A1 Maths Starting with Confidence Booklet

2024

Welcome to the BHASVIC Maths summer work!

This booklet has been designed to help you bridge the gap between GCSE Maths and A1 Maths
so that you feel really confident starting your first year.

• We would like you to complete the questions in this booklet and bring it to your first lesson
in Sept (not enrolment).

• Please mark all questions from the answers on pages 25-27 and page 32 and correct any
you got wrong in a different coloured pen.

Please
Please read the following BEFORE you start the booklet tick

My name is

I have completed all of this booklet and I will bring it to my first lesson.
It is 100% complete and correct. I have not left any questions out.
I have sat and marked the mini tests (p28-31)
The tests can be sat after enrolment but before first lesson.
I have checked all of the answers to the questions USING THE ANSWERS AT THE
BACK and ticked them using a different coloured pen. If I got a question wrong, I
have done a correction (in a different coloured pen).

When I have seen the symbol below I have not used a calculator to ensure I

am practising my numerical skills.

I have read ‘What to do when (not if) you get stuck’ on page 2

I understand that I should be confident with all of the concepts in this booklet and
that there will be a test on this booklet in the first teaching week in September

I have bought a calculator (see ‘information on calculators’ on page 3). I understand

that my GCSE calculator is not sufficient for this course.
This booklet consists of the following pages:
CONTENTS
SECTION 1 - INDICES 4

SECTION 2 – FRACTIONS 7

SECTION 3 – SURDS 9

SECTION 4 – EXPANDING BRACKETS 12

SECTION 5 – FACTORISING 14

SECTION 6 - QUADRATICS 16

SECTION 7 – LINE GEOMETRY 20

SECTION 8 – GCSE STATISTICS REVISION 22

SECTION 9 – GRAPH TRANSFORMATIONS 24

ANSWERS 26

MINI TESTS 1-3 29

MINI TESTS ANSWERS 33

WHEN (NOT IF) YOU GET STUCK

Studying Maths at Advanced Level is all about Problem Solving. This is a skill that takes work and
development. The first stage of solving problems is being stuck. You may get stuck for a short
while, or you may find that if you leave the problem for a day or so something clicks and you figure
it out (which is a great feeling!). Sometimes you will be stuck to the point that you need help. This
is perfectly normal. In fact, it is expected that you will get stuck and will need help at some point.

Some of these topics may seem unfamiliar to you, but they are all GCSE level topics and you
need to be able to perform all of these techniques before you begin studying A level here.

So, when you get stuck:

• Watch the videos for each section, by scanning the QR codes or copying/ clicking on the
URL. The login details you have been given by BHASVIC will allow you to access the
videos. All the videos have been produced by our first years.

• Look again at the examples in the booklet and work through them to make sure you
understand each step they have taken.

• Try looking up the topic in a GCSE higher tier textbook or revision guide (your local library
will have one) or look online.

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 • Meet up with a friend if you know they too are studying maths here and work through the
problem together.

INFORMATION ON CALCULATORS
Your GCSE calculator will not be sufficient for A level.

We recommend the NUMWORKS graphic calculator which you can buy through BHASVIC (for £72). You
can download the free app (NUMWORKS) to use until you buy one.

If you have a different calculator, please check with your teacher if it will be suitable for A-Level.

If you are eligible for a bursary, this will cover the cost of a graphic calculator.

Here are some words of advice from current students:

Don't underestimate the time it might take; hope for the best, but plan for the
worst.

I did most of mine at the library with a friend!

Plan your time well, you don’t want to get stuck doing your SWC the week
that it’s due.

You’ll always be better at maths, and actually enjoy it more, when you do it
for short amounts of time and often.

If you’re going to do some work, do it with your full attention. Lots of the
work can’t be done if you’re trying to multitask, and you get a lot more free
time if you just work efficiently.

Be sure to get really good at completing the square, A-level quadratics often
involve non-integers, good luck!

• On the enrolment days August 29th and 30th we will hold support sessions at
BHASVIC, Room 3, Main Building. Both days will have morning and afternoon
sessions.

10am-12pm Support for SWC

1pm -3pm Support for SWC

• If you have any questions about the course you could also e-mail James or Stephen
(Heads of Maths) on [email protected] or [email protected]

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SECTION 1 – INDICES

At BHASVIC we use a lot of video learning for students to feel prepared before classes and to
access help. Scan the QR codes using your SmartPhone or Tablet or click on the links and we can
get started ☺

EXERCISE 1A – SIMPLIFYING INDICES

Evaluate the following:

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1) 2−6 = 2) 9−2 =
1 1
3) 81−4 =

5 3 7
4) 42 = 5) 325 = 6) 16−4 =

EXERCISE 1B – MORE INDICES

Write these in the form of 𝑎𝑥 𝑛 + 𝑏𝑥 𝑚 :

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𝑥 3 √𝑥
1) 5 = 2) 2 = 3) 3𝑥 2 =
√𝑥

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 3 2√𝑥+4 2𝑥−4
4) √8𝑥 2 = 5) = 6) =
𝑥2 3𝑥 2

1−4𝑥 (1−4√𝑥) (𝑥 2 −3)

7) = 8) = 9) =
4𝑥 3 𝑥 √𝑥

𝑥−2 (2+√𝑥) 2𝑥+4

10) = 11) = 12) =
𝑥2 √𝑥 4𝑥

√𝑥+6 2𝑥−1
13) = 14) =
3𝑥 2 𝑥2

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EXERCISE 1C – MANIPULATING INDICES TO SOLVE FOR X
Solve each of the following equations for 𝑥. Remember to tick your answers once you have
checked you are correct.

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2 1 2
1) 𝑥 −3 = 9 2) 𝑥 −2 = 5 3) 𝑥 5 = 4

2 3 2
1 1
4) 𝑥 3 = 16 5) 𝑥 4 = 27 6) 𝑥 3 = 25

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SECTION 2 – FRACTIONS
Fractions play an extremely important role in mathematics, and being able to manipulate them
fluidly will really help you when working with more complicated problems.

EXERCISE 2A – WRITING AS A SINGLE FRACTION

Write the following as a single fraction

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3𝑥 2 3
1) ×5= 2) 𝑥 + 𝑥 2 =
5

3𝑥 3 1
3) ÷5= 4) 2 ÷ 4 ÷ 3 =
2

3 1 12 4 1
5) (2 × 4) + 3 = 6) (11 − 3) ÷ 3 =

2 3 5 2𝑥
7) − 𝑥 + 2 = 8) 𝑥 + =
5

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EXERCISE 2B – SIMPLIFYING FRACTIONS & SOLVING FOR X
Let’s combine everything we have done so far.
Put the following into a single fraction and solve each of the following equations for 𝑥.

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𝑥+2 𝑥+1 4𝑥 2𝑥 𝑥−2
1) 3 − = 8𝑥 2) + 12 = 8 3) − =1
4 3 3 4

4−𝑥 3−𝑥 √16𝑥 2 2

1
2√𝑥+4 1
4) 𝑥
− 2𝑥
=4 5) −4=7 6) 3𝑥 −2 − =
3𝑥 2 5𝑥 √𝑥

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SECTION 3 – SURDS
A surd is an example of an irrational number where the √ sign remains. An irrational number
means that the number cannot be written as a whole number or as a fraction. So √4 is not a surd,
as √4 = 2, and 2 is a rational number.

However, √3 is a surd because it cannot be broken down any further and the √ sign has
remained.

EXERCISE 3A – SIMPLIFYING SURDS

Simplify the below into surd form as far as possible, writing your answers as 𝑎√𝑏
Remember to tick off your answers as you go.

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1) √27 = 2) √45 = 3) √12 =

4) √48 = 5) √75 = √12

6) =
2

√98 √18 √27

7) = 8) = 9) =
7 √2 √3

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EXERCISE 3B – COLLECTING SURD TERMS
Collect the terms and simplify the below into a single surd, broken down as far as possible into the
form 𝑎√𝑏

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1) √12 + 3√75 =

2) √200 + √18 − 2√72 =

3) √20 + 2√45 − 3√80 =

4) 4√7 − 2√98 − 4√28 =

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EXERCISE 3C – RATIONALISING DENOMINATORS
Rationalise the denominators and then simplify to put the following in the form 𝑎√𝑏

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1 2
1) = 2) =
√2 √7

−7 √2
3) 4√5 = 4) 3√3 =

1 5
5) 1+√2 = 6) 2−√3 =

4 2√2
7) = 8) =
√3−1 √2+3

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SECTION 4 – EXPANDING BRACKETS
Knowing how to manipulate algebra really quickly is SO important in A level maths. Whether this is
through expanding brackets and collecting terms, or through finding common factors and
factorising into brackets.

EXERCISE 4 – EXPANDING BRACKETS & COLLECTING TERMS

Expand the following brackets and collect like-terms:

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1) 𝑥(2𝑥 + 3)(𝑥 − 7) =

2) 𝑥(5𝑥 − 3𝑦)(2𝑥 − 𝑦 + 4) =

3) (𝑥 − 4)(𝑥 + 3)(𝑥 + 1) =

4) (3𝑥 − 2)(2𝑥 + 1)(3𝑥 − 2) =

5) (𝑥 + 𝑦)(𝑥 − 𝑦)(3𝑥 − 2) =

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 6) (2𝑥 − 3𝑦)3 =

7) (𝑎 + 𝑏)(𝑏 + 𝑐)(𝑐 + 𝑑) =

SECTION 5 – FACTORISING

EXERCISE 5A – FACTORISING USING THE DIFFERENCE OF TWO SQUARES

Factorise the following by splitting these expressions into the difference of two squares – using the
rule that 𝑎2 − 𝑏 2 = (𝑎 + 𝑏)(𝑎 − 𝑏)

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1) 2)
𝑥2 − 1 = 4𝑥 2 − 9 =

3) 4)
49 − 9𝑥 2 = 8 − 2𝑥 2 =

5) 6)
𝑏4 − 𝑐 8 = 𝑎−𝑏 =

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EXERCISE 5B – FACTORISING EXPRESSIONS

Factorise the following completely:

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1) 2)
3𝑥 2 + 4𝑥 = 4𝑦 2 + 10𝑦 =

3) 4)
𝑥 2 + 𝑥𝑦 + 𝑥𝑦 2 = 8𝑥𝑦 2 + 10𝑥 2 𝑦 =

5) 6)
𝑥 2 + 3𝑥 + 2 = 2𝑥 2 − 𝑥 − 3 =

7) 8)
5𝑥 2 − 13𝑥 − 6 = 6 − 5𝑥 − 𝑥 2 =

9) 10)
𝑥 3 − 36𝑥 = 2𝑥 3 + 7𝑥 2 − 15𝑥 =

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SECTION 6 – QUADRATICS
You should already know what a quadratic is, but in order to start A Level you need to REALLY
understand how to manipulate and interpret quadratics. That’s why this time, we’ve made videos
for each exercise to help out!

EXERCISE 6A – FINDING THE DISCRIMINANT

Write down the discriminant of each of these quadratics, and state whether each equation has one
repeated real root, two distinct real roots, or no real roots

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Quadratic Discriminant Number of roots (circle)

1) EXAMPLE (8)2 − 4(1)(7) = 36 Repeated real roots

𝑥 2 + 8𝑥 + 7 = 0 >0
Two distinct real roots

No real roots
√

2) Repeated real roots

4𝑥 + 2𝑥 2 + 2 = 0
Two distinct real roots

No real roots

3) Repeated real roots

2
4𝑥 − 3𝑥 = −3
Two distinct real roots

No real roots

4) Repeated real roots

2𝑥 = 2𝑥 2 + 5
Two distinct real roots

No real roots

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5) Repeated real roots
−5𝑥 + 4𝑥 2 = 0
Two distinct real roots

No real roots

6) Repeated real roots

2
−2𝑥 + 9𝑥 = −7
Two distinct real roots

No real roots

EXERCISE 6B – SOLVING QUADRATICS THROUGH FACTORISING

Solve the following quadratics by factorising

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1) 𝑥 2 + 3𝑥 + 2 = 0 2) 𝑥 2 − 8𝑥 + 15 = 0

3) 𝑥 2 = 4𝑥 4) 2𝑥 2 + 7𝑥 + 3 = 0

5) 6𝑥 2 − 5𝑥 − 6 = 0 6) 4𝑥 2 − 16𝑥 + 15 = 0

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EXERCISE 6C – SOLVING QUADRATICS BY COMPLETING THE SQUARE
Solve the following quadratics by Completing the Square i.e. writing the quadratic in
(𝑥 + 𝑝)2 + 𝑞 = 0 form and solving for x

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1) 𝑥 2 − 3𝑥 − 2 = 0 2) 𝑥 2 + 6𝑥 + 6 = 0

3) 5𝑥 2 + 9𝑥 − 1 = 0 4) 2𝑥 2 − 3𝑥 − 18 = 0

5) 3𝑥 2 + 8 = 16𝑥 6) 2𝑥 2 + 11𝑥 = 5𝑥 2 − 18

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EXERCISE 6D – SOLVING QUADRATICS USING THE QUADRATIC FORMULA
−𝑏±√𝑏 2 −4𝑎𝑐
Solve the same quadratics as in EX 6C, but this time using the quadratic formula 𝑥 = 2𝑎

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1) 𝑥 2 − 3𝑥 − 2 = 0 2) 𝑥 2 + 6𝑥 + 6 = 0

3) 5𝑥 2 + 9𝑥 − 1 = 0 4) 2𝑥 2 − 3𝑥 − 18 = 0

5) 3𝑥 2 + 8 = 16𝑥 6) 2𝑥 2 + 11𝑥 = 5𝑥 2 − 18

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SECTION 7 – LINE GEOMETRY
We know that you will have seen a straight line equation being represented as 𝑦 = 𝑚𝑥 + 𝑐. We are
going to expand on this knowledge and generate a new formula 𝑦 − 𝑦1 = 𝑚(𝑥 − 𝑥1 ).

EXERCISE 7A – THE GRADIENT BETWEEN POINTS

Work out the gradient of the line joining the following points:

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1) (−2,7) 𝑎𝑛𝑑 (4,5) 2) (2, −5) 𝑎𝑛𝑑 (3, −7) 3) (−3, −1) 𝑎𝑛𝑑 (4,10)

𝑚= 𝑚= 𝑚=

EXERCISE 7B – LINE EQUATIONS

Using the formula 𝑦 − 𝑦1 = 𝑚(𝑥 − 𝑥1 ), write the following line equations passing through the two
given points in the form 𝑎𝑥 + 𝑏𝑦 + 𝑐 = 0 where 𝑎, 𝑏, 𝑎𝑛𝑑 𝑐 are integers

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1) (0,2) 𝑎𝑛𝑑 (3,5)

2) (5, −3) 𝑎𝑛𝑑 (7,5)

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3) (−4, −1) 𝑎𝑛𝑑 (6,4)

4) (−4, −1) 𝑎𝑛𝑑 (−3, −9)

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SECTION 8 – GCSE STATISTICS REVISION
The New A Level requires you to learn both Statistics and Mechanics. To get you back into the
swing of Stats, we will revise some work on averages here.

EXERCISE 8A – FINDING AVERAGES OF DISCRETE DATA

By listing the following numbers in ascending order, write down the mean, median (𝑄2 ) and upper
and lower quartiles (𝑄1 𝑎𝑛𝑑 𝑄3 ), and the mode.

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1) 3, 7, 1, 40, 5, 9, 2, 9

Mode =

Mean =

𝑄2 =

𝑄1 =

𝑄3 =

2) 76, 56, 44, 77, 12, 1, 9

Mode =

Mean =

𝑄2 =

𝑄1 =

𝑄3 =

3) 101, 90, 91, 87, 86, 86, 86, 94, 104, 1000, 3, 20, 21

Mode =

Mean =

𝑄2 =

𝑄1 =

𝑄3 =

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EXERCISE 8B – FINDING THE MEAN OF GROUPED DATA
Find the mean of the following grouped data:

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1)
Length of Pine Frequency Mid value (𝑥) 𝑓𝑥
Cone (mm) (𝑓)
30 – 31 2
32 – 33 25
34 – 36 30
37 - 39 13

Mean 𝑥̅ =

2)
Weekly wage (£) Frequency Mid value (𝑥) 𝑓𝑥
(𝑓)
175 – 225 4
226 – 300 8
301 – 350 18
351 - 400 28
401 - 500 7

Mean 𝑥̅ =

3)
Noise (decibels) Frequency Mid value (𝑥) 𝑓𝑥
(𝑓)
65 – 69 1
70 – 74 4
75 – 79 6
80 – 84 6
85 - 89 8
90 – 94 4
95 - 99 1
Mean 𝑥̅ =

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SECTION 9 – GRAPH TRANSFORMATIONS
If y = f(x), then below are the possible rules that can be applied to that graph. You need to fill out
the impact of these rules on f(x) using mathematical language e.g. reflection, translation, etc – the
first one has been done for you to illustrate the task:

TOP TIP when doing multiple transformations: if you remember cf(a(x – b)) + d, this tells
you the order you perform the transformation rules in. So, ‘a’ represents the multiplication
of the x values by scale factor 1/a, and then ‘b’ is performed, then ‘c’, and then finally ‘d’.

E.G. If you had f(x) = x and you wanted to transform this graph by 3f(2x + 2) + 5, this could be re-
written in terms of the tip above like this: 3f(2(x+1)) + 5, which means that the graph has been:
Stretched by scale factor ½ parallel to the x-axis first,
−1
Followed by translation by vector ( )
0
Followed by a stretch of scale factor 3 parallel to the y-axis
0
Followed by translation by vector ( )
5

EXERCISE 9A – TRANSFORMATION RULES

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Fill in the table below, detailing what each transformation rule does using mathematical language.
−𝑎
e.g. f(x+a) means a translation by vector ( ) [This is saying that assuming a>0, the graph will
0
move by ‘a’ units to the left along the x-axis, and no units along the y-axis]

f(x – a) means… f(ax) means… af(x) means…

f(x) – a means… f(x) + a means… -f(x) means…

f(-x) means…

- 23 -
EXERCISE 9B – GRAPH SKETCHES

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Sketch the graph f(x) = 𝑥 2 in the space below, labelling on the graph the exact co-ordinates it
crosses the x and y axis and the co-ordinates of the minimum/maximum point of the curve. Now
sketch the transformed graphs below separately, again writing all the co-ordinates where the
graphs cross the x and y axis

a) y = f(x) + 5

b) y = -f(x + 2)

c) y = f(2x + 4) – 1

- 24 -
ANSWERS
SECTION 1 – INDICES

EXERCISE 1A – SIMPLIFYING INDICES page 4

1 1 1 1
1) 64 2) 3 3) 3 4) 32 5) 8 6) 128

EXERCISE 1B – MORE INDICES pages 4 - 5

1 3 2 3
1 3 1
1) 𝑥 2) 2 𝑥 −2 3) 3 𝑥 −2 4) 2𝑥 3 5) 2𝑥 −2 + 4𝑥 −2
5

1 3 1
2 4 1
6) 3 𝑥 −1 − 3 𝑥 −2 7) 4 𝑥 −3 − 𝑥 −2 8) 𝑥 −1 − 4𝑥 −2 9) 𝑥 2 − 3𝑥 −2

1 3
1 1
10) 𝑥 −1 − 2𝑥 −2 11) 2𝑥 −2 + 1 12) 2 + 𝑥 −1 13) 3 𝑥 −2 + 2𝑥 −2

14) 2𝑥 −1 − 𝑥 −2

EXERCISE 1C – MANIPULATING INDICES TO SOLVE FOR X page 6

1 1 1 1
1) 𝑥 = 27 2) 𝑥 = 25 3) 𝑥 = 32 4) 𝑥 = 64 5) 𝑥 = 81 6) 𝑥 = 125

SECTION 2 – FRACTIONS

EXERCISE 2A – WRITING AS A SINGLE FRACTION pages 7- 8

2𝑥+3 3𝑥 27 8
1) 3𝑥 2) 𝑥 2 3) 10 4) 2 5) 8 6) − 11

3𝑥−4 2𝑥 2 +25
7) 8)
2𝑥 5𝑥

EXERCISE 2B – SIMPLIFYING FRACTIONS & SOLVING FOR X page 8

10 23 6 5 14 1
1) 𝑥 = 33 2) 𝑥 = 2 3) 𝑥 = 5 4) 𝑥 = 9 5) 𝑥 = 45 6) 𝑥 = 4

SECTION 3 – SURDS

EXERCISE 3A – SIMPLIFYING SURDS page 9

1) 3√3 2) 3√5 3) 2√3 4) 4√3 5) 5√3 6) √3

7) √2 8) 3 9) 3

EXERCISE 3B – COLLECTING SURD TERMS page 10

1) 17√3 2) √2 3) −4√5 4) −4√7 − 14√2

EXERCISE 3C – RATIONALISING DENOMINATORS page 11

√2 2√7 7√5 √6
1) 2) 3) − 4) 5) −1 + √2
2 7 20 9

- 25 -
 −4+6√2
6) 10 + 5√3 7) 2 + 2√3 8) 7

SECTION 4 – EXPANDING BRACKETS

EXERCISE 4 – EXPANDING BRACKETS & COLLECTING TERMS pages 12-13

1) 2𝑥 3 − 11𝑥 2 − 21𝑥 2) 10𝑥 3 − 11𝑥 2 𝑦 + 20𝑥 2 + 3𝑥𝑦 2 − 12𝑥𝑦

3) 𝑥 3 − 13𝑥 − 12 4) 18𝑥 3 − 15𝑥 2 − 4𝑥 + 4

5) 3𝑥 3 − 3𝑥𝑦 2 − 2𝑥 2 + 2𝑦 2 6) 8𝑥 3 − 36𝑥 2 𝑦 + 54𝑥𝑦 2 − 27𝑦 3

7) 𝑎𝑏𝑐 + 𝑎𝑏𝑑 + 𝑐 2 𝑎 + 𝑐𝑎𝑑 + 𝑏 2 𝑐 + 𝑏 2 𝑑 + 𝑏𝑐 2 + 𝑏𝑐𝑑

SECTION 5 – FACTORISING

EXERCISE 5A – FACTORISING USING THE DIFFERENCE OF TWO SQUARES page 14

1) (𝑥 + 1)(𝑥 − 1) 2) (2𝑥 − 3)(2𝑥 + 3) 3) (7 − 3𝑥)(7 + 3𝑥)

4) (2√2 − √2𝑥)(2√2 + √2𝑥) 5) (𝑏 2 − 𝑐 4 )(𝑏 2 + 𝑐 4 ) 6) (√𝑎 − √𝑏)(√𝑎 + √𝑏)

EXERCISE 5B – FACTORISING EXPRESSIONS page 15

1) 𝑥(3𝑥 + 4) 2) 2𝑦(2𝑦 + 5) 3) 𝑥(𝑥 + 𝑦 + 𝑦 2 ) 4) 2𝑥𝑦(4𝑦 + 5𝑥)

5) (𝑥 + 1)(𝑥 + 2) 6) (2𝑥 − 3)(𝑥 + 1) 7) (5𝑥 + 2)(𝑥 − 3)

8) (1 − 𝑥)(6 + 𝑥) 9) 𝑥(𝑥 + 6)(𝑥 − 6) 10) 𝑥(2𝑥 − 3)(𝑥 + 5)

SECTION 6 – QUADRATICS

EXERCISE 6A – FINDING THE DISCRIMINANT pages 17-18

2) Discriminant = 0, repeated real roots 3) Discriminant = 52, two distinct real roots

4) Discriminant = − 36, no real roots 5) Discriminant = 25, two distinct real roots

6) Discriminant = −248, no real roots

EXERCISE 6B – SOLVING QUADRATICS THROUGH FACTORISING pages 18- 19

1
1) 𝑥 = −1, 𝑥 = −2 2) 𝑥 = 5, 𝑥 = 3 3) 𝑥 = 0, 𝑥 = 4 4) 𝑥 = − 2 , 𝑥 = −3

3 2 5 3
5) 𝑥 = 2 , 𝑥 = − 3 6) 𝑥 = 2 , 𝑥 = 2

EXERCISE 6C – SOLVING QUADRATICS BY COMPLETING THE SQUARE page 20

3+√17 3−√17 −9+√101 −9−√101
1) 𝑥 = , 𝑥= 2) 𝑥 = −3 + √3, 𝑥 = −3 − √3 3) 𝑥 = ,𝑥 =
2 2 10 10

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 3+3√17 3−3√17 8+2√10 8−2√10 11+√337 11−√337
4) 𝑥 = , 𝑥= 5) 𝑥 = , 𝑥= 6) 𝑥 = , 𝑥=
4 4 3 3 6 6

EXERCISE 6D – SOLVING QUADRATICS USING THE QUADRATIC FORMULA page 21

3+√17 3−√17 −9+√101 −9−√101
1) , 𝑥= 2) 𝑥 = −3 + √3, 𝑥 = −3 − √3 3) 𝑥 = ,𝑥 =
2 2 10 10

3+3√17 3−3√17 8+2√10 8−2√10 11+√337 11−√337

4) 𝑥 = , 𝑥= 5) 𝑥 = , 𝑥= 6) 𝑥 = , 𝑥=
4 4 3 3 6 6

SECTION 7 – LINE GEOMETRY

EXERCISE 7A – THE GRADIENT BETWEEN POINTS page 22

1 11
1) 𝑚 = − 3 2) 𝑚 = −2 3) 𝑚 = 7

EXERCISE 7B – LINE EQUATIONS pages 22-23

1) 𝑥 − 𝑦 + 2 = 0 2) 4𝑥 − 𝑦 − 23 = 0 3) 𝑥 − 2𝑦 + 2 = 0 4) 8𝑥 + 𝑦 + 33 = 0

SECTION 8 – GCSE STATISTICS REVISION

EXERCISE 8A – FINDING AVERAGES OF DISCRETE DATA page 24

1) 𝑀𝑜𝑑𝑒 = 9, 𝑀𝑒𝑎𝑛 = 9.5 , 𝑄1 = 2.5, 𝑄2 = 6, 𝑄3 = 9

2) 𝑀𝑜𝑑𝑒 = 𝑛𝑜 𝑚𝑜𝑑𝑒, 𝑀𝑒𝑎𝑛 = 39.3 , 𝑄1 = 9 , 𝑄2 = 44, 𝑄3 = 76

3) 𝑀𝑜𝑑𝑒 = 86, 𝑀𝑒𝑎𝑛 = 143.8 , 𝑄1 = 53.5, 𝑄2 = 87, 𝑄3 = 97.5

EXERCISE 8B – FINDING THE MEAN OF GROUPED DATA pages 25-26

1) 𝑥̅ = 34.5 2) 𝑥̅ = 345.1 3) 𝑥̅ = 82.3

2) SECTION 9 – GRAPH TRANSFORMATIONS
3) EX 9A:
4) Research!
5)
6) EX 9B:
7) a) crosses at (0,5) [also min here]
8)
b) crosses at (-2,0) [also max here] and (0, -4)
9)
c) crosses at (-3/2,0) and (-5/2,0) and (0,15), and min at (-2,-1)

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This is your work to do after your SWC booklet and before your first lesson.
There are 3 tests to complete.

MINI TEST 1 - SECTIONS 1, 2, 3, 4 & 5

You’ve completed all the exercises in Sections 1, 2, 3, 4 & 5, well done!

The important question now is whether your brain has really learned the techniques covered so far. To find
out, use this mini-test in exam conditions then mark it yourself using the answers at the back of the booklet
and give yourself a score. You should aim for 13/13 of course but certainly anything less than 8/13 should
be a worry. Go back to the exercises containing the questions you got wrong then try this test again in a
few days’ time. If you feel you need help, follow the tips on pages 3 and 4 of this booklet, or watch the
video help again for more explanation.
Time: 30 minutes. No Calculator allowed. Good Luck!

FROM SECTION 1
1) Evaluate the following:
1 7
a) 81−4 b) 16−4

2) Write these in the form of 𝑎𝑥 𝑛 + 𝑏𝑥 𝑚 :

2𝑥−4 (𝑥 2 −3)
a) b)
3𝑥 2 √𝑥

3) Solve each of the following equations for 𝑥.

1 2
1
a) 𝑥 −2 = 5 b) 𝑥 −3 = 25

FROM SECTION 2
4) Write the following as a single fraction
5 2𝑥 3 1
a) 𝑥 + 5 b) 2 ÷ 4 ÷ 3

5) Put the following into a single fraction and solve each of the following equations for 𝑥.
1 2√𝑥 + 4 1
3𝑥 −2 − =
5𝑥 √𝑥

FROM SECTION 3
6) Rationalise the denominators and then simplify to put the following in the form 𝑎√𝑏 or 𝑐 +
𝑎√𝑏
5
2 − √3

FROM SECTION 4
7) Expand the following brackets and collect like-terms:
(3𝑥 − 2)(2𝑥 + 1)(3𝑥 − 2)

FROM SECTION 5
8) Factorise the following completely:
a) 8𝑥𝑦 2 + 10𝑥 2 𝑦 b) 𝑥 3 − 36𝑥
Out of 13
- 28 -
MINI TEST 2 - SECTIONS 6, 7, & 8

You’ve completed all the exercises in Sections 6, 7, & 8, well done!

The important question now is whether your brain has really learned the techniques covered so
far. To find out, use this mini-test in exam conditions then mark it yourself using the answers at the
back of the booklet and give yourself a score. You should aim for 14/14 of course but certainly
anything less than 9/14 should be a worry. Go back to the exercises containing the questions you
got wrong then try this test again in a few days’ time. If you feel you need help, follow the tips on
pages 3 and 4 of this booklet, or watch the video help again for more explanation.

Time: 30 minutes. You are allowed a calculator for this test. Good Luck!

FROM SECTION 6
1) Write down the discriminant of each of these quadratics, and state whether each equation
has one repeated real root, two distinct real roots, or no real roots
a) 4𝑥 + 2𝑥 2 + 2 = 0 b) 4𝑥 − 3𝑥 2 = −3

2) Solve the following quadratics by factorising

a) 2𝑥 2 + 7𝑥 + 3 = 0 b) 6𝑥 2 − 5𝑥 − 6 = 0

3) Solve the following quadratics by completing the square

a) 2𝑥 2 − 3𝑥 − 18 = 0 b) 3𝑥 2 + 8 = 16𝑥

4) Solve the following quadratics using the quadratic formula

a) 𝑥 2 − 3𝑥 − 2 = 0 b) 𝑥 2 + 6𝑥 + 6 = 0

FROM SECTION 7
5) Work out the gradient of the line joining the following points:
a) (2, −5) 𝑎𝑛𝑑 (3, −7) b) (−3, −1) 𝑎𝑛𝑑 (4,10)

6) Using the formula 𝑦 − 𝑦1 = 𝑚(𝑥 − 𝑥1 ), write the following line equations passing through the
two given points in the form 𝑎𝑥 + 𝑏𝑦 + 𝑐 = 0 where 𝑎, 𝑏, 𝑎𝑛𝑑 𝑐 are integers
a) (5, −3) 𝑎𝑛𝑑 (7,5) b) (−4, −1) 𝑎𝑛𝑑 (6,4)

FROM SECTION 8
7) By listing the following numbers in ascending order, write down the mean, median (𝑄2 ) and
upper and lower quartiles (𝑄1 𝑎𝑛𝑑 𝑄3 ), and the mode.

76, 56, 44, 77, 12, 1, 9

8) Find the mean of the following grouped data:

Weekly wage (£) Frequency Mid value (𝑥) 𝑓𝑥
(𝑓)
175 – 225 4
226 – 300 8
301 – 350 18
351 – 400 28
401 – 500 7

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ARE YOU READY FOR A1 MATHS TEST?
This is your last task. In order to be confident starting A1 maths you need to be confident with the
techniques in this booklet. When you start the course we will give you a test like this one to check that you
are ready to start A1. Do this test in exam conditions, write your answers on file paper, then mark it using
the answers at the back of the booklet; record your result on the front cover sheet. You should aim for over
80% (at least 15 answers completely correct) but certainly anything less than 60% should be a worry and
you should go back to the exercises containing the questions you got wrong then try this test again in a few
days’ time. In addition, attend the drop in help sessions.

Time: 1 hour. Calculator

1) Evaluate the following:

1 3
1 −3 64 2
a) (27) b) (25)

2) Write these in the form of 𝑎𝑥 𝑛 + 𝑏𝑥 𝑚 :

3 4
√16𝑥 2 − √27𝑥 2 5𝑥 3 + √81𝑥2
a) b)
√𝑥 3𝑥

3) Solve the following equation for 𝑥:

3
2𝑥 −2 = 54

4) Write the following as a simplified, single fraction

4 2𝑥 𝑥 3
a) 𝑥−2 − 𝑥+1 b) 𝑥 2−1 + 𝑥+1

5) By rationalising the denominator, write the below in the form 𝑐 + 𝑎√𝑏:

2
√3 + 1

6) Expand the following brackets and collect like-terms:

(2𝑥 + 3)(3𝑥 − 1)(𝑥 + 2)

7) Fully factorise the following:

a) (36 − 4𝑥 2 ) b) 3𝑥 3 + 27𝑥 2 + 60𝑥

8) Consider the quadratic 𝑥 2 − 4𝑥 − 12 = 0:

a) Write the value of the discriminant. What does this tell you about the number of solutions
you should expect?

b) Solve the equation, finding values of 𝑥 using:

i) Completing the square ii) Factorisation iii) The quadratic formula

9) Consider the points 𝐴(9, −1) and 𝐵(−2, −3)

a) Write down the gradient 𝑚 of the line passing through these two points
b) Hence, find the equation of the line passing through 𝐴 𝑎𝑛𝑑 𝐵 in the form 𝑎𝑥 + 𝑏𝑦 + 𝑐 = 0
where 𝑎, 𝑏, 𝑎𝑛𝑑 𝑐 are integers

10) Find the mean, mode, median and upper and lower quartiles of:

4, 7, 1, 0, 13, 15, 90, 12, 7

- 30 -
11) Find the mean of the following:

Length of oak Frequency

leaves (mm) (𝑓)
20 – 22 4
23 – 26 20
27 – 30 23
31 – 50 5

Out of 19

- 31 -
MINI TEST 1 - SECTIONS 1, 2, 3, 4 & 5 page 29 (out of 13)
1 1
1) a) b)
3 128

3 1
2 4
2) a) 𝑥 −1 − 𝑥 −2 b) 𝑥 2 − 3𝑥 −2
3 3

1
3) a) 𝑥 = b) 𝑥 = 125
25

2𝑥 2 +25
4) a) b) 2
5𝑥

1
5) 𝑥=
4

6) 10 + 5√3

7) 18𝑥 3 − 15𝑥 2 − 4𝑥 + 4

8) a) 2𝑥𝑦(5𝑥 + 4𝑦) b) 𝑥(𝑥 − 6)(𝑥 + 6)

MINI TEST 2 - SECTIONS 6, 7, & 8 page 30 (out of 14)

1) a) 𝑑𝑖𝑠𝑐𝑟𝑖𝑚𝑖𝑛𝑎𝑛𝑡 = 0, 𝑟𝑒𝑝𝑒𝑎𝑡𝑒𝑑 𝑟𝑒𝑎𝑙 𝑟𝑜𝑜𝑡𝑠 b) 𝑑𝑖𝑠𝑐𝑟𝑖𝑚𝑖𝑛𝑎𝑛𝑡 = 52, 2 𝑑𝑖𝑠𝑡𝑖𝑛𝑐𝑡 𝑟𝑒𝑎𝑙 𝑟𝑜𝑜𝑡𝑠

1 3 2
2) a) 𝑥 = − , 𝑥 = −3 b) 𝑥 = , 𝑥 = −
2 2 3

3+3√17 3−3√17 8+2√10 8−2√10

3) a) 𝑥 = , 𝑥= b) 𝑥 = , 𝑥=
4 4 3 3

3+√17 3−√17
4) a) , 𝑥= b) 𝑥 = −3 + √3, 𝑥 = −3 − √3
2 2

11
5) a) 𝑚 = −2 b) 𝑚 =
7

6) a) 4𝑥 − 𝑦 − 23 = 0 b) 𝑥 − 2𝑦 + 2 = 0

7) 𝑀𝑜𝑑𝑒 = 𝑛𝑜 𝑚𝑜𝑑𝑒, 𝑀𝑒𝑎𝑛 = 39.3 , 𝑄1 = 9 , 𝑄2 = 44, 𝑄3 = 76

8) 𝑥̅ = 345.1

ARE YOU READY FOR A1 MATHS TEST? (out of 19)

512
1) a) 3 b)
125

1 1 1
5
2) a) 4𝑥 2 − 3𝑥 6 b) 𝑥 2 + 𝑥 −2
3

1
3) 𝑥=
9

−2𝑥 2 +8𝑥+4 4𝑥−3

4) a) (𝑥+1)(𝑥−2)
b) (𝑥+1)(𝑥−1)

5) −1 + √3

6) 6𝑥 3 + 19𝑥 2 + 11𝑥 − 6

7) a) (6 − 2𝑥)(6 + 2𝑥) b) 3𝑥(𝑥 + 5)(𝑥 + 4)

8) a) 𝑏 2 − 4𝑎𝑐 = 64, 2 𝑑𝑖𝑠𝑡𝑖𝑛𝑐𝑡 𝑟𝑒𝑎𝑙 𝑠𝑜𝑙𝑢𝑡𝑖𝑜𝑛𝑠 b) all 3 versions should give 𝑥 = 6, 𝑥 = −2

2
9) a) 𝑚 = b) 2𝑥 − 11𝑦 − 29 = 0
11

10) 𝑚𝑜𝑑𝑒 = 7, 𝑚𝑒𝑎𝑛 = 16.6, 𝑄1 = 2.5, 𝑄2 = 7, 𝑄3 = 14

11) 𝑥̅ = 27.5

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