour format :- (a) ten past midnight (b) 10:10 a.m.
1
(c) 4 past 4 in the afternoon (d) 7:10 p.m. (e) ten to ten at night.
9. How long is it from :- (a) 7:23 p.m. to 2310 (b) 1019 to 10:20 p.m. ?
10. An army tank covers 70 kilometres in 3 hours and 30 minutes. Find the average speed of the tank.
11. A pane of glass is made from a rectangle and a semi-circle as shown.

Calculate the area of the glass.
30 cm
12. A right angled triangle has its longest side 13 centimetres,
and one shorter side 12 centimetres long. 20 cm
Calculate the perimeter of the triangle.
2
13. If f ( x) = 3x – 2x + 1, find :- (a) f (–1) (b) f (–11) (c) f (1·5) .
14. 3 zarks and a targ cost 17 Dills. 2 zarks and 3 targs cost 16 Dills.
(a) How much is it for a targ ? (b) How much is it for 5 targs and 4 zarks ?

Chapt
Chapteerr 77 Factorising
Factorising - The Common Factor - Revision

Remember :-
4. 12x − 18x
2
Factorise fully :- 1. 5x + 10 2. 12a – 16b 3. pq + pr
Check answers by = 5(x + 2) = 4(3a – 4b) = p(q + r) = 6x(2 – 3x)
removing the brackets
5 is h. c. f. 4 is h. c. f. p is h. c. f. 6x is h. c. f.
highest common factor
Exercise 7·1
1. COPY and complete :-
(a) 3a + 12b = 3(..........) (b) 2x + 6y = 2(..........) (c) 8g + 6h = 2(..........)
(d) ab + ac = a(..........) (e) pq + p = p(..........) (f) kj + k2 = k(..........)
(g) f g 2 + g = g(..........) (h) 3mn + 3mp = 3m(.......) (i) 6x + 9y = 3(..........)

2
(j) 24b – 16a = 8(..........) (k) 12cd – 8d = 4d(..........) (l) 9p + 21 p = 3p(........).
2. Factorise the following, by considering the highest common factor in each case :-
(a) 6a + 24 (b) 2x + 12 (c) 7p – 35 (d) 11a + 11b
(e) 7p – 7q (f) 4c – 16h (g) 8m – 24 (h) 13n + 39
(i) 4x + 10y (j) 6u – 21v (k) 30x – 55y (l) 6r – 42u
(m) 12s + 30 (n) 44u – 33 (o) 27x – 45y (p) 72a + 24c
(q) 121t – 11 (r) 42k + 28 (s) 17h – 51 (t) 96z – 128.
2
(a) 2b + bc (b) 8x – vx (c) cd + cg (d) a + 3a
2 2
(e) 5t – t (f) 2 c – 8c (g) 4kh + 4hg (h) 5vw – 10vx
2 2 2
(i) 17rs – 17s (j) 3 y + 7y (k) 12 x – 16xy (l) 6 q + 9q
2 2 2 2
(m) 4d + 14d (n) 52a – 13 a (o) 3 y – 21cy (p) 18mn + 32n
(q) a 2 + 4a 2 b (r) ab 2 + 6ab (s) abc 2 + 7abc (t) a 2 bc 2 + 7ab 2 c .
4. Completely factorise :-
a + 4ab − 7a p + p 4n − 16n
2 3 2 3
(a) (b) 2xy – 4xz + x (c) (d)
6a c + ac 18rs − 30rs 8 x − 12ax 1 1

2 2 2 2
(e) (f) (g) (h) 5
gh + 5
hj.
5. Factorise each of the following in simplest form :-
(a) 15a 2bc 2 + 12b2 c (b) 15cde2 + 12b2 ce
(c) 21k 2 gh2 + 24k 2 g 2h – 15kgh (d) 21p 2 ts 2 + 24 pt 2 s2 – 15 p 2 s .
N5 - Chapter 7 this is page 65 Factorising

Factorising Algebraic Expressions - “The Difference of Two Squares”
=a −b .
2 2
When expanding brackets, we discovered that .... (a − b)(a + b) = a + ab − ab − b
2 2
In reverse, when we factorise a − b we obtain the answer (a + b)(a − b) .

2 2
An algebraic expression of the form a − b is known as “a Difference of Two Squares” -

2 2
obviously because both terms are squares and also the appearance of a minus sign.
Examples :-
x −9 49 − x 4x − 25y
2 2 2 2
Factorise :- 1. 2. 3.
= (2x ) − ( 5y)
2 2
= (x – 3)(x + 3) = (7 – x)(7 + x)
= (2x – 5y)(2x + 5y).
Exercise 7·2
1. Factorise, using the difference of two squares :-
x −4 a − 16 b − 25 x −1
2 2 2 2
(a) (b) (c) (d)
1− k 81 − w (g) 64 − h (h) 100 − x

2 2 2 2
(e) (f)
x −b w −v 4a − 1 x − 25y
2 2 2 2 2 2 2
(i) (j) (k) (l)
(m) 36 − 49p 81a − 4b (o) 121v − 100w (p) 64 p − 81q

2 2 2 2 2 2 2
(n)
1 − 16a 25 − 81x 49 − 4k 1 − 144 y .

2 2 2 2
(q) (r) (s) (t)
Factorise 3x − 48
2
Consider this example :- It is a “difference”, but NOT of two squares !
= 3(x − 16)
2
By removing the common factor,
= 3(x – 4)(x + 4) we now have a difference of two squares.
2. Factorise these fully :-
2 x − 18 3p − 3 5a − 80 x − 16
2 2 2 4
(a) (b) (c) (d)
= 2(x − 9) = 3(p − ...) = 5(... − ...) = (x − 4)( x + 4)
2 2 2 2 2
= (x − 2)( x + ...)(x + 4)
2
= ............ = ............ = ............
4g − 16 7x − 7y (g) 6v − 150u (h) 10a − 90b

2 2 2 2 2 2 2
(e) (f)
19x − 19y aw − av (k) π m − π n kp − 36kq

2 2 2 2 2 2 2 2
(i) (j) (l)
(m) Ar − 9 As d − 4d (o) 27x − 48x (p) a − 1

2 2 3 3 4
(n)
1− k p − q 1 − 16y 3d − 48 .
4 4 4 4 4
(q) (r) (s) (t)
3. Shown is a square with side 5 centimetres cut out from a square of side k centimetres.
(a) Prove that the pink area can be expressed as :- (k − 5)( k + 5) cm 2 . k cm
(b) Find the area when k = 8·5. 5 cm

Factorising Trinomials (or Quadratic Expressions)
( x + 2)( x + 3) = x + 5x + 6
2
Remember the “Rainbows” ?
Now we examine how to reverse the process and FACTORISE x + 5x + 6 to obtain ( x + 2)( x + 3) .
2
Factorise x + 5x + 6
2
Example :-
• Draw up a small table
2
x
• In the front part of the table put the factors of the x .
x
x 1 6 2 3
• In the back part of the table put some* factors of the 6.
x 6 1 3 2
• Now, take it in turn to multiply diagonally with the x’s x 1 6 2 3

and add looking for the middle term (in this case the 5x). x 6 1 3 2
6 x x + 1 x x = 7x no use.
* ..... keep choosing factors x 1 6 2 3
until you find the ones which
work - you may be lucky early ! x 6 1 3 2
2 x x + 3 x x = 5x Yes !
x + 5x + 6 factorises to give (x + 2)(x + 3)
2
=>
Examples :- Factorise .........
x + 3x − 10 x − 9x + 20
2 2
1. x 10 –10 2 –2 2. x –10 –20 –4
x –1 1 –5 5 x –2 –1 –5
= (x − 2)(x + 5) = (x − 5)(x − 4)
one must be +ve and one must be –ve. must use negatives because of the –9x !
Exercise 7·3
1. Factorise these trinomials :-
x + 2x + 1 (b) a + 3a + 2 k + 7k + 10 d + 9d + 14
2 2 2 2
(a) (c) (d)
= (x + ...)(x + ...) = (a + ...)(a + ...) = (k + ...)(k + ...) = (d + ...)(d + ...)
x − 2x + 1 b − 6b + 9 (g) c − 9c + 18 (h) w − 11w + 24

2 2 2 2
(e) (f)
x + 3x − 4 n + n−6 p + 2 p − 15 (l) q + 3q − 18
2 2 2 2
(i) (j) (k)
(m) x − 3x − 4 (n) r − 6r − 7 y − 4y − 12 (p) h − 8h − 20 .

2 2 2 2
(o)
2. Factorise the following quadratic expressions :-
x − 5x − 6 x + 8x + 15 x − 4x − 5 (d) x − 11x + 18
2 2 2 2
(a) (b) (c)
y − 2 y − 15 y + 7y − 8 y − 9 y + 14 (h) y + 8 y + 12
2 2 2 2
(e) (f) (g)
a − 14a + 49 a − 10a − 11 (k) a + a − 30 (l) a − 9a + 20

2 2 2 2
(i) (j)
(m) c − 8c + 15 (n) c + 4c − 21 (o) c − 6c − 27 (p) c − 10c + 16

2 2 2 2
k + 9k − 10 k − 8k − 9 k − 2k − 35 k + 2k − 24
2 2 2 2
(q) (r) (s) (t)
(u) v + 2v − 8 v − 13v + 30 (w) v − v − 12 (x) v − 13v + 40 .

2 2 2 2
(v)
Harder Examples :-
Factorise :- 1. 3x 2 + 5 x − 2 3x –2 1 2 –1 2. 6x 2 + 13x + 2
3x 2 1 doesn’t
= (3x −1)(x + 2) x 1 –2 –1 2 => try 3x and 2x
work !!
2x 1 2
6x 2 1
factors of 3x 2 factors of − 2 => try 6x and 1x
1x 1 2
Multiply diagonally and add to obtain 5x 2 x 6x + 1 x x = 13x Yes !

factors are (6x + 1)(x + 2)
3. Factorise the following and check each answer mentally.
2 x + 5x + 3 2a + 7a + 3 6 y + 7y + 2 3g + 14g + 15
2 2 2 2
(a) (b) (c) (d)
12k − 8k + 1 2b − 7b + 3 (g) 8c − 14c + 5 3x − 2 x − 8

2 2 2 2
(e) (f) (h)
3a − 5a − 2 5p + 4p − 1 (k) 2m + m − 1 3q − 2q − 1
2 2 2 2
(i) (j) (l)
(m) 8c + 2c − 3 8n + 10n − 3 (o) 12w − 11w − 5 4c + 12c + 9

2 2 2 2
(n) (p)
24k + 2 k − 1 1 + 3x − 18x 15 − 7y − 2 y x + 8xy + 12y

2 2 2 2 2
(q) (r) (s) (t)
p − 10 pq + 24q b + 3bc + 2c (w) a − 5ab − 14b (x) 2u − 5uv − 3v

2 2 2 2 2 2 2 2
(u) (v)
9g + 6gh − 8h 9 sin θ − 12 sinθ + 4 .

2 2 2
(y) (z)
More Difficult Examples :-
Factorise :- 1. 3x 2 − 75 2. 2 x2 − 8x − 24
= 3(x2 − 25) take out a common = 2( x2 − 4 x − 12) take out a common

factor first factor first
= 3(x + 5)(x – 5) = 2(x – 6)(x + 2)
4. Factorise the following quadratic expressions :-

(a) 2 x2 − 200 (b) 3x 2 − 27 (c) 4x 2 − 16 (d) 7x2 − 63
(e) 5 x2 − 5 (f) 10x 2 − 40 (g) 98 − 2x2 (h) 56 − 14x2
(i) 3x 2 − 3x − 60 (j) 2 x2 − 8x − 64 (k) 2 x2 − 46x − 48 (l) 11x 2 − 11x − 66
(m) 3x 2 + 18x − 21 (n) 2 x2 − 36x + 64 (o) 9 x2 + 18x + 9 (p) 36x 2 + 39x + 3 .
Exercise 7·4 Miscellaneous Exercise on Factorisation
ORDER OF FACTORISATION :-
• Look for a Common Factor and place it outside the bracket(s).
• Watch for a Difference of Two Squares.
• Complete the factorisation of any Trinomial which remains.

Factorise fully :-
6x + 36y p − 49 y + 6y + 9 k −k
2 2 2
1. 2. 3. 4.
v −v−6 1− a de + dh − dj 3c − 12
2 2 2
5. 6. 7. 8.
m − 8m q − 2q + 1 11. b − 1 12. b − b
2 2 2 2
9. 10.
b −b− 2 2t − 18 15. 2 x − 32x 16. a − a

2 2 2 3 2
13. 14.
2 p + 3p − 5 9n + 6n + 1 19. 81 − x 20. 50 − 2c
2 2 2 2
17. 18.
18y − 6y 81 − 4b 23. 2k − k − 1 24. 14 x + 42y

2 2 2 2 2
21. 22.
14m − 56n 16x − 8 x + 1 27. 3p q − 9 pq 28. 1 − 2u + u

2 2 2 2 2 2
25. 26.
3x − 27 x 6a + 5a − 6 31. 4x + 4 x − 8 32. 10w − 40w

3 2 2 3
29. 30.
a k − am 2 x − 7x − 15 p − p − p x − 81
2 2 2 7 6 5 4
33. 34. 35. 36.
2 x − 18 39. 2 x2 − 12x + 36
2
37. 38. 17x – 51 40. 9xy – 45x + 3y
41. 5 x2 − 125 42. 4x 2 − 24x + 36 43. 3x 2 −147 44. 12x 2 + 14 x − 6
3x 2 − 24x − 27 16x 2 −16x + 4 48. a + 4ab − 7a .

2
45. 46. 47. 24xy + 18y
(d) 2b − 10b
2
(a) 4a + 24 (b) 21a – 28b (c) cd + cg
(e) n − n (g) r − 100 (h) 5q − 20

3 2 2 2 2 2
(f) 24k h + 36kh
w − 10w + 16 2m + 7m + 6 (k) 5b − 27b + 10 x − xy − 2y

2 2 2 2 2
(i) (j) (l)
(m) 6 x + 7xy − 3y (n) x − 14xy + 49y (o) 1 − 25a (p) 9n − 9n − 18

2 2 2 2 2 2
(q) 3p − 48p 17st − 17su x − 2x y + y

2 3 2 2 4 4
7a b − 21ab
2 2
(r) (s) (t)
(u) 3x − 48 3x − 3x − 60 (w) 8 x − 32 (x) 18x − 12 x − 16 .

2 2 2 4 2
(v)
2. Shown is a picture of a rectangle containing a square hole and a rectangular hole. (All sizes are in cm).
• the blue rectangle has sides (3p + 1) cm 3p + 1
and (p + 1) cm.
• the square has sides of length (p – 2) cm. 2·5
p–2
• the small rectangle measures 3 cm by 2·5 cm.
3 p+1
(a) Write down an expression in x for :-
(i) the area of the large rectangle
(ii) the area of the square hole
(iii) the area of the remaining blue shape.
(b) Factorise your answer to (a), part (iii).

Chapter 8 Trigonometric
Scientific Calculator required for all of this Chapter.
Formulae
SOHCAHTOA Revision REMEMBER - REMEMBER - REMEMBER
hypotenuse
opposite
opp adj opp
a° sin a° = cos a° = tan a° =
A hyp hyp adj
adjacent
a Rule to help remember —> SOH CAH TOA O A O

S H C H T A
20 cm 15 cm 4 cm
x
(hyp) (adj) x cm (opp)
(opp)
(hyp)
25° x°
72°
6 cm (adj)
SOH CAH TOA
x 15 4
sin 72° = cos 25° = tan x ° = = 0·666..
20 x 6
=> x = 20 sin72° => x = 15 ÷ cos 25° => x = inv tan 0·666...
=> x = 19·0 cm => x = 16·6 cm => x = 33·7°
Exercise 8·1
1. Choose your ratio from SOHCAHTOA to find 2. Choose the correct ratio to find the size of
the value of x in each case, (to 1 decimal place). angle x° in each case, (to 1 decimal place).
8 cm
(a) (b) (a) (b)
x° x°
8 cm 65 cm
x x 15 cm 45 cm
30° 64°
(c) (d) 9 cm (c) (d)
71° 60 cm 45 mm
120 mm
x 21 m
10 cm 31 m
x
48° x° x°
(e) 8·5 cm (f) (e) (f) x°
x° 8·6 km
x 77°
6·7 cm
x
65°
36 cm
7·7 cm 4·9 km
Chapter 8 this is page 70 Trig Formulae

3. A flag pole is erected and held in place by a 7. A submarine must dive to a depth of 40 metres.
metal cable fixed to the ground 12 metres To do so, the submarine must travel 80 metres.
from the flags base.
The angle of elevation
from the ground to x°
the top of the flag pole
is 64° as shown. 40 m
80 m
64°
Calculate the angle the submarine must dive at.
12 m
8. A metal bracket is fixed to a wall to support a
Calculate the height of the flagpole.
shelf.
40 cm
The bracket has a
4. A small boat is in distress and is observed by x°
horizontal length
the coastguard on top of a cliff at an angle of
of 40 cm and an
depression of 25°.
angled length of 50 cm. 50 cm
25°
Find to the nearest
hm degree, the angle
between the two arms
of the bracket, (x),
150 metres
If the boat is 150 metres from the base of 9. A balloon is tethered

the cliff how many metres will the coastguard by a rope 20 metres
need to climb down to give assistance ? above the ground.
30 m
20 m The rope is 30
5. A lean-to shed metres long.
is 2·3 metres high x°
at the front and Find the angle, to the nearest degree,
1·6 metres high between the rope and the ground.
at the back.
The width of the shed is 2·8 metres. 10. A slide 16 metres in length, is shown below.
The top of the slide is 7 metres above
side view the ground.
2·3 m 16 m
1·6 m
7m
2·8 m A
Find the angle of the slope of the roof. (a) Calculate the angle that the slide makes
with the ground.
6. A rectangle measures 20 cm by 8 cm. (b) The angle between the stair and the steps
(a) Sketch the rectangle showing one diagonal. up to the slide is 46°.
(b) Calculate the sizes of all the angles. How far is it from the bottom of the steps
to the bottom of the slide ?
(c) Calculate the size of the diagonal.

11. A hill is 2 km long and slopes uniformly. 15. The diagram shows a sail from
Over its 2 km length, it rises by a total of a yacht which is in the shape
80 metres. of a right angled triangle. a°
2 km Calculate the size of angle a.
80 m
hill 5·2 m
A° 6·1 m
Calculate the angle of the slope (A), between

the hill and the horizontal. a°
12. A flagpole is supported by

16. Triangle ABC has a line
two steel cables 18 m and C
drawn from C at right
12·3 m in length.
angles to the line
18 m AB, meeting
12·3 m it at T.
27° T
A B
40° 70° 18 cm 11 cm
(a) Calculate the height of the flagpole. (a) Use right-angled triangle ACT to calculate
the height CT.
(b) Calculate the ground distance between
the foot of the 2 cables. (b) Now use right-angled triangle BCT to
calculate the size of angle B.
13. The figure shows a square PQRS with a right 17. ABCD is a quadrilateral with parallel
angled triangle APS attached. sides AD and BC.
AP = 12 centimetres, ∠SAP = 60°. A 15 cm D
R S
A
60°
12 cm 13 cm
T x°
B C
Q P
24 cm
Calculate the area of square PQRS.
(a) Calculate the perimeter of ABCD.
(b) Calculate the size of angle DCT.
14. A rectangle is as shown.
18. Two soldiers leave HQ. Private Cairns hikes

6 km North, Private Geddes 4 km East.
(a) From his position Private Cairns moves
70°
directly to Private Geddes.
12 cm
What bearing did he take ?
(a) Find the perimeter of this rectangle.
(b) Both soldiers then moves 4 km South.
(b) Find the area of this rectangle. They then hikes directly back to HQ.
(c) Find the length of the diagonal. What bearing should they take to go
directly to HQ ?

The Area of a Triangle
What happens when you are NOT told
the height of the triangle ?
In this case, you are given two of the sides
Reminder :-
and the angle between those sides.
You should already know a formula for
B
finding the area of a triangle given the
length of its base and its height.
a
h
8m
C M A
20 cm
b
1
Area = 2 x base x height Draw in height BM to make two RAT’s.
1 Let BM = h units.
= 2 x 20 x 8
Using SOHCAHTOA in triangle BCM
= 80 cm2
=> sin C = h
a => h = asinC
1
=> AREA of triangle ABC = 2 x base x height
1
=> Area = 2 ab sinC.
Generally :- If given 2 sides of a triangle and the included angle, whether acute or obtuse, then :-
1
Area of a Triangle = 2 ab sinC
Example :-
Calculate the area of triangle PQR.
P
1
Area = 2 p r sinQ
q r
4 cm 1
= 2 x 4 x 8 x sin50°
8 cm 50°
Q
= 12·3 cm2 (to 3 sig. figs.)
R p
Exercise 8·2
1. Calculate the area of each of these triangles, (to 3 sig. figs.) :-

(a) (b) (c)
9·5 cm 100°
12 cm 30° 18 cm 22 cm
10 cm
20°
15 cm

Answer to 3 significant figures unless stated :- 6. Calculate the area of each of these triangles :-
(a) (b)
2. Calculate the area of each of these triangles :-
(a) 24 cm
31°
20 m
40 m
20 cm 123°
12 m
72°
15·2 cm
(b)
(c)
105° 110°
13·3 m
10 cm 9°
79·9 m
3. Calculate the area of the triangular tropical 7. Calculate the area of this parallelogram :-
fish pond in the garden.
13 cm
85° 40°
8·7 m
3·5 m 25 cm
8. After a very damp winter, the owner of this

bungalow decided to protect the brickwork at
the front of his garage by coating it with an
orange all-weather waterproof sealant.
B
4. A traffic island ABC is shown.
Find the area of the
traffic island if :-
AB = 12·6 metres, 145°

2·8 m 2·8 m
AC = 10 metres and
angle BAC = 58°. A
5. This is a replica of Brazil’s World Cup If £15 worth of sealant covers 1 m 2 of

soccer pennant. brickwork, calculate how much it will cost him
22·0 cm to coat this part of the garage wall with paint.

85°
9. The area of this triangle ABC is 54 cm2 .
BRASIL
B
23·2 cm
71°
10 cm
(a) Write down the size of the third angle

in the triangular pennant. C A
12 cm
(b) Calculate the area of the pennant. AC = 12 cm and BC = 10 cm.
Calculate the size of acute angle ACB.

10. An identification tag, made of plastic, is in the 13. (a) Use your calculator to look up each of
form of an isosceles triangle, with dimensions the following pairs of sine values :-
as shown. (i) sin 30° and sin 150°.
The badge is 1·3 millimetres thick. (ii) sin 50° and sin 130°
70 mm 1·3 mm
30° (iii) sin 10° and sin 170°
(iv) sin 105° and sin 75°
70 mm (v) sin 175° and sin 5°
(vi) sin 63° and sin 117°.
Calculate the volume of plastic required to (b) What did you notice ?
make one tag. Copy and complete :-
“for any acute angle a°,
11. Another traffic island, PQR, is shown. => sin a° = sin (180 – ...)°”.
The town council decide to Q
lay red chip stones 14. For each angle below, state its pair using 13(b).
on the island.
11 m (a) 60° (b) 45° (c) 110°
P (d) 12° (e) 177° (f) 1°.
63°
14·5 m R Check each of these on your calculator.
The price of RED CHIPS
the red chips
1 lorry-load - £15·00. Can you see that if you now know the value of
is shown on
Covers 25 square metres the sine of an angle,
this sign.
then there are two possible values for the actual
Will £45 be enough to cover the entire traffic size of the angle ?
island ? Explain fully with working. (This will be studied later in the course).
12. The side wall of a hut, with measurements 15. The area of both triangles below is 78·6 cm2 .
shown, requires to be painted with green
creosote.
1·6 m
X
32°
16 cm 12 cm
2·4 m
Area = 78·6 c m2
4·2 m
The wall consists of a rectangular base with Y
a triangular top. 12 cm 16 cm
A litre of paint will cover (on average),
3 square metres. Area = 78·6 c m2
A painter guesses that he will require
4 litres of paint. Calculate the sizes of acute angle X and
Will he have enough paint ? obtuse angle Y.
Justify your answer.

The Sine Rule - Missing Sides
C
Look at the (non right angled) triangle ABC.
We cannot use SOHCAHTOA in Δ ABC since it

is not a right angle triangle.
a b
We can draw in altitude CM to create 2 right angled triangles. h
Let CM = h units.
B A
M
In Δ ACM, C In Δ BCM, C
h h
sin A = b sin B =
b h a a h
=> h = bsinA => h = asinB
M A B M
=> bsinA = asinB
bsinA asinB
÷ both sides by sinAsinB => =
sinAsinB sinAsinB By symmetry, it can also
be shown that :-
a b
=> = a c
sinA sinB =
sinA sinC
We now have a tremendously powerful formula that enables us to find missing sides and angles in
non-right angled triangles - the Sine Rule.
a b c
The Sine Rule in any ΔABC, = =
sinA sinB sinC
Example :-
Calculate the length of side AB in triangle ABC.

A
a b c
= =
sinA sinB sinC
100 cm c
b 100 c
=
sin40° sin35°
* note
40°
B
35° 100sin35°
a => c =
C sin40°
= 89·2 cm
a b c
• Write down all 3 ratios = =
sinA sinB sinC
• tick the 2 angles and side you are given.
• tick the side you are asked to calculate.
• score out the 1 ratio not required.

Exercise 8·3 3. In ΔABC, calculate the size of :-
(a) ∠ ACB (b) side AB.
Answer to 3 significant figures unless otherwise asked B
A 70°
1. Copy and complete the following to find the 30°
required length :- R
24 cm
(a) 80°
q p Find RQ C
4. In Δ PQR, calculate the size of :-
P 70° 20 cm Q (a) ∠ PQR (b) side PR.
r
Q
p q r
= = 30·9 cm
sinP sinQ sinR
p 20
= 158° 13°
sin70° sin80° P R
20sin...°
p = 5. In Δ MAT, calculate the length of
sin....°
the shortest side.
p = ...... cm
A
(b)
M
? cm
k Find ML
20° 19°
10·5 cm l M T
300 mm
120° 10°
K L 6. The diagram shows the positions of an
m
airport (A), a light jet aircraft (L) and a
k l m helicopter (H).
= =
sinK sinL sinM
L
10⋅ 5
k
= 82°
sin120° sin10°
.....sin...° 420 km
k = A
sin....° 67°
k = ...... cm
H
2. Calculate the length of the marked side in
(a) How far away is H from A ?
each of the following triangles.
G (b) How far away is A from L ?
(a) (b)
F i 89 °
7. Shown is the wing
61° H of a passenger plane.
e
7°
16·8 cm Calculate the 55°
28 ° length of the
D E Z I
15 cm leading edge
(c) of the wing. 5·2 m
y
170 mm 25°
22° 145°
X Y

8. A yacht sets sail from a jetty, 40 metres from 11. A canopy is built over the front door of a house.
the lighthouse. To support it, two metal struts, MR and MS, are
attached as shown.
J canopy
40 m
28° L T
R 49° S 78°
70°
(a) Given ∠ MRS = 49°
Y
and ∠ MST = 78°,
Its course makes an angle of 28° to the coast. write down the size of ∠ MSR.
Find, (to the nearest metre), the distance :- (b) If strut RM = 150 centimetres, M
(a) from L to Y (b) from J to Y. calculate the length of strut SM.
9. A road traffic accident resulted in a 22 foot 12. H.M.S. Tiger is positioned 100 kilometres
lamp-post ending up at an angle west of H.M.S. Fearful when they both receive
of 83° to the ground. a distress signal from a yacht (at point Y).
To secure the lamp-post, The bearing of the yacht from
a strong wire has been H.M.S. Tiger is 045°.
attached to its top and The bearing of the yacht from
22 ft
tethered to the ground H.M.S. Fearful is 310°.
at G. Y
N
N
65° 83°
G F
The wire makes an angle of 65° with the

ground.
045°
(a) Calculate how long the wire is. T
F
(b) Calculate the distance from G to the 100 km
foot of the lamp-post. Tiger Fearful
310°
(a) Sketch triangle TYF and fill in
(c) One week later, the Lighting Department
the sizes of all three angles.
restores the lamp-post to its vertical position
but leaves a shortened wire (still attached (b) Which ship will be closer to the yacht ?
at G) for a few more days. (c) Calculate the distance from this ship
What is the length of the shortened wire ? to the yacht.
10. During a raid, a search-light follows a bomber 13. Difficult. Two tanks are on a firing range.
as it flies at a constant height across the sky. Tank 2 is South East of Tank 1.
Both have the same target.
Tank 1 sees the target
3 km away on a
bearing of 100°. 3 km
Tank 1
1500 m Tank 2 is 1·8 km
away from the target
1·8 km
55° 65° according to its radar.
On what bearing must
Tank 2 fire to hit the target ? Tank 2
Calculate how far the bomber had flown.

The Sine Rule - Finding an Angle
Example :-
In ΔABC, find the size of ∠ACB. C
a b c 25 cm
= =
sinA sinB sinC b a
25 20
=> = Now Rearrange
sin60 ° sinC
A 60°
20 sin 60° B
=> sin C = c
25 20 cm
INV sin
=> sinC = 0 ⋅ 6928 * You will find later in the course that ∠C could also, in
theory, be (180 – 43·9) = 136·1°, (The reason being that
=> ∠C = 43·9° to 3 sig. figs. if sinC = 0·6928, there are 2 possible solutions).
This is not the case here, since angle C is acute.
Exercise 8·4 Give your answer to 3 significant figures from now on.
1. Copy and complete the following to find the 2. Copy and complete the following to find the
size of obtuse angle PQR. marked angle in each case :-
(a) B (b) E
P
27 cm 70°
40 cm
q 20 cm 25 cm •F
18 cm D 35 cm
r
• 15° A
81° • C
Q p R
(c) (d) J (obtuse !!)
145 mm 38°
p
=
q
=
r G
30°
I •
K
sinP sinQ sinR

200 mm 172 mm
94 mm
40 18
=>
sinQ
=
sin15° •
H
P
(e) 8·2 km
40sin15° L
=> sinQ = (obtuse !!)
...... N
=> sinQ = 0⋅ ....... => Q = ..... or • 11 km
21°
=> ∠ Q = (180 – ....)° = ......°.
R 7·1 km
M 140° S
CAREFUL - ANGLE Q IS OBTUSE
(f)
12 km
Q
•
3. Find the size of obtuse ∠PTN in Δ PNT. 7. A hot air balloon is hovering above the ground.
From James, the balloon is 300 metres away
72 m and its angle of elevation is 40°.
P 12° N
The balloon is 225 metres from where Joey
16 m stands.
4. In Δ ABC, calculate the size of the

300 m 225 m
other TWO angles.
A
10 cm 40° ?
80°
James Joey
B
What is the angle of elevation of the balloon
from Joey ?
14·5 cm
C 8. The jib, GH, of a crane is 18 metres long.

5. Calculate the sizes of :- The wire, RH, is 25 metres long. H
(i) ∠ APS (ii) ∠ FMR (iii) ∠ UDY. Angle RGH = 142°.
(a) P
25 m jib
12 cm 9 cm 18 m
142°
30° R G
A S
(b)
F
5 cm
14° Calculate the sizes of angles GRH and RHG.

M R
12·8 cm
(c) 9. Three radio masts, Colligan (C), Kelty (K)
U
and Glen (G) are situated in the Scottish
28° 375 mm Highlands.
Colligan is 35 km due south of Kelty.
D Kelty is 51 km from Glen.
180 mm Glen is on a bearing of
Y N
120° from Colligan.
K
6. Calculate the size of the angle marked p°.
R 35 km
51 km
p°
120°
17 cm C
14 cm
G
Q 70° Calculate the bearing of Glen from Kelty.
P

The Cosine Rule - Missing Sides
Calculating the Length of a Side of a Triangle given Two Sides and the Included Angle.
Example :- C
a b c
Calculate the length of AC. = =
sinA sinB sinC
a b
7 cm
We don’t have a group of FOUR.
70° 10 cm => We cannot use the Sine Rule.
B A
c
We need a new rule to calculate a missing side in a triangle like this when the Sine Rule won’t work.
Consider right angled Δ CAM formed in Δ ABC by drawing the perpendicular line from C to AB.
C
CM AM
sin A = cos A =
b b
b a
=> CM = bsinA => AM = bcosA
Can you see :- MB = c – AM A B

c M
= c – bcosA
By using Pythagoras’ Theorem in Δ CMB,

C
BC2 = CM 2 + MB2
=> a 2 = (bsinA)2 + (c – bcosA) 2

a
=> a = b sin A + c
2 2 2 2
– 2bccosA + b cos A
2 2
=> a 2 = b 2 (sin 2 A + cos 2 A) *+ c2 – 2bccosA M B
=> a 2 = b 2 + c2 – 2bccosA ...... which is known as the Cosine Rule.
Whenever two sides of a triangle and the angle * It is known that sin 2 A + cos 2 A = 1 .
between these two sides are given, the third side This proof shown above is probably beyond your
can be calculated using the Cosine Rule :- understanding at this stage - it will be explained
later on in the course, when you have more
a 2 = b 2 + c2 – 2bccosA background knowledge.
Example :- Calculate the length of BC in Δ ABC.
Two sides and included angle given => use Cosine Rule. C
a 2 = b 2 + c 2 – 2bccosA 23 cm
=> a = 23 + 15 – 2 × 23 × 15 × cos25°
2 2 2
=> a 2 = 128⋅ 648 Remember to

25°
A
B
=> a = 11⋅ 3 to 3 sig. figs. press 15 cm
BC = 11·3 cm

Exercise 8·5
Answer to 3 significant figures.
1. Copy and complete the following to find 3. A yacht takes part in a race over a
the length of the third side :- triangular course.
(a) C 1st
buoy
b 18 cm
2·3 km 85°
22° 1·6 km
A B
Start
20 cm
and 2nd
Finish buoy
b = a + c – 2accosB
2 2 2
=> b 2 = 182 + .....2 – 2 × ..... × .....cos22° Calculate the length of the final stage of the
=> b 2 = ........... race, from the 2nd buoy to the finishing line.
=> b = ...... => AC = ...... cm
4. The pair of compasses
R shown opposite is
(b)
p used to draw a circle.
Q 13 cm
110°
22 cm
9·2 cm 36° 8·9 cm
P
p 2 = q 2 + r 2 – 2qrcosP
=> p 2 = 132 + .....2 – 2 × ..... × . ... cos....
=> p 2 = ...........
=> p = ...... => QR = ...... cm
Calculate the radius of the circle.
2. Calculate the length of the unknown side in 5. The bonnet of a car is held open at an angle
each of the following triangles :- of 62°, by a metal rod.
(a) (b) PQ represents the bonnet, PR represents the
C Q
metal rod and QR represents the distance from
42° 20 cm the base of the bonnet to the front of the car.
36 cm B x km
7·5 km P
x cm
100°
P R
A 6 km 101 cm
(c) 160 mm
D F R 62°
72° Q
98 cm
200 mm x mm Calculate the length of the metal rod.

6. A triangular wall has been built round a 8. The town of Port Greenick is 20 miles north of
compound of igloos. Longbank and the town of Donburton lies 15
It has sides measuring 18 metres miles north-west of Longbank.
and 22·5 metres. (a) Make a (rough) sketch, showing the
The angle between these sides is 105°. relative positions of the 3 towns.
(b) Calculate how far it is from Donburton
105° to Port Greenick.
18 m 22·5 m
9. The computer game “Dinosaur Islands”

indicates the position of a helicopter base
in relation to two islands, Juraso and Repto,
Calculate the total length of the perimeter wall.
inhabited by dinosaurs.
From the helicopter base, the island of Juraso
7. A ship sailed south from a port (P) for a is 36 km away on a bearing of 050°.
distance of 72 kilometres. From the same base, the island of Repto
It then sailed on a bearing of 055° is 22 km away on a bearing of 135°.
for 25 kilometres.
N Juraso
N P
36 km
72 km
base
• 22 km
Repto
055°
25 km Calculate the distance between
Juraso and Repto.
How far is the ship now from port ?
The Cosine Rule - Calculating an Angle
The Cosine Rule formula, used to calculate the length of a

a 2 = b 2 + c 2 – 2bccosA
missing side, can be re-arranged to allow you to calculate the
=> 2bccosA = b 2 + c 2 – a 2
size of a missing angle.
(As long as you know the lengths of all 3 sides). b 2 + c 2 – a2
=> cosA =
2bc
Example :-
Calculate the size of ∠BAC. b2 + c 2 – a 2

cosA =
30 cm 2bc
A C
b
202 + 30 2 – 152
=> cosA =
c 2 × 20 × 30
a 15 cm
20 cm INV cos
= 0·895833...
∠ΒAC = 26·4° to 3 sig. figs.
B

Exercise 8·6
1. In a Δ ABC, to find ∠ C, we can use the formula 4. (b) Use the Converse of Pythagoras’ Theorem
2
a + b – c 2 2 to confirm that ∠RMF is a right angle.
cosC = .
2ab R
This time we are 5. The diagram shows part of a pitch & putt
dealing with ΔPQR. golf course.
The lengths of the holes are shown below.
P Q
B 150 yds
Using the Cosine Rule, write down a formula
for calculating the size of each of the
L
following angles :- 180 yds
(a) ∠ Q (cos Q = .....) (b) ∠P 250 yds
(c) ∠R.
A
2. Calculate the size of the marked angle in each

Calculate the size of obtuse angle ABL.
of the following triangles :-
(a) 23 cm Y (b) T
6. A yacht race, over a L
R
• 22 cm
triangular course,
16 cm starts at S, turns at 4·7 km
25 cm 38 cm the lighthouse,
6·8 km
• sails around
R
S 17 cm Q the rocks and
N
L finishes back
(c) (d) 5·2 km
at the starting start
C 80 mm V S
point. finish
20 cm
18·5 cm Calculate the size of the angle LSR.
52 mm
• 100 mm
B 14 cm K • 7. A steamboat leaves H and sails 40 km
P due north to K.
3. Calculate the size of the largest angle here. It then turns and sails 157 km to V.
Y It completes its journey by sailing
N
180 km back to H.
4·2 km 4 km
V
P L N
7 km 157 km
*note - if the cosine of an angle turns
out to be negative, we will discover K
later that the angle is obtuse. 180 km
40 km
F
4. (a) Use the Cosine Rule 130 mm
H
to show that R
∠RMF = 90°. 120 mm (a) Calculate the bearing of V from H.
50 mm
(b) Calculate the bearing of V from K.
M

The Sine Rule, The Cosine Rule and SOHCAHTOA
Sometimes, a “SOHCAHTOA” question is disguised behind the Sine Rule or the Cosine Rule.
The following exercise gives you some practice at these types of questions.
Example :-
Two girls, who live 300 metres apart, are looking

up at what they believe to be a space rocket. R
The angle of elevation of the rocket is 40° from
Gemma and 30° from Sammi. g
h
Calculate :-
40° 30°
(a) the distance from Sammi to the rocket.
(b) the height the rocket is above the ground. G 300 m S
∠GRS is not given, but can be found easily.
g s r h
(a) = = (b) sin30° =
sinG sinS sinR 205·2
g 300 205·2 h = 205·2 x sin30°
=> = h
sin40° sin110 °
R = 180 – 40 – 30 = 102·6 m
30°
300sin40 °
=> g =
sin110°
The rocket is 102·6 m above the ground.
g = 205·2 m
Exercise 8·7
1. Inverness Caley Thistle advertise the return to 2. The path in the diagram below runs parallel
their football stadium on a helium balloon. to the river.
The distance between the two points C and D
70 m
on the ground is 110 metres and the angle of Path
elevation from each point is shown on the A 55° 30° C
diagram below.
B River
50° 70° Colin leaves the path at A, walks to the river

C D for a paddle (B) and rejoins the path further
110 m
on at C.
From the base of the balloon (B), two holding
cables are attached to the ground at C and D. (a) Calculate the distance from A to B.
(a) Calculate length of the cable BC. (b) Calculate the (shortest) distance between
the river and the path.
(b) Calculate the height of the balloon.

3. In the diagram shown, PQRS has been split 6. An aeroplane is flying parallel to the ground.
into two triangles, one of which is right angled. Lights have been fitted at M and N as shown
S R in the diagram below.
M 81° 85° N
60 cm
50°
120°
P 20 cm Q
PQ = 20 cm and QR = 60 cm.
∠ PQR = 120° and ∠ SPR = 50°.

(a) Calculate the length of the line PR. G ground
(b) Calculate the length of the line SP. When the aeroplane is flying at a certain
height, the beams from these lights meet
exactly on the ground at G.
4. A TV signal is sent from a transmitter T, via a
• The angle of depression of the beam of
satellite S, to a village V.
light from M to G is 81°.
The village is 400 miles from the transmitter.
The signal is sent out at an angle of 38° and • The angle of depression of the beam of
is received in the village at an angle of 46°. light from N to G is 85°.
S • The distance MN is 15 metres.
(a) Sketch triangle MGN and mark on all

the sizes.
(b) Calculate the height of the aeroplane
above G.
T 38° 46°
V
400 miles
7. Two support cables, from the top (T) of a
Calculate the height of the satellite above motorway light, are attached to the ground
the ground. at A and B. A is 6 metres away from B.
The angles of elevation are 36° and 68°.
5. Two triangles are formed into a composite T
shape, as shown.
170 mm
100 mm 36° 68°
A 6m B C
20°
K
80 mm N (a) Calculate the sizes of ∠ABT and ∠ATB.
(b) Calculate the length of wire BT.
(a) Find the length of KM.
(c) Calculate the height of pole TC.
(b) Find the size of ∠ KLM.

Which Formula should I use ?
What you are given What you should use
the Sine Rule

A side & the angle or
a b c
opposite this side = =
sinA sinB sinC
the Cosine Rule

Two sides and the angle
between the two sides a 2 = b 2 + c 2 – 2bccosA
the Cosine Rule

All three sides b 2 + c2 − a2
cosA =
2bc
Two sides and the angle Area of a Triangle

between the two sides
Area = 12 ab sinC
(area required)
Exercise 8·8 4. Calculate the length of the line YZ.

Answer to 3 significant figures each time here. Z
1. Calculate the area of these triangles :-

4·8 cm
(a) Y
10·2 cm 130°
114° 6·1 cm
5·9 cm X
5. Calculate the size of ∠ DEF.
13·7 cm
(Think carefully about this one).
(b) 56·5 m D
32°
30·0 m 88° 2·7 km

10°
E F
2. In Δ PQR, find the length of the line PQ. 7·5 km
R 6. The area of a triangle GTD is 9130 cm2 .
50 mm GT = 240 cm and TD = 80 cm.
D (2 possible triangles)
40° 28°
P Q
D 80 cm
3. Calculate the size of ∠ BCA. 9130 cm2
80 cm T
A 240 cm G
9130 cm2
T G
240 cm
3·8 cm
2·9 cm (a) Calculate the size of acute angle GTD.
(b) If angle GTD is obtuse, calculate its size.
B 1·7 cm C

7. A pulley system is used to raise objects up 10. The diagram below shows the goalposts
to the top of a high building. on an American Football field.
LP is perpendicular to the touchline, LN.
B
C
L M N
5·6 m
A
The triangular metal structure, ABC, is used
to support the small pulley wheel. 8°
B 40°
32° C
P
1·4 m
72° ∠ LPM = 40° and ∠ MPN = 8°.
A The distance MN between the goalposts
Calculate the length of the bar AC. is 5·6 metres.
To kick for goal, the kicker walks straight
8. Two oil platforms in the North Sea are 70 miles out from L to P.
apart. Platform U is on a bearing of 250° from Calculate the distance LP.
platform V. (Hint - find ∠PMN and the side PM first).
N
A rowing boat is spotted
on a bearing of 025°
11. A coastguard at A is 19 kilometres due west
from platform U and S • N of a coastguard at B.
320° from platform V. 250°
In relation to the two coastguards, a tanker is
N
•V spotted at T, such that ∠ ATB = 78°.
25° 320° The tanker is 13·7 km away from point A.

70 miles
U • N T N
(a) Show that ∠ USV = 65°. 78°
13·7 km
(b) Now calculate how far the boat is from V.
9. A rescue boat, at R, picks up a distress call from

A 19 km B
a boat B, 35 km away, on a bearing of 120°.
At the same time, another distress call comes (a) Calculate the size of ∠ TBA, then ∠ TAB.
from a yacht Y, which is 17 km away from B (b) Calculate the bearing of the tanker from A.
and on a bearing of 220° from B.
(c) Calculate the bearing of the tanker from B.
N
120° N
R • 35 km
12. Two ships leave port together.
One sails on a course
of 030° at 9 mph.
(a) Prove clearly that N •B 220° The other sails on a course
∠ RBY = 80°.
17 km of 090° at 12 mph.
(b) Calculate the distance •Y Make a neat sketch and calculate how far
from the rescue ship
apart they will be after 5 hours.
to the yacht.

1. Calculate the area of these triangles :- 6. Determine the size of ∠ GBC.
(a) C
23 cm G
120°
15° 20 m
62 m
25 cm •
B
(b) 75° 300 mm
7. A statue lies directly East of a large palm tree.
85° Treasure is buried below ground at an angle
325 mm of 25° to the palm tree and at an angle of 34°
2. The area of a triangle ABC is 250 cm2 . to the statue as shown below.
A A 50 m
P D S
25° 34°
Area = 250 cm2 Area = 250 cm2

C B B C
AB = 20 cm and BC = 50 cm. T
Calculate two possible sizes for angle ABC. The distance from the palm tree to the statue
is 50 metres.
3. Determine the size of obtuse ∠ EFD. (a) Calculate the distance from P to T.
(b) Calculate how deep the pirate would have
430 mm
F D to go if he started at D and dug vertically
• down to the treasure at T.
102 mm
500 mm
8. A ship leaves N and sails to M on a course
E
bearing 070°. N
4. Find the length of the line PR.
M
P N
R 145 km
42°
265°
T
9 km
100°
40 km
Q 070°
N
5. Calculate the length of the line TU.
At M, the ship changes course and sails on a

H
24·5 cm bearing of 265° to T directly North of N.
29°
(a) Explain why ∠ NTM = 95°.
17 cm U
(b) If NT = 40 km and TM = 145 km,
T calculate the distance from M to N.
N5 - Chapter 8 this is page 89 Trig Formulae

Chapter 9 Al
Alggebra
ebraic
ic Fr
Fraction
actionss
Simplifying Fractions - Reducing Fractions to their Simplest Form
Examples :-
15 3 x 5 5 a3 a x a x a

1. = = 2. = = a 2
18 3 x 6 6 a a
2p 2 x p 1 m5 m x m x m x m x m

3. = = 4. = = m 3
8p 2 8 x p x p 4p m 2 m x m
5. (x − 2) 2 (x − 2)( x − 2) 1
= =
(x − 2) 3 (x − 2)( x − 2)( x − 2) (x − 2)
Exercise 9·1
Simplify each fraction, giving your answer in its simplest form :-

6 16 25 12
1. (a) (b) (c) (d)
8 20 45 30
24 21 33 3
(e) (f) (g) (h) .
72 56 110 57
y2 a3 b w5
2. (a) (b) (c) (d)
y a b2 w5
p q2 g t8
(e) (f) (g) (h) .
p4 q5 g7 t5
3u 8p 12x 11d
3. (a) (b) (c) (d)
u 4p 3 d
12x 3 10y 15m

(e) (f) (g) (h) .
16 6k 50y 65
6a 2 g2 9x pq
4. (a) (b) (c) 2
(d)
a 5g 6x q
xy2 xy2 pq 2 8ab 2

(e) (f) (g) (h) .
y x 2q ab
p2q p2q a 3 b2 10ef

5. (a) (b) (c) (d)
p q a 5f
N5 - Chapter 9 this is page 90 Algebraic Fract.

a3m g2h2 m 2n3 12x 2 y
5. (e) (f) (g) (h) .
ma 3 gh n2 18xy
(a + 3) 2 (b − 2)2 (c − 4) 4 (d + 1)3

6. (a) (b) (c) (d)
(a + 3) (b − 2) 3 (c − 4) (d + 1)2
(e − 6) 4 ( f + 7)3 (2a − 1) 2 (2 + 5x ) 3

(e) (f) (g) (h)
(e − 6) 2 ( f + 7) 6 (2a − 1) 3 (2 + 5x ) 3
(5 − w)2 (3 − 4v) (9 + t) 3 (a 2 + 1) 2

(i) (j) (k) (l)
(5 − w) (3 − 4v) 3 (9 + t) (a 2 + 1) 3
(4 − 3x2 ) 3 ( p 2 − 2 p + 1)3 2(8 − q) h2

(m) (n) (o) (p) .
(4 − 3x 2 )5 ( p 2 − 2 p + 1) 2 q(8 − q) h 2 (h + j)
(x + 1)( x + 2 ) ( p − 2)( p + 3) (2a − 1)

7. (a) (b) (c)
(x + 1) (p − 2 ) (a + 3)(2 a − 1)
(2q + 1) 2 (m + 2 )(m − 3) (k − 7)( k + 7)

(d) (e) (f)
(2q + 1)(q − 5) (m − 3)(m + 1) (k + 7)( k − 7)
(3x + 7)2 (1 − 2 p) (1 + 3p) 3 6(1 + x)(1 − x )2

(g) (h) (i) .
(3x + 6)( 3x + 7) (1 + 3 p)2 (1 − 2 p) 2 9(1 + x)2 (1 − x )
Factorising ...... and Simplifying Fractions
Revising Factorisation
Common Factor Difference of 2 Squares Trinomials
pa + pb 2
x − y 2
x 2 − 4x + 3
= p(a + b) = (x − y )(x + y) = (x − 1)( x − 3)
Examples :-
2 2
1. 2 p + 8 2. a − ab 3. x − 6x + 5
10 3a − 3b x 2 − 1
2 ( p + 4) a(a − b) ( x − 1)( x − 5)
= = =
10 3(a − b) ( x − 1)(x + 1)
p + 4 a x − 5
= = =
5 3 x + 1

Exercise 9·2
1. Revision - Factorise fully :-
(a) a 2 − 6a (b) p 2 − 9 (c) y2 + 9 y + 8 (d) 12q − 18
(e) x2 − 8x + 16 (f) k2 + k − 6 (g) 2v 2 − 7v − 4 (h) 4d 2 − 100 .
In the following questions, factorise fully, then simplify :-

3a − 6 4 8 2q − 10
2. (a) (b) (c) (d) .
9 4b − 20 8 p + 8 2q + 10
x + 2 u − 2 3 − 3m a 2 − ab

3. (a) (b) (c) (d) .
4 x + 8 2u − 4 1 − m 7a − 7b
k − 2 c − 3 3g + 15 9 x2 + 9 x

4. (a) (b) (c) (d) .
k 2 − 2k c2 − 9 g 2 − 25 9x
x − 2 x2 + 6x + 9 x 2 + 5 x

5. (a) (b) (c) .
x2 − 3x + 2 x + 3 x2 + 4x − 5
4 x 2 − 9x + 2 x 2 − 1 3x 2 − 3y 2
6. (a) (b) (c) .
x − 2 x2 + 8x + 7 x2 − 2xy + y2
x2 + 2x − 15 3x 2 + 11x − 4 10x − 5

7. (a) (b) (c) .
5x + 25 2 x + 8 2
2 x − 3x + 1
x2 − 5x + 6 4 x 2 + 2x − 6 px + py
8. (a) 2
(b) 2
(c) .
x − 2x − 3 2 x − 4x + 2 x2 − y 2
m − m 2 p 2 − 4 pq + 4q 2 u 4 − 1
9. (a) (b) (c) .
m 3 − m 2 ( p − 2q) 2 u 2 − 1
Algebraic Fractions - Addition and Subtraction
Examples :- lcm is x
lcm of 3 & 4 is 12
3 1 9 4 5 4 5 4 + 5 9
1. − = − = 2. + = =
4 3 12 12 12 x x x x
lcm is a x b
6 2 6 × b 2 × a 6b 2a 6b − 2a
3. − = − = − =
a b a × b a × b ab ab ab
lcm is p x q
4. p q p × p q × q p2 q2 p 2 − q 2
− = − = − =
q p p × q p × q pq pq pq
lcm is 5x x x
4 1 4 × x 5 × 1 4x 5 4 x + 5
5. + 2 = + = 2 + 2 =
5x x 5x × x 5x × x 5x 5x 5x 2

Exercise 9·3
Simplify these expressions :-

1 3 2 1 5 1 7 3
1. (a) + (b) − (c) − (d) + .
7 7 3 8 6 4 12 8
3 5 8 2 6 1 4 11
2. (a) + (b) − (c) − (d) +
p p m m x y v w
3 7 9 8 5 4 v 2w
(e) + (f) − (g) − (h) − .
m n c d d 3d 3 4
3 2 4 1 5 2 3 7
3. (a) − (b) + (c) − (d) + .
2m 5n 5x 2y 8a 3s 4e 12h
r s b c 5x 3x p q
4. (a) + (b) − (c) + (d) − .
s r c b a b 2a 4a
2 3 1 1 7 2 5 5
5. (a) +
2
(b) 2
− (c) − 2 (d) −
2
a a g g x x t t
4 2 9 6 2x 5y g 5h
(e) 2
− (f) − 2 (g) − (h) + .
m 5m 4b 5b 3y 4x 6h 9g
More Complicated Examples :-
2x + 1 x − 1 3 1
1. − lcm is 6 2. + lcm is (x + 1)(x –2)
2 3 x + 1 x − 2
3(2 x + 1) 2(x − 1) 3( x − 2) 1( x + 1)
= − = +
6 6 (x + 1)(x − 2) (x + 1)(x − 2)
6x + 3 2 x − 2 3( x − 2) + 1(x + 1)
= − =
6 6 (x + 1)( x − 2)
6x + 3 − (2 x − 2) Watch double –ve 3x − 6 + x + 1
= =
6 (x + 1)(x − 2)
4 x + 5
= 4 x − 5
6 =
(x + 1)( x − 2)
a + 1 a − 1 p + 3 p − 2 w + 4 w + 1

6. (a) + (b) + (c) +
3 2 4 3 8 4
x − 2 x + 6 g + 1 g + 2 h − 1 h − 3
(d) + (e) + (f) + .
4 5 6 9 2 4
x + 4 x + 1 w + 5 w − 3 p − 1 p + 1
7. (a) − (b) − (c) −
2 3 2 5 3 4
2a + 1 a − 1 2v − 1 3v − 2 4 k + 5 3k − 4
(d) − (e) − (f) − .
6 3 4 6 9 6

4 1 2 3 5 2
8. (a) + (b) + (c) +
x + 1 x + 2 x − 2 x − 3 x − 1 x + 4
6 1 5 3 1 5
(d) − (e) − (f) − .
x + 2 x + 1 x − 2 x + 1 x − 7 x − 1
9. Try these :-
2 1 5 1 7 2
(a) + (b) − (c) +
x x − 1 x x − 3 x − 2 x
8 6 x − 1 7 4 x − 2
(d) − 2 (e) 2
+ (f) −
x x x x x x2
9 2 − x a a x x
(g) − 2 (h) + (i) − .
x x a − 5 5 − a 2 − x x − 2
10. Solve these equations in TWO ways :-

(i) by adding or subtracting the fractions on the left hand side of the equation first,
(ii) by multiplying through the whole equation by the l.c.m. of the denominators.
x + 2 x + 3 2 x − 1 x + 2
(a) + = 1 (b) + = 3
3 4 5 10
x − 1 x − 2 3x − 5 x − 7

(c) − = 1 (d) − = 4 .
2 5 6 3
Which method did you find easier .... (i) or (ii) ?
Algebraic Fractions - Multiplication and Division
Examples :- Before dividing fractions, change to a multiplication first
3 2 5x 8 7 14 2 pq 6p
1. × 2. × 2 3. ÷ 4. ÷
4 7 6 x 10 5 3 q
3 × 2 5 × x × 8 7 5 2 pq q
= = = × = ×
4 × 7 6 × x × x 10 14 3 6p
6 40 7 × 5 2 × p × q × q
= = =
28 6x 10 × 14 =
3 × 6 × p
3 20 35
= = = 2q 2
14 3x 140 =
1 18
=
4 q2
=
9

Exercise 9·4
Work out the following multiplications and divisions, giving each answer in its simplest form :-
2 3 3 7 5 4 5 8
1. (a) × (b) × (c) × (d) × .
3 7 5 9 8 5 10 25
1 5 3 5 3 9 32 12
2. (a) ÷ (b) ÷ (c) ÷ (d) ÷ .
2 2 4 6 5 25 7 21
p p 5 2 x 2 3c 14
3. (a) × (b) × (c) × (d) ×
4 2 a a 6 x 7 c
3 2k 5g 4g 4v 25 9t 8s
(e) × (f) × (g) × (h) × .
8k 21 3 10 5w 6v 2s 6
a a 1 3 p 2 3m 15m
4. (a) ÷ (b) ÷ (c) ÷ (d) ÷
4 8 x x 5 p 7 56
7b 7b 4 2 8k 4 11 11d
(e) ÷ (f) ÷ (g) ÷ (h) ÷ .
3 9 w 9w 6 3k 9d 18d
a2 1 b 7 6g 2 12 pq q
5. (a) × (b) × 2 (c) × (d) ×
3 a 7 b 4 3g 2 p
12v vw n2 m k3 54 2q 3 5r
(e) × (f) × (g) × (h) × 4 .
w 4 m n 9 2k r 2q
m3 m2 p p k2 k 1 5
6. (a) ÷ (b) ÷ (c) ÷ 2 (d) 2
÷
6 3 2q 8q n n b b
h2 9h x2 5 x2 18v3 9v 4 a 2q a
(e) ÷ (f) ÷ (g) ÷ 2 (h) ÷ .
t 3t y y w w 3 12q
7y 6x 2 p2 p3 5mn 2 6
7. (a) 2
× (b) ÷ (c) ×
24x 49y 5 10 2 45mn
(1 + a) 4 (1 + b) (8 − h) 2 (8 − h)3

(d) 2
× (e) ÷ .
(1 + b) (1 + a) 3 (8 − 4 k) 4
(8 − 4k ) 3
8. Calculate the area of the square and the rectangle. 4x

cm
(a) (b) 3
1 1
square x cm x cm
3 4
(a + 1) AREA
9. The area of this triangle is cm 2 . (a + 1)
2 1 cm 2
cm 2
1 a
If the height of the triangle is cm , find its breadth
a
in terms of a. breadth

1. Simplify each fraction, giving your answer in its simplest form :-
a2b 5m 2 n g2 (3q + 1)2

(a) (b) (c) (d) .
a 15mn g 2 (g + h) (3q + 1)(q − 7)
2. Factorise these expressions fully, then simplify :-
6 x − 3 p + 7 5a + 35 m2 − mn

(a) (b) (c) (d)
3 4 p + 28 a 2 − 49 9m − 9n
x − 2 y2 − 1 x2 + 3x − 10 5 − 6w + w2

(e) (f) (g) (h)
x2 + x − 6 y2 − 7y + 6 3x − 6 25 − w 2
a 2 − 3a − 4 6v 2 − v − 1 p 2 − 2 pq − 3q2

(i) (j) (k) .
a 2 + 6a + 5 2v 2 − 9v + 4 ( p − 3q) 2
3. Simplify :-
6 1 1 1 7 2 x 3y
(a) − (b) −
2
(c) − 2 (d) −
x y g g x x 2y 4x
1 1 3 1 1 1
(e) + − (f) − − 1
2
(g) 1 −
2a 3a 4a c c x
x − 1 x + 2 2 p + 1 p − 2 6 2

(h) + (i) − (j) −
4 5 6 3 x − 2 x + 1
p q 2 1 3 1
(k) − (l) + (m) + .
p + q p − q 2
x − 1 x + 1 2
a + 4a + 3 a + 3
4. Simplify fully these multiplications and divisions :-
5 3m 5 2 2a 3 3c2 3xy 2 6
(a) × (b) × (c) × 4 (d) ×
12m 20 a a c 6a 2 27xy
2 8 1 6 21p 3 3p 5m 2 n m
(e) ÷ (f) 2
÷ (g) ÷ 2 (h) ÷
x x a a q q 2 20n 2
(1 − a) 2 (1 − a) 5 (2 − x ) 4 (2 − x) 3

(i) 4
÷ (j) ÷ .
(3 + 2a) (3 + 2a)2 (12 − 6x) 3
(12 − 6 x) 2

Exercise 3
1. Factorise fully :– 4. (b) x cm
(a) 3x – 9y (b) 42xy + 35y 65°
(c) 16x 2y – 12xy (d) xyz – xy 2z + xz 2 5·2 cm 95°
(e) 5y 2 – 10y 3 (f) x2 + x – 12

(c)
(g) x 2 – 2x – 15 (h) x 2 + 9x + 14
50°
(i) x 2 – 5x – 24 (j) x 2 – x – 110

45 cm 50 cm
(k) 2x 2 + 7x + 3 (l) 3x 2 + x – 10 x°
(m) 3x 2 – 12 (n) 16x 4 – 81.

5. Do not use a scale drawing for this question.
During an army exercise, Platoon A left
2. Which of the three triangles below has the HQ and hiked 6 km due North. From HQ
largest area ? Platoon B hiked 5 km on a 070° bearing.
(a) Sketch the above information.
A 9 cm (b) How far are platoon A from B ?
10 cm (c) What is the bearing from :-

12 cm B 40° (i) A to B (ii) B to A ?
30°
10 cm
(a) a 2 + 2a (b) 16t 2 – t

20° 105°
C 4 cm (c) 25k 2 – 49 (d) 300g 4 – 48g 2
17 cm
(e) x 2 – x + 56 (f) x 2 – 3x – 18
3. Find the size of the obtuse angle ABC. (g) 3x 2 – 5x – 2 h 8x 2 + 2x – 6.
A
7. Simplify each fraction in its simplest form :-
4 x + 1 2x – 3
17 cm
Area = 118·4 cm2 (a) +
C 2 3
2
17 cm 6 x + 3 x – 4
B (b) +
3 x + 2
4. Find the value of x in each of the following :- 2 2
x + 3x – 28 2 x – 32
(a) (c) +
33 cm
x + 7 2x + 8
115° 2 2
x − x – 42 x – 10x + 21
14 cm (d) ÷ .
x2 + 7x + 6 x 2 – 2x – 3
x cm

Calculator 3

5 −4
4 5
(a) (b) 34 400 ÷ 40 (c) 25 – 7 x (6 – 4) (d) 24 ÷ (3 + 5) + 17
6 × 14·4
(e) 4000 x 0·145 (f) 326 ÷ 200 (g) (h) 66·6 ÷ 20 000.
1000
2. Change :- (a) 40 000 ml to litres (b) 0·006 km to cm (c) 54 g to kg
(d) 36 mm to km (e) 1700 mm to km (f) 130 hrs to seconds (g) 36 km/hr to m/sec.
2
3. Find :- (a) 5
of 635 (b) 58 of 604 (c) 11
15
of 600 .
8
4. Simplify :- (a) 96
(b) 14
96
(c) 16
640
.
5. Find :- (a) 3
4
− 2
5
(b) 5 14 + 2 38 (c) 4 × 5 56 .
6. Express as a fraction :– (a) 60% (b) 12 12 % (c) 133 13 %.

(in its simplest form)
7. Find :- (a) 20% of £340 (b) 15% of 500 kg (c) 33 13 % of 6·9 m

1
(d) 2
% of 3 kg (e) 17·5% of 240 ml (f) 12 12 % of $420 (g) 2 12 % of £9·60.
8. Find :- (a) 22 + (–33) (b) 354 + (–46) (c) (–55) + 76
(d) (–13) + (–34) (e) 116 – 164 (f) (–34) – 111 (g) 34 – (– 27)
(h) (– 312) – (–144) (i) (– 8) x 17 (j) (–x) – (– x) (k) (– 3y) – 36y – y
25
(l) (– 7) x 13 (m) (−1) (n) (– 6) x (–6) (o) (–650) ÷ 5
(−3) × (−15)
(p) (–24x) x (–2x) (q) 320y ÷ (–8y) (r) (–750p) ÷ (–15p) (s) .
(−5)
9. (a) A tortoise travels 12 m at 10 metres per minute. How many seconds did its journey take ?
(b) Alex swims at 1·4 metres per second for 2 minutes. How many metres did he swim ?
(c) Find the acute angle between the hour hand and minute hand of a clock at 1315.
10. (a) State the gradient and y-intercept of :- (i) y=3–x (ii) 3y + x + 1 = 0.
(b) Sketch each of the lines in part (a).
30° xm
11. (a) Given that sin 30° = 12 , find the value of x in the triangle shown.
(b) Find the length of the other side to the nearest whole number.
40 m

Chapter 10 Changing the Subject
of a Formula
Changing the Subject of a Formula (1)
Examples :- Change the subject of the formula to the letter shown in the bracket :-
1. a + b = c (a) 2. p = q + r (q)

a = c − b change side - change sign q + r = p common sense line
q = p − r change side - change sign
m
3. h = (m ) 4. V = RS (S)
n
RS = V common sense line
h m
= set up V
1 n S = divide by R
m = hn cross multiply R
5. 2 y + u = w (y)

2 y = w − u change side - change sign
w − u
y = divide by 2
2
Exercise 10·1
In Questions 1 - 4, change the subject of the given formula to x :-
1. (a) x − c = b (b) x + 5 = y (c) x + r = s (d) x − a = p
(e) g = x + h (f) m = x − t (g) 7 = c − x (h) k = l − x .
x x x x
2. (a) = q (b) = m (c) = 10 (d) = r
p 9 3 n
l x h x b v d
(e) k = (f) = (g) = (h) = .
x g 4 a c w 4x
3. (a) 2 x + 5 = a (b) 4x + p = q (c) 5 x − q = r (d) 7x – y = m
(e) ax + b = w (f) g = cx + 2 (g) b = mx + q (h) e = v − wx .
x + 1 x + 1 x − 5 x − 7

4. (a) = 5 (b) = y (c) = 3 (d) = g
2 2 2 4
x + 2 x − 9 x − k t + x

(e) = c (f) = s (g) = e (h) w = .
b r d v
5. (a) The formula for the perimeter of this rectangle is P = 2a + 2b.

Change the formula to b.
(b) The formula for its area is A = ab b

Change the formula to b.
a
Chapter 10 this is page 99 Change Subject

6. The formula for changing miles (M) into kilometres (K) is
5K
M =
8
Change the subject of the formula to K.
7. 2w cm The perimeter of this square of side 2w cm is given by the formula

P = 8w
(a) Change the subject to w.
(b) Calculate the length of a side of such a square with perimeter 480 cm.
8. The cost of hiring a chain saw is a one-off payment of £20, plus £7 per day.
The cost £C for n days is given by the formula C = 20 + 7n.
(a) Find the cost of hiring a chain saw for a fortnight. HIRE
£20 + £7 per day
(b) Change the subject to n and calculate n when C = 230.
9. The cost of hiring a 4 x 4 vehicle is given by the formula

C = f + 6m
where £C is the total cost, f is a fixed amount and m is the miles travelled.
Change the subject of the formula to :- (a) f (b) m.
10. The dimensions of a rectangle are as shown, (in centimetres), in the diagram below.
1·5a
10
(a) Write down a formula for the perimeter, (P cm) of the rectangle, in terms of a. P = .......
(b) Change the subject of this formula to a.
11. The total cost (£T) of a party going to a football match is

T = 15A + 8U.
where A is the number of adults in the party and U is the
number of children under 16 years old.
(a) Change the subject of the formula to
(i) A (ii) U.
(b) Calculate how many adults there were in a party at a match when the number of under
16’s in the party was 3 and the total cost for the whole party was £144.

Changing the Subject of a Formula (2)
More complex examples :- Change the subject of the formula to the letter shown in the bracket :-
1. p = a(x + n) ( (x)
x) v + u bw
2. = (v)
p = ax + an expand bracket w 6
ax + an = p common sense line 6(v + u) = bw2 multiply both sides by 6w
ax = p − an change side - change sign 6v + 6u = bw2 expand bracket
p − an 6v = bw − 6u
2
x = divide by a
change side - change sign
a
bw − 6u
2
v = divide by 6
6
R 4. T = 1 k 2h (k)

3. p 2 = (p) 5
Q
5T = k 2 h eliminate fraction x 5
R square root both sides
p= Q k h = 5T
2
common sense line
5T
k 2 = divide by h
h
k = 5T square root both sides

h
5. 6. 5 n
y = 43 (x + a) (x ) m = (n)
4
4y = 3(x + a) eliminate fraction x 4 m 5 n
= set up
4y = 3x + 3a expand bracket 1 4
3x + 3a = 4y common sense line 5 n = 4m multiply both sides by 4
3x = 4 y − 3a change side - change sign

n =
4m divide by 5
4 y − 3a 5
x = divide by 3
3 16m 2
n = square both sides
25
Exercise 10·2
In Questions 1 - 4, change the subject of the given formula to the single letter shown in the bracket :-
1. (a) y = a(p + q) ( p) (b) k = b(c − d) ( c) (c) m = q(p − n) (n )
a − b bc x − y p
(d) k = b(c + d) (b) (e) = (a) (f) = ( y) .
c 4 2 w
m = kn (n) V = π r h (r) p + q = r ( p)

2 2 2 2 2
2. (a) (b) (c)
a = 2ab + d (b) w = 1 uv (v) w = 1 h p (h) .

2 2 2 3
(d) (e) (f)
2 4
b = 2 a (a) k = 3 l (l) V = 1 Ah (h)
2
3. (a) (b) (c)
3 5 3
(d) y = 7 x

8
− u (x) (e) g = 1 (k
7
− 5) (k) (f) W = 3 (2v + 1) (v) .
4

4. (a) g = f ( f ) (b) W = 1 v (v) Example 2 :- Make p the subject :-
4
7 m
(c) k = (m) (d) S = A (d) p+a
n πd Q =
p
(e) n = 2π L ( p) (f) P = 5 (x) . (Multiply across by p). ⇒ pQ = p + a
p 2 x
(Move all the p’s to left side). ⇒ pQ − p = a
5. The volume of a cone with radius r cm and
(Take p out as a common factor). ⇒ p(Q − 1) = a
height h cm is given by the formula :-
a
(Divide through by the Q – 1). ⇒ p =
Q −1
V = 1 π r h
2
3
h cm
Change the subject to r.

8. Try these harder examples. Change to x :-
r cm
(a) px + qx = r (b) mx = nx + k
6. The volume of a sphere with radius r cm x − a

is given by the formula :- (c) a(x – 2) = bx + m (d) D =
3x
V = 4 π r
3
h − x x + 1
3 r cm (e) g = (f) y = .
x x − 1
Change the subject to r.

9. The formula for finding the circumference
of a circle is C = π d .
r cm What happens to C if d :-
7. This tin of hot-dogs has a
total surface area given by (i) increases (ii) decreases
the formula :-
(iii) is doubled (iv) is halved ?
h cm
A = 2π r(r + h)
10. The formula for finding the area of a
circle is A = π r 2 .
Change the formula to h.
What happens to A if r :-
More complex examples :- (i) increases (ii) decreases
When the variable you wish to make (iii) is doubled (iv) is halved ?
the subject appears more than once.
11. The formula for finding the time taken,

Example 1 :- Make x the subject :- given your speed and distance travelled
D
ax + b = cx + d is T = .
S
(Move all the x’s to left side). ax – cx = d – b What happens to T if S :-
(Take x out as a common factor). x(a – c) = d – b (i) increases (ii) decreases
d−b (iii) is doubled (iv) is halved ?
(Divide by the (a – c)). x =
a−c

1. Change the subject of each formula to x.
v 6 m
(a) x − g = h (b) k = p − x (c) y = (d) =
x w 3x
x + 1 p + x
(e) gx + t = s (f) a = b − cx (g) = h (h) m =
5 n
5 x
(i) b = a(x − c) (j) V = 9 x2 y (k) p = 1 (2x + 5) (l) a = .
5 b
2. (a) Write down the formula for finding the perimeter (P) of the shape shown. c
(b) Change the subject of the formula to a.
a b
y
3. The equation of a straight line is y = mx + c.
Change the subject of the formula to m. a
C
4. The illumination from a light bulb is I = . Change the subject to d.
d2
2x
5. The distance round this running track is D = πx + 4x.

x
Change the subject to x.
5
6. The temperature in °F can be changed to °C using the formula C = ( F − 32) .
9
Make F the subject of the formula.
q – p
7. Change the subject of this formula to p :- k = .
p
1 + x
8. Change the formula y = so that x is the subject
1 − x
nE
9. A formula for calculating an electric current I is I = .
R + nr
Make n the subject of this formula.
2
10. For the formula, V = ,
w2
(a) what happens to V if w is doubled ?
(b) what happens to V if w is halved ?
N5 - Chapter 10 this is page 103 Change Subject

Chapter 11 Statistics
Range, Mean, Median & Mode - a Reminder

Example :- Hazel buys 10 packets of rolos. The number of rolos in each packet is listed below.
9 7 8 6 9 7 9 10 6 9
Calculate the range, mean, median and mode.
RANGE - The highest number – the lowest number. 10 – 6 = 4
MEAN - “Add” all the data together and 9 + 7 + 8 + 6 + 9 + 7 + 9 + 10 + 6 + 9

= 8
“divide” by the number of pieces of data. 10
6, 6, 7, 7, 8, 9, 9, 9, 9, 10
MEDIAN - The “middle” number,
(as long as the numbers are in “order”). median = 8·5
MODE - The number that occurs “most”. 6, 6, 7, 7, 8, 9, 9, 9, 9, 10

mode = 9
Exercise 11·1
4. The table show the number of goals scored by a
1. Calculate the range, mode, median and mean 3rd division football team each week.
for these numbers :-
No. of goals Freq f x x
(a) 2, 1, 3, 1, 5, 7, 16. x f
(b) 4·6, 2·2, 5·3, 5·3, 4·0, 5·3, 2·7. 0 6
(c) 107, 105, 93, 115, 105, 99. 1 12
(d) 40, 32, 23, 30, 55, 25, 27, 40. 2 10
(e) 11, 15, 9, 14, 21, 12, 21, 21. 3 8
(f) 12 000, 15 000, 17 000, 15 000, 18 000. 4 4
2. Mr Davies buys 10 jars of jelly beans. ... ...

He finds that they contain the following
number of beans :- (a) Copy and complete the frequency table.
50, 52, 54, 52, 56, 50, 54, 49, 54, 54.
(b) Find the total number of games.
(a) Calculate the mean number (c) Find the total number of goals scored.
of jelly beans.
(d) Calculate the mean number of goals.
(b) Look at the jar.
Jelly Beans
Should he complain ? 5. Here are the number of runs scored by a
average number
(c) Find the median. 54 beans cricketer in his first four matches :-
(d) What is the mode ? 54 59 54 58
3. The mean cost of 5 tyres is £48 . (a) Find the mode and the median.
Four of the tyres cost £51, £44, (b) Which one - the mode or the median,
£50 and £49. gives the better picture of the cricketer’s
What was the cost of the fifth tyre ? scoring performance ? (Justify your answer).
N5 - Chapter 11 this is page 104 Statistics

The Semi-Interquartile Range - A new Measure of Spread
Shown below are the ages of a group on a Sunday school trip.
2, 6, 6, 7, 7, 7, 7, 8, 8, 8, 10, 10, 11, 13, 25.
If we use the only measure of spread we

have - the range - there is a slight problem. Range = Highest – Lowest = 25 – 2 = 23.
• can you see that most of the children are aged 6 to 13 ?

• the Sunday school teacher is aged 25 and has her 2-year old son with her.
• the range of 23 gives a false impression of “how widely spread” the actual ages are.
• the range only concentrates on the two “end” ages and disregards all of the other ages.
We need a new measure of SPREAD which takes into account more of the numbers in the distribution.
Such a measure of spread exists - the semi-interquartile range, which we will study soon.
The Quartiles of a set of Numbers
The MEDIAN is the value that splits a distribution of ordered numbers into two equal bits.
2, 6, 6, 7, 7, 7, 7, 8, 8, 8, 10, 10, 11, 13, 25.
7 values median 7 values
The QUARTILES are the 3 values that split a distribution of ordered numbers into four equal bits.
2, 6, 6, 7, 7, 7, 7, 8, 8, 8, 10, 10, 11, 13, 25.
lower median upper

3 quartile 3 Q2 3 quartile 3
values Q1 values values Q3 values
Can you see that, for the above group of ages,
the lower quartile (Q1 ) = 7, the middle quartile (Q2 ) = 8, the upper quartile (Q3 ) = 10 ?
* the middle quartile (Q2 ) is just another name for the median.
The quartiles must split up a distribution of ordered numbers in such a way that
there is an equal number of values in each of the 4 “quarters” of the distribution.

Quartiles - continued
Example :- Find the quartiles for the set :- 2, 3, 3, 4, 5, 5, 9, 10, 10, 10, 11, 12, 15, 17, 17, 19, 20.
Step 1 There are 17 values in the question.
This means that the median must be the 9th value. => median = 10.
2, 3, 3, 4, 5, 5, 9, 10, 10, 10, 11, 12, 15, 17, 17, 19, 20.
Step 2 This now leaves 8 values in each half of the distribution.

4+5
The middle of the LEFT set is between the 4th and 5th value (up) => Q1 = = 4·5.
2
15 + 17
The middle of the RIGHT set is between the 4th and 5th value (down) => Q3 = = 16.
2
2, 3, 3, 4, 5, 5, 9, 10, 10, 10, 11, 12, 15, 17, 17, 19, 20.
4 values 4 values 4 values 4 values
Q 1 = 4·5 Q 2 = 10 Q 3 = 16
Exercise 11·2
1. (a) Copy the following 11 numbers. (You should try to space them fairly widely and fairly evenly).
8, 8, 9, 10, 10, 11, 11, 11, 12, 13, 14,
(b) Circle the middle value - the median.
(c) Forgetting this number, how many numbers are there in each of the left and the right halves ?
(d) Find the middle of the left set of numbers - the lower quartile - Q 1 .
(e) Find the middle of the right set of numbers - the upper quartile - Q 3 .
2. Find the middle quartile (the median), the lower quartile and the upper quartile for each of these :-
(a) 1, 3, 4, 7, 7, 9, 13.
(b) 13, 13, 15, 16, 21, 23, 24, 28, 29.
(c) 3·2, 3·5, 3·6, 3·8, 3·8, 4·0, 4·4, 4·4, 4·7, 5·3, 5·4, 5·9.
(d) 48, 51, 54, 54, 58, 64, 67, 71, 73, 78.
(e) 34, 31, 25, 35, 35, 23, 23, 40, 37, 27, 21, 29, 39. (order ?)
3. Mrs Jones weighs the 65 children in Primary 7 and writes them all down in order.
Their weights, (in kilograms), are :- 34, 34, 35, 36, 36, 36, 37, ....................., 50, 50, 51.
(a) Of the 65, which child’s weight should be given as the median weight. (the 30th, 31st, 32nd.... ) ?
(b) Which of the 65 children’s weights will give the lower quartile and which will give the upper ?

Quartiles - The “divide by 4” Rule
As you found in question 3, it is difficult at times, especially with a large group of numbers, to know
which ones to look to for the median and quartiles. Here is a simple rule to help you :-
Step 1 Divide the number of values by 4. Note how many times 4 goes into it and the remainder.
Examples :- 17 values => 17 ÷ 4 = 4 remainder 1.

31 values => 31 ÷ 4 = 7 remainder 3.
Step 2 When you divide by 4, the answer tells you how many values are placed in each quarter.
Step 3 The remainder tells you how many extra values have to be considered (0, 1, 2 or 3)
Example 1 :- 8 numbers 2, 4, 5, 6, 8, 8, 9, 11.

8 ÷ 4 = 2 r 0 => 2 values in each quarter and 0 extra values to fit in.
2, 4, 5, 6, 8, 8, 9, 11 => Q1 = 4·5, Q2 = 7, Q3 = 8·5.
Example 2 :- 9 numbers 3, 5, 6, 7, 9, 9, 10, 12, 15.

9 ÷ 4 = 2 r 1 => 2 values in each quarter and 1 extra value to fit in symmetrically.
3, 5, 6, 7, 8, 8, 10, 12, 15 => Q1 = 5·5, Q2 = 8, Q3 = 11.
Example 3 :- 10 numbers 4, 6, 7, 8, 10, 10, 11, 13, 13, 16.

10 ÷ 4 = 2 r 2 => 2 values in each quarter and 2 extra values to fit in symmetrically.
4, 6, 7, 8, 10, 10, 11, 13, 13, 16 => Q1 = 7, Q2 = 10, Q3 = 13.
Example 4 :- 11 numbers 1, 3, 4, 5, 7, 7, 8, 10, 10, 12, 14.

11 ÷ 4 = 2 r 3 => 2 values in each quarter and 3 extra values to fit in symmetrically.
1, 3, 4, 5, 7, 7, 8, 10, 10, 12, 14 => Q1 = 4, Q2 = 7, Q3 = 10.
4. (a) Copy the following 18 numbers. (Try to space them fairly widely and fairly evenly).
3, 3, 4, 5, 5, 6, 6, 6, 7, 8, 9, 9, 10, 10, 11, 12, 13, 15.
(b) Divide 18 by 4 => 18 ÷ 4 = ... remainder 2.
(c) How many of the 18 values should be placed in each of the 4 quarters ?
(d) Decide where the remaining 2 values should be to maintain symmetry.
(e) Use this to determine the lower quartile (Q1 ), upper quartile (Q3 ) and median (Q 2 ).
5. Use the above method to find the quartiles and median for this set of 25 test marks :-
5, 5, 5, 6, 6, 7, 8, 10, 10, 11, 12, 12, 12, 12, 13, 15, 16, 17, 17, 18, 20, 20, 21, 24, 25.

The Semi-Interquartile Range
Let us look again at the example on the ages of the group on a Sunday school trip.
2, 6, 6, 7, 7, 7, 7, 8, 8, 8, 10, 10, 11, 13, 25.
We found the quartiles and these are shown below :-
2, 6, 6, 7, 7, 7, 7, 8, 8, 8, 10, 10, 11, 13, 25.
lower quartile Q1 median upper quartile Q3
RANGE :- You learned previously that the range was a simple measure of spread.
Range = highest – lowest = 25 – 2 = 23 (but this gave too “big” an answer).
If we now find the difference => upper quartile – lower quartile, and halve this answer,
we end up with a new measure of spread, called the semi-interquartile range. (S.I.Q.R.)*
Upper Quartile – Lower Quartile

*Semi-Interquartile Range =
2
Q3 – Q1 10 – 7
S.I.Q.R = = = 1·5
2 2
* In many instances, this measure of spread is preferable to the range. It does not simply rely on the two end
values, the “highest” and “lowest” – rather, it takes into account more of the numbers in the distribution.
Exercise 11·3
1. Calculate the median and lower and upper quartiles for each of the following sets of values.
Hence, calculate the semi-interquartile range of each.
(a) 13, 13, 15, 19, 23, 23, 24, 26, 27.
(b) 2·4, 2·6, 2·9, 2·9, 3·1, 3·1, 3·3, 3·6, 3·6, 3·8, 4·1, 4·1, 4·5, 4·7, 4·9, 5·0.
(c) 101, 108, 109, 112, 112, 115, 120, 121, 125, 131, 131, 134, 135, 138, 140.
2. A group of 25 third year pupils was asked to say how many cousins they had.
3, 1, 4, 2, 3, 4, 5, 2, 2, 4, 5, 1, 0, 6, 8, 2, 4, 4, 6, 2, 3, 1, 0, 9, 6.
(a) Rearrange them in order starting with the lowest.

(b) Calculate the mean, median and modal value.
(c) Determine the lower and upper quartiles.
(d) Calculate the range and the S.I.Q.R.
3. A shoe shop assistant took a note of the sizes of a popular make of trainers that
were sold in her shop last week.
1, 4, 4, 4 12 , 5, 5, 5, 5 12 , 5 12 , 6, 6, 6, 6 12 , 6 12 , 10.
Calculate the range and the S.I.Q.R. and say why the S.I.Q.R. would be a better
indicator of the true spread of the shoe sizes sold last week.

Box-Plots - 5 Point Diagrams
Let us look once more at the ages of the group on the Sunday school trip.
2, 6, 6, 7, 7, 7, 7, 8, 8, 8, 10, 10, 11, 13, 25.
We found that Q1 = 7, Q 3 = 10, the median = 8, the lowest value is 2 and the highest is 25.
This can be represented on a box–plot (or 5-point summary) as shown below.
Median Box–Plot - Sunday School Trip

Lowest Q1 Q3 Highest
0 2 4 6 8 10 12 14 16 18 20 22 24 26
Box–Plots are very useful diagrams, particularly when you wish to compare 2 or more sets of values.
They are also sometimes referred to as box-whisker diagrams for obvious reasons.
Exercise 11·4
1. James rolled two die, (plural of dice), twelve times, and noted the total score each time.
3, 5, 6, 7, 7, 7, 8, 9, 9, 10, 10, 12.
(a) Calculate the median as well as the upper and lower quartiles.
(b) Copy this scale and draw a neat box-plot to represent the above scores.
Total Scores
2 3 4 5 6 7 8 9 10 11 12
2. A group of pupils took part in a sunflower growing competition and they

all planted their sunflower seed at the same time.
Eight weeks later, the heights of the plants were measured (to the nearest 5 cm).
35, 35, 40, 40, 40, 50, 50, 55, 60, 70, 85, 85, 95, 105.
(a) Calculate the values of the three quartiles, Q1, Q2 and Q 3.

(b) Draw a suitable scale and show the above heights on a neatly drawn labelled box-plot.
3. The weights, (in kilograms), of the luggage of the 15 passengers

boarding a plane bound for the Orkneys was recorded.
15, 18, 14, 22, 19, 18, 14, 25, 24, 18, 10, 13, 21, 18, 24.
(a) Rearrange the weights in order, smallest first and calculate the median and the quartiles.
(b) Draw and label a box-plot showing these weights. (Choose a suitable scale).

4. Osiris claim that their light-bulbs last longer than Awlbright’s bulbs.
A sample of each was tested. Osiris’ sample is shown below (in months).
8, 9, 10, 10, 12, 14, 14, 14, 15, 15, 17, 17, 18.
A box plot was created to represent Awlbright’s sample and is shown below,
Awlbright
Osiris
6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 We shine
for longer
(a) What were the median and the quartiles for the sample of Awlbright’s light-bulb lifetime ?
(b) Calculate the median and the quartiles for the sample of Osiris’ light-bulb lifetime.
(c) Make a neat copy of the above box-plot, and on the same graph, draw the box-plot above the
Awlbright’s box plot, showing the Osiris’ bulbs.
(d) Write a couple of sentences comparing the two samples.
5. A group of men and a group of women, in a local gym, decided to hold a competition.
They counted how many pull-ups each person could do in a two minute period.
men 7 9 9 11 13 13 15 18 18 20 25
women 5 5 6 7 7 10 12 12 14 14 15 17
(a) Calculate the medians and quartiles for both the men and the women.
(b) Draw a neat labelled composite box-plot diagram to show how the two groups fared.
(c) Write a couple of sentences comparing the men competitors with the women.
6. Both “Breezyjet” and “High-on-Air” fly daily from Edinburgh to

Breezyjet London Stanstead. The flight is supposed to take 1 hour.
Over the course of a week in June, the flight-times of every Breezyjet and
High-on-Air plane from Edinburgh to Stanstead was recorded in minutes.
Breezyjet - 55 57 61 63 66 66 67 70 70 72 72 75 75 77 80
High-on-Air - 61 61 61 62 63 65 65 65 66 66 68 68 68
(a) Draw a neat labelled composite box-plot diagram to show the above flight-times.
(b) Make a statement comparing both company’s flight-times from Edinburgh to London.
7. Three men hit 15 golf balls on a driving range, each using a number 6 iron.
The box plot diagram shows the distances (in metres) they hit their golf balls.
Bob
Ted
Rod
40 50 60 70 80 90 100 110 120 130
Write a few sentences comparing the three men’s driving skills, mentioning their median scores, the
spread of their shots, who was likely to be the novice, who was most erratic and who was most consistent.

Standard Deviation - a better measure of Spread
Let us take a final look at the ages of the group on the Sunday School outing.
2, 6, 6, 7, 7, 7, 7, 8, 8, 8, 10, 10, 11, 13, 25.
The two measures of SPREAD we looked at were the range and the semi-interquartile range.
Neither of them is particularly satisfactory for the following reasons :-
• the range depends solely on the two end-values and totally ignores every other value.
• the S.I.Q.R. totally disregards the two end-values.
We require a new measure of spread that takes into account ALL the numbers in the distribution,
not just the end-values or the quartiles.
This new measure is called the STANDARD DEVIATION.
Definition :- For a set of values (for example, the ages of the group above), the standard deviation
is a measure of how “far away”, on average, each of the values is, from the mean.
Let us explain exactly what we mean by following through a simpler example :-
Example :- Six pea-pods were opened and the number of peas in each was noted.
6, 7, 9, 9, 10, 13.
Calculate the mean and the standard deviation.
Step 1 Calculate the mean first.

A new notation :- If we think of any of the variables, (the values), as x’s,
then the mean = (the sum of all the x’s) ÷ (the number of values).
We have a mathematical way of expressing this, namely :-
∑x
x = where x , (reads as “x bar”), is the mean.
n
and ∑ x means the “sum of all the x’s”.
and n is the number of values used.
∑x 6 + 7 + 9 + 9 + 10 + 13 54
In our example, x = = = = 9. the mean .
n 6 6
Step 2 We now draw up a table to show how “far” x (x – x )

each of the six values, (6, 7, 9, 9, 10, 13) ,
6 6 – 9 = –3
is ”away” from the mean ( x = 9).
7 7 – 9 = –2
9 9–9 = 0
9 9–9 = 0
10 10 – 9 = 1
13 13 – 9 = 4
cont’d ......

To find the “average” of these (x – x )’s, we should really add them x (x – x ) (x – x ) 2
together, then divide by 6.
6 –3 (–3) 2 = 9
A problem :- if we add (–3) + (–2 ) + 0 + 0 + 1 + 4 —> we get 0 !
7 –2 (–2) 2 = 4
(This is because they all “cancel” each other out).
9 0 (0 ) 2 = 0
A “neat” trick :- If we “square” these 6 values ((–3), (–2), 9 0 (0 ) 2 = 0
0, 0, 1, 4), all the negative signs disappear. 10 1 (1)2 = 1
=> we add on an extra column showing (x – x ) 2 ’s. 13 4 (4) 2 = 16
Step 3 We now find the “average” of the numbers in the last column. (9 + 4 + 0 + 0 + 1 + 16) ÷ 6.
∑ (x – x )2 30
We can use our new notation => average = = = 5. the average is 5
n 6
Step 4 But remember – these six numbers, (9, 4, 0, 0, 1, 16), were the squares of the (x – x )’s.
=> As a final step, we find the square root of this “average”, (the 5). => 5.
We call this measure of how far away the values are from the mean, the standard deviation.
We have a special formula for it.
∑ (x – x )2 * this is not exactly the correct

standard deviation =
n formula, but we’ll explain this later.
∑ (x – x )2 30
=> In our example, we have s.d. = = = √5 = 2·236.
n 6
* The important thing about this measure of spread is that it takes into account
every one of the six numbers, and gives a “feel” for how far, on average, each
value is from the middle of the distribution, (the mean).
The lower the standard deviation is, the more tightly grouped is the set of values.
Exercise 11·5
1. Shown below are the number of touchdowns, made by the Cincinnati Crawlers
in their last 5 matches.
2, 3, 9, 6, 5.
Copy the following and calculate the mean and the standard deviation.
∑x 2 + 3 + 9 + 6 + 5 x (x – x ) (x – x ) 2

(a) mean = x = = = .....
n 5
2 2 – 5 = –3 (–3) 2 = 9
(b) standard deviation - see table 3 3 – 5 = –2 .......
9 ...... .......
∑ (x – x )2 ..... 6 ...... .......
s.d. = = = .... = ....
n 5 5 ...... .......
∑ (x – x )2 = ......

2. The first sentence James read in his new book had eight words in it.
The number of letters in each word was :- 1, 3, 4, 8, 5, 1, 7, 3.
Calculate the mean number of letters per word and the standard deviation.
Copy and complete the following :-
∑x 1 + 3 + 4 + 8 + .......... x (x – x ) (x – x ) 2
(a) mean = x = = = .....
n ....
1 1 – 4 = –3 (–3) 2 = 9
(b) standard deviation - see table 3 ...... .......

4 ...... .......
8 ...... .......
5 ...... .......
∑ (x – x )2 .....
1 ..... .......
s.d. = = = .... = ....
n .....
7 ..... .......
3 ..... .......
You may use “s.d.”, or “s” or “σ” to
represent the term “standard deviation”. ∑ (x – x )2 = ......
Standard Deviation - the Real Formula
Statisticians discovered that they could get a better idea of the

spread of a distribution of values by altering the formula for
the standard deviation slightly. ∑ (x – x )2
n
They decided it worked better using (n – 1)* rather than just n. ∑(x – x ) 2
s.d. = (n – 1)
The formula for the standard deviation became :-
∑ (x – x )2
s.d. =
n −1
* the reason for this is too complicated to explain at this stage - wait till you go to University !!!!!
* From now on, use the new formula for standard deviation using (n – 1) rather than n.
3. The weights of the first four letters George weighed in his post office one
morning, were :- 30 grams, 41 grams, 48 grams, 29 grams.
(a) Calculate the mean weight in grams.

∑ (x – x )2
(b) Draw up a table and use the formula, s.d. = ,
(n − 1)
to calculate the standard deviation.
4. The school bus is supposed to arrive at Bromley Primary

every day at 3.30 prompt.
sponsored by TeeJay
The head teacher noted how many minutes late the driver
was last week – 6 mins, 15 mins, 8 mins, 2 mins, 9 mins.
Calculate the mean number of minutes late and the standard deviation of the times.

5. The Edinburgh Annual Paper Airplane Making contest was held in June.
The distances travelled by the planes of the last 8 competitors were :-
22 m, 35 m, 26 m, 28 m, 30 m, 24 m, 36 m, 23 m.
(a) Calculate the mean distance travelled by the 8 planes.

(b) Draw up a table and use it, along with the formula, to
calculate the standard deviation of the distances travelled.
6. On a field trip, Susan collects 7 worms and measures their lengths.

6·5 cm, 4·7 cm, 10·2 cm, 9·1 cm, 8·8 cm, 12·0 cm, 7·5 cm.
Calculate the standard deviation.
7. Two men were playing a “friendly” game of darts.

The scores, for each of their first six darts, are shown below.
Donald 18 22 17 20 15 16
Graeme 3 38 6 30 1 30
(a) Show that both men scored the same mean.

(b) By drawing up 2 separate tables, calculate the standard deviation of both men’s scores.
(c) Comment on what the two different standard deviations tell you about the men’s scores.
Standard Deviation - an Alternative Formula
If the mean is an “awkward” decimal, all the calculations in your ∑ x2 − ( ∑ x ) 2 / n

s =
standard deviation tables become difficult to work with. In this situation, (n – 1)
a rearrangement of the standard deviation formula can be used.
Example :- Calculate the mean and standard deviation for the numbers :- 3, 5, 2, 9, 1, 8.
∑x 28 x x2
mean :- x = = = 4·6666...
n 6 3 9
5 25
∑ x2 − ( ∑ x ) 2 / n
s.d. :- s= 2 4
(n – 1)
9 81
184 − 28 2 / 6 53·33.. 1 1
s= = = 10·6.... = 3·27 8 64
5 5
∑ x = 28 ∑ x2 = 184
8. Use the above formula to calculate the mean and the standard deviation of the following :-
(a) 4, 12, 9, 6. (b) 45, 32, 37, 34, 40, 27.
(c) 6·2, 7·3, 9·1, 5·7, 11·4. (d) 115, 130, 122, 129, 130, 133, 136.
9. Re-calculate the standard deviation for the set of numbers :- 4, 12, 9, 6. (see question 8(a) above),
using your original formula given on page 113, and check it gives the same value.

1. Calculate the mean, median, mode and range :-
6. 6 brand new Mini’s were tested by pouring
15, 18, 13, 14, 18, 15, 18, 17, 22, 25, 12. exactly 1 gallon of petrol into their tanks and
carefully measuring how far they travelled
2. The mean age of five
before the cars came to a halt.
boys is 12 years old.
Four of the boys’ ages
are 10, 9, 15 and 14.
How old is the fifth boy ?
3. A Landscape Gardener orders turf from two The distances, in miles, were :-
suppliers. He recently kept a note of how many
42, 43, 45, 49, 50, 53.
days it took for his last 10 orders from each
supplier to be delivered. (a) Calculate the mean number of miles.
(b) Calculate the standard deviation.
Green Up 1 12 2 11 15 3 1 10 2 13
Turfers 6 6 8 7 5 6 7 7 5 8 7. Sid and Jock both
hit 5 shots with their
(a) For each supplier, calculate :-
drivers off the tee.
(i) the range
Shown below are
(ii) the mean number of days.
the distances travelled
(b) As the gardener likes by each ball, (in yards).
to plan his work in
advance he prefers Sid :- 230, 275, 245, 220, 180.
to order from the
Jock :- 225, 230, 240, 220, 235.
more consistent supplier.
Which supplier is that, and why ? (a) Show that both Sid’s and Jock’s mean
(c) Give one reason why he might order driving distances were the same.
from his other supplier. (b) Calculate the standard deviation for both
golfers and comment on who was the more
4. Suzie looked at her telephone bill and wrote
consistent golfer.
down the duration of her last 15 calls (to the
nearest minute). 8. Suzie checks out the price of a pint of semi-
2, 3, 5, 5, 5, 7, 8, 12, 12, 13, 15, 15, 16, 17, 20. skimmed milk in six local garage shops.
(a) Calculate the median and the lower and The cost in pence are :-
upper quartiles. 54 49 46 57 52 48.
(b) Calculate the semi-interquartile range. Calculate :-
(a) the mean price of a pint of milk.
5. Shown below are the hours worked by the part- (b) the standard deviation of the prices.
timers at Q & B Super-Store :-
Suzie also checks out the price of a pint of milk
12, 12, 14, 15, 17, 19, 19, 20, 20, 22, 24, 25, 27. in nearby supermarkets, finding the mean price
(a) Calculate the median and the quartiles. there is 48p and the standard deviation is 2·2.
(b) Draw a neatly labelled box-plot to show the (c) Make two valid comparisons between the
distribution of the above hours. two sets of prices.

Chapt
Chapter
er 1122 Functions and Graphs
Number Machines and Functions
Look at this example of a Number Machine. x x 3 3x
This number machine feeds in any value (x), multiplies it by 3, and produces the answer (3x).
We will refer to this “number machine” from now on as a “function”.
A function in mathematics is simply a rule for dealing with numbers, (or letters).
Notation :-
We tend to use certain letters (like f, g or h) to represent functions.
Example :- f is the function which takes any value, (x), multiplies it by 3 and produces the value 3x.
for short, we write :- f : x —> 3x. [this reads as “f takes x onto 3x]
or even better as :- f(x) = 3x [this reads as f of x = 3x].
Further Examples :- Here are some examples of functions :-
f(x) = 5x – 1, f(x) = x2 + 3, f(x) = x2 – 2x + 1,
2
g(x) = 3sinx°, f(x) = x, h(x) = x .
A function in mathematics is simply a rule for handling numbers (or letters).
Example :- Let us look at the function f(x) = x 2 + 3.

We will apply this function to the set of x-values {–2, –1, 0, 1, 2}.
x = –2 => f(–2) = (–2)2 + 3 = 4 + 3 = 7 => we can think of 7 as the y-value.

x = –1 => f(–1) = (–1)2 + 3 = 1+3 = 4 => we can think of 4 as the y-value.
x= 0 => f(0) = (0)2 + 3 = 0+3 = 3 => we can think of 3 as the y-value.
f(x) = x2 + 3
y
• •
We now have a series of coordinate points :-
(–2, 7) (2, 7)
(–2, 7), (–1, 4), (0, 3), (1, 4), (2, 7),
• •
which we can plot on a Cartesian Diagram
•
and join up to form a smooth graph as shown. (–1, 4) (1, 4)
(0, 3)
N5 - Chapter 12 this is page 116 Functions/Graphs

Exercise 12·1 6. In this question, f(x) = 1
x + 3.
2
1. Consider the function f(x) = 2x + 3, and the (a) Evaluate f(22).

set of x-values {–1, 0, 1, 2, 3}. (b) Write down an expression for f(z).
(a) Find f(3) = 2 x 3 + 3 = .... => (3, ...). (c) Given that f(z) = 11, form an equation in z
and solve it to determine the value of z.
(b) Similarly, find f(–1), f(0), f(1) and f(2).
(c) Plot the 5 points on y 7. Consider the function f(x) = x 2 – 1 and the set
a coordinate diagram of values {–2 ≤ x ≤ 2}.
and join them up.
(d) You should have obtained Note :- {–2 ≤ x ≤ 2} is simply a mathematical
a straight line. way of saying “consider all the numbers
x
(the x-values), from –2 up to 2.
f(x) = 2x + 3 [or y = 2x + 3] is referred to as
a linear function. (You have met this before).
(a) Find f(2). (= 22 – 1 = 4 – 1 = ...).
2. Consider a second linear function :- (b) Similarly, find f(1), f(0), f(–1) and f(–2).
1
f(x) = 2 x – 2, (c) Draw a coordinate y
and the set of x-values {–4, –2, 0, 2, 4}. diagram and plot the
corresponding 5 points
(a) Evaluate f(–4), f(–2), f(0), f(2), and f(4),
(–2, 3), (–1, 0), .....
and list the coordinates of the five x
corresponding points. (d) Join the 5 points up with
a smooth curve.
(b) Draw a coordinate diagram, plot the 5
points and join them up. This is called a quadratic function and will be
studied in depth later on.
3. Consider the function f(x) = 10 – x, and the set (A quadratic function always has an x2 term).
of x-values {–1, 0, 1, 2, 3}.
(a) Evaluate f(–1), f(0), f(1), f(2) and f(3). 8. Consider the quadratic function f(x) = 3x2,
and the set of values {–2 ≤ x ≤ 2}.
(b) Draw a coordinate diagram, plot the
corresponding 5 points and join them up (a) Find f(–2), f(–1), f(0), f(1) and f(2).
to show this 3rd linear function.
(b) Draw a coordinate diagram and plot the
corresponding 5 points (–2, 12), (–1, 3), ....
4. Consider the function f(x) = 3x – 1.
(c) Join the 5 points up with a smooth
(a) What is f(4) ?
quadratic curve.
(b) What is f(25) ?
(c) If f(x) = 3x – 1, write down an expression 9. Consider the function f(x) = x(x – 2) and the
for f(a) in terms of the letter a. set of values {–1 ≤ x ≤ 3}.
(d) If in fact f(a) = 20, use part (c) to set up an (a) Find f(–1) = (–1) x ((–1) – 2) = (–1) x (–3)
equation in a and solve it to find the value
(b) Find f(0), f(1), f(2) and f(3).
of the letter a. (i.e. solve 3a – 1 = 20.)
(c) Draw a coordinate diagram and plot the
5. A function is denoted by f(x) = 6x – 2. corresponding 5 points (–1, 3), (0, 0), ....
(a) Evaluate f(3). (d) Join the 5 points up to show yet again a
(b) Write down an expression for f(p). smooth quadratic curve.
(c) If f(p) = 40, set up an equation in p, and Note the U-shape you obtain from a quadratic
solve it to find the value of p. function - this is always the case - a parabola.

10. Consider the function f(x) = x 2. 17. Consider the function f(x) = 5x – 2.
Another way of writing this is y = 5x – 2.
(a) Evaluate f(3).
(b) Write down an expression for f(a).
In function notation, f(x) and y effectively
(c) Given that f(a) = 25, set up an equation represent the same thing.
y
using a and solve it to determine the On a coordinate diagram :-
value(s) of a. [2 possible values !] •(x, f(x))
• x measures the distance
a point is measured y = f(x )
11. Consider the function f(x) = x 2 + 3. horizontally from the
origin.
(a) Evaluate f(2). x
• f(x) (or y) measures the O x
(b) Write down an expression for f(p). distance the point is
(c) If f(p) = 39, set up an equation using a vertically up (or down)
and solve it to determine the from the origin,
value(s) of p. [2 values again]
(a) Evaluate f(10).
12. Consider the function f(x) = 5x – 3.
(b) Write down an expression for f(2p) in terms
(a) Evaluate f(10). of p. (i.e. replace x by 2p in f(x) = 5x – 2).
(b) Write down an expression for f(2a) in terms (c) Given that f(2p) = 38, set up an equation
of a. (i.e. replace x by 2a in f(x) = 5x – 3). using p and solve it to find the value of p.
(c) Given that f(2a) = 27, set up an equation
using a and solve it to find the value of a. 18. A new function is defined by f(x) = 12 x + 3.
(a) Find f(20).
13. Find an expression in terms of the given letter
(b) Given that f(c) = 9, determine the value of c.
for each of these :-
(a) f(x) = x + 3. Find f(4a). 19. Look at the line y
shown opposite.
(b) g(x) = 2x – 3. Find g(3p).
(a) Where does
(c) h(x) = x – 5. Find h(a 2). it cut the
y-axis ?
(d) f(x) = 12 – x. Find f(2q).
(b) Calculate
(e) f(x) = x2. Find f(3m). x
the gradient
(f) h(x) = 2x 2. Find h(10t). (careful !) of the line.
(c) Write down
14. For the function f(x) = 4x – 1, write down an
the equation
expression for f(t) and determine the value of t, of the line in the form y = mx + c.
given that f(t) = 33.
(d) Rewrite this in function notation, f(x) = ....
15. Consider the function f(x) = 3x – 3. (e) Find (i) f(20) (ii) f(–6).
Write down an expression for f(n), and find the
(f) Given that f(p) = 27, determine the value
value of n, given that f(n) = 37.
of p.
16. A function is defined by h(x) = x – 1. (g) Use this to write down the coordinates of the
point (..., 27) which lies on the line.
Write down an expression for h(r2) and
determine the values of r, given that h(r2) = 48.

The Quadratic Function
Any function of the form :-

f(x) = a x2 + bx + c (or y = ax2 + bx + c),
where a, b and c are numbers is called a quadratic function. (b and c can be 0 but a cannot be 0).
Examples :- f(x) = x2 + 2x + 3 f(x) = 3x 2 – 2x – 5 f(x) = 4x 2 + 6x
f(x) = x 2 – 7 f(x) = 10 – 2x – x 2 f(x) = 5x 2
are all examples of quadratic functions. (You have already met quadratic expressions).
Example :- Let us study the quadratic function f(x) = x 2 – 2x – 3, {–2 ≤ x ≤ 4}.
f(–2) = (–2)2 – 2(–2) – 3 = 4 + 4 – 3 = 5. y

f(–1) = (–1) 2 – 2(–1) – 3 = 1 + 2 – 3 = 0.
f(0) = (0) 2 – 2(0) – 3 = 0 + 0 – 3 = –3. f(x) = x2 – 2x – 3
f(1) = (1) 2 – 2(1) – 3 = 1 – 2 – 3 = –4. •

(–2, 5)
•
(4, 5)
f(2) = (2) 2 – 2(2) – 3 = 4 – 4 – 3 = –3.
f(3) = (3) 2 – 2(3) – 3 = 9 – 6 – 3 = 0.
• •
f(4) = (4) 2 – 2(4) – 3 = 16 – 8 – 3 = 5.
(–1, 0) (3, 0) x
•••
The above seven points have been plotted and
(0, –3) (2, –3)
can be seen opposite. The quadratic graph (1, –4)
has been drawn as a smooth curve through
x=1
these seven points. Study the graph carefully.
• This “U -shaped” curve is always produced from a quadratic function.
• This type of graph is referred to as a parabola.

• It always has a vertical line of symmetry (shown dotted). In this case it is the line x = 1.
• The two values of x where the graph cuts the x-axis are called the zeros or the roots of
the quadratic function. In this case, the roots are at x = –1 and x = 3.
• There is always a minimum turning point in this type of graph. In this case at (1, –4).
• The graph can look like an “inverted U ” (upside-down), in some cases. (See later).
Note :- The quadratic function is one of the most important functions we will study in mathematics.
It occurs in lots of real-life situations and its graph, the parabola, can be seen in science,
design, engineering and architecture.

Exercise 12·2
1. Look at the most basic quadratic function 5. Look at the quadratic function
f(x) = x 2, {–3 ≤ x ≤ 3}. f(x) = x 2 – 4x {–1 ≤ x ≤ 5}.

(a) Find f(–1) = (–1)2 – 4(–1) = 1 + 4 = ....
(a) Find f(–3) = (–3)2 = ...
(b) Similarly, find f(–2), f(–1), f(0), f(1), ... f(3). (b) Similarly, find f(0), f(1), ....., f(5).
(c) Plot these 7 points on a coordinate diagram
(c) Plot these 7 points on a coordinate diagram and draw the smooth parabolic curve
and draw the smooth parabolic curve through them.
through them.
(d) There are two roots. What are the two
(d) There is only one root this time. (i.e. there values ?
is only 1 place where the graph cuts the
x-axis). What is its value ? (e) Write down the equation of the line of
symmetry.
(e) Can you see the line of symmetry ? (f) Write down the coordinates of its minimum
Write down its equation. (x = ...). turning point.
(f) Write down the coordinates of its minimum
turning point. 6. A quadratic function is given by
f(x) = x 2 + 3x {–4 ≤ x ≤ 1}.
2. Look at the following quadratic function
(a) Find f(–4) = (–4)2 + 3(–4) = 16 – 12 = ...
f(x) = x 2 – 1, {–3 ≤ x ≤ 3}.
(b) Similarly, find f(–3), f(–2), ....., f(1).
(a) Find f(–3) = (–3)2 – 1 = ...
(b) Similarly, find f(–2), f(–1), .... f(3). and draw the smooth parabolic curve
through them.
and draw the smooth parabolic curve (d) What are the two roots ?
through them. (e) Write down the equation of the line of
(d) There are two roots this time. (i.e. there symmetry.
are 2 places where the graph cuts the (f) Write down the coordinates of its minimum
x-axis). What are the two values ? turning point.
(e) Can you see the line of symmetry ?
Write down its equation. (x = ...). 7. This time, the quadratic function is given by
f(x) = x 2 + 2x – 3 {–4 ≤ x ≤ 2}.
turning point. (a) Find f(–4) = (–4)2 + 2(–4) – 3
= 16 – 8 – 3 = ....
(g) Say how this graph ( f(x) = x 2 – 1) differs
from the basic graph ( f(x) = x 2) in Qu 1. (b) Similarly, find f(–3), f(–2), ....., f(2).
3. Say what you think the graph of the function and draw the smooth parabolic curve
through them.
f(x) = x 2 + 3
(d) What are the two roots ?
might look like in comparison to f(x) = x 2.
(e) Write down the equation of the line of
symmetry .
4. What do you think the graph of the function
f(x) = x 2 – 5 turning point.
might look like in comparison to f(x) = x 2 ?

8. Consider the quadratic function is given by Quadratic functions always produce parabolas.
f(x) = x 2 – 2x – 8 {–3 ≤ x ≤ 5}. Some look like this :- Others look like this :-
(a) Find f(–3) = (–3)2 – 2(–3) – 8

= 9 + 6 – 8 = ....
(b) Similarly, find f(–2), f(–1), ....., f(5).
(c) Plot these 9 points on a coordinate diagram 11. Write down, in your own words, how you could
and draw the smooth parabolic curve tell in advance, by just looking at the quadratic
through them.
function, whether it will be a “ -shaped” graph
(d) What are the two roots ? (a minimum), or an “Inverted -shaped ( )”
(e) Write down the equation of the line of graph, giving a maximum.
symmetry.
(f) Write down the coordinates of its minimum 12. Without actually drawing these parabolas, state
turning point. what shape of parabola will be produced from
the following quadratic functions :-
All of the quadratic functions
you have studied so far have (a) f(x) = x 2 + 3x + 2 (b) f(x) = –x2 + 6x
given the same “U-shaped” (c) f(x) = 9 – x 2 (d) f(x) = x 2 + 5x – 2

parabolic graph.
(e) f(x) = 12x – x 2 (f) f(x) = 3x 2 – 6x.
9. This time, the quadratic function is 13. (a) Draw the parabola corresponding to the
f(x) = – x 2 {–2 ≤ x ≤ 2}. quadratic function
(a) Find f(–2) = –(–2)2 = ... f(x) = 9 – x 2 {–3 ≤ x ≤ 3}.
(b) What are the two roots ?

(b) Similarly, find f(–1), f(0), f(1) and f(2).
(c) Write down the equation of the line of
symmetry.
and draw the smooth parabolic curve
through them. (d) Write down the coordinates of its maximum
turning point.
(d) What do you notice about the shape of the
parabola this time ?
14. (a) Draw the parabola corresponding to the
(e) What is different this time that caused the
quadratic function
parabola to be “upside-down” ?
f(x) = 8 – 2x 2 {–3 ≤ x ≤ 3}.
10. Consider the quadratic function
(b) What are its two roots ?
f(x) = 4x – x 2 {–1 ≤ x ≤ 5}.
(a) Find f(–1) = 4(–1) – (–1)2 = – 4 – 1 = ... symmetry and the coordinates of its
maximum turning point.
(b) Similarly, find f(0), f(1), ... f(5).
(c) Plot these 7 points on a coordinate diagram 15. (a) Draw the parabola corresponding to the
and draw the smooth parabolic curve quadratic function
through them.
f(x) = x 2 – 4x + 4 {0 ≤ x ≤ 4}.
(d) What are the two roots ?
(e) Write down the equation of the line of (b) How many roots does it have ?
symmetry. (c) Write down the equation of the line of
(f) Write down the coordinates of its maximum symmetry and the coordinates of its
turning point. minimum turning point.

1. Consider the function f(x) = 4x – 3, and the 5. A function is defined by f(x) = x + 5.
set of x-values {–1, 0, 1, 2, 3}. Write down an expression for f(a2) and
(a) Find f(–1) = 4 x (–1) – 3 = ... => (3, ...). determine the values of a, given that f(a2) = 41.
(b) Similarly, find f(0), f(1), f(2) and f(3). 6. A function is defined by f(x) = 4 x + 5.
(c) Plot the 5 points on y
(a) Find the value of f(36).
a coordinate diagram
and join them up to (b) Calculate the value of w, given that
show the linear function :- f(w) = 45.
y = 4x – 3. x
7. Without actually drawing these curves, state
2. Consider this time the function f(x) = 5x – 2. what shape of parabola will be produced from
(a) What is f(3) ? the following quadratic functions :-
(b) What is f(20) ? (a) f(x) = x2 + 4x – 5 (b) f(x) = –x 2 + 9x
(c) If f(x) = 5x – 2, write down an expression (c) f(x) = 16 – 2x 2 (d) f(x) = x 2 – 2
for f(t) in terms of the letter t.
(e) f(x) = 8x – x 2 (f) f(x) = 2x 2 – 6x.
(d) If in fact f(t) = 38, use part (c) to set up an
equation in t and solve it to find the value
of the letter t. 8. (a) Draw the parabola corresponding to the
quadratic function
3. Consider the function f(x) = x 2 + 2 and the set f(x) = 4 – x 2 {–3 ≤ x ≤ 3}.
of values {–2 ≤ x ≤ 2}.
(b) What are the two roots ?
(a) Find f(2) = 22 + 2 = 4 + 2 = ....
(b) Similarly, find f(1), f(0), f(–1) and f(–2). symmetry .
(d) Write down the coordinates of its
(c) Draw a coordinate diagram and plot the
corresponding 5 points (–2, 6), (–1, 3), .....
(d) Join the 5 points up with a smooth curve to

represent the quadratic function :- 9. Consider the function f(x) = x(x + 4). and
f(x) = x2 + 2. the set of values {–5 ≤ x ≤ 1}.
(a) Find f(–5), f(–4), ...., f(1).

4. Consider the quadratic function :-
(b) Draw a coordinate diagram and plot the
f(x) = 6x – x 2 {–1 ≤ x ≤ 7}.
corresponding 7 points (–5, 5), (–4, 0), ....
(a) Find f(–1) = 6(–1) – (–1)2 = –6 – 1 = ...
(c) Join the 7 points up to show yet again a
(b) Similarly, find f(0), f(1), ... f(7). smooth quadratic curve.
(c) Plot these 9 points on a coordinate diagram (d) Write down the equation of the line of
and draw the smooth parabolic curve symmetry .
through them. (e) Write down the coordinates of its
(d) What are the two roots ? minimum turning point.
(e) Write down the equation of the line of
symmetry.
(f) Write down the coordinates of its maximum
turning point.

Exercise 4
1. Change the subject of each formula to x :- 6. (a) A function is defined as f (x) = 3x – 7.

(a) x – y = k (b) 3x + w = g Find the values for each number in the set
{–2, –1, 0, 1, 2, 3}.
(c) 2xy + 1 = h (d) 0·5x – fg = 0
(b) Use the same set from part (a) to find the
(e) V = 2x (f) y = mx + c
values for the function f (x) = 2x 2 – 1.
2 2
(x + t )
(g) ax – b = cx (h) P= .
2
7. Find f (–2), f (–1), f (0) and f (1), given
2. The formula for displacement is defined as
f (x) = x 2 + 2x – 1.
2
s = ut + at .
1
2
Change the subject of this formula to :- 8. Given f (x) = 4x – 6, find k given f (2k) = 10.
(a) u (b) a.
9. For both the parabola below, state :-
3. Find the mean, median, mode and range for :- • the roots
(a) 4, 4, 6, 7, 8, 11, 15 • the maximum or minimum turning point
(b) 8·6, 9·4, 11, 6·7, 8, 9·4, 10·6, 9·6 • the equation of the line of symmetry.
(c) 112, 212, 121, 212, 222, 111, 122. (a) (b)
y y
4. The mean age of a 5-a-side football team is 22.
When the substitute is added the mean is 25. (1, 4)
•
How old is the substitute ? 0 • •4 • •
• x –1 3 x
(2, –4)
5. Ross looked at his last 20 calls on his mobile.
14 12 10 8 11 18 19 22 28 3
10. Sketch each of these parabolas, indicating :-
11 18 14 1 15 21 20 27 36 9
• the roots,
Each number has been • the y-intercept and
rounded up to the
• the line of symmetry.
nearest minute.
(a) f(x) = x 2 – x + 6, {–3 ≤ x ≤ 4}
(a) Calculate the semi–interquartile range.
(b) Use the above information to construct (b) y = x 2 – 2x , {–2 ≤ x ≤ 4}
a box plot.
(c) f(x) = x 2 + 2x – 8, {–5 ≤ x ≤ 3}
Last month, Ross had constructed the box
plot below from his calls. (d) y = x 2 – 4, {–3 ≤ x ≤ 3}
7 9 11 (e) f(x) = 2 – x – x 2, {–3 ≤ x ≤ 2}.

2 16
11. A function is defined as f (x) = ax2 + bx + c,

(c) Write a couple of sentences to compare where a < 0 and c > 0.
last month’s box plot with his last 20
Sketch the graph of this function.
calls this month.

This section is a cumulative exercise based on Chapters 1 - 12.
12. Simplify fully (x + 3)(2x – 3) – (x – 4)2. 20. Factorise fully :-
(a) x 2 – 7x + 30 (b) 2x 2 – 3x – 9.
13. A painting, bought two
years ago for £8000,
depreciated in value 21. Simplify fully (x 2 + x – 6) ÷ (x 2 – 4).
by 8% in its first year.
This year, the painting 22. Find the value of x in each of the following :-
appreciated and is now (a) (b) 13 m
valued at £8450. x° 50°
By what percentage, to one decimal place, 12 m xm
must the painting have appreciated this year ? 11 m
70°
14. Find :–
12 m
(a) 21
4
+4 1
3
(b) 11 13 ×2 1
5 23. Change the subject of each formula to x :-
(c) 8 14 ÷ 3 16 (d) 11
÷ 1 12 . 2 2 2 4 x + 1
7 (a) x − y = r (b) = .
x – 1 y
15. George has some money.
24. Draw an appropriate statistical diagram to
He spent one quarter of it on sweets.
illustrate the following information :-
He spent half of the remaining amount on juice.
From the money he had left, he spent two thirds Max – 24
of it on a comic. Range – 11
If he had £1·40 left, how much did he start with ? Median – 16
1st Quartile – 15
3rd Quartile – 20.
16. Vikki bought 3 mice and
2 hamsters, costing her a
total of £30·60. 25. Find the standard deviation of :-
Mellisa spent £61·10 on 10, 13, 13, 14, 15, 19, 23, 23.
4 mice and 5 hamsters.
How much does it cost for a hamster ? 26. Sketch each of the following functions :-
(a) y = 4x – 3, {–2 ≤ x ≤ 2}
17. Find the perimeter of the shape below giving
your answer to 3 significant figures :- (b) f(x) = x 2 + 2x – 8, {–5 ≤ x ≤ 3}.
20 cm
27. The volume of a cone with radius r cm and
9 cm height h cm is given by :-
V = 13 π r h .
2
28 cm
h cm
18. State the gradient and y-intercept of :-
What happens to V when :-
(a) y = 3x – 1 (b) 2y + 3x – 7 = 0.
(a) r is doubled
r cm
19. Find the equation of the lines passing through :- (b) r is halved ?
(a) (0, –3), (6, 1) (b) (–2, –3), (1, 3).

Calculator 4
7
1. Change :- (a) 8·6 km to mm (b) 670 g to tonnes (c) 8 kg to g
(d) 0·125 km to cm (e) 8·5 hours to seconds (f) 4 ml to litres (g) 0·001 m to mm.
2. Find :- (a) 90% of £2 (b) 15% of 3 cm (c) 95% of 2000
(d) 1 12 % of 4 m (e) 3% of 3 kg (f) 2 12 % of 64 km (g) 22 12 % of 320.
3. Find :- (a) (–12) – (–42) (b) (–55) + 67 (c) (–30) x (–15)

(−9) × (−10)
(d) (−30) 3 (e) 144 ÷ (–6) (f) (–25) ÷ (–125) (g) .
( −6)
4. (a) A bowl holds 24·50 litres of punch. How many 80 ml cups can be filled from one bowl ?
(b) A truck can carry 3·2 tonnes of rubble. How many trips will it make to carry 128 tonnes ?
(c) 200 sweets in a bag. 150 bags in a box. 400 boxes in a crate. How many sweets in a crate ?
5. Draw a neat set of coordinate axes and plot :- A(–1, 2), B(4, 2) and C(7, –2).
(a) Find the 4th point (D) such that ABCD is a rhombus.
(b) The rhombus is given a 180° rotation about the origin. Write the images of the vertices.
6. Write in 24 hour format :- (a) five to five in the morning (b) noon
1
(c) ten to midnight (d) 8:40 p.m. (e) 4 to 8 in the evening.
7. How long is it from :- (a) 2127 to 2212 (b) 1134 to 9:20 p.m. ?
8. (a) A car covers 125 kilometres in 1 hour and 15 minutes. Find the average speed of the car.
(b) A truck travelling at 60 m.p.h. travels 45 miles. How many minutes did the journey take ?
9. A flower bed is made from a rectangle and a quarter circle as shown.

Calculate the perimeter of the flower bed. 10 cm
10. Prove that if a triangle has shorter sides 3x and 4x and has 30 cm
hypotenuse 5x, then it must be right angled, for every value of x
2
11. If f ( x) = 2 x – 3x + 4 , find :- (a) f (0) (b) f (–1) (c) f (0·5).
12. Ellie invested £8400 in a stock fund. She left it for 3 years and earned 10% interest per annum.
How much was her investment worth after 3 years ?
13. Simplify the expression :- (2x + 1)2 + (5x – 1)(x + 2) – (3x – 1)2.

Chapter 13 Circles - Arcs & Sectors
Finding an Arc Length A minor

arc
B
An ARC is a part, (or fraction), of the circumference of a circle. 15 cm
60°
Arc AB, (the red part), is called the minor arc.
O
Arc AB, (the blue part), is called the major arc.
major
arc
Example :- Find the length of the minor arc AB.
C = πd * note
Step 1 Calculate the full
C = 3·14 x 30
circumference C = πd.
C = 94·2 cm
Step 2 Find the required 60
=> Arc AB = 360
x 94·2 = 15·7 cm
fraction of the circumference.
* note
300
The major arc AB is found in the same way by multiplying the circumference by the fraction 360
.
Exercise 13·1
Sometimes the words minor or major are not used.
1. Copy and complete the calculation to find the
length of the minor arc of the circle shown :- 4. Calculate the arc length in each of these :-
A (a) (b)
C = πd note
C = 3·14 x 14 B
7 cm
45° 135° 225°
C = ...... cm 14 cm
O 8 mm
....
=> Arc AB = 360
x .....
(c) (d)
= .......... cm.
10 cm 300°
160°
2. Find the length of each minor arc :-
14 m
(a) A (b) A
6 cm 5 cm
5. Calculate the perimeter of each shape :-
120° 135°
O
O (a) (b)
B
B
15 cm 20 mm
(c) (d) 45° 100°
9 cm
100° 240°
6. The shape trapped between two radii and an
4 cm
arc is called a sector of a circle.
Calculate the perimeter of a sector which is a
3. Find the length of the major arc in question 2(a). fifth of a circle with diameter 5 centimetres.
(A sketch would help).
N5 - Chapter 13 this is page 126 Arcs & Sectors

Finding the Area of a Sector A Shown is sector AOB
A sector is a part, (or a fraction) of the area of a circle. B
The sector is the part trapped between the two radii and the arc.
A
O
minor
18 cm sector Sector AOB, (the pink part), is called the minor sector.
120°
major OO Sector AOB, (the blue part), is called the major sector.
sector
B
Example :- Find the area of the minor sector.
Step 1 Calculate the area of the A = π r2

whole circle :- A = π r 2 A = 3·14 x 18 x 18
Step 2 Calculate the required A = 1017·36 cm 2
fraction. 120
=> Minor sector AOB = 360
x 1017·36
The area of the major sector AOB is found in the
240 = 339·12 cm 2
same way, by multiplying by the fraction 360
.
Exercise 13·2
1. Copy and complete the calculation to find the 4. Calculate the area of each sector :-
area of the minor sector of this circle :- (a) (b)
minor
A = π r2 A sector
A = 3·14 x 10 x 10 B 140°
20 mm 230°
10 cm 4 5 °
2 6 cm
A = ....... cm
O
Minor sector AOB (c) (d)
....
= 360
x ......
12·5 cm
= ........... cm 2 . 170° 40°
7·5 m
2. Find the area of each minor sector :-

A P (e) (f)
(a) (b)
5 cm 8·7 cm
6 cm
7 cm 300°
120° 135° 105°
O O
B
Q
5. Calculate the area of the 25 m

3. (a) Find the area of the major sector in small sector which has
question 1. been “removed” from 330°
(b) Find the area of the major sector in the circle shown.
question 2(a).

Exercise 13·3 Mixed Exercise
(Answer to 2 decimal places where necessary). 6. Find the perimeter of the shape below.
(Shown in red).
1. For each shape below, find :-
(i) the arc length (ii) the sector area.
(a) (b) 4m • 90° 50° • 5m
40 cm 135°
80°
5·5 mm
7. A logo is made from three different shapes.
2. The net of a wizard’s
hat is shown.
40 cm
6 cm 5·2 cm
30°
100°
9 cm
Calculate the area of material needed to
make the hat. • a square of side 6 centimetres,
• a right angled triangle,
• a sector of a circle .
3. An eighth of a circular
pizza, with diameter Calculate :-
40 cm, is heated in a (a) the perimeter of the logo.
microwave.
(b) the area of the logo.
Calculate the area of the top of the pizza piece.
8. The red shaded area
4. A clock pendulum is shown is called a
35 centimetres long. segment of the circle. O
It swings though an 40° 12 cm
angle of 40° as shown. 35 cm
Calculate the distance A Segment B
through which the end of
the pendulum swings. (a) Calculate the area of the sector OAB.
(b) Now calculate the area of the right angled
5. Part of a hairpin bend on a racetrack forms triangle OAB.
the sector of a circle. (c) Finally, find the area of the red segment.
9. This shape consists of a sector of a circle

with 2 identical right angled triangles.
Calculate its area.
5m
60 m 15 cm
110°
12 cm
Calculate :– 105°
(a) the outside length of this part of the track. (You will need
to calculate
(b) the inside length of this part of the track.
the radius first).

Finding the Angle at the Centre, given the Arc Length
angle
You can rearrange the formula, Arc length = 360
x πd to help you find the angle at the centre.
Example :- If the arc length AB of a circle, radius 12 cm, is 12·56 cm, find the angle at the centre.
C = πd note A 12·56 cm
C = 3·14 x 24
B
C = 75·36 cm 12 cm
x°
=> Angle at centre (x°) is given by :-
O
12·56
x = 75·36
x 360°
note x = 60°
If you are given the arc length, then the formula needed to calculate the centre angle is :–
arc length
Angle (x°) = x 360°
circumference
Exercise 13·4
1. The minor arc length AB is 6·28 centimetres. 4. Find the angle at the centre of each sector :-
Calculate the size of the angle at the centre. (a) (b) 38·5 m
Copy and complete :- 18 cm

note A x° x°
C = πd 6·28 cm
C = 3·14 x 16 B 7 cm 13 m
8 cm
C = 50·24 cm x°
O (c) (d)
....
Angle (x) = 50·24 x 360°
37·5 m
20 m
= .....°
18 cm x°
70 cm x°
2. For each of the 2 sectors shown below,
calculate the size of the angle at the centre :-
A Q
(a) (b)
5. This sector has an arc length of 241·78 mm.
8·37 cm
4 cm
15 cm
x° P x°
O
B
42 mm x°
62·8 cm 241·78 mm
3. A sector of a circle, with a diameter of 25 cm,

has an arc length of 39·25 cm.
(a) Find the size of the angle at the centre.
Calculate the size of the angle at the centre.
(b) Calculate the area of the blue sector.

Finding the Angle at the Centre, given the Area
angle
You can rearrange the formula Area of Sector = ( 360
) x π r2 to help find the angle at the centre.
Example :- Find the angle at the centre, given that the area of the minor sector AOB is 75·36 cm 2 .
A = π r2
A Sector area is 75·36 cm 2
A = 3·14 x 12 x 12
B
A = 452·16 cm 2 12 cm
x°
Angle at centre is found as follows :-
O
75·36
=> angle (x°) = 452·16
x 360
x = 60°
The formula needed to calculate the angle at the centre, given the sector area is :-
area of sector
Angle = x 360°
area of circle
Exercise 13·5
Give each angle correct to one decimal place.
2
1. The area of the minor sector POQ is 1·57 cm 4. Find the angle at the centre of each sector :-
Calculate the size of angle x. (a) (b)
Copy and complete :- Area = 1·57 cm
2
P 2 2
A = π r2 51·3 mm 230 m
A = 3·14 x 2 x 2 Q
x° x°
2 cm
x° 13 m
A = 12·56 cm 2 7 mm
O
1⋅57
Angle (x) = ....... x 360°
(c) (d)
= .....°
20 cm
40 m
x°
2. Find the size of angle x and angle y :- 375 cm
2
(a) A (b) x° 4200 m

2
5 cm 2
25·2 cm 12 cm
x° y°
O
B 300 cm
2 5. The sector shown has an
area of 572·22 cm 2 .
(a) Find the size of the
3. The sector of a circle, with a radius of 5 cm, has x°
angle at the centre. 18 cm
an area of 65·5 cm 2 .
(b) Find the length of 572·22 cm 2
Calculate the angle at the centre of the sector. the major arc.

(Answer to 3 significant figures where necessary). 5. A cheese triangle is one of eight in a circular
pack of cheese.
1. Calculate the arc length in each of these :-
The label is an isosceles triangle of side 3 cm,
(a) (b)
with an angle of 40°, and the whole pack has a
radius of 5 cm. P
15 m 10 mm 240°
45°
40°
5 cm
3 cm
2. Calculate the area of each sector in question 1.
3. Find the angle at the centre of each sector :-

Q R
(a) (b)
15 cm (a) Write down the size of ∠QPR.
x°
x° (b) Calculate the silver area in the diagram,
9 cm which indicates the difference between
Arc length Arc length the area of the cheese sector and
is 21·195 cm. is 26·17 cm. the triangular label.
(c) (d) 6. A company logo consists of a circle with a

right angled triangle removed from it as
shown below.
50 m x°
(a) Calculate the total
x° green area.
3·3 m O
Area of sector Area of sector A gold trim is fitted

around the edges of 2m
2
is 6542 m . is 15·2 m 2 .
the triangle and the
4. When a Chinese style cut circle.
straw hat is cut open, here (b) Calculate, to the nearest centimetre, the
it forms the sector length of gold trim needed.
of a circle.
7. A path runs around part of a circular lawn.
The sector of the circle which has a diameter of 15 metres.
has a radius of 26 centimetres.
Pathway
26 cm A LAWN
Lawn
15 m
O 55° 135°
B
19 m
Calculate :–
Calculate the area of straw needed (a) the total perimeter of the path.
to make the hat.
(b) the area covered by the path.

Chapter 14 Quadratic Function 1
The Quadratic Function
Earlier in the book, you met functions, and in particular, you looked at the Quadratic Function.
In this Chapter, we are going to study the Quadratic Function in great depth, its related graph and its use
in solving Quadratic Equations.
Example :- Let us look back at the quadratic function f(x) = x 2 – 4, {–3 ≤ x ≤ 3}.
To draw it, we determine the value of f(x) for various values of x.
f(–3) = (–3) 2 – 4 = 9 – 4 = 5 y
f(–2) = (–2) 2 –4 = 4–4 = 0 f(x) = x2 – 4
f(–1) = (–1) 2 – 4 = 1 – 4 = –3 •
(–3, 5)
• (3, 5)
f(0) = (0) 2 – 4 = 0 – 4 = –4
f(1) = (1) 2 – 4 = 1 – 4 = –3
f(2) = (2) 2 –4 = 4–4 = 0 •
(–2, 0) • (2, 0) x
• •
f(3) = (3) 2 –4 = 9–4 = 5
•
(–1, –3) (1, –3)
Now plot the points (–3, 5), (–2, 0) etc. (0, –4)
The quadratic graph is called a :-
The equation of the (dotted) axis of
PARABOLA.
symmetry above is x = 0.
Exercise 14·1 3. Consider the function

f(x) = x 2 – 2x – 8 {–3 ≤ x ≤ 5}.
1. Consider the function
(a) Find f(–3), f(–2), f(–1) ............. f(5).
f(x) = x 2 + 3 {–2 ≤ x ≤ 2}.
(b) Plot the 9 points on an x-y diagram and draw
(a) Find f(–2) = (–2)2 + 3 = 4 + 3 = ... the parabola representing the function f(x).
(b) Find also f(–1), f(0), f(1) and f(2). (c) What are the roots of the function ?
(c) Plot the 5 points on an x-y diagram and draw (d) What is the equation of the axis of symmetry ?
the parabola representing the function f(x). (It is of the form :- x = ....).
2. Consider the function 4. Sketch the following functions, write down their
roots and state the equation of the axis of
f(x) = x 2 – 3x {–1 ≤ x ≤ 4}.
symmetry for each :-
(a) Find f(–1) = (–1)2 – 3 x (–1) = ... (a) f(x) = x 2 – 4x –1 ≤ x ≤ 5
(b) Find also f(0), f(1), f(2), f(3) and f(4). (b) y = x 2 – 2x – 3 –2 ≤ x ≤ 4
(c) Plot the 6 points on an x-y diagram and draw (c) f(x) = x 2 + x – 6 –4 ≤ x ≤ 3
the parabola representing the function f(x). (d) y = 4 – x 2 –3 ≤ x ≤ 3
(d) What are the zeros, or roots of the function ?
(e) f(x) = x 2 – x – 2 –2 ≤ x ≤ 3.
(i.e. where does it cut the x-axis ?).
(Retain these graphs - you will need them later).
N5 - Chapter 14 this is page 132 Quad Function 1

Quadratic Equations
You have seen how to solve linear equations of the following type :-
3x – 1 = 14 4(x – 1) = 18 7x – 2 = 4x + 19
3x = 14 + 1 4x – 4 = 18 7x – 4x = 19 + 2
3x = 15 4x = 18 + 4 3x = 21
x=5 4x = 22 x=7
x = 5 12
In this chapter, we are going to solve quadratic equations like :-
x2 – 4 = 0, x2 – 3x = 0, x2 – 2x – 8 = 0, 9 – x2 = 0
Quadratic Equations - a graphical solution
Example :- Solve :- x2 – 3x = 0.
y
In the previous exercise, we drew the graph of :- f(x) = x2 – 3x
y= x2 – 3x.
If we replace the y with 0,

i.e. we find where the y-coordinate is zero,
i.e. we find where the graph cuts the x-axis, • • (3, 0) x
then we end up solving :- x2 – 3x = 0.
From the graph, the solutions to :- •

x2 – 3x = 0.
are at x = 0 and x = 3.
Exercise 14·2
3. This is the graph of :-
1. Shown is the graph of :- y y
2 y = x2 + 2x – 3.
y = x + 2x.
Use the graph to write
From the graph, write
down the solution to :- – 2• –1 •0 down the solution to •
–3 –2 –1 •1
x x
the quadratic equation :-
x2 + 2x = 0.
x 2 + 2x – 3 = 0.
2. This is the parabola 4. Look back at the parabolas you drew in

y
associated with :- question 4 of Exercise 14·1.
y = x2 – 9. Use the graphs you drew to solve these
• •3 From the graph, write quadratic equations :-
–3
x
down the solution to :- (a) x2 – 4x = 0 (b) x2 – 2x – 3 = 0
x2 – 9 = 0 (c) x2 + x – 6 = 0 (d) 4 – x 2 = 0
(e) x2 – x – 2 = 0.

Quadratic Equations (an Algebraic approach - without using a graph)
It takes an awfully long time to draw the graph of the function y = x2 – 2x – 8
just so we can solve the equation :- x2 – 2x – 8 = 0.
There is a much much quicker way than this using the art of factorisation learned in Chapter 7.
Revision of Factorising
Examples :-
Type 1 - Common Factor Type 2 - Difference of 2 squares Type 3 - Trinomials

x2 – 4x = x(x – 4) x2 – 9 = (x – 3)(x + 3) x2 + 6x + 8 = (x + 2)(x + 6)
3x2 – 9x = 3x(x – 3) x2 – 25 = (x – 5)(x + 5) x2 – 2x – 15 = (x – 5)(x + 3)
6x2 + 4x = 2x(3x + 2) 16x 2 – 9 = (4x – 3)(4x + 3) x2 + x – 72 = (x + 9)(x – 8)
Exercise 14·3 (Revision)
1. Factorise the following :- (take out the common factor).

(a) x2 – 3x = x(x – ...) (b) x2 + 6x = x(.........) (c) x2 – 10x
(d) 6x2 – 12x (e) 8x2 + 10x (f) 18x 2 + 24x
(g) 15x – 5x 2 (h) 12xy – 16x 2 (i) 20ab2 + 24a 2b
1 1
(j) 12x 3 + 8x2 (k) 2 x2 + 2 x (l) 8x – 12x 2 + 16x3.
2. Factorise the following :- (difference of two squares).

(a) x2 – 16 = (x + ...)(x – ...) (b) x2 – 49 = (x + ...)(.........) (c) x2 – 81
(d) 4x2 – 9 (e) x2 – 100 (f) 49x 2 – 64y 2
(common
(g) 81x 2 – 100z2y2 (h) 10x 2 – 40 factor first) (i) 32x 2 – 50y 2
(j) 3x2 – 75 (k) 36 – a 2 (l) 20 – 45a 2b 2.
3. Factorise the following :- (trinomials expressions).

(a) x2 + 5x + 6 = (x + ...)(x + ...) (b) x2 – 6x + 8 (c) 24 + 10x + x2
(d) x2 – 2x – 35 (e) x2 – 11x + 18 (f) 28 – 3x – x2
(g) x2 + 19x + 18 (h) 42 + x – x2 (i) x2 – xy – 90y 2
(j) x2 + 10xy + 25y2 (k) 36 – 12x + x2 (l) x2 – 15x + 56.
4. Factorise the following :- (a mixture).

(a) x2 – 9x (b) x2 – 144 (c) x2 – 9x + 18
(d) 9x2 – 49 (e) 121 – 100x 2 (f) 35 + 2x – x2
(g) x2 + x – 90 (h) x2 + 16x + 39 (i) x2 + 2xy – 8y2
(j) 30 – x – x 2 (k) 20 – 9x + x2 (l) 5x2 – 45.

Quadratic Equations (Solving using Factorisation)
To solve the quadratic equation, x2 – 2x – 8 = 0, without a graph, is almost impossible if you
leave the quadratic expression in its present format.
“What number, if you square it, take 2 times the number away then take a further 8 away gives 0”?
Consider the equation :- x2 – 2x – 8 = 0

=> in its factorised form, it becomes :- (x – 4)(x + 2) = 0
How does this help us solve the equation ?
Look at this problem :- “ I’m thinking of two numbers, (A and B) which

when multiplied, give 0. What could they be ?”.
=> 0 and 5, 6 and 0, 0 and 23, 115 and 0 are possibilities.
Look again at the same problem, but with the added complication that neither A
nor B is allowed to be 0 !
=> Now there is NO solution.
Very Important :- If two numbers are multiplied to give 0, then at least one of them must be 0.
Let us look again at our quadratic equation. x 2 – 2x – 8 = 0,

By factorising it, we have :- (x – 4) x (x + 2) = 0.
olutions :-
but, as shown above, this means that either => (x – 4) = 0 or else (x + 2) = 0
7) = 0 => which solves, fairly easily to give => x = 4 or x = –2
2x + 7 = 0
This is your first quadratic equation solved by using factorisation.
Examples :-
=0 Type 1 - Common Factor Type 2 - Difference of 2 squares Type 3 - Trinomials
=0
x 2 – 4x = 0 x2 – 9 = 0 x 2 + 6x + 8 = 0
x(x – 4) = 0 (x – 3)(x + 3) = 0 (x + 2)(x + 4) = 0
olutions :-
x = 0 or x – 4 = 0 x – 3 = 0 or x + 3 = 0 x + 2 = 0 or x + 4 = 0
7) = 0
=> x = 0 or 4 => x = 3 or –3 => x = –2 or –4
x–7=0
Exercise 14·4
0 1. These quadratic expressions have already been factorised. Copy and complete to find the solutions :-
=0 (a) x(x – 3) = 0 (b) x(x + 7) = 0 (c) 3x(2x – 6) = 0
x = 0 or x – 3 = 0 x = 0 or x + 7 = 0 3x = 0 or 2x – 6 = 0
x = 0 or ..... x = ... or ... x = ... or ...

=0
=0
2. Copy and find the solutions :-
(a) x(x + 5) = 0 (b) x(x – 10) = 0 (c) 3x(x + 8) = 0
1
(d) 5x(2x – 3) = 0 (e) 4x(3x + 6) = 0 (f) 2 x(x – 3) = 0.
3. These quadratic expressions have also been factorised. Copy and complete to find the solutions :-
(a) (x – 3)(x + 3) = 0 (b) (x + 2)(x – 2) = 0 (c) (2x – 7)(2x + 7) = 0
x – 3 = 0 or x + 3 = 0 x + 2 = 0 or x – 2 = 0 2x – 7 = 0 or 2x + 7 = 0
x = 3 or ..... x = ... or ... x = ... or ...
..) = 0
x – ... = 0
(a) (x + 5)(x – 5) = 0 (b) (x – 4)(x + 4) = 0 (c) (x – 11)(x + 11) = 0
(d) (x + 8)(x – 8) = 0 (e) (2x + 10)(2x – 10) = 0 (f) (5x – 5)(5x + 5) = 0.
5. These quadratic expressions have also been factorised. Copy and complete to find the solutions :-
(a) (x – 3)(x – 4) = 0 (b) (x + 2)(x – 5) = 0 (c) (2x + 1)(3x – 7) = 0

x – 3 = 0 or x – 4 = 0 x + 2 = 0 or x – 5 = 0 2x + 1 = 0 or 3x – 7 = 0
x = 3 or ..... x = ... or ... x = ... or ...

(a) (x + 3)(x + 6) = 0 (b) (x – 2)(x – 8) = 0 (c) (x – 4)(x + 9) = 0
(d) (x + 8)(x – 3) = 0 (e) (2x + 10)(3x – 6) = 0 (f) (5x – 5)(2x + 3) = 0.
7. Factorise these quadratic expressions and find the solutions :-
(a) x2 – 8x = 0 (b) x2 + 12x = 0 (c) 3x 2 – 12x = 0

x(x – ...) = 0 x(x + ...) = 0 3x(x – ...) = 0
x = 0 or x – ... = 0 x = 0 or x + ... = 0 3x = 0 or x – ... = 0
x = ... or ..... x = ... or ... x = ... or ...

(a) x2 – 6x = 0 (b) x2 + 19x = 0 (c) 2x2 – 8x = 0
(d) 4x2 + 20x = 0 (e) 5x2 – 100x = 0 (f) 10x 2 – 15x = 0.
(a) x 2 – 16 = 0 (b) x 2 – 49 = 0 (c) 4x 2 – 25 = 0

(x + 4)(x – ...) = 0 (x – ...)(x + ...) = 0 (2x + 5)(2x – ...) = 0
x + 4 = 0 or x – ... = 0 x – ... = 0 or x + ... = 0 2x + 5 = 0 or 2x – ... = 0
x = ... or ..... x = ... or ... x = ... or ...

(a) x2 – 9 = 0 (b) x2 – 36 = 0 (c) x2 – 81 = 0
(d) 9x2 – 16 = 0 (e) 49x 2 – 1 = 0 (f) 100 – x 2 = 0.

(a) x2 + 8x + 12 = 0 (b) x2 – 12x + 20 = 0 (c) x2 – 2x – 15 = 0
(x + 2)(x + ...) = 0 (x – 2)(x – ...) = 0 (x + 3)(x – ...) = 0
x + 2 = 0 or x + ... = 0 x – 2 = 0 or x – ... = 0 x + 3 = 0 or x – ... = 0
x = ... or ..... x = ... or ... x = ... or ...

(a) x2 + 5x + 4 = 0 (b) x2 + 19x + 90 = 0 (c) x2 + 11x + 30 = 0
(d) x2 – 12x + 20 = 0 (e) x2 – 10x + 24 = 0 (f) x2 – 15x + 50 = 0
(g) x2 + 2x – 15 = 0 (h) x2 – 3x – 18 = 0 (i) x2 – 7x – 30 = 0
(j) 42 – x – x 2 = 0 (k) 24 + 10x – x2 = 0 (l) 72 + x – x2 = 0.
Harder Quadratic Equations (Trinomials)

To solve quadratic equations like :- 3x2 + 5x – 2 = 0 or 6x 2 + 13x + 2 = 0 requires the
Saint Andrew’s Cross method of factorising, learned earlier.
3x 2 + 5 x − 2 3x –2 1 2 –1 6x 2 + 13x + 2
3x 2 1 doesn’t
= (3x −1)(x + 2) x 1 –2 –1 2 => try 3x and 2x
2x 1 2 work !!
6x 2 1
factors of 3x 2 factors of − 2 => try 6x and 1x
1x 1 2
Multiply diagonally 2 x 6x + 1 x x = 13x Yes !

and add to obtain 5x factors are (6x + 1)(x + 2)
3x 2 + 5 x − 2 = 0 6 x2 + 13x + 2 = 0
=> (3x −1)(x + 2) = 0 => (6x + 1)(x + 2) = 0
=> 3x – 1 = 0 or x + 2 = 0 => 6x + 1 = 0 or x + 2 = 0
=> 3x = 1 or x = –2 => 6x = –1 or x = –2
1
=> x= 3 or –2 => x= – 16 or –2

(a) 3x2 – 8x – 3 = 0 (b) 2x2 + 11x + 15 = 0 (c) 5x2 + 23x – 10 = 0
(d) 4x2 – 9x + 2 = 0 (e) 3x2 + 10x – 8 = 0 (f) 2x2 + 5x + 3 = 0
(g) 6x2 – 11x + 3 = 0 (h) 4x2 + 16x + 15 = 0 (i) 10x 2 – 4x – 6 = 0
(j) 6x2 – 17x – 3 = 0 (k) 9x2 – 6x – 8 = 0 (l) 15x 2 – 13x – 6 = 0.
14. Copy and find the solutions to this mixture of quadratic equations :-
(a) 2x2 + 14x = 0 (b) 10x 2 – 15x = 0 (c) x2 – 121 = 0
(d) 36x 2 – 25 = 0 (e) x2 + 10x + 21 = 0 (f) x2 – 13x + 30 = 0
(g) x2 + 2x – 35 = 0 (h) x2 – 3x – 4 = 0 (i) x2 – x – 90 = 0
(j) 2x2 – 13x + 15 = 0 (k) 6x2 + 17x – 14 = 0 (l) 4x2 – 20x + 9 = 0.

Sketching a Parabola using Factorisation
We can make a quick sketch of a parabola, given its equation, using factorisation to determine the roots.
Along with two other points, the y-intercept and the turning point, we can complete the graph easily.
Example :- Make a quick sketch of the parabola associated with f(x) = x2 – 2x – 3.
Step 1 :- Solve the equation x2 – 2x – 3 = 0

y
(x + 1)(x – 3) = 0
y = x 2 – 2x – 3
x = –1 or x = 3.
Now plot the two roots at (–1, 0) and (3, 0).
• •
Step 2 :- Find the x-value half way between the roots –1 & 3.
=> x = 1. => Then find f(1) = 12 – 2 x 1 – 3 = –4. (–1, 0) (3, 0) x
Now plot the minimum turning point at (1, –4).
•
•
(0, –3)
Step 3 :- Finally, determine the y-intercept (i.e. find f(0)). (1, –4)
=> f(0) = 02 – 2 x 0 – 3 = –3 => Plot (0, –3).
Step 4 :- Sketch the smooth parabola through these 4 points,

remembering the symmetrical nature of the graph.
Exercise 14·5
1. Sketch the function f(x) = x 2 – 2x – 8 as follows 3. Sketch the function f(x) = x 2 + 2x – 15 using
the same technique.
(a) Solve the equation x2 – 2x – 8 = 0
(x + 2)(x – ...) = 0 4. Use the same method to sketch the parabola
x = –2 or x = ... . associated with the function f(x) = x2 – 4x.
Now plot the two roots at (–2, 0) and (..., 0). 5. Similarly, sketch the graph of f(x) = 6x – x 2.
(b) Find the x-value half way between –2 and ... . (This time, the turning point is a maximum ).
i.e. x = 1. => Then find f(1) = ... . 6. Sketch the parabola, f(x) = 12 – 4x – x 2.
Now plot the turning point at (1, ...).
(Remember 12 – 4x – x2 = (6 + x)(2 – x)).
(c) Determine the y-intercept (i.e. find f(0)).
7. Make quick sketches of the following functions,
=> f(0) = 02 – 2 x 0 – 8 = .... Plot (0, –...). in each case indicating the roots, the turning
point and the y-intercept :-
(d) Sketch the parabola through these 4 points.
(a) f(x) = x 2 – 6x – 7
2. In a similar way, sketch the parabola
f(x) = x 2 – 4x – 5. (b) f(x) = x 2 – 8x + 15
(a) Find the two roots. (c) f(x) = x 2 – 8x
(b) Find the minimum turning point. (d) f(x) = 3x 2 – 3
(c) Find the y-intercept and sketch the graph. (e) f(x) = 3 – 2x – x 2.

Intersection of a Line and a Parabola
We can also use factorisation to discover the coordinates of the points where a line and a parabola meet,
without the need to draw a graph showing the line and the parabola.
Example :- Find the coordinates of the two points, P and Q,

where the parabola y = x2 – 4x + 5 and the line
y
y = –x + 3 * meet. (The sketch shows P and Q).
Solution :- At the 2 points P and Q, the y-coordinate of the line
and the y-coordinate of the parabola are identical. y = x 2 – 4x + 5
=> Set the two functions equal to each other.

=> x 2 – 4x + 5 = –x + 3 y = –x + 3
•
•
P
rearrange => x2 – 4x + 5 + x – 3 = 0
Q
=> x 2 – 3x + 2 = 0
=> (x – 1)(x – 2) = 0 x
factorise
=> x = 1 or x = 2
To find the y-coordinates, replace x with 1 and 2 in *
=> when x = 1, y = –1 + 3 = 2 => P(1, 2)

=> when x = 2, y = –2 + 3 = 1 => Q(2, 1)
Exercise 14·6
1. Find the coordinates of the two points where the 5. Find where the parabola y = 7 – 2x – x2 and the
parabola y = x2 – 2x + 5 and the line y = 2x + 2 line y = 3x + 1 intersect.
meet as follows :-
6. The diagram below shows the two parabolas,
(a) Set x2 – 2x + 5 = 2x + 2 and rearrange the y = x2 – 6x + 13 and y = x2 – 2x + 5 meeting at P.
expression by moving all terms to the
left side.
y y = x 2 – 2x + 5
(b) This means solving x2 – 4x + 3 = 0.
(c) Substitute your two x-values back into the

equation y = 2x + 2 to find the y-values.
y = x 2 – 6x + 13
(d) Write down the coordinates of the two points
of intersection.
P
•
2. Use the above method to find where the parabola
y = x2 – x – 5 and the line y = 3x + 7 meet.
x
3. Find where the parabola y = x2 + 3x – 5 and the
line y = 2x + 1 meet. By setting x2 – 2x + 5 = x 2 – 6x + 13 and
solving, find the coordinates of point P.
4. Determine where the parabola y = x2 – 2x and
7. Use the above method to find where the parabolas
the line y = 3x – 4 meet.
y = x2 – x – 5 and y = x 2 – 3x + 7 meet.

1. Consider the function 7. Copy and find the solutions :-
f(x) = x 2 – 2, {–2 ≤ x ≤ 2}. (a) x2 + 6x + 8 = 0 (b) x2 + 14x + 40 = 0
(a) Find f(–2) = (–2)2 – 2 = 4 – 2 = ... (c) x2 – 11x + 18 = 0 (d) x2 – 2x – 48 = 0
(b) Find also f(–1), f(0), f(1) and f(2). (e) x2 + 3x – 28 = 0 (f) 20 – x – x 2 = 0
(c) Plot the 5 points on a Cartesian diagram (g) 14 + 5x – x2 = 0 (h) x2 – 15x + 56 = 0.
and draw the parabola representing the
function f(x). 8. Copy and find the solutions :-
2. Sketch the following functions, write down (a) 2x2 + 9x – 5 = 0 (b) 3x2 – 11x + 6 = 0
their zeros, (or roots), and state the equation (c) 5x2 + 14x – 3 = 0 (d) 4x2 – 4x – 3 = 0
of the axis of symmetry for each :-
(e) 3x2 – 2x – 8 = 0 (f) 2x2 – 7x + 5 = 0
2
(a) f(x) = x + 3x {–4 ≤ x ≤ 1}
(g) 6x2 – 7x – 3 = 0 (h) 4x2 + 23x – 6 = 0.
(b) y = x 2 + 2x – 3 {–4 ≤ x ≤ 2}
9. Sketch the function f(x) = x 2 + 2x – 3 as follows :-
(c) f(x) = x 2 – 2x – 8 {–3 ≤ x ≤ 5}
(a) Solve the equation x2 + 2x – 3 = 0
(d) y = 9 – x 2 {–4 ≤ x ≤ 4}
(x + 3)(x – ...) = 0
(e) f(x) = x 2 – x – 6 {–3 ≤ x ≤ 4}. x = –3 or x = ....
Now plot the two roots at (–3, 0) and (..., 0).

3. Shown is the graph of :- y
y = x2 – 2x. (b) Find the x-value half way between –3 and ... .
From the graph, write i.e. x = –1. => Then find f(–1) = ... .
0 • 1 •2 x Now plot the turning point at (–1, ...).
down the solution to :-
x 2 – 2x = 0. (c) Determine the y-intercept (i.e. find f(0)).
=> f(0) = 02 + 2 x 0 – 3 = .... Plot (0, –...).
4. Look at the graph of y = 9 – x 2 you drew in
question 2(d) above. (d) Sketch the parabola through these 4 points.
Write down the solution to 9 – x2 = 0.
10. Sketch the function f(x) = x 2 + 4x – 12, using
5. Copy and write down the solutions :- the same technique.
(a) x(x + 3) = 0 (b) x(x – 8) = 0
(c) 3x(4x – 3) = 0 (d) (x – 5)(x + 6) = 0 11. Use the same method to sketch the parabola
(e) (x + 8)(x – 8) = 0 (f) (x – 7)(x + 6) = 0 associated with the function f(x) = x2 – 9.
(g) (x – 3)(x – 5) = 0 (h) (x + 7)(x – 9) = 0.
12. Find the coordinates of the two points where the
6. Copy and find the solutions :- parabola y = x2 – x + 1 and the line y = 3x + 6
(a) x2 – 6x = 0 (b) 4x2 + 20x = 0 meet. (Hint :- set x2 – x + 1 = 3x + 6 and solve).
(c) 5x2 – 100x = 0 (d) 10x 2 – 15x = 0
(e) x2 – 64 = 0 (f) 16x 2 – 9 = 0 13. Use the same method to find where the parabola
(g) 25x 2 –1=0 (h) 49 – x2 = 0. y = x2 – 2x – 5 and the line y = –4x + 10 meet.

Chapter 15 Vectors
What is a Vector ?
There are two types of measurable quantities in this world :-
SCALARS and VECTORS.
Definition :- A scalar quantity is one that only requires size (or magnitude)
to define it fully.
It does not require a sense of “direction” to be assigned to it.
Examples :- Time - 3 seconds, 5 minutes, 4 days, a year.

Length - 8 cm, 25 metres, 2·7 kilometres, half a mile.
Area - 35 mm2, 17 cm2, 250 m2, 3 acres.
Speed - 160 km/hr, 3500 mph, 25 cm per sec.
Definition :- A vector quantity is one that requires, not just magnitude

(or size) to define it, but needs an indication of its direction.
Examples :- Displacement - (movement) : If you want to describe a walk

you have just done, it is not good enough to
just tell how far you have gone.
You have to tell where you went or in other
words, what direction you took.
Velocity - A pilot would be in trouble if all he gave to
air traffic control was what speed he was
doing. He would have to tell them his speed
and in what direction he was travelling.
Force - When a force is applied to slide a box of
matches, just knowing the "strength” of the
force is not enough. You won’t be able to tell
where the box ends up without being told in
what direction the force was being applied.
Representing a Vector
We can represent a vector by what is called a directed line segment. B

The diagram shows a journey from A to B, written as AB or u.
(Some books use bold italics u, but this is difficult for you to show). u
Instead, in this chapter, we will emphasise it is a vector by underlining

A
it, thus representing it as the vector u.
Note that :- The magnitude of the vector, or displacement, is represented by the length of the line.
The direction of the vector is shown by the arrow.
N5 - Chapter 15 this is page 141 Vectors

Equivalent Vectors
A vector journey simply tells you where you end up at, in relation to where you began your journey.
For this reason, if two or more directed line segments have the same length and the same direction,
then they represent the same vector (journey). These four vectors are all equivalent.
Y
S
Q
G t
t
t X
t R
P
F
D
   
In other words :- PQ = FG = XY = RS = t.
 t
Can you also see why vector DE = –t ? (the opposite direction). E
Adding Vectors
Shown are two vectors u and v. u v
Imagine you took a journey along in the direction of vector u,
then turned and took a second journey in the direction v.
To find the single equivalent vector journey, as far as your

starting point and finishing point is concerned, you simply u
v
redraw the vectors and add them nose to tail.
This new single journey, equivalent to both combined journeys,
u+v
is the vector :-
u + v.
Multiplying a Vector by a Scalar (a number)

Shown this time is the vector a.
Imagine you took a journey in the same direction as a 2a
vector a, but travelled twice (or three times) as far.
This time, the new vector can be represented by a directed line

segment, parallel to the vector, but twice (or three times) as long. 3a
i.e. 2a (or 3a).
Example :- Given the two vectors b and d, sketch

b d
them and show the vector b + 2d.
Solution :- Draw vector b first. Then, onto the end

b
of b, you simply add on a vector
equivalent to, but twice the length of d. 2d
The blue arrowed line represents the

vector b + 2d. b + 2d

Exercise 15·1
 3. (a) Now sketch the vector 2b.
1. This vector is given as :- AB = u.
B (b) Sketch the vector showing a + b and mark
a + b on your diagram.
A u
(c) This time, sketch the vector b + a.
Name each of these vectors in two ways :- (i.e. start drawing b first, then a).
T (d) Do the vectors you have drawn in parts
Q
w V (b) and (c) look the same ?
s
P
X (e) What does this tell you about how you
H draw vectors a + b or b + a ?
t (f) Similarly, sketch the vector a + 2b.

n
(g) Sketch the vector 2a + b.
E M D W (h) Do the vectors a + 2b and 2a + b look the
same in your sketches ?
x
p 4. Sketch the vectors p and q.


(Not CD = p).
C
S
q
p
2. Sketch this vector u.
(a) Now sketch the vector 2u.
(b) Sketch the vector 3u. u (a) Sketch the vector p + q.
(c) Sketch the vector -u. (b) Now sketch an label vectors -p and -q.
(d) Sketch the vector -4u. (c) Sketch the vector -(p + q).
(This is the same as p + q but in the opposite
3. Sketch these two vectors a and b. direction).
b
(d) From your sketches in part (b), show the
vector -p + -q. Is it the same as -(p + q) ?
a
Subtracting Vectors
If you wish to subtract vectors such as a – b, it is

a b
easier to draw the vectors a and -b, then add.
=> a – b = a + -b.
Example :- Draw -b first. => -b a
-b
Then add a + -b => a – b = a + -b => a–b

5. Sketch the vectors r and s. 6. Shown is the vector n.
(a) Sketch n. n
r s
(b) Sketch -n.
(a) Sketch the vector r + s.
(c) Try to sketch the vector n + -n.
(b) Now sketch and label vector r – s.
When you add a vector to its negative, you end
(c) Sketch the vector s – r. (Draw s first). up where you started. (They cancel each other).
(d) Sketch the vector -2s.

This is referred to as the zero vector.
(e) Now sketch r – 2s.
u + -u is the same as u – u = 0. (Note how its written).
(f) Sketch 3s – 2r.
Representing Vectors in 2 Dimensions

B R
We can introduce numerical values for vectors by
representing them on a 2 dimensional grid as shown. s
n

Vector AB = n represents a journey, (a translation),
from point A to point B, and this can be achieved by A P T
starting at A, moving 6 boxes right, then 4 boxes up,
r
and arriving finally at point B. Q
We can represent this as follows :-
()
 6
6 boxes right
The 6 is referred to as the horizontal component of the vector.
AB = n = 4 . followed by
The 4 is referred to as the vertical component.
4 boxes u p
 
In the diagram, two other vectors are shown, RS and PQ .
( )
 4 * note the negative
To travel from point R to point S, you move 4 right and 5 down. => RS = −5 . component.
( )
 −9 * note both the
To travel from point P back to point Q, you move 9 left and 2 down. => PQ = −2 . components
are negative.
Adding Vectors in 2 Dimensions

We have already seen that to add two vectors,
you simply draw the first, then join the tail p
of the second onto the head of the first. q
This is easily seen in two dimensions.
p
7
Shown are 2 vectors, p = 4 () and q = ( )
3
−5 .
q
To find what vector p + q looks like, we add.

p+q
Note that :- () ( ) (
7 3 7 + 3
p + q = 4 + −5 = 4 + (−5) = −1 . ) ()
10
To add two vectors whose components are known, you simply add the corresponding components.

Exercise 15·2 3. (c) Write down the components of vector 2a.
1. Use brackets to write down the 2 dimensional

components of the following vectors :-
()
Can you see that 2a = 4 = 2 x 2 = 2 x a ?
6
()
3
()
 4 If you multiply a vector a by a number
Example :- AB = p = 2 . (a scalar), you simply multiply each
component of the vector by that number.
D F
y In question 4, you are not required to draw the vectors.
However, if you feel it would help, please feel free to do so.
x G
() ()
E
C 6 4
I 4. Given r = 2 and s = −3 , find :-
K
p z (a) r + s (b) r – s
R
M L w (c) 2r (d) 3s
H
U (e) 2r + 3s (f) 3s – 2r
b
a (g) 4r – s (h) -r
J
d
N S
(i) r + -r (j) s –s.
P Q
() ( ) ( )
c 5 −1 −4
T 5. Draw vectors a = 2 , b = −4 and c = 2 .
2. On squared paper, draw and label representatives (a) On your grid show how to add a + b.
( )
of the following vectors :-
4
() ()
4 5 (b) Check from your drawing :- a + b = −2 .
(a) p = 2 (b) q = 3
(c) Without the aid of a drawing, find a + b + c.
(c) r = −2 ( ) 4
(d) s = −5 ( ) 1 (d) Explain your answer.
( ) ( )
 −2  −5
(e) AB = 3 (f) HK = 0 6. Solve these vector equations for vector x.

(g) UV = −3 ( ) −8
(h) ST = −6 .

( ) 0 (a) x + 4 = 9 () ()
2 7
() ( )
2
(b) x – 8 = −3
5
( )10
( )
200
()
(c) 2x = −6 (d) 5x = −80
3
() () () ( )
3. (a) On squared paper, draw the vector a = 2 .
4 11 2 10
(e) 3x – −1 = 7 (f) 6x – 5 = 2x + −1 .
(b) Beside it, draw the vector 2a.
Vectors represented in a Coordinate Diagram
An obvious place to represent vectors is in a Cartesian y

Diagram, with the positions of points being given in
•
terms of a fixed point O, the origin. A
•
B
Shown are 3 points A(2, 4), B(8, 3) and C(5, -1).
() ( )
 6  −3
• Check that vector AB = −1 and vector BC = −4 .
O
•C x
• Check both diagrammatically, and using components that,
( )
  3 
by adding the two vectors, we get AB + BC = −5 = AC .
• Check both diagrammatically, and using components that,
() ()
   0  −3
by adding the vectors, we get AB + BC + CA = 0 , where CA = 5 .

Position Vectors y
•
P
It is often handy to record the position of a point
in relation to the origin by using components.
•Q
Here, the points P and Q are given by P(2, 5) and Q(8, 2). p
() ()
2 8 
Can you see that vector OP = 5 and vector OQ = 2 ? q
O x
 r
Vectors like OP , that define the position of a point in
•
R
relation to the origin are defined by the vector p.
() ()
 8  4
Similarly, position vector OQ = q = 2 and position vector OR = r = −3 .
If you know the coordinates of two points P and Q, it is easy to determine the
components of the vector joining them, without having to draw up a diagram.
In the above diagram, can you see that, in vector terms, the journey from P to Q
can be completed by leaving P, going to the origin O, then going from O to Q ?
  
In vector terms, this means :- PQ = PO + OQ = -p + q or by reversing these, = q – p.
 * This is a very important technique for determining
=> PQ = q – p. vector components and should be learned.

i.e. to find the vector PQ , joining two points P and Q, you simply subtract the position
vector p of the first point from the position vector q of the second point.

Example :- Determine the components of the vector QR in the above diagram.
( ) () ( )
 4 8 −4
Solution :- Vector QR = r – q = −3 – 2 = −5 . (Check this out from the figure above).
Exercise 15·3 3. The coordinates of 6 points are P(1, 1), Q(5, 4),
A(3, -2), B(7, 1), U(-4, 2) and V(0, 5).
1. (a) Plot the 2 points A(4, 1) and B(6, 8). 
(a) Find the vector PQ . (q – p).
(b) Use your diagram to write down the  
 (b) Find the vectors AB and UV .
components of vector AB .
(c) What does this tell you about the three
(c) Write down the components of the position lines, PQ, AB and UV ?
 
vectors a and b. (i.e. OA and OB ). 4. M(1, -3), N(2, 1), R(4, -3) and S(6, 5).
   
(d) Find vector AB , using AB = b – a. (a) Find the vectors MN and RS .
(b) Describe clearly the connection(s)
2. For each of the following pairs of points, find
between the lines MN and RS.
the components of the vector joining the first
point to the second :- 5. A(-1, -2), B(2, 4), C(7, 6) and D(4, 0).

(a) Without plotting the points, find the
(a) U(4, 1), V(9, 3) i.e. find vector UV .  
(b) S(0, 5), T(7, 2) (c) J(2, -3), K(5, 6) components of the vectors AB and DC .
(b) What can you say about lines AB and DC ?
(d) P(-3, -4), Q(6, 0) (e) C(6, 2), D(1, -4)
(c) What type of quadrilateral does this fact
(f) G(2, -5), H(-1, 3) (g) A(-2, 7), B(-4, -5).
tell you ABCD must be ?

The Magnitude of a Vector
y
A vector, (like displacement, velocity or force), requires
•
direction as well as a sense of “size” to define it fully. A
Sometimes we are only interested in the size of a vector,

e.g. the length of the line, the strength of the force, or
just the speed of an object. These are scalar quantities.
This is referred to as the magnitude of the vector, and
•B
when we are given a vector in component form, it is O x
easy to calculate this, using Pythagoras’ Theorem.

Given vector AB or u, the magnitude is denoted by :-
 (The “bars” either side,(the modulus sign),
| AB | or | u |. denotes the magnitude or “size” of the vector).
Example :- The diagram shows two points A(1, 5) and B(9, -1). Find the length of the line AB.
Solution 1 :- One way of tackling the problem would be to draw a horizontal line from A and a vertical
line from B to form a right angle triangle, count the horizontal and vertical number of
boxes, then use Pythagoras’ Theorem to determine the length of the sloping line AB.
A second, and more mathematical approach, is to use vectors.
The benefit of this is that you do not require a diagram to work with.
( ) () ( )
 9 1 8
Solution 2 :- Step 1 :- Use A(1, 5) and B(9, -1) to find AB = b – a = −1 – 5 = −6 .
The 8 and (–)6 are the lengths of the sides of the right angled triangle.
Step 2 :- Now use Pythagoras’ as follows :- For length, think of magnitude instead.

| AB | = 8 + (−6) =
2 2
64 + 36 = 100 = 10.
 ⎛ p⎞ 
| AB | p +q .
2 2
In general, if vector AB = u = ⎜ ⎟ , => Magnitude = |u | =
⎝ q⎠
Exercise 15·4 3. Copy and complete :-
() () ()
 8 ... ...
1. Calculate the distance from A(3, 1) to B(7, 4). PQ = q – p = 5 – ... = ... .
Copy and complete :- 
| PQ | = ... + ...
2 2
= 18 = .....
() () ()
 7 3 ...
AB = b – a = 4 – 1 = ... .
 4. Calculate the magnitude of the vector joining
| AB | = ... + ...
2 2
= ... = .... these pairs of points :-
(a) I(5, 1), J(7, 5) (b) E(0, 5), F(8, 9)
2. In a similar way, calculate the magnitude,
(c) M(1, –3), N(7, 3) (d) X(–3,– 4), Y(5, 0)
(distance), between each pair of points here :-
(e) S(5, 6), T(10, –4) (f) B(3, –1), C(6, 8).
(a) U(4, 1), V(7, 5) (b) S(0, 5), T(12, 0)
(c) J(2, –3), K(10, 3) (d) P(–3, –4), Q(6, 8) 5. S(2, –1), T(4, 3) and R(–2, 1) are 3 points.
(e) C(6, 2), D(10, 2) (f) O(0, 0), H(15,8). (a) Use the above method to calculate the
lengths of the 3 sides of triangle STR.
3. Not all square roots are exact of course.
(b) Use your answer to part (a) to explain
Calculate the distance from the two points
clearly what kind of triangle STR is.
P(5, 2) and Q(8, 5). (See next column).

Exercise 15·5 4. (c) Find the magnitude of this resultant force.
(Mixed Examples)
1. Calculate the magnitude of the following 5. A boy attempts to swim across a river from
vectors :- point F to point G.
() 5
(a) u = 5 , | u | =... ()−3
(b) s = 6 , | s | =...
Unfortunately, the current is forcing him down-
stream and he ends up at point H instead.
( ) −9
( )
−4
(c) a = 3 , | a | =... (d) v = −8 , | v | =...
2. Given C(2, 3), P(8, 11), Q(10, -3) and R(-6, 9),
y
•G(25, 35)(distances are in metres)
show that P, Q and R could be points which lie
on the circumference of a circle having its F(5, 20) •
• H(46, 7)
centre at point C.
(Hint : calculate the lengths of CP, CQ, .....).
3. The coordinate diagram shows the position of O x

two ships, the Platypus and the Queensway, in
relation to Oriskay harbour, (distances in km). (speed in metres/minute)

North Vector FG represents the velocity of the journey
• P(25, 60) he hoped to take him from F to G.

Vector GH represents the velocity of the flowing
stream that forces the swimmer to end up at H.
 
•Q(85, 20) (a) Find the components of FG and GH .

(b) Find FH . This represents his actual journey.
O East (c) Calculate the speed he was swimming at, the
speed of the river and the resultant speed in
his actual swim from F to H.
(a) Describe, using components, the vector
journey that the Platypus would have to
travel to reach the Queensway. 6. Three ropes are tied to a box and three boys pull
the ropes in various directions as shown below.
(b) Use this to determine how far apart the two
ships are at present, (the magnitude).
P(-7, 13) y
4. A force is applied to a large box in order to Q(16, 9)
slide it from point A to point B.

This force is represented by the vector AB .
B(2, 3)
A second force is then applied to move the box
from point B to a new point C. O x

This force is represented by the vector BC . R(-3, -13)
y B(10, 20)
The coordinates of the box are (2, 3).
The coordinates of the three points indicate, in
C(21, 11) relation to the box, the strength and direction
of the force applied by each boy.
A(-3, 4) (measurements are in metres)
(a) Determine the component values of the
  
O x three forces, BP , BQ and BR .
  (b) Find the magnitude of each force.
(a) Find the components of forces AB & BC .
  
(c) Add the 3 forces together, BP + BQ + BR .
(b) Find the component of the resultant force
(i.e. the single force), which if applied, would
have moved the box directly from point A (d) Explain your answer in terms of how, and
to point C. in which direction, the box actually moves.

Alternative Vector Journeys D C
As we said earlier, a displacement, (or vector),
represents a journey from point A to point B.
As far as the vector is concerned, only the finishing
M
• v
point, in relation to the starting point, is important.

What route you take is irrelevant. A B
u
Examples :- This diagram above represents a trapezium with side DC equal to 2 x side AB in length.
 
Vector AB = u and vector BC = v.
Find, in terms of u and v, the following vectors :-
    
(a) DC (b) AC (c) AD (d) BM (where M is the mid-point of BC) (e) DM .
 
Solutions :- (a) DC = 2 x AB (since it is parallel to and double the length of AB) = 2u.
  
(b) AC = AB + BC = u + v. * note the “–” sign
   
(c) AD = AB + BC + CD = u + v + -2u = v – u.
 1
 1
(d) BM = 2 of BC = 2 v.
      1
(e) DM = DA +AB + BM or DC + CM = 2u – 2 v.
Exercise 15·6 3. This time, ABCDEF is a hexagon with centre P.

 E
1. Shown is parallelogram PQRS, with vector Vector AB = r. D
  
PQ = u and vector PS = v. Vector FE = s. s
S R P
Find the following
F C
v M in terms of r and s :-
 
(a) ED (b) BC
 
P Q (c) FC (d) AF A r B
u  
(e) BE (f) AE .
Find the following vectors in terms of u and v :-
   4. Trapezium UVWX has UV parallel to WX and
(a) QR (b) SR (c) PR  
   XW = 2 x UV in length. UV = h and VW = k.
(d) QS (e) PM (f) SM .
X W
2. The trapezium below has EF parallel to HG
and HG = 4 x EF in length.
  k
Vector EF = a and vector EH = b.
M and N are the mid-points of FG and HG. U V
h
H • G
N (a) Find these vectors in terms of h and k :-
 
b M (i)
• XW
 (ii) UW

(iii) VX (iv) UX .
E a F
()
4
In fact, h = 0 and k = 4 . ( ) 
2
 
Find the following vectors in terms of a and b :- (b) Find the components of XW , UW & UX .
     
(a) HG (b) EG (c) EN | VW | , | UW | & | VX | .
   (c) Find
(d) FG (e) GN (f) MN .
Vectors in 3 Dimensions z
•
P(2, 3, 6)
We saw, in an earlier chapter, how to represent a point in 3
dimensions using 3 coordinates instead of just 2. y
6
The x and y-axes are lain in a horizontal plain and the z axis
is vertical in relation to the other two axes. • Q(7, –2, 4)
Can you see that the 2 points are P(2, 3, 6) and Q(7, –2, 4) ?
3 4
2
7
z -2 x
The blue arrow shows a 3-dimensional vector indicating
•
P(2, 3, 6)
the position of the point P(2, 3, 6), from the origin.
y The brown arrow shows a 3-dimensional vector giving the
p position of the point Q(7, –2, 4), from the origin.
•Q(7, –2, 4) These two position vectors can be represented by :-
q ⎛ 2⎞ ⎛ 7 ⎞ the x component
=> p = ⎜ 3⎟ and q = ⎜ −2⎟ . the y component
⎝ 6⎠ ⎝ 4 ⎠ the z component
x
 ⎛ 7 ⎞ ⎛ 2⎞ ⎛ 5 ⎞
As with in 2 dimensions, we can find the vector :- PQ = q – p = ⎜ −2⎟ – ⎜ 3⎟ = ⎜ −5⎟ .
⎝ 4 ⎠ ⎝ 6⎠ ⎝ −2⎠
Also, the magnitude can be found using Pythagoras’ Theorem, (applied in 3 dimensions).

| OP | 2 + 3 + 6 = 4 + 9 + 36 =
2 2 2
= 49 = 7.

| PQ | = | q – p | = 5 + (−5) + (−2) =
2 2 2
25 + 25 + 4 = 54 = 7·35.
Exercise 15·7 ⎛ 4 ⎞ ⎛ −9⎞

3. (c) 2x = ⎜ −6⎟ (d) –3x = ⎜ 12 ⎟
⎛ 4 ⎞ ⎛ 3 ⎞ ⎝ 8 ⎠ ⎝ 0 ⎠
1. Given that a = ⎜ 3 ⎟ and b = ⎜ −2⎟ , find :-
⎝ −2⎠ ⎝ 5 ⎠ ⎛ 2 ⎞ ⎛ −2 ⎞ ⎛ 1⎞ ⎛ 9⎞
(e) 4x – ⎜ 5 ⎟ = ⎜ 3 ⎟ (f) 5x + ⎜ 3⎟ = 3x + ⎜ 1 ⎟ .
(a) 2a (b) 3b (c) a + b ⎝ 12⎠ ⎝ −4 ⎠ ⎝ 2⎠ ⎝ 6⎠
(d) a – b (e) 2a + 3b (f) –2(a + b).
4. P(1, 5, 8), Q(4, –1, 2) and R(6, 3, –4) are 3 points.
⎛ 1 ⎞ ⎛ −3 ⎞ (a) Write down the position vectors, p, q and r of

2. Given that p = ⎜ −2⎟ and q = ⎜ 4 ⎟ , find :-
⎝ 2 ⎠ ⎝ 12 ⎠ the 3 points P, Q and R. (i.e. OP etc.)
 
(a) p + q (b) p – q (c) –3p (b) Using PQ = q – p, find vector PQ .
(d) | p | (e) | q | (f) | p + q |   
(c) Similarly, find vectors QP , QR and RP .
(g) Is it true that | p | + | q | = | p + q | ?  
(d) Find PQ + QP .
3. Solve these vector equations for vector x :-
(e) Explain your answer.
⎛ 1⎞ ⎛ 7⎞ ⎛ 2 ⎞ ⎛ −2⎞   
(a) x + ⎜ 2⎟ = ⎜ 2⎟ (b) x – ⎜ −1⎟ = ⎜ 1 ⎟ (f) Now find PQ + QR + RP .
⎝ 4⎠ ⎝ 1⎠ ⎝ 5 ⎠ ⎝ −5⎠ (g) Explain this answer.

5. Shown is the cuboid ABCDEFGH. Sketch it. 7. (d) Calculate the magnitude of the face diagonal
 
H G vector AC , (i.e. | AC | ).

E (e) Calculate the length of AP. (i.e. | AP | ).
F
8. From the control tower (O) at an airport, the flight

w path of a small plane is being tracked.
C B (Distances are in kilometres).
v P shows where the plane is at 1500.
D u A Q shows where the plane is at 1530.
  
DA = u, DC = v and DE =w. Height North P(240, 150, 9)
Find, in terms of u, v and w, the vector :-

  
(a) EF (b) AB (c) DF
Q(80, 50, 3)
  
(d) DH (e) AG (f) DG
On your sketch, show the point R, the mid-point O
of AB, the point S, the middle of face ABGF East
and X at the very centre of the cuboid.
  
(g) AR (h) DR (i) AS (a) Write down the position vectors p and q of
   P and Q in relation to the control tower.
(j) DS (k) DX (l) HX . (b) Calculate how far away the plane is from the
control tower at 1500 and 1530 (magnitude).
⎛ 12⎞ ⎛ 0⎞ ⎛ 0⎞ (Give each answer to the nearest kilometre).
6. In the above, u = ⎜ 0 ⎟ , v = ⎜ 3⎟ , and w = ⎜ 0⎟ .
⎝ 0 ⎠ ⎝ 0⎠ ⎝ 4⎠ (c) Determine the components of the flight from

Find the following :- P to Q. (i.e. PQ ).
   
(a) DH (b) DF (c) DG (d) By calculating | PQ | , find the speed of the
   plane from P to Q.
(d) | DH | (e) | DF | (f) | DX | . (e) Explain why, if the plane keeps to its present
flight path, it will arrive at the control tower.
7. Shown is a rectangular based pyramid with
lengths 8 boxes and 6 boxes and with point P
directly above the centre of rectangle ABCD. 9. The basket, B, of a hot air ⎛ 0 ⎞
balloon is tethered to 3
AB is parallel to the x-axis.
points P, Q and R on ⎜⎝ 0 ⎟⎠
120
The height of the pyramid is 12 boxes and the the ground.
coordinates of point A are A(5, 3, 1).
The coordinates of B
z P B, P, Q and R are
given in relation z
to another y
point O. R
y
D The coordinates P Q
C of all the points O
6 are given below. x
A 1
8 B P(8, 10, 0), Q(20, 5, 0), R(17, 30, 0), B(15, 15, 40).
3   
O 5 The vectors BP , BQ and BR represent the forces
x
acting on the ropes holding the balloon.
The upwards arrow shows the vertical force acting
(a) Write down the position vector, a, of A. on the balloon caused by the hot air.
  
(b) Write down the position vectors of the (a) Find the vectors BP , BQ and BR .
other 4 points, B, C, D and P.
   (b) By adding all 4 (force) vectors together,
(c) Find vectors, AB , BC and AP . explain why the balloon remains in its
fixed position.
1. Sketch the vectors a and b. 7. In the figure below, the directed line segments
represent vectors as shown. For example .....

the line segment PR is represented by vector b .
b
a Q
w a
S
(a) Sketch the vector a + b. v u R
(b) Now sketch and label vector a – b.
b
(c) Sketch the vector b – a. P
(d) Sketch the vector –2a. What line segment is represented by vector :-
(e) Sketch 3b – 2a. (a) b–u (b) w – a
() ( )
5 −3
(c) v + u – b (d) b + a – v – w ?
2. Given p = −1 and q = −2 , find :-
8. Solve these vector equations for vector x :-
(a) p + q (b) q – p
⎛ 1⎞ ⎛ 5⎞ ⎛ −3⎞ ⎛ 11⎞
(c) 3p (d) –2q (a) x + ⎜ −2⎟ = ⎜ 3 ⎟ (b) 2x – ⎜ 7 ⎟ = ⎜ −9 ⎟ .
⎝ –1⎠ ⎝ −1⎠ ⎝ −5⎠ ⎝ 17⎠
(e) 2p + 3q (f) 4q – 2p .
9. ABCDHEFG is a cuboid.
3. Solve these vector equations for vector x :- K lies two thirds of the way along HG.
() ( ) () ( )
L lies one quarter of the way along FG.
3 4 1 5 
(a) x + 5 = −2 (b) x – 6 = −2
AD = u, G L
( ) ( )
 F
12 –14 AB = v, K
(c) 2x = −4 (d) 7x = 35 
() () () ( )
AE = w.
2 6 1 –7
(e) 4x – −3 = 11 (f) 5x – 4 = 2x + −1 .
H E
4. The coordinates of 4 points are :-

w C
A(2, –3), B(8, 1), C(12, 1) and D(0, –7). B
 
(a) Write the vectors AB and CD in
v
component form.
D u A
(b) What does this tell you about the two lines
lines, AB and CD ? Find, in terms of u, v and w, the vector :-
  
(a) FG (b) HG (c) LG
5. M is the point (–2, 7) and N is (3, –5).   
 (d) GK (e) AL (f) AK .
Calculate | MN | , the magnitude of MN.
C
10. B
⎛ 2 ⎞ ⎛ −4 ⎞ A
6. Given that v = ⎜ −4 ⎟ and w = ⎜ 3 ⎟ , find :-
⎝ 4 ⎠ ⎝ 12⎠
An aircraft flying at a constant speed on a straight
(a) v + w (b) v – w (c) –2v flight path takes 2 minutes to fly from A to B and
one minute from B to C. Relative to a suitable set
(d) | v | (e) | w |
of axes, A is the point (–1, 3, 4) and B is (3, 1, –2).
(f) Does | v | + | w | = | v + w | ? Explain. Find the coordinates of point C.

Exercise 5
1. Calculate the following arc lengths :- 6. Solve for x :-

(a) (b)
(a) (x – 3)(x + 1) = 0 (b) x 2 – 4x = 0
(c) x 2 – 5x + 6 = 0 (d) x 2 – 14x = 51

30°
12 cm
(e) 2x 2 – 5x – 3 = 0 (f) 6x 2 – 2x – 4 = 0.
40 m
7. Find the minimum value of x 2 – 4x – 60.
2. Calculate the area of each sector in question 1.
8. Find the intersection of the parabola and

3. Find the angle, x, in each sector. the line shown below.
(a) (b) y = x 2 + x – 12
30 mm x°
y = 2x – 6.
x° 140 mm
⎛ 4 ⎞ ⎛ 1⎞
arc length area is 9. Given a = ⎜ –1⎟ and b = ⎜ −3⎟ , find :-
is 31·4 mm
384·65 mm2
⎝ 0 ⎠ ⎝ 4⎠
4. A part circular blue stage is built for (a) a + 2b (b) 3a – b

a rock concert as shown. (c) 2a + 3b (d) –2a – 3b .
10. Solve these vector equations for vector x.
3m
(a) x + 7 () ()
1
=
8
3
160°
30 m (b) x – () ( )
–3
3 =
–4
–1
The red section

is a 3 m wide
3m (c) 4x – () 2
5 ( ) 10
= x + −2 .
security gap. E H
11. Four of the vertices of F G
Calculate the :- cuboid ABCDEFGH
C
(a) area of the blue stage are given. A B
(b) area of the security gap A(1, 2, 3), B(6, 2, 3), C(6, 5, 3) and H(6, 5, 7).
(c) perimeter of the security gap. (a) Find the components of the vectors :-
 
(i) AB (ii) AD
5. Sketch each of the following functions  
(iii) DE (iv) EC .
stating their roots, line of symmetry and
turning point :- (b) Find the components of the space diagonal
(a) y = x 2 – 4 (b) f(x) = x 2 + 5 vector starting at point C.
(c) f(x) = x 2 + x – 6 (d) y = x 2 – 2x – 15 (c) What single vector journey would be

equivalent to the journeys made from A
(e) y = 4 – x 2 (f) f(x) = 3 – 2x – x 2.
to B, then to C, then to D and then to A ?

12. Derive a formula from the table below. 17. A pattern of numbers is found as follows :–
Q 2 6 10 14 4 + 2 – 1 1st term
P 2 22 42 62 8 + 4 – 3 2nd term
12 + 6 – 5 3rd term
(a) Find P, when Q = 50.
(a) Write down the next 2 terms in this pattern.
(b) Find Q, when P = 152.
(b) Write an expression for the nth term in this
13. Simplify these expressions :- pattern and express it in its simplest form.
5 x 1 x − 5 18. Change the subject of the formula

(a) − (b) −
x x + 2 x x2 2
W = 3 − to M.
M
1 1 2 1
(c) − (d) − .
x–1 x +1 (x + 1) 2(x + 1)
2
19. On her return from Paris, Trish
changed her euros back into
pounds at the rate of 1·15
14. Joe earns £12·50 an
euros to the £.
hour as a painter.
After paying a commission fee
He gets paid time and
of 2% she was left with £196.
a third on a Saturday
and double time on a Sunday. How many euros had Trish brought home ?
Last week Joe worked :-
20. Draw the parabola corresponding to the
quadratic function :-
• 9 am to 4.30 pm (Mon - Thurs),
• 6 hours on Saturday and f(x) = 5 + 4x – x 2 {–2 ≤ x ≤ 6}.
• 2 12 hours on Sunday. (a) How many roots does it have ?
(b) Write down the equation of the line of

Calculate his total weekly wage. symmetry and the coordinates of its
15. Draw the parabola corresponding to the
21. Two tins of coffee, one large, one small,
quadratic function :-
are mathematically similar in shape.
f(x) = x(x – 4) {–1 ≤ x ≤ 5}.
The height of a small tin is 12 cm,
(a) How many roots does it have ? and the large one’s height of 18 cm.
(b) Write down the equation of the line of The cost of a tin of coffee depends only
symmetry and the coordinates of its on the volume of coffee in the tin.
minimum turning point. If a small tin costs £1·76, what should a large
tin of coffee cost ?
16. Sketch the following lines, indicating both
the y-intercept and gradient :- 22. The equation of a parabola is :-
(a) y = 2x – 4 (b) y = 1 – x y = x2 – 6x + 8.
(a) Determine the coordinates of the points of
(c) 2x + 4y = 0 (d) 0·25x = 2y + 1 intersection with the x and y-axes.
(e) y + px – k = 0, where p < 0 and k > 0. (b) Find the equation of the axis of symmetry.
(c) Find the coordinates of the
minimum turning point.

Calculator 5

3 −2
5 7
(a) (b) 25 500 ÷ 25 (c) 10 – 3 x 5 (d) 6 x (8 + 6) ÷ 7 – 1
(−3) × 11
(e) 8000 x 3·45 (f) 78 ÷ 300 (g) (h) 32·8 ÷ 8000.
( −60)
2. Change :- (a) 100 000 g to tonnes (b) 0·04 km to mm (c) 72 kg to mg
(d) 187 m to km (e) 170 mm to km (f) 17 hrs to seconds (g) 720 km/hr to m/sec.
4 8 12
3. Find :- (a) 5
of 640 (b) 11 of 7777 (c) 19
of 1938.
4. Simplify :- (a) 11 71
(b) 284 (c) 128
888888 4096 .
5. Find :- (a) 4
7
− 3
8
(b) 5 14 + 2 38 (c) 4 27 ÷ 1 15 .
6. Express as a fraction :– (a) 95% (b) 112 12 % (c) 0·5%.

(in its simplest form).
7. Find :- (a) 10% of 34 cm (b) 15% of 5 kg (c) 33 13 % of 1·08 m

(d) 1 12 % of 40 km (e) 17·5% of £248 (f) 12 12 % of $120 (g) 22% of 9 km.
8. Find :- (a) 72 + (–15) (b) (–33) + (–44) (c) 234 – 456
(d) 53 – (– 53) (e) (– 9) x 126 (f) (–5x) – (– 4x) (g) (– 8) x (–14)

(−5) × (−40)
(h) (–13x) x (–6x) (i) 1280y ÷ (–32y) (j) (– 180p) ÷ (–12p) (k) .
( −500)
9. (a) Jo spent half her money on cakes and a third of what remained of her money on juice.
If she has £2·40 left, how much money did she start with ?
(b) A box of twelve cakes cost £24·96. How much would you expect to pay for a box of 5 cakes ?
(c) Find the acute angle between the hands of a clock at 1415.
10. (a) State the gradient and y-intercept of :- (i) y = 7 – 2x (ii) y + 3x – 1 = 0.

(b) Sketch each of the lines in part (a).
11. Shown is an eighth of a circle with a radius of 4 cm.

(a) Calculate the area of this shape.
(b) Calculate the perimeter of this shape.
4 cm
12. (a) Calculate, to the nearest whole number, the standard deviation of :- 3, 5, 5, 7, 10, 12.
(b) Construct a box plot for the data in part (a).

Chapter 16 Tr
Trigon
igonometr
ometric
ic Gr
Graphs
aphs
Introduction
Shown are the graphs of 3 functions :- Linear, Quadratic and the lesser known, Hyperbolic.
A Linear function A Quadratic function A Hyperbolic function

f(x) = 2x – 3 f(x) = x2 – 2x – 3 f(x) = 12
x
y y y
y= x2 – 2x – 3 y = 12
x
y = 2x – 3
x x x
We will now begin to study the graphs of the trig functions, y = sinx°, y = cosx° and y = tanx°.
The Sine Function (y = sin x°)

There are computer or graphics packages that could assist here.
You are going to look up the sine of various angles from 0° to 360° and plot them on a graph
(a) Copy this table and use your calculator to complete it (to 2 decimal places each time).
x 0 30 60 90 120 150 180 210 240 270 300 330 360
sinx° 0 0·50 0·87 1·00 0·87 ... ... –0·50 ... ... ... ... ...
(b) Now take a sheet of A4 two millimetre graph paper and use it in the landscape position.
Plot your 13 points from the table and join them up with a smooth curve.
y
1 •
•
•
•0 30 60 90 120 150 180 210 240 270 300 330 360 x
–1
N5 - Chapter 16 this is page 156 Trig Graphs

Your graph should have y
ended up looking like this :- 1
y = sin x°
y = sin x°
Study it carefully.
0 30 60 90 120 150 180 210 240 270 300 330 360 x
–1
Exercise 16·1
1. (a) Practice sketching the graph several times

y
on a smaller scale like this :-
1
Note the smooth “wavy” shape.
(b) What is the highest value the graph attains ? 0 90 180 270 360 x
(c) What is its lowest value ? –1
(d) For what values of “x” does the curve cut
the x-axis ?
2. (a) Make a new neat small sketch of y = sinx°, but this time
extend the x-axis to go from –360° to +720°. (see below).
y
1
-360 -270 -180 –90 0 90 180 270 360 450 540 630 720 x
–1
(b) Use your calculator to find sin 450°, sin 540°, sin 630° and sin 720°, plot these points on your
diagram and sketch the next “bit” of the sine graph.
(c) Repeat for sin (–90°), sin (–180°), sin (–270°) and sin (–360°) and draw this “bit” of the sine graph.
(d) For the graph of y = sinx°, state the maximum and minimum values. (How high and low it goes).
(e) If you halve the “vertical distance” between the maximum and minimum values, this is referred
to as the amplitude of the graph. What is the amplitude of the sine graph ?
(f) The “horizontal distance” between points on the graph where the pattern repeats itself is called
the period of the graph. What is the period of the sine graph ?

The Cosine Function (y = cos x°)
You are going to look up the cosine of various angles from 0° to 360° and plot them on a graph.
x 0 30 60 90 120 150 180 210 240 270 300 330 360
cosx° 1 0·87 0·50 0 –0·50 ... ... ... ... ... ... ... ...
(b) Now take a sheet of A4 two millimetre graph paper and use it in the landscape position.
Plot your 13 points from the table and join them up with a smooth curve.
y
1•
•
•
•0 30 60 90
• 120 150 180 210 240 270 300 330 360 x
–1
Show your finished smooth cosine graph to your teacher.
Exercise 16·2

on a smaller scale like this :- y
1
Note again the smooth “wavy” shape.
(b) What is the highest value the graph attains ?

0 90 180 270 360 x
(c) What is its lowest value ?
–1
the x-axis ?
2. (a) Make a new neat sketch of y = cosx°, and extend the x-axis to go from –360° to +720°.
y
1
-360 -270 -180 –90 0 90 180 270 360 450 540 630 720 x
–1

2. (b) Use your calculator to find cos 450°, cos 540°, cos 630° and cos 720°, plot these points on your
diagram and sketch the next “bit” of the cosine graph.
(c) Repeat for cos (–90°), cos (–180°), cos (–270°) and cos (–360°) and draw this “bit” of the
cosine graph.
(d) For the graph of y = cosx°, state the maximum and minimum values. (how high and low it goes).
(e) What is the amplitude of the cosine graph ?
(f) The “horizontal distance” between points on the graph where the pattern repeats itself is called
the period of the graph. What is the period of the cosine graph ?
3. (a) Without looking at the last few pages, make a quick sketch of y = sinx° and y = cosx°, marking
in the important values on both the x and the y-axes.
(b) Write a couple of sentences describing both graphs - in what ways are they similar and in what
ways are they different ? (Shape, maximum/minimum values, amplitudes, periods) ?
Note :- when sketching any sine or cosine graph, it is easier if you do so in the following order :-
y
Step 1
• draw the axes first.

x
Step 2
y
• then draw the sine, (or cosine),
shaped graph.
Step 3 y
1
• finally fill in the scales on
the axes.
0 90 180 270 360
–1
Try to remember to draw your trig graphs in the above order.

We will, through the course of the next few pages, draw graphs like :-
• y = 2sinx° • y = –6cosx°
• y = sin2x° • y = cos4x°
• y = 0·3sin6x° • y = –5cos12x°
• y = sinx° + 1 • y = 5cosx° – 5
• y = sin(x – 20)° • y = 3cos(x + 20)°

but let us first of all look at the tangent graph.

The Tangent Function (y = tanx°)
The tangent graph looks totally different from the sine and cosine graphs.
x 0 15 30 45 60 75 89 90
8
tanx° 0 0·27 0·58 1·00 1·73 3·73 57·3 ?
7
At 90°, we say the tangent is undefined (it 6
is too large a number to find - infinity !) 5
4
•
(b) Now take a sheet of A4 two millimetre graph paper
(or half-cm paper) and use it in the portrait position. 3
Plot the 7 points from the table and join them up
with a smooth curve.
2
•
1 •
Note the shape - the slope rising very slowly •
at first, then accelerating towards infinity ! •0 1•5 3 0 45 60 75 90
–1
(c) Extend your table to show the x-values from
90° to 180°. –2
x 91 105 120 135 150 165 180
tanx° -57·3 -3·73 -1·73 ... ... ... ...
Extend your x-axis, plot these 6 points and join them

to show the second half of the smooth tangent curve. Show your finished smooth
tangent graph to your teacher.
Exercise 16·3 y
(b) Is there a highest value the graph attains ?
0 90 180 x
(c) Is there a lowest value ?
the x-axis ?
2. (a) Make a new neat sketch of y = tanx°

y
{0 ≤ x ≤ 180} and extend the x-axis
to go from –180° to +360°.
(b) What is the period of the tangent
function ? –180 –90 0 90 180 270 360 x
The tangent function is not as important
as the sine and cosine functions.
It does not appear often in real life.

Other Sine and Cosine Functions (y = asinx° and y = acosx°)
y = 2sin x°
You are going to draw the graph of y = 2sinx° by looking up various values of x.
For example, when x = 30 => sinx° = 0·5 => 2sinx° = 2 x 0·5 = 1
x 0 30 60 90 120 150 180 210 240 270 300 330 360
2sinx° 0 1·00 1·73 2·00 1·73 ... ... –1·00 ... ... ... ... ...
(b) Draw a set of axes on squared y

paper, plot the above 13 2 •
points and join them up with •
•
a smooth curve.
1
Show your graph of :-

•0 30 60 90 120 150 180 210 240 270 300 330 360 x
y = 2sinx°
to your teacher. –1
–2
Exercise 16·4
1. (a) This time, just sketch the graph y = 2sinx°
on a smaller scale like this :- y
2
0 90 180 270 360 x
(d) What is the period of y = 2sinx° ?
(e) For what values of “x” does the curve cut –2
the x-axis ?
You should have noticed the following :-

• the graph is identical in shape to that of y = sinx°.
• its maximum and minimum values are now +2 and –2, so its amplitude is 2.
• its period is still 360° – it is not altered by the 2sinx°.
You will find :- the maximum/minimum value of y = 3 sinx° is +3 and –3. Its period is still 360°
the maximum/minimum value of y = –5 sinx° is +5 and –5. Its period is still 360°
the maximum/minimum value of y = 10 cosx° is +10 and –10. Its period is still 360°
1
the maximum/minimum value of y = 2 sinx° is + 12 and – 12 . Its period is still 360°

2. (a) This time, you are going to sketch the graph of y = 5sinx°.
step 1 step 2 step 3

draw a set of x and y-axes. draw the “sine-shaped” curve. now fill in the 0 to 360 and +5/–5.
y y y
5
x x 0 90 180 270 360 x
–5
(b) What is the maximum value and what is the minimum value the graph attains ?
(c) What is the amplitude and period of y = 5sinx° ?
3. (a) Sketch the graph of y = 10cosx°, {0 ≤ x ≤ 360}. 7. Each of the following trig graphs represents a
remember - axes first, function of the form y = asinx° or y = acosx°.
then cosine-shaped Write down the equation of each function.
graph and lastly the scales.
(b) What are the maximum-minimum values ? (a) y

7
(c) What is the amplitude and the period of
y = 10cosx° ?
0 90 180 270 360 x
4. Make neat sketches of the following trig. graphs, –7
using the x–values - {0 ≤ x ≤ 360} :-
(a) y = 8sinx° (b) y = 60sinx° y

(b) 20
(c) y = 4cosx° (d) y = 0·65cosx°
1
(e) y = 2 sinx° (f) y = 5tanx°.
0 90 180 270 360 x
5. This time you are going to draw the graph of the –20
function y = –3sinx°.
Remember that this is a sketch of y = 3sinx°.

y
(c) 0·2
y
3
0 90 180 270 360
x
0 90 180 270 360 x –0·2
–3
(a) How do you think y = –3sinx° will differ ? y

(d)
11
(b) What are the maximum-minimum values ?
(c) What is the amplitude and the period of
y = –3sinx° ? 0 90 180 270 360 x
–11
6. Make a neat labelled sketch of :-
(a) y = –2cosx° (b) y = –0·5sinx°

More Sine and Cosine Functions (y = sin ax° and y = cos ax°)
y = sin 2x°
We are going to study the y = sin2x° for various values of x.
For example, when x = 30 => 2x = 60 => sin2x° = sin 60° = 0·87
x 0 30 45 60 90 120 135 150 180
sin2x° 0 0·87 1·00 0·87 0 –0·87 ... ... ...
(b) Draw a set of axes on squared paper, plot the above y

nine points and join them up with a smooth curve. 1 •
• •
Show your graph of y = sin2x° to your teacher.
•
0 30 60
•
90 120 150 180• x
• •
–1 •
Exercise 16·5
1. (a) This time, just sketch the graph y = sin2x°

y
1
0 45 90 135 180 x
(d) What is the amplitude and the period of y = sin2x° ?
(e) For what values of “x” does the curve cut the x-axis ? –1
You should have noticed the following :-

• the graph is identical in shape to that of y = sinx°.
• its maximum and minimum values are still +1 and –1, and its amplitude is still 1.
• its period is no longer 360° – its period is now 360° ÷ 2 = 180°.
You will find that :- the period of y = sin3x° has a period of 360 ÷ 3 = 120°
the period of y = sin10x° has a period of 360 ÷ 10 = 36°
the period of y = cos4x° has a period of 360 ÷ 4 = 90°
the period of y = tan2x° has a period of 180 ÷ 2 = 90°.

2. (a) This time, you are going to sketch the graph of y = 3sin4x°.
step 1 step 2 step 3

draw a set of x and y-axes. draw the “sine-shaped” curve. to find the period :-
divide 360 ÷ 4 = 90°.
y y y
3
x x 0 45 90 x
–3
(b) What is the maximum value and what is the minimum value of the function ?
(c) What is the period of y = 3sin4x° ?
3. (a) Sketch the graph of y = cos3x°.

7. Each of the following trig graphs represents a
remember - axes first, function of the form y = asinbx° or y = acosbx°.
then cosine-shaped Write down the equation of each function.
graph and lastly the scales.
(b) What are the maximum-minimum values ? (a) y

3
(c) What is the period of y = cos3x° ?
0 90 180 x
4. Make neat sketches of the following trig. graphs :-
–3
(a) y = 6sin3x° (b) y = 50sin6x°
(c) y = 5cos2x° (d) y = 0·7cos4x° y
(e) y = 12sin 12 x° (f) y = 5tan2x°. (careful) (b) 15
5. This time you are going to draw the graph of the

0 30 60 x
function y = –9sin3x°.
–15
Remember that y
this is a sketch 9
of y = 9sin3x°. y
0 30 60 90 120 x
(c) 1·5
–9
0 36 72 x
(a) How do you think y = –9sin3x° will differ ? –1·5
(b) What are the maximum-minimum values ?
(c) What is the period and amplitude of y
y = –9sin3x° ? (d) 30
6. Make a neat labelled sketch of 1 cycle of :-

0 180 360 540 720 x
(a) y = –12cos5x° (b) y = –0·2sin6x°
–30
(c) y = –0·1sin 12 x° (d) y = – 18 cos30x°.

Yet more Sine and Cosine Functions (y = asinx°+ b and y = acosx° + b)
When the sine or cosine function has a number added on (or subtracted), the simple effect is to “slide”
the basic sine or cosine function upwards (or downwards) by that amount.
Example 1 :- y = sinx° + 1 Example 2 :- y = 6cosx° – 3
y y
2 9
y = sinx° + 1
y = 6cosx°
6
1
3
0 90 180 270 360 x 0 90 180 270 360 x

–3
–1
y = sinx° –6
y = 6cosx° – 3
–2 –9
Note :- • The period of the new function with the added (or subtracted) term remains the same.
• The amplitude stays the same. (Half the difference between the highest and lowest points).
• But the maximum and the minimum values change.
In example 1, the maximum and minimum changes from 1 and –1 —> to 2 and 0.
In example 2, the maximum and minimum changes from 6 and –6 —> to 3 and –9.
• To draw y = sinx + 2, simply sketch the graph of y = sinx and move each point up by 2.
Exercise 16·6
1. Shown below is a sketch of the function 2. (a) Make a neat (dotted) sketch of the function
y = sinx°. y = cosx°,
(a) Make a neat copy of the graph, showing the showing all the main features and values.
graph dotted as in the sketch.
(b) On the same graph, show the function :-
y y = cosx + 2.
2
3. (a) This time, make a sketch showing y = 4sinx°.
1
(b) On the same graph, show the function :-
y = 4sinx – 2,
0 90 180 270 360 x showing all its main features.
–1
4. (a) Now, sketch the graph of the function :-
–2 y = 6cosx°,
(b) On the same graph, show y = 6cosx + 3,
indicating all the main features and values.
(b) On your drawing, show also the graph of
the function :- y = sinx° – 1.

5. Make neat sketches of each of the following, 11. Determine the equation of each of the following
showing all the main features and values. trig functions from their graphs :-
(hint :- sketch the “basic” trig function first). (a) (b)
y y
(a) y = 2sinx° + 2 (b) y = cosx° – 3
8 6
(c) y = 40sinx° – 40 (d) y = 12cosx° – 6.
4 3
6. Shown below is the graph of y = –4sin5x°.
0 180 360 0 180 360 x
x
y –4 –3
4
(c) (d)
0 36 72 x y y
–4 12 5
9
6
3 0 180 360 x
(Remember why it is “upside-down”).
0 180 360 x –5
–3
Make a neat sketch of this (dotted) curve, and
–6 –10
show on it the graph of y = –4sin5x° + 4.
(e) y (f) y
7. Sketch the graph of y = –6cosx°, (dotted), and
6
show also the graph of y = –6cosx° – 3, 40
4
indicating all of its main features and values. 2
20
0 180 360 x
8. Make neat sketches of each of the following, –2
–4 360
showing all the main features and values. 0 180 x
–6
(a) y = –3sinx° + 3 (b) y = –cosx° – 2 –8 –20
–10
(c) y = 10 – 10sinx° (d) y = –1 – 2cosx°.
9. Work out the equation of the following trig 12. Harder - Each of these functions is of the form :-
function from its graph :- y = asinbx + c.
y Determine the equation of each.
10
(a) (b)
y
y
5
9
4
6
0 180 360 2 3
0 60 120 x
–5 –3
0 90 180 x
10. Determine the equation of this trig graph :- –2
y
3 (c) y (d) y
18
4
0 180 360 12
2
–3 6
0 45 90 x
–6 0 30 60 x

13. The pedal on this bicycle 15. A chalk-mark is made on the
crank is rotated. tyre of a bicycle wheel.
h
Its height above (and below) As the wheel rotates along the x
the centre of the shank is noted ground, its height in centimetres
h
as the pedal rotates. is recorded and shown on the
This is shown on the graph below. graph below.
h
h
60
25
30
0 3 6 9 12 t
0 10 20 t
–25 t = time in seconds
• t represents the time (in seconds) (a) From the graph, say what the diameter of
• h represents the height (in centimetres). the wheel must be.
(b) What is the period of the graph ?
(a) What is the period of the graph ?
(This is the time taken for 1 rotation). (c) Write down the equation of the graph :-
(b) Write down the equation of the graph :- h = .... sin ....t° + .... .
h = .... sin ....t°.

16. The graph below shows the average number of
hours of daylight, (each day), there is through-
14. The water level rises and falls every 12 hours in
out the year starting from the month of June.
a harbour as the tide comes in and out.
N
17
12
P
7
dm
0 6 12 t
(June)
A graph, showing the depth (d m) of water

• N is the number of hours sunshine daily
measured from point P, is shown below.
• t is the number of months after June.
The time (t) is measured in hours.
(a) What is the maximum number of hours of
d sunshine each day, and in which month ?
8
(b) What is the minimum number, and when ?
(c) The equinoxes (Spring and Autumn) are
0 3 6 9 12 t when there is an equal number of hours of
light and dark. Which months ?
–8
(d) Find the equation of the graph in the form :-
(a) How high above P is the water at high tide ? N = .... cos ....t° + .... .
(b) Write down the equation of the graph :-
d = .... sin ....t°.

Phase Angles
So far we have • “stretched” the sine graph vertically – e.g. y = 10sinx°.

• “stretched/squashed” the sine graph horizontally – e.g. y = sin4x°.
• “moved” the sine graph up or down – e.g. y = sinx° + 2.
What we have NOT done yet, is to slide the sine graph right or left. We are going to consider that now.
Look at this sine graph :- y
The dotted graph is y = sinx°. 1 y = sin(x – 30)°
The blue graph is the sine graph after

it has been “slid” 30° to the right. 210
0 30
90 180 270 360 x
We represent this using the function :-
–1
y = sin(x – 30)°. y = sinx°
The graph is “out of phase” by 30°. The 30° is called the phase angle.
Example 1 :- Write down the equation of Example 2 :- Sketch the graph of :-

this blue trig graph :- y = 3sin(x + 25)°.
y Solution 2 :- Start with the graph of y = 3sinx°,
8 then “slide” it 25° LEFT.
y
y = 3sinx°
0 40 90 180 270 360 400
x 3
335
–8 –25 0 90 180 270 360
y = 8cosx° x
–3
Solution 1 :- It is the cosine graph, moved 40° right. y = 3sin(x + 25)°
=> y = 8(cosx – 40)°
Exercise 16·7
(e) y (f) y
1. Write down the equations of these trig graphs :-
6 0·2
(a) (b)
y y
0 15 195 375 x 0 55 145 325 x
7 20
–6 –0·2
0 60 240 420 x 0 35 180 360 x

–20
2. Sketch the graphs of the following trig functions,
–7
(0 ≤ x ≤ 360), showing the maximum and minimum
(c) (d) y values and where the curves cut the x – axis :-
y
12
(a) y = sin(x – 15)° (b) y = cos(x – 35)°
2·5
(c) y = 5sin(x – 10)° (d) y = 7cos(x – 75)°
(e) y = 2sin(x + 30)° (f) y = 10cos(x + 25)°
–20 0 160 340 –70 0 110 290
x x
(g) y = –sin(x – 50)° (h) y = –2cos(x – 40)°
–2·5 –12
(i) y = 0·3sin(x + 70)° (j) y = 55cos(x – 20)°.

1. Sketch the sine graph, the cosine graph and the tangent graph, {0 ≤ x ≤ 360}, on different diagrams,
indicating the shape of each and all the important points through which they pass.
2. Write down the equations of the following graphs :-

(a) y (b) y (c) y
5 12 0·6
0 90 180 270 360 x 0 90 180 270 360 x 0 90 180 270 360 x

–5 –12 –0·6

(a) y (b) y (c) y
2 15 40
0 90 180 x 0 30 60 x 0 18 36 54 72 x
–2 –15 –40

(a) y (b) (c) y
y
10 16
6
5 4 8
2
0 180 360 x 0 180 360 x 0 180 360 x

–2
–5 –4 –8

(a) y (b) y (c) y
6 15 30
10 20
3
5
10
0 45 90 x
0 90 180 x –5
0 18 36 x
–3
6. Make a neat sketch of each function, showing the shape, scale and important points on your graphs.
(a) y = 25sinx° (b) y = 10cosx° (c) y = sin3x°
(d) y = 8cos4x° (e) y = sinx° + 1 (f) y = 2sinx° – 2
(g) y = 20cosx° + 10 (h) y = –2sin6x° (i) y = 4cos2x° – 4.
5 1
(j) y = 2 cosx° (k) y = – 2 sin6x° (l) y = 2·4cosx° – 2.

CChhaappte
terr 17
17 Surds
Surds an
andd IInnddiice
cess
Surds
A rational number is one which can be written as a 7 3 1 4 1
a (e.g. , , – , 4 (= ), 0·5 (= )...)
fraction in the form , where a and b are integers. 1 4 2 1 2
b
An irrational number is a number which cannot be a

written in this form. (e.g. π = 3·1412.... cannot be expressed as )
b
A surd is an irrational root, (a square root, cube root, quartic root, .....).
2, 3 are surds.
Example :- Calculate the length of the hypotenuse 16 is not a surd

of the right angled triangle shown below, since 16 = 4 (rational)
leaving your answer as a surd.
x 2 = 12 + 12
x x2 = 2
1 unit N.B. If you use a calculator and write
x = 2 1·41421, this is a rounded decimal
and not exact. ( 2 is exact).
1 unit
Exercise 17·1
3. Solve each equation giving each answer in
1. Which of the following are surds :- surd form :-
(a) x2 – 1 = 1 (b) x2 – 3 = 2
(a) 2 (b) 49 (c) 121
(c) x2 + 1 = 3 (d) x2 + 1 = 9
3
(d) 5 (e) 1000 (f) 3
(e) x2 + 1 = 12 (f) 3x2 + 1 = 10
3 3
(g) 27 (h) 8 (i) 8.
(g) 2x2 + 7 = 11 (h) 5x2 + 12 = 27.
2. Express x as a surd each time here :- 4. Write the exact value of each trigonometric
(a) (b) 3 cm ratio in surd form :-
x cm (a) sin x° (b) cos x°
2 cm
1 cm
x cm x°
3 2
1 3
1 cm
x°
(c) 2 cm (d)
x cm (c) tan x° (d) tan x°.

3 cm 2 3
5 cm
x cm
5 6
3 cm
(e) (f) 7 cm x° x°
3 cm
2 cm
x cm 5. A rectangle has dimensions 8 cm by 5 cm.
10 cm
Calculate the exact length of a diagonal.
x cm
N5 - Chapter 17 this is page 170 Surds & Indices

Simplifying Surds
Can you see that 2 × 3 = 2·449 = 6 ?
Surds can be simplified using the normal rules of algebra.
Generally, we can state that a × b = ab
Example 1:- Simplify 3 2 + 4 2 Example 2 :- Simplify 32

To simplify a surd,
3 2 + 4 2 = 7 2 32 = (16 × 2) try to express it as a
product of two
(Since 3x + 4x = 7x) = 16 × 2 = 4 2 numbers, one of
(Since a × b = ab ) which is a
perfect square.
Exercise 17·2
S
1. Add or subtract these surds :- 4. A cube has side 20 cm. R
Calculate, in simplest form, P Q
(a) 4 2 + 5 2 (b) 7 2 – 4 2
the exact length of the :-
(c) 6 3 + 7 3 (d) 13 7 – 7 7
(a) face diagonal BR. D C
(e) 5 5 + 5 (f) 3 + 2 3 – 3 3 (b) space diagonal AR. A 20 cm B
(g) 12 2 – 11 2 (h) 3 7 + 2 7 – 5 7
5. A cuboid has dimensions
(i) 7 13 – 8 13 (j) 3 3 – 2 3 – 4 3 3 cm by 4 cm by 5 cm.
(k) 2 + 2 (l) 11 + 11 + 11 5 cm Find the exact value of
the length of one of its
(m) 5 5 + 3 5 + 4 5 – 6 5 space diagonals.
3 cm
(n) 11 2 + 2 + 6 2 + 2 2 – 19 2 . 4 cm
6. (Difficult) A square based pyramid

2. Simplify :- has dimensions as shown. 4 cm
(Sloping sides are 4 cm.)
(a) 12 (b) 20 (c) 44
Calculate the exact value
(d) 8 (e) 50 (f) 300 of the pyramid’s height. 3 cm
(g) 45 (h) 18 (i) 125 (Hint : start with Pythagoras)

3 cm
(j) 72 (k) 450 (l) 225 .

Remember a × b = ab
3. Find the exact value of y as a surd in its
2 × 10 = 2 × 10 = 20
simplest form :-
20 = 4 × 5 = 2 5
(a) (b)
8 cm
y
4 cm
4 cm
7. Simplify as far as possible :-
y (a) 3 × 8 (b) 5 × 8
4 cm (c) 6 × 12 (d) 7 × 8
(c) (d) 3 cm
(e) 15 × 16 (f) 2 × 3 × 5
13 cm
y y (g) 2 × 3 × 2 (h) 8 × 2 × 5
7 cm
(i) 3 × 3 × 3 (j) 3 × 5 × 15 .
11 cm

8. Find as a surd, in its simplest form, the 2
The fraction can be simplified -
value of x each time. 3
(a) (b) 5 cm (change the surd denominator by multiplication).
x cm multiply top 2 3 2 3 it now has

3 cm and bottom × = a rational
5m 3 3 3
x cm by √3 denominator
3 cm This is called rationalising the denominator.
10. Rationalise the denominator in each fraction

(c) (d) and simplify as far as possible.
15 cm
x cm 4 3 5 4
10 cm 10 cm (a) × (b) (c)
x cm 3 3 2 3 5
8 cm 15 7 20
(d) (e) (f)
5 2 14 8
The usual algebra rules apply for brackets. 16 5 10
( )( )
(g) (h) (i) .
2 + 2 3 + 2 (FOIL) 5 8 10 20
= 2 × 3 + 2 × 2 + 2 × 3 + 2 × 2 Extension - used at Higher Level.
= 6 + 2 2 + 3 2 + 2
Given 2 + 3 we say that 2 – 3 is the conjugate.
= 8 + 5 2 (This is in simplest form)
Also –1 – 3 has conjugate –1 + 3 .
(a) (2 + 2 ) ( 4 + 2 ) 11. Write down the conjugate of each expression :-
(b) ( 4 + 2 )( 3 + 2 ) (a) 2 + 5 (b) 3 + 3
(c) 2 – 7 (d) 6 – 2

(c) ( 4 + 2 ) ( 3 – 2 )
(e) –1 + 2 (f) –5 + 3 .
(d) ( 2 + 3 ) ( 3 + 3 ) The conjugate can be used to rationalise the
(e) (1 + 5 ) ( 2 – 5 ) denominator of more complicated expressions.
(f) ( 2 – 7 ) ( 5 – 7 ) 3

4 + 2
×
4 – 2
4 – 2
=
12 – 3 2
16 + 4 2 – 4 2 – 2
=
12 – 3 2
14
(g) ( 2 + 8 ) (1 + 8 )
N.B. rational number
(h) ( 3 + 12 ) ( 3 + 12 )
12. Use the conjugate to rationalise each
(i) ( 5 + 6 )( 5 + 6 ) denominator :-
( 8 + 2 )( 2 + 8 )
2 1 – 3
(j) (a) ×
1 + 3 1 – 3
( 2 + 2 ) (l) (1 + 3 )
2 2
(k)
4 32
(b) (c)
( 2 – 2 ) (n) (1 − 3 )
2 2
(m) 2 + 2 4 – 8
( 3 – 5 ) (p) (1 + 3 ) .

2 3
(o) 10 4 + 3 2 + 3
(d) (e) × .
5 – 12 2 – 3 2 + 3

Indices
Powers or indices are used as a means of writing repeated calculations in a shorter way.
Examples :- 2 4 is read as “2 to the power of 4”
2 4 = 2 × 2 × 2 × 2 = 16 (The 4 is called the power, the index or exponent).
y × y × y × y × y = y 5 (The power, index or exponent is 5).
Exercise 17·3
4. Find the value of the index each time :-
1. Write down the index, (exponent) of each term.
(a) 2 x = 64 (b) 5 x = 625
(a) 2 3 (b) 33 (c) 54
(c) 3x = 243 (d) 10 x = 1 000 000
(d) 6 2 (e) 28 (f) 35
(e) 17 x = 289 (f) 12 x = 12 .
(g) 10 9 (h) x 21 (i) x –2
2
(j) y 8·5 (k) x3 (l) xy .
5. Use the x y or y x or ^ button on your
calculator.
2. Write down each of these as products :-
(a) 2 6 = 2 × 2 × 2 × 2 × ... × ... = ... 34 = 3 x y 4 34 = 3 y x 4 34 = 3 ^ 4

= 81 = 81 = 81
(b) 2 3 (c) 62 (d) 54
(e) 2 8 (f) 33 (g) 10 9

Use your calculator to find :-
(h) 210 (i) 35 (j) k3 (a) 5 3 (b) 215 (c) 17 5
(k) ( –2 )4 (l) ( –2 )3 (m) ( –2 )5 (d) 315 (e) ( 2·5 )4 (f) ( 0·4 )4
(n) ( –3)4 (o) ( –1)6 (p) ( –1)51 (g) ( –3)7 (h) ( –1·1)5 (i) 2 –1 .
(q) x 4 (r) t5 (s) y7 . 6. Darren says to his dad,

“Stop giving me £10 per week
3. Write down each expression using indices :- pocket money. Instead, give me
(Example :– 2 × 2 × 2 = 2 3 ) 1 pence this week, 2p next,
4p the next and keep doubling
(a) 3 × 3 × 3 × 3 × 3 × 3 × 3
it for a year”.
(b) 2 × 2 × 2 × 2 × 2 × 2 × 2
How much would his dad have to give him
(c) 4 × 4 × 4
on week 52 ?
(d) 7 × 7 × 7 × 7 × 7
(e) (–3) × (–3) × (–3) 7. Note :- 2 2 × 2 3 = ( 2 ×2) × (2 ×2 × 2) = 2 5 .
(f) (–2 ) × (–2) Express each of these as a power :-
(g) k × k × k × k × k × k (a) 2 3 × 2 4 (b) 22 × 2 7

(h) p × p × p × p (c) 32 × 33 (d) 52 × 52
(i) z × z × z × z × z
(e) 32 × 32 (f) 10 2 × 10 4 .
(j) (–t) × (–t) × (–t)
(k) (−y) × (− y) × (−y) × (−y) × (− y) 8. What do you notice about your answers to
question 7 ?
(l) 3 × 3 × 3 × 3 × 3 × 3 × 3 × 3 × 3 × 3 .

Rules of Indices
Rule 1 a m × a n = a m+ n Rule 2
am
an
= a m– n Rule 3 (a ) = a
m n mn
To multiply powers To divide powers To take “powers”

of a number, of a number, of “powers” of
add the indices. subtract the indices. a number, multiply
the indices.
( )
5
Example 1 :- x × x
2 3
Example 2 :- x Example 3 :- x 2 3
= x × x × x × x × x x3
x×x×x×x×x = x 2 × x 2 × x 2
= x 5
=
x×x×x = x 6
= x 2
Exercise 17·4
1. Use Rule 1 above to simplify :-

Example :- Simplify 3x 5 × 2x 3
(a) x 2 × x 3 (not x 6 ) (b) x 3 × x 4 Deal with the 3 and the 2 first
(i.e. 3 × 2 ) then the indices.
(c) k 5 × k 4 (d) w 2 × w 2
3x 5 × 2x 3 = 6x 8
(e) q 7 × q 6 (f) x 3 × x –1
(g) x 5 × x –2 (h) p 7 × p –4 4. Simplify as far as possible :-

(i) k × k
7 –8
(j) s –4
× s 2
(a) 2x 3 × 4 x 2 (b) 5x 4 × 3x 3
(k) q –1 × q –2 (l) r –5 × r –9 (c) 4k 4 × 4k 5 (d) 7k 6 × 2k 3
(m) x 2 × x 3 × x 4 (n) q 3 × q 5 × q2 (e) 11p2 × 5 p 4 (f) 4 p 7 × 5 p –2
(o) y 6 × y1 × y 3 (p) y –2 × y –1 × y –3 (g) 6y 7 × y –5 (h) 9z12 × z –8
(q) y –3 × y 2 × y 2 (i) 3 × 4q 2 × 2q 3 (j) 3t 8 × t –3 × 2t –4 .
(r) b 7 × b 9 × b –2 × b –11
5. Use Rule 2 above to simplify :-
(s) a –3 × a 4 × a 2 × a –5 × a 3 .
x5 x4
(a) (b) (c) x7 ÷ x4
x3 x2
2. Copy and complete :-
y8 y9
a 2 × b 5 × a 4 × b –1 = a.... × b.... = a...b... (d) 3
(e) y10 ÷ y 6 (f)
y y8
3. Simplify as far as possible :- a11 b15

(g) (h) (i) c18 ÷ c10
a7 b11
(a) a 5 × b 3 × a –2 × b 4
(b) k 4 × p 6 × p –4 × k –1 z1·5 p 6 ·6 t7
(j) (k) (l)
z1·2 p 4 ·8 t2
(c) c 7 × t 5 × c –6 × t –3
(m) t 5 ÷ t –3 (n) x –7 ÷ x 3 (o) y –5 ÷ y –2 .
(d) a 5 × b 3 × c 2 × a –3 × c .

8x 7
Example :- Simplify 2 3
2x 2 ⎛1 ⎞
(a) ⎜ x 3 ⎟
⎝2 ⎠
(b)
⎛ 2 4⎞
⎜⎝ x ⎟⎠
3
(c) ( 0·25 x ) 6 3
.
Deal with the
8 and the 2 first 8x 7
(i.e. 8 ÷ 2 ) 2
= 4x 5 10. Simplify as far as possible :-
then the indices. 2x
x5 × x 4 x ....
6. Simplify as far as possible :- (a) 3
= ....
= x ....
x x
9x 5 16y 8 8y 6
(a) (b) (c) y 9 × y –3 y....
3x 3 4y 5 6y 2 (b) = = y....
y3 × y2 y....
20k12 36 p 7
(d) (e) (f) 14x 7 ÷ 7x 4 4 4
⎛ x 3 × x5 ⎞ ⎛ x .... ⎞
16k 24 p 6
(c) ⎜
⎝ x
4 ⎟ = ⎜ .... ⎟ = x
⎠ ⎝x ⎠
.... 4
= x .... ( )
4 3 –3
12 p 21q 18w
(g) –2
(h) –2
(i)
4p 14q 16w 2 11. Simplify as far as possible :-
4w 5 x 3 27x 2 z 3 x 3 × x 4 y 7 × y –2
(j) 2 2
(k) –2
(l) 48x 2 ÷ 12x –1 . (a) (b)
2w x 21x z x 5
y3 × y
z11 × z –7 b 9 × b 2 × b 4
7. Use Rule 3 to simplify :- (c) (d)
z –8 × z 6 b 4 × b 3 × b 2
(a) (x ) 3 2
(b) (x )
4 2
(c) (x )
3 3
k 7 × k –2 × k –6 ⎛ z4 × z2 ⎞
2
(e) (f) ⎜ ⎟
(y ) (y ) (y ) k 9 × k –5 × k –3 3
4 3 3 4 6 5 ⎝ z ⎠
(d) (e) (f)
2
⎛ 3 ⎞
(a ) (a ) (a )
h × h4 × h5 ⎟
( x × x )
1·5
7 4 9 6 11 8 (g) ⎜ (h) 3 5
× x2
( )
(g) (h) (i) ⎜ 2 ⎟
⎝ h3 ⎠
(j) (a ) –3 2
(k) (b )
–5 4
(l) (b )
5 –4
(i) ( 2x × 4x
3 –1
× x2 ) × ( 5x × 2x )
3 3 –1 4
( ) (c ) (a ) (t )
–3 –4 –6 x y x
(m) c –2 (n) (o) . (j) × t 4 × t –2 .
Example :- Simplify ( 2x ) 3 4 Rule 4 a 0 = 1
since a m × a0 = a m+ 0 = a m
Deal with the power of 2 first
(i.e. 2 4 ) then the indices. then a 0 = 1 check on your calculator
( 2x )
3 4
= 16x12 Examples :- x 0 = 1 5 0 = 1

12. Simplify :-
(a) ( 3x )4 2
(b) ( 5x )
2 3
(c) ( 4x )
5 3
(a) y 0 (b) p0 (c) t0
(d) 30 80 710
(d) (10x ) 3 3
(e) ( 3x )
4 5
(f) ( –2x )4 6 (e) (f)
(g) 4x 0 (h) 16a 0 (i) 8·2t 0
(g) (15x ) 2·5 2

(h) ( 3x )
0 ·5 6
(i) ( –3x )–4 5
. (j) 5·30 (k) (2 ) 5 0
(l) (c × c )
8 –8 4
.

0
(i) (
x –3 x 5 + x 2 ) (j) (
2y –1 3y 2 – 2 y 3 )
⎛ z 3 × z4 ⎞
0 ⎛ 7 2⎞
⎜ p × p × p ⎟ .
5
2 3
(a) ⎜ 6⎟
(b) ⎛ x 4 × x5 ⎞ ⎛ k 2 × k 3 ⎞
⎝ z × z ⎠ ⎜
( )
⎟
3
p3 (k) ⎜ ⎟ (l) ⎜ –1 –2 ⎟
⎝ ⎠ ⎝ x
–6
⎠ ⎝ k × k ⎠
(m) (2x 2 × 3y 3 ) 4 (n) (3a −2 × 4b 5 ) 2 .

1
Rule 5 a –m
=
am
18. (a) A large rectangular piece of land has length
since a m × a –m = a m +(– m ) = a 0 = 1 6·2 × 105 m and 5 × 10 3 m breadth.
1
then a – m =
am
5 × 10 3 m
1 1 1
Example :- x –3 = 4 –2 = =
x 3
4 2
16 6·2 × 10 5 m
Calculate the area of the land.
14. Rewrite each of these expressing each with a

(b) A rectangular garden has length x 5 metres
positive power (exponent) :-
and breadth x 3 metres.
(a) x – k (b) p –h (c) c –2
Calculate the value of x
x5 m
(d) k –1
(e) w –12
(f) 5 –2 if the area of the
garden is 256 m 2.
(g) 1–5 (h) (x ) –5 2
(i) (x ) 3 –2
(c) A cube has side
x3 m
1 5 8 35 millimetres.
(j) –3
(k) –2
(l)
x x 2x –1
Find the volume of the cube
–2 –2
⎛1 ⎞ –2
⎛ h6 ⎞ ⎛ x6 ⎞ expressed as a power of 3.
(m) ⎜ 4 ⎟ (n) ⎜ 10 ⎟ (o) ⎜ 4 ⎟ 35 mm
⎝x ⎠ ⎝h ⎠ ⎝x ⎠
(d) Brad thinks of 32 × 34 × 3–1 .
Erin thinks of 2 5 × 2 8 × 2 –4 .
15. Given f ( x ) = x –2 , calculate :-
⎛1 ⎞ How much bigger is Erin’s number ?
(a) f ( 2) (b) f ( –4 ) (c) f ⎜ ⎟.
⎝ 3⎠
(e) The mass of a decaying
16. Given f ( x ) = 5x , calculate :-
–3
radioactive element
⎛ 3 ⎞ can be found using
(a) f ( 3) (b) f ( 0·5 ) (c) f ⎜ 2 ⎟. the formula :-
⎝y ⎠
m = e– 0·02 t ,
17. Simplify (give your answer with positive indices)
where m is the mass (in grams) and t is the
(a) p5 × p 4 × p3 (b) y –5 × y 4 × y 3
time in days.
y5 z6 Find the mass of the element after 100 days
(c) (d)
y2 z11 given that e = 2·718.
(x ) 5 4
(x )
–2
3
(e) (f)
19. Find x each time here :-
10t 8 6m 3 (a) 2 x × 2 x = 64 (b) 3x + 1 = 243
(g) (h)
2t 2 3m 6 2x – 3 2
(c) 4 = 64 (d) 5 x = 625 .

Fractional Indices
( ) = a × a = a = a => therefore a = a

From Rule 1 ( a m × a n = a m+ n ) and a 2
1 2 1
2
1
2 1 1
2
From this we can also deduce the following :- ( a ) = a × a × a = a (a ) = a × a × a = a

1 3 1 1 1 2 3 2 2 2
3 3 3 3 3 3 3 3 2
1 2
⇒ a 3 = 3 a ⇒ a 3 = ( 3 a )2
m
Therefore Rule 6 a n = (n a )m where m is the power and n is the root.
4 2
Example 1 :- a 3 = ( 3 a )4 Example 2 :- 8 3 = ( 3 8 )2 = 2 2 = 4
Exercise 17·5
1. Use Rule 6 to express these as roots. 4. Simplify and give each answer with a positive
1 1 1 index (use your rules of indices) :-
(a) x 2 (b) x 3 (c) y 5
( ) ( )
1 1
2 3 3 (a) c2 × c4 2
(b) x4 × x5 3
(d) y 3 (e) 2z 4 (f) c 2

( 2x 5 × 8x 3 ) ( y3 × y)
1 1
2 4
7 8 5 (c) (d)
( ) ( )
3 5 2
(g) k (h) p (i) 5t 1 2 1 2
(e) w2 (f) 4t 2
– 1 – 1 – 4
2 3 5
(j) a (k) 3p (l) 4g . 1 1
⎡1 ⎤2 ⎡ 1 ⎤3
(g) ⎢⎣ x 2 ⎥⎦ (h) ⎢⎣ x 6 ⎥⎦
2. Evaluate :-
1 1 1 1 1
(a) 9 2 (b) 36 2 (c) 100 2 ⎡ x8 ⎤ 3 ⎡ x – 4 ⎤ 2
(i) ⎢ 5⎥ (j) ⎢ 2 ⎥ .
(d) 27 3
1
(e) 64 3
1
(f) 125 3
1
⎣x ⎦ ⎣ x ⎦
2 2 4 5. Multiply out the brackets, using all your rules

(g) 8 3 (h) 125 3 (i) 1000 3
of indices used in the previous exercises.
4 3 3
1 1 – 1
(j) 15 (k) 16 4 (l) 32 5 (a) 3a 2 (5a 3 + 4a – 2 ) (b) p2 (p2 + p 2
)
1 2 – 1
3 3 2
(m) (–8 ) (n) (–27 ) (o) 4 1 2 – 1 – 3 7 3
(c) 6d 3 (2d 3 – 5d 3
) (d) 2m 4
(3m 4 + 4m 4 )
– 3 – 1 – 1
4 3 3
(p) 16 (q) 1000 (r) (–8 ) . 1 1 1 – 1 1 – 1
(e) (k 2 + 1)(k 2 – 1) (f) (t 2 + t 2
)(t 2 – t 2
)
3. Write each of these with a fractional index. ⎡ 1⎤⎡ 1⎤ ⎡ 3⎤ ⎡ 1⎤

(g) ⎢ x + ⎥ ⎢ x − ⎥ (h) ⎢ 2y + ⎥ ⎢ 3y − ⎥
3 ⎣ x⎦⎣ x⎦ ⎣ y⎦⎣ y⎦
(a) x2 (b) 3
y5 (c) 3
y4 1
(i) (x + x –1 )2 (j) (m 2 + 1)2
5
(d) x3 (e) 3
y (f) z2 1 ⎡ 1⎤
2
(k) (2a 2 – 3)2 (l) ⎢⎣ x + x ⎥⎦
8 3
(g) a5 (h) a8 (i) k5 2 2
⎡ 3⎤ ⎡ 12 1 ⎤
4
(m) ⎢ 2d – ⎥ (n) ⎢d + 1 ⎥ .
(j) 8
p2 (k) k2 (l) k4 . ⎣ d⎦ ⎣ d2 ⎦

1. Which of the following are surds :- 6. Find x each time (as a surd in its simplest form) :-
(a) (b)
(a) 16 (b) 7 (c) 27
3 4 x cm 4 2 cm
(d) 27 (e) 10000 (f) 0·25 . 2 cm
2 cm
2. Solve each equation leaving an your answer as

x cm
a surd :- 3 cm
(a) x 2 + 1 = 8 (b) 2x 2 – 1 = 5 .

(c) (d)
3. Simplify :- 9 cm x cm
x cm
(a) 4 2 + 3 2 (b) 8 7 + 7
60°
(c) 8 3 – 4 3 (d) 5 5 – 5
1 cm 3 cm
(e) 7 11 – 6 11 (f) 4 3 + 2 3 – 3 3
(g) 4 5 – 7 5 (h) 5 2 + 2 – 3 2 7. Simplify :-

(i) 8 (j) 200 (a) x 5 × x 2 (b) z 6 × z –2
(k) 800 (l) 9000 (c) 3m 5 × 4m –3 (d) p 7 × p –4 × p
(m) 2 × 3 (n) 6 × 8 (e) ( 4x ) 3 2
(f) ( 3x )
5 2
(o) 32 × 2 (p) 2 × 2 × 5 10x 5 12y 4 x

(g) (h)
(q) 1·5 × 6 (r) 15 × 3 × 5 . 5x 2 3x 2 y –5
(i)
8x 7
2x –1
(j) ( 3z w )
2 −1 3

y5 × y3
( )
3
(a) (1 + 2 3 )( 2 + 3 ) (k) p 7 × p –1 (l)

y –2
24 x 3 y
(b) ( –3 + 2 5 ) ( 2 – 3 5 ) (m) g 3 (g –2 – 2) (n)
18x 2 y 3
.
( 3 + 2 )
2
(c) 8. Simplify :-
1 1 2
( 2 – 3 5 )
2 (a) 16 2 (b) 64 3 (c) 83
(d) 3
( ) ( 8)
3 3 5
(d) 100 (e) (f) 81 4 .
(e) (1 + 2 ) ( 2 – 2 2 ) ( 3 + 3 2 ) .
9. Simplify, (answer with a positive indices) :-
( )
5. Rationalise the denominator in each fraction :- 1
–
1
1 1 – 12
(a) (x 2 + 2)(x 2 – 3) (b) 3t 2 2t 2 – 5t
1 2 12
(a) (b) (c) 1 2
2 3 5
(p ) ⎛ 1⎞
–
(c) p 3 6
+ p –3 – p (d) ⎜ k + ⎟
⎝ k⎠
2 5 2 2
(d) (e) (f) *. ⎛ 1⎞⎛ 1⎞ ⎛ 2⎞ ⎛ 3⎞
3 6 8 1+ 3 (e) ⎜ m + ⎟ ⎜ m – ⎟ (f) ⎜ d 2 + ⎟ ⎜ d 2 – ⎟ .
⎝ m⎠ ⎝ m⎠ ⎝ d⎠ ⎝ d⎠

Chapter 18 Scattergraphs
Scattergraphs Basketball Team
•
Tim
•
A Scattergraph is a statistical graph which makes Nick
•
comparisons of two sets of data. Joe
160
Example :- This scattergraph displays the
• •
Don Sam
heights and weights of the
Height (cm)
•
players in a Basketball team. Alex
140
• Sam weighs 40 kg.
•
Lou
• Lou is 130 cm tall.
He weighs 25 kg.
120
0 20 40 60
Weight (kg)
Exercise 18·1
1. For the scattergraph above, write down 3. Draw a scattergraph to show the weights
the height and weight of each player. (in kg) and the shoe sizes of a group of pupils.
2. The scattergraph below shows the ages Mat Bill Fred Jan Tam
and weights of several children. Weight 20 15 30 25 35
Childrens’ age/weight Shoe size 4 3 6 6 10
Pat
30 • 4. For both (a) and (b) below, construct a
Tom
Weight (kg)
• scattergraph to represent each set of data.

Mark • Shaz
20
Mary
• (a) May Zak Jack Tippi Guy
• Ali • Height (cm) 120 115 130 145 135
10
Toni • Weight (kg) 40 30 60 75 80
(b) Jan Feb Mar Apr May

4 8 12
Car Sales 25 20 30 55 45
Age (years)
Profit (£1000) 25 30 35 60 50
(a) Who is the :- (i) youngest
(ii) lightest 5. Construct a scattergraph from the Maths and
(iii) oldest English grades of the ten pupils below.
(iv) heaviest child ?
Name Eng Maths Name Eng Maths
(b) Write down the age and weight of
each child. Tom 1 2 Neil 3 3
Dick 1 3 Iain 2 3
(c) Child “x” is older than Ali, younger
Bill 2 4 Jack 2 2
than Pat and is lighter than Shaz.
Jerry 3 4 Ewan 6 6
What is child “x” called ? Nick 6 7 Bob 4 5
Chapter 18 this is page 179 Scattergraphs

Scattergraphs - Correlation
In this example, we again show the Maths and English

Grades for 10 pupils. English – Maths Grades
7 x
Name Eng Maths Name Eng Maths
Tom 1 2 Neil 3 3 6 x
Dick 1 3 Iain 2 3 5 x
Bill 2 4 Jack 2 2
Jerry 3 4 Ewan 6 6 4 x x
Maths
Nick 6 7 Bob 4 5 3 x x x
2 x x
Each pair of grades is plotted on a Scattergraph.
1
Can you see there is a fairly strong connection between
the two sets of grades ? 0
0 1 2 3 4 5 6 7
If two sets of values are so strongly connected that it English
is possible to make a fairly accurate estimate of one
of the values, knowing the other, we say there is a strong correlation between the two sets of values.
Can you see that this is the case - there is indeed a fairly strong positive correlation between the Maths
and the English Grades ?
(Positive because the grouping of pairs of values is “sloping upwards” from left to right).
Line of Best Fit
The correlation in this example is good enough to

allow us to draw a “best-fitting line” through the group. English – Maths Grades
y
Though the line is only an “estimate”, it should :-
7 x
• go through as many points as possible
6 x
• split the group up so there are roughly as many
points above the line as there are below it. 5 x
4 x x
Shown is a good estimate of the line of best fit. Maths
3 x x x
Equation of the Line of Best Fit 2 x x
Earlier, you learned that almost every line drawn 1

on an Cartesian diagram has its equation :-
y = mx + c, 1 2 3 4 5 6 7 x
English
where (0, c) gives the y-intercept and m is the gradient.
In our example, the y-intercept is at (c =) 1 and by drawing a small triangle we find the gradient (m) is 1.
=> the equation of the above line of best fit is :- y = x + 1.
We can also use the line (or its equation) to make further estimates.
If an eleventh boy, Harry, is known to have scored 5 in English, the equation of the line tells us
that a fair estimate for his Maths Grade would be y = (5) + 1 = 6. i.e. he got a 6 for Maths.

Exercise 18·2
1. This scattergraph shows the ages and the shoe sizes of several children.
(a) Who :- Age/Shoe Size size
y Childrens’ age/shoe
(i) is the youngest
1414
(ii) has the smallest shoe size Lee
Ryan
1212 xx
(iii) is the oldest B i l lxx
AA
l il i ISaanm Y a n
1010 xx xx xx Bob
(iv) takes the largest shoe size ? x
Lou xx
Shoe Size
x T o m Ken
Shoe Size
Lou
88 Jan
(b) Is there a strong correlation, a weak
xx
correlation or no correlation at all ? Bob
66 Eric
(c) Copy the scattergraph and draw in, by 44

eye, the line of best fit.
22
(d) Determine the equation of this line.
(e) Use the line of best fit to estimate the 22 44 66 88 10

10 1212 14
14 16 x
16
shoe size for Stephen who is aged 6. Age
Age (years)
(years)
2. This scattergraph shows the number of

y Central Heating times
hours a lady had her central heating on
14
each day, plotted against the average
x
No. of Hours switched on
12 daily temperature on each of those days.
10 x This graph shows a strong negative

x x correlation since all the points lie
8
x x roughly on a straight line going down-
6 x wards from left to right.
x x
4 The line of best fit is also shown.
x
2 x x (a) Determine the equation of the line.
x (b) Use your line to estimate how many
0 4 8 12 16 20 24 28 x hours she would expect to run her
Temperature °C central heating for, if the average
temperature one day was 16°C.
3. Write down whether you think there will be a correlation between :-

(If there is a correlation, say whether it is positive or negative).
(a) the temperature and the sales of ice-cream in June.
(b) the temperature and the number of people on a beach each day.
(c) the depth of rain falling and the sale of umbrellas.
(d) the ages of a group of children and the number of coins in their pockets.
4. Write down two of your own examples of pairs of measurements where there would be a :-
(a) a positive correlation (b) negative correlation (c) no correlation between the pairs.

5. Mr Jones recorded the number of times 11 pupils came up for lunchtime help in the run-up to
their Maths exam. He also listed the pupils’ actual exam scores.
The results are shown in the table below.
No. lunchtimes 1 2 3 4 5 6 7 9 10 11 12
Maths Score 30 35 35 40 35 45 55 50 50 55 55
(a) Construct a scattergraph from the data recorded.

(b) Draw a line of best fit on your scattergraph.
(c) Determine the equation of the line of best fit.
(d) Estimate the Maths score of a 12th pupil who came up 8 times for lunchtime tutorials.
6. Dan was very much overweight. His doctor put him on a strict diet in January and Dan
kept a note at the end of each month of how much weight he had lost (in total).
Month 1 2 3 4 5 6 7 8 9 10 11 12
Total loss (kg) 3·5 4 4 5 5·5 5·5 7 8 6·5 8 9 9
(a) Draw up a set of axes as shown and plot the 12 pairs

2
weight loss
of pieces of data from the table above.
(b) Draw a line of best fit on your scattergraph.
(c) Determine its equation (in the form y = mx + c). 1
(d) Estimate what his total weight loss might be after 15 months.
(e) Dan actually gained weight at one point. During which month ? 1 2 3
month
7. For each set of data below :-

(i) construct a scattergraph. (ii) show a best line of fit.
(iii) determine the equation of the line. (iv) use your line to estimate the missing piece of data.
(a) The data below shows the age and the height of a tree planted in a garden.
age (years) 1 2 3 4 5 6 7 8 9 10
height (m) 4 5 6 10 10 14 16 16 ? 21
(b) The data shows the number of rats still alive in a warehouse, after poison was put down.
week 1 2 3 4 5 6 7 8 9 10 11 12
no. of rats 65 60 65 50 50 45 ? 40 45 30 25 25
(c) A group of eight pupils compared their French and

English marks in two tests.
French 10 35 60 24 56 17 42 49
English 23 57 88 40 85 33 62 ?

A Mixture of Statistical Graphs
1. Use this table to construct a Feb Mar Apr May Jun Jul
Comparative Line Graph Harrots 3 4 6 5 8 6·5
to show the sales (in £10 000)
Manleys 2 2 4 6 7·5 10
of items in two toy shops.
2. (a) Copy and complete the table showing Make N o . Fraction Angle
the various makes of 600 cars sold Ford 200 200 200
x 360 = ....°
600 600
in a showroom in one year. Vauxhall 150 x 360 = .....°
(b) Construct a pie chart to represent the Seat 175 x 360 = .....°
information shown. Fiat 75 x 360 = .....°
TOTAL ... 360°
3. A researcher noted the diameter and weight y Egg dimensions

Childrens’ age/shoe size
of the eggs laid by a hen in a fortnight. 66
14 x
Rya
(a) Is there a correlation 64 xxx
Weight (grams)
12 n
between the weights and x
A l i Sam
x
62
10 x xx x x Bo
the diameters of the eggs ? Louxx xx Ken b
60
8 x Jan
(b) One of the eggs had a x x
diameter of 50 mm. 58
6 x Eric
x
How heavy was this egg ? 56
4 x
(c) The next egg the hen laid had a diameter 54

2 x
of 42 mm. Estimate its weight in grams.
38 40 42 44 46 48 50 52 x
Diameter (mm)
Age (years)
4. The ages and weights of Age 10 10 11 12 13 14 15 16 16 17 18 19

a group of young people
Weight (kg) 30 20 30 35 45 35 45 60 50 75 65 ?
are recorded in the table.
(a) Construct a scattergraph to represent this information.

(b) Write a sentence to explain the correlation in this example.
(c) Draw a Line of Best Fit on your scattergraph.
(d) Estimate, using your line, the weight of the 19 year old.
5. A platoon of soldiers was given a series of training exercises and graded out of a possible 70 marks.
The platoon’s results were tabulated as shown.
11 22 27 49 61 68 60 52
(a) Construct an ordered Stem and Leaf Diagram for this.
45 34 47 25 52 62 65 45
(b) Find the modal mark.
24 52 62 61 52 31 63 33
(c) Find the median mark.
59 42 37 21 29 19 47 34
(d) Soldiers who score above
50 are given a two day pass. 30 22 60 41 34 59 53 10
How many soldiers receive a pass ?
N5 - Chapter 18 this is page 183 Scattergraphs

Exercise 6
1. Write down the equations of the following :- 4. Simplify fully :-

(a)
y (a) 64 0·5 _ 2 3 (b) 3
√64 2
13
(c) k 3 x (k –2)3 (d) p 6(√p + p 2).
0 90 180 x
5. Rationalise the denominator :-
–13
2 8
(b) (a) (b) .
2 3
y
1 6. The ages of people who visited a post office
one afternoon is as follows :-
0 45 90 x
26 34 33 17 45 67 65 54 37 71
–1
44 11 54 43 36 65 44 52 29 34
(c) 19 34 65 43 23 17 65 81 65 80
y
(a) Construct an ordered stem and leaf
3
graph to show the information above.
0 90 180 x (b) Use your graph to determine the median
–3 age, the modal age and the range in ages.
7. The table shows the Type Sold

2. Sketch each of the following graphs :-
number of T-shirts
(a) y = 3sin x {0 ≤ x ≤ 360} X-Large 5
sold in a shop one day.
Large 20
(b) y = 4cos x {0 ≤ x ≤ 360} Construct a pie chart Medium 50
(c) y = 2sin x + 1 {0 ≤ x ≤ 360} to show this information.
Small 15
(d) y = 4cos x – 3 {0 ≤ x ≤ 180}
(e) y = 6sin x + 7 {0 ≤ x ≤ 180}
8. The heights (in cm) and
(f) y = 2cos x – 3 {0 ≤ x ≤ 720} the weights (in kg) of Weight Height
(g) y = tan x + 2 {90 ≤ x ≤ 180}. people at a class kg cm
are shown. 30 150
3. Simplify fully :- (a) Construct a 45 160
(a) 2√5 + 3√5 (b) 7√2 + 3√2 – √2 scattergraph 40 150
of this information. 45 155
(c) √1600 (d) √72
(b) Describe any 20 140
(e) √1800 (f) √5 x √5 correlation indicated 25 130
(g) √3 x √5 x √6 (h) (√2 + 1)(√2 – 3) by this graph. 50 155
(i) (√3 – 2)3 (j) 26 (c) Show on your graph 35 165

a best fitting line. 35 155
(k) (–3)5 (l) 3x 3 x 4x 4
(d) Find the equation of
(m) 2x x 3x
6 –3
x 5x (n) 4
6y ÷ 3y . –2
your line and use it to estimate the
weight of someone 170 cm tall.

9. The sequence of multiples of 4 is 15. Solve :-

4, 8, 12, 16, 20, .... (a) 2x2 = 12x (b) x2 – 10x + 24 = 0.
Consecutive numbers from this sequence can be
added using the following pattern :- 16. Write down the equation of the graph below :-
4 + 8 + 12 + 16 = 2 x 4 x 5 y
3
4 + 8 + 12 + 16 + 20 = 2 x 5 x 6
4 + 8 + 12 + 16 + 20 + 24 = 2 x 6 x 7 0 15 30 x
(a) Express :- 4 + 8 + 12 + ..... + 48 –3
in the same way.

(b) The 1st n numbers in this pattern 17. Make a neat sketch of the function y = 5cos3x°,
are added. showing the shape, scale and the important
values on your graph.
Find a formula for the total in terms of n.
18. Express each of the following as a surd in its
10. Simplify fully :-
simplest form :-
x 2 + 2 xy − 3y 2
. (a) 96 (b) 98 + 2
x 2 + 3xy
5
9 h (c) 3 50 (d) .
11. Change the subject to h :- g = . k
k
19. Remove the brackets and simplify :-
12. Gilbert had £1320 to take on holiday to Pisa. 1 ⎛ 2⎞ 1 −1
He changed it into euros at a rate of 1·20€ to (a) p2 ⎜ p + ⎟. (b) (2 x 2 + x 2 )2 .
⎝ p⎠
the £, spent 1285€ in Italy and changed
the remainder back into pounds when 20. At a point in time three planets
he came home. are collinear (in a straight line).
The rate of exchange was then 1·15€ to the £. Travelling from Planet A to B
How much UK money did he receive ? would take twice as long as
travelling from B to C.
13. A function is defined by h(x) = 5x 2 − 3 . (a) Given, on some relative universal scale, that
Write down an expression for h(a) and calculate A(12, 24, 20) and B(20, 36, 16), find C.
the value(s) of a, given that h(a) = 42. (b) Given that one unit on this scale is one
light year, calculate how many light years
14. (a) For the figure below, explain why the it would take to get from A to C.
triangles CED and CAB are similar.
(c) Explain the meaning of “a light year”.
C
21. A bag of six apples and five oranges
12 cm weighs 3·8 kg and costs £2·80.
27 cm
15 cm
E D A bag of four apples and three oranges
6 cm weighs 2·4 kg and costs £1·80.
A B How much would you expect
(b) Calculate the length of :- one apple and one orange :-
(i) AB (ii) DB. (a) to weigh (b) to cost ?

Calculator 6
7
1. Change :- (a) 0·0005 km to mm (b) 5000 mg to tonnes (c) 8 litres to ml
(d) 0·0125 tonnes to g (e) 9·2 hours to seconds (f) 0·4 ml to litres (g) 0·02 m to mm.
2. Find :- (a) 9% of £5 (b) 11% of 3 cm (c) 85% of 1500
(d) 2 12 % of 40 cm (e) 3% of 8 km (f) 1 12 % of £64 (g) 22 12 % of 680.
3. Find :- (a) (–17) – (–33) (b) (–111) + 234 (c) (–40) x (–34)
(−40) × (−300)
(−20) − (−10)
3 4
(d) (e) 243 ÷ (–6) (f) (–15) ÷ 300 (g) .
(−1200)
4. (a) Four boys have a mean age of 17. When another boy is added, the mean drops to 15.
What is the age of the new boy ?
(b) 40 binks in a tiddi. Fifty tiddis in a splinki. 140 splinkiis in a toppi. How many binks in a toppi ?
5. The vertices of a parallelogram are A(–2, 3), B(1, 4), C(7, 0) and D(a, –b).
(a) Find the values of a and b.
(b) Write down the images of the vertices if given a 90° clockwise rotation about the point (–2, –3).
6. Write in 24 hour clock :- (a) five to ten at night (b) quarter to noon. (c) 9:10 p.m.
7. How long is it from :- (a) 8:36 pm to 2116 (b) 2317 to 1006 the next day ?
8. (a) A plane travels 525 kilometres in 1 hours and 45 minutes. Find the average speed of the plane.
(b) A truck travelling at 45 m.p.h. travels 25 miles. How many minutes did the journey take ?
35 cm
9. An estimate for π as a fraction is :- π = 22
7
.
28 cm
Use this value for π to calculate the perimeter of the shape
shown which consists of a semi-circle and an isosceles triangle.
10. Find in simplest form :- (a) √40 (b) 5√2 – √2 (c) √8 + 3√32 – √72
5 3 5
−1 −3
(d) 16 4 × 8
0 3
(e) 42 (f) 64 6 (g) (4 × 4 ) ÷ 4 .
11. Difficult - Extension

• Any even number can be expressed in the form 2n, where n is any whole number.
• Any odd number can be expressed in the form 2n+ 1, where n is again any whole number.
(a) Prove that every even number squared is also even.
(b) Prove that the sum of any three consecutive numbers is a multiple of 3.
(c) Prove that the sum of any three consecutive even numbers is a multiple of 6.
(d) Prove that the difference between the squares of two consecutive whole numbers is odd.

Chapter 19 Quadratic Function 2
Completed Square Form 1

Consider this special set of numbers - the square numbers or the set of perfect squares.
•••• •••••
•• ••• •••• •••••
4 = 22 =
••
9 = 32 = ••• 16 = 42 =
•••• 25 = 52 = •••••
••• •••• •••••
•••••
Numbers like 5, 11, 15 are not perfect squares, but can be written as a perfect square, ± a number.
••• •••
• •+ •••+ •• ••••
•• •
22 32 42
••••
5 = +1= 11 = +2= 15 = –1 =
••• ••••
The same situation occurs in algebra. Consider the following special quadratics :-
x2 + 2x + 1, x2 + 4x + 4, x2 – 8x + 16, 4x2 + 4x + 1 - they are also “perfect squares”.
x2 + 2x + 1 = (x + 1)2, x2 + 4x + 4 = (x + 2)2, x2 – 8x + 16 = (x – 4)2, 4x2 + 4x + 1 = (2x + 1)2, etc.
An algebraic expression like x2 + 2x + 3 is not a perfect square but we can write it as almost one.
Example 1 :- x2 + 2x + 3 Example 2 :- x2 + 4x + 9 Example 3 :- x2 – 8x + 11

= x2 + 2x + 1 (+ 2) = x2 + 4x + 4 (+ 5) = x2 – 8x + 16 (– 5)
= (x + 1)2 + 2 = (x + 2)2 + 5 = (x – 4)2 – 5
Rule :- this way of rewriting a quadratic expression is called expressing it in completed square form.
Step 1 :- Separate the first 2 terms from the last => x2 + 10x + 27 = (x2 + 10x) + 27
Step 2 :- Add on (half of the x term)2 inside the brackets => (x2 + 10x + 25) + 27
2
Step 3 :- Subtract this same number outside the brackets => (x + 10x + 25) – 25 + 27
Step 4 :- Write the expression in completed square form => (x + 5)2 + 2.
Exercise 19·1
2. Write y = x2 + 2x + 5 in completed square form.
1. Write y = x2 – 6x + 10 in completed square form. 3. Write each of the following in completed square
(a) Copy and complete :- form, showing each stage of your working :-
y = x2 – 6x + 10 (a) y = x2 – 4x + 7
=> y = (x2 – 6x) + 10 (b) y = x2 + 20x + 90
=> y = (x2 – 6x + 9) – 9 + 10 (c) y = x2 – 8x – 5
=> y = (x – ...)2 + .... (d) y = x2 + 14x.
(b) Copy and complete :- 4. Do the same here. (Fractions required).

y= x2 – 12x + 30 (a) y = x2 + 3x + 4
=> y = (x2 – 12x) + 30 (b) y = x2 + 5x + 9
=> y = (x2 – 12x + ...) – ... + 30 (c) y = x2 – x – 2
=> y = (x – ...)2 – .... (d) y = 4x2 + 4x + 5. (Extension work - Hard).
Chapter 19 this is page 187 Quad Function 2

Graph of a Quadratic in Completed Square Form
In an earlier chapter, you learned how to sketch quadratic functions of the form y = x2 – 2x – 8 quickly
by using factorisation techniques. The graph formed is called a parabola.
Reminder :- Sketch the graph of y = x2 – 2x – 8.
step 1 :- set y = 0 => x2 – 2x – 8 = 0

=> (x – 4)(x + 2) = 0
=> x = 4 or x = –2 y
cuts x axis at the points (4, 0) and (–2, 0). y = x2 – 2x – 8
step 2 :- find the minimum turning point.
take “half way” between the roots 4 and –2.
i.e. at x = 1 => Now find y when x = 1.
=> y = 12 – 2 x 1 – 8 = –9 •
(–2, 0) • (4, 0) x
••
=> minimum turning point at (1, –9).
(0, –8)
step 3 :- find the y-intercept by replacing x by 0.
(1, –9)
=> y = 02 – 2 x 0 – 8 = –8
=> y-intercept is at (0, –8).
step 4 :- sketch the graph through these 4 points.
If a quadratic function has been expressed in completed square form :-
y = (x – 2)2 + 3 – it is much easier to draw its graph.
Check it really is a quadratic function :- [(x – 2)2 + 3 = x2 – 4x + 4 + 3 = x2 – 4x + 7 ] √
Example :- Sketch the graph of y = (x – 2)2 + 3.

x=2 y = (x – 2)2 + 3
y
Think ! The square of anything can never be negative.
The smallest value of (x – 2)2 is zero at x = 2.
=> The MINIMUM value of (x – 2)2 + 3
is 0 + 3 = 3 and this occurs at x = 2.
(0, 7)
• note :- equation of
=> The minimum turning point is (2, 3). • (2, 3)
axis of symmetry
=> Set x = 0 to find the y-intercept - (0, 7).

Now sketch the parabola through these points. x
Rule :- Any quadratic function of the form y = (x – a)2 + b will have a minimum at (a, b).
y = (x – 4)2 + 1 y = (x – 3)2 – 2 y = (x + 1)2 + 2

y y y
• (4, 1) •
• (3, –2)
x (–1, 2)
x
x

Exercise 19·2 5. (a) Write down the
y
coordinates of the
1. Consider the quadratic :- y = (x – 3)2 + 2. minimum turning point
of this parabola.
(a) What must you replace
x with in (x – 3)2 + 2
y
(b) Assuming the parabola
•
(4, 2)
to make (x – 3) = 0 ? is of the form :- x
•b
(b) When x is replaced y = (x – a)2 + b,
with this value, what write down the equation of the parabola.
will the value of y be ? a
x
(c) What are the coordinates 6. All of the following parabolas are of the form :-
of the minimum turning point (a, b) ? y = (x – a)2 + b.
(d) Sketch the parabola showing this minimum Write down the equation of each parabola and
turning point, write down the equation of the equation of the axis of symmetry.
the axis of symmetry. (a) (b)
y y
2. Consider the quadratic :- y = (x – 2)2 – 1.
(a) What must you replace y •

(2, 5)
x with in (x – 2)2 – 1 (5, 1) •
to make (x – 2) = 0 ? x x
(b) When x is replaced
with this value, what
•
x (c) (d) y
will the value of y be ? y
(a, b)
(c) What are the coordinates
•
of the minimum turning point (a, b) ?
(–3, 2)
(d) Sketch the parabola showing this minimum
turning point, write down the equation of the
•
(6, 0) x x
axis of symmetry.
3. We can improve our sketch of :- y = (x + 4)2 – 3. (e) y (f) y
(a) Write down the coordinates of the minimum

turning point P(a, b). (note :- x ≠ 4)
(b) Replace x with 0 in y = (x + 4)2 – 3 to

determine where the graph cuts the y-axis. •
(7, –3)
x
•
(–2, –1)
x
(c) Plot this point also and sketch the parabola.

7. The diagram shows
y
the “basic” parabola :-
4. Use this two-step approach to sketch the y = x2
following parabolas showing both the minimum y= x2.
turning point and the y-intercept for each.
The parabola is then
(a) y = (x – 2)2 + 5 (b) y = (x – 1)2 + 3 “slid” 12 boxes right 12
5 x
(c) y = (x + 3)2 +1 (d) y = (x – 2)2 –6
and 5 boxes down
and is shown dotted. •
(e) y = (x + 1)2 – 1 (f) y = (x – 5)2 – 8 (a) Write down the equation of the dotted
parabola.
(g) y = (x + 2)2 – 1 (h) y = (x – 3)2 .
(b) Determine the coordinates of its y-intercept.

Completed Square Form (2) Maximum Turning Points
Sometimes, quadratic functions come in completed square form a bit differently :-
y = 3 – (x – 2)2.
Check it really is a quadratic function :- [3 – (x – 2)2 = 3 – (x2 – 4x + 4) = – x2 + 4x – 1] √
The difference this time is that the “–x2 ” term shows that the parabola will be upside-down.
note :- equation of
axis of symmetry
Example :- Sketch the graph of y = 3 – (x – 2)2.
Think ! The square of anything can never be negative. y x=2
The smallest value of (x – 2)2 is zero at x = 2.
•
=> The MAXIMUM value of 3 – (x – 2)2 (2, 3)
is 3 – 0 = 3 and this occurs at x = 2. y = 3 – (x – 2)2

=> The maximum turning point is (2, 3).
Now sketch the parabola through this point.
x
The axis of symmetry has equation x = 2.
Rule :- Any quadratic function of the form y = b – (x – a)2 will have a maximum at (a, b).
The equation of the axis of symmetry is x = a.
Exercise 19·3 3. (a) Write down the

coordinates of the y
1. Consider the quadratic :- y = 5 – (x – 3)2. maximum turning point
•
(3, 9)
of this parabola.
(a) What must you replace
y
x with in 5 – (x – 3)2
to make (x – 3) = 0 ?
• (b) Assuming the parabola
is of the form :- x
(b) When x is replaced b y = b – (x – a)2,

with this value, what write down the equation of the parabola and
a x the equation of the axis of symmetry.
will the value of y be ?
(c) What are the coordinates of the maximum 4. Write down the equation of each parabola,
turning point (a, b)? the coordinates of the y-intercept and the
(d) Sketch the parabola showing this maximum equation of the axis of symmetry.
turning point and write down the equation (a) (b)
y y (2, 8)
•
of the axis of symmetry.
•
(4, 3)
2. Use the above approach, along with replacing x
by 0 to determine the y-intercept, to help sketch
x
the following parabolas :- x
(a) y = 3 – (x – 1)2 (b) y = 8 – (x – 3)2 (c) (d) y

y
(c) y = 4 – (x + 2)2 (d) y = 1 – (x + 1)2
• •
(–1, 4)
(e) y = –2 – (x – 3)2 (f) y = –1 – (x – 4)2 x
(5, –2)
(g) y = –5 – (x + 3)2 (h) y = – (x – 5)2.
x

Quadratics of the form y = kx2 y
y = 2x2
You should know by now what the “basic”
parabola y = x2 looks like. y = x2
It has a minimum turning point at O(0, 0). 1

y= x2
•
2
Any parabola, of the form y = kx2, has a similar shape.
x
1
y= 2x2, y= 5x2, y= –3x2, y= –x2, y= 2 x2
y = –x2
2
All have a minimum (or maximum) turning point at O(0, 0). y = –3x
Example :- The parabola y = kx2 passes through the

y
point P(2, 12). Determine the value of k. y = kx2
Solution :- Since the parabola y = kx2 passes through

the point P(2, 12), then we should be able • (2, 12)
to replace x with 2 and y with 12 in y = kx2.

=> y = kx2
=> 12 = k x 22
x
=> 12 = 4k
=> k= 3 => y = 3x2
Exercise 19·4
1. The parabola y = kx2 y y = kx2 4. The parabola y = kx2

y
passes through the passes through the
point (3, 18). •
(3, 18)
point (2, –8).
(a) Replace x = 3 and (a) Replace x = 2 and x

y = 18 in y = kx2 y = –8 in y = kx2
•
(2, –8)
to determine the x to determine the
value of k. value of k. (negative)
(b) Write down the equation of the parabola. (b) Write down the equation of the parabola.
2. The parabola y = kx2 5. The parabola y = kx2

y y = kx2 y
•(4, 80)
passes through the passes through the
point (4, 80). point (5, –75).
(a) Replace x = 4 and x (a) Replace x = 5 and

y = 80 in y = kx2
• y = –75 in y = kx2
(5, –75)
to determine the to determine the
x
value of k. value of k.
(b) Write down the equation of the parabola. (b) Write down the equation of the parabola.
3. Determine the equation of the parabola with 6. Determine the equation of the parabola with
the origin as minimum turning point through :- the origin as maximum turning point through :-
(a) (5, 50) (b) (2, 16) (c) (5, 100) (a) (2, –12) (b) (3, –36) (c) (1, –11)
(d) (–2, 12) (e) (–1, 7) (f) (4, 8). (d) (–4, –32) (e) (–1, –6) (f) (–6, –12).

The Quadratic Formula y
y = x2 + 5x + 6
We learned in Chapter 14 that when you solve the
quadratic equation x2 + 5x + 6 = 0, you are really
finding the values of x which show where the
corresponding parabola y = x2 + 5x + 6 cuts the x-axis.
We also found that factorising the expression was the • •

(–3, 0) (–2, 0) x
best way of finding the solutions (the roots).
=> x2 + 5x + 6 = (x + 3)(x + 2) = 0
=> In this case, the roots are at x = –3 and –2.
Quadratic Equations that do NOT Factorise - The Quadratic Formula
Example :- Solve the quadratic equation x2 + 5x + 3 = 0.

=> You can try and try if you like, but you won’t be able to factorise x2 + 5x + 3 !!!
To solve quadratic equations that you cannot factorise (or even those which you can), we have a
special formula that can be used, along with a calculator, to solve them instead.
The Quadratic Formula :-
Every quadratic equation can be rearranged into the form :-
ax2 + bx + c = 0.
We can find the solution to this by using the following formula :-
−b ± b 2 − 4ac called the quadratic formula.

The PROOF of this
x= may be given to you by
2a your class teacher.
Example :- Solve the quadratic equation x2 + 5x + 3 = 0.
Step 1 • compare the two :- x2 + 5x + 3 = 0

ax2 + bx + c = 0 => a = 1, b = 5 and c = 3.
−b ± b 2 − 4ac
Step 2 • use the formula :- x=
2a
−5 ± 5 2 − 4 × 1 × 3
=> x =
2 ×1
−5 ± 25 − 12
=> x =
2
−5 + 13 −5 – 13
=> x = or x =
2 2
−5 + 3·606 −5 – 3·606
=> x = or
2 2
=> x = (–1·394 ÷ 2) or (–8·606 ÷ 2) => x = –0·697 or –4·303

Exercise 19·5 6. Solve these quadratic equations :-
(a) x2 – 6x + 3 = 0 (b) x2 – 8x + 5 = 0
(Answer to 2 decimal places each time).
(c) x2 – 7x + 1 = 0 (d) x2 – 8x + 15 = 0.
1. Look at the quadratic equation :- x2 + 6x + 4 = 0.
(a) Compare this with ax2+ bx + c = 0 and 7. Another thing to be careful of !
hence write down the values of a, b and c. Solve :- x2 + 3x – 5 = 0.
(b) Copy and complete the following :-
Copy down the two equations :-
−b ± b 2 − 4ac x2 + 3x – 5 = 0
x= ax2 + bx + c = 0
2a
Copy :- a = 1, b = ... and c = –... .
−6 ± 6 − 4 × 1 × 4
2
=> x = Use the formula (carefully) :-
2 ×1
−b ± b 2 − 4ac note
−6 ± 36 − 16 −6 ± 20 x=
=> x = = 2a
2 2 −3 ± (3)2 − 4 × 1 × (–5)
=> x=
=> x = (–6 – 4.4..) ÷ 2 or (–6 + 4·4..) ÷ 2 2 ×1
=> x = ....... or ......
−3 ± 9 + 20
=> x= etc.
2
2. Solve the quadratic equation :- x2 + 8x + 2 = 0, note
using the method shown above. => Now complete the question.
3. Solve each of these quadratic equations :- 8. Solve these quadratic equations :-

(a) x2 + 7x + 4 = 0 (b) x2 + 10x + 7 = 0 (a) x2 + 4x – 6 = 0 (b) x2 + 6x – 2 = 0
(c) x2 + 6x + 8 = 0 (d) x2 + 7x + 10 = 0. (c) x2 – 3x – 5 = 0 (d) x2 – x – 4 = 0.
4. Look at your answer to questions 3(c) and 3(d). 9. ... and a does not always have to be 1.
Though you used the quadratic formula, the Solve :- 3x2 + 4x – 5 = 0.
whole number answers should have alerted you
Copy down the two equations :-
to the fact the quadratic equation could have
been solved much easier - by factorising !! 3x2 + 4x – 5 = 0
ax2 + bx + c = 0
(a) Solve x2 + 6x + 8 = 0 by factorising.
Copy :- a = 3, b = ... and c = –... .
(b) Solve x2 + 7x + 10 = 0 by factorising.
Use the formula (carefully) :-
5. This one is a little trickier. Solve x2 – 4x + 2 = 0.
−b ± b 2 − 4ac
x=
Copy down the two equations :- 2a
x2 – 4x + 2 = 0 −4 ± (4)2 − 4 × 3 × (–5)
=> x=
ax2 + bx + c = 0 2×3 note
Copy :- a = 1, b = –... and c = ... . => Now complete the question.

Use the formula (carefully) :-
10. Solve these quadratic equations :-
note
−b ± b 2 − 4ac
x= (a) 2x2 + 5x + 3 = 0 (b) 3x2 + 10x + 2 = 0
note 2a
(c) 2x2 – 3x – 4 = 0 (d) 4x2 – 3x – 2 = 0.
−(–4 ) ± (–4 )2 − 4 × 1 × 2
=> x=
2 ×1 11. Try to solve this quadratic equation :-
=> Now complete the question. x2 + 3x + 4 = 0.
What goes wrong ? Try to find out why.
The Discriminant
−b ± b 2 − 4ac
Let us look a bit more carefully at the quadratic formula :- x = .
2a
In particular, we are going to consider just the b − 4ac part.
2
This is referred to as the discriminant.
The quadratic formula requires that you find the square root of the discriminant.
There are 3 possibilities when you attempt to find the square root of a number :-
If the b − 4ac part is positive, you can find it and the ± b 2 − 4ac means you get 2 answers.
2
•
If the b − 4ac part is zero, then the ± b 2 − 4ac = ± 0 and this means you only get 1 answer.
2
•
If the b − 4ac part is negative, you can’t find the square root of a negative number => 0 answers.
2
•
The solutions we get when solving a quadratic equation are referred to as the roots of the equation.
The discriminant very quickly tells us how many roots there are, and it also tells us how many times the
quadratic graph (the parabola) cuts the x-axis. This helps us quickly see what the parabola looks like.
If b − 4ac > 0 , the quadratic If b − 4ac = 0 , the quadratic If b − 4ac < 0 , the quadratic
2 2 2
has 2 real roots and the has equal roots and the has 0 real roots.
parabola cuts the x-axis at parabola cuts the x-axis at The parabola does not cross
2 points. only 1 point. the x-axis at all.
Example :- y = x + 5x + 6 Example :- y = x + 6x + 9 Example :- y = −x − 4 x − 5

2 2 2
b − 4ac = 25 − 4 × 1 × 6 = 1 b − 4ac = 36 − 4 × 1 × 9 = 0 b − 4ac = 16 − 4 × −1 × −5 = –4

2 2 2
=> =>
Since b − 4ac > 0 Since b − 4ac = 0 Since b − 4ac < 0
2 2 2
=> => =>
=> There are 2 real roots. => There is only 1 real root. => There are 0 real roots.
y = x + 6x + 9
2
y = x + 5x + 6 y
2
y y
y = −x − 4x − 5
2
• •
•
(–3, 0) (–2, 0) x
(–3, 0) x
Exercise 19·6 3. Assume px + 6x + 1 = 0 has 1 root. Find p.

2
1. Find the discriminant for each equation :- Copy and complete :-

b − 4ac = 0
2
(a) x + 7x + 3 = 0
2
(b) x + 8x + 16 = 0
2 If there is only 1 root, then
6 − 4 p = 0
2
(c) x + 3x + 4 = 0 (d) 2x + 7x + 6 = 0 . =>
2 2
2. Find the discriminant for each of these and => p = ....

use it to determine the nature of the roots :-
ax + 4 x − 2 = 0 has equal roots. Find a.
2
4.
(a) x + 4 x + 1 = 0 (b) x + x + 4 = 0
2 2
x + bx + 25 = 0 has 1 root. Find 2 values for b.

2
5.
(c) x + 3x − 2 = 0 (d) x + 10x + 25 = 0
2 2
px + 8x − 2 = 0 has 2 real roots.

2
(e) x − 2x + 5 = 0
2
(f) 3x + 7x + 4 = 0
2 6.
Set up an inequality in p, and solve for p.
(g) 2x + 3x − 2 = 0 (h) 4 x + 9x + 6 = 0
2 2
mx + 6x + m = 0 has equal roots. Find m.

2
7.
(i) 2x + 2x + 12 = 0 −x + 5x − 7 = 0
2 2
(j)
(k) x = 3x + 3 3x 2 = 3 − 5x . x + 6x − t = 0 has no real roots. Solve for t.
2 2
(l) 8.

1. Express in completed square form :- 8. All of the following parabolas are of the form :-
(a) y = x2 + 6x + 12 (b) y = x2 + 5x – 2. y = (x – a) 2 + b or y = b – (x – a)2.
2. Consider the quadratic :- y = (x – 5)2 + 3. Write down the equation of each parabola and the
equation of the axis of symmetry each time.
(a) What must you replace y
x with in (x – 5)2 + 3 (a) (b) y
to make (x – 5) = 0 ? y
•b
•
(b) When x is replaced
with this value, what a
x
(3, 6)
•
(–4, 3)
will the value of y be ?
x x
(c) Find the minimum turning point at (a, b).
(d) Sketch the parabola showing this minimum
(c) (d)
turning point. y
y
3. By finding both the minimum turning point

•
(7, 5)
and the y-intercept, make neat sketches of
the following parabolas :-
2
x •
(5, 0) x
(a) y = (x – 1) + 4 (b) y = (x + 2)2 +5
(c) y = (x – 4)2 – 2 (d) y = (x – 3)2.

(e) (f) y
y
4. Use the above approach,
y
• •
along with replacing x (–2, 5)
by zero to determine the •

(7, –3)
x
y-intercept, to help sketch b
the following parabolas :- x
( All have a maximum a x
turning point ) . 9. Use the discriminant to determine the nature
of the roots of these quadratic equations :-
(a) y = 6 – (x – 2)2 (b) y = 4 – (x – 1)2
(a) 2x2 + 12x + 18 = 0 (b) x2 + 5x + 7 = 0.
(c) y = 5 – (x + 3)2 (d) y = –1 – (x + 2)2.
10. Solve the following quadratic equations by
5. y y = kx2 The parabola y = kx2 using the quadratic formula :-
•(3, 45) passes through the
(a) x2 + 5x + 3 = 0 (b) x2 – 6x + 4 = 0
point (3, 45).
(c) 2x2 + 7x + 4 = 0 (d) 5x2 – 6x – 4 = 0.
(a) Replace x = 3 and
y = 45 in y = kx2 11. Shown is the parabola :-
x y
to find k. y = x2 – 5x + 3.
(b) Write down the equation of the parabola. Use the quadratic formula
6. Determine the equation of the parabola with the

to determine the coordinates • •B
A x
of the two points A and B.
origin as the minimum turning point through :-
(a) (5, 50) (b) (2, 16) (c)
(5, 100). 12. (a) It is known that the quadratic equation
nx2 + 8x + 2 = 0 has only 1 root. Find n.
7. Determine the equation of the parabola with the
origin as the maximum turning point through :- (b) If x 2 – 6x + 3d = 0 has no real roots, find
(a) (4, –80) (b) (1, –10) (c) (–2, 36). the range of values for d.

Chapter 20 Trigonometric Equations
Solving Trig. Equations (with the aid of a Graph)

Solve sinx° = 0·5 for 0 ≤ x ≤ 360.
y
sinx° = 0·5 (Find sin–1(0·5)) 2nd solution
1
x = 30°
0·5
but there is a 2nd answer as can be
seen from the graph 0 30 90 150180 270 360 x
=> x = 180° – 30° by symmetry –1
= 150° of sine graph
x = 30° or 150°
Solve cosx° = 0·707 for 0 ≤ x ≤ 360. y 2nd solution
cosx° = 0·707 (Find cos (0·707))

–1
1
0·707
x = 45°
can you see the 2nd answer ? 45 90
0 180 270 315 360 x
=> x = 360° – 45° by symmetry
= 315° of cosine graph –1
x = 45° or 315°
Solve tanx° = 1·732 for 0 ≤ x ≤ 360.

y 2nd solution
tanx° = 1·732 (Find tan (1·732))
–1
x = 60° 1·732
can you see the 2nd answer this time ?
=> x = 180° + 60° by periodicity –180 –90 0 60 90 180 240270 360 x
= 240° of tan graph
x = 60° or 240°
Solving Trig. Equations using “the Four Quadrants”

Quadrant 1
Your teacher will explain this section to you fully
All sin, cos, & tan positive
2nd Quadrant 9 0°
1st Quadrant Use Calculator
2 1 Quadrant 2
Look up
180° – x ° Calculator Only sin is positive
SINE ALL => x ° Take Quadrant 1 angle from 180°
positive positive
1 80° 360° (0°) Quadrant 3
Only tan is positive
TAN COSINE
Add Quadrant 1 angle on to 180°
positive positive
180° + x ° 360° – x °
3 4 Quadrant 4
Only cos is positive
2 70°
3rd Quadrant 4th Quadrant Take Quadrant 1 angle from 360°
N5 - Chapter 20 this is page 196 Trig Equations

Examples of Solving Trig. Equations using “the Four Quadrants”
Example 1 :- Solve cosx° = 0·707 0 ≤ x ≤ 360. S A
cosx° = 0·707 (cos +ve => use quadrants 1 & 4) T C

Quadrant 1 Quadrant 4
x = 30° or x = 360° – 30°
(Find cos (0·707) )
–1 = 330°
taking Q1 angle from 360°
x = 30° or x = 330°
Example 2 :- Solve sinx° = – 0·342 0 ≤ x ≤ 360.
sinx° = – 0·342 (sin –ve => use quadrants 3 & 4) Use the –ve sign to
Q1 angle is 20°
determine Quadrants but
(Sin– 1(0·342) )
DO NOT feed –ve
Quadrant 3 Quadrant 4 into your calculator.
x = 180° + 20° or x = 360° – 20° Use Inv Sin 0·342 to
find the 1st quadrant
x = 200° or x = 340° angle and place it in the
chosen quadrants.
Example 3 :- Solve 3tanx° + 5 = 0 0 ≤ x ≤ 360.
3tanx° + 5 = 0
3tanx° = – 5
tanx° = – 5/3 = –1·666... (tan –ve, => use quadrants 2 & 4)

Q1 angle is 59° (Tan– 1(1·666..) )
Use Inv Tan 1·66666
to find the 1st quadrant
x = 180° – 59° or x = 360° – 59° angle
and place it in Q2 & Q4
x = 121° or x = 301°
Exercise 20·1 In this exercise, answer correct to 3 significant figures.
1. With the help of the graphs and using your calculator, solve the following equations for 0 ≤ x ≤ 360.
(a) sinx° = 0·259 (b) sinx° = – 0·5
y y
1 1
0·259
0 90 180 270 360 x 0 90 180 270 360 x
–0·5
–1 –1

1. (c) cosx° = 0·087 (d) cosx° = – 0·766
y y
1 1
0·087
0 90 180 270 360 x 0 90 180 270 360 x
–1 0·766
–1
(e) tanx° = 2·75. y
2·75
–180 –90 0 90 180 270 360 x
2. Solve the following trigonometric equations where 0 ≤ x ≤ 360.

(a) sinx° = 0·707 (b) sinx° = 0·375 (c) sinx° = 0·999
(d) sinx° = 0·729 (e) sinx° = 0·139 (f) sinx° = 0·839
(g) cosx° = 0·707 (h) cosx° = 0·927 (i) cosx° = 0·208
(j) tanx° = 1 (k) tanx° = 0·158 (l) tanx° = 4·915.
3. Solve the following equations for 0 ≤ x ≤ 360.

(a) sinx° = – 0·342 (b) sinx° = – 0·866 (c) sinx° = – 0·105
(d) sinx° = – 0·216 (e) sinx° = – 0·592 (f) sinx° = – 0·843
(g) cosx° = – 0·174 (h) cosx° = – 0·937 (i) cosx° = – 0·122
(j) tanx° = – 1 (k) tanx° = – 3·708 (l) tanx° = – 5·671
(m) tanx° = – 1·387 (n) tanx° = – 16·35 (o) tanx° = – 0·173.
4. Solve the following equations where 0 ≤ x ≤ 360.

(a) 2sinx° = 1 (b) 5sinx° – 4 = 0 (c) 5sinx° = – 3
(d) 6sinx° + 1 = 0 (e) 4sinx° + 1 = 1·5 (f) 12 + 9sinx° = 8.

(a) 6cosx° = 3 (b) 10cosx° – 2 = 0 (c) 3cosx° = – 2
(d) 7cosx° + 4 = 0 (e) 9cosx° + 7 = 2 (f) 18 + 4cosx° = 15.

(a) 3tanx° = 1·5 (b) 2tanx° – 7 = 0 (c) 10tanx° = – 1
(d) 6tanx° + 2 = 0 (e) 11tanx° + 7 = 20 (f) 3 – 5tanx° = 5.
7. To solve sin2 x° = 0·25, remember that => sinx° = + 0·25 or – 0·25 = 0·5 or –0·5.
Solve sin2 x° = 0·25, { 0 ≤ x ≤ 360}, listing all four solutions.

8. Solve, when in each case {0 ≤ x ≤ 360}.
(a) cos 2 x° = 0·75 (b) tan 2 x ° = 1 (c) 5 cos 2 x° – 4 = 0.
9. A mixture - solve these equations for 0 ≤ x ≤ 360.

(a) 3tanx° – 8 = 0 (b) 9sinx° + 6 = 2 (c) 3cosx° + 6 = 8
(d) 2tanx° + 3 = 8 (e) 7cosx° + 5 = 0 (f) 2 + 2sinx° = 1
(g) 4 – 6cosx° = 9 (h) 7tanx° + 2 = 0·45 (i) 4 – 2sinx° = 6
(j) sin2 x° = 0·16 (k) cos2 x° = 0·25 (l) tan2 x° = 36
(m) 5sinx° – 2 = sinx° (n) 7cosx° + 4 = cosx° (o) 3tanx° – 5 = 2tanx°.
10. The curve with equation y = 2cosx° + 6, 0 ≤ x ≤ 360,

meets the line with equation y = 5 at the
y y = 2cosx° + 6
points P and Q where Q is to the right of P.
Calculate the coordinates of P and Q. y=5

P Q
11. The curve with equation y = 3 – 8sinx°, 0 ≤ x ≤ 360, 0 180 360 x

meets the line with equation y = – 2 at the points A and B
where A is to the left of B.
Calculate the coordinates of A and B.
What if the limit is not 0 ≤ x ≤ 360 ?
Solve sinx° = 0·5 , 0 ≤ x ≤ 720.

y
1
0·5
0 90 180 270 360 450 540 630 720 x

–1
4 Answers for x this time :-
• x= 30° (from calculator) Quadrant 1
• x = 180° – 30° = 150° (symmetry of sine curve) Quadrant 2
• x = 360° + 30° = 390° (periodicity of sine wave) Quadrant 5 Quadrant 1 - 2nd time round
• x = 360° + 150° = 510° (periodicity of sine wave) Quadrant 6 Quadrant 2 - 2nd time round
12. Solve these trigonometric equations, this time for 0 ≤ x ≤ 720.

(a) sinx° = 0·866 (b) sinx° = – 0·866 (c) cosx° = 0·940
(d) cosx° = – 0·940 (e) 2sinx° – 1 = 0 (f) 5cosx° + 1 = – 1·5.

The Cosine Rule with Negatives
B 150 yds
In an earlier Trig. chapter, one example which required
the use of the cosine rule was about finding angle B on
L
a pitch & putt golf course. The example told us that 180 yds
angle B was obtuse and the drawing made that clear
250 yds
- but if we had not been given that information we
may have thought that the angle was 81·9°, whereas A
the answer was actually 98·1°.
We now examine why that was the case.
2 2 2
a +l – b
cosB =
2al
150 2 + 180 2 – 250 2

=> cosB =
2 × 150 × 180
= – 0·140740... (cos –ve, use quadrants 2 & 3)

quadrant 1 angle is 81·9° from calculator
∠B = 180° – 89·9° disregard here due to property of Δ .
∠B = 98·1° obtuse
Exercise 20·2
Use the Cosine Rule to find the required angle in each of the following examples.
Not ALL angles asked for are obtuse. Answer correct to 3 significant figures.
In questions 1 - 4, calculate the angles named :-

1. In Δ ABC, a = 8, b = 10, c = 15. Find ∠C.
2. In Δ DEF, d = 12, e = 10, f = 8. Find ∠F.
3. In Δ PQR, p = 20, q = 25, r = 40. Find ∠R.
4. In Δ KLM, k = 3·4, l = 3, m =1·6. Find ∠K.

5. Calculate the size of the largest angle in the triangle with sides of lengths 4·5 cm, 3·3 cm and 2·9 cm.
6. In Δ XYZ, XY = 2 cm, YZ = 2 cm and XZ = 3 cm. Calculate the size of ∠XYZ. N
7. A tall ship leaves port P and sails 50 km due north to T. M

N
It then turns and sails 134 km to M.
134 km
It completes its journey by sailing 175 km back to P.
(a) Calculate the size of angle PTM. T
175 km
(b) Write down the bearing of M from T. 50 km
(c) Work out the bearing of T from M.
P

Some useful Trigonometrical Formulae / Trigonometrical Identities
sin2 A + cos2 A Look at the following diagram. sin A y x

= ÷
2 2 y cos A r r
⎛ y⎞ ⎛ x⎞
= ⎜ ⎟ + ⎜ ⎟ B(x,y) y r
⎝ r⎠ ⎝ r⎠ = ×
r x
y2 x2
= + r y
r2 r2 y =
x
y 2 + x 2 = tan A
= A
r2
2
x x
r
= 2 since x2 + y2 = r2
r
= 1
sin2 A + cos2 A = 1

sinA
rearranged => sin2 A = 1 – cos 2 A tan A =
cos A
rearranged => cos 2 A = 1 – sin2 A
These are referred to as Trigonometric Identities. (The left side is IDENTICAL to the right side).
Calculate cosx°, 0 ≤ x ≤ 90 when sinx° = 0·8. Prove that :- (cosP + sinP)2 – 2cosPsinP = 1.
without
. using a trig calculator
cos2x° = 1 – sin2x° Left Hand Side (L.H.S.) :-
= 1 – (0·8)2 (cosP + sinP)2 – 2cosPsinP

= 1 – 0·64 = cos2 P + 2cosPsinP + sin2 P – 2cosPsinP
= 0·36 = cos2 P + sin2 P
cosx° = 0·36 = 1
= 0·6 = Right Hand Side (R.H.S.)
Exercise 20·3 4
3. If sin y° = 5 , and angle y is obtuse, find :-
1. Calculate, to 1 decimal place :- (a) cos y° (b) tan y°.
(a) cosx°, 0 ≤ x ≤ 90 when sinx° = 0·5. 5
4. If cos z° = 13 , and angle z is acute, find :-
(b) cosx°, 0 ≤ x ≤ 90 when sinx° = 0·6.
(a) sin z° (b) tan z°.
(c) sinx°, 0 ≤ x ≤ 90 when cosx° = 0·4.
5 3
(d) sinx°, 0 ≤ x ≤ 90 when cosx° = 0·7. 5. Given cos A = 13 and sin B = 5 , where both
A and B are acute, find the value of :-
3 (a) sin A (b) tan A
2. Sin x° = 5 and angle x is acute.
5
3 (c) cos B (d) tan B
(a) Find the value of cos x°
x°
(b) Now find the value of tan x°. tan A − tan B
(e) .
1 + tan A tan B

Remember :- An identity involving “x” is simply a rule that can be proven to be true for all values of x.
To prove an identity, you generally begin by :-
• stating the left hand side (L.H.S.)
• “playing” about with it, and eventually
• showing that it is the same as (identical to) the right hand side (R.H.S.).
Example 3 :- Prove that :- (sinX – cosX)(sinX – cosX) = 1 – 2sinX cosX
L.H.S :- (sinX – cosX)(sinX – cosX)

= sin2X – sinXcosX – sinXcosX + cos2X.
= sin2X + cos2X – 2sinXcosX
= 1 – 2sinXcosX
= R.H.S. => hence – proven !
6. Prove the following trigonometric identities :-
(a) 5 cos 2 A + 5 sin2 A = 5 4 cos A = 4 − 4 sin A
2 2
(b)
(c) 2 cos A − 1 = 1 − 2 sin A 6 cos A − 5 = 1 − 6 sin A
2 2 2 2
(d)
(e) (cos X + sin X ) = 1 + 2 sin X cos X (cos P − sin P) 2 + 2 sin P cos P = 1
2
(f)
(g) (cos X + sin X )(cos X − sin X ) = 2 cos X − 1

2
(h) (cos X − sin X )(cos X + sin X ) = 1 − 2 sin X

2
1 − cos 2 α
(i) tan P cos P = sin P (j) = tan 2 α
cos 2 α
1 − sin2 α 1 sin β cos β 1
(k) = (l) + = .
sin α
2
tan 2 α cos β sin β cos β sin β
7. Prove that these identities are true :-
(a) 5 sin2 A + 3cos 2 A = 2 sin2 A + 3

(b) 4 cos 2 α − 2sin 2 α = 6 cos 2 α − 2
(c) (2cos P + 3sin P) 2 + ( 3cos P − 2 sin P) 2 = 13
1 1
(d) tanQ + =
tan Q sin Qcos Q
(e) (sin β + cos β ) 2 − (sin β − cos β ) 2 = 4 sin β cos β .
y
y = sinx° y
y = cosx° y y = tanx°
1 1
0 90 180 270 360 0 90 180 270 360 0 90 180 x

x x
–1 –1

1. With the help of the graphs and using your calculator, solve the following equations.
(a) sinx° = 0·766 0 ≤ x ≤ 360 (b) cosx° = – 0·643 0 ≤ x ≤ 360.
y y
1
0·766 1
0 90 180 270 360 x 0 90 180 270 360 x

–0·643
–1
–1
2. Solve the following trigonometric equations where 0 ≤ x ≤ 360, answering to 3 significant figures :-
(a) sinx° = 0·469 (b) cosx° = 0·438 (c) tanx° = 0·532
(d) sinx° = –0·616 (e) cosx° = –0·985 (f) tanx° = –1·192.
3. Solve the following trigonometric equations for 0 ≤ x ≤ 360, answering to 3 significant figures :-
(a) 10sinx° – 5 = 0 (b) 7cosx° + 5 = 2 (c) 2 – 8tanx° = 4
(d) sin2 x° = 0·49 (e) 7cosx° + 1 = 3cosx° (f) 11tanx° + 2 = 5·28.
y
4. The curve with equation y = 3sinx° + 6,
9 y = 3sinx° + 6
0 ≤ x ≤ 360, meets the line with equation
y = 5 at the points D and E. 6 y=5
D E
Form an equation and solve it to find the 3
coordinates of D and E.
0 180 360 x
5. Solve these trigonometric equations, where 0 ≤ x ≤ 720,
answering to 3 sig. figs. :-
(a) sinx° = 0·707 (b) cosx° = – 0·906.
1st
6. A yacht takes part in a race over a triangular course. buoy
What angle must the yacht have turned through at 2·3 km

1·6 km
the 1st buoy in order to head directly for the 2nd buoy ?
Start
2nd
and
buoy
Finish 3·4 km
7. cos P = – 12
13 , and angle P is obtuse.
Find the exact value of both sin P and tan P. (No calculator).
8. Prove the following trigonometric identities :-

1 − cos 2 α 1 − sin2 α
(a) 8 cos 2 A = 8 − 8 sin2 A ? (b) × V= 1
cos 2 α sin2 α
(c) (1 − sin2 α ) tan 2 α = sin 2 α (d) cos 4 β − sin4 β = cos 2 β − sin 2 β .

Chapter 21 National 5 Revision
1. Expand and simplify :- 5. A shopkeeper buys 80 pairs of jeans for
(a) (2a + 3b)(a – 5b) (b) (3x – 5)2 £680 altogether.
(c) (x – 2)3 (d) (x + 3)2 – (x + 2)2 He sells them at £10·20 each.
(e) (4x – 3)2 – (2x + 3)(4x – 1) Calculate his actual total profit
(f) 2
4(2t – 2) – (4t – 1) . 2 and express this as a percentage
of the cost price.
2. The side of this cube is 3x centimetres.
6. In 2010, an electrical shop was valued at
£210 000 and its contents were valued at
£150 000.
The value of the shop appreciated by 5% each
year, whereas the value of the contents
depreciated by 12% each year.
3x cm
What was the total value of the shop and its
The expression for the volume in cubic contents in 2013 ?
centimetres is equal to the expression for the
surface area in square centimetres. 7. After VAT (at 20%) was added on, a
Calculate the length of a side of the cube. garage bill came to £342.
What was the bill without the VAT ?
3. Figure 1 shows a rectangle measuring (2x + 3)
centimetres by (x + 4) centimetres. 8. Find :-
A smaller rectangle measuring (x + 6) centimetres (a) 1 12 + 2 43 (b) 4 23 – 1
6
by (x + 2) centimetres has been removed.
(c) 8
9 – 2
5 (d) 7 12 + 3 85
(2x + 3)
(e) 6 53 + 5 23 (f) 3 56 – 3 12
(x + 6) (g) 6 13 – 2 43 (h) 8 – 4 117 .

(x + 4)
(x + 2) 9. Find :-
(a) 12
15 × 5
8 (b) 2
9 × 78
Figure 1
(c) 4 12 × 2 61 (d) 2 14 × 3 19
Figure 2 shows a single rectangle (x + 3)
(e) 1
5 ÷ 1
2 (f) 6
7 ÷ 3
5
centimetres long and x centimetres wide.
(x + 3) (g) 5 14 ÷ 1 25 (h) 3
5 of (2 25 ÷ 6
25 ).
x 10. A triangular traffic island has measurements

as shown.
Figure 2
Prove that the green area is equal to the blue area.
1·5 m 4·5 m
4. A jar of coffee had its weight reduced by 25%
to a new weight of 360 g. 4·2 m
What was the weight of the jar before

Is the island in the shape of a right angled
the reduction ?
triangle ? Explain with working.
N5 - Chapter 21 this is page 204 Nat 5 Revision

11. A golfer uses this part-cylinder plastic shape 15. The graph below shows part of the journey made
to practice putting on the carpet at home. by a delivery van, leaving the depot, travelling to
It is 14 cm wide and 5 cm high. Torbert and returning.
D
150
5 cm Torbert
A B 90
14 cm Km
60
•
C 30
The cross section of the shape is a segment
of a circle with centre C, as shown. 0 1 2 3 4 t
time (hrs)
CB is the radius of the circle.
Calculate the length of CB. (a) Find the equation of the line representing
the journey from the depot to Torbert.
12. RM, a vertical pole 2 metres high, is situated
(D = ...)
at the corner of a rectangular garden, PQRS.
(b) Determine the equation of that part of the
PQ is 12 metres long and QR is 8 metres long.
journey representing the return to the depot.
M (c) If the driver maintains the speed on the
2m return journey, how long will the return
S R
journey take to the depot ?
16. (a) Find the equation of the line passing

8m through the points (–1, –2) and (2, 10).
P W Q
y . (2, 10)
12 m
The pole casts a shadow over the garden.

It reaches W, the midpoint of PQ. (–1, –2) . x
Calculate the length of the line MW, giving

your answer as a surd in its simplest form. (b) State the coordinates of the point where
the line crosses the y-axis.
13. Write down the gradients of these lines and
17. Calculate the area of this triangle :-
state the coordinates of the y-intercept each
time :- C
(a) y = 3x – 2 (b) y = – 12 x + 2
(c) 2y – 3x + 6 = 0 (d) 4x – y = 0. 9 cm
14. A straight line has the form y = mx + c .

Sketch a possible graph of a line 32°
A
where 0 < m < 1 and c < 0. 8 cm B

18. The area of the triangle below is 54·1 cm2. 21. The diagram shows part of a pitch and putt
golf course.
A
14 cm Q
8 cm
205 m
Area = 54·1 cm2 210 m
R
Calculate the size of angle A.
250 m
P
19. Three C.C.T.V. cameras, A, B and C are situated
in Kilmary town centre. The length of PQ is 210 metres, QR is 205
metres and PR is 250 metres.
• A is 140 metres due south of B.
• B is 250 metres from C. Calculate the size of angle QPR (shaded),
• C is on a bearing of 120° from A. correct to the nearest whole degree.
N
B . 22.
Do not use a scale drawing.
A rescue boat, at R, picks up a distress call from

a boat B, 350 km away, on a bearing of 120°.
140 m At the same time, another distress call comes
A . 250 m
N
from a yacht Y, which is 170 km away from B
and on a bearing of 220° from B.
Calculate the bearing of C from B.

. C
.
R
120° N
20. Two ships, the Argent and the Gelt leave port 350 km
Banco at the same time.

The Argent follows a course of 045° for 20 km.
The Gelt travels on a course of 108° for 30 km.
N . B
220°
.
N 170 km
20 km
. Argent Y
(a) Show clearly why angle RBY = 80°.
(b) The rescue boat is obliged to respond to
the nearest distress call first.
Banco
Will the people on the boat or those on the
yacht be rescued first ?
30 km
. Gelt
(You must support your answer by showing
working).

(a) Find the size of angle ABG.
(a) 4x2 – 6x (b) πr2h – 2πrh
(b) Calculate the distance between
(c) x2 + 2x – 35 (d) x2 – 12x + 36
the Argent and the Gelt.
(e) x2 – 21x – 72 (f) x2 + xy – 72y2

23. contd. 27. Solve the following pairs of simultaneous
2
(g) 5x – 45 2
(h) 27x – 12 equations :-
2
(i) 3x – 20x + 12 (j) 8x2 + 16x – 10 (a) 3x – 4y = 23 (b) 7x + 5y = 1
2
(k) 6y – 13y + 6 (l) 15 – 2x – x . 2 5x + 2y = 21 4x + 3y = 0
(c) 3·5x – 2y = 23
24. Simplify :- 5x + 1·5y = 28·5.
1 1 2 3
(a) + (b) + 28. George bought 5 fish suppers and 2 pie
x y x 2x
suppers from Aldo’s for £31.
1 2 5 4
(c) + (d) – Elsie then bought 3 fish suppers and 7
x x +1 x+ 3 x–3
pie suppers from Aldo’s for £38·90.
3 2
(e) 2
+ How much would it cost in Aldo’s
x x
for 4 fish suppers and 3 pie suppers ?
3 4
(f) +
x( x – 4) x( x – 2)
29. The cost of hiring a car depends on the number
1 2 of days for which the car is hired and the
(g) +
( x + 1)( x + 2) ( x + 1)( x + 3) number of litres of petrol used.
5 3 (a) Alasdair hired a Beetle for 3 days
(h) –
x( x – 2) x (x + 4) and used 50 litres of petrol.
The total cost was £160.
1 1
(i) 2
+ 2
. Let x pounds be the cost per day of hiring
x –4 x – 2x
the car, and y pounds be the cost of one
litre of petrol.
25. Simplify :-
Write an equation involving x and y which
( x − 4) ( x + 3)( x − 3) satisfies the above condition.
(a) (b)
x( x – 4) x( x + 3)
(b) Sandra hired a Beetle for 4 days
( x − 6) x2 – 9 and used 60 litres of petrol.
(c) (d)
x 2 – 6x x 2 – 3x Her total bill came to £204.
Write down a second equation in x and y
x 2 + 6x + 8 x 2 – 16 which satisfies this condition.
(e) (f) .
x 2 + 5x + 6 x 2 + 9x + 20
(c) Find the cost per day of hiring a Beetle
and the cost of 1 litre of petrol.
26. Change the subject each time to the variable
shown in red. 30. Simplify :-
(a) y = ax + b (b) P = 2(m + n) (a) 80 (b) 2000
(c) 5 5 + 20 5 (d) 80 + 20
1
(c) V = 43 π r 3 (d) 3h =
2V (e) 3 2 ×5 (f) 2 3 × 3 2
1 L (g) 3 + 4 12 – 27
(e) ax + b = cx + d (f) T =
2π g (h) 5 6 ×4 2 (i) 2 2 ×3 5
E +1 (j) 3 2 ( 2 2 − 1) (k) 5 8 (2 8 − 3 2 )
(g) p(x – c) = q(x + d) (h) D = .
E −1
(l) (2 3 − 1)(3 3 − 2)
(m) (5 5 + 3 )2 .

31. Simplify :- 35. (a) Given f (a) = a 2 – 5a – 12 , find f (–1) .
6
12a
(a) 3x 4 × 2 x 3 (b) (b) Evaluate f (–2 ) , given f ( p) = p 3 + p 2 – p .
2a – 1
(c) Given g(t) = 2t 2 – 3t , find g(–3) .
(3 p 3 ) 2
2 3 0
(c) (d) (2a b )
1 3 –1 (d) Evaluate t(–1) , given t(q) = 3q 3 – 2q 2 + 4 .
(e) (2x + 1x ) 2 (f) 3a 2 (3a 2 + 4a 2 )
(e) Given f (x) = x 3 – 2 x + 1 , find f (–2 a) .
1 – 12 1 2
(g) (x + x )2
2
(h) ( x + ) 1
x (f) If f (x) = 2 – 3x , find a given f (a) = .
2
2 3 –3 1 2 –4
(i) x × (x ) (j) × (x ) (g) If a function is defined as f (t) = 3 – 5t ,
x4
find x given f(x) = 18.
2m 2 × 3m –3
(k) (l) (y –2 ÷ y –1 )–1 (h) A function is defined as f ( p) = 2 p – .
1
12m 2
7
6(y –3 × y 2 )–1 Find y given f(y) = .
(m) . 2
2y −1
(i) Given f(x) = 5x – 7 and g(x) = 1 – 3x,
find p for f ( p) = –g( p) .
32. Evaluate :-
1 2 (j) A set of values can be found using the
–
(a) 25 2 (b) 8 3
formula f (x) = x 3 – x 2 – 2 x , x = 0, 1, 2, 3...
Find the first three numbers in the set.
(c) 5 0 + 2 –1 (d) 4 –1 + 2 –1
1 − 13
(e) 814 (f) 27 36. Sketch the cubic function :- f(x) = x3 – x,
− 23 1 1 with x having values –3 ≤ x ≤ 3.
(g) 64 (h) 16 2 ÷ 8 3 .
33. Express with a rational denominator,

37. ( )
3
( )
Given v = −4 and w = −2 , find :-
−6
(a) v + w (b) w – v
(in its simplest form) :-
2 15 (c) 3v (d) –3w
(a) (b)
6 3 (e) 2v – 2w (f) | v |.
⎛ 6⎞ ⎛ −3 ⎞
3 2 4 38. Given that a = ⎜ −5 ⎟ and b = ⎜ 4 ⎟ , find :-
(c) (d) 2 + .
2 3 2 ⎝ –2 ⎠ ⎝ −12 ⎠
(a) a + b (b) b – a
(c) –2a (d) |b |.
34. (a) PQRS is a square of side 2 cm.
P Q 39. Solve for vector x :-
( )
2
(a) 6x – −3 = 4x +
−1 ( )
–4
S R
Write down the ratio of the length of PQ ⎛ 3 ⎞ ⎛ 12 ⎞
to the length of PR. (b) 3x – ⎜ −7 ⎟ = –2x + ⎜ −8 ⎟ .
⎝ −5 ⎠ ⎝ 10 ⎠
(b) Show that in every square the ratio of the
length of a side to the length of a diagonal
is 1 : 2.

40. PABCD is a pyramid with a rectangular 43. (b) y
base ABCD. f(x) = x2 + 4x + 4
Relative to an appropriate axis,
 ⎛ −7 ⎞  ⎛ 6 ⎞  ⎛ 8 ⎞ •T
PA = ⎜ −13⎟ , AB = ⎜ 6 ⎟ and AD = ⎜ −4 ⎟ .
⎝ –11⎠ ⎝ −6 ⎠ ⎝ 4 ⎠ •S x
 
BT = 1 BC . P
4
(c)
y
f(x) = 8 – 2x – x2
•V
D C
A
. T
U
• •W x
B

Find PT in component form.
44. A flea jumps from point A and lands at point B.
41. The line KN is divided into 3 equal parts by the Its path is that of a parabola with equation
points L and M, as shown. y = 36 + 9x – x2 where x is the horizontal
K has coordinates (3, –1, 2) and N is (9, 2, –4). distance travelled and y is its height.
(All measurements are in centimetres).
.
(3, –1, 2)
.
K
L .
M .(9, 2, –4)
y
y = 36 + 9x – x2
N
 
(a) Find the components of KN and KL .
(b) Determine the coordinates of L and M. flea

0
A B x
42. Solve these quadratic equations by factorising :-
(a) x2 – 4x = 0 (b) 3x2 + 6x = 0 (a) Calculate how far the flea has travelled
2
(c) 12x – 8x = 0 2
(d) x – 9 = 0 horizontally from A to B.
(e) x2 – 25 = 0 (f) 16 – 9x2 = 0 (b) Calculate the maximum height reached by

the flea during its jump.
(g) x2 + 6x + 8 = 0 (h) x2 – 3x – 10 = 0
(i) 21 – 4x – x2 = 0 (j) 2x(3x – 5) = 24 45. Elsie wrote down the duration of her last 15
mobile phone calls (to the nearest minute).
(k) 4x2 + 8x – 5 = 0 (l) (x – 2)2 = 9.
1 12 15, 5 16 6 25 3
43. Find the coordinates of points P, Q, R, S, T, U, V 12 13 4 15 5 17 8.
and W on these parabolas :-
(a) (a) Calculate the median and the lower
y and upper quartiles.
f(x) = x2 – 2x – 3
(b) Calculate the semi-interquartile range.
(c) Draw an appropriate
•
P
•Q x
statistical diagram to
show the distribution
R•
of the above times.

46. Find the mean, median, mode and range of the 49. (c) Sketch the boxplot
numbers :- below and fill in the
7, 4, 3, 1, 3, 5, 8, 5, 3, 9. correct values to
illustrate the golf
47. Three of the four Bone Brothers are quite sporty. scores in
The average age of the 4 boys is 14 years. this sample.
50. State the maximum and minimum values of

Ivan is 12 Mel is 10 Bob is 15 Craig these trigonometric functions and their periods.
How old is Craig, the eldest brother ? (a) y = 5sinx° (b) y = 8cos2x°
(c) y = –3sin4x° (d) y = 12 cos3x°

48. A vending machine offers delicious hot soup.
Each cup it fills should hold 230 ml of soup. (e) y = tan2x° (f) y = 2sinx° + 1
During normal operation, the mean volume (g) y = 10cosx° – 10 (h) y = 1 – sinx°
dispensed per cup should be within 4 ml of (i) y = 5cos(2x – 30)° (j) y = 75sin(6x – 24)°
the 230 ml and the standard deviation of any
sample should be less than 7 ml. (k) y = 6 – 3sin4x° (l) y = –3cos 12 x°.
Sample cups are found to hold (in ml) :-
51. Sketch the following graphs showing all the
225 230 240 220 225 232 224 main points :-
(a) Calculate the mean volume of soup per cup. (a) y = 3sin2x° (b) y = 2cos3x° + 1.
(b) Calculate the standard deviation.
52. Write down the equations of these trig curves :-
(c) Is the machine functioning correctly ? (a) y
Explain. 7
49. The following stem-and-leaf diagram shows the

0 90 180 270 360
scores of 50 boys in a golf tournament. x
–7
Golf Scores
(b) y
6 3 4 15
6 5 5 5 6 6 6 6 7 7 8 9 9 9
7 0 0 0 0 0 1 1 2 3 3 0 30 60
x
7 5 6 6 6 7 8
8 0 0 1 1 2 2 3 –15
8 5 6 6 6 7 8 9 (c) y
9 2 3 4 0·2
9 7 8
0 90 180 270 360
x
8 0 represents a score of 80 –0·2
(d) y
(a) Write down the median golf score. 8
(b) Calculate the semi-interquartile range for 4

these scores.
0 180 360
x
–4

53. The diagram below shows the graph 58. The diagram shows the rear wiper on a car’s
of the trig function back window.
f (x) = k sin bx° , 0 ≤ x ≤ 180°. The rear glass is in the shape of a trapezium
with sizes given.
y The wiper blade is 40 centimetres long and it
5
sweeps through an angle of 105°.
0 45 90 135 180 x 80 cm
–5
60 cm
Find the value of k and the value of b. 40 cm
105°
54. On a certain day the depth, D metres, of water
in a shallow harbour, h hours after midnight, 120 cm
is given by the formula :-
D = 4·5 + 2·5 sin(30h)°. Calculate the area of glass not cleaned
(a) Find the depth of water in the harbour by the wiper blade.
at 3 pm. O
(b) The depth of water in the harbour is 59. The base for a
recorded each hour. rocking horse is
65°
made from the arc
What is the maximum difference in the 80 cm 80 cm of a circular piece
depths of water in the harbour over the
of wood, with a
24 hour period ?
triangular section
55. (a) Calculate the length ABO cut off.
A B A B
of the minor arc AB. 140°
8 cm
(b) Calculate the area of O The radius of the circle is 80 centimetres
the major sector AOB.
and ∠AOB = 65°. 15 cm
BASE
56. Given that the area
P Q of sector POQ is
(a) Calculate the area of the sector AOB.
10 cm 78·5 cm2, calculate (b) Calculate the area of the segment.
O the size of ∠POQ.
(c) Calculate the volume of wood used to
make the base (15 cm wide) of the rocking
A horse.
57. AC is the arc of a circle
20 cm
centre O and radius 20 cm. 60. Write each of the following in completed square
form, showing each stage of your working :-
Calculate :- O 80°
(a) y = x2 – 6x + 3 (b) y = x2 + 5x + 8.
(a) the area of sector AOC.
61. Solve these quadratic equations by using
(b) the area of triangle AOC. the quadratic formula :-
C
(c) the green shaded area.
(a) x2 + 7x + 5 = 0 (b) 2x2 – 9x + 6 = 0
(c) 3x2 = 5 – x (d) (x – 4)2 – 10 = 0.

62. Each of these parabolas are of the form 67. Shown is the graph of the function
y = (x – a)2
+ b or y = b – (x – a)2. y = 3x 2 – 2x – 2.
Write down :-
(i) the values of a and b in each case. y
(ii) the equation of each axis of symmetry.

(iii) the coordinates of the point where each
parabola crosses the y-axis.
(a) y (b) y
Q(2, 6)
•A x
• f(x) = 3x2 – 2x – 2
•
P(4, 2) Determine the coordinates of the point A where
x x the graph cuts the positive part of the x-axis.
Give your answer to 2 decimal places.
(c) y (d) y
68. This scattergraph shows the sales of
cups of hot bovril at a football ground.
T(5, 0)
• x Hot Bovril sold
280 x
x x
R(–3, –2)
• 240
x
200 x
Sales of Hot Bovril
63. Both of these parabolas are of the form y = kx2, 160 x

where k can be positive or negative. x
120 x
Write down the equation of each parabola. x x
(a) (b) 80
y y x
(–2, 24) • 40 x x
x x x
0 5 10 15 20 25 30 35
x
Air Temperature °C
x •(– 4, –8)
This would be called a strong negative
64. Find the discriminant for each of these and correlation since all the points lie roughly on
use it to determine the nature of the roots :- a straight line going downwards from left to
right.
(a) x + 5x + 2 = 0 (b) x + 3x + 3 = 0
2 2
The line is called a line of best fit.

(c) 2x + 3x − 2 = 0 (d) 3x + 6x + 3 = 0 .
2 2
Use the line of best fit to estimate :-
(a) the sales at 20°C.
x + px + 16 = 0 has 1 root. Find 2 values for p.
2
65.
(b) the temperature when the sales
were approximately 240 cups.
ax + 6x − 1 = 0 has 2 real roots.
2
66.
Set up an inequality in a, and solve for a.

69. This table shows the cost of Taxi Fares
various taxi fares and the £4
distances travelled.
(a) Copy the graph.
(b) Use the table below to plot £3
the points on the graph.
Cost of ride
Distance (km) Cost (£) £2
2 2·00
3 2·50
2 1·75
5 3·25 £1
5 3·50
6 4·00
0
(c) Does this graph show a strong negative 2 4 6 8 10
or positive correlation ? Distance Travelled (km)
(d) Draw a line of best fit on your graph.
(e) Determine the equation of this line. (y = .........)
(f) Estimate how much a 4 kilometre journey would cost.
70. Solve these trigonometric equations, 0 ≤ x ≤ 360 :-
(a) 3 cos x° − 1 = 0 (b) 2sinx° + 0·6 = tan40°

(c) 6 sinx° + 8 = 2 sinx° + 7 (d) 10cosx° – 3 = 6cosx°.
71. The diagram shows the graph of y = 2sinx°.

y P
(a) Write down the coordinates of the
• •Q y = 1·5
point marked P.
(b) The line y = 1·5 is also shown on the diagram. x

0
Determine the coordinates of the point Q, y = 2sinx°
where the line and the curve intersect.
72. The diagram shows the graph of y = cosx°, 0 ≤ x ≤ 360.
(a) Write down the coordinates of point A.

y
1
y = cosx° The straight line y = – 0·5 cuts the graph
A at B and C.
0
• 180 360 x
B
• •C y = – 0·5 (b) Find the coordinates of B and C.
–1

Specimen Exam Paper
National 5 Specimen Paper 1 National 5 Paper 1
Time 1 Hour Marks
1. Evaluate :- 2
3
of 3 12 − 1 53 . 3
2. A line passes through two points A(0, –t) and B(2, 5t). y
• B(2, 5t)
(a) Find the gradient of the line in terms of t. 2
(b) Find the equation of the line in terms of x, y and t. 2
x
3. Shown is an inverted rectangular based
A(0, –t) •
pyramid with lengths 8 boxes and z
P 8
2 boxes and with point T directly 2 Q
below the centre of rectangle PQRS. S R
PQ is parallel to the x-axis. y

The height of the pyramid is 9 boxes and
1 T
the coordinates of points S are S(6, 3, 10).
4
O x
(a) Write down the coordinates of 10
the other 4 points P, Q, R and T. 2
 
(b) Find | RT | , the magnitude of vector RT , expressing your
answer as a surd in its simplest form. 3
4. Solve the equation :-
2x2 − x − 6 = 0 3
5. The times taken, in minutes, for an athlete practising for the half marathon
was recorded, and a summary of these times are listed below.
Maximum time : 95
Range : 35
Lower quartile : 70
Semi-Interquartile Range : 7
Median : 75
Draw an appropriate statistical diagram to illustrate the athlete’s times. 3
Specimen Paper 1 this is page 215 Non Calculator

Marks
6. (a) Multiply out the brackets and simplify :-
1
⎛ –1 – ⎞
1 2
x ⎜ x + 4 x 3 ⎟ .
3
⎝ ⎠
(b) Find the exact value of this expression when x = 27. 1
2
7. (a) Express as a fraction with a rational denominator. 2
8
(Give your answer as a surd in its simplest form).
(b) Change the subject of the formula below to “r”:-

3
qr 2
p + 4 = .
2
8. Napier’s shop sign uses a parabola for the n.

y
The equation of the parabola is :- 2
A y = 9 – (x – 2)
y = 9 – (x – 2)2.
•
B
•
APIER C • •D x
(a) State the coordinates of the turning point A. 2

(b) Write down the coordinates of point B, on the y-axis. 2
(c) Work out the coordinates of the point D which lies on the x-axis. 2
(d) Determine the length of the line CD. 1
7 5
9. Express – , x ≠ 4, x ≠ 1
x – 4 x – 1
as a single fraction in its simplest form. 3

Marks
10. Angus and Noreen are out purchasing PC games and Gamestation games.
They go to a store where all PC games are one price and all Gamestation
games are one price.
(a) Angus buys 3 PC games and 2 Gamestation games.
His bill comes to £135.
Write down an algebraic equation to illustrate this. 1
(b) Noreen buys 5 PC games and 3 Gamestation games.

Her bill is £215.
Write down an algebraic equation to illustrate this. 1
(c) Calculate the cost of one Gamestation game. 3
11. A tunnel entrance has centre C and a circular arc of diameter 20 metres.
Water surface PQ is 16 metres wide.
•
C h metres
20 m
P Q
16 m
Calculate the height (h metres) of the tunnel entrance. 4
[END OF QUESTION PAPER]

this is page 218
Specimen Exam Paper
National 5 Specimen Paper 2 National 5 Paper 2
Time 1 Hour 30 minutes
Marks
1. A comet travels at a speed of 1⋅ 6 × 108 km/hr.
What distance would the comet have travelled after

4 ⋅2 × 103 hours ?
(Give your answer in scientific notation). 3
2. A car is found to lose 28% of its value each year,

(based on the value at the start of each year).
What would be the value of a £25 000 sports car after 3 years ? 3
3. The trapezium below has PQ parallel to SR and SR = 3 x PQ in length.

 
Vector PQ = a and vector PS = b.
T and U are the mid-points of QR and SR.
U
S • R
b •T
P a Q
Find the following vectors in terms of a and b :-

  
(a) PR (b) QU (c) QT . 4
4. The diagram shows two parabolas with y

y = x 2 + 4x – 5
equations y = x2 + 4x – 5 and y = kx2.
x
(a) For the parabola y = x2 + 4x – 5, write (2, –12)
its equation in the form y = (x – a)2 + b, •
where a and b are integers. y = k x2 2
(b) For the parabola y = kx2 which passes

through the point (2, –12), calculate the
value of k and write down the equation of this parabola. 3
Specimen Paper 2 this is page 219 Calculator

Marks
5. Find the range of values of h such that hx2 + 6x – 3 = 0, h ≠ 0,
has 2 real roots. 3
6. Solve the equation :–
x2 = x + 5.
(Give your answers correct to one decimal place). 4
7. The weights, in kilograms, of seven college students are shown below.
53, 42, 57, 64, 48, 49, 72.
(a) Calculate the mean of these weights. 1

(b) Calculate the standard deviation of these weights. 3
(c) The mean and standard deviation of all of the college students
were found to be 60 and 5·6 respectively.
Make two statements about the above sample of seven students. 2
8. Due to an increase in the cost of aviation fuel, the

price of a holiday had to be increased by 10%.
The new price of the holiday is now £682.
What was its original price ? 3
9. A circle has a segment removed as shown below.

The radius of the circle is 10 centimetres and angle AOB = 60°.
A
10 cm
O •
B
segment
Calculate the area of the segment. 5

Marks
10. A plasticene ball is made in the shape of a sphere

with radius 10 centimetres. 10 cm
(a) Calculate the volume of the sphere. 3
Some of the plasticene from the sphere is

remoulded to make a cone as shown.
15 cm
(b) How much plasticene is left over
after making the cone ? 3
20 cm
The remaining plasticene is made into a cuboid

with height 25 cm, and with a square base of
25 cm
length y cm.
(c) Calculate the value of y, to 3 significant figures. y cm 2
y cm
11. (a) Solve algebraically the equation :-
2 cos x° – 1 = 0, 0 ≤ x ≤ 360 . 3
(b) Hence, or otherwise, find the solution of the equation :-
2 cos 12 x ° – 1 = 0, 0 ≤ x ≤ 360 . 2
12. A woman in an orienteering competition covers the following course.

From the starting point A, she walks N
to point B, 8 kilometres away and on N
a bearing of 080°.
From B, the woman then travels on a

B
bearing of 210° for 7 kilometres
080°
8 km • 210°
to get to point C.
A•
(a) Explain clearly why angle ABC = 50°. N 1
7 km
From C, she then returns directly to
the starting point A.
(b) How far did she have to walk to get

from C to A ? C • 3

Marks
13. A large advertising mural is to be secured to the side
of a multi-storey car-park using 8 metal struts.
Two struts, 4x metres long, two struts 2x

metres long and two struts, x metres long
form the sloping sides. 4x 4x
8 m
Two parallel horizontal struts, one
x x
of which is 8 metres long, must
be placed in the configuration 2x 2x
shown.
The total length of all the 8 struts needed measures 60 metres.

Find the value of x. 4
14. A mosaic pattern is arranged as shown using coloured balls.
1st Pattern 2nd Pattern 3rd Pattern 4th Pattern
Any number in this sequence can be found as follows :-
1st Pattern (1 x 2) – 1 = 1
2nd Pattern (2 x 3) – 1 = 5
3rd Pattern (3 x 4) – 1 = 11
(a) Write down a similar expression for the 4th pattern. 1
(b) Find, in its simplest form, an expression for the nth pattern
in this sequence as an expression in terms of n. 2
[END OF QUESTION PAPER]

Answers to National 5
Answers to Chapter 0 Page 1
14. a 75° b 52·5° 37.
1. a 3·8 b 1100 c 8000 15. a £24 b £84 c £100 d £2250
d 9·1 e 9·1 f 20 e £103 f 8·1 m g 1·25 kg h 24 cm
2. a 5000 b 140000 c 30 i £42 j 132 ml k 392mph l 0·756 m
d 50 e 160 16. a £57·60 b £24
3. a 20 b –11 c 7 d 27 17.
18.
87·5%
a 72%, 3/
•
4. a (12 – 4) x 3 b (12 + 2) x (3 – 4) 4, 0·77, (0·5 x 1·56), 0·8
c (16 – 9) ÷ 5 x (–1 + 1) is 1 possibility b (2/3 of 105), (0·25 x 284), (60% of 120)
5. a –17 b 13 c –35 d –13 19. a £2050 b £19800
e –45 f 7 g –5 h –140 c £15106 d £25792
i 11 j 5 20. a £460·80 b £86·40 38. Tolerance is a the amount, either way,
6. a 15x b –4a c 8p d 5y c £547·20 a measurement is allowed to be out by
e –10t f 7f g –6w h 5 a + 2b 21. a £20148 b £2690 to still be acceptible.
7. a –3 b 7 c –4 22. a £3525 b £19975 39. a 9 to 11 mm b 10 to 20 kg
d 12 e 10 f 4 23. £2827 c 18 to 22 m d 1·2 to 1·8 kg
8. a 7 b 18 c 2 d –7 24. a £2552 b various e 149 to 155 mm f 6·35 to 8·75 mg
e 5 f 0 g 4x h 0 25. a €48·80 b €1518·90 40. a (14 ± 2) cm b (130 ± 10) mm
9. a –5 b –1 c 2 c €1069·21 d €149389 c (1·65 ± 0·05) mg d (2·55 ± 0·05)°
d –6 e 1 f –7 26. a $666 b $2101·60 41 a y = 3x b y = 3x + 1
10. a –20 b –48 c –7 d 0 c £1000 d £350 c y = 3x – 2 d y = 2x – 5
e –12x2 f –4 g –4a h –3t e £250 f £750 e y = x + 17 f y = 5x + 10
i –6 j –36 k 48 l 120 g $740 h €2928 42. a 5 b -2 c 4
m 7 n 10 o 15p2 p 49 27. 9·5 Krone to the £ d 7 e 13 f 4
q 64 r 24 28. £262 43. a 12 b 51/5 c 13 d –2
11. a 0 b 9 c 36 d –18 29. a 13x b t2 c 20ab e 16/
19 f 11/7 g 41/5
e 33 f 99 g 189 h 18 d 2q 3 e 15 f 2x 2
12. a b 44. a c ≤ –5 b d > 3 c t < –2 d x < 12
30. a 3t + 6 b 10 – 20r
e g≥2 f p≤4 g x≥4 h t ≥ –1
55° 80° c 8x + x 2 d –15a 2 + 9ab
45. a 9·3 x 102 b 8·42 x 103
31. a 5x + 16 b y + 24
120° 60° c 3·52 x 104 d 8 x 106
125° 100° c 24 – 4t d 9m + 5
60° 120° e 3·05 x 108 f 2·75 x 106
55° 80° e 12 – 3t f 6 + 12g
g 3 – 4a h 11m – 3 g 8·5 x 10-4 h 7 x 10-2
45°
120° 60° 46. a 5900 b 808000
32. a 8(2x + 11) – 4(4x – 1) = 92 (constant)
b 4x – 1 must be < 2x + 11 => x < 6 c 710 d 28100
c d 33. a 6, b 5, c 0, e 0·0058 f 0·099
d 2, e 12, f 0, g 0·000062 h 0·2
107° 73° 80° 100° 47. a 5·7 x 1010 b 3·1185 x 1011
50° 34. a 6 b 5 c 0
70° 60° d 2 e 12 f 0 c 1·35 x 1010 d 2·9 x 1013
110° 120°
70° 60°
27° 35. a b e 1·024 x 1021 f 3·5 x 1019
73° 80°
110° 120° 48. 22·0 cm
49. a 38·6 cm b 25·0 cm
e f c 671 m
50. a 19·1 cm b 39·8 mm
113° 51. a 113 cm2 b 201 m2
65°
72° 43° 113° 67° c 2512 m2 d 0·196 cm2
43° 72°
65° c d 52. 3 cm
137° 43° 72° 108° 67° 113° 53. a 18·8 cm2 b 29·5 cm3
43° 137° 108° 72° 113° 54. a 60·4 cm b 29·6 cm
55. see plotted points
56. a M(–3, 0)
13. a b
b J’(1, –2), K’(2, –3), L’(4, –1), M’(3, 0)
c J”(–1, 2), K”(–2, 3)< L”(–4, 1), M”(–3, 0)
21° 21° 51° 51° 36. a b
69° 138°
69° 57. a reflect over x-axis
100° 100°
42° 42° b reflect over y-axis
138° 69°
69°
21° 21° c reflect over x-axis then the y-axis
rectangle
kite 58° • • or reflect through origin
d reflect over x-axis then the y-axis
or reflect through origin
e f
c d e reflect over x-axis
34° f rotation of 90° clockwise around origin
62° 62°
31° 72° 58. O(0, 0), T’(–4, –1), P’(–3, –4)
28° 28° 74° 43°
28° 28° 106° 106°
43° 74°
• • 59.
60.
P’(–2, 3), Q’(–5, 4), R’(–3, 1)
a 12·7 cm b 6·56 m
124°
rhombus 72° 31°
34°
61. a 24 cm b 240 cm2
parallelogram
62. 6·2 m
63. a 5 b 5·39 c 8·25 units
National 5 this is page 223 Answers

64. 39·6 cm 106. a i 3 u 2 – 2u – 8 j 9x2 – 25
65. a 1260 km b 50 mph 1 5 6 k 14a2 – 12a – 2 l 20h2 – 7h – 6
c 1 hr 30 min d 99 miles 2 4 6 7 7 9
m x2 + 3xy + 2y2 n x2 – xy – 2y2
66. a 0·6 hr b 0·65 hr c 2·33 hr d 3·95 hr 3 0 2 4 5 6 8 9 9 9
4 2 6 7 o x2 + xy – 2y2 p x2 – 3xy + 2y2
67. Neil 1 hr 15 mins, Alex - 1 hr 20 mins
5 0 0 2 2 4 7 7 7 7 8 q 3a2 + 7ab + 4b2 r 2p2 – 3pq – 2q2
Alex took 5 mins longer
6 4 4 5 5 6 6 7 7 8 s 2x2 + 9x + 10 t a 2 – 3a + 2
68. a 0830 b 12 km c 8 km/hr
7 0 3
d 45 min e 30 min f 24 km/hr u –2b2 + 7b + 15 v p 2 – q2
g 1145 b 57 c 50 d 16 w –9y2 + 8y + 1 x 20k2 – 9k + 1
69. a Anne - £1800, Tom - £2700 107. a 1/9 b 4/ 9 c 0 d 4/ 9 4. a x3 + 2x2 + x + 2 b x3 + 3x2 + 5x + 15
b €700000, €300000 108. five out of eight or 0·625 c x3 – 2x2 + 3x – 6 d 2x3 – 8x2 + 3x – 12
c £4200, £3150, £1050 109. a Bag 2 b Bag 1 e 2 x 3 + x 2 – 4x – 2 f 10x3 – 6x2 +15x – 9
70. a £5·40 b £2·80 more £20, £10, and £5 notes than £1 notes
g x4 + 7x2 + 12 h x4 + 3x2 – 10
71. 6 hours 110. 1/8
i x3 + x2y + xy2 + y3 j 2x3 – x2y +2xy2–y3
72. a 400 cm3 b 340 cm2 111. 15
k 3x3 + 2x2y – 3xy2 – 2y3
73. a 600 cm3 b 660 cm2 112. Try it yourself
l x 4 – y4
74. a 9420 cm3 - 9·42 litres 5. a (x + 5)(3x + 1) = 3x2 + 16x + 5
b 1884 cm2 c 2512 cm2 Answers to Chapter 1 Page 13 b (5x – 3)(2x – 4) = 10x2 – 26x + 12
75. 804 cm3 c (x + y)(3x + y) = 3x2 + 4xy + y2
76. 5861 cm3 Exercise 1·1 page 13
d (5a + 2b)(3a – 2b) = 15a2 – 4ab – 4b2
77. 0·25 or 1 in 4 1. a 2a + 18 b 6x – 30 c 30 – 15h e (p2 – q2)(p + q) = p3 + p2q – q2p - q3
78. a 2/ 5 b –3 d 3 m – 3n e 40b – 120 f 24w + 3
6. a x3 + 6x2 + 9x + 2 b x3 + 6x2 + 3x – 2
79. a grad = 3, y-intercept = (0, –2) g 28 – 12t h pq + 2p i vw – 13v
c x3 – 4x + 3 d 6a3 + 13a2 + 9a +2
b grad = –4, y-intercept = (0, 5) j 8a + a2 k 2dk + 6de l 54x2 – 9xy
e 6p3 – 7p2 – 10p + 8 f 8y3 – 2y2 – 3y + 15
80. a y = 4x – 5 b y = –2x + 3 m 5a + 5c – 15e n 45 – 72v – 81y
c y = –4x d y=1 e x=0 7. a x2 + 6x + 9 b x2 + 14x + 49
o c2 – cg – 11ck p –4a - 12
81. a y = 3x – 2 b y = –x – 4 c x2 + 2xy + y2 d y2 – 4y + 4
q –7x + x2 r –2v2 + 7v
82. a grad = –10, b T = –10t + 100 e y2 – 12y + 36 f x2 – 2xy + y2
s –7m3 + 10m2 t –2x4 + 10x3
c 30°C g 4 x 2 + 4x + 1 h 9x2 + 24x + 16
2. a 2y + 11 b 6p + 10
83. a 8(a + 3) b 2(2x + 5) i 16a2 – 8a + 1 j 4b2 – 40b + 100
c 9a + 3 d 7s – 2
c b(3 + c) d x(7 – v) k x2 + 6xy + 9y2 l a2 – 14ab + 49b2
e 3g + 10 f a + 30
e p (t + g ) f a(a + 2) m 4x2 – 12hx + 9h2 n 16v2 – 40vw + 25w2
g 40 + 2u h 16d + 24
g 5(3a – 2b + c) h 2 p ( p + 2q – 3 r )
i 15m + 10 j 9c – 4 o x4 + 4x2 + 4 p y4 – 8y2 + 16
i t(6 – t) j 2c(c – 3)
k 6x – 1 l 5 p + 4q q p2 + 2 + 1/p2 r q2 – 2 + 1/q2
k 5 h ( k + 2g ) l 5v(3w – 2x)
m 42x – 12y n 2a + 2 s 4x2 – 2 + 1/4x2 t 25x2 – 2 + 1/25x2
m 11s(r – 1) n 3y(y + 3)
o 10 – 2v 8. a (3x + 2)2 = 9x2 + 12x + 4
o ac(3a + c) p 6rs(3s – 5)
3. a 7p + 7 b 6a – 2
q 4x(2x – 3a) r 1/5b(a + k) b (5x – 1)2 = 25x2 – 10x + 1
c 11m – 2 d 9 – 5g
s 3bc(5a2c + 4b) t 3ce(5de + 4b2) c (3x + 6y)2 = 9x2 + 36xy + 36y2
e –4n + 16 f 3x – 21
84. a 40 b 55 c 35 d 27·5 g 3p + 3 h 8a
Exercise 1·3 page 17
85. a 12 b 6·40 c 19·4 i 2t + 4 j x2 + 2x + 3
86. a 13·8 cm b 40·3 c 61·6 cm 1. a –6x + 24 b 7x + 14
k –9x2 + 8xy
87. 75·2° c –7a + 25 d 2b – 2
4. a 2 – 5x b 14 – 7m
88. 36·9° e x + 10 f 5x + 1
c 10 – y d 7 + 3x
89. 67·2 m g 8y2 + 12y h 18p2 + 3p – 1
e 6h f 6d + 2
90. 8 cm approx i 13x2 – 21x + 4 j 10x2 – 14x – 11
g 2a – 300 h 100
91. Similar means the shapes look the same k 20g2 + 4g + 29 l 2 q 2 + 9q + 3
i 14x2 – 2x
though one is smaller than the other. Their
m 4x2 – 15x – 11 n 12x2 + 5x – 7
angles match up and their sides are in the
Exercise 1·2 page 14 o 3x2 + 2x – 17 p 5x2 – 52x + 20
same ratio.
q 10a – 75 r 6w
Congruent means the two shapes are 1. a x2 + 4x + 3 b x2 + 8x + 15
s –x2 + 44x + 2 t 14x2 – 36x + 21
identical, both in the sizes of the angles c x2 + 6x + 8 d x2 + 7x + 12
and in the lengths of their sides. 2. a x3 – 6x2 + 12x – 8 b x3 + 3x2 + 3x + 1
e p2 + 10p + 25 f x2 + 6x + 9
92. a 22 cm b 20 cm c a 3 – 3a 2 + 3a – 1 d x3 + 9x2 + 27x +27
g p 2 + 5p + 6 h m2 + 10m + 25
93. a 5 b 25 c 54 cm2 e k3 – 9k2 + 27k – 27 f 8x3 + 12x2 + 6x + 1
i 3x2 + 7x + 2 j 2x2 + 12x + 18
94. 5·4 litres g 27x3 – 54x2 + 36x – 8
k 4a2 + 16a + 16 l 9 y 2 + 6y + 1
95. a 5 4/ 5 b 5 3/ 4 h 3x3 + 18x2 + 36x+ 24
m 8m2 + 10m + 3 n 25m2 + 15m + 2
96. a 17/3 b 33/5 i 2x3 – 30x2 + 150x – 250
o 16g2 + 28g + 6 p x2 + 9x + 20
97. 14 j a3 + 3a2b + 3ab2 + b3
q 6x2 + 21x + 18 r 100w2 + 20w + 1
98 a 6/ 7 b 1/4 c 1/2 d 61/5 k p3 – 3p2q + 3pq2 – q3
s 9x2 + 24x + 16 t 4 y2 + 32y + 64
e 7/12 f 67/15 g 311/40 h 15/6 l 8x3 – 24x2y + 24xy2 – 8y3
2. a x2 – 5x + 6 b x2 – 3x + 2
99. a 3/10 b 14/27 c 41/5
c x2 – 7x + 12 d p2 – 8p + 16
d 71/3 e 1/10 f 1/7 Exercise 1·4 page 18
e –p2 + 10p – 25 f x2 – 8x + 16
100. mean = 20, med = 20, mode = 21, range = 13 1. a x= 5 b x = –7 c x = –5
g x2 – 20x + 100 h 4x2 – 10x + 4
101. 51 d x= 5 e x = –1 f x = –8
i 5x2 – 11x + 2 j 2 x 2 – 9x + 9
102. a 43p b 43p c 4p d 42·9p g x= 0·5 h x=1 i x = 0·5
103. a (i) Grass Chairs (ii) Garden Chairs k 4a2 – 12a + 9 l 8a2 – 14a + 3
j x =5 k x=3 l x = 1·5
(iii) same b Summer weather m 4m2 – 12m + 5 n 6c2 – 22m + 12 2. a x (x + 8) = (x + 3)(x + 4), 12 x 20 15 x 16
104. a Angles are 120°, 84°, 144°, 12° o 25x2 – 10x + 1 p 4 w 2 – 4w + 1 b x2 = (x + 6)(x – 3), 6 x 6, 12 x 3
b See pie-chart with the above angles 3. a x2 + 3x – 10 b y2 + 3y – 4 c x(x + 5) = (x + 8)(x – 1, 4 x 9, 3 x 12
shown in the sectors. c a2 + a – 6 d b2 + b – 2 d (x – 2)(x – 4) = (x + 4)(x – 8),
105 a (i) 7 mins (ii) 45 mins e m2 – 2m – 15 f –n 2 – 2 n + 3 18 x 16 and 24 x 12
b 23 mins c 23 mins d 9 g 2 x 2 + 5x – 3 h 5a2 – 19a – 4

Remember Remember Ch 1 page 19 13. 19250 feet 5. a £115·20 b £67·20
14. 268·8g 6. a 85% b 81·25%
1. a 9u + 63 b 6 – 12r
15. a per annum/yearly b £54 c £1254 7. 67·5% (yes)
c 9 x + 4x 2 d –10m2 + 40mn
16. a £112·50 b £56·25 8. a £55 b 27·5%
2. a 8x + 18 b 9 – 2n
17. £189 9. profit = £35 % profit = 43·75%
c 30 d 2 + 3w
18. Brian £104 10. £282·33
e 10 + 2h f 20q – 2
Nicole £103·50 so Brian will get 50p more. 11. £760·44
3. a a2 + 9a + 14 b b2 – 9b + 18
12. £6375
c c2 + 7c – 18 d 12d2 + 20d + 3 Exercise 2·2 page 22 13. £12
e 6e2 – 17e + 5 f 14y2 + 19y – 3 14. £30
1. a 14% b 20% c 24% d 80%
g 4k2 – 20k + 25 h m2 + 4 + 4/m2 e 45% f 85% g 92% h 12·5%
i n3 + 3n2 + 3n + 1 j 8s3 – 36s2 + 54s –27 i 36% j 87·5% k 75% l 62·5%
k 7x l 5x2 – 12x + 1 m 65% n 50%
m 6y3 + 5y2 – 10y + 3 2. a 80% b 54% c 37.5% d 30%
4. a 2k + 3 b k+2 3. a 80% b 20% Exercise 3·1 page 29
4. 77·8% 1. a 21/5 b 45/8 c 66/7 d 129/10
c 2k2 + 7k + 6 d 6k + 14
5. a 81·3% b 77·1% c 97·6%
5. a x = –9 b x=0 c x = –0·5 6. a Aug 50% Sep 60% Oct 65% 2. a 33/ 4 b 61/3 c 82/5 d 74/11
d x = 3/8 e x = – 44/5 f x=–4 Nov 60% Dec 70% Jan 75% 3. a 1/2 b 1/3 c 9/20 d 7/24
6. x2 = x2 + 4x – 32, x = 8, 8 x 8, 16 x 4 Feb 90% Mar 80% Apr 100%
e 7/ f 5/ g 13/16 h 1/10
7. a 4(a + 6) b 7(3a – 4b) May 85% 12 8
c c(d + g ) d 2b(b – 5) b see diagram c 73·5% i 7/ j 11/2 k 5/22 l 1/

16 4
d Generally, her test marks improve as the
e n2(n – 1) f 12kh(2k + 3h)
year goes on. m 11/12 n 37/
60 o 3/20 p 3/4
g 7ab(a2 – 3) h 17s(t2 – u2)
7. 49 4. a 27/12 b 133/5 c 42/3 d 99/20
Exercise 2·3 page 23 e 111/ 4 f 11/ 8 g 141/5 h 177/15

1. Profit £3 - % profit 20% i 27/12 j 415/28 k 27/13 l 29/
30
Exercise 2·1 page 20 2. 15%
5. a 1/ b 7/16 c 1/8 d 1/5
3. a 10p, 12·5% b £450, 30% 9
1. 50 25 75 331/3 662/3
c £480, 3% d 60p, 150% e 5/8 f 1/12 g 1/4 h 4/25
1/ 1/ 3/ 1/ 2/
2 4 4 3 3 4. £150, 30%
20 40 60 80 10 30 70 90 5. 6. a 81/ 6 b 216/25 c 61/3 d 55/7
a £48, 30% b £2740, 68·5%
1/ 2/ 3/ 4/ 1/ 3/ 7/ 9/ c 70p, 87·5% e 31/4 f 123/4 g 72/3 h 53/5
5 5 5 5 10 10 10 10
6. £7800
2. a £3·50 b £28 c 90p d 24p i 21/ 2 j 27 k 51/3 l 121/2
7. £5·04
e £270 f £8 g £1·80 h £1·40
7. a 213/15 b 18/15
i £4800j £15000 k £140 l 9p Exercise 2·4 page 24
m £8·40 n 18p o £1·80 p £1 8. a 619/ 20 b 19/20
3. 112 pupils 1. Final balance = £1311·72
Total interest = £111·72 9. 5/
4. a 160 b 120 c 200 d 320 14
2. £34·19
5. a 32/
100 =
8/
25 = 0·32 10. 63 kg
3. £28529·15
b 45/
100 =
9/ = 0·45 11. a 1/4 b 1/8
20 4. £3121·87
c 51/
100 = 0·51 5. a £27·68 b £325·12 c £42·74 12. 18 m3
d 31/ = 0·31 6. a (i) £6540 (ii) £7128.60 b after 9 yrs
100
7. a 1st year £12540 2nd year £13167 Exercise 3·2 page 31
e 78/
100 =
39/
50 = 0·78
3rd year £13864.85 4th year £14544.23
f 8/ = 2/25 = 0·08 1. a 11/4 b 21/2
100 b £2544·23 c 21·2%
2. a 3/ b 13/7 c 1/2 d 3/8
g 1/
8 = 0·125 5
h 1/
40 = 0·025 e 9/20 f 2/3 g 11/10 h 11/3
1. Final value £204.80
6. a 35% =35/100 =7/20 i 11/ j 111/ k 15/27 l 12/5
2. a £4800 b £3600 c £2700 6 24
b 60%=60/100 = 3/5 3. £61560 3/
3. 4
c 55% =55/100 =11/20 4. 12459 feet
5. £54950·40 4. 51/3
d 90% =90/100 = 9/10
6. a £156 b £162·24 c £168·73
5. a 17/8 b 31/3
e 15%=15/100 =3/20 7. a (i) 3% (ii) 4·8%
f 75% = 75/
100 =3 / 4 b £624 c £43.26 6. a 22/ 9 b 17/15 c 31/3 d 13/4
d (i) £31200 (ii) £33293
g 4% = 4/100 = 1/25 e 41/2 f 28/9 g 12/35 h 51/4
(iii) £36728
h 85% = 85/
100 = 17/
20 8. During the 5th hour. i 4 j 3
i 5% = 5/100 = 1/20 7. 55/9 mins.
j 36% =36/100 =9/25
1. £15000 2. £400 3. 240°C Remember Remember Ch 3 page 32
k 21/2% = 1/40
4. 150 cm 5. 50 mph 6. £200
l 150% = 150/
100 = 3/2 1. a 5/6 b 5/8 c 11/12 d 111/20
7. 300 8. 30°C 9. £45000
7. a £3·20 b £12 c £19·20 d £1680 e 1/ f 3/ g 5/8 h 1/12
8 10
e £2·70 f £19·80 g £3·80 h £5·60 Remember Remember Ch 2 page 28
i 45p j £42 k £20·40 i 35/6 j 67/20 k 914/15 l 713/24
1. a £14 b £42 c £40
8. 189 mm m 13/10 n 17/ o 57/10 p 13/8
d £400 e £1800 f £50 8
9. 825 000 eels
2. a £56 b £326 2. a 1/6 b 1/5 c 1/2 d 1/6
10. £830·70
3. £508·80
11. 48·4 sec e 2/ f 2/ g 7/20 h 1/4
4. £431·20 3 5
12. £153

2. i 21/4 j 3 k 4 l 71/2 3. 4. (a) 4. £1·50
5. £8
m 11/2 n 9 o 35 p 31/3 6. Mouse £3. Lizard £7
2 1
3. a 8 b 20 c 12 d 4 2
7. 2 kg
e 6 f 3 g 1/2 h 21/5 –2 8. a £9 b £5
–1 9. a 5a + 4c = 60, 2a + c = 21
i 2 j 21/2 k 33/10 l 2 b (i) £8 (ii) £5 c £57
4. a 1/4 b 1/18 c 2/15 d 1/6 10. White 200 sheets. Coloured 300 sheets.
11. £25
e 31/ f 21/ g 4 4. (b) (c) (d)
2 5 12. £105
5. 813/24 13. £1·47
2
14. No. 5 jugs needs 2·55 litres.
6. 11/ 1 1
50 1 15. 500 secs. (8 mins 20 secs)
–1 16. a 8 cm b 64 cm2
Turn off that Calculator 1 page 34 17. a 9 m b 13 m2
–4
1. a 3787 b 1099 c 2263000 d 1273 18. a 4x + 3y = 2·30, 3x + 5y = 2·55
e 379 f 20736 g 670 h -8 b Orange 35p. Pear 30p.
(e) (f) (g) c 90g d 1880g. £7·10.
i 68 j 77 5
2. a 1·556 b 1·861 c 6·25 d 11·418
3 Remember Remember Ch 4 page 43
e 2025 f 1·19 g 0·1778 h 0·00346
1
3. a 0·8 km b 6000mm c 0·054 l d
0·036 kg 6 3 2
2
4. a 620 b 91 c 2200 1. (a) 1. (b)
–3 3
5. a 1/ b 6/13 c 1/40
4
3
3/ 2
b 87/8 c 171/2
– 4
6. a 8 2
3/ 0 0
7. a 10 b 1/8 c 11/3 (h) (i) (j)
8. a £410 b £225 c £2·80 (2,3)
d £28 e £70 f £0·12
9. a -14 b 286 c 8 –4
d -78 e -108 f -73 g 51 –1 0 2. (
1 1
, 3 )
–1 2 2
h 11 i -78 j 6x k -9y –3
3. a (3, 1) b (2, 1) c (1, 2) d (1, 2)
l -90 m -297 n 81 o -10
e (1, 1) f (2, 3) g (1, 3) h (5, –2)
p 36x2 q -40 r 9 s -8
i (5, 4) j (1, 8)
10. a 2·4 b 7 cm
4. (5, 0)
11. a 120 km b 200 km/hr Exercise 4·2 page 36
5. 31/3 kg
1. (6, 2)
6. a 8x + 3y = 3·60, 7x + 3y = 3·30
2. a (4, 3) b (–2, –7) c (1, 0)
b 40p c £2·30
Answers to Chapter 4 Page 35 d (–1, 2) e (–1, –5) f (0·5, –1)
7. £120
3. a (0, 2) b (6, 2) c (5, 0)
Exercise 4·1 page 35 8. £1·30
d (4, 0) e (2, –3) f (6, –3)
9. 18 m
4. a (–2, 3) b (0, 2)
1. 2. (a) (b) 10. 43 cm.
c (1, 4) d (–1, –5)
4 5. Lines are parallel.
–2 Exercise 4·3 page 37 Answers to Chapter 5 Page 44

1 3 1. (2, 5) Exercise 5·1 page 44
–2 –6 2. (1, 3)
3. a (1, 2) b (2, 1) c (3, 3) d (4, 5) 1. a 11·3 cm b 11·7 cm
e (2, 4) f (0, 2) g (–3, 1) h (–3, –3)
c 6·19 m d 5·66 mm
(c) (d) (e) 4. (2, 3)
5. a (3, 1) b (2, 4·5) c (4, 0) d (–1, 1) 2. a 24 cm b 240 cm2
3. 1512 cm2
2 1 Exercise 4·4 page 38 4. 40 cm
–2 – 1
2
1. (2, 3) 2. (3, 1) 5. x=8
1
3. a (3, 5) b (7, 1) c (1, 4) d (2, 4) 6. a 48 cm b 960 cm2
e (5, 2) f (2, –1) g (–3, 0) h (–2, –3) 7. 11·4 boxes
–4
i (-3·5, -0·5) j (0·5, 4) 8. 13·9 boxes
4. (2, 2) 9. a 6 cm b 60 cm3
(f) (g) (h) 5. (1, 5)
20 10. x, being smaller side, should end up < 10
6. (4, 2) 11. 228 mm 12. 31 cm.
1
7. a (2, 1) b (2, 3) c (4, 1) d (1, 3)
3
–4 e (–1, 1) f (–2, –1) g (0·5, 6) h (–0·5, 0·5) Exercise 5·2 page 46
4 8. a (2, 1) b (3, 1) c (1, 5)
–1 d (4, 2) e (–1, 2) f (1, –2) 2 2 2
1. PQ + QR = 324 + 56·25 = 380·5 = PR
–16 g (–1, 2) h (–3, –2) i (0·5, –2)
By the Converse of Pythagoras’ Theorem,
9. a (–2, –2) b (–11, –9) c (0·5, –0·5) d (–1, 0)
it IS a RAT.
(i) (j) 5 e (1, 4) f (–2, 3) g (2, –3) h (3, –1)
2. 6·62 + 8·82 = 43·56 + 77·44 = 121
Exercise 4·5 page 40 ≠ 123·21 = 11·12
3 Therefore, it IS NOT a RAT
1. Sweet 4p. Lolly 1p
3. a yes b no
3 5 2. a 4x + 2y = 14, 7x +2y = 20
4 b £2 c £3 d £12
3. Grow-bag £4. Plant £3

4. 842 + 632 = 7056 + 3939 = 11025 = 1052 11. mJL = 3/5 mMK = 5 see diagram b R = 7t t = 5 hours
By the Converse of Pythagoras’ Theorem, 12. Proof 6. a (i) £60 (ii) £115 b 6 hours
it IS a RAT 7. a (i) £30 (ii) £5 an hour
13. m = 3/2
5. 8·12 + 10·82 = 65·61 + 116·64 b (i) m = 5 (ii) (0,30)
14. m1 = 5/11 ≠ m2 = 11/26 c C = 5t + 30 d (i) £65 (ii) £77·50
= 182·25 = 13·52
15. (2, 4), (4, 0), (5, –2) etc e 5 hours
By Converse of Pythagoras’ Theorem, it IS
a RAT and the flagpole could be vertical. 8. a C = 5h + 20 b £45
Exercise 6·2 page 52 9. a m = -10 b H = -10s + 100
Exercise 5·3 page 47 1. a m = 4, (0, 1) b m = 6, (0, –4) c 50m d 10 sec
c m = –3, (0, 6) d m = 1/2, (0, 5) 10. a Days(d) 1 2 3 4
1. a 13 cm b 13·3 cm
Cost(£C) 25 35 45 55
2. AC = 100 cm => AH = 125 cm e m = –1/3, (0, –7) f m = –2, (0, 10) b see diagram c C = 10d + 15
3. 38·1 cm g m = –1, (0, –3) m = 0, (0, 4) d £85
4. 17·3 cm 2. a y = 2x + 1 11. a Days(d) 0 1 2 3 4
b y = –3x + 5 Cost(£C) 5 11 17 23 29
5. a 8·49 cm b 4·24 cm c 9·95 cm
c y = –1/2x + 4 b see diagram c C = 6 D + 5, 9 days
2
6. a 14·1 cm b 10·9 cm c 364cm 12. a F = 20h + 60 b C = 5d + 10
d y = –6x
7. a 14·4 cm b 15·6 cm c H = -2t + 20 d T = 4h - 6
3. a m=3 b y = 3x + 4
8. a 12 cm b 314 cm3 13. a Hire-a-car
4. a m = 1/3, (0, 2), y = 1/3x + 2 Days(d) 0 1 2 3 4
9. Space diagonal = 37·5 cm.
40 cm rod is too long to fit in. b m = 2, (0, 1), y = 2x + 1 Cost(£C) 40 50 60 70 80
10. a B(12, 3, 1), C(12, 6, 1), D(4, 6, 1), P(4, 6, 6) c m = 2/3, (0, 2), y = 2/3x + 2 Car Rent Co.
Q(4, 3, 6), R(12, 3, 6), S(12, 6, 6) Days(d) 0 1 2 3 4
d m = –2, (0, 6), y = –2x + 6
b 8·54 units c 9·90 units d 14·7 Cost(£C) 10 30 50 70 90
5. a c=1 b m = 1/3 b see diagram c 3 day
Remember Remember Ch 5 page 49 c y = 1/3x + 1 d Hire-a-car H = 10d + 40
Car Rent Co. C = 20d + 10
1. a 10·0 cm b 7·48 m 6. y = 2x – 2
e (i) either (ii) Hire-a-car
2. 13·6 boxes 7. a y=x+2 b y = –1/3x + 6
3. a 962 + 402 = 9216 + 1600 = 10816 = 1042 Exercise 6·5 page 58
c y = 2/3x d y=3
By the Converse of Pythagoras’ 1. 3/
8. a see drawing b m = 7/3 4
Theorem, it is a RAT
2. 3
b 242 + 322 = 576 + 1024 = 1600 c (0, –2) d y = 7/3x – 2
3. –1 - sloped downwards
≠ 1521 = 392 9. y = 2x + 5 4. a 1/3 b 1/2 c 3
Therefore, it IS NOT a RAT 10. a y = 3/2x – 3 b y = 1/3x + 2
d 7/3 e –2/ 5 f –2
c 9·32 + 12·42 = 86·49 + 153·76 c y = –x + 3 d x=4
5. a 0 b horizontal (parallel to x-axis
= 240·25 = 15·52 11. a B b C c E
6. not possible - error
By Converse of Pythagoras’ Theorem, d D e A f F
it is a RAT 7. a 5/2 - up b –1/2 - down
12. a y = 3x + 3 b y = 1/2x – 1
4. 392 + 522 = 1521 + 2704 = 4225 = 652 c –7 - down d 1 - up
c y = –4x – 4 d y = 5x – 10
This means angle between diagonals = 90° 8. 1/ and 1/ - parallel
13. both have gradients = 3/2 2 2
Because the 2 smaller parts of one diagonal
9. b=9
are equal,the longer diagonal is a line of 14. m1 = 1/2, m2 = 1/3
10. a p=9 b q=7 c r=1
symmetry, - which means it IS a kite. 15. a y = 3x + 2 b y = –x – 4 11. a both = 5 b both = 3/7
5. a 34 cm b 39·4 cm c x=2 d y = 2x – 3
6. 21·8 cm c parallelogram
7. Height of pyramid = 13·9 cm, Exercise 6·3 page 54 12. show m PQ = m RS = 2/5
Height of cone = 8 cm
1. y = 1/2x + 4 show m PS = m QR = 5/3
Volume of pyramid = 296·4 cm3,
Volume of cone = 301·4 cm3 2. a y = 1/2x + 3·5 b y = 3x - 17 13. m IL = –4, m KL = 1
Cone has bigger volume by 5 cm3approx. c y = –x + 11 d y = – 1/3x + 18 14. a m RT = –1, m TS = –1
3. a y = 1/2x + 1 b y=x b must lie on the same line

Answers to Chapter 6 Page 50 c y=–x+2 d y = –1/3x - 1
c see sketch
15. Check gradients are the same
4. a y=x+5 b x = –1
c y = – 3/2x – 11 d y = –16x Exercise 6·6 page 59
1. 1/
15
5. a y = 3/4x + 33 b a = –12 1. y = 2x + 4
2. Ramp 1 2/
9 (0·2222) 2. a y = 2x + 3 b y = 6x - 1
Ramp 2 5/
19 (0·263) Ramp 2 is steeper Exercise 6·4 page 55 c y=x+4 d y = 2x – 8
e y = –x + 1 f y = –x + 5
3. 8/
25 0·3 0·26 25% 1. a,c,d and f
g y = –2x + 5 h y = 14x + 1
4. Ladder on left NOT safe (2·66666 < 4) 2. a hours(h) 0 1 2 3 4
i y=1 j y = 6·5x + 6
Ladder on right Safe (4 < 4·25 < 5) pay(£p) 0 6 12 18 24
3. a y = –x + 14 b y =x-6
5. a 1/ b 3/ b see diagram c m = 6 (0, 0)
3 4 4. y = –x – 5
d P = 6h e (i) £48 (ii) £75
6. red - 1, blue - 4/45 , green - 1/10 5. y=x +2
f 12 hours
7. – 1/2 3. a hours(h) 0 1 2 3 4 6. a y = 1/2x + 2 b y = 1/4x + 1
8. a – 1/
2 b – 5/
7 c –3 d – 1/
7
pay(£p) 0 9·50 19 28·50 38 c y= 2/
3x -3 d y = 1/3x - 2
see diagram b p=9·5h e y = 1/5x + 4 f y = 1/2x - 5
e 0 f undefined
c £57 d 23 hours
9. a 1/
2 b 5/
2 c – 8/5 d –1 g y = 3/4x + 1 h y = 3/5x - 2
4. a Length(Lm) 0 1 2 3 4
10. a (i) 2 (ii) –3 (iii) 2 (iv) – 1/2 Hours(H) 0 3 6 9 12 i y = 8x - 8 j y = 2·5x - 7·75
b (i) 5/
2 (ii) 0 (iii) 4 (iv) – 1/3 see diagram b H=3L c 15 hours 7. a y = x + 11/2 b y = 3x – 1/2
c ABCD (since mAB = mCD) 5. a Time(t) 0 1 2 3 4 c y=x+ 4/
3 d y = 2/3x + 1/3
Roses(R) 0 7 14 21 28

7. e y = 1/2x + 1/2 f y = 4/5x - 1/2 13. a 6 b 386 c 4·75 e (y – 5)(y + 3) f (y + 8)(y – 1)
14. a 2 dills b 30 dills g (y – 7)(y – 2) h (y + 6)(y + 2)
8. a D(1, 2) b y= 5x
1/ - 9/
5
i (a – 7)(a - 7) j (a – 11)(a + 1)
c y = 5x + 3·5
k (a + 6)(a – 5) l (a – 4)(a – 5)
9. a k=6 b h=4 Answers to Chapter 7 Page 65 m (c – 5)(c – 3) n (c + 7)(c – 3)
c t = –6
o (c – 9)(c + 3) p (c – 8)(c – 2)
10. a y = 2x + 4 b y = 3x + 5 Exercise 7·1 page 65 q (k + 10)(k – 1) r (k – 9)(k + 1)
c y = 3/2x – 12 s (k – 7)(k + 5) t (k + 6)(k – 4)
1. a 3(a + 4) b 2(x + 3y) c 2(4g + 3h)
11. m= (p – 1)/
(1 – p) = –1 d a (b + c) e p(q + 1) f k (j + k ) u (v + 4)(v – 2) v (v – 3)(v – 10)
12. Proof g g(fg + 1) h 3 m (n + p ) i 3(2x + 3y) w (v – 4)(v + 3) x (v – 8)(v – 5)
j 8(3b – 2a) k 4d(3c – 2) l 3p(3 + 7p) 3. a (2x + 3)(x + 1) b (2a + 1)(a + 3)
Exercise 6·7 page 61 2. a 6(a + 4) b 2(x + 6) c 7(p – 5) c (3y + 2)(2y + 1) d (3g + 5)(g + 3)
d 11(a + b) e 7(p – q) f 4(c – 4h) e (6k – 1)(2k – 1) f (2b – 1)(b – 3)
1. m= -2/
3 (0, 1/3)
g 8(m – 3) h 13(n + 3) i 2(2x + 5y) g (4c – 5)(2c – 1) h (3x + 4)(x - 2)
2. m= 3/
2 (0, -3/
4) i (3a + 1)(a – 2) j (5p – 1)(p + 1)
j 3(2u – 7v) k 5(6x – 11y) l 6(r – 7u)
3. a m= –1/ 2 (0, -3/
2) b m = –1/2 (0, 1/2) m 6(2s + 5) n 11(4u – 3) o 9(3x – 5y) k (2m – 1)(m + 1) l (3q + 1)(q – 1)
p 24(3a + c) q 11(11t – 1) r 14(3k + 2) m (4c + 3)(2c – 1) n (4n – 1)(2n + 3)
c m = 1 (0, -1/ 3) d m=3 (0, -2)
s 17(h – 3) t 32(3z – 4) o (4w – 5)(3w + 1) p (2c + 3)(2c + 3)
e m = -2 (0, 16) f m = -3 (0, -1)
3. a b(2 + c) b x(8 – v) c c(d + g ) q (4k + 1)(6k – 1) r (1 + 6x )(1 – 3x )
g m = -1/3 (0, -1) h m = 1/4 (0, -4) s (5 + y)(3 – 2y) t (x + 6y)(x + 2y)
d a(a + 3) e t(5 – t) f 2c(c – 4)
4. a y = -2x + 4 b see diagram u (p – 12q)(p + 2q) v (b + 2c)(b + c)
g 4 h (k + g ) h 5 v ( w – 2x ) i 17s(r – 1)
5. see diagrams w (a – 7b)(a + 2b) x (2u + v)(u – 3v)
j y(3y + 7) k 4x(3x – 4y) l 3q(2q + 3)
6. m=1 (0, 2) y (3g + 4h)(3g – 2h)
m 2d(2 + 7d) n 13a(4 – a) o 3 y ( y – 7c )
7. a m = 3 (0, 5) b m = 1/2 (0, -1/4) z (3sinΘ – 2)(3sinΘ –2)
p 2n(9m + 16n)q a2(1 + 4b) r ab(b + 6)
c m = -2 (0, 5) d m = -2 (0, 4) 4. a 2(x – 10)(x + 10) b 3(x – 3)x + 3)
s abc(c + 7) t abc(ac + 7b)
e m = -1/4 (0, 3/2) f m = 5/4 (0, 1/4) c 4(x – 2)(x + 2) d 7(x – 3)(x + 3)
4. a a(a + 4b – 7) b x(2y – 4z + 1)
e 5(x – 1)(x + 1) f 10(x – 2)(x + 2)
8. m = 1/2 (0, -2) c p2(p + 1) d 4n(n2 – 4)
g 2(7 - x)(7 + x) h 14(2 - x)(2 + x)
e ac(6a + c) f 6rs(3s – 5)
i 3(x + 4)(x – 5) j 2(x + 4)(x – 8)
Remember Remember 6 page 62 g 4x(2x – 3a) h 1/
5h (g + j)
k 2(x + 1)(x – 24) l 11(x + 2)(x – 3)
1. m= 1/ 5. a 3bc(5a2c + 4b) b 3ce(5de + 4b2) m 3(x – 1)(x + 7) n 2(x - 2)(x – 16)
5
c 3kgh(7kh + 8kg – 5) o 9(x + 1)(x + 1) p 3(12x + 1)(x + 1)
2. 1/
3 0·3 29% 0·28
d 3ps(7pts + 8t 2s – 5p)
3. a 3/
2 b 1/
2 c 0 d – 5/7 Exercise 7·4 page 68
4. a 5/ b – 4/3 Exercise 7·2 page 66
2 1. 6(x + 6y) 2. (p + 7)(p – 7)
5. a m = 4 (0, 1) b m = –1 (0, 3) 1. a (x – 2)(x + 2) b (a – 4)(a + 4) 3. (y + 3)(y + 3) 4. k(k – 1)
6. a y = 2x – 3 b y = –x – 5 c (b – 5)(b + 5) d (x – 1)(x + 1) 5. (v – 3)(v + 2) 6. (1 – a)(1 + a)
c y = –5x d y=5 e (1 – k)(1 + k) f (9 – w)(9 + w) 7. d (e + h – j) 8. 3(c – 2)(c + 2)
e x = –1 g (8 – h)(8 + h) h (10 – x)(10 + x) 9. m(m – 8) 10. (q – 1)(q – 1)
7. a y = 2x – 7 b y = 1/2x + 1 i (x – b)(x + b) j (w – v)(w + v) 11. (b – 1)(b + 1) 12. b(b – 1)
k (2a – 1)(2a + 1) l (x – 5y)(x + 5y) 13. (b – 2)(b + 1) 14. 2(t – 3)(t + 3)
8. a m = –3 (0, 2) b m = –4 / 5 (0, 0)
m (6 – 7p)(6 + 7p) n (9a - 2b)(9a + 2b) 15. 2x(x – 16) 16. a2(a – 1)
9. y = – 1/2x + 2 o (11v – 10w)(11v + 10w) 17. (2p + 5)(p – 1) 18. (3n + 1)(3n + 1)
10. a 1 2 3 4 5 p (8p – 9q)(8p + 9q) q (1 – 4a)(1 + 4a) 19. (9 – x)(9 + x) 20. 2(5 – c)(5 + c)
15 20 25 30 35 r (5 – 9x)(5 + 9x) s (7 – 2k)(7 + 2k) 21. 6y(3 – y) 22. (9 – 2b)(9 + 2b)
b sketch t (1 – 12y)(1 + 12y) 23. (2k + 1)(k – 1) 24. 14(x2 + 3y2)
c C = 5d + 10 d £45 2. a 2(x – 3)(x + 3) b 3(p – 1)(p + 1) 25. 14(m – 2n)(m + 2n) 26. (4x – 1)(4x – 1)
e 17 days c 5(a + 4)(a – 4) 27. 3pq(p – 3q) 28. (1 – u)(1 – u)
11. a y = 2x + 2 b y=x+4 d 6(x - 2)(x + 2)(x 2+ 4) 29. 3x(x – 3)(x + 3) 30. (3a – 2)(2a + 3)
c y=x–5 d y = 1/3x + 2 2/3 e 4(g – 2)(g + 2) f 7(x – y)(x + y) 31. 4(x + 2)(x – 1) 32. 10w(1– 2w)(1 + 2w)
e y = –1/3x + 1 f y = –1/2x + 19 g 6(v + 5u)(v – 5u) h 10(a – 3b)(a + 3b) 33. a(k – m)(k + m) 34. (2x + 3)(x – 5)
i 19(x – y)(x + y) j a(w – v)(w + v) 35. p5(p2 - p – 1) 36. (x + 3)(x – 3)(x2 + 9)
g y = 14x + 11 h y = –2x + 4 1/2
k %(m – n)(m + n) l k(p – 6q)(p + 6q) 37. 2(x + 3)(x – 3) 38. 17(x – 3)
m A(r – 3s)(r + 3s) n d(d + 2)(d – 2)
Turn off that Calculator 2 page 6 39. 2(x2 – 6x + 18) 40. 3(3xy - 15x + y)
o 3x(3x – 4)(3x + 4)
41. 5(x – 5)(x + 5) 42. 4(x – 3)(x – 3)
1. a 78·914 b 320 c 941·25 d 0·0855 p (a – 1)(a + 1)(a2 + 1) 43. 3(x – 7)(x + 7) 44. 2(3x – 1)(2x + 3)
2. 681 q (1 – k)(1 + k)(1 + k2) 45. 3(x – 1)(x – 8) 46. 4(2x – 1)(2x – 1)
3. a 4700 mm b 0·071 kg r (p – q)(p + q)(p2 + q2) 47. 6y(4x + 3) 48. a(a + 4b – 7)
c 5·4 l d 0·03 l
s (1 – 2y)(1 + 2y)(1 + 4y2)
e 87500 cm f 3050000 g
t 3(d – 2)(d + 2)(d2 + 4) Remember Remember 7 page 69
g 32400 secs
3. a Pink area = k2 – 52 = (k – 5)(k + 5) 1. a 4(a + 6) b 7(3a– 4b)
4. a 2/
3 b 3/
13 c 3/
20
b 47·25cm2 c c(d + g ) d 2b(b – 5)
5. a £1·50 b £2·25 c 8100
e n2(n – 1) f 12kh(2k + 3h)
d £0·21 e 808 f 16 g £2500 Exercise 7·3 page 67 g (r – 10)(r + 10) h 5(q –2)(q + 2)
6. a -43 b 30 c 12
1. a (x + 1)(x + 1) b (a + 2)(a + 1) i (w – 8)(w – 2) j (2m + 3)(m + 2)
d -135 e 450 f 400 g -64000
c (k + 5)(k + 2) d (d + 7)(d + 2) k (5b – 2)(b – 5) l (x - 2y)(x + y)
h -11 i 5 j -10 k 27
e (x – 1)(x – 1) f (b – 3)b – 3) m (3x – y)(2x + 3y) n (x – 7y)(x – 7y)
7. a (3, 1) b (-1, -2), (0, -6), (4, -5), (3, -1)
g (c - 6)(c – 3) h (w – 3)(w – 8) o (1 – 5a)(1 + 5a) p 9(n + 1)(n – 2)
8. a 0010 b 1010
c 1615 d 1910 e 2150 i (x + 4)(x – 1) j (n + 3)(n – 2) q 3p(p – 16) r 7ab(a2 – 3)
9. a 3 hr 47 mins b 12 hr 1 min k (p + 5)(p – 3) l (q + 6)(q – 3) s 17s(t – u)(t + u)
10. 20 km/hr m (x – 4)(x + 1) n (r – 7)(r + 1) t (x – y)(x – y)(x + y)(x + y)
o (y – 6)(y + 2) p (h – 10)(h + 2) 2. a (i) 3p2 + 4p + 1 (ii) p2 – 4p + 4
11. 757 cm2
2. a (x – 6)(x + 1) b (x + 3)(x + 5) (iii) 2p2 + 8p – 10
12. 30 cm
c (x – 5)(x + 1) d (x – 9)(x – 2) b 2(p + 5)(p – 1)

Exercise 8·5 page 81 5. a pq b p2 c a2b2 d 2e
1. a 7·51 cm b 29·1 cm e 1 f gh g m2n h 2x/3
2. a 25·0 cm b 10·4 km c 214 mm
Exercise 8·1 page 70 6. a (a + 3) b 1/(b – 2)
3. 2·68 km
4. 5·60 cm c (c – 4)3 d d+1
1. a 4 cm b 18·5 cm c 19·5 cm
5. 103 cm
d 14·9 cm e 4·0 cm f 36·9 cm e (e – 6)2 f 1/(f + 7)3
6. 72·7 m
2. a 61·9° b 46·2° c 22·0°
7. 61·2 km g 1/ h 1
d 47·4° e 49·0° f 34·7° (2a – 1)
8. a see sketch b 14·2 miles
3. 24·6 m i (5 – w) j 1/(3 – 4v)2
9. 40·5 km
4. 69·9 m
k (9 + t)2 l 1/ 2
(a + 1)
5. 14·0°
6. a sketch of rectangle 20 cm by 8 cm m 1/(4 – 3x2)2 n p 2 – 2p + 1
b 21·8°, 90° and 68·2° c 21·5 cm p 2 + r2 – q2 q 2 + r 2 – p2
1. a CosQ = b CosP = o 2/ p 1/(h + j)
7. 30° 2pr 2qr q
8. 36·9° 7. a (x + 2) b (p + 3)
p 2 + q2 – r 2
9. 41·8° c CosR =
2pq c 1/(a + 3) d (2q + 1)/(q – 5)
10. a 25·9° b 21·1 m
2. a 39·5° b 83·6° c 74·5° d 52·7° e (m + 2)/(m + 1) f 1
11. 2·29°
3. 117°
12. a 11·6 m b 9·58 m g (3x + 7)/ h (1 + 3p)/(1 – 2p)
4. a Proof b Proof (3x + 6)
13. 108 cm2
5. 98·1° i 2(1 – x)/
14. a 32·7 cm b 52·4 cm2 c 12·8 cm 3(1 + x)
6. 43·6°
15. 58·5°
7. a 049·5° b 60·6°
16. a 9·17 cm b 39·8° Exercise 9·2 page 92
17. a 67·8 cm b 55·3° Exercise 8·7 page 85 1. a a(a – 6) b (p + 3)(p – 3)
18. a 146·3° b 315° c (y + 1)(y + 8) d 6(2q – 3)
1. a 119 m b 91·4 m
2. a 35·1 m b 28·8 m e (x – 4)(x – 4) f (k – 2)(k + 3)
3. a 72·1 km b 46·4 cm g (2v + 1)(v – 4) h 4(d + 5)(d – 5)
1. a 30·8 cm2 b 45 cm2 c 102·9 cm2 4. 178 miles 2. a (a – 2)/3 b 1/(b – 5)
2. a 124 cm2 b 73·4 cm2 5. a 36·9 mm b 12·3°
c 1/(p + 1) d (q – 5)/(q + 5)
3. 15·2 m2 6. a see sketch b 61·5 m
4. 53·4 m2 7. a 112° & 32° b 6·66 m c 6·18 m 3. a 1/
4 b 1/2 c 3 d a /7
5. a 24° b 104 cm2 4. a 1/k b 1/(c + 3) c 3/(g – 5) d x + 1
6. a 101 m2 b 470 m2 c 465 m2
1. a 27·5 m2 b 734 m2 5. a 1/ b x+3 c x/
7. 209 cm2 (x – 1) (x – 1)
2. 98·7 mm
8. £33·73 6. a 4x – 1 b (x – 1)/(x + 7)
3. 46·3°
9. 64·2°
4. 9·89 cm c 3(x + y)/
(x – y)
10. 1590 mm2
5. 141° (x – 3)/
11. Yes - area = 71 m2 and £45 buys 75 m2 7. a 5 b (3x – 1)/2 c 5/
(x – 1)
6. a 72° b 108°
12. Yes - Area = 11·9 m2 7. 2·56 m 8. a (x – 2)/ b (2x + 3)/(x – 1)
(x + 1)
13. a (i) 0·5 (ii) 0·766 (iii) 0·174 8. a Proof b 54·6 m
c p/
(iv) 0·966 (v) 0·087 (vi) 0·891 9. a Proof b 36·2 km (x – y)
b Sin a = sin (180 - a) 10. 20·6 m 9. a –1/m b 1 c u2 + 1
14. a 120° b 135° c 70° 11. a ∠TBA = 44·9°, ∠TAB = 57·1°
d 168° e 3° f 179° b 032·9° c 314·9° Exercise 9·3 page 93
15. X = 55° Y = 125° 12. 54·1 miles
1. a 4/7 b 13/24 c 7/12 d 23/24
Exercise 8·3 page 76 Remember Remember 8 page 89
2. a 8/p b 6/m
1. a 19·1 cm b 52·4 cm 1. a 74·4 cm2 b 16 700 mm2
c (6y – x)/ xy d (4w + 11v)/vw
2. a 8·05 cm b 2·05 cm c 260 mm 2. 30° or 150°
3. a 80° b 25·2 cm 3. 129° e (3n + 7m)/mn f (9d – 8c)/cd
4. a 9° b 12·9 cm 4. 13·2 km
g 11/
3d h (4v – 6w)/12
5. AM = 155 mm 5. 12·7 km
6. a 452 km b 235 km 6 43·8° 3. a (15n – 4m)/10mn b (8y + 5x)/10xy
7. 12·1 m 7. a 32·6 m b 13·8 m
c (15s – 16a)/ d (9h + 7e)/12eh
8. a 20·0 m b 42·2 m 8. a Proof b 154 km 24as
9. a 24·1 ft b 7·50 ft c 23·2 ft 4. a (r2 + s2)/rs b (b2 – c2)/bc

10. 1586 m
(5bx + 3ax)/ d (2p – q)/4a
11. a 102° b 116 cm Answers to Chapter 9 Page 90 c ab
12. a Y
b Tiger c 64·5 km 5. a (2 + 3a)/a2 b (1 – g)/g2
95° Exercise 9·1 page 90
c (7x – 2)/x2 d (5 – 5t)/ 2
T 45° 40° F t
1. a 3/4 b 4/5 c 5/9 d 2/5
13. 028° e (20 – 2m)/5m2 f (45b – 24)/20b2
e 1/3 f 3/8 g 3/10 h 1/19
g (8x2 – 15y2)/ h (3g2 + 10h2)/18gh
Exercise 8·4 page 79 12xy
2. a y b a2 c 1/b d 1
1. 145° 6. a (5a – 1)/6 b (7p + 1)/12
e 1/p3 f 1/q3 g 1/g6 h t3
2 a 52·2° b 46·5° c 50·5° c (3w + 6)/ d (9x + 14)/20
8
d 134° e 151° f 22·4° 3. a 3 b 2 c 4x d 11
e (5g + 7)/18 f (3h – 5)/
4
3. 111° e 3x/4 f 1/2k g 1/5 h 3m/13
4. ∠ACB = 42·8°, ∠CBA = 57·2° 7. a (x + 10)/ b (3w + 31)/10
4. a 6a b g/5 c 3/2x d p 6
5. a 108° b 127·7° c 74°
c (p – 7)/12 d 1/2
6. 59° 7. 59° e xy f y2 g pq/2 h 8b
8. 11·7° and 26·3° e 1/ f (22 – k)/18
12
9. 156°

8. a (5x + 9)/(x + 1)(x + 2) b (5x – 12)/(x – 2)(x – 3) e 0·0017 f 468000 4. a f = g2 b v = 16w2
g 10m/sec
c (7x + 18)/(x–1)(x + 4) d (5x + 4)/(x +1)(x + 2) c m = (kn/7)2 d d = A/%s2
3. a 254 b 377·5 c 440
e (2x + 11)/(x+1)(x – 2) f (34 – 4x)/(x – 1)(x – 7) 4. a 1/12 b 7/48 c 1/40 e p = 4%2L/n2 f x = 25
4P 2
9. a (3x – 2)/x(x – 1) b (4x – 15)/x(x – 3) 5. a 7/20 b 75/8 c 231/3 5. r=

3V
6. r= 3
3V
πh 4π
c (9x – 4)/ d (8x – 6)/x2 6. a 3/ b 1/8 c 11/3
x(x – 2) 5 7. h = A/2%r - r or (A – %r2)/2%r
e (8x – 1)/x2 f (3x + 2)/ 2 7. a £68 b 75 kg c 2·3 m
x 8. a x = r/(p + q) b x = k/(m – n)
d 15 g e 42 ml f $52·50 g 24p
g (10x – 2)/x2 h 0 8. a -11 b 308 c 21 c x = (m + 2a)/(a - b) d x = a/(1 - 3D)
i 2x/(2 – x) d -47 e -48 f -145 g 61
e x = h/(g + 1) f x = (y + 1)/(y – 1)
h -168 i -136 j 0 k -40y
10. a –5/7 b 6
l -91 m -1 n 36 o -130 9. (i) C increases (ii) C decreases
c 11/3 d 15 p 48x2 q -40 r 50 s -9 (iii) C doubles (iv) C is halved
9. a 72 s b 168 m c 22·5° 10. (i) A increases (ii) A decreases
Exercise 9·4 page 95 (iii) A is quadrupled (iv) A is quartered
10. a (i) -1, (0, 3) (ii) -1/3, (0, -1/3)
1. a 2/7 b 7/15 c 1/2 d 4/25 11. (i) T decreases (ii) T increases
b See sketches (iii) T is halved (iv) T is doubled
2. a 1/5 b 9/10 c 5/3 d 8 11. a 80 m b 69
3. a p2/8 b 10/a2 c 1/3 d 6 Remember Remember Ch 10 page 103
1. a x=h+g b x=p–k
e 1/28 f 2g2/3 g 10/3w h 6t
Answers to Chapter 10 Page 99 c x = v/y d x = wm/18
4. a 2 b 1/3 c p2/10 d 8/5
e x = (s – t)/g f x = (b – a)/c
e 3 f 18 g k2 h 2/d Exercise 10·1 page 99
g x = 5h – 1 h x = mn – p
1. a x =b+c b x =y–5
5. a a /3 b 1/b c 6g d q2/2
x = b/a + c
V
c x =s–r d x =p+a i j x=
9y
e 3 v2 f n g 3k2 h 5/q e x =g–h f x =m+t
g x =c–7 h x =l–k k x = (5p – 5)/2 l x = (ab/5)2
6. a m/2 b 4 c kn d 1/5b
2. a x = pq b x = 9m
2. a P = 2a + b + c b a = (P – b – c)/2
e h/3 f 1/5 g 2v2w h 16aq2 c x = 30 d x = nr
e x = l/k f x = gh/4 3. m = (y – c)/x
7. a 1/28x b 4/p c n/3
C
d (1 + a)/(1 + b) e 1/(8 – 4k)(8 – h) g x = ab/c h x = dw/4v 4. d=
I
8. square : x2/9 rectangle : x2/3 3. a x = (a – 5)/2 b x = (q – p)/4 5. x = D/(% + 4)

9. breadth = a(a + 1) c x = (r + q)/5 d x = (m + y)/7 6. F = (9C + 160)/5 or F = 9C/5 + 32
Remember Remember Ch 9 page 96 e x = (w – b)/a f x = (g – 2)/c 7. p = q/(k + 1)
1. a ab b m/3 g x = (b – q)/m h x = (v – e)/w 8. x = (y – 1)/(y + 1)

4. a x =9 b x = 2y – 1
c 1/
(g + h) d (3q + 1)/(q – 7) 9. n = IR/(E – IR)
c x = 11 d x = 4g + 7
2. a 2x – 1 b 1/4 e x = bc – 2 f x = rs + 9 10. a V is quartered b V is multiplied by 4.
g x = de + k h x = wv – t
c 5/
(a – 7) d m/9
5. a b = (P – 2a)/2 b y = A/a
e 1/(x + 3) f (y + 1)/(y – 6) Answers to Chapter 11 Page 104
6. K = 8M/5
g (x + 5)/ h (1 – w)/(5 + w)
3
7. a w = p/8 b 120 cm Exercise 11·1 page 104
i (a – 4)/ j (3v + 1)/(v – 4)
(a + 5) 1. a R 15 Mo 1 Mean 5 Med 3
8. a £118
k (p + q)/(p – 3q) b n = (c – 20)/7, 30 days b R 3·1 Mo 5·3 Mean 4·2 Med 4·6
c R 22 Mo 105 Mean 104 Med 105
3. a (6y – x)/xy b (1 – g)/g2
9. a f = c – 6m b m = (C – f)/6 d R 32 Mo 40 Mean 34 Med 31
c (7x – 2)/x2 d (2x2 – 3y2)/ e R 12 Mo 21 Mean 15·5 Med 14·5
4xy 10. a P = 3a + 20 b a = (P – 20)/3
f R 6000 Mo 15000 Mean 15400 Med 15000
e 1/12a f (1 – c – c2)/c2 11. a (i) A = (T – 8U)/15 (ii) U = (T – 15A)/8 2. a 52·5 b Yes c 53 d 54
g (x – 1)/x h (9x + 3)/20 b 8 adults 3. £46
4. a Total ƒ = 40 ƒx = 0 12 20 24 16 Tot = 72
i 5/
6 j (4x + 10)/(x – 2)(x + 1)
Exercise 10·2 page 101 b 40 c 72 c 1·8
k (p2 - 2pq – q2)/(p + q)(p – q) 5. a Mo 54 Med 56 b Median
1. a p = y/a – q b C = k /b + d
l 1/
(x – 1) m (a + 4)/(a2 + 4a + 3) Exercise 11·2 page 105
c n = p – m/q d b = k/(c + d)
4. a 1/16 b 10/a2 1. b 11 c 5 d 9 e 12
e a = (bc2 + 4b)/4 f y = x – 2p/w
2. a Q1 : 3 Q2 : 7 Q3 : 9
c c/a d y/3
2. a n=
m
b r=
V
b Q1 : 14 Q2 : 21 Q3 : 26
e 1/4 f 1/6a k πh c Q1 : 3·7 Q2 : 4·2 Q3 : 5
a2 − d d Q1 : 54 Q2 : 61 Q3 : 71
g 7p2q h 50mn3 c p= r 2 − q2 d b=
2a e Q1 : 24 Q2 : 31 Q3 : 36
i 1/ 2 3 (2 – x)/ 1
(3 + 2a) (1 - a) j (12 – 6x) = /6 3. a 33rd
2w 4w
e v= f h= 3
u P b Q1 - between 16th & 17th
Turn off that Calculator 3 page 98 Q3 - between 49th and 50th.
a a = 3b/2
5k
3. b l=
1. a -399 b 860 c 11 d 20 3 4. b 4 c 4 d 5th & 14th
e 580 f 1·63 g 0·0864 h 0·00333 c h = 3V/A d x = 8/7(y + u) e Q1 : 5 Q2 : 7·5 Q3 : 10
2. a 40 b 600 5. Q1 : 7·5 Q2 : 12 Q3 : 17·5
e k = 7g + 5 f V = (4w – 3)/6
c 0·054 d 0·000036

Exercise 11·3 page 108 2. 12 18. a 13 b c = 12
3. a i 14 & 3 ii 7 & 6·5 19. a (0, –3) b m=2
1. a Med 23, Q1 = 14, Q3 = 25, SIQR = 5·5
b Turfers - numbers not so spread out c y = 2x – 3 d f ( x ) = 2x – 3
b Med 3·6, Q1 = 3, Q3 = 4·3, SIQR = 0·65
c May receive his order quicker e (i) 37 (ii) –15
c Med 121, Q1 = 112, Q3 = 134, SIQR = 11
4. a Med = 12, Q1 = 5, Q3 = 15 b SIQR = 5 f p = 15 g (15, 27)
2. a 0,0,1,1,1,2,2,2,2,2,3,3,3,4,4,4,4,4,5,5,6,6,6,8,9
5. a Med = 19 Q1 = 14·5 Q3 = 23
b Median 3 Mean 3·5 Mode 2 or 4
b Exercise 12·2 page 1120
c Q1 2 Q3 5 d Range 9 SIQR 1·5
3. Range 9, SIQR 0·75. 1. a (–3, 9)
10 12 14 16 18 20 22 24 26 28 30 b (–2, 4),(–1, 1),(0, 0),(1, 1),(2, 4),(3, 9)
c
6. a 47 b 4·34
1. a Median 7·5 Q1 : 6·5 Q3 : 9·5
b 7. a mean = 230, b Sid = 34·8, Jock = 7·9
8. a 51p b 4·1
c On average, supermarket is cheaper but
2 3 4 5 6 7 8 9 10 11 12 0
prices vary more in supermarkets
2. a Q1 : 40 Q2 : 52·5 Q3 : 85
b
52·5 Answers to Chapter 12 Page 116 d 0 e x = 0 f (0, 0)
Exercise 12·1 page 112 2. a (–3, 8)
20 30 40 50 60 70 80 90 100 110 120 b (–2, 3),(–1, 0),(0, –1),(1, 0),(2, 3),(3, 8)
1. a (3, 9)
3. a Q1 : 14 Q2 : 18 Q3 : 22 b (–1, 1), (0, 3), (1, 5), (2, 7) c
b c Straight line graph
2. a (–4, –4), (–2, –3), (0, –2), (2, –1), (4, 0)
10 12 14 16 18 20 22 24 26 28 30 b Straight line graph 0
3. a (–1, 11), (0, 10), (1, 9), (2, 8), (3, 7)
4. a Awlbright Q1 : 8 Q2 : 10 Q3 : 14
b Straight line graph
b Osiris Q1 : 10 Q2 : 14 Q3 : 16
4. a 11 b 74
c
c f ( a ) = 3a – 1 d a=7 d (–1, 0), (1, 0) e x=0
Osiris
5. a 16 b f ( p ) = 6p – 2 f (0, –1) g move down 1 place.
Awlbright c p=7 3. Moved up 3 places.
6. a 14 b f(z) = 0·5z + 3 4. Moved down 5 places.
6 8 10 12 14 16 18 20 22
c z = 16 5. a (–1, 5)
d Osiris has a higher mean- will last longer. 7. a (2, 3) b (0, 0),(1, –3),(2, –4),(3, –3),(4, 0),(5, 5)
5. a Men Q1 : 9 Q2 : 13 Q3 : 18 b (1, 0), (0, –1), (–1, 0), (–2, 3) c
Women Q1 : 6·5 Q2 : 11 Q3 : 14 c d
b
Men
0
Women
0
5 7 9 11 13 15 17 19 21 23 25
c The men have a higher median, therefore d 0, 4 e x = 2 f (2, –4)

on average can do more pull-ups. 8. a (–2, 12), (–1, 3), (0, 0), (1, 3), (2, 12) 6. a (–4, 4)
6. a b (–3, 0), (–2, –2), (–1, –2), (0, 0), (1, 4)
Easijet b
c
Highonair
50 52 54 56 58 60 62 64 66 68 70 72 74 76 78 80 82 84
0
b High-on-air times are more grouped 0
therefore more consistant.
They have a shorter mean time therefore
shorter average flight time. 9. a (–1, 3),
7. Rod’s hits are more grouped so more b (0, 0), (1, –1), (2, 0), (3, 3) d (–3, 0), (0, 0) e x = -1·5
consistant. He also has a higher mean f (-1·5, -2·25)
c 7. a (–4, 5)
therefore on average his hits go further.
Ted can hit further but is very inconsistant b (–3, 0), (–2, –3), (–1, –4), (0, –3),
and has a lower mean than Rod. (1, 0), (2, 5)
Bob with his lowest mean is the novice. 0 c
1. a 5 b 2·45 2. a 4 b 2·398
10. a (3, 9) b f (a ) = a 2 0
3. a 37 b 9·13 4. a 8 b 4·74
c +5, –5
5. a 28 b 5·318
11. a (2, 7) b f (p ) = p 2 + 3
6. 2·41
c +6, –6
7. a Both means are 18 d (–3, 0), (1, 0) e x = –1 f (–1, –4)
12. a 47 b f(2a) = 10a – 3
b Donald : 2·61 Graeme : 16·41 8. a (–3, 7)
c a=3
c Donald’s s.d. is lower => more consistant. b (–2, 0), (–1, –5), (0, –8), (1, –9), (2, –8),
13. a f(4a) = 4a + 3 b g(3p) = 6p – 3
8. a Mean - 7·75, s.d. : 3·5 (3, –5), (4, 0), (5, 7)
b Mean - 35·8 s.d. : 6·31 c h (a 2) = a 2 – 5 d f(2q) = 12 – 2q
e f(3m) = 9m2 f f(10t) = 200t2 c
c Mean - 7·94 s.d. : 2·33
d Mean - 127·857 s.d. : 7·11 14. f(t) = 4t – 1, t = 17/
2
9. 3·5 15. f(n) = 3n – 3, n = 40/
3
0
Remember Remember Ch 11 page 115 16. h(r2) = r2 – 1, r = ±7
17. a 48 b f(2p) = 10p – 2
1. Mean 17 Median 17 c p=4
Mode 18 Range 13
d (–2, 0), (4, 0) e x=1 f (1, –9)

9. a (–2, 4) 4. a 43·96 cm2 b 802·44 cm2
c
b (–1, –1), (0, 0), (1, –1), (2, –4) c 83·41 cm2 d 54·51 cm2
c e 128·22 cm2 f 69·32 cm2
0 5. 163·54 cm2
0
1. a (i) 55·8 cm (ii) 1116·44 cm2

d (0, 0), (6, 0)
b (i) 12·95 mm (ii) 35·62 mm2
e x=3 f (3, 9)
2. 1395·56 cm2
d upside down 5. f(a2) = a2 + 5, a=±6
3. 157 cm2
e negative 6. a 29 b w = 100
4. 24·42 cm
10. a (–1, –5)
7. a b c d 5. a 115·13 m b 105·54 m
b (0, 0), (1, 3), (2, 4), (3, 3), (4, 0), (5, –5)
e f 6. 22·9 m
c 7. a 29·34 cm b 53·22 cm2
8.
8. a 113·04 cm2 b 72 cm2 c 41·04 cm2
a
9. 182·18
0
0 1. 45°
2. a 120° b 240°
d (0, 0), (4, 0) e x=2
3. 180°
f (2, 4)
4. a 147·4° b 169·8° c 223° d 107·5°
b (–2, 0), (2, 0) c x = 0 d (0, 4)
11. positive x2 negative x2 9. a (–5, 5), (–4, 0), (–3, –3), (–2, –4), 5. a 330° b 5077·38 mm2
12. a b c d (–1, –3), (0, 0), (1, 5)

e f b c
1. 45° 2. a 115·6° b 238·9°
13.
3. 300·4°
a 4. a 120·0° b 156·0° c 107·5° d 301·0°
5. a 202·5° b 63·6 cm
0
Remember Remember Ch 13 page 131
0
d x = –2 e (–2, –4) 1. a 11·8 m b 41·9 mm
2. a 88·3 m2 b 209 mm2
3. a 135° b 100° c 300° d 160°
Turn off that Calculator 4 page 125
b (–3, 0), (3, 0) c x=0 d (0, 9) 4. 1800 cm2
14. 1. a 8600000 mm b 0·00067 tonne
5. a 360° ÷ 8 =45° b 6·92 cm2
c 875 g d 12500 cm
a 6. a 10·6 m2 b 19·4 m
e 30600 secs f 0·004 l
7. 70·7 m b 66·7 m2
g 1 mm
2. a £1·80 b 0·45 cmc 1900
0 d 0·06 m e 0·09 kg f 1·6 km g 72
3. a 30 b 12 c 450
d -27000 e -24 f 0·2 g -15
4. a 306 b 40 c 12000000 Exercise 14·1 page 132
b (–2, 0), (2, 0) c x=0 max (0, 8)
5. a (2, -2) b (1, -2), (-4, -2), (-7, 2), (-2, 2) 1. a (–2, 7) b (–1, 4), (0, 3), (1, 4), (2, 7)
15.
6. a 0455 b 1200
c
a c 2350 d 2040 e 1945
7. a 45 min b 9 hr 46 min
8. a 100 km/hr b 45 min
9. 75·7 cm
0 10. Converse of Pythagoras 0
11. a 4 b 9 c 3
12. £11180·40
2. a (–1, 4)
b 1 c x = 2 min (2, 0) 13. a 19x – 2
b (0, 0), (1, –2), (2, –2), (3, 0), (4, 4)
Remember Remember Ch 12 page 122 c
1. a (–1, –7)
b (0, –3), (1, 1), (2, 5), (3, 9)
c straight line graph Exercise 13·1 page 126
2. a (3, 13) b (20, 98) 1. 5·5 cm 0
c f ( t ) = 5t – 2 d t=8 2. a 12·56 cm b 11·78 cm
3. a (2, 6) c 6·98 cm d 18·84 cm
b (1, 3), (0, 2), (–1, 3), (–2, 6) 3. a 25·12 cm b 19·63 d (0, 0), (3, 0)
c 18·14 d 37·68 cm 3. a (–3, 7), (–2, 0), (–1, –5), (0, –8), (1, –9),
c d 4. a 18·84 mm b 54·95 cm (2, –8), (3, –5), (4, 0), (5, 7)
c 39·08 m d 52·33 cm
5. a 41·8 cm b 74·89 mm
b
6. 13·14 cm
0 Exercise 13·2 page 127

0
1. 39·25 cm2
4. a (–1, –7)
2. a 26·17 cm2 b 42·39 cm2
b (0, 0), (1, 5), (2, 8), (3, 9), (4, 8), (5, 5),
(6, 0), (7, –7), 3. a 274·75 cm2 b 52·33 cm2 c (–2, 0), (4, 0) d x=1

4. Exercise 14·4 page 135 6. Roots : –6, 2 max : (–2, 16) y-int : (0, 12)
a 1. a 0, 3 b 0, –7 c 0, 3
2. a 0, –5 b 0, 10 c 0, –8
d 0, 3/2 e 0, –2 f 0, 3
0
3. a 3, –3 b –2, 2 c 7/
2, – /2
7
0 4. a –5, 5 b 4, –4 c 11, –11
d –8, 8 e –5, 5 f 1, –1
(0, 0), (4, 0) x = 2 7. a Roots:7, –1 min:(3, –16) y-int:(0, –7)
5. a 3, 4 b –2, 5 c –1/2, 7/3
b 6. a –3, –6 b 2, 8 c 4, –9
d –8, 3 e –5, 2 f 1, –3/2
7. a 0, 8 b 0, –12 c 0, 4 0
8. a 0, 6 b 0, –19 c 0, 4
0
d 0, –5 e 0, 20 f 0, 3/2
(–1, 0), (3, 0) x = 1 9. a –4, 4 b 7, –7 c – 5/2, 5/2 b Roots: 3, 5 min:(4, –1) y-int:(0, 15)
c 10. a 3, –3 b 6, –6 c 9, –9
d 4/
3, –4 / 3 e 1/
7, –1/7 f 10, –10
11. a –2, –6 b 2, 10 c –3, 5
12. a –1, –4 b –9, –10 c –5, –6 0
0 d 2, 10 e 4, 6 f 5, 10
g –5, 3 h 6, –3 i 10, –3
c Roots:0, 8 min:(4, –16) y-int:(0, 0)
(–3, 0), (2, 0) x = –0·5 j 6, –7 k 12, –2 l 9, –8
d 13. a –1/3, 3 b –5/2, –3 c 2/

5, –5
d 1/
4, 2 e 2/
3, –4 f –3/2, –1
g 1/ 0
3, /2 h – 3 / 2 , –5 / 2 i – 3/5, 1
3
0 j –1/6, 3 k –2/3, 4/3 l 6/

5, – /3
1
14. a 0, –7 b 0, 3/2 c 11, –11

d Roots: –1, 1 min: (0, –3) y-int: (0, –3)
(–2, 0), (2, 0) x = 0 d – 5/6, 5/6 e –7, –3 f 10, 3
e g –7, 5 h –1, 4 i 10, –9
j 3/
2, 5 k 2/
3, –7 / 2 l 1/
2,
9/
2
0
0 1. a –2, 4 b (1, –9)(0,–8)
(–1, 0), (2, 0) x = 0·5 d e Roots:–3, 1 min:(–1, 4) y-int:(0, 3)

1. –2, 0
2. –3, 3 0 0
3. –3, 1
4. a 0, 4 b –1, 3 c –3, 2
d –2, 2 e –1, 2 2. a –1, 5 b (2, –9) c (0, –5)
Exercise 14·3 page 134 Exercise 14·6 page 139
1. a x(x – 3) b x(x + 6) 1. a x2 – 4x + 3 = 0 b x = 1, x = 3
c x(x – 10) d 6x(x – 2)
0 c y = 4, y = 8 d (1, 4) (3, 8)
e 2x(4x + 5) f 6x(3x + 4) 2. (–2, 1) (6, 25)
g 5x(3 – x) h 4x(3y – 4x) 3. (–3, –5) (2, 5)
i 4ab(5b + 6a) j 4x2(3x + 2) 3. Roots : –5, 3 min : (–1, –16) y-int : (0, –15) 4. (4, 8) (1, –1)
5. (–6, –17) (1, 4)
k 2 x (x 4x(2 – 3x + 4x2)
1/ + 1) l
6. (2, 5)
2. a (x + 4)(x – 4) b (x + 7)(x – 7)
7. (6, 25)
c (x + 9)(x – 9) d (2x + 3)(2x – 3)
e (x + 10)(x – 10) f (7x + 8y)(7x – 8y) 0 Remember Remember Ch 14 page 140
g (9x + 10zy)(9x – 10zy)
1. a (–2, 2) b (–1, –1), (0,–2), (1, –1), (2, 2)
h 10(x + 2)(x – 2)
i 2(4x + 5y)(4x – 5y) 4. Roots : 0, 4 min : (2, –4) y-int : (0, 0) c
j 3(x + 5)(x – 5)
k (6 + a)(6 – a)
0
l 5(2 + 3ab)(2 – 3ab)
3. a (x + 2)(x + 3) b (x – 2)(x – 4)
c (x + 6)(x + 4) d (x + 5)(x – 7)
0
e (x – 2)(x – 9) f (7 + x)(4 – x) 2. a 0, –3 x = –1·5
g (x + 1)(x + 18) h (7 – x)(6 + x) 5. Roots : 0, 6 max : (3, 9) y-int : (0, 0)
i (x + 9y)(x – 10y) j (x + 5y)(x + 5y)
k (6 – x)(6 – x) l (x – 7)(x – 8)
4. a x(x – 9) b (x + 12)(x – 12) 0
c (x – 3)(x – 6) d (3x + 7)(3x – 7)
0
e (11 – 10x)(11 + 10x)
f (7 – x)(5 + x) g (x + 10)(x – 9)
h (x + 3)(x + 13) i (x + 4y)(x – 2y)
j (6 + x)(5 – x) k (x – 4)(x – 5)
l 5(x + 3)(x – 3)

() ()()
b 1, –3 x = –1 11. Roots : (–3, 0), (3,0) min : (0, –9)
4 4 4
y-int : (0, –9) 3. a b ,
3 3 3
c parallel
0 4. a () ()
1
4
,
2
8
b parallel and
0 twice the length

c 4, –2 x=1
5. a ()()3
6
,
3
6
b parallel & equal
12. (–1, 3), (5, 21) c parallelogram

13. (–5, 30), (3, –2)
Answers to Chapter 15 Page 141 1. 5

2. a 5 b 13 c 10
d –3, 3 x=0 Exercise 15·1 page 141 d 15 e 4 f 17
 
3. 4·24
1. a PQ = s b TV = w

 
 4. a 4·47 b 8·94 c 8·49
c HM = n d XW = t d 8·94 e 11·18 f 9·49
0   5. a 4·47 and 4·47 and 6·32
e ES = x f DC = p b Isosceles
2. see sketches
3. a - c see sketches d yes Exercise 15·5 page 148
e 3, –2 x = 0·5
e you can add vectors in any order 1. a 7·07 b 6·71
f - g see sketches h no c 9·49 d 8·94
4. a - d see sketches 2. Radius = 10 units
5. a - f see sketches
0
6. a - b see sketches c you get back to the
start => total displacement = zero.
3 a ( ) 60
−40
b 72·1 km
 
3. 0, 2 Exercise 15·2 page 145 4. a AB = ()
13
16
, BC = ( )11
−9
4. ±3  
5. a 0, –3 b 0, 8 1. a CD = x = ()
7
4
b EF = y = ()
9
3 b ( ) 24
c 25 m
c 0, 3/
4 d 5, –6  
7
e –8, 8
g 3, 5
f 7, –6
h –7, 9
c GH = z = ( )
4
−5
d KL = p = ( )
5
−3 5. a ( )( )
20
,
21
−28
b ( ) 41
−13
 

15
6. a 0, 6
c 0, 20
b 0, –5
d 0, 3/2
e IJ = w = ( )
−3
f MN = a = ( ) −3 c 25 m/min, 35 m/min, 43 m/min
( )( ) ( )
−7 −4
  6. a
−9
,
14
and
−5
e ±8
g ±1/5
f
h ±7
±3 / 4
g SR = b = ( )
−3
5
h TU = d = ()
0
5 b
10
13·45, 15·23 and 16·76

6 −16

7. a
c
–2, –4
2, 9
b
d
–4, –10
–6, 8 i PQ = c = ()
7
0
c () 0
0
e –7, 4 f –5, 4
2. see sketches d resultant force is zero - no movement
g 7, –2 h 8, 7
8. a 1/
2, –5 b 2/
3, 3 3. a - b see sketches c ()
6
4
- yes Exercise 15·6 page 149
c 1/
5, –3 d –1/2, 3/2
( ) () () ( )
1. a v b u c u+ v d v–u
10 2 12 12
e – 4/3, 2 f 5/
2, 1 4. a b c d
e 2u + 1/2v 2u – 1/2v
−1 5 4 −9 1/ f 1/
g –1/3, 3/2 h 1/
4, –6
( ) ( ) ( ) ( )
2. a 4a b b + 4a c b + 2 a
−6
9. Roots : (–3, 0), (1,0) min : ((–1, –4) e
24
f
0
g
20
h d b + 3a e –2a
−5 −13 11 −2
y-int : (0, –3)
f 2b – 1/2a
1/
d i ()0
0
j () 0
0
3. a r b s c 2r d s–r
e 2 s – 2r f 2s – r
5. a see sketch b it does
4. a i 2h ii h+k iii k – 2h
0 c ()0
0
d you end back iv k–h
at the beginning again b () ()

8
0
,
6
4
and ( ) −2
4
10. Roots : (–6, 0), (2,0) min : (–2, –16)
y-int : (0, –12)
6. a ()5
5
b () 7
5
c ( )
5
−3
c 4·47, 7·21 and 7·21
d ( )40
−16
e () 5
2
f ()
3
1
0 Exercise 15·3 page 146 1. a ( ) ( ) ()

8
6 b
9
−6 c
7
1
()
−4 15 3
() () ( )
2
1. a see sketch b
7
1 17 −14
() () ()
d 5 e 0 f −2
4 6 2
c and d −7 11 −6
() ( ) ()
1 8 7
() ( ) () ()
−2 4 −3
5 7 3 9
2. a b c d 2. a 2 b −6 c 6
2 −3 9 4
14 −10 −6
e ( )
−5
−6
f ( ) −3
8
g ( )
−2
−12
d 3 e 13 f 14·3 g no

() () ( ) ( ) () ( )
6 0 2
3. a Sketches of sin & cos graphs
1 6 6
3. a b c b Sin graph start at (0,0) Cos start at (0,1)
3. a 9 b 0 c −3 −7 4 −2
−3 0 4 Both have max value 1 and min value –1,
( ) () ( )
() () ( )
d
−2
e
2
f
−2 amplitude = 1 and period 360°.
3 0 4 5 2 1
d −4 e f −1 Exercise 16·3 page 160
() ( )
2
0 2 2 6 −12
4. a and
1. a Sketch tan graph from 0° to 180°
() () ()
4 −8
1 4 6   b no c no d 0°, 180°
4. a p= 5 ,q= −1 and r = 3 b CD = –2 AB means parallel and 2. a Sketch tan graph from –180° to 360°
−4
8 2 twice the length. starting (–180,0) rising to line at x = –90,
() ( )( ) ( )
−3 −5 5. 13 then from below at x = 90 to (0,0), then
() () ()
3 2
b −6 c 6 , 4 and 2 rising to line at x = 90, then from below
−2 6 −4
−6 6 −6 12 at x = 90 to (180,0) and so on.....
6. a −1 b −7 c 8
()
16 −8 −8 b 180°
0
d 0 d 6 e 13 f no Exercise 16·4 page 161
0 The sum of the lengths of any 2 sides 1. a Sketch graph of 2sinx from 0° to 360°
e A vector + its negative gives zero of a triangle is always greater than b 2 c –2 d 360
()
the length of the 3rd side. e 0, 180, 360.
f
0
0
  2. a Sketch graph of 5sinx from 0° to 360°
7. a PS (= v) b SR (= u) starting at (0,0) rising to (90,5), then to
0
 
(180,0), (270,–5) and (360,0)
g Go round 3 sides of a triangle and you c PP = 0 d PP = 0
() ()
b max = 5 min = –5 c amp =5 per = 360°
return to your starting point i.e. the
4 4 3. a Sketch graph of 10cosx from 0° to 360°
zero vector. 8. a b −1
5
starting at (0,10) falling to (90,0), then
5. a u b v c u+w d v+w 0 6
to (180,–10), (270,0) and (360,10)
1
e v+w f u+v+w g 2 v
9. a u b v c
3
4 u d − 13 v b max = 10 min = –10
1 1 1 c amp = 10 per = 360°
h u+ 2 v i 2 v+ 2 w 1 2
4. a Sin curve thro’ (0,0), (90,8), (180,0),
e v+w+ 4 u f u+w+ 3 v
1 1 1 1 1 (270,–8), (360,0).
j u+ 2 v+ 2 w k 2 u+ 2 v+ 2 w 10. C(5, 0, –5).
b Sin curve thro’ (0,0), (90,60), (180,0),
l
1 1
–2 v–2 w+ 2 u
1 (270,–60), (360,0)
Turn off that Calculator 5 page 155 c Cos curve thro’ (0,4), (90,0), (180,–4),
6. a () ( ) ( )
0
3
4
b
12
0
4
c
12
3
4
1.
2.
a
e
a
115 b 1020
27600 f 0·26
0·1 tonne
c
g
b
-5
0·55
d 11
h 0·0042
40000 mm
d
(270,0), (360,4)
Cos curve thro’ (0,0·65),
(90,0), (180,–0·65), (270,0), (360,0·65)
1 c 72000000 mg d 0·187 km e Sin curve thro’ (0,0), (90,0·5), (180,0),
d 5 e 12·65 f 62
e 0·00017 km f 61200 seconds (270,–0·5), (360,0)
() ( ) ( ) () ( )
5 13 13 5 9 g 200 m/sec f Tan curve, similar to tanx, but steeper.
7. a 3 b 3 , 9 , 9 & 6 3. a 512 b 5656 c 1224 5. a Reflect 3sinx in x-axis.
1 1 1 1 13
4. a 1/
80000 b 1/
4 c 1/
32
b max = 3 min = –3
() () ( )
c amp = 3 per = 360°.
8 0 4 5. a 11/
56 b 7 5/8 c 3 4/7
6. a Cos curve thro’ (0,–2), (90,0),
c 0 , 6 & 3 d 10 e 13 6. a 19/ b 11/8 c 1/
0 0 12
20 200 (180,2), (270,0), (360,–2)
7. a 3·4 cm b 0·75 kg c 0·36 m b Sin curve thro’ (0,0), (90,–0·5), (180,0),
8. a ( ) ()
240
150
9
and
80
50
3
8.
d
a
d
0·6 km e
57
106
b
e
£43·40 f
-77
-1134 f
c
$15
-222
-x
g 1·98 km
g 112
7. a
c
(270,0·5), (360,0).
y = 7sinx°
y = –0·2sinx°
b y = 20cosx°
d y = –11cosx°
b 283 km and 94 km h 78x2 i -40 j 15 k -2/5
( )
−160 9. a £7·20 b £10·40 c 22·5°
c −100 10. a (i) –2, (0, 7) (ii) –3, (0, 1) 1. a Sketch graph of sin2x from 0° to 180°
− 6 b see sketches b 1 c –1 d amp = 1, P = 180°
d dist = 189 km, speed = 378 km/hr 11. a 6·28 cm2 b 11·14 cm e 0, 90, 180.
  12. a 3 b see sketch 2. a Sketch graph of 3sin4x from 0° to 90°
1
e OQ = 3 OP means their paths b max = 3 min = –3 c per = 90°
are parallel and heading for the 3. a Sketch graph of cos3x from 0° to 120°
point O. Answers to Chapter 16 Page 156 b max = 1 min = –1 c per = 120°
Also, OQ + QP = OP means Q lies 4. a Sin curve thro’ (0,0), (30,6), (60,0),
on the line of OP. Exercise 16·1 page 156 (90,–6), (120,0).
( ) ( ) ( ) ()
b Sin curve thro’ (0,0), (15,50), (30,0),
−7 5 2 0 1. a Sketch sine graph from 0° to 360°
(45,–50), (60,0)
9. a −5 , −10 and 15 b 0 b 1 c –1 d 0, 180, 360
−40 −40 −40 c Cos curve thro’ (0,5), (45,0), (90,–5),
0 2. a Sketch sine graph from –360° to 720°
(135,0), (180,5)
All forces cancel out meaning balloon bcGraph with 3 sine waves, start (–360,0)
d Cos curve thro’ (0,0·7), (22·5,0),
is stationary. rising to (–270,1), then (–180,0),
(45,–0·7), (67·5,0), (90,0·7)
(–90,–1), (0,0), (90,1) and so on.....
e Sin curve thro’ (0,0), (180,12), (360,0),
d max 1 min –1 e amp = 1 f 360°
Remember Remember Ch 15 page 152 (540,–12), (720,0)
Exercise 16·2 page 158 f Tan graph from 0° to 90° starting (0,0)
1. see sketches
rising to line at x = 45, then from below
2. a ( ) ( )
2
−3
b
−8
−1
c ( )
15
−3
1. a
b
Sketch cosine graph from 0° to 360°
1 c –1 d 90, 270 5. a
at x = 45 to (0,0), rising to line at x = 90.
Reflect 9sin3x in x-axis.
2. a Sketch cosine graph from –360° to 720°
() ( ) ( )
b max = 9 min = –9
6 1 −22 bcGraph with 3 cos waves, starting (–360,1)
d e f c amp = 9 per = 120°.
4 −8 −6
rising to (–270,0), then (–180,–1), 6. a Cos curve thro’ (0,–12), (18,0), (36,12),
(–90,0), (0,1), (90,0) and so on..... (54,0), (72,–12)
d max 1 min –1 e amp = 1 f 360°

b Sin curve thro’ (0,0), (15,–0·2), (30,0), 6. a Sin curve thro’ (0,0), (90,25), (180,0), Exercise 17·3 page 173
(45,0·2), (60,0) (270,–25), (360,0).
1. a 3 b 3 c 4 d 2
c Sin curve thro’ (0,0), (180,–0·1), (360,0), b Cos curve thro’ (0,10), (90,0), (180,–10),
e 8 f 5 g 9 h 21
(540,0·1), (720,0) (270,0), (360,10)
i –2 j 8·5 k 2/ l y
d Cosine graph passing through :- c Sin curve thro’ (0,0), (30,1), (60,0), 3
1 1 1 (90,–1), (120,0). 2. a 64 b 8 c 36 d 625
(0,– ), (3,0), (6, ), (9,0), (12,– )
8 8 8 d Cos curve thro’ (0,8), (22·5,0), (45,–8), e 256 f 27 g 1000000000
7. a y = 3sin2x° b y = 15cos6x° (67·5,0), (90,8) h 1024 i 243 j kxkxk
c y = –1·5sin5x° d y = –30cos
1 x° e Sin curve thro’ (0,1), (90,2), (180,1), k 16 l –8 m –32 n 81
2
(270,0), (360,1) o 1 p –1 q xxxxxxx
Exercise 16·6 page 165 f Sin curve thro’ (0,–2), (90,0), (180,–2), r txtxtxtxt
(270,–4), (360,–2) s yxyxyxyxyx yxy
1. a Sketch sinx graph from 0° to 360°
b Sketch sinx graph but moved 1 unit down g Cos curve thro’ (0,30), (90,10), 3. a 3
7
b 2
7
c 4
3
d 7
5
the y-axis. (180,–10), (270,10), (360,30) 3 2 6 4

h Sin curve thro’ (0,0), (15,–2), (30,0), e (–3) f (–2) g k h p
2. a Sketch cosx graph from 0° to 360°
b Sketch cosx graph but moved 2 units up (45,2), (60,0) etc i z
5
j (– t )
3
k (– y )
5
l 3
10
the y-axis. i Cos curve thro’ (0,0), (45,–4), 4. a 6 b 4 c 5

3. a Sketch 4sinx graph from 0° to 360° (90,–8), (135,–4), (180,0). d 6 e 2 f 1
b Sketch 4sinx graph but 2 units down j Cos curve thro’ (0,5/2), (90,0), 5. a 125 b 32768
the y-axis. Passes thro’ (0,–2), (90,2), (180, -5/2), (270,0), (360,5/2). c 1419857 d 14348907
(180,–2), (270,–6), (360,–2) e 39·0625 f 0·0256
k Sin curve thro’ (0,0), (15,–1/2), (30,0),
4. a Sketch 6cosx graph from 0° to 360° g –2187 h –1·61051
b Sketch 6cosx graph but move 3 units up (45,-1/2), (60,0) etc i 0·5
the y-axis. Passes thro’ (0,9), (90,3), l Cos curve thro’ (0,0·4), (90,–2), 51
6. 2 pence
(180,–3), (270,3), (360,9) (180,–4·4), (270,–2), (360,0·4).
7 9 5
5. a Sin wave passing thro’ (0,2), (90,4), 7. a 2 b 2 c 3
(180,2), (270,0), (360,2) d 5 e 3
4
f 10
4 6
b Cos wave passing thro’ (0,–2), (90,–3), Answers to Chapter 17 Page 170
8. When multiplying - add indices.
(180,–4), (270,–3), (360,–2)
c Sin wave passing thro’ (0,–40), (90,0), Exercise 17·1 page 170 Exercise 17·4 page 174
(180,–40), (270,–80), (360,–40) 1. a, d, f, h are surds 5 7 9 4
d Cos wave passing thro’ (0,6), (90,–6), 1. a x b x c k d w
2. a √5 b √10 c √29
(180,–18), (270,–6), (360,6) d √18 e √5 f √51 e q
13
f x
2
g x
3
h p
3
6. Sin wave passing thro’ (0,4), (18,0), (36,4), 3. a √2 b √5 c √2 d √8 –1 –2 –3 –14

(54,8), (72,4) i k j s k q l r
e √11 f √3 g √2 h √3
7. Cos wave passing thro’ (0,–9), (90,–3), m
9
n
10
o
10
p
–6
4. a 1/√3 b √3/2 c 2/
√5 d 3/√6 x q y y
(180,3), (270,–3), (360,–9) 3
8. a Sin wave passing thro’ (0,3), (90,0), 5. √89 cm q y r b s a
(180,3), (270,6), (360,3)
6 4
2. a b
b Cos wave passing thro’ (0,–3), (90,–2), 3 7 3 2 2 2 3 3
3. a a b b k p c ct d a b c
(180,–1), (270,–2), (360,–3) 1. a 9√2 b 3√2 c 13√3 d 6√7
e 6√5 f 0 g √2 h 0
5 7 9 9
c Sin wave passing thro’ (0,10), (90,0), 4. a 8x b 15x c 16k d 14k
(180,10), (270,20), (360,10) i -√13 j -3√3 k 2√2 l 3√11 6 5 2 4
e 55 p f 20 p g 6y h 9z
d Cos wave passing thro’ (0,–3), (90,–1), m 6√5 n √2
5
(180,1), (270,–1), (360,–3) 2. a 2√3 b 2√5 c 2√11 d 2√2 4. i 24q j 6t
9. a y = 5sinx° + 5 e 5√2 f 10√3 g 3√5 h 3√2 2 2 3 5
5. a x b x c x d y
10. a y = 3cosx° – 3 i 5√5 j 6√2 k 15√2 l 15
4 4 4
11. a y = 4sinx° + 4 b y = 3cosx° + 3 3. a 4√2 b 4√5 c 4√3 d 2√10 e y f y g a h b
c y = 6sinx° + 3 d y = 5cosx° – 5 4. a 20√2 b 20√3 8 0⋅3 1⋅ 8 5
i c j z k p l t
e y = 4sinx° – 6 f y = –20sinx° + 20 5. 5√2 cm 6. √23/√2 8 –10 –3
12. a y = 2sin2x° + 2 b y = 6sin3x° + 3 m t n x o y
7. a 2√6 b 2√10 c 6√2 d 2√14
c y = 6sin6x° + 12 d y = –2sin4x° + 2
e 4√15 f √30 g 2√3 h 4√5 2 3 4 4 5 11
13. a 12 secs b h = 25sin30t° 6. a 3x b 4y c y d k
i 3√3 j 15
14. a 8 metres b d = 8sin30t° 3 4
8. a 2√3 b √30 c 3√2 d 5
15. a 30 cm b 20 secs 3 3
9. a 10 + 6√2 b 14 + 7√2 e p f 2x
3
g 3p
6
h q
5
c h = 30sin18t° + 30
c 10 – √2 d 9 + 5√3 2 2
16. a 17 in June b 7 in Dec.
e –3 + √5 f 17 – 7√7 9
c March & Sept d N = 5cos30t° + 12 9 5
g 12 + 3√2 h 18 + 9√3
–5 3 3
i w j 2w x k xz l 4x
i 11 + 2√30 j 18 8 7
k 6 + 4√2 l 4 + 2√3 6 8 9 12
1. a y = 7sin(x – 60)° b 20cos(x – 35)° 7. a x b x c x d y
m 6 – 4√2 n 4 - 2√3
c 2·5sin(x + 20)° d 12sin(x + 70)° o 14 – 6√5 p 6√3 + 10 e y
12
f y
30
g a
28
h a
54
e –6sin(x – 15)° f 0·2cos(x – 55)° 4√3/

10. a 3 b 5√2/2 i a
88
j a
–6
k b
–20
l b
–20
2. See Diagrams
c 4√5/15 d 3√5 m c
6
n c
24
o a
xy

e √14/4 f 5√2
8 6 15 9
8. a 9x b 125x c 64x d 1000x
1. Sketch sin, cos, tan graphs from 0° to 360°
g 4√2/5 h √2/2
20 24 5 3
2. a y = 5sinx° b y = 12cosx° e 243x f 64x g 225x h 729x
c y = –0·6sinx° i √5
–20
i –243 x
3. a y = 2cos2x° b y = 15sin6x° 11. a 2 – √5 b 3 – √3 1 8
6 12 18
c y = –40cos5x° c 2 + √7 d 6 + √2 9. a x b x c 0 ⋅ 015625x
4. a y = 5sinx° + 5 b y = 4sinx° + 2 e –1 – √2 f – 5 – √3 4 27
c y = 8cosx° + 8 12. a √3 – 1 b 4 – 2√2 10. a x
6
b y c x
16
5. a y = 3sin2x° + 3 b y = 10sin4x° + 5 c 16 + 8√2 d (50 + 20√3)/13 2 6 6

11. a x b y c z d b
c y = 10sin10x° + 20
e 11 + 6√3

–2 6 12 15 4. Own Answers
11. e k f z g h h x 2
1
1/2
20 3x
i x +2+ 2 j m + 2m + 1 5. a/b/c y = 21/2x + 28 (various answers)
i 5120000 x j t x
12. a 1 b 1 c 1 d 1 1
1/2 2 60
e 1 f 1 g 4 h 16 k 4a - 12a +9 l x +2+ 2
x x x x
i 8·2 j 1 k 1 l 1
13. a 1 b 1 9 1 50 x x
2
m 4d – 12 – 2 n d +2+ x
1 1 1 1 d d
14. a b c d Score 40 x
k h 2
x p c k x x x
1 1 1 1 Remember Remember Ch 17 page 178
30 x
e f g h
1. b and c are surds
12 2 5 10
w 5 1 x
1 2. a √7 b √3
3 2 1 2 3 4 5 6 7 8 9 10
i j x k 5x l 4x 3. a 7√2 b 9√7 c 4√3 d 4√5 Lunchtimes
6
x e √11 f 3√3 g –3√5 h 3√2 d 48 (various answers)
1 i 2√2 j 10√2 k 20√2 l 30√10 6. ab Scattergraph with rising line of best fit.
8 8
m x n h o m √6 n 4√3 o 8
x
4
c y = 1/2x + 3 d 101/2kg e 9
p 2√5 q 3 r 15
1 1 4. a 8 + 5√3 b –36 + 13√5 7. a y = 2x + 1 (approx - various answers)
15. a b c 9 b y = – 4x + 75 (various answers) 47 rats
c 11 + 6√2 d 49 – 12√5
4 16
e –6 – 6√2 c y = 4/3x + 8 Eng 74 (approx)
5 5
a √2/2 b 2√3/3
6
16. a b 40 c y 5.
27 27
c 12√5/5 d √30/9 1. See graph
12 2 3 1
17. a b c d
e √2/2
p y y 200/
5 f (√3 – 1) 2. Ford 600 Angle 120°
z
1 2 6. a √13 b 2√7 c 4√5 d 2√3 Vauxhall 150/600 Angle 90°
20 6
e x f g 5t h 7 4 2 4
6 3 7. a x b z c 12m d p Seat 175/ Angle 105°
x m 600
9
4y Fiat 75/ Angle 45°
1 6 10 3 600
e f g h
2 2
i x + j 6y – 4 y 16x 9x 2x
Labelled Pie Chart with angles at centre.
x x
6 3. a yes b 64 g c about 58 g
30 24 27z
k x l k 8 4 10 4. a Scattergraph
i 4x j k p l y
144b
10
w
3 b Generally, the older they got, the
8 12
m 1296x y n heavier they became. Positive Corr.
4 4x
a
m g − 2g
3
n c Rising Line y = 5x – 25 approx.
18. a 3 ⋅ 1 × 10
9
cm
2
b 2 3y
2
d 70 kg approx.
15 8. a 4 b 4 c 4 5. a Stem & Leaf diagram with Key !
c 3 d 269 e 0·135 grams b 52 c 45 d 16
d 1000 e 32 f 27
19. a 3 b 4 c 3 d 2
1/2 2 Turn off that Calculator 6 page 186
Exercise 17·5 page 177 9. a –3 x + 1/2 –5 b 6t – 15
x
1. a 500 mm b 0·00005 tonne
1. a √x b 3√x c 5√y d 3 √ y2
1
17/ –10/ 2 c 875 ml d 12500 g
e 24 √ z 3 f √ c 3 g 3√ k 7 h 5√ p 8
c p 3+p 3 – p /3 d k2 + 2+ 2 e 33120 seconds f 0·0004 litre
i 5√t j 1/ k 3 /3 4 /5 4 k
√p l
5
√a √g g 20 mm
1 6
2. a 3 b 6 c 10 d 3 2 4 2. £0·45 b 0·33 cmc 1275
e m – f d –d–
d 1 cm e 0·24 km f £0·96 g153
2 2
e 4 f 5 g 4 h 25 m d
i 10000 j 1 k 8 l 8 3. a 16 b 123 c 1360
m –2 n 9 o 0·5 p
1 Answers to Chapter 18 Page 179 d -18000 e -40·5 f -0·05 g
-10
8 4. a 7 b 280000 binks
q
1
r – 12 Exercise 18·1 page 179 5. a a = 4, b = 1
10
b A’(4, -3), B’(5, -6), C’(1, -12), D’(0, -9)
2 5 4 3
1. Lou 25 kg 130 cm Alex 50 kg 140 cm
6. a 2155 b 1145 c 2110
3. a x
3
b y
3
c y
3
d x
2
Don 20 kg 150 cm Sam 40 kg 150 cm
7. a 40 min b 10 hr 49 min
1 2 5 8 Nick 35 kg 165 cm Joe 50 kg 160 cm
8. a 300 km/hr b 331/3 mins
Tim 60 kg 170 cm
e f g h
3 5 8 3
y z a a
2. a i Mary ii Toni iii Pat iv Pat 9. 114 cm
5 1 1
b Mary (3, 15), Tony(4, 10), Ali(6, 15), 10. a 2√10 b 4√2 c 8√2
2
i j k l
2 4 2
k p k k Mark(8, 20), Tom(9, 25), Shaz(10, 22·5), d 32 e 8 f 32 g 45 = 1024
4. a c
3
b x
3
c 4x
4
d y Pat(12, 30) 11. a (2n)2 = 4n2 = 2 x 2n2 = even
c Mark b n + (n + 1) + (n + 2) = 3n + 3 = 3(n + 1)
1 1
e w f 16t g h 3. See Scattergraph which is a multiple of 3
2
x x 4. See Scattergraph c 2n + (2n + 2) + (2n + 4) = 6n + 6 = 6(n + 1)
1 5. See Scattergraph which is a multiple of 6
i x j d (n + 1)2 - n2 = n2 + 2n + 1 – n 2 = 2n + 1
x
3
which is an odd number
5. a 15a + 12
5
b p+ 1 1. a i Lou ii Bob iii Bill iv Lee
b strong
c 12d – 30 d 6m + 8
c Line passing from 3 on y-axis, Answers to Chapter 19 Page 187
1 on through Toni & Yan.
e k– 1 f t–
t d y = 1/2x + 3 (various answers) e 6(ish) Exercise 19·1 page 187
1 3 2. a y = –1/2x + 12 b 4 hours 1. a y = (x – 3) + 1
2
b y = (x – 6) – 6
2
2 2
g x – h 6y + 7 –
x
2
y
2
3. a yes - positive b yes - positive 2
2. y = (x + 1) + 4
c yes - positive d no

2 2 2 5. b = 10 or –10
3. a y = (x – 2) + 3 b y = (x + 10) – 10 3. a (3,9) b y = 9 – (x – 3)
6. 64 + 8p > 0 => p > –8
2 2 axis of symmetry x = 3
c y = (x – 4) – 21 d y = (x + 7) – 49 7. m = 3 or –3
2 2 2 8. 36 + 4t < 0 => t < –9
4. a y = (x +
3/
2) +
7/
4 b y = (x +
5/
2) +
11/
4 4. a y = 3 – (x – 4) , x = 4,
1/ 2 9/ 2 y-intercept (0, –13) Remember Remember Ch 19 page 195
c y = (x – 2) – 4 d y = (2x + 1) + 4
2
b y = 8 – (x – 2) , x = 2, 2 2
1. a y = (x + 3) + 3 b y = (x + 2·5) – 8·25
Exercise 19·2 page 188 y-intercept (0, 4)
2. a 5 b 3 c (5, 3)
1. a 3 b 2 c (3, 2) 2
d sketch of parabola turning at (5, 3),
c y = 4 – (x + 1) , x = –1,
d sketch of V parabola turning at (3, 2), axis of symmetry x = 5.
axis of symmetry x = 3. y-intercept (0,3)
3. a sketch of parabola turning at (1, 4),
2. a 2 b –1 c (2,–1) 2
d y = –2 – (x – 5) , x = 5, crossing y-axis at (0, 5)
d sketch of parabola turning at (2,–1), b sketch of parabola turning at (–2, 5),
y-intercept (0,–27)
axis of symmetry x = 2. crossing y-axis at (0, 9)
3. a (–4, –3) b (0, 13) c sketch of parabola turning at (4,–2),
c sketch of parabola turning at (–4,–3), crossing y-axis at (0, 14)
crossing y-axis at (0, 13) 2
1. a k=2 b y = 2x d sketch of parabola turning at (3, 0),
4. a sketch of parabola turning at (2, 5), crossing y-axis at (0, 9)
2
crossing y-axis at (0, 9) 2. a k=5 b y = 5x
4. a sketch of upside down parabola turning
b sketch of parabola turning at (1, 3), 2 2
at (2, 6), axis of symmetry x = 2.
3. a y = 2x b y = 4x
crossing y-axis at (0, 4) y intercept at (0, 2)
2 2
c sketch of parabola turning at (–3, 1), c y = 4x d y = 3x b sketch of upside down parabola turning
crossing y-axis at (0, 10) 2 2 at (1, 4), axis of symmetry x = 1.
e y = 7x f y = 0·5x
d sketch of parabola turning at (2,–6), y intercept at (0, 3)
crossing y-axis at (0,–2) 2
4. a k = –2 b y = –2x c sketch of upside down parabola turning
e sketch of parabola turning at (–1,–1), at (–3, 5),axis of symmetry x = –3.
2
crossing y-axis at (0, 0) 5. a k = –3 b y = –3x
y intercept at (0,–4)
f sketch of parabola turning at (5,–8), 2 2 d sketch of upside down parabola turning
6. a y = –3x b y = –4x
crossing y-axis at (0, 17) at (–2,–1), axis of symmetry x = –2.
2 2
g sketch of parabola turning at (–2,–1), c y = –11x d y = –2x y intercept at (0,–5)
crossing y-axis at (0, 3) 2 1 2
e y = –6x f y=– /3x 2
h sketch of parabola turning at (3, 0), 5. a k=5 b y = 5x
crossing y-axis at (0, 9) 2 2 2
6. a y = 2x b y = 4x c y = 4x
5. a (4, 2) b y = (x – 4) + 2 2 2 2
1. a a=1 b=6 c=4 7. a y = –5x b y = –10x c y = –9x
2
6. a y = (x – 5) + 1, x = 5 b x = –5·24 x = –0·76 2
8. a y = (x – 3) + 6, x = 3
2 2. x = –0·26 x = –7·74
b y = (x – 2) + 5, x = 2 2
3. a x = –0·63 x = –6·37 b y = (x + 4) + 3, x = –4
2
c y = (x – 6) , x = 6 b x = –0·76 x = –9·24 2
c y = 5 – (x – 7) , x = 7
2 c x = –2 x = –4
d y = (x + 3) + 2, x = –3 2
d x = –2 x = –5 d y = (x – 5) , x = 5
2
e y = (x – 7) – 3, x = 7 4. a x = –2 x = –4 2
8. e y = 5 – (x + 2) , x = –2
2 b x = –2 x = –5
f y = (x + 2) – 1, x = –2 2
5. a a = 1 b = –4 c=2 f y = –3 – (x – 7) , x = 7
7. 2
a y = (x – 12) – 5 b (0, 139) b x = 3·41 x = 0·59 9. a 0, 2 equal roots (1 root)
6. a x = 5·45 x = 0·55 b –3, no real roots
Exercise 19·3 page 190 b x = 7·32 x = 0·68 10. a x = –0·7 or x = –4·3
1. a 3 b 5 c (3,5) c x = 6·85 x = 0·15 b x = 5·24 or x = 0·76
d sketch of upside down parabola turning d x=3 x=5 c x = –0·72 or x = –2·78
at (3,5), axis of symmetry x = 3. 7. a a=1 b=3 c = –5 d x = 1·68 or x = –0·48
2. a sketch of upside down parabola turning b x = 1·19 x = –4·19 11. A(0·7,0) B(4·3,0)
at (1,3), axis of symmetry x = 1. 8. a x = 1·16 x = –5·16 12. a 64 – 8n = 0 => n = 8
y intercept at (0,2) b x = 0·32 x = –6·32 b 36 – 12d < 0 => d > 3.
b sketch of upside down parabola turning c x = 4·19 x = –1·19
at (3,8), axis of symmetry x = 3. d x = 2·56 x = –1·56
9. a a=3 b=4 c = –5 Answers to Chapter 20 Page 196
y intercept at (0,–1)
c sketch of upside down parabola turning b x = 0·79 x = –2·12
10. a x = –1 x = –1·5 Exercise 20·1 page 197
at (–2,4),axis of symmetry x = –2.
y intercept at (0,0) b x = –0·21 x = –3·12 1. a 15·0° 165° b 210° 330°
d sketch of upside down parabola turning c x = 2·35 x = –0·85 c 85·0° 275° d 140° 220°
at (–1,1),axis of symmetry x = –1 d x = 1·18 x = –0·43 e 70·0° 250°
y intercept at (0,0) 11. Cannot get square root of a negative. 2. a 45·0° 135° b 22° 158°
e sketch of upside down parabola turning Parabola does not cut x-axis. c 87·4° 92·6° d 46·8° 133·2°
at (3,–2), axis of symmetry x = 3. e 8·00° 172° f 57·0° 123·2°
y intercept at (0,–11) g 45·0° 315° h 22·0° 338°
f sketch of upside down parabola turning 1. a 37 b 0 c –7 d 1 i 78·0° 282° j 45·0° 225°
at (4,–1), axis of symmetry x = 4. 2. a 12, 2 real roots b –15, no real roots k 8·98° 189° l 78·5° 258·5°
y intercept at (0,–17) c 17, 2 real roots 3. a 200° 340° b 240° 300°
g sketch of upside down parabola turning d 0, 2 equal roots (1 root) c 186° 354° d 192° 348°
at (–3,–5), axis of symmetry x = –3. e –16, no real roots f 1, 2 real roots e 216° 324° f 237° 303°
y intercept at (0,–14) g 25, 2 real roots h –15 no real roots g 100° 260° h 160° 200°
h sketch of upside down parabola turning i 0, 2 equal roots j –3, no real roots i 97·0° 263° j 135° 315°
(5,0), axis of symmetry x = 5. k 21, 2 real roots l 61, 2 real roots k 105° 285° l 100° 280°
at y intercept at (0,–25) 3. p=9 m 126° 306° n 93·5° 274°
4. a = –2 o 170° 350°

4. a 30·0° 150° b 53·1° 127° 5. a 45° 135° 405° 495° y −b P − 2m
26. a x= b n=
c 217° 323° d 190° 350° b 155° 205° 515° 565° a 2
e 7·18° 173° f 206° 334° 6. 120° 3V 1
c r= d V = /6h
3
5. a 60·0° 300° b 78·5° 282° 7. a
5
b –
5 4π
c 132° 228° d 125° 235° 13 12
d −b L
2 2 2 e x= f G=
e 124° 236° f 139° 221° 8. a lhs = 8cos A = 8(1 – sin A) = 8 – 8sin A a−c 4π 2 T 2
6. a 26·6° 207° b 74·1° 254° = rhs qd + pc D 2 +1
c 174° 354° d 162° 342° g x= h E=
b - d various methods. Teacher to check p−q
e 49·8° 230° f 158° 338° D2 −1
7. 30·0° 150° 210° 330° 27. a (5,–2) b (3,–4) c (6,–1)
8. a 30·0° 150° 210° 330° Answers to Chapter 21 Page 204 28. £29·70
b 45·0° 135° 225° 315°
National 5 Revision - page 204 29. a 3x + 50y = 160 b 4x + 60y = 204
c 26·6° 153° 207° 333°
9. a 69·4° 249° b 206° 333° 1. a 2a2 – 7ab – 15b2 c £30 & £1·40
c 48·2° 312° d 68·2° 248° b 9x2 – 30x + 25 30. a 4√5 b 20√5 c 25√5 d 6√5
e 136° 224° f 210° 330° c x3 – 6x2 + 12x – 8 d 2x + 5 e 15√2 f 6√6 g 6√3 h 40√3
g 146° 214° h 168° 348° e 8x2 – 34x + 12 f – 24t + 15
i 6√10 j 12 – 3√2 k 20
i 270° 2. 6 cm
j 23·6° 156° 204° 336° l 20 – 7√3 m 128 + 10√15
3. Proof. Both x2 + 3x
k 60·0° 120° 240° 300° 31. a 6x7 b 6a7 c 9p6 d 1
4. 480 g
l 80·5° 99·5° 261° 279° 5. £136 20% e 4x2 + 4 + 1/x2 f 9a2 + 12
m 30·0° 150° n 132° 228° 6. £345 322·05
o 78·7° 259° g x + x–1 + 2 h x + x–1 + 2
7. £285
10. P(120°,5) Q(240°,5) i x –7 j x–12 k 1/2m2
8. a 41/4 b 41/2 c 22/45 d 111/8
11. A(38·7°,–2) Q(141°,–2)
12. a 60·0° 120° 420° 480° e 124/15 f 1/3 g 37/12 h 34/11 l y m 3 y2
b 240° 300° 600° 660° 32. a 5 b 1/4 c 11/2 d 3/4
9. a 1/2 b 7/36 c 93/4 d 7
c 19·9° 340° 380° 700°
e 3 f 1/3 g 1/16 h 2
d 160° 200° 520° 560° e 2/5 f 13/7 g 33/4 h 6
e 30·0° 150° 390° 510° 33. a √6/ b √5 c √6/2 d 3√2
10. By converse of Pythag, 1·52 + 4·22 ≠ 4·52 3
f 120° 240° 480° 600° 34. a 1 : √2 b Proof using Pythagoras Th.
Not a right angled triangle
11. 7·4 cm 35. a –6 b –2 c 27 d –1
12. 2√26 e –8a3 + 4a + 1 f 1/2 g –3
1. 112°
13. a grad 3 (0,–2) b grad –1/2 (0, 2) h 3·5 i 3 j 0, -2, 0.
2. 41·4°
c grad 3/2 (0,–3) d grad = 4 (0, 0) 36.
3. 125°
4. 90·0° 14.
5. 92·8°
6. 97·2°
7. a 139° b 041° c 221°
() () ( ) ()
−3 −9 9 18
37. a b c d
1. a 0·9 b 0·8 c 0·9 d 0·7 15. a D = 80t b D = –20t + 150 −6 2 −12 6
c 6 hours altogether from Tolbert
()
4 3
2. a b
5 4 16. a y = 4x + 2 b (0,2) 18
3 4 e f 5 units
3. a b 17. 19·1 cm2 −4
5 3
18. 75°
⎛ 3 ⎞ ⎛ −9 ⎞ ⎛ −12 ⎞
12 12
4. a b
13 5 19. 149°
5. a
12
b
12 20. a 63° b 27·5 km 38. a
⎜⎝ −1 ⎠⎟ b
⎜⎝ 9 ⎠⎟ c
⎜⎝ 10 ⎠⎟
13 5 21. 52° −14 −10 4
4 3
c d 22. a 220° – 120° = 100°. 180° – 100° = 80° d 13 units
5 4
b Boat is nearer RY = 362 km
() ⎛ 3⎞
33
e 23. a 2x(2x – 3) b %rh(r – 2)
56 −1
6. a lhs
2
5cos A + 5sin A
2 c (x + 7)(x – 5) d (x – 6)2 39. a
−2
b
⎜⎝ −3 ⎟⎠
2 2
e (x + 3)(x – 24) f (x + 9y)(x – 8y) 1
= 5(cos A + sin A) = 5 x 1 = 5 = rhs g 5(x + 3)(x – 3) h 3(3x + 2)(3x – 2)
b - l various methods. Teacher to check i (3x – 2)(x – 6) j 2(2x + 5)(2x – 1) ⎛ 1 ⎞
7. a lhs
2
5sin A + 3cos A
2 k (3y – 2)(2y – 3) l (5 + x)(3 – x) 40.
⎜⎝ −8 ⎠⎟
x +y 7 −16
2 2 24. a b
= 5sin A + 3(1 – sin A) xy 2x
2 2
= 5sin A – 3sin A + 3 c
3x + 1 x−27
d (x+ 3)( x− 3)
⎛ 6 ⎞ ⎛ 2 ⎞
2
= 2sin A+ 3 = rhs
x(x + 1) 41. a
⎜⎝ 3 ⎟⎠ ⎜⎝ 1 ⎟⎠ b L(5,0,0) M(7,1,–2)
3 + 2x 7x − 22 −6 −2
e f
b - e various methods. Teacher to check x2 x(x − 4 )(x − 2) 42. a x = 0, x = 4 b x = 0, x = 2
3x + 7
g c x = 0, x = 2/3 d x = 3, x = –3
Remember Remember Ch 20 page 203 (x +1)(x + 2 )(x + 3 )
1. a 50·0° 130° b 130° 230° 2x + 26 e x = 5, x = –5 f x = 4/3, x = –4/3
h
2. a 28·0° 152° b 64·0° 296° x(x − 2 )(x + 4 ) g x = –4, x = –2 h x = –2, x = 5
c 28·0° 208° d 218° 322° 2x + 2
i i x = 3, x = –7 j x = –4/3, x = 3
e 170° 190° f 130° 310° x(x − 2 )(x + 2)
3. a 30·0° 150° b 115° 245° 1 x− 3 k x = –5/2, x = 1/2 l x = –1, x = 5
25. a b
c 166° 346° x x 43. a P(–1,0) Q(3,0) R(0,–3)
d 44·4° 136° 224° 316° 1 x +3 b S(–2,0) T(0,4)
c d
e 104° 256° f 16·6° 197° x x c U(–4,0) V(0,8) W(2,0)
x +4 x− 4
4. D(199°,5) E(341°,5) e f
x +3 x +5

44. a 15 cm b 561/4 cm
45. a Median 12 Lower Q 5 Upper Q 15
b 5
c
1 5 12 15 25
46. Mean 4·8 Median 4·5 Mode 3 Range 8

47. Craig is 19 years old
48. a 228 b 6·6
c Yes, both within limits
49. a 74 b 7 c
63 69 74 83 98
50. a max 5 min –5 period 360°
b max 8 min –8 period 180°
c max 3 min –3 period 90°
d max 1/2 min –1/2 period 120°
e max Inf min –Inf period 90°
f max 3 min –1 period 360°
g max 0 min –20 period 360°
h max 2 min 0 period 360°
i max 5 min –5 period 180°
j max 75 min –75 period 60°
k max 9 min 3 period 90°
l max 3 min –3 period 720°
51. a b
3
3
180
–1 120
–3
52. a y = 7sinx° b y = 15cos6x°

c y = –0·2sinx° d y = 4sinx° + 4
53. k =5 b=2
54. a 7 metres b 5 metres
55. a 19·5 cm b 123 cm2
56. 90°
57. a 279 cm2 b 197 cm2
c 82 cm2
58. 4535 cm2
59. a 3628 cm2 b 728 cm2
c 10920 cm3
60. a y = (x – 3)2 – 6 b y = (x + 5/2)2 + 7/4
61. a x = –0·81 x = –6·19
b x = 3·69 x = 0·82
c x = 1·13 x = –1·47
d x = 7·16 x = 0·84
62. a a=4 b = 2 x = 4 (0, 18)
b a=2 b = 6 x = 2 (0, 2)
c a = –3 b = –2 x = –3 (0, 7)
d a=5 b = 0 x = 5 (0, –25)
63. a y = 6x 2 b y = –1/2x2
64. a 17, 2 real roots b –3, no real roots
c 25, 2 real roots d 0, equal roots (1 )
65. p = 8 or p = –8
66. 36 + 4a > 0 a > –9
67 A(1·22,0)
68. a 80 b 5°C
69. a/b graph c Yes d Draw Line
e y = 1/2x + 1·8 approx
f £3·80 approx
70. a x = 54·7 x = 305·3
b x = 6·87 x = 173·2
c x = 194·5 x = 345·5
d x = 41·4 x = 318·6
71. a P(90°,1) b Q(131·4,1·5)
72. a A(90°,0) b B(120°,–0·5) C(240°,–0·5) .

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© TeeJay Publishers 2013

Any person or organisation who makes unauthorised copies of any part

Produced by members of the TeeJay Writing Group

T Strang, J Geddes and J Cairns.

• Each chapter will have a “Remember - Remember” exercise as a summary.

• There are 6 Non-Calculator exercises interspersed throughout the book.

• It includes a Specimen National 5 Exam, consisting of both a Calculator and a Non-

We make no apologies for the multiplicity of colours used throughout the

T Strang, J Geddes, J Cairns

3 . Fractions 3.1 Revision of all fraction work up to multiplication 29 - 30 MTH 4-07b

Home Exercise 1 Revision of Chapters 1 - 3 33

Non-Calculator Non-Calculator Exercise 1 34

4 . Simultaneous Equations 4.1 Revision of sketching lines 35 R1·3

5. Pythagoras’ Theorem 5.1 Revision of all Pythagoras work 44 - 45 MTH 4-16a

6 . Linear Relationships 6.1 Gradients Revision 50 - 51

Home Exercise 2 Revision of Chapters 4 - 6 63

Non-Calculator Non-Calculator Exercise 2 64

9 . Algebraic Fractions 9.1 Operations on algebraic fractions - simplifying 90 - 91 E3·1

Home Exercise 3 Revision of Chapters 7 - 9 97

Non-Calculator Non-Calculator Exercise 3 98

Home Exercise 4 Revision of Chapters 10 - 12 123

Revision of Chapters 1 - 12 124

Non-Calculator Non-Calculator Exercise 4 125

13. Circles - Arcs/Sectors 13.1 Arc lengths 126 E4·2

Non-Calculator Non-Calculator Exercise 5 155

17. Surds and Indices 17.1 What is a surd ? 170 E1·1

18. Scattergraphs 18.1 Scattergraphs 179 A4·2

Home Exercise 6 Revision of Chapters 16 - 18 184

Revision of Chapters 1 - 18 185

Non-Calculator Non-Calculator Exercise 6 186

21. Revision Revision of all National 5 Work 204 - 213 Nat 5

Specimen Exam Paper National 5 - Paper 1 215 - 217

Answers Answers to Book N5 223 - 238

1. Round each of the following to two significant 8. Simplify :-

(e) 3x x (– 4x) (f) (– 24) ÷ 6

Chapter 0 this is page 1 Revision - CfE 4

(b) If Sandra withdrew her money after

17. Davie scored 35 out of 40

(a) (b) (a) 3

100° (b) (60% of 120), ( 23 of 105), (0·25 x 284).

rectangle 58° Money Matters

(c) (d) How much is his monthly pay ?

Basic pay £2230 30. Multiply out the brackets :-

Calculate Hattie’s final net pay. (c) 12 – 4(t – 3) (d) 5(m + 1) + 4m

British Pound (July 2013) £1 = 2x + 11

(b) Explain why x cannot be greater than 6.

Chapter 0 this is page 3 Revision - CfE 4

37. Copy this figure.

35. Make a copy of each of the following shapes. Tolerance

39. For each of the following tolerances, write

40. Write each of these in tolerance form :-

36. Make a copy of each of the following shapes. Linear Relationships

Chapter 0 this is page 4 Revision - CfE 4

x –1 0 1 2 (a) 5·9 × 103 (b) 8·08 × 10 5

43. Solve :- The Circle (Part 1)

45. Write each of these in scientific notation :-

Chapter 0 this is page 5 Revision - CfE 4

56. Rectangle JKLM has vertices J(–1, –2),