Answers For Pearson Edexcel Gcse 9 1 Mathematics Purposeful Practice Higher
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nminmin127Answers For Pearson Edexcel Gcse 9 1 Mathematics Purposeful Practice Higher
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Purposeful practice 2
1 Number 1 Any two of 105, 126, 140, 180
2 Factors, multiple
1.1 Number problems and reasoning
Purposeful practice 1 Purposeful practice 3
1 2 ways 2 6 ways 3 24 ways 4 120 ways 1
5 60 ways 6 20 ways 7 5 ways 8 1 way Prime factors Prime factors
of 8 of 6
Purposeful practice 2
1 120 2 720 3 5040
Purposeful practice 3 22 2 3
1 a 900 b 450
2 720
Problem-solving practice
1 15 2 81 3 5 4 5 735 160 HCF = 2, LCM = 24
5 a 36 b 9 2
6 a 216 b 2 more dice Prime factors Prime factors
of 8 of 12
Exam practice
1 54 516 060 2 132
1.2 Place value and estimating 2 22 3
Purposeful practice 1
1 a 126 000 b 12 600 c 1260 d 12.6
e 1.26 f 0.126 g 0.054 83 h 0.5483
i 5.483 j 548.3 k 5483 l 54 830 HCF = 4, LCM = 24
2 a 463.68 b 463.68 c 463.68 3
3 a 20.48 b 20.48 c 20.48 Prime factors Prime factors
of 40 of 12
Purposeful practice 2
1 6 2 7 3 6 or 7 4 7 5 6
5
Purposeful practice 3 2 22 3
1 a 100 b 100 000 c 40
d 140 e 100 or 110 f 11
g 11 h 0.25
2 a i underestimate ii overestimate iii difficult to tell
b i underestimate ii overestimate iii difficult to tell HCF = 4, LCM = 120
4
Problem-solving practice Prime factors Prime factors
10.3 to 0.7 2 £300 to £315 3 £75 of 40 of 60
42400 cm2 5 Car B
6a 19 250 cm2 b 0.1925 cm2 c 1.925 cm2
5
7a Any answers where one number has been multiplied by a power of 10
and the other number has been divided by the same power of 10. 2 22 3
For example: 1790 × 0.245 = 438.55 or 17.9 × 24.5 = 438.55
b Any answers where both numbers have been multiplied or divided by the
same power of 10. For example 4970 ÷ 284 = 17.5 or 49.7 ÷ 2.84 = 17.5
8 a 20 kg to 21 kg
b An underestimate. Both numbers in the estimate have been rounded HCF = 20, LCM = 120
down so the accurate answer is likely to be higher. 5
Prime factors Prime factors
Exam practice of 40 of 120
1 6
5
1.3 HCF and LCM
23 3
Purposeful practice 1
1 3×5 2 2×3×5 3 22 × 3 × 5
4 22 × 3 × 5 × 7 5 22 × 32 × 5 × 7
HCF = 40, LCM = 120
265
6 1.5 Zero, negative and fractional indices
Prime factors Prime factors
Purposeful practice 1
of 4 of 12
1 54 2 53 3 52 4 51
5 50 1
6 5−1 = __ 7 5−2 = __ 1
2
5 5
22 3
Purposeful practice 2
__ __ __ __
1 a √ 7
3
b √ 7
4
c √ 7
5
d √ 7 1__
e ___ 1__
f ___
3
√ 7 √ 7
1
__ 1
__ 1
__ 1
__
1
__
1
__
− − −
2 a 6 2 b 6 3 c 6 4 d 6 2 e 6 3 f 6 4
HCF = 4, LCM = 12
Purposeful practice 3
7 __ 9 3 __ 3
9
__
1 6 2 = (√
6 )
__
2 6 2 = _____
−
__ 1 3
__
3 6 2 = ( √
6 )
Prime factors Prime factors 3
of 15 of 8
( √ 6 )
9 __ 9
−
__
4 6 2 = _____
__ 1 3
__
5 6 2 = ( √
3
6 )
__
6 6 2 = _____
−
__ 1
9 9
( √ 6 ) ( √ 6 )
5 __ 9 3 __ 9
__9
7 6 2 = ( √
6 )
__
8 6 2 = _____
−
__ 1 __9
9 6 2 = ( √
6 )
3
3 23 ( √ 6 )
3 __ 3 9 __ 9
10 6 2 = _____
−
__
__
1 __3
11 6 2 = ( √
6 )
__
12 6 2 = ( √
6 )
3
( √ 6 )
HCF = 1, LCM = 120 Problem-solving practice
1 a __ c __ d __
1 1 9
b 125
Purposeful practice 4 2 27 4
1 HCF = 1 LCM = 210 2 HCF = 6 LCM = 12 2 a __ 52 27
b __
3 HCF = 1 LCM = 330 4 HCF = 50 LCM = 300 1
__
5 HCF = 24 LCM = 72 6 HCF = 1 LCM = 600 3 6 6
7 HCF = 3 LCM = 45 8 HCF = 2 LCM = 56 4 1
– 1
__
5 a –3 b 0 c –2 d e 0 f 0
Problem-solving practice 2
1 a 6 is a factor because within the prime factors you can have 2 × 3. 6 a x = –1.5 b x = –2
b 21 is not a factor of 1320 because 21 cannot be made by multiplying any 100
7 ____
9 – __3 ___
of the prime factors of 1320. 2
1 × ( √3 27 ) 2 = __
13 × 32 = __ 9
1 × 9 = __
__
8 a 16 4 × 27 3 = _____
___
2 24 and 30 4 3
( √ 16 ) 2 8 8
3 Any pair of 2-digit numbers with no common factors 3
__
– 3
__
b She thought that 16 4 × – 16 4
(apart from 1), for example, 15 and 16
4 600 cm Exam practice
5 a = 540 b = 1
1 1
x = __ 4
Exam practice
1 9.42 am 1.6 Powers of 10 and standard form
2 a 390 b 45
Purposeful practice 1
1.4 Calculating with powers (indices) 1 104 2 103 3 102
Purposeful practice 1 4 10 or 10 1
5 10 0
6 10−1
1 34 2 36 3 38 4 310 7 10 −2
8 10 −3
9 10−4
5 38 6 36 7 34 8 30 = 1 10 10 −5
11 10 −6
Purposeful practice 2 Purposeful practice 2
1 a 34 b 36 c 38 d 38 e 34 1 a 6 300 000 b 630 000 c 63 000 d 63
2 a 74 b 76 c 34 × 71 or 34 × 7 e 630
f 63 g 6.3 h 0.63
d 77 e 77 f 717 i 0.063 j 0.006 3 k 0.000 63 l 0.000 063
g 712 h 715 i 712 2 a 3.425 × 106 b 3.425 × 105
j 78 k 62 × 72 l 620 × 77 c 3.425 × 104 d 3.425 × 103
e 3.425 × 102 f 3.425 × 101
Problem-solving practice g 3.425 or 3.425 × 100 h 3.425 × 10−1
1 36 i 3.425 × 10−2 j 3.425 × 10−3
2 a 5 b 9 k 3.425 × 104 l 3.425 × 105
3 3, 3 m 3.425 × 106 n 3.425 × 10−2
4 a 27 b 29 c 56 o 3.425 × 10−3 p 3.425 × 10−4
5 a n = 10 b n = 10 q 3.425 × 102 r 3.425 × 10
6 a 38 b 34 s 3.425 t 3.425 × 103
u 3.425 × 10−5
7 26
Exam practice Purposeful practice 3
1 312 1 6 × 108 2 6 × 1010 3 6 × 105
2 a x=5 b y=5 4 6 × 102 5 6 6 6 × 10−12
7 1.2 × 109 8 1.2 × 10−3 9 1.2 × 10−11
10 3 × 102 11 3 × 10−2 12 3 × 10−12
Answers 266
Problem-solving practice Problem-solving practice
1 2 and 10−2
1 Students’ own answers, for example, two of 0.01, ___ 1 A and D
10 3 _____
2 −2 × 10 , −6.9 × 10 , 8 × 10 , 0.0016 × 10 , 2.6 × 106, 28 × 105 2a 8 a s
s = _____ 2 6 12
2 a _____
3 −5 3 8 4
b √ 9 p2 t4 = 3 p t2
3 1.8 × 10−2 3 27
4 a 300 b 200 c ( 4 c3k 2) 2 = 16c6k 4
5 4.29 × 102 hours 3 9x4 ÷ 3xy × 2y3 = 6x3y2
6 (2 × 103) ÷ (5 × 105) = 4 × 10−3 4 a 4x2 b 64x6 c 64x4 d 8x2
7 6 × 1026 a q
5 a pq b __
p c p2 d __
8 8.0808 × 106 9
1
__
6 24x 2
9 The indices are 3, 4 and 6 in any order
11
__
7 6x 2
Exam practice
1 7.08 × 10−4 2 2.5 × 1025 Exam practice
1 a a6 b 4b4c6 5de
c ____
2
1.7 Surds
Purposeful practice 2.2 Expanding and factorising
__ __ 1 __ __
1 2√__
2 2 3√__
2 3 4√__
2 4 5√__
2 Purposeful practice 1
5 6√__2 6 7√__
2 7 2√__3 8 3√__
3 1 x2 + 2x 2 5x2 + 10x 3 5x2 − 10x
9 4√ 3
___
10 5√
___3 11 6√ 3
___ 12 7√ 3 4 5x2 − 2x 5 2x − 5x2 6 5x2 − 2x
13 √ 15 14 √ 21 15 √ 35 7 2y − 5xy 8 5xy + 2y 9 5xy − 2y
10 5xy − 2y2 11 2y2 − 5xy 12 2xy − 5x2
Purposeful practice
__
2 __ __ 13 5x2 − 2xy 14 2xy + 5x2 15 2y2 + 5xy
__
√ 3 √
3 2√ 3
1 __1 2 ___ 3 ___ 4 2 5 ____ 6 2√ 2 Purposeful practice 2
2 2 4 3
1 a 5x − 12 b 5x c x − 12
Purposeful
__
practice 3__ __ d x−2 e −x − 2y f −x2 − 2xy
√ 2 √ 3
√
5
1 ___ 2 ___ 3 ___ 2 a 3(x + 2) b 3(2x + 5) c 6(2a + c)
2 3 __ 5__
__ d d(3b + 1) e 6k(gh − 2) f x2( y + 2)
4 √ 2 √
3
____
5 2 6 ___ √
3
2 3 g 2y2(x + a) h 3xy2(2x − 3y) i 5b(1 + 10a)
Problem-solving practice 3 a ( f + 2)( f + 5) b ( f + 2)( f − 1) c ( p + 2)[2( p + 2) + 3]
__ __
___ d 2( p + 2)( p + 5) e 2(r + 2)(r − 1) f 2(r + 2s)(r + 2s − 3)
√
6 5
1 √ 2 + √ 15 + 7 + ____
5 g (t + 2)(t + 3) h (t + 2)(t + 1)
2 a k = 63
3 a 9 b 4 and 3 Problem-solving practice
4 a 4 b 108 1 2(y + 6)(y + 8)
5 8 square
__ units 2 20x + 42
6 6√ 2 __ __ 3 5, 3
7 a = 2√ 2 b = 20√ 2 m 4 (x + 3)2
5 a c, d, 2c, 2d, d 2, 2d 2, cd, 2cd, cd 2, 2cd 2
Exam practice b 2cd 2
__ __ __
3√ 5
____ 2√ 5
____ 13√ 3
____ c 4c2d 2(2c + 3d 2 – 4cd 3 )
1 a b 2
5 5 6
Exam practice
2 Algebra 1 3m(4 − 3m) 2 5ab − 18ag − 8bg
2.3 Equations
2.1 Algebraic indices
Purposeful practice 1
Purposeful practice 1
1 1 1 2 1x=2 2 x=3 3 x = __ 32 4 x = −3
1 a __
x b ___ c ___ d ___
x2
x 3
x 3
5 x = −8 6 x=8 7 x=1 8 x = __ 21
7
e ___ 7
f ___ 7
g ___
3
x 2x3 2x2 Purposeful practice 2
__ 1__ __ 1__
2 a √ x b ___ c √3 x d ___ 1 x=3 2 x=0 3 x = −6 4 x = −6
x
√__ x __
3
√
1__
e ___ f √ x 1__
g ___ h 4√ x 5 x=6 6 x = 30 7 x = 7 __21
x
4
√ √ x
4__
i ___ Purposeful practice 3
√ x
1 x = −18 2 x = −7 __21 3 x=7 4 x = −5
Purposeful practice 2 1 3
x
6 5 x = −7 4 __
6 x = −2 4 __
7 x=4 8 7
x = __
1x4 2 x6 3 21x6 4 ___ 18
21
5 x4 6 x6 −
7 x−2 8 18x−2 Problem-solving practice
5
__
9
9 x or x1 10 x 2 11 x2 12 x or x1 1 26° 2 270° 3 __
13
13 1 14 3 15 3x3 4 a 5(x − 23) = 2(x + 7) b The man is 43.
5 30
Purposeful practice 3
1 x 12
2 x 21
3 x−12
____
4 x−12
____
Exam practice
81 16
5 81x2 6 3x2 7 3x2y3 1 3 __1
7
267
2.4 Formulae Exam practice
1 a 3n
Purposeful practice 1
b The sequence is the 3 times table. 299 ÷ 3 is not an integer so 299 is not
1 a
b = __ 2 a
b = ___ 3 b = 3a in the 3 times table and is not a term in this sequence.
2 3d
c 3(n 1) or 3n + 3
3a a + 3 +
4 b = ___ 5 b=a+3 6 b = _____
2 2
2(a + 3)
7 b = 2(a + 3) 8 b = _______ 2.6 Non-linear sequences
3
9 2a +
b = ______ 3 or b = a + __
3 10 b=a+3 Purposeful practice 1
2 2
__ _____
11 2a + 3
b = ____ 12 b = √ a 13 b = √ a − 6 1 a a=1 b a=1 c a=1 a=2
d
cd
3______ e a=2 f a=2 g a=3 a=3
h
_____
a −
√
14 b = _____
3
6 15 b = √
a2 − 9 i a=3 j a=4 k a=4 l a = 10
2 a n2 + n b n2 + 2n + 1 c n2 + 5n − 2
Purposeful practice 2
d 2n2 + 3n + 4 e 2n2 + n f 2n2 + 2n + 2
1 a u=3 b u=6 c u = 12
g 3n2 + 2n + 10 h 3n2 + 2n + 5 i 3n2 + 2n − 2
2 a a=0 b a = −10 c a = 380
j 4n2 + 7n + 2 k 4n2 + n − 5 l 4n2 + 3
Problem-solving practice
Purposeful practice 2
1 a 4 b Tetrahedron or triangular pyramid
1 n2 + 3n + 2 2 3n2 + n − 4 3 2n 2 + 3n + 1
2 0.155 m3
4 5n2 + 5n + 6 5 n2 + 6n + 10 6 2n 2 + 2n + 4
3 a area = 31.5 m 2
b h = 8m
c i b = −
6 cm Problem-solving practice
ii You cannot have a trapezium with a negative dimension. 1 n2 + 1
4 Students’ own answers, for example, u − v = 10t, 2 a 2n 2 b 2n − 2 c 2n2 + 2n −2
2(u −
u − v
v) = 20t, 2t = _____
5 3 Ben has subtracted each term in the original sequence from the
5 3.16 ms−1 corresponding term in the n2 sequence, instead of the other way around.
1 π r 2h
6 a V = __ b 3V2
h = ____ c 9.55 cm Subtracting corresponding terms in the correct order would have given the
3 πr sequence 2, 7, 12, 17, 22, so the nth term rule of the original sequence is
Exam practice n2 + 5n − 3.
4 a 0.5n2 + 0.5n
1 b=3
b The initial difference between terms is 2. The difference increases by 1
2.5 Linear sequences each time.
c The triangular number sequence
Purposeful practice 1
1 a 18, 20 3 , 4 ___
b 4 __ 6 c 3.26, 3.54
Exam practice
7 7 1 2n 2 + 4n −1
d 0, −4 3
__ __ 3
e , f −3, 1
4 8
g −5, −4.5 h 8.5, 10 i 7, 15, 23 2.7 More expanding and factorising
2 a 3, 5, 7, 9, 11 b 5, 7, 9, 11, 13 c 1, 3, 5, 7, 9
Purposeful practice 1
d 4, 7, 10, 13, 16 e 6, 9, 12, 15, 18 f 2, 5, 8, 11, 14
1 x2 + 2x + 1 2 x2 + 3x + 2 3 x2 + 3x + 2
g 6, 11, 16, 21, 26 h 8, 13, 18, 23, 28 i 0, 1, 2, 3, 4
4 x2 − 2x − 3 5 x2 + 2x − 3 6 x2 + 3x − 10
j 8, 15, 22, 29, 36 k 10, 17, 24, 31, 38 l 6, 13, 20, 27, 34 7 x2 − 4x + 4 8 x2 − 9x + 18 9 x2 − 8x + 16
10 x2 + 6x + 9 11 x2 − 2x + 1 12 x2 − 4x + 4
Purposeful practice 2
1 n 2 2n 3 2n + 3 4 2n + 4 Purposeful practice 2
5 2n + 5 6 2n − 2 7 2n − 0.5 8 4n 1 a (x + 1)(x + 1) b (x + 2)(x + 3) c (x + 1)(x − 2)
9 4n + 3 10 4n + 4 11 4n + 5 12 4n − 2 d (x + 3)(x + 4) e (x − 3)(x − 4) f (x + 3)(x − 4)
13 4n − 0.5 14 7n 15 7n + 3 16 7n + 4 g (x − 5)(x + 4) h (x + 7)(x + 10) i (x − 1)(x − 1)
17 7n + 5 18 7n − 2 19 7n − 0.5 20 −3n
j (x + 2)(x + 7) k (x − 3)(x − 3) l (x − 5)(x − 5)
21 −3n + 3 22 −3n + 4 23 −3n + 5 24 −3n − 2
2 a (x + 1)(x − 1) b (p + 2)(p − 2) c (c + 3)(c − 3)
25 −3n − 0.5
d (x + 10)(x
− 10) e (a + 6)(a − 6) f (k + 13)(k − 13)
Problem-solving practice g (10 x)(10 − x)
+ h (5 + y)(5 − y) i (2 + k)(2 − k)
j (2x + 2)(2x − 2) or 4(x + 1)(x − 1)
1 a 6 __1 , 7, 7 __1 , 11
2 2 k (3x + 4)(3x − 4) l (4 + 3x)(4 − 3x)
b Jamie is correct. For even number positions __ n gives an integer so __
n + 6
2 2
n
__
also gives an integer; for odd number positions is not an integer and Problem-solving practice
2
so __ n + 6 is not an integer. 1 x+4
2
2 Students’ answers may vary, for example, the common difference in the 2 a=6 b=2
sequence is 4. The sequence starts with an even number and so all the 3 a x(x + 3) = x ² + 6 b x=2
terms will be even. 81 is odd and can’t be in the sequence. 4 Aidan has worked out −6 × −6 incorrectly. The answer should be +36
3 The nth term rule is 3n + 7 not −36.
81 would be the (______
3 ) ( 3)
81 –
7 = 24 __
2 th term. n must be an integer, so 81 is 5 x2 + 10x
not in the sequence. 6 x=2
OR The two closest terms are the 24th = 79 and 25th = 82. Therefore 81
cannot be a term in the sequence. Exam practice
4 1004 (168th term) 1 (x − 4)(x + 2)
5 −501 (73rd term)
6 a 4n + 1 b 4n − 4 c 8n − 3
Answers 268
2 Length and width of leaves
3 Interpreting and representing data
5
3.1 Statistical diagrams 1
Purposeful practice
1 a School A 350, School B 240 b School A 4
Width (cm)
2 a School A 350, School B 320 b School A
3 School B
3
Problem-solving practice
1 It is not possible to tell how many matches either team won from the pie
charts as the total number of matches played by each team is not known. 2
Therefore, Jo’s statement might not be correct.
0
2 Maisie won 8 more matches than Luke (50 compared to 42).
0 5 6 7 8 9
Length (cm)
Exam practice
1 Becky is incorrect: she cannot tell as there is no information about the Yes, because there is positive correlation, so the longer the leaves, the wider
population size for this week or last week. they are.
Exam practice
3.2 Time series
1 a 25.8 cm
Purposeful practice b Positive correlation
1 a 3.4 (million), 3.8, 4.2 so the numbers are increasing. c Yes, the positive correlation shows that the longer the length of a
b Second quarter: 5 (million), 5.2, 5.4 so the numbers are increasing. student’s hand, the greater the length of their foot.
Third quarter: 5.2 (million), 5.4, 5.6 so the numbers are increasing.
Fourth quarter: 4.4 (million), 4.8, 5.2 so the numbers are increasing. 3.4 Line of best fit
c The overall number of visitors is increasing each year. Purposeful practice
d Each year the least number of visitors is in the first quarter, then it
1 158.5 cm (approximately)
increases for the second and third quarters, and then decreases for the
fourth quarter. 2 a Age and value of cars
2 a 370 (thousand), 340, 320 so the numbers are decreasing.
b Second quarter: 350 (thousand), 320, 300 so the numbers are 14 000
decreasing.
Third quarter: 380 (thousand), 350, 340 so the numbers are decreasing.
Fourth quarter: 420 (thousand), 410, 380 so the numbers are decreasing. 12 000
c The overall number of visitors is decreasing each year.
d Each year the number of visitors decreases from the first to the second
quarter, with the lowest numbers for the year in the second quarter; the 10 000
Value (£)
numbers then increase for the third quarter and then increase again for
the fourth quarter.
Problem-solving practice 8000
1 Mila has described the variation, not the trend. The overall trend is that the
amount spent is increasing.
2 The number of hours students spend watching TV varies from term to term. 6000
The overall trend is that the number of hours watched remains similar.
Exam practice 4000
1 Average visitors per day
700 + 600 + 300 + 400 + 800 + 1300 + 1000
______________________________________
0
= = 728.57
0 1 2 3 4
7
This is less than 750, so the attraction did not meet the predicted number. Age (years)
b Answers may vary. Check students’ lines of best fit are reasonable.
3.3 Scatter graphs c Students’ own answers, depending on line of best fit drawn. Should fall in
Purposeful practice range £6000–8000
3 a Student test results
1 a 53 kg
b Positive correlation
c The greater the height of a student, the greater their weight. 60
2 a £9900 (approximately)
50
b Negative correlation
c The older the car, the lower its value. 40
Paper 2
Problem-solving practice 30
1 No, because there is no correlation, so there is no relationship between the 20
height and test score of the students.
10
0
0 10 20 30 40 50 60
Paper 1
b 24–28
269
Problem-solving practice 2 1
__
litre 1 litre 2 litre
2
1 Using a line of best fit suggests a more accurate estimate will be higher bottles bottles bottles Total
(8 cm–8.5 cm)
Saturday 9 16 19 44
Exam practice Sunday 5 4 7 16
1 25.2–25.6 cm
Total 14 20 26 60
3.5 Averages and range 26 − 7 = 19, so 19 2-litre bottles were sold on Saturday.
Purposeful practice 60 − 16 = 44, so 44 bottles in total were sold on Saturday.
So 44 − 9 − 19 = 16, so 16 1-litre bottles were sold on Saturday.
1 a 0.5 hours
20 − 16 = 4, so 4 1-litre bottles were sold on Sunday.
b 1.5 hours, 2.5 hours, 3.5 hours, 4.5 hours
They sold the greatest number of 1 litre bottles on Saturday.
c 205 hours
d 80 students 3 13
e 2.5625 hours
2 a 840 cm
Exam practice
11
1 ___
b 60 plants
37
c 14 cm
3 a 125 staff
b 34.8 years 4 Fractions, ratio and percentages
Problem-solving practice 4.1 Fractions
1 a The range of the data is from 80 to 180 cm so the mean should be
somewhere in this range, but 1856 cm is outside this range.
Purposeful practice 1
b Error 1 – Paul has not used the midpoint of each class interval; he has 1 a __1 b ___1 c ___1 d ___1
2 3 4 5
used the lowest value.
2 a 2 b 3 c 4 d 5
Error 2 – Paul has divided by 5 instead of the total of the frequency 10 10
column. 3 a 5 b 3 __1 c ___ d ___
3 13 17
c (90 × 12) + (110 × 17) + (130 × 25) + (150 × 19) + (170 × 6) = 10 070, 87
e 8 __1 f 6 __1 g 6 ___ 2 h 1 ___
10 070 cm ÷ 79 = 127.5 cm 3 4 33 113
4 a 3 1
__
b 2 1
__
c 1 __ 3 d 1 __ 2
Exam practice 2 3 4 5
a £3000 6
5 a __ 7
b __ 9
__
c 11
__
d
7 16 31 49
b Yes, because the outliers in the range 5000 < x < 6000 affect the mean.
Purposeful practice 2
3.6 Statistical diagrams 2 31 46 55 7
1 a 3 ___ b 3 ___ c 3 ___ d 4 ___
Purposeful practice 35 63 63 36
6
2 a 1 ___ b 1 5
___ 22
___
c 1 17
d ___
1 a 35 28 63 36
Museum Art Gallery Theatre Total
13
3 a 1 __ b 4 __1 4
c 4 ___ 5
d 5 ___
Male 29 7 19 55 35 2 5 8
1
4 a 1 __ 2
b 1 __ 5
c 2 ___ 9
d 3 ___
Female 18 25 28 71 15 7 36 10
Total 47 32 47 126
Problem-solving practice
b 25 2
1 2 __ 2 Perimeter = 12 __ 1 m, Area = 9 ___
1 m2
2 a 9 14 28
3 7 strips 17
___
4 1 m
Apple Banana Orange Total
20
Girls 27 13 6 46 5 3 tins. Total area for two coats is 14 __
10
3 2
m
5
__
6 7 2 __1 9
8 2 __
Boys 18 10 11 39 7 3 14
Total 45 23 17 85 Exam practice
1 0.625
b 45
83 or 5 __
8 b 3 __1
2 a __
15 15 4
3 a 7
b
Home UK Abroad Total 4.2 Ratios
Girls 5 2 7 14 Purposeful practice 1
Boys 6 5 5 16 1 a 1 : 1.5 b 1 : 2.5 c 1 : 3.5 d 1 : 0.75
e 1 : 1.25 f 1 : 1.75
Total 11 7 12 30
2 : 1
2 a __ 2 : 1
b __ 2 : 1
c __ 4 : 1
d __
3 5 7 3
7 4 : 1 4 : 1
e __ f __
5 7
Problem-solving practice 3 a 1 : 300 b 1 : 200 c 1 : 100 d 1 : 40
1 e 1 : 12.5 70
f 1 : ___ g 1 : 16
Walk Car Cycle Total 3
Full-time 124 48 7 179 Purposeful practice 2
Part-time 106 26 35 167 1 a £80 : £160 b £60 : £180
c £30 : £210 d £96 : £144
Total 230 74 42 346
e £100 : £140 f £64 : £176
106
____ 2 a £60 : £120 : £180 b £45 : £135 : £180
167 c £36 : £144 : £180 d £72 : £108 : £180
e £60 : £90 : £210 f £80 : £60 : £220
Answers 270
3 a £16.67 : £33.33 : £50.00 b £12.50 : £37.50 : £50.00 4.5 Fractions, decimals and percentages
c £10.00 : £40.00 : £50.00 d £16.67 : £25.00 : £58.33
Purposeful practice 1
e £5.56 : £16.67 : £77.78 f £33.33 : £22.22 : £44.44
1 0.3˙ 2 0.6˙ 3 0.16˙ 4 0.83˙
Problem-solving practice 5 0.˙1 6 0.4˙ 7 0.˙18˙ 8 0.6˙ 3˙
1 Ann 6, Bert 12, Callum 24 9 0.˙14 2 857˙ 10 0.4˙ 2 8 57˙1
2 Doris 15, Ed 25, Frank 40
3 24 years old
Purposeful practice 2
4 No, Sandi needs 10 more grams of butter; she has enough of everything else. 7
1 a __ 2
b __ 8
c __ 5
d __
9 9 9 9
5 22.5 cm
13
e ___ 31
f ___ 6
g __ 5
h __
6 1 : 280 000 99 99 11 11
7 25 ml of white, 10 ml of green and 125 ml of blue 41 107 44 104
i ____ j ____ k ____ l ____
333 333 333 333
Exam practice 11 19 23 26
2 a __ b ___ c ___ d ___
1 243 cm2 18 30 45 45
Problem-solving practice
4.3 Ratio and proportion
3 , ___
1 0.2˙ 6˙ , 27%, __ 7 3
2 ___ 3 0.4˙
Purposeful practice 1 11 25 22
7
4 2 ___ 4
5 1 ___ 7
6 1 __
1 a 1 : 1.5, Q = 1.5P b 1 : 2.5, Q = 2.5P
22 33 11
c 1 : 0.75, Q = 0.75P d 1 : 1.25, Q = 1.25P
7 x = 0.878 787 878 7…
e 1 : 0.375, Q = 0.375P f 1 : 0.625, Q = 0.625P
100x = 87.878 787 878 7…
2 a __ 2 Q
2 : 1, P = __ b __ 2 : 1, P = __ 2 Q
3 3 5 5 100x − x = 87
4 : 1, P = __ 99x = 87
c __ 4 Q d __ 4 : 1, P = __ 4 Q
3 3 5 5 x = ___ 87 = ___ 29
8 : 1, P = __ 99 33
e __ 8 Q f __ 8 : 1, P = __ 8 Q 8 Sarah is correct. Ryan has not subtracted 6 from 65.
3 3 5 5
Purposeful practice 2 Exam practice
1 a R = 2D b R = 3D c R = 0.5D 1 x = 0.218 181 818 …
d R = 1.5D e R = 0.25D 10x = 2.181 818 181 8 …
2 a Y = 3X, 30 b N = 2.5M, 25 1000x = 218.181 818 181 …
c T = 3.5S, 16 d V = 0.25W, 60.8 990x = 216
216 = ___
x = ___ 12
Problem-solving practice 990 55
1 5:6 2 x = 0.136 363 636 3 …
2 a No b Yes, Y = 6X c No 10x = 1.363 636 363 6 …
3 688 km 1000x = 136.363 636 36 …
4 £192.18 990x = 135
5 5 kg bag is better value, at £2.40 for 1 kg. 8 kg bag is £2.50 for 1 kg. x = ___ 135 = ___ 3
990 22
6 6.08 m y = 0.444 444 44 …
7 12 inches 10y = 4.444 444 4 …
9y = 4
Exam practice
y = __ 4
1 Milk is better value for money in Australia. Students’ own workings, for 9
example, in England, 1 litre costs $(0.49 ÷ 0.568 × 1.76) = $1.52, x × y = __ 3 × __
4 = __ 2
22 9 33
compared to $1.44 in Australia.
4.4 Percentages Mixed exercises A
Purposeful practice 1
1 a 20% b 50% c 100%
Mixed problem-solving practice A
d 12.5% e 25% f 50% 1 No, you must multiply them, not add.
g 150% h 200% i 320% 2 190
2 a 25% b 37.5% c 87.5% 3 8.30 am
d 5% e 20% f 90% 4 No, because the information about how many matches each team played
is not given in the question. It is only possible to say what proportion of
g 80% h 75% i 98%
matches they won.
3 a 30% increase b 6% decrease c 20% increase
5 22 cm
d 7.5% decrease e 300% increase f 96% decrease
6 a 7n − 5
Purposeful practice 2 b No, solving 7n − 5 = 200 doesn’t give a whole number solution, so 200
is not in the sequence.
1 a £80 b £90 c £320 d £600
7 a 20 minutes and 15 seconds (or 20.25 minutes)
2 a £60 b £48 c £192 d £150
b Yes, as the mean is affected by the 8 higher values in the class interval
3 a £65 b £84 c £45 d £5500
40 < t ⩽ 60
Problem-solving practice 8 No, as 5.8 × 107 × 100 = 5.8 × 109, 1.427 × 109 < 5.8 × 109
1 Bob by 0.8% 2 61.4% (1 d.p.) 3 £250 000 9 a £113.04
4 £0 5 0.875 6 £240 b In Madrid the shirt costs £63.83, so it is £3.83 (or €4.40) cheaper in
London.
Exam practice 10 Karen hasn’t multiplied the first numerator by 5 and the second numerator
1 £400 2 8.8% 3 £166 154 by 3, so she has not replaced fractions with equivalent ones.
271
11 24 Purposeful practice 2
12 £234 1 x = 110° 2 x = 120° 3 x = 157°
13 312 , x = ____
10x = 3.1515..., 1000x = 315.1515…, 990x = 312, x = ____ 52
990 165
14 2n2 + n − 2 Purposeful practice 3
1 6 2 12 3 24
Exam practice
80 = 2 __1 , ___
15 Yes, as ___ 90 = 2 __1
Problem-solving practice
30 3 40 4 1 Students’ answers will vary, but should include a counter-example, for
2 __1 − 2 __1 example, a regular heptagon has an interior angle of 128.57°.
3
so the percentage decrease = ________ 4 × 100 = 15.625% < 20%
2 No, a regular octagon has an interior angle of 135°.
2 __1
3 Sum of interior angles = (8 − 2) × 180° = 1080°.
16 Yes, number of children = 108 ÷ 3 × 4 = 144, In a regular octagon, angles are the same so each angle = 1080° ÷ 8 = 135°.
number of people = 144 ÷ 2 × 7 = 504, 3 Students’ own answers. Any combination of three angles that add to 360°.
percentage of seats filled = 504 ÷ 800 × 100 = 63%, which is more than 60%. 4 Angle FEA = 60°. Students’ reasons may vary, for example, the hexagon is
17 a 13 years b Negative correlation regular so AGH is an equilateral triangle with interior angles of 60°.
c Yes, as the points for dogs that are heavier appear where there are lower Since FAE = 60° and AE = AF, angle AEF and angle AFE are both equal
life expectancies. to __1 (180° − 60°) = 60°.
2
d Answer in the range of 10.6−12.6 years. 5 x = 112°
18 a 0.2
____ 6 No, because the interior angles of a regular pentagon are all 108° and there is
√
1.05 × 100 = 97.70…%, which is less than 100%, so it will decrease
b ____
1.1
no combination of 108° that can sum to 360°, so there will always be a gap.
by 2.30%.
Exam practice
x = ___
19 34 1 Angle BCD = 135°.
11
20 a ( p + q)( p − q) b 24(x2 + 3) Students’ own working, for example,
7
___ Let angle ABC be x. Therefore, angle BCD = 3x.
21 −
10 ___ __ __ Sum of internal angles of a pentagon = (5 – 2) × 180° = 540°.
22 Kate has written √ 20 as 5 √ 2 instead of 2 √ 5 So, 90° + 125° + 145° + 4x = 540°.
Thus 4x = 180°, so x = 45°.
Therefore, angle BCD = 3 × 45° = 135°.
5 Angles and trigonometry
5.3 Exterior angles of a polygon
5.1 Angle properties of triangles and quadrilaterals
Purposeful practice 1
Purposeful practice 1 1 d, f, o, l, m
1 x = 140°, y = 40° 2 x = 60°, y = 40° 3 x = 20°, y = 100°
4 x = 80°, y = 20° 5 x = 130° 6 x = 120° Purposeful practice 2
1 w = 80°, x = 70°, y = 90°, z = 100°; 70 + 90 + 100 + 100 = 360°
Purposeful practice 2 2 a = 50°, b = 70°, c = 135°, d = 120°, e = 85°, f = 130°
1 x = 120° 2 x = 30° 3 x = 30° 50 + 70 + 45 + 60 + 85 + 50 = 360°
3 g = 36°, h = 80°, i = 104°, j = 110°, k = 110°, l = 58°
Problem-solving practice 36 + 80 + 76 + 110 + 58 = 360°
1 a Mia included the angle at the same vertex as the exterior angle. She
needs to add the angles at the other two vertices. Purposeful practice 3
b x = 130° 1 36° 2 32.7° 3 30° 4 27.7°
2 x = 100° Angles within the equilateral triangle are 60°, so the larger angles
within the isosceles triangle are 180° − 60° − 40° = 80° (angles on a
Problem-solving practice
straight line add to 180°). So x = 180 − 80 = 100° (angles on a straight line 1 Students’ sketches of an equilateral triangle.
°
add to 180°). 360 = 120°. A 4-sided regular
An equilateral triangle has exterior angles = ____
3
3 No. polygon (square) has exterior angles = 90°. As more sides get added, the
Angle ACB = 43° (corresponding angles are equal). angles get smaller, so the only regular polygon with obtuse exterior angles is
Angle BAC = 43° (ABC is isosceles triangle). an equilateral triangle.
Angle ABC = 94° (angles in a triangle add to 180°).
2 360° ÷ 72 = 5° so the shape would have 72 sides.
Therefore, quadrilateral is not a rectangle (at least one angle is not a
3 y = 36° 4 12 sides
right angle).
4 x = 90°. Students’ reasoning may vary, for example, 5 16 sides 6 x = 144°
Angle ACF = 135° (corresponding angles are equal).
Exam practice
Angle ACB = 45° (angles on a straight line add to 180°).
1 Angle of equilateral triangle = 60°
Angle ABC = 45° (ABC is isosceles triangle).
Sum of interior angles of 15-sided polygon = 13 × 180° = 2340°
Therefore, x = 90° (angles in a triangle add to 180°).
Interior angle of regular 15-sided polygon = 156°
5 y = 13°. Students’ reasoning may vary, for example
Interior angle of polygon P = 360° − 60° − 156° = 144°
Angle DFE = 13° (angles on a straight line add to 180°).
Exterior angle of polygon P = 180° − 144° = 36°
Angle EDF = 13° (DEF is isosceles). Number of sides of polygon P = 360° ÷ 36° = 10
Therefore, angle y = 13° (corresponding angles are equal).
5.4 Pythagoras’ theorem 1
Exam practice
1 Angle AFB = 40° (vertically opposite angles are equal) Purposeful practice 1
Angle BAD = 65° (opposite angles of a parallelogram are equal) 1 a, d
Angle ABF = 180° − 40° − 65° = 75° (angles of a triangle add to 180°)
Purposeful practice 2
1 5 cm 2 5.8 cm 3 7.2 cm 4 7.8 cm
5.2 Interior angles of a polygon
Purposeful practice 1 Purposeful practice 3
1 156° 2 157.5° 3 158.8° 4 160° 5 161.1° 1 Yes, 62 + 82 = 102 2 No, 6.12 + 8.12 ≠ 10.12
3 No, 5.92 + 7.92 ≠ 9.92
Answers 272
Problem-solving practice
1 0.2 m 6 Graphs
2 £30 to buy 2 m2 (or £17.11 to buy 1.14 m2 if possible to buy the exact area
required) 6.1 Linear graphs
3 34.4 cm 4 217.6 cm 5 0.9 km (to 1 d.p.) Purposeful practice 1
1 a B, E, F, H, I b A, C, D, G
Exam practice
c A, B, G, H d A, C and D; B, E and F; H and I
1 28.2 kg
2 B, A, E, D, C. (A and E are as steep as each other, so the order of those two
can be swapped.)
5.5 Pythagoras’ theorem 2
3 A is y = 2x + 4, B is y = 2x + 3, C is y = 2x, D is y = 2x − 1
Purposeful practice 1
1 12 m 2 5m 3 13 m
Purposeful practice 2
1 a 12 b 8 c 6 d 3
4 5.7 m 5 7.3 m 6 3.9 m
2 a (−6, 0) b (4, 0) c (−3, 0) d (2, 0)
Purposeful practice 2 3 a 4 b 4
__
1 a √___
7 cm __ b 2.6 cm
Problem-solving practice
2 a √__
45 cm = 3√ 5 cm b 6.7 cm
1 Peter is incorrect. B and C each have a gradient of 2, but A rearranges to
3 a √ 5 cm b 2.2 cm
y = −2x + 8 so it has gradient −2. D rearranges to y = __ 21 x + 2 so it has
Purposeful practice 3 gradient __1 .
2
1 2.4 cm 2 2.1 cm 3 3.9 cm 2 Only Rebecca is correct. It will cross the y-axis at (0, 4) so Sarah is wrong,
and cross the x-axis at (2.5, 0) so Theresa is wrong.
Problem-solving practice 3 Line A is y = __ 2 1
__ 3
__
x + 2 and line B is y = x +
1 12.6 m 2 43.3 cm2 3 5.4 m 4 110.9 cm2 5 0.6 m 3 2 2
4 C 5x + 6y = 21 (intercept 3.5), A 2y = 4x + 8 (intercept 4), B 3y = 4x + 13
Exam practice (intercept 4 __1 ), D 3y + 2x + 15 = 0 (intercept −5)
3
1 CD2 = 45 − 9 = 36, so CD = 6 cm 5 a Students’ answers will vary, so accept any equations where the coefficient
AE = 6 cm − 4 cm = 2 cm of x in the first equation is half the coefficient of x in the second equation,
AD = 3 cm + 1 cm = 4 cm for example, y = 4x + 3 and 2y = 8x + 4
Area of triangle DEF = b Students’ answers will vary, so accept any equations where the constant
(6 cm × 4 cm) − __1 × 6 cm × 3 cm − __1 × 4 cm × 1 cm − __
1 × 4 cm × 2 cm term in the first equation is half the constant term in the second equation,
2 2 2
= 9 cm2 for example, y = 2x + 3 and 2y = 2x + 6
c Any equations where the ratio of the coefficient of x to the constant term
5.6 Trigonometry 1 is the same for both equations, for example,
y = x + 3 and 2y = 3x + 9.
Purposeful practice 1
1 8 cm 2 4.6 cm 3 8.7 cm 4 6.1 cm Exam practice
1 The equation for L2 can be rearranged to give y = 2x + __1 , so the gradient
2
Purposeful practice 2 of both lines is 2. Same gradient shows the lines are parallel.
1 2 cm 2 2.3 cm 3 2.9 cm 4 3.5 cm 2 A and D
Purposeful practice 3
6.2 More linear graphs
1 3.5 cm 2 6.9 cm 3 3.5 cm 4 6.9 cm
Purposeful practice 1
Problem-solving practice 1 a y b y
1 17.4 cm2 2 2.2 m 3 28.3 m 4 6.60 cm 5 8.7 km 4 4
3 3
Exam practice 2 2
1 1
1 19.2 cm
O
–4 –3 –2 –1–1 1 2 3 4x O
–4 –3 –2 –1–1 1 2 3 4x
5.7 Trigonometry 2 –2 –2
–3 –3
Purposeful practice 1 –4 –4
1 48.6° 2 41.4° 3 53.1° 4 59.0° 5 36.9° 6 53.1°
c y d y
4 4
Purposeful practice 2 3 3
1 a x = 63.4° b
y = 63.4° 2 2
1 1
2 a x = 5.7° b
y = 5.7°
O
–4 –3 –2 –1–1 1 2 3 4x O
–4 –3 –2 –1–1 1 2 3 4x
Problem-solving practice –2 –2
1 x = 70.5° –3 –3
2 Angle ACB = cos−1 (__
5 ) = 65.4°, –4 –4
12
so angle ABC = 180° − 40° − 65.4° = 74.6°.
2 y = 5x + 2 = C; y = 5x − 3 = A; y = 2 − 3x = D; y = 4 − 3x = B
Triangle ABC has no equal angles and therefore is not isosceles.
3 a y b y
3 60.9° 4 123.7° 5 41.8°, 66.4°, 71.8°
6 6
Exam practice
1 39.3°
O x O 3 x
6
273
c y 6.4 Real-life graphs
Purposeful practice
1 a $18 b £16 or £17
2
c i Allow between 1.8 and 1.9
O 3 x ii You receive $1.80 − $1.90 for each £1
2 a £110 b 8 hours
Purposeful practice 2 c i £10 ii
The cost to hire the hall, before time is taken into
1 a (3, 14) b (3, 15) c (3, 9) account. This could be called a ‘standing charge’.
2 a (8, 8) b (8, 0) c (0, −4) and (8, −8) d i £25 ii The cost per hour
d (8, 4), (0, 8) and (12, 2) e (8, 0), (0, −4), (−8, −8) and (12, 2) 3 a i 24 °C ii
The temperature of the room when the freezer
was turned on
f (0, −8) and (−8, −4)
b 6 °C c 12 hours
Problem-solving practice d i −3 ii That the freezer gets 3 °C colder each hour
1 A has gradient of (6 − 2) ÷ (5 − 1) = 1
Problem-solving practice
B has gradient of (4 − 2) ÷ (5 − 1) = __1
2 1 a Sugar dissolving in tea
C has gradient of (−6 − 2) ÷ (5 − 1) = −2
B is the only graph with a gradient of 1
__
700
2
2 a y = 2x − 1 b y = __ 1
x + 3 c y = −3x + 12
Mass of sugar, s (g)
600
2
d y = 3x − 1 e y = −4x + 13 f y = −0.5x + 2.5 500
3 a y b (4, 1) 400
2
1 300
O 200
–1–1 1 2 3 4 5x
100
–2
0
0 20 40 60 80 100
4 y = __ 21 x + __ 52
Temperature, t (°C)
Exam practice b 670 g (approx.) c 84 °C (approx.)
1 y = 3x − 2 d The gradient is about 8. This means 8 g more sugar will dissolve for every
1 °C increase in temperature.
6.3 Graphing rates of change 2 a Company A £1250; Company B £3500
b Company A £200 (approx); Company B £80 (approx). These are the
Purposeful practice 1 costs per month.
1 a 10 m/s b 1.5 seconds c At point D c At 12 months, Company A is cheaper.
d Between A and B (in the first second); between C and D d At 2 years, Company B is cheaper.
(2.5 to 3.5 seconds)
e They cost the same after approximately 19 months.
e Slowing down and coming to rest
Purposeful practice 2 Exam practice
1 1600 km/h2 2 200 km 3 3600 km 4 200 km 1 a −2
b The rate at which the liquid flows from the container (2 litres per second)
Problem-solving practice
c The volume of liquid in the container at the beginning
1 a 10 minutes b 12 km c 0.0083 m/s2 d 7.2 km
2 a 60 m/s b 5 m/s 2
c 3
6.5 Line segments
d Answers in the range 2750 m to 2800 m.
3 Train journey Purposeful practice 1
(3.05, 100) 1 (2, 4) 2 (3, 5) 3 (2 __1 , 4 __1 )
100 2 2
6 (
− __1 , 4 __1 )
90 (4.20, 100)
4 (0, 5) 5 (4, 0)
80 2 2
Velocity (mph)
70
60 7 (−3, −1) 8 (−4, 0) 9 (−3 __1 , 4 __1 )
2 2
50
10 (3 __1 , − __
4 4)
11 (
4 4)
40
3 3 , 4 __1
− __ 12 (− __1 , − __1 )
4 4
30
20 Purposeful practice 2
10
0 1 Just A 2 B and C 3 y = − __21 x + 5 4 y = 2x − 5
3.00 pm 3.30 pm 4.00 pm 4.30 pm
Time of day
Problem-solving practice
1 1 y = −7x + 6
Distance = __
(1.5 + 1.25) × 100 = 137.5 miles
2 2 Perpendicular gradient should be −7, not 7.
Exam practice Tim needs to find midpoint of line segment and substitute its coordinates
20 = 0.5 m/s2 into equation y = −7x + c (rather than coordinates of one end of segment,
1 a ___ as he has done).
40
b __1 (50 + 30) × 40 + 80 × 50 Tim has substituted values incorrectly (substituted x-value for y and y-value
2 for x).
= 1600 + 4000 = 5600 m
3 a (2, 3), (4, 1) and (4, 3)
= 5.6 km
b (4, 5), (6.5, 5), (5, 3) and (2.5, 3)
c (3.25, 4), (5.25, 5), (5.75, 4), (3.75, 3)
Answers 274
4 Eliza is correct. The gradient of the line segment from (−3, 2) to (−1, 5) is __ 3 . Number of visitors and
2
1
__ 2
__
The gradient of the line segment from (−3, 2) to (−2, 1 ) is − . Therefore the forecast temperature
3 3
these line segments are perpendicular and (−2, 1 __1 ) could be the a vertex of
3 3500
the rectangle.
Number of visitors
3000
5 a y = __ 1 __ 1
x − and y = −2x + 12
2 2 2500
b (2, 3) and (4, 4) or (6, 0) and (4, −1) 2000
c 3.2 (1 d.p.) 1500
1000
Exam practice
500
1 y = −x + 11
0
0 5 10 15 20 25 30
6.6 Quadratic graphs Temperature (°C)
Purposeful practice
Purposeful practice 2
1 A and D are quadratic graphs
1 Only D will produce a circle. __
2 B and C are quadratic equations
2 a 2 b 4 c 8 d 10 e √ 7
3 Equation i is graph C; equation ii is graph A; equation iii is graph D;
equation iv is graph B 3 Only A and B lie on the circle.
4 a 1 b 2 c 0 Problem-solving practice
Problem-solving practice 1 a 2500 b 925 (approx) c 16 minutes d 7 minutes
1 a x = −0.7 and 3.7 b x = −0.8 and 1.3 c x=3 2 i C ii A iii B
2 a i x = −3 and 2 ii x = 1.4 and −1.4 (approx) iii x = −4 and 2 Exam questions
b The graphs of y = x2 + x − 6 and y = 3x − 8 never meet, so the equation 1 y
cannot have any solutions. 5
4
Exam questions 3
2
1 It should be joined with a smooth curve
1
O 1 2 3 4 5x
6.7 Cubic and reciprocal graphs –5 –4 –3 –2 –1–1
–2
Purposeful practice –3
1 A and C are cubic graphs –4
–5
2 a Cubic b Quadratic c Reciprocal d Cubic
3 a 2 b 3 c 1 d 1
Problem-solving practice
1 a and b y
7 Area and volume
10
7.1 Perimeter and area
y=–2 5 y = x2
x Purposeful practice 1
–3 –2 –1 O 1 2 3 x 1 56 cm2 2 56 cm2 3 56 cm2
–5 Purposeful practice 2
–10 1 28.7 cm2 2 8.5 m2 3 60 cm2 4 60 cm2
2 a x = −2.9, −0.3, 1.2 (approx) b x =−3, 0, 1 Problem-solving practice
3 a a = 1, b = 2 b a = 2, b = 1 c a = −1, b = −2 d a = −1, b = __ 21 1 a h = 7.5 cm b a = 8 cm c b = 8 cm
2 a James:
Exam questions 1 from the formula
• forgot the __
1 i C ii D iii F iv E 2
• used the side length of 8 cm, not the perpendicular height of 5 cm
6.8 More graphs • incorrectly worked out his calculation − he should have completed the
calculation inside of the brackets first
Purposeful practice 1 1 (6 + 10) × 5 = 40 cm2
b The correct answer is __
2
1 There is no relationship between the temperature and shoe sales. 3 Area of A = 54 cm , b = 21 cm, c = 4.5 cm, d = 5 cm
2
Sales of shoes and
the forecast temperature Exam practice
1 Accept any triangle with area of 9 cm2
140
120 7.2 Units and accuracy
Shoe sales
100
Purposeful practice 1
80
1 a 48 cm2 b 4800 mm2
60
2 a 17.5 cm2 b 1750 mm2
40
3 a 11.2 cm2 b 1120 mm2
20
0 Purposeful practice 2
0 5 10 15 20 25 30 35 1 a i 13.5 mm ⩽ l ⩽ 16.5 mm ii 135 cm ⩽ l ⩽ 165 cm
Temperature (°C) iii 1.35 m ⩽ l ⩽ 1.65 m iv 13.5 m ⩽ l ⩽ 16.5 m
2 There is a positive correlation between temperature and visitors, which b i 14.25 mm ⩽ l ⩽ 15.75 mm ii 142.5 cm ⩽ l ⩽ 157.5 cm
suggests that the higher the temperature forecast, the more visitors come to iii 1.425 m ⩽ l ⩽ 1.575 m iv 14.25 m ⩽ l ⩽ 15.75 m
the theme park.
275
c i 14.625 mm ⩽ l ⩽ 15.375 mm ii 146.25 cm ⩽ l ⩽ 153.75 cm Purposeful practice 2
iii 1.4625 m ⩽ l ⩽ 1.5375 m iv 14.625 m ⩽ l ⩽ 15.375 m 1 a 12.6 cm2 b 15.9 cm2 c 29.2 cm2
2 a 17.5 cm ⩽ l < 18.5 cm b 179.5 mm ⩽ l < 180.5 mm 76π cm2 418 π cm2
2 a 4π cm2 b ___ c ___
c 1.795 m ⩽ l < 1.805 m d 1.75 m ⩽ l < 1.85 m 15 45
e 2.25 m ⩽ l < 2.35 m f 2.295 m ⩽ l < 2.305 m Problem-solving practice
g 1.95 km ⩽ l < 2.05 km h 1.995 km ⩽ l < 2.005 km
1 a Graham:
Problem-solving practice • missed out a 2 from his calculation, so the arc length should be 50.3 cm
• used the wrong units
1 a Holly has the wrong answer for 0.8 × 0.8. The answer is 0.64 cm2.
• forgot to add on the two radii to give a perimeter
b She might find it easier to find the area in mm2 and then divide by 100 to
give cm2. b 102.7 mm
2 a h = 6 cm or 60 mm b b = 40 mm or 4 cm 2 The 40° sector has an area of 50.3 m2. The smaller sector has an area of
19.6 m2. The shaded area is 30.6 m2.
3 Adam, Charlie and Daisy
3 There are two ways to solve this. Students will need to work out the interior
4 a Lower bound 4932.25 m2, upper bound 5078.25 m2
angles of the hexagon (120°). Then either:
b Lower bound 4974.0075 m2, upper bound 4988.5975 m2
120 × π × 52 = 26.18 cm2 and multiply this by
• find the area of one sector ____
5 No, because the actual measurements could be bigger than 4 m and 5 m, 360
6 to give 157.1 cm2
making the area more than 20 m2. The upper bound is 4.5 × 5.5 = 24.75 m2,
or
which would require 25 carpet tiles.
• realise they have six thirds of a circle – which is the same as two com-
Exam practice plete circles – and so calculate 2 × π × 52 = 157.1 cm2
1 4.5 cm ⩽ L < 5 cm Exam practice
1 29.3 cm
7.3 Prisms
Purposeful practice 1 7.6 Cylinders and spheres
1 222 cm 2
2 420 cm 2
3 247.2 cm
2
4 216 cm 2
Purposeful practice 1
Purposeful practice 2 1 628.3 cm3 2 785.4 cm3 3 7068.6 cm3
1 Q1: 180 cm3 Q2: 360 cm3 Q3: 187.2 cm3 Q4: 144 cm3 Purposeful practice 2
2 Q1: 180 ml Q2: 360 ml Q3: 187.2 ml Q4: 144 ml 1 478 mm2 2 729 mm2 3 2790 mm2
Problem-solving practice Purposeful practice 3
1 6 units 2 6.25 cm 1 a 2144.66 mm3 b 804.25 mm2
3 Fifty 8 cm cubes have a surface area of 50 × 6 × 82 = 19 200 cm2, so yes one 2 a 57.91 cm3 b 72.38 cm2
container of paint is enough as 20 000 − 19 200 = 800 cm2 of paint remaining.
3 a 24.43 m3 b 40.72 cm2
4 Square base has sides of 5 cm, cuboid is 20 cm tall. Volume = 500 cm3
5 108 cm2 Problem-solving practice
1 Volume of cylinder A = 3769.91 (1200π ) cm3
Exam practice
Volume of cylinder B = 30 159.29 (9600π ) cm3
1 Volume of cuboid = 230 cm × 120 cm × 15 cm = 414 000 cm = 414 litres
3
The volume of cylinder B is 8 × larger than the volume of cylinder A.
414 litres ÷ 50 litres = 8.28, so the gardener needs 9 bags of compost.
Maria might have realised this by looking at the formula, πr2h. When the r
Therefore, it will cost £63, which is £3 more than £60.
is doubled then the volume will be multiplied by 4, and then when the height
is doubled this multiplies by a further 2, making the volume 8 times greater
7.4 Circles overall.
Purposeful practice 1 2 37 900 000 km2 3 161 cm3 4 3.23 cm
1 a 56.5 cm b 113.1 cm c 22.0 mm
d 44.0 mm e 47.1 m f 94.2 m
Exam practice
2 a 18π cm b 36π cm c 7π mm 1 236 cm2 (to 3 s.f.), students’ working may vary. Volume of sphere is __ 4 π r3, so
3
d 14π mm e 15π m f 30π m volume of hemisphere is π r3. 2
__
3
Purposeful practice 2 For P, __ 250
2 π r3 = ____ π. r3 = 125, so radius of P = 5 cm.
3 3
1 a 254.5 cm2 b 1017.9 cm2 c 38.5 mm2 Surface area of sphere = 4πr2, so area of curved surface of hemisphere =
2πr2.
d 153.9 mm2 e 176.7 m2 f 706.9 m2
49 π mm2 Area of flat surface of hemisphere = πr2, so total surface area of a
2 a 81π cm2 b 324π cm2 c ___ hemisphere = 3πr2.
4
d 49π mm 225 π m2
e ____ f 225π m2
2
4 Surface area of P is 3π × 52 cm2 = 236 cm2 (to 3 s.f.)
Problem-solving practice 7.7 Pyramids and cones
1 50.3 cm 2 4 units
3 The father’s wheel turns 2273 times, the daughter’s 5305 times. Purposeful practice 1
The daughter’s wheel turns 3032 more times. 1 a 405 cm3 b 300 cm3 c 500 cm3
4 32.93 m2 5 Area = 9.42 cm2 2 a 225π cm3 b 150π cm3 c 100π cm3
Exam practice Purposeful practice 2
1 x = 6.38 1 a 96π cm2 b 160π cm2 c 300π cm2
2 a 169.6 cm2 b 301.6 cm2 c 16.5 cm2
7.5 Sectors of circles
Problem-solving practice
Purposeful practice 1 1 The volume is 2 592 100 m3, so 2 592 100 stones were needed to fill this
1 a 6.3 cm b 8.0 cm c 14.6 cm volume. Even with some smoothing needed on the sloping edges this
2 a 11.3 cm b 17.7 cm c 40.6 cm answer would be fairly accurate.
d 54.6 cm e 56.5 cm f 43.9 cm 2 2.7 cm
Answers 276
3 1 single ice cream has a volume of 208.69 cm3 so she can make 23 b Reflection in the line y = 5
complete ice creams from a 5 litre container. c Reflection in the line y = −2
4 579.41 cm2 d Reflection in the line x = −3
Exam practice Purposeful practice 2
1 230 m (to nearest m) 1 a Rotation 90° clockwise about (0, 0)
b Rotation 90° clockwise about (0, −1)
8 Transformations and constructions c
d
Rotation 90° clockwise about (−1, −1)
Rotation 90° clockwise about (−2, −1)
8.1 3D solids Problem-solving practice
Purposeful practice 1 1 Sophie has stated the angle and direction correctly (90° anticlockwise) to
score 1 mark. The centre of rotation is (−1, 0) not (0, 1). She needed to state
1 that the transformation is a rotation for a third mark.
2 a–c
y
plan front side 6
elevation elevation 5
Q P
2 a b 4
3
2
y=1
plan front side plan front side 1
elevation elevation elevation elevation
–6 –5 –4 –3 –2 –1 O 1 2 3 4 5 6x
c –1
–2
–
R
–
–3
–4
plan front side
elevation elevation –5
–6
Purposeful practice 2
d Rotation 180° about (0, 1)
1 a b
Exam practice
1 Rotation 180° about (−1, −1)
plan front side plan front side
elevation elevation elevation elevation 2 Rotation 90° clockwise about (0, 1)
2 a b
8.3 Enlargement
Purposeful practice 1
plan front side plan front side 1 , C: 2, D: −__
1 B: __ 1 , E: −1, F: −2
2 2
elevation elevation elevation elevation
c
Purposeful practice 2
1–4
y
8
7
plan front side 6
elevation elevation 5
4
Problem-solving practice 3 P
2
1 a b Cylinder T
4 cm S 1
–12 –11 –10 –9 –8 –7 –6 –5 –4 –3 –2 –1 O 1 2 3 4 5 6 7 8 9 10 11 12 x
–1
R –2
–3
–4
6 cm –5
Q –6
–7
–8
2
Problem-solving practice
1 a Olivia has given the scale factor from triangle Q to triangle P rather than
from triangle P to triangle Q. The centre of enlargement is not (0, 0).
b An enlargement with scale factor −__ 1 , centre of enlargement (4, 2)
2
2 y
8
7
Exam practice 6
1 5
4
3
2
1
front side 4 ––33 –2 –1O
–9 –8 –7 –6 –5 –4 1 2 3 4 5 6 7 8 9x
elevation elevation –1
–2
–3
8.2 Reflection and rotation –4
–5
Purposeful practice 1 –6
–7
1 a Reflection in the y-axis or line x = 0 –8
277
Exam practice 2 a i 130° ii 310°
1 y b i 100° ii 280°
8
7 c i 060° ii 240°
6 3 a 080° b 335°
5
4
3
A Purposeful practice 2
2
1 1 a 210° b 245°
c 315°
–8 –7 –6 –5 –4 –33 –22 –1O 1 2 3 4 5 6 7 8x 2 a 010° b 045°
c 125°
–1
B –2
–3 Problem-solving practice
–4 1 220°
–5
–6 2 054°
–7
–8 3 a Sam is incorrect as 110° is the bearing of B from A, not A from B.
b Paul is incorrect as he has worked out the acute angle at B (anticlockwise
angle from north), not the reflex angle (clockwise angle from north).
8.4 Translations and combinations of transformations 4 N
Purposeful practice 1 B
1–3 y 80°
5 4.7 cm (47 km)
4
A 3 C A
2
B 1 Exam practice
–6 –5 –4 –3 –2 –1O 1 2 3 4 5 6x 1 132°
–1
D –2
– E
–3
–4 8.6 Constructions 1
–5
Purposeful practice
Purposeful practice 2 1 a
1, 2, 4, 5 y
7
6
5
4 Q
3
2
1
R
–6 –5 –4 –3 –2 –11O S 1 2 3 4 5 6 x
–11
–2
–3
–4
–5
–6
–7
T
b
( ) 6 (
)
−7 −2
3
−2 −9
Problem-solving practice
1 ( )
−4
5
2 Students’ vectors that total (
), for example (
)and (
);
9 5 4
−4 −2 −2
( ) and (
)
−1 10
1 −5
3 Translation by the vector ( )
−7
2
Exam practice
1 No, as triangles C and E are in different positions.
y
5 c
D 4
3
C 2 A
1
–5 –4 –3 –2 –1O 1 2 3 4 5x
–1 B
–2
–3
E ––4
4
–5
8.5 Bearings and scale drawings
Purposeful practice 1
1 a i 050° ii 230°
b i 070° ii 250°
c i 140° ii 320° d
Answers 278
d
b All of the perpendicular bisectors intersect at the centre of the equilateral
triangle.
c Students draw their own isosceles and scalene triangles and bisect each
side. For example:
B
A C
2 a B
A C
b
A
A C
C
All three perpendicular bisectors intersect in any triangle but not necessarily
in the centre of the triangle.
Exam practice
1
B
3 B C
A
a a
A D
Problem-solving practice
1 a Jake has opened his compasses to less than half the length of the line, not
more than half, so the arcs do not intersect.
8.7 Constructions 2
b Emily did not keep her compasses at the same distance when she moved Purposeful practice
the point to the other end of the line. a
1 b b
2 a B
b
c c
A C
c
d d
279
d Exam practice
1
8.8 Loci
2 a B
Purposeful practice
1 a–b B C
b
A D
2 a–b
A C
b A
a
B C
b
C
A D
3 a–b B
B
a
3 B C
b
A C
Problem-solving practice
A D
1
Problem-solving practice
1 George has drawn his arcs from the end of each arm of the angle. He should
have first drawn an arc that crosses each arm of the angle from the vertex. 5 cm
Then he should have drawn arcs from where the first arc intersects each
arm of the angle.
2 B
A
135º
2 A B
1.5 cm = 3 m
3 B C
4 cm = 8 m
D C
A D
Answers 280
Exam practice Exam practice
1 A B 11 y = __ 21 x − 2
1 cm 12 y
6
5
A
4
3
2
1
O 1 2 3 4 5 6 7 8 9 10 11 x
13 Angle sum = (10 − 2) × 180 = 1440, angle ABC = 1440 ÷ 10 = 144°
14 6.38 cm
15 Volume of sphere = 4 × 243π = 972π = __ 4 π r 3
3 cm 3
729 = r 3
D C r = 9 cm
1 × 4πr 2 + πr 2 = π × 92 + π × 92 = 509 cm2
Surface area of S = __
4
Mixed exercises B
Mixed problem-solving practice B
9 Equations and inequalities
1 Sean used straight lines to join the points but should have used a smooth 9.1 Solving quadratic equations 1
curve.
2 a I b C c D d G Purposeful practice 1
3 a −__ 1 1 a 32 + 2 × 3 = 9 + 6 = 15 b 32 + 3 = 9 + 3 = 12
2
b The rate at which the water in the barrel is changing, in litres per second. c 32 − 3 × 3 = 9 − 9 = 0
1 litre per
The negative sign tells us that the barrel is emptying at the rate of __ 2 a x = −3 and x = 2 b x = −3 and x = −2
2
second. c x = 2 and x = 2 (repeated root)
c L = 20 represents the volume of water, in litres, in the barrel at the start.
4 Purposeful practice 2
4 cm
1 a x = −3 and x = 2 b x = −2 and x = 3
c x = −3 and x = −2 d x = 2 and x = 3
2 a x = −4 and x = −3 b x = −4 and x = 3
c x = −3 and x = 4 d x = 3 and x = 4
6 cm Problem-solving practice
1 a Salma has only found one solution, but a quadratic equation has two
solutions. She needs to rearrange the equation to equal zero before
solving it.
b x = −3 or x = 4
2 x = −3 or x = 5 3 x = −1 and x = 1
4 It factorises to (x − 4)2, so its roots are x = 4 and x = 4 (repeated root).
5 Area = 5 × 1.8 + __ 1 × 0.8 × (3 + 5) = 12.2 m2
2 5 a y = x2 − 6x + 9 b y = x2 − 9 c y = x2 + 6x + 9
Cost = 20% off 13 × 28 = 20% off 364 = £291.20 < £300 6 6 or – 6
Yes, Charlotte has enough money to buy all of the tiles she needs. 7 x = –6
6 A rotation 90° clockwise about (2, −2) 8 y = x2 + 18x + 72
7 Rearranging L2 gives 3y = 12x − 7, y = 4x − __ 7 , therefore the gradient of 9 There is a repeated root of x = – 5. So the sketch cannot be correct because
3
L2 is 4. The gradient of L1 is 4. As the gradients are equal the two lines are it shows two different roots.
parallel.
8 829 cm3 Exam practice
9 4 cm
A D
1 x = –5, x = 4
9.2 Solving quadratic equations 2
Purposeful practice 1
3 cm 1 a x = − __32 and x = 2 b x = − __32 and x = 3
c x = −2 and x = − 2 3
__
d x = __ 32 and x = 3
2 a x = − __21 and x = 3 b x = __ 21 and x = 3
c x = 2 and x = − 2 1
__
d x = −2 and x = − __21
Purposeful practice 2
1 a i x = −3.58 or x = −0.42 ii x = −2.22 or x = −0.45
iii x = −1.59 or x = −0.16
b i x = −2.62 or x = −0.38 ii x = −4.79 or x = −0.21
iii x = −6.85 or x = −0.15
c i x = −4.30 or x = −0.70 ii x = −4 or x = −1
iii x = −3.62 or x = −1.38
d i x = −0.25 or x = 2.45 ii x = −0.55 or x = 0.82
B C
iii x = −1.25 or x = 2.92
10 20.7 cm
281
e i x = −0.25 (repeated) ii x = 0.6 (repeated) b Setting this to be zero would give (x + 2)2 = – 6, which is not possible
iii x = −0.625 (repeated) because square numbers are never negative.
7 a n2 + n + 0.25 = (n + 0.5)2
Purposeful practice
__ 3 __ __ __ (This is a perfect square.)
1 a x = −3 + ___√ 2 or x = −3 −___√ 2 b x = 3 + √ 2 or x = 3 − √ 2 b n2 + n + 0.25 = n(n + 1) + 0.25
c x = 3 + √ __
10 or x = 3 − √__10 ___ ___ c Part a gives (2 + 0.5)2 = 2.52 = 6.25, and part b gives 2 × 3 + 0.25 =
√ or x = 2 − ___
√ √ 21 √ 21
6 6 6.25. As the answers are the same, Anna is correct.
2 a x = 2 + ___ 2 2
b x = −__21 + ____ 6
1 − ____
or x = −__
2 6
___ ___ d (n + 0.5)2 = n(n + 1) + 0.25 so substituting n = 5 gives
√ or x = __ √
113 113
c 9 + _____
x = __ 9 − _____ 5.52 = 5 × 6 + 0.25 = 30.25
4 4 4 4
Problem-solving practice Exam practice
1 a Mark has forgotten the negative sign in front of the 3 at the beginning of 1 (x + 4)2 – 21
the formula, and dropped the negative sign from the 4 in the equation.
_______________
−3 ± √
3
2
− 4 × 2 × (−4) 9.4 Solving simple simultaneous equations
His initial equation should be x = ____________________
2×2
b x = −2.35 or x = 0.85 Purposeful practice 1
2 a i 73 ii −55 iii 0 1 a x = 2, y = 8 b x = 4, y = 8 c x = 4, y = 12
b i A ii C iii B 2 a x = 1.5, y = 7 b x = 1, y = 8 c x = 3, y = 4
3 All rearrange to the same quadratic, all with x = −5 or x = −7
Purposeful practice 2
1 = x
4 a 1 + __ x 1 a x = 4, y = 2 b x = 12, y = −14
x + 1 = x2 c x = 3, y = 15 d x = 2, y = 18
x2 − x − 1 = 0
2 a x = 3, y = 4 b x = 3, y = 4 c x = 3, y = 4
b x = −0.618 or x = 1.618
d x = 2, y = 3 e x = 2, y = 3 f x = 2, y = 3
Exam practice 3 a x = 4, y = 2 b x = 2, y = 6 1 , y = − __1
c x = __
___ 2 4
1 x = 2 ± √ 3 4 a x = 3, y = 1 b x = −2, y = 3 c x = __ 21 , y = −4
9.3 Completing the square Problem-solving practice
1 The numbers are 3.5 and 2.5
Purposeful practice
2 x = 8 and y = 7, giving an area of 144 cm2.
1 a x2 + 6x + 9 b x2 − 6x + 9 c 2x2 + 12x + 18
3 A cup of coffee costs £2.70 and a cake costs £1.89.
d 2x2 − 12x + 18 e 5x2 + 30x + 45 f 5x2 − 30x + 45
4 a 8p or £0.08 b 12p or £0.12
2 a x2 + 6x + 12 b x2 + 6x + 5 c x2 + 6x − 6
5 Cost per day is 5p; cost per unit is 2p.
d x2 − 6x + 12 e x2 − 6x + 5 f x2 − 6x − 6
6 Simultaneous equations are 2x + y = 12 and x – y = 3, or 2x + y = 12 and
3 a (x + 3)2 + 3 b (x + 3)2 + 1 c (x + 3)2 + 6 y – x = 3. The combinations are 3, 3, 6 (x = 3, y = 6) or 5, 5, 2 (x = 5, y = 2)
d (x + 3)2 − 10 e (x + 3)2 − 20 f (x + 3)2 − 100
4 a (x − 3)2 + 3 b (x − 3)2 − 21 c (x − 3)2 − 9 Exam practice
d (x + 3)2 + 3 e (x + 3)2 − 21 f (x + 3)2 − 9 1 x = 3, y = 4
5 a 2(x + 3)2 + 2 b 2(x + 3)2 − 10 c 2(x + 3)2 − 36
d 3(x + 2)2 + 9 e 3(x + 2)2 + 6 f 3(x + 2)2 − 30 9.5 More simultaneous equations
6 a 9(x + 1)2 − 12 b 9(x + 1)2 − 9 c 9(x + 1)2 + 10
d 16(x + 1)2 − 12 e 16(x + 1)2 − 16 f 16(x + 1)2 + 48
Purposeful practice 1
1 a x = 2, y = −1 x = 2, y = −1
2(
2)
b 4( 5 ) − 10
2 2
3 − __
11 b
7 a (x + 4)2 + 1 x − __ c x + __
2 2 2 a i 1 × 7 and 2 ×3 b x = −3, y = 1
d (x + 2.5)2 − 5.25 e (x + 0.5)2 + 0.75 f 10(x = 0.1) + 0.9 2
ii 1 × 3 and 2 ×4
Problem-solving practice Purposeful practice 2
1 a Jenny used the wrong number inside the bracket. This should be 4. 1 a x = 4, y = 4 b x = 1, y = −3 c x = −7, y = 2
The − 8x has been incorrectly included.
b (x + 4)2 + 34
2 a x = 3, y = 1 b x = 5, y = −2 c x = __ 21 , y = 2
2 x2 + 4x + 10 = (x + 2)2 + 6, so square A has side x + 2 and rectangle B Purposeful practice 3
has area 6.
3 a 3x2 + 12x + 7 = 3 (__________
x + 4x
+7
)
19
x = __ 32 , y = __ 3 , y = __
x = __ 1 x = __ 32 , y = − __51
2
1 2 3
3 8 8 3
3 [__________ ]
=
(x + 2)2 − 5
Problem-solving practice
3 1 One bag of sand is 20 kg, therefore 20 bags of sand can be carried.
= 3(x + 2)2 − 5
2 Adult tickets cost £8.50, child tickets cost £5.50. Offer is £4 less.
b 3x2 + 12x + 7 = 3(x2 + 4x) + 7 3 a When x = 4, y = 19, so 19 = 4m + c
= 3[(x + 2)2 − 4] + 7
When x = 8, y = 31, so 31 = 8m + c
= 3(x + 2)2 − 12 + 7
b Solving the equations gives m = 3 and c = 7, so equation of line is
= 3(x + 2)2 − 5 y = 3x + 7
4 a 3(x + 3)2 − 6 c Yes, if x = 6 then y = 3 × 6 + 7 = 25
b 3(x + 3)2 − 6 = 0 4 40 sheep, 75 chickens
3(x + 3)2 = 6 5 y = 5x2 + 11
(x + 3)2 = 2__ 6 x = 3, y = –2
x + 3 = ±√__2 __ 7 Shorts = £4.99 and t-shirts = £5.99
x = −3 + √ 2 or x = −3 − √ 2 8 (2, 1)
5 a (x + 3)2 – 8
b Substitution: 2y = x, so (2y + 3)2 – 8 = 0, giving y = – 0.086 or –2.9 Exam practice
6 a (x + 2)2 + 6 1 x = –2, y = 3
Answers 282
9.6 Solving linear and quadratic simultaneous equations e x ⩽ −5 f x⩾4 g x ⩾ −6 h x < −6
i x < −3 j x > −7 k x⩽7 l x⩽4
Purposeful practice 1
1 a x = −2, y = −2 or x = 3, y = 3 Problem-solving practice
b x = −3, y = 3 or x = 2, y = −2 1 A4, B1, C3, D2
c x = −2, y = −4 or x = 3, y = 6 2 a i 8
x < __ ii x⩾1
3
d x = −3, y = 6 or x = 2, y = −4
b
2 a x = −3, y = −1 or x = −2, y = 0
b x = −4, y = −6 or x = −3, y = −5 0 1 2 3 4 5 x
c x = 1, y = 5 or x = 7, y = 23 3 x = 1, 2, 3, 4
d x = −6, y = −20 or x = 5, y = 13 4 150 cm2
3 a x = −1.58, y = 1.42 or x = 1.58, y = 4.58 5 105 cm2
b x = −2.16, y = 0.84 or x = 1.16, y = 4.16 6 Students’ inequality with solution set {x : x > −2}
c x = −2.44, y = 2.56 or x = 1.44, y = 6.44 7 Between the first and second line Esther should have subtracted 2 so the
Purposeful practice 2 line ends in −24 not −20. Between the second and third lines she should
have reversed the inequality sign. The final answer should be x ⩽ 8
1 a x = −3, y = −10 or x = 0, y = −1
8 The values of x2 would be 16, 9, 4, 1, 0, 1, 4, 9, 16, so if x2 > 9 then x < −3
b x = −3.56, y = −9.68 or x = 0.56, y = 2.68 or x > 3.
c x = −8, y = −13 or x = 0, y = 3
d x = −10.12, y = −23.25 or x = −1.88, y = 6.75 Exam practice
2 a x = −2, y = −1 or x = 1, y = 2 1 x>2
b x = −1, y = −2 or x = 2, y = 1
c x = −2.2, y = −0.4 or x = −1, y = 2
d x = 2.2, y = 0.4 or x = 1, y = −2 10 Probability
3 a x = 3, y = 18 (repeated)
b x = 2, y = 15 (repeated) 10.1 Combined events
c x = −4, y = 23 (repeated) Purposeful practice 1
Problem-solving practice 1 a H, T b 1, 2, 3 c H1, H2, H3, T1, T2, T3
1 a=3 2 a H, T b 1, 2, 3, 4, 5, 6
2 x = −2.45, y = 7.55 and x = 2.45, y = 12.45 c H1, H2, H3, H4, H5, H6, T1, T2, T3, T4, T5, T6
3 480 m 3 a 7, 8, 9 b 1, 2, 3, 4, 5, 6
4 a (−5, 9) and (1, 3) b distance = 8.49 c (0, –1) c 7, 1; 7, 2; 7, 3; 7, 4; 7, 5; 7, 6; 8, 1; 8, 2; 8, 3; 8, 4; 8, 5; 8, 6; 9, 1;
5 x = 3, y = 4 and x = – 4, y = − 3 9, 2; 9, 3; 9, 4; 9, 5; 9, 6
6 a = 25 Purposeful practice 2
7 c = 0.75 1
Four-sided spinner
Exam practice 1 2 3 4
1 x = 3, y = 5 or x = −5.4, y = 2.2
1 2 3 4 5
9.7 Solving linear inequalities Three-sided spinner 4 5 6 7 8
Purposeful practice 1 9 10 11 12 13
1 a 1
2 a __ 7
b __
4 or __1
c __
12 12 12 3
5
d __ 8 or __
e __ 2
–2 –1 0 1 2 3 4 5 n 12
12 3
b
Problem-solving practice
–2 –1 0 1 2 3 4 5 n 5
15 or __ 6 or __1 3 or __
1 ___ 2 ___ 3 ___ 1
c 36 12 36 6 6 2
4 a 10 5 or __
b ___ 1
60 12
–2 –1 0 1 2 3 4 5 n
17 19 therefore Kim
5 No, it is not fair. P(12 or more) = and P(less than 12) = __
__
d
36 36
is more likely to win.
–2 –1 0 1 2 3 4 5 n 6 Students’ own answers, for example, cards should be organised into a set of
3 cards and a set of 5 cards to give 15 possible outcomes.
2 a
Exam practice
0 1 2 3 4 5 x
b
4 = __
1 a ___ 1 11
b ___
40 10 40
0 1 2 3 4 5 6 7 8 x 10.2 Mutually exclusive events
c
Purposeful practice 1
1
1 ___ 3
01 2 3 4 5 x
10 2 ___ 2 or __1 3 ___
10 4 ___ 2
4 or __
10 5 10 5
3 a 3x < 15 b 4x < 20 c 4x + 3 < 23 d 4x − 1 < 19
3
5 ___ 2
4 or __ 5 or __1 6 or __
3
4 a 3x ⩾ 15 b 4x ⩾ 20 c 4x + 3 ⩾ 23 d 4x − 1 ⩾ 19 10 6 ___ 7 ___ 8 ___
10 5 10 2 10 5
5 a {x : x < 4} b {x : x ⩽ −2} c {x : x ⩾ 4} d {x : x < 8} 7 9 8 or __ 8 or __
9 ___ 10 ___ 11 ___ 4 12 ___ 4
10 10 10 5 10 5
Purposeful practice 2 7
13 ___ 3
6 or __ 5 or __1 ___ 7
10 14 ___ 15 ___ 16
10
1 a −2 > −5 b −4 < −1 c 3 > −7 d 2<6 10 5 10 2
x > −5 x < −1 c x > −7 d x<6 4 or __
2 18 ___ 3
2 a b 17 ___ 10
10 5
3 a x<3 b x ⩾ −7 c x < −4 d x ⩾ −4
283
Purposeful practice 2 b Spinner 1 Spinner 2
1 0.4 2 0.05 3 __1 4 45% R
8 0.75 P(R, R) = 0.3
Problem-solving practice R
1 0.97 2 > 90% 3 0.3 4 0.2 0.4
0.25 Y P(R, Y) = 0.1
5 Students’ own reasoning, for example, the probability of picking a black
counter is __ 1 of the counters must be black. __
1 . This means that __ 1 of 6 is __1 R
12 12 12 2 0.75 P(Y, R) = 0.45
1
__ 0.6
and it is not possible to have a counter, so there cannot only be 6 counters Y
2
in the bag.
0.25 Y P(Y, Y) = 0.15
6 a Black
b There are half as many black as pink, so 6 black. There are 1 __1 times as c 0.55
d 45
2
many white as pink, so 18 white. There are three times as many pink as
green, so 4 green. Problem-solving practice
3
1 a i __ 3
ii __
Exam practice 4 8
1 1 − 0.4 − 0.45 = 0.15.
b Students’ answers will vary, for example, spinner 1 with P(B) = __ 1 e.g.
P(blue) = 2 × P(green), so P(blue) = 0.1, P(green) = 0.05. 4
A probability of 0.4 represents 8 cubes, so 0.1 represents 2 cubes and 0.05 1 , so with
4 sections, 1 blue and 3 green. Spinner 2 with P(B) = P(G) = __
2
represents 1 cube. Therefore, there is 1 green cube. equal number of green and blue sections.
2 14 1
3 ___
10.3 Experimental probability 72
Exam practice
Purposeful practice 1
1 The probability for not white on the first spin should be 0.55 (not 0.65)
1 a 21 b 15
c 32
d 52
On the second spin, P(white) should be 0.45 and P(not white) should be
2 a 0.55. Jake has written them the wrong way round.
Score 1 2 3 4 5 6
Experimental
probability
0.15 0.175 0.23 0.2 0.16 0.085 10.5 Conditional probability
Purposeful practice 1
b i 69 ii 48
1 1st ball 2nd ball
iii 70.5 so estimate is 70 or 71 iv 138
5
R
Purposeful practice 2 7
15 = 0.45 49 = 0.45 6 R
1 a ___ b ___
33 110 8 2 Y
12 = 0.60
c ___ 76 = 0.47
d ___ 7
20 163
6
Problem-solving practice 7 R
2
128 2 6 red, 8 blue, 2 green, 4 white 8 Y
3a i, iii, v, vi b ii, iv 1 Y
4P(6) = 0.16, 0.16 × 120 = 19.2. Estimate 19. 7
5a Students’ answers will vary, for example, it is likely to be fair because for 2 = ___
2 ___ 1
56 28
a fair five-sided spinner the expected number of each score in 80 spins is
16, and all the frequencies are close to this. Purposeful practice 2
OR Students may calculate all experimental probabilities and compare 1 a 1st chocolate 2nd chocolate
them to the theoretical probability of 0.2 for each score. 5
b Increase the number of trials 9 M
6 M
Exam practice 10
1 Min’s results give the best estimate because she carried out the largest 4 P
9
number of trials.
6
9 M
10.4 Independent events and tree diagrams 4
10 P
Purposeful practice 3 P
1 a 9
Spinner 1 Spinner 2
1 48 = __
b ___ 8
6 R P(R, R) = 2 90 15
30
2 R 2 a 1st pen 2nd pen
5 6
5 Y P(R, Y) = 10 11 R
6 30
1 7 R
6 R P(Y, R) = 3 12
3 30 5 B
5 Y 11
7
5 Y P(Y, Y) = 15 11 R
6 30 5
12 B
b Yellow, yellow c 5
4 B
2 a Spinner 1 P(R) = 0.4, Spinner 2 P(R) = 0.75 11
b ___
28
112 = __
132 33
Answers 284
Problem-solving practice c i 5, 6, 7, 8, 9, 10, 11, 13, 14, 15, 16, 17, 18, 19
1 One of: ii 8, 12, 16, 20 iii 8, 16 iv 12, 20
the probabilities on the branches for the second sweet do not add to 1 5 a 2, 3, 5, 7
she has changed the numerators and not the denominators for the b j
second sweet A 6 B
13 2
14 and ___
on the top pair, the probabilities should be ___ 3
27 27 11
15 12 5 1 10
on the bottom pair, the probabilities should be and ___
___
7 14 15
27 27 13
the probabilities for mints and toffees are the wrong way around
4 8 9 12
210 = ___
2 ____ 7
1320 44 c i 1, 2, 3, 5, 6, 7, 10, 11, 13, 14, 15
40 = ___
3 a ____ 5 ii 1, 4, 6, 8, 9, 10, 12, 14, 15
72 9
iii 1, 6, 10, 14, 15 iv 4, 8, 9, 12
b If he has to take a third sock, it means he already has one black and one
white. If he takes another sock it will be either black or white, so will make
a pair with one of the ones he has already.
Problem-solving practice
1 a j 2
b __
5
Exam practice P Q
1 a Wednesday Saturday b 0.262 17 9
26
Win 15
0.72
Win 20
0.4 0.28 Not win 2 a j 32 = __
b ___ 4
40 5
F W
0.25 Win 2 1 4
0.6
Not win 26
2 3
0.75 Not win
1 1
T
10.6 Venn diagrams and set notation
Purposeful practice 27
3 a ___ 14
b ___ 25
c ___ 2
d ___
29 29 29 29
1 a 11, 18, 20
b j Exam practice
1 a j 8 = __
b __ 4
A B 14 7
28 13 12
11 A B
18 15 22 10
2
20 26 14
30 25 24 29 20 16
27
10 28 26
14 16 17 19 21 23 22
24
c i 11, 12, 13, 15, 18, 20, 22, 24, 25, 29 4 6 8 12 18
ii 10, 12, 14, 15, 16, 17, 19, 21, 22, 23, 24, 26, 27, 28, 29, 30
iii 12, 15, 22, 24, 29
iv 10, 14, 16, 17, 19, 21, 23, 26, 27, 28, 30 11 Multiplicative reasoning
2 a 12, 18, 24, 30
b j 11.1 Growth and decay
A 10 B
11 15 12 16 14 Purposeful practice 1
18
21 24 22 20 1 a £52.50 b £55.13 c £57.88
13 30 26 d £81.44 e £85.52 f £132.66
27 28
17 19 23 25 2 a £55 b £60.50 c £66.55
29
d £129.69 e £142.66 f £336.37
c i 10, 12, 14, 15, 16, 18, 20, 21, 22, 24, 26, 27, 28, 30
ii 10, 11, 13, 14, 16, 17, 19, 20, 22, 23, 25, 26, 28, 29 Purposeful practice 2
iii 10, 14, 16, 20, 22, 26, 28 iv 11, 13, 17, 19, 23, 25, 29 1 a £47.50 b £45.13 c £42.87
3 a 1, 9 d £29.94 e £28.44 f £17.92
b j 2 a £59.87 b £56.88 c £35.85
A B
2 5 1 4
Purposeful practice 3
3
11 1 15.5% increase 2 4.5% increase 3 1% decrease
6 7 9
13 15 16
8 17 19 Problem-solving practice
10 12 14 18 20 1 34.6%
c i 1, 3, 4, 5, 7, 9, 11, 13, 15, 16, 17, 19 2 £21 125.63 (or £21 133.68 using exact value of multiplier)
ii 2, 4, 6, 8, 10, 12, 14, 16, 18, 20 3 Put it in savings because that yields 10.25% interest overall not a 10%
iii 4, 16 iv 2, 6, 8, 10, 12, 14, 18, 20 increase.
4 a 7, 9, 11, 13, 14, 17, 18, 19 4 3.125%
b 5 a The first option is better, as on the fourth day you will get £84.38 from the
j
first option or £0.08 from the second.
A B
6 8 b The second option is better. On the 28th day you will get £0.08 from the
5 7 12
11 9 16 first option but £1 342 177.28 from the second option.
14 13
10 15 20 c On the 12th day.
1817
19 6 a 3249 b 77.2% c 16 minutes
7 £802.82
285
Exam practice Second person:
Force = (75 × 9.8) N = 735 N
1 £21 640.32
Area = 2 × (40 + 0.7) cm2 = 81.4 cm2
11.2 Compound measures Pressure = Force ÷ Area = 9.03 N/cm2 (2 d.p.)
4 No, it has a density of 0.32 g/cm3.
Purposeful practice 1 5 Yes. The swimming pool only exerts 1.25 N/cm2
1 a 15 words per minute b 8.3 words per minute 6 Yes, its density is 650 kg/m3, which is less than that of water.
c 120 words per minute
Exam practice
Purposeful practice 2 1 0.71 grams per cm3
1 a 216 000 m/h b 108 000 m/h c 21 600 m/h d 2160 m/h
2 a 216 km/h b 108 km/h c 21.6 km/h d 2.16 km/h 11.4 Ratio and proportion
Purposeful practice 3 Purposeful practice 1
1 a −1/3 m/s2 b −1/3 m/s2 1 a 16 patients b 9 nurses c 10 patients
2 a −1.29 m/s2 b −1.66 m/s2 d 9 nurses e 3 hours f 12 nurses
3 a −2.5 m/s2 b −3.5 m/s2
Purposeful practice 2
Problem-solving practice 1 a y = 4x b y = 12 c x = 0.75
1 Jahidul – he writes at a rate of ___ 60 × 140 = 1680 words per hour compared 2 a 100
y = ____
x b y = 33 __31 c x = 33 __31
5
to Angela’s rate of 1570 words per hour. 3 a y = 4.2x b y = 12.6 c x = 0.71 (to 2 d.p.)
2 4.17 seconds (3 s.f.) 4 a 420
y = ____
x b y = 140 c x = 140
3 No, using formula s = ut + __ 1 at 2:
2
Distance cheetah travels = 0 + __ 1 × 8.93 × 112 = 540.3 m (1 d.p.) Problem-solving practice
2
1 10.9 hours
Distance gazelle travels = 0 + __ 1 × 4.2 × 112 = 254.1 m (1 d.p.)
2 2 a 110 b 2m
Cheetah starts 300 m behind gazelle.
3 £4212
(254.1 + 300) − 540.3 = 13.8, so the gazelle will be 13.8 m ahead of the
4 5.625 hours
cheetah after 11 seconds.
v − u ____
3.5 5 It will cost the same amount to hire 10 or 12 workers.
4 Rowan: a = _____
t = 2.5 = 1.4 m/s
2
6 a 12 hours 10 minutes b 6 hours 51 minutes (to the nearest minute)
v −u
_____ 3.8
___
Nurhad: a = = = 1.26 m/s2 ˙
t 3 7 4 hours
So Rowan has the greater acceleration.
5 The cyclist will win in 4.19 s compared to the car’s 4.63 s Exam practice
6 £63 1 £37.20
7 a Grant would finish first. Archie plants 5y flowers in 2 minutes, which is
150y in an hour. This is a slower rate than Grant.
b 5 minutes and 36 seconds 12 Similarity and congruence
Exam practice 12.1 Congruence
1 For first 10 seconds: u = p, v = 3p, t = 10
Using v = u + at Purposeful practice 1
3p = p + 10a 1 SAS 2 AAS 3 RHS 4 AAS 5 SSS 6 SAS
2p p
___
= a, or a
10
= __
5
Purposeful practice 2
p 1 Triangles B and C are congruent to triangle A. B by SAS (as the missing angle
s = 10p + __1 × __× 102
2 5 in triangle A is 90°). C by RHS (as the missing angle in triangle A is 90°).
s = 20p
For final 20 seconds: u = 3p, a = 0, t = 20 Problem-solving practice
s = ut + __1 at2 1 a True, SSS
2
s = 3p × 20 = 60p b False, it can only be RHS if both hypotenuses are the same and one of
Total distance = 20p + 60p = 80p the other sides is the same, but we are not told which side is which. It can
only be SAS if the right angle is the included angle between the 6 cm and
8 cm sides for both triangles.
11.3 More compound measures
c False, it can only be SAS if the 55° angle is the included angle between
Purposeful practice 1 the 7 cm and 10 cm sides for both triangles.
1 a 3 N/cm2 b 6 N/cm2 c 3 N/cm2 d False, the corresponding angles may all be equal but the sides may not
2 a 3 g/cm3 b 1.5 g/cm3 c 3 g/cm3 be equal.
2 No, Tiff is incorrect because for triangle Y, the 100° angle is not the included
Purposeful practice 2 angle between 4 cm and 7.5 cm.
1 a 12 g b 6g c 3g 3 Yes, using Pythagoras’ theorem AC = 8 cm, so the triangles are congruent,
2 a 12 N b 24 N c 48 N RHS
3 a 3 cm3 b 1.5 cm3 c 3 cm3 4 Two angles and a corresponding side are equal, AAS, so triangle PQM and
4 a 3 cm2 b 6 cm2 c 3 cm2 triangle RSM are congruent.
Problem-solving practice Exam practice
1 16 100 cm3 of feathers. Angle AEB = Angle DEC (vertically opposite angles)
2 1.006 g/ml Angle ABE = Angle EDC (alternate angles are equal)
3 The second person exerts greater pressure. Angle BAE = Angle ECD (alternate angles are equal)
First person: As DC = AB and the angles in each triangle are the same, triangle ABE is
Force = (67 × 9.8) N = 656.6 N congruent to triangle DEC using the AAS condition.
Area = 2 × (40 + 0.25) cm2 = 80.5 cm2
Pressure = Force ÷ Area = 8.16 N/cm2 (2 d.p.)
Answers 286
12.2 Geometric proof and congruence 2 22.5 cm 3 3.33˙ cm
Purposeful practice Exam practice
1 a Angle AEB = angle CED because vertically opposite angles are equal. 1 58.5 ÷ 13 = 4.5, 54 ÷ 12 = 4.5 and 22.5 ÷ 5 = 4.5. All ratios for
Angle BAE = angle CDE because alternate angles are equal. corresponding sides are the same so the two triangles are mathematically
AB = CD similar.
b AAS
2 a, b Pairs of corresponding sides from: AB with BC or CD, AD with BC or
12.4 More similarity
CD (accept BD with BD) Purposeful practice 1
c Yes, either because alternate angles are equal or opposite angles in a 1 a Angle ECD = 30° (alternate angles are equal).
rhombus are equal (depending on answer to Q2a and b). Angle CDE = 58° (alternate angles are equal).
d SAS Angle CED = 92° (vertically opposite angles are equal).
3 a AB = CD because opposite sides in a rectangle are equal. b From Q1a all corresponding angles are equal, so triangles ABE and CDE
AE = CE (or DE), BE = DE (or CE) because the diagonals of a rectangle are similar.
are equal and intersect at their midpoints. 2 a Angle ABC = 80° (corresponding angles are equal)
b SSS Angle ACB = 60° (corresponding angles are equal)
b Both triangles have a common angle of 40° and from Q2a, all
Problem-solving practice
corresponding angles are equal, so triangles ADE and ABC are similar.
1 Students’ own proofs, for example, AB = BC as ABC is an equilateral triangle.
Both triangles have the common side BD and angle ADB = angle CDB = 90°. Purposeful practice 2
AB is the hypotenuse of triangle ABD and BC is the hypotenuse of 1 a CED = 92° (vertically opposite angles are equal); EDC = 58° and
triangle BCD, therefore triangle ABD is congruent to triangle BCD by RHS. DCE = 30° (alternate angles are equal). Therefore triangles ABE and
2 Students’ own proofs, for example, QR = PS as opposite sides of a DCE are similar (AAA).
parallelogram are equal. b 2.8 cm
Angle MQR = angle MSP because alternate angles are equal. 2 a Angle DAE = angle BAC (common); angle ADE = angle ABC and
Angle QMR = angle PMS as vertically opposite angles are equal. angle AED = angle ACB (corresponding angles are equal). Therefore
Therefore triangle PSM is congruent to triangle QRM by AAS. triangles ABC and ADE are similar (AAA).
3 AB = BC, AN = CM, AM = CN and both triangles have a common side AC, b 42 cm
therefore SSS, so triangle AMC is congruent to triangle CNA.
Students’ own proof, for example,
Problem-solving practice
1 No. WX = 20 cm and XY = 10 cm, 30 ÷ 20 = 1.5 and 20 ÷ 10 = 2.
AB = BC and AM = __ 1 AB, CN = __
1 BC, so AM = CN.
2 2 Corresponding sides are not in the same ratio, so rectangle ABCD and
Angle MAC = angle NCA (base angles of isosceles triangle ABC). rectangle WXYZ are not mathematically similar.
AC is a common side in triangles AMC and CNA. 2 4.5 cm
Therefore triangle AMC is congruent to triangle CNA by SAS. 3 a AE = 19 cm
4 Students’ own proofs, for example, b CD = 7 cm
AD = GD as ADG is an isosceles triangle.
AD is a side of the square ABCD, GD is a side of the square DEFG therefore Exam practice
these squares are congruent. 1 Assuming that AE is parallel to BD, 9 ÷ 3 × 2 = 6, x = 6 cm
So, DE = DC as these are sides of congruent squares. Assuming that the corresponding sides are EC and BC, 12 ÷ 2 × 3 − 2 = 16,
Angle ADC and angle GDE are angles in squares so they both equal 90°. x = 16 cm
Therefore, angle ADE = 90° + angle CDE and angle GDC = 90° + angle CDE,
so angle ADE = angle GDC. 12.5 Similarity in 3D solids
Thus, triangle ADE is congruent to triangle GDC by SAS.
Purposeful practice 1
Exam practice 1
Question Linear Surface Surface Area Volume Volume Volume
AX = YC, AD = CD because adjacent sides of a kite are equal and scale area of A area of B scale of A of B scale
angle XAD = angle DCY because the base angles of an isosceles triangle are factor factor factor
equal, therefore SAS, so triangle ADX is congruent to triangle CDY. Students’ 1 2 6 cm2 24 cm2 4 1 cm3 8 cm3 8
own proof, for example, AD = CD as a kite has two pairs of adjacent equal sides.
Angle DAX = angle DCY as these are base angles in the isosceles triangle ACD. 2 2 10 cm2 40 cm2 4 2 cm3 16 cm3 8
AX = CY, therefore triangle ADX is congruent to triangle CDY by SAS. 3 3 10 cm2 90 cm2 9 2 cm3 54 cm3 27
4 4 22 cm2 352 cm2 16 6 cm3 384 cm3 64
12.3 Similarity
Purposeful practice 1 Purposeful practice 2
length of B
__________ width of B
_________ 1
1 a i = 2 ii = 2 Linear Area scale Surface Surface Volume Volume Volume
length of A width of A scale factor area of A area of B scale of A of B
b Yes, the rectangles are similar as the ratios of corresponding sides are factor factor
the same.
height of B 2 4 52 cm2 208 cm2 8 24 cm3 192 cm3
base of B = 3
2 a i _________ ii __________= 3
base of A height of A 3 9 52 cm2 468 cm2 27 24 cm3 648 cm3
b Yes, the triangles are similar as the ratios of corresponding sides are the
5 25 52 cm2 1300 cm2 125 24 cm3 3000 cm3
same, and the included angles are equal.
3 a 3 ÷ 1.2 = 2.5 and 4.25 ÷ 1.7 = 2.5 so the parallelograms are similar. 7 49 52 cm 2
2548 cm 2
343 24 cm3
8232 cm3
2 and 4 ÷ 2 = 2 so the triangles are not similar.
b 5 ÷ 3 = 1 __
3
Problem-solving practice
Purposeful practice 2 1 10 125 cm2 2 10 cm
1 B x = 6, C x = 5, D x = 11.25 3 a 320 cm3 b 72.5 cm2
2 A x = 0.8, C x = 3.6, D x = 17.1 4 55.6 cm2 5 1:9 6 160 cm3
Problem-solving practice Exam practice
1 Ben is not right because the corresponding angles in similar shapes are equal. 1 9.16 cm
287
Mixed exercises C 13 More trigonometry
Mixed problem-solving practice C 13.1 Accuracy
1 a 0.15 b 60
Purposeful practice 1
2 Students’ own answer, for example, (x + 5)(x − 3) = 0
3 hours 1 a 3.55 and 3.45, 3.45 and 3.35 b 3.55 and 3.45, 3.35 and 3.25
3 2 __
4 c 3.45 and 3.35, 3.35 and 3.25
4 Bank A: 8000 × 1.0283 = 8690.99, so £690.99 interest 2 a 45.8°, 46.7°, 45.8°, 45° b 45.8°, 46.7°, 46.7°, 47.5°
Bank B: 8000 × 1.04 × 1.0222 = 8690.11, so £690.11 interest c 46.7°, 45.8°, 45°, 45.9°
Sasha should choose bank A.
5 49.25 cm Purposeful practice 2
6 No, Lauren is not correct. The triangles are mathematically similar but just 1 a 4.3 and 5.7 b 5.1 and 6.5 c 5.7 and 7.1
because the angles are the same, it does not mean that the sides are the 2 a 45° and 60.9° b 52.1° and 65.6° c 45° and 57.5°
same length.
7 a
Problem-solving practice
Tom 1 Students’ own answer ⩾ 16.5 cm
2 The upper bound of the angle is 44.4° so it cannot be too steep.
1 1 1 4 5 6
3 0.35 m and 0.30 m
Sasha 1 (1, 1) (1, 1) (1, 1) (1, 4) (1, 5) (1, 6) 4 Simon is incorrect. The bounds when the side lengths are rounded to
1 decimal place are 72.4° and 74.8°, but when the side lengths are rounded
2 (2, 1) (2, 1) (2, 1) (2, 4) (2, 5) (2, 6) to 1 significant figure the bounds are 75.9° and 67.7°, which is a wider range.
3 (3, 1) (3, 1) (3, 1) (3, 4) (3, 5) (3, 6) 5 26.3 cm2
4 (4, 1) (4, 1) (4, 1) (4, 4) (4, 5) (4, 6) Exam practice
_____________
11
1 √ 7.652 − 4.152 = 6.43 cm to 2 d.p.
b No, as the probability that Tom will win is __
24 , which is higher than the
9
__
probability that Sasha will win, which is 24 13.2 Graph of the sine function
c Tom 66 and Sasha 54 Purposeful practice 1
8 40 clips in a tub and 72 clips in a box.
2
1 0.7 2 −0.6
9 a b __
17
F G Purposeful practice 2
44 6 0 1 0.5 2 −0.5 3 0.5 4 0.0872
4 5 0.9962 6 −0.0872 7 −0.9962 8 0.0872
8 10
Purposeful practice 3
12 16
1 a 36.9°, 143.1°, 396.9° and 503.1° b 36.9°, 143.1°, 396.9° and 503.1°
S
c 23.6°, 156.4°, 383.6° and 516.4°
10 a 5 < 2n − 7 < 12 b 6 < n < 9.5 c 7, 8 or 9 2 a 0 b 0 c 0
11 3x2 − 9x + 4 = 0
Problem-solving practice
12 a Kit has substituted y = 4x + 3 for x, instead of y. Kit should have written
x2 + 3x − 9 = 4x + 3 Students’ own answers for Q1–6 (multiple answers possible), for example:
b x = 4 and y = 19 or x = −3 and y = −9 1 30° and 210°, 170° and 190°
13 0.3688 2 Hypotenuse length 3 cm and opposite side length 1.8 cm (any pair of lengths
in the ratio 5 to 3)
14 a 12.5 cm b 168 cm2
3 431°, 425.5°, 474° any angles in the range (424.1° < x < 475.9°)
15 3.64
4 −180° < x < 0° (any range of the form (360n −180)° < x < 360n°)
Exam practice 5 −30° < x < 30° and 330° < x < 390° (any ranges of the form (180n − 30)°
16 £14 550.73 < x < (180n + 30)°)
17 A tea costs £1.60 and a coffee costs £2.80. 6 0° < x < 53.1°
___ ___
18 Ratio of the length of cone A to the length of cone B is √ 64 : √ 27 = 4 : 3
3 3 7 A (90, 2) B (180, −2) C (270, 1) D (540, −1)
Ratio of the area of cone A to the area of cone B is 42 : 32 = 16 : 9 8 1.75
592 ÷ 16 × 9 = 333, therefore, the surface area of cone B = 333 cm2 9 (0, 0)
5 × __
19 P(GB or BG) = __ 4 + __ 5 = ___
4 × __ 40 = __
5 , students may draw a probability
9 8 9 8 72 9 Exam practice
tree diagram to help.
1 y
20 Length upper bound = 14.25, length lower bound = 14.15 y = sin x
1
Width upper bound = 17.05, width lower bound = 16.95
Height upper bound = 22.75, height lower bound = 22.65
O 90° 180° 270° 360° x
Mass upper bound = 1982.5, mass lower bound = 1977.5
1982.5 –1
Density upper bound = ___________________
= 0.364 937 798
14.15 × 16.95 × 22.65
Density lower bound = ___________________
1977.5 = 0.357 763 345
14.25 × 17.05 × 22.75 13.3 Graph of the cosine function
Density = 0.36 g/cm3 as the upper and lower bounds both round to 0.36 to
2 decimal places (or 2 significant figures) Purposeful practice 1
21 a PS = QR as opposite sides of a parallelogram are equal, 1 −0.83 2 0.43
angle TQR = angle PSU as opposite angles of a parallelogram are equal
and angle TRQ = angle SPU is given,
Purposeful practice 2
so using ASA, triangle TRQ is congruent to triangle SPU. 1 0.87 2 −0.87 3 0.87 4 0.996
b TQ = SU as triangle TRQ is congruent to triangle SPU and TQ is parallel 5 −0.0872 6 −0.996 7 0.0872 8 0.996
to SU, so TQUS is a parallelogram. Opposite sides of a parallelogram are
parallel, so TS is parallel to QU.
Answers 288
Purposeful practice 3 13.5 Calculating areas and the sine rule
1 a 53.1°, 306.9° and 413.1° b 25.8°, 334.2° and 385.8°
Purposeful practice 1
c 113.6°, 246.4° and 473.6°
1 12 cm2 2 20.8 cm2 3 24 cm2
2 a 1 b 1 c 1
Purposeful practice 2
Problem-solving practice
1 a 2.13 cm b 2.03 cm c 9.40 cm
Students’ own answers for Q1–6 (multiple answers possible), for example:
2 a 23.6° b 93.7° c 65.8°
1 30° and 210°, 45° and 225°
2 Hypotenuse length 4 cm and adjacent side length 2.4 cm. Problem-solving practice
3 325°, 386°, 390° (angles in the range 323.2° < x < 334.1° 1 21.6 cm 2 16.6 cm2 3 9.2 cm
or 385.9° < x < 396.8°) 4 a 25 cm, 36.6 cm and 18.3 cm b 213.1 cm2
4 −270° < x < −90° (any range of the form (360n − 270)° < x < (360n − 90)°) 5 10 cm
5 60° < x < 120° (any ranges of the form (180n + 60)° < x < (180n + 120)°)
6 36.87° < x < 90° Exam practice __
__
1 ab sin C, so __1 (x + 2)(x − 5)(___
√ ) = 2√ 3
7 A (90, 1) B (180, 0) C (360, −1) 3
1 Area of triangle = __
8 One __ 2 2 2
__
(___
√ )(x2 − 3x − 10) = 2√ 3
9 Four 3
4
10 Any line in the form y = c, where c is a constant and c > 1 or c < −1
x2 − 3x − 10 = 8
11 Because the maximum value of cosine is 1.
x2 − 3x − 18 = 0
Exam practice (x − 6)(x + 3) = 0
1 y x=6
1 y = cos x 13.6 The cosine rule and 2D trigonometric problems
O Purposeful practice 1
–360° –270° –180° –90° 90° 180° 270° 360° x
–1 1 1.61 cm 2 2.05 cm 3 5.70 cm
Purposeful practice 2
13.4 The tangent function 1 x = 82.8° 2 x = 90° 3 x = 34.0° and y = 44.4°
Purposeful practice 1 Purposeful practice 3
1 −1.3 2 0.7 1 5.87 cm 2 5.73 cm 3 5.23 cm
Purposeful practice 2 Problem-solving practice
1 0.5774 2 0.5774 3 0.5774 4 0.0875 1 No, the perimeter is 45.0 cm
5 −11.4301 6 0.0875 7 −11.4301 8 0.0875 2 Let angle at centre of unshaded sector be x.
(82 + 82 – 102)
Purposeful practice 3 Using cosine rule: cos x = _____________
(2 × 8 × 8)
1 a 31.0°, 211.0° and 391.0° b 82.4°, 262.4° and 442.4° So, x = cos ( ) = 77.4 (1 d.p.)
−1 7
___ °
c 91.4°, 271.4° and 451.4° 32
Therefore angle of shaded sector is 360° − 77.4° = 282.6°.
2 a 1 b 1 c 1
(282.6 × 100)
This is ___________
percent of the circle i.e. 78.5%.
Problem-solving practice 360
3 81.3 cm 4 20.5 miles
Students’ own answers for Q1–7 (multiple answers possible), for example:
1 30° and 150° Exam practice
2 Adjacent side length 13 cm and opposite side length 18 cm (any pair of 15 = _____
1 ______ BD
lengths in the ratio 13 to 18) sin 103° sin 27°
3 263°, 443°, 443.5° (angles in the range 262.9°< x < 263.6° °
15 × sin 27 = 6.99
BD = _________
or 442.9°< x < 443.6°) sin 103°
4 −90° < x < 0° (any range of the form (180n − 90)° < x < 180n°) AD2 = 122 × 6.992 − 2 × 12 × 6.99 × cos 74° = 146.62
5 −26.56° < x < 26.56° (any range of the form (180n − 25.56)° < x < AD = 12.1 cm (3 s.f.)
(180n + 25.56)°)
6 0° < x < 38.6° (any range of the form 180n° < x < (180n + 38.6)°) 13.7 Solving problems in 3D
7 a 90°, 270°, 450°, 630° (any angles of the form (180n + 90)°) Purposeful practice 1
b 1, −1, 1, −1 (corresponding to students’ own answers to Q7a) 1 a b A
E
c 0, 0, 0, 0
8 a four b four
9 Any equation describing an asymptote of the tan graph, for example, x = 90, x cm 5 cm y cm
10 cm
(any line of the form x = (180n + 90)°)
Exam practice H G E G
8 cm
1 y
5 y = tan x 2 a x = 12.8 cm b y = 13.7 cm
4
3 Purposeful practice 2
2 1 θ = 51.3° 2 α = 21.3°
1
Problem-solving practice
–180° –90° O
–1 90° 180° x
–2 1 647.4 cm3 2 7.07 cm
–3 3 No, the diagonal length of the pot is only 11.0 cm. 4 60.9°
–4 5 No, the diameter of the base is only 179 cm.
–5
289
Exam practice 13.9 Transforming trigonometric graphs 2
6.2
1 sin 34° = ___
AC Purposeful practice 1
6.2 = 11.087 40…
AC = _____ 1
sin 34° x y = sin( x ) y = sin( x + 90) y = sin( x ) + 90
x = tan−1 ( ________ 7.5 )
11.087 40 0° 0 1 90
= 34.1° 90° 1 0 91
180° 0 −1 90
13.8 Transforming trigonometric graphs 1
270° −1 0 89
Purposeful practice 1 360° 0 1 90
1
x sin ( x ) −sin ( x ) sin (−x ) 2 y
y = sin x y = sin(x + 90)
1
0° 0 0 0
O 90° 180° 270° 360°x
45° 0.71 −0.71 −0.71 –1
90° 1 −1 −1
a The maximum and minimum values of both graphs are 1 and −1.
135° 0.71 −0.71 −0.71
b y = sin x: 0, 180°, 360°
180° 0 0 0 y = sin (x + 90): 90°, 270°
270° −1 1 1 Purposeful practice 2
360° 0 0 0 1 y
c
2
2 y 1 a
2
a b and c O
1 90 180 270 360 x
–1
b
–180° –90° O 90° 180° 270° 360° 360° x
y = sin x –1 y = –sin(x) and a i 1 and −1 ii 90° and 270°
–2
y = sin(–x) b i 1 and −1 ii 180° and 360°
c i 2 and 0 ii 180°
Purposeful practice 2 2 y
1 y 2
b a and c a c
1
1.5
0.5 b
1
–180° –90° O 90° 180° 270° 360° 450° x 0.5
–0.5
–1 O 90 180 270 360 x
–0.5
2 y
a 0, 180°, 360° b 90°, 180° c 135°, 315°
10
8 Problem-solving practice
1 A translation of (
0)
6 −90
4 a
b and c
2 2 y
y = – cos( x ) + 6
–180° –90° O 90° 180° 270° 360° 450° x 5
–2 (0, 5)
–4
y = –tan(x) and y = tan x
–6
y = tan(–x)
O 180° 360° x
–8
3 a (87, 1) b (93, 1) c (90, 4) d (90, −2)
–10
4 Students’ own answer, for example, (71.3°, 2.9) (multiple answers possible)
5 Students’ own transformations, for example, translation of (
)
0
(multiple
3
Problem-solving practice answers possibile)
1 180° and 360° 2 y = sin x 6 y = tan(x − 5) + 6
3 y = tan (−x) or −tan (x) 7 Students’ own answers, for example, y = sin(−x) + 1 (multiple answers
4 Students’ own transformations, for example, a reflection in the y-axis possible)
followed by a reflection in the x-axis.
5 y = −cos (x)
Exam practice
6 (−180, −1) 1 y
2
Exam practice 1
1 y
O 90° 180° 270° x
1 –1
–2
O 90° 180° 270° 360° x
–1
Answers 290
b Estimate of median = 67
14 Further statistics 4 a Cumulative frequency graph
50
14.1 Sampling
Purposeful practice 1
Cumulative frequency
40
50
1 a ___ b ___1 50 = ___
c ___ 1 d 500
N 10 N 10 30
50
2 a ___ b __1 50 = __
c ___ 1 d 250
N 5 N 5
50 50 = __ 20
3 a ___ b __1 c ___ 1 d 200
N 4 N 4
30
4 a ___ b __1 30 = __1
c ___ d 240 10
N 8 N 8
Purposeful practice 2 0
110 120 130 140 150 160
1 400 2 250 3 280
Value
Problem-solving practice b Estimate of median = 137
1 A is N = 900, B is N = 1000, C is N = 540, D is N = 1680 5 a Cumulative frequency graph
2 9000, the assumptions are that the mouse population has not changed
between Saturday and Sunday, the chance of being captured is the same for 50
all mice and the marks on the mice have not disappeared.
Cumulative frequency
3 2000, the assumptions are that the rabbit population has not changed 40
between Monday and Tuesday, the chance of being captured is the same for
all rabbits and the tags on the rabbits have not come off. 30
4 a 80
b The assumptions are that the frog population has not changed between 20
the capture and recapture, the chance of being captured is the same for
all frogs and the marks on the frogs have not come off. 10
5 Jonathan should not have added 10 and 20, he should have multiplied them
to give 200 and then divided by 5 to give 40, instead of multiplying by 5. 0
50 55 60 65 70 75
Exam practice Value
1 a 400 b Estimate of median = 63.5
b If some of the tags had fallen off, then more than ten of the chickens
which had originally been tagged may have been recaptured. This means Problem-solving practice
that the estimate would be less than 400 as you would be dividing by a 1 Ewan has plotted the points at the midpoints of the class intervals instead of
bigger number. the upper class boundaries and he has used a ruler to join the points instead
of a smooth curve.
14.2 Cumulative frequency 2 a Heights of children
Purposeful practice 50
1 b Estimate of median = 26
2 a Cumulative frequency graph
Cumulative frequency
40
40 30
Cumulative frequency
30 20
20 10
10 0
100 110 120 130 140 150
Height (cm)
0
40 50 60 70 80 90 b Louise has halved the cumulative frequency but not read the value of this
median piece of data from the height axis. The median height is 126 cm.
Value
c The estimate of the median gives you an estimate for the middle value
b Estimate of median = 66
of the data. Here the median height is 126 cm. 50% of the children are
3 a Cumulative frequency graph shorter than 126 cm and 50% are taller than 126 cm.
3 a Weights of apples b 9 apples
50
100
Cumulative frequency
40
Cumulative frequency
80
30
60
20
40
10
20
0
40 50 60 70 80 90 0
110 120 130 140 150 160
Value
Weight (grams)
291
Exam practice b Histogram showing heights
1 a Ages of people
3
Frequency density
80
2
Cumulative frequency 60
1
40
0
0 10 20 30 40 50
20 Height (cm)
c The area of each bar should match its frequency.
0
2 a 0.8, 2.8, 0.6, 0.35
20 30 40 50 60 70
Age (years) b Histogram showing heights
b 43 years old
c No, 68 − 21 = 47, 47 ÷ 80 × 100 = 58.75% 3
Frequency density
14.3 Box plots 2
Purposeful practice 1 1
1 Exam scores in different schools
A 0
0 10 20 30 40 50
B Height (cm)
C c The area of each bar should match its frequency.
D 3 a Histogram showing heights
0 10 20 30 40 50 60 1.5
Purposeful practice 2 Frequency density
1
1 20 students 2 50 students 3 30 students 4 10 students
5 40 students 6 60 students 7 100 students 8 30 students
0.5
Problem-solving practice
1 The median is plotted incorrectly at 30 kg and not 32 kg. The box plot shows 0
a maximum value of 52 kg, however this is the range of the data not the 0 10 20 30 40 50 60
maximum value. The lightest weight is 5 kg and the range is 52 kg, so the Height (cm)
maximum value should be 57 kg.
b The area of each bar should match its frequency.
2 a i Heights of 80 students
Problem-solving practice
1 Megan has drawn the bars to the height of the frequency, not the frequency
density. The last bar is too wide; it is from 20 to 50 but should only be from
150 160 170 180 190
Height (cm) 20 to 40.
2 Frequency densities are 4, 26, 34, 56 and 12.
ii Lower quartile = 161 cm, range = 29 cm
Weights of babies
b 60 students
3 a Weights of 100 children
60
Frequency density
40
19 20 21 22 23 24 25 26 27 28 29 30 31
Weight (kg) 20
b 75 children
Exam practice 0
1.0 2.0 3.0 4.0 5.0
1 a Heights of 120 boys Weight (kg)
3 a Frequency densities are 1, 4, 6.8, 4.8, 0.8.
Heights of students
140 150 160 170 180 190
Height (cm) 8.0
b 90 boys
Frequency density
6.0
14.4 Drawing histograms
Purposeful practice 4.0
1 a
Height, x (cm) Frequency Class width Frequency density 2.0
0 < x ⩽ 10 5 10 5 ÷ 10 = 0.5
10 < x ⩽ 15 12 5 2.4 0
140 150 160 170 180
15 < x ⩽ 30 15 15 1
Height (cm)
30 < x ⩽ 50 6 20 0.3
Answers 292
b The final bar would need to be extended to 190, and its height would
Exam practice
decrease to show the new frequency density of the bar, which is 0.48.
1 a Heights of Year 11 girls
Exam practice
1 Frequency densities are 0.5, 4, 8.2, 5.2 and 0.533.
Heights of students
150 160 170 180
Height (cm)
10
b On average, the Year 11 girls are taller and the Year 7 girls have a greater
spread of heights.
8
Frequency density
6 15 Equations and graphs
4
15.1 Solving simultaneous equations graphically
2 Purposeful practice 1
1 y
10
0 c
9
140 150 160 170 180 b
8
Height (cm) a
7
6
14.5 Interpreting histograms d
5
4
Purposeful practice 3
1 a 2
Height, x (cm) Frequency density Class width Frequency
1
x+y=6
0 < x ⩽ 10 0.7 10 0.7 × 10 = 7
–10 –9 –8 –7 –6 –5 –4 –3 –2 –1 O 1 2 3 4 5 6 7 8 9 10 x
–1
10 < x ⩽ 15 2.6 5 2.6 × 5 = 13 –2
–3
15 < x ⩽ 20 3.2 5 3.2 × 5 = 16
–4
20 < x ⩽ 40 0.2 20 0.2 × 20 = 4 –5
–6
b 40 –7
2 a –8
Height, x (cm) Frequency density Class width Frequency
–9
0 < x ⩽ 10 0.6 10 6 –10
10 < x ⩽ 15 2.8 5 14
a (3, 3) b (2, 4) c (1, 5) d (−3, 9)
15 < x ⩽ 25 1.5 10 15 2 a x = 1, y = 3 b x = 3, y = 1
3 a x = 2, y = 6 b x = 6, y = 2
25 < x ⩽ 40 0.4 15 6
4 a x = 3, y = 9 b x = 9, y = 3
b 35
3 a 47 b 6 c 53 Purposeful practice 2
1 x = 1, y = 4 2 x = 6, y = −1 3 x = −1, y = −2
Problem-solving practice
1 105 houses Problem-solving practice
2 a 8 1 a x = 1, y = 2 and x = −4, y = 7 b x = 1, y = 2 and x = 0, y = 3
b The data is grouped so we know that there are 16 people who took c x = 4, y = 3 and x = −4, y = −3 d x = 2, y = 1 and x = −1, y = −2
between 70 and 90 seconds, but we don’t know if half of these took over 2 After 10 months, each method would have cost a total of £150.
80 seconds, which is why 8 is an estimate. 3 Roughly x = 0.4, y = 1.4 and x = 4.6, y = 5.6.
4 a 49p b £2.93
Exam practice 5 James’ graph intersection would give a negative y, which is not possible.
1 7 The blue line is incorrect. James has drawn the line x − 5y = 7 instead of
the line x + 5y = 7
14.6 Comparing and describing populations
Exam practice
Purposeful practice 1 a y
1 a B b B c B, B 6
2 a A b A c higher, greater 5
4
3 a A b B
3
c On average, students in class A are heavier and students in class B have 2
a greater spread of weights. 1
4 On average, students in class B are taller and students in class A have a
greater spread of heights. –6 –5 –4 –3 –2 –1 O 1 2 3 4 5 6x
–1
5 On average, students in class C are taller and students in class D have a –2
greater spread of heights. –3
6 On average, students in class E are taller and have a greater spread of heights. –4
–5
Problem-solving practice –6
1 On average, Ben’s potato plants yield a greater mass of potatoes than
Jordan’s and have a greater spread of weights. b Approximate answers x = 2.5, y = 3
x = −0.9, y = −3.8
293
15.2 Representing inequalities graphically Problem-solving practice
1 y 2 y
Purposeful practice 1
5 6
1 y
5
5 4
(1, 3) 4
4 3
3
3
2 2
2
(1, 2) (2, 2)
1 1
1
O 1 2 3 4 5 6 x
–5 –4 –3 –2 –1 O 1 2 3 4 5 x O 1 2 3 4 5 x
–1 The largest value of x + y will be 7
–2 when x = 3 and y = 4
–3 3 a y ⩽ 2x + 6, x + y ⩽ 6, y ⩾ 4 b y ⩾ −1, y ⩽ 3 − x, y ⩽ 2x + 4
–4 c x − 4, x ⩾ 2, y ⩽ 6 − 2x
y ⩾ __ 2
–5 4 y
5 y = x2 – 7x + 12
2 y 4
5 3
4 2
3 a 1
2
O 1 2 3 4 5 6 x
1
The graph is below the x-axis for {x : 3 < x < 4}
–5 –4 –3 –2 –1 O 1 2 3 4 5 x
b
–1 Exam practice
–2 1 y ⩽ 2x + 3
–3 y ⩽ 4 − x
–4 y ⩾ −1
–5
15.3 Graphs of quadratic functions
3 y Purposeful practice 1
4 1 a y = (x − 1)(x − 3); roots are x = 1 and x = 3
3 b y = (x − 1)(x + 1); roots are x = 1 and x = −1
b 2 c y = (x − 1)(x + 3); roots are x = 1 and x = −3
1 2 a y = (4x − 1)(x − 1); ( 1 , 0)and (1, 0)
__
4
b
y = (3x − 1)(3x + 4); ( __ 31 , 0) and ( − __43 , 0)
–4 –3 –2 –1 O 1 2 3 4 x
–1 c y=( 1 )(x + 6); (−6, 0) and (2, 0)
1 x − __
__
4 2
–2 3 From Q1
a
–3 a (x − 2)2 − 1 turning point (2, −1) b x2 − 1 turning point (0, −1)
–4 c (x + 1)2 − 4 turning point (−1, −4)
From Q2
turning point (
8 16 )
a (2x − __
5 ) − __
2
4 a No b Yes 9 __ 5 , − __ 9
4 16
Purposeful practice 2 b (3x + __ 3 ) − __
2
turning point (
25 −__ 25 )
1 , − ___
2 4 2 4
1 a {x : x < 5} b {x : x < 6} c {x : x < 4}
y = ( __ 21 x + 1) − 4 turning point (−2, −4)
2
d {x : x > 8} e {x : x > 10} f {x : x > 12} c
2 a {x : −4 ⩽ x ⩽ 4} b {x : −9 < x < 9} 4 From Q1
c {x : x < −16} ∪ {x : x > 16} d {x : x ⩽ −8} ∪ {x : x ⩾ 8} a y b y
3 a {x : 3 ⩽ x ⩽ 8} b {x : 4 ⩽ x ⩽ 6}
3
y
y
(3, 0) (8, 0)
O x O 1 3 x –1 O 1 x
(4, 0) –1
(6, 0)
O x c
y
y = x2 – 10x + 24
y = x2 – 11x + 24
c {x : x ⩽ 2} ∪ {x : x ⩾ 12} d {x : x ⩽ 1} ∪ {x : x ⩾ 24}
–3 O 1 x
y y
(2, 0) (12, 0)
O x (1, 0) (24, 0) –3
O x
y = x2 – 11x + 24
y = x2 – 25x + 24
Answers 294
From Q2 The equation would intersect the y-axis at y = 4, but the graph has an
a y b y intersection at y = −6
3 y = x2 − 2x − 3
Exam practice
1 a
1
–
4 O 1 x x −1 0 1 2 3 4 5
3 3
O 1 1 x y 8 3 0 −1 0 3 8
4
b y
9 y = x2 – 4x + 3
–4 8
7
6
5
4
c
y 3
2
1
–1 O 1 2 3 4 5x
–1
–6 O 2 x
15.4 Solving quadratic equations graphically
–3
Purposeful practice 1
1 a One repeated root b Two roots
c Two roots d No real roots
2 a One repeated root b No roots
Purposeful practice 2 c Two roots d Two roots
1 a completing the square: y = 2(x + 1)2 + 4, so turning point is (−1, 4) e One repeated root f No roots
b completing the square: y = 3(x + 1)2 + 4, so turning point is (−1, 4) 3 Roughly x = 0.3 and x = 3.7
c completing the square: y = 5(x + 1)2 + 4, so turning point is (−1, 4)
2 All three are minimums because the graphs will be ∪ shaped. Purposeful practice 2
3 a x = 3 b x=3 1 a The iterations are 1.63, 1.93, 2.05
y y b The iterations are 4.47, 4.63, 4.68
9 6
2 a 3.72 b 2.65 c 1.14
8 y = x – 6x + 8
2
5 y = x2 – 6x + 5
7 4 Problem-solving practice
6 3 1 a is graph iii b is graph i c is graph iv d is graph ii
5 2 Solutions a x = 0.5 and x = −0.7 b x = −2 and x = 1
4 1
c x___= −1 and x = 2 d x = 2 (repeated)
3
–1 O 1 2 3 4 5 6x x = 4 ± √ 14
2 a ______ ____
2 –1
b The quadratic formula leads to √ (−3)2 − 16 = √
−7 so no real roots.
1 –2
–3 3 a 0.73 b 16x2 + 2x − 10 = 0
–1 O 1 2 3 4 5 6x –4
–1 Exam practice
c x=1 a 2x2 = 5 − x b x1 = 1.414213562 …
y x2 = _____ x
5 − x2 = 1.338989626 …
8 _____2
x
7
6
√ 5 −
x = _____ 2
x3 = 1.352961635 …
5 15.5 Graphs of cubic functions
4 Purposeful practice 1
3
1 a, c and d are cubic equations.
2
2 a
1 y = 4x2 – 8x + 3 x −2 −1 0 1 2 3 4
–1 O 1 2 3 4 5 6x x3 − 4x2 + x + 2 −24 −4 2 0 −4 −4 6
–1
y
20 y x – 4x + x + 2
= 3 2
Problem-solving practice
1 a matches graph ii because it is ∪ -shaped (x ²) and has roots at (1, 0) and 15
(6, 0) since y = (x − 1)(x − 6) 10
b matches graph i because it is an upside down ∪ (−x ²) and has roots at
5
(−3, 0) and (2, 0) since y = (x + 3 )(2 − x)
c matches graph iv because it is ∪ -shaped (x ²) and has roots at (−3, 0)
–4 –3 –2 –1 O 1 2 3 4 x
and (2, 0) since y = (x +3 )(x − 2) –5
d matches graph iii because it is an upside down ∪ (−x ²) and has roots at
–10
(3, 0) and (−2, 0) since y = (x + 2)(3 − x)
2 The graph is the wrong way up. The negative x2 in the equation would give –15
a∩ shape. –20
The graph has roots at x = −3 and x = 2, but if these values of x are
substituted into the equation, the corresponding y-values are not 0.
295
b
x −4 −3 −2 −1 0 1 2
16 Circle theorems
x 3
+ 4x + x + 2
2 −2 8 8 4 2 8 28
16.1 Radii and chords
y
20 Purposeful practice 1
15 1 OPQ, OPR, OEF
2 a = 40° b = 100° c = 30° d = 60°
10
e = 60° f = 80° g = 48°
5
y = x3 + 4x2 + x + 2 Purposeful practice 2
–4 –3 –2 –1 O 1 2 3 4 x 1 6 cm 2 16 cm 3 5 cm 4 12 cm
–5
–10 Problem-solving
__ practice
1 3 √
7 cm
3 a 3 b 2 c 2 d 1 e 1 2 OA = OB (radii)
OBA = 32° (base angles in an isosceles triangle are equal)
Purposeful practice 2 AOB = 116° (the angles in a triangle add to 180°)
1 a 1, 2, 3 b 1, −2, 3
m = 64° (angles on a straight line add to 180°)
c 1 (repeated) and 2 d 1 and 2 (repeated)
3 For N to be the midpoint, ORN must be a right-angled triangle and RN
2 a graph ii b graph iii c graph iv d graph i must be_______ 8 cm. Using Pythagoras, assuming it is a right-angled triangle,
RN = √ 132 − 112 = 6.9 cm (1 d.p.). This is not 8 cm, so N is not the midpoint.
Problem-solving practice
4 OQP = 20° (angles on a straight line add to 180°)
1 y
OQ = OP = 7 cm (radii)
(0, 8)
Distance between midpoint of PQ and Q = 7 cos 20° = 6.5778…
PQ = 2 × 6.5778… = 13.2 cm (1 d.p.)
y = (x + 1)(x – 2)(x – 4)
(–1, 0)
Exam practice
(4, 0) 1 OBA = 40° (angles on a straight line add to 180°)
(–2, 0) O (2, 0) x OB = OA = 5cm (radii)
(__
1 AB) = 5 cos 40° = 3.8302... cm
2
y = (x – 2)2(x + 2) AB = 2 × 3.8302... cm = 7.7 cm (1 d.p.)
16.2 Tangents
Similarities: students’ own answers, for example, both cross the y-axis at y
Purposeful practice 1
= 8; both have a root (2, 0).
1 Yes 2 Yes 3 No
Differences: students’ own answers, for example y = (x − 2)²(x + 2)
has two roots while y = (x + 1)(x − 2)(x − 4) has three roots; Purposeful practice 2
y = (x − 2)²(x + 2) has a turning point in the second quadrant while
y = (x + 1)(x − 2)(x − 4) has a turning point in the fourth quadrant. 1 a a = 64°, b = 26° b c = 120° c d = 46°
2 a y = x3 − 4x2 + x + 6 b y = x3 − 7x2 + 16x − 12
2 a a = 30°, b = 75° b c = 40°, d = 140° c e = 38° f = 19°
c y = 2x3 − 7x2 − 68x − 32 Problem-solving practice
3 a First error −1 × 2 × −3 = −6 should give +6 1 Triangle OMN is right-angled (the angle between a tangent and the radius
Second error (x − 1)(x + 2)(x − 3) = 0 should give x = 1, and then −2 is 90°)
and then 3 ON² = 102 + 242 (Pythagoras’ theorem)
b y ON² = 676
5 ON = 26 cm
2 OBC = 90° (the angle between a tangent and the radius is 90°)
–2 –1 O 1 2 3 x BOC = 52° (the angles in a triangle add to 180°)
–5
y = (x – 1)(x + 2)(x – 3) BOA = 128° (the angles on a straight line add to 180°)
OB = OA (radii)
Exam practice x = (180° − 128°) ÷ 2 = 26° (the angles in a triangle add to 180° and the
1 a b y base angles of an isosceles triangle are equal)
x −3 −2 −1 0 1 2 3 20 3 ORP = 32° (angles on a straight line add to 180°)
y −18 −2 2 0 −2 2 18 18 OPR = 90° (the angle between a tangent and the radius is 90°)
16 POR = 58° (the angles in a triangle add to 180°)
14 QOP = 122° (the angles on a straight line add to 180°)
12
x = (180° − 122°) ÷ 2 = 29° (the angles in a triangle add to 180° and the
10 base angles of an isosceles triangle are equal)
8
y = 180 − (90 + 29) = 61° (the angles on a straight line add to 180°)
6
4 ABO = 90° (the angle between a tangent and the radius is 90°)
4
2 Sin OAB = __ 4 = __
1 (opposite over hypotenuse for a right-angled triangle)
8 2
OAB = 30° (known fact that sin 30° = __ 1 )
–2 O 2 4x 2
–2
–4 Exam practice
–6 1 Angle OBC = 90° as OB is a radius of the circle and the angle between the
tangent and a radius is 90°.
Angle BOC = (90 − x)° because angles in a triangle add to 180°.
Angle AOB = (90 + x)° because angles on a straight line add to 180°.
(90 − x)
x )°as triangle
= (45 − __
Angle OAB = (180 − (90 + x))° ÷ 2 = _______
2 2
AOB is an isosceles triangle.
Answers 296
16.3 Angles in circles 1 Exam practice
1 Angle BDF + angle BDO = 90° (the angle between the radius and the
Purposeful practice 1
tangent is 90°)
1 a = 50° 2 b = 140° 3 c = 43° So, angle BDF = 90 − x.
4 d = 112° 5 e = 121° 6 f = 264° Angle BCD = angle BDF (alternate segment theorem)
Purposeful practice 2 Therefore, angle BCD = 90 − x.
1 a = 90° 2 b = 45° 3 c = 29°, d = 48°
4 e = 51° 5 f = 50°, g = 65° 16.5 Applying circle theorems
Purposeful practice 1
Problem-solving practice
1 a 2 b − 0.5
1 a = 118° (the angle at the centre of a circle is twice the angle at the
2 a 1
__
− b 3
circumference) 3
AOC = 124° (the angles at a point add to 360°)
Purposeful practice 2
b = 62° (the angle at the centre of a circle is twice the angle at the
1 13
y = __ 32 x + __ 13
y = −__ 32 x − __
2
circumference) 3 3
2 QOR = 30° (the angle at the centre of a circle is twice the angle at the
circumference) Problem-solving practice
x = 15° (the angle at the centre of a circle is twice the angle at the 1 a y = −__ 3 x + ___ 25 b y =− __ 25
4 x + ___
4 4 3 3
circumference) 10
___
3 OYZ = 90° and OWZ = 90° (the angle between a tangent and the radius 2 (0, − )
3
is 90°) 3 (___
34 , 0)
3
WOY = 96° (the angles in a quadrilateral add to 360°)
4 T = ( 0 , __ 41 ), R =(__ 41 , 0)
x = 48° (the angle at the centre of a circle is twice the angle at the 5 4
circumference) 1681 = 42 ___
____ 1 units2
n (the angle at the centre of a circle is twice the angle at the
40 40
4 FGH = __
2 5 P = (−10,__0), Q = (0, 5)
circumference)
PQ = 5√ 5
n (the angles on a straight line add to 180°)
m = 180 − __
2
n
__
= 180 − m
Exam practice
2 ___ ___
n = 2(180 − m) or n = 360 − 2m 1 y = −√ 3x + 2√ 3
Exam practice
1 Students’ own proof, for example, Mixed exercises D
let angle OYZ be labelled a.
Angle OZY = a (base angles in an isosceles triangle are equal) Mixed problem-solving practice D
Angle YOZ = 180° − 2a (angles in a triangle add to 180°) 1 a i B ii E iii C iv H v I vi F
Angle XOZ = 2a (angles on a straight line add to 180°) b A: y = −sin x or y = sin (−x) D: y = −(x + 2)2(x − 2)
(180° − 2a) G: y = −tan x or y = tan (−x)
Angle OZX = __________
= 90° − a (angles in a triangle add to 180° and
2 2 a 169.5 cm
base angles of an isosceles triangle are equal)
Angle XZY = Angle OZY + Angle OZX = a + (90° − a) = 90° b No, Jane may not be correct as the minimum height could be less than
160 cm since the graph is not completed to show the data for the shortest
4 students.
16.4 Angles in circles 2
c 14 students have a height greater than 175 cm. 25% of 60 = 15 and 14 is
Purposeful practice 1 less than 15, so less than 25% of the students have a height greater than
1 a = 41° 2 b = 37°, c = 37° 3 d = 83°, e = 28° 175 cm.
3 a a = 5 and b = 3 b (5, 3)
Purposeful practice 2 4 35.4°
1 a = 88° 2 b = 85°, c = 82° 3 d = 88°, e = 89° 5 3.60 m
6 a b 10.6 (1 d.p.)
Purposeful practice 3 Time, m (minutes) Frequency
1 a = 75° 2 b = 72°, c = 78° 3 d = 126° 0 < m ⩽ 10 35
Problem-solving practice 10 < m ⩽ 15 47
1 x = 43° (alternate segment theorem) 15 < m ⩽ 20 59
BAC = 43° (angles subtended by the same arc are equal)
y = 137° (angles on a straight line add to 180°) 20 < m ⩽ 30 18
2 a = 38° (the angle on a semicircle is 90°) 30 < m ⩽ 50 2
b = 52° (angles subtended by the same arc are equal)
c = 128° (opposite angles in a cyclic quadrilateral add to 180°) 7 x < 1, y ⩾ −x − 4 and y ⩽ 2x + 2
8 a and b y
3 Yes. Angle ADC = 50° (angles on a straight line add to 180°) y = 1 – sin x
2
So, angle ABE = 50° (angles subtended by the same arc are equal)
Therefore, angle BAD = 50° (angles in a triangle add to 180°).
Angle BAD = angle ADC, so AB and CD are parallel (alternate angles are 1
equal for parallel lines)
4 Students own reasoning, for example,
Angle ADC + x + y = 180° (angles on a straight line add to 180°) O 90° 180° 270° 360° x
Angle ADC = 180° − z (opposite angles in a quadrilateral add to 180°)
–1
Therefore, 180° − z + x + y = 180° y = sin x
So, z = x + y
9 (3, −11)
297
Exam practice 3 a 2 = b2 + c2 − 2bc cos θ
10 a 11 kg b Weight of leopards a + 2bc cos θ = b2 + c2 −2bc cos θ+2bc cos θ
2
2bc cos θ + a 2 − a
2 = b2 + c2 − a2
2bccos
________ θ = b_____________
2
+ c2 − a2
2bc 2bc
cos θ = b +c −a 2 2 2
_____________
40 50 60 70
Weight (kg)
2bc
c Yes, Tom is correct as the median cougar weight is 58 kg and the median 4 A − 2π r 2
___________
h = 2πr 5 g = 2 3
________
leopard weight is 55 kg.
h −1
−1
11 a y 6 John should multiply by ___
−1
5 7 Hannah has incorrectly expanded the bracket on the third line. It should say
x 2 + y 2 = 20.25 xV + x = V.
4
On the fourth line the right-hand side should be V – xV not V + xV.
3
2 Exam __________
practice
1 1 t = √
3 k2 + 1
–5 –4 –3 –2 –1 O 1 2 3 4 5 x 17.2 Algebraic fractions
–1
–2 Purposeful practice 1
5x
1 ___ 11x
2 ____ 15x −
3 _______ 2
–3 6 4 6
–4 5x −
4 ______ 4 x
5 __ 13x
6 ____
2 2 6
–5
5x +
7 ______ 4 5x −
8 ______ 8 −7x + 16
9 _________
6 6 6
b Approx x = 1.7 and y = −4.2 or x = −1.1 and y = 4.4 −3x + 10 5 16
10 _________ 11 ___ 12 ___
1
12 x < −3, x > __ 4 6x 9x
2 2
___ −14 28
13 14 _____ 15 ____
13 a 23 + 2 = 10, 33 + 3 = 30, 17 is between 10 and 30 so the equation 9x 9x 15x
x3 + x = 17 has a solution between 2 and 3 ______
b x3 + x = 17, so x3 = 17 − x and therefore x =√ 17 − x
3 Purposeful practice 2
xy x2
x = 2.44 (2 d.p.) 3x 9x2
2
c 1 ___ 2 ___ 3 ____
4 ____
6 6 2 10
14 MN2 = AC2 = x2 + x2 − 2 × x__ × x × cos 45° (cosine rule on triangle ABC) 9x y2 3x y2
5 _____
_____
6 7 3x3
____
8 3 3
_______
√ 2
2 − 2x 2 × ___
= 2x
10 2 2y 2x 4y
__ 2 3(y + 6)
_______ 9(y + 6) 27x
2 y
=x 2(
2 − √ 2 ) 9 10 _______ 11 _____ __
x
12
__ __ 2x 4y 5 2x 5y 5 y3
52 + 52 − x
2( 2 − √ 2 ) x 2(2 − √ 2 ) x
13 __ 3
__
15 ___ 9x 3x
___
cos MBN = _____________
= 1 − _________
y 14 16
2×5×5 50 2 2 20
(cosine on triangle MBN) 20
17 ___ 18 ________ 10x
3x 3(x + 5)
Problem-solving practice
17 More algebra 600x − 3000
1 T = ____________
x(x − 10)
17.1 Rearranging formula 4x +
2 ______ 3 + _____ x + 2 = ______ 9x +
8
2 4 4
Purposeful practice 1 20y 2x
3 a ____x b ____
5bct 5bt − 2a 3y 2
1 k = ____ 2 k = 5bt − 2a 3 k = ________
2a
___ 2
______ 7
___ 5
___
4 a + = ___ 31 2 x
______
b + x −
2 − _____ 5x +
5 = _______ 23
_________ 2x 3x 6x 3 4 12
√
5bt
4 k = ___
2a
5 k = √
5bt − 2a
√
5bt −
6 k = ________
____
3
2a
c ____
7y3
10x2 = ____
25x 2 ÷ ______
21 y
4 2
15y
2a 8 k = 4(t − ___
2a ) 2a
7 k = t − ___
_____
5b 5b √
9 k = t − ___
5b Exam practice
3x + y 5 x2
2a t )
k = ( ___ 12 k = ( 5t )
√
2 2 10
1 ______ 2 ____
10 k = t − ___ ___
3
11
5b 2a 2a 10 9
13 k = ( ____
2a )
5bct 14 k = ( 2a ) 15 k = (t − ___
2a )
2 2 3
t − ___ 17.3 Simplifying algebraic fractions
5b 5b
(5bt)2 − 2a Purposeful practice 1
2a
16 k = t 2 − ___ 17 k = (5bt) 2a 18 k = _________
2
−
5b 7 1 3 2 3(x − 6) 3
3 _____
x−6
Purposeful practice 2 4 3x 5 3x 6 x−2
3
1 a = _____ 3 3 a = ______
2 a = _____ 3
x + 3
7 _____ x + 4
8 _____ x − 4
9 _____
1−b 4−b 4 − 6b x−2 x−2 x+4
+c b +c
______
4 a = 3 3
______
5 a = 6 a = b + c
3
______ Purposeful practice 2
4 − 6b 4 − 6b 4 − 6b
x+1
1 _____ x + 3
2 _____ x + 3
3 _____
3b + c 8 a = _____
7 a = ______ bc 9 a = ______
2bc x + 4 x+2 x−1
4 − 6b c−b c−b x+1 x+3 x − 1
4 _____ 5 _____ 6 _____
Problem-solving practice x + 5 x + 4 x+1
_____ ______ _____ x−1
7 _____ x + 3
8 _____ x−1
9 _____
p−a p a __ p x + 3 x−2 x − 2
√
1 h = _____
a = __ √
a − __ √
a = a − 1
____ 2(x − 2) x+1 2(x + 2)
10 ________ 11 _____ 12 ________
x + 1 x + 3 x − 5
2 a h = __ 6
π b r = ____ √π
210
x
13 − 1
2
______
14 3 x +2
______ 5x+2
______
2x + 1 x − 5 15 x − 4
Answers 298
Problem-solving practice 17.5 Surds
1 x − y; 12 Purposeful practice 1
__ __ __
6 2
x + 10x + 4
2 ____________ 3(√ 2 + 2)
1 2(√ 3 + 3)
2 3 6( √ 2 + 1)
4x2 − 2x − 6 __ __ __ __ __
3x2 + 5x + 2
___________ 6(√ 2 + 1)
4 5 2( 2√ 3 + 3√ 2 ) 6 2( 2√ 6 + 3√ 2 )
=
2x2 − x − 3
(3x + 2) (x + 1)
_____________
Purposeful
__ practice 2 __ __ __ __
=
(2x − 3) (x + 1) 1 4√
3 + 8 2 √ 6 + 2√ 2 3 √ 6 − 8√ 2
__ __ __
3x + 2
______
= 4 6√ 2 − 4 5 30√ 2 − 20 6 30√ 2 − 80
2x − 3 __ __ __
3 Students’ own answers, for example, 7 7 + 4√ 3 8 79 + 20√ 3 9 31 + 10√ 6
__
(x + 4)( x + 3) x + 3
x 2 + 7x + 12 = ____________ 10 40 292 − 160√ 3
11 12 −92
____________ = _____
x 2 + 2x − 8 ( x + 4)( x − 2) x − 2
x2 − 5x − 14 = (x − 7)(x + 2) ______ (x + 2) Purposeful
__ practice 3 __
4 ___________ ____________
= 5 −2 __
x 2 − 49 (x − 7)(x + 7) ( x + 7) 1 + √ 3 √ 3 − 1
1 ______ 2 ________
3 √ 2 − 1
6 a x
_____ −5 _____
b 3 7 3−x
2
__
2
__ __
x + 1 x + 6 4 + √ 2 2+√
2 6 + 3√ 2
4 ______ 5 ______ 6 ________
(9 − x 2 )(x2 − 3x − 10)(2x2 + 14x + 24) 14 __ 4 __ 2
_________________________________
8 = __
(14x + 42)(x2 − 2x − 15)(x + 4) 7 √ 2
6 + 5
________ √ 2
4 + 3
8 ________ 9 3 − 2√ 2
14 4
(3 − x)(3 + x)(x + 2)(x − 5)2(x + 4)(x + 3)
_______________________________________
=
14(x + 3)(x − 5)(x + 3)(x + 4) Problem-solving practice __
(3 − x)(x + 2)
_____________ __ (−25√ 2 ) __
=
7
8√ 2
1 a b ________
+ 2√ 5
__ 2
Exam practice 2 16 + 17__√ 2
5x + 1
1 ______ 3 8 + 5√ 2 ___ ___
3x − 2 __ __
2+√ 2−√
13 _______ 13
4 a −1 − √ 1 + √ 6 b _______
6 , − ,
__ 3 3
17.4 More algebraic fractions
√ 2
4 + 3
5 ________
Purposeful practice 1 2 __
3+√ 3
______
(2x − 1)
10x + 2x +
7 3 1 6 a
1 _______ ___
2 3 ______ 4 ____________
3 __ __ __ __
6 2x 2x 2 (x + 2)(x − 4) 7 a In the third line Andrew has multiplied √ 2 × √ 3 to give √
5 . It should be √
6 .
5 ____________
3x − 24 6 _______ −1 or _______
−1
or _______ 1 or _______
1 In the fourth line he has cancelled the 2s. We can only cancel if all the
( x + 2)( x − 4) 3x − 12 3x − 4 12 − 3x 3(4 − x)
terms__in the numerator
__ __ and the denominator have a common factor.
9x −
7 ______ 4 8 _____________
2x + 9 9 9x − 19
___________________
2 − √ 2 − 2√ 3 + √ 6
4x (x + 4)(x + 1) (x + 4)(x − 3)(x + 1) ________________
b
2
10 ____________
3x + 13 11 __________________
x − 13
( x + 2)( x + 3) (2x − 1)(x + 2)(x − 3) Exam practice
__
_________________ 5 x +7 23 + 17√ 2
12
( x + 1)( x − 1)( x + 3) 1 __________
49
17.6 Solving algebraic fraction equations
Purposeful practice 2
x+2 (x + 2) (x + 1) 4(x + 2) Purposeful practice 1
1 _____ 2 _____________ 3 ________
x − 3
2(x − 3)
5(x − 3) 1 x=4 2 3
x = __ 3 3
x = __
4 4
6 (2x − 3)(x − 4) x = 11 3
x = ___ x=2
4 _____ 5 (x + 4)(x − 3) 6 ______________ 4 5 6
x + 1
(x − 5)(3x + 1) 10
7 x = −3 8 x=3 9 −11
x = ____
Problem-solving practice 3
12x + 12 42x − 78 Purposeful practice 2 __ __
1 a ________ b ________
x(x + 2) 3x − 6 1 a x = 5, x = −5 b x =2√ 2 , x = −2√ 2
2 a x
+ 1
_____
b __1 c x = 7, x = −7 d x = 4, x = −4
x+4 4
2 a x = 3.85, x = −2.85
2x + 3
3 a ______________ 2x + 3
b ___________________
(2x + 4)(x − 8)
(x − 1) (x + 3) (x + 4)
b x = 3.46, x = −2.46 c x = 4.39, x = −2.39 d x = 4.13, x = −3.63
e x = 5.50, x = −6.00 f x = 4.90, x = −4.90 g x = −0.87, x = 6.87
4 _______ 1 + _____ 2x − 9
2 = _______ h x = 0.00, x = 9.00 i x = −19.00
x 2 − 25 x + 5 x2 − 25
5 x + 1 and x − 1 Problem-solving practice
1
6 _______ 1
+ ____________ 1 2, 3
3(x − 3 ) (x − 3)(x + 6)
x + 6 + ____________ x + ___
2 a __ 3x = 26 b 24
=
1 × _____
_______ 1 3
× __ 3 4
3(x − 3) x + 6 (x − 3) (x + 6 ) 3
x+6
_____________ 3 3 R1 = 3000 Ohms, R2 = 6000 Ohms
= + _____________
3(x − 3)(x + 6) 3(x − 3)(x + 6) 4 a 0.5, 8
x +9
_____________ b If x = 0.5 the 5 cm2 rectangle would have a side of −2.5 cm, which is
=
3(x − 3)(x + 6) impossible.
A = 9, B = 3
5 a 2nd line: Edmund has made an error expanding −2(x + 1). It should be
−2x − 2
Exam practice Final Line: He has added 5 to both sides but he should have subtracted 5
x + 10 from both sides.
1 _______
x(x − 5) b x = 0 or __ 1
__ 2 __
6 x = +√ 3 , −√ 3
299
Exam practice Problem-solving practice
1
___
1 x = 1 a 5 b The answer is still 5.
41 x + (x + 1) + 9
c _____________
− x = _______ 2x +
10 − x
2 2
17.7 Functions = (x + 5) − x
Purposeful practice 1 = 5
1 a 0 b 12 c 12 d 0.75 4
e __ f 8.16 2 a 2 is the 5th term in the sequence.
9
b Students’ own answers, for example, 32 + 1 = 10
2 a 4 b 3.4 c −12 d 3.3 73
e ___
21 c Students’ own answers, for example, 33 + 43 = 91
f
−
489 = −13.97 (2 d.p.)
____ d Students’ own answers, for example, (−2)3 = − 8 and − 8 < −2. Any
35
negative integer
Purposeful practice 2 3 (2m)2 + (2m + 2)2 = 4m2 + (4m2 + 8m + 4)
1 32 2 86 3 32 4 30 5 132 6 240 = 8m2 + 8m + 4
7 20 8 6 9 132 10 −5 11 −23 12 −5 = 4(2m2 + 2m + 1)
2m2 + 2m + 1 is an integer, so 4(2m2 + 2m + 1) is a multiple of 4 and
Purposeful practice 3 therefore in the 4 times table.
1 f −1(x) = __ x 2 x −
f− 1(x) = _____ 2 3 f− 1(x) = 3(x − 2) 4 4n2 + 4n + 1 = 4(n 2 + n)+ 1
3 3
3(x − 2) 3x − 2
n2 + n is an integer, therefore 4(n2 + n) is even. Adding 1 to an even num-
4 f− 1(x) = ________
5 f (x) = 3x − 2
−1
6 f (x)
−1
=
______
ber will always give an odd number.
5 4
x − 3
__ 5 x
2 + ( x + 1)2 = x
2 + ( x 2 + 2x + 1) = 2x 2 + 2x + 1 = 2(x
2 + x)+ 1
f− 1(x)
7 =
x
__
− 3 8 f− 1(x) = 4
_____ x − __
= ___ 3 (x2 + x) is an integer, so 2(x2 + x) is even. Therefore 2(x2 + x) + 1 will
4 5 20 5
always be odd.
7x − 3
___ 6 A=1
4 = ___
f− 1(x) = ______
9 7x − __
3
5 20 5 7 3x − a = 15
Problem-solving practice 3x = 15 + a
1 a i ______ 2 2
ii _____ 3x + 11
_______
iii a
15 + __
x = ___
2x + 3 3−x x+3 3 3
b x = −3 would mean that the denominator would be 0. Dividing by zero is a
x = 5 + __ 3
a must be an integer. For __ a to be an integer a must
undefined.
For x to be an integer __
x +
2 a d− 1(x) = _____ 4 b x=1 3 B, D 3 3
5 be divisible exactly by 3 and so is in the 3 times table.
x
4 a −5, 4 __ b __−4, 10 5 −31.5
1 × x × x = __
2
8 Height and length of base of large triangle = x, so its area is __
6 a = −1 + √ 6 , a
= −1 − √
6 7 −1, −7
2 2
x , so its area is __ x × __
1 × __ x = __ x
2
8 95 9 a = 4, b = 3 Height and length of base of small triangle = __
2 2 2 2 8
x − ___ x
2 2
Exam practice So, the area of the shape which is left is = ___
2 8
1 a = 2, b = 14 ___ 4x 2 ___
= −
x2
8 8
___3x 2
17.8 Proof =
8
9 ( 2n − 2)2 − ( 4n − 4)( n − 2)= (4n2 − 8n + 4) − (4n2 − 12n + 8) = 4n − 4
Purposeful practice 1
= 4(n − 1)
1 Students’ own answers, for example, __ 3 × __
8 = ___24 = 2
4 3 12 Since n is an integer, (n − 1) is also an integer and therefore 4(n − 1) is a
2 The answer will be the same, zero, when the numbers in the calculation are multiple of 4.
both the same.
3 Any number between −1 and 1, for example, ( 1 ) < __
1 Exam practice
2
__
2 2
1 a2 − b2 is the difference between two square numbers.
4 Students’ own answers, for example, 32 + 42 or 62 + 72 a2 − b2 = (a + b)(a − b)
Purposeful practice 2 a + b is the sum of the two numbers. a − b is the difference between the
numbers. Therefore the sum of the two numbers multiplied by the difference
1 Any number squared is positive or zero. When you add 4 to a positive between the two numbers will always be equal to the difference between the
number or zero, the answer will always be positive. square of the numbers.
2 a 2
b When a is a non-zero integer, 2a is a multiple of 2 and so is an even
number. 18 Vectors and geometric proof
3 m + n is even. 2(m + n) is even because it is a multiple of 2.
4 2(2mn + n + m) is even because it is a multiple of 2. 18.1 Vectors and vector notation
Adding 1 to the previous expression will therefore be odd because any
number which is 1 more than a multiple of 2 is odd. Purposeful practice 1
5 2n is a multiple of 2, and so is an even number. An even number plus an 1 a (8, 8) b (2, 8) c (8, 0) d (2, 0)
odd number (3) is always odd. e (9, 7) f (9, 8) g (5, 8) h (9, 4)
2 a ( ) b ( ) c (
−4)
6 a Students’ own answers, for example, n, n + 1, n + 2 d ( ) e ( ) f ( )
3 3 −3 −2 −5 −6
b (2n + 1) + (2n + 3) + (2n + 5) = 6n + 9 = (6n + 8) + 1 4 4 −6 −3 −2
6n + 8 can be written as 2(3n + 4) so is even. Adding 1 to it will make Purposeful practice 2 ___
the result odd.
1 5 ___ 2 5___ 3 5 4 10 5
___ 10___ 6 √___
73
7 In any two consecutive numbers, one number will be even and one will be odd.
7 √ 68 8 √ 65 9 8 10 √ 65 11 √ 68 12 √ 68
The even number can be written as 2n, where n is an integer.
Let us call the odd number m. Problem-solving practice
Therefore the product will be 2nm, which is a multiple of 2. 1 a ( )
4
b 12 c A right-angled triangle
So, the product of any two consecutive numbers is even. −3
2 a ( )
−2
b (15, 13)
−7
Answers 300
3 Students’ own answers, for example, (
)
2
9
Purposeful practice 2
4 (3, 15) or (3, −9) 1 a b
5 Students’ own answers, for example, (
)
7
24
Exam practice
1 y a b a 2b
8
7
6
5 a –2a
4
3 c d
2
1 –b
0
0 1 2 3 4 5 6 7x b
a
18.2 Vector arithmetic –a
Purposeful practice 1
1 a ( ) b ( ) e (
−6)
d (
−3)
c (
1 . 5)
4 6 1 −2 −4
e f
6 9
f ( ) g ( ) h ( ) i ( ) j ( )
0 0 0 0 1
c
−6 −9 9 3 −2
2 a b a
a –c
g h
a b
c d
–c
c –c
b
2 a ( ) b (
−1)
c ( ) d ( )
5 −1
8 1
0 2 −2
e ( ) f ( ) g ( ) h ( )
0 4 7 3
e f 4 −2 −3 −1
3 Students’ own answers, for example, (
)
4
−3
4 ( )
−4
3
Problem-solving practice
1 a ( ) b ( ) and (
)
6 9 3
10 15 5
2 a=b
⟶ →⟶ →
g h . SQ
3 SQ is parallel to TP = b – a and TP = a + b − a − a = b − a
4 17.66
5 Students’ own answers, for example, (
−12)
2
Exam practice
b (
4)
−11
1 a y
8
7
6 b
–3a
5
i j 4
a
3
2
1
0
0 1 2 3 4 5 6 7 8x
301
18.3 More vector arithmetic Problem-solving practice
2 b −3a
1 __
Purposeful practice 1 5
⟶ 5
1 b+a 2 −b 3 −a 4 −a − b 5 −a − b 2 a AD = __ a + 15b b (− 28.5, 75.5)
2
6 __1 (−a − b) 7 __1 (a − b) 8 __1 (a − b) 9 __1 (b − a) 3 a 8a − 3b b 109.56
2 2 2 2
Purposeful practice 2 Exam practice
1 h 2 k 3 h+k 4 −k − h 5 k−h ⟶
= −__
1 MP 21 b + a + k b = a + (k − __
21 )b
⟶
Problem-solving practice = (1 − k )b + 2a
PN
⟶ ⟶ ⟶
1 AD = 3b Comparing MP and PN
⟶ ⟶ ⟶
AD = a + b + c 2 MP
= PN
3b = a + b + c 2(k − __21 ) = 1 − k
2b = a + c 2k − 1 = 1 − k
b = __ 1 (a + c) 3k = 2
2
1
__
2 a (a + b) b Yes, sides are 13, 9.19 and 9.19. k = __32
2
→
3 JK = b + a
→
IL = a + b + a + b
= 2(a + b)
19 Proportion and graphs
→ →
IL = 2 JK, therefore parallel
19.1 Direct proportion
Exam practice Purposeful practice 1
⟶ ⟶
1 a
QR= 2a + 5b b PR=
−2a + 5b 1 y ∝ x y is directly proportional to x
y = kx
x ∝ y x is directly proportional to y x = ky
18.4 Parallel vectors and collinear points
a ∝ b a is directly proportional to b a = kb
Purposeful practice 1 b ∝ a b is directly proportional to a b = ka
1 a ( ) b ( ) c ( ) d ( ) e ( )
3 4 3 4 1
Purposeful practice 2
4 5 5 4 0
2 a ( )
⟶
6
b OYbecause they both pass through the origin and are parallel. 1 y = 2x 2 y = __ 21 x 3 y = −__ 21 x 4 y = −2x
10
6
___ 3
__
5 a = 0.6b, a = 10 b or a = 5 b
Purposeful practice 2
6 b or a = −
a = −0.6, a = −___ __53 b
1 a ( ) b ( ) c ( ) d ( ) e ( ) f ( )
4 4 3 2 3 2 6
10
8 8 7 4 5 6
7 a = 0.6, a = ___ 53 b 8 a =1.6b, a = ___
6 b or a = __ 10 b or a = __
5 b
2 a ( ) b ( ) c ( ) d ( ) e ( ) f ( )
2 2 2 1 1 1 10 6 3
5
4 4 4 1 1 3 9 p = 0.3125q or p = __
16 q 10 5 q
p = ___74
3 a Yes b Yes c No d No e No f Yes
4 Yes a and d. No b, c, e and f. 11 1 d
h = __ 12 5 d
h = __
6 6
5 a, b and d
Problem-solving practice
Problem-solving practice 1 m = 9.6
1 a Yes, LM is parallel to KL and they both go through point L. 2
b (−12, 14.5)
x −5 −2 0 7
2 g = 60 h=2 y 7.5 3 0 −10.5
3 Students’ own answers, for example, (
−1.5)
1.25
3 r = −0.78z 4 £11.60 5 y = 28
4 a Yes, because it will be a scalar multiple of a. t = ____
6 __ 2.66 = ____
3.42 = ____
6.08 = 3.8
b Yes, because it will be a scalar multiple of b.
m 0.7 0.9 1.6
So t = 3.8 m, which means t is directly proportional to m.
c Yes, because it will be a scalar multiple of a.
5 x=4 Exam practice
=( )
⟶ 1
6 Two possible student answers: (4, 4) with the vector PR and 1 s=6
4
=( )
⟶ 1
the vector RQ
4
19.2 More direct proportion
=( ) and QR
= ( ) meaning PQ
⟶ 2 ⟶ 1 ⟶
Or R (6, 12) with PQ is a scalar multiple
8 4 Purposeful practice 1
and so is parallel.
__
7 a 10 b Multiple answers possible, for example, a = 11, b = 22 1 x2
1 y = __ 2 y = __ 1 x3 y = 4√ x
3 4 y = − 5a2
2 8 __
Exam practice 5 y = −5a3 6 y = −5√ a 7 3 g2
f = 0.09375 g 2 or f = ___
__ 32
1 a + b = ( ) 3 g3
8 f = 0.0234375 g3 or f = ____ 9 f = 0.75√ g 10 w = __1 t 2
2
128 _ 9
5
3(a + b) = (
)
6
1 t 3
11 w = ___ 12 w = ___ 1__ √ t
27 √ 3
15
18.5 Solving geometric problems Purposeful practice 2
1 y=0 2 y=0 3 y=0
Purposeful practice 1
Problem-solving practice
1 a ( ) b ( ) c (
−15)
5 15 −15 __
5 15 1 d = 10t2 2 V = 4.16r3 3 C = 36√ A
2 a ( ) b ( ) c ( )
12 8 −8 4 a 372 m b 161 seconds
12 8 −8
5 £27 4 or y = 1.8
6 y = 1 __
5
Purposeful practice 2 7 4.47 m 8 400 J 9 y = 56
1 c 2 a + b + c 3 a+c 4 a
Exam practice
5 −a 6 −3a 7 −4a 8 c − 4a
1 8
y = __
9 b + c − 4a 10 b + c − 3a 9
Answers 302
19.3 Inverse proportion Problem-solving practice
Purposeful practice 1 1 a 25 years b __1
8
1 a 400 b −400 c 4000 d −4000 2 a
Time, t (minutes) 0 1 2 3 4 5
2 a 16 000 b 16 000 c 1 600 000 d 1 600 000
Number of cells, n 1 2 4 8 16 32
3 a 640___000 b −640 000
___ c 640 000 000 d −640 000 000
4 a 20√ 10 b −20√ 10 c 200 d −200 b The number of cells is n = 2t, which is an exponential function, and the
number of cells is growing.
Purposeful practice 2 3 a In each match one player wins and one loses, so half the players lose and
1 a 0.4 b −0.4 c 0.04 d −0.04 leave each round.
b
2 a 0.016 b 0.016 c 0.000 16 d 0.000 16 Round, x 1 2 3 4 5
3 a 0.000 64 b −0.000 64 c 0.000 ___000 64 d −0.000 000 64
___ Number of 32 = 32 16 = 32 8 = 32 4 = 32 2 = 32
c 0.2√ 10 −0.2√ 10 0 1 2 3 4
( 1 ) ( 1 ) (__
1 ) ( 1 ) (__
1 )
4 a 2 b −2 d
players, y __ __ __
2 2 2 2 2
Problem-solving practice The numbers are halving each time so the exponential function is of the
x=2 4
__
x = 9
1 2 form y = ka x − 1
5__
3 a y = ___ 5
b y = __ 25
x = ___
c When x = 1, y = 32, so y = ka 0 = 32, and k = 32
√ x 8 49
c At the end of round 5 (after the match is played), there will only be one
Exam practice player. So 5 rounds are needed.
1 a Graph D b Graph C c Graph B d Graph A 4 One of:
For exponential growth the price has to be multiplied by the same number
92
y = ___
2
x every year, and the graph does not show this (with an example, between
2000 and 2005 the price was multiplied by 1.1 and between 2005 and 2010
19.4 Exponential functions the price was multiplied by 1.55 to 2 d.p.).
Purposeful practice 1 The graph is not the same shape as an exponential curve – it is not rising
1 a steeply enough and 2018 shows a reduction in chocolate price from 2017.
x −5 −2 −1 0 1 2
y 0.031 25 0.25 0.5 1 2 4 Exam practice
1 (0, 1)
b
x −5 −2 −1 0 1 2
y 0.004 11… 0.111… 0.333… 1 3 9 19.5 Non-linear graphs
c
x −5 −2 −1 0 1 2
Purposeful practice 1
1 The speed gradually decreases as the time increases.
y 0.000 976… 0.0625 0.25 1 4 16
2 Car journey
2 a
x −2 −1 0 1 2 5
80
y 4 2 1 0.5 0.25 0.031 25 70 c
60
Distance (m)
b x −2 −1 0 1 2 5
50
y 9 3 1 0.333… 0.111… 0.004 11… b
40
c 30
x −2 −1 0 1 2 5
20 a
y 16 4 1 0.25 0.0625 0.000 976…
10
0
Purposeful practice 2 0 1 2 3 4 5 6 7 8 9 10
Time (s)
1 a y b y
4 4 3 a 16.7 m/s (accept between 15 and 18)
b 6.1 m/s (accept between 5 and 8)
3 3
c 3.3 ms (accept between 2 and 5)
2 2 x 4 a 12 m/s (accept between 11 and 13)
y = ( 21 ) b
1 y = 2x 1 8.25 m/s (accept between 7 and 9.5)
Purposeful practice 2
–2 –1 O 1 2 x –2 –1 O 1 2 x
1 Car A: distance travelled is 92 m.
2 a In the graph of y = 2x, y doubles every time x increases by 1. Car B: distance travelled is 230 m.
b In the graph of y = (__
1 ) , y halves every time x increases by 1.
x
2 Problem-solving practice
3 a, c y 1 Between 17 and 21 m/s
3 x 2 Fred has not drawn the tangent. A tangent does not have to go through zero.
y = ( 41 ) (blue line) It should touch the graph only once and not intersect the graph. He has
2 x found the average speed in the first 4 seconds instead.
1 y = ( 31 ) (red line) 3 Gradient = −3
Exam practice
–1 O 1 2 x
1 a 540 m (accept 520–560)
y values decrease fastest in the graph of ( __ 31 )
x
b
b The estimate is an underestimate as the strips do not include all the area
under the graph.
303
19.6 Translating graphs of functions 4
x −2 −1 0 1 2
Purposeful practice x 3 −8 −1 0 1 8
1
x −2 −1 0 1 2 y = f(x − 1) = (x − 1)3 −27 −8 −1 0 1
x 3 −8 −1 0 1 8 y
30
y = f(x) + 1 = x3 + 1 −7 0 1 2 9 27
24
y 21
10 18
9 15
8
7
y = x3 + 1 12
6
9 y = ( x – 1) 3
6
5 3
4
3 –3 –2 –1–3O 1 2 3 4x
2 –6
1 –9
–12
–3 –2 –1–1O 1 2 3x –15
–2 –18
–3 –21
–4 –24
–5 –27
–6 –30
–7
–8
–9 Problem-solving practice
–10
1 y 2 y = (x + 2)2 + 3(x + 2)
2 10 y
3
x −2 −1 0 1 2 9 1
8
x3 −8 −1 0 1 8
7
y = f(x) − 1 = x3 − 1 −9 −2 −1 0 7 6 –90° O 90° 180° 270° x
5 –1
y 4
10
9 3 –2
8
y = x3 – 1 2 y = cos x° – 1
7 1
6 y = f(x – 2) = (x – 2)2 + 1
5 –1 O 1 2 3 4 5 6 x
4
3
2 Exam practice
1
1 y
–3 –2 –1–1O 1 2 3x 4 y = sin x° + 2
–2 3
–3
–4 2
–5 1
–6
–7
–8 –180° –90° –1O 90° 180° x
–9 y = sin x
–10 –2
–3
3 –4
x −2 −1 0 1 2
x3 −8 −1 0 1 8
y = f(x + 1) = (x + 1)3 −1 0 1 8 27 19.7 Reflecting and stretching graphs of functions
y Purposeful practice 1
30
27
1
Point Coordinates of Coordinates of
24
reflection in x-axis reflection in y-axis
21
18 A(3, 2) (3, −2) (−3, 2)
15
y = ( x + 1) 3
12 B(−2, 3) (−2, −3) (2, 3)
9
6 C(1, −4) (1, 4) (−1, −4)
3
D(−4, −1) (−4, 1) (4, −1)
–4 –3 –2 –1–3O 1 2 3x
–6
–9
Purposeful practice 2
–12 1
–15 x −2 −1 0 1 2
–18
–21 y = f(x) = (x − 1) 2 9 4 1 0 1
–24
–27
y = −f(x) = −(x − 1)2 −9 −4 −1 0 −1
–30
Answers 304
y 3 y
4
–2 –1 O 1 2 3 4 5x
–1 3
–2
y = – f( x) = – (x – 1)2 2
–3 y = sin x
–4 1
–5
–6 –180° –90° –1O 90° 180° x
–7 y = sin(– x )
–2
–8
–3
–9
–10 –4
2 y
x −2 −1 0 1 2 8
y = f(x) = (x – 1)2 9 4 1 0 1 7
y = f( x) = x3 – x + 2
6
y = f(–x) = (−x – 1)2 1 0 1 4 9
5
3 y 4
10
9 3
8 2 y = f(–x) + 3 = – x3 + x + 5
7 1
6
5 –5 –4 –3 –2 –1 O 1 2 3 4 5x
–1
4
3 –2
2 –3
y = f(– x) = (– x – 1)2 y = f( x) = (x – 1)2
1
b (1, 5)
–5 –4 –3 –2 –1 O 1 2 3 4 5x
Exam practice
Problem-solving practice 1 P is (4, −3)
1 a y
6
5
4 Mixed exercises E
3
2 Mixed problem-solving practice E
1 1 Angle OAD = 90° because the angle between a tangent and the radius is
90°.
–5 –4 –3 –2 –1 O 1 2 3 4 5x
–1 Angle AOC = 65° because the angle sum of a triangle is 180°.
–2 The reflex angle AOC = 295° because the angle sum at a point is 360°.
–3
Angle ABC = 147.5 because the angle at the centre of a circle is twice the
–4
y = f( x) –5 y = f(– x) angle at the circumference when subtended by the same arc.
2 ( )
3
−1
b
y
6 3 __1 n(n + 1) + __
1 (n + 2)(n + 9) = __ 1 (n 2 + n) + __ 1 (n 2 + 11n + 18)
2 2 2 2
5 1
y = f( x) __
= (2n 2 + 12n + 18)
4 2
3 =n 2 + 6n + 9 = (n + 3) 2
2 (n + 3)2 is a square number so the sum of __ 1 n(n + 1) and __ 1 (n + 2)(n + 9)
2 2
1 is always a square number.
4 OP = OS = OR as they are the radii, so triangles POR and OPS are isosceles.
–5 –4 –3 –2 –1 O 1 2 3 4 5x
–1 Angle POR = 120° as it is double angle PQR (the angle at the centre of a
–2 circle is twice the angle at the circumference). Angle POS = half of 120°
–3 because OS bisects side PR, so angle POS = 60°. Triangle OPS is isosceles
–4 y = – f( x) so angle
–5 OPS = angle OSR = 60°. Therefore, triangle OPS is equilateral.
5 Chantal should have written __ −__5 not +5 on the denominator in the second
2 y line of working as − √ 5 × +√ 5 = − 5 not +5
y = – cos x° 6 ROP bisects angle ORS and angle OPS because it is the line of symmetry
1
of the kite.
So, angle OPS = __ x and angle ORS = y°.
2°
–90° O 90° 180° 270° x Angle PDO and angle RGO are 90° because the angle between the radius
and the tangent is 90°.
–1 Therefore, angle POD = (180 − 90 − __ x )° = (90 − __
x )° and angle
2 2
ROC = (180 − 90 − y)° = (90 − y)° as angles in a triangle add to 180°.
x
So, angle COD = 180° − (90 − )° − (90 − y)° = ( __
__ x + y)° since angles in
2 2
a straight line add to 180°.
305
y
7 x = _____
y + 1
8 y = f(−x)
⟶
9 AB = −2p + 2q
⟶
PQ = −p + q
⟶ ⟶
AB = 2PQ so AB is parallel to PQ.
10 p = 3 and q = −18
11 a = 90, b = −1
12 3
(x + 2) (x − 2) _____
x 2 − 4 = ____________
13 Length scale factor = _______ = x +
2
3(x − 2) 3(x − 2) 3
(x + 2) 2
Area scale factor = _______
3 2
(x + 2) 2
A =__9 × _______
9
= (x + 2)2 = x2 + 4x + 4
_____
14
14 √ 3
3
Exam practice
5
15 a __ 1 or 0.05
b ___
9 20
c = ______
16 8b
a − 24
162
q = __
17 a 4
b __
p 5
18 Students identify two correct pairs of equal angles with correct reasons, for
example, angle BAE = angle CDE because angles in the same segment are
equal, and angle AEB = DEC because vertically opposite angles are equal.
Therefore, the three pairs of angles are equal ABE = DCE, BEA = CED,
EAB = EDC, as the angles in a triangle total 180°. So triangle ABE and
triangle DCE are similar.
x124
19 y = __
20 Substitute x = 2y + 15 into x2 + y2 = 45 to give (2y + 15)2 + y2 = 45
4y2 + 60y + 225 + y2 = 45
5y2 + 60y + 180 = 0
5(y + 6)2 = 0
There is only one solution of y = −6 and x = 3, so the straight line with
equation x − 2y = 15 is a tangent to the circle with equation x2 + y2 = 45
⟶ ⟶ ⟶ 1
__
= k (a − b), MN
21 BA = a − b, BP = − a + 4b,
⟶ 2
PN = −k (a − b) + 3b = (−k )a + (k + 3)b
PN is a line segment of MN so yPN = MN for some number y
y[(−k )a + (k + 3)b] = −__ 1 a + 4b
2
Equating coefficients of a gives −yk = −__ 1 , therefore ky = __
1
2 2
Equating coefficients of b gives (k + 3)y = 4 or ky + 3y = 4
So, __1 + 3y = 4 and therefore y = __ 7
2 6
1
__ 1
__ __ 7 3
__
ky = so k = ÷ =
2 2 6 7
Answers 306
Index
2D trigonometric problems 177–178 trapezium 85 counter-examples 235
3D solids 89, 99–100, 161–162 asymptotes 81 cube numbers 249
3D trigonometric problems 179–180 average speed 255 cube roots 13
averages 37–38, 189, 195 cubic functions 81–82, 205–206
A cumulative frequency 187–188
AAS triangles see angle/angle/side B curved graphs 255
triangles base radius 97 cyclic quadrilaterals 213
acceleration 73, 147 bearings 107–108 cylinders 95–96
accuracy 87–88 bisectors 109–114, 207
measurements 87 bivariate data 33 D
trigonometry 167–168 box plots 189–190 data
addition brackets 17, 27, 123 continuous 191, 193
simultaneous equations 125–128 grouped 37–40, 191–194
vectors 239, 241 C interpreting 29–40
adjacent sides of triangles 65 capture-recapture method 185 representing 29–40
algebra 15–28, 221–236 centimetres cubed 149 sets of 29, 189, 195
equations 19–20 centre values 187
expanding 17–18, 27–28 of circle 83, 207, 211 variables 33
factorising 17–18, 27–28, 221, of enlargement 103 decay 145–146
225–227 of rotation 101 decimals 49–50
formulae 21–22, 221–222 charts 29 denominators 13, 223–227
fractions 223–228, 231–232 chords 207–208, 213, 255 density 149, 191–194
indices 15–16 circles 91–92 dependent events 141–142
powers 15–16 cosine function 171 depression angle 67
proof 235–236 equations 83 diameter of a circle 91
sequences 23–26 inequalities 131 difference 23–26
alternate segment theorem 213 locus of points 113 direct proportion 45, 151, 247–250
angle/angle/side (AAS) triangles sectors 93–94 direction of turn 101
153–154 sine function 169 displacement 147, 237, 255
angle bisector 111–114 tangent function 173 distance
angle of turn 101 theorems 207–216 centre of enlargement 103
angles 55–68 circumference 91, 211–214 circles 113
in circles 209, 211–214 coefficients 125 compound measures 147
congruent triangles 153 collinear points 243–244 translations 105
cosine function 171 column vectors 105 travelled 73
in degrees 107 combined events 133–134 velocity–time graphs 73, 255
exterior ratios 55, 59–60 combining transformations 105–106 distance–time graphs 255
interior ratios 55, 59–60 common denominators 223, 227 division
parallel lines 159 common difference 23 estimates 3
perpendicular planes 179 common factors 225–226 fractions 225–228
in a polygon 57–60 common multiples 5–6, 19, 223, 227 indices 7
Pythagoras’ theorem 61–64 compasses 109 double brackets 27
quadrilaterals 55–56 completing the square 123–124, 201 drawings see scale drawings
similar shapes 157–160 composite functions 233
sine function 169 compound interest 145 E
triangles 55–56, 153 compound measures 147–150 elevations 67, 99
trigonometry 65–68 conditional probability 141–142 elimination method 125–128, 221
unknown 175–178 cones 97–98 enlargements 103–104, 157
upper/lower bounds 167 congruence 153–156 equal vectors 237
arc length 93 constant of proportionality 151, 247 equal to zero method 119
arcs of circles 213 constructions 99–100, 109–112 equations 19–20, 119–132
area 85–98 continuous data 191–194 algebraic 221, 231–232
3D solids 161 coordinates 69, 77, 129, 201, 243 circles 83
circles 91–94 correlation 33, 83 graphs 69, 81, 197–206
cones 97 corresponding angles 157–160 mirror line 101
cylinders 95 corresponding sides 153, 157 quadratic 79, 119–122, 201, 204
perimeter 85–86 cosine function 171–172 simultaneous 125–130
prisms 89–90 cosine ratios 65 tangent properties 215
sine rule 175–176 cosine rule 177–178 equidistant points 113
307
error intervals 87 inequalities 199–200 line segments 77–78
estimates 3–4, 185–188 intersection 129 linear equations 69, 129–130
estimating the mean 37 line segments 77–78 linear graphs 69–76
events 133–136, 139–142 linear 69–72 linear inequalities 131–132
expansion 17–18, 27–28 non-linear 255–256 linear scale factors 161
experimental probability 137–138 quadratic 79, 201–202, 203–204 linear sequences 23–24
exponential functions 253–254 rates of change 73–74 lines of best fit 35–36
expressions real-life graphs 75–76 loci 113–114
functions 253 reciprocal 81–82 lower bound 87, 167
perfect squares 123 scatter graphs 33–36 lowest common multiple (LCM) 5–6, 19,
exterior angles 55, 59–60, 213 sine function 169–170 223, 227
stretching 259–260
F time series 31–32 M
factorising 17–18, 27–28, 225–227 trigonometric 181–184 magnitude of vectors 237
factors velocity–time graphs 73 maps 259
algebra 223 grouped data 37, 40, 191–194 mass of substance 149
number 5–6 grouped frequency table 37–38 maximum turning points 201
scale factor 103, 161 growth 145–146 mean 37
formulae 21–22 median 187–190, 195
algebraic 221–222 H midpoints
area of circle 91 highest common factor (HCF) 5–6 chords 207
compound interest 145 histograms 191–194 line segments 77
kinematics 147 hypotenuse 61, 65 minimum turning points 201
percentage change 47 mirror lines 101
quadratic equations 121 I mixed numbers 41
fractional indices 9–10 improper fractions 41 multiplication
fractional scale factors 103 independent events 139–140 algebraic fractions 223–228
fractions 41–42 indices estimates 3
algebraic 223–228, 231–232 algebraic 15–16 indices 7
decimals 49–50 number 7–10 linear scale factors 161
equation-solving 19 see also powers probabilities 139
improper fractions 41 inequalities 131–132, 199–200 simultaneous equations 127
percentages 49–50 initial velocity 147 surds 229–230
surds 13 intercepts 69 vectors 239
trigonometry 167 interest formula 145 multiplicative reasoning 145–152
frequency density 191–194 interior angles 55–58, 213 mutually exclusive events 135–136
frequency tables 37–38, 187–188, interquartile range 195
191–194 intersection N
front elevations 99 graphs 129, 201, 205 negative indices 9–10
functions 233–234 points of 197 negative reciprocals 215
cosine 171–172 inverse functions 67, 233 negative scale factors 103
cubic 81, 205–206 inverse operations 47, 221 newtons 149
exponential 253–254 inverse proportion 151, 251–252 non-integer solutions 19
graphs of 257–260 isosceles triangles 207 non-linear graphs 255–256
inverse trigonometric 67 iterative processes 203 non-linear sequences 25–26
linear graphs 71 notation
quadratic 119, 201–202 K functions 233
reciprocal graphs 81 kinematics formulae 147 inequalities 131, 199
sine 169–170 vectors 237–238
L Venn diagrams 143–144
G LCM see lowest common multiple number 1–14
geometric problems 245–246 lengths common factors 5–6
geometric proof 155–156, 237–246 3D solids 161 estimates 3–4
gradients 69, 73, 77, 151, 215, 255 circles 93 indices 7–10
graphs 69–84 enlargement 103 place value 3–4
correlation 83 prisms 89 powers 7–8, 11–12
cosine function 171–172 right-angled triangle 63, 67 reasoning 1–2
cubic 81–82, 205–206 sine function 169 standard form 11–12
direct proportion 151 tangents 209 surds 13–14
equations 129, 197–206 vectors 239 number lines 131
of functions 253–254, 257–260 line graphs 31–32 numerators 223, 225–227
Index 308
O quadratic formulae 121 set notation 131, 143–144, 199
opposite angles 213 quadratic functions 119, 201–202 sets 135
opposite direction, vectors 239 quadratic graphs 79–80 shapes, similarity 157, 159
opposite side of triangles 65, 175 quadratic sequences 25 side/angle/side (SAS) triangles 153–156
outcomes 133, 137, 141 quadrilaterals 55–56, 213 side elevation 99
output sequences 23 quartiles 189 side/side/side (SSS) triangles 153–156
sides
P R area calculation 175
parabolas 79, 201 radii 95–98, 207–209, 215 congruent triangles 153–156
parallel lines 159 radius of circles 83, 91–94, 169–174 cosine rule 177
parallel movement 105 range 37–38, 189, 195 enlargement 103
parallel sides 85 rates of change 73–74, 147 similar shapes 157–160
parallel vectors 239, 243–244 ratios 43–46, 151–152 similarity 157–162
parallelogram law 241 comparing 43 simplification
percentages 47–50, 145–146 proportion 45–46 algebra 225–226, 231
perfect squares 123 right-angled triangles 65 roots 13
perimeter 85–86, 91 similar shapes 157 simultaneous equations 125–130,
perpendicular bisectors 109, 113, 207 unit ratios 43 197–198
perpendicular lines 77 vector problems 245 sine functions 169–170
perpendicular planes 179 real-life graphs 75–76 sine ratios 65
Peterson capture-recapture method 185 rearranging equations 231 sine rule, areas 175–176
pie charts 29 rearranging formulae 221–222 solid lines 199
place values 3–4 reasoning 1–2, 145–152 solids 89, 99–100, 161–162
planes 179 recapture sample size 185 solution sets 199
plans 99 reciprocal functions 81 speed 147, 255
plotting equations 197 reciprocal graphs 81–82 spheres 95–96
points of intersection 197 reciprocal number 41 spread measure 195
polygons 57–60 reciprocal of tangent 215 square roots 3, 13, 249
populations recurring decimals 49 squaring brackets 27
comparing 195–196 reflections 101–102, 181, 259–260 SSS triangles see side/side/side
describing 195–196 regular polygons 59 triangles
estimating size 185 representation of data 29–40 standard form 11–12
position vectors 243 resultant vector 105, 241 statistical diagrams 29–30, 39–40
positive gradients 73 right angle/hypotenuse/side (RHS) statistics 185–196
possibility space diagrams 133 triangles 153, 155 straight-line graphs 69–73
powers right-angled triangles 61–68 stretching graphs 259–260
of 10 11–12 roots subject of formula 21, 221
algebra 15–16, 221 algebraic formulae 221 substitution 125, 233
cubic function 205 cubic function 205 subtraction, equations 125–128
number 7–8, 11–12 proportion 249 surds 13–14, 229–230
see also indices quadratic 119, 201–204 surface area 89, 95–98
pressure 149 simplification 13 surface of plane 179
prime factors 5–6 see also cube root; square root symmetry 201
prisms 89–90 rotations 101–102, 181
probability 133–144 rounding numbers 3, 87 T
combined events 133–134 rulers, constructions 109 tables 37–40, 187–194
conditional 141–142 tangent function 173–174
dependent events 141–142 S tangent ratio 65
experimental 137–138 sample space diagrams 133 tangents 209–210, 213–216, 255
independent events 139–140 sampling 185–186 terms
mutually exclusive events 135–136 SAS triangles see side/angle/side algebraic formulae 221
set notation 143–144 triangles cubic function 81
tree diagrams 139–140 scalars 239 linear sequences 23
Venn diagrams 143–144 scale drawings 107–108 quadratic equations 79
proof 155–156, 235–246 scale factor 103, 161 time, compound measures 147
proportion 45–46, 151–152, 185, scatter graphs 33–36, 83 time series graphs 31–32
247–260 second differences 25 transformations 99–114, 181–184,
pyramids 97–98 sectors 93–94 257–260
Pythagoras’ theorem 61–64 segments translations 105–106, 183, 257–258
angles in 213 trapezia 85
Q line segments 77–78 tree diagrams 139–140
quadratic equations 79, 119–122, semicircles 211 triangle laws 239
129–130, 203–204, 231 sequences 23–26
309
triangles universal set 143 W
angle properties 55–56 unknowns 119, 125, 175–178 weak correlation 83
angle size 167 upper bounds 87, 167 whole number estimates 3
in circles 207 upper class boundaries 187
congruence 153–156 X
cosine rule 177 V x-axis
perpendicular planes 179 values cubic function graph 205
Pythagoras’ theorem 61–64 cubic function graphs 205 movement parallel to 105
ratios 65 cumulative frequency 187 quadratic equations 203
the sine rule 175–176 functions 173, 233 reflection of graph 181
trigonometry 65–68 inequalities 131, 199 x-coordinates 69
trigonometry 65–68, 167–184 mean 37 x-intercepts 69
2D problems 177–178 unknowns 119, 125
3D problems 179–180 Venn diagrams 143 Y
accuracy 167–168 variables 21, 33, 125–128 y-axis
the cosine function 171–172 vectors 105, 237–246 movement parallel to 105
the sine function 169–170 velocity 147 reflection of graph 181
the sine rule 175–176 velocity–time graphs 73, 255 y-coordinates 69
tangent function 173–174 Venn diagrams 143–144 y-intercepts 69
transformations 181–184 volume 85–98
turn, angle/direction of 101 3D solids 161 Z
turning points 201 cones 97 zero indices 9–10
two-way tables 39–40 cylinders 95 zero, solutions equal to 119
density 149
U prisms 89
unit ratios 43 pyramids 97
units 87–88
Index 310
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