Maths Transition Work

St Mary's CE High School
A Level
Mathematics
Y11 into Y12
Transition Work
Summer 2020
Name:
Deadline: First Maths lesson in September
NOTE: There are two tasks to complete

Task One: Academic
The following are all topics you should be confident with.
Please work through these tasks to help prepare for the test you will be sitting the second week
back in September.
It would be useful to keep the notes/workings you do so we can tackle any issues in September.
Topic List Task Studied? Understood?

Expanding brackets and simplifying Worksheet 1a-1
Surds Worksheet 1a-2
Rules of indices Worksheet 1a-3
Factorising expressions Worksheet 1b-1
Completing the square Worksheet 1b-2
Solving quadratic equations Worksheet 1b-3
Sketching quadratic graphs Workseet 1b-4
Solving linear simultaneous equations Worksheet 1c-1
Solving linear and quadratic simultaneous Worksheet 1c-2

equations
Solving simultaneous equations Worksheet 1c-3
graphically
Linear inequalities Worksheet 1d-1
Quadratic inequalities Worksheet 1d-2
Sketching cubic and reciprocal graphs Worksheet 1e
Translating graphs Worksheet 1f
Straight line graphs Worksheet 2a-1
Parallel and perpendicular lines Worksheet 2a-2
Pythagoras’ theorem Worksheet 2a-3
Proportion done Worksheet 2a-4
Circle theorems Worksheet 2b
Trigonometry Worksheet 4a
Rearranging equations Worksheet 6a
Volume and surface area of 3D shapes Worksheet 6b
Area under a graph Worksheet 7b
Please Note:
Along with your GCSE grade, the test will determine whether we think you are suitable for the
course, and what intervention you need from September.
You do not have to do every question – you need to do enough so you understand every type of
question.
We have provided the answers so that you can mark as you go, but you must ensure you have
thoroughly attempted a question before looking at the answers.
Task Two: Research
The most common complaint that students have about mathematics and algebra in particular is
"When am I ever going to use this?". You are going to defend the various topics that you will be
studying throughout this year. You need to:
1. Research the history of your topic, including prominent mathematicians involved with that topic
The history of your topic can be gathered from several resources - textbooks, encyclopaedias
or from sources of math history on the internet.
2. Show how your topic is used in the "real world"

Real world uses can be gathered from several sources. A starting place is your text where you
can gather occupations that use your topic.
Create several (4-6) sample problems that would demonstrate real world use and answer
them.
3. Find ways that you might use this topic today

Find out about the real life usage of your topic. You could write to mathematicians to find
answers!
4. Evaluate your project

Even though there are some topics in math that you might find more difficult than others, your
responsibility is to not let past impressions influence you.
You are to evaluate your report that "defends" your topic to students that ask ‘When I am ever
going to use this?’.
Topics
The following is a list of topics from which to choose:
• Use of surds inc. rationalising surds
• Quadratic functions and their graphs – how do they link
• Use of inequalities
• Trigonometric ratios
• Polynomials and exponents
You may choose something else but it must be covered in the A level specification.
Assessment
Your project will be assessed on the following criteria:
• Are all three parts of the brief in the project?
• Are the parts clear and well written?
• Is your information well supported?
• Is your information informative and persuasive?
Resources
Dictionary - http://www.m-w.com/dictionary.htm
The Math Forum - http://forum.swarthmore.edu/
Math History - http://www.aloha.net/~bry/teaching/math.html
History of Math - http://www.tc.cornell.edu/Edu/MathSciGateway/math.html
This is MegaMathematics - http://www.c3.lanl.gov/mega-math/menu.html
Ask Dr. Math - http://forum.swarthmore.edu/dr.math/drmath.high.html
Math Images - http://archives.math.utk.edu/images.html
Expanding brackets
and simplifying expressions
A LEVEL LINKS
Scheme of work: 1a. Algebraic expressions – basic algebraic manipulation, indices and surds
Key points
 When you expand one set of brackets you must multiply everything inside the bracket by
what is outside.
 When you expand two linear expressions, each with two terms of the form ax + b, where
a ≠ 0 and b ≠ 0, you create four terms. Two of these can usually be simplified by collecting
like terms.
Examples
Example 1 Expand 4(3x − 2)
4(3x − 2) = 12x − 8 Multiply everything inside the bracket

by the 4 outside the bracket
Example 2 Expand and simplify 3(x + 5) − 4(2x + 3)
3(x + 5) − 4(2x + 3) 1 Expand each set of brackets

= 3x + 15 − 8x – 12 separately by multiplying (x + 5) by
3 and (2x + 3) by −4
= 3 − 5x 2 Simplify by collecting like terms:
3x − 8x = −5x and 15 − 12 = 3
Example 3 Expand and simplify (x + 3)(x + 2)
(x + 3)(x + 2) 1 Expand the brackets by multiplying

= x(x + 2) + 3(x + 2) (x + 2) by x and (x + 2) by 3
= x2 + 2x + 3x + 6
= x2 + 5x + 6 2 Simplify by collecting like terms:
2x + 3x = 5x
Example 4 Expand and simplify (x − 5)(2x + 3)
(x − 5)(2x + 3) 1 Expand the brackets by multiplying

= x(2x + 3) − 5(2x + 3) (2x + 3) by x and (2x + 3) by −5
= 2x2 + 3x − 10x − 15
= 2x2 − 7x − 15 2 Simplify by collecting like terms:
3x − 10x = −7x
Practice
1 Expand. Watch out!
a 3(2x − 1) b −2(5pq + 4q2)
When multiplying (or
c −(3xy − 2y2)
dividing) positive and
2 Expand and simplify. negative numbers, if
the signs are the same
a 7(3x + 5) + 6(2x – 8) b 8(5p – 2) – 3(4p + 9)
the answer is ‘+’; if the
c 9(3s + 1) –5(6s – 10) d 2(4x – 3) – (3x + 5) signs are different the
answer is ‘–’.
3 Expand.
a 3x(4x + 8) b 4k(5k2 – 12)
c –2h(6h2 + 11h – 5) d –3s(4s2 – 7s + 2)
4 Expand and simplify.

a 3(y2 – 8) – 4(y2 – 5) b 2x(x + 5) + 3x(x – 7)
c 4p(2p – 1) – 3p(5p – 2) d 3b(4b – 3) – b(6b – 9)
5 Expand 12 (2y – 8)

a 13 – 2(m + 7) b 5p(p2 + 6p) – 9p(2p – 3)
7 The diagram shows a rectangle.

Write down an expression, in terms of x, for the area of
the rectangle.
Show that the area of the rectangle can be written as
21x2 – 35x

a (x + 4)(x + 5) b (x + 7)(x + 3)
c (x + 7)(x – 2) d (x + 5)(x – 5)
e (2x + 3)(x – 1) f (3x – 2)(2x + 1)
g (5x – 3)(2x – 5) h (3x – 2)(7 + 4x)
i (3x + 4y)(5y + 6x) j (x + 5)2
k (2x − 7)2 l (4x − 3y)2
Extend
9 Expand and simplify (x + 3)² + (x − 4)²

2
 1  2  1
a  x   x   b x 
 x  x  x
Answers
1 a 6x – 3 b –10pq – 8q2
c –3xy + 2y2
2 a 21x + 35 + 12x – 48 = 33x – 13

b 40p – 16 – 12p – 27 = 28p – 43
c 27s + 9 – 30s + 50 = –3s + 59 = 59 – 3s
d 8x – 6 – 3x – 5 = 5x – 11
3 a 12x2 + 24x b 20k3 – 48k

c 10h – 12h3 – 22h2 d 21s2 – 21s3 – 6s
4 a –y2 – 4 b 5x2 – 11x

c 2p – 7p2 d 6b2
5 y–4
6 a –1 – 2m b 5p3 + 12p2 + 27p
7 7x(3x – 5) = 21x2 – 35x
8 a x2 + 9x + 20 b x2 + 10x + 21
c x2 + 5x – 14 d x2 – 25
e 2x2 + x – 3 f 6x2 – x – 2
g 10x2 – 31x + 15 h 12x2 + 13x – 14
i 18x2 + 39xy + 20y2 j x2 + 10x + 25
k 4x2 − 28x + 49 l 16x2 − 24xy + 9y2
9 2x2 − 2x + 25
2 1
10 a x2  1  b x2  2 
x2 x2
Surds and rationalising the denominator
A LEVEL LINKS
Key points
• A surd is the square root of a number that is not a square number,
for example 2, 3, 5, etc.
• Surds can be used to give the exact value for an answer.
• ab = a × b
a a
• =
b b
• To rationalise the denominator means to remove the surd from the denominator of a fraction.
a
• To rationalise you multiply the numerator and denominator by the surd b
b
a
• To rationalise you multiply the numerator and denominator by b − c
b+ c
Examples
Example 1 Simplify 50
50 = 25 × 2 1 Choose two numbers that are

factors of 50. One of the factors
must be a square number
= 25 × 2 2 Use the rule ab = a × b
= 5× 2 3 Use 25 = 5
=5 2
Example 2 Simplify 147 − 2 12
147 − 2 12 1 Simplify 147 and 2 12 . Choose

= 49 × 3 − 2 4 × 3 two numbers that are factors of 147
and two numbers that are factors of
12. One of each pair of factors must
be a square number
= 49 × 3 − 2 4 × 3 2 Use the rule ab = a × b
= 7× 3 − 2× 2× 3 3 Use 49 = 7 and 4 =2
=7 3−4 3
=3 3 4 Collect like terms
Example 3 Simplify ( 7+ 2 )( 7− 2 )
( 7+ 2 )( 7− 2 ) 1 Expand the brackets. A common
( 7)
2
mistake here is to write = 49
= 49 − 7 2 + 2 7 − 4
=7–2 2 Collect like terms:

=5 − 7 2+ 2 7
=− 7 2+ 7 2 =0
1
Example 4 Rationalise
3
1 1 3 1 Multiply the numerator and

= ×
3 3 3 denominator by 3
1× 3
= 2 Use 9 =3
9
3
=
3
2
Example 5 Rationalise and simplify
12
2 2 12 1 Multiply the numerator and

= ×
12 12 12 denominator by 12
2 × 4×3 2 Simplify 12 in the numerator.

=
12 Choose two numbers that are factors
of 12. One of the factors must be a
square number
3 Use the rule ab = a × b

2 2 3
= 4 Use 4 =2
12
5 Simplify the fraction:
2 3 2 1
= simplifies to
6 12 6
3
Example 6 Rationalise and simplify
2+ 5
3 3 2− 5 1 Multiply the numerator and

= ×
2+ 5 2+ 5 2− 5 denominator by 2 − 5
=
(
3 2− 5 )
( 2 + 5 )( 2 − 5 ) 2 Expand the brackets
6−3 5
=
4+ 2 5 −2 5 −5 3 Simplify the fraction
6−3 5
=
−1 4 Divide the numerator by −1
Remember to change the sign of all
= 3 5 −6 terms when dividing by −1
Practice
1 Simplify. Hint
a 45 b 125 One of the two
c 48 d 175 numbers you
choose at the start
e 300 f 28 must be a square
g 72 h 162 number.
2 Simplify. Watch out!

a 72 + 162 b 45 − 2 5 Check you have
c 50 − 8 d 75 − 48 chosen the highest
square number at
e 2 28 + 28 f 2 12 − 12 + 27 the start.

a ( 2 + 3)( 2 − 3) b (3 + 3)(5 − 12)
c (4 − 5)( 45 + 2) d (5 + 2)(6 − 8)
4 Rationalise and simplify, if possible.
1 1
a b
5 11
2 2
c d
7 8
2 5
e f
2 5
8 5
g h
24 45
5 Rationalise and simplify.

1 2 6
a b c
3− 5 4+ 3 5− 2
Extend
6 Expand and simplify ( x+ y )( x− y )

7 Rationalise and simplify, if possible.
1 1
a b
9− 8 x− y
Answers
1 a 3 5 b 5 5
c 4 3 d 5 7
e 10 3 f 2 7
g 6 2 h 9 2
2 a 15 2 b 5
c 3 2 d 3
e 6 7 f 5 3
3 a −1 b 9− 3
c 10 5 − 7 d 26 − 4 2
5 11
4 a b
5 11
2 7 2
c d
7 2
e 2 f 5
3 1
g h
3 3
3+ 5 2(4 − 3) 6(5 + 2)
5 a b c
4 13 23
6 x−y
x+ y
7 a 3+ 2 2 b
x− y
Rules of indices
A LEVEL LINKS
Key points
• am × an = am + n
am
• n
= a m−n
a
• (am)n = amn
• a0 = 1
1
• a n = n a i.e. the nth root of a
m
( a)
m
• a n = n am = n
1
• a−m =
am
• The square root of a number produces two solutions, e.g. 16 = ±4 .
Examples
Example 1 Evaluate 100
100 = 1 Any value raised to the power of zero is

equal to 1
1
Example 2 Evaluate 9 2
1 1
92 = 9 Use the rule a n = n a
=3
2
Example 3 Evaluate 27 3
( ) ( a)
m
2 m
27 = 3 3
27 1 Use the rule a = n n
= 32 2 Use 3
27 = 3
=9
Example 4 Evaluate 4 −2
1 1
4 −2 = 1 Use the rule a − m =
42 am
1
= 2 Use 42 = 16
16
6 x5
Example 5 Simplify
2 x2
6 x5 am
= 3x3 6 ÷ 2 = 3 and use the rule = a m−n to
2 x2 a n
x5
give 2
= x 5 − 2 = x3
x
x3 × x5
Example 6 Simplify
x4
x 3 × x 5 x 3+ 5 x 8
= 4 = 4 1 Use the rule a m × a n = a m + n
x4 x x
am
= x8 − 4 = x4 2 Use the rule n
= a m− n
a
1
Example 7 Write as a single power of x
3x
1 1 −1 1
= x Use the rule = a − m , note that the
3x 3 am
1
fraction remains unchanged
3
4
Example 8 Write as a single power of x
x
4 4 1
= 1 1 Use the rule a n = n a
x x2
−
1 1
= 4x 2 2 Use the rule m
= a−m
a
Practice
1 Evaluate.
a 140 b 30 c 50 d x0
2 Evaluate.
1 1 1 1
a 49 2 b 64 3 c 125 3 d 16 4
3 Evaluate.
3 5 3 3
a 25 2 b 83 c 49 2 d 16 4
4 Evaluate.
a 5–2 b 4–3 c 2–5 d 6–2
5 Simplify.
3x 2 × x3 10 x5
a b
2 x2 2x2 × x
3x × 2 x3 7 x3 y 2
c d Watch out!
2 x3 14 x 5 y
1 Remember that
y2 c2
e 1
f 3
any value raised to
y2 × y c2 × c 2 the power of zero
is 1. This is the
g
( 2x ) 2 3
h
1
x2 × x2
3
rule a0 = 1.
4 x0 x −2 × x 3
6 Evaluate.
1 2 1
− − −
a 4 2 b 27 3 c 9 2 × 23
1 2
1 − −
−3 9 2  27  3
d 16 4 ×2 e   f  
 16   64 
7 Write the following as a single power of x.

1 1 4
a b c x
x x7
5 1 1
d x2 e 3
f
3
x x2
8 Write the following without negative or fractional powers.
1
−3 0
a x b x c x5
2 1 3
− −
d x5 e x 2 f x 4
9 Write the following in the form axn.

2 1
a 5 x b c
x3 3x 4
2 4
d e 3
f 3
x x
Extend
10 Write as sums of powers of x.

x5 + 1  1  1 
a b x2  x +  c x −4  x 2 + 3 
x2  x  x 
Answers
1 a 1 b 1 c 1 d 1
2 a 7 b 4 c 5 d 2
3 a 125 b 32 c 343 d 8
1 1 1 1
4 a b c d
25 64 32 36
3x3
5 a b 5x2
2
y
c 3x d
2 x2
1
e y2 f c–3
g 2x6 h x
1 1 8
6 a b c
2 9 3
1 4 16
d e f
4 3 9
1
7 a x–1 b x–7 c x4
2 1 2
− −
x 5 x 3 x 3
d e f
1 5
8 a b 1 c x
x3
5 1 1
d x2 e f
4
x x3
1
1 −4
9 a 5x 2 b 2x–3 c x
3
1 1
− −
d 2x 2
e 4x 3
f 3x0
10 a x 3 + x −2 b x3 + x c x −2 + x −7
Factorising expressions
A LEVEL LINKS
Scheme of work: 1b. Quadratic functions – factorising, solving, graphs and the discriminants
Key points
• Factorising an expression is the opposite of expanding the brackets.
• A quadratic expression is in the form ax2 + bx + c, where a ≠ 0.
• To factorise a quadratic equation find two numbers whose sum is b and whose product is ac.
• An expression in the form x2 – y2 is called the difference of two squares. It factorises to
(x – y)(x + y).
Examples
Example 1 Factorise 15x2y3 + 9x4y
15x2y3 + 9x4y = 3x2y(5y2 + 3x2) The highest common factor is 3x2y.

So take 3x2y outside the brackets and
then divide each term by 3x2y to find
the terms in the brackets
Example 2 Factorise 4x2 – 25y2
4x2 – 25y2 = (2x + 5y)(2x − 5y) This is the difference of two squares as
the two terms can be written as
(2x)2 and (5y)2
Example 3 Factorise x2 + 3x – 10
b = 3, ac = −10 1 Work out the two factors of

ac = −10 which add to give b = 3
(5 and −2)
So x2 + 3x – 10 = x2 + 5x – 2x – 10 2 Rewrite the b term (3x) using these
two factors
= x(x + 5) – 2(x + 5) 3 Factorise the first two terms and the
last two terms
= (x + 5)(x – 2) 4 (x + 5) is a factor of both terms
Example 4 Factorise 6x2 − 11x − 10
b = −11, ac = −60 1 Work out the two factors of

ac = −60 which add to give b = −11
So (−15 and 4)
6x2 − 11x – 10 = 6x2 − 15x + 4x – 10 2 Rewrite the b term (−11x) using
these two factors
= 3x(2x − 5) + 2(2x − 5) 3 Factorise the first two terms and the
last two terms
= (2x – 5)(3x + 2) 4 (2x − 5) is a factor of both terms
x 2 − 4 x − 21
Example 5 Simplify
2x2 + 9x + 9
x 2 − 4 x − 21 1 Factorise the numerator and the

denominator
2x2 + 9x + 9
For the numerator: 2 Work out the two factors of

b = −4, ac = −21 ac = −21 which add to give b = −4
(−7 and 3)
So
x2 − 4x – 21 = x2 − 7x + 3x – 21 3 Rewrite the b term (−4x) using these
two factors
= x(x − 7) + 3(x − 7) 4 Factorise the first two terms and the
last two terms
= (x – 7)(x + 3) 5 (x − 7) is a factor of both terms
For the denominator: 6 Work out the two factors of

b = 9, ac = 18 ac = 18 which add to give b = 9
(6 and 3)
So
2x2 + 9x + 9 = 2x2 + 6x + 3x + 9 7 Rewrite the b term (9x) using these
two factors
= 2x(x + 3) + 3(x + 3) 8 Factorise the first two terms and the
last two terms
= (x + 3)(2x + 3) 9 (x + 3) is a factor of both terms
So
x 2 − 4 x − 21 ( x − 7)( x + 3) 10 (x + 3) is a factor of both the
=
2 x 2 + 9 x + 9 ( x + 3)(2 x + 3) numerator and denominator so
x−7 cancels out as a value divided by
= itself is 1
2x + 3
Practice
1 Factorise.
Hint
a 6x4y3 – 10x3y4 b 21a3b5 + 35a5b2
c 25x2y2 – 10x3y2 + 15x2y3 Take the highest
common factor
2 Factorise outside the bracket.
a x2 + 7x + 12 b x2 + 5x – 14
c x2 – 11x + 30 d x2 – 5x – 24
e x2 – 7x – 18 f x2 + x –20
g x2 – 3x – 40 h x2 + 3x – 28
3 Factorise
a 36x2 – 49y2 b 4x2 – 81y2
c 18a2 – 200b2c2
4 Factorise
a 2x2 + x –3 b 6x2 + 17x + 5
c 2x2 + 7x + 3 d 9x2 – 15x + 4
e 10x2 + 21x + 9 f 12x2 – 38x + 20
5 Simplify the algebraic fractions.

2x2 + 4x x 2 + 3x
a b
x2 − x x2 + 2 x − 3
x2 − 2 x − 8 x2 − 5x
c d
x2 − 4 x x 2 − 25
x 2 − x − 12 2 x 2 + 14 x
e f
x2 − 4x 2 x 2 + 4 x − 70
6 Simplify
9 x 2 − 16 2 x 2 − 7 x − 15
a b
3x 2 + 17 x − 28 3x 2 − 17 x + 10
4 − 25 x 2 6 x2 − x − 1
c d
10 x 2 − 11x − 6 2 x2 + 7 x − 4
Extend
7 Simplify x 2 + 10 x + 25
( x + 2)2 + 3( x + 2)2
8 Simplify
x2 − 4
Answers
1 a 2x3y3(3x – 5y) b 7a3b2(3b3 + 5a2)
c 5x2y2(5 – 2x + 3y)
2 a (x + 3)(x + 4) b (x + 7)(x – 2)
c (x – 5)(x – 6) d (x – 8)(x + 3)
e (x – 9)(x + 2) f (x + 5)(x – 4)
g (x – 8)(x + 5) h (x + 7)(x – 4)
3 a (6x – 7y)(6x + 7y) b (2x – 9y)(2x + 9y)

c 2(3a – 10bc)(3a + 10bc)
4 a (x – 1)(2x + 3) b (3x + 1)(2x + 5)

c (2x + 1)(x + 3) d (3x – 1)(3x – 4)
e (5x + 3)(2x +3) f 2(3x – 2)(2x –5)
2( x + 2) x
5 a b
x −1 x −1
x+2 x
c d
x x+5
x+3 x
e f
x x −5
3x + 4 2x + 3
6 a b
x+7 3x − 2
2 − 5x 3x + 1
c d
2x − 3 x+4
7 (x + 5)
4( x + 2)
8
x−2
Completing the square
A LEVEL LINKS
Key points
• Completing the square for a quadratic rearranges ax2 + bx + c into the form p(x + q)2 + r
• If a ≠ 1, then factorise using a as a common factor.
Examples
Example 1 Complete the square for the quadratic expression x2 + 6x − 2
x2 + 6x − 2 1 Write x2 + bx + c in the form

2 2
 b b
 x +  −  +c
2
= (x + 3) − 9 − 2
 2 2
= (x + 3)2 − 11 2 Simplify
Example 2 Write 2x2 − 5x + 1 in the form p(x + q)2 + r
2x2 − 5x + 1 1 Before completing the square write

ax2 + bx + c in the form
 b 
a  x2 + x  + c
 a 
 5  2 Now complete the square by writing
= 2  x2 − x  + 1
 2  5
x 2 − x in the form
2
 5 5 
2 2
2 2
= 2  x − −  +1  b b
 4   4   x+ 2 − 2
   
2
 5  25 3 Expand the square brackets – don’t
= 2 x −  − +1
 4 8 5
2
forget to multiply   by the
4
factor of 2
2
 5  17
= 2 x −  − 4 Simplify
 4 8
Practice
1 Write the following quadratic expressions in the form (x + p)2 + q
a x2 + 4x + 3 b x2 – 10x – 3
c x2 – 8x d x2 + 6x
e x2 – 2x + 7 f x2 + 3x – 2
2 Write the following quadratic expressions in the form p(x + q)2 + r

a 2x2 – 8x – 16 b 4x2 – 8x – 16
c 3x2 + 12x – 9 d 2x2 + 6x – 8
3 Complete the square.

a 2x2 + 3x + 6 b 3x2 – 2x
c 5x2 + 3x d 3x2 + 5x + 3
Extend
4 Write (25x2 + 30x + 12) in the form (ax + b)2 + c.
Answers
1 a (x + 2)2 – 1 b (x – 5)2 – 28
c (x – 4)2 – 16 d (x + 3)2 – 9
2
 3  17
e (x – 1)2 + 6 f x+  −
 2 4
2 a 2(x – 2)2 – 24 b 4(x – 1)2 – 20
2
 3  25
c 3(x + 2)2 – 21 d 2 x +  −
 2 2
2 2
 3  39  1 1
3 a 2 x +  + b 3 x −  −
 4 8  3 3
2 2
 3 9  5  11
c 5 x +  − d 3 x +  +
 10  20  6  12
4 (5x + 3)2 + 3
Solving quadratic equations by
factorisation
A LEVEL LINKS
Key points
• A quadratic equation is an equation in the form ax2 + bx + c = 0 where a ≠ 0.
• To factorise a quadratic equation find two numbers whose sum is b and whose products is ac.
• When the product of two numbers is 0, then at least one of the numbers must be 0.
• If a quadratic can be solved it will have two solutions (these may be equal).
Examples
Example 1 Solve 5x2 = 15x
5x2 = 15x 1 Rearrange the equation so that all of

the terms are on one side of the
5x2 − 15x = 0 equation and it is equal to zero.
Do not divide both sides by x as this
would lose the solution x = 0.
5x(x − 3) = 0 2 Factorise the quadratic equation.
5x is a common factor.
So 5x = 0 or (x − 3) = 0 3 When two values multiply to make
zero, at least one of the values must
be zero.
Therefore x = 0 or x = 3 4 Solve these two equations.
Example 2 Solve x2 + 7x + 12 = 0
x2 + 7x + 12 = 0 1 Factorise the quadratic equation.

Work out the two factors of ac = 12
b = 7, ac = 12 which add to give you b = 7.
(4 and 3)
x2 + 4x + 3x + 12 = 0 2 Rewrite the b term (7x) using these
two factors.
x(x + 4) + 3(x + 4) = 0 3 Factorise the first two terms and the
last two terms.
(x + 4)(x + 3) = 0 4 (x + 4) is a factor of both terms.
So (x + 4) = 0 or (x + 3) = 0 5 When two values multiply to make
be zero.
Therefore x = −4 or x = −3 6 Solve these two equations.
Example 3 Solve 9x2 − 16 = 0
9x2 − 16 = 0 1 Factorise the quadratic equation.

(3x + 4)(3x – 4) = 0 This is the difference of two squares
as the two terms are (3x)2 and (4)2.
So (3x + 4) = 0 or (3x – 4) = 0 2 When two values multiply to make
4 4 be zero.
x=− or x = 3 Solve these two equations.
3 3
Example 4 Solve 2x2 − 5x − 12 = 0
b = −5, ac = −24 1 Factorise the quadratic equation.

Work out the two factors of ac = −24
which add to give you b = −5.
(−8 and 3)
So 2x2 − 8x + 3x – 12 = 0 2 Rewrite the b term (−5x) using these
two factors.
2x(x − 4) + 3(x − 4) = 0 3 Factorise the first two terms and the
last two terms.
(x – 4)(2x + 3) = 0 4 (x − 4) is a factor of both terms.
So (x – 4) = 0 or (2x +3) = 0 5 When two values multiply to make
3 be zero.
x = 4 or x = − 6 Solve these two equations.
2
Practice
1 Solve
a 6x2 + 4x = 0 b 28x2 – 21x = 0
c x2 + 7x + 10 = 0 d x2 – 5x + 6 = 0
e x2 – 3x – 4 = 0 f x2 + 3x – 10 = 0
g x2 – 10x + 24 = 0 h x2 – 36 = 0
i x2 + 3x – 28 = 0 j x2 – 6x + 9 = 0
k 2x2 – 7x – 4 = 0 l 3x2 – 13x – 10 = 0
2 Solve
a x2 – 3x = 10 b x2 – 3 = 2x Hint
c x2 + 5x = 24 d x2 – 42 = x
Get all terms
e x(x + 2) = 2x + 25 f x2 – 30 = 3x – 2
onto one side
g x(3x + 1) = x2 + 15 h 3x(x – 1) = 2(x + 1)
of the equation.
Solving quadratic equations by
completing the square
A LEVEL LINKS
Key points
• Completing the square lets you write a quadratic equation in the form p(x + q)2 + r = 0.
Examples
Example 5 Solve x2 + 6x + 4 = 0. Give your solutions in surd form.
x2 + 6x + 4 = 0 1 Write x2 + bx + c = 0 in the form

2 2
 b b
(x + 3)2 − 9 + 4 = 0 x+ 2 − 2 +c =0
   
(x + 3)2 − 5 = 0 2 Simplify.
(x + 3)2 = 5 3 Rearrange the equation to work out
x. First, add 5 to both sides.
x+3= ± 5 4 Square root both sides.
Remember that the square root of a
value gives two answers.
x = ± 5 −3
5 Subtract 3 from both sides to solve
the equation.
So x = − 5 − 3 or x = 5 −3 6 Write down both solutions.
Example 6 Solve 2x2 − 7x + 4 = 0. Give your solutions in surd form.
2x2 − 7x + 4 = 0 1 Before completing the square write

ax2 + bx + c in the form
 7   b 
2  x2 − x  + 4 = 0 a  x2 + x  + c
 2   a 
 7 7 
2 2 2 Now complete the square by writing
2  x −  −    + 4 = 0 7
 4   4   x 2 − x in the form
2
2 2
 b   b 
 x + 2a  −  2 a 
   
2
 7  49
2 x −  − +4 =0 3 Expand the square brackets.
 4 8
2
 7  17
2 x −  − =0 4 Simplify.
 4 8
(continued on next page)
 7  17
2 5 Rearrange the equation to work out
2 x −  = 17
 4 8 x. First, add to both sides.
8
2
 7  17 6 Divide both sides by 2.
 x − 4  = 16
 
7 Square root both sides. Remember
7 17
x− =± that the square root of a value gives
4 4 two answers.
17 7 7
x=± + 8 Add to both sides.
4 4 4
7 17 7 17 9 Write down both the solutions.

So x = − or x = +
4 4 4 4
Practice
3 Solve by completing the square.
a x2 – 4x – 3 = 0 b x2 – 10x + 4 = 0
c x2 + 8x – 5 = 0 d x2 – 2x – 6 = 0
e 2x2 + 8x – 5 = 0 f 5x2 + 3x – 4 = 0
4 Solve by completing the square.

Hint
a (x – 4)(x + 2) = 5
b 2x2 + 6x – 7 = 0 Get all terms
c x2 – 5x + 3 = 0 onto one side
of the equation.
Solving quadratic equations by using the
formula
A LEVEL LINKS
Key points
• Any quadratic equation of the form ax2 + bx + c = 0 can be solved using the formula
−b ± b 2 − 4ac
x=
2a
• If b2 – 4ac is negative then the quadratic equation does not have any real solutions.
• It is useful to write down the formula before substituting the values for a, b and c.
Examples
Example 7 Solve x2 + 6x + 4 = 0. Give your solutions in surd form.
a = 1, b = 6, c = 4 1 Identify a, b and c and write down

2
−b ± b − 4ac the formula.
x= Remember that −b ± b 2 − 4ac is
2a
all over 2a, not just part of it.
2 Substitute a = 1, b = 6, c = 4 into the

−6 ± 62 − 4(1)(4)
x= formula.
2(1)
−6 ± 20 3 Simplify. The denominator is 2, but
x= this is only because a = 1. The
2
denominator will not always be 2.
−6 ± 2 5 4 Simplify 20 .
x=
2 20 = 4 × 5 = 4 × 5 = 2 5
x = −3 ± 5 5 Simplify by dividing numerator and
denominator by 2.
So x = −3 − 5 or x = 5 − 3 6 Write down both the solutions.
Example 8 Solve 3x2 − 7x − 2 = 0. Give your solutions in surd form.
a = 3, b = −7, c = −2 1 Identify a, b and c, making sure you

2
−b ± b − 4ac get the signs right and write down
x= the formula.
2a
Remember that −b ± b 2 − 4ac is
all over 2a, not just part of it.
−(−7) ± (−7) 2 − 4(3)(−2) 2 Substitute a = 3, b = −7, c = −2 into
x=
2(3) the formula.
7 ± 73 3 Simplify. The denominator is 6

x= when a = 3. A common mistake is
6 to always write a denominator of 2.
7 − 73 7 + 73 4 Write down both the solutions.
So x = or x =
6 6
Practice
5 Solve, giving your solutions in surd form.
a 3x2 + 6x + 2 = 0 b 2x2 – 4x – 7 = 0
6 Solve the equation x2 – 7x + 2 = 0

a± b
Give your solutions in the form , where a, b and c are integers.
c
Hint
7 Solve 10x2 + 3x + 3 = 5
Give your solution in surd form. Get all terms onto one
side of the equation.
Extend
8 Choose an appropriate method to solve each quadratic equation, giving your answer in surd form
when necessary.
a 4x(x – 1) = 3x – 2
b 10 = (x + 1)2
c x(3x – 1) = 10
Answers
2 3
1 a x = 0 or x = − b x = 0 or x =
3 4
c x = –5 or x = –2 d x = 2 or x = 3
e x = –1 or x = 4 f x = –5 or x = 2
g x = 4 or x = 6 h x = –6 or x = 6
i x = –7 or x = 4 j x=3
1 2
k x= − or x = 4 l x= − or x = 5
2 3
2 a x = –2 or x = 5 b x = –1 or x = 3
c x = –8 or x = 3 d x = –6 or x = 7
e x = –5 or x = 5 f x = –4 or x = 7
1 1
g x = –3 or x = 2 h x = − or x = 2
2 3
3 a x=2+ 7 or x = 2 – 7 b x=5+ 21 or x = 5 – 21
c x = –4 + 21 or x = –4 – 21 d x=1+ 7 or x = 1 – 7
−3 + 89 −3 − 89
e x = –2 + 6.5 or x = –2 – 6.5 f x= or x =
10 10
−3 + 23 −3 − 23
4 a x=1+ 14 or x = 1 – 14 b x= or x =
2 2
5 + 13 5 − 13
c x= or x =
2 2
3 3 3 2 3 2
5 a x = –1 + or x = –1 – b x=1+ or x = 1 –
3 3 2 2
7 + 41 7 − 41
6 x= or x =
2 2
−3 + 89 −3 − 89
7 x= or x =
20 20
7 + 17 7 − 17
8 a x= or x =
8 8
b x = –1 + 10 or x = –1 – 10
2
c x = –1 or x = 2
3
Sketching quadratic graphs
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Key points
• The graph of the quadratic function
y = ax2 + bx + c, where a ≠ 0, is a curve
called a parabola.
• Parabolas have a line of symmetry and for a > 0 for a < 0
a shape as shown.
• To sketch the graph of a function, find the points where the graph intersects the axes.
• To find where the curve intersects the y-axis substitute x = 0 into the function.
• To find where the curve intersects the x-axis substitute y = 0 into the function.
• At the turning points of a graph the gradient of the curve is 0 and any tangents to the curve at
these points are horizontal.
• To find the coordinates of the maximum or minimum point (turning points) of a quadratic
curve (parabola) you can use the completed square form of the function.
Examples
Example 1 Sketch the graph of y = x2.
The graph of y = x2 is a parabola.
When x = 0, y = 0.
a = 1 which is greater
than zero, so the graph
has the shape:
Example 2 Sketch the graph of y = x2 − x − 6.
When x = 0, y = 02 − 0 − 6 = −6 1 Find where the graph intersects the

So the graph intersects the y-axis at y-axis by substituting x = 0.
(0, −6)
When y = 0, x2 − x − 6 = 0 2 Find where the graph intersects the
x-axis by substituting y = 0.
(x + 2)(x − 3) = 0 3 Solve the equation by factorising.
x = −2 or x = 3 4 Solve (x + 2) = 0 and (x − 3) = 0.
So, 5 a = 1 which is greater

the graph intersects the x-axis at (−2, 0) than zero, so the graph
and (3, 0) has the shape:

2
 1 1 6 To find the turning point, complete
x2 − x − 6 =  x −  − − 6
 2 4 the square.
2
 1  25
= x−  −
 2 4
2
 1 1
When  x −  = 0 , x = and 7 The turning point is the minimum
 2 2 value for this expression and occurs
25 when the term in the bracket is
y = − , so the turning point is at the
4 equal to zero.
 1 25 
point  , − 
2 4 
Practice
1 Sketch the graph of y = −x2.
2 Sketch each graph, labelling where the curve crosses the axes.
a y = (x + 2)(x − 1) b y = x(x − 3) c y = (x + 1)(x + 5)
3 Sketch each graph, labelling where the curve crosses the axes.
a y = x2 − x − 6 b y = x2 − 5x + 4 c y = x2 – 4
d y = x2 + 4x e y = 9 − x2 f y = x2 + 2x − 3
4 Sketch the graph of y = 2x2 + 5x − 3, labelling where the curve crosses the axes.
Extend
5 Sketch each graph. Label where the curve crosses the axes and write down the coordinates of the
turning point.
a y = x2 − 5x + 6 b y = −x2 + 7x − 12 c y = −x2 + 4x
6 Sketch the graph of y = x2 + 2x + 1. Label where the curve crosses the axes and write down the
equation of the line of symmetry.
Answers
1
2 a b c
3 a b c
d e f
4
5 a b c
Line of symmetry at x = −1.

Solving linear simultaneous equations
using the elimination method
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Scheme of work: 1c. Equations – quadratic/linear simultaneous
Key points
• Two equations are simultaneous when they are both true at the same time.
• Solving simultaneous linear equations in two unknowns involves finding the value of each
unknown which works for both equations.
• Make sure that the coefficient of one of the unknowns is the same in both equations.
• Eliminate this equal unknown by either subtracting or adding the two equations.
Examples
Example 1 Solve the simultaneous equations 3x + y = 5 and x + y = 1
3x + y = 5 1 Subtract the second equation from

– x+y=1 the first equation to eliminate the y
2x =4 term.
So x = 2
Using x + y = 1 2 To find the value of y, substitute

2+y=1 x = 2 into one of the original
So y = −1 equations.
Check: 3 Substitute the values of x and y into

equation 1: 3 × 2 + (−1) = 5 YES both equations to check your
equation 2: 2 + (−1) = 1 YES answers.
Example 2 Solve x + 2y = 13 and 5x − 2y = 5 simultaneously.
x + 2y = 13 1 Add the two equations together to

+ 5x − 2y = 5 eliminate the y term.
6x = 18
So x = 3
Using x + 2y = 13 2 To find the value of y, substitute

3 + 2y = 13 x = 3 into one of the original
So y = 5 equations.

equation 1: 3 + 2 × 5 = 13 YES both equations to check your
equation 2: 5 × 3 − 2 × 5 = 5 YES answers.
Example 3 Solve 2x + 3y = 2 and 5x + 4y = 12 simultaneously.
(2x + 3y = 2) × 4 → 8x + 12y = 8 1 Multiply the first equation by 4 and

(5x + 4y = 12) × 3 → 15x + 12y = 36 the second equation by 3 to make
7x = 28 the coefficient of y the same for
both equations. Then subtract the
So x = 4 first equation from the second
equation to eliminate the y term.
Using 2x + 3y = 2 2 To find the value of y, substitute

2 × 4 + 3y = 2 x = 4 into one of the original

equation 1: 2 × 4 + 3 × (−2) = 2 YES both equations to check your
equation 2: 5 × 4 + 4 × (−2) = 12 YES answers.
Practice
Solve these simultaneous equations.
1 4x + y = 8 2 3x + y = 7
x+y=5 3x + 2y = 5
3 4x + y = 3 4 3x + 4y = 7
3x – y = 11 x – 4y = 5
5 2x + y = 11 6 2x + 3y = 11
x – 3y = 9 3x + 2y = 4
Solving linear simultaneous equations
using the substitution method
A LEVEL LINKS
Textbook: Pure Year 1, 3.1 Linear simultaneous equations
Key points
• The subsitution method is the method most commonly used for A level. This is because it is
the method used to solve linear and quadratic simultaneous equations.
Examples
Example 4 Solve the simultaneous equations y = 2x + 1 and 5x + 3y = 14
5x + 3(2x + 1) = 14 1 Substitute 2x + 1 for y into the

second equation.
5x + 6x + 3 = 14 2 Expand the brackets and simplify.
11x + 3 = 14
11x = 11 3 Work out the value of x.
So x = 1
Using y = 2x + 1 4 To find the value of y, substitute

y=2×1+1 x = 1 into one of the original
So y = 3 equations.

equation 1: 3 = 2 × 1 + 1 YES both equations to check your
equation 2: 5 × 1 + 3 × 3 = 14 YES answers.
Example 5 Solve 2x − y = 16 and 4x + 3y = −3 simultaneously.
y = 2x − 16 1 Rearrange the first equation.

4x + 3(2x − 16) = −3 2 Substitute 2x − 16 for y into the
second equation.
4x + 6x − 48 = −3 3 Expand the brackets and simplify.
10x − 48 = −3
10x = 45 4 Work out the value of x.
So x = 4 12
Using y = 2x − 16 5 To find the value of y, substitute
y = 2 × 4 12 − 16 x = 4 12 into one of the original
equation 1: 2 × 4 12 – (–7) = 16 YES both equations to check your
equation 2: 4 × 4 12 + 3 × (−7) = −3 YES answers.
Practice
7 y=x–4 8 y = 2x – 3
2x + 5y = 43 5x – 3y = 11
9 2y = 4x + 5 10 2x = y – 2
9x + 5y = 22 8x – 5y = –11
11 3x + 4y = 8 12 3y = 4x – 7
2x – y = –13 2y = 3x – 4
13 3x = y – 1 14 3x + 2y + 1 = 0
2y – 2x = 3 4y = 8 – x
Extend
3( y − x)
15 Solve the simultaneous equations 3x + 5y − 20 = 0 and 2( x + y ) = .
4
Answers
1 x = 1, y = 4
2 x = 3, y = –2
3 x = 2, y = –5
1
4 x = 3, y = –
2
5 x = 6, y = –1
6 x = –2, y = 5
7 x = 9, y = 5
8 x = –2, y = –7
1 1
9 x= ,y=3
2 2
1
10 x = ,y=3
2
11 x = –4, y = 5
12 x = –2, y = –5
1 3
13 x = ,y=1
4 4
1
14 x = –2, y = 2
2
1 1
15 x = –2 , y = 5
2 2
Solving linear and quadratic simultaneous
equations
A LEVEL LINKS
Key points
• Make one of the unknowns the subject of the linear equation (rearranging where necessary).
• Use the linear equation to substitute into the quadratic equation.
• There are usually two pairs of solutions.
Examples
Example 1 Solve the simultaneous equations y = x + 1 and x2 + y2 = 13
x2 + (x + 1)2 = 13 1 Substitute x + 1 for y into the second

equation.
x2 + x2 + x + x + 1 = 13 2 Expand the brackets and simplify.
2x2 + 2x + 1 = 13
2x2 + 2x − 12 = 0 3 Factorise the quadratic equation.

(2x − 4)(x + 3) = 0
So x = 2 or x = −3 4 Work out the values of x.
Using y = x + 1 5 To find the value of y, substitute

When x = 2, y = 2 + 1 = 3 both values of x into one of the
When x = −3, y = −3 + 1 = −2 original equations.
So the solutions are

x = 2, y = 3 and x = −3, y = −2
Check: 6 Substitute both pairs of values of x

equation 1: 3 = 2 + 1 YES and y into both equations to check
and −2 = −3 + 1 YES your answers.
equation 2: 22 + 32 = 13 YES
and (−3)2 + (−2)2 = 13 YES
Example 2 Solve 2x + 3y = 5 and 2y2 + xy = 12 simultaneously.
5 − 3y 1 Rearrange the first equation.

x=
2
 5 − 3y  5 − 3y
2 y2 +   y = 12 2 Substitute for x into the
 2  2
second equation. Notice how it is
5 y − 3y2 easier to substitute for x than for y.
2 y2 + = 12
2 3 Expand the brackets and simplify.
4 y 2 + 5 y − 3 y 2 = 24
y 2 + 5 y − 24 = 0
(y + 8)(y − 3) = 0 4 Factorise the quadratic equation.
So y = −8 or y = 3 5 Work out the values of y.
Using 2x + 3y = 5 6 To find the value of x, substitute

When y = −8, 2x + 3 × (−8) = 5, x = 14.5 both values of y into one of the
When y = 3, 2x + 3 × 3 = 5, x = −2 original equations.
So the solutions are

x = 14.5, y = −8 and x = −2, y = 3
Check: 7 Substitute both pairs of values of x

equation 1: 2 × 14.5 + 3 × (−8) = 5 YES and y into both equations to check
and 2 × (−2) + 3 × 3 = 5 YES your answers.
2
equation 2: 2×(−8) + 14.5×(−8) = 12 YES
and 2 × (3)2 + (−2) × 3 = 12 YES
Practice
1 y = 2x + 1 2 y=6−x
x2 + y2 = 10 x2 + y2 = 20
3 y=x–3 4 y = 9 − 2x
x2 + y2 = 5 x2 + y2 = 17
5 y = 3x – 5 6 y=x−5
y = x2 − 2x + 1 y = x2 − 5x − 12
7 y=x+5 8 y = 2x – 1
x2 + y2 = 25 x2 + xy = 24
9 y = 2x 10 2x + y = 11
y2 – xy = 8 xy = 15
Extend
11 x – y = 1 12 y – x = 2
x2 + y2 = 3 x2 + xy = 3
Answers
1 x = 1, y = 3
9 13
x=− , y=−
5 5
2 x = 2, y = 4
x = 4, y = 2
3 x = 1, y = −2
x = 2, y = –1
4 x = 4, y = 1
16 13
x= , y=
5 5
5 x = 3, y = 4
x = 2, y = 1
6 x = 7, y = 2
x = −1, y = −6
7 x = 0, y = 5
x = –5, y = 0
8 19
8 x= − ,y= −
3 3
x = 3, y = 5
9 x = –2, y = –4
x = 2, y = 4
5
10 x = ,y=6
2
x = 3, y = 5
1+ 5 −1 + 5
11 x = ,y=
2 2
1− 5 −1 − 5
x= ,y=
2 2
−1 + 7 3+ 7
12 x = ,y=
2 2
−1 − 7 3− 7
x= ,y=
2 2
Solving simultaneous equations
graphically
A LEVEL LINKS
Key points
• You can solve any pair of simultaneous equations by drawing the graph of both equations and
finding the point/points of intersection.
Examples
Example 1 Solve the simultaneous equations y = 5x + 2 and x + y = 5 graphically.
y=5–x 1 Rearrange the equation x + y = 5

to make y the subject.
y = 5 – x has gradient –1 and y-intercept 5. 2 Plot both graphs on the same grid
y = 5x + 2 has gradient 5 and y-intercept 2. using the gradients and
y-intercepts.
Lines intersect at 3 The solutions of the simultaneous

x = 0.5, y = 4.5 equations are the point of
intersection.
Check:
First equation y = 5x + 2: 4 Check your solutions by
4.5 = 5 × 0.5 + 2 YES substituting the values into both
Second equation x + y = 5: equations.
0.5 + 4.5 = 5 YES
Example 2 Solve the simultaneous equations y = x − 4 and y = x2 − 4x + 2 graphically.
1 Construct a table of values and

x 0 1 2 3 4
calculate the points for the quadratic
y 2 –1 –2 –1 2 equation.
2 Plot the graph.
3 Plot the linear graph on the same

grid using the gradient and
y-intercept.
y = x – 4 has gradient 1 and
y-intercept –4.
The line and curve intersect at 4 The solutions of the simultaneous

x = 3, y = −1 and x = 2, y = −2 equations are the points of
intersection.
Check:
First equation y = x − 4: 5 Check your solutions by substituting
−1 = 3 − 4 YES the values into both equations.
−2 = 2 − 4 YES
Second equation y = x2 − 4x + 2:
−1 = 32 − 4 × 3 + 2 YES
−2 = 22 − 4 × 2 + 2 YES
Practice
1 Solve these pairs of simultaneous equations graphically.
a y = 3x − 1 and y = x + 3
b y = x − 5 and y = 7 − 5x
c y = 3x + 4 and y = 2 − x
2 Solve these pairs of simultaneous equations graphically. Hint

a x + y = 0 and y = 2x + 6
Rearrange the
b 4x + 2y = 3 and y = 3x − 1 equation to make
c 2x + y + 4 = 0 and 2y = 3x − 1 y the subject.
3 Solve these pairs of simultaneous equations graphically.
a y = x − 1 and y = x2 − 4x + 3
b y = 1 − 3x and y = x2 − 3x − 3
c y = 3 − x and y = x2 + 2x + 5
4 Solve the simultaneous equations x + y = 1 and x2 + y2 = 25 graphically.
Extend
5 a Solve the simultaneous equations 2x + y = 3 and x2 + y = 4
i graphically
ii algebraically to 2 decimal places.
b Which method gives the more accurate solutions? Explain your answer.
Answers
1 a x = 2, y = 5
b x = 2, y = −3
c x = −0.5, y = 2.5
2 a x = −2, y = 2
b x = 0.5, y = 0.5
c x = −1, y = −2
3 a x = 1, y = 0 and x = 4, y = 3
b x = −2, y = 7 and x = 2, y = −5
c x = −2, y = 5 and x = −1, y = 4
4 x = −3, y = 4 and x = 4, y = −3
5 a i x = 2.5, y = −2 and x = −0.5, y = 4

ii x = 2.41, y = −1.83 and x = −0.41, y = 3.83
b Solving algebraically gives the more accurate solutions as the solutions from the graph are
only estimates, based on the accuracy of your graph.
Linear inequalities
A LEVEL LINKS
Scheme of work: 1d. Inequalities – linear and quadratic (including graphical solutions)
Key points
• Solving linear inequalities uses similar methods to those for solving linear equations.
• When you multiply or divide an inequality by a negative number you need to reverse the
inequality sign, e.g. < becomes >.
Examples
Example 1 Solve −8 ≤ 4x < 16
−8 ≤ 4x < 16 Divide all three terms by 4.

−2 ≤ x < 4
Example 2 Solve 4 ≤ 5x < 10
4 ≤ 5x < 10 Divide all three terms by 5.

4
≤x<2
5
Example 3 Solve 2x − 5 < 7
2x − 5 < 7 1 Add 5 to both sides.

2x < 12 2 Divide both sides by 2.
x<6
Example 4 Solve 2 − 5x ≥ −8
2 − 5x ≥ −8 1 Subtract 2 from both sides.

−5x ≥ −10 2 Divide both sides by −5.
x≤2 Remember to reverse the inequality
when dividing by a negative
number.
Example 5 Solve 4(x − 2) > 3(9 − x)
4(x − 2) > 3(9 − x) 1 Expand the brackets.

4x − 8 > 27 − 3x 2 Add 3x to both sides.
7x − 8 > 27 3 Add 8 to both sides.
7x > 35 4 Divide both sides by 7.
x>5
Practice
1 Solve these inequalities.
a 4x > 16 b 5x – 7 ≤ 3 c 1 ≥ 3x + 4
x x
d 5 – 2x < 12 e ≥5 f 8<3–
2 3

x
a < −4 b 10 ≥ 2x + 3 c 7 – 3x > –5
5
3 Solve
a 2 – 4x ≥ 18 b 3 ≤ 7x + 10 < 45 c 6 – 2x ≥ 4
d 4x + 17 < 2 – x e 4 – 5x < –3x f –4x ≥ 24

a 3t + 1 < t + 6 b 2(3n – 1) ≥ n + 5
5 Solve.
a 3(2 – x) > 2(4 – x) + 4 b 5(4 – x) > 3(5 – x) + 2
Extend
6 Find the set of values of x for which 2x + 1 > 11 and 4x – 2 > 16 – 2x.
Answers
1 a x>4 b x≤2 c x ≤ –1
7
d x>– e x ≥ 10 f x < –15
2
2 a x < –20 b x ≤ 3.5 c x<4
3 a x ≤ –4 b –1 ≤ x < 5 c x≤1
d x < –3 e x>2 f x ≤ –6
5 7
4 a t< b n≥
2 5
3
5 a x < –6 b x<
2
6 x > 5 (which also satisfies x > 3)

Quadratic inequalities
A LEVEL LINKS
Scheme of work: 1d. Inequalities – linear and quadratic (including graphical solutions)
Key points
• First replace the inequality sign by = and solve the quadratic equation.
• Sketch the graph of the quadratic function.
• Use the graph to find the values which satisfy the quadratic inequality.
Examples
Example 1 Find the set of values of x which satisfy x2 + 5x + 6 > 0
x2 + 5x + 6 = 0 1 Solve the quadratic equation by

(x + 3)(x + 2) = 0 factorising.
x = −3 or x = −2
2 Sketch the graph of

y = (x + 3)(x + 2)
3 Identify on the graph where

x2 + 5x + 6 > 0, i.e. where y > 0
x < −3 or x > −2 4 Write down the values which satisfy

the inequality x2 + 5x + 6 > 0
Example 2 Find the set of values of x which satisfy x2 − 5x ≤ 0
x2 − 5x = 0 1 Solve the quadratic equation by

x(x − 5) = 0 factorising.
x = 0 or x = 5
2 Sketch the graph of y = x(x − 5)

x2 − 5x ≤ 0, i.e. where y ≤ 0
0≤x≤5 4 Write down the values which satisfy

the inequality x2 − 5x ≤ 0
Example 3 Find the set of values of x which satisfy −x2 − 3x + 10 ≥ 0
−x2 − 3x + 10 = 0 1 Solve the quadratic equation by

(−x + 2)(x + 5) = 0 factorising.
x = 2 or x = −5
y
2 Sketch the graph of
y = (−x + 2)(x + 5) = 0

−x2 − 3x + 10 ≥ 0, i.e. where y ≥ 0
–5 O 2 x
−5 ≤ x ≤ 2 3 Write down the values which satisfy

the inequality −x2 − 3x + 10 ≥ 0
Practice
1 Find the set of values of x for which (x + 7)(x – 4) ≤ 0
2 Find the set of values of x for which x2 – 4x – 12 ≥ 0
3 Find the set of values of x for which 2x2 –7x + 3 < 0
4 Find the set of values of x for which 4x2 + 4x – 3 > 0
5 Find the set of values of x for which 12 + x – x2 ≥ 0
Extend
Find the set of values which satisfy the following inequalities.
6 x2 + x ≤ 6
7 x(2x – 9) < –10
8 6x2 ≥ 15 + x
Answers
1 –7 ≤ x ≤ 4
2 x ≤ –2 or x ≥ 6
1
3 < x<3
2
3 1
4 x< − or x >
2 2
5 –3 ≤ x ≤ 4
6 –3 ≤ x ≤ 2
1
7 2<x<2
2
3 5
8 x≤− or x ≥
2 3
Sketching cubic and reciprocal graphs
A LEVEL LINKS
Scheme of work: 1e. Graphs – cubic, quartic and reciprocal
Key points
• The graph of a cubic function,
which can be written in the
form y = ax3 + bx2 + cx + d,
where a ≠ 0, has one of the
shapes shown here.
• The graph of a reciprocal

a
function of the form y = has
x
one of the shapes shown here.
• To sketch the graph of a function, find the points where the graph intersects the axes.
• To find where the curve intersects the y-axis substitute x = 0 into the function.
• To find where the curve intersects the x-axis substitute y = 0 into the function.
• Where appropriate, mark and label the asymptotes on the graph.
• Asymptotes are lines (usually horizontal or vertical) which the curve gets closer to but never
touches or crosses. Asymptotes usually occur with reciprocal functions. For example, the
a
asymptotes for the graph of y = are the two axes (the lines y = 0 and x = 0).
x
• At the turning points of a graph the gradient of the curve is 0 and any tangents to the curve at
these points are horizontal.
• A double root is when two of the solutions are equal. For example (x – 3)2(x + 2) has a
double root at x = 3.
• When there is a double root, this is one of the turning points of a cubic function.
Examples
Example 1 Sketch the graph of y = (x − 3)(x − 1)(x + 2)
To sketch a cubic curve find intersects with both axes and use the key points above
for the correct shape.
When x = 0, y = (0 − 3)(0 − 1)(0 + 2) 1 Find where the graph intersects the

= (−3) × (−1) × 2 = 6 axes by substituting x = 0 and y = 0.
The graph intersects the y-axis at (0, 6) Make sure you get the coordinates
the right way around, (x, y).
When y = 0, (x − 3)(x − 1)(x + 2) = 0 2 Solve the equation by solving
So x = 3, x = 1 or x = −2 x − 3 = 0, x − 1 = 0 and x + 2 = 0
The graph intersects the x-axis at
(−2, 0), (1, 0) and (3, 0)
3 Sketch the graph.

a = 1 > 0 so the graph has the shape:
Example 2 Sketch the graph of y = (x + 2)2(x − 1)
To sketch a cubic curve find intersects with both axes and use the key points above
for the correct shape.
When x = 0, y = (0 + 2)2(0 − 1) 1 Find where the graph intersects the

= 22 × (−1) = −4 axes by substituting x = 0 and y = 0.
The graph intersects the y-axis at (0, −4)
When y = 0, (x + 2)2(x − 1) = 0 2 Solve the equation by solving

So x = −2 or x =1 x + 2 = 0 and x − 1 = 0
(−2, 0) is a turning point as x = −2 is a

double root.
The graph crosses the x-axis at (1, 0)
3 a = 1 > 0 so the graph has the shape:

Practice
1 Here are six equations.
Hint
5 2 3 2
A y= B y = x + 3x – 10 C y = x + 3x
x Find where each
D y = 1 – 3x2 – x3 E 3
y = x – 3x – 12
F x+y=5 of the cubic
equations cross
the y-axis.
Here are six graphs.
i ii iii
iv v vi
a Match each graph to its equation.

b Copy the graphs ii, iv and vi and draw the tangent and normal each at point P.
Sketch the following graphs
2 y = 2x3 3 y = x(x – 2)(x + 2)
4 y = (x + 1)(x + 4)(x – 3) 5 y = (x + 1)(x – 2)(1 – x)
6 y = (x – 3)2(x + 1) 7 y = (x – 1)2(x – 2)
3 2
8 y= Hint: Look at the shape of y =
a 9 y= −
x x x
in the second key point.
Extend
1 1
10 Sketch the graph of y = 11 Sketch the graph of y =
x+2 x −1
Answers
1 a i–C
ii – E
iii – B
iv – A
v–F
vi – D
b ii iv
vi
2 3
4 5
6 7
8 9 y
O x
10 11
Translating graphs
A LEVEL LINKS
Scheme of work: 1f. Transformations – transforming graphs – f(x) notation
Key points
• The transformation y = f(x) ± a is a
translation of y = f(x) parallel to the y-axis;
it is a vertical translation.
As shown on the graph,

o y = f(x) + a translates y = f(x) up
o y = f(x) – a translates y = f(x) down.
• The transformation y = f(x ± a) is a

translation of y = f(x) parallel to the x-axis;
it is a horizontal translation.
As shown on the graph,

o y = f(x + a) translates y = f(x) to the left
o y = f(x – a) translates y = f(x) to the right.
Examples
Example 1 The graph shows the function y = f(x).
Sketch the graph of y = f(x) + 2.
For the function y = f(x) + 2 translate

the function y = f(x) 2 units up.
Sketch the graph of y = f(x − 3).
For the function y = f(x − 3) translate

the function y = f(x) 3 units right.
Practice
1 The graph shows the function y = f(x).
Copy the graph and on the same axes sketch and
label the graphs of y = f(x) + 4 and y = f(x + 2).

Copy the graph and on the same axes sketch and
label the graphs of y = f(x + 3) and y = f(x) – 3.

Copy the graph and on the same axes sketch the
graph of y = f(x – 5).
4 The graph shows the function y = f(x) and two
transformations of y = f(x), labelled C1 and C2.
Write down the equations of the translated curves
C1 and C2 in function form.
5 The graph shows the function y = f(x) and two

transformations of y = f(x), labelled C1 and C2.
Write down the equations of the translated curves
C1 and C2 in function form.
a Sketch the graph of y = f(x) + 2

b Sketch the graph of y = f(x + 2)
Stretching graphs
A LEVEL LINKS
Scheme of work: 1f. Transformations – transforming graphs – f(x) notation
Textbook: Pure Year 1, 4.6 Stretching graphs
Key points
• The transformation y = f(ax) is a horizontal

1
stretch of y = f(x) with scale factor
a
parallel to the x-axis.
• The transformation y = f(–ax) is a

horizontal stretch of y = f(x) with scale
1
factor parallel to the x-axis and then a
a
reflection in the y-axis.
• The transformation y = af(x) is a vertical

stretch of y = f(x) with scale factor a
parallel to the y-axis.
• The transformation y = –af(x) is a vertical

stretch of y = f(x) with scale factor a
parallel to the y-axis and then a reflection
in the x-axis.
Examples
Sketch and label the graphs of
y = 2f(x) and y = –f(x).
The function y = 2f(x) is a vertical

stretch of y = f(x) with scale factor
2 parallel to the y-axis.
The function y = −f(x) is a
reflection of y = f(x) in the
x-axis.
Sketch and label the graphs of

y = f(2x) and y = f(–x).
The function y = f(2x) is a horizontal

1
stretch of y = f(x) with scale factor 2
parallel to the x-axis.
The function y = f(−x) is a reflection
of y = f(x) in the y-axis.
Practice
a Copy the graph and on the same axes
sketch and label the graph of y = 3f(x).
b Make another copy of the graph and on
the same axes sketch and label the graph
of y = f(2x).

Copy the graph and on the same axes
sketch and label the graphs of
y = –2f(x) and y = f(3x).

Copy the graph and, on the same axes,
sketch and label the graphs of
y = –f(x) and y = f ( 12 x ) .

Copy the graph and, on the same axes,
sketch the graph of y = –f(2x).
11 The graph shows the function y = f(x) and a

transformation, labelled C.
Write down the equation of the translated
curve C in function form.
12 The graph shows the function y = f(x) and a
transformation labelled C.
Write down the equation of the translated
curve C in function form.

a Sketch the graph of y = −f(x).
b Sketch the graph of y = 2f(x).
Extend
14 a Sketch and label the graph of y = f(x), where f(x) = (x – 1)(x + 1).
b On the same axes, sketch and label the graphs of y = f(x) – 2 and y = f(x + 2).
15 a Sketch and label the graph of y = f(x), where f(x) = –(x + 1)(x – 2).
b On the same axes, sketch and label the graph of y = f ( − 12 x ) .
Answers
1 2
4 C1: y = f(x – 90°)

C2: y = f(x) – 2
5 C1: y = f(x – 5)
C2: y = f(x) – 3
6 a b
7 a b
8 9
10
11 y = f(2x)
12 y = –2f(2x) or y = 2f(–2x)
13 a b
14
15
Straight line graphs
A LEVEL LINKS
Scheme of work: 2a. Straight-line graphs, parallel/perpendicular, length and area problems
Key points
• A straight line has the equation y = mx + c, where m is
the gradient and c is the y-intercept (where x = 0).
• The equation of a straight line can be written in the form
ax + by + c = 0, where a, b and c are integers.
• When given the coordinates (x1, y1) and (x2, y2) of two
points on a line the gradient is calculated using the
y − y1
formula m = 2
x2 − x1
Examples
1
Example 1 A straight line has gradient − and y-intercept 3.
2
Write the equation of the line in the form ax + by + c = 0.
1 1 A straight line has equation

m= − and c = 3
2 y = mx + c. Substitute the gradient
1 and y-intercept given in the question
So y = − x + 3
2 into this equation.
1 2 Rearrange the equation so all the
x+y–3=0
2 terms are on one side and 0 is on
the other side.
x + 2y − 6 = 0 3 Multiply both sides by 2 to
eliminate the denominator.
Example 2 Find the gradient and the y-intercept of the line with the equation 3y − 2x + 4 = 0.
3y − 2x + 4 = 0 1 Make y the subject of the equation.

3y = 2x − 4
2 4 2 Divide all the terms by three to get
y= x− the equation in the form y = …
3 3
2 3 In the form y = mx + c, the gradient
Gradient = m =
3 is m and the y-intercept is c.
4
y-intercept = c = −
3
Example 3 Find the equation of the line which passes through the point (5, 13) and has gradient 3.
m=3
1 Substitute the gradient given in the
y = 3x + c
question into the equation of a
straight line y = mx + c.
2 Substitute the coordinates x = 5 and
13 = 3 × 5 + c
y = 13 into the equation.
3 Simplify and solve the equation.
13 = 15 + c
c = −2
y = 3x − 2 4 Substitute c = −2 into the equation
y = 3x + c
Example 4 Find the equation of the line passing through the points with coordinates (2, 4) and (8, 7).
x1 = 2 , x2 = 8 , y1 = 4 and y2 = 7 1 Substitute the coordinates into the

y − y1 7 − 4 3 1 y −y
m= 2 = = = equation m = 2 1 to work out
x2 − x1 8 − 2 6 2 x2 − x1
the gradient of the line.
1 2 Substitute the gradient into the
y= x+c equation of a straight line
2 y = mx + c.
1 3 Substitute the coordinates of either
4 = ×2+c
2 point into the equation.
c=3 4 Simplify and solve the equation.
1 5 Substitute c = 3 into the equation
y = x+3
2 1
y = x+c
2
Practice
1 Find the gradient and the y-intercept of the following equations.
1
a y = 3x + 5 b y= − x–7
2
c 2y = 4x – 3 d x+y=5 Hint
Rearrange the equations
e 2x – 3y – 7 = 0 f 5x + y – 4 = 0 to the form y = mx + c
2 Copy and complete the table, giving the equation of the line in the form y = mx + c.
Gradient y-intercept Equation of the line

5 0
–3 2
4 –7
3 Find, in the form ax + by + c = 0 where a, b and c are integers, an equation for each of the lines
with the following gradients and y-intercepts.
1
a gradient − , y-intercept –7 b gradient 2, y-intercept 0
2
2
c gradient , y-intercept 4 d gradient –1.2, y-intercept –2
3
4 Write an equation for the line which passes though the point (2, 5) and has gradient 4.
2
5 Write an equation for the line which passes through the point (6, 3) and has gradient −
3
6 Write an equation for the line passing through each of the following pairs of points.
a (4, 5), (10, 17) b (0, 6), (–4, 8)
c (–1, –7), (5, 23) d (3, 10), (4, 7)
Extend
7 The equation of a line is 2y + 3x – 6 = 0.
Write as much information as possible about this line.
Answers
1
1 a m = 3, c = 5 b m = − , c = –7
2
3
c m = 2, c = − d m = –1, c = 5
2
2 7 1
e m= , c = − or –2 f m = –5, c = 4
3 3 3
2
Gradient y-intercept Equation of the line
5 0 y = 5x
–3 2 y = –3x + 2
4 –7 y = 4x –7
3 a x + 2y + 14 = 0 b 2x – y = 0
c 2x – 3y + 12 = 0 d 6x + 5y + 10 = 0
4 y = 4x – 3
2
5 y= − x+7
3
1
6 a y = 2x – 3 b y= − x+6
2
c y = 5x –2 d y = –3x + 19
3 3
7 y = − x + 3 , the gradient is − and the y-intercept is 3.
2 2
The line intercepts the axes at (0, 3) and (2, 0).
 3
Students may sketch the line or give coordinates that lie on the line such as  1,  or ( 4, −3 ) .
 2
Parallel and perpendicular lines
A LEVEL LINKS
Key points
• When lines are parallel they have the same
gradient.
• A line perpendicular to the line with equation
1
y = mx + c has gradient − .
m
Examples
Example 1 Find the equation of the line parallel to y = 2x + 4 which passes through
the point (4, 9).
y = 2x + 4 1 As the lines are parallel they have

m=2 the same gradient.
y = 2x + c 2 Substitute m = 2 into the equation of
a straight line y = mx + c.
9=2×4+c 3 Substitute the coordinates into the
equation y = 2x + c
9=8+c 4 Simplify and solve the equation.
c=1
y = 2x + 1 5 Substitute c = 1 into the equation
y = 2x + c
Example 2 Find the equation of the line perpendicular to y = 2x − 3 which passes through
the point (−2, 5).
y = 2x − 3 1 As the lines are perpendicular, the

m=2 gradient of the perpendicular line
1 1 1
− =− is − .
m 2 m
1 1
y =− x+c 2 Substitute m = − into y = mx + c.
2 2
1 3 Substitute the coordinates (–2, 5)
5 = − × (−2) + c
2 1
into the equation y = − x + c
2
5=1+c 4 Simplify and solve the equation.
c=4
1 1
y=− x+4 5 Substitute c = 4 into y = − x + c .
2 2
Example 3 A line passes through the points (0, 5) and (9, −1).
Find the equation of the line which is perpendicular to the line and passes through
its midpoint.
x1 = 0 , x2 = 9 , y1 = 5 and y2 = −1 1 Substitute the coordinates into the

y − y1 −1 − 5 y − y1
m= 2 = equation m = 2 to work out
x2 − x1 9−0 x2 − x1
−6 2 the gradient of the line.
= =−
9 3
2 As the lines are perpendicular, the
1 3 gradient of the perpendicular line
− =
m 2 1
is − .
m
3 3 Substitute the gradient into the
y= x+c
2 equation y = mx + c.
 0 + 9 5 + ( −1)   9  4 Work out the coordinates of the

Midpoint =  , = ,2
 2 2   2  midpoint of the line.
3 9
2= × +c 5 Substitute the coordinates of the
2 2 midpoint into the equation.
19
c=− 6 Simplify and solve the equation.
4
19
3 19 7 Substitute c = − into the equation
y= x− 4
2 4
3
y = x+c .
2
Practice
1 Find the equation of the line parallel to each of the given lines and which passes through each of
the given points.
a y = 3x + 1 (3, 2) b y = 3 – 2x (1, 3)
c 2x + 4y + 3 = 0 (6, –3) d 2y –3x + 2 = 0 (8, 20)
1 Hint
2 Find the equation of the line perpendicular to y = x – 3 which a
2 If m = then the negative
b
passes through the point (–5, 3).
1 b
reciprocal − =−
m a
3 Find the equation of the line perpendicular to each of the given lines and which passes through
each of the given points.
1 1
a y = 2x – 6 (4, 0) b y= − x+ (2, 13)
3 2
c x –4y – 4 = 0 (5, 15) d 5y + 2x – 5 = 0 (6, 7)
4 In each case find an equation for the line passing through the origin which is also perpendicular
to the line joining the two points given.
a (4, 3), (–2, –9) b (0, 3), (–10, 8)
Extend
5 Work out whether these pairs of lines are parallel, perpendicular or neither.
a y = 2x + 3 b y = 3x c y = 4x – 3
y = 2x – 7 2x + y – 3 = 0 4y + x = 2
d 3x – y + 5 = 0 e 2x + 5y – 1 = 0 f 2x – y = 6
x + 3y = 1 y = 2x + 7 6x – 3y + 3 = 0
6 The straight line L1 passes through the points A and B with coordinates (–4, 4) and (2, 1),
respectively.
a Find the equation of L1 in the form ax + by + c = 0
The line L2 is parallel to the line L1 and passes through the point C with coordinates (–8, 3).
b Find the equation of L2 in the form ax + by + c = 0
The line L3 is perpendicular to the line L1 and passes through the origin.
c Find an equation of L3
Answers
1 a y = 3x –7 b y = –2x + 5
3
c y=–1x d y= x +8
2 2
2 y = −2x – 7
3 a y=–1x+2 b y = 3x + 7
2
5
c y = –4x + 35 d y= x –8
2
4 a y=–1x b y = 2x
2
5 a Parallel b Neither c Perpendicular

d Perpendicular e Neither f Parallel
6 a x + 2y – 4 = 0 b x + 2y + 2 = 0 c y = 2x
Pythagoras’ theorem
A LEVEL LINKS
Key points
• In a right-angled triangle the longest side is called the
hypotenuse.
• Pythagoras’ theorem states that for a right-angled triangle
the square of the hypotenuse is equal to the sum of the
squares of the other two sides.
c2 = a2 + b2
Examples
Example 1 Calculate the length of the hypotenuse.
Give your answer to 3 significant figures.
c2 = a2 + b2 1 Always start by stating the formula

for Pythagoras’ theorem and
labelling the hypotenuse c and the
other two sides a and b.
x2 = 52 + 82 2 Substitute the values of a, b and c

x2 = 25 + 64 into the formula for Pythagoras'
x2 = 89 theorem.
x = 89 3 Use a calculator to find the square
root.
x = 9.433 981 13... 4 Round your answer to 3 significant
x = 9.43 cm figures and write the units with your
answer.
Example 2 Calculate the length x.
Give your answer in surd form.
c2 = a2 + b2 1 Always start by stating the formula

for Pythagoras' theorem.
102 = x2 + 42 2 Substitute the values of a, b and c
100 = x2 + 16 into the formula for Pythagoras'
x2 = 84 theorem.
x = 84
3 Simplify the surd where possible
x = 2 21 cm
and write the units in your answer.
Practice
1 Work out the length of the unknown side in each triangle.
Give your answers correct to 3 significant figures.
a b
c d

Give your answers in surd form.
a b
c d
Give your answers in surd form.
a b
c d
4 A rectangle has length 84 mm and width 45 mm. Hint

Calculate the length of the diagonal of the rectangle.
Give your answer correct to 3 significant figures. Draw a sketch of the rectangle.
Extend
5 A yacht is 40 km due North of a lighthouse. Hint
A rescue boat is 50 km due East of the same lighthouse. Draw a diagram using
Work out the distance between the yacht and the rescue boat. the information given
Give your answer correct to 3 significant figures.
in the question.
6 Points A and B are shown on the diagram.

Work out the length of the line AB.
7 A cube has length 4 cm.

Work out the length of the diagonal AG.
Answers
1 a 10.3 cm b 7.07 cm
c 58.6 mm d 8.94 cm
2 a 4 3 cm b 2 21 cm
c 8 17 mm d 18 5 mm
3 a 18 13 mm b 2 145 mm
c 42 2 mm d 6 89 mm
4 95.3 mm
5 64.0 km
6 3 5 units
7 4 3 cm
Proportion
A LEVEL LINKS
Key points
• Two quantities are in direct proportion when, as one
quantity increases, the other increases at the same rate.
Their ratio remains the same.
• ‘y is directly proportional to x’ is written as y ∝ x.
If y ∝ x then y = kx, where k is a constant.
• When x is directly proportional to y, the graph is a
straight line passing through the origin.
• Two quantities are in inverse proportion when, as one quantity

increases, the other decreases at the same rate.
1
• ‘y is inversely proportional to x’ is written as y ∝ .
x
1 k
If y ∝ then y = , where k is a constant.
x x
• When x is inversely proportional to y the graph is the same shape
as the graph of y = 1x
Examples
Example 1 y is directly proportional to x.
When y = 16, x = 5.
a Find x when y = 30.
b Sketch the graph of the formula.
a y∝x 1 Write y is directly proportional to x,

using the symbol ∝ .
y = kx 2 Write the equation using k.
16 = k × 5 3 Substitute y = 16 and x = 5 into
y = kx.
k = 3.2 4 Solve the equation to find k.
y = 3.2x 5 Substitute the value of k back into

the equation y = kx.
When y = 30,
30 = 3.2 × x 6 Substitute y = 30 into y = 3.2x and
x = 9.375 solve to find x when y = 30.
b 7 The graph of y = 3.2x is a straight
line passing through (0, 0) with a
gradient of 3.2.
Example 2 y is directly proportional to x2.

When x = 3, y = 45.
a Find y when x = 5.
b Find x when y = 20.
a y ∝ x2 1 Write y is directly proportional to x2,

using the symbol ∝ .
y = kx2 2 Write the equation using k.
45 = k × 32 3 Substitute y = 45 and x = 3 into
y = kx2.
k=5 4 Solve the equation to find k.
y = 5x2 5 Substitute the value of k back into
the equation y = kx2.
When x = 5,
y = 5 × 52 6 Substitute x = 5 into y = 5x2 and
y = 125 solve to find y when x = 5.
b 20 = 5 × x2 7 Substitute y = 20 into y = 5x2 and

x2 = 4 solve to find x when y = 4.
x = ±2
Example 3 P is inversely proportional to Q.

When P = 100, Q = 10.
Find Q when P = 20.
1 1 Write P is inversely proportional

P∝
Q to Q, using the symbol ∝ .
k
P= 2 Write the equation using k.
Q
k 3 Substitute P = 100 and Q = 10.
100 =
10
k = 1000 4 Solve the equation to find k.
1000 k
P= 5 Substitute the value of k into P =
Q Q
1000 1000
20 = 6 Substitute P = 20 into P = and
Q Q
1000 solve to find Q when P = 20.
Q= = 50
20
Practice Hint
1 Paul gets paid an hourly rate. The amount of pay (£P) is directly Substitute the values
proportional to the number of hours (h) he works. given for P and h
When he works 8 hours he is paid £56. into the formula to
If Paul works for 11 hours, how much is he paid? calculate k.
2 x is directly proportional to y.
x = 35 when y = 5.
a Find a formula for x in terms of y.
c Find x when y = 13.
d Find y when x = 63.
3 Q is directly proportional to the square of Z.

Q = 48 when Z = 4.
a Find a formula for Q in terms of Z.
c Find Q when Z = 5.
d Find Z when Q = 300.
4 y is directly proportional to the square of x.

x = 2 when y = 10.
a Find a formula for y in terms of x.
c Find x when y = 90.
5 B is directly proportional to the square root of C.

C = 25 when B = 10.
a Find B when C = 64.
b Find C when B = 20.
6 C is directly proportional to D.
C = 100 when D = 150.
Find C when D = 450.
7 y is directly proportional to x.
x = 27 when y = 9.
Find x when y = 3.7.
8 m is proportional to the cube of n.

m = 54 when n = 3.
Find n when m = 250.
Extend
9 s is inversely proportional to t.
a Given that s = 2 when t = 2, find a formula for s in terms of t.
c Find t when s = 1.
10 a is inversely proportional to b.
a = 5 when b = 20.
a Find a when b = 50.
b Find b when a = 10.
11 v is inversely proportional to w.
w = 4 when v = 20.
a Find a formula for v in terms of w.
c Find w when v = 2.
12 L is inversely proportional to W.
L = 12 when W = 3.
Find W when L = 6.
13 s is inversely proportional to t.
s = 6 when t = 12.
a Find s when t = 3.
b Find t when s = 18.
14 y is inversely proportional to x2.

y = 4 when x = 2.
Find y when x = 4.
15 y is inversely proportional to the square root of x.

x = 25 when y = 1.
Find x when y = 5.
16 a is inversely proportional to b.
a = 0.05 when b = 4.
a Find a when b = 2.
b Find b when a = 2.
Answers
1 £77
2 a x = 7y b
c 91 d 9
3 a Q = 3Z2 b
c 75 d ±10
4 a y = 2.5x2 b
c ±6
5 a 16 b 100
6 300
7 11.1
8 5
4
9 a s= b
t
c 4
10 a 2 b 10
80
11 a v= b
w
c 40
12 6
13 a 24 b 4
14 1
15 1
16 a 0.1 b 0.1
Circle theorems
A LEVEL LINKS
Scheme of work: 2b. Circles – equation of a circle, geometric problems on a grid
Key points
• A chord is a straight line joining two points on
the circumference of a circle.
So AB is a chord.
• A tangent is a straight line that touches the

circumference of a circle at only one point.
The angle between a tangent and the radius is 90°.
• Two tangents on a circle that meet at a point

outside the circle are equal in length.
So AC = BC.
• The angle in a semicircle is a right angle.

So angle ABC = 90°.
• When two angles are subtended by the same arc,

the angle at the centre of a circle is twice the
angle at the circumference.
So angle AOB = 2 × angle ACB.
• Angles subtended by the same arc at the
circumference are equal. This means that angles
in the same segment are equal.
So angle ACB = angle ADB and
angle CAD = angle CBD.
• A cyclic quadrilateral is a quadrilateral with all

four vertices on the circumference of a circle.
Opposite angles in a cyclic quadrilateral total 180°.
So x + y = 180° and p + q = 180°.
• The angle between a tangent and chord is equal

to the angle in the alternate segment, this is
known as the alternate segment theorem.
So angle BAT = angle ACB.
Examples
Example 1 Work out the size of each angle
marked with a letter.
Give reasons for your answers.
Angle a = 360° − 92° 1 The angles in a full turn total 360°.

= 268°
as the angles in a full turn total 360°.
Angle b = 268° ÷ 2 2 Angles a and b are subtended by

= 134° the same arc, so angle b is half of
as when two angles are subtended by the angle a.
same arc, the angle at the centre of a
circle is twice the angle at the
circumference.
Example 2 Work out the size of the angles in the triangle.
Angles are 90°, 2c and c. 1 The angle in a semicircle is a right

angle.
90° + 2c + c = 180° 2 Angles in a triangle total 180°.
90° + 3c = 180° 3 Simplify and solve the equation.
3c = 90°
c = 30°
2c = 60°
The angles are 30°, 60° and 90° as the

angle in a semi-circle is a right angle
and the angles in a triangle total 180°.
Example 3 Work out the size of each angle marked with a letter.
Angle d = 55° as angles subtended by 1 Angles subtended by the same arc

the same arc are equal. are equal so angle 55° and angle d
are equal.
Angle e = 28° as angles subtended by 2 Angles subtended by the same arc
the same arc are equal. are equal so angle 28° and angle e
are equal.
Angle f = 180° − 94° 1 Opposite angles in a cyclic

= 86° quadrilateral total 180° so angle 94°
as opposite angles in a cyclic and angle f total 180°.
quadrilateral total 180°.

Angle g = 180° − 86° 2 Angles on a straight line total 180°
= 84° so angle f and angle g total 180°.
as angles on a straight line total 180°.
Angle h = angle f = 86° as angles 3 Angles subtended by the same arc

subtended by the same arc are equal. are equal so angle f and angle h are
equal.
Angle i = 53° because of the alternate 1 The angle between a tangent and
segment theorem. chord is equal to the angle in the
alternate segment.
Angle j = 53° because it is the alternate 2 As there are two parallel lines, angle
angle to 53°. 53° is equal to angle j because they
are alternate angles.
Angle k = 180° − 53° − 53° 3 The angles in a triangle total 180°,
= 74° so i + j + k = 180°.
as angles in a triangle total 180°.
Example 6 XZ and YZ are two tangents to a circle with centre O.

Prove that triangles XZO and YZO are congruent.
Angle OXZ = 90° and angle OYZ = 90° For two triangles to be congruent you
as the angles in a semicircle are right need to show one of the following.
angles.
• All three corresponding sides are
equal (SSS).
OZ is a common line and is the
hypotenuse in both triangles. • Two corresponding sides and the
included angle are equal (SAS).
OX = OY as they are radii of the same • One side and two corresponding
circle. angles are equal (ASA).
So triangles XZO and YZO are • A right angle, hypotenuse and a

congruent, RHS. shorter side are equal (RHS).
Practice
1 Work out the size of each angle marked with a letter.
a b
c d

a b
c
Hint
The reflex angle at point O and
angle g are subtended by the
same arc. So the reflex angle is
twice the size of angle g.
d
Hint
Angle 18° and angle h are
subtended by the same arc.

a b
Hint
One of the angles is
in a semicircle.
c d
a
Hint
An exterior angle of a
cyclic quadrilateral is
equal to the opposite
interior angle.
b c
Hint
One of the angles
is in a semicircle.
Extend
5 Prove the alternate segment theorem.
Answers
1 a a = 112°, angle OAP = angle OBP = 90° and angles in a quadrilateral total 360°.
b b = 66°, triangle OAB is isosceles, Angle OAP = 90° as AP is tangent to the circle.
c c = 126°, triangle OAB is isosceles.
d = 63°, Angle OBP = 90° as BP is tangent to the circle.
d e = 44°, the triangle is isosceles, so angles e and angle OBA are equal. The angle OBP = 90°
as BP is tangent to the circle.
f = 92°, the triangle is isosceles.
e g = 62°, triangle ABP is isosceles as AP and BP are both tangents to the circle.
h = 28°, the angle OBP = 90°.
2 a a = 130°, angles in a full turn total 360°.

b = 65°, the angle at the centre of a circle is twice the angle at the circumference.
c = 115°, opposite angles in a cyclic quadrilateral total 180°.
b d = 36°, isosceles triangle.
e = 108°, angles in a triangle total 180°.
f = 54°, angle in a semicircle is 90°.
c g = 127°, angles at a full turn total 360°, the angle at the centre of a circle is twice the angle
at the circumference.
d h = 36°, the angle at the centre of a circle is twice the angle at the circumference.
3 a a = 25°, angles in the same segment are equal.

b = 45°, angles in the same segment are equal.
b c = 44°, angles in the same segment are equal.
d = 46°, the angle in a semicircle is 90° and the angles in a triangle total 180°.
c e = 48°, the angle at the centre of a circle is twice the angle at the circumference.
f = 48°, angles in the same segment are equal.
d g = 100°, angles at a full turn total 360°, the angle at the centre of a circle is twice the angle
at the circumference.
h = 100°, angles in the same segment are equal.
4 a a = 75°, opposite angles in a cyclic quadrilateral total 180°.

b = 105°, angles on a straight line total 180°.
c = 94°, opposite angles in a cyclic quadrilateral total 180°.
b d = 92°, opposite angles in a cyclic quadrilateral total 180°.
e = 88°, angles on a straight line total 180°.
f = 92°, angles in the same segment are equal.
c h = 80°, alternate segment theorem.
d g = 35°, alternate segment theorem and the angle in a semicircle is 90°.
5 Angle BAT = x.
Angle OAB = 90° − x because the angle between
the tangent and the radius is 90°.
OA = OB because radii are equal.
Angle OAB = angle OBA because the base of
isosceles triangles are equal.
Angle AOB = 180° − (90° − x) − (90° − x) = 2x
because angles in a triangle total 180°.
Angle ACB = 2x ÷ 2 = x because the angle at the
centre is twice the angle at the circumference.
Trigonometry in right-angled triangles
A LEVEL LINKS
Scheme of work: 4a. Trigonometric ratios and graphs
Key points
• In a right-angled triangle:
o the side opposite the right angle is called the hypotenuse
o the side opposite the angle θ is called the opposite
o the side next to the angle θ is called the adjacent.
• In a right-angled triangle:
opp
o the ratio of the opposite side to the hypotenuse is the sine of angle θ, sinθ =
hyp
adj
o the ratio of the adjacent side to the hypotenuse is the cosine of angle θ, cosθ =
hyp
opp
o the ratio of the opposite side to the adjacent side is the tangent of angle θ, tanθ =
adj
• If the lengths of two sides of a right-angled triangle are given, you can find a missing angle
using the inverse trigonometric functions: sin−1, cos−1, tan−1.
• The sine, cosine and tangent of some angles may be written exactly.
0 30° 45° 60° 90°

1 2 3
sin 0 2 2 2
1
3 2 1
cos 1 2 2 2 0
3
tan 0 3
1 3
Examples
Example 1 Calculate the length of side x.
1 Always start by labelling the sides.
adj
cosθ = 2 You are given the adjacent and the
hyp hypotenuse so use the cosine ratio.
6 3 Substitute the sides and angle into

cos 25 ° =
x the cosine ratio.
6
x= 4 Rearrange to make x the subject.
cos 25 °
x = 6.620 267 5... 5 Use your calculator to work out
6 ÷ cos 25°.
x = 6.62 cm 6 Round your answer to 3 significant
figures and write the units in your
answer.
Example 2 Calculate the size of angle x.

opp 2 You are given the opposite and the

tanθ =
adj adjacent so use the tangent ratio.
3 3 Substitute the sides and angle into
tan x =
4.5 the tangent ratio.
–1  3 
x = tan   4 Use tan−1 to find the angle.
 4.5 
x = 33.690 067 5... 5 Use your calculator to work out
tan–1(3 ÷ 4.5).
x = 33.7° 6 Round your answer to 3 significant
answer.
Example 3 Calculate the exact size of angle x.
opp 2 You are given the opposite and the

tanθ =
adj adjacent so use the tangent ratio.
3
tan x = 3 Substitute the sides and angle into
3 the tangent ratio.
4 Use the table from the key points to
x = 30° find the angle.
Practice
1 Calculate the length of the unknown side in each triangle.
a b
c d
e f
2 Calculate the size of angle x in each triangle.
Give your answers correct to 1 decimal place.
a b
c d
3 Work out the height of the isosceles triangle.

Hint:
Split the triangle into two
right-angled triangles.
4 Calculate the size of angle θ.

Give your answer correct to 1 decimal place.
Hint:
First work out the length of the
common side to both triangles,
leaving your answer in surd form.
5 Find the exact value of x in each triangle.

a b
c d
The cosine rule
A LEVEL LINKS
Textbook: Pure Year 1, 9.1 The cosine rule
Key points
• a is the side opposite angle A.
b is the side opposite angle B.
c is the side opposite angle C.
• You can use the cosine rule to find the length of a side when two sides and the included
angle are given.
• To calculate an unknown side use the formula a 2 = b 2 + c 2 − 2 bc cos A .
• Alternatively, you can use the cosine rule to find an unknown angle if the lengths of all three
sides are given.
b2 + c 2 − a 2
• To calculate an unknown angle use the formula cos A = .
2bc
Examples
Example 4 Work out the length of side w.
1 Always start by labelling the angles

and sides.
a 2 = b 2 + c 2 − 2 bc cos A 2 Write the cosine rule to find the

side.
w 2 = 8 2 + 7 2 − 2 × 8 × 7 × cos 45 ° 3 Substitute the values a, b and A into
the formula.
w2 = 33.804 040 51... 4 Use a calculator to find w2 and
w = 33.80404051 then w.
5 Round your final answer to 3
w = 5.81 cm significant figures and write the
units in your answer.
Example 5 Work out the size of angle θ.

and sides.
b2 + c 2 − a 2 2 Write the cosine rule to find the

cos A =
2bc angle.
102 + 72 −152
cosθ = 3 Substitute the values a, b and c into
2 ×10 × 7 the formula.
−76
cos θ = 4 Use cos−1 to find the angle.
140
θ = 122.878 349... 5 Use your calculator to work out
cos–1(–76 ÷ 140).
θ = 122.9° 6 Round your answer to 1 decimal
place and write the units in your
answer.
Practice
a b
c d
7 Calculate the angles labelled θ in each triangle.
a b
c d
8 a Work out the length of WY.

Give your answer correct to
3 significant figures.
b Work out the size of angle WXY.

Give your answer correct to
1 decimal place.
The sine rule
A LEVEL LINKS
Textbook: Pure Year 1, 9.2 The sine rule
Key points
• You can use the sine rule to find the length of a side when its opposite angle and another
opposite side and angle are given.
a b c
• To calculate an unknown side use the formula = = .
sin A sin B sin C
• Alternatively, you can use the sine rule to find an unknown angle if the opposite side and
another opposite side and angle are given.
sin A sin B sin C
• To calculate an unknown angle use the formula = = .
a b c
Examples
Example 6 Work out the length of side x.

and sides.
a b
= 2 Write the sine rule to find the side.
sin A sin B
x 10 3 Substitute the values a, b, A and B
=
sin 36 ° sin 75 ° into the formula.
10 × sin 36 °
x= 4 Rearrange to make x the subject.
sin 75 °
x = 6.09 cm 5 Round your answer to 3 significant
answer.
Example 7 Work out the size of angle θ.

and sides.
sin A sin B 2 Write the sine rule to find the angle.

=
a b
sin θ sin127 ° 3 Substitute the values a, b, A and B
= into the formula.
8 14
8 × sin 127 ° 4 Rearrange to make sin θ the subject.
sin θ =
14
5 Use sin−1 to find the angle. Round
θ = 27.2°
your answer to 1 decimal place and
write the units in your answer.
Practice
9 Find the length of the unknown side in each triangle.
a b
c d
10 Calculate the angles labelled θ in each triangle.
a b
c d
11 a Work out the length of QS.

b Work out the size of angle RQS.

Areas of triangles
A LEVEL LINKS
Textbook: Pure Year 1, 9.3 Areas of triangles
Key points
1
• The area of the triangle is ab sin C .
2
Examples
Example 8 Find the area of the triangle.
1 Always start by labelling the sides

and angles of the triangle.
Area = 1 ab sin C 2 State the formula for the area of a

2 triangle.
1 3 Substitute the values of a, b and C
Area = × 8 × 5 × sin 82°
2 into the formula for the area of a
triangle.
Area = 19.805 361... 4 Use a calculator to find the area.
Area = 19.8 cm2 5 Round your answer to 3 significant

answer.
Practice
12 Work out the area of each triangle.
a b
13 The area of triangle XYZ is 13.3 cm2.

Work out the length of XZ.
Hint:
Rearrange the formula to make a side the subject.
Extend
Hint:
14 Find the size of each lettered angle or side.
Give your answers correct to 3 significant figures. For each one, decide whether
to use the cosine or sine rule.
a b
c d
15 The area of triangle ABC is 86.7 cm2.

Work out the length of BC.
Answers
1 a 6.49 cm b 6.93 cm c 2.80 cm
d 74.3 mm e 7.39 cm f 6.07 cm
2 a 36.9° b 57.1° c 47.0° d 38.7°
3 5.71 cm
4 20.4°
5 a 45° b 1 cm c 30° d 3 cm
6 a 6.46 cm b 9.26 cm c 70.8 mm d 9.70 cm
7 a 22.2° b 52.9° c 122.9° d 93.6°
8 a 13.7 cm b 76.0°
9 a 4.33 cm b 15.0 cm c 45.2 mm d 6.39 cm
10 a 42.8° b 52.8° c 53.6° d 28.2°
11 a 8.13 cm b 32.3°
12 a 18.1 cm2 b 18.7 cm2 c 693 mm2
13 5.10 cm
14 a 6.29 cm b 84.3° c 5.73 cm d 58.8°
15 15.3 cm
Rearranging equations
A LEVEL LINKS
Scheme of work: 6a. Definition, differentiating polynomials, second derivatives
Textbook: Pure Year 1, 12.1 Gradients of curves
Key points
• To change the subject of a formula, get the terms containing the subject on one side and
everything else on the other side.
• You may need to factorise the terms containing the new subject.
Examples
Example 1 Make t the subject of the formula v = u + at.
v = u + at 1 Get the terms containing t on one

side and everything else on the other
v − u = at side.
v−u 2 Divide throughout by a.
t=
a
Example 2 Make t the subject of the formula r = 2t − πt.
r = 2t − πt 1 All the terms containing t are

already on one side and everything
else is on the other side.
r = t(2 − π) 2 Factorise as t is a common factor.
r
t= 3 Divide throughout by 2 − π.
2 −π
t + r 3t
Example 3 Make t the subject of the formula = .
5 2
t + r 3t 1 Remove the fractions first by

= multiplying throughout by 10.
5 2
2t + 2r = 15t 2 Get the terms containing t on one
2r = 13t side and simplify.
2r 3 Divide throughout by 13.
t=
13
3t + 5
Example 4 Make t the subject of the formula r = .
t −1
3t + 5 1 Remove the fraction first by

r= multiplying throughout by t − 1.
t −1
r(t − 1) = 3t + 5 2 Expand the brackets.
rt − r = 3t + 5 3 Get the terms containing t on one
rt − 3t = 5 + r
side.
t(r − 3) = 5 + r 4 Factorise the LHS as t is a common
factor.
5+ r 5 Divide throughout by r − 3.
t=
r −3
Practice
Change the subject of each formula to the letter given in the brackets.
S
1 C = πd [d] 2 P = 2l + 2w [w] 3 D= [T]
T
q−r 1
4 p= [t] 5 u = at – t [t] 6 V = ax + 4x [x]
t 2
y − 7x 7 − 2 y 2a − 1 b−c
7 = [y] 8 x= [a] 9 x= [d]
2 3 3−a d
7g − 9 2x + 3
10 h= [g] 11 e(9 + x) = 2e + 1 [e] 12 y= [x]
2+ g 4−x
13 Make r the subject of the following formulae.

4 2
a A = πr2 b V = π r3 c P = πr + 2r d V = π r 2h
3 3
14 Make x the subject of the following formulae.

xy ab 4π cx 3z
a = b = 2
z cd d py
a b
15 Make sin B the subject of the formula =
sin A sin B
16 Make cos B the subject of the formula b2 = a2 + c2 – 2ac cos B.
Extend
17 Make x the subject of the following equations.
p p 3p
a ( sx + t ) = x − 1 b (ax + 2 y ) = 2 ( x − y )
q q q
Answers
C P − 2l S
1 d= 2 w= 3 T=
π 2 D
q−r 2u V
4 t= 5 t= 6 x=
p 2a − 1 a+4
3x + 1 b−c
7 y = 2 + 3x 8 a= 9 d=
x+2 x
2h + 9 1 4y − 3
10 g= 11 e= 12 x=
7−h x+7 2+ y
A 3V
13 a r= b r=3
π 4π
P 3V
c r= d r=
π +2 2π h
abz 3dz
14 a x= b x=
cdy 4π cpy 2
b sin A
15 sin B =
a
a2 + c2 − b2
16 cos B =
2ac
q + pt 3 py + 2 pqy y (3 + 2q )
17 a x= b x= =
q − ps 3 p − apq 3 − aq
Volume and surface area of 3D shapes
A LEVEL LINKS
Scheme of work: 6b. Gradients, tangents, normals, maxima and minima
Key points
• Volume of a prism = cross-sectional area × length.
• The surface area of a 3D shape is the total area
of all its faces.
1
• Volume of a pyramid = × area of base × vertical height.
3
• Volume of a cylinder = πr2h

• Total surface area of a cylinder = 2πr2 + 2πrh
4 3
• Volume of a sphere = πr
3
• Surface area of a sphere = 4πr2
1 2
• Volume of a cone = πr h
3
• Total surface area of a cone = πrl + πr2
Examples
Example 1 The triangular prism has volume 504 cm3.
Work out its length.
V= 1
bhl 1 Write out the formula for the
2
volume of a triangular prism.
1 2 Substitute known values into the
504 = 2
×9×4×l formula.
504 = 18 × l 3 Simplify
l = 504 ÷ 18 4 Rearrange to work out l.
= 28 cm 5 Remember the units.
Example 2 Calculate the volume of the 3D solid.
Give your answer in terms of π.
Total volume = volume of hemisphere 1 The solid is made up of a

hemisphere radius 5 cm and
+ Volume of cone
a cone with radius 5 cm and height
1 4 1 12 − 5 = 7 cm.
= 2 of 3 πr3 + 3 πr2h
1 4
Total volume = × 3 × π × 53 2 Substitute the measurements into the
2
formula for the total volume.
1
+ 3 × π × 52 × 7
425 3 3 Remember the units.
= 3 π cm
Practice
1 Work out the volume of each solid.
Leave your answers in terms of π where appropriate.
a b
c d
e f a sphere with radius 7 cm

g a sphere with diameter 9 cm h a hemisphere with radius 3 cm
i j
2 A cuboid has width 9.5 cm, height 8 cm and volume 1292 cm3.
Work out its length.
3 The triangular prism has volume 1768 cm3.

Work out its height.
Extend
4 The diagram shows a solid triangular prism.
All the measurements are in centimetres.
The volume of the prism is V cm3.
Find a formula for V in terms of x.
Give your answer in simplified form.
5 The diagram shows the area of each of three

faces of a cuboid.
The length of each edge of the cuboid is a whole
number of centimetres.
Work out the volume of the cuboid.
6 The diagram shows a large catering size tin of beans
in the shape of a cylinder.
The tin has a radius of 8 cm and a height of 15 cm.
A company wants to make a new size of tin.
The new tin will have a radius of 6.7 cm.
It will have the same volume as the large tin.
Calculate the height of the new tin.
Give your answer correct to one decimal place.
7 The diagram shows a sphere and a solid cylinder.

The sphere has radius 8 cm.
The solid cylinder has a base radius of 4 cm and
a height of h cm.
The total surface area of the cylinder is half the
total surface area of the sphere.
Work out the ratio of the volume of the sphere to
the volume of the cylinder.
Give your answer in its simplest form.
8 The diagram shows a solid metal cylinder.

The cylinder has base radius 4x and height 3x.
The cylinder is melted down and made into
a sphere of radius r.
Find an expression for r in terms of x.
Answers
1 a V = 396 cm3 b V = 75 000 cm3
c V = 402.5 cm3 d V = 200π cm3
1372
e V = 1008π cm3 f V= π cm3
3
g V = 121.5π cm3 h V = 18π cm3
98
i V = 48π cm3 j V= π cm3
3
2 17 cm
3 17 cm
17
4 V = x3 + x2 + 4x
2
5 60 cm3
6 21.4 cm
7 32 : 9
8 r = 3 36 x
Area under a graph
A LEVEL LINKS
Scheme of work: 7b. Definite integrals and areas under curves
Key points
• To estimate the area under a curve, draw a chord between
the two points you are finding the area between and straight
lines down to the horizontal axis to create a trapezium.
The area of the trapezium is an approximation for the area
under a curve.
1
• The area of a trapezium = h( a + b)
2
Examples
Example 1 Estimate the area of the region between the curve

y = (3 − x)(2 + x) and the x-axis from x = 0 to x = 3.
Use three strips of width 1 unit.
x 0 1 2 3 1 Use a table to record the value of y

y = (3 − x)(2 + x) 6 6 4 0 on the curve for each value of x.
Trapezium 1: 2 Work out the dimensions of each

a1 = 6 − 0 = 6 , b1 = 6 − 0 = 6 trapezium. The distances between
the y-values on the curve and the
Trapezium 2:
x-axis give the values for a.
a2 = 6 − 0 = 6 , b2 = 4 − 0 = 4
Trapezium 3:
a3 = 4 − 0 = 4 , a3 = 0 − 0 = 0
1 1 3 Work out the area of each
h(a1 + b1 ) = × 1(6 + 6) = 6
2 2 trapezium. h = 1 since the width of
1 1 each trapezium is 1 unit.
h(a2 + b2 ) = × 1(6 + 4) = 5
2 2
1 1
h(a3 + b3 ) = × 1(4 + 0) = 2
2 2
Area = 6 + 5 + 2 = 13 units2 4 Work out the total area. Remember

to give units with your answer.
Example 2 Estimate the shaded area.

Use three strips of width 2 units.
x 4 6 8 10 1 Use a table to record y on the curve

y 7 12 13 4 for each value of x.
x 4 6 8 10 2 Use a table to record y on the

y 7 6 5 4 straight line for each value of x.
Trapezium 1: 3 Work out the dimensions of each

a1 = 7 − 7 = 0 , b1 = 12 − 6 = 6 trapezium. The distances between
the y-values on the curve and the
Trapezium 2:
y-values on the straight line give the
a2 = 12 − 6 = 6 , b2 = 13 − 5 = 8 values for a.
Trapezium 3:
a3 = 13 − 5 = 8 , a3 = 4 − 4 = 0
1 1 4 Work out the area of each

h(a1 + b1 ) = × 2(0 + 6) = 6
2 2 trapezium. h = 2 since the width of
1 1 each trapezium is 2 units.
h(a2 + b2 ) = × 2(6 + 8) = 14
2 2
1 1
h(a3 + b3 ) = × 2(8 + 0) = 8
2 2
Area = 6 + 14 + 8 = 28 units2 5 Work out the total area. Remember

to give units with your answer.
Practice
Hint:
1 Estimate the area of the region between the curve y = (5 − x)(x + 2) and For a full answer,
the x-axis from x = 1 to x = 5. remember to
Use four strips of width 1 unit. include ‘units2’.
2 Estimate the shaded area shown

on the axes.
Use six strips of width 1 unit.
3 Estimate the area of the region between the curve y = x2 − 8x + 18 and the x-axis
from x = 2 to x = 6.
Use four strips of width 1 unit.
4 Estimate the shaded area.

1
Use six strips of width unit.
2
5 Estimate the area of the region between the curve y = −x2 − 4x + 5 and the
x-axis from x = −5 to x = 1.
Use six strips of width 1 unit.

Use four strips of equal width.
7 Estimate the area of the region between the curve y = −x2 + 2x + 15 and the
x-axis from x = 2 to x = 5.
Use six strips of equal width.

Use seven strips of equal width.
Extend
9 The curve y = 8x − 5 − x2 and the line y = 2

are shown in the sketch.
Estimate the shaded area using six strips
of equal width.
10 Estimate the shaded area using five

strips of equal width.
Answers
1 34 units2
2 149 units2
3 14 units2
1
4 25 units2
4
5 35 units2
6 42 units2
7
7 26 units2
8
8 56 units2
9 35 units2
1
10 6 units2
4

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St Mary's CE High School

Deadline: First Maths lesson in September

NOTE: There are two tasks to complete

Topic List Task Studied? Understood?

Surds Worksheet 1a-2

Rules of indices Worksheet 1a-3

Factorising expressions Worksheet 1b-1

Completing the square Worksheet 1b-2

Solving quadratic equations Worksheet 1b-3

Sketching quadratic graphs Workseet 1b-4

Solving linear simultaneous equations Worksheet 1c-1

Solving linear and quadratic simultaneous Worksheet 1c-2

Quadratic inequalities Worksheet 1d-2

Sketching cubic and reciprocal graphs Worksheet 1e

Translating graphs Worksheet 1f

Straight line graphs Worksheet 2a-1

Parallel and perpendicular lines Worksheet 2a-2

Pythagoras’ theorem Worksheet 2a-3

Proportion done Worksheet 2a-4

Circle theorems Worksheet 2b

Rearranging equations Worksheet 6a

Volume and surface area of 3D shapes Worksheet 6b

Area under a graph Worksheet 7b

2. Show how your topic is used in the "real world"

3. Find ways that you might use this topic today

4. Evaluate your project

4(3x − 2) = 12x − 8 Multiply everything inside the bracket

Example 2 Expand and simplify 3(x + 5) − 4(2x + 3)

3(x + 5) − 4(2x + 3) 1 Expand each set of brackets

Example 3 Expand and simplify (x + 3)(x + 2)

(x + 3)(x + 2) 1 Expand the brackets by multiplying

Example 4 Expand and simplify (x − 5)(2x + 3)

(x − 5)(2x + 3) 1 Expand the brackets by multiplying

4 Expand and simplify.

6 Expand and simplify.

7 The diagram shows a rectangle.

8 Expand and simplify.

10 Expand and simplify.

2 a 21x + 35 + 12x – 48 = 33x – 13

3 a 12x2 + 24x b 20k3 – 48k

4 a –y2 – 4 b 5x2 – 11x

6 a –1 – 2m b 5p3 + 12p2 + 27p

7 7x(3x – 5) = 21x2 – 35x

50 = 25 × 2 1 Choose two numbers that are

Example 2 Simplify 147 − 2 12

147 − 2 12 1 Simplify 147 and 2 12 . Choose

=7–2 2 Collect like terms:

1 1 3 1 Multiply the numerator and

2 2 12 1 Multiply the numerator and

2 × 4×3 2 Simplify 12 in the numerator.

3 Use the rule ab = a × b

3 3 2− 5 1 Multiply the numerator and

2 Simplify. Watch out!

3 Expand and simplify.

5 Rationalise and simplify.

6 Expand and simplify ( x+ y )( x− y )

100 = 1 Any value raised to the power of zero is

a 5–2 b 4–3 c 2–5 d 6–2

7 Write the following as a single power of x.

9 Write the following in the form axn.