Bridging the gap between GCSE and AS/A Level

Mathematics
Introduction for students
Welcome to A Level mathematics!
Congratulations on applying to study A Level Maths at Mayfield School!

A-Level Maths has been designed to follow on from the new, harder GCSE in Maths, as a course
for students who enjoy and are successful in Higher tier GCSE algebra topics. We would like to
ensure that you understand which topics the course will cover, and give you the opportunity to
practice the key skills that are required to have sooner or latter to take the Mathematics course.

The aim of this booklet is to make sure you understand exactly what the A-Level Maths course will
look like, as well as allow you to develop your skils required to develop during the course.

The transition from GCSE to A-Level mathematics is one that requires fluency in core concepts
that you have attained in KS4, however, it is not uncommon to find this transition difficult. The
objective of this booklet is to provide guidance, support and a smooth transition as you commence
your A-Level mathematics course.

The latter part of Year 11 focuses on attaining marks in examination and a lot of the revision has a
exam timing focus. However, as you embark on you’re A-Level course, the focus shifts to learning
fundamentals and their applications.

Studying A Levels is very different from taking GCSEs. The pace of the lessons is much faster, and
thus requires you to become independent learners. You will be assigned lengthy homework, that
you will have to seek guidance for independently before submitting to your teachers. Guidance can
be seeking help from teachers before the deadline.

I hope that you can start the year as you mean to go on with a proactive mindset and good study
habits. Completing this booklet is a good start!

You will be having a Entry Assessment, first week back in September, wishing you the best of luck
for your GCSE results and looking forward to meeting you in September.

Miss Masood
KS5 Maths Coordinator

Contents
1 Algebra 3

2 Trigonometry 29

3 Graphs 36

Further reading 47

Answers, hints and comments 48

Work highlited in green is required

knowledge for September.

Work highlited in red is required

knowledge that you need to develop during the course.

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1 Algebra
Many people dislike algebra; for many it is the point at which they start switching off
mathematics. But do persevere – most of it is natural enough when you think about it the
right way.

Essential GCSE Skill 1: Algebra

Non
Calculator From GCSE you should be able to: For more help:
Solve equations with the unknown on both sides.

YouTube
Changing the subject of a formula.

Algebraic expressions. Type “Hegarty Maths”

Expand brackets
Maths Watch website
Factorise linear expressions

Factorise quadratic expressions

Factorise quadratic expressions by completing

the square.

Solve quadratic equations by factorising

Solve quadratic equations by completing the

square method.

Solve quadratic equations by using the formula.

Factorise and simplify algebraic fractions

1.1 Simple algebraic expressions
Some very basic things here, but they should prove helpful.

Are you fully aware that and are the same thing?

Example 1 Find the value of a for which is always true.

Solution Dividing 8 by 11 and multiplying by (5x – 4) is the same as multiplying 8 by

(5x – 4) and dividing by 11. So a = 11.

You do not need to multiply anything out to see this!

Remember that in algebraic fractions such as , the line has the same effect as a
bracket round the denominator. You may well find it helpful actually to write in the bracket:

Example 2 Solve the equation

Solution Multiply both sides by (x – 2): 3 = 12(x – 2)

Multiply out the bracket: 3 = 12x – 24

Add 24 to both sides: 27 = 12x

Divide by 12: .

A common mistake is to start by dividing by 3. That would give [not x – 2 = 4] and

you will still have to multiply by (x – 2).
Don’t ever be afraid to get the x-term on the right, as in the last line but one of the working.
After all, 27 = 12x means just the same as 12x = 27!
Example 3 Make cos A the subject of the formula a2 = b2 + c2 – 2bc cos A.

Solution Here it is best to get the term involving cos A onto the left-hand side first,
otherwise you are likely to get in a muddle with the negative sign. So:

Add 2bc cos A to both sides: a2 + 2bc cos A = b2 + c2

Subtract a2 from both sides: 2bc cos A = b2 + c2 – a2

Divide by 2bc:

Rearranging the Cosine Formula is always a dangerous area, as you may well have found at
GCSE. Some people actually prefer to memorise this formula for cos A.

Example 4 Solve the equation

Solution Do not multiply out the brackets to get fractions – that leads to horrible
numbers! Instead:

Multiply both sides by 15: Choose 15 as it

gets rid of all
the fractions.
Cancel down the fractions:

Now multiply out: 18x + 27 = 28x – 63

90 = 10x

Hence the answer is x=9

This makes the working very much easier. Please don’t respond by saying “well, my
method gets the same answer”! You want to develop your flexibility and your ability to find
the easiest method if you are to do well at A Level, as well as to be able to use similar
techniques in algebra instead of numbers. It’s not just this example we are worried about –
it’s more complicated examples of a similar type.
Mayfield School

Exercise 1.1
1 Find the values of the letters p, q and r that make the following pairs of expressions
always equal.

(a) (b) (c)

2 Solve the following equations.

(a) (b) (c)

3 Make cos C the subject of the formula c2 = a2 + b2 – 2ab cos C.

4 (a) Multiply by 8. (b) Multiply (x + 2)  3 by 12.

(c) Multiply by 6. (d) Multiply by 8.

5 Solve the following equations.

(a) (b)

(c)

6 Make x the subject of the following equations.

(a) (b)

7 Simplify the following as far as possible.

(a) (b)

(c) (d)
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1.2 Algebraic Fractions

Many people have only a hazy idea of fractions. That needs improving if you want to go a
long way with maths – you will need to be confident in handling fractions consisting of letters
as well as numbers.

Remember, first, how to multiply a fraction by an integer. You multiply only the top [what
happens if you multiply both the top and the bottom of a fraction by the same thing?]

Example 1 Multiply by 3.

Solution 4  3 = 12, so the answer is .

Sometimes you can simplify the answer. If there is a common factor between the
denominator (bottom) of the fraction and the number you are multiplying by, you can divide
by that common factor.

Example 2 Multiply by 3.

Solution 39  3 = 13, so the answer is .

You will remember that when you divide one fraction by another, you turn the one you are
dividing by upside down, and multiply. If you are dividing by a whole number, you may need
to write it as a fraction.

Example 3 Divide by 5.

Solution , so the answer is .

But if you can, you divide the top of the fraction only.

Example 4 Divide by 5.

Solution , so the answer is . Note that you divide 20 by 5.

Do not multiply out 5  43; you’ll only have to divide it again at the end!

Example 5 Multiply by 2.

Solution 3  2 = 6x, so the answer is . (Not !)

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Example 6 Divide by y.

Solution , so the answer is . [Don’t forget to simplify.]

Example 7 Divide by T.

Solution .

Here it would be wrong to say just , which is a mix (as well as a mess!)

Double fractions, or mixtures of fractions and decimals, are always wrong.

For instance, if you want to divide by 2, you should not say but .

This sort of thing is extremely important when it comes to rearranging formulae.

Example 8 Make r the subject of the equation V = r2h.

Solution Multiply by 2: 2V = r2h Don’t “divide by ”.

Divide by  and h: = r2

Square root both sides: .

You should not write the answer as or , as these are fractions of fractions.

Make sure, too, that you write the answer properly. If you write 2V/h it’s not at all clear
that the whole expression has to be square-rooted and you will lose marks.
Mayfield School

If you do get a compound fraction (a fraction in which either the numerator or the
denominator, or both, contain one or more fractions), you can always simplify it by
multiplying all the terms, on both top and bottom, by any inner denominators.

Example 9 Simplify .

Solution Multiply all four terms, on both top and bottom, by (x – 1):

You will often want to combine two algebraic expressions, one of which is an algebraic
fraction, into a single expression. You will no doubt remember how to add or subtract
fractions, using a common denominator.

Example 10 Simplify .

Solution Use a common denominator. [You must treat (x – 1) and (x + 1) as separate

expressions with no common factor.]

Do use brackets, particularly on top – otherwise you are likely to forget the minus at the end
of the numerator (in this example subtracting -1 gives +1).
Don’t multiply out the brackets on the bottom. You will need to see if there is a factor which
cancels out (although there isn’t one in this case).
Mayfield School

Example 11 Simplify .

Solution A common denominator may not be obvious, you should look to see if the
denominator factorises first.
is a common
factor, so the common
denominator is
.

If one of the terms is not a fraction already, the best plan is to make it one.

Example 12 Write as a single fraction.

Solution

This method often produces big simplifications when roots are involved.
Mayfield School

Example 13 Write as a single fraction.

Solution

It is also often useful to reverse this process – that is, to rewrite expressions such as .
The problem with this expression is that x appears in more than one place and it is not very
easy to manipulate such expressions (for example, in finding the inverse function, or
sketching a curve). Here is a very useful trick.

Example 14 Write in the form , where a and b are integers.

Write “the top” as “the bottom

Solution plus or minus a number”.

Example 15 Write the equation without fractions.

(A and B are constants that remain in your answer.)

Solution Multiply both sides by the common denominator, here (x – 2)(x + 1):

Cancel out the

common factors.
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This is an important technique in A Level.

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Exercise 1.2
1 Work out the following. Answers may be left as improper fractions.

(a) (b) (c) (d)

(e) (f) (g) (h)

(i) (j) (k) (l)

(m) (n) (o) (p)

2 Make x the subject of the following formulae.

(a) A = x2 (b) (c) (u + v) = tx (d)

3 Simplify the following compound fractions.

(a) (b) (c)

4 Write as single fractions.

(a) (b) (c) (d)

(e) (f) (g)

5 Write as single fractions.

(a) (b) (c)

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6 Write the following in the form .

(a) (b) (c) (d)

7 Write the following equations without fractions. (A, B etc. are constants that remain in
your answers.)

(a)

(b)

(c)

(d)

(e)
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1.3 Quadratic Expressions

You will no doubt have done much on these for GCSE. But they are so prominent at A Level
that it is essential to make sure that you are never going to fall into any traps.

First, a reminder that (a) (x + 3)2 is not equal to x2 + 9

(b) is not equal to x + y.

It is terribly tempting to be misled by the notation into making these mistakes, which are really
optical illusions. If you always remember that “square” means “multiply by itself” you will
remember that

From this it follows, of course, that

= (x + 3),

So, be aware that can’t be x + 3.

In fact does not simplify. Nor do or . If you are tempted to think that
they do, you will need to make a mental note to take care whenever one of these expressions
comes up. You will certainly deal with many expressions such as (x + 3)2 + (y – 4)2 and you will
need to be able to use them confidently and accurately.

A related process is to write a quadratic expression such as in the form

. This is called completing the square. It is often useful, because is

not a very transparent expression – it contains x in more than one place, and it’s not easy either
to rearrange or to relate its graph to that of .

Completing the square for quadratic expressions in which the coefficient of is 1 (these are
called monic quadratics) is very easy. The number a inside the brackets is always half of the
coefficient of x.
Mayfield School

Example 1 Write x 2 + 6x + 4 in the form (x + a)2 + b by completing the square method.

Solution x 2 + 6 x + 4 is a monic quadratic, so a is half of 6, namely 3.

When you multiply out (x + 3)2, you get x2 + 6x + 9.

[The x-term is always twice a, which is why you have to halve it to get a.]

x2 + 6x + 9 isn’t quite right yet; we need 4 at the end, not 9, so we can write

x2 + 6x + 4 = (x + 3)2 – 9 + 4

= (x + 3)2 – 5.

This version immediately gives us several useful pieces of information. For instance, we now
know a lot about the graph of y = x2 + 6x + 4:

 It is a translation of the graph of y = x2 by 3 units to the left and 5 units down

 Its line of symmetry is x = –3
 Its lowest point or vertex is at (–3, –5)

We also know that the smallest value of the function x2 + 6x + 4 is –5 and this occurs when
x = –3.

And we can solve the equation x2 + 6x + 4 = 0 exactly without having to use the quadratic
equation formula, to locate the roots of the function:

x2 + 6x + 4 = 0

 (x + 3)2 – 5 = 0

 (x + 3)2 = 5

 (x + 3) =  5 [don’t forget that there are two possibilities!]

 x = –3  5

These are of course the same solutions that would be obtained from the quadratic equation
formula – not very surprisingly, as the formula itself is obtained by completing the square for the
general quadratic equation ax2 + bx + c = 0.
Mayfield School

Non-monic quadratics

Everyone knows that non-monic quadratic expressions are hard to deal with. Nobody really likes
trying to factorise 6x2 + 5x – 6 (although you should certainly be willing and able to do so for A
Level, which is why some examples are included in the exercises here).

Example 2 Write 2x2 + 12x + 23 in the form a(x + b)2 + c using completing the

completing the square method.

Solution First take out the factor of 2:

2x2 + 12x + 23 = 2(x2 + 6x + 11.5) [you can ignore the 11.5 for now]

Now we can use the method for monic quadratics to write

x2 + 6x + 11.5 = (x + 3)2 + (something)

So we have, so far Half of 6

2x2 + 12x + 23 = 2(x + 3)2 + c [so we already have a = 2 and b = 3]

Now 2(x + 3)2 = 2(x2 + 6x + 9)

= 2x2 + 12x + 18

We want 23 at the end, not 18, so:

2x2 + 12x + 23 = 2(x + 3)2 – 18 + 23

= 2(x + 3)2 + 5.

If the coefficient of x2 is a perfect square you can sometimes get a more useful form.

Example 3 Write 4x2 + 20x + 19 in the form (ax + b)2 + c using completing the square

method.

Solution It should be obvious that a = 2 (the coefficient of a2 is 4).

So 4x2 + 20x + 19 = (2x + b)2 + c

If you multiply out the bracket now, the middle term will be 2  2x  b = 4bx.

So 4bx must equal 20x and clearly b = 5.

And we know that (2x + 5)2 = 4x2 + 20x + 25.

Mayfield School

So 4x2 + 20x + 19 = (2x + 5)2 – 25 + 19

= (2x + 5)2 – 6.

Exercise 1.3
1 Write without brackets.

(a) (x + 5)2 (b) (x – 4)2 (c) (2x + 1)2

(d) (3x – 2)2 (e) (x + 2)(x – 2) (f) (3x + 4)(3x – 4)

2 Expand and simplify the following equations into the form ax + by + c = 0.

(a) (x + 3)2 + (y + 4)2 = (x – 2)2 + (y – 1)2

(b) (x + 5)2 + (y + 2)2 = (x – 5)2 + (y – 2)2

(c) (2x + 1)2 + (y – 3)2 = (2x + 3)2 + (y + 1)2

3 Simplify the following where possible.

(a) (b) (c)

(d) (e) (f)

4 Write the following in the form (x + a)2 + b using completing the square method .

(a) x2 + 8x + 19 (b) x2 – 10x + 23 (c) x2 + 2x – 4

(d) x2 – 4x – 3 (e) x2 – 3x + 2 (f) x2 – 5x – 6

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5 Write the following in the form a(x + b)2 + c using completing the square method .

(a) 3x2 + 6x + 7 (b) 5x2 – 20x + 17 (c) 2x2 + 10x + 13

6 Write the following in the form (ax + b)2 + c.

(a) 4x2 + 12x + 14 (b) 9x2 – 12x – 1 (c) 16x2 + 40x + 22

7 Factorise as fully as possible( use any methods).

(a) x2 – 25 (b) 4x2 – 36 (c) 4x2 – 9y4

(d) 3x2 – 7x + 2 (e) 3x2 – 5x + 2 (f) 6x2 – 5x – 6

(g) 8x2 – 2x – 15

8 Multiply out and simplify.

(a) (b) (c)

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1.4 Cancelling
The word “cancel” is a very dangerous one. It means two different things, one safe enough
and the other very likely to lead you astray.

You can cancel like terms when they are added or subtracted.

Example 1 Simplify (x2 – 3xy) + (3xy – y2).

Solution (x2 – 3xy) + (3xy – y2) = x2 – 3xy + 3xy – y2 = x2 – y2.

The “3xy” terms have “cancelled out”. This is safe enough.

It is also usual to talk about “cancelling down a fraction”. Thus = . However, this tends
to be very dangerous with anything other than the most straightforward numerical fractions.

Consider, for instance, a fraction such as . If you try to “cancel” this, you’re almost

certain not to get the right answer, which is in fact (as we will see in Example 4, below).

Try instead to use the word “divide”. What happens when you “cancel down” is that you
divide top and bottom by 5. If you can divide both the top and bottom of a fraction by the
same thing, this is a correct thing to do and you will get a simplified answer.

Contrast these two examples: and .

In the first, you can divide both 4x and 8y by 4 and get x + 2y, which is the correct answer
(though it is rather safer to start by factorising the top to get 4(x + 2y), after which it is
obvious that you can divide top and bottom by 4.)

In the second example, you don’t do the same thing. 4x  8y = 32xy. This can be divided by
4 to get 8xy, which is the correct answer. Apparently here only one of the two numbers, 4
and 8, has been divided by 4, whereas before both of them were. That is true, but it’s not a
very helpful way of thinking about it.

With problems like these, start by multiplying together any terms that you can (like the 4x
and the 8y in the second example). Then, if you can, factorise the whole of the top and/or
the bottom of a fraction before doing any “cancelling”. Then you will be able to see whether
you can divide out any common factors.
Mayfield School

Example 2 Factorise and simplify .

Solution

The top factorises as 2(2x + 3y). The bottom factorises as 6(2x + y).

2 and 6 have a common factor of 2, which can be divided out to give 3.

But (2x + 3y) and (2x + y) have no common factor (neither 2 nor x divides into
3y or y, and neither 3 nor y divides into 2x).

So you can’t go any further, and the answer is .

Example 3 Explain why you cannot cancel down .

Solution There is nothing that divides all four terms (x2, 3y2, 3x2 and 1), and neither the
top nor the bottom can be factorised. So nothing can be done.

Example 4 Factorise and simplify .

Solution Factorise the top as x(x + 2y) and the bottom as y(x + 2y):

Now it is clear that both the top and the bottom have a factor of (x + 2y).

So this can be divided out to give the answer of .

Don’t “cancel down”. Factorise if you can; divide all the top and all the bottom.
Mayfield School

Taking out factors

I am sure you know that 7x2 + 12x3 can be factorised as x2(7 + 12x).

You should be prepared to factorise an expression such as 7(x + 2)2 + 12(x + 2)3 in the
same way.

Example 5 Factorise 7(x + 2)2 + 12(x + 2)3

Solution 7(x + 2)2 + 12(x + 2)3 = (x + 2)2(7 + 12(x + 2))

= (x + 2)2(12x + 31).

The only differences between this and 7x2 + 12x3 are that the common factor is (x + 2)2 and
not x2; and that the other factor, here (7 + 12(x + 2)), can be simplified.

If you multiply out the brackets you will get a cubic and you will have great difficulty in
factorising that. Don’t multiply out brackets if you can help it!

Expressions such as those in the next exercise, question 4 parts (c) and (d) and question 5
parts (e)–(h), occasionally arise in two standard techniques, the former in Mathematics
(Mathematical Induction) and the latter in A2 Mathematics (the Product and Quotient Rules
for differentiation). They may look a bit intimidating at this stage; feel free to omit them if you
are worried by them.
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Exercise 1.4
1 Simplify the following as far as possible.

(a) 5x + 3y + 7x – 3y (b) 3x2 + 4xy + y2 + x2 – 4xy – y2.

(c) (d) (e)

(f) (g) (h)

(i) (j) (k)

(l) (m) (n)

2 Make x the subject of the following formulae.

(b)
(a)

3 Simplify the following.

(b)
(a)

4 Simplify into a single factorised expression.

(a) (x – 3)2 + 5(x – 3)3 (b) 4x(2x + 1)3 + 5(2x + 1)4

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(c) (d)

5 Factorise and simplify as far as possible.

(a) (b)

(c) (d)

(e) (f)

(g) (h)
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1.5 Simultaneous equations

I am sure that you will be very familiar with the standard methods of solving simultaneous
equations (elimination and substitution). You will probably have met the method for solving
simultaneous equations when one equation is linear and one is quadratic. Here you have no
choice; you must use substitution.

Example 1 Solve the simultaneous equations x + 3y = 6

x2 + y2 = 10

Solution Make one letter the subject of the linear equation: x = 6 – 3y

Substitute into the quadratic equation (6 – 3y)2 + y2 = 10

Solve … 10y2 – 36y + 26 = 0

2(y – 1)(5y – 13) = 0

… to get two solutions: y = 1 or 2.6

Substitute both back into the linear equation x = 6 – 3y = 3 or –1.8

Write answers in pairs: (x, y) = (3, 1) or (–1.8, 2.6)

 You can’t just square root the quadratic equation. [Why not?]
 You could have substituted for y instead of x (though in this case that would
have taken longer – try to avoid fractions if you can).
 It is very easy to make mistakes here. Take great care over accuracy.
 It is remarkably difficult to set questions of this sort in such a way that both
pairs of answers are nice numbers. Don’t worry if, as in this example, only
one pair of answers are nice numbers.

Questions like this appear in many GCSE papers. They are often, however, rather simple
(sometimes the quadratic equations are restricted to those of the form x2 + y2 = a) and it is
important to practice less convenient examples.
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Exercise 1.5 (Practice to build your confidence. You don’t have to

complete all questions).

Solve the following simultaneous equations.

1 x2 + xy = 12 2 x2 – 4x + y2 = 21

3x + y = 10 y = 3x – 21

3 x2 + xy + y2 = 1 4 x2 – 2xy + y2 = 1

x + 2y = –1 y = 2x

5 c2 + d 2 = 5 6 x + 2y = 15

3c + 4d = 2 xy = 28

7 2x2 + 3xy + y2 = 6 8 2x2 + 4xy + 6y2 = 4

3x + 4y = 1 2x + 3y = 1

9 4x2 + y2 = 17 10 2x2  3xy + y2 = 0

2x + y = 5 x+y=9

11 x2 + 3xy + 5y2 = 15 12 xy + x2 + y2 = 7

xy=1 x  3y = 5

13 x2 + 3xy + 5y2 = 5 14 4x2  4xy 3y2 = 20

x  2y = 1 2x  3y = 10

15 x2  y2 = 11 16

x  y = 11 x+y=7
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YouTube

1.6 Number. Type “Hegarty Maths”

Fractional and negative powers, and surds.

Maths Watch website
This may seem a rather difficult and even pointless topic when you meet it at GCSE, but you
will soon see that it is extremely useful at A Level, and you need to be confident with it.

Essential GCSE Skill 2: Number

Non
Calculator From GCSE you should be able to: For more help:
Laws of indicies.
 a m × an =am + n
am
n
=a m − n
 a


(a m ) n  a m  n

 (ab )m=am bm

()
m
a am
=
 b bm
1
a−n =
 an
a m/ n=√ a m
n


Surds/ Rationalising surds.

Negative powers give reciprocals (1 over the power).

Fractional powers give roots (such as 3x).

x0 = 1 for any x (apart from 00 which is undefined).

Mayfield School

Examples (a) (b) (c) 0 = 1

(d) . The easiest way of seeing this is to write it as .

There is a particularly nice way of understanding the negative powers. Consider the
following:

31 32 33 34 35

3 9 27 81 243

Every time you move one step to the right you multiply by 3.

Now consider the sequence continuing, right-to-left:

3-2 3-1 30 31 32 33 34 35

1 3 9 27 81 243

Each time you move one step to the left you divide by 3.

Take particular care when there are numbers as well as negative powers.

Example but or (10x)–1.

The usual rules of powers and brackets tell you that 10x–1 is not the same as (10x)–1.

You will make most use of the rules of surds when checking your answers! An answer that

you give as will probably be given in the book as , and as . Before

worrying why you have got these wrong, you should check whether they are equivalent!

Indeed, they are, as

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and

The first of these processes is usually signalled by the instruction “write in surd form” and the
second by “rationalise the denominator”.

Remember also that to put a square root in surd form you take out the biggest square factor
you can. Thus 48 = 16  3 = 43 (noting that you should take out 16 and not 4).

Exercise 1.6
1 Write the following as powers of x.

(a) (b) (c) (d) (e) (f)

2 Write the following without negative or fractional powers.

(a) x–4 (b) x0 (c) x1/6 (d) x3/4 (e) x–3/2

3 Write the following in the form axn.

(a) (b) (c) (d) (e) 6

4 Write as sums of powers of x.

(a) (b) (c)

5 Write the following in surd form.

(a) (b) (c) (d) (e)

6 Rationalise the denominators in the following expressions.

(a) (b) (c) (d)

(e)
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7 Simplify .
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2 Trigonometry
The following two aspects are worth emphasising at this stage. YouTube

Essential GCSE Skill 3: Trigonommetry

Type “Hegarty Maths”

Calculator From GCSE you should be able to: For more help:
Use Pythagora’s Theorem to find the missing Maths Watch website
sides.

Use trigonometric ratios to find the missing side

or the missing angle.

Use the sine and cosine rule.

Sketch the graph of trigonometric functions sinx,

cosx and tanx.

2.1 Trigonometric Equations

You can of course get one solution to an equation such as sin x = –0.5 from your calculator. But
what about others?

Example 1 Solve the equation sin x = –0.5 for 0  x < 360.

Solution The calculator gives sin–1(0.5) = –30.

This is usually called the principal value of the function sin–1.

To get a second solution you can either use a graph or a standard rule.

Method 1: Use the graph of y = sin x

By drawing the line y = -0.5 on the same set of axes as the graph of the
sine curve, points of intersection can be identified in the range

0  x < 360.
Mayfield School

y = sin x

y = –0.5

x = –30 x = 210 x = 330

(The red arrows each indicate 30 to one side or the other.)

Hence the required solutions are 210 or 330.

Method 2: Use an algebraic rule.

To find the second solution you use sin (180 – x) = sin x

tan (180 + x) = tan x

cos (360 – x) = cos x.

Any further solutions are obtained by adding or subtracting 360 from the principal
value or the second solution.

In this example the principal solution is –30.

Therefore, as this equation involves sine, the second solution is:

180 – (–30) = 210

–30 is not in the required range, so add 360 to get:

360 + (–30) = 330.

Hence the required solutions are 210 or 330.

Mayfield School

You should decide which method you prefer.

The corresponding graphs for cos x and tan x are shown below.

y = cos x

y = tan x

To solve equations of the form y = sin (kx), you will expect to get 2k solutions in any interval of
360. You can think of compressing the graphs, or of using a wider initial range.
Mayfield School

Example 2 Solve the equation sin 3x = 0.5 for 0  x < 360.

Solution Method 1: Use the graph.

The graph of y = sin 3x is the same as the graph of y = sin x but compressed
by a factor of 3 (the period is 120).

The calculator gives sin–1(0.5) = 30, so the principal solution is given by

3x = 30  x = 10.

The vertical lines on the graph below are at multiples of 60. So you can see from
the graph that the other solutions are 50, 130, 170, 250 and 290.

y = sin 3x

Method 2: The principal value of 3x is sin–1(0.5) = 30.

Therefore 3x = 30 or 180 – 30 = 150,

or 360 + 30 or 360 + 150

or 720 + 30 or 720 + 150

 3x = 30, 150, 390, 510, 750, 870

 x = 10, 50, 130, 170, 250, 290.

Notice that with Method 2 you have to look at values of 3x in the range 0 to 1080 (= 3  360), which is
somewhat non-intuitive.
Mayfield School

y = 0.5
Exercise 2.1
1 Solve the following equations for
0  x < 360. Give your answers to the

nearest 0.1.

(a) sin x = 0.9 (b) cos x

= 0.6 (c) tan x = 2

(d) sin x = –0.4 (e) cos x = –0.5 (f) tan x = –3

2 Solve the following equations for –180  x < 180. Give your answers to the nearest 0.1.

(a) sin x = 0.9 (b) cos x = 0.6 (c) tan x = 2

(d) sin x = –0.4 (e) cos x = –0.5 (f) tan x = –3

3 Solve the following equations for 0  x < 360. Give your answers to the nearest 0.1.

(a) sin 2x = 0.829 (b) cos 3x = 0.454 (c) tan 4x = 2.05

(d) (e) (f)

2.2 Other Trigonometric Methods

Suppose that you are told that sin x is exactly . Assuming that x is between 0 and 90, you
can find the exact values of cos x and tan x by drawing a right-angled triangle in which the
opposite side and the hypotenuse are 2 and 3 respectively:

3
2

Now Pythagoras’s Theorem tells you that the third, adjacent, side is .

Hence cos x = and tan x = .

Mayfield School

This is preferable to using a calculator as the calculator does not always give exact values for
this type of calculation. (Calculators can in general not handle irrational numbers exactly,
although many are programmed to do so in simple cases.)

A further skill is being able to write down the lengths of the opposite and adjacent sides quickly
when you know the hypotenuse. Some students like to do this using the sine rule, but it is not
advisable to rely on the sine rule, especially in the mechanics section of A Level mathematics.

Example 1 Find the lengths of the opposite and adjacent sides in this triangle.

12 cm

38

Solution Call the opposite and adjacent sides y and x respectively. Then

sin 38 = so y = 12 sin 38 = 7.39 cm (3 sf).

cos 38 = so x = 12 cos 38 = 9.46 cm (3 sf).

It should become almost automatic that the opposite side is (hypotenuse)  sin (angle)

and that the adjacent side is (hypotenuse)  cos (angle).

If you always have to work these out slowly you will find your progress, in mechanics in
particular, is hindered.

Exercise 2.2
Do not use a calculator in this exercise.

1 In this question  is in the range 0   < 90.

(a) Given that , find the exact values of cos  and tan .

(b) Given that , find the exact values of sin  and cos .

(c) Given that , find the exact values of sin  and tan .

2 Find expressions, of the form a sin  or b cos , for the sides labelled with letters in these
triangles.
5.6 cm
32

r s
Mayfield School

(a) (b)

3 Graphs
No doubt you will have plotted many graphs of functions such as y = x2 – 3x + 4 by working out
the coordinates of points and plotting them on graph paper. But it is actually much more useful
for A Level mathematics (and beyond) to be able to sketch the graph of a function. It might
sound less challenging to be asked to draw a rough sketch than to plot an accurate graph, but in
fact the opposite is true. The point is that in order to draw a quick sketch you have to
understand the basic shape and some simple features of the graph, whereas to plot a graph you
need very little understanding. Many professional mathematicians do much of their basic
thinking in terms of shapes of graphs, and you will be more in control of your work, and
understand it better, if you can do this too.

When you sketch a graph you are not looking for exact coordinates or scales. You are simply
conveying the essential features:

 the basic shape

 where the graph hits the axes
 what happens towards the edges of your graph

The actual scale of the graph is irrelevant. For instance, it doesn’t matter what the
y-coordinates are.
YouTube
Essential GCSE Skill 1: Trigonommetry

Type “Hegarty Maths”

NON
Calculator From GCSE you should be able to: For more help:
Sketch and recognise straight line, quadratics, Maths Watch website
cubics and reciprocal graphs.

Be able to recognise the gradient and intercept of

a straight line.

Bea able to find the equation of a parallel line and

the equation of a perpendicular line.

To be able to find the gradient when you have the

coordinates of two points.
Mayfield School
Mayfield School

3.1 Straight line graphs

I am sure that you are very familiar with the equation of a straight line in the form y = mx + c,
and you have probably practised converting to and from the forms
ax + by + k = 0 or ax + by = k,
usually with a, b and k are integers. You need to be fluent in moving from one form to the
other. The first step is usually to get rid of fractions by multiplying both sides by a common
denominator.

Example 1 Write in the form ax + by + k = 0, where a, b and k are integers.

Solution Multiply both sides by 5: 5y = 3x – 10

Subtract 5y from both sides: 0 = 3x – 5y – 10

or 3x – 5y – 10 = 0

In the first line it is a very common mistake to forget to multiply the 2 by 5.

It is a bit easier to get everything on the right instead of on the left of the equals sign, and
this reduces the risk of making sign errors.

In plotting or sketching lines whose equations are written in the form ax + by = k, it is useful
to use the cover-up rule:
Example 2 Draw the graph of 3x + 4y = 24.

Solution Put your finger over the “3x”. You see “4y = 24”.

This means that the line hits the y-axis at (0, 6).

Repeat for the “4y”. You see “3x = 24”.

y
This means that the line hits the x-axis at (8, 0).
(0, 6)
[NB: not the point (8, 6)!]

Mark these points in on the axes.

You can now draw the graph. (8, 0)

x
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Exercise 3.1

1 Rearrange the following in the form ax + by + c = 0 or ax + by = c as convenient,

where a, b and c are integers and a > 0.

(a) y = 3x – 2 (b)

(c) (d)

(e) (f)

2 Rearrange the following in the form y = mx + c. Hence find the gradient and the
y-intercept of each line.
(a) 2x + y = 8 (b) 4x – y + 9 = 0
(c) x + 5y = 10 (d) x – 3y = 15
(e) 2x + 3y + 12 = 0 (f) 5x – 2y = 20
(g) 3x + 5y = 17 (h) 7x – 4y + 18 = 0

3 Sketch the following lines. Show on your sketches the coordinates of the intercepts of
each line with the x-axis and with the y-axis.
(a) 2x + y = 8 (b) x + 5y = 10
(c) 2x + 3y = 12 (d) 3x + 5y = 30
(e) 3x – 2y = 12 (f) 4x + 5y + 20 = 0
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3.2 Basic shapes of curved graphs

You need to know the names of standard types of expressions, and the graphs associated
with them.

(a) The graph of a quadratic function (e.g. y = 2x2 + 3x + 4) is a parabola:

Notes:

 Parabolas are symmetric about a vertical line.

 They are not U-shaped, so the sides never reach the vertical. Neither do they dip
outwards at the ends.

These are wrong:

Version 1 41 © OCR 2017

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(b) The graph of a cubic function (e.g. y = 2x3 – 3x2 + 4x – 5) has no particular name; it’s
usually referred to simply as a cubic graph. It can take several possible shapes:

(c) The graph of is a reciprocal/hyperbola:

The graph of a hyperbola gets closer and closer to the axes without ever actually touching
them. This is called asymptotic behaviour, and the axes are referred to as the asymptotes
of this graph.
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(d) The graph of is similar (but not identical) to a hyperbola to the right but
is in a different quadrant to the left:

(e) Graphs of higher even powers (f) Graphs of higher odd powers

y = x4 (y = x6 etc. are similar): y = x5 (y = x7 etc. are similar):

Which way up? This is determined by the sign of the highest power.

If the sign is positive, the right-hand side is (eventually) above the x-axis.

This is because for big values of x the highest power dominates the expression.

(If x = 1000, x3 is bigger than 50x2).

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Examples y = x2 – 3x – 1 y = 10 – x2

These are often referred to (informally!) as happy and sad parabolas respectively   .

y = x3 – 3x – 2 y = 2 – x – x5
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Exercise 3.2
Sketch (do not plot) the general shape of the graphs of the following curves.

Axes are not required but can be included in the questions marked with an asterix.

1 y = x2 – 3x + 2 2 y = –x2 + 5x + 1

3 y = 1 – x2 4 y = (x – 2)(x + 4)

5 y = (3 – x)(2 + x) 6 y = (1 – x)(5 – x)

7 y = x3 8 y = –x3

9* 10*

11 y = (x – 2)(x – 3)(x + 1) 12*

13 Sketch on the same axes the general shape of the graphs of y = x2 and y = x4.

14 Sketch on the same axes the general shape of the graphs of y = x3 and y = x5.
Mayfield School

3.3 Factors
Factors are crucial when curve-sketching.

They tell you where the curve meets the x-axis.

Do not multiply out brackets!

Example Sketch the graph of y = (x – 2)(x + 3).

Solution The graph is a positive (happy!) parabola

so start by drawing the correct shape

with a horizontal axis across it.

The factors tell you that it hits the x-axis

at x = –3 and x = 2.
–3 2

Mark these on your sketch:

and only now put in the y-axis, which is

clearly slightly nearer 2 than –3:

–3 2

Note: the lowest point on the graph is

not on the y-axis. (Because the

graph is symmetric, it is at x = .)
Mayfield School

Repeated factors

Suppose you want to sketch y = (x – 1)2(x + 2).

You know there is an intercept at x = –2.

At x = 1 the graph touches the axes, as if it were

the graph of y = (x – 1)2 there.

[More precisely, it is very like y = 3(x – 1)2 there. That is because, close to x = 1, the (x – 1)2
factor changes rapidly, while (x + 2) remains close to 3.]

Likewise, the graph of y = (x + 2)(x – 1)3

looks like y = (x – 1)3 close to x = 1.

[Again, more precisely, it is

very like y = 3(x – 1)3 there.]

Mayfield School

Exercise 3.3
Sketch the curves in questions 1–21. Use a different diagram for each.
Show the x-coordinates of the intersections with the x-axis.

1 y = x2 2 y = (x – 1)(x – 3)

3 y = (x + 2)(x – 4) 4 y = x(x – 3)

5 y = (x + 2)(3x – 2) 6 y = x(4x + 3)

7 y = –x(x – 3) 8 y = (2 – x)(x + 1)

9 y = (3 – x)(2 + x) 10 y = (x + 2)(x – 1)(x – 4)

11 y = x(x – 1)(x + 2) 12 y = –x(x – 1)(x + 2)

13 y = (3 – x)(2 – x)(1 – x) 14 y = (x – 1)2(x – 3)

15 y = (x – 1)(x – 3)2 16 y = (x + 1)3

17 y = (2 – x)(x + 1)3 18 y = (x + 1)(x + 2)(x – 1)(x – 2)

19 y = –(x + 3)(x + 2)(x – 1)(x – 4) 20 y = (x – 2)2(x + 2)2

21 y = (x – 1)(x – 2)2(x – 3)3

22 (a) Sketch the graph of y = x2.

(b) Sketch y = 2x2 on the same axes.
(c) Sketch y = x2 + 1 on the same axes.

23 (a) Sketch the graph of y = x.

(b) Sketch y = 2x on the same axes.

24 (a) Sketch the graph of .

(b) Sketch on the same axes.

Mayfield School

25 (a) Sketch the graph of .

(b) Sketch on the same axes.

26 (a) Sketch the graph of y = x3.

(b) Sketch y = 2x3 on the same axes.

27 (a) Sketch the graph of y = x4.

(b) Sketch y = 3x4 on the same axes.

28 (a) Sketch the graph of y = x3 – 4x.

[Hint: It cuts the x-axis at –2, 0 and 2.]
(b) Sketch y = 2x3 – 8x on the same axes.

29 (a) Sketch the graph of y = x4 – x2.

[Hint: It cuts the x-axis at 1 and –1, and touches the axis at 0.]
(b) Sketch y = –x4 + x2 on the same axes.

30 Sketch, on separate axes, the following graphs. Show the x-coordinates of the
intersections with the x-axis.
(a) y = 4 – x2
(b) y = (x – 2)(x + 1)
(c) y = –(x – 2)(x + 1)
(d) y = x(x + 4)
(e) y = (x – 2)2
(f) y = –(x + 1)2
(g) y = (1 – x)(2 + x)
Mayfield School

Answers, hints and comments

Exercise 1.1
1 (a) p=7 (b) q=5 (c) r = 10

2 (a) x=1 (b) x=5 (c) x = –34

4 (a) 2(x + 5) (b) 4(x + 2) (c) 3(x + 7) (d) 2(x – 3)

5 (a) x = –4 (b) x=9 (c)

6 (a) (or ) (b) (or )

7 (a) a (b) 4 (c) c4 (d)

Exercise 1.2

1 (a) (b) (c) (d)

(e) (f) (g) (h)

(i) (j) (k) (l)

(m) (n) (o) (p)

2 (a) (b) (c) (d)

3 (a) (b) (c)

Mayfield School

4 (a) (b) (c)

(d) (e) (f)

(g)

5 (a) (b) (c)

6 (a) (b) (c) (d)

7 (a) 1 = A(x + 1) + B(x – 2)

(b) x + 2 = A(x – 3) + B(x + 2)

(c) 2 = A(x + 2)(x – 3) + B(x + 1)(x – 3) + C(x + 1)(x + 2)

To clear fractions in part (d) you multiply both sides by (x – 2)2(x + 1), NOT by
(x – 2)2(x – 2)(x + 1).

(d) 1 = A(x – 2)(x + 1) + B(x + 1) + C(x – 2)2

(e) 1 = Ax(x + 2) + B(x + 2) + Cx2 [again, NOT x3 anywhere]

Exercise 1.3
1 (a) x2 + 10x + 25 (b) x2 – 8x + 16 (c) 4x2 + 4x + 1

(d) 9x2 – 12x + 4 (e) x2 – 4 (f) 9x2 – 16

2 (a) x+y+2=0

(b) 5x + 2y = 0

(c) x+y=0

3 (a) impossible (b) (x – 2) (c) impossible

(d) impossible (e) impossible (f) x+y

4 (a) (x + 4)2 + 3 (b) (x – 5)2 – 2 (c) (x + 1)2 – 5

(d) (x – 2)2 – 7 (e) (x – 1½)2 – ¼ (f) (x – 2½)2 – 12¼

Mayfield School

5 (a) 3(x + 1)2 + 4 (b) 5(x – 2)2 – 3 (c) 2(x + 2½)2 + ½

6 (a) (2x + 3)2 + 5 (b) (3x – 2)2 – 5 (c) (4x + 5)2 – 3

7 (a) (x – 5)(x + 5) (b) 4(x – 3)(x + 3) (c) (2x – 3y2)(2x + 3y2)

(d) (3x – 1)(x – 2) (e) (3x – 2)(x – 1) (f) (3x + 2)(2x – 3)

(g) (4x + 5)(2x – 3)

8 (a) (b) (c)

Exercise 1.4
1 (a) 12x (b) 4x2

(c) 2 + 3x (d) 12x (e) 3+y

(f) 3xy (g) (h)

(i) can’t be simplified (j) (k)

(l) can’t be simplified (m) –1 (n) –1

2 (a) (b)

3 (a) (b)

4 [see Example 5]

(a) (x – 3)2(5x – 14) (b) (2x + 1)3(14x + 5)

(c) (d)

5 (a) (b)

(c) (d)
Mayfield School

(e) (f)

(g) (h)

Exercise 1.5
The answer to the question “why not?” in example 1 (page 16) is that x2 + y2 has no simple
square root. In particular it is not x + y. [Remember that (x + y)2 = x2 + 2xy + y2.]

1 (2, 4), (3, 1) 2 (6, –3), (7, 0)

3 (1, –1), (–1, 0) 4 (1, 2), (–1, –2)

5 (2, –1), ( , ) 6 (7, 4), (8, )

7 (–5, 4), ( , ) 8 (–1, 1), ( , )

9 (2, 1), ( , 4) 10 (3, 6), ( , )

11 (2, 1), ( , ) 12 (–1, –2), ( , )

13 ( , ), ( , ) 14 (2, –2) (only)

15 (6, –5) (only) 16 (6, 1), ( , )

Exercise 1.6
1 (a) x–1 (b) x–5 (c) x1/5 (d) x3/5 (e) x–1/2 (f) x–1/3

2 (a) (b) 1 (c) (d) (e)

3 (a) 4x1/3 (b) 3x–2 (c) 5x–1/2 (d) ½x–3 (e) 6x0

4 (a) x4 + x2 (b) x2 + x–2 (c) x–4 + x–7

5 (a) 53 (b) 65 (c) 26 (d) (e)

6 (a) 2 + 1 (b) 6 + 2 (c) 2(7 – 2) (d) (e) 6 + 5

7 In this question apply the method of 5(e) to each separate part.

Mayfield School

(2 – 1) + (3 – 2) + (4 – 3) + … + (100 – 99) = 100 – 1 = 9.

Exercise 2.1
1 (a) 64.2, 115.8 (b) 53.1, 306.9 (c) 63.4, 243.4

(d) 203.6, 336.4 (e) 120, 240 (f) 108.4, 288.4

2 (a) 64.2, 115.8 (b) 53.1, –53.1 (c) 63.4, –116.6

(d) –23.6, –156.4 (e) 120, –120 (f) –71.5, 108.4

3 (a) 28, 62, 208, 242 (b) 21, 99, 141, 219, 261, 339

(c) 16, 61, 106, 151, 196, 241, 286, 331 (d) 106.2, 253.7

(e) 145.1 (f) 105

Exercise 2.2

1 (a) , (b) , (c) ,

2 (a) p = 20 sin 26, q = 20 cos 26 (b) r = 5.6 sin 32, s = 5.6 cos 32

(c) t = 10 sin 17, u = 10 cos 17 (d) v = 8.4 cos 20, w = 8.4 sin 20

Exercise 3.1
1 (a) 3x – y = 2 (b) x – 2y + 6 = 0

(c) 3x + 4y = 12 (d) 14x – 4y = 5

(e) 8x + 12y = 9 (f) 12x – 21y = 14

2 (a) y = –2x + 8; –2, 8 (b) y = 4x + 9; 4, 9

(c) ; ,2 (d) ; , –5

(e) ; , –4 (f) ; , –10

(g) ; , (h) ; ,
Mayfield School

3 (a) (b)

y y

4 10
x x

(c) (d)

y y

6
4

6 10
x x

(e) (f)
y
y

x x
4 –5

–4
–6
Mayfield School

Exercise 3.2

1 2

3 4

5 6

7 8
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9 10

11 12

13 14

red: y = x2 blue: y = x4 red: y = x3 blue: y = x5

Mayfield School

Exercise 3.3

1 2

1 3

3 4

–2 4
0 3

5 6

–2 ⅔

–¾ 0

7 8

0 3
–1 2
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9 10

11 12

0 1
–2
–2
0 1

13 14
1 3

1 2 3

15 16

–1
1 3
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17 18

19 20

–2 2

21
1 2 3
[In this graph in particular, do NOT worry about
the y-coordinates of the minimum points.]

22

red: y = x2

blue: y = 2x2

purple: y = x2 + 1
Mayfield School

23

red: y = x

blue: y = 2x

24 red:

blue:

blue dotted: y = 1 [horizontal

asymptote]

25 red:

blue:
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26

red: y = x3

blue: y = 2x3

27

red: y = x4

blue: y = 3x4

28

red: y = x3 – 4x

blue: y = 2x3 – 8x

29

red: y = x4 – x2
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blue: y = –x4 + x2

30 (a) (b)

(c) (d)

(e) (f)

(g)
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NOTE: in parts (b), (c) and (g) in particular, the maximum or minimum point is not on the
y-axis.