Maths-IGCSE

S1

Pui Ching Middle School 2024-2025 Workbook 1

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Contents

1 Numbers ...................................................................................... 2

1.1 Integers .................................................................................................. 2

1.2 Rational and Irrational numbers .......................................................... 6

1.3 Indices .................................................................................................... 9

1.4 Percentages ......................................................................................... 15

1.5 Ratio and proportion .......................................................................... 19

1.6 Prime numbers .................................................................................... 21

2 Algebra 1.................................................................................... 24

2.1 Algebraic expressions ......................................................................... 24

2.2 Using formulae .................................................................................... 27

2.3 Simplifying integral expressions ........................................................ 28

2.4 Simplifying algebraic fractions ............................................................. 33

2.5 Equations with fractions ....................................................................... 34

3 Coordinate Geometry and shapes ................................................ 37

3.1 Cartesian Plane and Linear Equations ............................................... 37

3.2 Straight-line conversion graphs ........................................................... 44

3.3 Simultaneous equations (linear equations with 2 unknowns) ........... 46

I. Appendix ................................................................................... 58
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1 Numbers

A number is a basic component of mathematics. The decimal number system is the most
commonly used number system and the digits 0 to 9 are used to represent numbers. The
set {2,4,6,8....} is the set of even numbers and the set {1,3,5,7….} is the set of odd
numbers. A digit in any given number has a place value. A number might have two similar
digits but different values, which is decided by the position that the digit holds in the
number.

5468: Five thousand four hundred and sixty-eight.

5468 = (5 x 1000) + (4 x 100) + (6 x 10) + (8 x 1)

The decimal place value chart shows the place value of the digits in a decimal number.

1.1 Integers

Integers include positive numbers, negative

numbers and 0. They do not include fractions or
decimals. The set of integers is represented by the
letter 𝑍 such that:
𝑍 = {… − 5, −4, −3, −2, −1, 0 , 1 , 2 , 3 , … }
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1.1.1 Negative numbers and number lines

A number line is a visual representation of numbers on a straight line. The set of integers 𝑍
can be represented on a number line.

⚫ If there is no sign in front of a number, it means that the number is positive. 5 means
+5.
⚫ The absolute value of an integer is positive. |−2| = 2 and |2| = 2.
⚫ We say -2 is the opposite number of 2. They have the same distance from 0.

Additive Inverse property

𝑥 + (−𝑥) = 0

True or false

1. The absolute value of an integer is always positive.

2. Any number has a positive opposite number.

Negative numbers in real life

If ‘+2m’ represents 2m above sea level, then ‘-2m’ represents 2m below sea level.

Given situation Opposite situation

‘ +1o C’ represents a increase of 1o C ‘ ⬚o C’ represents a decrease of 1o C
‘-3’ represents 3 steps to the left ‘_____’ represents 3 steps to the right.
‘+10’ represents a gain of 10 marks ‘-10’ represents a _____ of 10 marks
‘-4km’ represents 4km to the west of the ‘+4km’ represents 4km to the ______ of
school the school
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1.1.2 Operations with negative numbers

When you are working with negative numbers, just remember…
Same signs give positive, different signs give negative.
Adding and Subtracting Negative Numbers
To add a negative number, move to the left. To add a positive number, move to the
right.

Recall the commutative property such that for any two integers, 𝑎 and 𝑏:
𝑎 + 𝑏 = 𝑏 + 𝑎
𝑎 ×𝑏 = 𝑏 ×𝑎

So subtraction is essentially the same as addition. For example,

5 − 7 = −7 + 5 = 2

Tips: It is always easier to visualise using the number line.

Exercise 1.1A: Calculate the followings

1. −9 + 9 2. −8 + (−1) 3. 6 − 14 4. 1−9

5. 2 − (−10) 6. −2 + 7 7. 8 − (−8) 8. 1 − (−7)

9. (−4) − (−2) 10. −2 − 5 11. 3 + (−8) 12. −10 − (−3)

Multiplying and Dividing Negative Numbers

When multiplying and dividing with negative numbers, we first consider the absolute
values then think about the signs. Recall that the same signs give positive and different
signs give negative. For example:
−3 × 6 = −18
−3 × −6 = 18
−36 ÷ 4 = −9
−36 ÷ −4 = 9
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Exercise 1.1B: Calculate the followings

1. 12 ÷ (−2 + 5) 2. −14 × (−5 + 3) 3. 25 × (3 − 8) 4. (−9) − (−8) ÷ 2

5. (−5)2 × 3 ÷ 5 6. 3 × 10 + 8 − 42 7. 10 × 5 − (−6)2 8. 42 + (−5) × 4

9. (−12) + 4 × 32 10. (−12) − (−6) ÷ 3 11. 15 − (−8) × 3 12. 25 ÷ 5 × (−6)

13. The table shows the highest and lowest temperatures one day in London and Macau.

Highest Lowest
London 7𝑜 𝐶 −2𝑜 𝐶
Macau 32𝑜 𝐶 25𝑜 𝐶

a) Find the difference between the highest and lowest temperatures in London.

b) Find the difference between the highest temperature in Macau and the lowest
temperature in London.

14. Jonathan is scuba diving 12m below the surface of a lake while Edward is on a cliff
29m above the lake.
a) What is the vertical distance between Jonathan and Edward?

b) A rescue plane 85m above sea level spots a sunken ship 18m below sea level.
How far apart are the rescue plane and the sunken ship?
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1.2 Rational and Irrational numbers

𝑝
Rational numbers can be written in the form of 𝑞, where 𝑝 and 𝑞 can be any integer and

𝑞 ≠ 0, otherwise, numbers are irrational. Rational numbers include natural numbers,

whole numbers, integers, fractions and decimals.

1.2.1 Factions
We can simplify fraction when the numerator (top number) and the denominator (bottom
2
number) are expressed as whole numbers with no common factors. For example, can be
4

1
simplified into 2. These 2 fractions are equivalent.

When the numerator is bigger than the denominator, we called this improper fraction.
For example:
15 34
, ….
2 13
We can convert improper fraction to mixed number so that:
15 1 34 8
=7 , =2
2 2 13 13

Exercise 1.2A: Order the followings, from smallest to highest

0.25 3 6 0.4 3 5
7 10 2 12
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Multiplying Fractions
Example: Ella has a bar of chocolate. Her mother says she can eat one-half of one-third of
the bar. How much can she eat?

Ella finds 6 squares of chocolate. One-third of the bar is 2 squares. Half of this is 1 square.
So one-half of one-third of the bar is one-sixth.
1 1 1
× =
2 3 6

Tips: Always simplify fractions before multiplying.

Exercise 1.2B: Calculate the following.

5 8 2 3 5 3 5 5 3
1. 0.8 × 16 2. (− 9) × 0.75 3. (− 5) × 7 × (− 6) 4. (− 7) × 6 × (−1 9) × (− 15)

 What have you noticed about the negative sign and the answer?

5. Lucy was practising piano for one-quarter of an hour. Two-thirds of that time she was
practising her scales. For what fraction of an hour did she practise her scales?

6. Lucas divides his pizza into three equal pieces for himself and his two friends. His
5 2
friend Teddy eats 8 of his piece for lunch and 5 of what remains for dinner. What

fraction of the original pizza did Teddy eat for dinner?

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Dividing Fractions
Example: Half of Ella’s chocolate bar is divided equally into three for three friends. How
much does each friend receive?
1 1 1 1
÷3= × =
2 2 3 6
𝑞
When we are dividing, we are multiplying by the reciprocal. We say the fraction 𝑝 is the

𝑝 𝑝 𝑞
reciprocal of such that 𝑞 × 𝑝 = 1.
𝑞

Exercise 1.2C: Calculate the following.

2 1 4 1 1 3 1 3 6
1. 16 ÷ 7 2. 2 3 ÷ 2 5 3. 13 2 ÷ 2 4 4. 3 7 ÷ 2 7 5. 1 7 ÷ 35

1 3
6. Mia cuts up a piece of wood 4 2 m long into pieces measuring 4 m long. How many

pieces are there?

1
7. Dylan’s cow produces 21 3 liters of milk per day. The milk is out into bottles with a

1
volume of 2 3 liters, how many bottles does Dylan need each week to bottle all the milk?

Adding and Subtracting Fractions Tips: You can save your

This can only be done if the denominators are the same. time if the common
3 1 9 2 9+2 11 denominator is the
Example 1: + 6 = 12 + 12 = = 12
4 12 lowest one.
1 3 10 7 40 21 40−21 19 7
Example 2: 3 3 − 1 4 = − 4 = 12 − 12 = = 12 = 1 12
3 12
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Exercise 1.2D: Give your answer in their simplest form.

2 1 7 1 2 8 1 7
1. 7 3 − 1 6 2. 4 9 − 3 3 3. 7 3 − 9 4. 6 12 − 4 10

5 3 7 1 1 3 11 3 3 7
5. 2 6 + 1 4 6. 3 8 − 4 4 + 2 7. 5 10 − (2 20 − 5) 8. 36 8 − 32 12

9. Tonia and Trinny are twins. Their friends give them identical cakes for their birthday.
1 1
Tonia eats 8 of her cake and Trinny eats 6 of her cake. How much cake is left?

1.3 Indices

An index tells us how many times a term has been multiplied by itself.
2
A square with side length 2 has an area of 2 × 2 = 4
This is the same as 22 , we read it as two squared

A cube with side length 2 has a volume of 2 × 2 × 2

This is the same as 23 , we read it as two cubed.

➢ Imagine a cell is dividing into 2 for every 30 minutes (mitosis). What happens at 5
hours later, how many cells do we have now?

2×2 ×… ×2
There are 10 lots of 2
210
This is ‘two to the power of 10’
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In general, when we multiply the same number 𝑎 for 𝑛 times:

𝑎 × 𝑎 × … × 𝑎 = 𝑎𝑛 Power / index number

This is ‘𝑎 to the power of 𝑛’ Base number

Testing your understanding

Rewrite the followings using indices
1. 5 × 5 × 5 × 5 × 5
2. (−1.3)(−1.3)(−1.3)
1 1 1 1 1 1 1
3. ×5×5×5×5×5×5
5

4. 𝑚 × 𝑚 × 𝑚 … × 𝑚

2𝑎 times

➢ What about −22 and (−2)2, are they the same?

Exercise 1.3A: Calculate the followings

1. 2 × 22 2. −23 3. (22 )3

4. (−3)2 5. (−3)3 6. 4−2

7. 3 × (−2)3 8. 10 × 5−2 9. (−3)2 × 3−2

➢ Have you noticed anything about the negative signs and index powers?
Odd powers of (-1) gives
Even powers of (-1) gives
Any powers of 1 gives

1. (−4)3 2. (−2)4 3. 83

4. (−5)3 5. 0.14 6. (− 2)
1 4
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➢ It is very important to write your negative sign inside the bracket.

1 3 13
(− ) ≠ −
2 2

Exercise 1.3B: Calculate the followings

1 2
1. (3 2) 2. |−5|2 3. (−1)2004 4. −
32
4

5. −(−3)3 3 2 32
7. − (− 5 ) 8. 0100
6. − (− 5)

9. (−1)101 + (−1)100 10. (−3)2 × (− 3)

2 11. −23 × (−3)2 12. 64 ÷ (−2)5

12003
13. 22004 × 2 14. [(−2) × (−5)]3

 Bank A gives $10 per day, for 20 days

Bank B receives $0.1 for day1, $0.2 for day 2, $0.4 for day 3…., this pattern holds for 20
days.
Which bank would you go to?

Rounding- significant figures and decimal place

(Refer to Book1 p.13)
If a piece of wood is to be cut 35.784mm long then this measurement is too accurate to
mark out and cut, so 35.784 would be rounded to a suitable degree of accuracy.

Round off to the nearest ten: 35.784 = 40

Round off to the nearest one: 35.784 = 36
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Decimal Place (d.p.)

Count after the decimal point counting from the left.
Example 1: Rounding 7.1361 to 2 decimal place is 7.14 (2 d.p.)
Example 2: Rounding 0.0349 to 2 decimal place is 0.03 (2 d.p.)

Significant Figures (s.f.)

The first s.f. is the first non-zero digit in the number, counting from the left.
Example 1: The first s.f. is highlighted.

a. 27400 b. 0.123 c. 0.000583

Example 2: Rounding 0.001361 to 2 s.f. gives 0.0014 (2 s.f.)

Exercise1.3C: Rounding to correct sf and dp

Write correct to 1 significant figure. Write correct to 3 significant figures.
1. 10.49 4. 45.703
2. 5049 5. 89508
3. 2.013 6. 20381
Write correct to 2 significant figures. Write correct to 3 significant figures.
7. 0.0688 10. 0.049549
8. 0.00678 11. 0.0005679
9. 0.01329 12. 0.02021
Write correct to 2 decimal places. Write correct to 1 decimal place.
13. 8.997 16. 6.96
14. 2.0765 17. 78.1818
15. 0.01391 18. 0.09826

1.3.1 Standard form

We encounter many large numbers in our lives.
a. The China population up to May 2024 is 1425238086.
b. The speed of light is 300000000 m/s
c. The smallest measurable thing in the Universe is the Planck
length which is
0.0 000 000 000 000 000 000 000 000 000 000 016 2 metres.
d. The size of the observable universe is approximately a giant sphere of diameter
880 000 000 000 000 000 000 000 000 metres.
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Testing your knowledge: Write these numbers in full

1. 101 = 2. 102 = 3. 103 =

4. 104 = 5. 108 =

We noticed that…

The number of 0 after 1 is the index number of 10.

Try to rewrite these number using 10 as the base number

100 10000 1000000

1. 300 = 3 × 100 = 3 × 10(⬚)

2. 32000 = 3.2 × 10000 = 3.2 × 10(⬚)
3. 345000000 = 3.45 × 100000000 = 3.45 × 10(⬚)

To make life easier…

Standard form is always written as 𝑎 × 10𝑏 , where 𝑎 is between 1 and 10, but never
equal to 10 and 𝑏 is an integer which can be positive or negative.

For example, the standard form of 8250000 is 8.25 x 1 000 000 = 8.25 × 106 ;
the standard form of 0.0000472 is

1
4.72 ÷ 100000 = 4.72 × = 4.72 × 10−5
100000

Exercise 1.3D: Write each of these in standard form.

Hint: million = 106 , billion = 109

1. 456 2. 123.45

3. 568 4. 706.05

5. 67 million 6. 0.765 billion

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7. 29.83 billion 8. 38.4

9. 123 million 10. (2 × 104 ) × (4.5 × 105 )

11. (6 × 105 ) ÷ (1.5 × 103 ) 12. (2.5 × 104 ) + (2.5 × 105 )

Exercise 1.3E: Write each of these in standard form

1. 0.1 2. 0.0001

3.
1
4. 3720
10000

5. 0.6729 6. 0.009362

7. 1000 8. 10 ÷ 10−2

9. 10−4 ÷ 10−3 10. 10−2 ÷ 104

Exercise 1.3F: Write each as ordinary number

1. 8.23 × 105 2. 6.3 × 10−5

3. 3 × 10−5 4. 10−5 ÷ 10−2

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1.4 Percentages

(Refer to Book1 p103)

➢ A percentage is a fraction with a denominator of 100.
We use the symbol % to represent percent. Percent means for every hundreds.
For example,
25
25% = = 0.25
100
100
100% = =1
100
248
248% = = 2.48
100

1.4.1 Finding the percentage

𝑥
is the multiplying factor To calculate 𝑥 as a percentage of 𝑦:
100
𝑥
➢ We find 5% of 𝑦 using a multiplying × 100
𝑦
factor of 0.05
To calculate 𝑥% of 𝑦
➢ 95% of 𝑦 is found using a multiplying
𝑥
factor of 0.95 𝑦×
100

Exercise 1.4A: Compute the followings

1. Convert 36% into decimals 2.
1
Convert 8 4 % into decimals

3. Calculate 12% of $70 4. Calculate 40.5% of 560 litres

5. A group of firemen takes a physical fitness test, in which 63 pass the test and 12 fail the
test. Find the percentage of firemen in the group who pass the test.

6. Among the 220 teachers in Pui Ching, 15% live on Macau Island. The number of
teachers living in Taipa is 3 times that living on Macau Island. How many teachers live
in Taipa?
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1.4.2 Percentage increase or decrease

(Refer to Book1 p.106)

𝑛𝑒𝑤 𝑣𝑎𝑙𝑢𝑒 − 𝑜𝑟𝑖𝑔𝑖𝑛𝑎𝑙 𝑣𝑎𝑙𝑢𝑒

𝑝𝑒𝑟𝑐𝑒𝑛𝑡𝑎𝑔𝑒 𝑐ℎ𝑎𝑛𝑔𝑒 = × 100
𝑜𝑟𝑖𝑔𝑖𝑛𝑎𝑙 𝑣𝑎𝑙𝑢𝑒

In daily lives, we often calculate percentage change.

Example 1: Lily was 95cm last year and now she is 1.14m. The percentage change in her
height is

➢ We conclude that Lily’s height has increased by %.

Example 2: If the marked price of a book is $20 but it’s selling at $12, the percentage
change is

➢ The negative sign means that it is a percentage decrease of %. We say that the
book is selling at % discount. ( % off)

➢ To increase a quantity by
𝑅
R%, multiply it by 1 + 100

➢ To decrease a quantity by
𝑅
R%, multiply it by 1 − 100

Example 3: The stock price of Apple was $189 yesterday; I expect the share price will
increase by 0.2%. My expectation of apple share price for tomorrow is

Example 4: my bank account balance was $10000 in May. If my account balance has
decreased by 25%, how much do I have now?
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If a quantity gains value over time it has appreciated (gone through an inflation).
It is often due to a greater demand or a smaller supply that push prices up.
Houses, gold and stock price are typical examples.

If a quantity loses value over time it has depreciated (gone through deflation). It
is often because there are a smaller demand or greater supply that push prices
down. Cars and machines are typical examples.

Complete the following tables

Exercise 1.4B: Compute the followings.

1. Adam’s pocket money increases from $120 per week to $150 per week. What is the
percentage change in his pocket money? Specified whether it increased or
decreased.

2. The marked price of a magazine is $30 but its selling price is $27. What is the
discount percentage?

3. Bob pays $12000 into an investment and it appreciates by 12% every year. Find
the value of his investment after one year.

4. Katy bought a new car for $45000 and it depreciates by 12% after one year. Find
the value of her new car after one year.
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5. The temperature in Doha, Qatar on 1 June is 40𝑜 𝐶. Over the next two days this
temperature increases by 10% followed by a decrease of 10%. Find the
temperature in Doha on 3 June.

6. A restaurant charges an additional 10% service charge on the total food price.
Ellen orders a pizza of price $87 and a special drink. If she has to pay $132, what is
the price of the special drink?

4
7. Sarah made 150 cups and are sold. Each cup is sold for $11.20. Her total cost for
5

making these cups is $100. What is her percentage profit?

1.4.3 Compound interest

Another way to think of appreciation is to consider interest rate. If I deposit $1000 in a
bank at 5% interest rate per annum. I will receive $1000 × 0.05 = $1050 one year today.
The extra $50 is what we call an interest. Banks calculate interest using compound
interest formula. This can be generalised using

If I were to deposit $1000 at 5% interest rate for 3 years that are compounded annually. I
will receive $1000 × 1.053 = $1157.625 in 3 years.
On the other hand, if instead of annual compound, the 5% interest rate is now
compounded quarterly (4 times a year). 3 years later I have
0.05 4×3
1000 × (1 + ) = 1160.75(2𝑑𝑝) Round answer to 2dp
4
Future Value
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Exercise 1.4C: Calculate the followings

1. What will the final amount be in 4 years if $8000 is invested at 9.2% compounded
monthly?

2. Adam deposits $520 into a saving account at 3.5% interest rate compounded monthly
for 2 years and 5 months. How much interest did the investment make?

3. Bill wants to invest $30000 into an account that compounds annually. The interest rate
at this bank is 1.8%. How much will be in the account after 6 years?

4. Alex invests $50000 into an index that average 6.5% per year compounded semi-
annually. How much will there be in his account after 9 years?

5. A saving account at Bank A has 3.65% interest compounded annually. Another saving
account at Bank B has 3.5% interest compounded quarterly. If you were to deposit
$5000, which bank would you choose and why?

1.5 Ratio and proportion

(Refer to Book1 p.180)

Key ideas:
⚫ Ratio can be viewed as a fraction.
⚫ Add the numbers in ratios together to find each proportion (fraction).
⚫ Ratios stay the same if both sides are multiplied or divided by the same number.
⚫ To compare ratio, either write them as unit ratios 1:𝑛 or find the common multiple.
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Example: The ratio of dogs to cats is 5:3, the ratio of fish to dogs is 6:1. Find the ratio of
cats to fish.

Exercise 1.5A: Working with ratio

1. Alfie, Bertie and Charlie share $66. The money Alfie and Bertie got is in the ratio 9:5.
The money Bertie and Charlie got is in the ratio 2:1. How much did Alfie get?

2. Adam, Bob and Chris shared some sweets in the ratio 4:5:7. Chris has 18 more
sweets than Adam. Work out the total number of sweets they shared.

3. The number of stickers that Adam, Bob and Chris have is in the ratio 4:7:15. Chris
has 24 more stickers than Bob. How many more stickers does Chris has compare
to Adam?

4. I have some circles and squares; these shapes are either white or black.
The ratio of the number of white shapes to the number of black shapes is 3:7
The ratio of the number of white circles to the number of white squares is 4:5
The ratio of the number of black circles to the number of black squares is 2:5
Work out the fraction of all the shapes are circles.

5. Daniel bakes 420 cakes. He bakes only vanilla cakes, banana cakes, lemon cakes
and chocolate cakes.
2
of the cakes are vanilla cakes.
7

35% of the cakes are banana cakes.

The ratio of the number of lemon cakes to the number of chocolate cakes is 4:5
Work out the number of lemon cakes Daniel bakes.
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1.6 Prime numbers Except 2, all other prime numbers

follow the pattern of either
(Refer to Book1 p.175) 4𝑛 + 1 or 4𝑛 − 1
where 𝑛 is a natural number.

Recall a factor of a number is a divisor of the given number that divides it completely
without leaving any remainder. For example, the factors of 10 are 1, 2, 5, 10 and we say 10
is the multiple of these numbers.

Prime numbers are only divisible by 1 and themselves, such as 2, 3, 5, 7, 11, 13, 17, 19, 23…
You should at least remember the first 10 prime numbers.
There many infinitely many prime numbers and 1 is not a prime number.

1.6.1 Prime factorisation

Prime factors are factors that are prime numbers.

➢ Any number can be written uniquely (only one way) as the product of its prime factors,
this is done by dividing repeatedly by prime numbers.

Prime factorisation of 60: Division Method Prime factorisation by Factor Tree Method
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Exercise 1.6A: Prime factorisation

1. Express each number as a product of prime factors.
a. 28
b. 70
c. 60
d. 96

2. Express 399 as a product of prime factors. Hence express 36 x 399 as a product of

prime factors.

3. Write 84 as a product of prime factors. Hence write 1682 as a product of prime factors.

1.6.2 HCF and LCM

HCF is the Highest Common Factor and LCM is the Lowest Common Multiple. One of the
ways is done by Prime factorisation and Venn Diagram (See Example 2 on p.178 Book1). I
tend to use the division method

Real life application:

A rope of length 672cm and a rope of length 616cm will be cut into pieces. All the pieces
must be the same length. Find the greatest possible length of each piece.

We know that length must be a factor of 672 and 616. The greatest possible length must be
the HCF of 672 and 616, which is 56cm.

Exercise 1.6B: Finding HCF and LCM

1. Find the HCF and LCM of 18 and 24.

2. Find the HCF and LCM of 30, 36 and 48.

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3. A ribbon of length 336cm and a ribbon of length 504cm will be cut into pieces. All the
pieces must be the same length. Find the greatest possible length of each piece.

4. Two numbers have an LCM of 432 and an HCF of 72. Both numbers are larger than the
HCF. Find the two numbers.

5. Light A flashes every 8 seconds. Light B flashes every 20 seconds. Both lights flash at
the same time. Work out how long it will take for both lights to flash at the same time
again.
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2 Algebra 1

Algebra is a part of maths that uses letters and symbols in the place of numbers. Each
letter or symbol is a variable and can represent a range of values. We can use algebraic
notation to present information concisely. An algebraic statement may be an expression,
an equation, a formula or an identity.

⚫ We often exclude the multiplication sign x when working with algebra such that
𝑎 × 𝑏 = 𝑎𝑏.

2.1 Algebraic expressions

Suppose I have 5 packs of sweets, but I don’t know how many sweets there are in a pack.
Let’s say 𝑥. This means I have 5𝑥 sweets. I received 7 more sweets from my friend. This
gives me 5𝑥 + 7 sweets in total.

We often use a letter 𝑥 to represent an unknown number, and an algebraic expression is a

group of terms by the operations such as addition, subtraction, multiplication or division.

The power of the variable 𝑥 is one, we say that this is a polynomial of degree one (linear)
The number 7 has no variable. It is a constant meaning it has degree of zero.

The degree of a polynomial is the largest power of that variable.

4𝑥 3 − 𝑥 + 3

➢ What is the degree of the above polynomial?

Exercise 2.1A: Identify the coefficients

Expressions 12𝑛 1 𝑎2 ℎ 0.9𝑎 1.9𝑘
𝑎ℎ
2
coefficients
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Interpreting Algebraic Expressions

1 Tickets to Disneyland are £60 for adults and £30 for children. If 𝑎 is the number of adults and 𝑐
is the number of children.
a. What does the expression 60𝑎 + 30𝑐 represent?
b. Interpret the meaning of the term 60𝑎. What does the coefficient 60 mean?
c. Interpret the meaning of the term 30𝑐. What does the coefficient 30 mean?

2 Jill is buying ink jet paper and laser jet paper for her business. She buys 8 more packages of
ink jet paper than 𝑛 packages of laser jet paper. Ink jet paper costs £6.95 per package and
laser jet paper costs £8 per package.
a. What does the expression 8𝑛 + 6.95(𝑛 + 8) mean?
b. Interpret the meaning of 8𝑛. What does the coefficient 8 represent?
c. Interpret the meaning of 6.95(𝑛 + 8). What does the coefficient mean?

Exercise 2.1B: Use algebraic expression to model the given context.

1. A square with side length 𝑎 has an area ( ), surface area ( ), volume ( ).

2. The price of a pencil is 𝑥 dollars, the price of a pen is 2.5 times of the price of a pen. The

price of a pen is ( ) dollars.

3. The speed of a car is 𝑣 km/h. The distance the car travelled for 𝑡 hours is ( )

4. The opposite number of 𝑛 is ( ).

5. The length and width of a cuboid is 𝑎, height is ℎ, the volume of the cuboid is ( ).

6. Eric buys 𝑐 cucumbers at £0.99 each and 𝑎 apples at £0.79 each. How much will Eric

needs?

7. The number of bees that visit a plant is 500 times the number of years the plant is alive,

where 𝑡 is the number of years the plant is alive. Model the number of bees that visit a

plant.

8. A car travels at a speed of 25m/h for 𝑡 hours, then travels 45m/h for 𝑚 hours. Model the

total distance the car travelled.

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9. The price of a pair of shoes is 𝑠 plus 5% sales tax.

10. The original price of a product is 𝑝 and it is now selling at 20% discount.

11. The principal amount 𝑃 being deposited in a bank with 0.3% annual compound

interest for 𝑡 years.

12. Henry bought tickets to a concert for himself and a friend. There is a tax of 6% on the

price of the tickets and an additional booking fee of £20 for the transaction. Write an

algebraic expression to represent the price per person.

 Becky and Michale are both shopping for a new car at two different dealerships.

Dealership A is offering £500 cash back on any purchase, while Dealership B is offering

£1000 cash back. The tax rate is 5% at Dealership A but 8% at Dealership B. Becky

wants to buy a car that is £15000 and Michale us planning to but a car that cost £20000.

Use algebraic expressions to answer the following. (Assume discount is applied before

tax)

A. At which dealership will Becky get the better deal? How much does she save?

B. At which dealership will Michale get the better deal? How much does he save?

C. How can you help shopper to know which dealership has the better deal? (hint: At

what price would the two deals be equal?)

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2.2 Using formulae

A formula is a way of describing a relationship using algebra. In the

1
formula 𝐴 = 2 𝑏ℎ, 𝐴, 𝑏 and ℎ are variables and 𝐴 is the subject of the

formula.

2𝐴, 𝑥 + 𝑦 and 3𝑏 = 0 are not formulae.

80
Example: Consider the formula ℎ = . If ℎ = 16, find the value of 𝑤
𝑤

80 80
Solution: Substituting ℎ = 16 we have 16 = , then 𝑤 = 16 = 5
𝑤

Exercise 2.2A: Using formulae

1. Consider an equilateral triangle with side length 𝑥cm.
a) Write down the formula for the perimeter (𝑃cm) of the triangle in terms of 𝑥.
b) If 𝑥 = 6, find the perimeter of the triangle.

2. A triangle with length 𝑥cm and width 𝑦cm. Write down the formula for the area ( 𝐴𝑐𝑚2)
of the rectangle in terms of 𝑥 and 𝑦. If 𝑥 = 5 and 𝑦 = 3, find the area of the rectangle.

1
3. Consider the formula 𝑆 = 6 𝑛(𝑛 + 1)(2𝑛 + 1). If 𝑛 = 10, find the value of 𝑆.

9(𝐶+32)
4. Consider the formula 𝐹 = .
5

a) If 𝐹 = 18, find the value of 𝐶

b) What happens to the value of 𝐹 when 𝐶 increases?

5. In a factory, the cost ($𝐶) of making a T-shirt is calculated by the formula

80
𝐶 = 60 + where 𝐾 is the number of T-shirts made.
𝐾

a) Can the cost of each T-shirt be $50? Explain your answer.

b) What is the highest cost of each T-shirt. Explain your answer.
 P a g e | 28

2.3 Simplifying integral expressions

Integral expressions are a type of algebraic expression which is not in fractional form.

Activity 1: Think of a number. Add 7 and then double the answer. Subtract 10, halve the
result, and then subtract the original number. Algebra can show you why the answer is
always 2.

2.3.1 Simplification by collecting like terms

Activity 2: Investigate the result when you substitute various values (positive or negative)
for 𝑥 in both of these expressions:
𝑥2 + 𝑥
𝑥+1 𝑥
What is your conclusion? Which expression would you rather use?

Example 1: Simplify 𝑎 + 3𝑎𝑏 − 4𝑏𝑎

Commutative property:
𝑎 + 𝑏 = 𝑏 + 𝑎
𝑎𝑏 = 𝑏𝑎

➢ So 3𝑎𝑏 and −4𝑏𝑎 are like terms to be simplified.

𝑎 + 3𝑎𝑏 − 4𝑏𝑎 = 𝑎 − 𝑎𝑏

⚫ Only the like terms can be added or subtracted.

⚫ So 3𝑎𝑏 + 𝑏 or 3𝑎2 + 2𝑎 cannot be added together.

Exercise 2.3A: Identifying the like terms

6𝑎𝑏 −11𝑎𝑏 2 2𝑎2 𝑏 −0.9𝑎𝑏

−7𝑎𝑏 2 1 8𝑏𝑎 5𝑎2 𝑏

− 𝑎2 𝑏
5
4𝑏𝑎2 7𝑏 2 𝑎 −16𝑎𝑏 2 −𝑏𝑎
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Exercise 2.3B: Simplify these as much as possible.

1. 2𝑥𝑦 + 𝑦 − 3𝑥𝑦 2. 𝑥 − 3𝑥 + 2 − 4𝑥

3. 7𝑐𝑑 − 8𝑑𝑐 + 3𝑐𝑑 4. 6𝑥𝑦 − 12𝑥𝑦 + 2𝑥𝑦

5. 2𝑝2 − 5𝑝2 + 2𝑝 − 4𝑝 6. 2𝑥 2 𝑦 − 𝑥𝑦 2 + 3𝑦𝑥 2 − 2𝑦 2 𝑥

7. 𝑥 2 − 5𝑥 + 4 − 𝑥 2 + 6𝑥 − 3 8. 3𝑎2 𝑏 − 2𝑎𝑏 + 4𝑏𝑎2 − 𝑏𝑎

9. 0.7𝑎2 𝑏 3 𝑐 − 0.4𝑏 2 𝑎3 𝑐 + 0.3𝑐𝑏 3 𝑎2 + 0.3 10. 2𝑝𝑞 2 𝑟 5 − 𝑝𝑞 2 𝑟 4 − (𝑟 4 𝑝𝑞 2 − 2𝑞 2 𝑟 5 𝑝)

Thinking outside the box

1. Simplify (𝑎 − 𝑏)2 − 3(𝑎 − 𝑏) − 2(𝑎 − 𝑏)2 + 7(𝑎 − 𝑏) (Hint: consider the like terms)

1
2. Given 𝑎 + 𝑏 = − 4, find the value of 3(𝑎 + 𝑏) + 5𝑎 + 5𝑏 + 7

3. If the expression 2𝑦 2 + 3𝑦 + 7 has the value 8, find the value of expression 4𝑦 2 + 6𝑦 − 9

4. If 3𝑎𝑚 𝑏 and −𝑎𝑏 𝑛 are like terms, find the value of 𝑚 + 𝑛

Expanding Brackets
To simplify an expression with brackets, first multiply each term inside the bracket by the
term outside the bracket, then simplify. This is called expanding the brackets.

Distributive law: For 𝑎, 𝑏, 𝑐 ∈ 𝑅 (𝑎, 𝑏, 𝑐 are real numbers)

𝑎(𝑏 + 𝑐) = 𝑎𝑏 + 𝑎𝑐
(𝑏 + 𝑐)𝑎 = 𝑏𝑎 + 𝑐𝑎
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Example: Simplify 2(3 + 𝑥)

We can visualise this by considering the area of a
rectangle.
2(3 + 𝑥) = 2 × 3 + 2 × 𝑥 = 6 + 2𝑥
This makes sense because the area of A is 6, and the
area of B is 2𝑥.

Exercise 2.3C: Remove the brackets and simplify.

1. 5(2 + 3𝑎) 2. 2(𝑏 − 4𝑐)

3. −(𝑎 − 2𝑏) 4. 3𝑎 + 2(𝑎 + 2𝑏)

5. 3(𝑡 − 4) − 6 6. 7𝑥 − (𝑥 − 𝑦)

7.
1
(4𝑥 − 6𝑦 + 8) 8. 0.4(𝑥 − 3𝑦) + 0.5(2𝑥 + 3𝑦)
2

9. 0.4(2 − 𝑥) − (𝑥 + 3) 10. 5𝑥 − 7𝑦 − 0.4(𝑥 − 2𝑦 + 𝑧)

2.3.2 Solving Equations

An equation is a mathematical statement which shows that 2 expressions are equal. It always has
‘=’.
It is something that can be solved.
2𝑥 = 10
𝑥+1=4
2
𝑥 + 4 = 100
When we are working with equations, we must do the same operation to both sides.

A solution to an algebraic equation is the root to the equation.

 P a g e | 31

Example 1: Find the root of 𝑥 + 3 = 12

Example 2: Find the root of 3𝑥 = 12

3
Example 3: Find the root of = 12
𝑥

Example 4: Find the root of 2(𝑥 + 3) = 9

Exercise 2.3D: Solve for 𝑥

1. 5 − 𝑥 = −4 2. 9 = 2 − 𝑥 3. 3 =
36
𝑥

4. 12𝑥 − 8 = −32 5. 5(𝑥 − 2) = 30 6. 3(𝑥 − 5) = −13

7. 9(𝑥 + 4) = 41 8. −7 = 9 + 4𝑥 9. 6(4 − 7𝑥) = 36

Equations with 𝑥 on both side

This same logic follows from previous question. Make sure you do the same operation for
both sides.

Example: Solve 5𝑥 + 6 = 3(10 − 𝑥) for 𝑥

 P a g e | 32

Exercise 2.3E: Solve for x

1. 8𝑥 − 3 = 4𝑥 + 1 2. 4𝑥 + 3 = 6𝑥 − 7 3. 7𝑥 − 5 = 9𝑥 − 13

4. 14 − 3𝑥 = 10 − 7𝑥 5. 8𝑥 + 9 = 6𝑥 + 8 6. 4𝑥 + 3 = 7 − 𝑥

7. 15𝑥 − 4 = 10 − 3𝑥 8. 5(𝑥 + 1) = 4(𝑥 + 2) 9. −2(𝑥 − 2) = 5(3𝑥 − 2)

10. 7(5𝑥 − 3) − 10 = 2(3𝑥 − 5) − 3(5 − 7𝑥)

11. Find the value of 𝑥 and the perimeter of this rectangle.

12. A father is three times as old as his son. In 14 years’ time, he will be twice as old as his
son. How old is the father now?
 P a g e | 33

13. Two years ago, my age was four times the age of my son. Eight years ago, my age was
ten times the age of my son. Find the age of my son now.

14. Kathy is 7 years older than Jay. Mary is twice as old as Kathy. The sum of their ages is
77. Find the ratio of Jay’s age to Kathy’s age to Mary’s age.

2.4 Simplifying algebraic fractions

Recall that we can simplify fractions by dividing the common factors of both denominator
and numerator.

Dividing by a fraction is the same as multiplying by the reciprocal.

𝑎 𝑐 𝑎 𝑑 𝑎𝑑
÷ = × =
𝑏 𝑑 𝑏 𝑐 𝑏𝑐

For addition and subtraction, we need to have the same denominator just like working
with normal fraction.

Exercise 2.4A: Simplify these.

4𝑎 5𝑎 3𝑎 3𝑥 2 𝑦 𝑧2
1. × × 2. × 𝑥𝑦
3 2 5 𝑧3

𝑥2 𝑧 𝑦 3𝑥 6𝑥 2
3. × 𝑥2 × 𝑧 4. ÷
𝑦 𝑦 𝑦

15𝑥 2 𝑦 3𝑥𝑧 𝑥 3 2𝑥 2
5. ÷ 6. (2𝑦) × ÷ 9𝑦 2
𝑧 𝑦2 3
 P a g e | 34

𝑥 2𝑥 2𝑎 3𝑎
7. + 8. −
6 9 3 7

3𝑎 𝑎 5𝑎 𝑎 𝑎−1
9. +3− 10. 𝑎−1 −
4 6 𝑎

2𝑎8 +2𝑎8 12𝑏 8

11. 12. + 6𝑏 4
2𝑎8 6𝑏 4

2.5 Equations with fractions

We always want to get rid of the fraction when working with

equations. This is done by multiplying the entire equation by
lowest common denominator. See p187 book 1 example 6, 7, 8, 9.
Another trick is to cross multiply.

2𝑥 𝑥
Example: Solve −1 = 2
3

3 1
Example: Solve (𝑥 − 1) = (2𝑥 − 1)
4 3
 P a g e | 35

Exercise 2.5A: Solve these for 𝑥.

4 −1 3 6
1. = 2. =𝑥
𝑥 2 5

8 10 12
3. =− 4. − 3𝑥 = 0
𝑥 3 𝑥

1 1 1 1
5. + 3𝑥 = 1 6. + 3𝑥 = 1
2𝑥 4𝑥

𝑥+3 𝑥−1 1 1
7. = 8. + 𝑏𝑥 = 1
4 2 𝑎𝑥

𝑥+2 𝑥+4 2𝑥−2 2𝑥−4

9. − =0 10. − =9
6 8 6 8

4𝑥−2 4𝑥−4 4𝑥−4 4𝑥−2 1

11. − =9 12. − =
6 8 8 6 2
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Consolidation Exercise: Algebra in real life

1. There are 𝑚 goldfish in a tank originally. If 8 more goldfish are out into the tank, write
an algebraic expression to express the number of goldfish in the tank now.

2. Daniel watches a movie with 6 friends in a cinema. If each movie ticket costs $x, use
algebraic expression to express the total amount paid by them.

3. The height of a triangle is ℎ cm and the base is 𝑏 cm. Express the area using algebraic
expression

4. The width of a rectangle is w cm. The length is 3 cm longer than the width.
a. Using algebra, write down the length of the rectangle.
b. Find the perimeter of the rectangle

5. Find the value of 𝑥 and the perimeter of the isosceles triangle.

 P a g e | 37

3 Coordinate Geometry and shapes Refer to p32

Geometry is the mathematics of shapes, sizes and relative position. We already saw a one-
dimensional plane in our very first lesson.
Zero is the origin

When we combine two number lines as presented below, we form a Cartesian plane.

Top right is the first quadrant, this is where 𝑥 > 0, 𝑦 > 0 (+, +)
Top left is the second quadrant, this is where 𝑥 < 0, 𝑦 > 0 (-, +)
Bottom left is the third quadrant, this is where 𝑥 < 0, 𝑦 < 0 (-, -)
Bottom right is the fourth quadrant, this is where 𝑥 > 0, 𝑦 < 0 (+, -)

3.1 Cartesian Plane and Linear Equations

Before we move onto graphs, we begin with a

simple introduction to coordinate geometry.
⚫ Points (coordinates) (𝑥, 𝑦) on a graph are
given by two numbers in brackets separated by
a common such as (2,3).
⚫ All points are measured from the origin 0.
⚫ Numbers in the bracket can be positive or
negative.
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Exercise 3.1A: Can you try to plot the following coordinates?

a) (1, 2)
b) (0, -3)
c) (-2, 1)
d) (-3, 3)
e) (-4, -3)
f) (5, -4)
g) (4, 4)
i) (2, -4)

Since we introduced one more variable 𝑦, we are able to form points and therefore lines. A
linear equation is an equation in which the highest power of the variable is always 1.

Example: Plotting x-2y = 2 You can substitute in

any numbers.
 P a g e | 39

➢ What have we noticed?

Can you try to plot 𝑥 + 2𝑦 = 3?

𝑥
𝑦

Can you plot 3𝑥 − 𝑦 = 5?

𝑥
𝑦
 P a g e | 40

3.1.1 Gradient of a straight line

We can think of gradient as the slope of a straight line, the letter 𝑚 is usually used for the
gradient.
𝑐ℎ𝑎𝑛𝑔𝑒 𝑖𝑛 𝑦
𝑚=
𝑐ℎ𝑎𝑛𝑔𝑒 𝑖𝑛 𝑥

If the straight line joins the points (𝑥1 , 𝑦1 ) and

(𝑥2 , 𝑦2 ) then the rise is 𝑦2 − 𝑦1 and run is 𝑥2 − 𝑥1 .

𝑦 −𝑦
The gradient is given by 𝑚 = 𝑥2−𝑥1
2 1

When 𝑚 > 0, the gradient is positive.

When 𝑚 < 0, the gradient is negative.

Exercise 3.1B: Finding the gradient

1. Find the gradient of a straight-line joining A (1,3) to B (2,6).

2. Find the gradient of a straight-line joining A (-4, -1) and B (4, 1).

3. Find the gradient of the graph.

1
4. The line joining A (1, 4) to B (5, 𝑝) has a gradient of 2. Find the value of 𝑝.
 P a g e | 41

Skills: reasoning
Find the gradient of the line AB.

Find the gradient of AB as the point B moves closer and closer to point C.
Put your results in a table. What is the gradient of the horizontal line AC?
Find the gradient of AB as the point A moves closer and closer to the point C.
Put your results in a table. What is the gradient of the vertical line BC?

3.1.2 Linear equation

Looking at the graph below, can you try to complete the table?

Curve Gradient y-intercept

Can you see a connection between the number in front of 𝑥 and the gradient?
What about the constant and the 𝑦-intercept?
 P a g e | 42

We can expression a straight line using

𝑦 = 𝑚𝑥 + 𝑐
⚫ 𝑚 is the gradient of the line
⚫ 𝑐 is the y-intercept that crosses
the 𝑦 axis.

➢ What is the equation for this graph?

Exercise 3.1C: Plot the following equation and label each line.
a. 𝑦 + 2𝑥 = 1
b. 6𝑥 + 3𝑦 = 2
c. −2𝑥 + 4𝑦 = 4

 What can you say about equation a and b?

 What about c?

Equation a and b are _______________ lines.

Equation c is _________________ to equation a and b, they meet at a __________ angle.

 What about their gradients?

 P a g e | 43

 Check if the lines 2𝑦 − 4𝑥 − 10 = 0 and 𝑦 = 2𝑥 + 27 are parallel.

 Find the slope (gradient) of a line that is parallel to the line 6𝑥 + 3𝑦 + 20 = 0.

This other line passes through the point (5,5). Find the equation of this line.

For many reasons, we often sketch graphs instead of plotting graphs. So, we only mark the y-
intercept and gradient should be drawn sensibly. Eg, gradient of 1 so look approximately
45𝑜 to the x-axis.

Exercise 3.1D: Find and sketch the following equations

1. Gradient -2 passing through (0,3) 1
2. Gradient 2 passing through (4,1)
 P a g e | 44

3. Coordinates where A is (1,2) and B is 4. A line going through A at (-1, -5)

(3,4) and B at (2, 1)

3.2 Straight-line conversion graphs

➢ A conversion graph gives an easy way of converting from one unit to another
➢ Because readings are taken form a graph, answers are not exact.
➢ Not all conversion graphs pass through the origin.

Exercise 3.2A: Conversion graph

P a g e | 45
 P a g e | 46

3.3 Simultaneous equations (linear equations with 2 unknowns)

These are two or more algebraic equations that share common variables and are solved at
the same time (simultaneously). In other words, we can find a pair of solutions (a common
solution) that solve (satisfy) both equations.

2𝑥 − 5𝑦 = 3
There are different ways to solve a pair of equations. We will use as example.
3𝑥 − 2𝑦 = 5

Substitution Method
We want to find the value of one variable in terms of another variable using one of the
equations and substitute it into the other one.

Taking 2𝑥 − 5𝑦 = 3 as an example, we can rewrite it as

5𝑦 + 3
𝑥=
2
Substituting into 3𝑥 − 2𝑦 = 5 we obtain
5𝑦 + 3
3( ) − 2𝑦 = 5
2
 P a g e | 47

15𝑦 9
+ − 2𝑦 = 5
2 2
11 1
𝑦=
2 2
1
𝑦=
11
5𝑦+3 19
Then substituting back into 𝑥 = we get 𝑥 = 11
2

Elimination Method
In order to eliminate one of the variables, we want to find the LCM of the coefficients of
the variable. Again, we have
2𝑥 − 5𝑦 = 3 − − − − − (1)
3𝑥 − 2𝑦 = 5 − − − − − (2)
Suppose we want to eliminate 𝑦, we shall find the LCM(5,2) which is 10. We can then
multiply equation (1) by 2 and equation (2) by 5. This gives us
4𝑥 − 10𝑦 = 6 − − − − − − − − − (3)
{
15𝑥 − 10𝑦 = 25 − − − − − −(4)
We can now subtract one equation from the other. In this case, (4) – (3) is easier as we can
avoid the use of negative signs. This gives
11𝑥 = 19
19
𝑥=
11
Then we can substitute our 𝑥 into any of the above equations. Say we substitute into (1)
19
2 ( ) − 5𝑦 = 3
11
38 5
5𝑦 = −3=
11 11
1
𝑦=
11
2𝑥 − 5𝑦 = 3 19 1
The pair of solution that satisfy is ( , ) as expected.
3𝑥 − 2𝑦 = 5 11 11
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Exercise 3.3A: Solve these by substitution.

1. 2.

3.
4.

5. 6.
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7. 8.

9. 10.

11. 12.
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Exercise 3.3B: Solve these using elimination

1. 2.

3. 4.

5. 6.
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7.
8.

9.
10.

11. 12.
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Graphical Representation

Recall that we can express a line

using Cartesian graph, and we know
that the solution to the pair of
simultaneous equations
𝑎1 𝑥 + 𝑏1 𝑦 = 𝑐1
𝑎2 𝑥 + 𝑏2 𝑦 = 𝑐2
is just (𝑥, 𝑦) that satisfy both
equations.

This is nothing but the intersection

of both equations, provided that
they are distinct and none parallel.

For this reason, we can also solve

simultaneous equation graphically.

Exercise 3.3C: Solve simultaneous equations graphically.

1. The graphs of the straight lines with equations 3𝑦 + 2𝑥 = 12 and 𝑦 = 𝑥 − 1 have been
drawn on the grid. Use the graphs to solve the simultaneous equations
 P a g e | 53

2. The straight line 𝑦 + 2𝑥 = 5 has been drawn on the grid.

Complete this table of values for 𝑦 = 2𝑥 − 1

𝑥 -1 0 1 2 3 4
𝑦

On the grid, draw the graph of 𝑦 = 2𝑥 − 1. Hence solve the simultaneous equation
𝑦 + 2𝑥 = 5 and 𝑦 = 2𝑥 − 1.

3. The diagram shows two straight lines intersecting at point A. Work out the coordinates
of A. (Diagram not drawn in scale.)
 P a g e | 54

4. The diagram shows two straight lines. The equation of the lines are 𝑦 = 2𝑥 + 3 and
2
𝑦 = −3𝑥 + 1

Work out the coordinates of the points where the line intersects.

Real life application of simultaneous equation (See p.195 book 1)

1 The sum of two numbers is 112 and their difference is 54. Find the two numbers.

2 Find the area of the rectangle.

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3 Pam bought 2 burgers and 3 colas from McDonald that costs her $3.45. Her friend Pete
bought 4 burgers and 2 colas and cost him $4.95. Work out the cost of a burger and
the cost of a cola.

4 A parking meter accepts only 20p coins or 50p coins. On one day 39 coins were
collected with a total value of £11.40. Find how many 50p coins were collected.

5 At a concert, tickets cost either £40 or £60. 700 tickets were sold at a cost of £33600.
Find how many £40 tickets were sold.
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6 Ahmed makes a camel journey of 20km. The camel travels at 12km/h for the first part
of the journey, but then conditions become worse and the camel can only travel at
4km/h for the second part of the journey. The journey takes 3 hours. Find the distance
of each part of the journey.

7 The line 𝑦 = 𝑚𝑥 + 𝑐 passes through the points (1,1) and (2,3). Find 𝑚 and 𝑐.

8 Freya is collecting 50p and £1 coins. When she has 18 coins the value of them is £13.
Let 𝑥 be the number of 50p coins and 𝑦 the number of £1 coins. Solve graphically to
find how many 50p coins Freya has.
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9 Find the intersection of the lines 𝑦 = 𝑥 + 1 and 3𝑦 + 2𝑥 = 13 without drawing the

graphs.

10 To cover a distance of 10km, Jacob runs some of the way at 15km/h, and walks the
rest of the way of 5km/h. His total journey time is 1 hour. How far did Jacob run?

11 A 2-digit number is increased by 36 when the digits are reversed. The sum of the digits
is 10. Find the original number.
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I. Appendix