Challenge 8 Workbook Answers

All sample answers to the Cambridge Secondary 1 Checkpoint-style questions have been
written by the authors of this work

1 Integers, powers and roots

1.1 Multiples and factors
1 HCF = 420 LCM = 2520
2 HCF = 180 LCM = 6300
3 HCF = 288 LCM = 4320
4 HCF = 56 LCM = 10 472
5 HCF = 15 LCM = 6480
6 HCF = 120 LCM = 16 800

1.2 Powers and roots

1 a True. If N is odd, then N2 is odd and so N2 + 1 is even.
b False. If N = 8, then N2 + 1 = 65 which is 5 × 13 and not a prime number.
2 93 = 272 = 729; 163 = 642 = 4096 ; 253 = 1252 = 15 626; 363 = 2162 = 46 656

Mixed questions
1 A = 3 and B = 5
2 a clockwise b 3 c 25 d 7
3 a 30 b 1003 ( = 17 × 59)
4 a b c
2 –5 0 –1 –2 3 3 –11 –1

–3 –1 1 4 0 –4 –7 –3 1

–2 3 –4 –3 2 1 –5 5 –9

5 a –3 and 8 or 3 and –8 b –1 and –3 and 8

2 Sequences, expressions and formulae

2.1 Generating sequences
1 a 1, 4, 9, 16 b 2, 8, 18. 32
c –4, –1, 4, 11 d 0, 30, 80, 150
2 C

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2.2 Finding rules for sequences

1 a i 6, 8, 10 ii 2, 3, 4 iii 8, 11, 14
b i +2 ii +1 iii +3
c i 2 × position + 4 ii position + 1 iii 3 × position + 5

2.3 Using the nth term

1 1
1 a , 1, 1 and 5
2 2
b 1, 4, 9 and 100
1 1
c 2 , 6, 11 and 106
2 2
2 C

2.4 Using functions and mappings

1 y = 2x + 3. Student’s explanation.
2 a y = x2 b y = x2 + 1

2.5 Constructing linear expressions

1 a I think of a number, multiply it by 2 then subtract the result from 6. Æ 6 – 2n
n
I think of a number, divide it by 6 then subtract the result from 2. Æ 2 –
6
I think of a number, multiply it by 2 then add the result to 6. Æ 2n + 6
b 6n – 2 = I think of a number, multiply it by 6 then subtract 2.
2(n + 6) = I think of a number, add 6 then multiply the result by 2.

2.6 Deriving and using formulae

1 x–5
2 a 0 and 1 b 4 c 0 d 0

Mixed questions
1 a Pattern 4

b Student’s explanation, e.g. sequence of square numbers plus one.

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c
Position number 1 2 3 4
Term 2 5 10 17

d i term = position number squared add one ii term = n2 + 1

e x y
1 2
2 x2 +1 5
3 10

f y = x2 + 1 g 101
2 a 75 b 100

3 Place value, ordering and rounding

3.1 Multiplying and dividing by 0.1 and 0.01
1 0.5, 0.01, ÷, x, 100, 0.1, 50, 0.01, 100, 0.05

3.2 Ordering decimals

1 a –9.8, –7.8, –4.2, –3.6, –1.4
b –2.9, –2.7, –2.5, –2.1, –2.0
c –1.82, –1.6, –1.4, –1.09, –1
2 Pierre Duval, Amir Khan, Thulani Bopoto, Carlos Sanchez, Jettrin Juntasa,
Bernie Matthews

3.3 Rounding
1 a 0.14 b 0.56
2 a any from 5.450 to 5.499
b any from 5.445 to 5.499

3.4 Adding and subtracting decimals

1 a 498 b 497.6 c 497.55 d 497.544
2 2.65 seconds

3.5 Dividing decimals

1 a $9.24 b No, 3 × 9.24 = $27.72.

3.6 Multiplying by decimals

1 a i 0.6862 ii 68.62 iii 6.862
b Student’s answer.
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2 $126.90
3 a 0.16 b 0.0021 c 0.006 d 0.045

3.7 Dividing decimals

1 a 7800, 78 000, 780 000
b i 7.8 ii 7.8 iii 7.8

3.8 Estimating and approximating

1 a Months 0–1 1–2 2–3 3–4 4–5 5–6
Increase in mass (kg) 1.1 1.2 0.8 0.6 0.5 0.4

b 0.766… kg
c i 8 – 3 = 5, 5 ÷ 6 = 0.833, which is about 0.766
ii 0.7666… × 6 = 4.6. 4.6 – 0.4 – 0.5 – 0.6 – 0.8 – 1.2 – 1.1 = 0

Mixed questions
1 a 74.6 b D

4 Length mass and capacity

4.1 Choosing suitable units
1 Distance of triathlon run Æ 10 km
Mass of the men’s javelin Æ 800 g
Length of a swimming pool Æ 50 m
Width of a swimming lane Æ 2.5 m
Mass of the women’s javelin Æ 600 g
Length of lane 4 on a running track Æ 423 m
Length of a basketball court Æ 28 m
Height of a high hurdle Æ 1.067 m
Distance of a triathlon cycle Æ 40 km
Mass of a shot in the men’s shotput Æ 7.26 kg
Mass of a shot in the women’s shotput Æ 4 kg
Distance of a triathlon swim Æ 1.5 km
2 a 5.04 m b 17.55 m

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4.2 Kilometres and miles

1 692 km

Mixed questions
1 a i 15 ii 20
b i 24 ii 32
c 750, 750, 1500 d 1000
e i 450 ii 300
f 1 hour : 5 km 1 hour : 600 m
60 minutes : 5 km 60 minutes : 600 m
12 minutes : 1 km 1 minute : 10 m
g i 5 hours 33 minutes ii 6 hours 54 minutes

5 Angles
5.1 Parallel lines
1
c°
d ° a°

b°

Either c = b (corresponding angles) and a + c = 180° (angles on a straight line)

or c = d (alternate angles) and a + d = 180° (angles on a straight line).
Other explanations are possible.
2 a No. 107° + 74° = 181° and if the lines are parallel this is 180°.
b Yes. They meet on the same side as B and D and the angle between them is 1°.
3 a Here is one possible explanation.

x°

z°

y°

x = z (vertically opposite angles). y = z (corresponding angles).

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b Right.
Here is one possible explanation.

x°
180° − x

y°

The allied angles shown are 180° – x and y and these add up to less than 180°
because x is bigger than y. The lines will meet on the same side as those angles.

5.2 Solving angle problems

1 a and b A

a°

J b° b F
E a a B
b b
b b
I G
b b
b b
H
a a
D C

c The angles of a triangle such as AJF are a°, a° and b° and these add up to 180°.
d Angle EIJ = angle ICA + angle IAC because it is an exterior angle of the triangle.
So b = a + a or b = 2a.
e a = 36° and b = 72°
f Angle IJF + angle AJF = 180° as they are angles on a straight line.
Angle IJF = 180° – 72° = 108°.
2 a 180° b The nine angles of the three triangles make the five angles of the
pentagon. The angle sum is 3 × 180° = 540°.
c This pentagon can be divided into three triangles like this.

The angle sum is 3 × 180°.

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d This can be divided into 4 triangles in several ways. Here is one way.

The angle sum is 4 × 180° = 720°.

Mixed questions
1 80°, 80° and 20° or 80°, 50° and 50°

50°

80°

100° 80° 20° 100° 80° 50°

2 a t b q or s c u d r e v f r, t or v
3 a 60° b 38° and 104°
c If the smallest is 40°, the largest is 40° + 30° = 70° and the third is also 70° to make
the total 180°. If one angle is smaller than 40°, the other two are less than 70° and
the total is less than 180°, which is impossible.
If the largest is 80°, the smallest is 80° – 30° = 50° and the third is also 50° to make
the total 180°. If one angle is larger than 80°, the other two are larger than 50°
and the total is larger than 180°, which is impossible.

6 Planning and collecting data

6.1 Collecting data
1 a A good sample is about 10%. 10% of 301 is about 30.
b E. It is the most random option.
c Student’s method to underline 30 words.
d Student’s tally charts.
e Student’s choice, but probably the first chart as it gives more
accurate data for analysis.
f Student’s conclusion.

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6.2 Types of data

1 Student’s example of discrete data that some may think is continuous data.
2 Student’s example of continuous data that some people may think is discrete data.

6.3 Using frequency tables

1 a
Time, t (minutes) Frequency
1t5 6
6  t  10 12
11  t  15 8
16  t  20 3
21  t  25 1
30

b Student’s conclusion, e.g. ‘over half of all students took between 1 and 10 minutes
(rounded to the nearest minute) to complete the puzzle’, or ‘only one student took
between 21 and 25 minutes (rounded to the nearest minute) to complete the puzzle’.
2
Arsenal Chelsea Liverpool Man City Man United Total
Boys 12 0 16 5 15 48
Girls 15 8 0 8 1 32
Total 27 8 16 13 16 80

Mixed questions
1 Eating Walking Running Playing Total
Elephant 500 150 0 100 750
Monkey 0 180 45 225 450
Impala 100 15 40 25 180
Warthog 45 30 45 0 120
Total 645 375 130 350 1500

7 Fractions
7.1 Finding equivalent fractions, decimals and percentages
1 a i 0.8 ii 80%
b i 0.9 ii 90%
c i 1 ii 100%
d i 1.1 ii 110%
e i 1.2 ii 120%
8 f i 1.8 ii 180%
 Challenge 8 Workbook Answers

2 a i 1.25 ii 125%
b i 2.27 ii 227%
c i 3.14 ii 314%
d i 4.8 ii 480%

7.2 Converting fractions to decimals

7 4 18
1 0.5 55% 0.56 58.2% 0.6
13 7 27

7.3 Ordering fractions

1
Subject Score Fraction Equivalent fraction
61 61
Maths 61 out of 80
80 80
11 55
English 11 out of 16
16 80
20 50
Science 20 out of 32
32 80
36 60
Thai 36 out of 48
48 80
27 54
Business 27 out of 40
40 80
14 56
History 14 out of 20
20 80

Maths , Thai, History, English, Business, Science

7.4 Adding and subtracting fractions

13
1 a B b
24

7.5 Finding fractions of a quantity

1 a i $5 ii $5
1 1 1 1
b i They are the same. ii as × =
8 2 4 8
c i 24kg ii 24kg
2 3 2 2
d i They are the same. ii as × =
5 5 3 5

7.6 Multiplying an integer by a fraction

1 a Student’s choice of multiplication.
2 2 6 3
b i × 385 = 256 ii × 480 = 411
3 3 7 7
3
2 11
7
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7.7 Dividing an integer by a fraction

1 15 m
3 7 8 6
2 18 ÷ = 12, 21 ÷ = 15, 16 ÷ = 14, 24 ÷ = 20
2 5 7 5

7.8 Multiplying and dividing fractions

73 2
1 m
80
2
2 m
3

Mixed questions
1
4 4 15
2x x
7 9 16

8 Shapes and geometric reasoning

8.1 Recognising congruent shapes
1 a 12 cm
b 17 cm
c i 30° ii 42°
d 108°
2 125°

8.2 Identifying symmetry of 2D shapes

1 a b

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8.3 Classifying quadrilaterals

1 a (2, 2), (6, 2), (6,8), (2, 8)
b (2, 2), (0, 4), (2, 6), (4, 4)
c (2, 2), (6, 2), (8, 4), (4, 4)
d (4, 4), (6, 8), (4, 9) (2, 8)
e (2, 6), (6, 8), (4, 9) , (2, 8)

8.4 Drawing nets of solids

1 An example of the net is:

2 Yes, if the parcel is rotated the correct way – see net.

1m

30
1.2 m
25
110 cm
30
40
25 25

90 cm
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8.5 Making scale drawings

1 Student’s labelled additions to the scale drawing: the cupboard measures 6 squares
by 2 squares, the desk measures 7 squares by 3 squares, the chair for the desk
measures 3 squares by 3 squares and the two relaxing chairs measure 3 squares
by 3 squares each.

Mixed questions
1 a e.g.

b e.g.

c e.g.

d e.g.

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e e.g.

9 Simplifying expressions and solving equations

9.1 Collecting like terms
1 a 10a2 b 18b2 c 4c2
2 a 100 x b
21 z2
20 5x 3z 7z
4 5 x 3 z 7

c d
540 m2 25 n2
30 m 18 m 5n 5n
10 3m 6 n 5 n

3 a i x2 + 3x ii 2x2 + 6x iii 3x2 + 9x iv 4x2 + 12x v 8x2 + 24x

b i 6 + 4x ii 6 + 6x iii 6 + 8x iv 6 + 10x v 6 + 18x

9.2 Expanding brackets

1 a 8x + 4 b 6y2 – 4y
2 13x2 + 10x
3 a 7, 12 b 1, x2 c 5x, 18 d 5, x e 2, 8 f 2x, 11

9.3 Constructing and solving equations

1 x = 4 cm
2 3 cm
3 a 18x b 40 + 8x c the fourth floor
4 a x = 14
b i x = –30 ii x = 5

Mixed questions
1. BOBSLEIGH
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10 Processing and presenting data

10.1 Calculating statistics from discrete data
1 606 ÷ 5 = 121.2
2 51 kg
3 41.25
4 73.2 minutes
5 450 mm
6 a 27 b 117 c 19 d 14 e 70
7 47.26 kg
8 74.07 cm

10.2 Using statistics

1 a 64.3 kg to 1 d.p.
b You cannot tell which is larger. The median is in the class 60–70 and
so is the mean.
2 3.6 cm less. The estimated means are 142 cm and 138.4 cm.

Mixed questions
1 59.1 kg to 1 d.p.
2 a 30.7125 cm
b If all the heights are the smallest possible value (five are 20 cm, eight are 25 cm,
and so on), the mean is 28.625.
3 The mean must be between 9.8 and 10.14. It will be 9.8 if the missing frequencies are
17 and 0; it will be 10.14 if the missing frequencies are 0 and 17.

11 Percentages
11.1 Calculating percentages
1 a $9 b $9 c $25.50 d $25.50 e 19.8 kg f 19.8 kg
2 a The answers of each pair are the same. b A% of B is the same as B% of A.
3 a 54 kg b 96 minutes c $652.50 d 2800 people
e $367.50 f $367.50
4 a 1.5 × 240 = 360 so there are 240 + 360 = 600 or 2.5 × 240 = 600
b You cannot reduce something by more than 100%.

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5 a Possible b Possible c Impossible

d Possible e Impossible f Impossible
6 75% 100% 125% 175% 225% 275%
$27 $36 $45 $63 $81 $99

7
25% 100% 150% 175% 190% 210%
80 kg 320 kg 480 kg 560 kg 608 kg 672 kg

11.2 Percentage increases and decreases

1 $342.40
2 81 900
3 $957.60
4 4.29 m
5 $94.50
6 66.7 kg
7 57 600
8 450 × 1.15 = 517.50 ; 517.50 × 0.85 = $439.88; The price is less than $450.

Mixed questions
1 $119
2 a 7.40 × 1.034 = 7.6516 = 7.65 to 2 d.p.
b
Year 2016 2026 2036 2046 2056
Population (billions) 7.40 7.65 7.91 8.18 8.46

3 a $336 b $302.40 c 28%

4 a $774.40 b 21%

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 Challenge 8 Workbook Answers

12 Constructions
12.1 Drawing circles and arcs
1 chord segment

arc or circumference
center

diameter

sector

radius

circumference or arc

2 Student’s diagrams

12.2 Drawing a perpendicular bisector

1 A
B
carrots peas

potatoes maize

C
D

2 a Student’s diagram
b 5 cm
3 a Student’s diagram
b All three vertices of the triangle touch the circumference of the circle.

12.3 Drawing an angle bisector

1 a Student’s diagram
b i Student’s diagram ii The circle just touches each side of the triangle.
2 a Student’s diagram
b Accept between 17⁰ and 23⁰.
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12.4 Constructing triangles

1 Student’s diagram
2 Student’s diagram with side lengths 9 cm, 7.5 cm and 4.75 cm
(all measurements ± 2 mm).

Mixed questions
1 Student’s diagram; accept between 1330 and 1370.

13 Graphs
13.1 Equations of the form y = mx + c
1 a x 5 4 2 1 –1 –2
y –3 –2 0 1 3 4

b y
6
5
4
(–1,3) 3
2
1
(2,0)
–6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6 x
–1
–2
(5,–3)
–3
–4
–5
–6

2 a
x 5 4 2 0 –1 –2
y –1 0 2 4 5 6

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 Challenge 8 Workbook Answers

b y
6
5
4
3
2
1

–6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6 x
–1
–2
–3
–4
–5
–6
c Yes, 11 – 7 = 4

3 a Because 2 + –2 = 0 and –5 + 5 = 0.
b y
6
5
4
3
2
1

–6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6 x
–1
–2
–3
–4
–5
–6
c No, 12 – 10 = 2

4 a
x 6 4 2 0 –2 –4
y –3 –2 –1 0 1 2

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 Challenge 8 Workbook Answers

b and e
y
6
2x + y = 0
5
4
3
2
1

–6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6 x
–1
–2 x + 2y = 0

–3
–4
–5
–6

c Because 2 × –3 + 6 = 0
d
x –3 –2 –1 0 1 2
y 6 4 2 0 –2 –4

5
x+y=4 y = –x + 4
x+y=2 y = –2x
1
x+y=0 y=– x
2
x + 2y = 0 y = –x
2x + y = 0 y = –x + 2

13.2 The midpoint of a line segment

1
(4, 0) and (0, –4) (–2, 2)

(–3, 6) and (–1, –2) (2, –2)

(–5, 1) and (1, –5) (2, 2)

(–6, 2) and (10, –6) (–2, –2)

(–1, –1) and (–3, 5)

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2 a D is (1, –1) , E is (–1, 3) and F is (4, 1)

b The midpoint of EF is ( –1 + 4 3 + 1
2
,
2 ) = (1.5, 2); the midpoint of AD

is(2 + 1 –1 + 5
2
,
2 ) ; they are the same point.
3 (–9, 11)
4 The x and y coordinates have opposite signs. For example the end points could be
(2, 3) and (–2, –3).

Mixed questions
1 y y = 2x + 2
6
5
y = 2x – 2
4
3
2
1

–6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6 x
–1
–2
–3
y + 2x = 2
–4
–5
–6

2 (1.5, 0.5)
1
3 A=x= y+1
2
1
B=y= x+1
2
1
C=y+ x=1
2
1
D=x+ y=1
2
4 a 3 m/s b 5 m/s c 15 s d y = 3x e y = 5x – 50

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14 Ratio and proportion

14.1 Simplifying ratios
1 a 1:3 b 2:1 c 10 : 9
2 b 1:2 c 5:3 d 21 : 13
3 2:3
4 17 : 3
5 a i 1:2 ii 0.5 : 1
b i 1 : 3.75 ii 0.2666 : 1
c i 1:3 ii 0.333 : 1
d i 1 : 6.6 ii 0.1515 : 1

14.2 Sharing in a ratio

1 150º
2 a 14 b $4.90
3
Size of tin Blue Yellow Green
1 litre 400 ml 550 ml 50 ml
1.5 litres 600 ml 825 ml 75 ml
2.5 litres 1 litre 1.375 litre 125 ml

4 $15.96

14.3 Solving problems

1 150 g rice, 0.9 litres stock, 0.375 kg fish,180 g mixed vegetables
2 a A 1 : 5.4, B 1 : 5.333
b Bivna’s drink is stronger because it has less water.
3 $1.62

Mixed questions
1 a Student’s diagram

Length of Length of Ratio of lengths Ratio of lengths side : diagonal

side diagonal side : diagonal in the form 1 : n
3 cm 4.2 3 : 4.2 1 : 1.4
4 cm 5.7 4 : 5.7 1 : 1.425
5 cm 7.1 5 : 7.1 1 : 1.42

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b They are all very similar, at about 1 : 1.4, averaging 1 : 1.415.

c 11.31 cm
d 20 cm
2 a B = 24 cm, C = 24 cm
b i 1:2 ii 1 : 3
c A 96 cm2 B 384 cm2 C 864 cm2
d i 1:4 ii 1 : 9
e b: 12 : 22 = 1 : 4 d: 12 : 32 = 1 : 9

15 Probability
15.1 Equally likely outcomes
4 3 1
1 a b c
9 8 6
1 1 1
2 a b c
3 5 19
1 1 1
3 a b c
2 4 16
4 Six cards. For example, 1, 2, 3, 4, 15 and 30.

15.2 Listing all possible outcomes

1 a There are six choices: juice and cheese, juice and tuna, juice and egg, coffee and
cheese, coffee and tuna, coffee and egg.

1
b c 18
10
5 4 1 15 1
2 a b or c ,
36 36 9 36 6
1 6 3
3 a b or
10 10 5

Mixed questions
1 Colour red blue green yellow
Probability 0.15 0.1 0.35 0.4

2 10 sectors
7
3
12
4 a 0.1 b 0.84 c 0.26
1
5
6
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16 Position and movement

16.1 Transforming shapes
1 Reflection in the line x = –1.
2 Reflection in the line y = –3.
3 a x=3
b Triangle ABC A (2, 3) B (2, 1) C (1, 2)
Triangle DEF D (4, 3) E (4, 1) F (5, 2)
Triangle GHI G (8, 3) H (8, 1) I (7, 2)

c
Triangle JKL J (10, 3) K (10, 1) L (11, 2)
Triangle MNP M (14, 3) N (14, 1) P (13, 2)

The y-coordinates stay the same.

The x-coordinates starting with the points A and B increase by 2, then 4,
then 2, then 4 etc.
The x-coordinates starting with the point C increases by 4, then 2, then 4, then 2 etc.

16.2 Enlarging shapes

1 a i 2 ii 3 iii 1.5
b Rectangle Perimeter (cm) Area (cm2)
P 6 2
Q 12 8
R 18 18

Rectangles Ratio of lengths Ratio of perimeters Ratio of areas

P:Q 1:2 1:2 1:4
P:R 1:3 1:3 1:9
2:3 2:3 4:9
Q:R
or 1 : 1.5 or 1 : 1.5 or 1 : 2.25

c The ratio of the perimeters is the same as the lengths.

The ratio of the areas is the same as the ratio of the lengths2.
d i 32 cm ii 48 cm2

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 Challenge 8 Workbook Answers

Mixed questions
1 a and c
y
10
9
8
7
6
5
4
3
2
1
0
0 1 2 3 4 5 6 7 8 9 10 x

b 4
2 A is the smallest, it has a height = 3 × length.
B, D and F are enlargements of A as they all have a height = 3 × length.
C and E are not enlargements of A as they do not have a height = 3 × length.

17 Area, perimeter and volume

17.1 The area of a triangle
1 a 16 cm b 13 cm
2 a 15 cm2 b 6400 cm2
3 Student’s answers, e.g. 24 cm and 1 cm, 12 cm and 2 cm, 6 cm and
4 cm, 48 cm and 0.5 cm.

17.2 The areas of a parallelogram and trapezium

1 5 2
1 a m2 b m c 26 cm2
6 14
2 a 5120 square kilometres
b 2000 square miles
3 $320

17.3 The area and circumference of a circle

1 a 9π cm2, 6π cm
b 49π cm2, 14π cm
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1 1
2 a of diameter = radius, × 8 = 4 cm
2 2
Area = πr2 = π × 42 = 16π cm2, circumference = 2πr = 2 × π × 4 = 8π cm
b 64π cm2, 16π cm
c
Circle A : Circle B Radius Circumference Area
Ratio 4:8 8π : 16π 16π : 64π
Ratio in its
1:2 1:2 1:4
simplest form

d They are the same.

e 12 : 22 = 1 : 4

17.4 The area of compound shapes

1 337.876… cm2
2 6.8 cm

17.5 The volumes and surface areas of cuboids

1 78 cm3
2 4 cm

17.6 Using nets of solids to work out surface areas

1 10 cm
2 192 cm2

Mixed questions
1 30 cm
2 a 148 cm2
b 120 cm3

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18 Interpreting and discussing results

18.1 Interpreting and drawing frequency diagrams
1 a Example:

Time to text, t (seconds) Tally Frequency

0<t5 2
5 < t  10 10
10 < t  15 18
15 < t  20 7
20 < t  25 3
Total 40

b Example:
Time taken by students to text

18
16
14
Frequency

12
10
8
6
4
2

0 5 10 15 20 25
Time (seconds)

18.2 Interpreting and drawing pie charts

1 a i 10 ii 24
b 120

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18.3 Interpreting and drawing line graphs

1 Visitor numbers to a riding stables per month
40

35

30
Number of visitors

25

20

15

10

0
March April May June July August September October
Month

18.4 Interpreting and drawing stem-and-leaf diagrams

1 a
Least Greatest Median Mean Modal
Range
distance distance distance distance distance
Right hand 3 38 35 20 22 16
Left hand 2 38 36 15 16 8

b The throws with the right hand had a larger mean distance that the left hand.
The greatest distance thrown was the same with both hands.
c Four, because four students that threw under 10 m with their right hand and
threw 28 or more with their left hand.

27
 Challenge 8 Workbook Answers

18.5 Drawing conclusions

1 a Mean monthly temperature in Kangerlussuaq and Port Stanley

12
Port Stanley
8

4
Temperature(°C)

0
J F M A M J J A S O N D
–4 Months

–8

–12

–16
kangerlussuaq
–20

b Student’s answer

Mixed questions
1
Number of emails Number of
Frequency
received degrees
0–9 5 30
10–19 12 72
20–29 18 108
30–39 13 78
40–49 12 72
Total 60 360

28
 Challenge 8 Workbook Answers

Emails received by employees in one day

0-9

10 - 19

20 - 29

30 - 39

40 - 49

29