22

Specification Checklist: Number

 Order and complete basic operations on integers, fractions, decimals and

standard form
 Understand, use, and calculate, factors and multiples
 Understand, use, and calculate, powers and roots
 Simplify using index laws
 Percentages and reversing percentage change
 Direct and indirect proportion and ratio
 BODMAS
 Calculations involving exact values, such as 𝜋 (simplifying surds)
 Calculating upper and lower bounds, estimating, rounding, and approximating

Knowledge Check Questions

These questions should take no more than 15 minutes to answer in total, and should be completed without a calculator.

1. Put the following in order from smallest to largest: 9. I pay £1000 into a bank account earning 5%
9 1 15 3 compound interest. Write an expression for the
√2, , (0.9)2, 𝜋, , √27,
10 9 amount of money in the account after ‘n’ years. How
12 × 10−1 much is in the account after 3 years?

2. Find the prime factors of 1260 10. It takes 3 bakers, 6 hours, to bake 8 cakes. How
long would it take 2 bakers to make 12 cakes?
3. Find the highest common factor of 540 and 135.
11. A recipe for lemonade calls for 2 cups of lemon
4. Find the lowest common multiple of 72 and 48 juice to 3 cups of sugar, and 3 cups of water. How
much lemon juice is required to make 32 cups of
2 3√𝑦 4
5. Simplify 𝑤𝑥 lemonade?
1
𝑤𝑥 −( 2)
(𝑦)
12. What is 5(6 + 2 × 4) ÷ 3 − 1
6. Calculate 0.0034 × 1012 + 125 × 107
13. Rationalise √ 6
𝑥2 √15
7. Simplify 𝑥 +
4 3 14. If a room measures 4m by 8m, both correct to
the nearest metre. What is the upper and lower
8. A jacket has been discounted by 20% in a sale. If I bound for the area of the room?
pay £60, how much did it cost originally?
15. Estimate 9.7𝜋
√1021

23
 To order numbers simplify, approximate, or convert to fractions…
1
15 3
1. Order is: 9 , (0.9)2 , 12 × 10−1 , , √27, 3
√2,
10 9
√200 √196 14
√2 = ≈ = so √2 ≈ 1.4
√100 10 10
1. Put the following in order from 9
smallest to largest: = 0.9
9 1 1
10
√2, , (0.9)2, 𝜋, (0.9)2 = √0.9, √0.9 > 0.9
10
15 3 𝜋 ≈ 3.14
, √27, 15 6
9 = 1 = 1. 6̇
12 × 10−1 93 9
√27 = 3
12 × 10−1 = 1.2

Top Tip: Numbers to memorise the decimal or fractional conversions for include √2, 𝜋, 𝑒, √3

Factors are numbers which multiply together to create a larger number, multiples are numbers
which are found in a given numbers times-table. Prime factorisation means breaking down
numbers into a multiplication of all their prime factors.

To break something into its prime factors first divide by a simple prime number such as 2, 3, 5, or 7, then repeat
until you have only prime factors remaining.

2. 1260 = 22 × 32 × 5 × 7
1260 = 2 × 630
= 2 × 2 × 315
2. Find the prime factors of 1260 = 2 × 2 × 5 × 63
= 2 × 2 × 5 × 3 × 21
= 2×2×5×3×3×7
= 22 × 32 × 5 × 7

Definitions: A prime number is one which has only two factors: ‘1’ and itself. As a result, 1 is not a
prime number – it does not have two distinct factors.
The ‘opposite’ of a prime number is a composite number – a number which has more than two
factors. Most numbers are composite numbers!

24
The Highest Common Factor is the largest number which is a factor of all of the numbers in question.

Finding the highest common factor requires prime factorisation. Any ‘overlapping’ terms are then included in
the HCF.
3. The HCF of 540 and 135 is 135
3. Find the highest common factor of 540 = 22 × 33 × 5
540 and 135. 135 = 33 × 5
𝐻𝐶𝐹 = 33 × 5 = 135
A Lowest Common Multiple is the smallest number which has both of the numbers in question as
its factors.

Finding the lowest common multiple also requires prime factorisation. Then ‘overlapping’ terms are included
again, but instead of only including terms which fully overlap, instead the highest power of each term is included.
(For example, if one number contains 22 and another contains 23 then the second would be included).

4. LCM of 72 and 48 is 144

4. Find the lowest common multiple 72 = 23 × 𝟑𝟐
of 72 and 48 48 = 𝟐𝟒 × 3
𝐿𝐶𝑀 = 24 × 32 = 144

There are ten rules of indices, which can be combined to simplify complex functions.

To simplify expressions expand and then collect like terms.

3 5 5

3 𝑤𝑥 1
𝟐𝟑 𝟒
= (𝑤𝑥 2 √𝑦4 ) ( )2
5. Simplify 𝒘𝒙 𝟏
√𝒚
𝑦
𝒘𝒙 −( ) 4 1 1 1
( ) 𝟐
𝒚 = (𝑤𝑥2 𝑦3) (𝑤2𝑥2 𝑦−2)
3 5 5
= 𝑤2𝑥2𝑦6

If you can’t remember the rules of indices you can find them all on page 168!

To do calculations in standard form without a calculator convert both numbers to have a common
power of 10, and then they can be combined as normal.

The common power of 10 might not be the ‘correct’ standard form version of the number, but that’s okay as
long as it is the same for all the numbers being combined.

6. 4.65 × 109
6. Calculate 𝟎. 𝟎𝟎𝟑𝟒 × 𝟏𝟎𝟏𝟐 + 𝟏𝟐𝟓 × 0.0034 × 1012 = 3.4 × 10−3 × 1012 = 3.4 × 109
𝟏𝟎 𝟕 125 × 107 = 1.25 × 102 × 107 = 1.25 × 109
3.4 × 109 + 1.25 × 109 = 4.65 × 109

25
To quickly simplify and calculate in standard form (without a calculator), remember:
“If you multiply or divide one term by a multiple of 10, do the opposite to the other term.”
In the example above, 0.0034 is multiplied by 103 to give 3.4, so 1012 is divided by 103.

To calculate with fractions it is often helpful to convert to a common denominator. As long as the
top and bottom of a fraction is multiplied by the same value, then the answer will be equivalent.
2
𝑥 𝑥 𝑥(3+4𝑥)
7. 3 + 4 = 12
𝑥 3𝑥
=
4 12
𝒙 𝟐 𝑥2 4𝑥2
7. Simplify 𝒙 + =
𝟒 𝟑 3 12
𝑥 𝑥2 3𝑥 4𝑥2 3𝑥 + 4𝑥2
+ = + =
4 3 12 12 12
𝑥(3 + 4𝑥)
=
12

Percentages are simply fractions of 100, and can be converted to and from decimals this way.

If something was previously increased or decreased by a certain percentage, you can’t simply find that percentage
of the new value and add or subtract it. This is because the percentage of the new number will be different to the
percentage of the old number.

Instead, write the equation using the percentage multiplier and rearrange to solve.

8. £75
20% 𝑜𝑓𝑓 = 80% 𝑟𝑒𝑚𝑎𝑖𝑛𝑖𝑛𝑔
80
80% = = 0.8
8. A jacket has been discounted by 100
20% in a sale. If I pay £𝟔𝟎, how much 𝑂𝑟𝑖𝑔𝑖𝑛𝑎𝑙 𝑃𝑟𝑖𝑐𝑒 × 0.8 = 60
60
did it cost originally? 𝑂𝑟𝑖𝑔𝑖𝑛𝑎𝑙 𝑃𝑟𝑖𝑐𝑒 =
0.8
60 5
= 4 = 60 × ( 4) = 15 × 5 = £75
( )
5

Compound interest is worked out as a percentage of the current balance each year, resulting in an
exponential equation.

9. I pay £1000 into a bank account 9. 1,157.625 (calculated accurately without a calculator)
earning 5% compound interest. Write 5% 𝑖𝑛𝑐𝑟𝑒𝑎𝑠𝑒 = 105% 𝑜𝑓 𝑜𝑟𝑖𝑔𝑖𝑛𝑎𝑙, 105% = 1.05
an expression for the amount of 𝑌1 = 1000 × 1.05
money in the account after ‘n’ years. 𝑌2 = 𝑌1 × 1.05 = (1000 × 1.05) × 1.05
How much is in the account after 3 𝑌𝑛 = 1000 × 1.05𝑛
years?

26
 21 3
𝑌3 = 1000 × 1.053 = 1000 × ( )
20
1000 × 213 103 × 213 213
= = 3 = 3
203 2 × 103 2
9261
=
8
8000 800 456 5
= + + + = 1,157.625
8 8 8 8
Ratios relate proportions which can be direct or indirect.

It can be helpful to take a step back in certain questions and check what your intuition says. In the following
example, it takes 3 bakers a certain amount of time to make 8 cakes. The question is asked for 50% more cakes
to be made (which would increase the time), and for them to be made by 1 fewer baker (which would also
increase the time). This is a helpful check.

10. 13.5 hours

10. It takes 3 bakers, 6 hours, to bake 3𝑏: 6ℎ: 8𝑐
8 cakes. How long would it take 2 18 ′𝑏𝑎𝑘𝑒𝑟ℎ𝑜𝑢𝑟𝑠′ = 8 𝑐𝑎𝑘𝑒𝑠
bakers to make 12 cakes? 27 ′𝑏𝑎𝑘𝑒𝑟ℎ𝑜𝑢𝑟𝑠′ = 12 𝑐𝑎𝑘𝑒𝑠
2𝑏: 13.5ℎ: 12𝑐

In some questions, an additional proportion needs to be calculated which is the total amount created by all the
parts of the ratio combined.

11. A recipe for lemonade calls for 2

cups of lemon juice to 3 cups of sugar, 11. 8 cups
and 3 cups of water. How much 2𝑙: 3𝑠: 3𝑤 = 8𝑐𝑢𝑝𝑠
lemon juice is required to make 32 8𝑙: 12𝑠: 12𝑤: 32𝑐
cups of lemonade?

The order of operations is a fixed rule which you must apply to all calculations you complete.

The order is Brackets – Order – Multiplication – Division – Addition – Subtraction (some students may remember
this as BIDMAS, or PEMDAS, or similar, they are all equivalent!).
1
12. 22
3

Follow brackets-‘of’-multiply-divide-add-subtract.

12. What is 5(6 + 2 × 4) ÷ 3 − 1 5(6 + 𝟖) ÷ 3 − 1

5(𝟏𝟒) ÷ 3 − 1
𝟕𝟎 ÷ 3 − 1
𝟕𝟎 67 1
−1= = 22
𝟑 3 3

27
Rationalising simple surds requires multiplication by a fraction √𝒂 (equivalent to 1) which removes
√𝒂
the surd in the denominator.

As rationalising is working with fractions, usual fraction rules about simplifying before calculations remain good
advice.

13. √10
5

Multiply numerator and denominator by a term which will rationalise

the denominator.
√6 √15 √6 × √15
× =
√15 √15 15
13. Rationalise √𝟔
√3 × √2 × √3 × √5
√𝟏𝟓 =
15
3√10 √10
= =
15 5
Note: you could also achieve this quicker by simplifying initially to give √6 =
√15
√2 and rationalising by multiplying by √5.
√5 √5

You can find instructions on rationalising more complex surds on page 168!

To calculate an upper bound, add half the measurement interval. To calculate a lower bound,
subtract.

For compound calculations, combine the lower or upper bounds of individual components to give the upper or
lower bound of the solution.

Remember, you may need to combine a mixture of LB and UB. For example, to calculate the upper bound for
𝑣𝑒𝑙𝑜𝑐𝑖𝑡𝑦 using 𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒 you would need the upper bound of 𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒 but the lower bound of 𝑡𝑖𝑚𝑒.
𝑡𝑖𝑚𝑒

14. If a room measures 4m by 8m, 14. Lower bound = 26.25, Upper bound = 38.25 (Calculated accurately
both correct to the nearest metre. without a calculator).
What is the upper and lower bound
for the area of the room? 7.5 ≤ 𝑙𝑒𝑛𝑔𝑡ℎ < 8.5
3.5 ≤ 𝑤𝑖𝑑𝑡ℎ < 4.5
17 9 153
𝐴𝑟𝑒𝑎𝑈𝐵 = (8.5)(4.5) = ( ) ( ) = = 38.25
2 2 4
15 7 105
𝐴𝑟𝑒𝑎𝐿𝐵 = (7.5)(3.5) = ( ) ( ) = = 26.25
2 2 4

28
Estimating is a very useful skill, which is used in many questions but never specifically asked for.

Estimation is all about judgement, and allows you to use the answer options. If the answer options for the
following question were, for example, 0.1, 1, 𝜋, 10, then estimating will allow you to get a solution which is the
correct order of magnitude without too much work. If the answer options were more like
0.9𝑜, 0.95, 1.00, 1.05, 1.10 then a more elegant solution would be required.

15. Estimate 𝟗.𝟕𝝅 15. 1

√𝟏𝟎𝟐𝟏

Round to an appropriate number of significant figures

10(𝜋) 10(𝜋) 𝜋
≈ = =
√1000 √10√100 √10
3.1 …
≈ ≈1
3….

29
30
 Specification Checklist: Algebra

 Understand what the letter symbols in algebra represent and how to

substitute into a formula.
 Simplifying by collecting like terms, expanding brackets, and factorising
 Using index laws
 Set up and solve linear equations and simultaneous equations
 Simplify and solve quadratic expressions
 Understand and use direct and indirect proportion
 Simplify and solve inequalities
 Derive and use sequences and sequence definitions
 Equations of straight lines, and the significance of graphical interpretations and
points of intersection when solving
 Recognise common graphs, and interpret graphs modelling real situations

Authors Note: All of these topic overlap significantly with the more advanced maths included in the specification in the sections
on Algebra & Functions, Sequences and Series, Coordinate Geometry, and Graphs of Functions (starting on pages 168, 192,
204, and 269). As a result, we’ve included limited notes in this knowledge check section, and expanded these notes considerably
in the respective specialised section. If you can’t complete any of these questions, check the notes and come back to them!
Knowledge Check Questions
These questions should take no more than 20 minutes to answer in total, and should be completed without a calculator.

1. Simplify 𝑎(𝑏 + 𝑐) − (𝑎 − 𝑐)2 + 2𝑎2 7. Cupcakes cost £1, and mini toys cost 60p. I want
to make presents for my class which contain at least
2. Factorise 36(𝑝𝑟)2𝑞𝑟 − 64𝑞3𝑟 twice as many toys as cupcakes, but I can’t spend
more than £3 on each bag in total. What is the
1
2 maximum number of items the bag can contain?
((𝑥2)(𝑥2))
3. Simplify 3 8. Calculate the first 5 terms in a sequence defined
𝑥2 by the relation 𝑈0 = 3, 𝑈𝑛+1 = 3𝑈𝑛 − 2.
4. Three years ago I was twice as old as my son is 9. Find the equation of the line parallel to (𝑦 − 7) =
now. Six years ago he was one-third the age I am 2(𝑥 − 1) which passes through the point (0,2). Find
now. What is the sum of our ages? the equation of the normal which passes through this
point.
5. Sketch 𝑦 = 𝑥 2 − 1 labelling the coordinates of the
turning point and roots. 10. Where do the functions 𝑦 = 𝑥2 + 3𝑥 − 4 and
𝑥−2
6. Make x the subject of the formula 𝑦 = 𝑦 = 𝑥 − 1 intersect?
4+𝑥

31
When expanding brackets every term inside the bracket must be multiplied by the term outside.

1. 𝑎2 − 𝑐2 + 𝑎𝑏 + 3𝑎𝑐

1. Simplify 𝑎(𝑏 + 𝑐) − (𝑎 − 𝑐)2 + 2𝑎2 𝑎𝑏 + 𝑎𝑐 − (𝑎 − 𝑐)(𝑎 − 𝑐) + 2𝑎2

𝑎𝑏 + 𝑎𝑐 − [𝑎2 − 2𝑎𝑐 + 𝑐2] + 2𝑎2
𝑎𝑏 + 𝑎𝑐 − 𝑎2 + 2𝑎𝑐 − 𝑐2 + 2𝑎2
𝑎2 − 𝑐2 + 𝑎𝑏 + 3𝑎𝑐

When factorising, look for values which are apparent in every term, as well as spotting ‘tricks’ such
as the difference of two squares.

2. 4𝑞𝑟(3𝑝𝑟 − 4𝑞)(3𝑝𝑟 + 4𝑞)

2. Factorise 36(𝑝𝑟)2𝑞𝑟 − 64𝑞3𝑟 36𝑝2𝑟2 𝑞𝑟 − 64𝑞3𝑟

36𝑝2𝑞𝑟 3 − 64𝑞3 𝑟
4𝑞𝑟(9𝑝2𝑟2 − 16𝑞2)
4𝑞𝑟[(3𝑝𝑟)2 − (4𝑞)2]
4𝑞𝑟(3𝑝𝑟 − 4𝑞)(3𝑝𝑟 + 4𝑞)

Expanding expressions with a range of indices requires a step-by-step approach – simplify each
term in turn starting from powers of brackets and working inwards.
7

2 3. 𝑥2
1
((𝑥2)(𝑥2))
3. Simplify 3
𝑥4(𝑥1) 5−3
𝑥2 3 =𝑥 2
𝑥2
7
𝑥2

In wordier questions it is often important to form equations independently. Make sure to clearly
define variables if they aren’t defined in the question.

Simultaneous equations may also ask for an addition step to be completed once the variables have been calculated
(e.g. find the sum or product of the solutions). So it is important to check that the question has been answered fully.

4. 66
4. Three years ago I was twice as old as
Let my age equal 𝑎, and the sons age be represented by 𝑠.
my son is now. Six years ago he was
Take care with the ‘three years ago’ and ‘six years’ ago comments.
one-third the age I am now. What is
the sum of our ages?
My age three years ago is 𝑎 − 3, leading to the equation:
𝑎 − 3 = 2𝑠
Sons age six years ago is 𝑠 − 6, leading to the equation:

32
 𝑎
𝑠−6 =
3
Solving simultaneously, rearrange:
𝑎 = 2𝑠 + 3 (1)
Substitute:
2𝑠 + 3
𝑠−6 =
3
2
𝑠−6 = 𝑠+1
3
1
𝑠=7
3
𝑠 = 21
Solve for 𝑎:
𝑎 = 2(21 + 3) = 45

The sum of the ages is therefore 66.

To sketch quadratics find the roots and/or the turning point and combine with the general shape
of the curve.

5. Sketch 𝑦 = 𝑥2 − 1 labelling the

coordinates of the turning point and
roots.

The minimum point of the curve is when 𝑥2 = 0, co-ordinates

(0, −1).

The roots are found at 𝑥2 − 1 = 0, 𝑥2 = 1, 𝑥 = ±1, co-ordinates

(−1,0) and (1,0).

To make a particular term the subject of the formula, rearrange to get “𝒙 = ⋯”

4𝑦+2
6. 𝑥 =
1−𝑦

6. Make x the subject of the formula 𝑦(4 + 𝑥) = (𝑥 − 2)

𝑥−2 4𝑦 + 𝑥𝑦 = 𝑥 − 2
𝑦=
4+𝑥 4𝑦 + 2 = 𝑥 − 𝑥𝑦
4𝑦 + 2 = 𝑥(1 − 𝑦)
4𝑦 + 2
𝑥=
1−𝑦

33
Solving inequalities can be done algebraically, graphically, or by logical deduction. Different
methods will be easier in different circumstances.

7. 4
7. Cupcakes cost £1, and mini toys cost
60p. I want to make presents for my Let 𝑐 = 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑐𝑢𝑝𝑐𝑎𝑘𝑒𝑠, 𝑡 = 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑡𝑜𝑦𝑠
class which contain at least twice as
many toys as cupcakes, but I can’t 𝑡 ≥ 2𝑐
spend more than £3 on each bag in 𝑐 + 0.6𝑡 ≤ 3
total. What is the maximum number of Solving by logical deduction:
items the bag can contain? 𝑐 = 2, 𝑡 = 4 gives a cost of 2 + 2.4 = 4.4
This means 𝑐 = 1, and 𝑡 ≥ 2. In this case, 𝑡 = 3 is the maximum
which also satisfies the second equation.
The same sequence can be defined in a number of different ways, depending on the information
available (and the situation the sequence is representing if applicable).

8. 3, 7, 19, 55, 163

8. Calculate the first 5 terms in a
𝑈1 = 3(3) − 2 = 7
sequence defined by the relation 𝑈0 =
𝑈2 = 3(7) − 2 = 19
3, 𝑈𝑛+1 = 3𝑈𝑛 − 2.
𝑈3 = 3(19) − 2 = 55
𝑈4 = 3(55) − 2 = 163

Parallel and perpendicular lines are related by their gradients.

1
9. 𝑦 = 2𝑥 + 2, 𝑦 = − 𝑥 + 2
2

9. Find the equation of the line parallel Rearrange to 𝑦 = 𝑚𝑥 + 𝑐 form:

to (𝑦 − 7) = 2(𝑥 − 1) which passes 𝑦 = 2𝑥 + 5
through the point (0,2). Find the
equation of the normal which passes Parallel line through (0,2) is therefore 𝑦 = 2𝑥 + 2
through this point.
1
Perpendicular lines related by 𝑚 𝑚 = −1, 𝑚 = −
1 2 2 2
1
Perpendicular line through (0,2) is 𝑦 = − 𝑥 + 2.
2

Finding the intersection of functions can be done algebraically or graphically.

The intersection represents the solution to the equations when solved simultaneously.

10. (1,0) and (−3, −4)

Substituting the linear equation into the quadratic gives:

10. Where do the functions 𝑦 = 𝑥2 +
𝑥 − 1 = 𝑥2 + 3𝑥 − 4
3𝑥 − 4 and 𝑦 = 𝑥 − 1 intersect?
𝑥2 + 2𝑥 − 3 = 0
(𝑥 + 3)(𝑥 − 1) = 0

The solutions are therefore at 𝑥 = 1 and 𝑥 = −3, (1,0) and (−3, −4)

34
35
 Specification Checklist: Geometry

 Use angles at a point, on straight lines, perpendicular lines, parallel lines, and
vertical angles
 Use the angle properties of triangles and quadrilaterals
 Calculate the interior and exterior angles of shapes
 Recall properties of types of quadrilaterals
 Recognise and define congruence, similarity, and reflectional and rotational
symmetry
 Use Pythagoras’ theorem (including in 3D)
 Use the circle theorems
 Describe transformations of 2D shapes
 Understand and use sine, cosine, and tangent geometrically

Author’s Note: Some of these topics, in particular circle geometry, Pythagoras, and trigonometry are found in the Coordinate
Geometry and Trigonometry sections of the more Advanced Maths. You will find full notes and questions on these later in
the book.

Knowledge Check Questions

These knowledge check questions should take no more than 10 minutes to complete, and should be completed without a
calculator.

1. Triangle ACE is isosceles, angle DBC is equal to 3. Sketch each of the following, noting any important
the sum of angles BAD and ADE. Find 𝑥. features, equations, or angle relations: square,
rectangle, rhombus, parallelogram, kite, trapezium.
4. I am 1.75m tall, and cast a 1.25m shadow at 3pm.
When I stand 4.75m from the base of a tree the ends
of our shadows align. How tall is the tree?

2. Calculate the sum of the interior angles in a

regular hendecagon, giving your answer exactly. (A
hendecagon is an 11 sided shape).

36
5. Find 𝑥 and 𝑦 6. Sketch the net of a standard 6-sided die. (Note:
the opposing faces of a die sum to seven).

Knowledge Check Notes and Solutions

Angles within a triangle sum to 180 degrees, as they do on a straight line.

Certain types of triangle have additional rules: equilateral triangles have equal sides and equal angles (of 60
degrees), isosceles triangles have two equal sides and two equal angles, scale triangles have no equal sides or
equal angles.

1. Triangle ACE is isosceles, angle DBC is equal to the sum of angles BAD and ADE. Find 𝑥.

37
1. 𝑥 = 35 Returning to smaller triangles totalling 180.
25 + 𝑖 + 𝑘 = 180
Work logically around the triangle finding angles. 25 + 120 + 𝑘 = 180
Isosceles triangle means angles 𝐴 and 𝐸 are equal. 𝑘 = 35
65 + 𝑎 = 55 + 25
𝑎 = 15 The information in the question now allows us to
calculate 𝑑:
The angles in triangle ACE add up to 180. 𝑑 = 𝑎 + 𝑘 = 15 + 35 = 50
65 + 15 + 55 + 25 + 𝑒 = 180
𝑒 = 20 Returning to triangles:
𝑎 + 𝑔 + 𝑏 = 180
Looking at smaller triangles which also total 180. 15 + 120 + 𝑏 = 180
65 + 55 + 𝑓 = 180 𝑏 = 45
𝑓 = 60
𝑐 can be calculated using angles on a straight line:
Vertical (opposite) angles mean 𝑓 = ℎ and 𝑔 = 𝑖 45 + 𝑐 + 50 = 180
ℎ = 60 𝑐 = 85

Around the point in the centre the angles total And finally, solving for 𝑥 gives:
360. 𝑐 + ℎ + 𝑥 = 180
𝑓 + 𝑔 + ℎ + 𝑖 = 360 85 + 60 + 𝑥 = 180
60 + 60 + 𝑔 + 𝑔 = 360
𝑔 = 120, 𝑖 = 120 𝑥 = 35

External angles sum to 360, which allows internal angles to be calculated.

2. 1,620

Find the exterior angles:

360 360
2. Calculate the sum of the interior 𝐴= =
angles in a regular hendecagon, giving 𝑛 11
Interior angles are found as 180 − 𝐸. 𝐴
your answer exactly. (A hendecagon is 360
an 11 sided shape). 𝐼. 𝐴 = 180 −
11
The sum of the interior angles will therefore be:
360
11 (180 − )
11
= 1980 − 360 = 1620

There are certain common types of quadrilateral. Spotting these in questions often provides
‘missing’ information in geometric questions which seem to not have quite enough information to
solve them.

38
3. Sketch each of the following, noting any important features or angle relations: square, rectangle, rhombus,
parallelogram, kite, trapezium.

Square: 𝐴𝑟𝑒𝑎 = (𝑠𝑖𝑑𝑒 𝑙𝑒𝑛𝑔𝑡ℎ)2 Parallelogram: 𝐴𝑟𝑒𝑎 = 𝑏𝑎𝑠𝑒 × 𝑣𝑒𝑟𝑡𝑖𝑐𝑎𝑙 ℎ𝑒𝑖𝑔ℎ𝑡

Two pairs of parallel,

All sides equal. equal, sides.
All angles 90. Opposite angles are equal.

𝑝𝑟𝑜𝑑𝑢𝑐𝑡 𝑜𝑓 𝑑𝑖𝑎𝑔𝑜𝑛𝑎𝑙𝑠
Kite: 𝐴𝑟𝑒𝑎 =
2
Rectangle: 𝐴𝑟𝑒𝑎 = 𝑙𝑒𝑛𝑔𝑡ℎ × ℎ𝑒𝑖𝑔ℎ𝑡

Two pairs of parallel, equal,

sides. Two pairs of equal sides.
All angles 90. One pair of equal opposite angles.

𝑝𝑟𝑜𝑑𝑢𝑐𝑡 𝑜𝑓 𝑑𝑖𝑎𝑔𝑜𝑛𝑎𝑙𝑠
Rhombus: 𝐴𝑟𝑒𝑎 = 2
𝑂𝑟 𝐴𝑟𝑒𝑎 = 𝑠𝑖𝑑𝑒 𝑙𝑒𝑛𝑔𝑡ℎ × 𝑣𝑒𝑟𝑡𝑖𝑐𝑎𝑙 ℎ𝑒𝑖𝑔ℎ𝑡
ℎ𝑒𝑖𝑔ℎ𝑡 × 𝑠𝑢𝑚 𝑜𝑓 𝑝𝑎𝑟𝑎𝑙𝑙𝑒𝑙 𝑠𝑖𝑑𝑒𝑠
Trapezium: 𝐴𝑟𝑒𝑎 =
2

All sides equal.

Opposite One pair of
angles equal. parallel sides.

39
Similar triangles are ones in which the ratios of side lengths are conserved.

Congruent triangles have equal side lengths as well as equal angles (but could be rotated or reflected).

4. I am 1.75m tall, and cast a 1.25m shadow at 3pm. When I stand 4.75m from the base of a tree the ends of
our shadows line up perfectly. How tall is the tree?

4. 8.4m

Sketch a diagram.

Relate the ratio of height : base:

1.75 𝑡
=
1.25 4.75 + 1.25
Solve for ‘t’:
1.75(6)
=𝑡
1.25
42
𝑡= = 8.4𝑚5

40
All Circle Theorems must be memorised – and some can be challenging to spot.

Sometimes it is necessary to draw a chord or bisector on the diagram yourself, to be able to visualise which
circle theorem to use. For more circle theorem notes jump forward to the Co-ordinate Geometry lessons.

5. 𝑥 = 34, 𝑦 = 98

Work around the circle logically.

Angle TOC is twice angle TAC = 84.

OT and OC are radii, so triangle TOC is isosceles, and the base
angles (OTC and OCT) can be found using:
180 − 84
𝐴𝑛𝑔𝑙𝑒 = = 48
2

5. Find 𝑥 and 𝑦 Angle TCA can then be found as 48 + 8 = 56

Angle ATC can be found using the angles in a triangle sum:

𝐴𝑇𝐶 + 56 + 42 = 180
𝐴𝑇𝐶 = 82

Then ‘x’ is found:

𝑥 = 𝐴𝑇𝐶 − 48 = 34

Angle ‘y’ can be found as the opposite angles in a cyclic quadrilateral

sum to 180, ‘y’ is opposite 𝐴𝑇𝐶.
𝑦 = 180 − 82 = 98

41
You need to be able to form nets of 3D shapes, and identify which nets are and aren’t possible for
a particular prism.

There are multiple possible nets for a given shape, for example, all of the following are nets of an equilateral-
triangle based prism.

6. There are a very large number of nets which could be drawn for
this knowledge check question, such as the one below:

6. Sketch the net of a 6-sided die.

Importantly, there must be no sides on the net which add up to seven

(because these should be exactly one space apart, so they are on
opposite sides).

42
43
 Specification Checklist: Measures

 Perimeters and areas of shapes, including the circumference and areas of

circles, arcs, segments, and sectors
 Volumes and surface areas, and the impact of scale factors and enlargements
on volumes and surface areas
 Use of and calculations with vectors, algebraically and graphically
 Use of maps and scale drawings
 Conversion between metric and imperial, and between order of magnitude
based on SI prefixes
 Errors in measurements & compound measures
 Bearings

Knowledge Check Questions

These knowledge check questions should take no more than 12 minutes to complete, and should be completed without a
calculator.

1. A circle of area 20𝜋 is enlarged by a linear scale factor of √5. What is the area of a sector with angle 50° in the
enlarged circle?

2. Find the volume and surface area of an equilateral triangular based pyramid of side length 3.

3. A segment is formed in a circle of radius 5, with the two ends of the segment subtending an angle of 60 degrees
at the centre of the circle. A prism is formed from this segment, and has a length of 10. Find the volume of the
prism.

4. A square perfectly encloses a circle, with a point of intersection at the midpoints of each of the sides. Find the
area between the circle and the square, given that the circle has a radius of 3

5, A boat travels along a vector (2𝒊 + 3𝒋), followed by the vector (−8𝒊 − 𝒋). Find the resultant vector, distance
travelled, and angle to the ‘horizontal’ axis.

6. A shape has dimensions measured in millimetres, centimetres, and decimetres. What is the order of magnitude
of the calculated volume? (Order of magnitude written as 10𝑥 where 𝑥 is a constant to be found).

7. Velocity is calculated by dividing displacement, measured as 10m to the nearest metre, by time, measured as 20
seconds to the nearest second. What is the possible percentage error in the calculation?

8. Express the vector with a bearing of 315 as a unit vector in 𝒊 and 𝒋.

44
A linear scale factor of 𝒙, will increase area by 𝒙𝟐, and increase volume by 𝒙𝟑
125𝜋
1.
9

Find the area of the new circle:

2
1. A circle of area 20𝜋 is 𝐴 = 20𝜋 × (√5) = 100𝜋
enlarged by a linear scale Area of a sector equation:
factor of √5. What is the 𝑎𝑛𝑔𝑙𝑒
area of a sector with angle 𝐴𝑠𝑒𝑐𝑡𝑜𝑟 = 𝐴𝑐𝑖𝑟𝑐𝑙𝑒 ×
360
50° in the enlarged circle? 50
= 100𝜋 ×
360
Simplify:
100𝜋 × 5 25𝜋 × 5 125𝜋
= =
36 9 9
𝟏
The equation for volume of a triangular based pyramid is 𝑽 = 𝑨𝒉
𝟑

9√2
2.
4

1
Find the area of a triangular side: 𝐴 = 𝑏ℎ
2
In an equilateral triangle: ℎ = 𝑙 sin 60
(Alternatively use Pythagoras:
32
ℎ2 + ( ) = 32)
2
3√3
ℎ=
2
Find the area:
2. Find the volume and 1 3√3 9√3
surface area of an equilateral 𝐴 = (3) ( )=
2 2 4
triangular based pyramid of
The surface area is therefore: 𝑆. 𝐴 = 4(𝐴) = 9√3
side length 3.

For volume, the slant height of the pyramid is 3√3 , this can then be used to
2
calculate the height of the pyramid. Pythagoras (remembering that the centroid
below the point will be two-thirds of the way from each vertex):
2 3 √3 2
ℎ2 + [ ( )] = (3)2
3 2
ℎ2 + 3 = 9
ℎ = √6
The volume is then:
1 1 9√3 9√2
𝑉 = 𝐴ℎ = ( ) (√6) =
3 3 4 4

45
A segment is the area between a chord and the circumference of the circle. Found by finding the
area of the sector, and subtracting the triangle formed by the chord.

𝜋 3
3. 125 ( − √ )
3 4

Area of sector:
60 25𝜋
𝐴 = (𝜋)(52) ( )=
360 6
The triangle is isosceles (two sides are the radius), and has a third angle of 60,
meaning we can deduce it is equilateral, and find its area:
1
3. A segment is formed in a 𝐴 = 𝑏ℎ
circle of radius 5, with the 2
two ends of the segment 1 52
subtending an angle of 60 𝐴 = (5) (√52 − ( ) )
2 2
degrees at the centre of the
circle. A prism is formed 1 5√3 25√3
𝐴 = (5) ( )=
from this segment, and has a 2 2 4
length of 10. Find the
volume of the prism. Area of segment is area of sector minus area of triangle:
25𝜋 25√3
𝐴= −
6 4
Volume of the prism:
25𝜋
25√3
𝑉 = 10 ( −
)
6 4
𝜋 √3
𝑉 = 125 ( − )
3 4

Many questions require the combination of simple equations in a new scenario, it is always helpful
to sketch diagrams.

4. 9(4 − 𝜋)
4. A square perfectly
encloses a circle, with a Area of square:
point of intersection at the
(2𝑟)2 = 62 = 36
midpoints of each of the
sides. Find the area between
Area of circle:
the circle and the square,
𝜋(32) = 9𝜋
given that the circle has a
radius of 3
Area enclosed
36 − 9𝜋 = (9(4 − 𝜋))

46
Vectors are combined as ‘like terms’, and can be converted using Pythagoras and trigonometry.

5. Resultant vector: −6𝒊 + 2𝒋, travelling a distance of 2√10 at an angle of 30

degrees to the negative ‘i’ axis.

5, A boat travels along a Find the resultant vector:

vector (2𝒊 + 3𝒋), followed 2𝒊 + 3𝒋 − 8𝒊 − 𝒋 = −6𝒊 + 2𝒋
by the vector (−8𝒊 − 𝒋).
Find the resultant vector, Find the distance with Pythagoras:
distance travelled, and angle √62 + 22 = √40 = 2√10
to the ‘horizontal’ axis.
Find the angle using trigonometry:
2 1
tan−1 ( ) = tan−1 (− ) = 30
−6 3

Measures can be converted to and from SI units using the following conversions:

kilo k 𝟏𝟎 𝟑
deci d 10−1
centi c 10−2
milli m 10−3
6. A shape has dimensions 6. 10−6 𝑚3 (this is equivalent to units of 𝑐𝑚3).
measured in millimetres,
centimetres, and decimetres. 𝑉 = 10−3 × 10−2 × 10−1 = 10−6
What is the order of magni-
tude of the calculated volume?

Error is calculated as the percentage uncertainty out of the measured value

7. Velocity is calculated by 7. 7.5%

dividing displacement,
measured as 10m to the 10𝑚 to the nearest metre is 10 ± 0.5𝑚
nearest metre, by time, This is a percentage error of10
0.5 × 100% = 5%
measured as 20 seconds to
the nearest second. What is 20𝑠 to the nearest second is 20 ± 0.5𝑠
the possible percentage This is a percentage error of 0.5 × 100% = 2.5%
20
error in the calculation? The total percentage error is therefore 5 + 2.5 = 7.5%

Bearings are measured as angles clockwise from ‘North’ and always have 3 values (e.g. 010 for 10 degrees).

√2 √2
8. − 𝒊+ 𝒋
2 2
8. Express the vector with a −√2
bearing of 315 as a unit 𝑥: − sin 45 =
2
vector in 𝒊 and 𝒋. √2
𝑦: cos 45 =
2

47
48
 Specification Checklist: Statistics

 Identify issues with data collection and bias

 Define discrete and continuous data
 Understand data presented in lists, tables, two-way tables, and charts such as
bar charts, pie charts, and line graphs, compare sets of data presented in
these forms
 Understand and calculate cumulative frequency (including in histograms of
unequal class width)
 Calculate averages and ranges from raw data or the combination of multiple
grouped data sets
 Recognise and interpret correlation

Author’s Note: These topics are incredibly infrequent in the TMUA, with the exception of the combination of averages and
ranges, which comes up on a more regular basis.

Knowledge Check Questions

These knowledge check questions should take no more than 6 minutes to complete, and should be completed without a
calculator.

1. Mrs Robinson’s class has a mean score of 30/50 on 3. Summarise the data shown in the following chart,
a test. Mr Smith’s class has a mean score of 25/50. including key points of interest, individual trends, and
When the combined mean score is calculated it is a comparison of the two data sets.
27/50. What is the maximum number of students
who could be in each class if there are no more than
50 students in total?

2. Everyone on an 6-person football team scored a

different number of goals last season. When three of
the team compare their goal scoring they have a
mean of 8 and a median of 7. When the other three
compare their scores they have a mean of 6 and a
median of 8. What is the smallest possible difference
between the goals scored by the highest and lowest
scorer?

49
 𝒕𝒐𝒕𝒂𝒍 𝒐𝒇 𝒗𝒂𝒍𝒖𝒆𝒔
Averages can be combined by rearranging the equation 𝒎𝒆𝒂𝒏 =
𝒏𝒖𝒎𝒃𝒆𝒓 𝒐𝒇 𝒗𝒂𝒍𝒖𝒆𝒔

1. Mrs Robinson has at most 20 students, and Mr Smith has 30.

Let the number of students in Mrs Robinson’s class be

represented by 𝑟.
The total score of all students in her class combined is: 30𝑟

Let the number of students in Mr Smiths class be represented

by 𝑠.
1. Mrs Robinson’s class has a mean
score of 30/50 on a test. Mr Smith’s The total score all students in his class combined is: 25𝑠
class has a mean score of 25/50. When
the combined mean score is calculated The overall mean equation then becomes:
30𝑟 + 25𝑠
it is 27/50. What is the maximum 27 =
number of students who could be in 𝑟+𝑠
each class if there are no more than 50 Rearranging gives the ratio:
students in total? 27(𝑟 + 𝑠) = 30𝑟 + 25𝑠
27𝑟 + 27𝑠 = 30𝑟 + 25𝑠
2𝑠 = 3𝑟
We also know that:
𝑠 + 𝑟 ≤ 50
2
𝑠 + 𝑠 ≤ 50
3
5
𝑠 ≤ 50
3
𝑠 ≤ 30, 𝑟 ≤ 20

Range questions often require significant logical thinking, particularly where values have been
said to be ‘unique’

2. 9
2. Everyone on an 6-person football
team scored a different number of For the first group there are three numbers with a mean of 8,
goals last season. When three of the and a median of 7.
team compare their goal scoring they This means that for the minimum range there must be one
have a mean of 8 and a median of 7. value which is less than 7, one value which is 7, and one value
When the other three compare their greater than 8. This gives: 6,7,11
scores they have a mean of 7 and a
median of 8. What is the smallest For the second group, there must be one value which is smaller
possible difference between the goals than 7, one which is 8, and one which is greater than 8. This
scored by the highest and lowest gives:
scorer? 2,8,9

Therefore the smallest difference in goals is 11 − 2 = 9

50
Work step-by-step when understanding data contained within charts, and remember that
correlation doesn’t mean causation.

3. Summarise the data shown in the following chart, including key points of interest, individual trends, and
a comparison of the two data sets.

3. This question could be answered in a variety of different ways, but key points could include:

Divorce Rate
The data shows that the Divorce rate in Maine starts at around 9 per 1,000 and decreases over the time
period shown to a little above 4 per 1,000. It is generally decreasing for the whole time period, except
between 2005 and 2006 and 2007 and 2008 where it has minor increases.

Consumption of Margarine
The data shows that the consumption of margarine per capita drops from around 4.9lbs per person, to
around 4.1lbs per person between 2000 and 2009. It decreases quite steeply at first, but does see minor
increases between 2003 and 2004, and again between 2005 and 2006.

Comparison
The two data sets both show a very similar, correlated general trend.

Note: Importantly, the data can be strongly correlated (as this data is) without there being any suggestion that
people are buying less margarine because they’re not getting divorced as much, or they’re not getting divorced as
much because they’re buying less margarine.

51
52
 Specification Checklist: Probability

 Estimate probability and understand what probability represents

 List outcomes for events
 Construct Venn diagrams (including an understanding of the terms ‘union’,
‘intersection’ and ‘complement’)
 Combine probabilities (for example, by using a tree diagram)
 Understand the difference between experimental and theoretical
probabilities, and experimental outcomes

Knowledge Check Questions

These knowledge check questions should take no more than 6 minutes to complete, without a calculator.

1. What is the likelihood that a tennis player with an average win rate of 75% wins 5 matches in a row, then loses
5 matches in a row?

2. What is the likelihood that the same tennis player (average win rate of 75%) wins 5 matches out of 10 played,
and loses the other 5?

3. If set ‘A’ represents students studying Spanish, and set ‘B’ represents students studying German. Write a
sentence for each of the statements which describes the students included in the groups: “A union B”, “A
intersect B”, “the complement of A”, “the complement of (A union B)”, “(the complement of (A union B)) union
(A intersect B)”.

4. A bag contains 𝑦 yellow balls, and 𝑔 green balls. A ball is taken from the bag (and removed), followed by two
more balls (all with removal). Write an expression for the probability that all three balls are the same colour?
Assume that there are more than 2 balls of each colour available in the bag.

5. The following table represents the revision Revised Didn’t Revise Total
status and test success of students in a class. Passed Test 15 5 20
What is the probability that a student picked at Didn’t Pass Test 2 8 10
random passed the test? What is the probability Total 17 13 30
that a student picked at random revised and
passed the test? What is the probability that someone passed the test given that they revised?

6. I roll three fair six-sided dice and calculate a score by adding the two highest rolls together and subtracting the
lowest roll. If all rolls are the same my score is equal to the value on all the dice (e.g. rolling all sixes has a score of
six). What is the probability that I get a score of 5 this way?

53
When order matters, then probability can be worked out directly (with or without a probability
tree).

Probability trees work best for simple options. Options added up down a certain column should total 1, and
probabilities are found my multiplying along branches.

Probability First Second

Tree Selection Selection

Red
Red 9 / 11
10 / 12 Green
Start: 10 red 2 / 11
balls, 2 green.
Select without
replacement. Red
Green 10 / 11
2 / 12 Green
1 / 11

1. (0.75)5(0.25)5

A tennis player wins 75% of matches they play.

1. What is the likelihood that a
tennis player with an average win For this question the order of the wins and losses matters, so the equation
rate of 75% wins 5 matches in a would be 𝑊𝑊𝑊𝑊𝑊𝐿𝐿𝐿𝐿𝐿 = (0.755)(0.255)
row, then loses 5 matches in a row?
For an exact value, calculate as:
3 4 1 4 243 1
( ) ( ) =( )( )
4 4 1024 1024

If order doesn’t matter then combinations can be found by listing all the possible values, or using a
combination coefficient if there are a large number of possible options.
𝑛!
The number of possible permutations is found using 𝑛𝑃𝑟 = . This is used when choosing ‘r’ things from a
(𝑛−𝑟)!
set of ‘n’ things (without replacement) where the order matters.
𝑛!
The number of possible combinations is found using 𝑛𝐶𝑟 = . This is used when choosing ‘r’ things from a
𝑟!(𝑛−𝑟)!
set of ‘n’ things (without replacement) where the order doesn’t matter.

54
 2. 252(0.755)(0.255)

A tennis player wins 75% of matches they play.

For this question the order of the wins and losses doesn’t matter, they
could win 5 then lose 5, or they could lose 2, win 3, lose 3, then win 2, or
2. What is the likelihood that the
any other combination of wins and losses which works.
same tennis player (average win
rate of 75%) wins 5 matches out of
10 played, and loses the other 5? The equation would therefore be 10𝐶5(0.755)(0.255)
This is equal to 10! (0.75)5(0.255 ) if an exact value is to be calculated.
5!5!

10! 10 × 9 × 8 × 7 × 6
= = (3 × 2 × 7 × 6) = 252
5! 5! 5×4×3×2
This is 252 times larger than the previous probability where order
mattered.

“Union” is any area in either group, “Intersection” is any area in both groups, “Complement” is
the area outside a given group.

The probability of event A AND event B happening, 𝑃(𝐴 ∩ 𝐵), is given by 𝑃(𝐴) × 𝑃(𝐵), provided that A and B
are independent.
The probability of event A OR event B happening, 𝑃(𝐴 𝖴 B), is given by 𝑃(𝐴) + 𝑃(𝐵), provided that A and B are
mutually exclusive.
If they aren’t mutually exclusive 𝑃(𝐴 𝖴 B) = 𝑃(𝐴) + 𝑃(𝐵) − 𝑃(𝐴 ∩ 𝐵). (Which is just a more generalised version of
the rule above if you think about it!)
The probability of NOT A happening (also called the complement of A) is 𝑃(𝐴𝐶) = 1 − 𝑃(𝐴)

3.

A union B are all the students who are studying German, or Spanish, or
3. If set ‘A’ represents students
both.
studying Spanish, and set ‘B’
represents students studying
A intersect B are all the students who are studying both German and
German. Write a sentence for each
Spanish.
of the statements which describes
the students included in the groups:
The complement of A are all the students not studying Spanish.
“A union B”, “A intersect B”, “the
complement of A”, “the
The complement of (A union B) are all the students who aren’t studying
complement of (A union B)”, “(the
German or Spanish at all.
complement of (A union B)) union
(A intersect B)”.
The (complement of (A union B)) union (A intersect B)) includes all
students who are either not studying German or Spanish, plus any
students who are studying both German and Spanish. Any students
studying only one language aren’t included.

55
Probabilities can be combined via multiplication if both events are happening, but probabilities
may change with time if there is removal without replacement.

4. 𝑃 = (𝑔(𝑔−1)(𝑔−2)+𝑦(𝑦−1)(𝑦−2))
(𝑔+𝑦)(𝑔+𝑦−1)(𝑔+𝑦−2)

The probability of all three balls being the same colour means they are
either all yellow or all green.
4. A bag contains 𝑦 yellow balls, and
𝑔 green balls. A ball is taken from Probability they’re all yellow:
the bag (and removed), followed by 𝑃𝑦𝑒𝑙𝑙𝑜𝑤 = 𝑃1𝑠𝑡=𝑦𝑒𝑙𝑙𝑜𝑤 × 𝑃2𝑛𝑑=𝑦𝑒𝑙𝑙𝑜𝑤 × 𝑃3𝑟𝑑=𝑦𝑒𝑙𝑙𝑜𝑤
two more balls (all with removal). 𝑦 𝑦−1 𝑦−2
Write an expression for the = × ×
probability that all three balls are 𝑦+𝑔 𝑦 +𝑔−1 𝑦 +𝑔−2
the same colour?
Assume that there are more than 2 Probability they’re all green:
𝑔 𝑔−1 𝑔−2
balls of each colour available in the = × ×
bag. (𝑦 + 𝑔) 𝑦 + 𝑔 − 1 𝑦 + 𝑔 − 2

Combine these probability by adding:

𝑦(𝑦 − 1)(𝑦 − 2) + 𝑔(𝑔 − 1)(𝑔 − 2)
(𝑦 + 𝑔)(𝑦 + 𝑔 − 1)(𝑦 + 𝑔 − 2)

Take care when calculating probability directly. Conditional probabilities are probabilities ‘out of’
a smaller group of possible options.

Mutually exclusive – events which can’t both happen (e.g. both raining and not raining at all on one day)
Mutually inclusive – events which must both happen (e.g if I marry my husband, he must marry me)
Independent – the probability of one event happening is unaffected by the outcome of another event (e.g. the
chance of rolling a 6 on a die is unaffected by the chance of getting a heads or tails on a coin flip)
Dependent – the probability of one event happening is affected by the outcome of another event (e.g. the chance
of me doing well on a test at school is affected by the chance of me missing the bus and being late)
Conditional probabilities are the probability of a certain event occurring based on prior knowledge about some
other event (e.g. the probability of it raining today given it rained yesterday is likely to be higher than the probability
of it raining today if it was sunny yesterday)

5. The following table represents 5.

the revision status and test success
of students in a class. What is the The probability that someone picked at random revised for the test is
𝑁(𝑟𝑒𝑣𝑖𝑠𝑒𝑑) 17
probability that a student picked at =
𝑁(𝑡𝑜𝑡𝑎𝑙) 30
random revised for the test? What
The probability that someone picked at random revised & passed the test
is the probability that a student 𝑁(𝑟𝑒𝑣𝑖𝑠𝑒𝑑 & 𝑝𝑎𝑠𝑠𝑒𝑑) 15 1
picked at random revised and is = =
𝑁(𝑡𝑜𝑡𝑎𝑙) 30 2
passed the test? What is the The conditional probability that someone passed given that they revised is
probability that someone passed the 𝑁(𝑝𝑎𝑠𝑠𝑒𝑑) 15
test given that they revised? =
𝑁(𝑟𝑒𝑣𝑖𝑠𝑒𝑑) 17

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Some questions increase the challenge level by creating a set of instructions to follow. Drawing a
table, or listing possible combinations, will often be the key to these questions.
31
6.
256

Ways of scoring 5:
6 cannot be rolled as the number being subtracted would need to be
greater than the number being added to 6, which is impossible in these
rules.

They could all be 5s, which can only appear one possible way:
1 3
5&5&5=( )
6

6. I roll three fair six-sided dice and Or, they could be a combination, which have 3 possible ways of
calculate a score by adding the two appearing:
highest rolls together and 5&4&4
subtracting the lowest roll. If all 5&3&3
rolls are the same my score is equal 5&2&2
to the value on all the dice (e.g. 5&1&1
rolling all sixes has a score of six). 4&4&3
What is the probability that I get a 3&3&1
score of 5 this way? 13
𝑃 = 6(3) ( )
6
Or, in these combinations, which have 6 possible ways of appearing:
4&3&2
4&2&1
13
𝑃 = 2(6) ( )
6

The probability is then found by summing these probability, out of a

possible number of 6 × 6 × 6. This gives:
1 3 2 1 18 12 31
𝑃= + + = + + =
256 36 36 256 256 256 256

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