iMaths Frameworking Pupil Book 2.

3 Answers

Exercise 1A

1 a 1 b -11 c8 d -1 e -7
f -12 g -12 h -5 i -21 j -3
2 a −12 b −20 c −18 d 28 e −36 f −30
g 20 h 14 i −9 j −3 k4 l −17
m 12 n −4 o9 p 10
3a

4 for example −2 × 12, −12 × 2, 4 × −6,

−4 × 6, −3 × 8
5 a −5 b −7 c −8 d 21
e5 f9 g9 h7
i −4.5 j −1.5 k −7.5 l −4.5
m 7.5 n −10 o 10.5 p 10
6 a −63 b 6 c −13 d 60
e 63 f 11 g −2 h 4
i −36 j 4 k −1 l −48
m −4 n −15 o −3.2
7 a i 1 ii 25 iii 49 iv 81
b Because same sign multiplied gives positive, but a negative always comes from
different signs, hence no square root of a negative number
8 a 48 b 75 c −3 d −4
e −20 f −9 g −12 h −12
9 a 3 × (−6 + 2) b (−3 + −4) × 2
c 8 – (4 − 1)
10 a −2 × −2 × −2 b −3 × −3 × −3
c −5 × −5 × −5
Challenge: Multiplication square
× 3 5 −6 −8
2 6 10 −12 −16
−4 −12 −20 24 32
7 21 35 −42 −56
9 27 45 −54 −72

Maths Frameworking 3rd Edition © HarperCollinsPublishers Ltd. 2014

Pupil Book 2.3 answers
Exercise 1B

1 a 1, 2, 4, 8, 16 b 1, 2, 11, 22 c 1, 2, 3, 4, 6, 9, 12, 18, 36

d 1, 3, 5, 9, 15, 45 e 1, 3, 5, 15, 25, 75
2 a2 b4 c 9 d 15
3 5s and 7s
4 a 1, 2, 4, 8, 10, 20, 40 b 1, 2, 3, 4, 6, 9, 12, 18, 36
c 1, 2, 5, 10, 25, 50 d 1, 2, 3, 5, 6, 10, 15, 30
e 1, 2, 4, 5, 10, 20, 25, 50, 100 f 1, 2, 3, 4, 6, 12, 24
g 1, 3, 9 h 1, 2, 5, 10 h 1, 2, 5, 10
5 a6 b 12 c 8 d 20 e 14 f 12 g 9 h 9
6 a 40 b 18 c 8 d 56 e 30 f 72 g 20 h 75
3 2 3 8 2 6 3 3
7 a 8 b 5 c 5 d 13 e 11 f 7 g4 h5
8 a 10 b 12 c 16 d 14 e 50 f 15 g 18 h 17
9 7 groups of 8
10 50 cm
11 16 and 80 or 32 and 96

Challenge: Remainders
A 49
B 499
C 4999
D 49 999

Exercise 1C

1 a 18 b 40 c 42 d 144
e 45 f 48 g 50 h 42
11 7 7 1
2 a 30 b 24 c 36 d 6
3 a 12 b 60 c 168 d 504
e 24 f 240 g 126 h 72
4 672
5 90 seconds
6 120 cm
7 six
8 a 3, 54 b 4, 24 c 5, 75
9 a i 1, 40 ii 1, 63 iii 1, 39
b There is no common factor other than 1.
10 a i 5, 15 ii 9, 27 iii 5, 35
b It’s a multiple of the smaller.
11 a 189, 3, 63; 22, 3, 84; 432, 6, 72
b The product is also the product of the HCF and the LCM.
Investigation: Triangular numbers
A True

Maths Frameworking 3rd Edition © HarperCollinsPublishers Ltd. 2014

Pupil Book 2.3 answers
B True
C True
D True
E True

Exercise 1D

1
16 25 36 49 64 81 100 121 144 169
64 125 216 343 512 729 1000 1331 1728 2197
2 a3 b5 c8 d 11 e 13
f2 g4 h6 i9 j 11
3 a −7, 7 b −13, 13 c −9, 9 d −1.1, 1.1 e −15, 15
f −1.2, 1.2 g −1.3, 1.3 h −20, 20
4 a 289 b 4913 c 361 d 6859 e 529
f 12 167 g 3.61 h 6.859 i 19.683 j 12.25
k 3375 l 2.744
5 a 32 b 729 c 243 d 128 e 102 f 125
g 1296 h 343 i 2187 j 1024 k 4096 l 177 147
6 a 2500 b 64 000 c 216 000 d 24 300 000 e 6400 f 27 000 000
7 104, 106, 108
8 a i 1 ii 1 iii 1 iv 1 v 1 b 1
9 a i 1 ii −1 iii 1 iv −1 v 1 b i −1 ii 1
10 a,b 1, 64, 729, 4096
Investigation: Square numbers
A None
B None
C None
D 144, 3844, 7744
E None: no square number ends in a double digit apart from 44

Exercise 1E

1 a 18 b 60 c 90 d 540 e 1800
f 45 g 350 h 315
2 a 22 × 3 × 7 b 22 × 3 × 5 c 22 × 32 d 24 × 3 e 22 × 13
f 22 × 11 g 32 × 5 h 23 × 32 i 2 × 3 × 5 j 2 × 3 × 52
3

3 a 24 × 32 b 2 × 32 × 5 c 35 d 2 × 52 × 7 e 2 × 32 × 52
4 a 23 × 52 b 2 × 52 c 23 × 53 d 26 × 56
5 a 6, 360 b 10, 450 c 12, 336
6 7

Maths Frameworking 3rd Edition © HarperCollinsPublishers Ltd. 2014

Pupil Book 2.3 answers
9 a 25, 1400 b 8, 2520 c 21, 210
10 a 280 b 532 c 288
Challenge: Factors
A 1, 2, 3, 4, 5, 6, 10, 12, 15, 20, 30, 60; for example 84 and 96
B 1, 2, 3, 4, 6, 9, 12, 18, 36; 4, 9, 16, 25, 49, 64, 81; all square numbers
C 247, 364, 481, 832

Chapter 1: Answers to Review Questions

1 a −3, 5 b 3, −5 c −5
2 a 32, 24, 52, 33 b 78 125
3 37, 41, 43
4 2.5
5

Note that in the brick wall on the right, the bottom row could also be 4, −5, −3
6 a 144 m b3m
7 a All cube numbers b £27, 8 cm tall, 1 cm cube; £125, 64 cm tall, 27 cm cube
8 a 24 × 3 × 5 b 24 × 33 c 48 d 2160
9 a 9.8 b 90 c Yes, −2 × 8 = −16, no square root of a negative number

Chapter 1: Answers to Challenge – Blackpool Tower

1 1994
2 2 years 8 months
3 17
4 1974
5 7111 gallons
6 24 °C
1 1
7 a 40 b 22p
8 ≈ 1786
9 a The Eiffel Tower, by 61p b 2 times c 10 times d 5 years
10 96 years
11 158 m
12 14
13 793 times
14 3580 miles

Maths Frameworking 3rd Edition © HarperCollinsPublishers Ltd. 2014

Pupil Book 2.3 answers
15 437 cm²
16 £78 840
17 a 190 000 000 cm³ b 6.57 m
18 No, you can only see a distance of 39.5 km

Maths Frameworking 3rd Edition © HarperCollinsPublishers Ltd. 2014

Pupil Book 2.3 answers
Exercise 2A

1 a a = 70° b b = 75°, c = 85°

c d = 90°, e = 42°

d f = 65°, g = 115°, h = 65°, i = 115°

e j = 98°, k = 33°, l = 147°, m = 98°

f n = 35°, o = 83°, p = 118°, q = 118°

2 a 80° b 20° c 15° d 45° e 10°

3 a 128° b 30° c 20° d 15° e 25°

a = 82°

(corresponding angles)

b = 52°

split angle f into angles c and d

c = 23° (alternate angles)

d = 54° (alternate angles)

so f = 77°

5 a = 122°, b = 58°, c = 122°

6 a 48° b 70° c 115°

7 Let the angle adjacent to x be z.

Maths Frameworking 3rd Edition © HarperCollinsPublishers Ltd. 2014

Pupil Book 2.3 answers
 Then x + z = 180°(angles on a line) and z = y (corresponding angles).
So x + y = 180°

8 Draw in the diagonal AD. Then a = c (alternate angles) and b = d (alternate angles).
So a + b = c + d, or A = D

Exercise 2B

Number of lines of symmetry

0 1 2 4
Order of 1 Trapezium Kite, Arrowhead
rotational 2 Parallelogram Rectangle, Rhombus
symmetry 4 Square
2 a A square has 4 right angles; a rhombus has no right angles.

b A rectangle has 4 right angles; a parallelogram has no right angles.

c A trapezium has only one pair of parallel sides; a parallelogram has two.

3 Rectangle, parallelogram, rhombus

4 Square, rectangle, trapezium, kite, arrowhead

5 Draw the line of symmetry AC on the kite. So triangle ADC is identical to triangle ABC. So
p = q.

6 Triangle ABX is equilateral with BAX = 60°. So DAX = 30°; Triangle ADX is isosceles,
so ADX = 75° and XDC = 15°; Triangle DXC is isosceles, so

DXC = 150°.

Maths Frameworking 3rd Edition © HarperCollinsPublishers Ltd. 2014

Pupil Book 2.3 answers
 1
7 Triangle AXY is isosceles with  XAY = 45°. So  AXY = 67 2 °. In triangle
1 1
BYX, YBX = 45° and XYB = 112 2 °.So BXY = 22 2 ° So  AXY = 3 × BXY

Investigation: Rectangles into squares

For example, for a 4 by 3 rectangle, 4 different ways

Exercise 2C

1 a 6 units right

b 3 units left and 3 units down

c 7 units right and 1 unit up

d 7 units right and 5 units down

e 3 units left and 3 units up

2 a A(1, 4), B(4, 2), C(1, 2)

b and d

c (2, –2), (5, –4), (2, –4)

e (–4, 2), (–1, 0), (–4, 0)

f 5 units right and 2 units up

Maths Frameworking 3rd Edition © HarperCollinsPublishers Ltd. 2014

Pupil Book 2.3 answers
3 a

b A' (2, –1), B' (4, –1), C' (5, –4),

D' (1, –4)

c Only the position has changed. The size and orientation of the trapezium have stayed the
same.

4 a A (−3, 4), B (−1, 4), C (−2, 1), D (−4, 1)

b and d

c A' (2, 3), B' (4, 3), C' (3, 0), D' (1, 0)

e A'' (−3, −1), B'' (−1, −1), C'' (−2, −4),

D'' (−4, −4)

f Translation 5 units up

5 a and b

Maths Frameworking 3rd Edition © HarperCollinsPublishers Ltd. 2014

Pupil Book 2.3 answers
c Translate triangle C 5 units right and 1 unit up back to triangle B and then rotate triangle B
through 90° anticlockwise about the origin O back to triangle A.

6 a3 b8 c (n – 1)2 – 1

Activity: Translations and vectors

A

a 3
3
 b
 1
3
c
 1 
3

d 2
1


e 0
 2 f
 01
 1  6 c  05
B a 4 b 5

Exercise 2D

1 aD b C: 4 × 5 cm = 20 cm,

but 4 × 9 cm = 36 cm

2 Pupils’ own answers

3 a, b

c A’(3, 9), B’(9, 9), C’(9, 5), D’(3, 5)

d Double each coordinate and subtract 1

4 a Vertices at (8, 6), (8, 2), (4, 2)

b Vertices at (4, 6), (8, 4), (4, 2), (0, 4)

c Vertices at (3, 9), (6, 9), (6, 6), (9, 6), (9, 9), (12, 9), (12, 3), (3, 3)

d Vertices at (0, 8), (8, 8), (8, 12), (12, 6), (8, 0), (8, 4), (0, 4)

5 a 2 cm2

Maths Frameworking 3rd Edition © HarperCollinsPublishers Ltd. 2014

Pupil Book 2.3 answers
 b ii 8 cm2 iii 4

c ii 18 cm2 iii 9

d ii 32 cm2 iii 16

e It is the square of the scale factor

1 1 1
6 a4 b22 c12 d14

7 x=6

Maths Frameworking 3rd Edition © HarperCollinsPublishers Ltd. 2014

Pupil Book 2.3 answers
Reasoning: Finding the centre of an enlargement

A a b

B Scale factor = 2; centre of enlargement = (10, 0)

Exercise 2E

1 – 4 Pupils’ own answers

5 a and b

On the perpendicular draw a line CD 5cm long with mid-point A, XCYD is a rhombus

6 – 9 Pupils’ own answers

10 b 9.5 m c 73°

11 7.1 cm (construct the perpendicular from C to XY)

Reasoning: Constructing angles

A bisect  YAX to get an angle of 30°

B bisect the 30° angle to get an angle of 15°

C Construct an angle of 90° and then construct an angle of 15° on one of the sides.

Maths Frameworking 3rd edition © HarperCollinsPublishers Ltd 2014

Teacher Pack 2.3
Chapter 2: Answers to Review Questions

1 a A translation of 3 units right and 3 units up

b A reflection in the y-axis
c A rotation of 180° about the origin

d A rotation of 90° clockwise about the origin

e A translation of 2 units left and 3 units down

2 a = 115° (alternate angles)

b = 54° (corresponding angles)

c = 39° (allied angles)

d = 96° (corresponding angles)

3 Construct a perpendicular from C and then bisect the 90° angle

5 Draw the perpendicular bisector of XY.

6 a 24° b 36°

7 The four interior angles are 180° – a, 180° – b, 180° – c and 180° – d

these angles sum to 360°, so 180° – a + 180° – b + 180° – c + 180° – d = 360°

720° – a – b – c – d = 360°. So a + b + c + d = 360°

Chapter 2: Answers to Challenge – More Constructions

Check pupils’ constructions

Maths Frameworking 3rd edition © HarperCollinsPublishers Ltd 2014

Teacher Pack 2.3
Exercise 3A
1
1 a b No, 5 is common to both. c 6 1
2 a b No, 11, 13, 17 and 19 are in both. c 5

3 b, d, g and j are mutually exclusive, all the rest are not.

2 16 9 3
4 a 0.4 b 0.3 c 0.95 5 a 5 b 25 c 25 d 5
6 a 0.55 b 0.45 c 0.75 d 0.25
7 a 5p, 10p, 15p, 50p, 55p, 60p, 65p b More likely to lose more as the probability is 4/7
8 a 35p, 65p, 75p, 80p, £1.15, £1.25, £1.30, £1.55, £1.60, £1.70, £2.15, £2.25, £2.30,
£2.55, £2.60, £2.70, £3.05, £3.10, £3.20, £3.50
b More, there are 9 ways to get less and 10 ways to get more.
9 a 2 4 6
−1 −2 −3
−1 −3 −4
−1 4 3
−3 −2 −5
−3 −3 −6
−3 4 1
b Negative, as 5 negatives and only 3 positives c odd, as 5 odd and only 3 even
10 a No, as another colour may just not have yet appeared
b i and iii
Challenge: Choose a winner
The 5 × 5 as it has the highest probability of 0.28, the 6 × 6 has 0.278 and the 10 × 10 has
0.27.

Exercise 3B
1 a H, 1; H, 2; H, 3; H, 4; H, 5; H, 6; T, 1; T, 2; T, 3; T, 4; T, 5; T, 6
1 1 1
b i 2 ii 4 iii 4
2 a B, B; B, G, G, B; G, G
b Because there are four possible ways of choosing, so should it be
3 a GC, GP, CP 1
4
b There are more plums than cherries.
4 a plain extra cheese
meat plain
meat meat
meat extra cheese
extra cheese plain
extra cheese meat
extra cheese extra cheese

Maths Frameworking 3rd edition © HarperCollinsPublishers Ltd 2014

Teacher Pack 2.3
 1 1 1 1 1 1
bi 3 ii 3 iii 9 iv 9 v 9 vi 3
4 2
vii 9 viii 3

5 a + 1 2 3 4 5 6
1 2 3 4 5 6 7
2 3 4 5 6 7 8
3 4 5 6 7 8 9
4 5 6 7 8 9 10
5 6 7 8 9 10 11
6 7 8 9 10 11 12

b7
5 1 1 7
ci 36 ii 6 iii 0 iv 36 v 12
5 5 1 2 11
vi 12 vii 18 viii 2 ix 9 x 12
6 a
× −2 −1 0 1 2 3
−3 6 3 0 −3 −6 −9
−2 4 2 0 −2 −4 −6
−1 2 1 0 −1 −2 −3
0 0 0 0 0 0 0
1 −2 −1 0 1 2 3
2 −4 −2 0 2 4 6

1
b0 c 3
1
7 2
8 a

5
b 19
Problem solving: T-shirts and shorts
1
3

Exercise 3C

1 a 0.1, 0.09, 0.082

b0.082 – based on more items

2 a Carry out more trials b 208 c 167

Maths Frameworking 3rd edition © HarperCollinsPublishers Ltd 2014

Teacher Pack 2.3
3 a

b 260 c No, would expect it to land on red around 333 times

4 a 0.32 b Yes, would expect all the frequencies to be close to 25 c 160
5 a 0.65, 0.67, 0.6, 0.64 b 0.64 c 128
6 a 0.32, 0.3, 0.28 b 0.28 c 21
7 a 0.6, 0.6, 0.55, 0.56
b

c 0.56
d 112
e Yes, would expect a probability of 0.5
8 a 3, 4, 6, 7
b

c We only know that it was one of the first two games.

d 0.7

Problem solving: Darts

A 6
B 0.65
C 65 (accept any reasonable assumptions, for example: throwing from the same
distance, same size of target)
D We don’t have the relative frequency
for 15.

Maths Frameworking 3rd edition © HarperCollinsPublishers Ltd 2014

Teacher Pack 2.3
Chapter 3: Answers to Review questions
8 1 1
1 a 15 b 10 c 3
2 2 2 2 2 3 3 3 3 5 5 5 8 8 9
2 a 3 , 5 , 8 , 9 , 10 , 5 , 8 , 9 , 10 , 8 , 9 , 10 , 9 , 10 , 10
1
b 15
2
3 a 4% b 25
11
4 a 0.73 per journey b 15 c7
5 a Blue would be 2.5 counters and green would be 22.5 counters.
b 1, 6, 9, 4
6 No, her experimental probability is 55%, which is less than 56%.
7 a 0.89, 0.85
b Ravi – twice the number of seeds

Chapter 3: Answers to Financial Skills – Fun in the fairground

1 £160
1 1 1
2 a 40 b 60 c 320
7 7
3 a 640 b 128
5
4 a £6.25 b 12
5 a 4 watches, 16 £10 notes and 8 £1 coins b £625 c £385
1 1 7
6 a 45 b 5 c 9
2
7 9
8 a5 b £2
9 a 250 b 5 or 6 c 50
10 a 625 b 14 c 125 d 486 e £137.94

Maths Frameworking 3rd edition © HarperCollinsPublishers Ltd 2014

Teacher Pack 2.3
 Exercise 4A
1 Test 1: 80%, Test 2: 74%, Test 3: 70%; Test 1 is the best mark
2 a 60% b 30% c 20% d 15%
3 a 15% b 90% c 85%
d 30% e 24.9% f 0.5%
4 a 4% b 60% c 10% d 65%
5 a 40% b 40% c 4%
d 60% e 29% f 10%
6 a 40% b 92% c 120%
d 160% e 180%
7 a 150% b 120% c 160% d 250%
8 a 47.1% b 5.7% c 92.0%
d 88.2% e 8.8% f 63.6%
9 a 66.7 % b 150% c 59.6%
d 167.9% e 7.5% f 1333%
10 a 13.5% b 6.6%
11 a 1.9% b 18.7% c 186.5%
12 a 34.0% b 43.1%
c Increased by 9.1 which is 26.8%
13 a 24.7% b 19.8%
14 a i 39.3% ii 60.7% b 64.8%
15 a 40.8% b 244.9%
16 a 19.9% b 39.7%
17 a i 78.1% ii 20.9% iii 0.9% b 26.8%
Challenge: Waste percentages
A Type of waste Smith Jones family
family
Kitchen scraps 31.4% 31.8%
Plastics 10.1% 6.6%
Card or paper 6.1% 5.0%
Other 52.4% 56.5%
B The Smith family because the percentage of their total waste is higher

C Compound bar chart, for example:

Maths Frameworking 3rd edition © HarperCollinsPublishers Ltd 2014

Teacher Pack 2.3
Exercise 4B

1 £105.60
2 a £38.40 b £73.20 c £220.80 d £11.28
3 a 1.3 b 1.7 c 1.99 d 2.0 e 2.2
4 a £51.75 b £65.25 c £83.25 d £87.75
5 a £16.25 b £52.83 c £299.14 d £4346.82
6 a 49.56 kg b 57.12 kg c 75.18 kg d 87.36 kg e 119.7 kg
7 a 442.9 cm b 872.9 cm c 670.8 cm d 1100.8 cm e 1530.8 cm
8 a £53.55 b £44.63 c £222.70 d £50.99
9 a 0.65 b 65%
10 a £77.40 b £20.70 c £11.70 d £48.72
11 a £49.53 b 84.68 kg c 50.96 minutes d 5.135 litres e 686 m
f 140 hours
12 a 71 380 b 100 620 c 186 620 d 272 620

Financial skills: Percentage reduction

A Normal price Price after a Price after a Price after a
10% reduction 30% reduction 65% reduction
£70 £63 £49 £24.50
£95 £85.50 £66.50 £33.25
£145 £130.50 £101.50 £50.75
£420 £378 £294 £147

B Yes, it is. C No, because the percentage is lower people could think the price is lower.

Exercise 4C
1 a 368 ÷ 320 = 1.15 b 15%
2 60%
3 46%
4 147.5%
5 114.3%
6 10.4%
7 122.6%
8 a 0.956 b 4.4%
9 13.7%
10 a 58% b 31% c 12.2%

11 a 12.5% decrease b 11.4% increase c 239% increase d 58.5% decrease

12 3.4%
13 Red Party: 92.7% increase; White Party: 72.6% decrease; Blue Party: 8.8% decrease
14 a i 10% ii 10.3% iii 19.3% b 2 hours 54 minutes (and 24 seconds)
15 a 8 cm b 12.8 cm
16 a £33 280 b £34 611.20
Problem solving: Five go on a diet
A Jack 88 kg, Oliver 97 kg, Charlie 113 kg, James 127 kg, George 142 kg
B Jack 88.4 kg, Oliver 96.8 kg, Charlie 111.9 kg, James 125 kg, George 139.1
C Pupils’ own answers, suitably justified, e.g. 6% because there is a big difference in the
masses of the men

Maths Frameworking 3rd edition © HarperCollinsPublishers Ltd 2014

Teacher Pack 2.3
Chapter 4: Answers to Review Questions

1 Maths 8.2%, Science 85.3%, English 78.9%; Science is the best score
2 50.9%
3 20.6%
4 New ticket price = £25.36, £8.30 extra per week
5 £80.15
6 a 80.7% b 137.4%
1
7 a 20% b 12.5% c N × 100%
8 a add 21 (or 21n) b i 210% ii 67.7% iii 28.8% iv 18.3%
9 a 5% b 10.25% c 15.8%
P
10 Increase as a decimal = 100
To turn it into a multiplier, add 1
P
So multiplier = 1 + 100
11 a 36.2% b 38.0%
12 a 61.5% b £75 400

Chapter 4: Answers to Challenge – Changes in Population

1 a 19% b 115% c 1960-1970(6.3%)
d 1960-1970(21.4%) e Check pupils’ diagrams
2 a 98.7%, 94.2%, 28.6%, 36.6%
b 1901-1951; war c 72.4 million
3 a i 18.75% ii 12.7% iii 137.5%
b 36.5%, just under half
4 a 24.7% b 21.4% c 55.2% d 34.1%
5 a 19.8%, 27.3%, 36.7%, 145%
b Southern Asia; no, West Africa has the largest predicted percentage increase

Maths Frameworking 3rd edition © HarperCollinsPublishers Ltd 2014

Teacher Pack 2.3
Exercise 5A
1 a Yes b No c Yes d No e No f Yes
2 A and F, B and I, D and H
3 Shape B as it is not congruent to the others
4 a Two different isosceles triangles, two different parallelograms, a rectangle and a kite
b A parallelogram c A rhombus
5

Investigation: Congruent shapes on grids

A Examples of two congruent shapes:

B Examples of four congruent shapes:

Exercise 5B
1 a C = D, BC = DE, AC = DF (SAS)
b GH = KL, GI = JL, HI = JK (SSS)
c N = R, O = P, NO = PR (ASA)
d T = V = 90°, SU = WX, TU = VX (RHS)

Maths Frameworking 3rd edition © HarperCollinsPublishers Ltd 2014

Teacher Pack 2.3
2 X = 40° (angles in a triangle), so B = X, C = Y, BC = XY (ASA).
3 Angles are the same, but no sides are given. So one triangle could be an enlargement of
the other and therefore would not be congruent. AAA is not a condition for congruency.
4 ADB = ADC = 90°, AB = AC, AD is common (RHS)
5 ∆ACD ≡ ∆ABC ≡ ∆ABD ≡ ∆BCD, ∆AXB ≡ ∆CXD, ∆AXD ≡ ∆BXC
6 Draw the diagonal AC. Consider ∆ABC and ∆ACD. AC is common, AD = BC, AB = DC,
so ∆ABC
≡ ∆ACD (SSS).

Hence B = D.
Similarly A = C by drawing the diagonal BD
7 a AC is common
AB = AD (given)
BC = DC (given), so
∆ABC ≡ ∆ADC (SSS).
b ∆ADE ≡ ∆ABE and
∆DEC ≡ ∆BEC

Problem solving: Constructing triangles

Exercise 5C
1 PS is common
RS = PQ (given)
RSP = QPS (alternate angles)
So ∆PRS ≡ ∆PQS (SAS)
2 BD is common
AB = BC (given)
BAD = BCD = 90°
So ∆ABD ≡ ∆BCD (RHS)
3 Consider ∆XYP and ∆XZP.
XP is common to both triangles
XY= XZ (given)
PY = PZ (given)
So ∆XYP ≡ ∆XZP (SSS)
Hence XYP = XZP

Maths Frameworking 3rd edition © HarperCollinsPublishers Ltd 2014

Teacher Pack 2.3
4 Consider ∆ABD and ∆BCD.
BD is common to both triangles
AB = BC (given)
AD = CD (given)
So ∆ABD ≡ ∆BCD (SSS)
Hence A = C

5 AB = CD (given)
BAD = CDA (alternate angles)
ABC = BCD (alternate angles)
So ∆AXB ≡ ∆CXD (ASA)
6 a XY b ZXY
Challenge: Looking for congruent triangles
A AO is common
XAO = YAO (given)
AXO = AYO = 90°
So ∆AXO ≡ ∆AYO (ASA)
Hence OX = OY
B ∆BZO ≡ ∆CZO
OZ is common
BZ = CZ (given)
BZO = CZO = 90°
So ∆BZO ≡ ∆CZO (SAS)
and
∆OXB ≡ ∆OYC
∆BZO ≡ ∆CZO so OB = OC
OX = OY (proven in A)
OXB = OYC = 90°
So ∆OXB ≡ ∆OYC (RHS)

Chapter 5: Answers to Review Questions

1 B - The other three are congruent
2

3 a SAS b RHS c SSS d ASA

4 Yes (SAS)
5 PR = RT (given)
QR = RS (given)

Maths Frameworking 3rd edition © HarperCollinsPublishers Ltd 2014

Teacher Pack 2.3
 PRS = QRT (opposite angles)
So ∆PRS ≡ ∆QRT (SAS)
6 AB = CD (equal sides of a parallelogram)
BAC = ACD (alternate angles)
ABD = BDC (alternate angles)
So ∆AXB ≡ ∆CXD (ASA)
Hence AX = XC and BX = XD, so the diagonals bisect each other
7 a AB = CD (given)
BAD = ADC (alternate angles)
ABD = BCD (alternate angles)
So ∆ABE ≡ ∆CDE (ASA)
b Pupils’ own explanations

Chapter 5: Answers to Problem Solving: Using scale diagrams to work out distances
1 7.9 km or 8.0 km
2 a AX = DX (given)
BX = CX (given)
AXB = CXD = 50°
So ∆AXB ≡ ∆CXD (SAS)
b 31 m
3 a BC = CD (given)
AC = CE (given)
BAC = CED = 90°
So ∆ABC ≡ ∆CED (RHS)
b 13 m

Maths Frameworking 3rd edition © HarperCollinsPublishers Ltd 2014

Teacher Pack 2.3
Exercise 6A
1 a 700 mm2 b 56 000 cm2 c 40 000 m2 d 8 cm2 e 2 m2 f 4.8 hectares
2 a 3000 mm3 b 8700 mm3 c 500 mm3 d 7 cm3 e 4 m3 f 0.6 cm3
3 a 2000 cm3 b 9000 l c 3400 cm3 d 1.5 l e 4.3 m3 f 0.72 l
4 a 8300 m2 b 7.3 cm2 c 1. 5 m3 d 3700 l e 5.5 l f 240 000 cm2
5 1.02 ha
6 30 000 l
7 a b

8 a b

Reasoning: Ares and acres

A a 3.36 ha b 336 ares c
8.30 acres
B 161.9 ha

Exercise 6B
1 a 132 cm2 b 336 cm2 c 183 m2
2
2 996 cm
3 730 cm2
4 589.2 cm2
5 a 21 690 cm2 b 21 690 cm2 = 2.169 m2, so yes
6 a 59 m2 b 368.4 m2
7 2.2 m2
Challenge: Calculating lengths in triangular prisms
A 6 cm
B 15 cm

Exercise 6C
1 a 864 cm3 b 72 m3 c 960 cm3
3 3
2 a 8400 mm b 8.4 cm
3
3 56 cm
4 a 240 000 cm3 b 0.24 m3
5 a 55 m2 b 825 m3 c 825 000 litres
6 6 cm
7 80 cm
Problem solving: Volume of a pyramid
A 75 cm3
1
B 93 3 cm3
C 18.75 cm3

Chapter 6: Answers to Review Questions

1 a 2.4 hectare b 9.2 cm2 c 46 000 cm2

Maths Frameworking 3rd edition © HarperCollinsPublishers Ltd 2014

Teacher Pack 2.3
2 a 6.5 m3 b 7600 l c 8.4 l
3 a 192 cm2 b 144 cm3
4 a 40 cm2 b 160 cm3
5 a 125 cm2 b 1150 cm2 c 1875 cm3
6 a 240 cm2 b 3000 cm2 c 8640 cm3 d 6.48 kg
7 25 cm

Chapter 6: Answers to Investigation: A cube investigation

1 (Ignoring any rotations or reflections)

3D shape 1 2 3 4 5 6 7
Surface 18 18 18 18 18 18 16
area cm2 cm2 cm2 cm2 cm2 cm2 cm2
2

2
3 16 cm . Shape 7 has the least surface
area and the rest have the same
surface area.
The shape with the least surface
area has four pairs of faces touching, so leaving 16 faces exposed. The other six have
three pairs of faces touching, so leaving 18 faces exposed.
4 A shape made from five cubes must have four or five pairs of faces touching, so the
surface areas are either 20 cm2 or 22 cm2.
For all the shapes in this investigation so far, the surface area is an even number of
square centimetres. Two cubes have 12 faces in total, so if one pair of faces is touching,
then 10 faces are exposed. Three cubes have 18 faces in total, so if two pairs of faces
are touching, then 14 faces are exposed.
A shape made from four cubes must have three or four pairs of faces touching, so either
16 or 18 faces are exposed.
5 22 cm2

Exercise 7A
1a y-values: −5, −3, −1, 1, 3, 5 2a y-values: −6, −2, 2, 6 3a y-values: 10, 8, 6, 4, 2, 0
b and c b and c b and c

4a b c d 5a,b,d c All pass

through (0,0).
As the
coefficient of x
increases, the
line gets
steeper.

Maths Frameworking 3rd edition © HarperCollinsPublishers Ltd 2014

Teacher Pack 2.3
6a,b,d c The lines are parallel. They cut
both axes at the same value. Challenge: Sloping graphs
7 8

Exercise 7B
1 a1 b3 c2 d5
2 a y = 4x + 7 b y = 5x + 1 c y = 6x + 2 d y = 9x + 13
3 a i 2 ii 1 b i 3 ii −4 c i 4 ii 1 d i 5 ii −3 e i 1 ii 2 f i 0.5 ii 7
4 a (0, 1) b2 c y = 2x + 1
5 a (0, −2) b4 c y = 4x − 2
6 a y = 3x + 3 b y = 2x + 3 c y = 2x + 1 d y = 3x + 2 e y = 4x − 1 f y = 3x – 2
Challenge: Different equations
A For example: y = 5, y = x + 5, y = 3x + 5 etc.
B For example: y = 2, x = 2, y = x, y = 3x − 4 etc.
C For example: y = 7, x = 3, y = 2x + 1, y = 3x − 2 etc.

Maths Frameworking 3rd edition © HarperCollinsPublishers Ltd 2014

Teacher Pack 2.3
Exercise 7C
1 a y-values are 14, 9, 6, 5, 6, 9, 14

b and c

2 a y-values are 13, 8, 5, 4, 5, 8, 13

b and c

3 a U-shaped curves cutting through the y-axis at the number added to the x2

Maths Frameworking 3rd edition © HarperCollinsPublishers Ltd 2014

Teacher Pack 2.3
 c The curve will intersect the y-axis below the x-axis.

d Pupils’ own answers

4 a y-values are 6, 2, 0, 0, 2, 6

b and c

5 a y-values are 9, 2, −1, 0, 5, 14

b and c

Maths Frameworking 3rd edition © HarperCollinsPublishers Ltd 2014

Teacher Pack 2.3
 d x = −1.8 and 0.3 e y = −1.1

6 a and b Pupils’ own answers

d x = −1 and 1.5 e y = −0.1

Maths Frameworking 3rd edition © HarperCollinsPublishers Ltd 2014

Teacher Pack 2.3
Challenge: The chase

Pupils’ own answers

Exercise 7D

1 a Travelled at 60km/h for 20 minutes, stopped for 10 minutes then continued at 24km/h
b 9:00 am c 9:20 am
2 a

b 1:58 pm
3 1:05 pm
4 a

b Just after five to twelve c Yifang

5 a 11:15 b 11:20 c 11:25
6 2 days 9 hours
Problem solving: Meeting in the middle
A 10:48
B Our accuracy would suggest five times Alfie

Maths Frameworking 3rd edition © HarperCollinsPublishers Ltd 2014

Teacher Pack 2.3
Chapter 7: Answers to Review Questions

1 D She was walking at a steady speed

2 a 3 b Yes, because 3 × 25 = 75
3 a 6 km/h b 20 minutes c 3 km/h
4 a 146 b 18
c Yes, because if you substitute x = −10 into y = 3x – 4 you get −34
5 a Parallel to the given line b 20 c y = 5x + 10
6

Chapter 7: Answers to Challenge – The M25

1 a9 b 31
2 a 13 miles b 20 miles
3 93.6 miles
4 a 160 000 b 58 400 000
5 Pupils’ own graphs
6 1 hour 40 minutes
7 187 km
8 18.8%
9 a 18.6 miles b 19.4 miles, 13.4 miles, 5.6 miles
10 9400

Maths Frameworking 3rd edition © HarperCollinsPublishers Ltd 2014

Teacher Pack 2.3
Exercise 8A
1 a 767 b 36.4 c 3830
d 470.02 e 9.3
2 a 9.78 b 0.156 c 0.0348
d 0.005 74 e 13.54
3 a 0.758 b 7.029 c 0.0643
d 0.009 106 e 0.000 68
4 a 1358 b 684 c 68.5
d 1570 e 358 100
5 a 5140 b 0.0678 c 34.9
d 34 000 e 8.23 f 794
g 5760 h 798 i 38
j 64 k 700 l 54 300
6 a 72 b 567
c 450 d 0.045
e 7.12 f 0.008 05
g 4678 h 0.796
i 27 j 0.0048
k 600 l 0.006 54
7 a 3 × 102 b 76 × 102
−3
c 24 × 10 d 75 × 10−2
e 2 × 103 f 502 × 10−3
−4
g 57 × 10 h 36 × 101
i 49 × 10 j 4 × 104
−5

k 35 × 101 l 413 × 10−6

8 a 92 × 10−29
b 184 × 10−23
c 276 × 10−20
9 a 16 738 × 10−28 b 1031
10 a 10−2 b 10−3
c i 10−4 ii 10−5 iii 10−6 iv 7 × 10−2 v 9 × 10-6
Investigation: Very large numbers
A 99
B 31 years 259 days 1 hour 46 minutes 40 seconds

Exercise 8B
1 a4 b9 c 320 000 000
d 118 000 000 e 70 000 000 f 8 110 000
2 a4 b2 c3 d3 e3
3 a 300 b 5000 c 50 d 0.8 e 200
f 200 g 80 h 3000 i 0.6 j 0.08
4 a 6400 b 39 c 8.0 d 640 e 0.072
f 850 g 460 h 80 i 0.39 j 0.030
5 a 4.3 b 6.4 c 300 d 28.3
e 0.75 f 1.01 g 20 h 4.21
i 0.060 j 0.03 k 0.0078 l 0.92
6 a 0.67 b 0.7143 c 0.231 d 0.235
e 11 f 2.07 g 2.545 h 2.31
i 1.11 j 2.7 k 5.82 l 2.9
7 36 499, 35 500
8 2 499 999, 1 500 000

Maths Frameworking 3rd edition © HarperCollinsPublishers Ltd 2014

Teacher Pack 2.3
9 a 89 998 b 88 000
10 For example: 0.25 and 0.75
Investigation: Patterns in calculations
A Each division gives a recurring decimal fraction with repeated multiples of 9.
B 0.45454545454545454545
C 5

Exercise 8C
1 a 8.75 × 103 b 3.17 × 106 c 8.27 × 105 d 5.29 × 104
8 2
e 2.854 × 10 f 6.72 × 10 g 9.5 × 101 h 7.8 × 109
2 a 7.8 × 106 b 3.4 × 103 c 1.7 × 107 d 7.8 × 104
8 5
e 3.47 × 10 f 6.38 × 10 g 4 × 108 h 5 × 108
3 a 9.7 × 109 b 2.3 × 1010 c 2.65 × 1011 d 2 × 1011
9 10
e 8.52 × 10 f 1.73 × 10 g 3 × 1012 h 1 × 1018
4 a 34 000 000 b 5670 c 7 800 000 d 24 800 e 80 000 000
f 3 070 000 g 10 360 h 962 000 000 i 5 300 000 j 2 740 000 000
k 530 000 000 l 45 800 000 000
5 a 4.9 × 105 b 1.369 × 107 c 7.84 × 104 d 9.61 × 108 e 2.89 × 104
f 6.25 × 108 g 1.6 × 1013 h 5.29 × 1012
7 4
6 a 8.2 × 10 b 4.37 × 10 c 8.9 × 106 d 1.48 × 105 e 5.01 × 108
f 4.03 × 107 g 2.569 × 107 h 2.762 × 1010 i 6 × 104 j 1.8 × 109
6 7
k 4 × 10 l 7.5 × 10
7 a 4.6 billion years b 4.6 × 109
30
8 1.09 × 10
Activity: Masses of planets
Masses are as follows:
Planets
Mercury: 3.301 × 1023 kg
Venus: 4.867 × 1024 kg
Earth: 5.972 × 1024 kg
Mars: 6.417 × 1023 kg
Jupiter: 1.899 × 1027 kg
Saturn: 5.685 × 1026 kg
Uranus: 8.682 ×1025 kg
Neptune: 1.024 × 1026 kg
Dwarf planets and asteroids
Pluto: 1.471 × 1022 kg
Ceres: 9.3 × 1020 kg
Vesta: 2.6 × 1020 kg
Pallas: 2.0 × 1020 kg

Exercise 8D
1 a 6.3 × 105 b 1.5 × 108 c 9.2 × 108
d 1.6 × 1014 e 3.76 × 1019 f 4.8 × 1014
g 1 × 107 h 6 × 109 i 4.2 × 1011
j 1.4 × 1010 k 7.2 × 1011 l 2.5 × 107
2 a 1.674 × 1010 b 2.175 × 108 c 9.69 × 109 d 1.036 × 109
e 6.132 × 109 f 2.378 × 1011 g 3.654 × 106 h 2.686 × 1017
i 2.89 × 104 j 9.216 × 1011
3 a 1.84 × 1011 b 1.46 × 108 c 7.59 × 109 d 3.39 × 108
e 5.40 × 1013 f 7.92 × 1010 g 4.54 × 1015 h 2.64 × 1018

Maths Frameworking 3rd edition © HarperCollinsPublishers Ltd 2014

Teacher Pack 2.3
 i 7.99 × 1013 j 1.33 × 109
4 6.4 × 1011
5 a 3.76 × 1025 b 2.18 × 1033 c 3 sf
6 2.5 × 105 = 250 000, 2.5 × 106 = 2 500 000,
250 000 + 2 500 000 = 2 750 000 = 2.75 × 106
Challenge: Mega memory
A 1 × 103, 1 × 106, 1 × 109, 1 × 1012, 1 × 1015, 1 × 1018, 1 × 1021, 1 × 1024
B 1 × 1024
C 1.8 × 1025

Chapter 8: Answers to Review Questions

1 a1 b3 c 520 000 d 7.2 × 106 e 1 000 000
2 2.7 × 1010 mm3
3 £18 000
4 a 67 497 b 64 500
5 500 million, 50 billion, 5 trillion
6 a i 54.6% ii 5.47×106 iii 32.7
b 175002, 2 999 999 999, 3.3×109, 3 trillion
7 a 8.05 × 107 b 8.5 × 107 c 4.5 × 106
8 1.9 × 1014
9 a 5.676 × 1013 b 161 9 86 years
10 a 4.5 × 1019 b 3 × 109 c 8.1 × 1037

Chapter 8: Answers to Challenge – Space – to see where no one has seen before
1 5.87 × 1013 miles
2 8.1 × 1023 miles
3 14 billion, 93 billion, 46 billion
4 1.68 × 1011
5 1.80 × 1010
6 3.02 × 1021
7 905 cm3
8 113 cm3
9 7.02 × 1071 miles3

Maths Frameworking 3rd edition © HarperCollinsPublishers Ltd 2014

Teacher Pack 2.3
Exercise 9A
1 Because he travels 60km away from the start and then travels 60km back again.
2 Angles are 155°, 133°, 40°, 18°, 14°
3 a Yes, because it’s between 5 m and 6 m.
b No, since the median is the 24th place in order and that occurs in the 3–4 class.
c Because the lowest throw is most unlikely to be 0
4 a Theft is less than 50%
b For example: Theft is the most common crime; there is more violent crime than
drug crime
5 aA bB c On 3 out of the 4 farms, the numbers are decreasing
6 a Yewlands is 120 as opposed to Rossington’s 367. 367 is more than 120
b Because one shows 2200 pupils and the other only 850, yet the size of the pie chart is
the same
Activity: Published statistical diagrams
Pupils’ own answers

Exercise 9B
1 a 1.15 : 1 b 1 : 1.26 c 1 : 1.06 d 1 : 1.2
2 a4:9 b 25 : 16 c 25 : 49 d 64 : 81 e 9 : 25
3 a 96 b 176 c 272 d 250 e 375 f 875
4 a i 6 cm ii 7.5 cm b i 6 cm ii 10 cm
5 a i 125 ii 75 iii 300 b 8.9 cm c 180, 72, 108
6 a i 81 ii 81 iii 54 iv 108 b 12.5 cm
c i 72 ii 180 iii 108
7 a i 72 ii 24 iii 36 b 6 cm c 66, 48, 30, 102, 114
8 KS4 4 cm angles 200, 160 KS3 4.9 cm angles 160, 120, 80
Activity: Tourism on Whit Island
1986: 3 cm radius, angles at 288, 72
2000: 4.2 cm radius, angles at 252, 108
2014: 5.2 cm radius, angles at 216, 144

Exercise 9C
1 i Positive correlation showing the more goals scored, the more points gained
ii Negative correlation, showing the more goals conceded, the fewer points gained
2 A positive correlation, showing the more pages a book has the more it will cost;
B No correlation; C Negative correlation, the more illustrations a book has the fewer
pages it seems to have
3 a A positive correlation, the higher the mark in music, the higher the mark in maths; B No
correlation; C Negative correlation, the higher the score in music, the lower the score in
history; D Positive correlation, the higher the score in geography, the higher the score in
maths
b Because there is no correlation between history and geography, which is the link graph
between maths and history.
4 A Negative; B No correlation; C Positive
5 a A Positive correlation, showing the greater the distance, the higher the cost;
B No correlation; C Negative correlation, showing the quicker the time to post, the more
expensive it will be; D No correlation
b No, because there is a different correlation for each one

Maths Frameworking 3rd edition © HarperCollinsPublishers Ltd 2014

Teacher Pack 2.3
6

7 Isaac C, Andrew A, Lewis B

8

Activity: Correlation in circles

You should have found a positive correlation between the circumference and the diameter.

Exercise 9D
Note – values read from graphs may vary from these answers, depending on the pupils’ line
of best fit.
1 a Pupils’ own answers b The older the child the more money they tended to have on
them, positive correlation c Pupils’ own answers d 12
2 a Pupils’ own answers b The more time spent playing games, the less time spent on
homework, negative correlation c Pupils’ own answers d 10 hours
3 a Pupils’ own answers b As the bikes get older their value reduces, negative
correlation c Pupils’ own answers d £5725 e After 8 years
4 Charly 6 on test B, Lawrie 47 on test A, Una 30 on test A, Ian 52 on test B
Challenge: Jasmine’s garden
Pupils’ own answers

Chapter 9: answers to Review Questions

1 a 190 b Positive c 90
2 Boys: angles 45, 315; radius 5 cm girls: angles 30, 330; radius 4.3 cm
3 a angles 30, 240, 90 b 24 c 6.1 cm
4 a Check pupils’ work b Negative c Check pupils’ work d 11 minutes
5 a Negative b 12 c 2900

Chapter 9: Answers to Challenge – Football attendances

1 Wed L1 32%, L2 47%, L3 21%; Untd L1 5% L2 90% L3 5%
2 Pupils can choose their own radius. Radius for Sheffield Wednesday should be √1.23

Maths Frameworking 3rd edition © HarperCollinsPublishers Ltd 2014

Teacher Pack 2.3
 times the radius of Sheffield United. For example:
SW radius of 5.5 cm with angles, 114, 170, 76
SU radius 5 cm angles 19, 322, 19
3 SW L1 26 249, L2 22 058, L3 21 147
SU L1 30512, L2 18 132, L3 18 611
4 Pupils’ own answers – comments may include that attendance is greater when the team
is playing at the higher level

Maths Frameworking 3rd edition © HarperCollinsPublishers Ltd 2014

Teacher Pack 2.3
Exercise 10A
1 a 3n – 4 b 4c + 7 c 2x + 5 d 3 + 2y
t w e a
e 4 f +5 2 g6– h3+ 4 4
2 a 4ab b 4 + ab c 4a + b d a – 4b
a b ab
e b +4 fa– 4 g 4 ha–b–4
1 1
3 a i 20 ii 32 iii 14 iv 5
1 4
b i 32 ii 4 4 iii 2 iv 3 5
4 a and d
5 a t2 b 2y2 c n3 d a2 – b2
2
x 3a 2n 2
e y f 4 g 4x 2
h 3
3e 3
6 a 4 , 4e
2a  2 2(a  1) 2a 2 2
b 3 , 3 , 3 + 3 , 3 (a + 1)
5(e  4) 5e  20 5e 5
c 2 , 2 , 2 – 10, 2 e – 10
7(12  c ) 84  7c 7c 7 7
d 3 , 3 , 28 – 3 , 28 – 3 c, 3 (12 – c)
7 a a + bc b 2x2 c 9y2 d 6t2

2 1 2 n2
e t2 f1+ n g 3 + 3 n h n2
8 a 54 b9 c 4.5 d 13.5
3
9 a 2 m2 b 0.5d2 c 3p2 d 6k2
10 a, b and d
Challenge: Square roots
A a7 b 10 c 10
B a 7, 12, 12 b 8, 12, 12
C a False because the same calculations in A and B do not give the same answer
b True because the same calculations in A and B give the same answer
D a False, any suitable example, e.g.
4  9  16 = 29 = 5.4;
4 + 9 + 16 = 2 + 3 + 4 = 9
b True, any suitable example, e.g.
4  9 16 = 576 = 24;
4 × 9 × 16 = 2 × 3 × 4 = 24

Maths Frameworking 3rd edition © HarperCollinsPublishers Ltd 2014

Teacher Pack 2.3
Exercise 10B
1 a 16x b –8t c 14ab d –4pq e 6x f –5t g 2ab h 4x2
3y 15 15
3x x 24
2 a 0.9n b 2t cx d 4 e 2 f 3 g x h y y
3x 5ab x 2 5y 2
3 a 2 b 2 c 2 d 2
4 a 4x + 6y b 4x – 6y c 7a – 6 d t + 20 e 5w2 + 6 f 8n – 2n2 g x2 + 1
5 a Cannot be simplified b 3a + 2ab c pr – pq d 2x2
2 2
e Cannot be simplified f 2a + 2b g 2x + 1
6 a i 5, 6, 7, 8 ii 23, 24, 25, 26 b 4n + 6
7 a i 3, 5, 7, 9 ii 23, 25, 27, 29 b 8n + 8
c Both terms are a multiple of 8
Challenge: Algebraic fractions
A
n n+2 n–2 4 n2
n2 n2
3 5 1 4 5
4 6 2 2 3
5 7 3 1 1
13 23
6 8 4 1 2
B Both decrease as you go down the table, with the difference getting smaller as n
increases
n2 4
Also, n  2 − n  2 = 1
C 1 D 1

Exercise 10C
1 a 2a + 8 b 2a + 8b c 6x – 9 d 15y + 10z
2 a 5t – 15 b 12n + 20 c 4v – 1 d 6e – 15f
3 1
e 6a + 9b – 3c f 4 – 2p – 8pq g 8x2 – 2x + 4 h 2a– 2b–c
3 a x2 – 2x b 2y2 + 14y c 6t2 – 3tu d 4n2 + 6n
e 4w – 6kw f 12ae – 18be + 24e g 100r – 16r2
4 a 3x + 15 b –3x – 15 c 3x – 15 d 15 – 3x
e 2t2 – 3t f –6d2 – 3d g 16r2 – 4r h 10e – 15e2
5 a 5a – 12 b 4a – 2b c 3t2 – 6t d 5e2 – 7e
6 a 6x + 2 b 6x – 2 cx−1
dy–1 e 20 f –5d – 9
7 a 12p b 7x + 2y c m – 12n + 10
8 a 3x2 – 4x b 2n c 5y2
Investigation: Finding patterns
A a 6x + 5 b 8x + 7 c 10x + 9
B The numbers in both terms go up by 2 each time.
C 7(6x + 5) – 6(5x + 4); 12x + 11

Exercise 10D
1 a 2(t + 10) b 2(n + 7) c 2(k + 3)
2 a 4(x + 2) b 4(w – 1) c 4(t + 3)
3 a x(x + 4), w(w – 2), t(t + 6) b x2 + 4x, w2 – 2w, t2 + 6t
4 a 3t + 6 b 4k + 8 c 4c + 16 d 3a + 24 e 5x + 10
5 a 3(t + 2) b 4(k + 2) c 4(c + 4) d 3(a + 8) e 5(x + 2)
6 a 6y b 3y c 10y + 12 d 2(5y + 6)
7 a 8(x + 1) b 2x(x – 1) c 2x(x + 5) d 4x(x + 2)
8 a 2x + 21, 2(x – 3) + 27 b 2(x – 3) + 27 = 2x – 6 + 27 = 2x + 21

Maths Frameworking 3rd edition © HarperCollinsPublishers Ltd 2014

Teacher Pack 2.3
9 A=
 a 2 b  h , = ah2 + bh2 = h(a2 b)
1 1 1 1
10 a 54 b 2 t(2u + at) = 2 t × 2u + 2 t × at = ut + 2 at2
11 a 4(x – 1); other two bricks are: 2x – 1 and 2x – 3
b 4(x + 3); other bricks are 2x + 7 and 2x + 5
c 5(x + 2); other bricks are 3x + 6 and 2x + 4
Investigation: Top ten
A a + 2b + c
B Possible sets of values for a, b and c are all integers from 1 to infinity.

Exercise 10E
1 a 6x3 b 40t3 c 8a2b d 9n3
3
e 30xy2 f 120p2q g 4 x2y h 64r3
4
2 4j is 4 × j whereas j  is j × j × j × j
3 a t4 b 30x4 c n4 d 16n4
4 a 54 b 216 c 18 d 54 e 6561
5 a 2x3 b 4t3 c 24n3
2
6 a 4x b 4x c 2x2 + 16x d 2x(x + 8)
7
× p 2pq 3p2
p p2 2p2q 3p3
3pq 3p2q 6p2q2 9p3q
2q2 2pq2 4pq3 6p2q2
8 a 6a2 + 2a3 b 6n3 – 2n4 c p2q2 – p3q d 8a3b – 6ab3
2 3 3 2
e 2x y + 5x f 6a + 2a b g 6s t + 18s t – 12st3
3 2 2
h 4x3 – 4x2
Investigation: Squares and cubes
A i2 ii 98 iii 49 iv 64
B Pupils’ own answers
C (a + b)² − (a³ – b³)/(a – b) = ab

Chapter 5: Answers to Review Questions

n xy
1 a 3 +2 b 2 c a2 – b2
r2
d 2pq e 7tu f ab + 7 g g

5x 2 xy
2 a 5ab – 2a b 7x2 – 6xy c 3 + 3
3
3 a 6x + 9 b 15x – 6x2 c 5x3 + 2 x2
2
d 15ab² – 25a b e 8x – 12 f a3b + a2b2 + ab3
4 Pupils’ own answers
5 a 6a2 b 125x3 c 2st2 d 24x3y2
2
6 a x + 15 b x – 5x c 10a + b d –2x2 e 8x2 – 7xy f dx
7 x+1
8 a 60a3 b 20a2 c 12a2 d 94a2
9 A = 7, B = 1; 7(x + 1)
10 Missing expressions, from left to right: x(x – 9), 5x(x + 2), x(3x + 7)
11 a (w + x + y + z)/4 b 20
3
12 6t
13 a 4x² b 6x + 32 c 2x² + 16x

Maths Frameworking 3rd edition © HarperCollinsPublishers Ltd 2014

Teacher Pack 2.3
Chapter 5: Answers to Mathematical reasoning – Writing in algebra
Note that letters used by pupils may differ from those used here.
p
1 a p = vc bv= c
d
2 a d = st bs= t
s 2h 1
3 av= 3 b× 3
a
4 a a = 1.72s² b s = 1.72
5 a v = 0.79d²h b 790 cm³
6 a h = 5t² b 11.25 m
m
2
7 B= h
s 2m
8 k= 2
9 a c = 90d + Ck b divide result by 90

Maths Frameworking 3rd edition © HarperCollinsPublishers Ltd 2014

Teacher Pack 2.3
Exercise 11A
1 a3:8 b1:9 c2:5 d1:6 e 4 : 25
1 1 2 3 5
2 a1: 22 b1: 13 c1: 23 d1: 14 e 1 : 28
3 a2:5 b2:5 c 4 : 25
4 ai1:2:3 ii 1 : 4 : 9 b They are enlargements of each other.
5 a4:9 b4:5
7
6 a 4.2 ha b 6.6 ha c 7 : 11 d 11
7 16cm
8 a 2400 l b 1 : 1.2
9 9 cm
Investigation: Area and volume scale factors
A a1:2 b1:3 c1:4 d1:9 e1:8 f 1 : 27
2 3
B a1:k b1:k c1:k

Exercise 11B
1 Pupils’ own diagrams
2 a Vertices at (3, 5), (5, 3), (1, 3) b Vertices at (1, 3), (3, 3), (3, 2), (1, 2)
c Vertices at (1, 3), (3, 2), (1, 2)
1 1
3 a 2 b (2, 2) c 16 cm2 and 4 cm2 d4:1 e 4
1
4 a 3 b (– 5, – 6) c All corresponding sides are in the same ratio 1 : 3
5 A’(2, 8), B’(8, 8), C’(8, 4) and D’(2, 4)
3
6 4
Reasoning: Similar triangles
A a Yes b No c Yes d No
B a The angles are the same in both triangles. b 8 cm
C a The angles are the same in both triangles. b 12 cm
D 40 m

Exercise 11C
1 a 1 : 100 000 b 1 : 500 000 c 1 : 1 250 000 d 1 : 50 000
2 a 45 km b 25 km c 12 km d 77 km
3 20 km
4 12.5 km
5 5.5 cm
6 a ≈ 2 km b ≈ 1.75 km c ≈ 1.5 km d ≈ 1.6 km
7 a 10.5 km (±0.5 km) b 10 km (±1 km)
8 ≈ 4.85 km to 5 km
Problem solving: Imperial map scales
A 63 360
B 1 : 63 360
C 158 400, 1 : 158 400

Maths Frameworking 3rd edition © HarperCollinsPublishers Ltd 2014

Teacher Pack 2.3
Chapter 11: Answers to Review Questions
1 A: 8 cm by 10 cm, B: 2 cm by 10 cm
5
2 a 7 : 12 b 12
3 a ≈ 210 km b ≈ 225 km c ≈ 141 km d ≈ 105 km
4 40.5 cm
5 a Triangle Y is an enlargement of triangle X by a scale factor 2 about (0, 0)
1
b Triangle X is an enlargement of triangle Y by a scale factor 2 about (0, 0)
6

7 5 cm

Chapter 11: Answers to activity – Map reading

1
Distance Distance on
Road or
From To on map ground
Footpath
(±2 mm) (±0.05 km)
A B Road 9.6 cm 2.4 km
B C Road 3.5 cm 0.875 km
C D Road 3.2 cm 0.8 km
D E Road 1.9 cm 0.475 km
E F Road 7 cm 1.75 km
F G Road 2 cm 0.5 km
G H Road 1 cm 0.25 km
H I Footpath 6.2 cm 1.55 km
I J Footpath 3.8 cm 0.95 km
J K Road 2.8 cm 0.7 km
K A Road 9.8 cm 2.45 km
2 a ≈ 10 km b ≈ 2.5 km
3 ≈ 3 h 20 min
4 ≈ 2:50 pm
5 a 3.6 cm × 2 = 7.2 cm = 1.8 km b 3.6 km/h
6 a b

Maths Frameworking 3rd edition © HarperCollinsPublishers Ltd 2014

Teacher Pack 2.3
Exercise 12A
1 7 1 1
1 a 18 b 2 12 c32 d32
5 1 3 29
e 6 12 f 13 10 g 4 40 h 2 36
1 1 7 9
2 a 2 b24 c 2 12 d 20
5 1 1 4
e 3 18 f 3 24 g 4 20 h25
1 3 3 5
3 a64 b54 c 3 10 d 2 12
2 5 1
4 a 23 3 b 29 6 c9 3
3 13 2 13
5 a14 b 2 20 c 53 d 3 24
1 7 1 4
6 a 38 b 2 12 c 28 d45
3 7 7
7 a 10 8 b 11 12 c 11 12
11
8 6 12 cm
4 11 1
9 a 15 b 1 12 c46

1 11 43
10 a 1 6 b 1 12 c 2 60
7 7
11 3 8 and 1 8
Investigation: Dissecting a square
1 5 21
A 4 , 16 , 64
B

85
C 256
341
D 1024

Exercise 12B
3 1 1 3
1 a14 b54 c 12 4 d84
2 1 1 5
2 a 25 b 18 c 73 d 10 6
1 3 1 3 1
3 a 23 b2 c 45 d 95 e 95 f24
1 9 5 1 1 1
g 11 4 h 20 i 28 j 18 5 k 13 3 l42
5 5 3 3
4 a 28 b 28 c 37 d 37
3 2 1
5 a64 b 14 5 c 11 3 d 15

Maths Frameworking 3rd edition © HarperCollinsPublishers Ltd 2014

Teacher Pack 2.3
 3 3 1
e 15 f 15 5 g74 h 32 2
1 1
6 a44 b 18 2 c 94 d 129
1 2 1
e 65 f 35 3 g 13 3 h 48 2
1 2 2
7 a 83 b 26 3 c 106 3
3 3 3 1 1
8 a34 b 18 4 c 15 4 d 40 e 31 2 f 38 2
1 2 4 1 11
9 a 10 5 b i 20 5 ii 40 5 iii 5 10 iv 2 20
1 2 2 1 1
10 a 13 3 b i 26 3 ii 6 3 iii 3 3 iv 13 3
Investigation: Rounding errors
A a i 6 ii 5.94 b i 18 ii 18.09 c i 6 ii 6.09 d i 16 ii 15.84
e i 40 ii 40.08 f i 92 ii 92.12 g i 290 ii 289.8 h i 112 ii 111.96
B a G has the largest error b Pupils’ own answers

Exercise 12C 1
1 a2 b2 2 c4 d5
2 a 12 b 10 c 12 d 50
3 3 1 1 1 1 3 3
3 a 16 b 4 c 4 d24 e 20 f22 g 14 h 10
1 3 3
4 a14 b5 c 4 d64
1 1 2 5 1 2
5 a 2 b5 c 53 d 3 e 14 f 18 g 17 2 h 3
7 1 15 3
6 a 18 b12 c 16 d 4
7 18
3
8 1 8 cm
9 a 12 b 6
2
10 a 14 b 43
5 1 5 1
11 a x = 1 6 b y = 11 4 ct= 6 dw=96
Reasoning: Division patterns
A 3 × 5 = 15; 10 ÷ 2 × 3 = 15
B a 12 ÷ 2 × 3 = 18 b 12 ÷ 3 × 4 = 16 c 12 ÷ 4 × 7 = 21 d 12 ÷ 3 × 8 = 32

Exercise 12D
1 a 32 000 b 32 c 3200 d 0.032
2 a 18 b 25 000 c 21 d 0.054
e 0.012 f 0.081 g 1.6 h 200 000
3 a 0.99 b 6 c 8400 d 9.6
e 1.68 f 44 000 g 52 h 0.77
4 a 400 b 0.25 c 490 000 d 0.0036
e 1.21 f 10 000 g 0.0049
h 0.000 009
5 a 1250 cm2 b 125 000 mm2
2
c 0.125 m
6 a 9600 b 45 000 c 14 d 0.3 e 4.8
f 0.027 g 60 h 84 000 i 0.66

Maths Frameworking 3rd edition © HarperCollinsPublishers Ltd 2014

Teacher Pack 2.3
7 a 840 b 0.084 c 840 d 840
8 e 320 × 0.06; All the others are equal
to 1.92
10 a 64 000 b 0.729 c 1.331
d 0.000 027
11 a 125 cm3 b 125 000 mm3
c 0.000 125 m3
12 300 000 litres
13 a 15.625 b 0.015 625
Challenge: Throwing coins
A h = 4 × 0.2 – 5 × 0.22 = 0.8 – 5 × 0.04 = 0.8 – 0.2 = 0.6 m

B
Time (s) 0 0.1 0.2 0.3 0.4
Height 0 0.35 0.6 0.75 0.8
(m)
Time (s) 0.5 0.6 0.7 0.8

Height 0.75 0.6 0.35 0

(m)

D It has come back to the ground

Exercise 12E
1 a 60 b 40 c 300 d 200
e3 f 0.2 g 0.6 h 200
2 a 1500 b 400 c 500 d 140
e 400 f 200 g 5000 h 250
3 a 0.2 b 0.006 c 0.06 d 5000
e 0.03 f 5 g 0.5 h 7.5
4 a 0.12 b 0.012 c 12 000 d 1200
5 a8 b8 c 0.02 d 50 e 0.008 f 1000
6 a x = 0.015 b t = 50 c y = 0.25 d w = 0.2
7 a Yes, because multiplication is commutative/order of multiplication does not matter.
b No, because division is not commutative/order of division does matter.
8 a 0.0025 b 1 0.0025
9 a 1000 b 160 c 1000
10 a 42 b 0.042 c 0.42 d 650
11 0.006
12 3.6
13 a 30 b 0.3 c 0.03 d3

Maths Frameworking 3rd edition © HarperCollinsPublishers Ltd 2014

Teacher Pack 2.3
14 a 40 b5 c 50 d 0.006
e 30 f 40 g 20 h 0.05
A
15 a A = 20x, dividing through by 20 gives x = 20 b 0.02 c 50
16 a 1.3 b 0.13 c 1.3 d 130
Challenge: A cuboid
0.024 m3

Maths Frameworking 3rd edition © HarperCollinsPublishers Ltd 2014

Teacher Pack 2.3
Chapter 12: Answers to Review Questions
5 9 7
1 a 5 12 b 10 c 8
1 9 5
2 a 5 14 b 8 20 c 6
1 2
3 a 21 3 cm b 26 3 cm2
7
4 3 12 cm
4 39
5 a 7 5 cm² b 50000 m²
3 9
6 a24 b 2 10
3 1 2
7 a 1 10 b 32 2 c 64 d 20 3
8 a 288 000 b 28.8
2
9 13
1 11 8
10 a 25 b 15 c 5 15
11 a 75 b 42 c 4.2 d 7.5
12 a 4900 b 24 c 0.000 512 d 600
13 a 40 b 0.005 c 250 d 0.2
14 a 0.06 b 0.048 c 54
15 0.192 m3 or 192 000 cm3
16 a 500 b 1.25
9
17 4 20

Chapter 12: Answers to Challenge – Guesstimates

1 5000 m², 0.2 m², 5000 ÷ 0.2 = 25 000
2-10 Pupils’ own guesstimates

Maths Frameworking 3rd edition © HarperCollinsPublishers Ltd 2014

Teacher Pack 2.3
Exercise 13A
1
Time taken (minutes) 5 10 20 30 45
Distance (km) 12 24 48 72 108
2 a £1.68 b 12 pence c 60 pence d £1.20
3 a 14 g b 168 g c 224 g d 11.2 g
4 a 3.75 kg b 160 small loaves
5
Miles 5 25 80 12.5 62.5 31.25
Kilometre 8 40 128 20 100 50
s
6 a 5.7 m b 33.9 m c 3.1 m d 31.4 m
7 a 350 drips per hour b 2 hours, 51 minutes and 26 seconds
8 a i £1.80 ii £7.20 iii 22 pence b i 200 g ii 278 g iii 417 g
9 a
Pounds (£) £43 £164 £129 £107.50
US dollars (US$) $65 $247.91 $195 £162.50
b $1.51 c £0.66
10 a
Bar 0.7 1.75 0.28 8.4 10.5
psi 10 25 4 120 150
b 0.07 bar c 14.3 psi
11 a 184 kg b 54.3 m
12 a NS$240 b 1 : 2.5 c 1 : 2.5
13 a 57 kcal b 160 : 240 = 1 : 1.5; 38 : 57 = 1 : 1.5, so the ratios are the same
14 No, because when you divide the temperature in degrees Celsius by the temperature in
degrees Fahrenheit, the answer is not constant – it changes
Investigation: Age, height and mass
Height ÷ age 15.5 9.25 7 5.625
Mass ÷ age 14.2 9.0 7.7 7.15
Mass ÷ height 0.92 0.97 1.1 1.27
A No, because the result of dividing height by age does not stay the same
B No, because the result of dividing mass by age does not stay the same
C No, because the result of dividing mass by height does not stay the same

Exercise 13B
1 a y values: 8, 16, 24, 32, 40
b

2 a i £13.00 ii £32.50
b

Maths Frameworking 3rd edition © HarperCollinsPublishers Ltd 2014

Teacher Pack 2.3
3 a y values: 24, c
12, 60, 120
b 12 ÷ 200 = 0.12,
so 12 = 0.12 × 200
so y = 0.12x

4 a £4.80 c
b y = 1.6x

5 a y values: 240, 480, 960, 1200

b y = 12xc HK$15 840 d £658.33
6 a
Distance (x km) 50 12 10 75 43
0 0
Petrol (y litres) 5 12 10 7.5 4.3
b y = 0.1x c £22.17
18
7 a 36 km/h b y = 5 x or y = 3.6x
c 360 km/h d 115 m/s
8 a y values: 7, 14, 21, 28, 35
b y = 1.4x c 44.8 mm d 45 mm
9 a y = 2x b x = 0.5y
c y value: 11.4; x value 12.15 or 12.2
d1:2 e Pupils’ own answers
Financial skills: Exchange rates
A y = 1.7x B 0.59 rupees
C 1.7 yen D x = 0.59

Maths Frameworking 3rd edition © HarperCollinsPublishers Ltd 2014

Teacher Pack 2.3
Exercise 13C
1 a 6 hours b
Speed (x km/h) 100 150 120 200 300
Time (y hours) 6 4 5 3 2
c xy = 600
d, e

2 a 100 books b 200 books

c y values: 500, 250, 200, 100, 50, 40
d When the number of books is multiplied by the cost of a book, the total cost is always
£1000 e xy = 1000
f and g

3 a 800 km/h b xy = 4000 c 8 hours

4 a 200
b n values: 200, 167, 143, 125, 111, 100
c When the number of paces is multiplied by the length of a pace, the total distance is
always 100 m d pn = 100 e 0.77 m
5 a 0.5bh = 100 or bh = 200
b h values: 20, 13.3, 10, 8, 6.7, 5.7
c

d 50 cm e 14.1 cm

Maths Frameworking 3rd edition © HarperCollinsPublishers Ltd 2014

Teacher Pack 2.3
6 a c values: 4500, 2250, 1500, 1125, 900
b nc = 45 000; the total cost is fixed and is shared between the number of families
c

d 57 families
Activity: Different rectangles, same area
A Pupils’ own answers
B Pupils’ own answers
C

D bh = 48 where b = base in cm and

h = height in cm
E 6.9 cm

Maths Frameworking 3rd edition © HarperCollinsPublishers Ltd 2014

Teacher Pack 2.3
Exercise 13D
1 a d = 75t b 2137.5 m
2 a The distance is fixed so if Anne increases her walking speed it will take her less time to
cover the distance
b tw = 40
3 a Direct proportion, because when y is divided by x, the answer is always the same; y =
3.5x
b Inverse proportion, because when c and d are multiplied together, the answer is
always 180; cd = 180
c Does not show direct or inverse proportion because no relationship between values of
f and r
d Inverse proportion, because when u and v are multiplied together, the answer is
always 0.36; uw = 0.36
4 No, because the graph does not go through (0, 0)
5 No, because xy does not equal a constant/the same number
x
6 a y = 0.003x or y = 300 b xy = 12
7 y = 0.06x
8 xy = 40
9 a As the number of panels increases, the length of each panel decreases. The product of
the length and number is a constant, 200
b 1.5 m panel: £1152.40; 1.8 m panel: £1114.40; 2.4 m panel: £936.60; the 2.4 me panel
is the cheapest
10 a xy = 5 b 0.3
11 a i 0.045 ii s = 0.0375r
b i 0.08 ii rs = 0.096
Reasoning: Looking for proportion
A Perimeter = 2l + 2w; 20 = 2l + 2 × 3; 20 = 2l + 6; 14 = 2l; l = 7
B Possible pairs are:
1 cm and 9 cm, 2 cm and 8 cm, 4 cm and 6 cm, 5 cm and 5 cm
C

D No, because as the length of one side increases, the other decreases
E No, because the product of the two side lengths is not a constant

Chapter 13: Answers to Review Questions

1 25.5 minutes, 55.25 minutes
2
Width 10 cm 15 cm 50 cm 62.5 cm 2.5 m
Length 16 cm 24 cm 80 cm 1 metre 4m
3 27.84 kg
4 £3.64
5 a i £1.61 ii £6.90 iii £83.95 b c = 0.23n
6 a Yes, because as the distance increases, the cost increases by the same factor and
when the distance is zero the cost is zero. b £10.56 c 14.8 km

Maths Frameworking 3rd edition © HarperCollinsPublishers Ltd 2014

Teacher Pack 2.3
 d Pupils’ sketches with distance on x-axis, cost on y axis, going through the points (0, 0)
and (10, 16.50)
7 a The graph is a straight line and it goes through the point (0, 0). b y = 3.6x c
68.4 cm
d 23.6 cm e Pupils should show that the area divided by the radius is not a
constant.
8 302 people
9 a 5.625 hours, 3.75 hours b xy = 450
10 a st = 278.4 b 2.0 m/s
11 a 15 cm b 120 cm c xy = 1200
d

Chapter 13: Answers to Challenge – Planning a trip

1 a £18.87 b £40
c

2 a 57 km b 9.5 km c y = 1.9x
d

3 a 3 hours b y = 240/x
c

Maths Frameworking 3rd edition © HarperCollinsPublishers Ltd 2014

Teacher Pack 2.3
4 a direct proportion b f = 0.384d
c neither
Exercise 14A
Circumference divided by diameter is slightly larger than 3. A simple relationship is C = 3d.
Activity: Making nets for cones
D As the size of the removed sector increases, so does the height of the cone.

Exercise 14B
Note: answers could be slightly different if value of  is taken as 3.14
1 a 15.7 cm b 37.7 mm c 7.2 m d 9.4 cm e 23.9 cm
2 503 m
3 2 413 000 km
4 a i 32.97 cm ii 32.991 cm iii 33 cm
b Different approximations for  will lead to different answers.
5 3.2 cm
6 200 m
7 25.7 cm
8 a 18.3 m b 43.7 cm c 28.3 cm
Activity: A mnemonic for 
Count the number of letters in each word of the sentence provided: 3 1 4 1 5 9 2 7, which
leads to 3.1415927.

Exercise 14C
Note: answers could be slightly different if value of  is taken as 3.14
1 a 28.3 cm2 b 113.1 mm2 c 2.5 m2
d 13.9 cm2 e 141.0 m2
2 a 25 cm 2
b 64  mm2
c 49  cm 2
d  m2
3 87 cm2
4 531 mm2
5 3657 m2
6 3.4 cm
7 6.2 cm
8 a 100.5 cm2 b 38.9 cm2
c 15.8 cm2
Problem solving: Circles and ellipses
d d2
A A =  r2 =  ( 2 )2 = 4
B a 6  cm2 b 26  m2
c 30  cm2 d 10.5  m2
Chapter 14: Answers to Review Questions
1 a i 31.4 mm ii 78.5 mm2 b i 20.4 cm ii 33.2 cm2 c i 13.2 m ii 13.9 m2
1
2 a 22 cm b 38 2 cm2
3 She has used the formula for the circumference of the circle, the correct formula is A =
 r2. The correct answer is 28.3 cm2 (1 dp).
4 120  cm
5 14 cm2
6 49.1 cm2
7 5.6 m
8 31.8 cm2

Maths Frameworking 3rd edition © HarperCollinsPublishers Ltd 2014

Teacher Pack 2.3
Chapter 14: Answers to Financial skills – Atheltics stadium
1 a 3.58 m2 b £114.56
2 a 245.44 m2 b £11 044.66
3 a 400 m b 1000 litres c £1375
4 a 12 m3 b 20 tonnes c £732
5 a 1.08 m3 b £51.84
6 a 2620 m2 b £9432
Exercise 15A
1 1
1 a 13 b 14 4 c –3 2
1 3 1 1
2 a t = 63 b m = –1 5 c w = 8 4 d x = –4 3
3 2 1
e m = 58 f r = –6 g p =5 h k = –1 8
1 2 1
3 a a = 10 2 ba=5 cn=6 5 dt=42
3 1
e t = –1 7 f p = –2 gx=22 h a = 47
4 a y = 26 b t = 24 c y = 60 dt=9
1
e x = –1 ft=7 g t = 19 3 h x = 42
1
5 ax= 42 bx=4 cx=7 dx=6
1 2
ey=5 f t = 14 gt= 15 2 h r = 17 3
1
6 ax=8 by=5 c d = 10 2 dt=9
1 1 4
eb= 35 f d = –3 gv= 44 ht=25
1
7 a 6x – 9 = 40 bx=86
3 1 3 1
8 a x = 10 4 b x = 16 2 c h = 4 4 d r = –2 3
6 3 1 1
ex=37 f u = 10 4 g y = 26 3 h r = 11 5
9 a x = 3.13 b y = 6.83 c t = 84.71 d r = 2
e t = –5.7 f n = 23.63 g f = 1.65 h q = –4
Challenge: Odd one out
4(2 x  3)
2 = 8 is the odd one out. It has a solution x = 3.5, but the other equations have the
solution x = –4.5

Exercise 15B
1 a 15 b 15 c 12 d 11
2 a9 b6 c 4.5 d 18
3 a 20 b7 c 11 d 5.5
4 a8 b 21 c6 d8
1 3
5 a 18 b 10.5 c 33 d 34 e 26 f 4
g2 h8 i7 j 13 k 5 l 20
6 a 2x + 35 = 3x + 12 b x = 23 c 81
7 a n + 75 b n + 75 = 4n c n = 25; Ann has £25, Carrie has £100
1
8 a 14 b9 c 10 d5 2
9 a 12 b8 c6 d4
10 a 15 b9 c4 d 12

Maths Frameworking 3rd edition © HarperCollinsPublishers Ltd 2014

Teacher Pack 2.3
 e4 f 24 g 2 h 5
1 1 1 1
11 a 42 b 24
c 62
d34
Challenge: Muddying the waters
A Missing numbers are 21, 26, 17, 32
B Missing expressions are 17 + 5x, 17 + 9x, 17 + 14x and 15x + 4
Exercise 15C
2 1 3
1 a x = 19 b z = 73 c t = 19 d k = –6 2 e m = 45
fy=8 g p = 13 h k = 52 i x = –6
1 1
2 a 5(x – 6) = 3(x + 3) b x = 19 2 , line length is 67 2 cm
3 a 6(t – 8) = 4(t + 6)
b t = 36, side length of hexagon = 28 units, side length of square = 42 units
1 2
4 x = 15 3 , area = 46 3 square units
3
5 a x = –11 b y = 4 c r = 10 dt=8 e m = 88
1
f w = 22 gx=22 ht=1 i n = 10
3
6 at–5= 4 (t
+ 10) b 50 years old
7 y = ±3
8 a x = ±2 b x = ±10 c t = ±9 d y = ±12
9 a x = ±4 b x = ±7 c x = ±6 d x = ±11 e d = ±5 f n = ±6 g k = ±8 h v = ±5
Challenge: How many solutions?
A a x = ±2 b x = ±0.5 c x = 0 d No solution
B ax=2 bx=2 cx=0 d x = –2

Exercise 15D
y y 5
1 ax=y–4 bx= 3 cx= 2
d x = 4y e x = 10 – y f x = 3y + 6
95 y
g x = 2y – 7 hx= 2 ix= 5 –3
3y y (5 y  10)
j x = 12 – 2 k x = 10 – 2 lx= 3
k  3q k  2p
2 ap= 2 bq= 3
v u v u
3 at= a ba= t
v 2  u2
4 a v = ±6.5 b s = 2a
2a 2a
5 ax= y by= x
v v v
2
6 a i b = a ii a2 = b iii a = b
s  2a 2
b b = 4a
5
7 C = 9 (F – 32)

Chapter 15: Answers to Review Questions

1 4 1 1
1 a x = 16 2 b t = –4 ct=65 d x = 21 en=7 f k = 43 g t = –4 2 hy=7

Maths Frameworking 3rd edition © HarperCollinsPublishers Ltd 2014

Teacher Pack 2.3
 1 2
2 a x = 10 b x = 10 c y = 35 dw=6 5
1
3 a x = 14 b y = 14 c t = 1 d m = 34 e y = 22 f t = 5 2
4 a 5(3x + 1) = 95 bx=6
5 a 4x + 8 = 180 b 43°, 61° and 76°
6 a Area of A = 4(a + 4), area of B = 6a b 4(a + 4) = 6a
c a = 8, area of A = area of B = 48 square units
d No, perimeter of A is 32 units and perimeter of B is 28 units.
7 a i x = 6 ii check by substituting into the original equation
b i x = –1 ii check by substituting into the original equation
3
8 a x = 3 4 b y = 3 c x = 24
9 a x = ±4 b y = ±6 c t = ±5 d n = ±10
10 a a = 3m – b – c b b = 3m – a – c
(p  y )
11 x = 2
c c v v
12 a i h = 2 r ii r = 2 h b i r2 =  h ii r = h

Chapter 15: Answers to Reasoning – Using graphs to solve equations

1 a x=3
b 2(x – 4) = −8, −6, −4, −2, 0, 2; 1 – x = 1, 0, −1, −2, −3, −4
c
d Pupils’ own graphs
ex=3
2 ax=2 b x=2 c x = −2 d x = 2.5 e x = −6
fx=4
3 y = x + 2 and y = 2x + 1

Maths Frameworking 3rd edition © HarperCollinsPublishers Ltd 2014

Teacher Pack 2.3
Exercise 16A
1 a 10 < T ≤ 20 b angles 60°, 216°, 84°
2 a Frequencies are 1, 2, 5, 8, 4 b angles 18°, 36°, 90°, 144°, 72
3 a Fequencies are 2, 4, 5, 6, 1 b6<M≤7 c 2/9 d 40°, 80°, 100°, 120°, 20°
4 a Saturday 30 < P ≤ 40 Sunday 40 < P ≤ 50
b Sat radius 4.5 cm, angles 24°, 96°, 144°, 84°, 12°;
Sun radius 5 cm angles 24°, 132°, 144°, 60°
c Sunday people were getting ready for the next week at work.
5 a Questionnaire/experiment b Experiment c Questionnaire
6 a Needs ages and sexes separating b Too many classes
c Biased to sports people d Both tests should be at the same time.
Activity: Planning data collection
Pupils’ own answers

Exercise 16B
1 Check pupils’ diagrams are correct and have a title.
2 a 2° b 13° c2 d i 6° ii April
3 Class A radius 4.5 cm, angles 48, 84, 60, 84, 84
Class B radius 5 cm, angles 12, 48, 96, 84, 84, 36
Class C radius 4.8 cm, angles 24, 72, 60, 84, 108, 12
Activity: Comparing populations
Pupils’ own comparisons

Exercise 16C
1 A greater percentage of the attendance are children at the rock concert.
2 Boys chose sport as their favourite while girls chose reading.
3 The science test was the more difficult as we see the maths scores are higher than the
science scores.
4 a The trains are not late as often in the early afternoon, but at all other times there are
more trains late than on time, with the earlier in the morning and the later at night the
more frequent is the lateness.
b The frequency of trains on time to be about 5%.
5 a The people in the UK tended to prefer meat to anything else. The people in Iceland
preferred fish to meat but never preferred vegetables.
b Because the sizes of the pie charts are the same but the sizes of the populations are
very different, so the Iceland pie chart should have a radius about 7% of the size of the
UK radius to reflect this difference.
Activity: Comparing chocolate bars
A Chunky: mean 404 g, range 6 g; Choctastic: mean 403 g, range 19 g
B Pupils’ own answers
C The chunky bar: I know I’ll get more than 400 g.

Maths Frameworking 3rd edition © HarperCollinsPublishers Ltd 2014

Teacher Pack 2.3
Exercise 16D
1 a The group sizes are all different. Either the data should be placed into equal class sizes
or the diagram created on a continuous time scale with the area of the bar reflecting the
frequency.
b Each icon is a different size and no scale shown. The scale for each icon should be
shown that reflects the relative frequency of each or the icons all to be the same width if
representing the same number of people.
c The vertical scale only starts at 2 and hence the differences shown in height are
exaggerations of the true differences. The vertical axis should be redrawn starting at 0.
d The vertical axis does not go up uniformly so you cannot get a true representation of
the differences. The vertical axis should be redrawn with a linear axis as we usually use in
graphs.
2 a Pupils’ own answers
b Drawn a chart with the sales axis starting at 3600. This will emphasise the differences.
3 a create a bar chart with same width bars but class sizes of 0–10, 11–20, 21–50, 41–50
and 51–60
b Pupils’ own answers
4 Create a bar chart where the vertical axis for the number of people is not linear, for
example it can start at 0, then have the 10 at 10 cm high with the 490 at 15 cm high.
5 a The radii are the same even though the numbers are very different.
b Grange Mound have 150 pupils going on to university; Blue Star have over a third of
their pupils going on to university.
c The sketch should show the radius of Grange Mound to be just under twice as large as
Blue Star.
6 a The vertical scale does not start at 0 and the horizontal axis does not have a linear
(evenly spaced) scale.
b

Activity: Creating misleading charts

Pupils’ own answer
Chapter 16: Answers to Review Questions
1 A smaller proportion of males to females attended the classical concert, but a greater
proportion of males attended the rock concert.
2 a 6, 5, 7, 4, 3, 1 b Check pupils’ diagrams. c 21–25
3 a Check pupils’ drawings b i £90 ii 90 cm
4 a Any 2 of 0, 1 and 6 b –1 c 30.4
5 a 31.4 cm b 135 cm2 c 75, 12
6 a True, the smallest male is between 126 and 130 mm, while the smallest female is
between 121 and 125 mm.

Maths Frameworking 3rd edition © HarperCollinsPublishers Ltd 2014

Teacher Pack 2.3
 b not enough information
7 a The frequency axis starts at 200, so the area of the bars do not reflect the correct
relative size of data.
b redraw to combine 10–30 into a single bar of height 710

Chapter 16: Answers to Problem solving – Why do we use so many devices to watch
TV?
1 a Their lengths do not reflect the data, for example the top bar, 60% is more than double
the bottom bar, 30%.
b For example, video on demand 12 cm, Video recorder 10 cm, Electronic p’ guide 9 cm,
Social Media 8 cm, TV guide 6 cm
2 a The areas are in the same ratio as the percentages shown.
b 7.1 cm and 3.3 cm
3 a The area of the shapes is in the same ratio as the percentages shown.
b i The radii should be in the ratio 1 : 0.92 ii Angles 144, 108, 90, 18
4 a The class sizes are not all the same.
b Can create a chart similar to the ‘What do we watch on potable devices?’ chart above,
say using an iPod shape as the basis, then the relative area of each in the same ratio as
current percentages shown.

Maths Frameworking 3rd edition © HarperCollinsPublishers Ltd 2014

Teacher Pack 2.3
Maths Frameworking 3rd edition © HarperCollinsPublishers Ltd 2014
Teacher Pack 2.3
Maths Frameworking 3rd edition © HarperCollinsPublishers Ltd 2014
Teacher Pack 2.3
Maths Frameworking 3rd edition © HarperCollinsPublishers Ltd 2014
Pupil Book 2.3