Found_Math_EDEX_GCSE 11/4/06 17:42 Page 1

FOUNDATION
Full coverage of the new two - tier exams for
the Edexcel Specifications – Foundation Tier
How the book is organised ...
Each chapter consists of:
• Worked examples with explanatory notes and commentary.

MATHEMATICS
• Exercises that are carefully graded to build confidence as new skills are mastered.
• What you need to know – a summary of key facts and skills.
• Review Exercise – exam-style questions which reflect how topics will be tested in
the new exams plus lots of past exam questions.

Section Reviews:
Exam and exam-style questions, presented in non-calculator and calculator formats,
which give students the opportunity to consolidate skills acquired over a number of
chapters.

Exam Practice:
Further compilations of exam and exam-style questions in preparation for the exams,
Non-calculator Paper and Calculator Paper.

Main features of the book ...

• Thorough preparation for the new two-tier exams.
• Clear, student-friendly language used throughout.
• Suitable for either a 1-year or 2-year course or as a revision book.
• Rigorous, step-by-step approach that builds students’ confidence and gets

for Edexcel GCSE

better results.

Student Support Books

Also available:
Foundation Mathematics for Edexcel GCSE – Student Support Book
(ISBN: 1 405 834 986)
Foundation Mathematics for Edexcel GCSE – Student Support Book (With Answers)
(ISBN: 1 405 834 994)
The Student Support Books provide extra learning opportunities for students to
enhance exam success and are ideal companions for any main text.
Excellent for revision purposes and contain sufficient material for a 1-year course.

ISBN 1-4058-3140-5

CP
9 781405 831406
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Foundation

for Edexcel GCSE

Tony Banks and David Alcorn

CP

Causeway
Press
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Pearson Education Limited

Edinburgh Gate
Harlow
Essex
CM20 2JE
England

© Tony Banks and David Alcorn, 2006

The rights of Tony Banks and David Alcorn to be identified as the authors of this work have
been asserted by them in accordance with the Copyright, Designs and Patents Act, 1988.

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system,
or transmitted in any form or by any means, electronic, mechanic, photocopying, recording,
or otherwise, without either the prior written permission of the Publishers or a licence
permitting restricted copying in the United Kingdom issued by the
Copyright Licensing Agency Ltd, 90 Tottenham Court Road, London W1P 9HE.

ISBN-13: 978-0-582-83140-7
ISBN-10: 1-4058-3140-5

Endorsement
This high quality material is endorsed by Edexcel and has been through a rigorous quality assurance
programme to ensure that it is a suitable companion to the specification for both learners and teachers.
This does not mean that its contents will be used verbatim when setting examinations, nor is it to be
read as being the official specification - a copy of which is available at www.edexcel.org.uk

Exam questions
Past exam questions, provided by London Examinations, a division of Edexcel, are marked Edexcel.
The answers to all questions are entirely the responsibility of the authors/publisher and have neither
been provided nor approved by Edexcel.

Every effort has been made to locate the copyright owners of material used in this book.
Any omissions brought to the notice of the publisher are regretted and will be credited in
subsequent printings.

Page design
Billy Johnson

Reader
Barbara Alcorn

Artwork
David Alcorn

Cover design
Raven Design

Typesetting by Billy Johnson, San Francisco, California, USA

Printed and bound by Scotprint, Haddington, Scotland
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preface
Foundation Mathematics for Edexcel GCSE has been written to meet the requirements of the
National Curriculum Key Stage 4 Programme of Study and provides full coverage of the new
Edexcel Specifications for the Foundation Tier of entry.

The book is suitable for students preparing for assessment at the Mathematics Foundation Tier of entry
on either a 1-year or 2-year course or as a revision text.

In preparing the text, full account has been made of the requirements for students to be able to use and
apply mathematics in written examination papers and be able to solve problems both with and without a
calculator. Some chapters include ideas for investigational, practical and statistical tasks and give the
student the opportunity to improve and practice their skills of using and applying mathematics.

The planning of topics within chapters and sections has been designed to provide efficient coverage of
the specifications. Depending on how the book is to be used you can best decide on the order in which
chapters are studied.

Chapters 1 - 11 Number
Chapters 12 - 20 Algebra
Chapters 21 - 33 Shape, Space and Measures
Chapters 34 - 40 Handling Data

Each chapter consists of fully worked examples with explanatory notes and commentary; carefully
graded questions, a summary of what you need to know and a review exercise.
The review exercises provide the opportunity to consolidate topics introduced within the chapter and
consist of exam-style questions, which reflect how the work is assessed, plus lots of past examination
questions (marked Edexcel).

Further opportunities to consolidate skills acquired over a number of chapters are provided with
section reviews, which have been organised into two parts for non-calculator and calculator practice.

As final preparation for the exams a further compilation of exam and exam-style questions,
organised for non-calculator paper and calculator paper practice, has been included.

The book has been designed so that it can be used in conjunction with the companion book
Foundation Mathematics for Edexcel GCSE - Student Support Book
Without Answers: ISBN 1-405834-98-6
With Answers: ISBN 1-405834-99-4

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contents
CHAPTER 1 Whole Numbers
Even and odd numbers 1
Place value 1
Reading and writing numbers 2
Non-calculator methods for addition 3
Non-calculator methods for subtraction 5
Multiplication of whole numbers 7
Non-calculator method for short multiplication 7
Multiplying a whole number by 10, 100, 1000, … 8
Multiplying a whole number by multiples of 10 (20, 30, 40, …) 8
Non-calculator method for short division 10
Dividing a whole number by 10, 100, 1000, … 11
Dividing a whole number by multiples of 10 (20, 30, 40, …) 11
Long multiplication 12
Long division 13
Order of operations in a calculation 14
Problems involving number 15
What you need to know 16

CHAPTER 2 Decimals
Place value 19
Ordering decimals 20
Non-calculator methods for addition of decimals 22
Non-calculator methods for subtraction of decimals 23
Money 23
Working mentally 24
Multiplying and dividing decimals by powers of 10 (10, 100, 1000, …) 25
Multiplying decimals 26
Non-calculator method for multiplying decimals 26
Dividing decimals 28
Non-calculator method for dividing decimals 28
Changing decimals to fractions 29
Recurring decimals 30
What you need to know 30

CHAPTER 3 Approximation and Estimation

Approximation 32
Rounding to the nearest 10, 100, 1000 32
Rounding in real-life problems 34
Rounding using decimal places 35
Rounding using significant figures 36
Choosing a suitable degree of accuracy 37
Estimation 38
Using a calculator 39
Accuracy in measurement 41
What you need to know 42

CHAPTER 4 Negative Numbers

Ordering numbers 45
Subtracting a larger number from a smaller number 46
Addition and subtraction using negative numbers 48
Multiplying and dividing negative numbers 49
What you need to know 50
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CHAPTER 5 Fractions
Shaded fractions 52
Equivalent fractions 54
Simplifying fractions 55
Types of fractions 57
Finding fractions of quantities 58
Adding and subtracting fractions 59
Multiplying fractions 61
Dividing fractions 62
Fractions on a calculator 63
Fractions and decimals 64
Recurring decimals 64
What you need to know 65

CHAPTER 6 Working with Number

Multiples 67
Factors 68
Prime numbers 68
Common factors 68
Powers 70
Prime factors 70
Products of prime factors 70
Least common multiples 71
Highest common factors 72
Square numbers 73
Cube numbers 73
Reciprocals 73
Square roots 75
Cube roots 75
Multiplying and dividing numbers with powers 76
Rules for multiplying and dividing powers of the same number 76
Large numbers and your calculator 77
Small numbers and your calculator 78
What you need to know 79

CHAPTER 7 Percentages
The meaning of a percentage 82
Changing percentages to decimals and fractions 82
Changing decimals and fractions to percentages 83
Comparing fractions 84
Expressing one quantity as a percentage of another 85
Finding a percentage of a quantity 86
Percentage change 87
More complicated percentage problems 88
Percentage increase and decrease 88
What you need to know 90

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CHAPTER 8 Time and Money

24-hour clock and 12-hour clock times 93
Timetables 95
Spending 97
Best buys 98
VAT 100
Foreign currency 101
What you need to know 102

CHAPTER 9 Personal Finance

Wages 104
Income tax 106
Household bills 107
Savings 109
Simple Interest 109
What you need to know 109

CHAPTER 10 Ratio and Proportion

Ratio 111
Equivalent ratios 113
Simplifying ratios 113
Sharing in a given ratio 115
Proportion 116
What you need to know 118

CHAPTER 11 Speed and Other Compound Measures

Speed 120
Further problems involving speed 122
Other compound measures 123
Density 123
Population density 123
What you need to know 124

SR Section Review - Number

Non-calculator Paper 126
Calculator Paper 131

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CHAPTER 12 Introduction to Algebra

Algebra 136
Expressions and terms 137
Simplifying expressions 137
Adding and subtracting terms 137
Multiplying and dividing terms 139
Multiplying and dividing algebraic expressions with powers 140
Brackets 140
More brackets 142
Factorising 143
What you need to know 144

CHAPTER 13 Solving Equations

Solving equations 146
Solving equations by working backwards 147
The balance method 148
More equations 150
What you need to know 151

CHAPTER 14 Further Equations

Equations with brackets 152
Equations with letters on both sides 153
Using equations to solve problems 154
Trial and improvement 156
What you need to know 156

CHAPTER 15 Formulae
Substitution 158
Writing expressions and formulae 159
Using formulae 161
Further substitution into formulae 162
Writing and using formulae 163
Rearranging formulae 165
What you need to know 166

CHAPTER 16 Sequences
Continuing a sequence 168
Using rules 169
Number sequences 171
Sequences of numbers from shape patterns 174
Special sequences of numbers 174
What you need to know 177

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CHAPTER 17 Coordinates and Graphs

Coordinates 179
Linear functions 180
Drawing a graph of a linear function 180
Special graphs 180
Gradient and intercept 182
Drawing graphs of other linear equations 186
Using graphs to solve linear equations 187
What you need to know 188

CHAPTER 18 Using Graphs

Conversion graphs 190
Distance-time graphs 191
Graphs of other real-life situations 194
What you need to know 197

CHAPTER 19 Inequalities
Inequalities 199
Number lines 199
Solving inequalities 201
Double inequalities 201
What you need to know 202

CHAPTER 20 Quadratic Graphs

Quadratic functions 203
Drawing a graph of a quadratic function 203
Using graphs to solve quadratic equations 205
What you need to know 206

SR Section Review - Algebra

Non-calculator Paper 208
Calculator Paper 212

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CHAPTER 21 Angles
Types and names of angles 216
Measuring angles 217
Drawing angles 217
Angle properties 218
Angles at a point, complementary angles, supplementary angles,
vertically opposite angles 218
Lines 221
Perpendicular lines and parallel lines 221
Parallel lines and angles 222
Corresponding angles, alternate angles, allied angles 222
Naming angles 224
What you need to know 226

CHAPTER 22 Triangles
Types of triangle 228
The sum of the angles in a triangle 228
Exterior angle of a triangle 229
Naming parts of a triangle 231
Special triangles 231
Drawing triangles 234
Perimeter of a triangle 236
Area of a triangle 236
What you need to know 239

CHAPTER 23 Symmetry and Congruence

Lines of symmetry 241
Rotational symmetry 241
Symmetry in three dimensions 244
Planes of symmetry 244
Axes of symmetry 244
Congruent shapes 245
Congruent triangles 246
What you need to know 248

CHAPTER 24 Quadrilaterals
Special quadrilaterals 250
Sum of the angles of a quadrilateral 251
Symmetry of quadrilaterals 253
Perimeters of rectangles and squares 255
Area 255
Area of a trapezium 256
Area formulae 256
What you need to know 260

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CHAPTER 25 Polygons
Interior and exterior angles of a polygon 263
Sum of the interior angles of a polygon 263
Sum of the exterior angles of a polygon 264
Regular polygons 266
Exterior angles of regular polygons 266
Tessellations 268
What you need to know 269

CHAPTER 26 Direction and Distance

Compass points 272
Three-figure bearings 274
Back bearings 274
Scale drawing 277
What you need to know 280

CHAPTER 27 Circles
Circles 283
The Greek letter ␲ 283
Circumference of a circle 284
Area of a circle 286
Mixed questions involving circumferences and areas of circles 288
What you need to know 290

CHAPTER 28 Areas and Volumes

Areas of shapes 292
Compound shapes 292
3-dimensional shapes (or solids) 294
Making and drawing 3-dimensional shapes 295
Naming parts of a solid shape 295
Plans and elevations 297
Surface area of a cuboid 299
Volume 299
Volume of a cuboid 299
Prisms 301
Volume of a prism 302
Volume of a cylinder 302
Surface area of a cylinder 303
What you need to know 305

CHAPTER 29 Loci and Constructions

Following rules 309
Locus 309
Accurate constructions 311
Perpendicular bisector of a line 311
Bisector of an angle 311
More constructions 314
Perpendicular from a point to a line 314
Perpendicular from a point on a line 314
What you need to know 316

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CHAPTER 30 Transformations
Reflection 318
Rotation 320
Translation 322
Describing transformations 324
Combinations of transformations 326
What you need to know 328

CHAPTER 31 Enlargements and Similar Figures

Enlargement 331
Using a centre of enlargement 332
To find the centre and scale factor of an enlargement 333
Using a scale factor which is a fraction 335
Similar figures 336
What you need to know 339

CHAPTER 32 Pythagoras’ Theorem

Checking the Theorem of Pythagoras 341
Finding the hypotenuse 342
Finding one of the shorter sides 343
Problems involving the use of Pythagoras’ Theorem 344
What you need to know 346

CHAPTER 33 Understanding and Using Measures

Units of measurement 348
Metric units 348
Changing from one metric unit to another 349
Estimating length, mass and capacity 351
Choosing an appropriate unit 351
Imperial units 353
Metric and imperial conversions 353
Reading scales 355
Accuracy in measurement 357
Dimensions and formulae 357
What you need to know 359

SR Section Review - Shape, Space and Measures

Non-calculator Paper 362
Calculator Paper 366

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CHAPTER 34 Collection and Organisation of Data

Primary and secondary data 370
Data 370
Collection of data 371
Databases 374
Questionnaires 377
Hypothesis 379
Sampling 379
Two-way tables 380
What you need to know 383

CHAPTER 35 Pictograms and Bar Charts

Pictograms 386
Bar charts 388
Bar-line graphs 388
Comparing data 392
What you need to know 395

CHAPTER 36 Averages and Range

Range 397
Types of average 397
Using the range and mean to compare data 399
Frequency distributions 401
Finding averages from diagrams 403
Grouped frequency distributions 405
Comparing distributions 406
Which is the best average to use? 408
What you need to know 409

CHAPTER 37 Pie Charts and Stem and Leaf Diagrams

Pie charts 413
Drawing pie charts 413
Interpreting pie charts 414
Stem and leaf diagrams 417
Back to back stem and leaf diagrams 418
What you need to know 419

CHAPTER 38 Time Series and Frequency Diagrams

Time series 421
Frequency diagrams 423
Histograms 423
Frequency polygons 426
Misleading graphs 429
What you need to know 431

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CHAPTER 39 Scatter Graphs

Scatter graphs 434
Correlation 437
Line of best fit 438
What you need to know 440

CHAPTER 40 Probability
What is probability? 442
Probability and the probability scale 443
Calculating probabilities using equally likely outcomes 444
Estimating probabilities using relative frequency 447
Mutually exclusive events 449
The probability of an event not happening 449
Combining two events 451
What you need to know 454

SR Section Review - Handling Data

Non-calculator Paper 457
Calculator Paper 461

EP Exam Practice
Non-calculator Paper 465
Calculator Paper 470

Answers 476

Index 528

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CHAPTER
1 Whole Numbers
The numbers 0, 1, 2, 3, 4, 5, … can be used to count objects.
“I have 3 pound coins in my pocket.”
“There are 8 tables in the room.”
“There are 0 students absent today.”
Such numbers are called whole numbers.

Even numbers and odd numbers

All whole numbers are either even numbers or odd numbers.
Numbers that end in 0, 2, 4, 6 or 8 are called even numbers.
12, 746 and 3514 are examples of even numbers.
Numbers that end in 1, 3, 5, 7 or 9 are called odd numbers.
17, 425 and 4527 are examples of odd numbers.

Place value
Our number system is made up of the digits 0, 1, 2, 3, 4, 5, 6, 7, 8 and 9.
The position a digit has in a number is called its place value.
In the number 5384 the digit 8 is worth 80, but in the number 4853 the digit 8 is worth 800.
17
10  7
1  10  7
567
500  60  7
5  100  6  10  7
2060
2000  60
2  1000  6  10

1 Which of these numbers are even numbers?

28 99 165 356 2001
The numbers 28 and 356 are even numbers.
2 What is the value of the digit 2 in the number 6234?
The 2 is worth 200.
3 Which of these numbers is the largest?
374 276 375 357 283
The largest number is 375.
4 Write the following numbers in descending order.
54, 49, 123, 98, 1001.
1001, 123, 98, 54, 49.
Smallest Largest
5 Using the digits 5, 6 and 8 ascending order
number number
(do not use the same digit more than once)
make as many three-digit numbers as you can. Largest descending order Smallest
Place your numbers in ascending order. number number
568, 586, 658, 685, 856, 865.
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Exercise 1.1
20
1
1 Which of these numbers are even numbers?
6 9 12 21 77 110

Whole Numbers . . . Whole Numbers . . .

2 Copy and complete the following.
(a) 923
900  20  3
9  100  2  10  3
(b) 54


(c) 456


(d) 1872


3 In the number 173: the digit 1 is worth 100, the digit 7 is worth 70, the digit 3 is worth 3.
Give the value of each digit in the following numbers.
(a) 53 (b) 341 (c) 673 (d) 1897 (e) 1052
4 In the number 384 the value of the underlined figure is 80.
Give the value of the underlined figure in the following.
(a) 6234 (b) 123 456 789 (c) 95 670 (d) 2003 (e) 94 705 (f ) 4236
5 For these pairs of numbers say which digit has the greater value.
(a) The 1 in 512 or the 8 in 648.
(b) The 7 in 745 or the 9 in 892.
(c) The 5 in 599 or the 6 in 769.
6 Look at these numbers. 97 32 23 28 302 203
(a) Which are odd numbers?
(b) Which is the largest number?
(c) Which is the smallest number?
7 Write the following numbers in ascending order.
(a) 74, 168, 39, 421.
(b) 555, 545, 544, 554.
(c) 3842, 5814, 3874, 3801, 4765.
8 Write the following numbers in descending order.
(a) 399, 425, 103, 84, 429.
(b) 234, 239, 349, 324.
(c) 9434, 9646, 9951, 9653.
9 Is 1000 an odd number or an even number?
Give a reason for your answer.
10 Using the digits 2, 3 and 7 make as many three-digit numbers as you can.
Use each digit just once in each three-digit number, e.g. 237.
Put your three-digit numbers in descending order.
How many of your numbers are even numbers?
11 Using the digits 8, 5, 4 and 3 make as many four-digit numbers as you can.
Use each digit just once in each four-digit number, e.g. 8543.
Put your numbers in ascending order.
12 By using each of the digits 5, 4 and 7 make:
(a) the largest three-digit number,
(b) the smallest three-digit number.
In each case explain your method.
13 By using each of the digits 5, 1, 6 and 2 make:
(a) the largest four-digit even number,
(b) the smallest four-digit odd number.

1
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Reading and writing numbers

543
5  100  4  10  3  1
The number 543 is written or read as, “five hundred and forty-three.”
For numbers bigger than one thousand:
l split the number into groups of three digits, starting from the units,
l combine the numbers of millions and thousands with the number less than 1000.
18543
18 543 and is written or read as, “eighteen thousand five hundred and forty-three.”

1 Write these numbers in words.

32 thirty-two
919 nine hundred and nineteen
45237
45 237 forty-five thousand two hundred and thirty-seven
1234567
1 234 567 one million two hundred and thirty-four thousand five hundred and
sixty-seven
2 Write these numbers in figures.
Four hundred and seventy 470
Two thousand five hundred and seventeen 2517
Two million eight hundred and fifty thousand four hundred and sixty-one 2 850 461

Exercise 1.2
1 Write these numbers in words.
(a) 17 (b) 88 (c) 187 (d) 2045 (e) 5612
(f) 7802 (g) 8888 (h) 92000 (i) 132045 (j) 1500000
2 Write these numbers in figures.
(a) (i) one (ii) ten (iii) one hundred (iv) one thousand (v) ten thousand
(b) What do you notice?
(c) What are the next two numbers in the sequence? Write them in words as well.
3 Write the following numbers in figures.
(a) five hundred and forty-six (b) six hundred and seven
(c) one thousand and ten (d) seventy thousand two hundred
(e) one million two hundred thousand and fifty-two
4 One million is 1 000 000.
Write these numbers in figures.
(a) two million (b) ten million
(c) half a million (d) one and a half million
5 In the following report numbers are written in words.
Rewrite the report showing the numbers as figures.
The attendance at the football match was forty-eight thousand.
The pitch measured one hundred and nineteen yards by sixty-two yards.
After twenty-five minutes the centre forward (who cost fifteen million pounds)
scored from eighteen yards.
6 Write answers to the following using figures.
(a) ten more than seven thousand and twenty
(b) one hundred less than five hundred and sixty-three
(c) one thousand more than ten thousand

2
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Non-calculator methods for addition

20
1
Writing numbers in columns
Write the numbers in tidy columns according to place value.
Add together the numbers of units, tens, hundreds, etc.

Whole Numbers . . . Whole Numbers . . .

If any of these answers are 10 or more, something is carried to the next column.

4567 7  5
12 which is 2 carry 1.

 835 6  3  carried 1
10, which is 0 carry 1.
Work out 4567  835. 5  8  carried 1
14, which is 4 carry 1.
5402
1 1 1
4  carried 1
5.

Using a number line

A number line shows a different method for adding numbers.
With practice you should not need to draw a number line.

Work out 26  37.

26  37 is the same as 37  26.

37  20
57 (adding 20)
57  6
63 (adding 6)
So, 26  37
63.

Working in context
1. Identify the calculation required by the question.
2. Do the calculation.
3. Give the answer to the question using a short sentence.

28
30
In Year 7 the class attendances were as follows: 27
30
28 30 27 30 25
25
What was the total attendance?
140 The total attendance was 140.
1 2

Exercise 1.3 Do not use a calculator for this exercise.

1 Here is a number line for 18  15. +10 +5

0 10 18 20 28 30 33 40
(a) What is 18  10?
(b) What is 18  15?
2 Draw a number line for each of the following sums and work out the answers.
(a) 14  15 (b) 18  25 (c) 7  36 (d) 24  29
3 Work these out in your head.
(a) 7  5 (b) 9  6 (c) 15  12 (d) 24  32
(e) 19  16 (f ) 26  48 (g) 29  41 (h) 13  99

3
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4 What must be added to each of these numbers to make 100?

(a) 9 (b) 96 (c) 45 (d) 37 (e) 62 (f ) 83 (g) 24 (h) 77

5 This signpost is between Poole and London.

POOLE 47 Miles LONDON 65 Miles
How far is it from Poole to London?

6
Café Enfant How much does it cost to buy:
(a) a drink and a doughnut,
Drink................... 54p (b) a drink and a packet of crisps?
Doughnut............ 35p
Packet of Crisps.. 27p

7 What is the total cost of the holiday?

B & B: 7 Nights £269
Insurance £37

8 The costs to build a fence are: labour £95, materials £127.

What is the total cost of building the fence?
9 The class attendance in Year 7, Year 8 and Year 9 is shown.
Year 7 Year 8 Year 9
86 85 85
What is the total attendance?

10 Look at these number cards. 2 3 5 7 9

Use all five number cards to make the largest possible answer to this sum.
+ + =
Copy and complete the cards and give the answer.
11 Work these out by writing the numbers in columns.
(a) 765  23 (b) 27  56 (c) 76  98 (d) 324  628
(e) 1273  729 (f) 3495  8708 (g) 67  89  45 (h) 431  865  245
12 Marcus drove 1754 miles on his holiday. His milometer reading was 38 956 at the start.
What was his milometer reading at the end?

13 What is the total weight of these packages? ms

s
ram gra
ms 4g 24
gra 25
7 27 7
49

14 The table shows the number of tickets sold each day last week at a cinema.
Mon Tue Wed Thu Fri Sat Sun
125 87 95 105 278 487 201
How many tickets were sold altogether?

4
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15 The last four attendances at a football stadium were: 21 004, 19 750, 18 009, 22 267. 20
1
What is the total attendance?
16 Last month Mr Ahmed had the following household bills to pay.

Whole Numbers . . . Whole Numbers . . .

Mortgage £429 Insurance £26 Council Tax £135
Gas £39 Electricity £18 Telephone £23
What is the total cost of these bills?
17 The chart shows the distances in kilometres between some towns.
Kathryn drives from Bath to Woking and then from Woking to York.
Bath
153 Woking
362 367 York
Calculate the total distance she drives.

Non-calculator methods for subtraction

Writing numbers in columns
Write the numbers in columns according to place value.
The order in which the numbers are written down is important.
Then, in turn, subtract the numbers of units, tens, hundreds, etc.
If the subtraction in a column cannot be done, because the number being subtracted is greater,
borrow 10 from the next column.
Work out 7238  642.
You can use addition
6 11 1
7238 Units: 8  2
6 to check your subtraction.
 642 Tens: 3  4 cannot be done, so borrow Does 6596  642
7238?
6596 10 from the 2 in the next column. 6596
Now 10  3  4
9.  642
Hundreds: 1  6 cannot be done, so borrow
10 from the 7 in the next column. 7238
1 1
Now 10  1  6
5.
Thousands: 6  0
6.

1 2 3
0 16 15 1
9 9
2 1 1 1
9
8 1 10 1 Addition is the opposite
1762 3006 9012 (inverse) operation to
 873  1847  5678 subtraction.
889 1159 3334 If a  b
c,
then c  b
a.
Check the answers by addition.

Subtracting numbers in context

3 12
429
A holiday costs £429.  95
A deposit of £95 is paid when the holiday is booked.
How much is left to pay? 334 £334 is left to pay.

5
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Exercise 1.4 Do not use a calculator for this exercise.

1 –6 –10
Here is a number line for 43  16.
(a) What is 43  10?
27 30 33 40 43
(b) What is 43  16? 0 10 20 50

2 Draw a number line for each of the following questions and work out the answers.
(a) 58  26 (b) 44  17 (c) 37  19 (d) 51  25
3 Write down the answers to the following by working them out in your head.
(a) 100  95 (b) 100  8 (c) 100  57 (d) 100  32
(e) 100  24 (f) 100  83 (g) 100  41 (h) 100  79
4 A batsman has scored 69 runs. How many more runs must he score to get a century?
5 Sylvia takes £100 on holiday. On the first day she spends £13.
How much money has she got left?
6 Work these out in your head.
(a) 9  5 (b) 26  10 (c) 26  9 (d) 87  37 (e) 87  38
(f) 200  110 (g) 204  99 (h) 500  350 (i) 500  199 (j) 1003  999
7 Ivan has saved £53. He spends £27. How much has he got left?
8 Mandy wins £1000. She spends £185 on a DVD player. How much has she got left?
9 Work these out by writing the numbers in columns. Use addition to check your answers.
(a) 978  624 (b) 843  415 (c) 1754  470 (d) 407  249
(e) 5070  2846 (f ) 2345  1876 (g) 8045  1777 (h) 10 000  6723
10 A secretary has 67 letters to post. She has nineteen stamps.
How many more stamps does she need?
11 A car park has spaces for 345 cars. On Tuesday 256 spaces are used.
How many spaces are not used?
12 A school has 843 pupils. How many are boys if there are 459 girls?
13 (a) Ricky buys a bunch of spring onions.
d Specials
He pays with 50p.
How much change is he given? Sala
Cucumber 39p each
(b) Liz buys a cucumber and a lettuce.
Lettuce 55p each
She pays with £1.
How much change is she given? Spring onions 33p a bunch

14 A shop records the number of tins of soup it has on its shelves.

Tomato Oxtail Chicken
Start of the week 67 54 81
End of the week 28 36 26
(a) How many tins of each type of soup did the shop sell?
(b) How many tins of soup did the shop sell altogether?
15 The table shows the milometer readings for three cars at the start and end of a year.
Car A Car B Car C
Start 2501 55667 48050
End 10980 67310 61909
Which car has done the most miles in the year?

6
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Multiplication of whole numbers

Activity 20
1
It is very useful to know your Multiplication Tables up to 10  10.
How quickly can you answer
 1 2 3 4 5 6 7 8 9 10
the following questions?

Whole Numbers . . . Whole Numbers . . .

1 1 2 3 4 5 6 7 8 9 10
95
2 2 4 6 8 10 12 14 16 18 20
66
3 3 6 9 12 15 18 21 24 27 30

4 4 8 12 16 20 24 28 32 36 40
74

5 5 10 15 20 25 30 35 40 45 50 96
6 6 12 18 24 30 36 42 48 54 60 87
7 7 14 21 28 35 42 49 56 63 70 97
8 8 16 24 32 40 48 56 64 72 80
88
9 9 18 27 36 45 54 63 72 81 90
Working with a partner ask
10 10 20 30 40 50 60 70 80 90 100 each other questions from
the table.

Non-calculator method for short multiplication

Short multiplication is when the multiplying number is less than 10, e.g. 165  7.
One method multiplies the units, tens, hundreds, etc. in turn.
165 Units: 7  5
35, which is 5 carry 3.
 7 Tens: 7  6
42  carried 3
45, which is 5 carry 4.
1155 Hundreds: 7  1
7  carried 4
11, which is 1 carry 1.
1 4 3
There are no more digits to be multiplied by 7, the carried 1 becomes 1 thousand.

1 162 2 9071 3 4835

 4  7  8
648 63497 38680
2 4 6 2 4

Multiplying numbers in context

16
 6
A minibus holds 16 people. 96 6 minibuses hold 96 people.
How many people will 6 minibuses hold? 3

Exercise 1.5 Do not use a calculator for this exercise.

1 I get 8 doughnuts for £1.
How many doughnuts will I get for £5?
2 In one packet there are 4 muffins.
How many muffins are there in 7 packets?
3 Marbles are packed in bags of 6.
How many marbles are there in 8 bags?
4 When John uses a store card he gets 4 points for every pound he spends. He spends £18.
How many points does he get?

7
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5 A machine makes 24 jigsaws in an hour.

How many jigsaws will it make in 6 hours?
6 Linda is paid 3p for each leaflet she delivers. She delivers 184 leaflets.
How much is she paid?
7 Look at these prices.

Pencil 12p (a) What is the cost of 5 pencils?

(b) What is the cost of 6 pens?
(c) What is the total cost of 4 pens and 7 pencils?
Pen 19p

8 Work these out using a method you find easiest.

(a) 21  4 (b) 17  5 (c) 36  7 (d) 183  3
(e) 264  8 (f) 3179  5 (g) 4012  6 (h) 6012  7
9 The table shows the maximum number of people that can be carried on some buses.
(a) How many people can 4 minibuses carry? Minibus 17
(b) How many people can 5 coaches carry? Coach 55
(c) How many people can 9 double-decker buses carry? Double-Decker Bus 74
(d) A trip for 174 people is planned.
4 coaches are ordered.
How many empty seats will there be?

10 A caretaker puts out 7 rows of chairs.

There are 13 chairs in each row.
How many more chairs are needed for 120 chairs to be put out?

Multiplying a whole number by 10, 100, 1000, …

When you multiply a whole number by:
10 The units become 10s, the 10s become 100s, the 100s become 1000s, and so on.
100 The units become 100s, the 10s become 1000s, the 100s become 10 000s, and so on.
1000 The units become 1000s, the 10s become 10 000s, the 100s become 100 000s, and so on.

753  10
7530
753  100
75 300
753  1000
753 000
We can show these multiplications in a table.
100
10  10
100 000s 10 000s 1000s 100s 10s Units Multiplying a
7 5 3 number by 100 is the
7 5 3 0 ß753  10 same as multiplying
7 5 3 0 0 ß753  100 the number by 10
7 5 3 0 0 0 ß753  1000 and then by 10 again.
Explain any patterns you can see.

Multiplying a whole number by multiples of 10 (20, 30, 40, …)

Work out 753  20. This can be written as:
753  20
753  10  2

7530  2 20
10  2

15 060
8
01-whol.qxd 3/1/06 9:54 AM Page 9

Exercise 1.6 Do not use a calculator for this exercise.

20
1
1 Write down the answers to the following questions. You do not have to show any working.
(a) 132  10 (b) 123  100 (c) 47  1000 (d) 384  100

Whole Numbers . . . Whole Numbers . . .

2 What number should be put in the box to make each of these statements correct?
(a) 231  10
(b)  1000
514 000 (c) 172 
17 200
3 Here is a price list from an office catalogue.
(a) What is the cost of 10 desks? Desk £120
(b) What is the cost of 100 chairs? Chair £59
(c) What is the total cost of 100 desks and 1000 chairs?
4 A packet of 24 custard cream biscuits costs 49 pence. I buy 10 packets.
(a) How many biscuits do I buy?
(b) How much will they cost altogether?
5 I get 15 euros for £10. How many euros will I get for £100?
6 A bag of compost costs £12. 1 m2 of turf costs £7.
(a) What is the cost of 10 bags of compost?
(b) What is the cost of 100 m2 of turf ?
(c) What is the total cost of 100 bags of compost and 1000 m2 of turf ?
7 There are 7 classrooms in a school. In each classroom there are 30 chairs and 20 tables.
Find the total number of (a) chairs, (b) tables.
8 Calculate the number of seconds in (a) 5 minutes, (b) 9 minutes.
9 A gardener plants 15 rows of lettuces. In each row he plants 20 lettuces.
How many lettuces does he plant altogether?
10 A day trip to France costs £30.
What is the total cost for a party of 25 Scouts to go on the day trip?
11 What is the total weight of 20 coins if each coin weighs 28 grams?
12 A farmer has 32 bags of turnips. Each bag weighs 50 kg.
What is the total weight?

13
PLAYHOU SE THEATRE
PRESENT
CABARET
Tickets: £19 Programmes: £3
On the first night of the show, 70 tickets and 40 programmes are sold.
How much money is paid in total for the tickets and programmes?
14 Work out.
(a) 357  20 (b) 632  30 (c) 537  40
(d) 260  50 (e) 186  70 (f ) 239  90
15 (a) Describe a method of multiplying by 200, 300, 400, and so on.
(b) Describe a method of multiplying by 2000, 3000, 4000 and so on.
(c) Work out (i) 67  200, (ii) 35  3000, (iii) 174  400, (iv) 287  5000.
16 There are 400 metres in one lap of a running track. How many metres are there in 25 laps?
17 A secretary buys one dozen boxes of staples. There are 5000 staples in each box.
How many staples does she buy?

9
01-whol.qxd 3/1/06 9:54 AM Page 10

Non-calculator method for short division

The process of dividing a number by a number less than 10 is called short division.
Short division relies on knowledge of the Multiplication Tables.
What is 32  8, 42  7, 72  9, 54  6 ?
Work out 882  7. You may set your
冄苶苶苶苶苶 working out like
7 8 1842 Starting from the left: this:
126 8  7
1 remainder 1, which is 1 carry 1. 126
18  7
2 remainder 4, which is 2 carry 4. 8 1842
7冄苶苶苶苶苶
42  7
6, with no remainder.
So, 882  7
126.
You can check your division by multiplying.
Does 126  7
882? Multiplication is the
opposite (inverse) operation
冄苶苶苶苶苶苶 冄苶苶苶苶苶苶 to division.
1 6 1 427 30 2 9 2 7 663 If a  b
c,
245 307 then c  b
a.

Dividing numbers in context

1 8 children share 112 sweets. 2 Pencils are boxed in packs of 5.

How many sweets does each child receive? I have 87 pencils.
冄苶苶苶苶苶
3 How many boxes can I fill?
112  8 8 112 冄苶苶苶
3
14 87  5 587
1 7 remainder 2
Each child receives 14 sweets.
I can fill 17 boxes.
There will be 2 pencils left over.

Exercise 1.7 Do not use a calculator for this exercise.

1 Two tins of cat food cost 98p. What is the cost of one tin?
2 Flower pots cost £5 each. I have £30. How many flower pots can I buy?
3 Pam buys 3 watches for £42. How much is each watch?
4 A packet of 8 crayons is 96p. What is the cost of one crayon?
5 Candles are sold in packets of 4. I need 60 candles.
How many packets do I need to buy?
6 How many chews costing 6p each can I buy for 90p?
7 Calculate these divisions. Show your working clearly.
State the remainder if there is one.
Use multiplication to check your answers.
(a) 85  5 (b) 471  3 (c) 816  6 (d) 455  6
(e) 3146  8 (f ) 824  4 (g) 9882  9 (h) 80 560  4
8 A lollipop costs 7p. Maxine has 95p.
(a) How many lollipops can she buy?
(b) What amount of money will she have left?

10
01-whol.qxd 3/1/06 9:54 AM Page 11

Dividing a whole number by 10, 100, 1000, …

When you divide a whole number by: 20
1
10 The 10s become units, the 100s become 10s, the 1000s become 100s, and so on.
100 The 100s become units, the 1000s become 10s, the 10 000s become 100s, and so on.
1000 The 1000s become units, the 10 000s become 10s, the 100 000s become 100s, and so on.

Whole Numbers . . . Whole Numbers . . .

Examples 10 000s 1000s 100s 10s Units
7530  10
753
12 400  100
124 7 5 3 0
631 000  1000
631 7 5 3 ß7530  10
Draw tables to show the other division sums.
Explain any patterns you can see.

Dividing a whole number by multiples of 10 (20, 30, 40, …)

Work out 7530  30.
7530  30 30
10  3

(7530  10)  3 Dividing by 30 is the same as

753  3 (dividing by 10) dividing by 10 and then dividing by 3.

251 (dividing by 3)

Exercise 1.8 Do not use a calculator for this exercise.

1 Work out.
(a) 4560  10 (b) 465 000  1000 (c) 64 000  1000 (d) 65 400  100
2 Raffle tickets cost 10p each. Jo has 60 pence.
How many raffle tickets can she buy?
3 What number should be put in the box to make each of these statements correct?
(a) 56 400 
564 (b)  1000
702 (c) 35 000 
3500
4 How many £20 notes are needed to pay a bill of £240?
5 A coach can carry 50 people.
How many coaches are needed to carry 350 people?
6 A school has 480 pupils.
How many classes are there if there are 30 pupils in each class?
7 A box holds 40 matches.
How many boxes are needed to hold 1000 matches?
8 Hannah completes a puzzle in 420 seconds.
How many minutes is this?
9 The total cost of a New Year’s Eve party for 80 people is £2800.
What is the cost for each person?
10 Work out.
(a) 7590  30 (b) 7110  90 (c) 21 480  40
(d) 7560  60 (e) 900  20 (f) 30 650  50
11 (a) Describe a method to divide by multiples of 100 (200, 300, 400, …)
(b) Work out: (i) 13 000  500 (ii) 329 600  800
12 A computer can print 50 000 characters per minute.
How many minutes would it take to print one million characters?

11
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Long multiplication
Long multiplication is used when the multiplying A standard non-calculator method for doing
number is greater than 10, e.g. 24  17. long multiplication multiplies the number by:
Work out 24  17. 24 l the units figure, then
 17 l the tens figure, then
1 6 8 ß24  7
168 l the hundreds figure, and so on.
 2 4 0 ß24  10
240
All these answers are added together.
408

1 145 2 273
 62  234
2 9 0 ß145  2 1 0 9 2 ß273  4
 8 7 0 0 ß145  60 8 1 9 0 ß273  30
8990  5 4 6 0 0 ß273  200
63882

Exercise 1.9 Do not use a calculator for this exercise.

1 Work out.
(a) 17  12 (b) 23  15 (c) 42  32 (d) 76  32 (e) 143  34 (f) 718  54
2 A box holds 12 tins of soup.
How many tins will 18 boxes hold?
3 A computer prints 17 symbols on a line.
How many symbols will it print on 15 lines?
4 A gardener buys 36 flower pots at 25 pence each.
What is the total cost?
5 A restaurant charges £23 for dinner.
What is the total charge for 42 dinners?
6 A company has 47 shops. Each shop employs 28 people.
How many people are employed altogether?
7 A coach trip costs £29 per person. 48 people go on the trip.
How much money is paid altogether?
8 A company is organising a Christmas party for 128 workers.
Each worker must pay £12 towards the cost.
Work out the total amount paid by workers.
9 Here is part of a price list.
Office Supplies
Desk £126
Cabinet £149

What is the total cost of 14 desks and 23 cabinets?

10 The organisers of a concert sell 1624 tickets at £27 each.
How much money is collected from the sale of tickets?

12
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Long division
Using short division:
20
1
Long division works in exactly the same way as short division,
except that all the working out is written down. 冄苶苶苶苶苶
7 9 2542
Consider 952  7. 136

Whole Numbers . . . Whole Numbers . . .

136 9  7
1 and a remainder.
7冄苶苶苶苶苶
952 What is the remainder?
7 1  7
7 (write below the 9).
9  7
2 (which is the remainder). Long division process:
25
21 Bring down the next figure (5) to make 25.  (obtain biggest answer possible)
42
Repeat the above process.
25  7
3 and a remainder. }
 calculates
 the remainder
42 3  7
21, 25  21
4 (remainder). Bring down the next figure
0 Bring down the next figure (2) to make 42
and repeat the process. Repeat process until there are no more
42  7
6, but there is no remainder. figures to be brought down.
6  7
42, 42  42
0 (remainder).
There are no more figures to be brought down and there is no remainder.
So, 952  7
136.

How many 27p stamps can I buy for £5?

What change am I given?
£5 is the same as 500p. 18
500  27 27冄苶苶苶苶苶
500
27 27 goes into 50 once with a remainder of 23.
230 Bring down the 0 to make 230.
216 27  8
216, so, 230  27
8 remainder 14.
18 stamps with 14p change. 14

Exercise 1.10 Do not use a calculator for this exercise.

1 Work out.
(a) 473  11 (b) 480  15 (c) 324  12 (d) 544  17
(e) 624  13 (f ) 943  23 (g) 777  37 (h) 841  29
2 Work these out and state the remainder each time.
(a) 410  25 (b) 607  24 (c) 800  45 (d) 754  57
3 A pint of milk costs 35 pence. How many pints of milk can be bought for £5?
How much change will there be?
4 Tins of beans are packed in boxes of 24. A supplier has 1000 tins of beans.
(a) How many full boxes is this? (b) How many tins are left over?
5 I have £5 to spend.
(a) How many packets of crisps can I buy? Price List
(b) How many biscuits can I buy? Packet of Crisps 25p
(c) How many cans of drink can I buy? Biscuit 14p
Can of Drink 45p
In each case state the change, if there is any.
6 John collects £17 each from his friends to buy tickets for a football match.
He collects a total of £391.
How many tickets does he buy?

13
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Order of operations in a calculation

What is 4  3  5? It is not sensible to have two possible answers.
It has been agreed that calculations are done obeying certain rules:

First Brackets and Division line

Second Divide and Multiply
Third Addition and Subtraction

1 435
4  15
19
2 10  2  3
53
8
3 10  (2  3)
10  5
2
4 (5  6)  3  4
11  3  4
33  4
37
5 12 12
11  8  3
3
43
1
 
3

This is the same as 12  (11  8)  3.

Exercise 1.11 Do not use a calculator for this exercise.

1 Work out the value of 17  3  (6  1).

2 Work these out.

(a) 7  6  5 (b) 7  (6  2) (c) 24  6  5
(d) 7  6  8  2 (e) 10  5  8  2 (f ) (5  2)  7  9
(g) 60  (5  7) (h) 60  5  7 (i) 432
(j) 4  (3  2) (k) 12  (20  2)  9 (l) 36  (5  4)
15 22  4
(m) 4  12  8  6 18  3  4
(n)  (o)  9
  12  3

3 Put brackets into the expression 6  3  5 to give the value 45.

4 Use brackets and the signs , ,  and  to complete these sums.

(a) 7 2  3
15 (b) 3  5 2
4 (c) (4 1)  7 2
25

5 Choose from the four signs , ,  and  to make these sums correct.
(a) 5 6 7
37 (b) 5 6 7
47 (c) 15 8 9
87
(d) 15 8 9
129 (e) 15 8 9
111 (f ) 15 5 3
6
(g) 5 24 6
1 (h) 19 19 7
8 (i) 4 4 7 2
30

6 Using all the numbers 6, 3, 2 and 1 in this order, brackets and the signs , ,  and ,
make all the numbers from 1 to 10.
6  3  2  1
1, 6  3  2  1
2, and so on.

14
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Problems involving number

20
1
The number skills you have met in Exercise 1.11 can be applied to practical situations.

Whole Numbers . . . Whole Numbers . . .

Harold loads 5 parcels each weighing 3 kg and 4 parcels each weighing 7 kg onto a trolley.
The unloaded trolley weighs 18 kg.
What is the total weight of the trolley and the parcels?
Total weight
(5  3)  (4  7)  18 kg Set your working out clearly

15  28  18 kg so that someone else can

61 kg follow what you are doing.
The total weight of the trolley and parcels is 61 kg.
How could a calculator be used to answer this problem?

Exercise 1.12 You should be able to do this exercise without using your calculator.
Having completed the exercise use a calculator to check your working.
1 Claire is 16 cm taller than Rachel. Their heights add up to 312 cm.
How tall is Rachel?
2 Adrian is 6 kg lighter than Richard. Their weights add up to 152 kg.
How heavy is Richard?
3 A box containing 6 packets of tea weighs 750 g. Each packet of tea weighs 120 g.
What is the weight of the box?
4 Look at this price list.
Can of drink 55p
Packet of crisps 32p
Bar of chocolate 28p

(a) What change does Harry get from £2, if he buys 2 bars of chocolate and a can of drink?
(b) How much does Harry save if he buys a packet of crisps and a can of drink instead of
2 bars of chocolate and a can of drink?
5 The caretaker set out 17 rows of chairs. There are 15 chairs in each row.
How many more chairs are needed to provide seats for 280 people?
6 The total weight of a carton which contains 6 eggs is 520 g. The carton weighs 70 g.
What is the weight of each egg?
7 A cupboard is 90 cm wide. It is placed between two walls which are 160 cm apart.
The gap between the cupboard and each wall is the same.
What is the size of the gap?
8 A roll of wire is 550 cm long. From the roll, Hilary cuts 3 pieces which each measure 85 cm
and 4 pieces which each measure 35 cm.
How much wire is left on the roll?
9 A box, which contains 48 matches, has a total weight of 207 g.
If each match weighs 4 g, what is the weight of the empty box?
10 The admission charges to a zoo are £7 for a child and £12 for an adult.
Zoe is organising a trip to the zoo for a group of people and worked out that the total cost
would be £336. She collected £84 from the adults in the group.
(a) How many children are in the group?
(b) What is the total number of people in the group?

15
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You should be able to:

l Read and write whole numbers expressed in figures and words.
l Order whole numbers.
l Recognise the place value of each digit in a number.
l Use mental methods to carry out addition and subtraction.
l Carry out accurately non-calculator methods for addition and subtraction.
l Know the Multiplication Tables up to 10  10.
l Carry out multiplication by a number less than 10 (short multiplication).
l Multiply whole numbers by 10, 100, 1000, … and by 20, 30, 40, …
l Carry out division by a number less than 10 (short division).
l Divide whole numbers by 10, 100, 1000, … and by 20, 30, 40, …
l Carry out long multiplication and long division.
l Know the order of operations in a calculation.

Write down a three-digit number.

Write the number in words. Example:
Count the letters. 569, five hundred and sixty-nine
Write this number in words. 23, twenty-three
Count the letters. 11, eleven
Write this number in words, and so on. 6, six
3, three
Start with the number 207. 5, five
What number do you end up with? 4, four
Investigate further.

Review Exercise 1 Do not use a calculator for this exercise.

1 Look at these numbers: 5 11 3 8 20 7
(a) Which numbers are even?
(b) Which is the smallest number?
2 This table shows the heights of six mountains.
Mountain Height in metres
Lhotse 1 8516
Kanchenjunga 8586
Makalu 1 8463
Everest 8850
Dhanlagiti 8172
K2 8611
Write the heights in order of size. Start with the least height. Edexcel
3 In the number 3549 the 4 represents 4 tens.
What does the 5 represent?
4 (a) Write 870 302 in words.
(b) Write three million twenty-seven thousand four hundred and nine in figures.

16
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5 (a) What must be added to 33 to make 100? 20

1
(b) What numbers are needed to complete these sums?
(i) 100  17
(ii) 55 
100 (iii) 100 
29
(c) Work out (i) 5  100 (ii) 2500  100

Whole Numbers . . . Whole Numbers . . .

6 (a) The number 3 is multiplied by 1000. Write the answer in words.
(b) The number seven is multiplied by one million. Write the answer in figures.
7 (a) Continue this pattern of additions. 6  20
26
Stop when the answer is greater than 100. 26  20
46
46  20
66
……
…
……
…
……
…
(b) Jane said: “If you start with a number between 1 and 10 and keep adding 20, you will
always get over 100 in 5 additions.” Try to explain why it is true or false. Edexcel
8 Work out.
(a) 99  9 (b) 500  9 (c) 465  12  1582 (d) 2465  1878
9 The chart shows the distances in miles between some towns.
Liverpool
109 Nottingham
77 44 Sheffield
102 87 61 York
Isaac drives from Liverpool to Nottingham, from Nottingham to York and then from
York back to Liverpool. Calculate the total distance he drives.
10 Fiona has four cards.
Each card has a number written on it. 4 9 1 5
Fiona puts all four cards on the table to make a number.
(a) (i) Write down the smallest number Fiona can make.
(ii) Write down the largest number Fiona can make.
Fiona uses the cards to make a true statement.
(b) Copy and complete the cards to make this true. + =
Use each of Fiona’s cards once.
A fifth card is needed to show the result of the multiplication 4915  10.
(c) Write the number that should be on the fifth card. Edexcel
11 In the game of darts the scores of the three darts are added together.
These are then taken away from the current total to calculate the new total.
In each case work out the score of the three darts and the new total. 12 5 20 1
18
Current 1st 2nd 3rd Score New 9 4
Total dart dart dart Total 14 13
(a) 501 60 18 19 [ ] [ ] 11 6

(b) 420 19 57 38 [ ] [ ] 8 10
16 15
(c) 301 50 25 17 [ ] [ ] 7 2
19 3 17
12 Work out.
(a) 78  3 (b) 78  3 (c) 718  9 (d) 1446  6
13 Write down the answers to these questions.
(a) 735  100 (b) 214  30 (c) 3 020 000  1000 (d) 18 480  40

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14 One thousand chocolate biscuits are packed in boxes of 6.

(a) How many full boxes will there be?
(b) How many biscuits will be left over?
15 Calculate these. Remember to do the operations in the right order.
(a) 2  6  8 (b) 3  6  4 (c) 72  8  1 (d) (9  4)  (3  7)
16 Alys is given this sum: 84  16  5
She works out the answer to be 500.
Is she right? Explain your answer.
17 Mrs Adams bought cinema tickets for 4 adults and their children.
An adult ticket costs £5. A child ticket costs £4. Mrs Adams paid a total of £48.
Work out the number of child tickets bought by Mrs Adams. Edexcel
18 A plank of wood is 396 cm in length. The plank is cut into two pieces.
One piece is 28 cm longer than the other.
How long is the shorter piece of wood?
19 A supermarket orders 1800 kg of potatoes. The potatoes are delivered in 15 kg bags.
How many bags are delivered?
20 (a) Work out the value of (2  3)  4  5
(b) Add brackets ( ) to make each statement correct.
You may use more than one pair of brackets in each statement.
(i) 2  3  4  5
29 (ii) 2  3  4  5
45 Edexcel
21 Find the cost of 15 cameras at £145 each. Edexcel
22 Lauren does a paper round.
She delivers 47 newspapers, 6 days a week for 52 weeks a year.
How many newspapers does she deliver altogether in one year?
23 Nick fills his van with large wooden crates. The weight of each crate is 69 kg.
The greatest weight the van can hold is 990 kg.
Work out the greatest number of crates that the van can hold. Edexcel
24 A group of 43 people pay £379 each to go on a skiing holiday.
What is the total cost of the holiday?
25 The table shows the value of each prize and the number of winners in a lottery.

Value of
each prize £1 000 000 £100 000 £50 000 £25 000 £10 000 £5000
Number of 1 4 10 17 44 87
winners
(a) Work out the total number of winners.
(b) Work out the total amount of prize money won. Edexcel
26 Bob is taking 26 boys to watch a football match. The total cost is £442.
What is the cost for each boy?
27 Sylvia has collected £1632 to provide Christmas meals for retired people. Each meal costs £12.
How many meals can she provide?
28 A lorry is loaded with 25 boxes. Each box weighs 55 kg.
(a) Work out what the boxes weigh altogether.
The maximum load the lorry can take is 5000 kg.
(b) Work out how many more boxes can be loaded onto the lorry. Edexcel

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CHAPTER
2 Decimals
Numbers and quantities are not always whole numbers.
The number system you met in Chapter 1 can be extended to include decimal numbers, such as tenths,
hundredths, thousandths, and smaller numbers.
A decimal point is used to separate the whole number part from the decimal part of the number.

73.26 This number is read as seventy-three point two six.

whole number decimal part

73 2 tenths
6 hundredths
(which is the same as 26 hundredths)

Place value
In the number 1.53 the digit 1 is worth 1 unit  1
the digit 5 is worth 5 tenths  0.5
the digit 3 is worth 3 hundredths  0.03
1 unit = 10 tenths
1.53  1
0.5
0.03 1 tenth = 10 hundredths
1 hundredth = 10 thousandths
… and so on.
0 1 2 3 4 5 6 7 8 9 10

1.0 1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8 1.9 2.0

The first digit after the decimal point represents tenths.

1.50 1.51 1.52 1.53 1.54 1.55 1.56 1.57 1.58 1.59 1.60

The second digit after the decimal point represents hundredths.

The number 1.53 can be represented by a diagram.

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Ordering decimals
Compare the numbers 52.359 and 52.36. Which number is the bigger?

.
You can use a grid to compare the numbers.
tens units
. tenths hundredths thousandths
5
5
2
2 . 3
3
5
6
9

Start by comparing the digits with the greatest place value, the tens.
Both numbers have 5 tens, so move down to compare the units.
Both numbers have 2 units, so move down to compare the tenths.
Both numbers have 3 tenths, so move down to compare the hundredths.
52.359 has 5 hundredths but 52.36 has 6 hundredths.
So, 52.36 is bigger than 52.359.
A similar method can be used to place a list of decimal numbers in order.

1 What numbers are arrows A, B and C pointing to on this scale?

A B C
The scale shows the
2 3
main numbers.
The distance
There are 10 marks between 2 and 3. between the main
Each mark represents 0.1. numbers is divided
Arrow A: 2.2 Arrow B: 2.6 Arrow C: 2.9 up using marks.
2 To read a scale you
What numbers are arrows P, Q and R pointing to on this scale? must first work out
P Q R what the distance
between two marks
0.3 0.4
represents.

There are 10 marks between 0.3 and 0.4.

Each mark represents 0.01.
Arrow P: 0.33 Arrow Q: 0.35 Arrow R: 0.38

Exercise 2.1
1 2.564  2
0.5
0.06
0.004.
Write these numbers in the same way.
(a) 4.7 (b) 5.55 (c) 7.62 (d) 37.928 (e) 7.541
2 In the number 17.462 the value of the underlined figure is 0.06.
Give the value of the underlined figures in the following.
(a) 2.7 (b) 3.52 (c) 27.43 (d) 36.429 (e) 285.03
3 Write down the numbers shown by these diagrams.
(a) (b)

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4 On these scales what numbers are shown by the arrows? 20

2
(a) A B C
3 4

Decimals . . . Decimals . . . Decimals . . .

(b) D E
5 6 7

(c) F G
7 8

(d) H I
10 12

(e) J K L
0.5 0.6

(f) M N P
0.75 0.76

5 (a) Copy the number line.

8 9 10

(b) Draw and label arrows to show the following numbers.

(i) A at 8.6 (ii) B at 7.8 (iii) C at 9.5
6 The heights of some boys are shown.
Tony 1.64 m Andy 1.60 m Mike 1.49 m Terry 1.55 m
(a) Who is the tallest?
(b) Who is the shortest?
7 Here are the weights, in kilograms, of 5 parcels.
1.0 2.1 0.9 1.2 2.05
(a) What is the weight of the lightest parcel?
(b) What is the weight of the heaviest parcel?
8 Look at these decimals. 0.07 0.6 0.09 0.1
(a) Which is the smallest number?
(b) Which is the largest number?
9 Compare the numbers 93.07 and 93.072. Which is the smaller number?
10 Compare the numbers 47.5074 and 47.506. Which is the larger number?
11 List the following decimals in ascending order.
(a) 3.1, 3.01, 3.001, 3.15, 3.2.
(b) 3.567, 3.657, 3.576, 3.675.
(c) 0.1, 0.55, 0.45, 0.5, 0.15.
12 List the following decimals in descending order.
(a) 9.87, 8.79, 9.78, 8.97.
(b) 0.00015, 0.15, 1.5, 0.015.
(c) 2.67, 2.7, 2.599, 2.701.

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Non-calculator method for addition of decimals

Write the numbers in tidy columns according to place value.
This is easily done by keeping the decimal points in a vertical column.
Start the addition from the right, just as you did for whole numbers.
Use the same method for carrying as well.

1 Work out 7.3
10.9. 2 Work out 42.6
0.75
9. You can write 9 as 9.0 or 9.00
7.3 4 2.6 to keep your figures tidy.

1 0.9 0.7 5 This does not change the
1 8.2
9.0 value of the number.
1 5 2.3 5 42.6 can be written as 42.60
1 1

Exercise 2.2
Do this exercise without using your calculator, showing your working clearly.
Having completed the exercise you can use a calculator to check your answers.
1 Work out.
(a) 3.6
15.2 (b) 2.6
3.8 (c) 14.8
3.5 (d) 23.4
9.7
(e) 5.14
3.72 (f) 8.36
4.74 (g) 6.48
5.9 (h) 11.8
5.69
(i) 7.065
5.384 (j) 17.93
8.09 (k) 5.06
27.3 (l) 12.7
5.463
2 The length of a car is 4.7 metres.
The length of a trailer is 2.45 metres.
What is the total length of the car and trailer?
3 Last week, Matt bought 17.6 litres of petrol on Tuesday and 18.5 litres of petrol on Saturday.
How many litres of petrol did Matt buy last week?

4 3.2 4.1 1.6 2.5 0.8

When added together, which two of these numbers give:
(a) the highest total, (b) the lowest total, (c) a total closest to 5?
5 Work out.
(a) 6.54
0.27
0.03 (b) 2.22
0.78
0.07 (c) 79.1
7
0.23
(d) 5.564
0.017
10.2 (e) 9.123
0.71
6.2 (f) 16
2.98
5.9
6 A 4  100 m relay team complete the four legs in 10.05 seconds, 10.13 seconds, 9.89 seconds
and 9.92 seconds.
What is the total time for the team?
7 I have 2.5 kg of potatoes, 0.5 kg of butter, 0.75 kg of grapes and 0.6 kg of cheese in my
shopping bag. What is the total weight of my shopping?
8 In bobsleigh the times of four runs are added together.
Team A records: 37.03 sec 37.76 sec 36.89 sec 37.25 sec
Team B records: 36.87 sec 37.51 sec 37.03 sec 38.12 sec
Team C records: 37.27 sec 37.45 sec 37.64 sec 36.72 sec
(a) Work out the total time for each team.
(b) The team with the lowest time wins. Put the teams in order 1st, 2nd and 3rd.

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Non-calculator method for subtraction of decimals

20
2
Write the numbers in tidy columns according to place value.
This is easily done by keeping the decimal points in a vertical column.
Start the subtraction from the right, just as you did for whole numbers.

Decimals . . . Decimals . . . Decimals . . .

Use the same method for borrowing as well.

4 1
1 Work out 5.6  3.8. 5.6
 3.8 You can use addition to check your subtraction.
Does 1.8
3.8  5.6?
1.8

6 10 1
2 Work out 17.1  8.72. 1 7.1 0 Useful tip:
 8.7 2 Writing 17.1 as 17.10 can make the working easier.
Check the answer by addition. 8.3 8 This does not change the value of 17.1.

Money
1360p can be written as £13.60 £13.60

complete number number of

of pounds, 13 pence, 60
£6 can be written as £6.00
There must be exactly two figures after the decimal point when a decimal point is used to record
amounts of money.

I buy a newspaper for 45p, a set of batteries for £2.50 and a book of stamps for £2.
What is the total cost? How much change should I get from £5?
Working in pounds. 0.4 5
2.5 0 5.0 0

2.0 0  4.9 5
4.9 5 The total cost is £4.95. 0.0 5 The change is £0.05 or 5p.

Other uses of decimal notation

Many measurements are recorded using decimals, including time, distance, weight, volume, etc.
The metric and imperial measures you need to know are given in Chapter 34.
The same rules for addition and subtraction can be applied if all the measurements involved are
recorded using the same units.

Exercise 2.3
Do this exercise without using your calculator, showing your working clearly.
Having completed the exercise you can use a calculator to check your answers.
1 (a) Work out.
(i) 6.7  2.3 (ii) 9.47  3.24 (iii) 7.4  2.8 (iv) 24.5  9.7
(v) 12.48  7.52 (vi) 37.6  16.8 (vii) 14.15  3.07 (viii) 45.04  20.36
(b) Show how addition can be used to check each of the answers to part (a).

23
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2 Work out.
(a) 4.7  2.56 (b) 10  4.78 (c) 9.57  4.567 (d) 9.13  7.89
(e) 17.1  8.82 (f ) 9.123  2.85 (g) 14.2  5.16 (h) 3.1  1.204
3 Add these amounts of money. Calculate the change from the given amount.
(a) (i) 45p, 63p, 79p, £1.43 (ii) What is the change from £5?
(b) (i) £2.47, £6, £1.50, £1.27 (ii) What is the change from £15?
(c) (i) 31p, £0.25, 27p (ii) What is the change from £10?
(d) (i) £12, £3.57, 67p (ii) What is the change from £50?
4 Fred cuts three pieces of wood of length 0.95 m, 1.67 m and 2.5 m from a plank 10 m long.
How much wood is left?
5 Kevin is 0.15 m shorter than Sally. Sally is 1.7 m tall. How tall is Kevin?
6 Swimmer A finishes the 100 m freestyle in 51.371 seconds.
Swimmer B finishes in 52.090 seconds.
How long after Swimmer A does Swimmer B finish?

Working mentally
Addition and subtraction of decimals can be carried out mentally, in your head.
For example, using place value, we know that 2.5  2
0.5.
So, adding 2.5 to a number is the same as adding 2 and then adding 0.5.

1 Work out 8.31
3.58. 3.58  3
0.5
0.08

The adding of 3, 0.5 and 0.08 can be
3.58  3
0.5
0.08 carried out in any order.
8.31
3.58 Here, we have added the numbers in
 8.31
3
0.5
0.08 order of size, starting with the smallest.
 8.39
3
0.5 (adding 8.31 and 0.08) Choose a method you find easiest.
 8.89
3 (adding 8.39 and 0.5)
 11.89
2 Work out 25.4  8.7.
8.7  8
0.7
25.4  8.7
To subtract 8.7, first subtract 0.7 and
 25.4  8  0.7
then subtract 8.
 24.7  8 (subtracting 0.7 from 25.4)
Alternatively, first subtract 8 and then
 16.7
subtract 0.7.

Exercise 2.4
Work these out in your head.
Having completed the exercise you can use a calculator to check your answers.
1 0.7
0.6 2 2.5
8.4 3 0.7
0.95
4 0.36
0.54 5 6.47
4.53 6 12.06
5.72
7 2.7  1.5 8 1.3  0.7 9 2.6  0.9
10 0.48  0.16 11 15.87  6.43 12 4  0.8

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Multiplying and dividing decimals by powers of 10

20
2
(10, 100, 1000, . . .)
When you multiply a decimal by: When you divide a decimal by:
10 Each figure moves 1 place to the left. 10 Each figure moves 1 place to the right.

Decimals . . . Decimals . . . Decimals . . .

100 Each figure moves 2 places to the left. 100 Each figure moves 2 places to the right.
1000 Each figure moves 3 places to the left. 1000 Each figure moves 3 places to the right.
… and so on. … and so on.

.
2 7 6 Multiplication

2 7 6. ß2.76  10  27.6

2 7 6 . ß2.76  100  276

276 has the same value as 276.0
Noughts can be used as place
2 7 6 0 . ß2.76  1000  2760
fillers to locate the decimal point,
as in 2.76  1000  2760. 3 . 4 5 Division
If the nought was omitted the
value of all other figures would 0 . 3 4 5 ß3.45  10  0.345
change.
0 . 0 3 4 5 ß3.45  100  0.0345

0 . 0 0 3 4 5 ß3.45  1000  0.00345

Exercise 2.5 Do this exercise without using a calculator.

1 Work out the following.
(a) 25.06  10 (b) 25.06  100 (c) 25.06  1000
(d) 0.93  10 (e) 0.93  100 (f) 0.93  1000
(g) 0.0623  10 (h) 0.0623  100 (i) 0.0623  1000
(j) 9.451  10 (k) 9.451  100 (l) 9.451  1000
2 Work out the following.
(a) 37.7  10 (b) 37.7  100 (c) 37.7  1000
(d) 0.27  10 (e) 0.27  100 (f) 0.27  1000
(g) 189.02  10 (h) 189.02  100 (i) 189.02  1000
(j) 9  10 (k) 9  100 (l) 9  1000
3 (a) Multiply 0.064 by (i) 10 (ii) 100 (iii) 1000
(b) Divide 6.4 by (i) 10 (ii) 100 (iii) 1000
4 A biro costs 25 pence.
(a) How much will 10 cost? (b) How much will 100 cost? (c) How much will 1000 cost?
5 One lap of a cycling track is 0.504 km.
(a) How far is 10 laps? (b) How far is 100 laps? (c) How far is 1000 laps?
6 (a) 100 calculators cost £795. How much does one cost?
(b) 1000 pencils cost £120. How much does one cost?
(c) 10 litres of petrol cost £8.69. How would the cost of 1 litre be advertised?
7 Write down pairs of calculations which give the same answer.
12.3  1000 12.3  100 12.3  0.1 12.3  0.01 12.3  10 12.3  0.1
12.3  100 12.3  0.001 12.3  0.001 12.3  10 12.3  1000 12.3  0.01

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Multiplying decimals
The result of multiplying two numbers is called the product.

Activity
Use a calculator to multiply these decimals.
5.924  2.34 5.2  6.4 6  3.7 5.1  6.02 2.16  5.79
Count the total number of decimal places in the numbers to be multiplied together.
For example, 5.924 has three decimal places (there are three figures to the right of the decimal point)
and 2.34 has two decimal places. The product of 5.924 and 2.34 has five decimal places.
Can you find a rule?
How many decimal places does your rule predict 0.5  0.5 should have?

Non-calculator method for multiplying decimals

To multiply decimals without using a calculator:
1 Ignore the decimal points and multiply the numbers using long multiplication.
2 Count the total number of decimal places in the numbers being multiplied together.
3 Place the decimal point so that the answer has the same total number of decimal places.

1 Work out 1.7  0.4.

1.7 1.7 has 1 decimal place.
 0.4 0.4 has 1 decimal place.
0.6 8 The answer has 2 decimal places.
2

1.7  0.4  0.68

2 Work out 4.25  0.18.

4.2 5
 0.1 8
3 4 0 0 ß425  8
4 2 5 0 ß425  10
0.7 6 5 0 The answer must have 4 decimal places because 4.25 has 2 and 0.18 has 2.

4.25  0.18  0.7650 This can be written as 0.765 which has the same value as 0.7650.

3 Work out 0.2  0.4.

428
0.2 0.2 has 1 decimal place. The answer must have 2 decimal places.
 0.4 0.4 has 1 decimal place. Noughts are used in the answer to locate
0.0 8 The answer has 2 decimal places. the decimal point and to preserve place
value.
0.2  0.4  0.08

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Exercise 2.6
20
2
Do this exercise without using a calculator, showing your working clearly.
Having completed the exercise you can use a calculator to check your answers.

Decimals . . . Decimals . . . Decimals . . .

1 Work these out in your head.
(a) 0.6  2 (b) 1.7  5 (c) 3.2  4 (d) 12  0.3 (e) 5  2.6
(f) 8  2.2 (g) 6  1.8 (h) 4.3  7 (i) 3  9.6 (j) 87  0.4
2 A puzzle costs £1.90.
How much will 4 puzzles cost?
3 A cup of coffee costs £1.15.
(a) How much will I have to pay for 7 cups?
(b) How much change will I get from £10?
4 I buy 5 kites which cost £2.99 each.
(a) What is the total cost?
(b) How much change will I get from £20?
5 Here is a price list:
(a) What is the cost of 5 geometry sets? 2nd
x

(b) What is the cost of 7 calculators?

a b/c

Geometry Set £2.45

x
Exp x2 DR
G
sin yx ON
/C
cos x3
tan
RC

(c) I buy 3 geometry sets and 4 calculators with £50. Calculator £4.99
L
STO
(
)

What is my change?
6 Calculate these products.
(a) 0.7  0.6 (b) 0.2  0.3 (c) 2.5  3.5 (d) 8.7  1.9
(e) 54  0.36 (f ) 4.1  0.25 (g) 0.9  4.32 (h) 13.4  0.7
(i) 0.7  5.4 ( j) 0.06  0.72 (k) 0.35  0.08 (l) 0.07  0.02
7 (a) Multiply each of these numbers by 0.6.
(i) 5 (ii) 2.5 (iii) 0.4 (iv) 25
(b) What do you notice about the original numbers and each of your answers?
8 Work out the cost of these vegetables.
(a) 0.6 kg of carrots at 35p per kilogram.
(b) 4.6 kg of potatoes at 40p per kilogram.
(c) 1.2 kg of cabbage at 65p per kilogram.

9 What is the cost of each of these lengths of material?

(a) 7 metres of sheeting at £2.99 a metre.
(b) 4.5 metres of linen at £13.50 a metre.
(c) 7.8 metres of satin at £26.90 a metre.
(d) 3.2 metres of silk at £38.20 a metre.

10 (a) Work out the cost for each of these portions of cheese.
(i) 0.7 kg of Stilton.
(ii) 1.6 kg of Cheddar.
(iii) 0.8 kg of Sage Derby.
Cheddar £4.80 (iv) 0.45 kg of Cotherstone.
Cotherstone £6.20 (b) Corrine buys:
Sage Derby £4.50 0.25 kg of Stilton and 1.4 kg of Cheddar.
Stilton £7.60
She pays with a £10 note.
How much change will she get?

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Dividing decimals
Non-calculator method for dividing decimals
Work out 2.4  0.4.
2.4
2.4  0.4 can be written as 
0.4
It is easier to divide
2.4 2.4  10 24 by a whole number

0.4 
0.4  10  4  6
 
than by a decimal.
To divide by a decimal:
1. Multiply the dividing number by a power of 10
(10, 100, 1000, …) so that it becomes a whole number.
2. Multiply the number to be divided by the same number.
3. If necessary the answer will have a decimal point in the same place.

1 Work out the following. Noughts are added

(a) 4  0.8 (b) 9  4 until the division is
Multiply both numbers by 10. 冄苶苶苶苶苶
1 2 finished.
40  8  5 4 9.0 0
So, 40  0.8  5 2.2 5
So, 9  4  2.25
2 8 bandages cost £14.
How much does each bandage cost?
Noughts can be added to the end of a decimal.
You must work out 14  8. Adding noughts does not change the value of
冄苶苶苶苶苶苶
6 4 the number. 14 has the same value as 14.00.
8 1 4.0 0
1.7 5 Continue dividing until either there is no
remainder or the required accuracy is obtained.
One bandage costs £1.75.

3 Work out 11.06  0.7.

0.7  10  7 11.06  10  110.6 Use the same method of working
110.6  7 has the same value as 11.06  0.7. as you used for dividing whole
冄苶苶苶苶苶苶
4 5 numbers.
7 1 1 0.6 The decimal point moves vertically
1 5.8 to the same position in the answer.
So, 11.06  0.7  15.8

Exercise 2.7
Do this exercise without using a calculator, showing your working clearly.
Having completed the exercise you can use a calculator to check your answers.
1 Work these out in your head.
(a) 0.9  3 (b) 7.5  5 (c) 6.8  4 (d) 22.4  7 (e) 35.2  8
2 Work out.
(a) 7  4 (b) 8  5 (c) 1.2  8 (d) 18.2  7 (e) 10.5  6
3 What number should be put in the box to make each of these statements correct?
(a) 8  0.5 = 80  (b) 1.2  0.3 = 3 (c) 3.5  0.07 = 7

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4 Work out. 20
2
(a) 2  0.5 (b) 3  0.2 (c) 6  0.4
(d) 10  2.5 (e) 60  1.2

Decimals . . . Decimals . . . Decimals . . .

5 Given that 221  13  17 write down the value of:
(a) 22.1  13 (b) 22.1  1.3 (c) 2.21  1.3
6 Work out.
(a) 2.46  0.2 (b) 0.146  0.05 (c) 2.42  0.4 (d) 100.1  0.07
(e) 0.0025  0.05 (f ) 0.05  0.004 (g) 4.578  0.7 (h) 0.3  0.008
7 Use long division to work out the following.
(a) 81.4  2.2 (b) 15.12  2.7 (c) 7  0.16
(d) 11.256  0.24 (e) 0.1593  0.15
8 (a) Divide each of these numbers by 0.6.
(i) 6 (ii) 3.6 (iii) 0.18
(b) What do you notice about the original numbers and each of your answers?
9 A 3-litre bottle of lemonade costs £1.41.
What is the cost of 1 litre of lemonade?
10 A pack of 7 tubes of oil paint costs £9.45.
How much does each tube of oil paint cost?
11 13 oranges cost £1.43.
How much does each orange cost?
12 12 rolls cost £1.08.
How much does each roll cost?
13 25 litres of petrol cost £22.70.
What is the cost of 1 litre of petrol?
14 A bottle holds 0.25 litres.
How many bottles can be filled from a tank holding 30 litres?
15 A steel bar is 12.73 metres long.
How many pieces, each 0.19 metres long, can be cut from it?
16 A jug holds 1.035 litres. A small glass holds 0.023 litres.
How many of the small glasses would be required to fill the jug?

Changing decimals to fractions

How to change a decimal to a fraction:
Change 0.12 to a fraction. 0.12
Write the decimal without the decimal point. 12
This will be the numerator (top number).
Fractions are covered
12 in further detail in
The denominator (bottom number) is a power of 10. 
100
The number of noughts is the same as the number of Chapter 5.
decimal places in the original decimal.
Divide both the numerator and denominator by Divide by 4
the largest possible number.
3
This gives the fraction in its simplest form. 
25

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Write the following decimals as fractions in their simplest form.

(a) 0.3  130 (b) 0.6  160  35 (c) 0.45  45 9
100  20
 

(d) 1.5  1
0.5

 1
150 112 is called a mixed number.
 1
12 It is a mixture of whole numbers
and fractions.
 112

Recurring decimals
Some decimals have recurring digits. Recurring decimals
For example, 1
  0.3333… . are covered in more
3
detail in Chapter 5.
The number 0.3333… is called a recurring decimal.

Exercise 2.8
1 Write the following decimals as fractions in their simplest form.
(a) 0.25 (b) 0.5 (c) 0.75 (d) 0.1
2 Write the following decimals as fractions in their simplest form.
(a) 0.7 (b) 0.4 (c) 0.01 (d) 0.2
(e) 0.05 (f ) 0.15 (g) 0.52 (h) 0.07
(i) 0.125 ( j) 0.65 (k) 0.6 (l) 0.95
3 Change these decimals into mixed numbers.
(a) 1.7 (b) 2.3 (c) 1.4 (d) 3.25
(e) 4.8 (f ) 12.1 (g) 16.75 (h) 5.05
4 What fraction is equal to each of these recurring decimals?
(a) 0.6666… (b) 0.1111… (c) 0.5555…

You should be able to:

l Place decimals in order by considering place value.
l Add and subtract decimals.
l Use decimal notation for money and other measures.
l Multiply and divide decimals by powers of 10 (10, 100, 1000, …)
l Multiply decimals by other decimals.
l Divide decimals by other decimals.
l Change decimals to fractions.
l Carry out a variety of calculations involving decimals.
l Know that:
when a number is multiplied by a number between 0 and 1 the result will be smaller than the
original number,
when a number is divided by a number between 0 and 1 the result will be larger than the
original number.

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Review Exercise 2 Do not use a calculator for questions 1 to 13.

20
2
1 Natasha had one pound sixty pence. Her friend, Kelly, had two pounds five pence.
Write down, in figures, how much money Kelly and Natasha each had. Edexcel

Decimals . . . Decimals . . . Decimals . . .

2 List the following decimals in order, smallest first.
0.7 0.5 0.8 0.85 0.55
3 Write 0.45 as a fraction. Give your answer in its simplest form.
4 Work out.
(a) 2.94
9.47 (b) 10  5.67
(c) Check the subtraction in part (b) with an addition.
5 Work out. (a) 3.6  4 (b) 14  0.3 (c) 7.8  6 (d) 8  0.4
6 Four parcels weigh 1.6 kg, 0.8 kg, 0.55 kg and 1.25 kg.
What is the total weight of the parcels?
7 A 4  100 m relay team runs the four stages in: 10.01 s, 9.93 s, 10.15 s and 9.91 s.
What is the overall time for the team?
8 Two pieces of wood of length 0.97 m and 1.78 m are sawn from a plank 5.12 m long.
How much wood is left?
9 The Williamson family went into a café. The table shows what they ordered.
Three cans of cola at 75 pence each
Two cups of tea at 89 pence each
Five buns at 32 pence each
Mr Williamson paid the bill with a £10 note. How much change did he get? Edexcel
10 Work out. (a) 41.3  100 (b) 0.4  0.6 (c) 5.2  1.37 Edexcel
11 (a) A calculator costs £4.95. How much will 50 cost?
(b) 20 textbooks cost £259.80. How much does one cost?
12 Cakes cost 39 pence each. How many cakes can you buy with £5?
13 Using the information that 97  123  11 931 write down the value of:
(a) 9.7  12.3 (b) 0.97  123 000 (c) 11.931  9.7 Edexcel
14 (a) Calculate the cost of 6.3 metres of material at £7.40 per metre.
(b) 2.3 metres of ribbon costs £1.61. What is the cost of ribbon per metre?
15 Here is a flow chart to change pounds to dollars.
Enter number Subtract Multiply Number of
of pounds £2.50 by 1.8 dollars
Use the flow diagram to find the number of dollars Chuck would get if he changed
£225 to dollars. Edexcel

16 197.6
Work out 
2.4
7.1 .


17 4.3 3.5
Work out 
4.3  3.5 . Write down your full calculator display.

18 (14.08  2.003)  1.2

Evaluate 
6.3  2.01 .
Use your calculator. You may write down any stages in your calculation. Edexcel

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Approximation
CHAPTER
3 and Estimation
Approximation
In real-life it is not always necessary to use exact numbers.
A number can be rounded to an approximate number.
Numbers are rounded according to how accurately we wish to give details.
For example, the distance to the Sun can be given as 93 million miles.
Can you think of other situations where approximations might be used?

Rounding to the nearest 10, 100, 1000

The number line shows the position of 87.
80 87 90
87 is between 80 and 90, but is closer to 90.
87 rounded to the nearest 10 is 90.

If there were 7487 people at a football match a newspaper report could say,
“7000 at the football match”.
The number 7487 can be approximated as 7490, 7500 or 7000 depending on the degree of
accuracy required.
7487 rounded to the nearest 10 is 7490.
7487 rounded to the nearest 100 is 7500. It is a convention to round a number which is
in the middle to the higher number.
7487 rounded to the nearest 1000 is 7000. 75 to the nearest 10 is 80.
450 to the nearest 100 is 500.
8500 to the nearest 1000 is 9000.

1 Round the numbers: 7547, 973, 62 783 and 9125

to the nearest 10, to the nearest 100, to the nearest 1000.
Number
7547 973 62 783 9125
Rounded to the nearest 10 7550 970 62 780 9130
Rounded to the nearest 100 7500 1000 62 800 9100
Rounded to the nearest 1000 8000 1000 63 000 9000

2 A lifeguard says, “There are 120 people in the pool today.”

This figure is correct to the nearest 10.
What is the smallest and largest possible number of people in the pool?
The smallest whole number that rounds to 120 is 115.
The largest whole number that rounds to 120 is 124.
So, the smallest possible number of people is 115 and the largest possible number of people
is 124.

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Exercise 3.1
20
3
1 Write each of these numbers to the nearest 10. (a) 47 (b) 53 (c) 65
2 (a) Which of these numbers: 4850, 4860, 4870, 4880, 4890 is closest to 4872?

Approximation and Estimation

(b) Which of these numbers: 4600, 4700, 4800, 4900, 5000 is closest to 4872?
(c) Which of these numbers: 3000, 4000, 5000, 6000 is closest to 4872?
3 Round the number 364 (a) to the nearest 10, (b) to the nearest 100.
4 Round the number 7475
(a) to the nearest 10, (b) to the nearest 100, (c) to the nearest 1000.
5 Copy and complete this table.
Number
7613 977 61 115 9714 623 9949 5762 7509 7499
Round to the nearest 10
Round to the nearest 100
Round to the nearest 1000

6 (a) Rearrange the cards: 5 4 6 3 to make the smallest possible number.

(b) Round your number to the nearest 100.
7 64 537 people signed a petition. A newspaper report stated: ‘65 000 people sign petition’
To what degree of accuracy is the number given in the newspaper report?
8 Write down these figures to appropriate degrees of accuracy.
(a) There were 19 141 people at a football match.
(b) There were 259 people on a plane.
(c) The class raised £49.67 for charity.
(d) The population of a town is 24 055.
(e) The land area of a country is 309 123 km2.
(f) The distance to London is 189 km.
9 Write down a number each time which fits these roundings.
(a) It is 750 to the nearest 10 but 700 to the nearest 100.
(b) It is 750 to the nearest 10 but 800 to the nearest 100.
(c) It is 8500 to the nearest 100 but 8000 to the nearest 1000.
(d) It is 8500 to the nearest 100 but 9000 to the nearest 1000.
10 Pete says, “I had 40 birthday cards.” The number is correct to the nearest 10.
(a) What is the smallest possible number of cards Pete had?
(b) What is the largest possible number of cards Pete had?
11 The number of people at a concert is 2000 to the nearest 100.
(a) What is the smallest possible number of people at the concert?
(b) What is the largest possible number of people at the concert?
12 “43 000 spectators watch thrilling Test Match.”
The number reported in the newspaper was correct to the nearest thousand.
What is the smallest possible number of spectators?
13 Carl has 140 postcards in his collection. The number is given to the nearest ten.
What is the smallest and greatest number of postcards Carl could have in his collection?
14 “You require 2700 tiles to tile your swimming pool.” This figure is correct to the nearest 100.
What is the greatest number of tiles needed?

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Rounding in real-life problems

In a real-life problem a rounding must be used which gives a sensible answer.
Penny is arranging a BBQ. 50 people have been invited. She caters for everyone to have one burger.
Burgers are sold in packs of 12. How many packs of burgers should she buy?
The answer is found by working out 50
12.
In 4 packs, there are 4  12  48 burgers.
In 5 packs, there are 5  12  60 burgers.
50
12  4 remainder 2.
Penny must buy 5 packs in order that everybody has one burger.
(In fact she will have 10 left over for those who might want a second burger.)

1 A Year group in a school are going to Alton Towers.

There are 242 students and teachers going.
Each coach can carry 55 passengers. How many coaches should be ordered?
242
55  4.4 This should be rounded up to 5.
4 coaches can only carry 220 passengers (4  55  220).
2 Filing cabinets are to be placed along a wall. The available space is 460 cm.
Each cabinet is 80 cm wide. How many can be fitted in?
460
80  5.75 This should be rounded down to 5.
Although the answer is nearly 6 the 6th cabinet would not fit in.

Exercise 3.2 Do not use a calculator for this exercise.

1 49 students are waiting to go to the Sports Stadium.
A minibus can take 15 passengers at a time. How many trips are required?
2 A classroom wall is 700 cm long.
How many tables, each 120 cm long, could be fitted along the wall?
3 76 people are waiting to go to the top of Canary Wharf. The lift can only take 8 at a time.
How many times must the lift go up?
4 A group of 175 people are going to Margate. Coaches can take 39 passengers.
How many coaches should be ordered?
5 There are 210 students in a year group. They each need an exercise book.
The exercise books are sold in packs of 25. How many packs should be ordered?
6 Car parking spaces should be 2.5 m wide.
How many can be fitted into a car park which is 61 m wide?
7 A sweet manufacturer puts 17 sweets in a bag.
How many bags can be made up if there are 500 sweets?
8 How many 30p stamps can be bought for £5?
9 How many grapefruit, each costing 29p, can be bought for £1.50?
10 Kim needs 26 candles for a cake. The candles are sold in packs of 4.
How many packs must she buy?
11 Lauren needs 50 doughnuts for a party. Doughnuts are sold in packs of 12.
How many packs must she buy?

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Rounding using decimal places

20
3
What is the cost of 1.75 metres of material costing £3.99 a metre?
1.75  3.99  6.9825 Often it is not necessary to
The cost of the material is £6.9825 or 698.25p. use an exact answer.
Sometimes it is impossible,

Approximation and Estimation

As you can only pay in pence, a sensible answer is £6.98,
correct to two decimal places (nearest penny). or impractical, to use the
This means that there are only two decimal places after the exact answer.
decimal point.

To round a number to a given number of decimal places

When rounding a number to one, two or more decimal places:
1. Write the number using one more decimal place than asked for.
2. Look at the last decimal place and
l if the figure is 5 or more round up,
l if the figure is less than 5 round down.
3. When answering a problem remember to include any units and state the degree of
approximation used.

1 Write 2.76435 to
(a) 2 decimal places, (b) 1 decimal place.
(a) Look at the third decimal place. 4 (b) Look at the second decimal place. 6
This is less than 5, so round down. This is 5 or more, so round up.
Answer 2.76 Answer 2.8
2 Write 7.104 to 2 decimal places.
7.104  7.10 to 2 d.p.
The zero is written down because it shows the Notation:
accuracy used, 2 decimal places. Often decimal place is
shortened to d.p.
3 5.98  6.0 to 1 d.p.
Notice that the next tenth after 5.9 is 6.0.

Exercise 3.3
1 Write the number 3.9617 correct to
(a) 3 decimal places, (b) 2 decimal places, (c) 1 decimal place.
2 Write the number 567.654 correct to
(a) 2 decimal places, (b) 1 decimal place, (c) the nearest whole number.
3 The display on a calculator shows the result of 34
7.

What is the result correct to two decimal places?

4 847
68.kg The scales show Gary’s weight.
Write Gary’s weight correct to one decimal place.

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5 Copy and complete this table.

Number 2.367 0.964 0.965 15.2806 0.056 4.991 4.996
d.p. 1 2 2 3 2 2 2
Answer 2.4
6 Carry out these calculations giving the answers correct to
(a) 1 d.p. (b) 2 d.p. (c) 3 d.p.
(i) 6.12  7.54 (ii) 89.1  0.67 (iii) 90.53  6.29
(iv) 98.6
5.78 (v) 67.2
101.45
7 In each of these short problems decide upon the most suitable accuracy for the answer.
Then calculate the answer.
Give a reason for your degree of accuracy.
(a) One gallon is 4.54596… litres.
How many litres is 9 gallons?
(b) What is the cost of 0.454 kg of cheese at £5.21 per kilogram?
(c) The total length of 7 equal sticks, lying end to end, is 250 cm.
How long is each stick?
(d) A packet of 6 bandages costs £7.99.
How much does one bandage cost?
(e) Petrol costs 91.4 pence a litre. I buy 15.6 litres.
How much will I have to pay?

Rounding using significant figures

Consider the calculation 600.02  7500.97  4500732.0194
To 1 d.p. it is 4500732.0, to 2 d.p. it is 4500732.02.
The answers to either 1 or 2 d.p. are very close to the actual answer and are almost as long.
There is little advantage in using either of these two roundings.
The point of a rounding is that it is a more convenient number to use.
Another kind of rounding uses significant figures.
The most significant figure in a number is the figure which has the greatest place value.
Consider the number 237.
The figure 2 has the greatest place value. It is worth 200.
So, 2 is the most significant figure. Noughts which are used to
locate the decimal point
In the number 0.00328, the figure 3 has the greatest place value. and preserve the place
So, 3 is the most significant figure. value of other figures are
not significant.

To round a number to a given number

of significant figures
When rounding a number to one, two or more significant figures:
1. Start from the most significant figure and count the required number of figures.
2. Look at the next figure to the right of this and
l if the figure is 5 or more round up,
l if the figure is less than 5 round down.
3. Add noughts, as necessary, to locate the decimal point and preserve the place value.
4. When answering a problem remember to include any units and state the degree of
approximation used.

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20
3
1 Round the numbers 75, 135, 1478 and 2500 to one significant figure.

Approximation and Estimation

Number Rounded to 1 sig. fig.
75 80
Notation:
135 100
Often significant figure
1478 1000 is shortened to sig. fig.
2500 3000
2 Write 4 500 732.0194 to 2 significant figures.
The figure after the first 2 significant figures 45 is 0.
This is less than 5, so round down, leaving 45 unchanged.
Add noughts to 45 to locate the decimal point and preserve place value.
So, 4 500 732.0194  4 500 000 to 2 sig. fig.
3 Write 0.000364907 to 1 significant figure.
The figure after the first significant figure 3 is 6.
This is 5 or more, so round up, 3 becomes 4.
So, 0.000364907  0.0004 to 1 sig. fig.
Notice that the noughts before the 4 locate the decimal point and preserve place value.

Choosing a suitable degree of accuracy

In some calculations it would be wrong to use the complete answer from the calculator.
The result of a calculation involving measurement should not be given to a greater degree of accuracy
than the measurements used in the calculation.

Note:
What is the area of a rectangle measuring 4.6 cm by 7.2 cm? To find the area of a rectangle:
multiply length by breadth.
4.6  7.2  33.12
Since the measurements used in the calculation (4.6 cm and 7.2 cm) are given to 2 significant figures
the answer should be as well.
33 cm2 is a more suitable answer.

Exercise 3.4
1 Write these numbers correct to one significant figure.
(a) 17 (b) 523 (c) 350 (d) 1900 (e) 24.6
2 Copy and complete this table.
Number 456 000 454 000 7 981 234 7 981 234 1290 19 602
sig. fig. 2 2 3 2 2 1
Answer 460 000

3 Write these numbers correct to one significant figure.

(a) 0.083 (b) 0.086 (c) 0.00948 (d) 0.0095

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4 Copy and complete this table.

Number 0.000567 0.093748 0.093748 0.093748 0.010245 0.02994
sig. fig. 2 2 3 4 2 2
Answer

5 This display shows the result of 3400
7.

What is the result correct to two significant figures?

6 Carry out these calculations giving the answers correct to
(a) 1 sig. fig. (b) 2 sig. fig. (c) 3 sig. fig.
(i) 672  123 (ii) 6.72  12.3 (iii) 78.2  12.8
(iv) 7.19
987.5 (v) 124
65300
7 A rectangular field measures 18.6 m by 25.4 m.
Calculate the area of the field, giving your answer to a suitable degree of accuracy.
8 In each of these short problems decide upon the most suitable accuracy for the answer.
Then work out the answer, remembering to state the units.
Give a reason for your degree of accuracy.
(a) The area of a rectangle measuring 13.2 cm by 11.9 cm.
(b) The area of a football pitch measuring 99 m by 62 m.
(c) The total length of 13 tables placed end to end measures 16 m.
How long is each table?
(d) The area of carpet needed to cover a rectangular floor measuring 3.65 m by 4.35 m.

Estimation
It is always a good idea to find an estimate for any calculation.
An estimate is used to check that the answer to the actual calculation is of the right magnitude (size).
If the answer is very different to the estimate then a mistake has possibly been made.
Estimation is done by approximating every number in the calculation to one significant figure.
The calculation is then done using the approximated values.

1 Estimate 421  48.

Round 421 to one significant figure: 400
Round 48 to one significant figure: 50
400  50  20 000
Use long multiplication to calculate 421  48. Comment on your answer.

2 Estimate 608
19.

Round the numbers in the calculation to one significant figure.
600
20  30
Use long division to calculate 608
19. Comment on your answer.

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Exercise 3.5 Do not use a calculator for this exercise.

20
3
1 Last year, Hannah paid these four telephone bills:
£48 £89 £62 £103

Approximation and Estimation

By using approximations to one significant figure, estimate her total telephone bill for the year.
2 Bernard plans to buy a conservatory costing £8328 and furniture costing £984.
By using suitable approximations, estimate the total amount Bernard plans to spend.
Show all your working.
3 Make estimates to these calculations by using approximations to one significant figure.
(a) (i) 39  21 (ii) 115  18 (iii) 797  53 (iv) 913  59
(b) (i) 76
18 (ii) 597
29 (iii) 889
61 (iv) 3897
82
4 Lilly ordered 39 prints of her holiday photographs to give to her friends.
Each print cost 52 pence.
Use suitable approximations to estimate the total cost of the prints. Show your working.
5 Chairs are arranged in rows.
There are 18 chairs in each row.
Estimate the total number of chairs in 27 rows.
6 A book contains 576 pages which are grouped into 32 chapters of equal length.
Estimate the number of pages in each chapter.
7 Last year Alex used 964 litres of petrol to drive 15 209 kilometres.
Use suitable approximations to estimate her petrol consumption in kilometres per litre.
8 (a) When estimating the answer to 29  48 the approximations 30 and 50 are used.
How can you tell that the estimation must be bigger than the actual answer?
(b) When estimating the answer to 182
13 the approximations 200 and 10 are used.
Will the estimate be bigger or smaller than the actual answer? Explain your answer.

Using a calculator
A calculator is a very useful piece of equipment. Scientific calculator

But you must know how to use it properly.

Calculators vary but almost all do calculations in the right order.

Use your calculator to work out
345 x
by entering the following key sequence: 2nd x
x
DRG ON/C

b/ 2 3
a c x y x
Exp sin cos tan RCL STO

You should get the answer 23. ( )

If you wish to work out

(3  4)  5
then you must use the brackets on your calculator.
Try entering the following key sequence:
( )
If your calculator works in a different way
You should get the answer 35. refer to the instruction booklet supplied
with the calculator or ask someone for help.

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1 Work out the following without using a calculator.

Then use a calculator to check your answers.

Question Without a calculator Using a calculator

5 6 5 6 30 (
(a)  1  2  3  10
 
12
)
Answer: 10

5
0 50 50 (
(b)  22  12  10  5

22  12
)
Answer: 5

8 9 8 9 72 ( )
(c)  6  6  36  2
 
66
( )
Answer: 2

2 78.5  0.51
Use estimation to show that  18.7 is close to 2.
Approximating: 78.5  80 to 1 sig. fig.
0.51  0.5 to 1 sig. fig. Remember:
18.7  20 to 1 sig. fig. When you are asked to estimate,
80  0.5 write each number in the

20  4200  2 (estimate)
calculation to one significant figure.
78.5  0.51 40.035
Using a calculator  18.7 18.7  2.140909…


Is 2.140909 reasonably close to 2? Yes.

Exercise 3.6
1 Work out the following without using a calculator.
Then use a calculator to check your answers.
Write down the key sequence you pressed on your calculator.
2
0 4 6 21  9 48 56  30 12 
18
(a) 
22  18 (b) 
75 (c)  
32 (d) 
10  6 (e)  13 (f) 
11  5
2 John estimated 43  47 to be about 2000. Explain how he did it.
3 (a) Write down the numbers you could use to get an approximate answer to 196  311.
(b) Write down your approximate answer.
(c) Use a calculator to find the difference between your approximate answer and the
exact answer.
4 By using approximations to one significant figure find estimates to these products.
Then carry out the calculations with the original figures.
Compare your estimate to the actual answer.
(a) 32  41 (b) 12  66 (c) 58  34 (d) 72  45
(e) 4.2  1.8 (f ) 8.9  3.1 (g) 48.1  4.2 (h) 103.4  2.9

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5 Find estimates to these divisions by using approximations to one significant figure. 20

3
Then carry out the calculations with the original figures.
Compare your estimate to the actual answer.
(a) 594
18 (b) 609
21 (c) 256
16 (d) 840
35

Approximation and Estimation

(e) 10.78
4.9 (f ) 19.68
4.1 (g) 30.4
3.2 (h) 203.49
5.1
6 Make estimates of the following by rounding each number in the calculation to
one significant figure.
Then use a calculator to carry out an accurate calculation.
Compare the answer given by the calculator to the estimate.
51 199 581 18 57 62
(a)  (b)  (c)  86
9  48
(d) 

22 12  29 38
4
7 Find estimates to these calculations by using approximations to one significant figure.
Then carry out the calculations with the original figures.
Compare your estimate to the actual answer.
9.9  4.1 11.6  49 400  0.29 81.7  4.9
(a)  4.8 (b)  
6.2 (c)  6.2 (d)  
1.9  10.3

Accuracy in measurement
No measurement is ever exact.
Measures which can lie within a range of possible values are called continuous measures.
The value of a continuous measure depends on the accuracy of whatever is making the measurement.
Jane is 160 cm tall to the nearest 10 cm.
What are the limits between which her actual height lies?
Height is a continuous measure.
When rounding to the nearest 10 cm: All possible heights for Jane can
The minimum value that rounds to 160 cm is 155 cm. be shown on a number line.
155 cm is the minimum height that Jane can be.
The maximum value that rounds to 160 cm is 164.999… cm.
164.999… cm is the maximum height that Jane can be. 155 160 165
For ease the value 164.999… cm is normally called 165 cm.
The hollow circle indicates that
So, Jane’s actual height is any height from 155 cm to 165 cm. 165 is not included
This can be written as the inequality:
155 cm  Jane’s height < 165 cm

1 The length of a pencil is 17 cm to the nearest centimetre.

What are the limits between which the actual length of the pencil lies?
When rounding to the nearest centimetre:
The smallest value that rounds to 17 cm is 16.5 cm.
The largest value that rounds to 17 cm is 17.4999… cm.
For ease 17.4999… is called 17.5.
So, the actual length of the pencil lies between 16.5 cm and 17.5 cm.
16.5 cm  length of pencil < 17.5 cm

2 A concrete block weighs 1.8 kg, correct to the nearest tenth of a kilogram.
What is the minimum possible weight of the concrete block?
Minimum weight  1.8 kg  0.05 kg  1.75 kg

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Exercise 3.7
1 A girl’s height is 168 cm, correct to the nearest centimetre.
What is the minimum possible height of the girl?
2 Harry weighs 49 kg, correct to the nearest kilogram.
What is the maximum possible weight he could be?
3 The height of a building is 9 m, correct to the nearest metre.
Copy and complete the inequality: ……  height of building  ……
4 A running track is 100 m in length, correct to the nearest metre.
What is the minimum length of the track?
5 A brick weighs 840 g, correct to the nearest 10 g.
What is the minimum and maximum possible weight of the brick?
6 A piece of cheese weighs 285 grams, correct to the nearest 5 grams.
What is the maximum possible weight of the piece of cheese?
7 An athlete completed a race in 11.6 seconds, correct to the nearest tenth of a second.
What is the minimum possible time the athlete could have taken?
8 A pane of glass weighs 9.4 kg, correct to one decimal place.
What is the minimum possible weight of the pane of glass?
9 The length of a table is 2.7 m, correct to the nearest tenth of a metre.
Write down the least and greatest possible length of the table.
10 A glass contains 24 ml of milk, correct to the nearest millilitre.
Find the minimum possible number of millilitres in four glasses.
11 Loaves of bread each weigh 0.8 kg, correct to the nearest 100 g.
Write down the minimum and maximum possible weight of a loaf of bread.
12 The capacity of a tank is 220 litres, correct to the nearest 5 litres.
Between what limits does the actual capacity lie?

l How to round numbers to the nearest 10, 100, 1000.

l In real-life problems a rounding must be used which gives a sensible answer.
l How to approximate using decimal places.
1. Write the number using one more decimal place than asked for.
2. Look at the last decimal place and
l if the figure is 5 or more round up,
l if the figure is less than 5 round down.
l How to approximate using significant figures.
When rounding a number to one, two or more significant figures:
1. Start from the most significant figure and count the required number of figures.
2. Look at the next figure to the right of this and
l if the figure is 5 or more round up,
l if the figure is less than 5 round down.
3. Add noughts, as necessary, to locate the decimal point and preserve the place value.
l When answering a problem, include any units and state the degree of approximation used.
l Use approximation to estimate that the actual answer to a calculation is of the right magnitude.
l How to use a calculator to check answers to calculations.
l You should be able to recognise limitations on the accuracy of data and measurements.

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Review Exercise 3 Do not use a calculator for questions 1 to 20.

20
3
1 Round 8475 to the nearest (a) 10, (b) 100, (c) 1000.
2 The actual number of people who watched an election broadcast was 3 967 234.

Approximation and Estimation

(a) A radio report gave the number to the nearest thousand.
What number did they use?
(b) A newspaper headline gave the number to the nearest million.
What number did they use?
3 The price of a sofa is eight hundred and seventy-nine pounds.
(a) Write the price of the sofa in figures.
(b) Write this price to the nearest hundred pounds. Edexcel

4 (a) The number in the newspaper was given to the nearest 1000.
THE HERALD
6000 ATTEND RALLY What is the smallest possible number of people that attended?

(b) 38 569 people attended a concert.

(i) Copy and complete this newspaper headline “....................... ATTEND CONCERT”
using a suitably rounded number.
(ii) Copy and complete this sentence.
My number is rounded to the nearest …… people.
5 Jonathan buys a new car for £9495.
His friend says, “That’s £10 000 to the nearest £1000.”
Is he correct? Explain your answer.
6 George needs 100 tiles to cover his kitchen floor.
The tiles are sold in boxes of 15.
How many boxes does he need to buy?
7 A school is planning a disco for 936 pupils.
Each pupil will be given 1 can of drink.
Cans of drink are sold in trays of 24.
Work out how many trays of drinks will be needed. Edexcel
8 Round these numbers to 1 significant figure.
(a) 72 (b) 138 (c) 754 (d) 650 (e) 78 (f) 987
9 A concert hall has 22 rows of seats.
Each row has 69 seats.
The total number of seats is 22  69.
(a) Write down the numbers you could use to get an approximate answer to 22  69.
(b) Write down your approximate answer.
(c) Using a calculator find the difference between your approximate answer and the
exact answer. Edexcel
10 (a) Write down the numbers you could use to get an approximate answer to 593  312.
(b) Write down your approximate answer.
(c) Use a calculator to find the difference between your approximate answer and the
exact answer.
11 Use approximations to estimate the value of 2016
49.8.
12 Alf is set this problem: 686  41  398
Alf works out the answer to be 247.
(a) Use estimation to show that Alf’s answer is wrong.
(b) Work out the correct answer.

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13 (a) Tom uses his calculator to multiply 17.8 by 0.97. His answer is 18.236.
Without finding the exact value of 17.8  0.97, explain why his answer must be wrong.
42.8 63.8
(b) Sally estimates the value of  285 to be 8.
Write down three numbers Sally could use to get her estimate. Edexcel
14 Clive said that the weight of his apple is 129.625 grams.
Explain why the weight given by Clive is not sensible.
15 The number of people at a beach party is 90, to the nearest 10.
What is the smallest and largest possible number of people at the party?
16 The display shows the result of 179
7.
What is the result correct to
(a) two decimal places,
(b) one decimal place,
(c) one significant figure?
17 481  97
Jo has to calculate  
32
She calculates the answer to be 180.625.
By rounding each number to one significant figure estimate whether her answer is of the
right order of magnitude. Show your working.
18 (a) A rectangular lawn measures 27 metres by 38 metres.
A firm charges £9.95 per square metre to turf the lawn.
Estimate the charge for turfing the lawn.
(b) Is your estimate too large or too small?
Give a reason for your answer.
19 What is the smallest possible length of a piece of string which measures 25 cm to the
nearest centimetre?
20 A bus is 18 m in length, correct to the nearest metre.
(a) What is the minimum possible length of the bus?
(b) Copy and complete this inequality: ……  length of bus  ……
21 Calculate the value of 21.7 
32.1
16.20  2.19
Give your answer correct to two decimal places. Edexcel

6.12 
22 Work out an estimate for  193.7
0.48
23 The dimensions of a cuboid are measured.
The length is 9.8 cm, the breadth is 5.6 cm and the height is 3.7 cm.
(a) Using the formula, Volume  length  breadth  height,
calculate the volume of the cuboid.
Write down all the figures shown on your calculator.
(b) Give your answer to an appropriate degree of accuracy.
Explain why you chose this degree of accuracy.
24 The floor of a lounge is a rectangle which measures 5.23 m by 3.62 m.
The floor is to be carpeted.
(a) Calculate the area of carpet needed.
Give your answer to an appropriate degree of accuracy.
(b) Explain why you chose this degree of accuracy.
25 Each side of a regular pentagon has a length of 101 mm, correct to the nearest millimetre.
(a) Write down the least possible length of each side.
(b) Write down the greatest possible length of each side. Edexcel

44
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CHAPTER
4 Negative Numbers
In Chapter 1 we used a number line to show whole numbers.
This number line can be extended to include negative whole numbers.

–5 –4 –3 –2 –1 0 1 2 3 4 5 6
Negative whole numbers, zero and positive whole numbers are called integers.

5 can be read as “minus five” or “negative five”.
A number written without a sign before it is assumed to be positive. 5 has the same value as 5.
Real-life situations which use negative numbers include temperature, bank accounts and depths below
sea level.
Can you think of any other situations where negative numbers are used? °C
40
Ordering numbers
30

The thermometer

5°C is colder than
1°C. 2°C is warmer than
3°C. 20

3°C is colder than 1°C. 4°C is warmer than
5°C.

4°C is colder than 0°C. 0°C is warmer than
3°C. 10
2°C is colder than 4°C. 5°C is warmer than 2°C.
As you move up the thermometer As you move down the thermometer 0
the temperatures become warmer. the temperatures become colder.
–10

–20

The number line

–5 –4 –3 –2 –1 0 1 2 3 4 5 6

5 is less than
1. 2 is more than
3.

3 is less than 1. 4 is more than
5.

4 is less than 0. 0 is more than
3.
2 is less than 4. 5 is more than 2.
As you move from left to right As you move from right to left
along the number line the along the number line the
numbers become bigger. numbers become smaller.

1 List these temperatures from coldest to 2 List these numbers in ascending order
hottest: (from lowest to highest):
3°C, 5°C,
2°C, 0°C,
4°C. 50,
41,
18,
11, 28, 9.

4°C,
2°C, 0°C, 3°C, 5°C.
41,
18,
11, 9, 28, 50.

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Exercise 4.1
1 Copy and complete these sentences using the words ‘colder’ or ‘warmer’ as appropriate.
(a)
2°C is ...... than
5°C. (b)
1°C is ...... than 4°C.
(c) 2°C is ...... than
4°C. (d)
10°C is ...... than
5°C.
2 Copy and complete these sentences using the words ‘less’ or ‘more’ as appropriate.
(a)
3 is ...... than 2. (b) 1 is ...... than
5.
(c)
4 is ...... than
1. (d)
4 is ...... than
10.
3 At midnight on New Year’s Day the temperatures in some cities were as shown:
Edinburgh
7°C London 0°C Moscow
22°C
New York
17°C Rome 3°C Colombo 21°C
Cairo 15°C
(a) Which city recorded the highest temperature?
(b) Which city recorded the lowest temperature?
(c) List the temperatures from coldest to hottest.
4 List these temperatures from coldest to hottest.
(a) 23°C,
28°C,
3°C, 19°C,
13°C. (b)
9°C,
11°C, 12°C, 10°C,
7°C, 0°C.
(c) 27°C, 18°C,
29°C,
15°C, 2°C. (d) 20°C,
15°C,
20°C, 0°C,
5°C, 10°C.
5 List these numbers from lowest to highest.
(a) 31,
78, 51,
39,
16,
9, 11. (b) 5, 1,
1,
3,
5,
2, 0, 2, 4.
(c) 99,
103, 104, 5,
3, 52,
63,
19. (d) 30, 10,
30,
50,
20, 0, 40.
(e) 27,
30, 17, 0,
15,
10, 8.

Subtracting a larger number from a smaller number

Work out 3
5.
To work out smaller number
larger number:
l Do the calculation the other way round. 3
5 becomes 5
3.
l Put a minus sign in front of the answer. So, 3
5 
2.
This is the same as starting at 3 on a number line and going 5 places to the left, to get to
2.
–5

–5 –4 –3 –2 –1 0 1 2 3 4 5 6

1 Work out 7
13.

Do 13
7  6. Then 7
13 
6.
2 Calculate 21
34.
Do 34
21  13. Then 21
34 
13.
3 Alec has £50 in his bank account. He writes a cheque for £80. What is his new balance?
His new balance is given by the calculation £50
£80.
80
50  30.
So, 50
80 
30.
The new balance is
£30. This means that Alec’s account is overdrawn by £30.

46
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Exercise 4.2 Do not use a calculator for this exercise.

20
4
1 Use the number line to work out the following.

Negative Numbers
–5 –4 –3 –2 –1 0 1 2 3 4 5 6
(a) 4
3 (b) 1
3 (c) 2
4 (d) 5
9 (e) 3
6
2 Draw a number line to show each of these statements.
(a) 7
10 
3 (b) 4
6 
2 (c) 3
4 
1
3 Work out the following.
(a) 1
4 (b) 3
5 (c) 5
8
(d) 10
12 (e) 4
7 (f ) 8
12
(g) 13
20 (h) 24
36 (i) 10
20
(j) 23
30 (k) 29
50 (l) 20
21
4 What number should be put in the box to make each of these statements correct?
(a) 7

2 (b)
6 
5 (c) 9

3
(d)
3
7  (e)
50 
20 (f ) 10

5
5 Mr Armstrong has £25 in the bank.
He writes a cheque for £100.
What is his new balance?
6 The temperature inside a fridge is 6°C above zero.
The temperature inside a freezer is 5°C below zero.
By how many degrees is the temperature inside the freezer below the temperature inside
the fridge?
7 At midnight, the temperature in York is 3°C below freezing and in Bath the temperature is
2°C above freezing.
What is the difference in temperature between York and Bath?
8 Brad is 8 cm shorter than Alex and Cath is 9 cm taller than Alex.
By how many centimetres is Cath taller than Brad?
9 Adrian is 5 kg heavier than Tim. Matt is 3 kg lighter than Tim.
What is the difference in weight between Matt and Adrian?
10 Negative numbers can be used for depths below sea level.
Use negative numbers to answer the following.
(a) At what depth is the diver? Helicopter 160 m above
(b) At what depth is the treasure chest?
Parachute 100 m above
What is the difference in height between
(c) the helicopter and the parachutist,
Bird 50 m above
(d) the diver and the jellyfish,
(e) the diver and the treasure chest, Kite 30 m above
(f) the bird and the jellyfish,
(g) the parachutist and the treasure chest, Sea level
(h) the kite and the jellyfish, Jellyfish 20 m below
(i) the helicopter and the kite,
(j) the diver and the helicopter, Diver 80 m below
(k) the bird and the treasure chest?
Treasure chest 200 m below

47
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Addition and subtraction using negative numbers

Think of the number line as a series of stepping stones.
-10 -9 -8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8 9 10

What is
4
5?
Using the number line: Start at
4 and move 5 to the left.
The answer is
9.

4
5 
9

4
5 can be written as:
4  (
5) or
4
(5).
So,
4  (
5) 
9 and
4
(5) 
9.
What is
3
(7)?
3
(7) is the same as
3
7.
Using the number line: Start at
3 and move 7 to the left.

3
(7) 
10

3
(
7) must start at
3 and move 7 to the right.

3
(
7) is the same as
3  7.
So,
3
(
7)  4 and
3  7  4.
What is
5  (7)?
7 can be written as 7.

5  (7) is the same as
5  7  2.   can be replaced by 


can be replaced by 
To add or subtract negative numbers: 
can be replaced by

Replace double signs with a single sign.
 can be replaced by

Start on the number line with the first number.
Then move left or right according to the single sign.

1 Work out 2  (
6). 3 Work out
4
(6).


can be replaced with
.
 can be replaced with
.
Start at 2 and move 6 to the left. Start at
4 and move 6 to the left.
2  (
6)  2
6 
4
4
(6) 
4
6 
10
2 Work out
2
(
8). 4 Work out
4  (
3)  6
(
5)
(3).


can be replaced with . Replace signs.
Start at
2 and move 8 to the right. 
4
3  6  5
3

2
(
8) 
2  8  6 1

Exercise 4.3 Do not use a calculator for this exercise.

1 Work out.
(a)
3  (5) (b) 5  (
4) (c)
2  (
7)
(d)
1  (9) (e) 7  (
3) (f ) 15  (
20)
(g)
11  (4) (h) 11  (
4) (i) 8  (
7)
(j)
8  (
7) (k) 3  (3)  (
9) (l)
7  (
5)  6
2 Work out.
(a) 8
(
5) (b)
4
(
10) (c) 10
(3)
(d) 6
(
1) (e)
5
(
10) (f )
4
(8)
(g)
7
(
6) (h) 7
(
6) (i)
2
(9)
(j) 2
(
9) (k) 5
(5)  9 (l)
10
(
6)  4

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3 Work out. 20
4
(a)
3
(
8) (b) 5  (
2) (c) 7
(4)
(d)
9
(
5)  (
3) (e) 7  (
8)
(5) (f )
2
(
7)
6

Negative Numbers
4 Work out.
(a) 10  5
8  6
7 (b) 12  8
15  7
20 (c) 30
20  12
50
(d) 6  12
14
4 (e) 37
23
24
25 (f ) 12  13  14
20

5 Edinburgh
7°C Moscow
22°C New York
17°C Rome 3°C Cairo 15°C
What is the difference in temperature between
(a) Edinburgh and Rome, (b) Edinburgh and New York,
(c) Moscow and New York, (d) Moscow and Cairo?
6 The temperature inside a freezer was
23°C.
After two hours the temperature had risen by 8°C.
What is the temperature in the freezer then?
7 The temperature inside an igloo is
5°C.
The temperature outside the igloo is 17°C cooler.
What is the temperature outside the igloo?
8 The temperature of an iceberg is
13°C.
The temperature of the sea is 15° warmer than the iceberg.
What is the temperature of the sea?

Multiplying and dividing negative numbers

You will need to know these rules for multiplying and dividing negative numbers:
When multiplying: When dividing:
 















The diagram shows the multiplication table extended to include negative numbers.
Second number
 ⴚ5 ⴚ4 ⴚ3 ⴚ2 ⴚ1 0 1 2 3 4 5

ⴚ5 25 20 15 10 5 0
5
10
15
20
25

ⴚ4 20 16 12 8 4 0
4
8
12
16
20 Describe any patterns you

can see in the table.
ⴚ3 15 12 9 6 3 0
3
6
9
12
15
Division is the opposite
ⴚ2 10 8 6 4 2 0
2
4
6
8
10
(inverse) operation to
ⴚ1 5 4 3 2 1 0
1
2
3
4
5 multiplication.
First
number 0 0 0 0 0 0 0 0 0 0 0 0 If a  b  c,
then c  b  a
1
5
4
3
2
1 0 1 2 3 4 5 and c  a  b.
2
10
8
6
4
2 0 2 4 6 8 10 If (5)  (
2) 
10,
then (
10)  (
2)  5
3
15
12
9
6
3 0 3 6 9 12 15
and (
10)  (5) 
2.
4
20
16
12
8
4 0 4 8 12 16 20

5
25
20
15
10
5 0 5 10 15 20 25

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1 Work out (7)  (
5). 3 Work out (8)  (
2).

Signs:  

Signs:  


Numbers: 7  5  35 Numbers: 8  2  4
So, (7)  (
5) 
35. So, (8)  (
2) 
4. Work logically:
Work out the sign first.
2 Work out (
4)  (
8). 4 Work out (
36)  (
3). Then work out the
numbers.
Signs:

  Signs:

 
Numbers: 4  8  32 Numbers: 36  3  12
So, (
4)  (
8)  32. So, (
36)  (
3)  12.

Exercise 4.4 Do not use a calculator for this exercise.

1 (a) (7)  (5) (b) (
7)  (5) (c) (
7)  (
5)
(d) 5  (2) (e) (5)  (
2) (f ) (
5)  (
2)
(g) (
1)  (
1) (h) 8  (
3) (i) (
8)  (3)
(j) (
5)  9 (k) (
8)  (
8) (l) (
7)  6
(m) (
7)  (
6) (n) 8  (
10) (o) (
8)  (10)
(p) (
4)  (
8)
2 (a) (5)  (
2)  (2) (b) (4)  (
3)  (
5) (c) (
3)  (
2)  (
5)
(d) (
5)  (3)  (
4) (e) (
5)  (3)  (4) (f ) (
5)  (
4)  (
5)
3 (a) (
8)  (2) (b) (
8)  (
2) (c) (20)  (4)
(d) (20)  (
4) (e) (
20)  (4) (f ) (
20)  (
4)
(g) (18)  (3) (h) (
18)  (3) (i) (
24)  (
6)
(j) (24)  (
3) (k) (
30)  (
5) (l) (
30)  (6)
4 In a multiple choice test there are 5 marks for a right answer and
3 marks for a
wrong answer.
For example: A student has 8 questions right and 17 wrong.
What is his overall mark?
8  5  17 
3  40 
51  40
51 
11
In a 25-question test these students have the following right and wrong answers.
They can leave a question out rather than guess a wrong answer.
Ahmed Bridget Chris Dileep Evan
Right 10 12 6 7 9
Wrong 8 13 17 18 16
(a) How many marks did each student score?
(b) Put the students in order from first to fifth.

You should be able to:

l Use negative numbers in context such as temperatures and bank accounts.
l Realise where negative numbers come on a number line.
l Put numbers in order (including negative numbers).
l Add (), subtract (
), multiply () and divide () with negative numbers.

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Review Exercise 4 Do not use a calculator for this exercise.

20
4
1 Place the following numbers in order of size starting with the smallest.
15 ⴚ5 25 0 ⴚ20

Negative Numbers
2 Sally wrote down the temperature at different times on 1st January, 2006.
Time midnight 4 am 8 am noon 3 pm 7 pm
Temperature
6°C
10°C
4°C 7°C 6°C
2°C
(a) Write down
(i) the highest temperature, (ii) the lowest temperature.
(b) Work out the difference in the temperature between
(i) 4 am and 8 am, (ii) 3 pm and 7 pm.
At 11 pm that day the temperature had fallen by 5°C from its value at 7 pm.
(c) Work out the temperature at 11 pm. Edexcel
3 Calculate.
(a)
7
11 (b)
7  11 (c)
7
(
11)
4 A miner is 924 metres below the ground.
A plane is 3267 metres above the ground.
How many metres is the plane above the miner?
5 (a) What temperature is shown on the thermometer?

°C
–10 –5 0 5 10
One Autumn morning the temperature went up from
4°C to 5°C.
(b) By how many degrees did the temperature rise?
During the afternoon the temperature then fell by seven degrees from 5°C.
(c) What was the temperature at the end of the afternoon? Edexcel
6 Dan has £26.40 in his bank account. He buys a jacket for £59.95 and pays by cheque.
If the cheque is accepted by his bank how much will his account be overdrawn?
7 (
3)  (
2)  (
5)
(a) Work out. (i) (
3)
(
2) (ii) (
2)  (
3) (iii) 
(
6)
(b) Complete the boxes. (i)  (
2) 
3 (ii) (
5)  
3
8 The temperature inside a house is 17°C.
The temperature outside the house is
4°C.
(a) How much warmer is it inside the house than outside the house?
(b) Temperatures in degrees Centigrade (°C) can be changed to temperatures in
degrees Fahrenheit (°F) by using this rule:
Multiply by 9, divide by 5 and then add 32
Find the temperature outside the house in °F.
9 A multichoice test has 20 questions. For each question the mark given is:
ⴙ2 for a correct answer, ⴚ1 for a wrong answer, 0 if the question is not attempted
(a) What is the lowest mark that could be scored on the test?
(b) Tim attempts all the questions and gets 10 correct.
Naomi attempts 13 questions and gets 8 correct.
Who scores the better mark? Explain your answer.

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CHAPTER
5 Fractions

Activity
(a) Each diagram shows a different way of shading one half of a square.

Find some more ways of shading one half of a square.

(b) Each diagram shows a different way of dividing the square into quarters.

Find some more ways of dividing a square into quarters.

Shaded fractions
What fraction of this rectangle is shaded?
In a fraction:
The rectangle is divided into eight squares. The top number is called
The squares are all the same size. the numerator.
Three of the squares are shaded. The bottom number
3


of the rectangle is shaded. is called the denominator.
8

1 What fraction of this rectangle is shaded? 2 Shade
25
of a rectangle.

Draw a rectangle and divide it into
5 equal parts.
Then shade two of the parts.

The rectangle is divided into 10 equal parts.

Three of the equal parts are shaded.
So,
13
0 of the rectangle is shaded.

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Exercise 5.1
20
5
1 What fraction of each of these rectangles is shaded?

Fractions . . . Fractions . . . Fractions . . .

W X Y Z

2 Make two copies of each rectangle.

(a) Shade
14
of rectangle A.
Rectangle A Rectangle B
(b) Shade
34
of rectangle A.

(c) Shade
15
of rectangle B.

(d) Shade
35
of rectangle B.

Rectangle C Rectangle D
(e) Shade
12
of rectangle C.

(f) Shade
34
of rectangle C.

(g) Shade
23
of rectangle D.

(h) Shade
69
of rectangle D. Rectangle E Rectangle F

(i) Shade
13
of rectangle E.

(j) Shade
13
2 of rectangle E.

(k) Shade
37
of rectangle F.

(l) Shade
12
28 of rectangle F.

3 What fraction of each of these diagrams is shaded?

(a) (b) (c) (d)

4 What fraction of each of these shapes is shaded?

53
05-frac.qxd 2/20/06 11:05 AM Page 54

5 Look at these diagrams.

P Q R S

(a) Which diagram has
13
2 shaded?

(b) Which diagram has
14
shaded?
(c) Which diagram has
16
5 shaded?
(d) Which diagram has
25
shaded?
(e) Which diagram has
12
shaded?
(f) Which diagram has
13
shaded?
6 You are asked to design a flag.
(a) In one design,
12
of the flag is red and
13
of the flag is blue.
The rest of the flag is white.
(i) On squared paper, draw some 2 by 3 rectangles and design some possible flags.
(ii) What fraction of the flag is white?
(b) In another design,
23
of the flag is red and
14
of the flag is blue.
The rest of the flag is white.
(i) On squared paper, draw some 3 by 4 rectangles and design some possible flags.
(ii) What fraction of the flag is white?

Activity
What fraction of each of these rectangles is shaded?

P Q R S
Which rectangles have the same fraction shaded?

Equivalent fractions
Fractions which are equal are called equivalent fractions.
Rectangle Q has
13
2 shaded, 3



12 
14
.
To write an equivalent fraction:
Rectangle S has
26
4 shaded, 6



24 
14
. Multiply the numerator and
1 3 6 denominator by the same number.
Each of the fractions

,
4


,
12


,
24
1 1 
3 3
is the same fraction written in different ways. For example.


4 

4  3  12

These fractions are all equivalent to
14
. 1 1 
6 6

4 

4  6  24

Write down two more fractions equivalent to
14
.

54
05-frac.qxd 2/20/06 11:05 AM Page 55

20
5
1 Write down three fractions equivalent to
57
.
The numerators are any multiples of 5. For example: 5, 10, 15, 20, …

Fractions . . . Fractions . . . Fractions . . .

The denominators are the same multiples of 7: 7, 14, 21, 28, …
5 10 15 20
This gives the fractions:

,
7


,
14


,
21


,
28 …
2 The fraction
23
is equivalent to the fraction
1?
2 . Find the value of the unknown numerator.
3 has been multiplied by 4 to get 12.
So, 2 must also be multiplied by 4 to get the unknown numerator.
The unknown numerator is 8.
3 Write the fractions
34
,
25
and
17
0 in ascending order.
Find equivalent fractions for
34
,
25
and
17
0 with the same denominators.
3



4 
68

19
2 
11
26 
1250
2



5 
14
0 
16
5 
28
0 7



10 
12
40
2 7 3
The fractions in ascending order are:

,
5


,
10


.
4

Simplifying fractions Remember:

Fractions can be simplified if both the numerator and denominator Multiplication and division are
can be divided by the same number. inverse (opposite) operations.
Equivalent fractions can also
To write a fraction in its simplest form divide both the numerator
be made by dividing the
and denominator by the largest number that divides into them both.
numerator and denominator of
This is sometimes called cancelling a fraction. a fraction by the same number.

1 Write the fraction
23
50 in its simplest form.

The largest number that divides into both the numerator and denominator of
23
50 is 5.
25 25  5 5 25



30 

30  5  6






30 
56
in its simplest form.
2 In a class of 28 pupils there are 12 boys.
What fraction of the pupils are boys?
Write this fraction in its simplest form.
12 out of the 28 pupils in the class are boys.
12  4
The fraction of boys 
12
28 12



28 
3
28  4  7




12



28 
37
in its simplest form.
3 Simplify
2340
.
The largest number that divides into both 24 and 30 is 6.
24 24  6 4



30 

30  6  5

4 Write 42 as a fraction of 70.

Give your answer in its simplest form.
42  2
42 as a fraction of 70 is
47
20 . 2 divides into both 42 and 70. 42



70 
21
70  2  35

21 21  7 3
7 divides into both 21 and 35.


35 

35  7  5




42



70 
35
in its simplest form.

55
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Exercise 5.2 Do not use a calculator.

1 Write three equivalent fractions for the shaded part of this rectangle.
What is the simplest form of the shaded fraction?

2 Write three equivalent fractions for the shaded part of this rectangle.
What is the simplest form of the fraction for the shaded part?

1
3 The diagrams show that:


2 
24

36

Copy the diagrams.

1
Add two more diagrams to show that:


2 
24

36

48

15
0
4 Copy and draw more diagrams to show that:

2
(a)


3 
46

69

18
2 
11
05

3
(b)


4 
68

19
2 
1126

1250

5
(c)


6 
1102

11
58 
22
04 
23
50

5 The diagram shows a 6 by 4 rectangle with a fraction of the rectangle shaded.

(a) How many
13
’s are shaded?
(b) How many
16
’s are shaded?
(c) How many
21
4 ’s are shaded?

6 Write down three fractions equivalent to:

(a)
13
(b)
29
(c)
58
(d) 4



5 (e) 3



10 (f) 7



12
7 Each of these pairs of fractions are equivalent.
In each case find the value of the unknown numerator.
(a)
13
and
6?
(b)
8?
and
16
6 (c) ?



4 and 12



16
8 Each of these pairs of fractions are equivalent.
In each case find the value of the unknown denominator.
(a)
5?
and
11
58 (b)
26
44 and
3?
(c) 7



? and 56



96

9 5 3 7
Write these fractions in ascending order.


8



4



16

10 2 3 7 8
Write these fractions in descending order.


3



5



10



15

11 4 13 7 3
Which of these fractions is the largest?


5



20



10



4

56
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12 Write each of these fractions in its simplest form. 20

5
(a)
68
(b)
11
25 (c)
12
87 (d)
2929
(e) 50



75 (f) 16



40 (g) 12



50 (h) 52



65
13 Write the first number as a fraction of the second.

Fractions . . . Fractions . . . Fractions . . .

Write the fractions in their simplest form.
(a) 4, 20 (b) 3, 12 (c) 8, 12 (d) 24, 60 (e) 60, 105

Questions 14 to 18. Give your answers as fractions in their simplest form.

14 In a class of 32 there are 4 left-handed students.
What fraction of the students are left-handed?
15 A box of 50 chocolates includes 30 soft-centred chocolates.
What fraction of the chocolates are soft-centred?
16 In each hour a television channel shows:
programmes for 48 minutes and adverts for 12 minutes.
For what fraction of an hour are
(a) programmes shown, (b) adverts shown?
17 Mr Jones plans a car journey.
(a) The journey is 50 km long. Mr Jones plans to stop after 35 km.
What fraction of the total distance is this?
(b) The journey takes 60 minutes which includes a 12-minute stop.
For what fraction of the total time does Mr Jones stop on his journey?
18 A group of students were asked some questions about how they travelled to school.
1 1


of the students said they walked.

of the students said they travelled by bus.
2 3
(a) The rest of the group came by car.
What fraction of the group came by car?
(b) In the group there were more than 20 students and less than 30.
How many students were in the group?

Types of fractions
This diagram shows that when 5 cakes are shared equally between 2 people they get 2
12
cakes each.

This diagram shows that when 5 cakes are shared equally among 4 people they get 1
14
cakes each.

Numbers like 2
12
and 1
14
are called mixed numbers because they are a mixture of whole numbers
and fractions.
Mixed numbers can be written as improper or ‘top heavy’ fractions.
These are fractions where the numerator is larger than the denominator.

1 Write 3
47
as an improper fraction. 2 Write 32

5 as a mixed number.
(3  7)  4 21  4 32  5  6 remainder 2.
3
47





27
5 32
7 7


5  6
25

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Finding fractions of quantities

2
1 Find


5 of £65. 2 A coat costing £138 is reduced by
13
.
Divide £65 into 5 equal parts. What is the reduced price of the coat?
£65  5  £13. 1
Find


3 of £138.
1
Each of these parts is
15
of £65.



3 of £138  £138  3  £46

Two of these parts is
25
of £65. So, reduced price  £138  £46
 £92

2
So,


5 of £65  2  £13  £26.

Exercise 5.3 Do not use a calculator in questions 1 to 3.

1 Change the following improper fractions to mixed numbers:
(a)
11
30 (b)
32
(c)
18
7 (d)
14
5 (e)
25
3 (f)
37
4 (g) 7



2 (h) 11



3 (i) 16



9
2 Change the following mixed numbers to improper fractions:
(a) 2
17
0 (b) 1
35
(c) 5
56
(d) 3
23
0 (e) 4
59
(f) 7
47
(g) 3
14
(h) 4
23
(i) 2
38

3 Calculate:
(a)
14
of 12 (b) 1



5 of 20 (c) 1



10 of 30 (d) 1



6 of 48 (e) 2



5 of 20
3 2 5 5 3
(f)


10 of 30 (g)


7 of 42 (h)


9 of 36 (i)


6 of 48 ( j)


8 of 32
4 Richard has 30 marbles. He gives
15
of them away.
(a) How many marbles does he give away?
(b) How many marbles has he got left?
5 Stella has collected 48 tokens. She needs
16
more to claim a prize.
What is the total number of tokens she needs to claim a prize?
6 Aisha has 36 balloons. She sells
29
of them.
How many balloons has she got left?
7 Alfie collects £12.50 for charity. He gives
35
of it to Oxfam.
How much does he give to other charities?
8 Ken has saved £5.60. Paula has saved
38
more than Ken.
How much has Paula saved?
9 In a sale all prices are reduced by
13
0 .
What is the sale price of a microwave which was originally priced at £212?
10 Lauren and Amelia share a bar of chocolate. The chocolate bar has 24 squares.
Lauren eats
38
of the bar. Amelia eats
15
2 of the bar.
(a) How many squares has Lauren eaten?
(b) How many squares has Amelia eaten?
(c) What fraction of the bar is left?

58
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Adding and subtracting fractions

2 1
20
5
There are 12 sweets in a packet. Alena eats
3
of the sweets and Sead eats
4
of the sweets.
What fraction of the packet of sweets have they eaten altogether?

Fractions . . . Fractions . . . Fractions . . .

Alena eats
23
of the sweets in the packet.
2 2



3 of 12  8


3 
18
2

Sead eats
14
of the sweets in the packet.

1 1



4 of 12  3


4 
13
2

Together Alena and Sead eat
23

14
of the packet.

2



3 
14

18
2 
13
2 
1112

Together Alena and Sead eat
11
12 of the packet.

How to add (and subtract) fractions

Calculate 1
34

56

Change mixed numbers to improper
1
34

74

(‘top heavy’) fractions.
7
The calculation then becomes


4 
56
Fractions must have
the same denominator
4 divides into: 4, 8, 12, 16, … before addition
Find the smallest number into which 6 divides into: 6, 12, 18, …
both 4 and 6 will divide. (or subtraction) can
So, 12 is the smallest. take place.
Change the original fractions to
equivalent fractions using the smallest 7



21
12 and 5



1102
What happens when
4 6
number as the new denominator. you use a denominator
that is not the smallest?
Add the new numerators. 21 21 
10



12 
11
02 
12 
31
12
Keep the new denominator the same.
31
Write the answer in its simplest form.


12  2
17
2

5
1 Work out


8 
17
2 .
8 divides into: 8, 16, 24, … and 12 divides into: 12, 24, …
24 is the smallest number into which both 8 and 12 divide.
5 5 
3 15 7 7 

2 14



8 

8  3  24 and





12 

12  2  24

5



8 
17
2 
1254

1244

21
4

3
2 Work out


4 
23
. Remember:
3 2 9 8 17 l Add the numerators only.



4 


3 


12 


12 


12  1
15
2 l When the answer is an improper fraction
change it into a mixed number.

59
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Exercise 5.4 Do not use a calculator in this exercise.

1 Work out:
(a)
14

18
(b) 1



3 
14
(c) 1



2 
15
(d) 1



3 
15
(e) 1



2 
17

2 Work out:
(a)
14

18
(b) 1



3 
14
(c) 1



2 
15
(d) 1



3 
15
(e) 1



2 
17

3 Work out:
(a)
12

34
(b) 2



3 
56
(c) 3



4 
45
(d) 5



7 
23
(e) 3



8 
56

4 Calculate:
(a)
58

12
(b) 13



15 
13
(c) 5



6 
25
4 (d) 7



15 
25
(e) 3



4 
15
2
5 Calculate:
(a) 2
34
 1
12
(b) 1
12
 2
13
(c) 1
34
 2
58
(d) 2
14
 3
35
(e) 4
35
 1
56

6 Calculate:
(a) 2
12
 1
25
(b) 1
23
 1
14
(c) 3
34
 2
38
(d) 5
25
 2
110
(e) 4
15
2  2
16

7 Calculate:
(a)
14

15
(b) 2



5 
34
(c) 7



8 
23
(d) 3
13
0  2
23
0 (e) 3
38
 2
15
6
8 Colin buys a bag of flour.
He uses
13
to bake a cake and
12
to make a loaf.
(a) What fraction of the bag of flour has he used?
(b) What fraction of the bag of flour is left?
9 Kathryn and Matt share a bottle of cola.
Kathryn drinks
14
of the cola. Matt drinks
15
of the cola.
What fraction of the bottle of cola is left?
10 Both Lee and Mary have a packet of the same sweets.
Mary eats
13
of her packet. Lee eats
34
of his packet.
(a) Find the difference between the fraction Mary eats and the fraction Lee eats.
Lee gives his remaining sweets to Mary.
(b) What fraction of a packet does Mary now have?
11 Jon, Billy and Cathy are the only candidates in a school election.
Jon got
27
0 of the votes. Billy got
25
of the votes.
(a) What fraction of the votes did Cathy get?
(b) Which candidate won the election?
12 A school has pupils in Years 7 to 13.
7 3


of its pupils are in Years 7 to 9 and

of its pupils are in Years 10 and 11.
12 10
What fraction of the pupils in the school are in Years 12 and 13?
13 A bag of sweets contains chocolates, toffees and mints.
2


are chocolates and there are an equal number of toffees and mints.
5
What fraction of the sweets are toffees?

60
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Multiplying fractions
20
5
How to multiply fractions
3
Calculate


8 
19

Fractions . . . Fractions . . . Fractions . . .

1 To simplify:
Simplify, where possible, by cancelling.
3

1
Divide a numerator and a denominator
8 9 by the same number.
3

Multiply the numerators. 1 
1 1 In this case:

8  3  24




Multiply the denominators. 3 and 9 can be divided by 3.
3 3  3  1 and 9  3  3.
Write the answer in its simplest form.


8 
19

21
4

3 5
1 Calculate


8  12. 2 Work out


6 
34

3 Any whole number



11
2 5



34

8 can be written as a 6
fraction with
Simplify by cancelling. Simplify by cancelling.
denominator 1.
3 1


38

11

2
12 
11
2 
56

34

2 2

Multiply out. Multiply out.

3 
3 9 5 
1 5
21  2




24  8


Write the answer in its simplest form.

9



2  4
12

Exercise 5.5 Do not use a calculator in this exercise.

1 Work out. Give your answers as mixed numbers.
(a)
12
 7 (b)
13
 8 (c)
35
 3 (d) 5



8  10 (e) 6


 8
7
2 3 3 3 7
(f)


3 9 (g)


5  10 (h)


4  12 (i)


8  12 (j)

 15
10

2 Work out:
(a)
12

13
(b) 1



4 
15
(c) 3



5 
16
(d) 5
7
1





3 (e) 2
3
1





4
1
(f)


2 
34
(g) 1



4 
25
(h) 2



3 
12
(i) 1
10
5





8 (j) 3





10
1
6

3 Calculate:
(a)
23

34
(b) 3



4 
25
(c) 2
5
5





6 (d) 2



3 
12
(e) 3



10 
58

2
(f)


5 
57
(g) 3



4 
23
(h) 3
10
5





6 (i) 4



5 
38
(j) 7



12 
45

4 Calculate:
(a)
45
 20 (b) 3



4 7 (c) 1



3 
14
(d) 2



3 
18
(e) 3



10 
59

5 Work out:
(a) 1
12
 5 (b) 1
14
 6 (c) 1
15
 4 (d) 3
23
 2 (e) 2
35
 3

61
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6 A packet of butter weighs 250 g.

Adrian uses
25
of the packet to make sandwiches.
How many grams did he use?
7 Bradley needs
38
of a kilogram of flour to make one cake.
How many kilograms of flour does he need to make 4 cakes?
8 A class has 30 pupils.
2 1


of the pupils are boys and

of the boys wear glasses.
5 4
How many boys in the class wear glasses?
9 Spencer has
14
of a pint of milk. He uses
12
of the milk.
(a) What fraction of a pint does he use?
(b) What fraction of a pint is left?
10 Kylie has
23
of a litre of orange. She drinks
25
of the orange.
(a) What fraction of a litre does she drink?
(b) What fraction of a litre is left?
11 Tony eats
15
of a bag of sweets.
He shares the remaining sweets equally among Bob, Jo and David.
(a) What fraction of the bag of sweets does Bob get?
(b) What is the smallest possible number of sweets in the bag?

Dividing fractions
How to divide fractions
The method normally used when one fraction is divided by another is to change the division to a
multiplication. The fractions can then be multiplied in the usual way.
7
Calculate


15 
15

7
Change the division to a multiplication.


15 
15

17
5 
51

1

Simplify, where possible, by cancelling.
7

5

15 1
3

Multiply the numerators. 7 
1 7

31  3




Multiply the denominators.
7
Write the answer in its simplest form.


3  2
13

2 2
1 Work out


3  5. 2 Calculate


5 
49
.
2 2



3 5


5 
49


23

15
Divide by 5 is the same 
25

94
Divide by
49
is the same
as multiply by
15
. as multiply by
94
.

12
5
1
2

25

94

2
1
9



10

62
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Exercise 5.6 Do not use a calculator in this exercise.

20
5
1 Work out. Give your answers in their simplest form.
(a)
12
 5 (b)
13
 2 (c)
15
 4 (d) 4



5 2 (e) 9


 3
10

Fractions . . . Fractions . . . Fractions . . .

3 2 2 3 6
(f)


4 2 (g)


3 2 (h)


5 4 (i)


4 6 (j)

 3
7

2 Work out:
(a)
12

14
(b) 1



5 
12
(c) 1



4 
12
(d) 1



8 
14
(e) 1





10
1
4
3
(f)


4 
12
(g) 2



9 
13
(h) 7



8 
13
(i) 2



3 
15
(j) 3
4
1





8

3 Calculate:
(a)
23

45
(b) 3



8 
23
(c) 3
5
3





4 (d) 2
5
3





10 (e) 3
8
9





16
7
(f)


12 
17
8 (g) 4



9 
23
(h) 7





10
3
5 (i) 9





20
3
10 (j) 21





25
7
15

4 Calculate:
(a)
15
 3 (b) 1



5 
14
(c) 3



5 3 (d) 3



5 
14
(e) 3



5 
34

5 One-fifth of a pint of milk is used to make one cup of coffee.
How many cups of coffee can be made with 4 pints of milk?
6 Neil uses
12
of a block of paté to make 5 sandwiches.
What fraction of the block of paté does he put on each sandwich?
7 Lauren uses
23
of a bag of flour to make 6 muffins.
What fraction of the bag of flour is used for each muffin?
8 (a) A shelf is three-quarters of a metre in length.
How many books of width
34
cm can stand on the shelf?
(b) Another shelf is half the length and the books on the shelf are twice the width.
How many books can stand on this shelf ?

Fractions on a calculator
Fraction calculations can be done quickly using the fraction button on a calculator.
On most calculators the fraction button looks like this …

1 Use a calculator to work out 1
45

23
.

This can be calculated with this calculator sequence.
a b/c a b/c a b/c
This gives the answer 2
17
5 .
2 Calculate
17
2 of 32.
This can be calculated with this calculator sequence.

This gives the answer 18
23
.

Use a calculator to check your answers to some of the questions in Exercises 5.4, 5.5 and 5.6.

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Fractions and decimals

All fractions can be written as decimals and vice versa.
Changing decimals to fractions
0.7 
17
0 0.03 
3


100 0.009 
9


1000

0.35 can be written as a fraction.

Using place value:
Write equivalent fractions with
0.35 
13
0 
5 30 5 35
100  100  100  100








denominator 100.
This can be written as a fraction in its simplest form. 3 3 

10 30
35 35  5 7



10 

10  10  100






100 

100  5  20

35 7
0.35 

100  20

Change the following decimals to fractions in their simplest form.

1 2 2 
2 1
0.02 100 

0.02 


100  2  50

2 225 225  25 9
0.225 0.225 

1000 



1000  25  40

Changing fractions to decimals

Change the following fractions to decimals.

1
1 1


 1  5  0.2


5 means 1  5.
5
1  5 can be worked out using:
2 11


 11  20  0.55 short division, long division or a calculator.
20

Remember: 0.5 5
20冄苶苶苶苶苶苶
11 10
11  20  11.00  20 1 1.0 0

Recurring decimals
Some decimals have recurring digits.
These are shown by:
a single dot above a single recurring digit,
a dot above the first digit and the last digit of a set of recurring digits.
For example:
1


 0.3333333…
.  0.3
3
123


 0.123123123…
..
 0.123
999
41 . .


 0.5857142857142…  0.5857142
70
3


 0.27272727…
..
11  0.27
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Exercise 5.7 Do not use a calculator for questions 1 to 4.

20
5
1 Match the decimals in Box A with the fractions in Box B.
Box A Box B

Fractions . . . Fractions . . . Fractions . . .

3 1 1 1 7
0.5 0.2 0.75 0.7 0.01










4 2 100 5 10

2 Change the following decimals to fractions in their simplest form.

(a) 0.12 (b) 0.6 (c) 0.32 (d) 0.175 (e) 0.45 (f) 0.65
(g) 0.22 (h) 0.202 (i) 0.28 (j) 0.555 (k) 0.625 (l) 0.84
3 Change the following fractions to decimals.
(a) (i)
14
(ii)
12
(iii)
34

1 3 7
(b) (i)


10 (ii)


10 (iii)


10
2 3 4
(c) (i)


5 (ii)


5 (iii)


5
4 Change the following fractions to decimals.
(a) (i)
23
0 (ii)
27
0 (iii)
1290

4 9 23
(b) (i)


25 (ii)


25 (iii)


25
7 23 106
(c) (i)


100 (ii)


100 (iii)


200
5 Change these fractions to decimals.
(a)
18
(b)
58
(c) 9



40 (d) 29



40
6 Write these decimals using dots to represent recurring digits.
(a) 0.77777... (b) 0.363636... (c) 0.135135... (d) 0.166666...
7 Write each of these fractions as recurring decimals, using dots to represent recurring digits.
(a)
23
(b)
49
(c)
56
(d)
18
1 (e)
14
5
8 Change these fractions to decimals. Give your answers correct to two decimal places.
(a)
13
(b)
16
(c)
37
(d)
15
1 (e)
79

l The top number of a fraction is called the numerator, the bottom number is called the
denominator.
l To write equivalent fractions, the numerator and denominator of a fraction are multiplied
(or divided) by the same number. 3 
4
e.g.
38

12
8  4  32

l In its simplest form, the numerator and denominator of a fraction have no common factor,
other than 1.
l 2
12
is an example of a mixed number. It is a mixture of whole numbers and fractions.
5
l


2 is an improper (or ‘top heavy’) fraction.
l Fractions must have the same denominator before adding or subtracting.
l All fractions can be written as decimals.
Some decimals have recurring digits.
These are shown by: .
a single dot above a single recurring digit, e.g.
23
 0.6666… = 0.6
a dot above the first digit and ..
the last digit of a set of recurring digits, e.g.
15
1  0.454545…  0.45

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Review Exercise 5 Do not use a calculator.

1 (a) What fraction of this shape is shaded?

(b) Copy this shape.

Shade
25
of your shape.

Edexcel

2 3 4 8 12
Which of these fractions is equivalent to two fifths?


9



12



20



25
3 2



3 
a6

8b
. Find the values of a and b. Edexcel

4 Andy and Pat share a bar of chocolate. It has 15 pieces.

(a) Andy eats
15
of the bar.
How many pieces has he eaten?
(b) Pat eats 5 pieces.
What fraction of the whole bar has she eaten?
(c) What fraction of the bar is left?
5 Write down two different fractions that lie between
14
and
12
. Edexcel
6 An examination in French is marked out of 80.
(a) Jean scored
45
of the marks. How many marks did she score?
(b) Tony scored 35 marks.
What fraction of the total did he score? Give your answer in its simplest form.
7 A packet contains 24 biscuits. Emily eats
38
of the biscuits. How many biscuits are left?
8 Work out. (a) 2
14
 1
23
(b) 2



5 
18
(c) 3



5 
57
(d) 5



8 
34

9 Janice is saving to buy this camera.
She saves
23
of the cost. £77.40
Her father gives her the rest.
How much does Janice’s father give her?
Edexcel

10 A necklace is made from 60 beads.

3 9


of the beads are red.

of the beads are blue. The rest of the beads are white.
10 20
What fraction of the beads are white? Give this fraction in its simplest form.
11 In a school
18
5 of the pupils are girls.
13
6 of the girls are left-handed.
What fraction of the pupils in the school are left-handed girls?
12 36 girls and 24 boys applied to go on a rock climbing course.
2 3


of the girls and

of the boys went on the course.
3 4
What fraction of the 60 students who applied went on the course?
Write the fraction in its simplest form.
13 Simon is given £10 pocket money.
He spends
14
on a computer magazine and
45
of the remainder on a trip to the cinema.
What fraction of his pocket money has he got left?

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CHAPTER
6 Working with Number
A table of multiples
Multiples
ⴛ 1 2 3 4 5 6 7 8 9 10
Numbers in the 4 times table are called multiples of 4.
Numbers in the 10 times table are called multiples of 10. 1 1 2 3 4 5 6 7 8 9 10

2 2 4 6 8 10 12 14 16 18 20

3 3 6 9 12 15 18 21 24 27 30

4 4 8 12 16 20 24 28 32 36 40
1 Write down the first five multiples of 5.
5 5 10 15 20 25 30 35 40 45 50
1
5 5
6 6 12 18 24 30 36 42 48 54 60
2
5  10
3
5  15 7 7 14 21 28 35 42 49 56 63 70
4
5  20 8 8 16 24 32 40 48 56 64 72 80
5
5  25
9 9 18 27 36 45 54 63 72 81 90
The first five multiples of 5 are:
5, 10, 15, 20 and 25. 10 10 20 30 40 50 60 70 80 90 100

2 What is the eighth multiple of 9? The shaded numbers in the table are the
The eighth multiple of 9 is 8
9  72. multiples of 2.
Multiples of 2 are called even numbers and
3 The fifth multiple of a number is 30. end in 0, 2, 4, 6 or 8.
What is the number? Odd numbers end in 1, 3, 5, 7 or 9.
6, 12, 18, 24, … are multiples of 6.
5
6  30.
So, the number is 6. The 8th multiple of 7 is 8
7  56.
3
8 has the same value as 8
3.

Exercise 6.1 Do not use a calculator.

1 Write down the first five multiples of:
(a) 10 (b) 3 (c) 7 (d) 6 (e) 9 (f ) 20

2 Copy and complete the following.

(a) The fifth multiple of 4 is ……
(b) The seventh multiple of 6 is ……
(c) The …… multiple of 6 is 18.
(d) The …… multiple of 8 is 56.
(e) The sixth multiple of …… is 60.
(f) The eighth multiple of …… is 72.

3 (a) What multiple of 6 is the third multiple of 4?

(b) What multiple of 8 is the fourth multiple of 4?
(c) What multiple of 20 is the tenth multiple of 10?
(d) What multiple of 3 is the sixth multiple of 4?
(e) What multiple of 12 is the fourth multiple of 9?

4 (a) Write down a multiple of 7 between 30 and 40.

(b) Write down a multiple of 8 between 40 and 50.

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5 (a) Look at the table of multiples on Page 67.

What can you say about the following?
(i) Even multiples of an even number. (ii) Even multiples of an odd number.
(iii) Odd multiples of an even number. (iv) Odd multiples of an odd number.
(b) Using O for an odd number and E for an even number copy and complete these
multiplication tables.
(i)
2 3 6 7 9 (ii)
O E
2 E O
3 O E E
6
7
9
(c) Why are there more even numbers than odd numbers in the table of multiples?

Activity
The product of 1 and 12 is 1
12  12. When numbers are
Write down all the other pairs of whole numbers that have a product of 12. multiplied together
Write down all the pairs of whole numbers that have a product of 6. the answer is called
Write down all the pairs of whole numbers that have a product of 5. the product of the
Write down all the pairs of whole numbers that have a product of 48. numbers.

Factors
Pairs of whole numbers which have a product of 6 are 1
6 and 2
3.
1, 2, 3, and 6 are called factors of 6.

1 Find all the factors of 30. 2 Find all the factors of 7.

Find all the pairs of whole numbers that Only one pair of numbers has a product of 7.
have a product of 30. 1
77
30
1  30 15
2  30 7 has just two factors, 1 and 7.
10
3  30 6
5  30
1, 2, 3, 5, 6, 10, 15 and 30
are all factors of 30.

Prime numbers
Numbers like 7 are called prime numbers.
A prime number has exactly two factors, 1 and the number itself.
The first few prime numbers are: 2, 3, 5, 7, 11, 13, …
The number 1 is not a prime number because it has only one factor.

Common factors
The factors of 20 are: 1, 2, 4, 5, 10, 20. The factors of 50 are: 1, 2, 5, 10, 25, 50.
1, 2, 5 and 10 are factors of both 20 and 50.
They are called the common factors of 20 and 50.
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Exercise 6.2 Do not use a calculator.

20
6
1 These pairs of numbers have a product of 12. 1
12 2
6 3
4
(a) List all the factors of 12.
(b) Explain why 8 is not a factor of 12.

Working with Number

2 (a) Find all the pairs of whole numbers that have a product of 18.
(b) Write down all the factors of 18.
3 (a) Find all the pairs of whole numbers that have a product of 20.
(b) Write down all the factors of 20.
4 Find all the factors of:
(a) 16 (b) 28 (c) 36 (d) 45 (e) 48 (f ) 50 (g) 60 (h) 80
5 (a) Find all the factors of: (i) 2 (ii) 3 (iii) 5 (iv) 7 (v) 11 (vi) 13
(b) Find two more numbers with only two factors.
6 (a) Find all the factors of: (i) 4 (ii) 9 (iii) 25 (iv) 49
(b) Find two more numbers with only three factors.
7 (a) Find all the factors of: (i) 6 (ii) 10 (iii) 14 (iv) 26 (v) 55 (vi) 38
(b) Find two more numbers with only four factors.
8 Which of these numbers have common factors of 1, 2 and 3? 6, 16, 26, 36, 46.
9 Find the common factors of:
(a) 10 and 15, (b) 12 and 20, (c) 16 and 18, (d) 24 and 36, (e) 12, 18 and 36.
10 Consider these numbers. 3, 4, 5, 14, 20, 27, 35, 60.
(a) Which number is a factor of 10?
(b) Which number is a multiple of 9?
(c) Which numbers are prime numbers?
11 (a) How many multiples of 6 are factors of 36?
(b) How many multiples of 5 are factors of 120?
(c) How many factors of 100 are multiples of 2?
(d) How many factors of 96 are multiples of 4?
12 Draw a 100 square on squared paper.
1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20
(a) On your 100 square shade all the multiples of 2 except 2.
1 2 3 4 5 6 7 8 9 10

11 12 13 14 15

(b) Next, shade all the multiples of 3 except 3.

1 2 3 4 5 6 7 8 9 10

11 12 13 14 15

(c) All the multiples of 4 are already shaded. Explain why.

(d) Shade all the multiples of 5 except 5.
(e) Why have all the multiples of 6 already been shaded?
(f) Shade all the multiples of 7 except 7.
(g) Explain why 11 is the next unshaded number. Shade all the multiples of 11 except 11.
(h) Continue to shade multiples of unshaded numbers (except the unshaded number).
(i) Write a list of all the unshaded numbers less than 50 (except 1).
How many factors has each of the numbers in your list?
What is the special name for these numbers?

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Powers
Products of the same number, like
3
3, 5
5
5, 10
10
10
10
10,
can be written in a shorthand form using powers.
For example:
3
3  32 This is read as ‘3 to the power of 2’. 32 has the value 9.
5
5
55 3
This is read as ‘5 to the power of 3’. 53 has the value 125.
10
10
10
10
10  10 This is read as ‘10 to the power of 5’. 105 has the value 100 000.
5

Index form
Numbers written in shorthand form like 32, 53 and 105 are said to be in index form.
This is sometimes called power form.
An expression of the form a
a
a
a
a can be written in index form as a 5.
a 5 is read as ‘a to the power 5’. a is the base of the expression. 5 is the index or power.

Exercise 6.3 Do not use a calculator.

1 Copy and complete.
(a) 52  …
… (b) 23  …
…
… (c) 83  …
…
…
2 Write each of the following as a power.
(a) 4
4
4 (b) 8
8 (c) 10
10
10
10
10
10
3 Copy and complete this table of the powers of 10.
Expression Index form Value
10
10
10
10
10 105 100 000
(a) 10 4

(b) 10
10
10
(c) 100
(d) 10
4 Work out the value of:
(a) 33 (b) 62 (c) 43 (d) 122 (e) 53 (f) 106
5 Write the following as products of powers.
For example: 2
2
2
3
3
5  23
32
5
(a) 2
2
3
3 (b) 2
3
3
3
5 (c) 2
3
5
5
(d) 2
2
2
3
5
5 (e) 5
3
3
3
5
5

Prime factors
The factors of 18 are 1, 2, 3, 6, 9 and 18.
Two of these factors, 2 and 3, are prime numbers.
The prime factors of 18 are 2 and 3.
Those factors of a number which are prime numbers are called prime factors.

Products of prime factors

All numbers can be written as the product of their prime factors.
For example: 6  2
3 20  2
2
5 168  2
2
2
3
7
Powers can be used to write numbers as the product of their prime factors in a shorter form.
For example: 20  22
5 168  23
3
7
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A factor tree can be used to help write numbers as the product of their prime factors.
For example, this factor tree shows that: 40 20
6
40  2
20
40  2
2
10 2 20
40  2
2
2
5 The branches of a

Working with Number

40  23
5 2 10 factor tree stop when
a prime factor is
2 5 obtained.

So, 40 written as the product of its prime factors is 23
5.

1 Find the prime factors of 42. 2 Write 50 as the product of its prime factors.
First find the factors of 42. The factor tree shows that:
42
1  42 50  2
25
21
2  42 50  2
5
5 50
14
3  42
7
6  42 2 25
Factors of 42 are: 5 5
1, 2, 3, 6, 7, 14, 21 and 42.
2, 3 and 7 are prime numbers. 50 written as the product of its
The prime factors of 42 are 2, 3 and 7. prime factors is 2
52.

Exercise 6.4 Do not use a calculator for questions 1 to 3.

1 Find the prime factors of:
(a) 12 (b) 20 (c) 28 (d) 45 (e) 66 (f) 108
2 Write the following numbers as products of their prime factors.
(a) 12 (b) 20 (c) 28 (d) 45 (e) 66 (f) 108
3 Write 128 as a product of its prime factors.
4 Write 1000 as a product of its prime factors.
5 A number written in terms of its prime factors is 23
55.
(a) Calculate the number.
(b) Write, in terms of its prime factors, a number which is 5 times the size.

Least common multiples

The first few multiples of three are:
3, 6, 9, 12, 15, 18, 21, 24, 27, 30, 33, 36, 39, 42, 45, …
The first few multiples of five are:
5, 10, 15, 20, 25, 30, 35, 40, 45, 50, …
15, 30, 45, … are multiples of both 3 and 5.
They are called common multiples of 3 and 5.
The smallest number that is a multiple of both 3 and 5 is 15.
The least common multiple of 3 and 5 is 15.
The least common multiple (LCM) of two numbers is the smallest number that is a multiple of
them both.

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Find the least common multiple of 20 and 45.

Start with the multiples of 45: 45, 90, 135, 180, 225, 270, …
Which is the lowest multiple of 45 which is also a multiple of 20?
Multiples of 20: 20, 40, 60, 80, 100, 120, 140, 160, 180, …
So, the least common multiple of 20 and 45 is 180.

Highest common factors

The factors of 20 are: 1, 2, 4, 5, 10, 20.
The factors of 50 are: 1, 2, 5, 10, 25, 50.
20
1  20 50
1  50
1, 2, 5 and 10 are factors of both 20 and 50. 10
2  20 25
2  50
They are called the common factors of 20 and 50. 5
4  20 10
5  50
The largest number that is a factor of both 20 and 50 is 10.
The highest common factor of 20 and 50 is 10.
The highest common factor (HCF) of two numbers is the largest number that is a factor of them both.

The factors of 18 are: 1, 2, 3, 6, 9, 18.

The factors of 45 are: 1, 3, 5, 9, 15, 45.
18
1  18 45
1  45
The common factors of 18 and 45 are: 1, 3 and 9. 9
2  18 15
3  45
The highest common factor of 18 and 45 is 9. 6
3  18 9
5  45

Exercise 6.5 Do not use a calculator.

1 Find the least common multiple of:
(a) 8 and 12 (b) 5 and 32 (c) 10 and 20 (d) 15 and 18
(e) 30 and 45 (f ) 4, 6 and 8 (g) 5, 8 and 10 (h) 45, 90 and 105
2 Find the highest common factor of:
(a) 12 and 66 (b) 8 and 24 (c) 16 and 18 (d) 20 and 36
(e) 33 and 88 (f ) 16, 20 and 28 (g) 15, 39 and 45 (h) 45, 90 and 105
3 (a) Write 24 as a product of prime factors.
(b) Write 54 as a product of prime factors.
(c) What is the highest common factor of 24 and 54?
(d) What is the least common multiple of 24 and 54?
4 (a) Find the value of x when 22
3x  108.
(b) Write 162 as a product of prime factors.
(c) What is the highest common factor of 108 and 162?
(d) What is the least common multiple of 108 and 162?
5 The bell at St. Gabriel’s church rings every 6 minutes.
At St. Paul’s, the bell rings every 9 minutes.
Both bells ring together at 9.00 am.
When is the next time both bells ring together?

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Square numbers
20
6
Whole numbers raised to the power 2 are called square numbers.
12  1
1  1 12 is read as ‘1 squared’. 1 is a square number. To square a number
22  2
2  4 22 is read as ‘2 squared’. 4 is a square number. multiply it by itself.

Working with Number

32  3
3  9 32 is read as ‘3 squared’. 9 is a square number.
Square numbers can be shown as square patterns of dots.

Squaring on a calculator
1.6 2 is read as ‘1.6 squared’.
12 = 1 22 = 4 32 = 9 To calculate 1.6 2 use this sequence of
Find the next two square numbers. buttons: x2
Numbers that are not whole numbers can also be squared.
For example: If there is no x 2 button try this:
1.6 2  1.6
1.6  2.56
2.56 is not a square number. Why not?

Cube numbers
Whole numbers raised to the power 3 are called cube numbers.
13  1
1
1  1 13 is read as ‘1 cubed’. 1 is a cube number.
23  2
2
2  8 23 is read as ‘2 cubed’. 8 is a cube number.
33  3
3
3  27 33 is read as ‘3 cubed’. 27 is a cube number.
Cube numbers can be shown using small cubes.

13 = 1 23 = 8 33 = 27
Draw a diagram to show 43.
What is the value of 43?
Numbers that are not whole numbers can also be cubed.
For example:
1.6 3  1.6
1.6
1.6  4.096 1.6 3 is read as ‘1.6 cubed’.
4.096 is not a cube number. Why not?

Using a calculator
Powers
The squares and cubes of numbers can also be calculated using the xy button on a calculator.
The x y
button can be used to calculate the value of a number x raised to the power of y.

Reciprocals
The reciprocal of a number is the value obtained when the number is divided into 1.
The reciprocal of a number x is 1x.
A number times its reciprocal equals 1. To find the reciprocal of a number on a
For example: the reciprocal of 2 is 1
, and 2
 1.1
 calculator use the x button.
2 2
0 (zero) has no reciprocal.

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1 Calculate the value of 2.63.

To do the calculation enter the following sequence into your calculator:
xy
This gives 2.63  17.576
2 Find the reciprocal of 5.
The reciprocal of 5 is 15.
1  5  0.2
The reciprocal of 5 is 0.2
To find the reciprocal of 5 on your calculator use the sequence: x

Exercise 6.6 Do not use a calculator for questions 1 to 6.

1 (a) What is the square of 7? (b) What is the cube of 5? (c) What is the reciprocal of 2?
2 (a) Complete this list of square numbers from 12 to 202.
12  1
1  1 22  2
2  4 32  3
3  9
(b) Copy and continue the difference pattern shown below for your list of square numbers.
1 4 9 16 25 …

3 5 7 9 …

2 2 2 …
What do you notice?
(c) Use the pattern to find 212 from 202.
3 Complete this list of cube numbers from 13 to 103.
13  1
1
1  1 23  2
2
2  8 33  3
3
3  27
4 Consider the numbers: 8 16 27 36 64 100
Which of these numbers is both a square number and a cube number?
5 Connie says that 22  32  52. Is she right? Explain your answer.
6 (a) Calculate the value of: (i) (3)2 (ii) (2)3 (iii) (4)2 (iv) (5)3
(b) What do you notice about the signs of your answers?
7 Use the x y button on your calculator to find the value of:
(a) (i) 132 (ii) 172 (iii) 2.52 (iv) 0.82 (v) 9.72
(b) (i) 63
(ii) 15 3
(iii) 2.43
(iv) 0.7 3
(v) 5.63
8 (a) Find the reciprocals of these numbers without using a calculator,
then use a calculator to check your answers.
(i) 2 (ii) 5 (iii) 10 (iv) 0.5 (v) 0.1 (vi) 0.2
(b) Use the x button on your calculator to find the reciprocals of:
(i) 4 (ii) 20 (iii) 25 (iv) 0.25 (v) 0.4 (vi) 0.16
9 Show by means of an example, that a number times its reciprocal is equal to 1.
10 Calculate the value of:
(a) 33
103 (b) 105  53 (c) 2.6  21.6 (d) 2.23
5
(e) 8.52  1.32 (f )  
(0.4) 2 (g) (1.9  2.2)2
1.5 (h) 0.82
01.5

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Square roots
20
6
The opposite of squaring a number is called finding the square root.
For example:
The square root of 16 is 4 because 42  16. The square root of 3.24 is 1.8 because 1.82  3.24.

Working with Number

square square
4 16 1.8 3.24
square root square root
4 16 1.8 3.24

兹苶 This special symbol stands for the square root.

Square roots on a calculator
For example: 兹9苶  3 兹2苶.5
苶6苶  1.6 To calculate 兹2苶.5
苶6苶 use this
Note: 3
3  9 and 1.6
1.6  2.56 sequence of buttons:
So, the square root of a number can be positive or negative.
In most cases we only use the positive square root.
Square roots can be worked out on a calculator without using special buttons.
A method called trial and improvement can be used.

You are asked to find the square root of 18.6 but your calculator does not have a square root button.
Use trial and improvement to find the square root of 18.6 to an accuracy of one decimal place.
Show your method clearly.
42 =4
4 = 16 so, the square root of 16 is 4
52 =5
5 = 25 so, the square root of 25 is 5 So, try 4.5 Why?
4.52 = 4.5
4.5 = 20.25 so, the square root of 20.25 is 4.5 So, try 4.3 Why?
4.32 = 4.3
4.3 = 18.49 so, the square root of 18.49 is 4.3 So, try 4.4 Why?
4.42 = 4.4
4.4 = 19.36 so, the square root of 19.36 is 4.4 So, try 4.35 Why?
4.352 = 4.35
4.35 = 18.9225 so, the square root of 18.9225 is 4.35
This shows that the square root of 18.6 lies between 4.3 and 4.35.
So, correct to one decimal place, the square root of 18.6 is 4.3.

When using trial and improvement:

l Work methodically using trials first to the nearest whole number, then to one decimal place etc.
l Do at least one trial to one more decimal place than the required accuracy to be sure of your answer.

Cube roots
The opposite of cubing a number is called finding the cube root.
For example: the cube root of 27 is 3 because 33  27.

Exercise 6.7 Do not use a calculator for questions 1 to 4.

1 What is (a) the square root of 36, (b) the cube root of 8?
2 苶5苶
Write down the value of: (a) 兹2 (b) 兹1
苶0苶0苶 (c) 兹6
苶4苶 (d) 兹4
苶9苶
3 Calculate the value of: (a) 兹3苶2苶
苶苶42苶 (b) 兹1
苶3苶2苶
苶苶2
1苶2苶
4 Jake says, “The square root of 55 lies between 7 and 8.”
Is he right? Explain your answer.
5 苶6苶. Give your answer to one decimal place.
Use your calculator to find 兹9

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6 Calculate. (a) 兹5 苶.3

苶 (b) 兹3 苶0苶0苶 (c) 兹4苶.8
苶2苶
苶苶.7
2苶2苶
Give your answers correct to one decimal place.
7 (a) Use the method of trial and improvement to find the square roots of:
(i) 20 (ii) 108 (iii) 7.6
Give your answers to an accuracy of one decimal place.
(b) Check each of your answers using the square root button.
8 Use the method of trial and improvement to find the length of the side of a square carpet of
area 3.5 square metres.
Give your answer to an accuracy of one decimal place.
9 The floor of a garage is a square and has an area of 55 m2.
Use the method of trial and improvement to find the length of one side of the floor.
Give your answer to an accuracy of one decimal place.

Multiplying and dividing numbers with powers

Remember: 3
3  32 and 5
5
5  53
Both 32 and 53 are examples of numbers with powers.

This example introduces a method for multiplying powers of the same number.
1 Calculate the value of 65
64 in power form.
65  6
6
6
6
6 and 64  6
6
6
6
65
64  (6
6
6
6
6)
(6
6
6
6)
 6
6
6
6
6
6
6
6
6
This gives: 65
64  69
Can you see a quick way of working out the power of the answer?

This example introduces a method for dividing powers of the same number.
2 Calculate the value of 67  64 in power form.
6
6
6
6
6
6
6
67  64  66  
7

4
6
6
6
6
6
6
6
 63
This gives: 67  64  63
Can you see a quick way of working out the power of the answer?

Rules for multiplying and dividing powers of the same number

When multiplying: powers of the same base are added. In general: a m
a n  a m  n
When dividing: powers of the same base are subtracted. In general: a m  a n  a m  n

Simplify each of these expressions.

(a) 33
32  332  35 (b) 45  42  452  43

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Exercise 6.8
20
6
Do not use a calculator in this exercise. Leave your answers in power form.
1 Simplify each of these expressions.

Working with Number

(a) 25
22 (b) 43
46 (c) 62
6 (d) 84
83
(e) 9
9
3 2
(f ) 23
25 (g) 55
57 (h) 30
33
2 Simplify.
(a) 25  22 (b) 47  45 (c) 62  6 (d) 84  83
(e) 311  35 (f ) 23  22 (g) 55  53 (h) 113  110
3 Simplify.
(a) 85
82 (b) 26
23 (c) 77  72 (d) 52  52
(e) 42  4 (f ) 65
64 (g) 106  102 (h) 38
34
4 Simplify.
10
 103 4

3
4 3
55
 52
(a) 3
32
33 (b)  102 (c)  4 (d)  5 4

2
 25
5
 5 2
73
 75 35
 33
(e)  23 (f )  53 (g)  7 2 (h)  3 4

5 Write, as a single power of 10.

10
 10
7 2
10 10
(a) 103
102 (b) 106  102 (c)  103 (d) 
104
10

Large numbers and your calculator

Scientists who study the planets and the stars work with very large numbers.
Approximate distances from the Sun to some planets are:
Earth 149 000 000 km Mars 228 000 000 km Pluto 5 898 000 000 km
A calculator displays very large numbers in standard index form.
To represent large numbers in standard index form you need to use powers of 10.
Number 1 000 000 100 000 10 000 1000 100 10
Power of 10 106 105 104 103 102 101
For example: 2 600 000  2.6
1 000 000  2.6
106
Therefore 2 600 000  2.6
106 in standard index form.

Calculator displays
Work out 3 000 000
25 000 000 on your calculator.
Write down the display.
Most calculators will show the answer as: 7.5 13

In standard index form the answer is 7.5
1013, which is 75 000 000 000 000.

1 Write 5.6
107 as an ordinary number.

5.6
107  5.6
10 000 000  56 000 000

2 Write the calculator display: 7.3 05 as an ordinary number.

7.3 05 means 7.3
105 and 7.3
105  7.3
100 000  730 000

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Exercise 6.9 Use a calculator for question 3 only.

1 Write each of these numbers as an ordinary number.
(a) 6
105 (b) 2
103 (c) 5
107 (d) 9
108
(e) 3.7
10 9
(f) 2.8
10 1
(g) 9.9
1010 (h) 7.1
104
2 Write these calculator displays as ordinary numbers.
(a) 4.5 03 (b) 7.8 07 (c) 5.3 05 (d) 3.25 04

3 Use your calculator to work out each of the following.

Write each of the answers: (i) as on your calculator display, (ii) as an ordinary number.
(a) 300 000
200 000 000 (b) 120 000
80 000 000
(c) 15 000
700 000 000 (d) 65 000
2 000 000 000
(e) 480 000
500 000 000 (f) 50 000
50 000 000

Small numbers and your calculator

Scientists who study microbiology work with numbers that are very small.
The smallest living cells are bacteria which have a diameter of about 0.000 025 cm.
Blood cells have a diameter of about 0.000 75 cm.
A calculator displays small numbers in standard index form.
It does this in the same sort of way that it does for large numbers.
To represent very small numbers in standard index form you need to use powers of 10 for numbers
less than 1.
Number 1000 100 10 1 0.1 0.01 0.001 0.000 1
Power of 10 10 3
10 2
10
1
10 0
101
102
103
104
For example: 0.000 037  3.7
0.000 01  3.7
105
Therefore 0.000 037  3.7
105 in standard index form.
Calculator displays
Work out 0.000 007
0.000 9 on your calculator.
Write down the display.
Most calculators will show the answer as: 6.3 09
In standard index form the answer is 6.3
109, which is 0.000 000 006 3.

1 Write 2.9
106 as an ordinary number.

2.9
106  2.9
0.000 001  0.000 002 9

2 Write the calculator display: 1.5 03 as an ordinary number.

1.5 03 means 1.5
103 and 1.5
103  1.5
0.001  0.001 5

Exercise 6.10 Use a calculator for question 3 only.

1 Write each of these numbers as an ordinary number.
(a) 3.5
101 (b) 5
104 (c) 7.2
105 (d) 6.1
103
(e) 1.17
10 10
(f ) 8.135
10 7
(g) 6.462
102 (h) 4.001
109

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2 Write these calculator displays as ordinary numbers. 20

6
(a) 3.4 03 (b) 5.65 05 (c) 7.2 04 (d) 9.13 01

Working with Number

3 Use your calculator to work out each of the following.
Write each of the answers: (i) as on the calculator display, (ii) as an ordinary number.
(a) 0.000 03
0.000 02 (b) 0.000 045  3000
(c) 0.000 75
0.000 000 04 (d) 0.002 3  5 000 000
(e) 0.053
0.000 000 08 (f ) 0.000 006 4
0.000 015

l Multiples of a number are found by multiplying the number by 1, 2, 3, 4, …

For example: the multiples of 8 are 1
8  8, 2
8  16, 3
8  24, 4
8  32, …
l Factors of a number are found by listing all the products that give the number.
For example: 1
6  6 and 2
3  6. So, the factors of 6 are: 1, 2, 3 and 6.
l The common factors of two numbers are the numbers which are factors of both.
l A prime number is a number with only two factors, 1 and the number itself.
The first few prime numbers are: 2, 3, 5, 7, 11, 13, 17, 19, 23, 29, 31, …
l The prime factors of a number are those factors of the number which are prime numbers.
l The Least Common Multiple of two numbers is the smallest number that is a multiple of both.
l The Highest Common Factor of two numbers is the largest number that is a factor of both.
l An expression such as 3
3
3
3
3 can be written in a shorthand way as 35.
This is read as ‘3 to the power 5’. The number 3 is the base of the expression. 5 is the power.
l Numbers raised to the power 2 are squared.
Whole numbers squared are called square numbers.
Squares can be calculated using the button on a calculator.
The opposite of squaring a number is called finding the square root.
Square roots can be calculated using the button on a calculator.
l The square root of a number can be positive or negative.
For example: the square root of 4 can be 2 or 2.
l Numbers raised to the power 3 are cubed.
Whole numbers cubed are called cube numbers.
The opposite of cubing a number is called finding the cube root.
For example: the cube root of 27 is 3 because 33  27.
l Powers
The squares and cubes of numbers can be worked out on a calculator by using the x y button.
The x y button can be used to calculate the value of a number x raised to the power of y.
l Reciprocals
The reciprocal of a number is the value obtained when the number is divided into 1.
The reciprocal of a number can be found on a calculator by using the x button.
A number times its reciprocal equals 1. Zero has no reciprocal.
l Square roots can be found using a method called trial and improvement.
l Powers of the same base are added when terms are multiplied. e.g. 52
53  55
Powers of the same base are subtracted when terms are divided. e.g. 75  73  72
You should be able to:
l Use the , xy , and x buttons on a calculator to solve a variety of problems.
l Interpret a calculator display showing very large and very small numbers in
standard index form.

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Review Exercise 6 Do not use a calculator for questions 1 to 23.

1 (a) Find all the factors of 12.
(b) Write down the factors of 12 which are also factors of 18.
2 Write down three multiples of 7.
3 Find the common factors of 16 and 24.
4 (a) Explain why 19 is a prime number, but 15 is not a prime number.
(b) What is the first prime number larger than 20?
5 The first 5 numbers in a sequence are:
4 7 10 13 16
(a) Which of these numbers is a multiple of 8?
(b) Which of these numbers is a factor of 8?
(c) Which of these numbers are prime numbers?
6 Here is a number sequence: 4, 8, 12, 16, 20, 24, 28.
Use one of these words factor, square, multiple, cube, to complete these sentences
about the sequence.
(a) Each number is a ……… of 4.
(b) The numbers 4 and 16 are ……… numbers.
(c) Each of the numbers 4 and 8 is a ……… of 16. Edexcel

7 This question is about the ten numbers in the box.

9010 68 764
390 71
85
437 253
105 829
(a) Write down all the numbers that divide exactly
(i) by 2, (ii) by 5, (iii) by 10.
(b) Explain how you picked out the numbers in (a) (i), (ii) and (iii).
(c) Explain how you know when numbers divide exactly by 2 and 5 and 10. Edexcel

8 Joe says, “4 cubed is equal to 12.” Is he right? Explain your answer.

9 (a) What is the square of 6?
(b) What is the cube of 3?
10 (a) What is the square root of 64?
(b) What is the cube root of 64?
11 (a) What is the value of 23  兹2
苶5苶?
(b) Work out the value of 104.
12 Work out the value of (a) 53, (b) 兹3
苶6苶, (c) 23
32. Edexcel

13 Cameron states that the sum of four consecutive numbers is always a multiple of 4.
Give an example to show that this statement is not true.
14 (a) Write 1 000 000 as a power of 10.
(b) What is the reciprocal of 4?
(c) Work out 3.45
1010.
15 Explain why 兹9苶0苶 is less than 10. Edexcel

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16 Which is smaller, 兹4苶0苶0苶 or 25? 20

6
Show working to explain your answer.
17 Find the value of 兹2苶4苶

苶苶32苶.

Working with Number

18 (a) Express the following numbers as products of their prime factors.
(i) 60, (ii) 96.
(b) Find the highest common factor of 60 and 96.
(c) Work out the least common multiple of 60 and 96. Edexcel
19 A blue light flashes every 18 seconds and a green light flashes every 30 seconds.
The two lights flash at the same time.
After how many seconds will the lights next flash at the same time?
20 (a) Express 120 as the product of powers of its prime factors.
(b) Find the least common multiple of 120 and 150. Edexcel
21 The number 1998 can be written as 2
3n
p where n is a whole number and p is a
prime number.
(a) Work out the values of n and p.
(b) Using your answers to part (a) or otherwise, work out the factor of 1998 which is
between 100 and 200. Edexcel
22 Look at the numbers shown on these calculator displays.

8.3 08 3.9 10 6.7 05 9.3 03 5.6 09

(a) Write the largest number as an ordinary number.
(b) Write the smallest number as an ordinary number.
23 Simplify. Leave each answer as a single power of 5.
5

5
5 3
(a) 54
57 (b) 57  53 (c)  54
24 Use your calculator to work out 0.45.

25 Calculate. (a) 兹5
苶.7
苶6苶 (b) 兹5
苶.7
苶6苶  3.52
26 What is the value of 兹5
苶0苶? Give your answer correct to one decimal place.
27 Calculate the value of 0.73  兹3苶0苶. Give your answer correct to one decimal place.
28 (a) Calculate the exact value of 1.53.
(b) Find the reciprocal of 6. Give your answer correct to 3 decimal places.
29 Karen is using a trial and improvement method to find the square root of 23.
She calculates:
5
5  25 too big
4
4  16 too small
Continue this method to find the square root of 23, correct to one decimal place.
You must show all your working.
30 (a) Find the square root of 1296.
1
(b) Find the value of , correct to 3 decimal places.
兹1苶苶29苶6苶
31 Calculate: 2.63
兹4
苶.3
苶苶 苶.8
2苶. Give your answer correct to one decimal place.
32 (a) 1
Calculate the value of 
(5.3  4.8)2 .
25.94  9.27
(b) Calculate 
12.43  5.16 . Give your answer to an appropriate degree of accuracy.


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CHAPTER
7 Percentages

The meaning of a percentage

A fraction with denominator 100 has the special name - percentage. 10% means 10 out of 100.
‘Per cent’ means ‘out of 100’. 10
The symbol for per cent is %. 10% can be written as

100 .

A percentage can be written as a fraction with denominator 100. 10% is read as ‘10 percent’.

What percentage of this diagram is shaded?

The large square is divided into 100 smaller squares.
5 of the smaller squares are shaded.
5 5



100 of the diagram is shaded.


100  5%
So, 5% of the diagram is shaded.
What percentage of each of these diagrams is shaded?

Changing percentages to decimals and fractions

To change a percentage to a decimal or a fraction: divide by 100

1 Write 38% as a fraction in its simplest form.

38% means ‘38 out of 100’. Remember:
This can be written as 38


. To write a fraction in its simplest form
100
divide both the numerator and
38 38  2 19



100 

100  2  50



denominator of the fraction by the largest
number that divides into them both.
38% 
15
90
2 Write 38% as a decimal.
38 Remember:
38% 

100  38  100  0.38


To change a fraction to a
3 Write 2.5% as a decimal. decimal divide the numerator
by the denominator.
2.5
100  2.5  100  0.025
2.5% 

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Exercise 7.1 Do not use a calculator for questions 1 to 3.

20
7
1 What percentage of each diagram is shaded?
(a) (b) (c) (d)

Percentages . . . Percentages . . .
(e) (f) (g) (h)

2 (a) Draw a 10 by 10 square on squared paper.

(i) Calculate
25
of 100.
(ii) Shade
25
of a 10 by 10 square.
What percentage of the square is shaded?
(b) Repeat (a) for the following fractions.
(i)
35
(ii)
17
0 (iii)
29
0 (iv) 6



25 (v) 23



50 (vi) 17



25

3 Copy and complete this table to show the percentages given as:
(a) fractions in their simplest form,
(b) decimals.
Percentage 10% 20% 25% 50% 75% 80%
1
Fraction


10

Decimal 0.1

4 Change these percentages to fractions in their simplest form.

(a) 15% (b) 5% (c) 18% (d) 52% (e) 23% (f) 12.5%
5 Change these percentages to decimals.
(a) 15% (b) 5% (c) 47% (d) 72% (e) 87.5% (f ) 150%

Changing decimals and fractions to percentages

To change a decimal or a fraction to a percentage: multiply by 100

1 Change 0.3 to a percentage. 3 Change
17
0 to a percentage.

7
0.3  100  30


10  100  7  100  10
So, 0.3 as a percentage is 30%.  700  10  70%

2 Change 0.875 to a percentage. 4 Change
12
15 to a percentage.

11
0.875  100  87.5


25  100  11  100  25
So, 0.875 as a percentage is 87.5%.  1100  25  44%

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Comparing fractions
Fractions can be compared by first writing them as percentages.

Ben scored 17 out of 20 in a Maths test and 21 out of 25 in a History test.

Which is Ben’s better mark?
Change each mark to a percentage.
Maths:
12
70 17


 100  17  100  20  85%
20
21 21
History:


25



25  100  21  100  25  84%
So, Ben’s better mark was his Maths mark of 85%.

Exercise 7.2 Do not use a calculator for questions 1 to 3.

1 Copy and complete this table to work out the percentage equivalents of the fractions given.
3 2 3 7
Fraction


10



5



25



20

Percentage
2 Copy and complete this table to work out the percentage equivalents of the decimals given.
Decimal 0.7 0.45 0.05 1.2
Percentage
3 What is
13
as a percentage?
4 Change these fractions to percentages.
(a)
15
70 (b)
12
25 (c)
30


200 (d) 4



5 (e) 135



500 (f) 13



20 (g) 2



3 (h) 2



9
5 Change these decimals to percentages.
(a) 0.15 (b) 0.32 (c) 0.125 (d) 0.07 (e) 1.12 (f) 0.015
6 Write in order of size, lowest first:
(a)
12
60%
25
0.55 (b) 43% 9



20 0.42 11



25 (c) 23



80 28% 57



200 0.2805
7 Peter scores 96 out of 120.
What percentage did he get?
8 Change each of these marks to a percentage.
(a) Maths: 27 out of 30. (b) French: 34 out of 40.
(c) Science: 22 out of 25. (d) Art: 48 out of 60.
9 Which rectangle has the greater percentage shaded?

10 In an ice hockey competition Team A won 8 out of the 11 games they played
whilst Team B won 5 of their 7 games.
Which team has the better record in the competition?

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Expressing one quantity as a percentage of another

20
7
To work out one number as a percentage of another there are two steps.
Step 1 Write the numbers as a fraction. Step 2 Change the fraction to a percentage.

Percentages . . . Percentages . . .
The numbers
1 What is 30p as a 2 A newspaper contains 48 pages, 6 of which are
in the fraction
percentage of £2? must be in the Sports pages.
same units. What percentage of the pages are Sports pages?
£2  200p
Step 1
Step 1 6 out of 48 pages are Sports pages.
30
30p as a fraction of 200p is

200 .

6


 6  48  0.125
48
Step 2
30


 100  30  100  200  15%
Step 2
200 0.125  100  12.5
So, 30p as a percentage of £2 is 15%. 12.5% of the pages are Sports pages.

Exercise 7.3 Do not use a calculator for questions 1 to 6.

1 What is (a) 30 as a percentage of 50,
(b) 7 as a percentage of 10,
(c) 42 as a percentage of 200?
2 What is (a) 6 minutes as a percentage of 1 hour,
(b) 30 mm as a percentage of 5 cm,
(c) 150 g as a percentage of 1 kg?
3 There are 8 yellow fruit drops in a packet of 25 fruit drops.
What percentage of the fruit drops are yellow?
4 James saved £30 and then spent £9.
What percentage of his savings did he spend?
5 A Youth Club has 200 members. 80 of the members are boys.
(a) What percentage of the members are boys?
(b) What percentage of the members are girls?
6 240 people took part in a survey. 30 of them were younger than 18.
What percentage were younger than 18?
7 A bar of chocolate has 32 squares. Jane eats 12 of the squares.
What percentage of the bar does she eat?
8 Billy earns £9 per hour. He gets a wage rise of 27 pence per hour.
What is his percentage wage rise?
9 What is (a) £2 as a percentage of £6,
(b) 20 cm as a percentage of 160 cm,
(c) £105.09 as a percentage of £186?
10 A new car costs £13 500. The dealer gives a discount of £1282.50.
What is the percentage discount?
11 There are 600 pupils in Years 9 to 13 of a High school.
360 pupils are in Years 10 and 11. 15% of pupils are in Years 12 and 13.
What percentage of pupils are in Year 9?

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Finding a percentage of a quantity

1 Find 20% of £56. To find 1% of a quantity divide the quantity by 100.

Step 1 Divide by 100. To find 20% of a quantity multiply 1% of the quantity by 20.
£56  100  £0.56 This is the same as the method you would use to
Step 2 Multiply by 20. 20
100 of a quantity.
find


£0.56  20  £11.20
So, 20% of £56 is £11.20.
2 The price of a car is £12 500. 3 David invests £500 in a building society.
A car salesman offers a 7% discount. He earns 6% interest per year.
How much is the discount? How much interest does he get after one year?
Discount  7% of £12 500 Interest  6% of £500
1% of £12 500  £12 500  100  £125 1% of £500  £500  100  £5
7% of £12 500  £125  7  £875 6% of £500  £5  6  £30
The discount is £875. The interest is £30.

Exercise 7.4 Do not use a calculator in this exercise.

1 Find:
(a) 10% of 500 (b) 5% of 800 (c) 20% of 700 (d) 30% of 200
(e) 65% of 30 (f ) 85% of 20 (g) 12% of 500 (h) 32% of 200
2 Find:
(a) 20% of £80 (b) 75% of £20 (c) 30% of £220 (d) 15% of £350
(e) 30% of 80 kg (f ) 35% of 800 m (g) 45% of £25 (h) 60% of 20 pence
3 Garry has 300 marbles. 20% of the marbles are blue. 35% of the marbles are red.
The rest of the marbles are white.
(a) How many marbles are (i) blue, (ii) red?
(b) What percentage of the marbles are white?
4 David invests £400 in a building society. He earns 5% interest per year.
How much interest does he get in one year?
5 There are 450 seats in a theatre. 60% of the seats are in the stalls.
How many seats are in the stalls?
6 A salesman earns a bonus of 3% of his weekly sales.
How much bonus does the salesman earn in a week when his sales are £1400?
7 Jenny gets a 15% discount on a theatre ticket. The normal cost is £18.
How much does she save?
8 Dipak earns £350 per week. He gets a wage rise of 3%.
How much extra does he earn each week?
9 (a) In a school of 1200 pupils 45% are boys. How many are girls?
(b) 30% of the girls at this school are under 13. How many girls are under 13?
10 A dozen biscuits weigh 720 g.
The amount of flour in a biscuit is 40% of the weight of a biscuit.
What is the weight of flour in each biscuit?

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Percentage change
20
7
2 Decrease £600 by 12%.

Percentages . . . Percentages . . .
1 Increase £25 by 30%. First find 12% of £600.
12


 600  0.12  600  72
First find 30% of £25. 100
30


 25  0.3  25  7.5
12% of £600 is £72.
100 £600 decreased by 12%  £600  £72
30% of £25 is £7.50.  £528
£25 increased by 30%  £25  £7.50
 £32.50 4 A packet of cereals weighs 440 g.
3 A special offer packet contains 30% more.
A shirt normally priced at £24 is What is the weight of a special offer packet?
reduced by 15% in a sale.
How much does it cost in the sale? Extra contents  30% of 440 g
 440  100  30
Reduction in price  15% of £24
 132 g
15  100  24  0.15  24  3.6
440  132  572
15% of £24  £3.60
The shirt costs £24  £3.60  £20.40. A special offer packet weighs 572 g.

Exercise 7.5 Do not use a calculator for questions 1 to 5.

1 Increase:
(a) £400 by 20% (b) £300 by 40% (c) £2000 by 40% (d) £600 by 80%
(e) £3000 by 15% (f) £900 by 40% (g) £50 by 60% (h) £10 by 30%
(i) £15 by 10% (j) £50 by 15%
2 Decrease:
(a) £600 by 30% (b) £800 by 25% (c) £2500 by 20% (d) £250 by 40%
(e) £12 000 by 15% (f) £7000 by 35% (g) £600 by 15% (h) £55 by 90%
(i) £42 by 20% (j) £63 by 35%
3 A mobile telephone company offers a 20% discount on calls made in March.
The normal cost of a peak time call is 50 pence per minute.
How much does a peak time call cost in March?
4 Abdul earns £200 per week. He gets a wage rise of 7.5%. What is his new weekly wage?
5 A packet of breakfast cereal contains 660 g. A special offer packet contains an extra 15%.
How many grams of breakfast cereal are in the special offer packet?
6 Prices in a sale are reduced by 18%. The normal price of a shirt is £22.50.
Calculate its sale price.
7 The price of a gold watch is £278. What does it cost with a 12% discount?
8 The price of a used car is £5200. What does it cost with a 9.5% discount?
9 The price of a new kitchen is £8650. What does it cost with a 35% discount?
10 Jane’s salary of £14 000 is increased by 4%. Calculate her new salary.
11 A car was valued at £13 500 when new. After one year it lost 22% of its value.
What was the value of the car after one year?
12 Louisa puts £480 into a bank account.
At the end of one year interest at 2.5% is added to her account.
How much is in her account at the end of one year?

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More complicated percentage problems

Exercise 7.6
Use a calculator in this exercise.
Where appropriate give your answers to 3 significant figures.
1 James wins a lottery prize of £1 764 000.
He pays £529 000 for a house.
What percentage of his prize did he spend on the house?
2 Milk costs 35 pence a pint. How much does it cost after a 14% increase?
3 Petrol costs 89.9 pence a litre. What does it cost after a 2.4% decrease?
4 One can of paint covers an area of 28 m2. Harry buys 3 cans of paint to cover 70 m2.
What percentage of the paint is used?
5 There are 633 pupils in a school.
230 of the pupils walk to school, 212 travel by bus and 150 come by car.
(a) What percentage walk to school?
(b) What percentage come by car?
18% of the pupils who normally come by car start to travel on a new bus route.
(c) What percentage of the pupils now travel by bus?
6 A car was valued at £13 500 when new. After one year it lost 22% of its value.
At the end of two years it was sold for £8200.
What percentage of its original value did the car lose in its second year?
7 In 2001 house prices increased by 19.6%. In 2002 house prices increased by 17.4%.
A house was valued at £78 000 at the beginning of 2001.
What was the value of the house at the end of 2002?

Percentage increase and decrease

Sadik and Chandni took Maths tests in October and June.

Who has made the most improvement?

They have both improved by a score of 18%, so by one measure they have both improved equally.
Another way of comparing their improvement is to use the idea of a percentage increase.
actual increase
Percentage increase 

 100%
initial value Remember:
Comparing percentage increases is the best way to decide To calculate
whether Sadik or Chandni has made the most improvement. % increase or % decrease
Explain why.
always use the initial value.
For Sadik For Chandni
% increase 
15
84  100%  33.3% % increase 
14
82  100%  42.9%
Both calculations are correct to one decimal place.
A percentage decrease can be calculated in a similar way.
actual decrease
Percentage decrease 

 100%
initial value

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20
7
1 A shop buys pens for 15 pence and sells them 2 Pam buys a micro-scooter for £24.
for 21 pence. She sells the micro-scooter for £15.

Percentages . . . Percentages . . .
What is their percentage profit? What is her percentage loss?
Actual profit  21 pence  15 pence  6 pence Actual loss  £24  £15  £9
actual profit actual loss
% profit 

 100 % loss 

 100
initial value initial value

16
5  100  40% 
29
4  100  37.5%

Exercise 7.7 Do questions 1 to 5 without a calculator.

1 A shop buys calculators for £5 and sells them for £6.
Find the percentage profit.
2 John’s weekly wage rises from £250 to £265.
What is John’s percentage wage rise?
3 On Monday peaches cost 15p each. On Tuesday peaches cost 12p each.
What is the percentage reduction in price?
4 The price of a book increases from £8 to £9.
What is the percentage increase in price?
5 A man buys a boat for £25 000 and sells it for £18 000.
Find his percentage loss.
6 The rent on Karen’s flat increased from £80 to £90 per week.
(a) Find the percentage increase in her rent.
At the same time Karen’s wages increased from £250 per week to £280 per week.
(b) Find the percentage increase in her wages.
Comment on your answers.
7 In October, Sam scored 50% in an English test. In January he improved to 66%.
In the same tests, Becky scored 40% and 56%.
Who has made the most improvement? Explain your answer.
8 A sample of soil is dried in an oven. Its mass reduces from 65 g to 45 g.
Find the percentage decrease in the mass.
9 The value of car A when new was £13 000. The value of car B when new was £16 500.
After one year the value of car A is £11 200 and the value of car B is £13 500.
Calculate the percentage loss in the values of cars A and B after one year.
10 A rectangle has length 12 cm and width 8 cm.
The length is increased by 7.5% and the width decreased by 12.5%.
Find the change in area as a percentage of the original area of the rectangle.
11 In 2001 Miles bought £2000 worth of shares.
In 2002 the value of his shares decreased by 10%.
In 2003 the value of his shares increased by 20%.
By what percentage has the value of his shares changed from 2001 to 2003?
12 The price of a micro-scooter is reduced by 10%.
In a sale, the new price is reduced by a further 10%.
By what percentage has the original price of the micro-scooter been reduced in the sale?

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l ‘Per cent’ means ‘out of 100’. The symbol for per cent is %.
l A percentage can be written as a fraction with denominator 100.
10
For example: 10% can be written as
100 .

l To change a decimal or a fraction to a percentage - multiply by 100.

For example: 0.12 as a percentage is 0.12  100  12%.
3



25 as a percentage is
23
5  100  3  100  25  12%.
l To change a percentage to a decimal or a fraction - divide by 100.
For example: 18% as a decimal is 18  100  0.18.
18 9
18% as a fraction is
100 which in its simplest form is



.
50
actual increase actual decrease
l Percentage increase 

 100% Percentage decrease 

 100%
initial value initial value

Increasing and decreasing

200 increased by 10% and then decreased by 10%

200 à 10% à 220 à 10% à 198
Actual change  200  198  decrease of 2
2 2



200 

200  100  2  100  200  1%

2 as a percentage of 200 is 1%.

The combined result of a 10% increase followed by a 10% decrease
is a 1% decrease.

Investigate increasing and decreasing different quantities by different percentages.

You might find a spreadsheet useful.

Review Exercise 7 Do not use a calculator for questions 1 to 17.

1 Copy and complete the following.
Fraction Decimal Percentage Fraction Decimal Percentage Fraction Decimal Percentage
1 2
(a)


4  0.25  (b)  0.7  70% (c)


5   40%

2 (a) What percentage of these squares is shaded?

(b) Copy and shade 15% of this diagram.

3 Toby’s last ten holidays were spent in the following countries.

England France Spain England Italy

France England England Spain Spain

What percentage of Toby’s holidays were spent in England?

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4 Here are some numbers: 3

5 0.6 6



20
6



10 0.06 20
7
Which numbers are equal to 60%?
5 (a) Helen eats five doughnuts from a packet of ten. What percentage has she eaten?

Percentages . . . Percentages . . .
(b) Lee eats five sweets from a packet of twenty. What percentage has he eaten?
6 (a) Write 0.47 as a percentage.
(b) Write
27
0 as a percentage.
7 In a sale, prices are reduced by 25%.
What is the sale price of a puzzle which normally costs £1?
8 Write in order of size, lowest first:
2 21
0.41


5 39%


50

9 Match the pairs.

10% of £20 50% of £10 25% of £40

£10 £2 £5
£5

10 Of 50 plants in a flower bed, 15 had white flowers, 20 had pink flowers, 12 had blue flowers
and 3 had no flowers.
(a) What percentage of the plants had pink flowers?
(b) What fraction of the plants had white flowers?
(c) Write, as a decimal, the fraction of the plants that had no flowers. Edexcel

11 A packet contains 20 biscuits.

(a) Joe eats 20% of the biscuits. How many biscuits does he eat?
(b) Sylvia eats 9 of the biscuits. What percentage of the biscuits does she eat?
12 The table gives information about an estate agent’s charges for selling a house.
Value of the house Estate agent’s charges
Up to £60 000 2% of the value of the house
2% of the first £60 000
Over £60 000 plus
1% of the remaining value of the house
The estate agent sold a house for £180 000. Work out the total charge. Edexcel

13 A bag contains 60 beads.

(a) Emily uses 30% of the beads to make a necklace.
How many beads does she use?
(b) Laura uses 12 beads to make a bracelet.
What percentage of the beads does she use?
14 Terry invests £650 in a building society.
He earns 5% interest in the first year.
How much interest does he earn?
15 There are 600 houses on an estate. 35% of the houses are detached.
(a) How many detached houses are on the estate?
390 of the houses on the estate have garages.
(b) What percentage of the houses on the estate have garages?

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16 A roll of carpet is 20 m long. Beryl buys 18 m of carpet from the roll.

What percentage of the roll did she buy?
17 A train has 1200 seats. 85% of the seats are occupied. How many seats are unoccupied?
18 There are 800 students at Prestfield School.
144 of these students were absent from school on Wednesday.
(a) Work out how many students were not absent on Wednesday.
Trudy says that more than 25% of the 800 students were absent on Wednesday.
(b) Is Trudy correct? Explain your answer.
45% of these 800 students are girls.
(c) Work out 45% of 800.
There are 176 students in Year 10.
(d) Write 176 out of 800 as a percentage. Edexcel

19 5
of the cost of building a house is labour.



8
What percentage of the cost of building a house is labour?
20 In a sale, rolls of wallpaper are sold at a 30% discount.
A roll of wallpaper normally costs £12.60.
How much will a roll of wallpaper cost in the sale?

21 Sue buys a pack of 12 cans of cola for £4.80.

She sells the cans for 50p each.
She sells all of the cans.
Work out her percentage profit.
Edexcel
22 (a) A year ago Paul was 150 cm tall. He is now 6% taller.
Calculate his height now.
(b) A year ago Paul weighed 50 kg. He now weighs 55 kg.
Calculate the percentage increase in his weight.
23 Mrs Brown bought 32 pens for a total of £11.20.
She sold all of the pens. She made a profit of 20% on each pen.
Work out how much she sold each pen for. Edexcel
24 A pizza takeaway sells 500 pizzas a week. 87% of the pizzas have a cheese topping.
How many pizzas sold each week do not have a cheese topping?
25 The Stokoe family’s electricity bill one year was £350. They had to pay 5% VAT on this.
(a) Work out 5% of £350.
The Stokoe’s electricity bill for the next year increased from £350 to £388.50.
(b) Work out the percentage increase. Edexcel
26 In a sale, a supermarket took 20% off its normal prices.
On Fun Friday, it took 30% off its sale prices.
Fred says, “That means there was 50% off the normal prices.”
Fred is wrong. Explain why. Edexcel
27 In 1998 a house was bought for £240 000. In 2005 the house was sold for £325 000.
Calculate the percentage increase in the price of the house.
Give your answer correct to two significant figures.

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CHAPTER
8 Time and Money
The time of day is given in terms of hours, minutes and sometimes seconds.
There are 24 hours in each day, 60 minutes in each hour and 60 seconds in each minute.

24-hour clock and 12-hour clock times

The time can be given using the 12-hour clock or the 24-hour clock.
The watch and the digital clock both show the same time.
The time on the watch is 5.45 pm using 12-hour clock time.
The digital clock shows 5.45 pm as 1745 using 24-hour clock time.

12-hour clock times 24-hour clock times

Times before midday are given as am. The first two figures give the hours.
Times after midday are given as pm. The last two figures give the minutes.

1 A video recorder uses 24-hour clock times.

(a) What time is shown by the video recorder at 6.30 pm?
(b) The video is set to record programmes from 1120 to 1645.
What are these times in 12-hour clock time?
(a) 6.30 pm is equivalent to 1830. (b) 1120 is equivalent to 11.20 am.
1645 is equivalent to 4.45 pm.

12-hour to 24-hour clock times 24-hour to 12-hour clock times

Times before midday: Times before midday:
use the same figures. use the same figures and
Times after midday: include am.
add 12 to the hours. Times after midday:
subtract 12 from the hours and
include pm.

2 A motorist left Liverpool at 10.50 am and arrived in Birmingham at 1.20 pm.

How long did the journey take?
Method 1 (subtraction) Method 2 (adding on)
1 3.2 0 1. Write the times as 24-hour clock times. 10.50 to 11.00  10 minutes
1 0.5 0 2. Subtract the minutes. 11.00 to 13.00  2 hours
20
50 cannot be done. 13.00 to 13.20  20 minutes
Exchange 1 hour for 60 minutes. Total time  2 hours 30 minutes
60  20
50  30 minutes.
2 6 0 3. Subtract the hours.
1 3.2 0 12
10  2.
1 0.5 0
2.3 0
The journey took 2 hours 30 minutes.

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Exercise 8.1
1 Write these 12-hour clock times in 24-hour clock time.
(a) 10.30 am (b) 10.30 pm (c) 1.45 am (d) 1.45 pm (e) 11.50 pm
2 Write these 24-hour clock times in 12-hour clock time.
(a) 1415 (b) 0525 (c) 2320 (d) 1005 (e) 1705

3 11
12
1 The clock shows the time an alarm goes off in the morning.
10 2 What time does the alarm go off
9 3 (a) in 12-hour clock time,
8 4 (b) in 24-hour clock time?
7 5
6
Start Finish
4 The clocks show the time a school starts in the 12 12
11 1 11 1
morning and finishes in the afternoon. 10 2 10 2
(a) Write these times in 12-hour clock time. 9 3 9 3
(b) Write these times in 24-hour clock time. 8 4 8 4
(c) How long is the school day? 7
6
5 7
6
5

5 A video is set to record a film using 24-hour clock time.

The start and finish times are shown.
(a) Write these times in 12-hour clock time.
(b) How long did the film last?
6 The times of some Monday afternoon ITV programmes are shown.
12 30 News 1 20 Three minutes
12 55 Shortland Street 1 25 Home and Away
(a) Give the times of these programmes using 24-hour clock time.
(b) How many minutes does Shortland Street last?
7 A coach left Poole at 1340 and arrived in Swanage at 1428.
(a) What was the arrival time in 12-hour clock time?
(b) How many minutes did the journey take?
8 A train left Paddington at 1315 and arrived in Exeter at 1605.
(a) At what time did the train leave in 12-hour clock time?
(b) How long did the journey take?
9 A train left Manchester at 9.10 am and arrived in Reading at 1.25 pm.
(a) What was the arrival time in 24-hour clock time?
(b) How long did the journey take?
10 A coach leaves Bournemouth at 10.50 am to travel to London.
The journey takes 2 hours 40 minutes.
At what time does the coach reach London?
Give your answer in (a) 12-hour clock time, (b) 24-hour clock time.
11 A plane flies from Southampton to Jersey.
The plane leaves Southampton at 1255. The flight takes 48 minutes.
At what time does the plane arrive in Jersey?
Give your answer in (a) the 24-hour clock, (b) the 12-hour clock.
12 Mrs Hill took 3 hours 56 minutes to drive from Bath to Blackpool.
She left Bath at 1045. At what time did she arrive in Blackpool?
Give your answer in (a) the 24-hour clock, (b) the 12-hour clock.

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Timetables
20
8
Bus and rail timetables are usually given in 24-hour clock time.
Here is part of a rail timetable.

Time and Money . . . Time and Money . . .

Kidderminster 1035 1115 1155 1240 1325 1410
Bewdley 1050 1130 — 1300 — 1430 Some trains do not
Arley 1105 1148 — 1318 1403 1448 stop at every station.
Highley 1114 1158 — 1328 — 1458 This is shown by a
Hampton Loade 1125 1210 — 1340 1425 1510 dash on the timetable.
Bridgnorth 1140 1225 1310 1355 1440 1525

How many minutes does the journey take on the 1035 train from Kidderminster to Arley?
Jean catches the 1155 train from Kidderminster to Bridgnorth.
What is her arrival time in 12-hour clock time?
How long does the journey take?
Alex lives in Bewdley.
What is the time of the last train he can catch to keep an appointment in Bridgnorth at 1.15 pm?

Exercise 8.2
1 The times of rail journeys from Guildford to Reading are shown.
Guildford 1415 1428 1515 1528
North Camp 1427 1444 1527 1544
Wokingham 1441 1508 1541 1608
Reading 1450 1524 1550 1624

(a) Richard catches the 1415 from Guildford to Reading.

(i) How many minutes does the journey take?
(ii) What is his arrival time in 12-hour clock time?
(b) Kate catches the 1444 from North Camp to Wokingham.
(i) How many minutes does the journey take?
(ii) What is her arrival time in 12-hour clock time?
2 The times of some trains from Hastings to Charing Cross are shown.
Hastings 0702 0802 0857 0900 0957 1102 1257
Crowhurst — — 0908 — 1008 — 1308
Battle 0715 0815 0912 — 1012 — 1312
Tunbridge Wells 0745 0845 0943 0940 1043 1141 1342
Sevenoaks 0805 0905 1003 — 1103 1201 1403
Charing Cross 0834 0934 1032 1025 1132 1230 1432

(a) John catches the 0745 from Tunbridge Wells to Charing Cross.
How many minutes does the journey take?
(b) Aimee catches the 0857 from Hastings to Charing Cross.
How long does the journey take?
(c) Sarah catches the 1257 from Hastings to Tunbridge Wells.
What is her arrival time using the 12-hour clock?
(d) Keith wants to be in Charing Cross by 1030.
What is the latest train he can catch from Battle?

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3 The times of some bus journeys are shown.

Poole 1210 1225 1240 1255
Ashley Cross 1218 1233 1248 1303
Branksome 1228 1243 1258 1313
Westbourne 1233 1248 1303 1318
Bournemouth 1240 1255 1310 1325
(a) Terry catches the bus at 1258 from Branksome to Westbourne.
(i) How many minutes does the journey take?
(ii) What is his arrival time in 12-hour clock time?
(b) Adrian has to be in Westbourne by 1 pm.
What is the time of the latest bus he can catch from Ashley Cross?
4 The table shows the train services from Oxford to Birmingham.
Oxford 1109 1204 1313 1413 1503 1628 1736
Banbury 1142 1239 1337 — 1521 1652 1800
Leamington 1201 1300 1359 1454 1542 1713 1822
Coventry 1218 1317 1416 1512 1559 1730 1839
Birmingham 1247 1345 1445 1540 1635 1758 1911
(a) Carol catches the 1142 from Banbury to Coventry.
How long does the journey take?
(b) Arnold needs to be in Birmingham before ten to five in the afternoon.
What is the latest train he can catch from Oxford?
(c) Debbie arrives at Leamington station at 4.30 pm.
What time is the next train to Birmingham?
5 The timetable shows some rail journeys from Waterloo to Brookwood.
Waterloo 1510 1520 1523 1538 1540
Clapham Junction 1516 — 1529 — —
Surbiton 1528 — — — 1558
Woking 1542 1546 1549 1603 1612
Brookwood 1547 — — — 1617
(a) Nick catches the 1538 from Waterloo to Woking.
(i) What is his time of arrival in 12-hour clock time?
(ii) How long does the journey take?
(b) Anne-Marie arrives at Waterloo station at 3.30 pm.
What time is the next train to Surbiton?
6 Some of the coach services from Woking to Heathrow airport are shown.
Woking 0610 0650 0720 0750 0820 Then 1830 1900 2000
Terminal 1 0650 0730 0800 0830 0900 every 1900 1930 2030
Terminal 2 0655 0735 0805 0835 0905 30 1905 1935 2035
Terminal 3 0700 0740 0810 0840 0910 mins 1910 1940 2040
Terminal 4 0710 0750 0820 0850 0920 until 1920 1950 2050

(a) Helen arrives at Woking at 3 pm.

She catches the next coach to Heathrow.
(i) At what time does it leave Woking?
(ii) At what time does it arrive at Terminal 3?
(b) Leroy needs to be at Terminal 2 at 6 pm.
What is the latest time he can catch a coach from Woking?

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Spending
20
8
Spending money is part of daily life.
Every day people have to deal with many different situations involving money.
Money is needed to buy fares for journeys, for purchases at shops, for hiring cars and equipment and for

Time and Money . . . Time and Money . . .

buying large items such as furniture.
When a large sum of money is needed to make a purchase, credit may be arranged.
This involves paying for the goods over a period of time by agreeing to make a number of weekly or
monthly repayments.
It may also involve paying a deposit. The cost of credit may be more than paying cash.

1 Hamish pays £2.73 for 1 kg of pears and 2 kg of apples.

Pears cost 89p per kilogram.
How much per kilogram are apples?
2 kg of apples cost 273
89  184p Use the same units:
1 kg of apples costs 184  2  92p £2.73 is 273p
Apples cost 92p per kilogram.
2 A motor home costs £19 950.
It can be bought on credit by paying a deposit of £7000 and 36 monthly payments of £395.
How much more is paid for the motor home when it is bought on credit?
Deposit: £ 7 000
Payments: £395  36  £14 220
Credit Price: £21 220
Difference: £21 220
£19 950  £1270
Credit price is £1270 more.

Exercise 8.3 Do not use a calculator for questions 1 to 7.

1 Esther pays £30.47 for a wheelbarrow, a fork and a spade.
The fork costs £7.49. The spade costs £6.99.
How much does the wheelbarrow cost?
2 Gail pays £2.32 for a packet of cereal, a bag of sugar and a carton of milk.
The packet of cereal costs £1.38. The sugar costs 65p.
How much does the carton of milk cost?
3 Mr Grey pays £6 for 2 adult fares and 3 child fares on the bus. The fare for an adult is £1.65.
How much is the fare for a child?
4 Amy pays £2.12 for a celery, a cucumber and a lettuce.
The lettuce costs 67p. The cucumber costs 59p.
How much does the celery cost?
5 Mrs Connor pays £3.27 for 2 kg of bananas and 1.5 kg of apples. Apples cost 90p per kilogram.
How much per kilogram are bananas?
6 A family pay £6.35 for 4 cups of coffee and 3 cups of tea. A cup of coffee costs 95p.
How much is a cup of tea?
7 Sam pays £66.40 for 200 bricks and 9 paving slabs. The bricks cost 26p each.
How much is a paving slab?

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8 Mushrooms cost £2.10 per kilogram. Tomatoes cost 96p per kilogram.
James buys 200 g of mushrooms and 500 g of tomatoes.
How much does James have to pay?
9 Mr Jones pays £4.14 for 400 g of Brie and 250 g of Stilton. Stilton costs £7.60 per kilogram.
How much per kilogram is Brie?
10 A building supplier hires out cement mixers.
There is a delivery charge of £15 and a hire charge of £8 per day.
(a) How much would it cost for the delivery and hire of a cement mixer for 4 days?
(b) A builder pays £95 for the delivery and hire of a cement mixer.
For how many days did he hire it?
11 The cost of hiring a carpet cleaner is £7 per day plus a delivery charge of £10.
(a) What is the cost of hiring a carpet cleaner for 2 days, including delivery?
(b) Gus pays a total of £66 to hire a carpet cleaner, including delivery.
For how many days did he hire the cleaner?
12 (a) Alex hires a van for one day and drives 45 miles. £30 per day
How much is the total hire charge? +
20p per mile driven
(b) Bob hires a van for 3 days.
The total hire charge is £114. VAN FOR HIRE
How many miles did Bob drive?
13 The price of a pram is £299.
It can be bought on credit by paying a deposit of £50 and 10 monthly payments of £27.50.
How much more is paid for the pram when it is bought on credit?
14 A car costs £4950.
It can be bought on credit by paying a deposit of £2000 and 24 monthly payments of £149.50.
How much more is paid for the car when it is bought on credit?
15 The cash price of a settee is £900.
It can be bought on credit by paying a deposit of 10% of the cash price and 30 monthly
payments of £32.50.
How much more is paid for the settee when it is bought on credit?
16 A washing machine costs £475.
It can be bought on credit by paying a deposit of 10% of the cash price and 24 monthly
payments of £19.50.
How much more is paid for the washing machine when it is bought on credit?

Best buys
When shopping we often have to make choices between products which are packed in various sizes and
priced differently. If we want to buy the one which gives the better value for money we must compare
prices using the same units.

Peanut butter is available in small or large jars, as shown.

Which size is the better value for money?
Compare the number of grams per penny for each size.
Small: 250  58  4.31… grams per penny.
Large: 454  106  4.28… grams per penny.
The small size gives more grams per penny and is better value.

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Exercise 8.4 In each question you must show all your working.
20
8
1 Milk is sold in 1 pint, 2 pint and 4 pint containers. The cost of a 1 pint container is 35p,
the cost of a 2 pint container is 62p and the cost of a 4 pint container is £1.08.
(a) How much per pint is saved by buying a 2 pint container instead of two 1 pint containers?

Time and Money . . . Time and Money . . .

(b) How much per pint is saved by buying a 4 pint container instead of two 2 pint containers?
2 Mushroom soup is sold in two sizes.
A small tin costs 43p and weighs 224 g. A large tin costs 89p and weighs 454 g.
Which size gives more grams per penny?
3 Strawberry jam is sold in two sizes.
A small pot costs 52p and weighs 454 g. A large pot costs 97p and weighs 822 g.
Which size gives more grams per penny?
4 Jars of pickled onions are sold at the following prices: 460 g at 65p or 700 g at 98p.
Which size is better value for money?
5 Honey is sold in two sizes.
A large pot costs £1.98 and weighs 454 g. A small pot costs 86p and weighs 185 g.
Which size is better value for money?
6 Cottage cheese costs 85p for 120 g, £1.55 for 250 g and £6 for 1 kg.
Which size is the best value for money?

7 Two bottles of sauce are shown.

Which size gives better value for money?

285 g 567 g
38p 74p

2 litre
8 1.5 litre
E Which of these two bottles of “Active” drink
TI VE C TIV is better value for money?
AC A
90p £1.30

9 Toothpaste is sold in small, medium and large sizes.

The small size contains 75 ml and costs 85p.
The medium size contains 125 ml and costs £1.45.
The large size contains 180 ml and costs £2.05.
Which size is the best value for money?
10 Oscar wants to buy a camcorder. He looks at two different advertisements.

DAISY’S ALFIE’S
OU
30 R P OU
% RI
OF CE
F 1 R PR
3/ O ICE
FF
Recommended
price £640 Recommended price £657

(a) Find the actual selling price of each camcorder.

(b) Which camcorder has the bigger discount?

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VAT
Some goods and services are subject to a tax called value added tax, or VAT, which is calculated as a
percentage of the price or bill. Total amount payable  cost of item or service  VAT
For most purchases the rate of VAT is 17.5%. For gas and electricity the rate of VAT is 5%.
Some goods are exempt from VAT.

A bill at a restaurant is £24  VAT at 17.5%.

What is the total bill?
VAT: £24  0.175  £4.20 Remember:
17.5
Total bill: £24  £4.20  £28.20 17.5%  
100  0.175


The total bill is £28.20.

Exercise 8.5 Do not use a calculator for questions 1 and 2.

1 Naomi’s gas bill is £120 plus VAT at 5%. How much VAT does she have to pay?
2 Joe receives an electricity bill for £70 plus VAT at 5%.
(a) Calculate the amount of VAT charged. (b) What is the total bill?

3 A washing machine costs £340 plus VAT at 17.5%.

(a) Calculate the amount of VAT charged.
(b) What is the total cost of the washing machine?
AT
£340 + V

4 A car service costs £90 plus VAT at 17.5%.

(a) Calculate the amount of VAT charged. (b) What is the total cost of the service?
5 Mrs Swan receives a gas bill for £179.53. VAT at 5% is added to the bill.
(a) How much VAT does she have to pay? (b) What is the total bill?
6 A bike costs £248 plus VAT at 17.5%. What is the total cost of the bike?
7 A ladder costs £145 plus VAT at 17.5%. What is the total cost of the ladder?
8 Joyce buys a greenhouse for £184 plus VAT.
VAT is charged at 17.5%. What is the total cost of the greenhouse?
9 James receives a telephone bill for £66 plus VAT at 17.5%. How much is the total bill?
10 A loft conversion costs £23 000 plus VAT at 17.5%. What is the total cost?
11 George buys vertical blinds for his windows.
He needs three blinds at £65 each and two blinds at £85 each.
VAT at 17.5% is added to the cost of the blinds.
How much do the blinds cost altogether? HIRE A CAR

12 A car is hired for two days and driven 90 miles.

VAT at 17.5% is added to the hire charges.
How much does it cost to hire the car altogether? £35 per day
plus
£35 per day
plus
10 10
pence permile
pence per mile

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Foreign currency
20
8
When we go abroad we have to pay for goods and services in the currency of the country we are visiting.
We therefore need to change pounds (£) into other currencies.
The rate of exchange varies from day to day.

Time and Money . . . Time and Money . . .

The table below shows the exchange rates on one day.

EXCHANGE RATE
Each £ will buy
European currency 1.55 euros What is the value, in £s and pence, of 500 Norwegian krone?
Japan 173 yen 12.48 krone  £1
Malta 0.63 liri 500 krone  500  12.48
Norway 12.48 krone  £40.0641…
Switzerland 2.30 francs 500 krone  £40.06, to the nearest penny.
USA 1.42 dollars

Exercise 8.6 Use the table of exchange rates above to answer these questions.
1 How much will I receive if I change £200 into
(a) European euros, (b) Japanese yen, (c) Maltese liri,
(d) Norwegian krone, (e) Swiss francs, (f ) United States dollars?
2 How much would each item cost in £s? Give your answers to the nearest penny.
(a) A vase in Switzerland for 90 francs.
(b) A radio in Japan for 5000 yen.
(c) A pair of shoes in Italy for 75 euros.
(d) A meal in Norway for 225 krone.
(e) A pair of jeans in the United States for 35 dollars.
3 (a) A tourist changes £25 into euros. How many euros does she receive?
(b) She pays 23.25 euros for a gift. What is the cost of the gift in £s?
4 Norman travels to Switzerland. He changes £120 into francs.
(a) How many francs does he receive?
(b) He pays 24.50 francs for a box of chocolates.
What is the cost of the chocolates in £s?
5 Dolores travels to England from Spain. She changes 600 euros into £.
(a) How much, in £s and pence, does she receive?
(b) She buys a theatre ticket for £30.
What is the cost of the theatre ticket in euros?
6 Marcel travels to England from Norway. He changes 3000 krone into £.
(a) How much, in £s, does he receive?
(b) He pays £45 for bed and breakfast.
What is the cost of bed and breakfast in krone?
7 Sue changes £500 into dollars for a trip to the USA.
(a) How many dollars does she receive?
(b) On holiday she spends 680 dollars. She changes the remaining dollars back into £s.
There is a £3 charge for changing the money.
How much, in £s, will she receive?
8 Jeff has just returned from Malta. He changes 85 liri back into £s.
There is a £3 charge for changing the money.
How much, in £s, will he receive?
9 In France a car costs 9000 euros. In Japan the same car costs 1 million yen.
In which country is the car cheaper? By how much?

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l Time can be given using either the 12-hour clock or the 24-hour clock.
When using the 12-hour clock:
times before midday are given as am,
times after midday are given as pm.
l Timetables are usually given using the 24-hour clock.
l When considering a best buy, compare quantities by using the same units.
For example, find which product gives more grams per penny.
l Value added tax, or VAT, is a tax on some goods and services and is added to the bill.
l Exchange rates are used to show what £1 will buy in foreign currencies.

Review Exercise 8 Do not use a calculator for questions 1 to 5.

1 A train left London at 0855 and arrived at Manchester at 1202.
How many minutes did the journey take? Edexcel
2 Some of the rail services from Manchester to Birmingham are shown.
Manchester 0925 1115 1215 1415 1555
Stockport 0933 — 1223 — 1603
Stoke 1007 1155 1255 1459 1636
Stafford 1027 — 1318 — 1656
Wolverhampton 1056 1234 1336 1535 1716
Birmingham 1121 1257 1359 1558 1742
(a) David has to be in Wolverhampton by 2 pm.
What is the time of the latest train he can catch from Manchester?
(b) What time does the 1555 from Manchester arrive in Birmingham in 12-hour clock time?
3 Edward pays 81p for 2 pencils and 3 pens.
A pencil costs 12p. How much does a pen cost?
4 Mrs Wye pays 89p for 0.5 kg of carrots and 1 kg of onions. The onions cost 55p per kilogram.
How much per kilogram are carrots?
5 A bottle of white wine costs £3.80. Kay buys 2 dozen bottles.
How much does she have to pay?
6 (a) Last year Ray had to pay four bills for his car.
Tax . . . . . . . . . . . . . . . . . . . £165.00
Insurance . . . . . . . . . . . . . . . £512.00
MOT test . . . . . . . . . . . . . . . £ 42.10
Repairs . . . . . . . . . . . . . . . . £368.27
Work out the total cost.
(b) Last year Ray used 950 litres of petrol. 1 litre of petrol costs 87.9 pence.
Work out the total cost of the petrol. Give your answer in pounds and pence. Edexcel
7 Sarah went to Germany.
She changed £300 into euros. The exchange rate was £1  1.64 euros.
(a) Work out the number of euros Sarah got.
Sarah came home.
She had 119 euros left. The new exchange rate was £1 = 1.50 euros.
(b) Work out how much Sarah got in pounds for 119 euros. Edexcel

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8 (a) Elle hires a car for one day. CARS 4 HIRE 20

8
She drives 165 miles
What is the total hire charge? Hire Charges
£36 per day
(b) Brett hires a car for 3 days.

Time and Money . . . Time and Money . . .

plus
The total hire charge is £128.79. 9 pence per mile
How many miles did he drive?
9 Martin cleaned his swimming pool. He hired a cleaning machine to do this job.
The cost of hiring the cleaning machine was:
£35.50 for the first day, then £18.25 for each extra day.
Martin’s total cost of hiring the machine was £163.25.
(a) For how many days did Martin hire the machine?
Martin had to buy some cleaning materials.
The cost of the cleaning materials was £64.00 plus VAT at 1712 %.
(b) Work out the total cost of the cleaning materials. Edexcel
10 The cash price of the saxophone is £740.
Tom buys the saxophone using a Credit Plan.
He pays a deposit of 5% of the cash price and 12 monthly payments of £65.
Work out the difference between the cost when he used the Credit Plan and the cash price.

Saxophone

£740 for cash

Credit Plan
available
Edexcel
11 Foodstuff’s supermarket sell their own brand of instant coffee in two sizes of jar.
Which jar is the better value?

12 Two shops sell the same make of calculator.

At Calculators are Us, the price of the calculator is £7.50 plus VAT.
At Top Calculators, the price is £8.75. This includes VAT.
VAT is charged at a rate of 17.5%.
Work out the difference in cost between the two prices. Edexcel
13 The table shows the amount of foreign currency that a tourist can buy with £1.
Pepe travels from Spain to the USA for a holiday. TOURIST RATES
He changes 400 euros into dollars. Spain 1.40 euros
Calculate how many dollars he will get.
USA 1.80 dollars

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CHAPTER
9 Personal Finance

Wages
Hourly pay
Many people are paid by the hour for their work. In most cases they receive a basic hourly rate for a
fixed number of hours and an overtime rate for any extra hours worked.

A car-park attendant is paid £6.20 per hour for a basic Overtime paid at ‘time and a half’
40-hour week. means 1.5
normal hourly rate.
Overtime is paid at time and a half. In this example, the hourly
One week an attendant works 48 hours. overtime rate is given by:
How much does he earn? 1.5
£6.20
Basic Pay: £6.20
40  £248.00 Common overtime rates are ‘time
Overtime: 1.5
£6.20
8  £74.40 and a quarter’, ‘double time’, etc.
Total pay  £322.40

Commission
As an incentive for their employees to work harder some companies pay a basic wage (fixed amount)
plus commission.
The amount of commission is usually expressed as a percentage of the value of the sales made by
the employee.

An estate agent is paid a salary of £18 000 per year plus

commission of 0.5% on the sales of all houses.
Last year the estate agent sold houses to the value of £2 640 500.
How much did the estate agent earn last year? Remember:
0.5
Annual salary: £18 000 0.5%  
100  0.005


Commission: 0.005
£2 640 500  £13 202.50

Total pay  £31 202.50

Exercise 9.1 Do not use a calculator for questions 1 and 2.

1 Helen is paid £6.50 per hour.
She works 20 hours a week.
How much does she earn each week?
2 John does a part-time job for 7 hours a week.
He is paid £52.50 a week.
What is his hourly rate of pay?

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3 Mike earns £364.80 a week. 20

9
He is paid £9.60 per hour.
How many hours a week does Mike work?

Personal Finance . . . Personal Finance . . .

4 Jean earns a basic £7.20 an hour.
When she works overtime she is paid at time and a half.
How much is she paid for 1 hour of overtime?
5 On Saturday, Ros works for 3 hours 20 minutes.
She is paid £6.90 per hour.
How much does Ros earn on Saturday?
6 Burt starts work at 0845 and finishes work at 1300 every day.
He is paid £6.20 per hour.
How much does Burt earn each day?
7 Amrit is paid at double time for working on a Bank Holiday.
His basic rate of pay is £7.50 per hour.
How much is Amrit paid for working 8 hours on a Bank Holiday?
8 A secretary is paid a basic £192 for working 30 hours a week.
If she works overtime she is paid at one and a half times her basic hourly rate.
How much is she paid for 1 hour of overtime?
9 Tom is paid at time and a half for overtime.
His overtime rate of pay is £9.90 per hour.
What is his basic rate of pay per hour?
10 A chef is paid £12.40 per hour for a basic 38-hour week.
Overtime is paid at time and a half.
How much does the chef earn in a week in which she works 50 hours?
11 A mechanic is paid £9.80 per hour for a basic 40-hour week.
Overtime is paid at time and a quarter.
One week the mechanic works 42 hours.
How much does he earn?
12 A hairdresser is paid £8.20 per hour for a basic 35-hour week.
One week she works two hours overtime at time and a half and 312 hours overtime at
time and a quarter.
How much is she paid that week?
13 A driver is paid £68.85 for 412 hours of overtime.
Overtime is paid at time and a half.
What is his basic hourly rate of pay?
14 A furniture salesperson is paid an annual salary of £14 000 plus commission of 2% on sales.
Last year the salesperson sold £500 000 worth of furniture.
How much did the salesperson earn last year?
15 A car salesperson is paid an annual salary of £12 500 plus commission of 2.5% on sales.
How much does the salesperson earn in a year in which cars to the value of £868 000 are sold?
16 A double glazing salesperson is paid £620 per month plus commission of 5% on sales.
How much does he earn in a month in which he makes sales of £22 600?
17 An estate agent is paid 1.5% commission on the sales of houses.
How much commission does he earn for selling a house for one million pounds?

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Income tax
The amount you earn for your work is called your gross pay.
Your employer will make deductions from your gross pay for The rates of tax and the
income tax, National Insurance, etc. bands (ranges of income)
Pay after all deductions have been made is called net pay. to which they apply vary.
The amount of income tax you pay will depend on how much you earn.
Everyone is allowed to earn some money which is not taxed, this is called a tax allowance.
Any remaining money is your taxable income.

George earns £6310 per year.

His tax allowance is £4895 per year and he pays tax at 10p in the £ on his taxable income.
How much income tax does George pay per year?
Taxable income: £6310  £4895  £1415 An income tax rate of 10%
Income tax: £1415
0.10  £141.50 is often expressed as
‘10p in the pound (£)’.
George pays income tax of £141.50 per year.

Exercise 9.2
1 Joan earns £12 680 per year.
Her tax allowance is £4895 per year.
What is her taxable income?
2 Tony is paid £294 per week for 52 weeks a year.
His tax allowance is £6505 per year.
What is his annual taxable income?
3 Lyn earns £6080 per year.
Her tax allowance is £4895 per year and she pays tax at 10p in the £ on her taxable income.
(a) What is her annual taxable income?
(b) How much income tax does she pay per year?
4 Brian earns £684 per month.
His tax allowance is £6505 per year and he pays tax at 10p in the £ on his taxable income.
(a) What is his annual taxable income?
(b) How much income tax does he pay per year?
(c) How much income tax does he pay per month?
5 Kay has an annual salary of £23 980.
Her tax allowance is £4895 per year.
She pays tax at 10p in the £ on the first £2090 of her taxable income and 22p in the £ on
the remainder.
How much income tax does she pay per year?
6 Julie earns £990 per month.
Her tax allowance is £4895 per year and she pays tax at 10p in the £ on the first £2090 of
her taxable income and 22p in the £ on the remainder.
How much income tax does she pay per month?
7 Jim is paid £292 per week for 52 weeks a year.
His tax allowance is £4895 per year.
He pays tax at 10p in the £ on the first £2090 of his taxable income and 22p in the £ on
the remainder.
How much income tax does he pay per week?

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8 Reg has an annual salary of £49 880. His tax allowance is £4895 per year. 20
9
He pays tax at 10p in the £ on the first £2090 of his taxable income, 22p in the £ on the next
£30 310 and 40p in the £ on the remainder.
Calculate how much income tax he pays per year.

Personal Finance . . . Personal Finance . . .

9 Alex has an annual salary of £41 240. Her tax allowance is £4895 per year.
She pays tax at 10p in the £ on the first £2090 of her taxable income, 22p in the £ on the next
£30 310 and 40p in the £ on the remainder. She is paid monthly.
How much income tax does she pay per month?

Household bills
The cost of living includes many bills for services provided to our homes. Electricity, gas and telephone
charges are all examples of quarterly bills which are sent out four times a year.
Some bills are made up of two parts:
A fixed (standing) charge, for providing the service.
A charge for the quantity of the service used (amount of electricity, duration of telephone calls, etc.)
Other household bills include taxes payable to the local council, water charges and the cost of the
insurance of the house (structure) and its contents.

Mrs Davis receives a quarterly bill for electricity.

The standing charge for the quarter is £10.40 and she has used
264 units of electricity at 6.85p per unit.
How much is her electricity bill?
Cost of units used: 264
6.85p  1808.4p The actual cost is rounded
 1808p, to the nearest penny. down to the nearest penny.
Electricity bill  standing charge  cost of units used
 £10.40  £18.08 Change the cost of units to £.
 £28.48
Her electricity bill is £28.48

Exercise 9.3
1 Last year the Evans family received four quarterly gas bills.
March: £134.26 June: £52.00 September: £33.49 December: £80.25
(a) What was their total bill for the year?
(b) The family can pay for their gas by 12 equal monthly instalments.
How much would each instalment be?
2 Last year the Price family used 2734 units of electricity. Each unit costs 6.85 pence.
Calculate the cost of the units used in £ and pence.
3 Mrs Cotton uses 1064 units of electricity during one quarter.
Find the cost of her electricity bill if each unit costs 6.85 pence and the quarterly charge
is £10.40.
4 During one quarter Mr Singh uses 5934 kWh of gas.
Calculate the cost of the gas used if each kWh costs 1.714 pence.
5 Mr Jones receives an electricity bill for £56.84.
The bill includes a quarterly charge of £10.40 and the cost per unit is 6.85 pence.
Calculate to the nearest whole number, the number of units he has used.

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6 Mrs Madan has to pay £121.83 for the gas used during one quarter.
The cost of the gas used is 1.714 pence per kWh.
How many kWh of gas has she used?
Give your answer to a suitable degree of accuracy.
7 John pays his council tax by 10 instalments.
His first instalment is £98.65 and the other 9 instalments are £97 each.
How much is his total council tax?
8 Mr Peters has an annual council tax of £1982.28.
He pays the council tax in 10 instalments.
The first instalment is £200.28 and the remaining amount is payable in 9 instalments of
equal value.
How much is the second instalment?
9 Mrs Dear checks her water bill. She has used 58 cubic metres of water at 97.04 pence per
cubic metre and there is a standing charge of £11.
How much is her bill?
10 The table shows the premiums charged by an insurance company to insure a house and its
contents. Buildings and Contents Insurance
Buildings Contents
Annual premium for £1.50 £5.00
each £1000 insured Minimum £20 per year
(a) Jim has bought a house valued at £154 000.
How much would he pay to insure the house?
(b) The cost for Mr Brown to insure his house is £315.
What is the value of his house?
(c) Mrs Crow insures the contents of her house for £24 000.
What is the annual premium?
(d) Andy insures his flat valued at £84 000 and its contents valued at £19 000.
Calculate the total cost of the insurance premium.
11 George insures his house valued at £284 000 and its contents valued at £27 500.
The annual premiums for the insurance are:
Buildings: £1.35 per £1000 of cover, Contents: 56p per £100 of cover.
Calculate the total cost of the insurance premium.
12 Naomi rents a flat and pays £69.44 to insure its contents.
Contents insurance costs 56p for each £100 insured.
For how much are the contents insured?
13 The table shows the monthly payments for loans.
12 MONTHS 24 MONTHS
LOAN, £ Monthly repayment Monthly repayment
5000 492.95 287.20
3000 295.79 172.32
2000 197.15 114.88
Marc takes out a loan for £3000 over a period of 12 months.
Holly takes out a loan for £5000 over a period of 24 months.
(a) What is the difference in their monthly repayments?
(b) What is the total amount that Holly is charged for her loan?

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Savings
20
9
Money invested in a savings account or a bank or building Banks and building societies
society earns interest, which is usually paid once a year. advertise the yearly rates of
When the interest is paid out each year and not added to your interest payable.

Personal Finance . . . Personal Finance . . .

account it is called Simple Interest.
For example, 6% per year.
The amount of Simple Interest an investment earns can be Interest, usually calculated
calculated using: annually, can also be calculated
Amount Time in Rate of interest for shorter periods of time.
Simple Interest 


invested years per year

Find the Simple Interest paid on £600 invested for 6 months at 8% per year.
Simple Interest
 600
162
8

100 Note: Interest rates are given ‘per year’.
 600
0.5
0.08 The length of time for which an investment
is made is also given in years.
 £24
6 months  162 years. Explain why.
The Simple Interest paid is £24.

Exercise 9.4 Do not use a calculator for questions 1 and 2.

1 Find the simple interest paid on £200 for 1 year at 5% per year.
2 Calculate the simple interest on £500 invested at 6% per year after
(a) 1 year, (b) 6 months.
3 A school savings account pays interest at 8% per year.
Find the simple interest paid on savings of £50 after 6 months.
4 Calculate the simple interest paid on an investment of £6000 at 7.5% per year after 6 months.
5 Find the simple interest on £800 invested for 9 months at 8% per year.

l Hourly pay is paid at a basic rate for a fixed number of hours.

Overtime pay is usually paid at a higher rate such as time and a half, which means each hour’s
work is worth 1.5 times the basic rate.
l Everyone is allowed to earn some money which is not taxed. This is called a tax allowance.
l Tax is only paid on income earned in excess of the tax allowance. This is called taxable income.
l Gas, electricity and telephone bills are paid quarterly.
Some bills consist of a standing charge plus a charge for the amount used.
l Money invested in a savings account at a bank or building society earns interest.
Simple Interest is when the interest is paid out each year and not added to your account.
Simple Interest  Amount invested
Time in years
Rate of interest per year.

Review Exercise 9 Do not use a calculator for questions 1 to 3.

1 Mr Blaney gets four telephone bills each year.
He pays for his bills by 12 equal monthly payments.
Last year his telephone bills were: £46.48, £49.36, £45.65 and £50.51.
How much was each monthly payment?

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2 David works 30 hours at £6.60 per hour. How much does he earn?
3 Jessica has an annual income of £6184. She has a tax allowance of £4895.
(a) Calculate Jessica’s taxable income.
She pays tax at 10p in the £ on her taxable income.
(b) How much tax does Jessica pay per year?
4 Alan receives a quarterly electricity bill.
It is made up of a standing charge and the cost
of the units of electricity used.
What is the total bill if he has used 462 units CHARGES
of electricity? Standing charge: £10.60
Cost per unit: 6.85 pence

5 INSURE DIRECT Marie insures her house and its contents with
Insure Direct.
Annual Insurance Premiums
She insures the house for £180 000 and the
BUILDINGS . . £1.20 per £1000 of cover
contents for £24 000.
CONTENTS . . . . . 45p per £100 of cover Calculate her total annual insurance premium.
6 Yasmine earns £7.20 per hour for working a basic week of 38 hours.
Overtime is paid at time and a half. The table shows the hours Yasmine worked last week.
Day Monday Tuesday Wednesday Thursday Friday
Hours 10 8 7 9 12
(a) How many hours overtime did she work last week?
(b) Calculate her total pay for last week.
7 Bernadette has to pay tax at the rate of 10p in the £ on the first £2090 of her taxable income
and 22p in the £ on the remainder. Her taxable income is £2967.
How much tax does she have to pay?
8 The table shows the monthly repayments for different loans.
Period of loan (months)
Amount
of loan 24 36 60
£5000 242.05 168.14 107.29
£7500 363.08 252.21 160.94
£10 000 484.10 336.28 214.58
Davina borrows £7500. She repays the loan over a period of 60 months.
Calculate the amount of interest she has to pay.
9 Francis is paid £6.80 per hour for a basic 35 hour week.
One week Francis also works overtime at time and a half.
His total pay that week was £278.80.
How many hours overtime did he work that week?
10 Gerald invests £9000 at 5.2% per year simple interest.
(a) How much interest does he get at the end of one year?
He has the option of taking his interest as monthly income.
(b) How much would he get each month?
11 Hannah invests £360 in a building society account at 4.8% per year.
Find the simple interest paid on her investment after 4 months.

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CHAPTER
10 Ratio and Proportion

Ratio
Some faces are Some faces are
SMILERS. GLUMS.
In a group of 10 faces the ratio of SMILERS to GLUMS is 3 : 2. For the ratio 3 : 2 say 3 to 2.
This means that for every three SMILERS there are two GLUMS.

In the group there are 6 SMILERS and 4 GLUMS.

1 In a group of 16 faces there are 10 SMILERS and 6 GLUMS.

What is the ratio of SMILERS to GLUMS?

For every 5 SMILERS there are 3 GLUMS. So the ratio of SMILERS to GLUMS is 5 : 3.
2 Draw 15 faces where the ratio of SMILERS to GLUMS is 4 : 1.

For every 4 SMILERS there is 1 GLUM.

So draw sets of 4 SMILERS and 1 GLUM until there
are a total of 15 faces.
How many sets of 4 SMILERS and 1 GLUM are there?

Exercise 10.1
1 In a group of 14 faces there are 10 SMILERS and 4 GLUMS.

Copy and complete the following.

(a) For every 5 SMILERS there are …… GLUMS.
(b) The ratio of SMILERS to GLUMS is 5 : … .
2 In a group of 12 faces there are 9 SMILERS and 3 GLUMS.

Copy and complete the following.

(a) For every …… SMILERS there is 1 GLUM.
(b) The ratio of SMILERS to GLUMS is … : 1.

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3 In a group of 24 faces there are 15 SMILERS and 9 GLUMS.

Copy and complete the following.
(a) For every 5 SMILERS there are …… GLUMS.
(b) The ratio of SMILERS to GLUMS is 5 : ….
4 In a group of 30 faces there are 21 SMILERS and 9 GLUMS.
Copy and complete the following.
The ratio of SMILERS to GLUMS is … : 3.
5 (a) Draw 10 faces where the ratio of SMILERS to GLUMS is 4 : 1.
(b) Draw 12 faces where the ratio of SMILERS to GLUMS is 1 : 3.
6 The ratio of SMILERS to GLUMS is 5 : 2.

(a) How many SMILERS are there when there are 30 GLUMS?
(b) How many GLUMS are there when there are 30 SMILERS?
(c) How many FACES are there when there are …
(i) 40 SMILERS, (ii) 40 GLUMS?
7 The ratio of SMILERS to GLUMS is 4 : 3.

(a) How many SMILERS are there when there are 12 GLUMS?
(b) How many GLUMS are there when there are 12 SMILERS?
(c) How many FACES are there when there are …
(i) 48 SMILERS, (ii) 48 GLUMS?
8 How many SMILERS and how many GLUMS are there when …
(a) the ratio of SMILERS to GLUMS is 7 : 3 and there are 20 faces?
(b) the ratio of SMILERS to GLUMS is 3 : 2 and there are 15 faces?
9 (a) Look at this group of faces.

(i) What fraction of the faces are GLUMS?

(ii) What fraction of the faces are SMILERS?
(iii) What is the ratio of GLUMS to SMILERS?
(b) In another group of faces
14
are GLUMS.
What is the ratio of SMILERS to GLUMS?
10 (a) In this group of faces the ratio of SMILERS to GLUMS is 7 : 3.

(i) What percentage of the faces are GLUMS?

(ii) What percentage of the faces are SMILERS?
(b) In another group of faces 40% are GLUMS.
What is the ratio of SMILERS to GLUMS?
11 In a group of faces the ratio of SMILERS to GLUMS is 2 : 3.
What fraction of the faces are SMILERS?
12 In a group of faces the ratio of SMILERS to GLUMS is 3 : 1.
What percentage of the faces are SMILERS?

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Equivalent ratios
20
10
Ratios are used only to compare quantities. They do not give information about actual values.
For example.
A necklace is made using red beads and white beads in the ratio 3 : 4.

Ratio and Proportion

This gives no information about the actual numbers of beads in the necklace.
The ratio 3 : 4 means that for every 3 red beads in the necklace there are 4 white beads.
The possible numbers of beads in the necklace are shown in the table.

Red beads 3 6 9 12
White beads 4 8 12 16
Total beads 7 14 21 28
For the beads in this necklace:
Make similar tables when the ratio of red The number of red beads is a multiple of 3.
beads to white beads in the necklace is: The number of white beads is a multiple of 4.
(a) 4 : 5 (b) 2 : 3 (c) 3 : 1 The total number of beads is a multiple of 7.

The ratios 3 : 4, 6 : 8, 9 : 12, …

are different forms of the same ratio.
They are called equivalent ratios.

Simplifying ratios
To simplify a ratio divide both of the numbers in the ratio by the same number.
A ratio with whole numbers which cannot be simplified is in its simplest form.

Finding equivalent ratios:

1 Find 3 ratios that are equivalent to the ratio 2 : 1. To find equivalent ratios multiply or
22:124:2 divide each number in the ratio by the
23:136:3 same number.
24:148:4
3 ratios equivalent to the ratio 2 : 1 are 4 : 2, 6 : 3 and 8 : 4.
2 The ratio of boys to girls in a school is 3 : 4.
There are 72 boys. How many girls are there?
72  3  24
To find a ratio equivalent to 3 : 4 where the first number in the ratio is 72,
multiply each number in the ratio by 24.
3  24 : 4  24  72 : 96
The number of girls  96.
3 Write the ratio 15 : 9 in its simplest form.
15 and 9 can both be divided by 3.
15  3 : 9  3  5 : 3
5 : 3 cannot be simplified. In its simplest form a ratio
The ratio 15 : 9 in its simplest form is 5 : 3. contains only whole numbers.
4
There are no units.
Write the ratio 2 cm : 50 mm in its simplest form. In order to simplify the ratio
2 cm : 50 mm  20 mm : 50 mm  20 : 50 both quantities in the ratio
Divide both parts of the ratio by 10. must be in the same units.
20  10 : 50  10  2 : 5
The ratio 2 cm : 50 mm in its simplest form is 2 : 5.

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Exercise 10.2 Do not use a calculator in this exercise.

1 Give three ratios equivalent to each ratio. (a) 6 : 1 (b) 7 : 2 (c) 3 : 5
2 Give the simplest form of each of these ratios.
(a) 3 : 6 (b) 9 : 27 (c) 9 : 12 (d) 10 : 25 (e) 30 : 40 (f ) 22 : 55
(g) 9 : 21 (h) 18 : 8 (i) 36 : 81 (j) 35 : 15
3 Each of these pairs of ratios are equivalent.
(a) 3 : 4 and 9 : n. (b) 2 : 7 and 8 : n. (c) 8 : n and 2 : 25. (d) 25 : n and 5 : 4.
In each case calculate the value of n.
4 The heights of two friends are in the ratio 7 : 9. The shorter of the friends is 154 cm tall.
What is the height of the taller of the friends?
5 Sugar and flour are mixed in the ratio 2 : 3.
How much sugar is used with 600g of flour?
6 The ratio of boys to girls in a school is 4 : 5. There are 80 girls.
How many boys are there?

7 I earn £300 per week. I earn £270 per week.

The amounts Jenny and James earn

is in the ratio of their ages.
Jenny is 20 years old. How old is James?
8 A necklace contains 30 black beads and 45 gold beads.
What is the simplest form of the ratio of black beads to gold beads on the necklace?
9 On Monday a hairdresser uses 800 ml of shampoo and 320 ml of conditioner.
Write in its simplest form the ratio of shampoo : conditioner used on Monday.
10 Denise draws a plan of her classroom. On her plan Denise uses 2 cm to represent 5 m.
Write the scale as a ratio in its simplest form.
11 On a map a pond is 3.5 cm long. The pond is actually 52.5 m long.
Write the scale as a ratio in its simplest form.
12 Write each of these ratios in its simplest form.
(a) £2 : 50p (b) 20p : £2.50 (c) £2.20 : 40p (d) 6 m : 240 cm
(e) 2 kg : 500 g (f ) 1 kg : 425 g (g) 90 cm : 2 m (h) 5 km : 200 m
1
(i) 20 seconds : 5 minutes (j)
2
minute : 15 seconds
13 Sam spends 90p a week on comics. Tom spends £4 a week on comics.
Write the ratio of the amounts Tom and Sam spend on comics in its simplest form.

14 The cards in a pack are marked or 25% of the cards are marked

What is the ratio of cards marked : in its simplest form?

15 An alloy is made of tin and zinc. 40% of the alloy is tin.

What is the ratio of tin : zinc in its simplest form?
16 A box contains blue biros and red biros.
13
of the biros are blue.
What is the ratio of blue biros to red biros in the box?
17 A necklace is made from 40 beads.
25
of the beads are white. The rest of the beads are red.
Find the ratio of the number of red beads to the number of white beads in its simplest form.

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Sharing in a given ratio

20
10

Ratio and Proportion

1 James and Sally share £20 in the ratio 3 : 2.
How much do they each get?
Add the numbers in the ratio. 3  2  5
For every £5 shared: James gets £3, Sally gets £2.
20  5  4 There are 4 shares of £5 in £20.
James gets £3  4  £12. Sally gets £2  4  £8.
So, James gets £12 and Sally gets £8.
2 A necklace is made using red beads and gold beads in the ratio 7 : 3.
A total of 30 beads are used in the necklace.

Calculate the number of red beads and gold beads used to make the necklace.
Add the numbers in the ratio. 7  3  10
Number of shares. 30  10  3
Red beads 7  3  21. Gold beads 3  3  9.
There are 21 red beads and 9 gold beads.

Exercise 10.3 Do not use a calculator for questions 1 to 6.

1 (a) Share 9 in the ratio 2 : 1. (b) Share 20 in the ratio 3 : 1.
(c) Share 35 in the ratio 1 : 4. (d) Share 100 in the ratio 9 : 1.
2 A bag contains 12 toffees. Bruce and Emily eat them at the ratio 1 : 2.
How many toffees does Emily eat?
3 A box contains gold coins and silver coins. The ratio of gold coins to silver coins is 1 : 9.
There are 20 coins in the box. How many silver coins are in the box?
4 Sunny and Chandni share £48 in the ratio 3 : 1. How much do they each get?
5 Anouska spent £35 on travel and admission to a pop concert.
The cost of travel to the cost of admission was 1 : 4.
What was the cost of admission?
6 Copy and complete. Quantity
40 marbles 20 sweets 80 kg 200 g £1200
Shared in 4:1
the ratio 3:2
7 (a) Share £35 in the ratio 2 : 3. (b) Share £56 in the ratio 4 : 3.
(c) Share £5.50 in the ratio 7 : 4. (d) Share £4.80 in the ratio 3 : 5.
8 A necklace contains 72 beads. The ratio of red beads to blue beads is 5 : 3.
How many red beads are on the necklace?
9 £480 is shared in the ratio 7 : 3.
What is the difference between the larger share and the smaller share?
10 In 1901, the total population of England and Wales was 32 528 000.
The ratio of the population of England to the population of Wales was 15 : 1.
What was the population of Wales in 1901?

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11 A bag contains red beads and black beads in the ratio 1 : 3. What fraction of the beads are red?
12 A box contains red biros and black biros in the ratio 1 : 4.
What percentage of the biros are black?
13 In a school the ratio of the number of boys to the number of girls is 3 : 5.
What fraction of the pupils in the school are girls?
14 The ratio of non-fiction books to fiction books in a library is 2 : 3.
Find the percentage of fiction books in the library.
15 John is 12 years old and Sara is 13 years old. They share some money in the ratio of their ages.
What percentage of the money does John get?
16 In the UK there are 240 939 km2 of land.
The ratio of agricultural land to non-agricultural land is approximately 7 : 3.
Estimate the area of land used for agriculture.
17 At the start of a game Jenny and Tim have 40 counters each.
At the end of the game the number of counters that Jenny and Tim each have is in the ratio 5 : 3.
(a) How many counters do Jenny and Tim have at the end of the game?
(b) How many counters did Jenny win from Tim in the game?
18 On a necklace, for every 10 black beads there are 4 red beads.
(a) What is the ratio of black beads to red beads in its simplest form?
(b) If the necklace has 15 black beads how many red beads are there?
(c) If the necklace has a total of 77 beads how many black beads are there?
(d) Why can’t the necklace have a total of 32 beads?
19 The lengths of the sides of a triangle are in the ratio 4 : 6 : 9.
The total length of the sides is 38 cm. Calculate the length of each side.
20 To make concrete a builder mixes gravel, sand and cement in the ratio 4 : 2 : 1.
The builder wants 350 kg of concrete. How much gravel does the builder need?
21 The angles of a triangle are in the ratio 2 : 3 : 4. Calculate each angle.
22 A bag contains some red, green and black sweets. 30% of the sweets are red.
The ratio of the numbers of green sweets to black sweets is 5 to 9.
What percentage of the total number of sweets are black?
23 Alan, Beth and Catrina share some money in the ratio 1 : 3 : 4.
(a) What percentage of the money do they each receive?
(b) What fraction of Beth’s share is Alan’s share?
(c) What fraction of Alan and Catrina’s share is Beth’s share?

Proportion
Some situations involve comparing different quantities.
For example, when a motorist buys fuel the more he buys the greater the cost.
In this situation the quantities can change but the ratio between the quantities stays the same.
When two different quantities are in the same ratio they are said to be in direct proportion.

This is sometimes called the unitary method.

4 cakes cost £1.20.
Find the cost of 7 cakes. (a) Divide by 4 to find the cost of 1 cake.
4 cakes cost £1.20 (b) Multiply by 7 to find the cost of 7 cakes.
1 cake costs £1.20  4  30p
7 cakes cost 30p  7  £2.10 So, 7 cakes cost £2.10.

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Exercise 10.4 Do not use a calculator for questions 1 to 5.

20
10
1 5 candles cost 80 pence.
(a) What is the cost of 1 candle?
(b) What is the cost of 8 candles?

Ratio and Proportion

2 Georgina works for 4 hours and earns £28.
(a) How much does she earn in 1 hour?
(b) How much does she earn in 10 hours?

3 5 bananas cost £1.50.

(a) What is the cost of 1 banana?
(b) What is the cost of 8 bananas? £1.50

4 Gina works for 10 hours and earns £65.

(a) How much does Gina earn in 1 hour?
(b) How much does Gina earn in 20 hours?
5 Alistair pays £1.90 for 2 cups of tea.
How much would he pay for 3 cups of tea?
6 Jean pays £168 for 10 square metres of carpet.
How much would 12 square metres of carpet cost?
7 Alfie is paid £48.80 for working 4 hours overtime.
How much would he be paid for 5 hours overtime?
8 Aimee pays £1.14 for 3 kg of potatoes.
How much would 7.5 kg of potatoes cost?

9 5 litres of petrol costs £4.50.

How much would 18 litres of petrol cost?
10 These ingredients are needed to make an apple crumble for 6 people.
540 g apples 150 g flour
75 g butter 75 g sugar
(a) How much sugar is needed to make an apple crumble for 4 people?
(b) How much apple is needed to make an apple crumble for 8 people?
11 9 metres of stair carpet cost £83.70.
How much does 9.6 metres cost?
12 29 euros is about the same as £20. Sue spends 47 euros.
How many pounds is this?
13 Mary phones her uncle in New York.
Phone calls to New York are charged at the rate of £2.20 for a 5-minute call.
(a) How much would a 7-minute call to New York cost?
(b) Mary’s call cost £5.28.
How long was her call?
14 These ingredients are needed to make macaroni cheese for 4 people.
Macaroni … 120 g Cheese … 72 g Flour … 30 g Milk … 850 ml
(a) How much cheese is needed to make macaroni cheese for 10 people?
(b) How much milk is needed to make macaroni cheese for 3 people?
(c) How much macaroni is needed to make macaroni cheese for 7 people?

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15 A car travels 6 miles in 9 minutes. If the car travels at the same speed:
(a) how long will it take to travel 8 miles, (b) how far will it travel in 24 minutes?
16 5 litres of paint cover an area of 30 m2.
(a) What area will 2 litres of paint cover? (b) How much paint is needed to cover 72 m2?
17 A school is organising three trips to the zoo.
Our trip is on Monday. Our trip is on Wednesday.
45 students are going. The total cost is £332.80.
The total cost is £468.

Our trip is on Tuesday.

25 students are going.
(a) How much does Tuesday’s trip cost?
(b) How many students are going to the zoo on Wednesday?
18 A 42-litre paddling pool is filled at the rate of 12 litres of water every 5 minutes.
How long will it take to fill the pool?
19 50 g of flour and 90 ml of milk are needed to make 8 biscuits.
(a) How much flour is needed to make 27 biscuits?
(b) How many biscuits can be made with 225 g of flour?
Some biscuits are made with 300 g of flour.
(c) How much milk is needed?
20 A piece of beef weighs 1.5 kg and costs £5.22.
How much would a piece of beef weighing 2.4 kg cost?
Give your answer to a suitable degree of accuracy.

l The ratio 3 : 2 is read ‘3 to 2’.

l A ratio is used only to compare quantities.
A ratio does not give information about the exact values of quantities being compared.
l To simplify a ratio divide both of the numbers in the ratio by the same number.
A ratio with whole numbers which cannot be simplified is in its simplest form.
All quantities in a ratio must have the same units before the ratio can be simplified.
For example, £2.50 : 50p  250p : 50p  5 : 1.
l When two different quantities are in the same ratio the two quantities are in direct proportion.
For example, the amount and cost of fuel bought by a motorist are in proportion.

Review Exercise 10 Do not use a calculator for questions 1 to 9.

1 A packet contains 5 white balloons and 15 red balloons.
What is the ratio of white balloons to red balloons in its simplest form?
2 A tin contains 21 nuts and 28 bolts.
What is the ratio of nuts to bolts in its simplest form?
3 A sewing box contains pins and needles in the ratio 4 : 1. There are 36 pins in the box.
How many needles are in the box?
4 In a class the ratio of students with dark hair to those with light hair is 3 : 2.
There are 18 students with dark hair.
How many students have light hair?

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5 A bag contains white buttons and red buttons in the ratio 1 : 2. 20

10
The bag contains 24 buttons.
How many white buttons are in the bag?

Ratio and Proportion

6 In a recipe for scones, the ratio of flour to fat is 4 : 1 and the ratio of flour to sugar is 8 : 1.
RECIPE FOR SCONES
50 g fat, … g flour, … g sugar
Copy and complete the recipe. Edexcel

San
d
San
d
San
d
San
d
San
d ent
Cem

Mortar is made by mixing 5 parts by weight of sand with 1 part by weight of cement.
How much sand is needed to make 8400 kg of mortar? Edexcel
8 Here are the ingredients for making 18 rock cakes.
270 g of flour 180 g of margarine 3 small eggs
180 g of sugar 240 g of mixed dried fruit
Mark wants to make 12 rock cakes.
(a) Write down how much of each ingredient he needs for 12 rock cakes.
Mark only has 450 g of margarine.
He has plenty of all the other ingredients.
(b) What is the greatest number of rock cakes he can make?
9 Tracey and Wayne share £7200 in the ratio 5 : 4.
Work out how much each of them receives. Edexcel

10 A plan is drawn on a scale of 2 cm represents 10 m.

Write this as a ratio in the form 1 : n, where n is a whole number. Edexcel

11 The cost of 5 metres of wire is £3.

What is the cost of 8 metres of the same wire? Edexcel

12 Three kilograms of apples cost £2.91.

What is the cost of two kilograms of apples?
13 During a money-raising appeal for charity, 367 290 metal cans were collected for recycling.
The cans were either steel or aluminium.
They collected 5 times as many steel cans as aluminium cans.
How many steel cans were collected?
14 Derek, Erica and Fred share £108 in the ratio 3 : 4 : 2.
Calculate the amount of money Erica gets. Edexcel
15 Car P and car Q travel from Amfield to Barton.
Car P averages 10 kilometres for each litre of petrol.
It needs 45 litres of petrol for this journey.
Car Q averages 4 kilometres for each litre of petrol.
Work out the number of litres of petrol car Q needs for the same journey. Edexcel
16 Miles, Rashid and Oliver share the cost of renting a flat in the ratio 4 : 3 : 2.
Miles pays £276 per month.
How much rent do they pay altogether each month for the flat?

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Speed and Other

CHAPTER
11 Compound Measures
Speed
Speed is a measurement of how fast something is travelling.
It involves two other measures, distance and time.
Speed can be worked out using this formula.
Distance
Speed

Time Speed can be thought of as the distance travelled in
one unit of time (1 hour, 1 second, …)
Speed can be measured in:
kilometres per hour (km/h), metres per second (m/s), miles per hour (mph), and so on.
Average speed
When the speed of an object is constant it means that the object doesn’t slow down or go faster.
However, in many situations, speed is not constant.
For example:
A sprinter needs time to start from the starting blocks
and is well into the race before running at top speed.
A plane changes speed as it takes off and lands.
In situations like this the idea of average speed can be used.
The formula for average speed is:
Total distance travelled
Average speed

Total time taken

The formula linking speed, distance and time can be rearranged and remembered as:

(average) speed
(total) distance  (total) time S
DT

(total) distance
(average) speed  (total) time D
ST
(total) time
(total) distance  (average) speed T
DS

1 Robert drives a distance of 260 km. His journey takes 5 hours.

What is his average speed on the journey?
Distance
260
Speed

5
260  5
52 km/h

Time
2 Lisa drives at an average speed of 80 kilometres per hour on a journey that takes 3 hours.
What distance has she travelled?
Distance
Speed  Time
80  3
240 km So in 3 hours she travels 240 km.
3 Lucy cycles at an average speed of 7 km/h on a journey of 28 km.
How long does she take?
Time
Distance  Speed
28  7
4 So her journey takes 4 hours.
4 A cheetah takes 4 seconds to travel 100 m.
What is the speed of the cheetah?
Distance
100
Speed

4
100  4
25 m/s

Time

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Exercise 11.1 Do not use a calculator.

20
11
1 John cycles 16 miles in 2 hours. What is his average speed in miles per hour?
2 Sue runs 21 km in 3 hours. What is her average speed in kilometres per hour?

Speed and Other Compound Measures

3 Joe swims 100 m in 4 minutes. What is his average speed in metres per minute?
4 Calculate the average speed for each of the following journeys in kilometres per hour.
Total distance travelled Total time taken
(a) 60 km 3 hours
(b) 100 km 2 hours
1
(c) 10 km 22 hours
5 Jackie runs 15 km in 112 hours. What is her average speed in kilometres per hour?
6 Beverley walks for 2 hours at an average speed of 4 km/h.
How many kilometres does she walk?
7 Howard cycles for 5 hours at an average speed of 6 miles per hour. How far does he cycle?
8 Aubrey runs at 6 km/h for 12 hour. How far does he run?
9 Calculate the total distance travelled on each of the following journeys.
Total time taken Average speed
(a) 3 hours 50 km/h
(b) 2 hours 43 km/h
1
(c) 
2 hour 80 km/h
10 Ahmed drives 30 miles at an average speed of 60 miles per hour.
How long does the journey take?
11 Lauren cycles 100 m at 5 metres per second. How long does she take?
12 A coach travels 75 km at an average speed of 50 km/h. How long does the journey take?
13 Calculate the total time taken on each of the following journeys.
Total distance travelled Average speed
(a) 30 km 10 km/h
(b) 80 km 40 km/h
(c) 210 km 60 km/h
14 Aimee cycles 27 km at 12 km/h. How long does she take?
15 Penny cycles to work at 18 km/h. She takes 20 minutes. How far does she cycle to work?
16 A train travels 100 km at an average speed of 80 km/h. How long does the journey take?
17 Bristol is 40 miles from Gloucester.
(a) How long does it take to cycle from Bristol to Gloucester at 16 miles per hour?
(b) How long does it take to drive from Bristol to Gloucester at 32 miles per hour?
18 A car travels 120 km in 2 hours.
(a) What is its average speed in kilometres per hour?
(b) How many hours would the car take to travel 120 km if it had gone twice as fast?
19 Liam drives for 60 km at an average speed of 40 km/h. He starts his journey at 9.50 am.
At what time does his journey end?

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Further problems involving speed

The Scottish Pullman travels from London to York, a distance of 302.8 km in 1 hour 45 minutes.
It then travels from York to Edinburgh, a distance of 334.7 km in 2 hours 30 minutes.
Calculate the average speed of the train between London and Edinburgh.
Total distance travelled
302.8  334.7
637.5 km
Total time taken
1 hr 45 mins  2 hr 30 mins
4 hr 15 mins
4.25 hours
637.5
Average speed
 4.25
150 km/h


Exercise 11.2
1 On the first part of a journey a car travels 140 km in 3 hours.
On the second part of the journey the car travels 160 km in 2 hours.
(a) What is the total distance travelled on the journey?
(b) What is the total time taken on the journey?
(c) What is the average speed of the car over the whole journey?
2 Lisa runs two laps of a 400 m running track.
The first lap takes 70 seconds. The second lap takes 90 seconds.
What is her average speed over the two laps?
3 Jenny sets out on a journey at 10.20 am.
She completes her journey at 1.05 pm. She travels a total distance of 27.5 km.
Calculate her average speed in kilometres per hour.
4 Harry drives for 40 km at an average speed of 60 km/h. He starts his journey at 9.50 am.
At what time does his journey end?
5 Sally cycles 38 km at an average speed of 23 km/h. She starts her journey at 9.30 am.
At what time does she finish? Give your answer to the nearest minute.
6 Chandni runs from Newcastle to Whitley Bay and then from Whitley Bay to Blyth.
Newcastle to Whitley Bay Time taken: 1 hr 20 min Distance: 20 km
Whitley Bay to Blyth Average speed: 0.2 km/min Distance: 12 km
(a) Calculate Chandni’s average speed over the whole journey.
(b) Chandni left Newcastle at 10.50 am.
At what time did she arrive in Blyth?
7 Angela, Ben and Cathy drive from London to Glasgow.
Angela takes 12 hours 30 minutes driving at an average speed of 64 km/h.
Ben drives at an average speed of 100 km/h.
(a) How long does Ben take?
Cathy takes 7 hours 12 minutes.
(b) What is Cathy’s average speed?
8 Ron runs 400 m in 1 minute 23.2 seconds.
Calculate his average speed in (a) metres per second, (b) kilometres per hour.
9 A cheetah runs at a speed of 90 km/h for 6 seconds.
How many metres does the cheetah run?
10 The distance from the Sun to the Earth is about 150 million kilometres.
It takes light from the Sun about 500 seconds to reach the Earth.
Calculate the speed of light in metres per second.

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Other compound measures

20
11
Density
Density is a compound measure because it involves The formula linking density, mass and volume
two other measures, mass and volume. can be rearranged and remembered as:

Speed and Other Compound Measures

The formula for density is: Mass
Volume

Density
Mass
Density
 Mass
Density  Volume
Volume

For example, if a metal has a density of 2500 kg/m3 then 1 m3 of the metal weighs 2500 kg.

1 A block of metal has mass 500 g and volume 400 cm3.

Calculate the density of the metal.
500
Density
400
1.25 g/cm
 3

2 The density of a certain metal is 3.5 g/cm3. A block of the metal has volume 1000 cm3.
Calculate the mass of the block.
Mass
3.5  1000
3500 g.

Population density
Population density is a measure of how populated an area is. The formula for population density is:
Population
Population density

Area

Cumbria has a population of 489 700 and an area of 6824 km2.

Surrey has a population of 1 036 000 and an area of 1677 km2.
Which county has the greater population density?
The population densities are:
489 700 1 036 000
Cumbria  6824
71.8 people/km . Surrey  1677
617.8 people/km .
2 2
 
Surrey has the greater population density.

Exercise 11.3
1 A metal bar has a mass of 960 g and a volume of 120 cm3.
Find the density of the metal in the bar.
2 A block of copper has a mass of 2160 g. The block measures 4 cm by 6 cm by 10 cm.
What is the density of copper?
3 A paperweight is made of glass. It has a volume of 72 cm3 and a mass of 180 g.
What is the density of the glass?
4 A silver necklace has a mass of 300 g. The density of silver is 10.5 g/cm3.
What is the volume of the silver?
5 A can in the shape of a cuboid is full of oil.
It measures 30 cm by 15 cm by 20 cm. The density of oil is 0.8 g/cm3.
What is the mass of the oil?

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6 A bag of sugar has a mass of 1 kg.

The average density of the sugar in the bag is 0.5g/cm3.
Find the volume of sugar in the bag.
7 A block of concrete has dimensions 15 cm by 25 cm by 40 cm.
The block has a mass of 12 kg. What is the density of the concrete?
8 A rectangular pane of glass measures 60 cm by 120 cm by 0.5 cm.
The density of glass is 2.6 g/cm3. What is the mass of the glass?
9 The population of Northern Ireland is 1 595 000.
The area of Northern Ireland is 13 483 km2.
Calculate the population density of Northern Ireland.
10 The table shows the total population, land area and the population densities for some
countries in Europe.
Population density
Country Area km2 Population people/km2
(a) Belgium ? 9 970 000 326.6
(b) France 543 960 56 700 000 ?
(c) UK 244 090 ? 235.2
Calculate the missing figures in the table.

l Speed is a compound measure because it involves two other measures.

l Speed is a measure of how fast something l In situations where speed is not constant,
is travelling. It involves the measures average speed is used.
distance and time. Total distance travelled
Distance Average speed

Speed
 Total time taken
Time
l The formula linking speed, distance and time can be rearranged and remembered as:
(average) speed
(total) distance  (total) time
(total) distance
(average) speed  (total) time
(total) time
(total) distance  (average) speed
l Two other commonly used compound measures are density and population density.
l Density is a compound measure which l Population density is a measure of how
involves the measures mass and volume. populated an area is.
Mass Population
Density
 Population density

Volume Area

Review Exercise 11 Do not use a calculator for questions 1 to 6.

1 The chart shows the distances in kilometres don
Lon ster
between some towns. he
Mrs Hill drove from Manchester to Southampton. 326 Manc
ld
She completed the journey in 4 hours. ffie
270 60 She pto
n
What was her average speed for the journey in m
tha
kilometres per hour? 129 376 334 Sou
2 A train travels 120 kilometres at an average speed of 80 kilometres per hour.
How long will the journey take?

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3 Mr Mogg took 5 hours to drive from Cardiff to Leeds. 20

11
His average speed was 48 miles per hour. What is the distance from Cardiff to Leeds?
4 Lorraine has a jet-ski ride. She travels at an average speed of 28 km/h for half an hour.

Speed and Other Compound Measures

How far does she travel?
5 A coach takes a quarter of an hour to travel 20 km on a motorway.
What is the average speed of the coach in kilometres per hour?
6 Alex cycles at an average speed of 12 miles per hour for 15 minutes. How far does she cycle?
7 Simon drives 9 miles to work. His journey takes 20 minutes.
What is Simon’s average speed in miles per hour?
8 A lorry travels from Middlesbrough to York in 114 hours. The distance is 50 miles.
Find the average speed of the lorry in miles per hour.
9 Kath has to drive 17 km to work. Calculate her average speed for the journey when she leaves
home at 0750 and gets to work at 0820.
10 Matt drove 120 miles at an average speed of 45 mph.
Calculate the time Matt took for the journey. Give your answer in hours and minutes.
11 Nick started his journey at 0945. He travelled 175 km at an average speed of 50 km/h.
At what time did his journey end?
12 Kelly cycles 36 kilometres in 4 hours 30 minutes.
Calculate her average speed in kilometres per hour.
13 Flik lives 2.4 km from school.
How many minutes does she take to walk to school if her average walking speed is 4 km/h?
14 Daniel leaves his house at 0700. He drives 87 miles to work.
He drives at an average speed of 36 miles per hour. At what time does Daniel arrives at work?
Edexcel
15 On Monday, Gareth drove from Swindon to Newcastle. The distance was 325 miles.
He left Swindon at 0800. He arrived in Newcastle at 1430.
(a) Work out Gareth’s average speed.
On Tuesday, Gareth left Newcastle at 1000 to drive back to Swindon.
He drove for 160 miles at an average speed of 64 miles per hour.
He stopped at a Service Station for one hour, before completing the journey.
He arrived in Swindon at 1630.
(b) Calculate Gareth’s average speed from the Service Station to Swindon. Edexcel
16 Arnold runs 400 m in 1 minute. What is his average speed in km/h?
17 Fred runs 200 metres in 21.2 seconds.
(a) Work out Fred’s average speed in metres per second.
Write down all the figures on your calculator display.
(b) Round off your answer to part (a) to an appropriate degree of accuracy. Edexcel
18 The mass of 5 m3 of copper is 44 800 kg.
(a) Work out the density of copper.
The density of zinc is 7130 kg/m3.
(b) Work out the mass of 5 m3 of zinc. Edexcel

19 Population
The population density of a country is given by the formula: Population density

Area
Find the population density of Greenland, which has an area of
2 180 000 square kilometres and a population of 56 000.

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Section Number
Review
Non-calculator Paper
Do not use a calculator for this exercise.
1 The winning numbers in the National Lottery one week were:
49 36 46 39 23 7
Write the numbers in order of size. Put the smallest one first. Edexcel

2 (a) (i) Write down the number fifty-two thousand four hundred and six in figures.
(ii) Write down fifty-two thousand four hundred and six to the nearest thousand.
(b) (i) Write down 10 292 in words.
(ii) Write down 10 292 to the nearest hundred. Edexcel

3 (a) What numbers are needed to complete these sums?

(i) 100
13  (ii) 44   100 (iii) 100
 39
40 200
(b) Work out. (i) 70  100 (ii) 950  100 (iii)  1000
4 (a) Richard has a dental appointment at 1425.
What time is his appointment using the 12-hour clock?
(b) Richard leaves home at 1345.
He gets to the dentist at 1417.
How long did his journey take?
5 How much bigger is 72  3 than 72  4?
6 The table shows the distances between towns in miles.
Dover
347 Holyhead
77 263 London
290 347 215 Plymouth
274 190 209 340 York

(a) Give the distance from Dover to Holyhead to the nearest hundred miles.
(b) A lorry travels from Dover to London and then from London to York.
How far does it travel altogether?
7 Work out.
(a) 528  273 (b) 342
159 (c) 16
4  3 (d) 12  4  2
8 A bus can hold a maximum of 73 people.
Work out the maximum number of people that 7 buses can hold. Edexcel

9 Navroop bought 6 theatre tickets.

The total cost was £117.
Each ticket cost the same.
Work out the cost of each ticket. Edexcel

10 (a) Place these numbers in order of size, smallest first.

0.9
3 2
1 2.5
(b) What is the sum of the numbers in part (a)?

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11 Jean buys these three items. 20

SR
(a) What is the total cost of these items? SUGAR
(b) Jean pays with a £5 note. 1 Pints

How much change does she get?

Section Review: Non-calculator Paper

£1.49 36p 73p

12

(a) What fraction of this shape is shaded? Give your answer in its simplest form.
(b) What percentage of this shape is not shaded?
13 Miriam gave her mother two £5 notes.
Miriam said, “This is 14 of my day’s pay.”
Work out Miriam’s pay that day. Edexcel
14 The table shows the midday temperature in two cities on one day.
London 3°C Moscow
8°C
(a) How much colder is Moscow than London?
(b) Paris is 5°C colder than London.
What is the temperature in Paris?
15 (a) Round 67 to the nearest 10.
(b) Write down an estimate for the value of 67  4.2. Edexcel
16 A school hall is used for a play.
(a) For the Friday evening performance, 25 rows of chairs are put out.
Each row has 22 chairs.
How many people can be seated?
(b) For the Saturday evening performance, 625 people have bought tickets.
How many whole rows of 22 seats are needed altogether? Edexcel
17 (a) Lyn writes down the number 26 589.
What is the value of the 6 in Lyn’s number?
(b) Brian writes down these five numbers:
9, 8, 6, 5, 2.
(i) Which number is a factor of 4?
(ii) Which numbers are prime numbers?
(iii) Which number is a square number?
(iv) Which number is a cube number?
(v) Use all five numbers to write down the smallest even number you can.

18 (a) Hamish buys 3 cups of tea and 2 slices of cake.

What is the total cost? Café
(b) Hamish pays with a £10 note. Tea 95p
How much change does he get?

Slice of cake £1.35

19 In a shop the normal price of a jacket is £60.

The cost of the jacket in a sale is 34 of the normal price.
(a) Work out 34 of £60.
(b) Darren has to travel 18 of a mile to the shop.
Write 18 as a decimal. Edexcel

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20 (a) Write these four decimals in order of size.

0.3 0.06 0.058 0.26
Start with the smallest decimal.
(b) Write 0.3 as a fraction.
(c) Work out. (i) 0.3
0.26 (ii) 0.058  100 Edexcel
21 On Monday morning a dentist treated 20 patients.
1
(a) 
4 of the patients had a check-up.
How many of the patients had a check-up?
(b) 10 patients had a filling.
What fraction of the patients had a filling?
Give your answer in its simplest form.
(c) 130 of the patients were children.
How many patients were children?
22 Work out. 11
5 Edexcel
12 6

23 (a) Write down the value of: (i) 72 (ii) 兹8苶1苶 (iii) 53
(b) Which of the numbers
2, 4, 6, 8, 9 and 24
are common factors of 12 and 36?
24 Steven pays 96 pence for 3 oranges and 2 grapefruit.
A grapefruit costs 27 pence.
How much is an orange?
25 A garage charges £36 per hour.
What is the charge for a job which takes 1 hour 20 minutes?
26 (a) Write down the numbers you could use to get an approximate answer to 59  32.
(b) Write down your approximate answer.
(c) Find the difference between your approximate answer and the exact answer. Edexcel
27 Tickets for a concert cost £27 each. 234 people go to the concert.
How much money is paid for tickets?
28 In a survey, 500 people were questioned about things they recycled.
(a) 25% of the people said they recycled paper.
How many people is this?
(b) 170 of the people said they recycled bottles.
How many people is this? Edexcel
29 Find the Simple Interest on £500 invested for 2 years at 6% per year.

30 The newspaper heading is given to the nearest thousand.

What is the smallest possible size of the audience?

31 Maggie has 38.7 kg of luggage.

She can take 20 kg of luggage onto a plane free of charge.
Maggie has to pay £6.50 for every kilogram, or part of a kilogram, of luggage over 20 kg.
Work out how much she has to pay. Edexcel

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32 Azia and Jean answered the same question. 20

SR
Azia said that 5  3  (6
4) is 11. 5 + 3 × (6 – 4)
Jean said that 5  3  (6
4) is 16.

Section Review: Non-calculator Paper

Explain who is correct.
Edexcel

33 Using the information that 38  323  12 274 find the value of

(a) 0.38  323 (b) 12 274  380 (c) 37  323 Edexcel

34 Tigers Cheetahs

Admission: £2.40 Admission: £2.70

Special Offer Special Offer
1 off
20% off 3

Jugdev pays to see the Tigers.

It normally costs £2.40 but there is 20% off the price.
(a) Work out how much he pays.
Jugdev then pays to see the Cheetahs.
It normally costs £2.70 but there is 13 off the price.
(b) Work out how much he pays. Edexcel

35 (a) Work out 23  兹1 苶0苶0苶.

(b) Which number is smaller, 33 or 52?
Show all your working.
36 John pays £3.24 for 200 g of jelly babies and 300 g of toffees.
100 g of jelly babies cost 48p.
What is the cost of 100 g of toffees?
37 Ester is given £15 pocket money.
She spends 16 on magazines and 25 of the remainder on a trip to the cinema.
(a) How much did it cost to go to the cinema?
(b) What fraction of her pocket money has she got left?
Give your answer in its simplest form.
38 Find the value of:
9
(a) 105 (b) 兹4
苶9苶 (c) 82  23 (d) 0.1  0.9 (e) 
20 as a decimal
39 3 metres of ribbon cost £2.52.
Work out the cost of 5 metres of the same ribbon. Edexcel

40 (a) Write these fractions in order, smallest first.

1 1 1 2 3 2

2 4 3 5 4 3

(b) Write down a fraction that lies between 23 and 45.
(c) Work out.
2
(i) 
3  45 (ii) 2

3 of 45 (iii) 4

5 8 (iv) 2

3  45

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41 The number of spaces is given to the nearest ten. Parking

What is the minimum and maximum possible number of spaces? 400 spaces
42 9  5
9 3
(a) Write  94 as a single power of 9.
(b) Write 6.5  105 as an ordinary number.
43 Mrs Jones shared £357 between her two children in the ratio 1 : 6.
She gave the bigger share to Matthew.
Work out how much money she gave to Matthew. Edexcel

44 (a) What is the reciprocal of 2?

6.1352
(b) Use approximations to estimate the value of .
0.595
45 Red tulips and yellow tulips are used for a flower display.
The display uses 40 tulips.
The ratio of red tulips to yellow tulips is 3 : 5.
How many tulips are red?
46 Janet invests £50 in a building society for one year.
The interest rate is 6% per year.
(a) How much interest, in pounds, does Janet get?
Nisha invests £60 in a different building society.
She gets £3 interest after one year.
(b) Work out the percentage interest rate that Nisha gets. Edexcel

47 The volume of a metal prism is 30 cm3. The mass of the prism is 210 g.
What is the density of the metal in g/cm3?
48 Brass is made up of copper and zinc.
Every 100 grams of brass contains 20 grams of zinc.
(a) Work out the weight of zinc in 60 grams of brass.
Brass contains 4 parts by weight of copper to 1 part by weight of zinc.
(b) Work out the weight of copper in 350 grams of brass. Edexcel

49 Andi tells Cato:

“When driving your car, if you increase your speed by 10% and then decrease your speed by
10% you will be travelling at a slower speed than you were to begin with.”
Is he correct? Explain your answer.
50 A train completes a journey of 210 km in 21 hours.
2
What is the average speed of the train in kilometres per hour?
51 (a) Find the highest common factor of 75 and 90.
(b) Find the least common multiple of 75 and 90. Edexcel

52 Are these statements true or false?

A: The product of two prime numbers is always a prime number.

B: The sum of two consecutive numbers is always odd.
Explain each answer.
53 Ben bought a car for £12 000.
Each year the value of the car depreciated by 10%.
Work out the value of the car two years after he bought it.
Edexcel

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Section Number
Review
Calculator Paper
You may use a calculator for this exercise.
1 (a) Write fifty-five thousand and eighty-one in figures.
(b) Write the number 12 340 in words.
(c) Round 17.49 to the nearest integer. Edexcel

2 Crisps cost 34p per packet.

A bottle of orange juice costs £1.28. 1.5 litre
GE
Michelle buys 3 packets of crisps and one bottle of orange juice. AN
OR ICE
JU
She pays with a £10 note. £1.28

Work out how much change she should get.

Edexcel
3 Christine needs 160 tiles for a room.
Tiles are sold in boxes.
There are 12 tiles in each box.
Work out the least number of boxes of tiles that Christine needs. Edexcel

4 The temperatures in six cities one day in February were:

7°C 11°C ⫺3°C 5°C 0°C ⫺4°C
(a) Which temperature is the coldest?
(b) Which temperature is the warmest?
5 Rosie gets on a bus at 1745 and gets off the bus at 1806.
(a) How long was she on the bus?
(b) What time did she get off the bus using the 12-hour clock?
6 Bob’s basic rate of pay is £6.20 per hour.
Overtime is paid at time and a half.
One week Bob works 3 hours overtime.
How much is Bob paid for his overtime?
7 Write 86.739
(a) to the nearest whole number, (b) to one decimal place.
8 Here are six numbers.
8 9
75% ᎏᎏ
10
ᎏᎏ
12 0.75 66ᎏ23ᎏ % 6
ᎏᎏ
8

Which two of these numbers are not equal to ᎏ34ᎏ ? Edexcel

9 Mr Johnson works out the cost of the gas he used last year.
At the start of the year, the gas meter reading was 8569 units.
At the end of the year, the gas meter reading was 9872 units.
Each unit of gas he used cost 44p.
Work out the total cost of the gas he used last year. Edexcel

10 Every day, a quarter of a million babies are born in the world.

(a) Write a quarter of a million using figures.
(b) Work out the number of babies born in 28 days.
Give your answer in millions. Edexcel

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11 Here is part of a railway timetable.

Manchester 0753 0917 1035 1117 1330 1436 1626
Stockport 0801 0926 1043 1125 1338 1446 1639
Macclesfield 0823 0938 1058 1138 1352 1458 1703
Congleton 0831 — — 1149 — 1507 1710
Kidsgrove 0837 — — — — — 1716
Stoke-on-Trent 0849 1000 1123 1203 1412 1519 1733

(a) A train leaves Manchester at 1035.

At what time should this train arrive in Stoke-on-Trent?
(b) Doris has to go to a meeting in Stoke-on-Trent.
She will catch the train in Stockport.
She needs to arrive in Stoke-on-Trent before 2 pm for her meeting.
Write down the time of the latest train she can catch in Stockport.
(c) How many minutes should it take the 1436 train from Manchester to get to
Stoke-on-Trent?
(d) The 1436 train from Manchester to Stoke-on-Trent takes less time than the 1626 train
from Manchester to Stoke-on-Trent.
How many minutes less? Edexcel

12 Janet goes on holiday to Spain.

The exchange rate is £1 ⫽ 1.6 euros.
(a) She changes £150 into euros.
How many euros should Janet get?
(b) Janet comes back home.
She changes 15 euros back into pounds.
The exchange rate is the same.
How much money should she get?
Give your answer to the nearest penny. Edexcel

13 A school has 1200 pupils. 575 of these pupils are girls.

ᎏ2ᎏ of the girls like sport.
5

ᎏ3ᎏ of the boys like sport.

5

Work out the total number of pupils in the school who like sport. Edexcel
14 Mark has a market stall.
(a) He sells apples at 56p for each kilogram.
Bianca buys 4 kilograms of apples.
She pays for her apples with a £5 note.
How much change should she get?
(b) Mark bought 25 melons for his stall.
He paid £16 for 25 melons.
Work out the price Mark paid for each melon.
(c) Two of the melons were bad.
Mark sold the other 23 melons for 149p each.
Work out the total amount for which Mark sold the melons.
(d) Mark usually sells oranges for 40p each.
He reduces the price to ᎏ78ᎏ of this.
Work out the new price of an orange.
(e) Mark bought his potatoes for 30p for each kilogram.
He sold the potatoes and made a profit of 40%.
At what price did Mark sell the potatoes? Edexcel

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15 (a) Find the positive square root of 2.56. 20

SR
7 3
(b) Write these numbers in order of size: 0.4, ᎏᎏ,
15 35%, ᎏᎏ.
7
Start with the smallest number. Edexcel

Section Review: Calculator Paper

16 To cook a leg of lamb, allow 25 minutes per 0.5 kg plus 25 minutes.
Dexter wants a leg of lamb, weighing 1.5 kg, to be cooked by 1 pm.
At what time should he put the lamb in the oven?
17 A gas bill is £112.40 plus VAT at 5%.
Calculate the VAT charged.
18 A year ago Joan weighed 84 kg. She now weighs 5% less.
Calculate her weight now. Give your answer to a suitable degree of accuracy.
19 Laura buys 18 cartons of juice.
She pays with a £10 note. She gets £2.98 change.
How much is each carton of juice?
20 (a) Calculate the exact value of 43 ⫻ 33.
(b) Find the reciprocal of 7. Give your answer correct to 3 decimal places.
21 Write the ratio 12 : 16 in its simplest form. Edexcel

22 (a) Alika pays £6.46 for some cheese.

She buys 0.3 kg of Brie and 0.5 kg of Stilton.
The Brie costs £7.20 per kilogram.
How much per kilogram is Stilton?
(b) The weights and prices of two pots of natural yogurt are shown.

145 g 250 g
39 pence 66 pence

Which pot is better value for money? Show all your working.
23 A shop has a sale of jackets and shirts.
In the sale there are a total of 120 jackets and shirts.
Shirts are to be sold at a price of £8.00 plus VAT at 17ᎏ12ᎏ %.
(a) What is the cost of buying one shirt, including the 17ᎏ12ᎏ % VAT?
The jackets and shirts are in the ratio 5 : 3.
(b) Work out the number of jackets.
(c) Calculate the percentage that are shirts. Edexcel

24 How much more is paid when the motorboat is bought on credit terms instead of cash?

MOTOR
BOAT
Cash price...£12 800
Credit terms...
Deposit of 30% of cash price
plus 36 monthly payments of £295

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25 (a) Use your calculator to work out (2.3 ⫹ 1.8)2 ⫻ 1.07.

Write down all the figures on your calculator display.
(b) Put brackets in the expression 1.6 ⫹ 3.8 ⫻ 2.4 ⫻ 4.2 so that its value is 45.024.
Edexcel
26 Fred has a recipe for 30 biscuits.
Here is a list of ingredients for 30 biscuits.

Self-raising flour . . . 230 g

Caster sugar. . . . . . . 100 g
Butter . . . . . . . . . . . . 150 g
Eggs . . . . . . . . . . . . . 2

Fred wants to make 45 biscuits.

(a) Write a new list of ingredients for 45 biscuits.
The recipe gives the baking temperature as 350° Fahrenheit, F.
A modern oven shows baking temperature in Celsius, C.
5(F ⫺ 32)
(b) Use the formula C ⫽ ᎏᎏ to change 350° Fahrenheit to Celsius.
9
Give your answer correct to the nearest degree.
Gill has only 1 kilogram of self-raising flour.
She has plenty of the other ingredients.
(c) Work out the maximum number of biscuits that Gill could bake. Edexcel

27 Mr Trim earns £5970 per year.

He has a tax allowance of £4895 per year and tax is paid at 10p in the £ on his taxable income.
How much tax does he pay per year?
28 Simon repairs computers.
He charges £56.80 for the first hour he works on a computer and
£42.50 for each extra hour’s work.
Yesterday Simon repaired a computer and charged a total of £269.30.
(a) Work out how many hours Simon worked yesterday on this computer.
Simon reduces his charges by 5% when he is paid promptly.
He was paid promptly for yesterday’s work on the computer.
(b) Work out how much he was paid. Edexcel

29 The table gives information about Year 10 and Year 11 at Mathstown School.

Number of girls Number of boys

Year 10 108 132
Year 11 90 110
(a) Work out the percentage of students in Year 10 who are girls.
Mathstown School had an end-of-term party.
40% of the students in Year 10 and 70% of the students in Year 11 went to the party.
(b) Work out the percentage of all the students in Years 10 and 11 who went to the party.
Edexcel
30 Work out the Simple Interest on £530 at 4.5% per annum after 3 years. Edexcel

31 John says, “For all prime numbers, n, the value of n 2 ⫹ 3 is always an even number.”
Give an example to show that John is not correct. Edexcel

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32 20
SR
EXCHANGE RATES
£1 WILL BUY
GERMANY . . . 1.40 EUROS UNITED STATES . . . 1.80 DOLLARS

Section Review: Calculator Paper

The same computer can be bought in Germany and in the United States.
In the United States it costs 950 dollars.
In Germany it costs 9% more.
How much does it cost to buy the computer in Germany?
Give your answer, in euros, to a suitable degree of accuracy.
6.27 ⫻ᎏ
33 Use you calculator to work out the value of ᎏ 4.52
4.81 ⫹ 9.63
(a) Write down all the figures on your calculator display.
(b) Write your answer to part (a) to an appropriate degree of accuracy. Edexcel

34 Wyn has 600 yo-yo’s to sell.

He sells ᎏ35ᎏ of them at £2 each.
He then reduces the price of the remaining yo-yo’s by 40%.
In the end he is left with 24 damaged yo-yo’s which he cannot sell.
Wyn paid £500 for the yo-yo’s.
Find the percentage profit which he made on the sale of these yo-yo’s.

5.8 ⫻ 兹
35 Calculate ᎏ 2苶1苶.4
苶8苶
ᎏ . Give your answer to one decimal place.
兹1苶2苶
36 Find the value of 2.23. Edexcel

37 (a) 19.8 2
Use your calculator to find the value of ᎏ ᎏ
7.19 ⫹ 2.73
(b) Show how you can use approximation to check your answer.
38 A farm has 427 acres of land. 135 acres are used for grazing.
What percentage of the land is used for grazing?
39 Find the highest common factor of 36 and 54. Edexcel

40 Ann and Bob shared £240 in the ratio 3 : 5.

Ann gave a half of her share to Colin.
Bob gave a tenth of his share to Colin.
What fraction of the £240 did Colin receive? Edexcel

41 A car takes 27 minutes to travel 45 km along a motorway.

What is the speed of the car in kilometres per hour?
42 Starting with 43 ⫽ 64, use trial and improvement to find the cube root of 104 correct to 1 d.p.
Show all your working.
43 A can of drink costs 32p.
The cost of the can of drink is increased to 38p.
Jenny calculates that this is a percentage increase of 19%.
Is Jenny’s percentage correct?
You must show how you reached your decision. Edexcel

44 A gold bar has a mass of 1 kilogram.

The density of gold is 19.3 g/cm3.
What is the volume of the gold?

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CHAPTER
12 Introduction to Algebra
Algebra is sometimes called the language of Mathematics.
Algebra uses letters in place of numbers.
A class of children line up. We cannot see how many
children there are altogether because of a tree.
We can say there are n children in the line.
The letter n is used in place of an unknown number.

Three more children join the line.

There are now n
3 children in the line.

This picture shows two lines of n children.

So, there are n
n or 2  n children altogether.
The simplest way to write this is 2n.

Both n
3 and 2n are examples of algebraic expressions.

Exercise 12.1 Write algebraic expressions for each of the following questions.
1 There are n children in a queue. 4 more children join the queue.
How many children are in the queue now?
2 There are n children in a queue. 3 children leave the queue.
How many children are left in the queue?
3 There are 3 classes with n children in each class.
How many children are there altogether?
4 I have m marbles in a bag. I put in another 6 marbles.
How many marbles are now in the bag?
5 I have m marbles. I lose 12 marbles.
How many marbles do I have left?
6 I have 8 bags of marbles. Each bag contains m marbles.
How many marbles do I have altogether?
7 There are p pencils in a pencil case. I take one pencil out.
How many pencils are left in the pencil case?
8 There are p pencils in a pencil case. I put in another 5 pencils.
How many pencils are now in the pencil case?
9 I have 25 pencil cases. There are p pencils in each pencil case.
How many pencils do I have altogether?

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10 I have 6 key rings. There are k keys on each key ring. 20

12
How many keys do I have altogether?
11 What is the cost of b biscuits costing 5 pence each?

Introduction to Algebra
12 Three cakes cost a total of c pence.
What is the cost of one cake?
13 Five kilograms of apples cost a pence.
What is the cost of one kilogram of apples?
14 A group of 36 students are split into g groups.
How many students are in each group?
15 There are t toffees in a tin.
How many toffees are there in (a) 2 tins, (b) 10 tins?

Expressions and terms

Consider this situation:
2n students start a typing course.
3 of the students leave the course. Note:
How many students remain on the course? A term includes the sign,
or .
2n has the same value as
2n.
2n  3 students remain.
2n  3 is an algebraic expression, or simply an expression.
An expression is just an answer made up of letters and numbers.

2n and 3 are terms of the expression.

Simplifying expressions
Adding and subtracting terms
You can add and subtract terms with the same letter. Note that:
This is sometimes called simplifying an expression. A simpler way to write 1d is just d.
a
a  2a 6a  2a  4a 1d can be written as d.
5k
3k  8k 2d  3d  d
3p
5
p  1  4p
4 4x  4x  0 0d is the same as 0.
6
a cannot be simplified. Just as with ordinary numbers,
5p  2q cannot be simplified. you can add terms in any order.
x 2
x cannot be simplified. a  2a
5a  a
5a  2a  4a
ab
ba  2ab

Write down an expression for the perimeter of this shape. Give your answer in its simplest form.
Perimeter is the total distance round the outside of the shape.
y
2x  1
2y
2x
3 2x – 1
Imagine that each term is written on a separate card.

y
2x 1
2y
2x
3 2y
y
The cards can be arranged in any order.

2x
2x
y
2y
3 1
2x + 3
Simplify this expression to get: 4x
3y
2
The perimeter of the shape is 4x
3y
2.

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Exercise 12.2
1 Write simpler expressions for the following.
(a) y
y (b) c
c
c (c) x
x
x
x
x
(d) p
p
p
p
p
p
p (e) t
t
t  t (f) d
d
dd
d
(g) 2n
n (h) 2y
3y (i) 5g
g
4g
(j) 2m
5m
m (k) 5z
4z
z
3z (l) 5r  3r
(m) 7t  2t (n) 5y  y (o) 5j
2j  4j
(p) 9c  2c  3c (q) 3x  x
5x (r) 12w  7w  4w
(s) 5d
7d  12d (t) 2y  3y (u) 3x  8x
(v) 2a  5a  12a
a (w) 3b
5b  4b
2b (x) m  2m
3m

2 Write an expression for the perimeter of each shape.

Give each answer in its simplest form.
(a) (b) (c) (d)
x 2a
u 2u
2y 3y
x x a a

x 4y u
2a 2u
3 Which of these expressions cannot be simplified?
Give a reason for each of your answers.
(a) v
v (b) v
4 (c) 2v
v
4 (d) v
w

4 Simplify where possible.

(a) 5x
3x
y (b) w
3v  v (c) 2a
b  3b
(d) 2x
3y
3x (e) 5
7u  2 (f ) p
3q
q
(g) 3d  5c  2c (h) 3y
1  y (i) a
b
2a
(j) 3m
n
m (k) 5c
4c  d (l) 2x
y  x
(m) p
4p
3p (n) 5  9k
4k (o) 2a  a
3

5 Simplify where possible.

(a) 3a
5a
2b
b (b) p
2q
2p
q (c) m
2m  n
3n
(d) 2x
3y  x  5y (e) 3x  x
5y  2y (f ) 2d
5  d  2
(g) 3a  5a
2b
b (h) a  2a
7
a (i) 2a  b
3b  a
(j) f
g  f  g (k) 2v  w  3w  v (l) 7  2t  9  3t
(m) p
3q  3p
q (n) 5  9k  4
2k (o) 2c
d
4  c  2d
7

6 Write down an expression for the perimeter of each shape.

Give each answer in its simplest form.
(a) (b) (c) (d) 3
x+1 2a
2y 2y
x+y
x x 3b 3b
x–y
2a x 3 3
x+1 2y
7 Simplify.
(a) xy
yx (b) 3pq  qp (c) 5ab  2ba
(d) 3x 2  x 2 (e) 5y 2
4y 2 (f ) a 2
5a 2  2a 2
(g) d 2  2g 2  g 2
d 2 (h) 3t 2
t
2t 2  2t (i) 3m 2  4m 2
7m  m
(j) p 2  2p
p 2
p

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Multiplying and dividing terms

6  a  6a a  b  ab x  2  2x b  b  b  b3 8a  2  4a 20
12
5  2a  10a 3x  y  3xy x  x  x2 5c  4c  20c 2 9x  x  9

Introduction to Algebra
Find an expression for the area of this rectangle. 3d
Area  length  breadth
 3d  d d

The simplest way to write an expression for the area is 3d 2.

Exercise 12.3
1 Write these expressions in a simpler form.
(a) 3  a (b) 7  b (c) 24c (d) 33d
(e) e  4 (f) f  8 (g) 3  2p (h) 3q  5
(i) r  r (j) g  g (k) 2g  g (l) 2g  3g
(m) t  4t (n) 3t  4t (o) 5u  3u (p) 3m  5m
(q) 3d  3d (r) 5x  3x (s) 4y  3y (t) 3k  2k
2 Simplify.
(a) 3  (y) (b) y  (5) Remember:
(c) (2)  (y) (d) 3  (2y) 2  (x)  2x
(e) t  (t) (f ) 2t  (t) (2)  (x)  2x
(g) (2t)  5t (h) (2t)  (5t)
3 Simplify.
(a) 10a  2 (b) 16b  4 (c) 12x  x (d) 20y  y
(e) 8y  4 (f) 8y  y (g) 8y  4y (h) 18p  p
(i) 18p  6 (j) 18p  6p (k) 18k  2k (l) 18a  3a
(m) 28g  7g (n) 10m  2m (o) 20t  5t (p) 27x  3x
4 Simplify.
(a) 6y  (3) (b) (6y)  2
Remember:
(c) (5m)  5 (d) (5m)  (5) 2x  (2)  x
(e) 3a  (1) (f) (10d )  2 (2x)  2  x
(g) 6g  (2) (h) (3k)  3 (2x)  (2)  x
5 Simplify.
(a) a  b (b) xy (c) yy (d) 2pq
(e) 2  a  a (f) 3xy (g) 3a2b (h) 3g4h
(i) 2  d  3  d (j) 3g  g (k) a  5b (l) 2g  3h
(m) a  b  c (n) mmm (o) 2ddd (p) ggg3
(q) 2x  3x  x (r) 5m  m  2n (s) 3a  b  c (t) 2p  3q  3r
6 Write an expression for the area of each shape. Give each answer in its simplest form.
(a) (b) (c) 3g (d) 5y
a 4x

a x 2g 2y

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Multiplying and dividing algebraic expressions with powers

a 2 and b 3 are examples of algebraic expressions with powers.
The rules for multiplying and dividing powers of the same number can be used to simplify algebraic
expressions involving powers.

1 Simplify a 2  a 3
a 2 means a  a a 3 means a  a  a When multiplying:
a  a  (a  a)  (a  a  a)  a
2 3 5 powers of the same base are added.
In general: a m  a n  a m
n
a 2  a 3  a 2
3  a 5
2 Simplify b 5  b 3
b5 bbbbb When dividing:
b5  b3  
b3 

bbb  b2
powers of the same base are subtracted.
b 5  b 3  b 53  b 2 In general: a m  a n  a mn

Exercise 12.4
1 Simplify.
(a) y 2  y (b) t 3  t 2 (c) a 3  a 3 (d) g 7  g 3
(e) x 3  x 8 (f) m 2  m 5 (g) k  k 4 (h) h 3  h 5
2 Simplify.
(a) y 3  y (b) a 4  a 3 (c) x 5  x 5 (d) t 7  t 3
(e) g  g 2 (f) h 3  h 5 (g) x 8  x 5 (h) m 3  m 4
3 Simplify.
(a) a  b  a 2 (b) m  m 3  n 2 (c) 2y  y 2 (d) 3d 2  2d 3
(e) a 2 b 2  a 3 (f) 6b 3  b (g) 10m 3  2m 3 (h) 12a 5  3a
4 Simplify.
t3 g2 m2  m y2  y3
(a) 2 (b) 3 (c)  (d) 
t g m 4
y
y  y3 m2  m3 2t 3  t 6g 5  g
(e)  (f)  (g)  (h) 
y2 m6 t2 2g 3

Brackets
Some expressions contain brackets. 2(a
b) means 2  (a
b).
You can multiply out brackets in an expression either by using a diagram or by expanding.
To multiply out 2(x
3) using the diagram method:
2(x
3) means 2  (x
3).
This can be shown using a rectangle. x+3
The areas of the two parts are 2x and 6.
2 2x 6
The total area is 2x
6.
2(x
3)  2x
6
x 3
To multiply out 2(x
3) by expanding:
2(x
3)  2  x
2  3
 2x
6
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20
12
1 Multiply out the bracket 3(4a
5).
4a + 5

Introduction to Algebra
Diagram method
3(4a
5)  12a
15 3 12a 15

Expanding 4a 5
3(4a
5)  3  4a
3  5
 12a
15

2 Expand x(x  5).

x  x  x 2 and x  5  5x
x(x  5)  x 2  5x

Exercise 12.5
1 Use the diagrams to multiply out the brackets.
(a) x+5 (b) a+6 (c) y+3
x 5 a 6 y 3
2 3 4
2(x + 5) = . . . 3(a + 6) = . . . 4(y + 3) = . . .

(d) 2a + 1
(e) 3y + 2
(f)
a+b
2a 1 3y 2 a b
2 2 3
2(2a + 1) = . . . 2(3y + 2) = . . . 3(a + b) = . . .

2 Draw your own diagrams to multiply out these brackets.

(a) 3(x
2 ) (b) 2(y
5) (c) 2(2x
1) (d) 3(p
q)
3 Match the pairs of cards.
2(q
2) 2(q  1) 2(2q
1) 2(2  q)

4q
2 4  2q 2q
4 2q  2

4 Use the diagrams to multiply out the brackets.

(a) a+1 (b) 2+d (c) 2x + 1
a 1 2 d 2x 1
a d x
a(a + 1) = . . . d(2 + d) = . . . x(2x + 1) = . . .

5 Multiply out the brackets by expanding.

(a) 2(x
4) (b) 3(t  2) (c) 4(5  a) (d) 5(3  2d)
(e) 6(b
2c) (f ) 3(2m  5n) (g) x(x
3) (h) t(t  3)
(i) g(2g
3) ( j) m(2  3m) (k) t(3t
5) (l) m(m  n)

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To simplify an expression involving brackets:

l Remove the brackets.
l Simplify by collecting like terms together.
3(t
4)
2
Remove the brackets
 3t
12
2
Simplify
 3t
14

6 Multiply out the brackets and simplify.

(a) 2(x
1)
3 (b) 3(a
2)
5 (c) 6(w  4)
7
(d) 4
2(p
3) (e) 3
3(q  1) (f) 1
3(2  t)
(g) 4(z
2)
z (h) 5(t
3)
3t (i) 3(c  2)  c
(j) 2a
3(a  3) (k) y
2( y  5) (l) 5x
3(2  x)
(m) 4(2a
5)
3 (n) 2x
4(3x  3) (o) 3( p  5)  p
4
(p) 3a
2(a
b) (q) 3(x
y)  2y (r) 2( p  q)  3q
(s) 2x
x(3  x) (t) a(a  3)
a (u) y(2  y)
y 2

7 Remove the brackets and simplify.

(a) 2(x
1)
3(x
2) (b) 3(a
1)
2(a
5) (c) 4( y
2)
5( y
3)
(d) 2(3a
1)
3(a
1) (e) 3(2t
5)
5(4t
3) (f) 3(z
5)
2(z  1)
(g) 7(q  2)
5(q
6) (h) 5(x
3)
6(x  3) (i) 8(2e  1)
4(e  2)
(j) 2(5d
4)
2(d  1) (k) m(m  2)
m(2m  1) (l) a(3a
2)
a(a  3)

8 Multiply out the brackets and simplify.

(a) 3(x
2) (b) 3(x  2)
(c) 2(y  5) (d) 2(3  x)
(e) 3(5  y) (f) 4(1
a) Remember:
(g) 5  2(a
1) (h) 5d  3(d  2) (2)  (
3)  6
(i) 4b  2(3
b) (j) 3(2p
3) (2)  (3) 
6
(k) 5m  2(3
2m) (l) 2(3d  1)  d
3
so, 2(x
3)  2x  6
(m) a(a  2) (n) 2d  d(1
d) and 2(x  3)  2x
6
(o) x 2  x(1  x)
x (p) 3g(2g
3)
(q) t  2t(3  3t)
2
(r) 2m  2m(m  3)

9 Expand the brackets and simplify.

(a) 2(a
1)  (3  a) (b) 3(y  1)  2( y
1) (c) 2(1
m)  3(1  m)
(d) 5(x  2)  2(x  3) (e) 2(5
d)  3(3
d) (f) 4(t  1)  3(t
2)
(g) 3(2m
1)  2(m  3) (h) 4(2x  3)  3(3x
2) (i) 2(4
3a)  3(4a  5)

More brackets
This method can be extended to multiply out (x
2)(x
3). x+3
x 3
The areas of the four parts are: x 2, 3x, 2x and 6.
(x
2)(x
3)  x 2
3x
2x
6 x x² 3x
Collect like terms and simplify (i.e. 3x
2 x  5x) x+2
 x 2
5x
6 2 2x 6

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x –5 20
12
1 Expand (x
3)(x  5). x x² – 5x

Introduction to Algebra
The diagram method works with negative numbers.
(x
3)(x  5)  x 2  5x
3x  15 3 3x –15
 x 2  2x  15
2 Expand (x  1)(x
3).
As you become more confident you may not need a diagram to expand the brackets.
2
1 1 x  x  x2
2 x  3  3x
(x  1)(x
3) 3 1  x  x
3 4 1  3  3
4
(x 1)(x
3)  x
3x  x  3
2

 x 2
2x  3

Exercise 12.6
Questions 1 to 9. Use diagrams to multiply out the brackets.
1 (x
3)(x
4) 2 (x
1)(x
5) 3 (x  5)(x
2)
4 (x
1)(x  2) 5 (x  2)(x  6) 6 (x
1)(x
2)
7 (x
2)(x
3) 8 (x
2)(x  3) 9 (x  2)(x  3)
Questions 10 to 24. Expand the following brackets. Only draw a diagram if necessary.
10 (x
8)(x  2) 11 (x
5)(x  2) 12 (x  1)(x
3)
13 (x  3)(x  2) 14 (x  4)(x  1) 15 (x  7)(x
2)
16 (x
3)(x  1) 17 (x  1)(x
5) 18 (x  2)(x
5)
19 (x
3)(x  3) 20 (x
5)(x  5) 21 (x
7)(x  7)

22 (x  10)(x
10) 23 (x
3)2 24 (x  3)2

Factorising
Factorising is the opposite operation to removing brackets.
For example: to remove brackets
2(x
5)  2x
10
Common factors:
To factorise 3x
6 we can see that 3x and 6 have a The factors of a number are all the
common factor of 3, so, numbers that will divide exactly into
3x
6  3(x
2) the number.
Factors of 6 are 1, 2, 3 and 6.
A common factor can also be a letter. A common factor is a factor which
Both y 2 and 5y can be divided by y. will divide into two or more terms.
To factorise y 2  5y we take y as the common factor,
so, y 2  5y  y(y  5)
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1 Factorise 4x  6. 2 Factorise x 2
3x.

Each term has a factor of 2. Each term has a factor of x.
So, the common factor is 2. So, the common factor is x.
4x  6  2(2x  3) x 2
3x  x(x
3)

Exercise 12.7
1 Copy and complete.
(a) 2x
2y  2(…
…) (b) 3a  6b  3(…  …) (c) 6m
8n  2(…
…)
(d) x2  2x  x( ) (e) ab
a  a( ) (f ) 2x  xy  x( )
(g) 2b  4a  2( ) (h) 2x
3x  x(
2
) (i) g  g  g(
2
)
2 Factorise.
(a) 2a
2b (b) 5x  5y (c) 3d
6e (d) 4m  2n
(e) 6a
9b (f ) 6a  8b (g) 8t
12 (h) 5a  10
(i) 4d  2 ( j) 3  9g (k) 5  20m (l) 4k
4
3 Factorise.
(a) xy  xz (b) fg
gh (c) ab  2b (d) 3q
pq
(e) a
ab (f ) gh  g (g) a 2
3a (h) 5t  t 2
(i) d  d 2 ( j) m2
m (k) 5r 2  3r (l) 3x 2
2x

You should be able to:

l Write simple algebraic expressions.
l Simplify expressions and rules by collecting like terms together.
e.g. 2d
3d  5d and 3x
2  x
4  2x
6
l Multiply simple expressions together. e.g. 2a  a  2a 2 and y  y  y  y 3
l Recall and use these properties of powers:
Powers of the same base are added when terms are multiplied. a m  a n  a m
n
Powers of the same base are subtracted when terms are divided. a m  a n  a mn
l Multiply out brackets. e.g. 2(x  5)  2x  10, x(x  5)  x 2  5x and
(x
2)(x
5)  x 2
5x
2x
10  x 2
7x
10
l Factorise expressions. e.g. 3x  6  3(x  2) and x 2
5x  x(x
5)

Review Exercise 12
1 A lollipop costs t pence. Write an expression for the cost of 6 lollipops.
2 Simplify. (a) m
m
m
m (b) 5p
7q
3p  2q Edexcel

3 In the triangle PQR, the side PQ has length x centimetres. P

(a) PR is twice the length of PQ.
Write an expression for the length of PR.
(b) QR is 3 cm longer than PQ. x cm
Write an expression for the length of QR.
(c) Write an expression for the perimeter of the triangle.
R Q
Give your answer in its simplest form.

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4 Large sticks of rock cost n pence each. 20

12
(a) Write an expression for the cost of 5 large sticks of rock.
(b) A small stick of rock costs 15 pence less than a large stick.
Write an expression for the cost of a small stick of rock.

Introduction to Algebra
5 A coach has x passengers upstairs and y passengers downstairs.
(a) Write down an expression, in terms of x and y,
for the total number of passengers on the coach.
Tickets for the journey on the coach cost £5 each.
(b) Write down an expression, in terms of x and y,
for the total amount of money paid by the passengers on the coach. Edexcel
6 (a) Simplify. (i) 3e
2e  e (ii) p  q  5
(b) Multiply out. 7(2x  1) Edexcel
7 Write down an expression, in terms of n and g, for the total cost, in pence, of n buns at
18 pence each and 5 bread rolls at g pence each. Edexcel
8 (a) Simplify. (i) 5q
3q  4q (ii) c  c  c (iii) 3x  4y
(b) Multiply out. 5(3h
2) Edexcel
9 Harry is x years old.
(a) Lauren is 5 years older than Harry.
Write down an expression for Lauren’s age.
(b) Aimee is twice as old as Lauren.
Write down an expression for Aimee’s age.
10 (a) Simplify. (i) 2x  y  3 (ii) 5x
3y  2x
y
(b) Multiply out. 5(3x
7) Edexcel
11 (a) Multiply out and simplify where possible. (i) y(y  4) (ii) 4(3y
1)  5y
(b) Factorise. (i) 6a
3b (ii) t 2  3t
12 Write these algebraic expressions in a simpler way.
(a) 5a
6a  7a (b) 7a
3b  5a  b
(c) 3(a
2)
5(a  1) (d) 5(2a
1)  3(a  4) Edexcel
13 (a) Simplify 2n
1  n
2n  6.
(b) Multiply out and simplify 3(a  1)  2(a
2).
(c) Factorise 2x 2
xy.
14 Simplify.
(a) a  2a  3a (b) a  2b  3a  4 (c) (2a)  (
a)  (b)
15 Simplify.
c 3  c3
(a) a 6  a 3 (b) b 6  b 3 (c)  c 2

16 Factorise (a) 6x  15, (b) y 2
7y.

17 Multiply out the brackets and simplify.
(a) x 2  x(1  x) (b) 4  3(x
1)
18 w 7
Simplify. (a) x 3  x 5 (b) y 6  y 2 (c) 
w2  w3 Edexcel
19 (a) Expand and simplify. (x
1)(x  2)
(b) Simplify. a 2 b 3  ab
3

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CHAPTER
13 Solving Equations

Activity
Can you solve these puzzles?
l Nueve is a Spanish number.
If you add 1 to nueve you get 10.
What is nueve?
l What number must be put in each shape to make the statements correct?

38  3  30 2 37

These are all examples of equations.

Equations like these can be solved using a method known as inspection.
Instead of words or boxes, equations are usually written using letters for the unknown numbers.
Solving an equation means finding the numerical value of the letter which fits the equation.

Solve these equations by inspection.

Remember:
1 2 A letter or a symbol stands
x26 2y  10 for an unknown number.
x8 y5 2y means 2  y.
Reason: 8  2  6 Reason: 2  5  10

Exercise 13.1
1 What number must be put in the box to make each of these statements true?
(a)
47 (b) 15   11 (c) 13 
4 (d) 11  5
2 Solve these equations by inspection.
(a) x
2  6 (b) a
7  10 (c) y  4  4
(d) 6
t  12 (e) h  15  7 (f ) d
4  5
(g) z  5  25 (h) p
7  7 (i) c
1  100
3 What number must be put in the box to make each of these statements true?
(a) 3   15 (b)  4  20 (c) 29 (d) 7  3
4 Solve these equations by inspection.
(a) 3a  12 (b) 5e  30 (c) 8  2p (d) 4  8y
d  5 t  3 (g) m (h) 5x  20
(e) (f ) 7 4

2 3
5 What number must be put in the box to make each of these statements true?
(a) 2 
35 (b)  3
5  17 (c) 3
 2  11
(d) 5  19 (e) 4  57 (f ) 369

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Solving equations by working backwards

20
13
I think of a number and then subtract 3.
The answer is 5.
What is the number I thought of?

Solving Equations . . . Solving Equations . . .

Imagine that x is the number I thought of.
The steps of the problem can be shown in a diagram.
x subtract 3 Answer 5
Now work backwards, doing the opposite calculation.
8 add 3 5 The opposite of ‘subtracting 3’ is ‘adding 3’.
The number I thought of is 8.

1 Ken thinks of a number.

He multiplies it by 5.
His answer is 30. Remember:
What number did Ken think of? Forwards Backwards
x multiply by 5 30 add subtract
subtract add
6 divide by 5 30
multiply divide
Ken’s number is 6. divide multiply

2 I think of a number, multiply it by 3 and add 4.

The answer is 19.
What is my number?
x multiply by 3 add 4 19
15
5 divide by 3 subtract 4 19

The number I thought of is 5.

Exercise 13.2 Solve these equations by working backwards.

1 I think of a number and then add 4. The answer is 7.
What is my number?
2 Jan thinks of a number and then subtracts 5. Her answer is 9.
What is her number?
3 I think of a number and then multiply it by 2. The answer is 10.
What is my number?
4 Lou thinks of a number. He multiplies it by 2 and then subtracts 5. The answer is 7.
What is his number?
5 I think of a number, subtract 5 and then multiply by 2. The answer is 12.
What is my number?
6 Beth thinks of a number. She multiplies it by 3 and adds 4.
If the answer is 19, what is her number?

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7 I think of a number, add 4 then multiply by 3. The answer is 24.

What is my number?
8 Steve thinks of a number. He multiplies it by 5 and then adds 2. The answer is 17.
What is his number?
9 I think of a number, multiply it by 3 and then subtract 5. The answer is 7.
What is my number?
10 Solve this puzzle.
Begin with x. Double it and then add 3. The result is equal to 17. What is the value of x?

11 Kathryn thinks of a number. She adds 3 and then doubles the result.
(a) What number does Kathryn start with to get an answer of 10?
(b) Kathryn starts with x. What is her answer in terms of x?
12 Sarah thinks of a number. She subtracts 2 and multiplies by 3.
(a) What number does Sarah start with to get an answer of 21?
(b) Sarah starts with x. What is her answer in terms of x?
13 Ali thinks of a number. He multiplies it by 2 and then adds 3.
(a) What number does Ali start with to get an answer of 15?
(b) Ali starts with x. What is his answer in terms of x?

The balance method

It is not always easy to solve equations by inspection.
To solve harder equations a better method has to be used.
Here is a method that works a bit like a balance.

Equations work in the same way.

If you do the same to both sides of an equation, it is still true.

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20
13
Use the balance method to solve these equations. Explain what you are doing.

Solving Equations . . . Solving Equations . . .

1 Solve d  13  5.
d  13  5 The aim is to find out what
Add 13 to both sides. number the letter stands for, by
d  18 ending up with one letter on one
side of the equation and a number
2 Solve x
7  16. on the other side.
x
7  16
Subtract 7 from both sides. 4
x9 Solve 4n
5  17.
3 4n
5  17
Solve 4a  20. Subtract 5 from both sides.
4a  20 4n  12
Divide both sides by 4. Divide both sides by 4.
a5 n3

Look at the examples carefully.

The steps taken to solve the equations are explained.
Notice that, doing the same to both sides means: adding the same number to both sides.
subtracting the same number from both sides.
dividing both sides by the same number.
multiplying both sides by the same number.

Exercise 13.3
1 Use the balance method to solve these equations.
Write down the steps that you use to solve each equation.
(a) y
4  7 (b) x
5  11 (c) a
10  20
(d) e
9  24 (e) d
6  17 (f) c
15  35
(g) 9
x  11 (h) 2
y  21 (i) 8
m  15
2 Use the balance method to solve these equations. Explain each step of your working.
(a) q  5  2 (b) m  2  8 (c) n  7  9
(d) p  6  12 (e) x  11  20 (f) y  3  14
(g) a  1  1 (h) g  3  1 (i) h  5  7
3 Use the balance method to solve these equations.
(a) 28
x  42 (b) t  15  13 (c) f
16  34
(d) y  12  7 (e) 14
b  21 (f) x  9  20
(g) 7
m  11 (h) k  2  3 (i) 5
y  12
4 Use the balance method to solve these equations. Write down the steps that you use.
(a) 3c  12 (b) 5a  20 (c) 4f  12
(d) 8p  24 (e) 6h  30 (f) 10u  20
f
(g) d3  10 (h) 2e  7 (i)   5
4
5 Use the balance method to solve these equations. Show each step of your working.
(a) 2p
1  9 (b) 4t  1  11 (c) 3h  7  14
(d) 3
4b  11 (e) 5d  8  42 (f) 2x
3  15
(g) 2
3c  17 (h) 3n  1  8 (i) 4x
3  11

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6 Solve these equations.

There is no need to explain your working if you are confident of what you are doing.
(a) a  5  7 (b) 7x  28 (c) a3  9
(d) 3x
5  11 (e) 4b
8  32 (f) 6x  9  15
(g) 6k  7  5 (h) 7b
4  25 (i) 9c  12  6
(j) 5c
7  42 (k) 8y  5  27 (l) 2x
5  17
7 Solve these equations.
(a) 6a  18 (b) 4x  7 29 (c) 8a
7  7
(d) 1
6p  7 (e) 8y  14  26 (f) 12
5p  32
(g) 3x  5  22 (h) 5
2k  13 (i) 5m
3 18

More equations
All the equations you have solved so far have had whole number solutions,
but the solutions to equations can include negative numbers and fractions.

1 Solve 5x  2. 2 Solve 4a  20.

5x  2 4a  20
Divide both sides by 5. Divide both sides by 4.
x  25 a  5

3 Solve 6m  1  2. 4 Solve 5  4n  1.

6m  1  2 5  4n  1
Add 1 to both sides. Subtract 5 from both sides.
6m  3 4n  6
Divide both sides by 6. Divide both sides by 4.
m  36 n  1.5
m  12

Exercise 13.4
1 Solve these equations. Explain each step of your working.
(a) 4k  2 (b) 2a  6 (c) 3d  12
(d) 8n  4 (e) t
3  2 (f) n  3  2
(g) 2m
1  4 (h) 3x  2  5 (i) 2y
5  4
2 Solve these equations.
(a) 5x  10 (b) 2y
7  1 (c) 4t
10  2
(d) 5  a  7 (e) 2d5 (f) 3  2g  9
(g) 4t  2 (h) 2x  15 (i) 5d  7
(j) 4a  5  1 (k) 3
5g  4 (l) 2b  5  4
3 Solve these equations.
(a) x  1  3 (b) 3
2n  2 (c) 2  x  3
(d) 4  3y  13 (e) 2x  1  3 (f) 3  5x  18
(g) 4x
1  5 (h) 2  3x  10 (i) 2  4x  8

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20
13
l The solution of an equation is the value of the unknown letter that fits the equation.
You should be able to:
l Solve simple equations by inspection. e.g. x
2  5, x  3  7, 2 x  10

Solving Equations . . . Solving Equations . . .

l Solve simple equations by working backwards.
l Use the balance method to solve equations which are difficult to solve by inspection.

Review Exercise 13
1 What number must be put in the box to make each of these statements correct?

(a)
59 (b) 7  4 (c) 3   18 (d) 3  6

2 Tim thought of a number. He doubled the number. His answer was 24.
What number did Tim think of? Edexcel
3 Solve these equations. (a) a  3  7 (b) 6a  30 (c) 5
a  12
4 I think of a number, double it and then add 10. My answer is 32.
Write down the number I am thinking of. Edexcel
5 Georgina makes up this number game.
(a) Naomi thinks of the number 11. Think of an odd number.
What is her answer? Subtract 5.
(b) Jacob says his answer is 9. Halve the result.
What number did he start with? Tell me your answer.
(c) Alfie says his answer is 4.5.
Georgina tells him he has made a mistake.
Explain how she knows this.
6 Solve. (a) 6x  18 (b) 2y
3  8 Edexcel
7 James thinks of a number.
He multiplies his number by 2 and then adds 3. His answer is 17.
The diagram shows this.
number Multiply by 2 Add 3 17
(a) Work out the number that James thought of.
Mary thinks of a number. She calls the number n.
She multiplies her number by 4 and then takes away 5. Her answer is 19.
The diagram show this.
n Multiply by 4 Take away 5 19
(b) Write this as an equation in terms of n. Edexcel
8 Solve. (a) 5x  4 (b) 3x
5  17 (c) 5n  3  7
9 Solve these equations.
(a) y
3  5 (b) 2t
8  2 (c) 4g  2 (d) 5x  1  2
10 Solve. (a) 3a  15 (b) b
8  5 (c) 7c  3  11
11 Solve the equation 6x
25  97. Edexcel
12 Solve these equations. (a) 2x
3  5 (b) 5
4y  7
13 Solve these equations. (a) 5x  4 (b) 6  2y  7

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CHAPTER
14 Further Equations
Solving equations was first covered in Chapter 13.
Here are some reminders.

Solve the following equations. The aim is to find the

1 2
numerical value of the
5x
15 m5
3 letter, by ending up with
x
3 m
8 one letter on one side of
the equation and a
3 2a  4
7 4 3k  5
2 number on the other
2a
3 3k
3 side of the equation.
a
112 k
1

Exercise 14.1 Solve these equations. The solution will not always be a whole number.
1 4a
12 2 x5
7 3 2m
6
4 6y
3 5 3y
15 6 k
5
3
7 2x  1
7 8 3  4w
5 9 5n  7
3
10 2m  3
1 11 8  2g
5 12 2p  9
18
13 5n  6
19 14 4y  5
11 15 5  2d
10

Equations with brackets

Equations can include brackets.
Before using the balance method any brackets must be removed by multiplying out.
This is called expanding.
Remember:
2(x  3) means 2  (x  3)
2(x  3)
2  x  2  3

2x  6
Once the brackets have been removed the balance method can be used as before.

1 Solve 3(x  2)
12. 2 Solve 5(3y  7)
25.

3(x  2)
12 5(3y  7)
25
Expand the brackets. Expand the brackets.
3x  6
12 15y  35
25
3x
6 15y
60
x
2 y
4

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Exercise 14.2
20
14
1 Solve.
(a) 2(x  3)
12 (b) 4(a  1)
12 (c) 5(t  4)
30
(d) 2( y  4)
8 (e) 3(e  2)
21 (f ) 6(3  x)
30

Further Equations . . . Further Equations . . .

2 Solve.
(a) 3( p  2)
9 (b) 6(c  2)
24 (c) 2(x  1)
4
(d) 4( y  3)
24 (e) 2(g  3)
16 (f ) 8(q  3)
40
3 Solve.
(a) 3(a  1)
15 (b) 2(b  2)
8 (c) 4(c  2)
12
(d) 6(d  3)
36 (e) 7(2  e)
49 (f ) 5( f  2)
30
4 Solve.
(a) 3(2w  1)
15 (b) 2(4s  5)
34 (c) 4(1  3x)
28
(d) 6(3g  7)
12 (e) 4(2q  1)
28 (f ) 8(3t  5)
32
(g) 3(2w  1)
27 (h) 4(7  2x)
4 (i) 5(3y  10)
25
5 Solve these equations. The solution will not always be a whole number.
(a) 3( p  2)
3 (b) 2(3  d)
10 (c) 2(1  3g)
14
(d) 2(x  5)
7 (e) 5(y  1)
7 (f ) 2(1  3t)
5
(g) 2(2t  1)
5 (h) 3(2a  3)
6 (i) 5(m  2)
3

Equations with letters on both sides

In some questions letters appear on both sides of the equation.

1 Solve 3x  1
x  7. 2 Solve 2a  3
9  a.
3x  1
x  7 2a  3
9  a
Subtract 1 from both sides. Add 3 to both sides.
3x
x  6 2a
12  a
Subtract x from both sides. Add a to both sides.
2x
6 3a
12
Divide both sides by 2. Divide both sides by 3.
x
3 a
4

Exercise 14.3
1 Solve the following equations. Write down the steps that you use.
(a) 3x
20  x (b) 5q
12  q (c) 2t
15  3t
(d) 5e  9
2e (e) 3g  8
g (f ) y3
5y
(g) 4x  1
x  7 (h) 7k  3
3k  7 (i) 3a  1
a  7
(j) 3p  1
2p  5 (k) 6m  1
m  9 (l) 3d  5
5  d
(m) 2y  1
y  6 (n) 3  5u
2u  12 (o) 4q  3
q  3
2 Solve.
(a) 3d
32  d (b) 3q
12  q (c) 3c  2
10  c
(d) 4t  2
17  t (e) 4w  1
13  2w (f ) 2e  3
12  3e
(g) 2g  5
25  2g (h) 2z  6
14  3z (i) 5m  2
20  2m
(j) 5a  4
3a  6 (k) 3  4x
15  x (l) 6y  11
y  4

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3 Solve these equations. The solution will not always be a whole number.
(a) 3m  8
m (b) 2  4t
12  t (c) 5p  3
3p  7
(d) 5x  7
3x (e) 3  5a
a  5 (f) 2b  7
11  3b
(g) 4  4y
y (h) 7  3d
10  d (i) f  6
3f  1
4 Solve these equations.
(a) 2(x  3)  5
9 (b) 2(a  1)  a
3 (c) 4(3  2m)  7
2m
(d) 3(a  4)
2  a (e) 3(y  5)
y  4 (f) 4(n  2)
2n  5
(g) 4d  3
2(d  3) (h) 7k  2
5(k  4) (i) 2(4t  5)
t  18
(j) 5q  2(q  1)
4 (k) x
8  2(x  3) (l) 4  3(a  2)
a

Using equations to solve problems

So far, you have been given equations and asked to solve them.
The next step is to form an equation first using the information given in a problem.
The equation can then be solved in the usual way.

The triangle has sides of length: x cm, 2x cm and 7 cm.

(a) Write an expression, in terms of x,
for the perimeter of the triangle. x cm 7 cm
Give your answer in its simplest form.
(b) The triangle has a perimeter of 19 cm.
By forming an equation find the value of x. 2x cm

(a) The perimeter of the triangle is: x  2x  7 cm

In its simplest form, the perimeter is: (3x  7) cm
(b) The perimeter of the triangle is 19 cm, so, 3x  7
19
3x
12
x
4

Exercise 14.4
1 (a) Write an expression, in terms of x, for the sum of the angles of the triangle.
Give your answer in its simplest form.
(b) The sum of the angles is 180°. 3x
By forming an equation find the value of x.

2x 7x

2 The weights of three packages are shown.

k kilograms 2k kilograms 3k kilograms

(a) Write an expression, in terms of k, for the total weight of the packages.
(b) The packages weigh 15 kilograms altogether.
By forming an equation find the weight of the lightest package.

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3 Bernadette pays 96 pence for a newspaper and a magazine. 20

14
The magazine costs twice as much as the newspaper. E
A G AZIN
(a) The newspaper costs x pence. M
Write an expression, in terms of x,

Further Equations . . . Further Equations . . .

for the price of the magazine.
(b) By forming an equation find the
price of the magazine.

5 cm
4 (a) Write an expression, in terms of y,
y cm
for the perimeter of this shape.
Give your answer in its simplest form.
10 cm
(b) The shape has a perimeter of 39 cm.
2y cm By forming an equation find the value of y.

5 A bag contains the following balls.

a yellow balls
2a  1 red balls
3a  2 blue balls
(a) Write an expression, in terms of a,
for the total number of balls in the bag.
(b) The bag contains 45 balls.
How many yellow balls are in the bag?
6 Dominic is 7 years younger than Marcie.
(a) Dominic is n years old.
Write an expression, in terms of n, for Marcie’s age.
(b) The sum of their ages is 43 years.
By forming an equation find the ages of Dominic and Marcie.
7 The diagram shows the lengths of three rods.

(y – 5) centimetres y centimetres (2y + 3) centimetres

(a) Write an expression, in terms of y, for the total length of the rods.
(b) The total length of the rods is 30 centimetres.
What is the length of the longest rod?
8 Grace is given a weekly allowance of £p.
Aimee is given £4 a week more than Grace.
Lydia is given £3 a week less than Grace.
(a) Write an expression, in terms of p, for the amount given to
(i) Aimee, (ii) Lydia, (iii) all three girls.
(b) The three girls are given a total of £25 a week altogether.
By forming an equation find the weekly allowance given to each girl.
9 The cost of a pencil is x pence. The cost of a pen is 10 pence more than a pencil.
(a) Write an expression, in terms of x, for the cost of a pen.
(b) Write an expression, in terms of x, for the total cost of a pencil and two pens.
(c) The total cost of a pencil and two pens is 65 pence.
Form an equation in x and solve it to find the cost of a pencil.

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Trial and improvement

Some equations cannot be solved directly.
Numerical solutions can be found by making a guess and improving the accuracy of the guess by
trial and improvement.
This can be a time-consuming method of solving equations and is often used only as a last resort for
solving equations which cannot be easily solved by algebraic or graphical methods.

A solution to the equation

x 3  4x
7 lies between 2 and 3. Because the solution lies between 2 and 3, notice that:
Find this solution to 1 decimal place. when x
2 23  4(2)
0 Answer is less than 7.
when x
3 33  4(3)
15 Answer is greater than 7.
We are trying to find a value for x which produces the answer 7.

First guess: x
2.5 2.53  4(2.5)
5.625 Too small.

Second guess: x
2.6 2.63  4(2.6)
7.176 Too big.
The solution lies between 2.5 and 2.6, but 2.6 gives an answer closer to 7.
The answer is probably 2.6, correct to 1 d.p.
To be certain, try x
2.55. 2.553  4(2.55)
6.381375 Too small.
The solution lies between 2.55 and 2.6.
2.6 is the solution, correct to 1 d.p.

Exercise 14.5 You will need a calculator for this exercise.

1 Use trial and improvement to solve x 3
54, correct to one decimal place.
The working can be shown in a table. x x3
3 27 Too small
4 64 Too big
3.5
2 Use trial and improvement to solve these equations.
(a) w 3
72 (b) 4x 3
51
3 A solution to the equation x 3  2x
40 lies between 3 and 4.
Find this solution to 1 decimal place. x x 3  2x
3 33 Too small
3.5 49.875 Too big

4 A solution to the equation x 3  5x
880 lies between 9 and 10.

Use trial and improvement to find this solution to one decimal place. Show your trials.
5 The volume, V, of a cuboid is given as V
x 3  x.
Use trial and improvement to find the value of x when V
100 cm3.
Give your answer to one decimal place.

You should be able to:

l Solve equations with brackets. e.g. 4(3  2 x)
36
l Solve equations with unknowns on both sides of the equals sign. e.g. 3x  1
x  7
l Use equations to solve problems.
l Use trial and improvement to solve equations. The accuracy of the value of the unknown letter
is improved until the required degree of accuracy is obtained.

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Review Exercise 14
20
14
1 Solve these equations. (a) 5y
20 (b) 3y  2
11 (c) 2y  5
2  y
2 Solve. (a) 5m  7
28 (b) 3t  3
5t  7

Further Equations . . . Further Equations . . .

3 Solve. (a) 2a  3
7 (b) 3(b  1)
15 (c) 5c  6
2c  9 Edexcel
4 Solve. (a) 3(a  5)
6a (b) 5(x  2)
14 (c) x  8
3(2  x)
5 Solve. (a) 4x  3
13 (b) 6y  5
2y  17 Edexcel
6 Solve. (a) 3(x  2)
9 (b) 6x  3
x  2
7 Solve. (a) 3p  7
34 (b) 3(2q  5)
36 (c) 5r  6
2r  15. Edexcel
8 Solve. (a) 3  4q
11 (b) 4(2t  3)  4t
6
9 Solve the equation 5x  4
3x  15. Edexcel
10 (a) Hilda is twice as old as Evie. Their ages add up to 51 years.
How old is Hilda?
(b) Colin is 2 years older than John. Their ages add up to 36 years.
How old is Colin?
11 The lengths, in centimetres, of the sides of a quadrilateral are: x, 4x, 11 and 13.
(a) Write an expression, in terms of x, for the perimeter of the quadrilateral.
Give your answer in its simplest form.
11
The perimeter of the quadrilateral is 49 cm.
(b) By forming an equation find the value of x. 13

4x
(t + 4)
12 The perimeter of this triangle is 19 cm.
All lengths on the diagram are in centimetres.
(t + 3)
Work out the value of t. Edexcel
(t – 1)

13 A drink costs x pence. A cake costs 7 pence more than a drink.

(a) Write down, in terms of x, an expression for
(i) the cost of a cake,
(ii) the total cost of two drinks and a cake.
(b) The total cost of two drinks and a cake is 97 pence.
Form an equation in x and solve it to find the cost of a cake.
14

IL IL
O O
n litres (3n + 1) litres
The diagram shows two cans of oil. The cans hold a total of 3 litres of oil.
By forming an equation find the amount of oil in the larger can.
15 The equation x 3  x
20 has a solution between 2 and 3.
Use a trial and improvement method to find this solution.
Give your solution correct to 1 decimal place. You must show all your working. Edexcel

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CHAPTER
15 Formulae
Most people at some time make use of formulae to carry out routine calculations.
A formula represents a rule written using numbers, letters and mathematical signs.
When using a formula you will need to substitute your own values for the letters in order to carry out
your calculation.

Substitution
Substituting whole numbers

Find the value of

(a) a
5, (b) a  3, (c) 3a, (d) a  a, when a  4.

(a) a
5 (b) a3 (c) 3a (d) aa

4
5 43 34 44
9 1  12  16

Exercise 15.1 Do not use a calculator.

1 m  3. Find the value of
(a) m
2 (b) m  1 (c) 4m (d) m  m
2 t  5. Find the value of
(a) 5
t (b) 3  t (c) 2t (d) t  t
3 x  4. Find the value of
(a) x
x (b) x  4 (c) 3x (d) x  x  2
4 a  6 and b  3. Find the value of
(a) 3a
2b (b) b  a (c) ab (d) a  b (e) 2(a
b)
5 p  10 and q  5. Find the value of
p
(a) p
q (b) p  2q (c)  (d) p  q (e) 3(p  q)
q
6 x  15 and y  6. Find the value of
(a) x
2y (b) x  3y (c) xy (d) x  y (e) 6(x  y)

Substituting negative numbers

Find the value of

(a) a
5, (b) a  3, (c) 3a, when a  4.

(a) a
5 (b) a3 (c) 3a

 4
5  4  3  3  4
1  7  12

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Exercise 15.2 Do not use a calculator.

20
15
1 m  3. Find the value of
(a) m
2 (b) m  1 (c) 4m (d) 2m
9

Formulae . . . Formulae . . . Formulae . . .

2 t  5. Find the value of
(a) 5
t (b) t  3 (c) 2t (d) 3t  1
3 x  4. Find the value of
(a) x
x (b) x  4 (c) 3x (d) 10
2x
4 a  6 and b  3. Find the value of
(a) 3a
2b (b) b  a (c) ab (d) a  b (e) 2(a
b)
5 p  10 and q  5. Find the value of
p
(a) p
q (b) p  2q (c) q (d) p  q (e) 3( p  q)
6 x  15 and y  6. Find the value of
(a) x
2y (b) y  x (c) xy (d) x  y (e) 6(x
y)

Writing expressions and formulae

A lollipop costs 15 pence.
How much will n lollipops cost?
Write a formula for the cost, C, in pence, of n lollipops.
Each lollipop costs 15 pence.
So, n lollipops cost 15  n pence  15n pence. 15n is an algebraic expression.
If the cost of n lollipops is C pence, then C  15n. C  15n is a formula.
Formulae can be used in lots of situations.
1 2 3 4 5 6 7 8 9 10
The grid shows the numbers from 1 to 50.
An L shape has been drawn on the grid. 11 12 13 14 15 16 17 18 19 20
It is called L14 because the lowest number is 14. 21 22 23 24 25 26 27 28 29 30
What is the sum of the numbers in L 14 ? 31 32 33 34 35 36 37 38 39 40
The L shape can be moved to different parts of the grid. 41 42 43 44 45 46 47 48 49 50
We can find the sum of the numbers for each shape.
A formula for the sum of the numbers, Sn ,
n An expression is just an answer
can be written in terms of n for shape Ln .
n
10 using letters and numbers.
Sn  n
(n
10)
(n
20)
(n
21)
n
20 n
21 A formula is an algebraic rule.
Sn  4n
51 It always has an equals sign.

1 A hedge is l metres long. A fence is 50 metres longer than the hedge.

Write an expression, in terms of l, for the length of the fence.
The fence is (l
50) metres long.
2 Boxes of matches each contain 48 matches.
Write down a formula for the number of matches, m, in n boxes.
m  48  n This could be written as m  48n.

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Exercise 15.3
1 A pencil costs y pence.
(a) What is the cost of 5 pencils?
(b) A ruler costs 8 pence more than a pencil.
What is the cost of a ruler?

2 Egg boxes hold 12 eggs each.

How many eggs are there in e boxes?
12 E
GG
S
3 I am a years old.
(a) How old will I be in 1 years time?
(b) How old was I four years ago?
(c) How old will I be in n years time?
4 A child is making a tower with toy bricks.
He has b bricks in his tower.
Write an expression for the number of bricks in the tower after he takes 3 bricks from the top.

5 Paul is h cm tall.
Sue is 12 cm taller than Paul.
Write down an expression for Sue’s height in terms of h.

6 John has d CDs.

(a) Carol has twice as many CDs as John.
Write down an expression for the number of CDs that Carol has in terms of d.
(b) Fred has 5 more CDs than Carol.
Write down an expression for the number of CDs that Fred has in terms of d.
7 A packet of biscuits costs y pence.
Write down a formula for the cost, P pence, of another packet which costs
(a) five pence more than the first packet,
(b) two pence less than the first packet,
(c) twice the cost of the first packet.
8 David is d years old.
Copy and complete this table to show the ages, A, of these people.
Name Clue Age
Alec 3 years older than David. Ad
3
Ben 2 years younger than David.
Charlotte Twice as old as David.
Erica Half David’s age.

9 Write a formula for the perimeter, P, for each of these shapes in terms of the letters given.
(a) g (b) (c) (d) a a
y+2
x–3 x+2
g g y y
b b
g y+2 x

10 A caravan costs £25 per day to hire.

Write a formula for the cost, C, in £s, to hire the caravan for d days.

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11 The cost of hiring a ladder is given by: £12 per day, plus a delivery charge of £8 20
15
(a) Bill hired a ladder for 3 days. How much did he pay?
(b) Sam hired a ladder for 6 days. How much did he pay?

Formulae . . . Formulae . . . Formulae . . .

(c) Fred hired a ladder for x days.
Write down a formula for the total cost, £C, in terms of x.
12 The grid shows the numbers from 1 to 50. 1 2 3 4 5 6 7 8 9 10
A T shape has been drawn on the grid.
It is called T23 because the lowest number is 23. 11 12 13 14 15 16 17 18 19 20

Calculate the sum of the numbers in: 21 22 23 24 25 26 27 28 29 30

(a) T16 (b) T28 (c) T2 31 32 33 34 35 36 37 38 39 40

41 42 43 44 45 46 47 48 49 50

(d) The diagram on the right shows Tn .

Copy and complete the T shape in terms of n. n
(e) Write a formula for the sum of the numbers, Sn ,
in terms of n, for shape Tn .
Write your answer in its simplest form.

Using formulae
The formula for the perimeter of a rectangle is P  2L
2W.
By substituting values for the length, L, and the width, W, you can calculate the value of P.
For example.
To find the perimeter of a rectangle 5 cm in length and 3 cm in width,
substitute L  5 and W  3 into P  2L
2W.
P25
23
 10
6
 16 The perimeter of the rectangle is 16 cm.

1 Here is a formula for the area of a rectangle. 2 G  4t  1.

Area ⴝ length ⴛ width Find the value of G when t  12.

Use the formula to find the area of a G  4t  1

rectangle 8 cm in length and 3 cm in width.  4  12  1
Area  length  width
83 21
 24 cm2 1

Exercise 15.4 Do not use a calculator for questions 1 to 10.

1 The wages earned by an hourly paid person can be worked out using this formula.
Wages earned ⴝ hours worked ⴛ pay per hour
Work out the wages earned by a person who works 8 hours at £6 per hour.
2 The number of points scored by a soccer team can be worked out using this formula.
Points scored ⴝ 3 ⴛ games won ⴙ games drawn
A team has won 5 games and drawn 2 games. How many points have they scored?

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3 This formula is used to work out the profit, in £s, made on a coach journey.
Profit (£) ⴝ 12 ⴛ number of passengers ⴚ 50
How much profit is made on a coach journey with 20 passengers?
4 Here is a formula for the perimeter of a rectangle.
Perimeter ⴝ 2 ⴛ (length ⴙ width)
A rectangle is 9 cm in length and 4 cm in width.
Use the formula to work out the perimeter of this rectangle.
5 T  5a  3. Find the value of T when a  20.
6 X  3y
5. Work out the value of X when y  1.
7 M  4n
1. (a) Work out the value of M when n  2.
(b) Work out the value of n when M  19.
8 H  3g  5. (a) Find the value of H when g  2.5.
(b) Find the value of g when H  13.
9 The number of matches, M, needed to make a pattern of P pentagons is given by the
formula: M  4P
1.
Find the number of matches needed to make 8 pentagons.
10 The distance, d metres, travelled by a lawn mower in t minutes is given by the
formula: d  24t.
Find the distance travelled by the lawn mower in 4 minutes.
11 Convert 30° Centigrade to Fahrenheit using the formula: F  C  1.8
32
12 T  45W
30 is used to calculate the time in minutes needed to cook a joint of beef
weighing W kilograms. How many minutes are needed to cook a joint of beef weighing 2.4 kg?

Further substitution into formulae

1 H  3(4x  y) 2 W  x2
2
Find the value of H when x  5 and y  7. Find the value of W when x  3.
H  3(4x  y) W  x2
2
 3(4  5  7) 33
2 Remember:
 3(20  7) 9
2 x 2 means x  x.
 3(13)  11
 39

Exercise 15.5 Do not use a calculator for questions 1 to 15.

1 F  5(v
6). What is the value of F when (a) v  1, (b) v  9, (c) v  9?
2 V  2(7
2x). What is the value of V when (a) x  3, (b) x  3, (c) x  12 ?
3 P  3(5  2d ). What is the value of P when (a) d  2, (b) d  4, (c) d  0.5?
4 C  8( p
q). What is the value of C when
(a) p  5 and q  8, (b) p  6 and q  2, (c) p  5 and q  8?

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5 S  ax
4. What is the value of S when 20

15
(a) a  12 and x  3, (b) a  3 and x  2, (c) a  5 and x  0.4?
6 T  a(x
4). What is the value of T when

Formulae . . . Formulae . . . Formulae . . .

(a) a  5 and x  3, (b) a  2 and x  5, (c) a  3 and x  2?
7 K  ab
c. Work out the value of K when
(a) a  3, b  2 and c  5, (b) a  5, b  3 and c  2.
8 L  xy  z. Work out the value of L when
(a) x  2, y  3 and z  4, (b) x  4, y  2 and z  3.
9 S  a 2. Find the value of S when (a) a  3, (b) a  3, (c) a  10.
10 R  p 2
2p. Find the value of R when (a) p  3, (b) p  3.
11 K  m 2  5m. Work out the value of K when m  4.
12 S  2a 2. Find the value of S when (a) a  3, (b) a  3, (c) a  10.
13 S  (2a) 2. Find the value of S when (a) a  3, (b) a  3, (c) a  10.
14 T  3a 2  9. Work out the value of T when a  4.
15 A  x 3. Find the value of A when (a) x  2, (b) x  3, (c) x  4.
16 S  2t 3. Find the value of S when (a) t  2, (b) t  3, (c) t  4.
17 Convert 77 degrees Fahrenheit to Centigrade using the formula: C  (F  32)  1.8
18 The voltage, V volts, in a circuit with resistance, R ohms, and current, I amps, is given by the
formula: V  IR.
Find the voltage in a circuit when I  12 and R  20.
19 A simple formula for the motion of a car is F  ma
R.
Find F when m  500, a  0.2 and R  4000.
mv2
20 The formula F  
r describes the motion of a cyclist rounding a corner.
Find F when m  80, v  6 and r  20.

Writing and using formulae

(a) Nick has a birthday party for 10 people.

How much does it cost?
(b) Tony has a birthday party for x people.
Write a formula for the cost £T, in terms of x.
(c) Jean pays £140 for her birthday party.
How many people went to the party?
(a) Nick’s party costs: £20
10  £8 (c) Using the formula T  20
8x.
 £100 Jean’s party costs £140, so, T  140.
140  20
8x
(b) Cost for x people in £  x  8  8x
8x  120
Total cost in £  20
8x
x  15
Total cost is £T
So, formula is T  20
8x 15 people went to Jean’s party.

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Exercise 15.6
1 The cost of a taxi journey is:
£3 plus £2 for each kilometre travelled
(a) Alex travels 5 km by taxi.
How much does it cost?
(b) A taxi journey of k kilometres costs £C.
Write a formula for the cost, C, in terms of k.
(c) Adrian paid £7 for a taxi journey.
Use your formula to find the number of kilometres he travelled.
2 A rule to find the cooking time, C minutes, of a chicken which weighs k kilograms, is:
multiply the weight of the chicken by 40 and then add 20
(a) Find the cooking time for a chicken which weighs 3 kg.
(b) Write a formula for C in terms of k.
(c) Use your formula to find the weight of a chicken which has a cooking time of 100 minutes.
3 An approximate rule for changing temperatures in degrees Celsius, C, to temperatures in
degrees Fahrenheit, F, is given by the rule:
double C and add on 30
(a) Find the value of F when C  6.
(b) Write down a formula for F in terms of C.
(c) Use your formula to find the value of C when F  58.
4 A teacher uses this rule to work out the number of exercise books he needs for Year 11 students.
3 books per student, plus 50 extra books
(a) This year there are 120 students in Year 11.
How many books are needed?
(b) Using b for the number of books and n for the number of students, write down the
teacher’s rule for b in terms of n.
(c) For the next Year 11, he will need 470 books.
How many students will be in Year 11 next year?

£15 PER DAY

Plus fixed delivery charge of £6

(a) How much does it cost to hire the carpet cleaner for 3 days?
(b) Using T for the total cost in £, and d for the number of days hired,
write a formula for T in terms of d.
(c) Sarah paid a total of £96 to hire the carpet cleaner.
For how many days did she hire the carpet cleaner?
6 Scaffolding can be hired.
The hire charge is calculated using this formula:
forty-five pounds per day plus a fixed charge of seventy pounds
(a) How much would it cost to hire scaffolding for 5 days?
(b) Using C for the total cost in £, and n for the number of days, write a formula for C
in terms of n.
(c) A builder paid £475 altogether to hire some scaffolding.
For how many days did he hire the scaffolding?

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Rearranging formulae
20
15
Sometimes it is easier to use a formula if you rearrange it first.

Formulae . . . Formulae . . . Formulae . . .

1 8m
k  5

Rearrange the formula to give m in terms of k.
8m
k  
5
Multiply both sides by 5.
5k  8m
Divide both sides by 8.
5
k
8 m
8m
We say we have rearranged the formula k  5 to make m the subject of the formula.


2 y  2x
8
Make x the subject of the formula.
y  2x
8
Subtract 8 from both sides.
y  8  2x
Divide both sides by 2.
1
 y  4  x
2
y is the subject of y  2 x
8, x is the subject of x  12 y  4.

3 A cuboid has length 8 cm and breadth 5 cm.

The volume of the cuboid is 140 cm3.
Calculate the height of the cuboid. h cm

The formula for the volume of a cuboid is V  lbh, 5 cm

so, h  lVb (by dividing both sides of V  lbh by lb) 8 cm

Substitute V  140, l  8 and b  5 in h  lVb.

140
h
8  5  3.5

The height of the cuboid is 3.5 cm.

Exercise 15.7
1 Make m the subject of these formulae.
(a) a  m
5 (b) a  x
m (c) a  m  2 (d) a  m  b
2 Make x the subject of these formulae.
(a) y  4x (b) y  ax (c) y  2x (d) y  ax (e) y  35x
3 Make p the subject of these formulae.
(a) y  2p
6 (b) t  5p
q (c) m  3p  2 (d) r  4p  q
4 The cost, £C, of hiring a car for n days is given by C  35
24 n.
Make n the subject of the formula.
5 V  IR. Rearrange the formula to give R in terms of V and I.

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6 The perimeter of a square is P  4d.

(a) Rearrange the formula to give d in terms of P.
(b) Find d when P  2.8 cm.
7 The area of a rectangle is A  lb.
(a) Rearrange the formula to give l in terms of A and b.
(b) Find l when A  27 cm2 and b  4.5 cm.
8 The speed of a car is S  D
T.

(a) (i) Change the subject to D.
(ii) Find D when S  48 km/h and T  2 hours.
(b) (i) Change the subject to T.
(ii) Find T when S  36 km/h and D  90 km.
9 The perimeter of a rectangle is P  2(l
b).
(a) Change the subject to b.
(b) Find b when P  18 cm and l  4.8 cm.
10 y  mx
c
(a) Rearrange the formula to give x in terms of y, m and c.
(b) Calculate x when y  5, m  4 and c  3.
11 You are given the formula v  u
at.
(a) Rearrange the formula to give t in terms of v, u and a.
(b) Work out the value of t when v  8, u  20 and a  6.
12 A  b2
h

(a) Rearrange the formula to give b in terms of A and h.

(b) Calculate b when A  9.6 and h  3.

l A formula is an algebraic rule written using numbers, letters and mathematical signs.
You should be able to:
l Write simple algebraic expressions and formulae.
l Substitute positive and negative numbers in expressions and formulae.
l Substitute numbers in simple formulae to solve problems.
l Rearrange simple formulae to make another letter (variable) the subject.

Review Exercise 15
1 What is the value of 2g
3h when g  5 and h  2?
2 Given that x  3 and y  4, find the value of
(a) x
y, (b) x  y, (c) xy.
3 V  a
bc. Find the value of V when a  5, b  3 and c  4.
4 What is the value of 5m
2n when m  2 and n  3?
5 S  pq
r. Find the value of S when p  3, q  4 and r  2.
6 P  3(m
n). Find the value of P when m  0.5 and n  2.
7 What is the value of 3x 2 when x  6?

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8 What is the value of t 3  t when t  2? 20

15
9 P  x 2  7x. Work out the value of P when x  5. Edexcel
10 Neil has a Saturday job. His wages, in pounds, are worked out using this rule.

Formulae . . . Formulae . . . Formulae . . .

Wages  number of hours worked  6
(a) Neil worked for seven hours last Saturday.
Work out Neil’s wages for last Saturday.
(b) On a Saturday last month Neil earned £24.
How many hours did Neil work on that Saturday? Edexcel
11 A roll of wallpaper costs 4 pounds.
Joan buys w rolls of wallpaper.
The total cost is C pounds.
Write down a formula connecting C and w. Edexcel
12 Daniel buys n books at £4 each.
He pays for them with a £20 note.
He receives C pounds change.
Write down a formula for C in terms of n. Edexcel
13 The cost, S pounds, of a chest of drawers with d drawers
may be calculated using the formula: S  29
15d
£?
(a) Calculate the cost of a chest of drawers with 3 drawers.
Another chest of drawers costs £119.
(b) Calculate the number of drawers this chest has. Edexcel
14 (a) Write, in symbols, the rule:
“To find y, multiply k by 3 and then subtract 1.”
(b) Work out the value of k when y  14. Edexcel
15 The cost of hiring a skip is:
£15 PER DAY
£45 DELIVERY
(a) Kay hires a skip for 3 days.
How much does she have to pay?
(b) Write a formula for the cost, £C, of hiring a skip for d days.
16 Wilma works h hours a week. Wilma is paid £x per hour.
Wilma is also paid a loyalty bonus of £20 a week.
(a) Write a formula for her total weekly pay, £T, in terms of h and x.
(b) Each week Wilma works 35 hours and is paid £230.
How much does Wilma get paid per hour?
17 The cost of printing business cards is:
£5 plus 15 pence a card
(a) What is the total cost of printing 80 cards?
(b) Write a formula for the total cost, £C, of printing n cards.
(c) Fred pays £77 for some business cards to be printed.
How many cards did he have printed?
18 T, x and y are connected by the formula T  5x
2y.
(a) Work out the value of T when x  3 and y  4.
(b) Work out the value of y when T  16 and x  7. Edexcel

19 Make c the subject of the formula a  3c  4 Edexcel

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CHAPTER
16 Sequences

Continuing a sequence
A sequence is a list of numbers made according to some rule.
For example:
The numbers in a sequence
5, 9, 13, 17, 21, … are called terms.
The first term is 5. The start number is the first
To find the next term in the sequence, add 4 to the last term. term, the next is the second
The next term in this sequence is 21
4  25. term, and so on.
What are the next three terms in the sequence?

To continue a sequence:
1. Work out the rule to get from one term to the next.
2. Apply the same rule to find further terms in the sequence.

Find the next three terms in each of these sequences.

1 5, 8, 11, 14, 17, …
To find the next term in the sequence, add 3 to the last term.
17
3  20, 20
3  23, 23
3  26.
The next three terms in the sequence are: 20, 23, 26.
2 2, 4, 8, 16, …
To find the next term in the sequence, multiply the last term by 2.
16  2  32, 32  2  64, 64  2  128.
The next three terms in the sequence are: 32, 64, 128.
3 1, 1, 2, 3, 5, 8, …
To find the next term in the sequence, add the last two terms.
5
8  13, 8
13  21, 13
21  34.
The next three terms in the sequence are: 13, 21, 34.
This is a special sequence called the Fibonacci sequence.

Exercise 16.1
1 Find the next three terms in these sequences.
(a) 1, 5, 9, 13, … (b) 6, 8, 10, 12, …
(c) 28, 25, 22, 19, … (d) 3, 8, 13, 18, 23, …
1 1 3 1
(e) 3, 6, 12, 24, … (f ) , , , 1, 1, …
4 2 4 4
(g) 32, 16, 8, 4, … (h) 0.5, 0.6, 0.7, 0.8, …
(i) 10, 8, 6, 4, … (j) 80, 40, 20, 10, …
(k) 1, 3, 6, 10, 15, … (l) 1, 3, 4, 7, 11, 18, …

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2 Find the missing terms from these sequences. 20

16
(a) 2, 4, 6, __ , 10, 12, __ , 16, … (b) 2, 6, __ , 14, 18, __ , 26, …
(c) 1, 2, 4, __ , 16, __ , 64, … (d) 28, 22, __ , 10, 4, __ , …
(e) 1, 4, 9, __ , 25, __ , 49, … (f ) 1, 2, 3, 5, __ , 13, __ , 34, …

Sequences . . . Sequences . . .
(g) __ , 8, 14, __ , __ , 32, 38, …
3 Write down the rule, in words, used to get from one term to the next for each sequence.
Then use the rule to find the next two terms.
(a) 2, 9, 16, 23, 30, … (b) 3, 5, 7, 9, 11, …
(c) 1, 5, 9, 13, 17, … (d) 31, 26, 21, 16, …
(e) 64, 32, 16, 8, 4, … (f ) 1, 3, 9, 27, …
(g) 2, 4, 6, 8, … (h) 10, 7, 4, 1, 2, …
4 A sequence begins 1, 4, 7, 10, …
(a) What is the 10th number in this sequence?
(b) Explain how you found your answer.
5 A number sequence begins 1, 2, 4, …
David says that the next number is 8.
Tony says that the next number is 7.
(a) Explain why they could both be correct.
(b) Find the 10th number in David’s sequence.
(c) Find the 10th number in Tony’s sequence.
6 Here is part of a number sequence: 3, 9, 15, 21, …
Is the number 50 in this sequence?
Explain your answer.

Using rules
Sometimes you will be given a rule and asked to use it to find the terms of a sequence.
For example:
A sequence begins: 1, 4, 13, …
The rule for the sequence is:
Multiply the last number by 3, then add 1

The next term in the sequence is given by:

13  3
1  39
1  40
The following term is given by:
40  3
1  120
1  121
So, the sequence can be extended to: 1, 4, 13, 40, 121, …
Use the rule to find the next two terms in the sequence.

The same rule can be used to make different sequences.

For example:
Another sequence begins: 2, 7, 22, …
Using the same rule, the next term is given by:
22  3
1  66
1  67
The following term is given by:
67  3
1  201
1  202
So, the sequence can be extended to: 2, 7, 22, 67, 202, …
Use the rule to find the next two terms in the sequence.
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This rule is used to find each number in a sequence from the number before it.
Subtract 3 and then multiply by 4
Starting with 5 we get the following sequence:
5, 8, 20, 68, …
(a) Write down the next number in the sequence.
(b) Using the same rule, but a different starting number, the second number is 16.
Find the starting number.

(a) (68  3)  4  65  4  260

Notice that, following the rule, 3 is subtracted first and the result is then multiplied by 4.
The next number in the sequence is 260.
(b) Imagine the first number is x.
x subtract 3 multiply by 4 16
Working backwards.
4
7 add 3 divide by 4 16
The starting number is 7.

Exercise 16.2
1 Write down the first five terms of these sequences.
(a) First term: 1
Rule: Add 4 to the last term
(b) First term: 1
Rule: Double the last term
(c) First term: 40
Rule: Subtract 5 from the last term
(d) First term: 4
Rule: Double the last term and then subtract 3
(e) First term: 47
Rule: Subtract 1 from the last term and then halve the result
(f) First term: 2 Second term: 6
Rule: Add the last two terms and then halve the result
2 This rule is used to get each number from the number before it:
Multiply by 2
Use the rule to find the next three numbers when the first number is:
(a) 1, (b) 3, (c) 1.
3 This rule is used to get each number from the number before it:
Add 1 and then double the result
Use the rule to find the next three numbers when the first number is:
(a) 1, (b) 3, (c) 3.

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4 This rule is used to find each term of a sequence from the one before: 20
16
Subtract 3 then divide by 2
(a) The first term is 45.

Sequences . . . Sequences . . .
(i) What is the second term?
(ii) What is the fourth term?
(b) Using the same rule, but a different starting number, the second term is 17.
What is the starting number for the sequence?
5 This rule is used to find each term of a sequence from the one before:
Add 5 then multiply by 3
(a) The first term is 7.
(i) What is the second term?
(ii) What is the third term?
(b) Using the same rule, but a different starting number, the second term is 45.
What is the starting number for the sequence?
6 A sequence is formed from this rule:
Add together the last two terms to find the next term
Part of the sequence is … 5, 9, 14, 23, …
(a) Write down the next two terms after 23 in the sequence.
(b) Write down the two terms that come before 5 in the sequence.
7 A sequence begins: 1, 3, …
The sequence is continued using the rule:
Add the previous two numbers and then multiply by 3
Use the rule to find the next two numbers in the sequence.
8 A sequence begins: 4, 7, 13, 25, . . .
The next number in the sequence can be found using the rule:
“Multiply the last term by 2 then subtract 1.”
(a) Write down the next two terms in the sequence.
(b) The 11th term in the sequence is 3073.
Use this information to find the 10th term in the sequence.

Number sequences
A number sequence which increases (or decreases) by the same amount from one term to the next is
called a linear sequence.
For example, terms in the sequence:
6, 11, 16, 21, …
increase by 5 from one term to the next.
We say that the sequence has a common difference of 5.
By comparing a sequence with multiples of the counting numbers:
1, 2, 3, 4, …
we can write a rule to find the n th term of the sequence.

Sequence: 6 11 16 21 … Compare the sequence with multiples of the

Multiples of 5: 5 10 15 20 … common difference.
In this case the common difference is 5,
To get the n th term add one to the multiples of 5.
so, compare the sequence with multiples of 5.
So, the n th term is 5n
1.
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A table can be used to find the n th term of a sequence.

The sequence 2, 8, 14, 20, … has a common difference of 6.
The common difference is used to complete the table for terms 1, 2, 3, 4 and n.

Term  common
Term difference Sequence Difference
1 16 6 2 2  6  4 Term:
1 represents the first term,
2 2  6  12 8 8  12  4 2 the second term, and so on.
3 3  6  18 14 14  18  4 n represents the n th term.
4 4  6  24 20 20  24  4 Common difference:
2nd term  1st term
n n  6  6n 6n  4
 8  2  6.
The n th term of the sequence 2, 8, 14, 20, … is 6n  4. Differences:
Check that each pair of
The rule for the n th term can be used to find the value of
entries gives the same result.
any term in the sequence.
To find the fifth term, substitute n  5 into 6n  4.
6  5  4  30  4  26.
The fifth term is 26.

(a) Find the n th term in the sequence 31, 28, 25, 22, …
(b) Find the value of the 10th term in the sequence.
(a) The common difference is 3.
Term  common
Term difference Sequence Difference
1 1  (3)  3 31 31  ( 3)  34
2 2  (3)  6 28 28  ( 6)  34
3 3  (3)  9 25 25  ( 9)  34
4 4  (3)  12 22 22  (12)  34
n n  (3)  3n 3n
34

The n th term is 3n
34.

This can also be written as 34  3n.
(b) The n th term is 34  3n.
Substitute n  10.
34  3  10  34  30  4
The 10th term is 4.

Exercise 16.3
1 Find the common differences of the following sequences.
(a) 3, 6, 9, 12, …
(b) 2, 5, 8, 11, …
(c) 7, 13, 19, 25, …
(d) 12, 20, 28, 36, …
(e) 20, 18, 16, 14, …
(f) 7, 3, 1, 5, …

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2 (a) The multiples of 3 are 3, 6, 9, 12, … 20

16
What is the n th multiple of 3?
(b) What is the n th multiple of 8?
(c) What is the n th multiple of 12?

Sequences . . . Sequences . . .
(d) What is the n th even number?
3 A sequence of numbers starts: 4, 7, 10, 13, …
(a) What is the common difference?
(b) Copy and complete this table.
Term  common
Term difference Sequence Difference
1 1… 4 4…
2 2… 7 7…
3 3… 10 10  … 
4 4… 13 13  … 
n n  …  …n …n
…

(c) Write down the n th term of the sequence.

(d) What is the value of the 8th term of the sequence?
4 A sequence of numbers starts: 9, 11, 13, 15, …
(a) What is the common difference?
(b) Copy and complete this table for the first four terms of the sequence.
Term  common
Term difference Sequence Difference
1 2 9 7
2 4 11 …
13
(c) Write down the n th term of the sequence.
(d) What is the value of the 20th term of the sequence?
5 A sequence of numbers starts: 20, 16, 12, 8, …
(a) What is the common difference?
(b) Copy and complete this table for the first four terms of the sequence.
Term  common
Term difference Sequence Difference
1 … 20 …
16
(c) Write down the n th term of the sequence.
6 Find the n th term of the following sequences.
(a) 1, 4, 7, 10, … (b) 19, 16, 13, 10, … (c) 5, 9, 13, 17, …
(d) 4, 8, 12, 16, … (e) 1, 3, 5, 7, … (f ) 7, 11, 15, 19, …
(g) 6, 4, 2, 0, … (h) 5, 8, 11, 14, … (i) 3, 8, 13, 18, …
(j) 40, 35, 30, 25, … (k) 0, 1, 2, 3, … (l) 1, 1, 3, 5, …
7 Write down the first three terms of a sequence where the n th term is n 2
3.
Explain how you found your answer.

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Sequences of numbers from shape patterns

Activity
These patterns are made using squares.

How many squares are used to make: (a) Pattern 4, (b) Pattern 10, (c) Pattern 100?

The number of squares used to make each pattern forms a sequence.

Pattern 4 is made using 9 squares.
You could have answered this: by drawing Pattern 4 or,
by continuing the sequence of numbers 3, 5, 7, …
It is possible to do the same for Pattern 10, though it would involve a lot of work, but it would be
unreasonable to use either method for Pattern 100.
Instead we can investigate how each pattern is made.

Each pattern is made using a rule.

The rule can be described in words.
To find the number of squares used to make a pattern use the rule:
“Double the pattern number and add 1.”
Pattern number Rule Number of squares
4 24
1 9
10 2  10
1 21
100 2  100
1 201
The same rule can be written using symbols.
We can then answer a very important question: How many squares are used to make Pattern n?
Pattern n will have 2  n
1 squares.
This can be written as 2n
1 squares.

Special sequences of numbers

Square numbers

1 4 9 16
The sequence starts: 1, 4, 9, 16, …
The numbers in this sequence are called square numbers.
Triangular numbers

1 3 6 10
The sequence starts: 1, 3, 6, 10, …
The numbers in this sequence are called triangular numbers.

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Exercise 16.4
20
16
1 These patterns are the start of a sequence.

Sequences . . . Sequences . . .
Pattern 1 Pattern 2 Pattern 3
Draw the next pattern in the sequence.
2 A sequence of patterns is made using equilateral triangles.

Pattern 1 Pattern 2 Pattern 3 Pattern 4

(a) Draw the next pattern in the sequence.
(b) Copy and complete the table.
Pattern number 1 2 3 4 5 6
Number of equilateral triangles
(c) Explain why a pattern in this sequence cannot have 27 triangles.
(d) Write an expression, in terms of p, for the number of triangles in Pattern p.
(e) How many triangles are used to make Pattern 12?
3 A sequence of patterns is made using sticks.

Pattern 1 Pattern 2 Pattern 3

(a) Draw Pattern 4.
(b) How many more sticks are used to make Pattern 5 from Pattern 4?
(c) Copy and complete the table.
Pattern number 1 2 3 4 5
Number of sticks
(d) Write an expression, in terms of n, for the number of sticks used to make Pattern n.
(e) How many sticks are used to make Pattern 20?
4 A sequence of patterns is made using black and white counters.

1 black, 3 white 2 black, 6 white 3 black, 9 white

(a) How many white counters are there in a pattern with
(i) 5 black counters, (ii) 10 black counters, (iii) 100 black counters?
(b) How many white counters are there in a pattern with n black counters?
5 These patterns are made using matches.

(a) How many matches are used to make Pattern 5?

(b) Which pattern uses 15 matches?
(c) Find a formula for the number of matches, m, in Pattern p.

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6 A sequence of patterns is made using matches.

Pattern 1 Pattern 2 Pattern 3

6 matches 10 matches 14 matches
(a) How many matches are used to make
(i) Pattern 4, (ii) Pattern 20?
(b) Which pattern in the sequence uses 30 matches?
(c) Explain why any pattern in the sequence will use an even number of matches.
(d) How many matches are used to make Pattern n?
7 Fences are made by placing fence posts 1 m apart and using 2 horizontal bars between them.

The fence above is 4 m long.

It has 5 posts and 8 horizontal bars.
(a) A fence is 50 m long.
(i) How many posts does it have?
(ii) How many horizontal bars does it have?
(b) A fence is x metres long.
Write down expressions for
(i) the number of posts,
(ii) the number of horizontal bars.
8 Linking cubes of side 1 cm are used to make rods.
This rod is made using 4 linking cubes.

The surface area of the rod is 18 square centimetres.

(4 squares on each of the long sides plus one square at each end.)
(a) What is the surface area of a rod made using 5 linking cubes?
(b) What is the surface area of a rod made using 10 linking cubes?
(c) What is the surface area of a rod made using n linking cubes?
(d) How many linking cubes are used to make a rod with a surface area of
38 square centimetres?
9 A sequence of patterns is made using sticks.

Pattern 1 Pattern 2 Pattern 3 Pattern 4

(a) How many sticks are used to make Pattern 5?

(b) Pattern n uses T sticks.
Write a formula for T in terms of n.
(c) Use your formula to find the number of sticks used to make Pattern 10.
(d) One pattern uses 77 sticks.
What is the pattern number?

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20
16
l A sequence is a list of numbers made according to some rule.
The numbers in a sequence are called terms.
l To continue a sequence: 1. Work out the rule to get from one term to the next.

Sequences . . . Sequences . . .
2. Apply the same rule to find further terms in the sequence.
l A number sequence which increases (or decreases) by the same amount from one term to the
next is called a linear sequence.
The sequence: 2, 8, 14, 20, 26, … has a common difference of 6.
l Special sequences Square numbers: 1, 4, 9, 16, 25, …
Triangular numbers: 1, 3, 6, 10, 15, …
l Patterns of shapes can be drawn to represent a number sequence.
For example, this pattern represents the sequence 3, 5, 7, …

You should be able to:

l Draw patterns of shapes which represent number sequences.
l Continue a given number sequence.
l Find an expression for the n th term of a sequence.

Review Exercise 16
1 Here are some patterns made up of dots.

Pattern 3
Pattern 2
Pattern 1

(a) Draw Pattern 4.

(b) Copy and complete the table.
Pattern number 1 2 3 4 5
Number of dots 10 14 18
(c) How many dots are used in Pattern 10? Edexcel
2 (a) What is the next number in each of these sequences?
(i) 1, 4, 7, 10, 13, … (ii) 1, 2, 4, 8, 16, … (iii) 10, 6, 2, 2, …
(b) The rule to continue sequence (i) is: Add 3 to the last number.
Write down the rule to continue each of the other sequences.
3 Write down the next two numbers in each of these sequences.
(a) 1, 2, 5, 10, 17, … (b) 27, 9, 3, 1, … (c) 1, 3, 6, 10, 15, …
4 Here are the first four numbers of a number pattern. 7, 14, 21, 28, …, …
(a) Write down the next two numbers in the pattern.
(b) Describe, in words, the rule for finding the next number in the pattern. Edexcel
5 These sequences all begin with the numbers 3, 6. Find the third number in each sequence.
(a) 3, 6, …, 12, … (b) 3, 6, …, 24, … (c) 3, 6, …, 15, …
6 Here are the rules for a sequence:
If the last number is odd, add 5. If the last number is even, halve it.
A sequence begins with the number 9.
(a) Write down the next three terms in the sequence.
(b) Explain what will happen to the sequence if you continue.

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7 The diagram shows part of a pattern of shapes.

The shapes are made from rectangles with a dot at each corner and a dot in the centre.

Shape 1 Shape 2 Shape 3

(a) Draw Shape 4.
(b) Copy and complete the table.
Shape number 1 2 3 4
Number of dots 5 8 11 …
(c) Shape 60 has 182 dots. How many dots has Shape 61? Edexcel
8 Barry and Kath are studying a number pattern.
The first three numbers in the number pattern are: 1, 2, 4
Barry says that the next number is 8.
Kath says the next number is 7.
Explain why both Barry and Kath could be right. Edexcel

9 Rule: Add the previous two numbers to get the next one.
(a) Follow the rule given to find the next two numbers in this sequence.
1, 1, 2, 3, 5, …
(b) Suggest a possible rule for the following sequence.
7, 8, 11, 16, 23, … Edexcel
10 A sequence begins 4, 5, …
The rule to continue this sequence is:
Multiply the last number by 2 and then subtract 3.
(a) What is the next number in the sequence?
(b) The same rule is used for another sequence.
The sequence begins with 1.
What are the next two numbers in the sequence?
11 Sticks are used to make patterns of squares.

Pattern 1 Pattern 2 Pattern 3

(a) How many sticks are needed to make Pattern 4?
(b) How many more sticks are needed to make Pattern 5 from Pattern 4?
(c) Write an expression, in terms of n, for the number of sticks needed to make Pattern n.
12 Here are the first 5 terms of an arithmetic sequence. 6, 11, 16, 21, 26.
Find an expression, in terms of n, for the n th term of the sequence. Edexcel
13 A sequence begins 3, 5, 7, 9, 11, …
(a) Find, in terms of n, an expression for the n th term of the sequence.
(b) What is the 100th term of the sequence?
14 Here are the first five terms of a sequence. 17, 14, 11, 8, 5.
(a) (i) Write down the next two terms of the sequence.
(ii) Explain how you worked out your answers.
(b) Find, in terms of n, an expression for the n th term of the sequence.
(c) Find the 50th term of the sequence. Edexcel

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CHAPTER
17 Coordinates and Graphs

Coordinates
Coordinates are used to describe the position of a point. B
y
3
Two lines are drawn at right angles to each other. A
The horizontal line is called the x axis. The vertical line is called the y axis. 2
The plural of axis is axes. 1
The two axes cross at the point called the origin.
-3 -2 -1 0 1 2 3 x
On the diagram, the coordinates of point A are (3, 2). -1
C
To find point A: start at the origin and go right 3 squares then up 2 squares. -2
-3
Notation D
A is the name, or label, of the point.
The first number is the x coordinate. The second number is the y coordinate.
If the number is positive, go to the right. If the number is positive, go upwards.
If the number is negative, go to the left. If the number is negative, go downwards.
The coordinates of point B are (
2, 3).
What are the coordinates of the points C and D?

Exercise 17.1 y
4
1 (a) Write down the coordinates of points A and B. A
3
(b) Copy the diagram.
2
Plot points C (4, 2) and D (1, 0) on your diagram. B
1

0 1 2 3 4 x
y
R
1
2 The diagram shows the positions of points P, Q and R.
-3 -2 -1 0 1 2 3 x Write down the coordinates of these points.
-1
-2
Q
-3
P

3 Draw x and y axes from 0 to 5.

(a) Plot the points (2, 1), (5, 1) and (5, 4).
(b) These are three corners of a square.
What are the coordinates of the fourth corner of the square?
4 Draw x and y axes from
5 to 5.
(a) Plot the points S (3,
2) and T (
5, 4).
Join ST.
(b) Write down the coordinates of the midpoint of ST.
5 Draw x and y axes from
2 to 4.
(a) Plot the points A (3, 2), B (3,
1) and C (
1,
1).
(b) Points A, B and C are three corners of a rectangle.
Point D is the fourth corner of the rectangle.
Plot point D on your diagram.
(c) What are the coordinates of point D?

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Linear functions
Look at these coordinates (0, 1), (1, 2), (2, 3), (3, 4).
Can you see any number patterns?
The same coordinates can be shown in a table. y
5
x 0 1 2 3 y=x+1
4
y 1 2 3 4
3
The diagram shows the coordinates plotted on a graph. 2
The points all lie on a straight line.
1
A rule connects the x coordinate with the y coordinate.
All points on the line obey the rule y  x  1. -1 0 1 2 3 4 5 6 x
-1
y  x  1 is an example of a linear function.
The graph of a linear function is a straight line.

Drawing a graph of a linear function

To draw a linear graph: l Find at least two corresponding values of x and y.
l Plot the points.
l Join the points with a straight line.

(a) Complete the table of values for y  2x
3.

x 0 1 2 3
y 1
(b) Draw the graph of the equation y  2x
3.

(a) When x  0, y  2  0
3 
3.

x 0 1 2 3
When x  1, y  2  1
3 
1.
y
3
1 1 3 When x  3, y  2  3
3  3.
(b) Plot the points (0,
3), (1,
1), (2, 1), and (3, 3). y
3
The straight line which passes through these points
–3

is the graph of the equation y  2x
3. 2

2x

1
y=

-1 0 1 2 3 x
-1
-2
-3

Special graphs y
This diagram shows the graphs: x  4 y  1 2
y=1
x 
2 y 
5 1
Notice that:
-3 -2 -1 0 1 2 3 4 5 x
The graph of x  4 is a vertical line. -1
All points on the line have x coordinate 4.
x = --2

x=4

-2
The graph of y  1 is a horizontal line. -3
All points on the line have y coordinate 1. -4
y = -- 5
x  0 is the y axis. -5
y  0 is the x axis.
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20
17
(a) Draw the graph of the equation y  4
2x.
(b) Use your graph to find the value of y when x  2.5.

Coordinates and Graphs

(a) If values for x are not given in the question you must choose at least two of your own.
When x 
1, y  4
2  (
1)  4  2  6.
When x  0, y  4
2  0  4
0  4. y
6
When x  3, y  4
2  3  4
6 
2.
5
Plot the points (
1, 6), (0, 4) and (3,
2). 4
The straight line which passes through these

y=
3
points is the graph of the equation y  4
2x.

4–
2

2x
(b) Using the graph: 1
From 2.5 on the x axis, go down to meet the line y  4
2x.
Then go left to meet the y axis at
1. -1 0 1 2 3 x
-1
When x  2.5, y 
1.
-2

Exercise 17.2
1 Write down the equations of the labelled lines drawn on these diagrams.
y (3) y y
4 4 4
3 3 3 (5)
(2) (1)
2 2 2
1 1 1

-4 -3 -2 -1 0 1 2 x -3 -2 -1 0 1 2 3 x -4 -3 -2 -1 0 1 2 3 4 x
-1 -1 -1
(4)
-2 -2 -2
-3 -3 -3
-4 -4 -4

2 Draw x and y axes from
4 to 4.

On your diagram, draw and label the graphs of these equations.
(a) x  3 (b) y  2 (c) x 
2 (d) y 
1
3 (a) Copy and complete a table of values, like the one shown, for each of these equations.
x 0 1 2 3
y
(i) y  x  2 (ii) y  2x (iii) y 
x (iv) y  2
x
(b) Draw graphs for each of the equations in part (a).
4 Draw tables of values and use them to draw graphs of:
(a) y  x
1 (b) y  2x  1
Draw and label the x axis from 0 to 4 and the y axis from
2 to 10.
5 (a) Draw the graph of y  3x
2 for values of x from
1 to 2.
(b) What are the coordinates of the point where the graph crosses the y axis?

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6 (a) Copy and complete the table of values for the equation y  3
2x.
x
1 1 3
y
(b) Draw the graph of y  3
2x for values of x from
1 to 3.
(c) What are the coordinates of the point where the graph crosses the x axis?
7 (a) Copy and complete this table and use it to draw the straight line graph of y  4
x.
x
2
1 0 1 2
y 5 2
Draw and label the x axis from
3 to 3 and the y axis from
1 to 6.
(b) Use your graph to find the value of:
(i) y when x  1.5, (ii) y when x 
0.5.
8 (a) Draw the graph of y  4x  1 for values of x from
2 to 2.
(b) Use your graph to find the value of:
(i) y when x 
1.5, (ii) x when y  3.
9 (a) Draw the graph of y  2x
1 for values of x from
2 to 3.
(b) Use your graph to find the value of x when y  0.
10 (a) Draw the graph of y  5
2x for values of x from
2 to 3.
(b) Use your graph to find:
(i) the value of y when x  0,
(ii) the value of x when y  0,
(iii) the value of x when y  8.

Gradient and intercept

The gradient of a straight line graph is found by drawing a right-angled triangle.

distance up
Gradient  
distance along

The gradient of a line can be positive, zero or negative.

Positive gradients Zero gradients Negative gradients

go “uphill” are “flat” go “downhill”

Activity
Draw these graphs on the same diagram:
y  2x  2 y  2x  1 y  2x y  2x
1
Draw and label the x axis from 0 to 3 and the y axis from
1 to 8.
What do they all have in common?
What is different?
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The graphs of:

y  2x  2, y  2x  1, y  2x, y  2x
1, go 2 squares up for every 1 square along. 20
17
The graphs are all parallel and have a gradient of 2. y = 2x
y
Lines that are parallel have the same slope or gradient.
4

Coordinates and Graphs

The point where a graph crosses the y axis is called the y-intercept. 3 2
The y-intercept of the graph y  2x  2 is 2. 2
1
The y-intercept of the graph y  2x  1 is 1. 1
What are the y-intercepts of the graphs y  2x and y  2x
1?
0 1 2 3 x
y y = mx + c

In general, the equation of any straight line can be written in the form m
y  mx  c c 1
where m is the gradient of the line and c is the y-intercept.
0 x

1 Write down the gradient and y-intercept for each of the following graphs.
(a) y  3x  5 (b) y  4x
1 (c) y  6
x
(a) Gradient  3, y-intercept  5.
(b) Gradient  4, y-intercept 
1.
(c) Gradient 
1, y-intercept  6.
2 Write down the equation of the straight line which has gradient
7 and cuts the y axis at the
point (0, 4).
The general form for the equation of a straight line is y  mx  c.
The gradient, m 
7, and the y-intercept, c  4.
Substitute these values into the general equation.
The equation of the line is y 
7x  4.
This can be written as y  4
7x.
3 Find the equation of the line shown on this graph. y
4
First, work out the gradient of the line. 3
Draw a right-angled triangle.
2
distance up
Gradient   1
distance along
 63 -2 -1 0
-1
1 2 3 4 5 x

2 -2
The graph crosses the y axis at the point (0,
3), -3
so, the y-intercept is
3. -4
The equation of the line is y  2x
3.

Exercise 17.3
1 (a) Draw these graphs on the same diagram:
(i) y  x  2 (ii) y  x  1 (iii) y  x (iv) y  x
1
Draw and label the x axis from 0 to 3 and the y axis from
1 to 5.
(b) What do they all have in common?
What is different?

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2 (a) Write down the gradient and y-intercept of y  3x
1.

(b) Draw the graph of y  3x
1 to check your answer.
3 Which of the following graphs are parallel?
y  3x yx2 y  2x  3 y  3x  2

4 Copy and complete this table.

Graph gradient y-intercept
y  4x  3 4 3
y  3x  5 3
y  2x
3
y  4
2x 4
1
y 
2 x3
y  2x

5 (a) Write down the equation of the straight line which has gradient 5 and crosses the y axis
at the point (0,
4).
(b) Write down the equation of the straight line which has gradient
12 and cuts the y axis at
the point (0, 6).
6 Match the following equations to their graphs.

y=x–6

y=6–x

y = 2x + 1

y = 2x – 1

7 Find the equations of the lines shown on the following graphs.

(a) y (b) y (c) y
2 3 2
1 2 1
1
-3 -2 -1 0 1 2 x -3 -2 -1 0 1 2 x
-1 -1
-3 -2 -1 0 1 2 3 x
-2 -1 -2
-3 -2 -3
-4 -3 -4

8 (a) Draw x and y axes from
8 to 8.

(b) Plot the points A (
2,
6) and B (8, 4).
(c) Find the gradient of the line which passes through the points A and B.
(d) Write down the coordinates of the point where the line crosses the y axis.
(e) Find the equation of the line which passes through the points A and B.
9 (a) Draw x and y axes from
8 to 8.
(b) Plot the points P (
2, 3) and Q (3,
7).
(c) Find the equation of the line which passes through the points P and Q.

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10 What can you say about the slope of a line if the gradient is (a) 5, (b)
5, (c) 0? 20
17
11 A line, with a gradient of 3, passes through the origin.
What is the equation of the line?

Coordinates and Graphs

12 A plumber charges a fixed call-out charge and an hourly rate.
The graph shows the charges made for jobs up to 4 hours.
(a) What is the fixed call-out charge?
y
(b) What is the hourly rate?
100
(c) Write down the equation of the line in the Charge
form y  mx  c. (£) 75

(d) Calculate the total charge for a job which 50

takes 8 hours.
25

0
0 1 2 3 4 x
Time (hours)

13 The graph shows the taxi fare for journeys up to 3 km.

f (a) What is the fixed charge?
10 (b) What is the charge per kilometre?
Fare 8 (c) Write down the equation of the line in the
(£) form f  md  c.
6
(d) Calculate the taxi fare for a journey of 5 km.
4

0
0 1 2 3 d
Distance (km)

14 In an experiment, weights are added to a spring and the length of the spring is measured.
The graph shows the results.

l
20
+

Length
+
+
+
+

l (mm)
+
+
+

10
+
+
+
+

w
0 50 100 150 w
Weight (g)

A line of best fit has been drawn.

(a) Estimate the length of the spring when no weight is added.
(b) Calculate the gradient of the line.
(c) Write down the equation of the line in the form l  mw  c.
(d) Use your equation to estimate the length of the spring for a weight of 300 g.

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Drawing graphs of other linear equations

Draw the graph of the line given by the equation x  2y  6.

By substituting x  0 into the equation we can find the
coordinates of the point where the line crosses the y axis.
x  2y  6
Substitute x  0.
0  2y  6
2y  6
y3
The line crosses the y axis at the point (0, 3).
By substituting y  0 into the equation we can find the
coordinates of the point where the line crosses the x axis.
x  2y  6 y
Substitute y  0. 4
x206 3
(0, 3)
x6
2
The line crosses the x axis at the point (6, 0). 1
(6, 0)
-1 0 1 2 3 4 5 6 7 x
To draw the graph of x ⴙ 2y ⴝ 6: -1
1. Plot the points (0, 3) and (6, 0).
2. Using a ruler, draw a straight line which passes through the two points.

Exercise 17.4
1 A straight line has equation x  y  7.
(a) By substituting x  0 find the coordinates of the point where the line crosses the y axis.
(b) By substituting y  0 find the coordinates of the point where the line crosses the x axis.
(c) Draw the graph of the line x  y  7.
2 (a) Draw these graphs on the same diagram.
(i) x  y  2 (ii) x  y  3 (iii) x  y  5
(b) What do they all have in common?
3 A straight line has equation 3x  y  6.
(a) By substituting x  0 find the coordinates of the point where the line crosses the y axis.
(b) By substituting y  0 find the coordinates of the point where the line crosses the x axis.
(c) Draw the graph of the line 3x  y  6.
4 Draw the graphs of lines with the following equations.
(a) x  2y  6 (b) 2y  4
x (c) 2y  x  4
5 A straight line has equation 3y  5x  15.
(a) By substituting x  0 find the coordinates of the point where the line crosses the y axis.
(b) By substituting y  0 find the coordinates of the point where the line crosses the x axis.
(c) Draw the graph of the line 3y  5x  15.
6 Draw the graphs of lines with the following equations, marking clearly the coordinates of the
points where the lines cross the axes.
(a) 5y  4x  20 (b) 4x
y  4 (c) 3y  2x  12

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Using graphs to solve linear equations

20
17

Coordinates and Graphs

(a) Complete the tables for y  x  1 and y  8
x.
x 1 2 3 x 1 2 3
yx1 y8
x
(b) Draw the graphs of y  x  1 and y  8
x on the same diagram.
(c) Use your graphs to solve the equation 8
x  x  1.
(a) x 1 2 3 x 1 2 3
yx1 2 3 4 y8
x 7 6 5
(b) y
9
8 y=
8–
7 x
6
5
4
1
3 x+
y=
2
1

0 1 2 3 4 5 x
(c) The x value of the point where the two graphs cross gives the solution of the
equation 8
x  x  1.
Reading from the graph: x  3.5
Check the graphical solution of the equation by solving 8
x  x  1 algebraically.

Exercise 17.5
1 (a) Copy and complete the tables for y  x  2 and y  5
x.
x 1 2 3 x 1 2 3
yx2 y5
x
(b) Draw the graphs of y  x  2 and y  5
x on the same diagram.
(c) Write down the coordinates of the point where the two lines cross.
(d) Use your graphs to solve x  2  5
x.
2 (a) Draw the graphs of y  3x  1 and y  x  6 on the same diagram.
(b) Write down the coordinates of the point where the two lines cross.
(c) Use your graphs to solve the equation 3x  1  x  6.
3 (a) Draw the graphs of y  x and y  3x
1.
(b) Use your graphs to solve the equation x  3x
1.
4 By drawing the graphs of y  2x and y  3
x, solve the equation 2x  3
x.
5 (a) Draw the graph of y  3  2x.
(b) What graph should be drawn to solve the equation 3  2x  9?
(c) Draw the graph and use it to solve the equation 3  2x  9.

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l Coordinates (involving positive and negative numbers) y axis

3
are used to describe the position of a point on a graph. A origin
For example, A (
3, 2) is the point where the 2
lines x 
3 and y  2 cross. 1
l The x axis is the line y  0. The y axis is the line x  0. -3 -2 -1 0 1 2 3 x axis
l The graph of a linear function is a straight line. -1
The general equation of a linear function is y  mx  c,
where m is the gradient of the line and c is the y-intercept.
l The gradient of a line can be found by drawing
a right-angled triangle.
distance up distance up
Gradient  
distance along
Gradient can be positive, zero or negative. distance along

You should be able to:

l Substitute values into given functions to generate points.
l Plot graphs of linear functions.
l Use graphs of linear functions to solve equations.

Review Exercise 17 y
4
1 (a) Write down the coordinates of the point P. P
3

+
(b) Write down the coordinates of the point Q. 2
1

-2 -1 0 1 2 3 4 5 x
-1
+
Q
-2
y Edexcel
A
2
2 1 The diagram shows a square ABCD.
D B (a) What are the coordinates of A?
-2 -1 0 1 2 x (b) What are the coordinates of D?
-1
-2
C
y
3
3 The diagram shows two sides of a rectangle KLMN. K L
2
(a) What are the coordinates of M? 1
(b) Find the coordinates of N.
-3 -2 -1 0 1 2 x
-1
M
y (3)
3
(1)
4 2 (a) Write down the equations of the
1 lines labelled on this graph.
(b) What are the coordinates of the point
-4 -3 -2 -1 0 1 2 3 4 x where lines (1) and (2) cross?
-1
(2)
-2

5 (a) On graph paper, plot the points P (
2, 3) and Q (4,
1).
(b) R is the midpoint of the line PQ. What are the coordinates of R?

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y
6 Match the equations to the graphs. 6 20
17
A: y  2 B: x  y  2 C: y  x  2 D: x  2 5
y y y 4

Coordinates and Graphs

3 3 3 3
2 2 2 2
1 1 1 1

0 1 2 3 4 x 0 1 2 3 4 x 0 1 2 3 4 x 0 1 2 3 4 x
P Q R S
7 (a) On the same diagram draw and label the lines: x  3 and y  4.
(b) Write down the coordinates of the point where the lines cross.
8 (a) Complete this table of values for y  x
3.
x
2
1 0 1 2 3 4
y
5
4
3
2
(b) Plot the points and draw the graph for y  x
3. Edexcel
9 (a) Copy and complete this table of values for y  2x  3.
x
3
2
1 0 1 2
y
1
(b) Draw the graph of y  2x  3.
(c) Use your graph to find: (i) the value of y when x  1.5,
(ii) the value of x when y 
0.5. Edexcel
10 (a) Draw the graph of y  2x
1 for values of x from
2 to 3.
(b) Use your graph to find: (i) the value of y when x 
1.4,
(ii) the value of x when y  3.8. Edexcel
11 (a) On the same diagram draw and label the lines: y  2x and x  y  6
(b) Write down the coordinates of the point where the lines cross.
12 Draw the graph of 2y  x  4 for values of x from
2 to 4.
13 Two firms hire out scaffolding. The charges made by each firm are shown.
Scaffold Plus: £50 plus £10 per day. Scaffold Ltd: £100 plus £5 per day.
The graph shows the charges made by Scaffold Ltd for up to 25 days.

200
Charge
(£)

100

0
0 10 20 30
Days

(a) Copy the graph and draw a line to show the charges made by Scaffold Plus.
(b) For how many days do both firms make the same charge?
(c) A builder needs to hire scaffolding for 20 days.
Which firm would be cheaper and by how much?

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CHAPTER
18 Using Graphs
Graphs are used in many real-life situations to represent information.
Conversion graphs
A conversion graph is used to change one quantity into an equivalent quantity.
For example, conversion graphs can be drawn and used to change:
weight – between pounds and kilograms,
temperature – between degrees Celsius and degrees Fahrenheit,
currency – between pounds, £, and euros, =C.

Use 16 euros
£10 to draw a conversion graph for pounds and euros.
Use your graph to find: (a) 20 euros in £, (b) £4 in euros.
16 euros
£10 Plot the point (16, 10).
0 euros
£0 Plot the point (0, 0).
The straight line through the points (0, 0) and (16, 10) is the conversion graph for pounds into euros.

15

10

Reading from graph:

5
(a) 20 euros
£12.50.
(b) £4
6.4 euros.
0
0 5 10 15 20
Euros

Exercise 18.1
1 This conversion graph can be used to change measurements from inches into centimetres.
Use the graph to find:
(a) 10 centimetres in inches, 20
(b) 10 inches in centimetres, Inches
(c) 16 inches in centimetres. 15

10

0
0 10 20 30 40 50
Centimetres

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2 Use £10
16 dollars to draw a conversion graph for £ and dollars. 20

18
Use your graph to find: (a) £8 in dollars, (b) 10 dollars in £.
3 Use 5 miles
8 kilometres to draw a conversion graph for miles and kilometres.

Using Graphs . . . Using Graphs . . .

Use your graph to find: (a) 3.5 miles in kilometres, (b) 5 kilometres in miles.
4 Use 10 kilograms
22 pounds (lb) to draw a conversion graph for kilograms and pounds.
Use your graph to find: (a) 4 kilograms in pounds, (b) 15 pounds in kilograms.
5 Use 32°F
0°C and 212°F
100°C to draw a conversion graph for degrees Fahrenheit
and degrees Celsius.
Use your graph to find: (a) 50°F in degrees Celsius, (b) 75°C in degrees Fahrenheit.

Distance-time graphs
Distance-time graphs are used to illustrate journeys.
Calculations involving speed,
Speed is given by the gradient, or slope, of the line. distance and time are covered in
The faster the speed the steeper the gradient. Chapter 11.
Zero gradient (horizontal line) means zero speed (not moving).

1 The graph shows a bus journey. 3500

(a) How many times does the bus stop?
(b) On which part of the journey 3000
does the bus travel fastest? Distance
(m) 2500
(a) At zero speed the distance-time graph 2000
is horizontal.
So, the bus stops 3 times. 1500
(b) The bus travels fastest when the gradient
1000
of the distance-time graph is steepest.
So, the bus travels fastest between the 500
second and third stops.
0 50 100 150 200 250 300 350 400
Time (seconds)

2 The graph represents a train journey 3 What speed is shown by this distance-time graph?
from Woking. Give your answer in metres per second.

15 30
Distance Distance
(miles) 10 (metres) 20
5 10

0 0
0920 0930 0940 0 2 4 6 8
Time Time (seconds)
(a) At what time did the train A distance of 30 metres is travelled in a time of
leave Woking? 6 seconds.
(b) How far did the train travel?
Using Speed
Distance  Time
(a) 0924 Speed
30  6
(b) 12 miles
5 metres per second

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Exercise 18.2
1 The graph represents a bus journey from Poole.
25

20
Distance
from 15
Poole
(miles) 10

0
1000 1010 1020 1030 1040 1050 1100
Time
(a) At what time did the bus leave Poole?
(b) How far did the bus travel?
(c) How many times did the bus stop on the journey?
2 The graph represents the journey of a cyclist from Hambone to Boneham.
(a) What time did the cyclist leave Hambone? 30
(b) The cyclist arrived in Boneham at 1200. Distance
How far is Boneham from Hambone? from
(c) The cyclist made one stop on his journey. Hambone 20
(i) At what time did the cyclist stop? (kilometres)
(ii) How far was the cyclist from
Boneham when he stopped?
10

0
1030 1100 1130 1200
Time
3 The distance-time graph shows the journey of a man from Durham to Leeds and back.
125

100
Distance from Durham (km)

75

50

25

0
9 am 10 am 11 am 12 noon 1 pm 2 pm 3 pm
Time
(a) How far is it from Durham to Leeds?
(b) How long did the man stop in Leeds?
(c) Did he travel at a faster speed going to Leeds or on the return journey?
Explain your answer.

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4 (a) The graph represents (b) The graph represents (c) The graph represents 20
18
the journey of a car. the journey of a train. the speed of a cyclist.
What is the speed of the What is the speed of the What is the speed of the
car in kilometres per hour? train in metres per second? cyclist in miles per hour?

Using Graphs . . . Using Graphs . . .

20

Distance
(miles)
10

0
0 1 2
Time (hours)

5 The distance-time graph shows the journey of a coach from Hove to Southampton.
(a) At what time did the coach leave Hove?
60 (b) How long did the coach take to travel
Distance
from Hove to Southampton?
from
40
Hove (c) What is the average speed of the
in miles coach in miles per hour?
20

0
0900 1000 1100 1200
Time

6 Pat cycles from home to the town centre. The graph represents her journey.
Pat takes 12 hour to reach the town centre from her home.
10
What is her average speed for the journey Distance
in kilometres per hour? (km)
5

0
0 10 20 30
Time (minutes)

7 This graph shows the progress made by a runner during the first 20 km of a marathon race.
Find the average speed of the runner: 20
(a) during the first 10 km of the race,
(b) during the second 10 km of the race,
15
(c) during the first 20 km of the Distance
race.
from start
(km)
Distance
10
from start
(km)

0
0900 0930 1000 1030 1100 1130
Time

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8 A motorist has to travel to Swansea, a distance of 80 kilometres.

He sets off at 0930 and travels at an average speed of 50 km/h for one hour before stopping.
He stops for 30 minutes and then completes the rest of the journey at an average speed
of 60 km/h.
(a) Draw a distance-time graph to represent his journey.
(b) At what time did he reach Swansea?
9 The graph represents the journey of a cyclist from Bournemouth to the New Forest.
(a) What is the average speed of the cyclist in miles per hour?
(b) Another cyclist is travelling from the
New Forest to Bournemouth at an 20
average speed of 12 miles per hour. Distance
15
At 1300 the cyclist is 15 miles from (miles)
Bournemouth. 10
(i) Draw a graph to show the journey
of the cyclist to Bournemouth. 5
(ii) At what time does the cyclist 0
arrive in Bournemouth? 1300 1330 1400 1430 1500
Time
10 Selby is 20 miles from York.
(a) Kathryn leaves Selby at 1030 and drives to York.
She travels at an average speed of 20 miles per hour.
Draw a distance-time graph to represent her journey.
(b) At 1030 Matt leaves York and drives to Selby.
He travels at an average speed of 30 miles per hour.
(i) On the same diagram draw a distance-time graph to represent his journey.
(ii) At what time does Matt arrive in Selby?

Graphs of other real-life situations

Craig drew a graph to show the amount of fuel in the family car as they travelled to their
holiday destination.
He also made some notes:
Part of Graph Event
A Leave home.
A to B Motorway.
B to C Car breaks down.
C to D On our way again.
D to E Stop for lunch.
E to F Fill tank with fuel.
F to G Country roads.
G Arrive, at last!

(a) How much fuel was in the tank at the start of the journey?
(b) At what time did the car break down?
(c) How long did the family stop for lunch?
(d) How much fuel was put into the tank at the garage?
(e) At what time did the journey end?
1
(a) 40 litres (b) 1030 (c) 
2 hour (d) 45 litres (e) 1600
Use the graph to work out how many litres of fuel were used for the journey.

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Exercise 18.3
20
18
1 Cans of drink can be bought from a vending machine in the school canteen.
The graph shows the number of cans in the machine between 1000 and 1500 one day.

Using Graphs . . . Using Graphs . . .

80

Number of
cans of drink 60

40

20

0
1000 1100 1200 1300 1400 1500
Time

(a) At 1000 the machine is three-quarters full.

How many cans does the machine hold when it is full?
(b) How many drinks were sold between 1045 and 1100?
(c) The machine was filled up twice during the day.
At what times was the machine filled up?
(d) Between what times was the machine empty?
(e) How many cans of drink were sold altogether between 1000 and 1500?

2 Graphs of the average heights and weights for men and women are shown.

MEN
80
Weight WOMEN
(kg)
70

60

50

150 160 170 180 190

Height (cm)

(a) John and his wife are both 170 cm in height.

Use the graphs to estimate the difference in their weights.
(b) Fred and Mary both weigh 75 kg.
Use the graphs to estimate the difference in their heights.

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3 The graph illustrates a 10 km cycle race between Afzal and Brian.

(a) Who was cycling faster at the 10
beginning of the race?
(b) Which cyclist stopped? 9
(c) How far apart were the
8
cyclists 10 minutes after
the start of the race? Distance 7
(d) Who won the race? (kilometres)
6

5 Afzal
Brian
4

0
0 10 20 30 40 50
Time (minutes)

4 The cost of removals includes a fixed amount and a charge per kilometre for the
distance moved.
The graph shows the cost, in £, for removals up to a distance of 50 kilometres.

300
Cost
in
pounds
200

100

0
0 10 20 30 40 50
Distance in kilometres
Use the graph to find:
(a) the cost of removals for a distance of 20 kilometres,
(b) the distance moved when the cost of removals is £200,
(c) the fixed amount charged.
5 The diagram shows the distance from the starting position of a swimmer in a race in a
swimming pool.
30
Distance from
starting position 20
in metres
10

0
0 1 2 3
Time in minutes
(a) What is the length of the swimming pool?
(b) What is the distance of the race?
(c) How long did the swimmer take to complete the race?

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20
18
l A graph used to change from one quantity into an equivalent quantity, such as pounds into
kilograms, is called a conversion graph.
l Distance-time graphs are used to illustrate journeys.

Using Graphs . . . Using Graphs . . .

On a distance-time graph: speed can be calculated from the gradient of a line,
the faster the speed the steeper the gradient,
zero gradient (horizontal line) means zero speed (not moving).
l Construct and interpret graphs arising from real-life situations.

Review Exercise 18
1 The diagram shows a conversion graph between pounds (£) and dollars.

15

Pounds (£)
10

0
0 2 4 6 8 10 12 14 16 18 20 22 24
Dollars

(a) Use the graph to write down how many

(i) pounds can be exchanged for 8 dollars,
(ii) dollars can be exchanged for £12.50.
(b) Kylie changes £300 into dollars.
Explain how you could use the graph to find the number of dollars she would get.
Edexcel
2 Area of land can be measured in either acres or hectares.
50 acres is 20 hectares 300 acres is 120 hectares
(a) By plotting these values, draw a conversion graph for acres and hectares.
(b) Use your graph to change 180 acres to hectares.
3 A mechanic charges a fixed amount and an hourly rate for call-outs.
The graph shows the charges made for call-outs up to 2 hours.
(a) What is the total charge for a call-out
which takes 1 hour to complete?
(b) How much is the fixed amount? 100
(c) How much is the hourly rate? Charge
(£) 75

50

25

0
0 1 2
Time (hours)

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4 Mark drives 30 miles to his friend’s house.

This travel graph shows Mark’s journey.

30
Distance
in 20
miles
10

0
0 1 2 3 4 5
Time in hours

(a) How long does the journey take?

(b) Work out Mark’s average speed for the journey from his home to his friend’s house.
Mark stays with his friend for 1 hour.
He then travels home at 30 miles per hour.
(c) Copy and complete the graph to show this information. Edexcel

5 Elizabeth went for a cycle ride.

The distance-time graph shows her ride.
She set off from home at 1200 and had a flat tyre at 1400.

30
Distance
from
home
(kilometres) 20

10

0
1200 1300 1400 1500 1600
Time

During her ride, she stopped for a rest.

(a) (i) At what time did she stop for a rest?
(ii) At what speed did she travel after her rest?
It took Elizabeth 15 minutes to repair the flat tyre.
She then cycled home at 25 kilometres per hour.
(b) Copy and complete the distance-time graph to show this information. Edexcel

6 A motorist has to travel 60 miles.

She sets off at 0900 and travels the first 30 miles at an average speed of 40 miles per hour
before stopping.
She stops for 15 minutes and then completes her journey, to arrive at 1030.
(a) Draw a distance-time graph to represent her journey.
(b) What is her average speed for the whole journey?

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CHAPTER
19 Inequalities

Activity

For all children who enter the For anyone riding the For all items sold in the store
competition we can say that Big Dipper we can say that we can say that
Age
16 years Height  1.2 m Cost  £1
These are examples of inequalities.
Can you think of other situations where inequalities are used?

Inequalities
An inequality is a mathematical statement, such as x  1, a  2 or 3  n
2.
In the following, x is an integer.

Sign Meaning Example Possible values of x

is less than x
4 3, 2, 1, 0, 1, 2, 3, …
An integer is a
 is less than or equal to x4 4, 3, 2, 1, 0, 1, 2, 3, … positive or negative
 is greater than x6 7, 8, 9, 10, … whole number or zero.
 is greater than or equal to x2 2, 3, 4, 5, …

Explain the difference between the meanings of the signs
and .

Explain the difference between the meanings of the signs  and .

Number lines
Inequalities can be shown on a number line.

As you move to the right, numbers get bigger.

As you move to the left, numbers get smaller.

The number line below shows the inequality 2
x  3.

-3 -2 -1 0 1 2 3 4
The circle at 3 is filled to show that 3 is included.
The circle at 2 is not filled to show that 2 is not included.
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1 Draw number lines to show these inequalities:

(a) x
1.5 (b) x  2 (c) x  4 and x  1
(a) x
1.5
The circle is:
filled if the inequality is included,
(b) x  2 not filled if the inequality is not included.

(c) x  4 and x  1.

x has to satisfy two inequalities.

2 (a) Draw a number line to show the inequality 3  x
8.
(b) x is an integer. 3x
8
Write down the values of x which satisfy the inequality. is a shorthand method
of writing
(a) 3  x and x
8.

(b) The values of x which satisfy the inequality 3  x
8 are: 3, 4, 5, 6, 7.

Exercise 19.1
1 Write down the following mathematical statements and say whether each is true or false.
(a) 4
7 (b) 3  3 (c) 4  4 (d) 2  1
(e) 8  8 (f) 1.5  2.1 (g) 3  5  7  2 (h) 4  (2)  4  4
2 Write down an integer which could replace the letter.
(a) x
6 (b) a  2 (c) c  2
8 (d) 2d  14
(e) f  3  7 (f) 2
h
0 (g) t  5 and t  4 (h) r  6 and r
1
3 In this question x is an integer. Write down all the values of x which satisfy these inequalities.
(a) 1
x
5 (b) 2
x  3 (c) 4  x  1 (d) 1  x
3
4 Write down a mathematical statement, using inequalities, for each of these diagrams.
(a) (b)

-1 0 1 2 3 4 5 -3 -2 -1 0 1 2 3
(c) (d)

0 1 2 3 4 5 6 -7 -6 -5 -4 -3 -2 -1
(e) (f)

-3 -2 -1 0 1 2 3 4 5 6 7 8 9 10
5 Draw number lines to show the following inequalities.
For each part, draw and label a number line from 5 to 5.
(a) x  2 (b) x  1 (c) x  4 (d) x
2
(e) 2  x
3 (f ) 1
x  4 (g) 3
x
0 (h) x
3 and x  1

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Solving inequalities
20
19
Solve means to find the values of x which make the inequality true. Solving inequalities is similar
The aim is to end up with one letter on one side of the inequality to solving equations.
and a number on the other side of the inequality.

Inequalities . . . Inequalities . . .
]

Solve the inequality 5x  3
27 and show the solution on a number line.

5x  3
27
Add 3 to both sides.
5x
30
Divide both sides by 5.
x
6
The solution is shown on a number line as:
4 5 6 7 8
This means that the inequality is true for all values of x which are less than 6.

Exercise 19.2
1 Solve each of the following inequalities and show the solution on a number line.
(a) 3n  6 (b) 2x
4 (c) a  1
5 (d) a  3
1
(e) 2d  5  1 (f ) t  2
1 (g) 5  2g  1 (h) 4  3y  4
2 Solve the following inequalities.
Show your working clearly.
(a) a  3
7 (b) 5  x  3 (c) y  2
1 (d) 3c  15
(e) 2d
6 (f ) b  3  2 (g) 2  b  1 (h) 2c  5  11
(i) 3d  4  8 ( j) 4  3f
2 (k) 8g  1  3 (l) 5h
h  8
(m) 3x
x  6 (n) 6j  2j  10 (o) 7k  3k  16 (p) 6m  7  m

Double inequalities

1 Find the values of x such that 3
x  2  1 and show the solution on a number line.
3
x  2  1
Add 2 to each part of the inequality.
1
x  3
The solution is shown on a number line as:
-2 -1 0 1 2 3 4

2 Find the integer values of n for which 1  2n  3
7.

1  2n  3
7
Subtract 3 from each part.
4  2n
4
Divide each part by 2.
2  n
2
Integer values which satisfy the inequality 1  2n  3
7 are: 2, 1, 0, 1.

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Exercise 19.3
1 Solve each of the following inequalities and show the solution on a number line.
(a) 5
x  4  9 (b) 3  x  2
7 (c) 2
9  x  13
2 Find the values of x such that:
(a) 2
2x  6 (b) 6  3x
12 (c) 1  2x  3  1
(d) 5
2x  1
8 (e) 2  3x  1  11 (f) 12
5x  2  27
3 Find the integer values of n for which:
(a) 3
n  2
7 (b) 2
n  1  5 (c) 2
2n  4
(d) 5  2n  3
13 (e) 0
2n  8
3 (f) 5
4n  1  13

l Inequalities can be described using words or numbers and symbols.

Sign Meaning Sign Meaning

is less than  is greater than
 is less than or equal to  is greater than or equal to
l Inequalities can be shown on a number line.

The circle is: 2
x  3

filled if the inequality is included (i.e.  or ),
not filled if the inequality is not included (i.e.
or ).
l Solve means find the values of x which make the inequality true.

Review Exercise 19
1 Draw number lines to show each of these inequalities.
(a) x  1 (b) x  3 (c) 4
x  9 (d) x
2 and x  5
2 Solve each of these inequalities and show the solution on a number line.
(a) 2x
6 (b) 3x  15 (c) x  1  5 (d) 7x  3  18
3 (a) Solve the inequality 4x  3
7.
(b) An inequality is shown on the number line.

-3 -2 -1 0 1 2
Write down the inequality. Edexcel
4 Solve the inequality 5x  1  11.
5 (a) y is an integer and 2
y
2. Write down all the possible values of y.
(b) (i) Solve the inequality 3n  8.
(ii) Write down the smallest integer which satisfies the inequality 3n  8. Edexcel
6 Solve this inequality and show the solution on a number line. 2
2x  4
7 Find the integer values of n such that:
(a) 4
2n  8 (b) 3  3n  6
12 (c) 1  3x  4
5
8 Solve 4
x  2  7. Edexcel

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CHAPTER
20 Quadratic Graphs

Quadratic functions
Look at these coordinates: (
3, 9), (
2, 4), (
1, 1), (0, 0), (1, 1), (2, 4), (3, 9).
Can you see any number patterns? y
The diagram shows the coordinates plotted on a graph. 10
The points all lie on a smooth curve.
8
A rule connects the x coordinate with the y coordinate. 6
y = x2
All points on the line obey the rule y  x 2.
4
y  x 2 is an example of a quadratic function.
2

-3 -2 -1 0 1 2 3 x
The graph of a quadratic function is always a smooth curve and is called a parabola.
The general equation of a quadratic function is y  ax 2  bx  c, where a cannot be equal to zero.
The graph of a quadratic function is symmetrical and has a maximum or a minimum value.
y maximum y
value

x x
minimum
value

Drawing a graph of a quadratic function

To draw a quadratic graph:
l Make a table of values connecting x and y.
l Plot the points.
l Join the points with a smooth curve.

Draw the graph of y  x 2
3 for values of x from
3 to 3.

First make a table of values for y  x 2
3. y
y = x2 – 3
6
x
3
2
1 0 1 2 3
y 6 1
2
3
2 1 6 4
Plot these points. 2
The curve which passes through these points
is the graph of the equation y  x 2
3.
-3 -2 -1 0 1 2 3 x
-2

l Quadratic graphs are always symmetrical. -4

l Join plotted points using smooth curves and

not a series of straight lines.

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Exercise 20.1
1 (a) Copy and complete this table of values for y  x 2
1.
x
3
2
1 0 1 2 3
y 8 0 3
(b) Draw the graph of y  x
1. 2

Label the x axis from
3 to 3 and the y axis from
2 to 10.

2 (a) Copy and complete this table of values for y  x 2
2.
x
3
2
1 0 1 2 3
y 2
1 7
(b) Draw the graph of y  x
2. 2

Label the x axis from
3 to 3 and the y axis from
3 to 8.

(c) Use your graph to find the value of y when x 
1.5.
(d) Write down the coordinates of the points where the graph of y  x 2
2
crosses the x axis.
3 (a) Draw the graph of y  x 2
4 for values of x from
3 to 3.
(b) Use your graph to find the value of y when x 
1.5.
4 Draw the graphs of y  x 2, y  x 2  2 and y  x 2
2 on the same diagram.
Draw the x axis from
2 to 2 and the y axis from
2 to 6.
What do you notice about the graphs?
5 (a) Draw the graph of y  x 2  1 for values of x from
2 to 4.
(b) Use your graph to find the value of y when x  2.5.
(c) Use your graph to find the values of x when y  4.
(d) Write down the coordinates of the point at which the graph has a minimum value.
6 (a) Copy and complete this table of values for y  6
x 2.
x
3
2
1 0 1 2 3
y 2 6
3
(b) Draw the graph of y  6
x for values of x from
3 to 3.
2

(c) Write down the coordinates of the points where the graph of y  6
x 2
crosses the x axis.
(d) Find the coordinates of the point at which the graph has a maximum value.
7 (a) Copy and complete this table of values for y  x 2  x.
x 0 1 2 3 4 5 6
y 0 12 42
(b) Draw the graph of y  x 2  x for values of x from 0 to 6.
(c) Use your graph to find a value of x when y  25.
8 Draw the graph of y  2x 2 for values of x from
2 to 2.
9 (a) Copy and complete this table of values for y  x 2
x  2.
x
2
1 0 1 2 3
y 8 2 4
(b) Draw the graph of y  x
x  2 for values of x from
2 to 3.
2

10 Draw the graph of y  x 2  3x
2 for values of x from
5 to 2.

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Using graphs to solve quadratic equations

y
20
20
The diagram shows the graph of y  x 2
4.
y = x² – 4
The values of x where the graphs of quadratic functions cross 15
(or touch) the x axis give the solutions to quadratic equations.

Quadratic Graphs . . . Quadratic Graphs . . .

10
At the point where the graph y  x 2
4 crosses the x axis
the value of y  0. 5
x2
4  0
-6 -4 -2 0 2 4 6 x
The solutions of this quadratic equation can be
-5
read from the graph: x 
2 and x  2

y
(a) Draw the graph of
y  x 2  2x
3 for values of x from
4 to 2. y = x ² + 2x – 3
4
(b) Use your graph to find the solutions of the equation 2
x 2  2x
3  0.
(a) First make a table of values for y  x 2  2x
3. -4 -3 -2 -1 0 1 2 x
-2
x
4
3
2
1 0 1 2
y 5 0
3
4
3 0 5 -4

Plot these points.

The curve which passes through these points is the graph of the equation y  x 2  2x
3.
(b) To solve the equation x 2  2x
3  0 read the values of x where the
graph of y  x 2  2x
3 crosses the x axis.
Reading from the graph: x 
3 and x 1

Exercise 20.2 y
10
1 The diagram shows the graph of y  6x
x 2.
y = 6x – x ²
Use the graph to solve the equation 8
6x
x 2  0.
6

-1 0 1 2 3 4 5 6 7 x
-2
y
8
y = x ² + 3x – 2
6
2 The graph of y  x 2  3x
2 is shown.
4
Use the graph to solve the equation
2 x 2  3x
2  0.
Give your answers correct to 1 d.p.
-5 -4 -3 -2 -1 0 1 2 x
-2

-4

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3 (a) Copy and complete this table of values for y  x 2
8.

x
4
3
2
1 0 1 2 3 4
y8
8
4
(b) Draw the graph of y  x
8.
2

(c) Use your graph to solve the equation x 2
8  0.

4 (a) Draw the graph of y  x 2  x for values of x from
3 to 2.
(b) Use your graph to solve the equation x 2  x  0.
(c) Find the coordinates of the point at which the graph has a minimum value.
5 (a) Copy and complete this table of values for y  x 2
2x  1.
x
2
1 0 1 2 3
y
(b) Draw the graph of y  x 2
2x  1.
(c) Use your graph to solve the equation x 2
2x  1  0.
6 (a) Draw the graph of y  x 2  2x
3 for values of x from
5 to 3.
(b) Use your graph to solve the equation x 2  2x
3  0.
7 (a) Draw the graph of y  10
x 2 for values of x from
4 to 4.
(b) Use your graph to solve the equation 10
x 2  0.
(c) Find the coordinates of the point at which the graph has a maximum value.
8 (a) Draw the graph of y  2 x 2
5 for values of x from
2 to 2.
(b) Use your graph to solve the equation 2x 2
5  0.
9 (a) Copy and complete this table of values for y  15
2 x 2.
x
3
2
1 0 1 2 3
y
(b) Draw the graph of y  15
2 x 2.
(c) Use your graph to solve the equation 15
2x 2  0.
10 Draw suitable graphs to solve the following equations.
(a) x 2
10  0 (b) 5
x 2  0 (c) y  x 2
3x  2 (d) 12
2x 2  0
11 (a) Copy and complete this table of values for y  2x 2
4x
2.
x
1 0 1 2 3
y
2 4
(b) Draw the graph of y  2x
4x
2. 2

(c) Hence, solve the equation 2x 2
4x
2  0.

12 By drawing a suitable graph solve the equation x 2  4x
5  0.

l The graph of a quadratic function is a smooth curve.

l The general equation for a quadratic function is
y  ax 2  bx  c, where a cannot be zero.
The graph of a quadratic function is symmetrical
and has a maximum or minimum value.
l You should be able to: substitute values into given functions to generate points,
plot graphs of quadratic functions,
use graphs of quadratic functions to solve equations.

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Review Exercise 20
20
20
1 The graph of y  x
4x is shown.
2

Quadratic Graphs . . . Quadratic Graphs . . .

y = x ² – 4x
6

-1 0 1 2 3 4 5 x
-2

-4

(a) Use the graph to solve the equation x 2
4x  0.

(b) Find the coordinates of the point at which the graph has a minimum value.
2 (a) Copy and complete the table of values for y  x 2
5.
x
3
2
1 0 1 2 3
y
1
5 4
(b) Draw the graph of y  x 2
5.
(c) Write down the values of x where the line y 
1 crosses your graph.
3 (a) Complete the table for y  x 2
3x  1.
x
2
1 0 1 2 3 4
y 11 1
1 1 5
(b) Draw the graph of y  x 2
3x  1.
(c) Use your graph to find an estimate for the minimum value of y. Edexcel

4 (a) Copy and complete this table of values for y  x 2
x
1.

x
2
1 0 1 2 3
y 5
1
(b) Draw the graph of y  x
x
1. 2

(c) Use your graph to solve the equation x 2
x
1  0.

5 (a) Draw the graph of y  x 2  3x
5 for values of x from
5 to 2.
(b) Use your graph to solve the equation x 2  3x
5  0.
6 A tank for holding oil is 2 m high, and has a square base of side x m.
The formula for the volume, V, of the tank is V  2x 2.
(a) Copy and complete the table to show the values of V for the given values of x.
x 0.5 1 1.5 2 2.5 3
y 0.5 4.5 12.5
(b) Use these values to draw the graph of V  2x 2.
Use a scale of 4 cm to 1 unit on the x axis, and 1 cm for 2 units on the V axis.
(c) From your graph, find what value of x will give a volume of 10 m3.
Give your answer to one decimal place. Edexcel

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Section Algebra
Review
Non-calculator Paper
Do not use a calculator for this exercise.
1 (a) Find the missing numbers in these sequences.
(i) 11, 18, 25, 32, … (ii) …, 3, 7, 11, 15
(b) Draw the next pattern in this sequence.

2 Work out the missing values in these calculations.

(a) 3 +5 ×2 (b) +5 ×2 30
3 A number pattern starts 1, 5, 9, …
The pattern is continued using this rule:
Add 4 to the last number.
(a) Write down the next two numbers in the pattern.
(b) What is the 10th number in the pattern?
(c) Is 100 in this number pattern? Explain your answer.
4 A series of patterns is drawn using dots.

Pattern 1 Pattern 2 Pattern 3

(a) Draw patterns to show the number of dots needed for (i) Pattern 4, (ii) Pattern 5.
The table shows the number of dots needed for different patterns.
Pattern 1 2 3 4 5 6 7
Number of dots 5 8 11
(b) Copy and complete the table.
(c) Explain how you would work out the number of dots needed for Pattern 12. Edexcel
5 (a) Crayons cost 12p each.
Write an expression in pence for the cost of t crayons.
2a ⫹ᎏ3b
(b) Find the value of ᎏ 5 when a ⫽ 7 and b ⫽ ⫺3.
6 Here is a number pattern. 6, 12, 18, …, …, 36. Two numbers are missing.
(a) Write in the missing numbers.
(b) Describe, in words, the rule that you used to find the missing numbers in the pattern.
Edexcel
7 (a) Simplify. (i) y ⫹ y (ii) e ⫹ f ⫹ e ⫹ f ⫹ e (iii) p ⫹ p ⫹ p
2 2 2

(b) Work out the value of 5x ⫹ 1 when x ⫽ ⫺3. Edexcel

8 (a) On graph paper, plot the points A (1, 3) and B (⫺3, ⫺1).
(b) M is the midpoint of the line segment AB. What are the coordinates of M ?
9 Solve. (a) 7x ⫽ 35 (b) 3 ⫽ x ⫹ 5 (c) 5x ⫹ 3 ⫽ 18
10 Trent thinks of a number. He multiplies it by 3 and then adds 2. His answer is 23.
What number did Trent think of?

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11 Solve. (a) ᎏ2xᎏ ⫽ 6 (b) 3x ⫺ 2 ⫽ 28 20

SR
12 Jessica is paid £7 for each hour that she works. She works for y hours.
(a) Write down an expression, in terms of y, for the amount, in pounds (£), that Jessica is paid.

Section Review: Non-calculator Paper

Lucy is also paid £7 for each hour that she works.
She works for three times as many hours as Jessica.
(b) Write down an expression, in terms of y, for the amount, in pounds (£), that Lucy is paid.
Give your answer as simply as possible. Edexcel
13 This formula is used to work out Sharon’s pay.
Pay ⫽ hours ⫻ rate of pay ⫹ £10.
Sharon works for 40 hours.
Her rate of pay is £8 per hour. Work out her pay. Edexcel
14 A sequence begins 4, 5, 7, …
The rule for continuing the sequence is: Double the last number and subtract 3.
(a) What are the next two numbers in this sequence?
(b) Another sequence uses the same rule. It begins 2, 1, …
What are the next two numbers in this sequence?
15 (a) Pens cost x pence each. Write an expression for the cost of 3 pens.
(b) A ruler costs 7 pence more than a pen. Write an expression for the cost of a ruler.
16 (a) Simplify 3m ⫹ 5n ⫹ m ⫺ 3n ⫹ 2m.
(b) Solve. (i) ᎏ6tᎏ ⫽ 2.5 (ii) 3p ⫺ 2 ⫽ 7
17 You can use this rule to work out the total number of points a football team got last season.
Multiply the number of wins by 3 and then add the number of draws
Last season Rovers had 10 wins and 0 draws.
(a) Use the rule to work out the total number of points Rovers got last season.
Last season United had 20 wins and 5 draws.
(b) Use the rule to work out the total number of points United got last season. Edexcel
18 If a ⫽ 5, b ⫽ 2 and c ⫽ 3, work out the value of (a) a ⫹ b ⫺ c, (b) 3a ⫺ 2b ⫹ c.
19 The conversion graph can be used for changing between miles and kilometres.

10

8
Kilometres
6

0
0 1 2 3 4 5 6
Miles
(a) Use the graph to change (i) 4 kilometres to miles, (ii) 4 miles to kilometres.
(b) Explain how you can use the graph to change 100 miles to kilometres.
20 (a) Simplify. (i) c ⫹ c ⫹ c ⫹ c (ii) p ⫻ p ⫻ p ⫻ p (iii) 3g ⫹ 5g (iv) 2r ⫻ 5p
(b) Expand. 5(2y ⫺ 3)
(c) Expand and simplify. 4(x ⫹ 5) ⫹ 3(x ⫺ 7) Edexcel

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21 (a) (i) Complete this table of values for y ⫽ 2x ⫹ 3.

x ⫺2 ⫺1 0 1 2 3
y ⫺1 3
(ii) Draw the graph of y ⫽ 2x ⫹ 3.
(b) On the same grid, draw the graph of y ⫽ 1.
(c) Write down the coordinates of the point where the lines cross.
22 Apples cost t pence per kilogram.
(a) What is the cost of 5 kg of apples?
(b) Pears cost 10 pence per kilogram less than apples.
What is the cost of one kilogram of pears?
(c) Bananas cost twice as much per kilogram as apples.
What is the cost of one kilogram of bananas?
23 (a) What is the value of 2xy when x ⫽ 3 and y ⫽ 4?
(b) Work out the value of ab ⫹ c when a ⫽ 3, b ⫽ ⫺2 and c ⫽ 5.
(c) What is the value of 3p ⫺ q when p ⫽ ⫺1 and q ⫽ 2?
24 (a) Solve the equation 3x ⫹ 2 ⫽ 17.
(b) Use the formula v ⫽ at to work out the value of v when a ⫽ 3 and t ⫽ 8.
(c) Given that 4y ⫺ 3 ⫽ 15, work out the value of 2y ⫺ 3. Edexcel
25 Solve. (a) 3x ⫽ 15 (b) 4y ⫹ 6 ⫽ 26 (c) 3(z ⫺ 4) ⫽ 30 Edexcel
26 (a) Tayub said, “When x ⫽ 3, then the value of 4x 2 is 144.”
Bryani said, “When x ⫽ 3, then the value of 4x 2 is 36.”
Who was right? Explain why.
(b) Work out the value of 4(x ⫹ 1)2 when x ⫽ 3. Edexcel
27 Mrs Crawley drove from her home to the supermarket, did her shopping and then
returned home. The distance-time graph shows her journey.
6

Distance 5
from
home 4
(kilometres)
3

0
1000 1010 1020 1030 1040 1050 1100
Time of day
(a) At what time did Mrs Crawley leave home?
(b) How far is the supermarket from Mrs Crawley’s home?
(c) How many minutes did Mrs Crawley spend at the supermarket?
(d) Work out Mrs Crawley’s average speed on her journey home?
Give your answer in kilometres per hour.
28 (a) Work out the value of 3p ⫹ 4q when p ⫽ 5 and q ⫽ ⫺2.
(b) Given that y ⫽ 4x ⫺ 3, work out the value of x when y ⫽ 11.
(c) Multiply out 7(n ⫺ 3).
(d) Factorise t 2 ⫺ 5t. Edexcel
29 Solve the equations. (a) 2x ⫽ 10 (b) 6y ⫹ 1 ⫽ 25 (c) 8p ⫺ 3 ⫽ 3p ⫹ 13 Edexcel

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30 The cost, C pounds, of a coat rack with h hooks can be worked out using 20
SR
the formula C ⫽ 3h ⫹ 7.
(a) Work out the cost of a coat rack with four hooks.
Another coat rack costs £43.

Section Review: Non-calculator Paper

(b) Use the same formula to work out the number of hooks this coat rack has. Edexcel
31 (a) Buns cost x pence each. How much will 2 buns cost?
(b) A doughnut costs 5 pence more than a bun. How much will 3 doughnuts cost?
(c) The cost of buying 2 buns and 3 doughnuts is 95 pence.
By forming an equation find the cost of a bun.
32 (a) Complete this table of values for y ⫽ 3x ⫺ 1. x ⫺2 ⫺1 0 1 2 3
(b) Draw the graph of y ⫽ 3x ⫺ 1.
(c) Use your graph to find y ⫺1 8
(i) the value of x when y ⫽ 3.5, (ii) the value of y when x ⫽ ⫺1.5. Edexcel
33 (a) Factorise. x 2 ⫺ 3x
(b) Simplify. k 5 ⫼ k 2
(c) Expand and simplify. 2(3x ⫹ 4) ⫺ 3(4x ⫺ 5) Edexcel
34 (a) Solve the inequality 3x ⫺ 5 ⬍ 7.
(b) An inequality is shown on the number line.

-3 -2 -1 0 1 2 3 4
Write down the inequality.
35 Solve. (a) 7p ⫹ 2 ⫽ 5p ⫹ 8 (b) 7r ⫹ 2 ⫽ 5(r ⫺ 4) Edexcel

36 Pat plays a game with red cards and green cards.

Red cards are worth 5 points each. Green cards are worth 3 points each.
Pat has r red cards and g green cards. His total number of points is N.
Write down, in terms of r and g, a formula for N. Edexcel

37 (a) Draw the graph of y ⫽ x 2 for values of x from ⫺3 to 3.

(b) Use your graph to find
(i) the value of y when x ⫽ ⫺2.4, (ii) the values of x when y ⫽ 3.6.
38 (a) Use the formula y ⫽ mx ⫹ c to find the value of y when m ⫽ ⫺4, x ⫽ ⫺3
and c ⫽ ⫺5.
(b) Rearrange the formula y ⫽ mx ⫹ c to make x the subject.
39 The area, y, of this rectangle is given by y ⫽ x 2 ⫹ 2x.
x+2
(a) Copy and complete this table of values for y.
x 0 1 2 3 4 5 x
y 0 8 15 35
(b) Draw the graph of y ⫽ x ⫹ 2x. 2

(c) Use your curve to find the value of x if the area of the rectangle is 20 cm2.
40 (a) Solve the equation 4(x ⫹ 3) ⫽ 22 ⫹ x
(b) (i) Write down the integer values of n for which 2 ⬍ 5n ⭐ 12.
(ii) Solve the inequality 5x ⫹ 3 ⭓ 4.
41 The n th term of a sequence is 3n 2 ⫺ 5.
Write down the first and second terms of the sequence.

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Section Algebra
Review
Calculator Paper
You may use a calculator for this exercise. y
1 Copy the diagram. 3
P
2
(a) What are the coordinates of P?
1
(b) Plot the point Q (3, 1).
0
0 1 2 3 x
2 This sequence of diagrams shows patterns of black tiles and white tiles.
(a) Sketch the next two diagrams in the sequence.

(b) Copy and complete the table to show the numbers of black tiles, white tiles and
total number of tiles in each diagram.
Black tiles 1 2 3 4
White tiles 0 1 2 3
Total tiles
(c) (i) Describe any patterns that you notice in the table.
(ii) Explain how you could use these patterns to predict the total number of tiles when
there are 20 black tiles. Edexcel
3 You can use this rule to work out the cost of a taxi journey.
cost of taxi journey ⴝ cost per kilometre ⴛ number of kilometres
The cost per kilometre of a taxi journey is 45p.
Use the rule to work out the cost of a taxi journey of 9 km.
Give your answer in pounds (£). Edexcel
4 Here are the first four numbers of a simple sequence. 5 8 11 14
(a) Write down the next two numbers of the sequence.
(b) Write down, in words, the rule to continue this sequence. Edexcel
5 Using the input-output diagram, copy and complete the following table.
Input 7 …
Input ×3 Output
Output … 24
6 (a) Solve. (i) 7x
42 (ii) x  3
7
(b) Simplify. 7g  g  5g
(c) Work out the value of 5m  3n when m
2.2 and n
3.5.
7 (a) Write down the next number in this pattern: 30, 26, 22, 18, …
(b) Write down a rule that can be used to find the next number.
8 V
IR. Work out V when I
2 and R
5. Edexcel
9 The formula for the perimeter, P cm, 2a
of this shape is P
5a  3b. 2b
Find P when a
3.2 and b
3.8. b

3a

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10 A sequence of patterns is made using diamonds. 20

SR

Section Review: Calculator Paper

Pattern 1 Pattern 2 Pattern 3 Pattern 4
(a) Copy and complete the table.
Pattern number 1 2 3 4 5 6
Number of diamonds 1 4 7
(b) How many more diamonds are needed for Pattern 7 than Pattern 6?
(c) How many diamonds are needed for Pattern 100?
Explain how you worked out your answer.
11 1
n represents any even number. What type of number is (a) n  1, (b) 2n, (c) 
2 n?
12 The instructions for cooking a chicken are:
Cook for 35 minutes per kilogram, plus 20 minutes
Kellie has a 2 kilogram chicken.
(a) How many minutes will it take to cook?
Kellie wants the chicken to be ready for 2000 hours.
(b) At what time should she start cooking the chicken? Edexcel
13 (a) Simplify (i) 3a  a, (ii) 3a  4b  2a  3b, (iii) 3  a  a.
(b) Solve the equation 13  x
7.
(c) d
3a  1. Find the value of d when a
10.
14 The conversion graph is used to compare £ with euros.
(a) How many euros are equivalent to £5?
(b) Whilst on holiday in Spain, Joan bought 20
a camera for 120 euros.
£
What was the price of the camera in £s?
10

0
0 10 20 30 40
Euros
15 Multiply out 5(3x  2). Edexcel
16 Here are the first five terms of a sequence: 50 49 47 44 40 …
Write down the next term. Explain how you worked out the answer.
17 Solve. (a) x  2x
12 (b) 2y  1
13 Edexcel
y
18 Match the equations to the graphs. 7
A: x
3 B: y
3 C: y
x  3 D: y  x
3 6
y y y 5
4 4 4 4
3 3 3 3
2 2 2 2
1 1 1 1

0 1 2 3 4 x 0 1 2 3 4 x 0 1 2 3 4 x 0 1 2 3 4 x
P Q R S

213
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19 The graph shows the journey made by a cyclist from Guildford to Brighton.
Brighton 40

Distance 30
from
Guildford 20
(miles)
10

Guildford 0
1000 1100 1200 1300 1400 1500 1600
Time
(a) (i) How far is Brighton from Guildford?
(ii) Describe what happened between 1200 and 1300 hours.
(iii) Find the average speed of the cyclist between 1000 and 1200.
(b) The cyclist later cycled back to Guildford at an average speed of 16 miles per hour.
How long did it take the cyclist to get back to Guildford?
20 (a) I thought of a number, added 6, then multiplied by 10. The result was 90.
What was the number I started with?
(b) I thought of a number, multiplied it by 3, then subtracted 8. My result was 7.
What was the number? Edexcel

21 y
5x  3. Find the value of x when y
4. Edexcel

22 Solve. (a) w  3
9 (b) 8x
56 (c) 5y  3
3y  10 Edexcel

23 (a) On the same diagram, draw and label the lines y
x and y
3  x for values of x
from 0 to 3.
(b) Explain how you can use your graph to solve the equation x
3  x.
24 Eggs are sold in boxes.
A small box holds 6 eggs. A large box holds 12 eggs.
Hina buys x small boxes of eggs.
Hina also buys 4 less of the large boxes of eggs than the small boxes.
(a) Find, in terms of x, the total number of eggs in the large boxes that Hina buys.
(b) Find, in terms of x, the total number of eggs that Hina buys.
Give your answer in its simplest form. Edexcel

25 (a) Write, as simply as possible, an expression

2a cm 3a cm
for the total length of these rods.
(b) The total length of the rods is 23 cm.
By forming an equation find the value of a. 3 cm
26 (a) Solve the equations:
(i) 2x
10 (ii) 6y  1
25 (iii) 8p  3
3p  13 (iv) 4x  3
2(x  3)
(b) Solve the inequality 2x  3  8. Edexcel

27 Factorise (a) 6p  3 (b) p 2  2p

28 The air temperature, T °C, outside an aircraft flying at a height of h feet is given by
h
the formula T
26   500
An aircraft is flying at a height of 27 000 feet.
(a) Use the formula to calculate the air temperature outside the aircraft.
The air temperature outside an aircraft is 52°C.
(b) Calculate the height of the aircraft. Edexcel

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29 Use a trial and improvement method to solve the equation x 3  x
15. 20

SR
Copy and complete the working shown below to find a solution correct to one decimal place.
x x3  x

Section Review: Calculator Paper

2 6 Too small
3 24 Too big
Edexcel
30 The first five terms of an arithmetic sequences are: 2 9 16 23 30
Find, in terms of n, an expression for the n th term of this sequence. Edexcel
31 (a) Solve the inequality 3x  5  4.
(b) List the values of x, where x is an integer, such that 1  x  2  1.
32 (a) Complete this table of values for the graph y
x 2  7.
x 3 2 1 0 1 2 3
y 2 7 3 2
(b) Draw the graph of y
x 2  7.
(c) Use your graph to find the values of x for which x 2  7
0.
33 Solve.
(a) 7x  18
74 (b) 4(2y  5)
32 (c) 5p  7
3(4  p) Edexcel

34 Jo buys 8 cups and 8 mugs. A cup costs £x. A mug costs £(x  2).
(a) Write down an expression, in terms of x, for the total cost, in pounds, of 8 cups and
8 mugs.
The total cost of 8 cups and 8 mugs is £72.
(b) (i) Express this information as an equation in terms of x.
(ii) Solve your equation to find the cost of a cup and the cost of a mug. Edexcel

35 Here are the first five terms of an arithmetic sequence:

1 3 7 11 15
(a) Find, in terms of n, an expression for the n th term of this sequence.
In another arithmetic sequence the n th term is 8n  16.
John says that there is a number that is in both sequences.
(b) Explain why John is wrong. Edexcel

36 Rearrange the formula y
5x  10 to make x the subject.

37 (a) Factorise. (i) 8y  4 (ii) x 3  5x

(ii) nn3 (iii) x 2 y 3  xy
6 3
(b) Simplify. (i) m 2  m 3
2t  3
(c) Solve. (i)  3
7 (ii) 5(x  3)
3x  1


38 (a) Multiply out and simplify (x  3)(x  2).

(b) Solve the equation 5x  7
3(x  1).
39 (a) Draw the graph of y
x 2  x  4 for values of x between 2 and 3.
(b) Use your graph to write down an estimate for
(i) the minimum value of y,
(ii) the solutions of the equation x 2  x  4
0. Edexcel

40 Use trial and improvement to solve the equation x 3  3x
90.

Show all your trials. Give your answer correct to one decimal place.

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CHAPTER
21 Angles

The diagram shows a stopwatch with a second hand.

Every minute the second hand will make one complete turn.
An angle is a measure of turn.
Angles are measured in degrees.
In one minute the second hand will turn through an angle of 360°.

Types and names of angles

Acute angle Right angle Obtuse angle Reflex angle

a a
a
a
An angle less than A quarter-turn is An angle between An angle greater than
90° is called an called a right angle. 90° and 180° is called 180° is called a
acute angle. A right angle is 90°. an obtuse angle. reflex angle.
0°  a  90° a  90° 90°  a  180° 180°  a  360°

Exercise 21.1
1 Which of these angles is obtuse? Explain why.
18° 118° 180° 298° 318°
2 Through what angle will the second hand of a clock turn in:
(a) half a minute, (b) quarter of a minute, (c) three-quarters of a minute,
(d) 15 seconds, (e) 20 seconds, (f ) 1 second,
(g) 7 seconds, (h) 2 minutes, (i) 1
12
minutes?
3 This clock shows 4.30.
(a) What size is the acute angle between the hands of the clock?
(b) What is the size of the reflex angle between the hands?
4 Through what angle will the hour hand of the clock turn between:
(a) 10.00 am and 11.30 am,
(b) 10.00 am and 10.00 pm?
5 Say whether each of the marked angles is acute, obtuse, reflex or a right angle.

B E
A C D

F G
H I

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Measuring angles
20
21
To measure an angle accurately we need to use a protractor.

Angles . . . Angles . . . Angles . . .

Some protractors have two scales.
Look at the type of angle
(acute/obtuse) you are measuring and
use the correct scale.

To measure an angle, the protractor is placed so that its centre point is on the corner (vertex) of the
angle, with the base along one of the arms of the angle, as shown.

This angle measures 30°.

How can you measure the size of a reflex angle?

Drawing angles
Draw an angle of 74°.

Draw a line. Position the protractor as if you Draw a line from the
Mark the vertex of the angle. were measuring an angle. vertex through the dot.
Mark a dot at 74°.

Exercise 21.2
1 Use a protractor to measure these angles.

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2 Draw these angles accurately.

(a) 20° (b) 85° (c) 165° (d) 64° (e) 128°
3 Use a protractor to measure these angles.

4 Draw these angles accurately.

(a) 190° (b) 280° (c) 205° (d) 324°

Angle properties
Complementary angles Angles at a point
When two angles add up to 90°, the angles are When angles meet at a point, the sum of all the
called complementary. angles is 360°.

y
x

x  y  90° a  b  c  360°

x and y are complementary angles.

Supplementary angles Vertically opposite angles

Angles which can be placed together on a When two lines cross each other the angles
straight line add up to 180°. between the lines make two pairs of equal angles.
When two angles add up to 180°, the angles are
called supplementary.

a  b  180° a  c and b  d
a and b are supplementary angles. a and c are vertically opposite angles.
b and d are vertically opposite angles.
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20
21
1 Work out the size of the angle marked a. 2 Work out the size of the angles marked
with letters.

Angles . . . Angles . . . Angles . . .

Angles at a point add up to 360°. b  154° (vertically opposite angles)
a  95°  120°  360°
a  154°  180° (supplementary angles)
a  360°  95°  120° a  180°  154°
a  145° a  26°
c  26°
a  26°, b  154°, c  26°

Exercise 21.3 The diagrams in this exercise have not been drawn accurately.
1 These angles are complementary.
Work out the size of angle p in each diagram.
(a) (b) (c)

54° p
17°
p
p
25°

2 These angles are supplementary.

Work out the size of angle q in each diagram.
(a) (b) (c)

36° q
q 118°
145°
q

3 PQ and RS are straight lines.

Work out the size of angle x in each diagram.
(a) (b) (c)
P
P S x S P S
110°
45°
x
R
x 150° Q
R Q Q R

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4 Work out the size of angle y in each diagram.

(a) (b) (c)

55°
150° y 140°
y
y
120°

5 Work out the size of the angles marked with letters.

Give a reason for each answer.
(a) (b) (c)

135°
35° c
a
b 154° 120°

6 Work out the size of the angles marked with letters.

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7 Work out the value of x in each diagram. 20

21
(a) (b) (c)

Angles . . . Angles . . . Angles . . .

3x
2x x
x
2x
x 3x

(d) (e) (f) 3x

4x 70° 3x 120°
x
2x 90°

7x

(g) (h) 60°

5x
2x 2x

Lines
A straight line joining two points is called a line segment.

Perpendicular lines
Lines which meet at right angles are perpendicular to each other.
Parallel lines
Parallel lines are lines which never meet.
Which of the following pairs of lines are parallel?

The pairs of lines in (a) and (c) are parallel.

Activity
The diagram shows two parallel lines crossed by another straight line called a transversal.

a
Arrowheads are used to show
b
that lines are parallel.
d c
Measure the marked angles.
What do you notice?

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Parallel lines and angles

Corresponding angles
Angles a and c are equal. They are called corresponding angles.
Corresponding angles are always equal.
Here are some examples of corresponding angles.

Corresponding angles are always

on the same side of the
transversal.

Alternate angles
Angles b and c are equal. They are called alternate angles.
Alternate angles are always equal.
Here are some examples of alternate angles.

Alternate angles are always on

opposite sides of the transversal.

Allied angles
Angles b and d add up to 180°. They are called allied angles.
Allied angles are supplementary, they always add up to 180°.
Here are some examples of allied angles.

Allied angles are always between

parallels on the same side of the
transversal.

b  d  180°

1 Work out the size of the angles marked with letters. Give a reason for each answer.
c a  115° (vertically opposite angles)
b  115° (alternate angles)
b c  115° (corresponding angles)
115°
d  115°  180° (supplementary angles)
d d  180°  115°
a d  65°

2 Show that angle x is 104°.

x  76°  180° (allied angles) x
x  180°  76° 76°
x  104°

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Exercise 21.4 The diagrams in this exercise have not been drawn accurately.
20
21
1 Work out the size of the angles marked with letters.
Give a reason for each answer.

Angles . . . Angles . . . Angles . . .

(a) (b) (c) (d)
115° c
a
b 75° 100° d
65°

2 Work out the size of the angles marked with letters.

3 Calculate the size of the angles marked with letters.

(a) (b) (c) (d)
117°
87° 56°
c
68°
a b
d e

(e) (f) (g) (h)

h
f g 56° i
126°
115°
67°

4 Calculate the size of the angles marked with letters.

(a) (b) (c) (d)

a 128°
74°
55°
c 118° h
b f g
i
e d

5 Calculate the size of the angles marked with letters.

(a) (b) (c) (d)

q 28°
p
96° n r s
124° 116°
m 64° 50° 40°
33°

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Naming angles
Up to now we have used small letters to name angles. This is not always convenient.
Another method is to use three capital letters.

⬔ means ‘angle’.
⬔CBA is the same as ⬔ABC.
We usually write the letters either side of the
angle ABC angle ABD vertex (shown by the middle letter) in
⬔ABC ⬔ABD alphabetical order.

Notice that the middle letter is where the angle is made.

Exercise 21.5
1 Use three letters to name the marked angles in each of these diagrams.
(a) (b) (c)
B S X Y
A

C P R
Q Z

2 Use three letters to name the angles marked with small letters in this diagram.

3 Use your protractor to measure accurately the size of these angles.

(a) ⬔ABH
(b) ⬔HGF
(c) ⬔BCD
(d) ⬔AJE
(e) ⬔GFJ
(f) reflex ⬔GFJ
(g) reflex ⬔BHG
(h) reflex ⬔DEJ

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4 These diagrams have not been drawn accurately. 20

21
(i) Work out the size of the required angles.
(ii) Give a reason for each of your answers.
(a) PQ is a straight line.

Angles . . . Angles . . . Angles . . .

(b) AB and CD are straight lines. (c) PQ and RT are parallel.
Find ⬔QOR. Find ⬔AOD. Find ⬔XOQ.

P A D X
137°
R
O P Q
O O

125° 63°
Q C R T
B S
Y

5 These diagrams are not drawn accurately.

Work out the size of the required angles.
(a) (b) (c)
Q V W
C 39°

R
116° S
48° 118°
A X Z
B Y
P
Find ⬔ABC. Find ⬔QRS. Find ⬔ZYV.

(d) N (f)
(e) D A
T U

27° S
115°
R P
M 58° B 75°
C

L Q

Find ⬔LMN. Find ⬔ABC. Find ⬔QSP and ⬔STU.

6 These diagrams are not drawn accurately.

Work out the size of the required angles.

Find ⬔AOB and ⬔COD. Find ⬔QTU and ⬔QTS. Find reflex angle TUV.

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l An angle of 90° is called a right angle.

An angle less than 90° is called an acute angle.
An angle between 90° and 180° is called an obtuse angle.
An angle greater than 180° is called a reflex angle.
l The sum of the angles at a point is 360°.
l Angles on a straight line add up to 180°.
Angles which add up to 180° are called supplementary angles.
Angles which add up to 90° are called complementary angles.
l When two lines cross, the opposite angles formed are equal and are called
vertically opposite angles.
l A straight line joining two points is called a line segment.
l Lines which meet at right angles are perpendicular to each other.
l Lines which never meet and are always the same distance apart are parallel.
l When two parallel lines are crossed by a transversal the following pairs of angles are formed.
Corresponding angles Alternate angles Allied angles

a a a

a b
a
a  b  180°
l You should be able to use a protractor to measure and draw angles accurately.

Review Exercise 21
1 The diagram shows a four-sided shape.
e (a) Which of the marked angles are:
(i) acute,
(ii) obtuse,
f d (iii) right-angled,
(iv) reflex?
(b) Find by measurement the size of
a all the marked angles.

b c

2 Copy the diagram onto squared paper. X

(a) Draw a line through X which is parallel to PQ.
(b) Draw a line through Y which is perpendicular to PQ.

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3 (a) What is the size of angle a? 20

21
Give a reason for your answer. 123°
a

Angles . . . Angles . . . Angles . . .

145°
(b) What is the size of angle b?
b Give a reason for your answer.
118°

(c) Show that angle x is 30°. x 5x

4 AB is parallel to CD. 59°

(a) (i) Write down the size of the angle marked x. A B
x
(ii) Give a reason for your answer.
(b) (i) Work out the size of the angle marked y. y
(ii) Explain how you worked out your answer. C D
Edexcel

5 The diagram has two pairs of parallel lines.

80° p
x
(a) Angles marked p and q are equal.
What geometrical name is given to this type of equal angles?
(b) Write down the size of angle r.
r q
(c) (i) Write down the size of angle x.
(ii) What geometrical name is given to the pair of angles x and q?
Edexcel
A B
6 (a) What is the size of angle AOB ?
(b) Work out the size of angle AOD. 78°
78°
O
129°
C
D Not to scale
a
7 39° The diagram has one pair of parallel lines.
c Find the size of
(a) angle a, (b) angle b, (c) angle c.
b

Q
8 In the diagram, the lines AB and CD are parallel.
R 56°
CRQ is a straight line. A B
Angle CRS  94°. 94°
Angle QRB  56°.
Angle RSC  x°.
x
Find the value of x. C D Edexcel
S
Not to scale B
9 In the diagram the line AB is parallel to the line CD.
45° (a) Work out the size of angle p.
A p (b) Work out the size of angle q.
D
80° r (c) Work out the size of angle r.
q

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CHAPTER
22 Triangles
A triangle is a shape made by three straight lines.

The smallest number of straight lines needed to make a shape is 3. Can you explain why?

Types of triangle
Measure the angles in each of these triangles.
What do you notice?

Angles d, e and f are all acute angles.

Triangles with three acute angles are called acute-angled triangles.
Angle p is an obtuse angle.
Triangles with an obtuse angle are called obtuse-angled triangles.
Angle x is a right angle.
Triangles with a right angle are called right-angled triangles.
Add up the three angles d, e and f in the triangle above.
Do the same for the other two triangles.
What do you notice?

The sum of the angles in a triangle

The sum of the three angles in a triangle is 180°.
a

b c
a ⫹ b ⫹ c ⫽ 180°
This result can easily be proved.
Draw a line which is parallel to one side of the triangle, as shown.
p q
a p ⫹ a ⫹ q ⫽ 180° (supplementary angles)
p⫽b (alternate angles)
b c q⫽c (alternate angles)

Substitute p ⫽ b and q ⫽ c into p ⫹ a ⫹ q ⫽ 180°.

So, b ⫹ a ⫹ c ⫽ 180°, which can be written as a ⫹ b ⫹ c ⫽ 180°.

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20
22
Without measuring, work out the size of the angle marked a.
The sum of the angles in a triangle is 180°.

Triangles . . . Triangles . . . Triangles . . .

a ⫹ 102° ⫹ 37° ⫽ 180°
a ⫹ 139° ⫽ 180°
a ⫽ 180° ⫺ 139°
a ⫽ 41°

Exercise 22.1
1 Is it possible to draw triangles with the following types of angles?
Give a reason for each of your answers.
(a) three acute angles,
(b) one obtuse angle and two acute angles,
(c) two obtuse angles and one acute angle,
(d) three obtuse angles,
(e) one right angle and two acute angles,
(f) two right angles and one acute angle.
2 Is it possible to draw a triangle with these angles?
If a triangle can be drawn, what type of triangle is it?
Give a reason for each of your answers.
(a) 95°, 78°, 7° (b) 48°, 62°, 90° (c) 48°, 62°, 70°
(d) 90°, 38°, 52° (e) 130°, 35°, 15° (f ) 27°, 100°, 63°
3 Without measuring, work out the size of the third angle in each of these triangles.
(a) (b) (c) (d)
a b 27° 47°

78°
70°

40° 65° 39° c d

Exterior angle of a triangle

When one side of a triangle is extended, as shown, the angle formed is called an exterior angle.

a This result can easily be proved.

a ⫹ b ⫹ c ⫽ 180°
(sum of angles in a triangle)
c ⫹ d ⫽ 180°
b c d (supplementary angles)
a⫹b⫹c⫽c⫹d
a⫹b⫽d a⫹b⫽d

In any triangle the exterior angle is always equal to the sum of the two opposite interior angles.
Check this by measuring the angles a, b and d in the diagram.

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Find the size of the angles marked a and b.

Short but fully accurate:

In geometry we often abbreviate words and
use symbols to provide the reader with full
details using the minimum amount of writing.
⌬ is short for triangle.
a ⫽ 84° ⫹ 43° (ext. ⬔ of a ⌬) ext. ⬔ of a ⌬ means exterior angle of a triangle.
a ⫽ 127° supp. ⬔’s means supplementary angles.
b ⫹ 127° ⫽ 180° (supp. ⬔’s)
b ⫽ 180° ⫺ 127°
b ⫽ 53°

Exercise 22.2 The diagrams in this exercise have not been drawn accurately.
1 The diagram shows a triangle with one side extended.
Explain why angle x is 35°. x

45° 80°

2 Work out the size of the marked angles.

(a) (b) (c)
30° 35°
20°
a
75°
b c 30°

(d) 38° (e) (f)

118° 47° 80°

d 135° f

e 25°

3 Work out the size of the marked angles.

(a) (b) (c)
27°
64°
15°

c d
116° e
17° b a

4 A triangle has angles of 27°, 85° and 68°.

One side of the triangle is extended to form an exterior angle.
Explain why this exterior angle must be an obtuse angle.

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Naming parts of a triangle

20
22
Triangles are named by labelling each vertex with a capital letter. A
Triangle ABC can be written as ⌬ABC.

Triangles . . . Triangles . . . Triangles . . .

Triangle ABC is formed by the sides AB, BC and AC.
Triangles and lines are often named in alphabetical order.
⌬ABC is the same as ⌬BCA.
The angles of a triangle are also described in terms of the vertices.
For example, the angle marked on the diagram is angle ACB or ⬔ACB. C B
The middle letter is the vertex where the angle is made.

Special triangles
We have already seen that triangles can be described in terms of their angles but they can also be
described in terms of their sides.

Activity
Measure the lengths of the sides of these triangles. P X
What do you notice?
A

C B R Q Z Y
Now measure the size of the angles of triangles PQR and XYZ.
What do you notice?

Triangle ABC has sides of different lengths.

A triangle with sides of different lengths is called scalene.
Triangle PQR has two equal sides. PQ ⫽ PR.
A triangle with two equal sides is called isosceles.
Triangle XYZ has three equal sides. XY ⫽ YZ ⫽ XZ.
A triangle with three equal sides is called equilateral.

In triangle PQR, angle PQR ⫽ angle PRQ.

An isosceles triangle has two equal sides and two equal angles.
In triangle XYZ, all the angles are equal to 60°.
An equilateral triangle has three equal sides and three equal angles.

scalene triangle isosceles triangle equilateral triangle

Sides have different lengths. Two equal sides. Three equal sides.
Angles are all different. Two angles equal. All angles are 60°.

A sketch is used when an accurate drawing is not required.

Dashes across lines show sides that are equal in length.
Equal angles are marked using arcs.

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Exercise 22.3
1 (a) Name three different triangles in the diagram.
Q R
S

P T
(b) Draw a sketch of the diagram.
Mark on your diagram: angle TPQ with the letter a,
angle QRT with the letter b,
angle STR with the letter c.

2 In the diagram, AE ⫽ BE ⫽ BD ⫽ DE and CDE is a straight line.

B
A

E D C

(a) What special name is given to ⌬ABE?

(b) What special name is given to ⌬BDE?
(c) Triangle BDC is scalene.
Give the three-letter name of another scalene triangle in the diagram.

3 (a) On squared paper, draw triangles with the following coordinates:

(i) (1, 1), (6, 1), (3, 5),
(ii) (1, 1), (5, 1), (1, 4),
(iii) (1, 1), (5, 1), (3, 4),
(iv) (1, 1), (6, 1), (9, 5).
(b) Which of the following words could be used to describe each of the triangles
you have drawn?
Acute-angled, Obtuse-angled or Right-angled.
Scalene, Equilateral or Isosceles.

4 On squared paper, draw an isosceles triangle with coordinates:

A (3, 3), B (9, 3) and C (6, 10).
Which two sides are equal?
Which two angles are equal?

5 Triangle PQR is isosceles with angle RPQ ⫽ angle QRP.

P is the point (3, 5) and R is the point (9, 5).
Give the coordinates of the two possible positions of Q so that angle PQR is a right angle.

6 These triangles have not been drawn accurately.

Work out the size of angle a in each triangle.
(a) (b) (c) (d)
a a
65°
85° a
a 30°

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7 The following diagrams have not been drawn accurately. 20

22
Work out the size of the angles marked with letters.
c
a

Triangles . . . Triangles . . . Triangles . . .

56° d 26°
70° b

162° 128°
e 59°

f h
144° j
g 53° i

8 In the diagram AD ⫽ DB ⫽ BC ⫽ CD.

B

A 18°

D
(a) What type of triangle is BCD?
(b) What is the size of angle BDC? C
(c) Work out the size of angle ABC.

9 In the diagram AB ⫽ BD ⫽ DA and BC ⫽ CD. CD is extended to E.

B
A
74°

E D
(a) What type of triangle is BCD?
(b) What is the size of angle BDC?
(c) Work out the size of angle ADE.

10 These diagrams have not been drawn accurately.

Work out the size of the required angles.
(a) A (b) P (c) L
B
50° Q M
40°

80°
D C S R O X
N

Find ⬔BCD. Find ⬔PRQ and ⬔QRS. ONX is a straight line.

Find ⬔MNX.

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Drawing triangles
Your ruler, compasses and protractor can be used to draw triangles accurately.
Drawings can be made from written information or sketch diagrams.
Follow the instructions below to accurately draw two triangles.

Sketch diagram Sketch diagram

Information given: Information given:

Lengths of three sides of the triangle. Lengths of two sides of the triangle and the
size of the angle between the two sides.

Step 1 Step 1
Start by drawing the longest side, AB. Start by drawing the longest side, PR.
Draw a line 6 cm long. Draw a line 5 cm long.

Step 2 Step 2
Set your compasses to a radius of 4 cm. ⬔QPR ⫽ 47° (acute angle)
Draw an arc from B. Use your protractor to measure 47°.

Step 3 Step 3
Set your compasses to a radius of 3 cm. Using the dot as a guide, draw a line,
Draw an arc from A to intersect (cross) the 4 cm long, from P.
arc drawn in step 2. Label point Q.
Label the point C.

Step 4 Step 4
Draw the sides AC and BC. Draw the line QR to complete the triangle.
Add labels. Add labels.

If you are given written information draw a sketch diagram first.

For example, information for triangle ABC could be given as:
Draw accurately triangle ABC with sides AB ⫽ 6 cm, BC ⫽ 4 cm and AC ⫽ 3 cm.

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Activity 20
22
Write instructions which someone could follow to draw the following triangles accurately.
(a) E (b) P

Triangles . . . Triangles . . . Triangles . . .

7 cm
4 cm

35° 48°
D F Q R
6.5 cm

Exercise 22.4
1 Use a ruler and compasses to draw accurately triangles with the following sides.
(a) 4 cm, 5 cm, 6 cm.
(b) 3.5 cm, 4.5 cm, 5 cm.
(c) AB ⫽ 4.8 cm, BC ⫽ 3.6 cm, AC ⫽ 6.2 cm.
(d) PQ ⫽ 6 cm, QR ⫽ 6.5 cm, PR ⫽ 2.5 cm.
2 Use a ruler and compasses to construct an equilateral triangle of side 5 cm.
3 Draw these triangles accurately using the information given.
(a) (b) 6 cm (c) Z
P H K

3 cm 9 cm

115° 110°
35°
R Q J X Y
5.5 cm 7 cm

4 Use a ruler and protractor to draw the following triangles.

(a) AB ⫽ 4 cm, BC ⫽ 4 cm, ⬔ABC ⫽ 40°.
(b) PQ ⫽ 3.5 cm, PR ⫽ 5 cm, ⬔QPR ⫽ 100°.
(c) XY ⫽ YZ ⫽ ZX ⫽ 4 cm.
(d) FG ⫽ 5 cm, FH ⫽ 5 cm, ⬔FGH ⫽ 40°.
5 A sketch of triangle PQR is shown.
P

4.5 cm
115°
Q R
6.5 cm
(a) Make an accurate drawing of triangle PQR.
(b) Measure and write down the length of PR.
(c) Measure and write down the size of angle QPR.
6 A sketch of triangle ABC is shown.
C
(a) Make an accurate drawing of this triangle.
(b) What is the length of CB? 3.6 cm
(c) What is the size of angle ABC?
65°
A 6.4 cm B

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Perimeter of a triangle
The perimeter is the distance round the outside of a shape.
The perimeter of a triangle is the sum of the lengths of its three sides.
Measure the sides of this triangle.
What is the perimeter?
You should find:
AB ⫽ 4 cm, BC ⫽ 5 cm and AC ⫽ 6 cm.
Perimeter ⫽ 4 ⫹ 5 ⫹ 6 ⫽ 15 cm.

Finding the area of a triangle

Area is the amount of surface covered by a shape.
The standard unit for measuring area is the square centimetre, cm2.

Activity
Finding areas by counting squares
The diagram shows three triangles which have been drawn on centimetre-squared paper.

X Y Z

The area of each square on the grid is 1 cm2.

Triangle X covers a total of 8 squares.
The area of triangle X is 8 cm2. Can you find a rule?
Does your rule work for all triangles?
1. What is the area of triangle Y? Try to explain why your rule works.
2. What is the area of triangle Z?
Is there a quicker way to find the areas of triangles without having to count squares?

Area of a triangle
The area of a triangle is given by: Area ⫽ ᎏ12ᎏ ⫻ base ⫻ perpendicular height.

Imagine a rectangle with a diagonal drawn.

Area of a triangle can be remembered as:
base ⫻ perpendicular height
Area ⫽ ᎏᎏᎏ
2
height

base

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In these triangles b is the base and h is the perpendicular height.

20
22

h h h

Triangles . . . Triangles . . . Triangles . . .

b b b

The area, A, can be found using the formula: A ⫽ ᎏ12ᎏ ⫻ b ⫻ h

1 Calculate the area of this triangle.

A ⫽ ᎏ12ᎏ ⫻ b ⫻ h
7 cm
⫽ ᎏ12ᎏ ⫻ 12 ⫻ 7
⫽ 42 cm2 12 cm

2 This triangle has area 36 cm2. Find the height of the triangle.
A ⫽ ᎏ12ᎏ ⫻ b ⫻ h
36 ⫽ ᎏ12ᎏ ⫻ 16 ⫻ h h
36 ⫽ 8h
h ⫽ ᎏ38ᎏ6 16 cm

h ⫽ 4.5 cm

Exercise 22.5 Do not use a calculator for questions 1 to 6.

1 The two shorter sides of a right-angled triangle are 3 cm and 4 cm.
Draw the triangle accurately on centimetre-squared paper.
Find, by measurement, the perimeter of the triangle.

2 Work out the lengths of the perimeters of these triangles.

(a) (b) 4.6 cm (c) 3.2 cm

7.6 cm
6 cm 3.5 cm 9.1 cm
4 cm 5.2 cm

3 cm

3 Which of the triangles PQR, QRS or RST has the largest perimeter?
S
14 cm
Q
8 cm
12 cm 6 cm 12 cm

P T
15 cm R 15 cm

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4 These triangles each have a perimeter of length 20 cm.

Work out the lengths of the marked sides.
(a) a (b) (c)
6.8 cm 7.8 cm

5 cm
c
9.2 cm
8 cm 9.4 cm b

5 These triangles have been drawn on 1 cm squared paper.

Find the area of each triangle.
(a) (b) (c)

6 Calculate the areas of these triangles.

(a) (b) (c) 3 cm

4 cm 2.4 cm
3 cm

6 cm 3 cm

7 Work out the areas of these triangles.

(a) (b) (c)

m
2.6 cm
3.2 cm 6.4 c
2.4 cm 3.6 cm

6 cm

8 Find the areas of the shaded triangles.

(a) (b) (c) 1.8 cm

5 cm
3.8 cm 3.6 cm

2 cm 3.2 cm

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9 These triangles each have an area of 24 cm2. Calculate the height of each triangle. 20
22
(a) (b) (c)

Triangles . . . Triangles . . . Triangles . . .

h h
h

8 cm 4 cm 12 cm

10 These triangles each have an area of 32 cm2. Calculate the lengths of the marked sides.
(a) (b) (c) c

b
8 cm 4 cm
16 cm

11 This triangle has a perimeter of 45 cm. 19.5 cm

Calculate the area of the triangle.

18 cm
20 cm
12 This triangle has an area of 150 cm2.
Calculate the perimeter of the triangle.
25 cm

l Triangles can be: acute-angled, obtuse-angled, right-angled.

l The sum of the angles in a triangle is 180°.
a ⫹ b ⫹ c ⫽ 180°
l The exterior angle is equal to the sum of the
two opposite interior angles.
a⫹b⫽d
l Types of triangle:
Scalene triangle Isosceles triangle Equilateral triangle

Sides have different lengths. Two equal sides. Three equal sides.
Angles are all different. Two equal angles. Three equal angles, 60°.
l Perimeter of a triangle is the sum of its three sides.
base ⫻ perpendicular height
l Area of a triangle ⫽ ᎏᎏᎏ 2 h
h
A ⫽ ᎏ12ᎏ ⫻ b ⫻ h
You should be able to: b b
l Draw triangles accurately using ruler, compasses, protractor.

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Review Exercise 22
1 (a) On one centimetre squared paper, plot the points P (2, 1), Q (4, 5), R (6, 1).
Join the points to form triangle PQR.
(b) (i) What special name is given to triangle PQR?
(ii) What is the area of the triangle?
(c) On the same diagram draw another triangle PRS, which has the same area as triangle PQR.
A
2 AB ⫽ AC.
Work out the size of the angles marked 40°
(a) x, (b) y.
y°
x°
B C Edexcel

3 In the diagram, triangle ABC is isosceles with BA ⫽ AC, and triangle ACD is right-angled
with angle CAD ⫽ 90°. C
The diagram has not been drawn accurately. D
37°
(a) Angle ADC ⫽ 37°. 65°
Work out the size of angle DCA.
(b) Angle ACB ⫽ 65°.
Work out the size of angle BAC.
Give a reason for your answer. B A
4 In the triangle ABC, BC ⫽ 8 cm, angle CBA ⫽ 24°, AB ⫽ 10 cm.
(a) Use the information to draw triangle ABC.
(b) (i) Measure the size of angle BAC.
(ii) What mathematical name is given to angle BAC? Edexcel
5 In the diagram, the outer triangle has
base 8 cm and height 7 cm.
(a) Calculate the area of the outer triangle.
7 cm The base and height of the inner triangle are
each half those of the outer triangle.
(b) Calculate the area of the inner triangle.
(c) Hence, calculate the area of the shaded part.
8 cm Edexcel
B

6 Calculate the area of triangle ABC.

9 cm 4.8 cm

A 4 cm C
Q
7 The diagram shows a sketch of triangle PQR.
5 cm 6.5 cm (a) Make an accurate drawing of the triangle.
h (b) By measuring the height of your triangle calculate
P R the area of triangle PQR.
8 cm B Not to scale
10 cm
8 The diagram shows three triangles, BAE, BED and BDC. A
(a) Calculate the perimeter of triangle BAE. 15 cm
(b) Calculate the area of triangle BED. 20 cm
(c) The areas of triangles BED and BDC are equal.
Calculate the length of DC. E 10 cm D
C

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Symmetry and
CHAPTER
23 Congruence
Lines of symmetry
These shapes are symmetrical.
When each shape is folded along the dashed line one side will fit exactly over the other side.
The dashed line is called a line of symmetry.

Some shapes have more than one line of symmetry.

Rectangle Square Circle Shape with no lines of

2 lines of symmetry. 4 lines of symmetry. Infinite number of symmetry.
lines of symmetry.
Each diameter is a
line of symmetry.
Rotational symmetry
Is this shape symmetrical?
The shape does not have line symmetry.
Try placing a copy of the shape over the original
and rotating it about the centre of the circle.
After 180° (a half-turn) the shape fits into its own outline.
The shape has rotational symmetry.
The point about which the shape is rotated is called the centre of rotation.
The order of rotational symmetry is 2. When rotating the shape through 360° it fits into its own
outline twice (once after a half-turn and again after a full-turn).
A shape is only described as having rotational symmetry if the order of rotational symmetry is 2 or more.
A shape can have both line symmetry and rotational symmetry.

Order of rotational symmetry 5. Order of rotational symmetry 4. Order of rotational symmetry 1.

4 lines of symmetry. The shape is not described as
having rotational symmetry.

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Exercise 23.1
1 These shapes have line symmetry.
Copy each shape and draw the line of symmetry.
(a) (b) (c) (d)

2 The following diagrams show half a shape.

The dashed line is the line of symmetry for the complete shape.
Copy the diagrams and complete each shape.
(a) (b) (c) (d)

3 These shapes have been drawn accurately.

How many lines of symmetry has each shape?
(a) (b) (c)

4 How many lines of symmetry has each of these letters?

5 What is the order of rotational symmetry for each of these shapes?

(a) (b) (c)

(d) (e) (f)

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6 Look at these triangles. 20

23

Symmetry and Congruence

Scalene triangle Isosceles triangle Equilateral triangle
What is the order of rotational symmetry of each triangle?
7 Copy each of these diagrams.
A B C

(a) Add one more flag to each of your diagrams so that the final diagrams have
rotational symmetry.
(b) What is the order of rotational symmetry for each of your diagrams?
8 Look at these letters of the alphabet.

(a) Which two letters have only line symmetry?

(b) Which two letters have only rotational symmetry?
(c) Which letters have rotational symmetry of order 2?
(d) Which letters have neither rotational nor line symmetry?

9 Make a copy of this shape.

(a) How many lines of symmetry does the shape have?

(b) (i) Colour one more square so that your shape has rotational symmetry of order 2.
(ii) Mark the centre of rotational symmetry on your shape.

10 Make a copy of this shape.

(a) How many lines of symmetry does the shape have?

(b) (i) Colour one more triangle so that your shape has rotational symmetry of order 3.
(ii) How many lines of symmetry does your shape have?
11 For each shape state:
(i) the number of lines of symmetry, (ii) the order of rotational symmetry.
(a) (b) (c) (d) (e)

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Symmetry in three-dimensions
Planes of symmetry
So far we have looked at two-dimensional (flat) shapes.
Two-dimensional shapes can have line symmetry.
Three-dimensional objects can have plane symmetry.
A plane of symmetry slices through an object so that one half is the mirror image of the other half.
A cuboid has three planes of symmetry as shown.

Axes of symmetry
A wall is built using cuboids.
In how many different ways can the next cuboid
be placed in position?
If the cuboid can be placed in more than one way, it
must have rotational symmetry about one or more axes.
A cuboid has three axes of symmetry.
The diagram shows one axis of symmetry.
The order of rotational symmetry about this axis is two.

Exercise 23.2
1 How many planes of symmetry has a cube?
2 State the order of rotational symmetry about the axis shown in each of the following.
(a) Cube (b) Square-based pyramid (c) Cylinder (d) Cone

3 Each end of this cuboid is a square.

The axes of symmetry are labelled a, b and c.
What is the order of rotational symmetry about:
(a) axis a,
(b) axis b,
(c) axis c?

4 The diagram shows a cuboid, with a square base.

On top of the cuboid is a square-based pyramid with
vertex A above the centre of the top of the cuboid.
(a) How many planes of symmetry has the figure?
(b) How many axes of symmetry has the figure?
Give the order of rotational symmetry about each axis.

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5 The diagram shows a triangular prism. 20

23
The ends of the prism are equilateral triangles.
(a) How many axes of symmetry has the prism?
(b) How many planes of symmetry has the prism?

Symmetry and Congruence

Congruent shapes
When two shapes are the same shape and size they are said to be congruent.
A copy of one shape would fit exactly over the second shape.
Sometimes it is necessary to turn the copy over to get an exact fit.
These shapes are all congruent.

Exercise 23.3
1 Look at the shapes below. List five pairs of congruent shapes.

A E
B C D F

G J K
H I

O
M P
L N

2 Which of these shapes are congruent to each other?

F
A B C D E

3 The diagram shows a rectangle that has been divided into five triangles.
A B C (a) Which triangle is congruent to triangle AFG?
(b) Which quadrilateral is congruent to
quadrilateral ABEF ?

B
G F E D

4 X Y
Triangle ABC has been divided into
four smaller triangles as shown.
Name two pairs of congruent triangles.
A Z C

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Congruent triangles
There are four ways to show that a pair of triangles are congruent.
1 Three sides. SSS

2 Two sides and the included angle. SAS

The included angle is the angle between the two sides.

3 Two angles and a corresponding side. ASA

This can be written as AAS if the corresponding side is not between the angles.
4 Right angle, hypotenuse and one side. RHS

The hypotenuse is the side opposite the right angle and is the longest side in a
right-angled triangle.

To show that two triangles are congruent you will need to state which pairs of sides and/or angles are
equal, to match one of the four conditions for congruency given above.

A P

Show that triangles ABC and PQR are congruent.

AB ⫽ PQ (equal lengths, given)
AC ⫽ PR (equal lengths, given)
⬔BAC ⫽ ⬔QPR (equal angles, given) Q
B
So, triangles ABC and PQR are congruent.
Reason: SAS (Two sides and the included angle.)
Since the triangles are congruent we also know that R
C
BC ⫽ QR, ⬔ABC ⫽ ⬔PQR and ⬔ACB ⫽ ⬔PRQ.

Exercise 23.4 The triangles in this exercise have not been drawn accurately.
1 Which two of these triangles are congruent to each other?
2 cm
Give a reason for your answer.
3 cm 2 cm
2 cm 3 cm D 3 cm
A B 4 cm 4 cm
C
2 cm 4 cm
5 cm
3 cm

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2 Which two of these triangles are congruent to each other? 20

23
Give a reason for your answer.
3 cm
38° 45°

Symmetry and Congruence

38° 45°

4
cm
A D 38°
cm B C E
3
45° 45° m
38° 45° 3c 38°
3 cm
3 State whether each pair of triangles is congruent or not.
Where triangles are congruent give the reason.
(a) (b) (c)

(e) (f)
(d) 70°
70° 60° 3
60° 6
50° 50° 6 3

4 For each of the following, is it possible to draw a congruent triangle without taking any other
measurements from the original triangle?
If a triangle can be drawn give the reason for congruence which applies.
(a) (b) (c)
115°
30° 5 cm 9 cm
6 cm
3 cm
35°

(d) (e) (f)

85° 35° 45°
4 cm 3 cm
105° 37° 55°

5 Look at the following triangles.

Equal sides and equal angles have been marked.
Using only the information given identify pairs of congruent triangles.
Give a reason for each of your answers.

A
B C
D

G H
F I
J

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l A two-dimensional shape has line symmetry if the line divides the

shape so that one side fits exactly over the other.
l A two-dimensional shape has rotational symmetry if it fits into a
copy of its outline as it is rotated through 360°.
l A shape is only described as having rotational symmetry if the order
of rotational symmetry is 2 or more.
l The number of times a shape fits into its outline in a single turn is
the order of rotational symmetry.
l A plane of symmetry slices through a three-dimensional object so
that one half is the mirror image of the other half.
l Three-dimensional objects can have axes of symmetry.
l When two shapes are the same shape and size they are said to be congruent.
l There are four ways to show that a pair of triangles are congruent:
SSS Three equal sides.
SAS Two sides and the included angle.
ASA Two angles and a corresponding side.
RHS Right angle, hypotenuse and one other side.

Review Exercise 23
1 Half of a shape is drawn on squared paper.
AB is a line of symmetry for the complete shape. A B
Copy the diagram and complete the shape.

2 Consider the letters

(a) Which of these letters has line symmetry only?

(b) Which of these letters has rotational symmetry but not line symmetry?
3 Copy these shapes onto squared paper.

On each of your shapes, draw all of its lines of symmetry, if it has any. Edexcel
4 Write down the order of rotational symmetry for each of these shapes.
(a) (b)

Edexcel

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5 Look at these diagrams. 20

23
W X Y Z

Symmetry and Congruence

(a) Which diagram has rotational symmetry only?
(b) Which diagram has line symmetry only?
(c) Which diagram has line symmetry and rotational symmetry?
6 The diagram consists of three equilateral triangles.

Copy the diagram, and add another triangle so that the final diagram
(a) has rotational symmetry and line symmetry,
(b) has rotational symmetry only.
7 These shapes have both line symmetry and rotational symmetry.
P Q

(a) How many lines of symmetry has shape P?

(b) What is the order of rotational symmetry of shape Q?
8 Copy these shapes and draw in one plane of symmetry for each.
(a) (b)
(a) (b)

cube square based pyramid Edexcel

9 Write down the letters of the two pairs of shapes in this diagram that are congruent.

F G
A D
C E
B H
I Edexcel

B C
10 This diagram has been drawn accurately.
(a) Which triangle is congruent to triangle ABC?
(b) Which triangle is congruent to triangle ACF?
(c) Which quadrilateral is congruent to quadrilateral ABCF? A D

F E

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CHAPTER
24 Quadrilaterals
A quadrilateral is a shape made by four straight lines.

Special quadrilaterals
Parallelogram Rhombus Trapezium

Opposite sides equal and parallel. Four equal sides. One pair of parallel sides.
Opposite angles equal. Opposite sides parallel.
Diagonals bisect each other. Opposite angles equal.
Diagonals bisect each other at 90°.

Rectangle Kite Isosceles trapezium

Opposite sides equal and parallel. Two pairs of adjacent sides equal. One pair of parallel sides.
Angles of 90°. One pair of opposite angles equal. Non-parallel sides equal.
Diagonals bisect each other. One diagonal bisects the other at 90°. Two pairs of equal angles.
Diagonals equal.

Square
Remember:
Sides of equal length are marked with
the same number of dashes.
Lines which are parallel are marked
with the same number of arrowheads.
Angles of equal size are marked with
Four equal sides. the same number of arcs.
Opposite sides parallel.
Angles of 90°.
Diagonals bisect each other at 90°.
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Sum of the angles of a quadrilateral

20
24
The sum of the four angles of a quadrilateral is 360°. b

Quadrilaterals . . . Quadrilaterals . . .
Measure the angles of this quadrilateral.
Do the angles add up to 360°? c

You may not always get 360°.

Can you explain why? a d

a ⫹ b ⫹ c ⫹ d ⫽ 360°

This result can easily be proved.

Split the quadrilateral into two triangles A and B, as shown.
q
In triangle A:
p ⫹ q ⫹ r ⫽ 180° (sum of angles in a triangle) A r
In triangle B:
w
w ⫹ x ⫹ y ⫽ 180° (sum of angles in a triangle)
p B
The sum of the angles of the quadrilateral is given by: x
y
p⫹q⫹r⫹w⫹x⫹y
⫽ 180° ⫹ 180°
⫽ 360°

PQRS is a parallelogram.
Work out the size of the angle marked x.
The opposite angles of a parallelogram are equal.
55° ⫹ 55° ⫹ x ⫹ x ⫽ 360°
110° ⫹ 2x ⫽ 360°
2x ⫽ 360° ⫺ 110°
2x ⫽ 250°
x ⫽ 125°

Exercise 24.1 Use squared paper to answer questions 1 to 8.

1 (a) Draw quadrilaterals with the following coordinates.
(i) A (3, 1), B (1, 3), C (2, 6), D (6, 2)
(ii) E (1, 0), F (6, 2), G (8, 9), H (3, 7)
(iii) J (3, 0), K (0, 4), L (3, 8), M (6, 4)
(iv) P (1, 1), Q (2, 4), R (4, 4), S (4, 2)
(v) W (3, 1), X (1, 3), Y (3, 5), Z (5, 3)
(b) What special name is given to each of these quadrilaterals?
2 JKLM is a square. J is the point (1, 1), K (4, 1), L (4, 4).
Find the coordinates of M.
3 PQRS is a rectangle. P is the point (1, 3), Q (4, 6), R (6, 4).
Find the coordinates of S.
4 ABCD is a rhombus. A is the point (3, 0), B (0, 4) and D (8, 0).
Find the coordinates of C.

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5 WXYZ is a parallelogram. W is the point (1, 0), X (4, 1), Z (3, 3).
Find the coordinates of Y.
6 OABC is a kite. O is the point (0, 0), B (5, 5), C (3, 1).
Find the coordinates of A.
7 KLMN is an isosceles trapezium with K at (1, 1), M (4, 3) and N (5, 1).
Find the coordinates of L.
8 STUV is a square with S at (1, 3) and U at (5, 3).
Find the coordinates of T and V.
9 Work out the size of angle a in each of these quadrilaterals.
(a) (b) (c) (d)
a 83°
a a 115°
100° 78°
50° 85°
a a 110° 80° a
a

10 Work out the size of the angles marked with letters in each of these rectangles.
(a) (b) e (c) (d)
g
c h 65°
i
f 74°
d j
a b
37° 48° 63°

11 Work out the size of the angles marked with letters in each of these parallelograms.
(a) (b) (c) (d)
d 130° h
a c 27° f
g 54°
124° e 42° i
b
36°

12 Work out the size of the angles marked with letters in each of these kites.
(a) (b) (c) (d)
b 94° 48°
c
110° a
52° 118° 126° d
e
40°
120°

13 The diagram shows a trapezium. b

65°
Find the size of angle a and angle b.
a 136°

14 WXYZ is an isosceles trapezium. W X

Work out the size of angle WXY and angle XYZ. 72°

Z Y

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15 The following diagrams have not been drawn accurately. 20

24
Work out the size of the angles marked with letters.
(a) (b) (c) (d)

Quadrilaterals . . . Quadrilaterals . . .
c
a b f
78°
116° e
125° 95° d 118°
36°

42°

(e) (f) h (g) (h)

42°
i
105°
g 100° k 135°

56°
j 125°
l

Symmetry of quadrilaterals
Remember:
A two-dimensional shape has line symmetry if the line divides the shape so that one side fits exactly
over the other.
A two-dimensional shape has rotational symmetry if it fits into a copy of its own outline as it is rotated
through 360°.

Parallelogram Isosceles trapezium Rectangle

0 lines of symmetry. 1 line of symmetry. 2 lines of symmetry.

Order of rotational symmetry 2. Order of rotational symmetry 2.

Square Rhombus Kite

4 lines of symmetry. 2 lines of symmetry. 1 line of symmetry.

Order of rotational symmetry 4. Order of rotational symmetry 2.
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Exercise 24.2
1 These quadrilaterals have been drawn on squared paper.

Copy and complete the table for each shape.

Shape A B C D E F G H I
Number of lines of symmetry
Order of rotational symmetry

2 How many lines of symmetry has each of these quadrilaterals?

(a) (b) (c)

3 What is the order of rotational symmetry for each of these quadrilaterals?

(a) (b) (c)

4 (a) Draw a rhombus of side 4 cm, with angles of 80° and 100°.
(b) Mark on your diagram any lines of symmetry.
(c) What order of rotational symmetry has the rhombus?

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Perimeters of rectangles and squares

20
24
The perimeter is the distance round the outside of a shape.
The perimeter of a rectangle (or square) is the sum of the lengths of its four sides.

Quadrilaterals . . . Quadrilaterals . . .
Measure the sides of this rectangle. B C
What is the perimeter of the rectangle?
You should find:
AB ⫽ 3 cm, BC ⫽ 4 cm,
CD ⫽ 3 cm, DA ⫽ 4 cm.
Perimeter ⫽ 3 ⫹ 4 ⫹ 3 ⫹ 4
⫽ 14 cm
A D

Area
Area is the amount of surface covered by a shape.
The standard unit for measuring area is the square centimetre, cm2.
Small areas are measured using square millimetres, mm2.
Large areas are measured using square metres, m2, or square kilometres, km2.

Activity
Finding areas by counting squares
The diagram shows two rectangles and a square drawn on centimetre-squared paper.

P
Q R

Rectangle P covers 6 squares. The area of each square is 1cm2. The area of rectangle P is 6 cm2.
What is the area of rectangle Q?
What is the area of square R?
Can you find a rule to find the areas of rectangles and squares without having to count squares?

Look at the following diagram.

It shows a rectangle and a parallelogram drawn on centimetre-squared paper.

Find the area of the rectangle by counting squares.

Find the area of the parallelogram by counting squares.
What do you notice?
Can you find a rule to find the area of a parallelogram without having to count squares?
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Area of a trapezium

Activity
A trapezium has been drawn on centimetre-squared paper.

Find the area of the trapezium by counting squares.

Can you find a rule to find the area of the trapezium without having to count squares?

Area formulae
Rectangle Parallelogram

Area ⫽ length ⫻ breadth Area ⫽ base ⫻ height

A ⫽ lb A ⫽ bh
Square Trapezium

Area ⫽ length ⫻ breadth Area ⫽ half the sum of the parallel sides ⫻
In a square, length ⫽ breadth perpendicular height
Area ⫽ (length)2
A ⫽ ᎏ12ᎏ (a ⫹ b)h
A ⫽ l2
The base is the side of the shape from which the height is measured.
The base does not have to be at the bottom of the shape.
The height of a shape, measured at right angles to the base, is called the perpendicular height.

1 Find the perimeter and area of this rectangle.

2.4 cm Perimeter ⫽ 1.5 ⫹ 2.4 ⫹ 1.5 ⫹ 2.4
⫽ 7.8 cm
1.5 cm Area ⫽ length ⫻ breadth
⫽ 2.4 ⫻ 1.5
⫽ 3.6 cm2

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20
24
2 Find the area of this trapezium. 3 The area of a rectangular room is 17.5 m2.
The room is 5 m long.

Quadrilaterals . . . Quadrilaterals . . .
5 cm
A ⫽ ᎏ12ᎏ (a ⫹ b)h Find the width of the room.
⫽ ᎏ12ᎏ (5 ⫹ 9)6
6 cm A ⫽ lb
⫽ ᎏ12ᎏ ⫻ 14 ⫻ 6 17.5 ⫽ 5 ⫻ b
Area = 17.5 m² b
⫽ 42 cm2 17.5
9 cm b⫽ᎏ 5
ᎏ

5m b ⫽ 3.5 m

Exercise 24.3 You should be able to do questions 1 to 4 without using a calculator.

1 These rectangles have been drawn on 1 cm squared paper.
Find (i) the perimeter and
(ii) the area of each rectangle.
(a) (b) (c)

2 These squares have been drawn on 1 cm squared paper.

Find (i) the perimeter and
(ii) the area of each square.
(a) (b) (c)

3 Four rectangles are shown.

A D
B
C

(a) Which of these rectangles have the same perimeter?

(b) Which of these rectangles have the same area?

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4 These shapes have been drawn on 1 cm squared paper.

Find the area of each shape.

D F
B E
A C

5 Calculate the perimeters of these rectangles and squares.

(a) (b) (c) (d)
2.8 cm
2.5 cm 1.4 cm
3.1 cm
2.8 cm
1.5 cm 0.9 cm 1.4 cm

6 Calculate the areas of these rectangles.

(a) (b) (c) 2.5 cm (d)
3 cm 3.6 cm
4 cm
1.8 cm 4.6 cm 2.2 cm
1.5 cm

7 Calculate the areas of these squares.

(a) 7 cm (b) (c) (d)
4.3 cm
2.4 cm 1.8 cm

8 Calculate the areas of these parallelograms.

(a) (b) (c)

5 cm 2.5 cm 3 cm

4 cm
6 cm 4.5 cm

9 Calculate the areas of these trapeziums.

(a) (b) (c)
3 cm
2 cm
1.4 cm
3.6 cm 2.3 cm
4 cm 1.5 cm

7 cm 8 cm

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10 These rectangles each have an area of 24 cm2. 20

24
Find the breadth, b, of each rectangle.
(a) 6 cm (b) (c)
8 cm

Quadrilaterals . . . Quadrilaterals . . .
12 cm

b b b

11 Find the length of side of each of these squares.

(a) (b) (c)
Area
9 cm 2
Area
2
36 cm Area
2
64 cm

12 A carpet measuring 4 m by 4 m is placed on a rectangular floor measuring 5 m by 6 m.

What area of floor is not carpeted?
13 The diagram shows a picture in a rectangular frame.

The outer dimensions of the frame are 18 cm by 10 cm.

The frame is 2 cm wide.
What is the area of the picture?
14 A rectangle has an area of 36 cm2.
The length of the rectangle is 9 cm.
What is the breadth?
15 The diagram shows a square drawn inside a rectangle.
Calculate the shaded area. 7.5 cm
5 cm

6 cm

16 The parallelogram has the same area as the square.

Calculate the height of the parallelogram.

6 cm
height

6 cm 9 cm

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l A quadrilateral is a shape made by four straight lines.

l The sum of the angles in a quadrilateral is 360°.
l The perimeter of a quadrilateral is the
sum of the lengths of its four sides.
l Facts about these special quadrilaterals: a ⫹ b ⫹ c ⫹ d ⫽ 360°

rectangle square parallelogram rhombus trapezium isosceles trapezium kite

Order of
Line rotational Area
Quadrilateral Sides Angles Diagonals symmetry symmetry formula

Rectangle Opposite sides All 90° Bisect each other 2 2 A ⫽ length ⫻ breadth
equal and parallel A ⫽ lb

Square 4 equal sides, All 90° Bisect each other 4 4 A ⫽ (length)2

opposite sides at 90° A⫽l
2

parallel

Parallelogram Opposite sides Opposite angles Bisect each other 0 2 A ⫽ base ⫻ height
equal and parallel equal A ⫽ bh

Rhombus 4 equal sides, Opposite angles Bisect each other 2 2 A ⫽ base ⫻ height
opposite sides equal at 90° A ⫽ bh
parallel

Trapezium 1 pair of A ⫽ ᎏ12ᎏ (a ⫹ b)h

parallel sides

Isosceles 1 pair of parallel 2 pairs of Equal in length 1 1* A ⫽ ᎏ12ᎏ (a ⫹ b)h

trapezium sides, non-parallel equal angles
sides equal

Kite 2 pairs of adjacent 1 pair of opposite One bisects the 1 1*

sides equal angles equal other at 90°

*A shape is only described as having rotational symmetry if the order of rotational symmetry is 2 or more.

Review Exercise 24

A C
B

D E

(a) Which of these shapes is a square?

(b) What special name is given to shape E?
(c) How many lines of symmetry has shape B?
(d) Which shape has no lines of symmetry?
(e) What is the order of rotational symmetry of shape D?

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2 These shapes have been drawn on 1 cm squared paper. 20

24

Quadrilaterals . . . Quadrilaterals . . .
P

Q R S

(a) (i) What is the perimeter of shape R?

(ii) Which two shapes have the same perimeter?
(b) (i) What is the area of shape Q?
(ii) Which two shapes have the same area?

3 (a) Write down the mathematical name for this shape.

(b) Write down the mathematical name for the angle marked x.
x
Edexcel
y
P
3
4 2 Copy the diagram.
1 (a) R is at (1, ⫺3).
Q Mark the position of R on your diagram.
-3 -2 -1 0 1 2 3 4 x (b) PQRS is a square.
-1
What are the coordinates of S?
-2
-3
115°
100°
5 Work out the size of angle a. Give a reason for your answer.
a 110°
W X
b c
6 d WXYZ is a rectangle.
Calculate angles a, b, c and d.
a

60° 42°
Z Y
7 (a) How many lines of symmetry has a kite? a
(b) The diagram shows a kite.
(i) What is the size of angle a? b 40°
Give a reason for your answer. 110°
(ii) What is the size of angle b?

P Q
8 (a) What is the mathematical name for the shape PQRS?
118°
(b) Find the size of ⬔PSR.
85°
S R

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5m
9 The diagram shows a rectangular carpet.
Work out the area of the carpet. 2m
Edexcel
10 Here is a rectangle.

(a) Write down the order of rotational symmetry of the rectangle.

(b) Draw the rectangle and draw all the lines of symmetry.
Edexcel

11 Three rectangles, with sides of different lengths, each have an area of 28 cm2.
The lengths of all the sides are whole numbers of centimetres.
For each rectangle work out the lengths of the two sides. Edexcel

12 A square has a perimeter of 20 cm. Calculate the area of the square.

13 The area of a rectangle is 54 cm2. The length of the rectangle is 9 cm.

(a) What is the width of the rectangle?
(b) What is the perimeter of the rectangle?

14 Here is a sketch of a rhombus.

The rhombus has a side of length 6 cm. 130°
One angle of the rhombus is 50°. 50°
Another angle of the rhombus is 130°. 6 cm
Use a ruler and a protractor to make an accurate drawing of the rhombus. Edexcel

4.5 m
15 The plan of a lounge floor is shown.
The lounge floor is a rectangle.
(a) What is the area of the lounge floor?
3.2 m
A rectangular carpet is placed on the floor. Carpet
(b) The carpet measures 2.8 m by 2.5 m.
What area of the floor is not covered by the carpet?
2.3 cm
B C
16 ABCD is a trapezium.
Calculate the area of the trapezium.
3 cm

A D
4.7 cm
9 cm
17 The diagram shows a square drawn inside a rectangle.
The shaded area is 47 cm2. 8 cm
What is the perimeter of the square?

18 The width of this rectangle is x cm.

The length of this rectangle is twice its width.
(a) Find an expression, in terms of x, for the area of
width x cm this rectangle.
The area of this rectangle is 98 cm2.
length (b) Work out the perimeter of this rectangle. Edexcel

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CHAPTER
25 Polygons

A polygon is a shape made by straight lines.

A three-sided polygon is a triangle.

A four-sided polygon is called a quadrilateral.

A polygon is a many-sided shape.

Look at these polygons.

Interior and exterior angles of a polygon

Angles formed by sides inside a polygon are called interior angles.
When a side of a polygon is extended, as shown, the angle formed is called an exterior angle.

At each vertex of the polygon: interior angle
exterior angle  180°

Sum of the interior angles of a polygon

The diagram shows polygons with the diagonals from one vertex drawn.

The diagonals divide the polygons into triangles.

Shape Number of sides Number of triangles Sum of interior angles
P 3 1 1  180°  180°
Q 4 2 2  180°  360°
R 5 3 3  180°  540°
S 6 4 4  180°  720°
In general, for any n-sided polygon, the sum of the interior angles is (n  2)  180°.

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Sum of the exterior angles of a polygon

The sum of the exterior angles of any polygon is 360°.

a
b
c
d
e  360°

1 Find the size of angle x. x

The sum of the exterior angles is 360°. 100°
x
100°
45°
150°  360°
x
295°  360° 150°
x  360°  295°
x  65° 45°

2 Find the sum of the interior angles of a pentagon.

To find the sum of the interior angles of a pentagon substitute n  5 into (n  2)  180°.
(5  2)  180°
 3  180°
 540°
3 Find the size of the angles marked a and b.
155°
a  180°
(int. angle
ext. angle  180°)
a  180°  155°
a  25°
The sum of the interior angles of a pentagon is 540°.
b
140°
155°
125°
65°  540°
b
485°  540°
b  540°  485°
b  55°

Exercise 25.1 The diagrams in this exercise have not been drawn accurately.
1 What special name is given to each of these polygons?
(a) (b) (c) (d)

C
2 In the diagram, ABC is a straight line. B y
(a) Explain why angle x  50°. A
x 130°
(b) Show that angle y  60°.

70° 100°

E D

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3 Work out the size of the angles marked with letters. 20

25
(a) (b) (c)
e 104°

Polygons . . . Polygons . . . Polygons . . .

c 125°
117°
118° b
a
d 85°

4 Work out the size of the angles marked with letters.

(a) (b) (c) (d)
105° a 57° c 110° 150°
160° d
115° 100°
b 125° 75° 150° 110°
27° 118° 87°

5 Work out the size of the angles marked with letters.

(a) (b) (c) (d) 90°
67°
55° 25°
60°
100° 115°
140° 60°
b
c d 65°
85°
a 128°
72° e 70°
6 Work out the sum of the interior angles of these polygons.
(a) (b) (c) (d)

7 Work out the size of the angles marked with letters.

(a) (b) (c)
70° a b c
100°
b
b
c 100°
a
c c
90°
95° 85°
80°

8 Work out the size of the angles marked with letters.

(a) (b) (c)
110° 100°
80° 30°
b 135°
e
40° 50° d
c
a 100° 100°
35° 46°

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Regular polygons
A polygon with all sides equal and all angles equal is called a regular polygon.
These are the first four regular polygons.

Regular triangle Regular quadrilateral Regular pentagon Regular hexagon

A regular triangle is usually called an equilateral triangle.

A regular quadrilateral is usually called a square.

Exterior angles of regular polygons

Measure the exterior angles of these regular polygons.
What do you find?

Regular pentagon Regular hexagon Regular octagon

You should find the exterior angles of a regular polygon are equal.
36
0°
In general, for any regular n-sided polygon: exterior angle  n
By rearranging the formula we can find the number of sides, n, of a regular polygon
when we know the exterior angle.
360°
n exterior angle

A regular polygon has an exterior angle of 30°.

(a) How many sides has the polygon?
(b) What is the size of an interior angle of the polygon?

360°
(a) n  
exterior angle
360°
n30°  12

Remember:
The polygon has 12 sides. It is a good idea to write down the
formula you are using.
(b) interior angle
exterior angle  180°
int. ⬔
30°  180°
int. ⬔  180°  30°
interior angle  150°

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Exercise 25.2
20
25
1 Calculate (a) the exterior angle and (b) the interior angle of these regular polygons.
(i) (ii) (iii) (iv)

Polygons . . . Polygons . . . Polygons . . .

2 A regular polygon has an exterior angle of 18°. How many sides has the polygon?
3 Calculate the number of sides of regular polygons with an exterior angle of:
(a) 9° (b) 24° (c) 40° (d) 60°
4 A regular polygon has an interior angle of 135°. How many sides has the polygon?
5 Calculate the number of sides of regular polygons with an interior angle of:
(a) 108° (b) 162° (c) 171° (d) 90°
6 (a) Calculate the size of an exterior angle of a regular pentagon.
(b) What is the size of an interior angle of a regular pentagon?
(c) What is the sum of the interior angles of a pentagon?
7 The following diagrams are drawn using regular polygons.
Work out the values of the marked angles.
(a) (b) (c) (d) j

a e d g h
b
f i
c
(e) (f) (g) m (h)
k n
l

8 The following diagrams are drawn using regular polygons.

Work out the values of the marked angles.
(a) (b) (c)
(a) b (b) c (c)

e
a f
d
9 The following diagrams are drawn using regular polygons.
Work out the values of the marked angles.
(a)(a) (b)(b) (c)(c)
a

c e
b
d

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Tessellations
Covering a surface with identical shapes produces a pattern called a tessellation.
To tessellate the shape must not overlap and there must be no gaps.

Regular tessellations
This pattern shows a tessellation of regular hexagons.

This pattern is called a regular tessellation because it is made by using a single regular polygon.

Exercise 25.3
1 Draw
(a) diagrams to show tessellations
(b) of these shapes. (c)
(a) (b) (c)

2 Copy these regular tessellations. Continue the tessellation by drawing four more shapes.
(a) (b)
(a) (b)

3 (a) The diagram shows part of a tessellation.

Copy the diagram.
Continue the tessellation by drawing four more triangles.
(b) All triangles tessellate.
Draw a triangle of your own, make copies,
and show that it will tessellate.

4 (a) The diagram shows part of a tessellation.

Copy the diagram.
Continue the tessellation by drawing
four more quadrilaterals.
(b) All quadrilaterals tessellate.
Draw a quadrilateral of your own, make copies,
and show that it will tessellate.
5 (a) Draw a regular hexagon.
(b) (i) Draw all the lines of symmetry on your diagram.
(ii) How many lines of symmetry has a regular hexagon?
(c) What is the order of rotational symmetry of a regular hexagon?

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6 The diagram shows three regular polygons. 20

25
(a) (b) (c)

Polygons . . . Polygons . . . Polygons . . .

For each regular polygon find:
(i) the number of lines of symmetry,
(ii) the order of rotational symmetry.

l A polygon is a many-sided shape made by straight lines.

l A polygon with all sides equal and all angles equal is called a regular polygon.
l Shapes you need to know:
A 3-sided polygon is called a triangle. A 5-sided polygon is called a pentagon.
A 4-sided polygon is called a quadrilateral. A 6-sided polygon is called a hexagon.
l The sum of the exterior angles of any polygon is 360°.
l At each vertex of a polygon: interior angle
exterior angle  180°
l The sum of the interior angles of an n-sided polygon is given by:
(n  2)  180°
36
0°
l For a regular n-sided polygon: exterior angle   n
l A shape will tessellate if it covers a surface
without overlapping and leaves no gaps.
l Equilateral triangles, squares and hexagons can be used to make regular tessellations.

Inscribed regular polygons

Inscribed regular polygons can be constructed by equal divisions of a circle.
To draw an inscribed regular polygon follow these steps.

Step 1 Find the exterior angle of the polygon.

360 °
Exterior angle   
number of sides
Step 2 Draw a circle.
Divide the circle into equal sectors, where the sector
angles are equal to the exterior angle of the polygon.

Step 3 Join the divisions on the circumference of the circle to form the polygon.

Example Draw an inscribed regular hexagon.

Step 1 Step 2 Step 3

A hexagon has 6 sides. 60°

60° 60°
360°
Exterior angle   
6 60° 60° 60°
60°
(a) Draw an inscribed equilateral triangle.
(b) Draw an inscribed square.
(c) Draw other inscribed regular polygons.
Which regular polygons are difficult to draw accurately? Explain why.
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Review Exercise 25
1 O
The diagram shows a regular hexagon. A
O is the point at the centre of the hexagon.
A and B are two vertices. B
(a) Write down the order of rotational symmetry of the hexagon.
(b) Copy the diagram and draw the lines from O to A and from O to B.
(i) Write down the size of angle AOB.
(ii) Write down the mathematical name for triangle AOB. Edexcel

2 B C
ABCDE is a regular pentagon.
y° O is the centre of the pentagon.
(a) Write down the order of rotational symmetry
x°
O of the regular pentagon.
A D (b) Work out the value of (i) x, (ii) y.

E
(c) Draw a regular hexagon on isometric paper,
as shown.
Show how regular hexagons tessellate.
(d) Explain why regular pentagons will not tessellate.

Edexcel
3 Copy each of the following diagrams onto squared paper and draw six more shapes to form
a tessellation.
(a) (b)

4 Work out the size of angle x. 100°

150°
x

x 120° Not drawn

accurately
B Not to scale

5 36° ABCDE is a regular pentagon.

A C
Given that ⬔BAC  36°, explain why AC is parallel to ED.

E D
A

6 ABCDE is a regular pentagon. E B

AEF and CDF are straight lines.
Work out the size of angle DFE.
Give reasons for your answer. F D C Edexcel

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equilateral
7 A square, an equilateral triangle and a regular pentagon triangle 20
25
are drawn, as shown.
(a) Describe the symmetries of each of the shapes. square
Mention both line and rotational symmetry.

Polygons . . . Polygons . . . Polygons . . .

(b) Work out the value of x in the diagram. 108°
x°
Explain your reasoning carefully. pentagon

Edexcel
102° 78°
8 Work out the value of a.

63°
Edexcel
a° 43°
A B

9 ABCDEF is a regular polygon.

(a) What name is given to this polygon?
(b) What is the size of the exterior angle marked x? F C
(c) What is the sum of the interior angles?
x
B E D
A C
10 The diagram shows a regular 9-sided polygon.
I D (a) What type of triangle is ADG?
Give a reason for your answer.
(b) What is the size of the angle marked x?
H x E

G F

11 (a) Work out the size of each interior angle of a regular octagon.
The size of each exterior angle of a regular polygon is 30°.
(b) Work out the number of sides of the polygon. Edexcel

12 Part of a regular polygon is shown.

(a) What is the size of angle q?
(b) How many sides has the polygon? 168° q

13 The diagram shows a regular decagon which has been divided into three parts.
(a) What name is given to the quadrilateral AEIJ? A B
(b) What name is given to the shape ABCDE?
(c) Work out the size of angle AED.
(d) What is the size of angle AEI? J C

I D

H E

G F

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CHAPTER
26 Direction and Distance
Journeys are often described in terms of direction and distance.
When planning journeys we often use maps.
To interpret maps we need to understand:
angles in order to describe direction,
scales in order to find distances.
Compass points and three-figure bearings are used to describe direction.

Compass points
The diagram shows the points of the compass.
The angle between North and East is 90°.
The angle between North and North-East is 45°.

Do you know the names of any other compass points?

Exercise 26.1
1 A map of a cycle track is shown.

Bike Hire
N Centre
High Bikers’
Peak Rest

Bikers’ Park
Café Lodge
X

Country
Garden South Highlands
Top

(a) (i) Which place is due North of South Top?

(ii) Which place is due West of Park Lodge?
(iii) Which place is North-East of Country Garden?
(iv) Which place is North-West of Highlands?
(b) John is at the position marked X on the map.
(i) Which place is South-East of John?
(ii) In which direction does he need to cycle to reach Bikers’ Rest?
(iii) He cycles South-West.
Which place will he reach?

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2 The diagram shows a road junction. 20

26

Street
High

Direction and Distance

d
Roa North
h ley
As

Ham Lane Station Road

d
Roa

Quay
Road
ay
Sw

(a) A car travels from the junction along Quay Road.

In which direction is it travelling?
(b) A coach travels from the junction along Station Road.
In which direction is it travelling?
(c) A taxi drives along Station Road towards the junction.
In which direction is it travelling?
(d) Sway Road is directly opposite Ashley Road.
When traffic goes from the junction along Ashley Road it is travelling North-East.
In which direction is traffic travelling when it goes from the junction along Sway Road?
3 (a) What is the angle between North and North-West?
(b) What is the angle between South and North-West?
(c) What is the angle between South-West and South-East? N
(d) What is the angle between North-West and South-West? NW NE
(e) What is the angle between South-East and North-West?
4 W E
(a) Lyn is facing North.
She turns through an angle of 180°.
In which direction is she now facing? SW SE
(b) Tony is facing West. S
He turns through an angle of 90° clockwise.
In which direction is he now facing?
5 (a) Claire is facing South.
In which direction will she face after turning clockwise through an angle of 135°?
(b) Kevin turned anticlockwise through an angle of 270°.
He is now facing South-East.
In which direction was he facing?
6 Copy and complete this table.
The first line has been done for you.

Start facing Amount of turn Finish facing

South 135° clockwise North-West
North-East 90° clockwise
West 135° anticlockwise
270° clockwise East
45° anticlockwise West

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Three-figure bearings
Bearings are used to describe the direction in which you must travel to get from one place to another.
A bearing is an angle measured from the North line in a clockwise direction.
The angle, which can be from 0° to 360°, is written as a three-figure number.
Bearings which are less than 100° include noughts to make up the three figures, e.g. 005°, 087°.

To show the direction given by a bearing

Example
The bearing of C from D is 153°.
Draw a diagram to show this information.
The bearing of C from D tells you that D is the starting point.
l Draw a North line. Mark and label point D on the North line.
l Using your protractor, centred on point D, mark an angle of 153° measured in a clockwise
direction from the North line.
l Draw a line from D through the marked point.
An arrow is drawn on the line to show the direction in which you must travel to get to C.

This diagram shows the positions of Bath and Poole.

The bearing of Poole from Bath is 162°.
If you are at Bath, facing North, and turn through 162° in a clockwise
direction you will be facing in the direction of Poole.

Back bearings
The return bearing of Bath from Poole is called a back bearing.
Back bearings can be found by using parallel lines and alternate angles.
The bearing of Poole from Bath is 162°.
a ⫽ 162° (alternate angles)
Required angle ⫽ 180° ⫹ 162° ⫽ 342°.
The bearing of Bath from Poole (the back bearing) is 342°.
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Exercise 26.2
20
26
1 The diagram shows the position of points P and Q. North

(a) Write down the three-figure bearing of Q from P.

Direction and Distance

(b) A point R is due South of Q.
Write down the three-figure bearing of R from Q. Q
North
(c) A point S is due East of P.
Write down the three-figure bearing of S from P.
70°
P
Questions 2 to 7.
Diagrams have been drawn accurately.
Use your protractor to measure angles.
2 Measure and write down the three-figure bearings of A from B in each of the following.

3 (a) Draw sketches to show the following information.

(i) The bearing of F from E is 050°.
(ii) The bearing of C from H is 125°.
(iii) The bearing of K from Q is 195°.
(iv) The bearing of L from B is 260°.
(v) The bearing of A from J is 305°.
(vi) The bearing of X from T is 175°.
(b) Use your sketches to give the back bearings for each of the directions in part (a).

4 Copy the diagram.

North
R is on a bearing of 100° from P.
R is on a bearing of 060° from Q.
P
Mark the position of R on your diagram.

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5 The diagram shows the positions of three towns.

(a) What is the bearing of B from A? North
(b) What is the bearing of C from A? C
(c) What is the bearing of A from C?
(d) What is the bearing of C from B?
(e) What is the bearing of B from C?

6 The diagram shows the positions of three oil rigs at A, B and C.

North

(a) What is the bearing of A from B?

(b) What is the bearing of B from A?
(c) What is the bearing of C from B? B
(d) What is the bearing of B from C?
(e) What is the bearing of C from A?
(f) What is the bearing of A from C?

7 Copy the diagram.

North

North

Q is on a bearing of 070° from P.

Q is on a bearing of 320° from R.
Mark the position of Q on your diagram.

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Scale drawing
20
26
Maps and plans are scaled down representations of real-life situations.
The scale used in drawing a map or plan determines the amount of detail that can be shown.
The distances between different points on a map are all drawn to the same scale.

Direction and Distance

There are two ways to describe a scale.
1 A scale of 1 cm to 10 km means that a distance of 1 cm on the map represents an actual distance
of 10 km.
2 A scale of 1 : 10 000 means that all distances measured on the map have to be multiplied by
10 000 to find the real distance.

1 A road is 3.7 cm long on a map.

The scale given on the map is ‘1 cm represents 10 km’.
What is the actual length of the road?
1 cm represents 10 km.
Scale up, so multiply.
3.7 cm represents 3.7 ⫻ 10 km ⫽ 37 km
The road is 37 km long.
2 A plan of a field is to be drawn using a scale of 1 : 500.
Two trees in the field are 350 metres apart.
How far apart will they be on the plan?
Scale down, so divide.
Distance on plan ⫽ 350 m ⫼ 500
Change 350 m to centimetres.
⫽ 35 000 cm ⫼ 500 ⫽ 70 cm
The trees will be 70 cm apart on the plan.

Exercise 26.3
1 A forest walk measures 8.4 cm on a map.
The scale given on the map is “1 cm represents 2 km”.
What is the actual length of the walk in kilometres?
2 A motor-racing circuit is 9.6 km in length.
A plan of the circuit has been drawn to a scale of 1 cm to 3 km.
What is the length of the circuit on the plan?
3 On a piste map a ski run measures 3.8 cm.
The map has been drawn to a scale of 1 cm to 500 m.
What is the actual length of the ski run in metres?
4 Here is a map of an island.
(a) Use your protractor to find:
(i) the bearing of Q from P,
(ii) the bearing of P from Q.
(b) (i) Measure the distance between P and Q on the map.
(ii) What is the actual distance between P and Q?

Scale: 1 cm to 10 km

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5 A scale drawing of part of a golf course is shown.

The diagram has been drawn to a scale of 1 cm to 20 m.

North
18th hole

(a) What is the distance from the tee to the 18th hole?
(b) Carla hits a ball from the tee towards the hole.
Tee On what bearing does she hit the ball?

6 The diagram shows a group of islands. The map has been drawn to a scale of 1 cm to 5 km.

North

Baytor

North

Peak

(a) A straight road joins Baytor to Peak.

Use the map to find the length of this road in kilometres.
(b) Copy the map onto squared paper.
(i) A ship is on a bearing of 200° from Baytor and due East of Peak.
Show the position of the ship on your map.
(ii) A lighthouse is on a bearing of 035° from Peak and 253° from Baytor.
Show the position of the lighthouse on your map.

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7 The plan of a house is drawn using a scale of 1 : 100. 20

26
The lounge is 4.6 m in length.
What is the length of the lounge on the plan?

Direction and Distance

8 The diagram shows the plan of a building plot.
The plan has been drawn to a scale of 1 : 1000.
AB is the width of the plot.
(a) Measure AB.
(b) What is the width of the plot in metres?

A B
Causeway Lane

9 The scale of a map is 1 : 200.

(a) On the map a house is 3.5 cm long.
How long is the actual house?
(b) A field is 60 m wide.
How wide is the field on the map?
10 The diagram shows the flight path of a plane between two airports.
The diagram has been drawn to a scale of 1 : 250 000.

Use the diagram to find:

(a) the actual distance between the airports, in kilometres,
(b) the bearing of B from A,
(c) the bearing of A from B.
11 The diagram shows the plan of a cross-country course.
Runners have to go round markers at A, B and C.
North
(a) What is the bearing of B from A?
(b) What is the bearing of A from C?
The plan has been drawn to a scale of 1 : 20 000. B
(c) What is the distance from A to C in metres?

North

A
North

C
12 Claire draws a diagram for a printed circuit board in the ratio 20 : 1.
On Claire’s diagram the distance between two components is 35 mm.
What is the actual distance between the components?

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13 The sketch shows the positions of Ayton, Boulder, Carey and Dole.
Carey Dole

Not to scale

Boulder

Carey is 12 km due West of Dole.

Not to scale
Ayton
Carey is 8 km due North of Boulder.
Ayton is on a bearing 100° from Boulder and 160° from Dole.
By using a scale of 1 cm to 2 km, find by scale drawing the distance of Ayton from Carey.
14 A boat leaves port and sails on a bearing of 144° for 4 km.
It then changes course and sails due East for 5 km to reach an island.
Find by scale drawing:
(a) the distance of the island from the port,
(b) the bearing of the island from the port,
(c) the bearing on which the boat must sail to return directly to the port.
15 A yacht sails on a bearing of 040° for 5000 m and then a further 3000 m on a bearing of 120°.
Find by scale drawing:
(a) the distance of the yacht from its starting position,
(b) the bearing on which it must sail to return directly to its starting position.
16 An aircraft leaves an airport, at A, and flies on a bearing of 035° for 50 km and then on a
bearing of 280° for a further 40 km before landing at an airport, at B.
Find by scale drawing:
(a) the distance between the airports,
(b) the bearing of B from A,
(c) the bearing of A from B.

l Compass points

l Bearings are used to describe the direction in which you must travel to get from one place to
another. A bearing is an angle measured from the North line in a clockwise direction.
l A bearing can be any angle from 0° to 360° and is written as a three-figure number.
l To find a bearing: North
measure angle a to find the bearing of Y from X,
measure angle b to find the bearing of X from Y. a North
X
l Scales
The distances between points on a map are all drawn to the same scale.
There are two ways to describe a scale. Y
b
1. A scale of 1 cm to 10 km means that a distance of 1 cm on the map
represents an actual distance of 10 km.
2. A scale of 1 : 10 000 means that all distances measured on the map have to be multiplied by
10 000 to find the real distance.

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20
26
3-dimensional coordinates
One coordinate identifies a point on a line.
Two coordinates identify a point on a plane.

Direction and Distance

Three coordinates identify a point in space. y
A B
The diagram shows a cuboid drawn in 3-dimensions.
Using the axes x, y and z shown:
D C
Point A is given as (0, 2, 0).
O x
Point B is given as (2, 2, 0). G
Point C is given as (2, 2, 3).
E
Give the 3-dimensional coordinates of points D, E, F, and G. z F

Review Exercise 26
1 Here is a map.
N
Kendal

Manchester
Norwich
Birmingham

London

Taunton

(a) Name the town north of Manchester.

(b) Name the town south-west of Birmingham. Edexcel
2 Copy the diagram onto squared paper.

North
A

(a) Draw a line at A pointing East.

(b) Draw a line at B pointing North-East.
(c) In which direction is A from B? Edexcel

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33 A bus route measures 7.3 cm on a map.

The scale given on the map is “1 cm represents 2 km”.
What is the actual length of the route in kilometres?

4 North

North

lighthouse

ship

A ship and a lighthouse are marked (with an ) on the map.

Measure the 3-figure bearing of the ship from the lighthouse. Edexcel
North
5 The diagram shows the positions of three villages.
The diagram has not been drawn accurately. Aire
(a) Work out the size of angle x. Swale
(b) Give the three-figure bearing of Aire from Tees.
(c) Work out the three-figure bearing of: 47°
Tees
(i) Swale from Tees,
(ii) Tees from Aire. 115° x

6 The diagram shows the plan of a sailboard race.

The sailboards have to go round buoys at A, B and C.
Buoy B is on a bearing of 050° from buoy A.
Angle ABC is 90°. North
B

90°

50°

A C

(a) What is the bearing of A from B?

(b) What is the bearing of C from B?
The plan has been drawn to a scale of 1 : 20 000.
(c) (i) Measure AB.
(ii) What is the distance from A to B in metres?
7 Axford is 70 km from Moxley on a bearing of 065°.
Parley is 55 km from Moxley on a bearing of 125°.
(a) By using a scale of 1 cm to 10 km, draw an accurate diagram to show the positions of
Axford, Parley and Moxley.
(b) What is the bearing of Moxley from Axford?
(c) By taking measurements from your diagram work out:
(i) the distance of Parley from Axford,
(ii) the bearing of Parley from Axford.

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CHAPTER
27 Circles
A circle is the shape drawn by keeping a pencil the
same distance from a fixed point on a piece of paper.
Compasses can be used to draw circles accurately.

It is important that you understand the meaning of the following words:

Circumference – special name used for the perimeter of a circle.

Radius – distance from the centre of the circle to any point on
the circumference. The plural of radius is radii.
Diameter – distance right across the circle, passing through the centre point.
Notice that the diameter is twice as long as the radius.

arc
Chord – a line joining two points on the circumference.
ch
ord The longest chord of a circle is the diameter.
O Tangent – a line which touches the circumference of a circle at one point only.
A tangent is perpendicular to the radius at the point of contact.
Arc – part of the circumference of a circle.
tangent

Segment – a chord divides a circle into two segments.

r
O Sector – two radii divide a circle into two sectors.
sector
r
m ent
seg

Activity
Draw a circle with radius 2 cm.
Use thread or the edge of a strip of paper to measure the circumference of your circle.
Draw circles with radii 3 cm, 4 cm and so on.
Measure the circumference of each circle and write your results in a table.
Radius (cm) 2 3 4 5 6 7 8
Diameter (cm)
Circumference (cm)
What do you notice?

The Greek letter

The circumference of any circle is just a bit bigger than three times the diameter of the circle.
The Greek letter
is used to represent this number.
We use an approximate value for
, such as 3, 317, 3.14, or the
key on a calculator, depending on the
accuracy we require.
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Circumference of a circle
The diagram shows a circle with radius r and diameter d.
The circumference of a circle can We sometimes use letters in
be found using the formulae: place of words.
C
d C is short for circumference.
r is short for radius.
or C  2 
 r
d is short for diameter.
Remember: d  2  r

These formulae can be rearranged to find the radius, or diameter, when given the circumference.
For C  2
r For C 
d
C C
r 
2
d

1 Find the circumference of a circle with diameter 80 cm. Take
to be 3.14.

Give your answer to the nearest centimetre.
C
d
 3.14  80 cm
 251.2 cm
Circumference is 251 cm to the nearest centimetre.
2 A circle has circumference 37.2 cm.
Find the radius of the circle, giving your answer to the nearest millimetre. Take
 3.14.
C2
r
37.2  2  3.14  r
37.2  6.28  r
37.2
r 
6.28
r  5.923…
r  5.9 cm, to the nearest millimetre.

Exercise 27.1 Do not use a calculator for questions 1 to 3.

1 Estimate the circumference of these circles.
Use the approximate rule: Circumference  3  diameter.
(a) (b) (c)
13 cm
8 cm
4 cm

2 Use the approximate rule to estimate the

Remember: diameter  2  radius
circumference of these circles.
(a) (b) (c)

5 cm
2.5 cm 6.4 cm

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3 The diagram shows the actual size of a 1p coin and a 2p coin. 20

27

1p 2p

Circles . . . Circles . . . Circles . . . Circles . . .

(a) Find, by measurement, the diameter of each coin.
(b) Use the approximate rule:
Circumference  3  diameter to estimate the circumference of each coin.
In questions 4 to 16, take
to be 3.14 or use the
key on your calculator.
4 Calculate the circumference of these circles.
Use the formula C 
 d.
(a) (b) (c)

15 cm
12 cm
7 cm

5 Calculate the circumference of these circles.

Use the formula C  2 
 r.
(a) (b) (c) 16 cm

4.5 cm
5.6 cm

6 A circle has a diameter of 9 cm. Calculate the circumference of the circle.

Give your answer correct to the nearest whole number.
7 A circular biscuit tin has a diameter of 24 cm. What is the circumference of the tin?
8 A dinner plate has a radius of 13 cm. Calculate the circumference of the plate.
Give your answer to an appropriate degree of accuracy.
9 A circle has a radius of 6.5 cm. Calculate the circumference of the circle.
Give your answer correct to one decimal place.
10 Stan marks the centre circle of a football pitch.
The circle has a radius of 9.15 m.
What is the circumference of the circle?

11 The radius of a tractor wheel is 0.8 m.

Calculate the circumference of the wheel.
12 Two cyclists go once round a circular track.
Eddy cycles on the inside of the track which has a radius of 20 m.
Reg cycles on the outside of the track which has a radius of 25 m.
How much further does Reg cycle?
13 A circular mug has a circumference of 24 cm.
Find the radius of the mug, giving your answer to the nearest millimetre.
14 The circumference of a copper pipe is 94 mm.
Find, to the nearest millimetre, the diameter of the pipe.

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15 The circumference of a bicycle wheel is 190 cm.

Find the diameter of the wheel,
giving your answer to the nearest centimetre.

16 The circumference of the London Eye is approximately 420 metres.

What is the radius? Give your answer correct to the nearest metre.

Area of a circle

Activity

Draw a circle.
Divide it into 20 equal sectors.
Colour the sectors using two colours.
The circumference of a circle is given by 2 
 r.
Half of the circumference is
 r.
So, the length of the rectangle is
 r.
The width of the rectangle is the same as the radius of the circle, r.
Using area of a rectangle  length  breadth
area of a circle 
 r  r
area of a circle 
 r 2

Area of a circle
The area of a circle can be found using the formula: A 
 r 2
This formula can be rearranged to find the
radius when given the area of the circle.
For A 
r 2
A
r 2  

A
r  冪莦


1 Estimate the area of a circle with radius of 6 cm. Take
to be 3.

A
rr
366
 108 cm2
Area is approximately 108 cm2.
2 Calculate the area of a circle with diameter 9 cm. Use the
key on your calculator.
Give your answer correct to the nearest whole number.
A
rr

 4.5  4.5 Remember: r  d2
 63.617… cm2
Area is 64 cm2, to the nearest whole number.

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20
27
3 The top of a tin of cat food has an area of 78.5 cm2.
What is the radius of the tin? Take
 3.14.

Circles . . . Circles . . . Circles . . . Circles . . .

A 
 r2
Substitute values for A and
.
78.5  3.14  r 2
Solve this equation to find r.
Divide both sides of the equation by 3.14.
78.5
  r 2
3.14
r 2  25
Take the square root of both sides.
r5
The radius of the tin is 5 cm.

Exercise 27.2 Do not use a calculator for questions 1 and 2.

1 Estimate the areas of these circles. Use the approximate rule: Area  3  (radius)2.
(a) (b) (c)

7 cm
9 cm
5 cm

2 Estimate the areas of these circles. diam eter

Remember: Radius   2
Take
to be 3.
(a) (b) (c)

16 cm
10 cm
6 cm

In questions 3 to 13, take
to be 3.14 or use the
key on your calculator.

3 Calculate the areas of these circles. Give your answers to the nearest whole number.
(a) (b) (c)
4 cm
12 cm
6.5 cm

4 Calculate the areas of these circles. Give your answers correct to one decimal place.
(a) (b) (c)

6.4 cm 7.6 cm 26 cm

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5 The base of a paddling pool is a circle with radius 84 cm.

Find the area of the base.
6 The lid on a tin of paint is a circle of radius 72 mm.
Calculate the area of the lid.
7 A dinner plate has a diameter of 25 cm.
Find the area of the plate.
Give your answer correct to the nearest whole number.
8 A circular table has a diameter of 1.2 m.
Calculate the area of the table.
Give your answer correct to one decimal place.
9 A circular rug has a radius of 0.5 m.
Calculate the area of the rug.
Give your answer correct to two decimal places.
10 A mug has a diameter of 8 cm.
Calculate the area of the base of the mug.
Give your answer to an appropriate degree of accuracy.
11 A circle has an area of 50 cm2.
Calculate the radius of the circle.
12 A circular flower bed has an area of 40 m2.
Calculate the diameter of the flower bed.
Give your answer to a suitable degree of accuracy.
13 The face of a circular disc has an area of 5.3 cm2.
Calculate the radius of the disc.
Give your answer to the nearest millimetre.

Mixed questions involving circumferences and areas of circles

Some questions will involve finding the area and some the circumference of a circle.
Remember: Choose the correct formula for area or circumference.
You need to think about whether to use the radius or the diameter.

1 Gina’s bicycle wheel has a radius 2 Find the area of a semi-circle with radius 4 cm.
of 24 cm. Take
 3.14.
How many complete rotations of the Give your answer to the
wheel are needed to cycle 500 cm? nearest whole number. 4 cm
Take
 3.14.
Find the circumference of the wheel. Begin by finding the area of a circle with
C2
r radius 4 cm.
 2  3.14  24 cm
A 
 r2 Area of semi-circle
 150.72 cm
 3.14  4  4 cm  12  area of circle
2
Number of rotations
 500 cm  circumference  50.24 cm 2
 12  50.24 cm2
 500 cm  150.72 cm
 3.317…  25.12 cm2
So, 4 complete rotations of the wheel Area of semi-circle is 25 cm2, to the nearest
are needed. whole number.

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Exercise 27.3 In this exercise take
to be 3.14 or use the
key on your calculator.
20
27
1 A tea plate has a radius of 9 cm.
(a) What is the circumference of the plate?
(b) What is the area of the plate?

Circles . . . Circles . . . Circles . . . Circles . . .

8.4 cm
2 The top of a tin of cat food is a circle of diameter 8.4 cm.
(a) Calculate the circumference of the tin.
Give your answer correct to the nearest whole number.
(b) Calculate the area of the top of the tin.
Give your answer correct to one decimal place.
3 The front wheel on Nick’s tricycle has a diameter of 18 cm.
(a) Calculate the circumference of the front wheel.
(b) How far does Nick have to cycle for the front wheel to make
20 complete turns?

4 The letter O is cut from card.

The inside radius of the letter is 3 cm. 4 cm
The outside radius of the letter is 4 cm.
Calculate the area of the letter. 3 cm

5 Which has the greater area:

a circle with radius 4 cm, or a semi-circle with diameter 11 cm?
You must show all your working.
6 The radius of a circular plate is 15 cm.
(a) What is its area?
(b) What is its circumference?
Give your answers in terms of
.
7 A circle is drawn inside a square, as shown.
The square has sides of length 10 cm.
Calculate the area of the shaded region. 10 cm

8 Thirty students join hands to form a circle.

The diameter of the circle is 8.5 m.
(a) Find the circumference of the circle.
Give your answer to the nearest metre.
(b) What area is enclosed by the circle?
Give your answer to an appropriate degree of accuracy.
9 Find the perimeter of a semi-circle with radius 6 cm.
Give your answer to the nearest whole number. 6 cm

10 A wheel on Adrian’s bicycle has a diameter of 66 cm.

(a) What is the circumference of the wheel?
(b) Adrian cycles a distance of 1000 cm.
How many complete rotations does the wheel make?
11 A cotton reel is a cylinder with radius 1.3 cm.
200 cm of cotton is wrapped round the reel.
How many times does it wrap round?

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12 A circular flower bed has diameter 12 m.

(a) How much edging is needed to go right round the bed?
(b) The gardener needs one bag of fertiliser for each 7 m2.
How many bags of fertiliser are needed for this bed?
13 A pastry cutter is in the shape of a semi-circle.
The straight side of the semi-circle is 12 cm long.
How long is the curved side?
14 Calculate the area of a semi-circle with a diameter of 6.8 cm.
15 Calculate the perimeter of a semi-circle with a radius of 7.5 cm.
16 A circle has a circumference of 64 cm.
Calculate the area of the circle.
17 A circle has an area of 128 cm2.
Calculate the circumference of the circle.

l A circle is the shape drawn by keeping a pencil the same distance

from a fixed point on a piece of paper.
l Words associated with circles:
Circumference – perimeter of a circle.
Radius – distance from the centre of the circle to any point
on the circumference. The plural of radius is radii.
Diameter – distance right across the circle, passing through
the centre point.
Chord – a line joining two points on the circumference. ar
seg c
Tangent – a line which touches the circumference of a circle me
ch n
at one point only. A tangent is perpendicular to the r ord t
radius at the point of contact. O
sector
Arc – part of the circumference of a circle.
r
Segment – a chord divides a circle into two segments.
Sector – two radii divide a circle into two sectors.
tangent
l Diameter  2  radius
l The circumference of a circle is given by: C 
 d or C  2 
 r
l The area of a circle is given by: A 
 r 2

Review Exercise 27 Take
to be 3.14 or use the
key on your calculator.

1 The diagram shows two pulleys.
The larger pulley has radius 5 cm.
The smaller pulley has diameter 8 cm.
(a) What is the area of the larger pulley?
(b) What is the circumference of the smaller pulley?

2 A circle has a radius of 15 cm.

Calculate the circumference of the circle.
Give your answer to the nearest whole number.

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45 m
3 A new wire mesh fence is to be put round a circular training ring. 20
27
The radius of the ring is 45 m.
(a) Calculate, to the nearest metre, the length of fence needed.
(b) Calculate, to the nearest 10 square metres, the area of the ring.

Circles . . . Circles . . . Circles . . . Circles . . .

Edexcel

4 The diagram represents a circular training track.

The diameter of the track, AB, is 70 metres.
Alisa and Bryony have a race. A 70 m
B
Alisa runs along the diameter from A to B and back again.
Bryony starts at A and runs all the way round the track to A again.
Work out how much further Bryony runs than Alisa. Edexcel

5 120 cm The diagram shows a circular garden pond.

The radius of the pond is 120 cm.
Calculate, to the nearest 10 cm, the circumference of the pond.

Edexcel

6 Susie has a new bike. The radius of its wheels is 30 cm.

(a) Work out the circumference of one of the wheels.
Susie rides her bike to school which is 1 km from her home.
(b) How many times will one of the wheels of Susie’s bike turn on the way to school?
Edexcel
7 A circular table top has radius 1.3 m.
(a) Calculate the circumference of the top of the table.
(b) The top of the table is varnished. 1 litre of varnish covers 5 m2.
Find, correct to one decimal place, the number of litres of varnish needed to cover the
top of the table?
8 (a) Calculate the area of a circle of radius 4 cm. Give your answers in terms of
.
(b) Calculate the perimeter of a semi-circle, radius 10 cm.
B
9 The diagram shows a right-angled triangle ABC and a circle.
A, B and C are points on the circumference of the circle.
AC is a diameter of the circle. 16 cm 12 cm
The radius of the circle is 10 cm.
AB  16 cm and BC  12 cm. A C
10 cm 10 cm
Work out the area of the shaded part of the circle.
Give your answer correct to the nearest cm2.
Edexcel

10 Jerry has a new garden roller.

Part of the roller is a cylinder.
The diameter of the cylinder is 0.7 m.
Jerry pushes the roller along.
The cylinder goes around exactly 16 times.
Work out how far the roller moves.
Give your answer correct to 3 significant figures.
0.7 m Edexcel

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CHAPTER
28 Areas and Volumes

Areas of shapes
In earlier chapters you found the areas of various shapes by counting squares and using formulae.
Here is a reminder of some of those shapes.

r
h b l

b l l
Triangle Rectangle Square Circle
1
A
bh

2 A
lb A
l 2
A
r 2

We are now going to look at shapes formed by combining rectangles, triangles, etc.

Compound shapes
Shapes formed by joining different shapes together are called compound shapes.
To find the area of a compound shape we must first divide the shape up into rectangles, triangles,
circles, etc, and then find the area of each part.
Shapes can be divided in different ways, but they should all give the same answer.

1 This shape can be divided

Calculate the area of this shape. in different ways, as shown.
45 m

70 m
40 m

120 m

45 m 45 m 75 m
30 m A F
30 m
75 m
70 m C 70 m
40 m B D 40 m E

120 m 120 m

Area of shape is given by: Area of shape is given by: Area of shape is given by:
Area A  Area B Area C  Area D Area (E  F)  Area F

(45  30)  (120  40)
(45  70)  (75  40)
(120  70)  (75  30)

1350  4800
3150  3000
8400  2250

6150 m 2

6150 m 2

6150 m2
All the methods give the same answer, so use the method you find easiest.

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20
28
2 Find the area of this shape.

Areas and Volumes

9 cm 4 cm

Y
6 cm 6 cm X 6 cm

5 cm 5 cm
Area of shape is given by: Area X  Area Y

(6  5)  ( 12  6  4)

30  12

42 cm2

Exercise 28.1 Do not use a calculator for questions 1 to 3.

1 These letters have been drawn on centimetre-squared paper.

Not full size

(a) Find the area of each letter.
(b) Which letter has the largest area?
(c) Which letter has the smallest area?
(d) Which two letters have the same area?
2 A square has sides of length 5 cm.
A square with sides of 2 cm is cut from the corner of the larger square.
(a) What is the area of the larger square? 2 cm
(b) What is the area of the smaller square?
(c) Find the shaded area in the diagram. 2 cm

5 cm

5 cm
3 Find the areas of these shapes which are made up of rectangles and squares.
(a) 2 cm (b) (c)
4 cm 6 cm
2 cm
2 cm
4 cm 3 cm 4 cm

2 cm 2 cm 2 cm 2 cm

5 cm 3 cm 2 cm 2 cm

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4 Find the areas of these shapes which are made up of rectangles and right-angled triangles.
(a) (b) (c)

8 cm 7 cm
4 cm 5.8 cm
3 cm 4.2 cm

6 cm
5 cm 2 cm 12 cm
5 Find the areas of these shapes which are made up of rectangles and semi-circles.
(a) (b) (c)
10 cm
0.2 m

8 cm 0.8 m
6 cm

12 cm

6 The diagram shows a car park. Calculate the area of the car park.
6m

12 m

28 m
7 Find the areas of the shaded shapes.
(a) 3 cm 7 cm (b)

3 cm

7 cm
8 cm

7 cm

3 cm
8 cm

7 cm 3 cm

3-dimensional shapes (or solids)

These are all examples of 3-dimensional shapes.

What other 3-dimensional shapes do you know?

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Making and drawing 3-dimensional shapes

20
28
Nets
3-dimensional shapes can be made using nets.

Areas and Volumes

This is the net of a cube. The net can be folded to make a cube.

2-dimensional drawings of 3-dimensional shapes

Isometric drawings are used to draw 3-dimensional shapes.
Here are two isometric drawings of a cube of side 2 cm.

3 cm
This prism is 6 cm long. 3 cm 3 cm
The ends are equilateral triangles with sides of 3 cm.
Draw an accurate net of the prism. 6 cm
3 cm Sketch

Step 1: Draw the rectangular faces of the prism. 6 cm

Each rectangle is 6 cm long and 3 cm wide.
Step 2: The ends of the prism are equilateral triangles.
The length of each side of the triangles is 3 cm.
Use your compasses to construct the 6 cm
equilateral triangles. 3 cm 3 cm

3 cm 3 cm

3 cm 3 cm
6 cm

6 cm

Naming parts of a solid shape

vertex
Each flat surface is called a face. edge
Two faces meet at an edge. face
Edges of a shape meet at a corner, or point, called a vertex.
The plural of vertex is vertices.

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Exercise 28.2
1 This is a cuboid.

2 cm

3 cm
4 cm

Sarah has started to draw a net of the

cuboid on squared paper.
(a) Copy the diagram. Base of cuboid
(b) Complete the net of the cuboid.

2 A cube has edges of length 2 cm.

Use squared paper to draw an accurate net of the cube.
3 (a) The diagram shows part of a net of a cube. (b)

In how many different ways can you Explain why the diagram above
complete the net? is not the net of a cube.
Draw each of your nets.
4 Use squared paper to draw an accurate net of this cuboid.

2 cm

3 cm 1 cm

5 Draw an accurate net for each of these 3-dimensional shapes.

(a) (b) (c)
4 cm 8 cm
8 cm 4 cm 4 cm
8 cm
4 cm

6 cm 4 cm
4 cm
4 cm 4 cm 4 cm

6 The diagram shows a cuboid measuring 2 cm  1 cm  1 cm drawn on isometric paper.

Draw a net of the cuboid.

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7 Draw these 3-dimensional shapes on isometric paper. 20

28
(a) A cube of side 3 cm.
(b) A 3 cm by 2 cm by 1 cm cuboid.
(c) A 3 cm by 4 cm by 5 cm cuboid.

Areas and Volumes

8 There are 8 different 3-dimensional shapes which can be made using 4 linking cubes of
side 1 cm.
One of them is shown.

(a) Make all the 3-dimensional shapes using four linking cubes.
(b) Draw the 3-dimensional shapes on isometric paper.
9 Look at these diagrams of 3-dimensional shapes.
Dotted lines are used to show the edges which cannot be seen when you look at the shape
from one side.
(a) (b) (c) (d)

Copy and complete this table.

Name of shape Number of faces Number of vertices Number of edges
(a)
(b)
(c)
(d)
10 The diagram shows a pyramid. A model of the pyramid is to be made using straws.
The straws are each 10 cm long.

20 cm

10 cm
10 cm
(a) How many edges does the pyramid have?
(b) How many vertices does the pyramid have?
(c) How many straws are needed to make the pyramid?
(d) What is the total length of the edges of the pyramid?

Plans and Elevations

When an architect designs a building he has to draw diagrams to show what the building will look like
from different directions.
These diagrams are called plans and elevations.
The view of a building looking from above is called the plan.
The views of a building from the front or sides are called elevations.
To show all the information about a 3-dimensional shape we often need to draw several diagrams.
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plan

The diagram shows a 3-dimensional shape.

Draw the plan and the elevations A, B and C.
plan
elevation
C

elevation elevation elevation

A B C

elevation elevation
A B

Exercise 28.3
1 Draw a sketch to show the plan view of each of these 3-dimensional shapes.
(a) a staircase (b) a pyramid (c) a cup

2 Each of these 3-dimensional shapes has been made using 5 linking cubes of side 1 cm.
On squared paper, draw diagrams to show the plan and the elevations A, B and C of each shape.
(a) C (b) C (c) C

A B A B A B

3 The diagram shows a plastic cylinder of height 3 cm and radius 2 cm with a hole of radius
1 cm drilled through the centre.
Draw the plan and a side elevation of the cylinder.

3 cm

4 The diagram shows an open box containing 3 balls of radius 2 cm.

4 cm

12 cm
A 4 cm
(a) Draw a plan of the box.
(b) Draw an elevation of the box from the direction marked A.

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5 The plans and elevations of two 3-D shapes made from linking cubes of side 1 cm are shown. 20
28
Draw both of these 3-D shapes on isometric paper.
(a) Plan Left - side Front Right - side

Areas and Volumes

elevation elevation elevation

(b) Plan Left - side Front Right - side

elevation elevation elevation

Surface area of a cuboid

Opposite faces of a cuboid are the same shape and size.
To find the surface area of a cuboid find the areas of the six rectangular faces and add the answers.
10 cm

5 cm 5 cm
10 cm

4 cm 4 cm
4 cm 10 cm 4 cm

4 cm Base of
5 cm 5 cm cuboid 5 cm 5 cm

5 cm
4 cm 10 cm 4 cm
10 cm
4 cm 4 cm

10 cm
The surface area of a cuboid can also be found by finding the area of its net.

Volume
Volume is the amount of space occupied by a three-dimensional shape.
This cube is 1 cm long, 1 cm wide and 1 cm high.
It has a volume of 1 cubic centimetre.
The volume of this cube can be written as 1 cm3.
Small volumes can be measured using cubic millimetres (mm3).
Large volumes can be measured using cubic metres (m3). Volume
1 cm3

Volume of a cuboid
Volume of a cube:
A cube is a special cuboid in which the length,
height
breadth and height all have the same measurement.
Volume
length  length  length
breadth V
l3
length

The formula for the volume of a cuboid is: Volume
length  breadth  height
This formula can be written using letters as: V
lbh
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A cuboid measures 30 cm by 15 cm by 12 cm.

(a) Find the surface area of the cuboid.
(b) Find the volume of the cuboid.
(a)

Surface area
(2  30  15)  (2  15  12)  (2  30  12)

900  360  720

1980 cm2
(b) Volume
length  breadth  height

30 cm  15 cm  12 cm

5400 cm3

Exercise 28.4 Do not use a calculator for questions 1 to 5.

1 This is a cuboid.

2 cm

3 cm
4 cm
(a) Draw a net of the cuboid on one-centimetre squared paper.
(b) Calculate the area of the net.
(c) What is the surface area of the cuboid?
2 These cuboids are made using one-centimetre cubes.
What is the volume of each cuboid?
(a) (b) (c)

3 Large cubes are made from small cubes of edge 1 cm.

(a) How many small cubes are in each of the large cubes?
(b) What is the surface area of each large cube?

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4 Calculate the volumes and surface areas of these cubes and cuboids. 20
28

Areas and Volumes

5 Shapes are made using one-centimetre cubes. Find the volume and surface area of each shape.
(a) (b) (c) (d) (e) (f )

6 Calculate the volumes and surface areas of these cuboids.

Where necessary give your answer to an appropriate degree of accuracy.
(a) 3 cm by 5 cm by 10 cm.
(b) 2.4 cm by 3.6 cm by 6 cm.
(c) 18 cm by 24 cm by 45 cm.
(d) 3.2 cm by 4.8 cm by 6.3 cm.
(e) 5.8 cm by 10.6 cm by 14.9 cm.
7 A cuboid has a volume of 76.8 cm3.
The length of the cuboid is 3.2 cm. The breadth of the cuboid is 2.4 cm.
What is the height of the cuboid?
8 A cuboid has a square base of side 3.6 cm. The volume of the cuboid is 58.32 cm3.
Calculate the height of the cuboid.
9 A cuboid has a volume of 2250 cm3.
The length of the cuboid is 25 cm. The height of the cuboid is 12 cm.
Calculate the surface area of the cuboid.
10 The surface area of this cuboid is 294 cm2.
Calculate the volume of a cube with the same surface area.

8 cm
5 cm

Prisms
These shapes are all prisms.

What do these 3-dimensional shapes have in common?

Draw a different 3-dimensional shape which is a prism.

Explain why these shapes are not prisms.

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Volume of a prism
The formula for the volume of a prism is:
Volume
area of cross-section  length.

Volume of a cylinder
A cylinder is a prism.
The volume of a cylinder can be written as:
Notice that length has
Volume
area of cross-section  height been replaced by height.
V
 r 2h

Find the volumes of these prisms.

Volume
area of cross- Area A
8  3
24 cm2 V
 r 2h

section  length Area B
3  2
6 cm2
  52  6

18  10 Total area
30 cm2
471.238…

180 cm3 Volume
30  5
150 cm3
471 cm3, correct to 3 s.f.

Exercise 28.5
1 Find the volumes of these prisms.

2 Calculate the shaded areas and the volumes of these prisms.

(a) 1.5 cm (b) (c) (d)
10 cm

2 cm 20 cm
4 cm 4 cm 5 cm
1.4 cm 2.5 cm
4 cm 3 cm Take  to be 3.14 2 cm
Take  to be 3.14

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3 Find the volumes of these prisms. 20

28
Where necessary take  to be 3.14 or use the  key on your calculator.

Areas and Volumes

4 Which tin holds more cat food?
Show your working.

5 Sylvia says, “A cylinder with a radius of 5 cm and a height of 10 cm has the same volume as a
cylinder with a radius of 10 cm and a height of 5 cm.”
Is she right? Explain your answer.

Surface area of a cylinder

The top and bottom of a cylinder are circles.
The curved surface of a cylinder is a rectangle.
The rectangle has the same height, h, as the cylinder.
The length of the rectangle must be just long enough to “wrap around” the circle.
The lid of the cylinder has radius r and circumference 2 r.
So, the length of the rectangle is also 2 r.

Area of lid
 r 2
Area of base
 r 2
Area of lid and base
2 r 2
Area of rectangle
length  breadth

2 r  h

2 rh
If a cylinder has radius, r, and height, h,
then the formula for the surface area is: The formula for the surface area
Surface area
2 r 2  2 rh is sometimes given as:
Surface area
2 r(r  h)
Area of the top and bottom Area of the rectangle

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Find the surface area of a cylinder with radius 4 cm and height 6 cm.
Use the  key on your calculator.
Area
2 rh  2 r 2

2    4  6  2    42

150.796 …  100.530 …

251.327 …

251.3 cm2, correct to 1 d.p.

Exercise 28.6 Take  to be 3.14 or use the  key on your calculator.

1 Find the surface areas of these cylinders. (c)
(a) 3 cm (b)(b) 3 cm (c) 6.5 cm
(a)

5 cm 1.2 cm
15 cm

2 Show that the curved surface area of this can

is approximately 75 cm2.

3 50 cm A bucket is in the shape of a cylinder.

(a) Calculate the area of the bottom of the bucket.
(b) Calculate the curved surface area of the bucket.

40 cm
4 A cylinder has a radius of 3.6 cm. The length of the cylinder is 8.5 cm.
Calculate the total surface area of the cylinder.
Give your answer to an appropriate degree of accuracy.
5 A concrete pipe is 150 cm long.
It has an internal radius of 15 cm and an external radius of 20 cm.

150 cm

20 cm

15 cm

Calculate, giving your answers to 3 significant figures,

(a) the area of the curved surface inside of the pipe,
(b) the curved surface area of the outside of the pipe.
6 A cylinder is 15 cm high. The curved surface area of the cylinder is 377 cm2.
Calculate the radius of the cylinder.

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20
28
l Shapes formed by joining different shapes together are called compound shapes.
To find the area of a compound shape we must first divide the shape up
into rectangles, triangles, circles, etc, and find the area of each part. A B

Areas and Volumes

Add the answers to find the total area.
l Faces, vertices (corners) and edges.
For example, a cube has 6 faces, 8 vertices and 12 edges.
l A net can be used to make a solid shape.
l
Isometric paper is used to make 2-dimensional drawings
of 3-dimensional shapes.

l Plans and Elevations.

The view of a 3-dimensional shape looking from above is called a plan.
The view of a 3-dimensional shape from the front or sides is called an elevation.
l Volume is the amount of space occupied by a 3-dimensional shape.
l The formula for the volume of a cuboid is:
Volume
length  breadth  height height
V
lbh
l To find the surface area of a cuboid find the area breadth
length
of the six rectangular faces and add the answers together.
l Volume of a cube is: Volume
(length)3
V
l3
l If you make a cut at right angles to the length of a prism
you will always get the same cross-section.
l Volume of a prism
area of cross-section  length
l r
A cylinder is a prism.
h
Volume of a cylinder is: V
  r 2  h
Surface area of a cylinder is: Surface area
2 r 2  2 rh

(a) This cuboid is made using 12 one-centimetre cubes.

Find the surface area of the cuboid.

What other cuboids can you make with 12 one-centimetre cubes?
Which cuboid has the largest surface area?
Which cuboid has the smallest surface area?
(b) Investigate the surface areas of cuboids made with 24 one-centimetre cubes.
What do you notice?
Investigate further.

Review Exercise 28 Do not use a calculator for questions 1 to 14.

1 This shape is a triangular prism.
How many faces, edges and vertices has the triangular prism?

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2 (a) Write down the mathematical name of each of these three dimensional shapes.
(i) (ii) (iii)

(b) Here is the net of a three dimensional shape.

Write down the mathematical name of the three dimensional shape.

Edexcel
3 The diagram shows a cuboid.
2 cm

3 cm
4 cm
(a) Draw an accurate net of the cuboid on one-centimetre square paper.
(b) Work out the total surface area of the cuboid.

4
H

G I

(a) Copy and complete the table to show the areas and perimeters of the shapes G, H and I.
Area Perimeter
Shape (centimetre squares) (centimetres)
G
H
I
(b) Draw a shape that has the same area as shape G, but a different perimeter. Edexcel

5 Which of these shapes is the net of a cube?

A B C D
6 The diagram represents an L-shaped room whose corners are all right angles.
8m

2m

4m

3m
(a) Work out the perimeter of the room.
(b) Work out the area of the room. Edexcel

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7 This 3-dimensional shape has been made using 20

28
linking cubes of side 1 cm.
On squared paper, draw diagrams to show:
(a) the plan of the shape,

Areas and Volumes

(b) the elevation from X.

X
8 Two views of a model are shown.
The model is made using one centimetre cubes.
(a) (i) What is the volume of the model?
(ii) What is the surface area of the model?
(b) The model is put into a box.
The box is a cube with sides of length 3 cm.
Work out the volume of the space left in
the box.

9 How many cubes of edge 2 cm can be packed into a cuboid which has dimensions
7 cm by 12 cm by 6 cm?
D C
10 ABCD is a square of side 50 cm. E
E is a point inside the square.
E is 40 cm from the line AB. 50 cm
Work out the area of the shaded region. 40 cm

Edexcel
A 50 cm B
6m

11 The diagram shows a car park.

12 m Calculate the area of the car park.

28 m

12 The diagram shows a cuboid.

(a) Work out the volume of the cuboid.
(b) On isometric paper, make an accurate
full-size drawing of the cuboid. 5 cm Edexcel
3 cm

2 cm

13 A block of wood measures 15 cm by 8 cm by 3 cm.

A letter F is cut out of the block of wood, as shown.
(a) Calculate the shaded area.
(b) Calculate the volume of the letter F.

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14 Matt has two pieces of wood.

A cuboid which measures 6 cm by 5 cm by 4 cm. A cube of edge 5 cm.
(a) Which piece of wood has the larger volume?
(b) Which piece of wood has the larger surface area?
Show working for each of your answers.
15 A cuboid has a volume of 120 cm3, a length of 6 cm, a width of 5 cm.
Work out the height of the cuboid. Edexcel

6.5 cm
16 A sketch of a prism is shown.
The cross-section of the prism is a trapezium.
Calculate the volume of the prism.
Give your answer to a suitable degree of accuracy.
5.4 cm 3.2 cm

2.8 cm

17 The diagram shows two packets of salt. 12 cm A LT

Alika says, “Packet B holds more salt.” S 8.5 cm
Is she right? A B
Explain your answer.

5 cm 5 cm
6.8 cm

18 Tennis balls are sold in two types of container: a cylinder and a cuboid.
Both containers are just big enough to hold four balls, as shown.
A tennis ball has a diameter of 6.4 cm.
Calculate the volume of each container.

19 16 cm
The diagram shows a block of wood.
The block is a cuboid measuring
8 cm
8 cm by 13 cm by 16 cm.
A cylindrical hole of radius 5 cm is
5 cm
13 cm drilled through the block of wood.
Find the volume of wood remaining.

20 Lentil soup is sold in cylindrical tins.

Each tin has a base radius of 3.8 cm and a height of 12.6 cm.
Calculate the surface area of a tin.
Give your answer to a suitable degree of accuracy. 12.6 cm

3.8 cm

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CHAPTER
29 Loci and Constructions

Following rules
Three students are given rules to follow.

John
Walk so that you are always 2 metres from
the lamp post.

His path is a circle, radius 2 metres.

Hanif
Walk along a straight road.
You must keep 30 cm from the edge of the
road and stay on the pavement.
His path is a straight line.

Sarah
Start from the corner of the lawn.
Walk across the lawn so that you are
always the same distance from two sides.
Her path is a straight line.
The line cuts the angle in two.

Locus
The path of a point which moves according to a rule is called a locus.
If we talk about more than one locus we call them loci.

Draw sketches to show the loci of John, Hanif and Sarah.

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Exercise 29.1
1 Adam goes down this slide. Make a sketch of the slide as viewed from the side and show the
locus of Adam’s head as he goes down the slide.

2 The diagram shows part of a rectangular lawn.

Starting from the wall, Sally walks across the lawn so that she is always the same distance
from both hedges. Draw a sketch to show the locus of Sally’s path.

3 S R
PQRS is a square of side 8 cm.
A point X is inside the square.
X is less than 8 cm from P.
X is nearer to PQ than to SR.
Make a sketch showing where X could be.

P Q
P

X
4 A ball is rolled down a step.
Copy the diagram, and sketch the locus of P,
the centre of the ball, as it rolls from X to Y.
Y

5 A wire is stretched between two posts.

A ring slides along the wire and a dog is attached to the ring by a rope.
Make a sketch to show where the dog can go.

6 A point P is 1 cm from this shape.

Copy the diagram, and draw an accurate
locus of all the positions of P.

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Accurate constructions
20
29
Sometimes it is necessary to construct loci accurately.
You are expected to use only a ruler and compasses.
Here are the methods for two constructions.

Loci and Constructions

To draw the perpendicular To draw the bisector of an angle
bisector of a line This means to draw a line which divides an angle
This means to draw a line at right angles to a into two equal parts.
given line dividing it into two equal parts. 1 Draw the angle A.
1 Draw line AB. Use your compasses, centre A, to mark points
B and C which are the same distance from A.

2 Open your compasses to just over half

the distance AB. Mark two arcs which
cross at C and D.

2 Use points B and C to draw equal arcs which

cross at D.

3 Draw a line which passes through the

points C and D.

3 Draw a line which passes through the points

A and D.

This line is the locus of a point which is

the same distance from A and B.
Points on the line CD are equidistant
(the same distance) from points A and B.
The line CD is at right angles to AB. This line is the locus of a point which is the
CD is sometimes called the same distance from AB and AC.
perpendicular bisector of AB. Points on the line AD are equidistant from
the lines through AB and AC.
The line AD cuts angle BAC in half.
AD is sometimes called the bisector of
angle BAC.

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Exercise 29.2
1 Mark two points, A and B, 10 cm apart. Construct the perpendicular bisector of AB.
2 Use a protractor to draw an angle of 60°. Construct the bisector of the angle.
Check that both angles are 30°.
3 Draw a triangle in the middle of a new page.
Construct the perpendicular bisectors of all three sides. They should meet at a point, Y.

Put the point of your compasses on Y and draw the circle which goes through all three vertices
of the triangle. This construction is sometimes called the circumscribed circle of a triangle.

4 Draw another triangle on a new page. Bisect each angle of the triangle.
The bisectors should meet at a point, X.
Put the point of your compasses on point X and draw
the circle which just touches each side of the triangle.
This construction is sometimes called the X
inscribed circle of a triangle.

5 Using a circle of radius 4 cm, copy the diagram.

Draw the perpendicular bisectors of the chords WX and YZ.
What do you notice about the perpendicular bisectors?
The perpendicular bisector of a chord always
passes through the centre of a circle.

6 Two trees are 6 metres apart.

Alan walks so that he is always an equal distance from each tree.
Draw a scale diagram to show his path.
C

7 ABC is an equilateral triangle with sides 4 cm.

A point X is inside the triangle.
It is nearer to AB than to BC.
It is less than 3 cm from A.
It is less than 2 cm from BC.
Shade the region in which X could lie.
A 4 cm B
8 Draw a rectangle ABCD with AB ⫽ 6 cm and AD ⫽ 4 cm.
(a) Mark, with a thin line, the locus of a point which is 1 cm from AB.
(b) Mark, with a dotted line, the locus of a point which is the same distance from A and B.
(c) Mark, with a dashed line, the locus of a point which is 3 cm from A.

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9 Draw a right-angled triangle with sides of 6 cm, 8 cm and 10 cm. 20

29
A
A point X is in the triangle.
It is 4 cm from B.
It is the same distance from A and B.

Loci and Constructions

6 cm 10 cm
Mark accurately, the position of X.

B 8 cm C
10 Copy the diagram and draw the locus of a point which is the same distance from PQ and RS.
P S

R Q
11 Triangle ABC is isosceles with AB ⫽ BC ⫽ 7 cm and AC ⫽ 6 cm.
(a) Construct triangle ABC.
(b) Point X is equidistant from A, B and C. Mark accurately the position of X.
12 (a) The diagram shows the sketch of a field.
Make a scale drawing of the field using 1 cm to represent 100 m.
A B
Tree

300 m

D 600 m C
(b) A tree is 400 m from corner D and 350 m from corner C.
Mark the position of the tree on your drawing.
(c) John walks across the field from corner D, keeping the same distance from AD and CD.
Show his path on your diagram.
(d) Does John walk within 100 m of the tree in crossing the field?
13 Part of a coastline is shown.

A boat is: (i) equidistant from X and Z, and (ii) equidistant from XY and YZ.
Copy the diagram and mark the position of the boat.

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More constructions
To draw the perpendicular from To draw the perpendicular from
a point to a line a point on a line
This means to draw a line at right angles to a This means to draw a line at right angles to a
given line, from a point that is not on the line. given line, from a point that is on the line.
1 Open your compasses so that from point Keep your compasses at the same setting whilst
A you can mark two arcs on the line PQ. doing this construction.
1 From A, draw an arc which cuts the line PQ.
A

P Q

P Q
B A

2 Use points B and C to draw equal arcs

which cross at D. 2 From B, draw an arc to cut the first arc
at C. Then from C, draw an arc to cut
the first arc at D.
A

P Q D
B C C

P Q
D B A

3 From C and D, draw arcs to meet at E.

3 Draw a line from A to D. Draw the line AE.

A E

P Q C D
B C

P Q
D B A

The line AD is perpendicular The line AE is perpendicular

(at right angles) to the line PQ. (at right angles) to the line PQ.

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Exercise 29.3
20
29
1 Draw a line PQ, 8 cm long.
Mark a point A, about 5 cm above the line.
Draw the line which passes through A and is perpendicular to line PQ.

Loci and Constructions

2 Draw a line PQ, 8 cm long.
Mark a point A, somewhere on the line.

D
Not to scale

P Q
B A C

(a) Using your compasses, mark points B and C, which are 3 cm from A on the line PQ.
(b) Set your compasses to 5 cm.
Draw arcs from B and C which intersect at D.
(c) Draw the line AD.
This is another method of constructing a perpendicular from a given point on a line.
3 Using ruler and compasses only, make an accurate drawing of the triangle shown in this sketch.
Y

4 cm
90°

X 6 cm Z

4 (a) Make an accurate drawing of this triangle.

B

7 cm 6 cm

A 8 cm C
(b) The altitude of the triangle is a line perpendicular to a side which passes through the
opposite corner of the triangle.
Draw the altitude of the triangle ABC which passes through point B.
5 (a) Copy the diagram.

A
(b) Mark all points inside the rectangle that are less than 2 cm from the line AB.

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6 Draw a line PQ, 5 cm long.

Using compasses, draw an arc centre P to cut PQ at X.
With your compasses at the same setting draw another arc, centre X, to cut the first arc at Y.
Draw a line through PY.
Measure angle XPY. What do you find?

P X Q

Show how you can use this construction to draw angles of 30° and 120°.

l The path of a point which moves according to a rule is called a locus.

l The word loci is used when we talk about more than one locus.
Using a ruler and compasses you should be able to:
l Construct the perpendicular bisector of a line. l Construct the perpendicular from a
point to a line. A

P Q
B C

D
Points on the line CD are equidistant from
the points A and B. l Construct the perpendicular from a
l Construct the bisector of an angle. point on a line.
E

C D

Points on the line AD are equidistant from P Q

the lines AB and AC. B A

A coin is rolled along a line.

Sketch the locus of a point which starts off at the bottom.
What is the locus of the point if the coin rolls around
another coin, or if the coins are not round, or … ?
Investigate.

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Review Exercise 29
20
29
1 The diagram shows the position of points X and Y.
X

Loci and Constructions

The point Z is:
(a) less than 3 cm from Y,
(b) nearer to X than Y. Y
Copy the diagram and shade the region which contains all the points which satisfy both of
these conditions.
2 A point T is 3 cm from the line AB.
Copy the line and draw the locus of all the positions of T.
A B
3 (a) Use ruler and compasses only to construct an equilateral triangle of side 4 cm.
(b) A point P is 1 cm from the edge of the triangle.
Draw an accurate locus of all the possible positions of P.
4 Triangle ABC is shown. Copy the triangle.
(a) Draw accurately the locus of the points which are 3 cm from B.
(b) Draw accurately the locus of the points which are the same distance from BA as they are
from BC. A

B C
T is a point inside triangle ABC. T is 3 cm from B.
T is the same distance from BA as it is from BC.
(c) On your diagram, mark the point T clearly with a cross. Label it with the letter T.
Edexcel
5 PQRS shows a sketch of a park.
(a) Use ruler and compasses only to construct a plan of the park using a scale of 1 cm to
represent 100 m. P 300 m Q

400 m 120°
500 m

A fountain is: S
600 m R
(i) equidistant from P and Q,
(ii) equidistant from PS and SR.
(b) Draw the locus for (i) and (ii) on your plan, and hence, find the position of the fountain.
Label it with the letter F.
(c) Find the distance, in metres, of the fountain from R.

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CHAPTER
30 Transformations
The movement of a shape from one position to another is called a transformation.
The change in position of the shape can be described in terms of a reflection, a rotation or a translation.
In a later chapter you will meet another transformation, called an enlargement.

Reflection
Look at this diagram. P
It shows a reflection of a shape in the line PQ.
The line PQ is sometimes called a mirror line.
Place a mirror on the line PQ and look at the reflection.
You should see that the image of the shape is the
same distance from the mirror as the original.

In this diagram the shape WXYZ has been reflected in the line AB to W1 X1Y1 Z1.
If you join the points W and W1 :
the distance from W to the mirror line is the same as the distance from the mirror line to W1,
the line WW1 is at right angles to the mirror line.
A W1
Z1

X1
W
Y1 Notation:
X
W1 X1Y1 Z1 is the image of WXYZ.

Y We can also say that WXYZ is mapped onto W1 X1Y1 Z1.

Z B
When a shape is reflected it stays the same shape and size but it is turned over.
For a reflection we need: a mirror line.

Copy the shape P onto squared paper.

Draw the reflection of shape P in the y axis.
y y
5 5 Notice that:
4 4 (1, 4) à (–1, 4)
P P
3 3
(4, 5) à (–4, 5)
2 2
1 1
(3, 1) à (–3, 1)
Can you see a pattern?
-1 0 1 2 3 4 x -4 -3 -2 -1 0 1 2 3 4 x

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Exercise 30.1
20
30
1 Copy each of the following shapes and draw the reflection of the shape in the line AB.
(a) (b) (c)
A A

Transformations . . . Transformations . . .
A B

B
B
2 Copy each of the following shapes onto squared paper and draw the image of the shape after
reflection in the line AB.
(a) (b) (c) A

A B

A B
B
(d) (e) (f)
B B A

A A B

3 Copy each of the following diagrams onto squared paper and draw the reflection of each
shape in the line given.
(a) (b) y (c) y
y
4
3
2
3
2
1
2 y=2
1
x
0 1 2 3 4 1
x -1
-2 -1 0 1 2 3 x
-2 0 1 2 3 4 5
Reflect in the y axis. Reflect in the x axis. Reflect in y = 2.

(d) (e)
( ) (f)
y x=3 y y y=x
3 3

2 1 2

1 x 1
0 1 2 3 4
x y = –1 x
0 0 1 2 3
-1 1 2 4 4
-2
Reflect in x = 3. Reflect in y = –1. Reflect in y = x.

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4 y
Copy the diagram onto squared paper.

x
4

y=
Draw the image of the shape after:
3
(a) a reflection in the x axis,
(b) a reflection in the y axis, 2
(c) a reflection in the line x
3, 1
(d) a reflection in the line x
1,
(e) a reflection in the line y
x. -5 -4 -3 -2 -1 1 2 3 4 5 x
-1

5 In the diagram, P is the point (2, 1).

Find the coordinates of the image of P under a
reflection in:
(a) the x axis,
(b) the y axis,
(c) the line x
1,
(d) the line y
1,
(e) the line y
x.

6 The diagram shows a quadrilateral ABCD.

Give the coordinates of B after:
(a) a reflection in the x axis,
(b) a reflection in the y axis,
(c) a reflection in the line x
4,
(d) a reflection in the line x
–1,
(e) a reflection in the line y
x.

Rotation
Look at this diagram.
It shows the rotation of a shape P through 14 turn anticlockwise about centre X.

When describing rotations the direction of

turn can be clockwise or anticlockwise.
P Remember:
clockwise anticlockwise

All points on shape P are turned through the same angle about the same point.
This point is called the centre of rotation.
When a shape is rotated it stays the same shape and size but its position on the page changes.
For a rotation we need: a centre of rotation, an amount of turn, a direction of turn.

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20
30
Copy triangle ABC onto squared paper.
Draw the image of triangle ABC after it has been rotated through 90° clockwise about the

Transformations . . . Transformations . . .
point P (1, 1).
Label the image A1 B1 C1.
y y
2 2
P A C1 P A
1 1
B1 A1
-2 -1 0 1 2 x -2 -1 0 1 2 x
-1 -1
C C
-2 -2
B B

Exercise 30.2
1 Copy each of these shapes onto squared paper.
Draw the new position of each shape after the rotation given.
(a) (b) (c)

X X

X
1 1 1
4
turn clockwise about centre X. 2
turn clockwise about centre X. 4
turn anticlockwise about centre X.

(d) (e) (f)

X
X X

1 3 3
2 turn about centre X. 4
turn clockwise about centre X. 4
turn anticlockwise about centre X.

2 Copy each of the following shapes onto squared paper.

Draw the new position of the shape after it has been rotated through 90° clockwise about the
origin (0, 0).
y

(a) y (b) y (c) 1

2 2
0 1 2 3 4 x
1 1 -1

x -2
0 1 2 3 0 1 2 3 4 x

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3 Copy each of the following shapes onto squared paper and then draw the new position of the
shape after it has been rotated through 180°, about the point X.
(a) y (b) y (c) y
3 3 0 1 2 3 4 x
-1
2 2 X
-2
1 1
X
X -3
0 1 2 3 4 x 0 1 2 3 4 x

4 The diagram shows a quadrilateral ABCD.

Give the coordinates of B after:
(a) a rotation through 90°, clockwise about (0, 0),
(b) a rotation through 90°, anticlockwise about (0, 0),
(c) a rotation through 180°, about (0, 0),
(d) a rotation through 90°, clockwise about (3, 1),
(e) a rotation through 90°, anticlockwise about (3, 1),
(f) a rotation through 180°, about (3, 1).

Translation
Look at this diagram.
It shows a translation of a shape P.

P1

P is mapped onto P1.

All points on the shape P are moved the same distance in the same direction without turning.
A translation can be given:
l in terms of a distance and a direction, e.g. 2 units to the right and 1 unit down.
l with a vector, e.g. 冢 12 冣.
When a vector is used to describe a translation:
the top number describes the horizontal part of the movement:

to the right, 
to the left
the bottom number describes the vertical part of the movement:

upwards, 
downwards
When a shape is translated it stays the same shape and size and has the same orientation.

Draw the new position of shape P after it has been translated 3 units to the right and 1 unit down.

P P

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20
30
Copy triangle P onto squared paper. The translation 32 maps P onto P1. Draw and label P1.
冢 冣
y

Transformations . . . Transformations . . .
4
P1
y Vector notation:
冢 32 冣 means move triangle P
2 2
1 P 1 P
3 units to the left and 2 units up.
-1 0 1 2 3 x -2 -1 0 1 2 3 x

Exercise 30.3
1 Copy the shape onto squared paper.
Draw the new position of the shape after
each of the following translations:
(a) 2 units to the right and 3 units up,
(b) 1 unit to the right and 2 units down,
(c) 3 units to the left and 2 units up,
(d) 1 unit to the left and 3 units down.

2 Copy the shape onto squared paper.

y
Draw the new position of the shape after each of the following
3
translations:
2 (a) 3 units to the right and 2 units up,
1 (b) 2 units to the right and 3 units down,
(c) 2 units to the left and 3 units up,
0 1 2 3 x (d) 2 units to the left and 3 units down.
y
3 A B
The diagram shows a quadrilateral ABCD. 4
Give the coordinates of B after the shape 3
D
has been translated with vector: 2
(a) 冢 21 冣 (b) 冢 22 冣 (c) 冢 31 冣 (d) 冢 2
3 冣
1
C
0 1 2 3 4 x
4 The translation 冢 12 冣 maps S (5, 3) onto T.
What are the coordinates of T?

5 Write down the translation which maps:

(a) X (1, 1) onto P (3, 2),
(b) X (1, 1) onto Q (2, –1),
(c) X (1, 1) onto R (–2, 2),
(d) X (1, 1) onto S (–2, –1).
y
6 The diagram shows quadrilateral S. 5
Copy S onto squared paper. 4
3
(a) The translation 冢 32 冣 maps S onto T. 2
S
Draw and label T. 1
(b) Write down the translation which maps T onto S.
0 1 2 3 4 5 6 7 x

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Describing transformations
Look at each of these diagrams.
In each case a shape has been moved to a new position by a single transformation.
y
The transformation which takes A onto B is described as: B
4
A
a reflection in the y axis. 3
2
1

-4 -3 -2 -1 0 1 2 3 4 x
y
3 The transformation which takes P onto Q is described as:
2
P a rotation of 180° about the origin.
1

-4 -3 -2 -1 0 1 2 3 4 x
-1
Q
-2

y
The transformation which takes S onto T is described as: 4
a translation 3 units to the right and 2 units down, 3 S

or a translation with vector 23 . 冢 冣 2

1 T

0 1 2 3 4 5 6 7 8 x

Transformation Image same shape and size? Details needed to describe the transformation
Reflection Yes Mirror line, sometimes given as an equation.
Rotation Yes Centre of rotation, amount of turn, direction of turn.
Translation Yes Horizontal movement and vertical movement.
Vector: top number
horizontal movement,
bottom number
vertical movement.

C1
To find a line of reflection
1 Join each point to its image point.
2 Put a mark halfway along each line. C B1
3 Use a ruler to join the marks.

A1
B A

To find the centre and angle of rotation

1 Join each point to its image point.
2 Put a mark halfway along each line. A1 B1
3 Use a set-square to draw a line at right angles to each line.
The point where the lines cross is the centre of rotation, R.
4 Join one point and its image to the centre of rotation. C
5 The angle of rotation is given by the size of the angle ARA1.
C1

B R

A
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Exercise 30.4
20
30
1 Which of these transformations takes X onto Y in each diagram?
reflection rotation translation

Transformations . . . Transformations . . .
(a) (b) (c)

X X Y X
Y
Y

2 Describe fully the single transformation which takes P onto Q in each diagram.
(a) (b)

P P

O
Q
Q

3 Describe fully the single transformation which takes:

(a) L1 onto L2, y
6
(b) L1 onto L3,
5
(c) L1 onto L4, 4
4
(d) L1 onto L5, 3
3
(e) L1 onto L6. 2
1 6

-5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8 9 10 11 12 x
-1
-2
5 2
-3
-4
-5

4 Describe fully the single transformation which takes:

(a) P onto Q, y
4
(b) P onto R, S
3
(c) P onto S,
2
(d) R onto Q. R
1

-10 -9 -8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 x
-1
P -2 Q

-3
-4

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5
5 y
Describe fully the single transformation 4
which maps
(a) T onto U, W
(b) T onto V, 1
T

(c) T onto W.
-5 -4 -3 -2 -1 0
-1
1 2 3 4 5 x

-2
U
-3
V
-4
-5

6 y
Describe fully the single transformation 5
which maps
4
(a) A onto B,
3
(b) A onto C, 2
D
(c) A onto D. B
1
A

-4 -3 -2 -1 0 1 2 3 4 5 6 7 8 9 x
-1
-2
C
-3

Combinations of transformations
So far we have looked at single transformations only.
There is no reason why the image of a transformation cannot be transformed.
The result of applying more than one transformation is called a combined transformation.

Copy triangle Q onto squared paper.

(a) Q is mapped onto Q1 by a rotation through 90°, clockwise about (0, 0).
Draw and label Q1.
(b) Q1 is mapped onto Q2 by a reflection in the line y
0.
Draw and label Q2.
(c) Describe the single transformation which maps Q onto Q2.
y y
3 3

2 2
Q Q Q1
1 1

-2 -1 0 1 2 3 x -2 -1 0 1 2 3 x
-1 -1
Q2
-2 -2

(c) The single transformation which maps Q onto Q2 is a reflection in the line y
x.

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Exercise 30.5
20
30
1 The diagram shows a quadrilateral labelled A. Copy the diagram onto squared paper.
(a) A is mapped onto A1 by a y

Transformations . . . Transformations . . .
reflection in the line x
0. 3
Draw and label A1. A
2
(b) A1 is mapped onto A2 by a
reflection in the line x
4. 1
Draw and label A2.
(c) Describe fully the single -3 -2 -1 0 1 2 3 4 5 6 7 8 x
transformation which maps A onto A2.

2 The diagram shows a triangle labelled P.

Copy the diagram onto squared paper. y

(a) P is mapped onto P1 by a reflection in the 4

P
line y
x.
3
Draw and label P1.
(b) P1 is mapped onto P2 by a reflection in the 2
line x
5. 1
Draw and label P2.
(c) Describe fully the single transformation 0 1 2 3 4 5 6 7 x
which maps P onto P2.

3 The diagram shows a triangle labelled T.

Copy the diagram. y
2
(a) Rotate T through 90° clockwise about (0, 0) to T1.
Draw and label T1.
T
(b) Reflect T1 in the line y
0 to T2.
Draw and label T2. -2 -1 0 1 2 3 x
-1
(c) Reflect T2 in the line x
0 to T3.
Draw and label T3. -2
(d) Describe fully the single transformation which
maps T onto T3.

4 The diagram shows a quadrilateral labelled Q.

Copy the diagram.
y
(a) Q is mapped onto Q1 by a rotation 2
through 90°, anticlockwise about (0, 0). Q
Draw and label Q1. 1
(b) Q1 is mapped onto Q2 by a rotation
through 90°, anticlockwise about (2, 0). -3 -2 -1 0 1 2 3 4 5 6 x
Draw and label Q2. -1

(c) Describe fully the single -2

transformation which maps Q onto Q2.
-3

-4

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5 The diagram shows a shape labelled S. y

Copy the diagram. 5

(a) The translation 42 maps S onto S1.

冢 冣
Draw and label S1. S
3
(b) The translation 81 maps S1 onto S2.
冢 冣 2
Draw and label S2.
1
(c) Describe fully the single transformation
which maps S onto S2. -3 -2 -1 0 1 2 3 4 5 x

l The movement of a shape from one position to another is called a transformation.

l Single transformations can be described in terms of a reflection, a rotation or a translation.
l Reflection: The image of the shape is the same distance from the mirror line as the original.
l Rotation: All points are turned through the same angle about the same point, called a centre
of rotation.
l Translation: All points are moved the same distance in the same direction without turning.
l How to fully describe a transformation.
Transformation Image same shape and size? Details needed to describe the transformation
Reflection Yes Mirror line, sometimes given as an equation.
Rotation Yes Centre of rotation, amount of turn, direction of turn.
Translation Yes Horizontal movement and vertical movement.
Vector: top number
horizontal movement,
bottom number
vertical movement.

Review Exercise 30
B
1 A wallpaper pattern is designed using rectangles,
as shown.
Using only one of the words reflection, rotation or
translation, describe a transformation which would
(a) take A onto B, (b) take A onto C. A C

2 Copy the diagram.

Draw the reflection of the shape in the mirror line.

Edexcel
mirror
line y
3
3 Copy the diagram. 2 R
Shape R is reflected in the line x
2.
1
Draw the new position of R on your diagram.
-1 0 1 2 3 4 5 6 7 x

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y
4 Copy the diagram. A 20
30
(a) Reflect shape P in the line AB.
Label the new position Q.
(b) Rotate shape P through 14 turn clockwise,

Transformations . . . Transformations . . .
P
about centre O.
Label the new position R.

O x

y B Edexcel
3
2
5 Q
1 Copy the diagram.
Shape Q is rotated 90° anticlockwise about centre (0, 0).
-3 -2 -1 0 1 2 3 x Draw the new position of Q on your diagram.
-1
-2
-3
y
2 P
1
6 Copy the diagram.
Shape P is reflected in the line y
1. -2 -1 0 1 2 3 4 x
-1
Draw the new position of P on your diagram.
-2
-3
-4

7 B Describe fully the transformation which maps shape A onto shape B.

A Edexcel

y
5
8 A
(a) Give the letter of the finishing position after: 4
(i) the shaded shape is reflected in the y axis, 3
(ii) the shaded shape is rotated 12 turn about (0, 0), B
2
E
(iii) the shaded shape is translated 4 units left and 1
2 units up. -3 -2 -1 0 5 6 x
1 2 3 4
(b) Describe fully the single transformation which C
-1
D F
will map the shaded shape onto E. -2
-3
y
4
3
9 2 (a) Describe fully the single transformation that
P
1 A maps shape P onto shape Q.
(b) Rotate shape P 90° anticlockwise about the
-4 -3 -2 -1 0 1 2 3 4 x point A (1, 1).
-1
Q
-2
-3
-4
Edexcel

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10 y
The shape P has been drawn on a grid, as shown. 5
Copy the diagram.
4
(a) Reflect the shape P in the y axis.
Label the image Q. P 3
(b) Rotate the shape Q through 180° about (0, 0). 2
Label this image R. 1
(c) Describe fully the single transformation
which maps the shape P to the shape R. -5 -4 -3 -2 -1 0 1 2 3 4 5 x
-1
-2
-3
-4
-5

Edexcel

11 y
2
1

-5 -4 -3 -2 -1 0 1 2 3 4 x
-1
B
-2
-3
A
-4
-5

(a) Describe fully the single transformation which maps A onto B.

(b) Copy shape A onto squared paper.
(i) The translation, with vector 冢 23 冣 maps shape A onto C. Draw and label C.
(ii) Describe the transformation which maps C onto A.

12 The diagram shows a trapezium labelled Q. Copy the diagram onto squared paper.

(a) Q is mapped onto Q1 by a reflection in the x axis. Draw and label Q1.
(b) Q1 is mapped onto Q2 by a translation with vector 冢 24 冣. Draw and label Q2.
(c) Q2 is mapped onto Q3 by a reflection in the line y
x. Draw and label Q3.
(d) Describe fully the single transformation which maps Q onto Q3.

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Enlargements and
CHAPTER
31 Similar Figures
Enlargement
This diagram shows another transformation, called an enlargement.
When a shape is enlarged: 2 2 4 4
angles remain unchanged, 1
all lengths are multiplied by a scale factor. A
3
2
2 B
For example: 6
Shape B is an enlargement of Shape A. 4
4
The scale factor is 2.

new length
Scale factor ⫽ ᎏᎏ
original length
This can be rearranged to give: new length ⫽ original length ⫻ scale factor

Exercise 31.1
1 Copy each diagram onto squared paper and draw an enlargement with the given scale factor.
(a) (b) (c) (d)

Scale Scale Scale Scale

factor 3 factor 2 factor 2 factor 3

2 Shape A is enlarged to make shape B. What is the scale factor of the enlargement?
(a) (b)

A
A B
B

(c) (d)
A

B B
A

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Using a centre of enlargement

A slide projector makes an enlargement of a picture.
The light bulb is the centre of enlargement.

To enlarge a shape using a centre of enlargement:

Draw a line from the centre of enlargement, P, to one corner, A.
Extend this line to A′ so that the length of PA′ ⫽ the scale factor ⫻ the length of PA.
Do the same for other corners of the shape.
Join up the corners to make the enlarged shape. Label the diagram.

1 Draw an enlargement of triangle ABC, 2 Use centre P (3, 2) and a scale factor
centre P (0, 1) and scale factor 3. of 2 to enlarge triangle ABC.

Exercise 31.2
1 Copy the following shapes and draw the enlargement, with scale factor 2, centre O.
(a) O (b)
(b) (c)
(c)

O O

2 Copy the following shapes onto squared paper and draw the enlargement given.
(a) Scale factor 2, centre X. (b) Scale factor 3, centre X.
X
X

3 Copy the following shapes onto squared paper and draw the enlargement given.
(a) Scale factor 2, centre (0, 0). (b) Scale factor 3, centre (0, 0).
y y
3 3
2 2
1 1

0 1 2 3 4 x 0 1 2 3 4 x

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4 Copy the shape onto squared paper. 20

31
Z

Enlargements and Similar Figures

Y
X

(a) Enlarge the shape with scale factor 2, centre X.

(b) Enlarge the shape with scale factor 2, centre Y.
(c) Enlarge the shape with scale factor 2, centre Z.
(d) What do you notice about the positions of the centres of enlargement and the positions of
the enlarged shapes?
5 The diagram shows a quadrilateral ABCD. y
Give the coordinates of B after an enlargement: 4 A B
(a) scale factor 2, centre (0, 0), 3
D
(b) scale factor 3, centre (0, 0), 2
(c) scale factor 2, centre (0, 2), 1
(d) scale factor 3, centre C (3, 1), C
(e) scale factor 2, centre D (1, 3). 0 1 2 3 4 x
6 Copy each diagram onto squared paper and enlarge it using the centre and scale factor given.
You will need longer axes than those shown below.
(a) y (b) y (c) y
4 4 4
3 3 3
2 2 2
1 1 1

0 1 2 3 4 5 x 0 1 2 3 4 5 x 0 1 2 3 4 5 x
Centre (1, 0), Centre (0, 2), Centre (3, 2),
scale factor 2. scale factor 3. scale factor 2.

To find the centre and scale factor of an enlargement:

l Join pairs of corresponding points.
l Extend the lines until they meet.
This point is the centre of enlargement.
l Measure a pair of corresponding lengths.
new length
Scale factor ⫽ ᎏᎏ
original length

Y
For example, X ′Y′Z ′ is an enlargement of XYZ. Z
The centre of enlargement is the point O. Y
Z
X ′ᎏ
Y′ 2.0
Scale factor ⫽ ᎏ
X Y ⫽ 0.8 ⫽ 2.5
ᎏᎏ O
X
X
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The transformation which maps X onto Y is: an enlargement, scale factor 2, centre (0, 0).
y
4
3
2
Y
1
X
0
1 2 3 4 5 6 7 11 12 x
-1
-2

Exercise 31.3
1 Triangle ABC is enlarged, as shown. Write down the scale factor and centre of the enlargement.
y
6
5
4
A
3
2
C B
1

0 1 2 3 4 5 6 7 8 9 10 11 12 x
2 In each diagram, A′B′C′(D′) is an enlargement of ABC(D).
Find the scale factor and centre of each enlargement.
(a) y (b) y (c) y
10 10 10 B C
A B B

B C
5 D C
5 5
A B B
A C A D
D C
A C A D
0 0 0
0 5 10 x 0 5 10 x 0 5 10 x
3 Describe fully the single transformation that maps P onto Q.
y
4
3 P
2 Q
1

0 1 2 3 4 5 6 7 8 9 10 x
4 Describe the single transformation which maps ABCD onto PQRS.
y
P Q
4
3 A B
2
1
D S C R
0 1 2 3 4 5 6 7 8 9 x

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Using a scale factor which is a fraction

20
31
When the scale factor is a value between 0 and 1, such as 0.5 or ᎏ13ᎏ, the new shape is smaller than the
original shape. Even though the shape gets smaller it is still called an enlargement.

Enlargements and Similar Figures

Draw an enlargement of this shape with centre (0, 1) and scale factor ᎏ13ᎏ.
y y
A D A D
3 3

2 2 D
A

1 1
B C
B C B C
0 0
0 1 2 3 4 5 6 x 0 1 2 3 4 5 6 x

Exercise 31.4
1 Copy the following shapes onto squared paper and draw the enlargement given.
(a) Scale factor ᎏ12ᎏ, centre (1, 2). (b) Scale factor ᎏ13ᎏ, centre (0, 0).
y y
6 6
5 5
4 4
3 3
2 2
1 1

0 1 2 3 4 5 6 7 8 9 x 0 1 2 3 4 5 6 7 8 9 x

2 In each diagram, A′B′C′(D′) is an enlargement of ABC(D).

Find the scale factor and centre of each enlargement.
(a) y (b) y (c) y
B C C B C
10 10 B 10
B C B C
B C
A D
A D
D
5 5 A 5 A A D D
A D

0 0 0
0 5 10 x 0 5 10 15 x 0 5 10 x
(d) y (e) y (f) y
B B C C
10 10 10
B C
B C
A C D
5 5 A 5 B
B
A D
A C
A A
0 0 0
0 5 10 x 0 5 10 15 x 0 5 10 x

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3 Describe fully the single transformation which maps ABC onto XYZ.
y
A
8

5
X
4

2
C B
1
Z Y
0
0 1 2 3 4 5 6 7 8 9 10 11 12 x

Similar figures
When one figure is an enlargement of another, the two figures are similar.

Sometimes one of the figures is rotated or reflected.

For example: Figures C and E are enlargements of figure A. Figures A, C and E are similar.

A B C D E
When two figures are similar:
their shapes are the same, their angles are the same,
corresponding lengths are in the same ratio, this ratio is the scale factor of the enlargement.

Activity
Figures X and Y are similar.
Y is an enlargement of X.
The ratio (or scale factor) is given by
new length
ᎏᎏ
original length
X

Y
Check that this ratio is the same for all four pairs of corresponding sides.
Check that the angles are the same in the two figures.
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20
31
1 A photo has width 6 cm and height 9 cm.
An enlargement is made, which has width 8 cm.

Enlargements and Similar Figures

Calculate the height of the enlargement. 9 cm h
Scale factor ⫽ ᎏ86ᎏ
h ⫽ 9 ⫻ ᎏ86ᎏ 6 cm
h ⫽ 12 cm 8 cm

2 These two figures are similar.

Calculate the lengths of x and y. x 2.7 cm
Write down the size of the angle marked a. 1.4 cm y
62° a
The scale factor ⫽ ᎏ43.5ᎏ ⫽ 1.5 3 cm 4.5 cm
Lengths in the large figure are given by: length in small figure ⫻ scale factor
x ⫽ 1.4 ⫻ 1.5
x ⫽ 2.1 cm
Lengths in the small figure are given by: length in large figure ⫼ scale factor
y ⫽ 2.7 ⫼ 1.5
y ⫽ 1.8 cm
The angles in similar figures are the same, so, a ⫽ 62°.

Exercise 31.5
1 The shapes in this question have been drawn accurately.
(a) Explain why these two shapes are not similar to each other.

(b) Which two of these shapes are similar to each other?

R
P Q

2 Which of the following must be similar to each other?

(a) Two circles. (b) Two kites. (c) Two parallelograms. (d) Two squares. (e) Two rectangles.
3 These rectangles are all similar. The diagrams have not been drawn accurately.
Work out the lengths of the sides marked a and b. b
16 cm
8 cm 12 cm
8 cm
a

3 cm
4 2 cm x
These two kites are similar. 1.2 cm
(a) What is the scale factor of their lengths? a 120°
(b) Find the length of the side marked x.
(c) What is the size of angle a?

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5 (a) Explain why triangles ABC and PQR are similar.

(b) Calculate the length of AB.
A P

68° 68° 3 cm
3 cm
5 cm
B B 77°
35° Q
C R R
6 A shape has width 8 cm and length 24 cm.
It is enlarged to give a new shape with width 10 cm.
Calculate the length of the new shape.
7 In each part, the two figures are similar. Lengths are in centimetres.
Calculate the lengths and angles marked with letters.
(a) (b)
3.6
y a y
2.5
x a 53°
1 70° 4.5
2 3
7.5
(c) 3
(c)
12
12 21 z x
21 z y
y
18 15

x 25

8 These two tubes are similar.

The width of the small size is 2.4 cm and
the height of the small size is 10 cm.
The width of the large size is 3.6 cm.
Calculate the height of the large size.

9 A motor car is 4.2 m long and 1.4 m high.

A scale model of the car is 8.4 cm long.
What is the height of the model?
10 The smallest angle in triangle T is 18°.
Triangle T is enlarged by a scale factor of 2.
How big is the smallest angle in the enlarged triangle?
11 A castle has height 30 m.
The height of the castle wall is 6 m.
A scale model of the castle has height 25 cm.
Calculate the height of the castle wall in the scale model.
12 The dimensions of three sizes of paper are given.
Length (cm) 24 30 y
Width (cm) x 20 32
All the sizes are similar.
Calculate the values of x and y.

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20
31
l When a shape is enlarged: all lengths are multiplied by a scale factor,
angles remain unchanged.
new length

Enlargements and Similar Figures

Scale factor ⫽ ᎏᎏ New length ⫽ scale factor ⫻ original length
original length
The size of the original shape is:
increased by using a scale factor greater than 1,
reduced by using a scale factor which is a fraction, i.e. between 0 and 1.
l When two figures are similar:
their shapes are the same, their angles are the same,
corresponding lengths are in the same ratio, this ratio is the scale factor of the enlargement.
l All circles are similar to each other.
l All squares are similar to each other.

Enlargement and its effects on lengths, areas and volumes.

1 Some cubes have side 2 cm.

They are built together to make a larger cube with side 6 cm.
This represents an enlargement with scale factor 3.
Copy and complete the table.
Length of Area of Volume of
side (cm) face (cm2) cube (cm3) 6 cm

Small cube 2 8 2 cm

Large cube 6 36 2 cm 2 cm
6 cm 6 cm
6 36
Scale factor ᎏ2ᎏ ⫽ 3 ᎏᎏ ⫽ ᎏ8ᎏ ⫽
What do you notice about the three scale factors?

2 A cuboid is enlarged with scale factor 2, as shown.

What effect has the enlargement on length, area and volume?

2 cm
1 cm

2 cm 3 cm
6 cm
4 cm
Investigate for other cubes and cuboids.

Review Exercise 31
1 A shaded shape is shown.
Copy the shape onto squared paper.
Draw an enlargement, scale factor 2, of the shaded shape.
Edexcel
y
2 2 Copy the diagram.
P
1 Draw an enlargement of shape P, scale factor 3, centre (0, 0).

0 1 2 3 4 x

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y
3 Describe fully the single transformation which
4
3 takes A onto B.
B
2
1
A

0 1 2 3 4 5 6 7 8 x
y
4 4
The diagram shows triangles R and T. R
Describe fully the single transformation which maps 3
(a) R onto T, 2
(b) T onto R. T
1

0 1 2 3 4 x
5 Describe fully the single transformation which maps triangle A to triangle B.
y
6

5 A
4

2
B
1

-5 -4 -3 -2 -1 0 1 2 3 4 x
Edexcel

6 Here are two trapeziums.

x°

24 cm

45° 16 cm
6 cm
y cm

2 cm w cm
The big trapezium is an enlargement of the small trapezium with a scale factor of 4.
(a) Find the value of (i) w, (ii) x, (iii) y.
(b) Work out the area of the big trapezium. Edexcel

7 Shapes ABCD and EFGH are mathematically similar.

(a) Calculate the length of BC. C
(b) Calculate the length of EF. B G
8 cm
100° F
100°
6 cm

A 5 cm D E 4 cm H Edexcel

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CHAPTER
32 Pythagoras’ Theorem
The longest side in a right-angled triangle is called the hypotenuse.

hypotenuse

In any right-angled triangle it can be proved that:

“The square on the hypotenuse is equal to the sum of the squares on the other two sides.”
This is known as the Theorem of Pythagoras, or Pythagoras’ Theorem.

Checking the Theorem of Pythagoras

Look at this triangle.
B Notice that: the side opposite angle A is labelled a,
the side opposite angle B is labelled b,
the side opposite angle C is labelled c.
a
c ABC is a right-angled triangle because ⬔BAC
90°.
a
5 cm, so, a 2
25 cm2.
b
4 cm, so, b 2
16 cm2.
c
3 cm, so, c 2
9 cm2.
A C
b a 2
b2  c 2

Activity
Use a ruler and a pair of compasses to draw the following triangles accurately.

(a) (b) (c)

B B
7 cm
8 cm B C
7.5 cm
4.5 cm
C 5 cm 5 cm 6 cm
6 cm
A 6 cm C A A

(d) (e) (f) A

B B 6 cm
25 cm 12 cm
13 cm C
5 cm 7 cm B
C 24 cm 13 cm
12 cm A A C

For each triangle: Measure angle BAC.

Is angle BAC
90°?
Does a 2
b 2  c 2 ?
Explain your answers.

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When we know the lengths of two sides of a right-angled triangle, we can use the Theorem of Pythagoras
to find the length of the third side.
Finding the hypotenuse

The roof of a house is 12 m above the ground.

What length of ladder is needed to reach the roof, if the foot of the ladder
has to be placed 5 m away from the wall of the house?
Using Pythagoras’ Theorem. Take the square root of both sides.
l 2
52  122 l
兹1 苶6苶9苶
l 2
25  144 l
13 m
l 2
169
The ladder needs to be 13 m long.

Exercise 32.1
1 These triangles are right-angled. Calculate the length of the hypotenuse.
(a) (b) (c)
10 cm
8 cm 24 cm

7 cm

6 cm 24 cm

2 These triangles are right-angled. Calculate the length of side a to one decimal place.
(a) (b) (c)
6 cm

a 8 cm a
5 cm
a 5 cm

10 cm 9 cm
3 AB and CD are line segments, drawn on a centimetre-squared grid.
Calculate the exact length of y
(a) AB, (b) CD. 5 B
4
3 C
2
1 A D
0 1 2 3 4 5 6 7 8 9 10 x
4 Calculate the distance between the following points.
(a) A (2, 0) and B (6, 3). (b) C (6, 3) and D (0, 10).
(c) E (2, 2) and F (3, 10). (d) G (2, 2) and H (6, 5).
(e) I (3, 1) and J (3, 5).
5 The coordinates of the vertices of a parallelogram are P (1, 1), Q (3, 5), R (x, y) and S (7, 3).
(a) Find the coordinates of R.
(b) X is the midpoint of PQ. Find the coordinates of X.
(c) Y is the midpoint of PS. Find the coordinates of Y.
(d) Calculate the distance XY.

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Finding one of the shorter sides

20
32
To find one of the shorter sides we can rearrange the Theorem of Pythagoras.

Pythagoras’ Theorem
a
c To find the length of a shorter side of a
right-angled triangle:
Subtract the square of the known short side
b from the square on the hypotenuse.
To find b we use: To find c we use: Take the square root of the result.
b2
a 2  c 2 c 2
a 2  b2

A wire used to keep a radio aerial steady is 9 metres long.

The wire is fixed to the ground 4.6 metres from the base of the aerial.
Find the height of the aerial, giving your answer correct to one decimal place.
Using Pythagoras’ Theorem. 92
h2  4.62
Rearranging this we get: h 2
92  4.62
h 2
81  21.16
h 2
59.84
Take the square root of both sides. h
兹5苶9苶.8
苶4苶
h
7.735…
h
7.7 m, correct to 1 d.p.
The height of the aerial is 7.7 m, correct to 1 d.p.

Exercise 32.2
1 Work out the length of side b.
(a) (b) (c)
6.5 cm
10 cm 2.5 cm
6 cm 1.5 cm
b
2.5 cm

b b
2 Work out the length of side c, correct to one decimal place.
(a) (b) (c)
8 cm 12 cm
4 cm 5 cm 10 cm
3 cm

c c c

3 Two boats A and B are 360 m apart.

Boat A is 120 m due east of a buoy.
Boat B is due north of the buoy.
How far is boat B from the buoy?

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4 B
The diagram shows a right-angled triangle, ABC, and a square, ACDE.
AB
2.5 cm and BC
6.5 cm.
Calculate the area of the square ACDE. A C

E D
Y B
5 The diagram shows a right-angled triangle, ABC,
and a square, XYBA.
BC
6 cm.
The square XYBA has an area of 23.04 cm2.
Calculate the length of AC.
X A C

Problems involving the use of Pythagoras’ Theorem

Questions leading to the use of Pythagoras’ Theorem often involve:
Understanding the problem.
What information is given?
What are you required to find?
Drawing diagrams.
In some questions a diagram is not given.
Drawing a diagram may help you to understand the problem.
Selecting a suitable right-angled triangle.
In more complex problems you will have to select a right-angled triangle which can be used
to answer the question. It is a good idea to draw this triangle on its own, especially if it has
been taken from a three-dimensional drawing.

The diagram shows the side view of a swimming pool.

It slopes steadily from a depth of 1 m to 3.6 m.
The pool is 20 m long.
Find the length of the sloping bottom of the pool,
giving the answer correct to three significant figures.
CDE is a suitable right-angled triangle.
CD
3.6  1
2.6 m
Using Pythagoras’ Theorem in CDE.
DE 2
CD2  CE 2
DE 2
2.62  202
DE 2
6.76  400
DE 2
406.76
DE
兹4苶0 苶6苶.7
苶6苶 m
DE
20.1682… m
The length of the sloping bottom of the pool is 20.2 m, correct to 3 sig. figs.

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Exercise 32.3
20
32
1 In each of the following, work out the length of the side marked x.
(a) (b) 4 cm (c) (d)
3.6 cm

Pythagoras’ Theorem
x x
x
2.4 cm x x
7 cm 2.9 cm
2.8 cm
1.7 cm
2 A rectangle is 8 cm wide and 15 cm long.
Work out the length of its diagonals.
3 The length of a rectangle is 24 cm. The diagonals of the rectangle are 26 cm.
Work out the width of the rectangle.
4 A square has sides of length 6 cm.
Work out the length of its diagonals.
5 The diagonals of a square are 15 cm.
Work out the length of its sides.
6 The height of an isosceles triangle is 12 cm. The base of the triangle is 18 cm.
Work out the length of the equal sides.
7 An equilateral triangle has sides of length 8 cm.
Work out the height of the triangle.
40 cm
8 The diagram shows the side view of a car ramp.
The ramp is 110 cm long and 25 cm high.
The top part of the ramp is 40 cm long. 25 cm
Calculate the length of the sloping part of the ramp.
110 cm

9 The top of a lampshade has a diameter of 10 cm.

12 cm
l The bottom of the lampshade has a diameter of 20 cm.
The height of the lampshade is 12 cm.
Calculate the length, l, of the sloping sides.

10 The top of a bucket has a diameter of 30 cm.

The bottom of the bucket has a diameter of 16 cm.
h 25 cm
The sloping sides are 25 cm long.
How deep is the bucket?

11 ABCD is a kite.
A C AB
8.5 cm, BC
5.4 cm and BD
7.6 cm.
(a) Calculate the length of AC.
(b) Calculate the area of the kite.
D

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l The longest side in a right-angled triangle is called the hypotenuse.

l The Theorem of Pythagoras states:
“In any right-angled triangle the square on the hypotenuse is
equal to the sum of the squares on the other two sides.”
a
a 2
b2  c 2 b
Rearranging gives:
b2
a 2  c 2
c 2
a 2 b 2 c
l When we know the lengths of two sides of a right-angled triangle, we can use the Theorem of
Pythagoras to find the length of the third side.

Investigate the relationship between

the areas of the semi-circles A, B and C. A

Review Exercise 32 Do not use a calculator for question 1.

1 A walker on Dartmoor is 8 km south of Princetown and 6 km east of Princetown.
How far is the walker from Princetown?

N
Princetown

8 km

Not to scale 6 km

2 ABC is a right-angled triangle.

AB
8 cm, A
BC
11 cm.
Calculate the length of AC.
Give your answer correct to 3 significant figures.
8 cm

B 11 cm C
Edexcel

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R
3 PQR is a right-angled triangle. 20
32
PQ is of length 3 m and QR is of length 2 m.
Calculate the length of PR. 2m

Pythagoras’ Theorem
P 3m Q
Edexcel

4 A, B, C and D are four points on the circumference of a circle.

ABCD is a square with sides 20 cm long. A B
Work out the diameter of the circle.
Give your answer correct to 3 significant figures.

D C Edexcel

5 John is standing 200 m due west of a power station and 300 m due north of a pylon.
Calculate the distance of the power station from the pylon.

A B
6 ABCD is a rectangle.
AC
17 cm,
17 cm AD
10 cm.
10 cm
Calculate the length of the side CD.
Give your answer correct to one decimal place.
D C Edexcel

Q
25 cm
7 The diagram shows a sketch of triangle PQR. P
Show that PQR is a right-angled triangle.
7 cm 24 cm

R
y
N (4, 5)
8 The sketch shows the positions of M and N.
M has coordinates (2, 1).
N has coordinates (4, 5).
M (–2, 1) Calculate the length of MN.
0 x
B
4.3 cm
9 The diagram consists of two right-angled triangles. C
AB
9.5 cm, BC
4.3 cm and AD
8.7 cm. 9.5 cm
Calculate the length of CD.
Give your answer to an appropriate degree of accuracy.

A 8.7 cm D

10 A helicopter flies from its base on a bearing of 045° for 20 km before landing.
How far east of its base is the helicopter when it lands?

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Understanding and
CHAPTER
33 Using Measures
Units of measurement
Different units can be used to measure the same quantity.
For example:
The same length can be measured using centimetres, kilometres, inches, miles, …
The same mass can be measured using grams, kilograms, pounds, ounces, …
The same capacity can be measured using litres, millilitres, gallons, pints, …
There are two sorts of units in common use
metric units and imperial units.

Activity
Which of the units mentioned in these statements are metric and which are imperial?

This sheet is 8 feet by 4 feet

and 6 millimetres thick.

An Olympic champion
runs 100 metres at an
average speed of nearly
25 miles per hour.

Metric units
The common metric units used to measure length, mass (weight) and capacity (volume) are shown below.

Length Mass Capacity and volume

1 kilometre (km)  1000 metres (m) 1 tonne (t)  1000 kilograms (kg) 1 litre  1000 millilitres (ml)
1 m  100 centimetres (cm) 1 kg  1000 grams (g) 1 cm3  1 ml
1 cm  10 millimetres (mm)

Kilo means thousand, 1000. So, a kilogram is one thousand grams.

For example: 3 kilograms  3000 grams.
1
Centi means hundredth, 
100 . So, a centimetre is one hundredth of a metre.

2
For example: 2 centimetres  
100 metre.


1
Milli means thousandth, 
1000 . So, a millilitre is one thousandth of a litre.

5
For example: 5 millilitres  
1000 litre.

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Changing from one metric unit to another

20
33
Changing from one metric unit to another involves multiplying, or dividing, by a power of 10 (10, 100
or 1000). Multiplying and dividing by powers of 10 was covered in Chapter 1.

Understanding and Using Measures

1 1 centimetre (cm)  10 millimetres (mm)
(a) Change 6.3 cm into millimetres. (b) Change 364 mm into centimetres.
To change centimetres into To change millimetres into
millimetres, multiply by 10. centimetres, divide by 10.
6.3  10  63 364  10  36.4
6.3 cm  63 mm 364 mm  36.4 cm

2 1 metre (m)  100 centimetres (cm)

(a) Change 4.2 m into centimetres. (b) Change 850 cm into metres.
To change metres into To change centimetres into
centimetres, multiply by 100. metres, divide by 100.
4.2  100  420 850  100  8.5
4.2 m  420 cm 850 cm  8.5 m

3 1 kilogram (kg)  1000 grams (g)

(a) Change 19.4 kg into grams. (b) Change 245 g into kilograms.
To change kilograms into To change grams into
grams, multiply by 1000. kilograms, divide by 1000.
19.4  1000  19 400 245  1000  0.245
19.4 kg  19 400 g 245 g  0.245 kg

Changing units - areas and volumes

1 m  100 cm How many mm equal 1 cm?
1 m  100  100 cm2  10 000 cm2
2
How many mm2 equal 1 cm2 ?
1 m3  100  100  100 cm3  1 000 000 cm3 How many mm3 equal 1 cm3 ?

Exercise 33.1 Do not use a calculator.

1 Change each of the following lengths into millimetres.
(a) 6 cm (b) 32 cm (c) 632 cm (d) 8.6 cm (e) 0.8 cm (f ) 0.08 cm
2 Change each of the following lengths into centimetres.
(a) 90 mm (b) 210 mm (c) 3500 mm (d) 73.5 mm (e) 2 mm (f ) 3.5 mm
3 Change each of the following lengths into metres.
(a) 200 cm (b) 320 cm (c) 4550 cm (d) 66 cm (e) 8 cm (f ) 9.8 cm
4 Change each of the following lengths into centimetres.
(a) 6 m (b) 56 m (c) 7.6 m (d) 23.5 m (e) 0.9 m (f ) 0.07 m
5 Change each of the following lengths into kilometres.
(a) 4000 m (b) 35 000 m (c) 6500 m (d) 455 m (e) 75 m (f ) 7 m

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6 Change each of the following lengths into metres.

(a) 6 km (b) 32 km (c) 650 km (d) 3.31 km (e) 0.35 km (f) 0.085 km
7 Change each of the following areas into square centimetres (cm2).
(a) 2 m2 (b) 10 m2 (c) 0.5 m2
8 Change each of the following volumes into cubic centimetres (cm3).
(a) 3 m3 (b) 20 m3 (c) 0.4 m3
9 Change each of the following masses into grams.
(a) 2 kg (b) 45 kg (c) 7.5 kg (d) 42.5 kg (e) 0.6 kg (f) 0.025 kg
10 Change each of the following masses into kilograms.
(a) 3000 g (b) 32 000 g (c) 9300 g (d) 220 g (e) 83 g (f) 6 g
11 Copy and complete each of the following.
(a) 320 000 ml  …… l (b) 0.32 t  …… kg  …… g
(c) 3200 g  …… kg  …… t (d) 320 mm  …… cm  …… m
(e) 32 000 cm  …… m  …… km (f) 3.2 km  …… m  …… cm
12 Find the number of kilograms in:
(a) 6 t (b) 8000 g (c) 800 g (d) 0.65 t
13 Find the number of metres in:
(a) 4 km (b) 8000 mm (c) 8.6 cm (d) 0.04 km
14 Find the number of millilitres in:
(a) 2 l (b) 12 l (c) 0.85 l (d) 0.03 l
15 Which two lengths are the same? 2000 m 20 km 200 m 2 km 0.02 km
16 Which two weights are the same? 8 g 8 kg 8000 g 0.8 kg 80 kg
17 Which length is longest? 0.5 km 50 m 5000 mm 500 cm
18 Which weight is heaviest? 0.3 t 3000 g 3 kg 30 kg
19 How many:
(a) metres are there in 3123 mm, (b) centimetres are there in 4.5 m,
(c) metres are there in 3.24 km, (d) grams are there in 1 tonne,
(e) litres are there in 400 ml?
20 Which area is larger? 0.5 m2 or 500 cm2 Give a reason for your answer.
21 Which volume is larger? 0.08 m3 or 800 000 cm3 Give a reason for your answer.
22 A can of coke contains 330 ml.
How many litres of coke are there in 6 cans?
23 One lap of a running track is 400 m.
How many laps are run in an 8 km race?
24 Twenty children at a party share equally 1 kg of fruit pastilles.
How many grams of pastilles does each child receive?
25 A recipe for a dozen biscuits uses 240 g of flour. James has 1.2 kg of flour.
How many biscuits can he make?
26 Ben takes two 5 ml doses of medicine four times a day.
Ben stops taking the medicine after 5 days.
Originally, there was 14 of a litre of medicine.
How much medicine is left?

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Estimating length, mass and capacity

20
33
It is a useful skill to be able to estimate length, mass and capacity. These facts might help you.
Length
Most adults are between 1.5 m and 1.8 m tall. The door to your classroom is about 2 m high.

Understanding and Using Measures

Find some more facts which will help you to estimate length and distance.
Mass
A biro weighs about 5 g. A standard bag of sugar weighs 1 kg.
Find some more facts which will help you to estimate weight or mass.
Capacity
A teaspoon holds about 5 ml. A can of pop holds about 330 ml.
Find some more facts which will help you to estimate volume and capacity.

1 The diagram shows a house.

The door is approximately 2 m high.
Estimate the height of the house.
The height of the house is roughly the same as
the height of four doors.
So, the height of the house is about 4  2  8 m.

2 Complete each of the following statements by choosing one of the quantities given.
(a) A cup holds about …… of tea.
(b) The height of a car is about ……
(c) The weight of this book is about ……
(d) The weight of an elephant is about ……
(e) The distance from London to Newcastle is about ……
8g 200 ml 7l 8 kg 15 cm 700 kg 1.5 m 4 km 2 kg 400 km 0.07 l 15 mm

(a) 200 ml (b) 1.5 m (c) 2 kg (d) 700 kg (e) 400 km

Choosing an appropriate unit

1 The Great Wall of China is the longest man-made structure in the world.
It is the only man-made structure that can be seen from space.
What unit should be used for its length?
For very long lengths use the kilometre.
The Great Wall of China is actually about 2350 km long.
2 The smallest known mammal is the Kitti’s hog-nosed bat.
It is not much bigger than a pea.
(a) What unit should be used for its mass?
(b) What unit should be used for its length?

(a) For very small masses use the gram.

The Kitti’s hog-nosed bat actually weighs about 1.5 g.
(b) For very small lengths use the millimetre.
The length of the Kitti’s hog-nosed bat is about 10 mm.

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Exercise 33.2
1 Estimate, in metres, centimetres or millimetres, the following lengths in your classroom.
(a) The length of the room. (b) The height of the room.
(c) The height of your desk. (d) The thickness of a watch strap.
(e) The width of the door. (f) The diameter of your pen (or pencil).
(g) The length of your exercise book. (h) The length of a pencil sharpener.
2 Estimate, in grams or kilograms, the weights of the following.
(a) A pea (b) A chair (c) A cat (d) A calculator
(e) A pencil (f) A dinner plate (g) A car (h) Your desk
3 Estimate, in litres or millilitres, the following.
(a) The volume of milk you would add to a cup of tea.
(b) The volume of milk you would pour on a bowl of breakfast cereal.
(c) The volume of water you drink in a day.
4 Which of the following is the best estimate for the mass of a banana?
1 kg 5g 250 g 30 g 3 kg 750 g
5 Which of the following is the best estimate for the diameter of a football?
2m 50 mm 30 cm 1.5 m 0.6 m 800 mm
6 Which of the following would be the best estimate for the capacity of a mug?
15 m 1200 ml 2l 0.5 l 200 ml 800 ml
7 Give a sensible estimate using an appropriate unit for the following measures:
(a) the length of a matchstick, (b) the length of a football pitch,
(c) the weight of a 30 cm ruler, (d) the weight of a double decker bus,
(e) the volume of drink in a glass.
8 Give the most appropriate metric unit that you would use to measure the following.
(a) The distance from London to York. (b) The distance across a road.
(c) The length of your foot. (d) The length of your little finger nail.
(e) The weight of a bag of potatoes. (f) The weight of an egg.
(g) The capacity of a bucket. (h) The capacity of a medicine bottle.

9 The diagram, which is drawn to scale, shows a man standing next to a tree.
Using an appropriate metric unit estimate the height of the tree.
State the degree of accuracy that you have used in making your estimate.

10 “My teacher’s height is about 1.7 mm.”

This statement is incorrect.
It can be corrected by changing the unit: “My teacher’s height is about 1.7 m.”
It can also be corrected by changing the quantity: “My teacher’s height is about 1700 mm.”
Each of these statements is also incorrect.
“Tyrannosaurus, a large meat-eating dinosaur, is estimated to have been about 12 cm long.”
“The tallest mammal is the giraffe which grows up to about 5.9 mm tall.”
“My car used 5 ml of petrol on a journey of 35 miles.”
“The area of the school hall is about 500 mm2.”
Correct each statement:
(a) by changing the unit, (b) by changing the quantity.

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Imperial units
20
33
The following imperial units of measurement are in everyday use.

Length Mass Capacity and volume

Understanding and Using Measures

1 foot  12 inches 1 pound  16 ounces 1 gallon  8 pints
1 yard  3 feet 14 pounds  1 stone

1 Jane is 5 feet 3 inches tall. 2 Jane weighs 89 pounds.

How many inches is this? Give her weight in stones and pounds.
There are 12 inches in 1 foot. There are 14 pounds in 1 stone.
5 feet  5  12  60 inches. 6  14  84
60  3  63 So, 6 stones is the same as 84 pounds.
Jane is 63 inches tall. 89
84  5
Jane weighs 6 stones 5 pounds.

Metric and imperial conversions

In order to convert to and from metric and imperial units you need to know these facts.

Length Mass Capacity and volume

5 miles is about 8 km 1 kg is about 2.2 pounds 1 litre is about 1.75 pints
1 inch is about 2.5 cm 1 gallon is about 4.5 litres
1 foot is about 30 cm

1 Convert 40 cm to inches. 4 Tim is 6 feet 2 inches tall.

Estimate Tim’s height in centimetres.
1 inch is about 2.5 cm.
40 cm is about 40  2.5 inches. 6 feet 2 inches  6  12  2  74 inches.
40 cm is about 16 inches. 74 inches is about 74  2.5 cm.
6 feet 2 inches is about 185 cm.
2 How many pints are there in a
4 litre carton of milk? 5 The capacity of a car’s petrol tank is 12 gallons.
How much does the petrol tank hold in litres?
1 litre is about 1.75 pints.
4 litres is about 4  1.75 pints. 1 gallon is about 4.5 litres.
4 litres is about 7 pints. 12 gallons is about 12  4.5 litres.
12 gallons is about 54 litres.
3 Change 5 kg to pounds.
6 How far is 32 km in miles?
1 kg is about 2.2 pounds.
5 kg is about 5  2.2 pounds. There are 32  8  4 lots of 8 km in 32 km.
5 kg is about 11 pounds. So, there must be 4 lots of 5 miles in 32 km.
4  5  20.
There are 20 miles in 32 km.

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Exercise 33.3
1 Change these lengths into centimetres. (a) 2 inches (b) 2 feet
2 Change these lengths into inches. (a) 2 m (b) 20 cm
3 Wendy is 162 cm tall. What is Wendy’s height in feet and inches?
4 Change these lengths into kilometres. (a) 5 miles (b) 45 miles
5 Change these lengths into miles. (a) 8 km (b) 40 km
6 Poole is about 260 miles from Ormskirk. What is this distance in kilometres?
7 Change these weights into pounds. (a) 25 kg (b) 1 t
8 Change these weights into kilograms. (a) 100 pounds (b) 6 stones 11 pounds
9 Georgina weighs 48 kg. What is Georgina’s weight in stones and pounds?
10 How many litres are there in: (a) 5 pints, (b) 2 gallons 3 pints?
11 Convert each quantity to the units given.
(a) 15 kg to pounds. (b) 20 litres to pints. (c) 5 metres to inches.
(d) 6 inches to millimetres. (e) 50 cm to inches. (f ) 6 feet to centimetres.
12 A box contains 200 balls. Each ball weighs 50 g.
Estimate the total weight of the balls in pounds.
13 Kelvin is 5 feet 8 inches tall.
Estimate Kelvin’s height in centimetres.
14 Paddy weighs 9 stones 12 pounds.
Estimate Paddy’s weight in kilograms.
15 Estimate the number of:
(a) metres in 2000 feet, (b) kilometres in 3 miles, (c) feet in 150 centimetres,
(d) pounds in 1250 grams, (e) litres in 10 gallons.
16 A sheet of card measures 12 inches by 20 inches.
What is the area of the card in square centimetres?
17 The height of a pile of magazines is 20 inches. Each magazine is 5 mm thick.
How many magazines are in the pile?
18 Lauren says 10 kg of potatoes weighs the same as 20 lb of sugar.
Is she correct? Show all your working.
19 Alfie cycles 6 miles. Jacob cycles 10 kilometres.
Alfie claims that he has cycled further than Jacob.
Is he correct? Show all your working.
20 Nick weighs 10 stones 6 pounds. Last year he weighed 10 kg more.
How much did Nick weigh last year?
21 Lubna has 250 g of butter. She uses 4 oz of butter to make a cake.
What weight of butter is left?
22 A stair carpet is 85 cm wide and 4.5 m in length.
Calculate the area of the carpet in square feet.
23 Convert the following speeds to kilometres per hour.
(a) 30 miles per hour. (b) 50 miles per hour. (c) 30 metres per second.

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24 Convert the following speeds to miles per hour. 20

33
(a) 60 km per hour. (b) 40 metres per second.
25 Convert a speed of 60 miles per hour to metres per second.

Understanding and Using Measures

Give your answer to a suitable degree of accuracy.
26 (a) A car does 40 miles to the gallon. How many kilometres does it do per litre?
(b) A car does 9.6 kilometres to the litre. How many miles does it do per gallon?
27 30 g of grass seed is needed to sow 1 m2 of lawn.
What weight of grass seed is needed to sow a rectangular lawn measuring 40 foot by 30 foot?
28 Concrete is sold by the cubic metre.
A path, 31 feet long, 5 feet wide and 1 foot 6 inches deep, is to be made of concrete.
How many cubic metres of concrete are needed?

Reading scales

1 (a) Use an appropriate metric unit to measure accurately the length of each of lines A, B and C.
A
B
C
(b) What is the total length of lines A, B and C?
(c) What is the difference in length between lines B and C?
(a) Line A is 7 cm (or 70 mm) long.
Line B is 12.5 cm (or 125 mm) long.
Line C is 4.6 cm (or 46 mm) long.
(b) 7  12.5  4.6  24.1 cm (or 241 mm).
(c) 12.5
4.6  7.9 cm (or 79 mm).

2 Chandni, Jill and Susan measured their weights. 50

The diagram shows the readings on the scale. kg
60
What are each of their weights? 40 C S J

Chandni weighs 46 kg. Jill weighs 55 kg. Susan weighs 51 kg.

Exercise 33.4
1 Measure the lengths of these lines.
X
Y
(a) What is the length of each line in centimetres?
(b) What is the length of each line in millimetres?
2 Read each of the following scales at pointers A, B and C.
(a) (b) (c)
C B A B A C A B C

0 1 2 3 4 5 6 7 8 9 10 30 40 50 60 70 80 90 5 6 7 8 9
cm mm inches

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3 (a) Read each of the following scales at pointers A, B and C.

(i) (ii) (iii)
B 0 g
C kg
2.5 0.5
kg 46 47 51 52 53

2 1 B C A B A C
1.5
A (iv) (v)
50 ml
A
(iv) 1000 ml (v)
40
900
800
700 30 B
B
600
500 20
C
400
300 A C
10
200
100

(b) For each of the above scales work out the difference between the highest and
lowest readings.
4 What is the temperature shown by pointers A, B and C?
°C –10 –5 0 5 10 15 20

B A C

5 1 The diagram shows the petrol gauge on a car.

1
2
4
3 The car’s petrol tank holds 12 gallons when full.
4
(a) How many gallons are in the petrol tank?
Full (b) How many litres are in the petrol tank?
0

6 This diagram shows a speedometer on a car.

What is the speed when the pointer is at A, B and C? B
(a) Give your answers in miles per hour.
(b) Give your answers in kilometres per hour.

mph

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Accuracy in measurement
20
33
No measurement is ever exact and measurements given to the nearest whole unit may be inaccurate by
up to one half of a unit in either direction.
For example: Harry weighs 54 kg, correct to the nearest kilogram.

Understanding and Using Measures

Whole unit  1 kg. Possible inaccuracy  1 kg  2  0.5 kg.
So, Harry’s actual weight is any weight from 53.5 kg to 54.5 kg.
This can be written as the inequality: 53.5 kg  Harry’s weight  54.5 kg.

Harry is 1.63 metres tall, to the nearest centimetre.

What is Harry’s minimum possible height?
Whole unit  1 cm. Possible inaccuracy  1 cm  2  0.5 cm  0.005 m.
Harry’s minimum height  1.63
0.005  1.625 m.

Exercise 33.5
1 The length of a field is 264 metres, correct to the nearest metre.
What is the minimum possible length of the field?
2 The weight of a necklace is 32 grams, to the nearest gram.
Copy and complete the inequality ……  weight of necklace  ……
3 A post is 1.6 m in height, correct to the nearest tenth of a metre.
What are the minimum and maximum possible heights of the post?
4 Jayne runs 4.8 km, correct to the nearest hundred metres.
What is the minimum distance Jayne has run?
5 A concrete block weighs 650 grams, correct to the nearest 10 grams.
What are the limits between which the weight of the block lies?
6 What is the minimum time for a race timed at 12.63 seconds, measured to the nearest
one hundredth of a second?

Dimensions and formulae

Formulae can be used to calculate perimeters, areas and volumes of various shapes.
By analysing the dimensions involved it is possible to decide whether a given formula represents a
perimeter, an area or a volume.
Length (L) has dimension 1.
Length (L)  Length (L)  Area (L2) has dimension 2.
Length (L)  Length (L)  Length (L)  Volume (L3) has dimension 3.
The size of this square based cuboid depends on:
x, the length of the side of the square base, y, the height of the cuboid.
The total length of the edges of the cuboid is given by the formula: E  8x  4y
This formula involves: Numbers: 8 and 4 y
Lengths (L): x and y
The formula has dimension 1.
The total surface area of the cuboid is given by the formula: S  2x 2  4xy
This formula involves: Numbers: 2 and 4 x
Areas (L2): x  x and x  y x
The formula has dimension 2.
The volume of the cuboid is given by the formula: V  x 2 y
This formula involves: Volume (L3): x  x  y
This formula has dimension 3.
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In each of these expressions the letters a, b and c represent lengths.

Use dimensions to check whether the expressions
could represent a perimeter, an area or a volume.
(a) 2a  3b  4c (b) 3a 2  2b(a  c) Note:
(c) 2a b  abc
2
(d) 3a  2ab  c 3 When checking formulae and expressions,
numbers can be ignored because they have
(a) 2a  3b  4c no dimension.
Write this using dimensions.
means ‘is equivalent to’.
L  L  L
3L
L
2a  3b  4c has dimension 1 and could represent a perimeter.
(b) 3a 2  2b(a  c)
Write this using dimensions.
L2  L(L  L)

L2  L(2L)

L2  2L2

3L2

L2
3a 2  2b(a  c) has dimension 2 and could represent an area.
(c) 2a 2b  abc
Write this using dimensions.
L2  L  L  L  L

L 3  L3

2L3

L3
2a 2b  abc has dimension 3 and could represent a volume.
(d) 3a  2ab  c 3
Write this using dimensions.
L  L  L  L3

L  L 2  L3
The dimensions are inconsistent.
3a  2ab  c 3 does not represent a perimeter, an area or a volume.

Exercise 33.6
1 p, q, r and x, y, z represent lengths.
For each formula state whether it represents a length, an area or a volume.

(a) pq (b) 2 x (c) p  q  r (d) z

(e) pqr (f) 2( pq  qr  pr) (g) x 2 y (h) 2 x(x  y)
2 In each of the expressions below, x, y and z represent lengths.
By using dimensions decide whether each expression could represent a perimeter, an area,
a volume or none of these. Explain your answer in each case.
(a) x  y z (b) xy  xz (c) xyz (d) x 2 (y 2  z 2 )
(f) xy (g) xyz
2
(e) x( y  z) (h) x  y 2  z 3
(i) xy(y  z) (j) x 3  x 2 (y  z) (k) xy(y 2  z) (l) x(y  z)  z 2

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3 The diagram shows a discus. x and y are the lengths shown on the diagram. 20
33
These expressions could represent certain quantities relating to the discus.
x (x 2  y 2) x2y2 xy 2 (x  y)
(a) Which of them could be an expression for:

Understanding and Using Measures

y (i) the longest possible distance around the discus,
(ii) the surface area of the discus?
(b) Use dimensions to explain your answers to part (a).
4 p, q, r and s represent the lengths of the edges of this triangular prism.
Match the formulas to the measurements.
Formulas 1

2 pqs (
2 p  q  r  32s ) s ( p  q  r)  pq p q
s
Measurements Edge length Surface area Volume
r
5 These arrows are similar.
w represents the width of any arrow.
k and c are numbers.
H represents the height of the arrow and A its area.
w
Which of the following statements could be correct and which must be wrong?
(a) H  kw (b) H  ckw (c) H  kw  c
(d) A  cw (e) A  kw 2 (f ) A  kw 3
Give a reason for each of your answers and where you think the formula must be wrong
suggest what it might be for.

l The common units
both metric and imperial
used to measure length, mass and capacity.
l How to convert from one unit to another. This includes knowing the connection between one
metric unit and another and the approximate equivalents between metric and imperial units.
Metric Units Imperial Units Conversions
Length Length Length
1 kilometre (km)  1000 metres (m) 1 foot  12 inches 5 miles is about 8 km
1 m  100 centimetres (cm) 1 yard  3 feet 1 inch is about 2.5 cm
1 cm  10 millimetres (mm) 1 foot is about 30 cm
Mass
Mass 1 pound  16 ounces Mass
1 tonne (t)  1000 kilograms (kg) 14 pounds  1 stone 1 kg is about 2.2 pounds
1 kg  1000 grams (g)
Capacity and Capacity and volume
Capacity and volume volume 1 litre is about 1.75 pints
1 litre  1000 millilitres (ml) 1 gallon  8 pints 1 gallon is about 4.5 litres
1 cm3  1 ml
l How to change between units of area. For example 1 m2  10 000 cm2.
l How to change between units of volume. For example 1 m3  1 000 000 cm3.
l How to estimate length, mass and capacity using appropriate units.
l How to read scales accurately.
You should be able to:
l Recognise limitations on the accuracy of measurements. A measurement given to the nearest
whole unit may be inaccurate by up to one half of a unit in either direction.
l Analyse the dimensions of a formula to decide whether a given formula represents
a length (dimension 1), an area (dimension 2) or a volume (dimension 3).

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Review Exercise 33 Do not use a calculator for questions 1 to 7.

1 Write down the reading on each of these scales.
(a) Thermometer. °C
–4 –3 –2 –1 0 1 2 3 4

60
(b) Speedometer. 50 70 (c) Weighing scales.
40 80
30 90
20 100
100
10 0 110
10 110

Edexcel
2 (a) Write down the name of a metric unit which is used to measure:
(i) the distance from London to Brighton,
(ii) the weight of a bar of soap.
(b) (i) Change 240 millimetres to centimetres.
(ii) Change 3.8 litres to millilitres. Edexcel
3 Copy and complete this table.
Write a sensible unit for each measurement. Metric Imperial
The weight of a turkey pounds
The volume of water in a swimming pool gallons
The width of this page centimetres Edexcel
4 A model of a ship weighs 1500 g. How many kilograms is this?
5 The scale diagram shows a man and a
dinosaur called a velociraptor. Velociraptor
The man is 6 feet tall.
Estimate the height of the velociraptor:
(a) in feet,
(b) in metres.

Man (to scale) Edexcel

6 How many magazines, each 0.6 cm thick, will fit on a bookcase shelf which is exactly
1.2 m wide?

1.2 m
7 One glass of lemonade contains 300 ml.
How many glasses of lemonade can be poured from a jug which contains 2.4 litres?
8 (a) How many metres are there in 2.65 kilometres?
(b) The distance from Calais to Paris is 280 km. What is this distance in miles?
9 Ben is 5 feet 10 inches tall and weighs 72 kg. Sam is 165 cm tall and weighs 11 stone 7 pounds.
Who is taller? Who is heavier?

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10 The diagram shows the petrol gauge on a car. 1

1
2
3
20
33
The car’s petrol tank holds 60 litres when full. 4 4

(a) Estimate how many litres are in the petrol tank. Full

0
(b) Estimate how many gallons are in the petrol tank.

Understanding and Using Measures

11 Change 2.5 m2 to cm2. Edexcel
12 A rectangular strip of card measures 0.8 metres by 5 cm.
Calculate the area of the card in: 0.8 m
(a) square metres, 5 cm
(b) square centimetres.
13 Jean gives her height as 166 cm, to the nearest centimetre.
What are the limits between which her true height lies?
14 According to the instructions Vinyl Matt paint covers about 13 m2/litre.
Estimate how many litres of paint are needed to cover a wall which measures
18 feet by 10 feet.
15 A car travels at 30 miles per hour.
Change 30 miles per hour to kilometres per hour. Edexcel
16 Francis can run at an average speed of 6 miles per hour.
Alistair can run at an average speed of 3 metres per second.
Francis says, “I can run faster than Alistair.” Is he correct? Show your working.
17 (a) In the following expressions, the letters x, y and z represent lengths.
For each expression, state whether it represents:
a length, an area, a volume or none of these.
(i) x  y  z (ii) xyz (iii) xy  yz  xz
(b) The volume of a cube is 8 m3. Change 8 m3 to cm3. Edexcel
18 Karen has a pencil that has a length of 10 centimetres, correct to the nearest centimetre.
Write down:
(a) the minimum length the pencil could be,
(b) the maximum length the pencil could be. Edexcel
19 A blue whale weighs 140 tonnes to the nearest 10 tonnes.
What is the smallest possible weight of a blue whale?
20 Bob weighs 76.9 kg, to the nearest 100 g. What is Bob’s minimum weight?

21 What is the greatest possible difference between the times of two runners who both run a race
in 12.2 seconds, timed to the nearest tenth of a second?
22 Here are some expressions.
1
 ac c 2b 2ab 2 abc a(b  c) ab a2
2 c
The letters a, b and c represent lengths.
, 2 and 12 are numbers which have no dimensions.
Three of the expressions could represent areas.
Write down the three expressions which could represent areas. Edexcel
23 In these formulae, a, b and c represent lengths and A represents an area.
(a) a  b  c (b) a 2  bc (c) A  a 2  bc (d) c  A  ab
Which of the formulae does not have consistent dimensions?
24 The box shows an expression.
The letters p and q represent lengths. n is a number.
p n (p  q)
The expression represents a volume. Find the value of n. Edexcel

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Section Shape, Space and Measures

Review
Non-calculator Paper
Do not use a calculator for this exercise. A B

1 The diagram shows a scale drawing of a field.

Angle BAD ⫽ angle ADC ⫽ 90°.
(a) Which two lines are parallel to each other?
(b) Which line is perpendicular to DC ?
(c) Measure angle ABC.
(d) Measure the length of the line CB.

A
D C

2 Copy the diagram and draw a reflection of the shape in

the mirror line AB.

B
Not full size
3 (a) Find the area of the shape.
ⴝ 1 cm2
(b) Find the perimeter of the shape.

Edexcel
P
4 The point P lies on the circumference of a circle, centre O.
O Write down the special name for
(a) the line OP,
R (b) the shaded region marked R. Edexcel

5 (a) This shape is made using 1 cm cubes.

What is the volume of the shape?

(b) 2 cm Calculate the volume of this cuboid.

5 cm
3 cm

(c) Which of these diagrams is the net of a cube?

P Q R S
6 Write down the reading shown by the arrow ( ).
©

0 10 20 30 40 50
Edexcel

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7 Which of these shapes are congruent to each other? 20

SR
A B C D E F

Section Review: Non-calculator Paper

8 For each shape write down its order of rotational symmetry.
(a) (b) (c)

d
9 (a) Write down the letters of a pair of angles that add to 180°.
g e
(b) Write down the letters of a pair of angles that are vertically opposite.
f Edexcel

10 (a) Find the size of the angle marked x.

Give a reason for your answer. 30°
(b) Which word describes angle x? x
50°
acute obtuse reflex right-angled

11 The diagram shows an open box.

1 cm Draw an accurate net of the open box.

3 cm 5 cm
P

12 Here is a sketch of a triangle. 6.4 cm

PR ⫽ 6.4 cm, QR ⫽ 7.7 cm, angle R ⫽ 35°.
(a) Make an accurate drawing of the triangle.
(b) Measure the size of angle Q on your 35°
accurate drawing. R 7.7 cm Q Edexcel

13 Write down the names of two quadrilaterals whose diagonals cross at right angles. Edexcel

14 The diagram shows a box in the shape of a cuboid.

(a) Work out the volume of the box.
The box is full of sugar lumps. 10 cm
Each sugar lump is in the shape of a cuboid.
Each sugar lump is 1 cm by 1 cm by 2 cm. 4 cm
(b) Work out the number of sugar lumps in the box. 12 cm Edexcel

y
15 2
Q P The diagram shows triangles P, Q and R.
1
(a) Describe the single transformation which takes P onto Q.
-3 -2 -1 0 1 2 3 x (b) Describe the single transformation which takes P onto R.
-1
R Copy triangle P onto squared paper.
-2
(c) Draw an enlargement of triangle P with scale factor 2,
-3 centre (0, 0).

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A
16 (a) (i) Find the size of angle C.
(ii) Triangle ABC is equilateral.
60°
Explain why.

60°

S B C

(b) PQR is a straight line. SQ ⫽ SR.

(i) Work out the size of the angle marked x°.
x° (ii) Give a reason for your answer.
50°
P Q R
D E
(c) DE is parallel to FG. 62° y°
Find the size of the angle marked y °.
64°
F G
Edexcel

17 (a) Copy the diagram.

Translate the shaded shape 3 squares to the right
and 2 squares up.

(b) Rectangle D is an enlargement of the rectangle C.

Not drawn
Find the scale factor of the enlargement. accurately D 8 cm

Not drawn C 2 cm
accurately
3 cm 12 cm Edexcel

18 The diagram shows a rectangle and a parallelogram.

Both shapes have the same area.
Calculate the length of the rectangle. 3 cm
4 cm

6 cm
Plan
19 Here are the plan and front elevation of a prism.
The front elevation shows the cross-section of
the prism.
Front Elevation (a) On a grid, draw a side elevation of the prism.
(b) Draw a 3-D sketch of the prism.
Edexcel

20 cm
20 The diagram shows a shape.
Work out the area of the shape. 9 cm
4 cm
8 cm Edexcel
21 Change 1.8 m3 to cm3.

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y
22 3 20
SR
A
2
1
B

Section Review: Non-calculator Paper

-5 -4 -3 -2 -1 0 1 2 3 4 x
-1
-2

(a) Describe fully the single transformation which maps A onto B.

(b) B is mapped onto C by a translation with vector 冢 ⫺23 冣.
Draw a diagram to show the positions of B and C.
(c) B is mapped onto D by a rotation, 90° clockwise about (2, 1).
Show the position of D on your diagram.

23 North

North
Hospital
Cinema

72°

Art
gallery
The diagram shows the position of each of three buildings in a town.
The bearing of the Hospital from the Art gallery is 072°.
The Cinema is due East of the Hospital. The distance from the Hospital to the Art gallery is
equal to the distance from the Hospital to the Cinema.
Work out the bearing of the Cinema from the Art gallery. Edexcel
24 Two straight roads are shown on the diagram.
A new gas pipe is to be laid from Bere equidistant from the two roads.
The diagram is drawn to a scale of 1 cm to 1 km.
(a) Copy the diagram and construct Alton
the path of the gas pipe.

Cole
Bere
(b) The gas board needs a construction site depot.
The depot must be equidistant from Bere and Cole.
The depot must be less than 2 km from Alton.
Draw loci on your diagram to represent this information.
(c) The depot must be nearer the road through Cole than the road through Alton.
Mark on your diagram, with a cross, a possible position for the site depot.

25 Calculate the volume of the triangular prism.

5 cm
4 cm
7 cm

3 cm Edexcel

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Section Shape, Space and Measures

Review
Calculator Paper
You may use a calculator for this exercise.
1 Here is a map of Green Island.

North
Farm
Cottage

Swan View Island

Bay Point House
Jetty
White Sands
Bay

(a) What is the name of the place which is West of View Point?
(b) In which direction is Farm Cottage from Island House?
The length of side of each square on the map is 1 km.
(c) How far is it from the Jetty to Island House?
(d) Estimate the area of the island.
2 Look at this list of metric units.
centimetre kilogram metre centilitre gram square metre
litre tonne square centimetre millimetre kilometre
Choose the unit that would be best to use for measuring:
(a) the distance from Poole to Manchester,
(b) the weight of a double decker bus,
(c) the height of a tree,
(d) the area of carpet needed to cover a floor.
3 (a) How many vertices has a cuboid?
(b) How many faces has a square-based pyramid?
(c) Here are the nets of some 3-D shapes.
Write down the mathematical name of each 3-D shape.
(i) (ii) (iii)
(i) (ii) (iii)

4 This pattern is from the tiled floor of the Taj Mahal in India.
The pattern is made from these 2 shapes.

A B

(a) (i) Write down the order of rotational symmetry

of shape A.
(ii) Write down the number of lines of symmetry
of shape B.
(b) Show how shape B will tessellate. You should draw at least 5 shapes. Edexcel

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5 Find the size of the angles a, b and c. 20

SR
78°
143°

Section Review: Calculator Paper

27° b c
a
165° 37°

y mirror line
6 (a) Copy the diagram and 7
(i) plot the points B (4, 3) and C (3, 6), 6
(ii) join A, B and C to make a triangle.
5
(b) Draw the reflection of triangle ABC in 4
the mirror line. A
3
2
1
0
0 1 2 3 4 5 6 7 8 9 10 x
(c) Choose three descriptions from the box to complete the sentence correctly.
scalene, isosceles, right-angled, equilateral,
acute-angled, obtuse-angled, congruent
Triangle ABC and its reflection are:
……… triangles, and ……… triangles, and ……… triangles. Edexcel

7 This signpost is on the road from Paris to Dijon.

Work out the approximate distance, in miles, Paris 136 km Dijon 180 km
from the signpost to Paris.
Edexcel
8 (a) Which of the following is NOT the net of a cuboid?
A B C

(b) A cuboid measures 2.5 cm by 4 cm by 1.5 cm.

Calculate the volume of the cuboid.

9 e°
(a) The diagram shows a pair of parallel lines.
50°
The lines marked with the arrows are parallel.
Work out the size of the angles marked e°, f ° and g°.
f°

Not drawn g°
(b)
accurately 100°

Work out the size of the angle marked h °.

120°

h°
Edexcel

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10 (a) Adrian is 6 feet 3 inches tall. Work out Adrian’s height in centimetres.
(b) Adrian weighs 78 kg. Work out Adrian’s weight in pounds.

11 A triangle with one side extended is shown.

67°
Explain why the angle marked a is 105°.

38°
a
A
12 Work out the area of triangle ABC.
6.8 cm
Edexcel
B 9.5 cm C

13 The map shows the positions of two towns, Akari and Borland.
(a) What is the actual distance between Akari and Borland?
(b) What is the bearing of Borland from Akari?
North

Scale: 1 cm to 5 km
North
Akari

Borland

4.5 cm
14 Work out the area of the shaded part
2 cm
of this rectangle.
3.5 cm

6 cm

15 (a) Work out the size of the angle marked x. 65° x

Give a reason for your answer.
57°
y°
(b) (i) What special name is
given to this shape?
Give a reason for your answer.
2y° (ii) Find the value of y.

113° 67°
y
16 Copy the diagram onto a grid. L
1
Allow values for x and y from ⫺5 to 5.
(a) Translate shape L by 2 units right and 3 units down. -2 -1 0
-1
1 2 3 4 x
(b) Enlarge shape L with centre (2, 1) and scale factor 2.
-2

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1.5 m
17 The diagram shows a rectangular doormat. 20
SR
What is the area of the doormat:
(a) in cm2, WELCOME 80 cm
(b) in m2?

Section Review: Calculator Paper

18 A map is drawn to a scale of 1 : 25 000.
Two schools, A and B, are 12 centimetres apart on the map.
Work out the actual distance from A to B.
Give your answer in kilometres. Edexcel

19 The diameter of a circle is 12 centimetres.

(a) Work out the circumference of the circle. 12 cm
Give your answer, in centimetres, correct to 1 decimal place.

(b) The length of each diagonal of a square is 20 cm.

Work out the area of the square.
Edexcel

20 The size of each exterior angle of a regular polygon is 40°.

Work out the number of sides of the polygon. Edexcel

21 The front wheels of a tractor each have diameter 100 cm.

The tractor is driven 100 metres.
How many complete turns do each of the front wheels make?
22 The sketch represents a triangular garden ABC. B
AB ⫽ AC ⫽ 8 metres and BC ⫽ 5.5 metres.
(a) Use a scale of 1 cm to 1 m to make an
accurate drawing of the garden. A
(b) A tree is to be planted in the garden so that it is
nearer to AB than to AC, within 5 m of point A.
On your diagram, shade the region where the tree may be planted. C
Edexcel

23 Describe the single transformation which maps:

(a) A onto B, y
(b) A onto C. 3
2
C A
1
B
-4 -3 -2 -1 0 1 2 3 4 x
24 The diagram shows a cylinder with a height of 10 cm and a radius of 4 cm.
(a) Calculate the volume of the cylinder. 4 cm
Give your answer correct to 3 significant figures.
The length of a pencil is 13 cm. The pencil cannot be broken.
10 cm
(b) Show that this pencil cannot fit inside the cylinder.

Edexcel
5.6 cm
25 B C This shape is made up of a right-angled triangle and a semi-circle.
Calculate the total area of the shape.
7 cm
Give your answer to a suitable degree of accuracy.
A

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Collection and
CHAPTER
34 Organisation of Data
To answer questions such as: Which is the most popular colour of car?
Is it going to rain tomorrow?
Which team won the World Cup in 2002?
we need to collect data.
Primary and secondary data
When data is collected by an individual or organisation to use for a particular purpose it is called
primary data.
Primary data is obtained from experiments, investigations, surveys and by using questionnaires.
Data which is already available or has been collected by someone else for a different purpose is called
secondary data.
Sources of secondary data include the Annual Abstract of Statistics, Social Trends and the Internet.

Data
Data is made up of a collection of variables. Each variable can be described, numbered or measured.
Data which can only be described in words is qualitative.
Such data is often organised into categories, such as make of car, colour of hair, etc.
Data which is given numerical values, such as shoe size or height, is quantitative.
Quantitative data is either discrete or continuous.
Discrete data can only take certain values, usually whole numbers, but may include fractions
(e.g. shoe sizes).
Continuous data can take any value within a range and is measurable
(e.g. height, weight, temperature, etc.).

The taste of an orange is a qualitative variable.

The number of pips in an orange is a discrete quantitative variable.
The surface area of an orange is a continuous quantitative variable.

Exercise 34.1 State whether the following data is qualitative or quantitative.

If the data is quantitative state whether it is discrete or continuous.
1 The colours of cars in a car park.
2 The weights of eggs in a carton.
3 The numbers of desks in classrooms.
4 The names of students in a class.
5 The sizes of spanners in a toolbox.
6 The depths that fish swim in the sea.
7 The numbers of goals scored by football teams on a Saturday.
8 The brands of toothpaste on sale in supermarkets.
9 The sizes of ladies dresses in a store.
10 The heights of trees in a wood.

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Collection of data
20
34
Data can be collected in a variety of ways:
by observation, by interviewing people and by using questionnaires.
The method of collection will often depend on the type of data to be collected.

Collection and Organisation of Data

Data collection sheets
Data collection sheets are used to record data.
To answer the question, “Which is the most popular colour of car?” we could draw up a simple
data collection sheet and record the colours of passing cars by observation.

A data collection sheet for colour of car is shown, with some cars recorded.
Colour of car Tally Frequency
Black 2
The colour of each car is
Blue 13 recorded in the tally
Green 4 column by a single stroke.
Red To make counting easier,
groups of 5 are recorded
Silver
as .
White
Total
How many red cars are recorded?
How many cars are recorded altogether?

The total number of times each colour appears is called its frequency.
A table for data with the totals included is called a frequency distribution.
For large amounts of discrete data, or for continuous data, we organise the data into groups or classes.
When data is collected in groups it is called a grouped frequency distribution and the groups you put
the data into are called class intervals.

The weights of 20 boys are recorded in the grouped frequency table shown below.
Weight w kg Tally Frequency
50
w  55 1 Weights are grouped into
55
w  60 3 class intervals of equal
width.
60
w  65 9
55
w  60
65
w  70 6
means 55 kg, or more,
70
w  75 1 but less than 60 kg.
Total 20

John weighs 54.9 kg. In which class interval is he recorded?

David weighs 55.0 kg. In which class interval is he recorded?
What is the width of each class interval?

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Exercise 34.2
1 The tally chart shows the number of glass bottles put into a bottle bank one day.

Colour of glass Tally

Clear
Brown
Green

(a) How many green bottles were put into the bottle bank?
(b) How many brown bottles were put into the bottle bank?
(c) How many more brown bottles than clear bottles were put into the bottle bank?
2 John is doing a project about sport.
He asks people which sport they like best.
The data collection sheet shows his results.

Sport Tally
Cricket
Football
Hockey
Rugby
Tennis

(a) How many people like rugby best?

(b) How many people did John ask?
(c) John says, “More than half of the people I asked liked football best.”
Is he correct?
Give a reason for your answer.
3 Helen throws a dice 50 times.
The result of each throw is shown.

1 4 3 6 5 4 3 2 1 6
4 5 2 3 4 5 6 4 5 3
1 2 3 4 2 3 5 1 1 4
5 6 4 3 2 5 4 6 5 6
2 3 1 3 4 1 6 5 2 2

(a) Copy and complete this table to record her results.

Number on dice Tally

1
2
3
4
5
6

(b) Which number occurred most frequently?

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4 The colours of 40 cars in a car park are shown. 20

34

Collection and Organisation of Data

red red blue green white grey
blue red red grey white green
red white white blue red white
blue blue green black white blue
red silver silver blue red red
silver white white red blue green
red blue silver white

(a) Make a frequency table for the data.

(b) Which colour of car is most popular?
(c) How many more white cars than black cars are in the car park?
5 The days of the week on which some students were born are recorded.
Monday Monday Sunday Wednesday Thursday
Friday Saturday Tuesday Monday Friday
Thursday Sunday Monday Friday Tuesday
Thursday Wednesday Tuesday Monday Wednesday
Friday Monday Saturday Friday Thursday
Tuesday Thursday Monday Sunday Tuesday
Saturday Wednesday Friday Thursday Tuesday
Monday Wednesday Friday Sunday Thursday
Tuesday Wednesday Sunday
(a) Make a frequency table for the data.
(b) How many students are included?
(c) On which day of the week did the most births occur?
(d) How many of these students were born on either a Saturday or a Sunday?
6 The ages, in years, of 40 people are shown below.

27 34 54 57 3 12 15 19
29 30 33 47 35 20 39 28
9 11 26 42 50 26 10 7
33 49 21 18 1 25 24 34
19 20 27 37 43 56 37 34

(a) Copy and complete the grouped frequency table for the data given.

Age (years) Tally Frequency

0-9
10 - 19
20 - 29

(b) What is the width of each class interval?

(c) How many people are in the class interval 30 - 39?
(d) How many people are less than 20 years old?
(e) How many people are 40 years old, or older?

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7 The heights, in centimetres, of 36 girls are recorded as follows.

148 161 175 156 155 160 178 159 170
163 147 150 173 169 170 174 166 163
162 158 155 165 168 154 156 163 167
172 170 165 160 164 172 157 173 161
(a) Copy and complete the grouped frequency table for the data.
Height h cm Tally Frequency
145
h  150
150
h  155

(b) What is the width of each class interval?

(c) How many girls are in the class interval 155
h  160?
(d) How many girls are less than 160 cm?
(e) How many girls are 155 cm or taller?
8 Draw up a data collection sheet to record the month in which people were born.
Collect data from 50 people.
(a) Make a frequency table for the data.
(b) In which month did the most births occur?

Databases
If we need to collect data for more than one type of information, for example: the make, colour,
number of doors and mileage of cars, we will need to collect data in a different way.
We could create a data collection card for each car.

Car 1
Make Vauxhall
Colour Grey
Number of doors 3
Mileage 18 604

Alternatively, we could use a data collection sheet and record all the information about each car on
a separate line.
This is an example of a simple database.

Number
Car Make Colour of doors Mileage
1 Vauxhall Grey 3 18 604
2 Ford Blue 2 33 216
3 Ford White 5 27 435
4 Nissan Red 4 32 006

When all the data has been collected, separate frequency or grouped frequency tables can be
drawn up.

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Exercise 34.3
20
34
1 The database gives information about the babies born at a maternity hospital one day.
Baby’s name Time of birth Weight (kg) Length (cm)

Collection and Organisation of Data

Alistair 0348 3.2 44
Francis 0819 3.5 48
Louisa 1401 3.7 47
(a) Which baby was the longest?
(b) Which baby was the heaviest?
(c) Which baby was born first?
2 Part of a database on some students is shown.
Student Gender Day of birth Month of birth
Alex F Tuesday January
Brian M Thursday June
Cody F Monday October
David M Friday May
Evelyn F Saturday September
Fay F Monday February
George M Tuesday May
Harry M Wednesday September
Irene F Monday September
Jay M Thursday April
(a) How many students were born on a Tuesday?
(b) How many female students were born in September?
(c) Which student was born on a Monday in February?
3 The following database gives information about ski resorts for one day in January.
Depth of snow
Resort Temp °C Lower (cm) Upper (cm) Piste Weather
Aspen 2 50 70 good fair
Cervinia 7 80 170 hard windy
Cortina 2 10 60 good fine
Kitzbuhel 2 40 90 good cloudy
Klosters 0 45 136 good cloudy
Meribel 1 55 150 fair fine
Soldeu 4 50 90 good sunny
Val d’Isere 9 100 130 good sunny

(a) Which resort was coldest?

(b) Which resort was windy?
(c) At which resort was the piste hard?
(d) What was the depth of snow on the upper slopes at Klosters?
(e) At which resort was the depth of snow between 50 cm and 90 cm?

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4 The following database gives information about a group of 16 year old students.

Height Pulse rate

Student Gender (cm) Shoe size (beats/min)
Mary F 162 6 72
Alan M 170 8 64
Jim M 186 10 72
Tony M 180 10 68
Laura F 172 8 70
Jane F 168 7 82
Wendy F 155 5 72
Mark M 180 9 68
Peter M 168 8 62
Beryl F 166 7 72

(a) Which student has the smallest shoe size?

(b) What is the gender of the student with the highest pulse rate?
(c) Which students are the same height?
(d) How many students are taller than Jane?
(e) Which students have a pulse rate of 72?
(f) What is the difference between the highest pulse rate and the lowest pulse rate?
5 A database of cars is shown.
Number
Car Make Colour of doors Mileage
1 Vauxhall Grey 3 18 604
2 Ford Blue 2 33 216
3 Ford White 5 27 435
4 Nissan Red 4 32 006
5 Vauxhall Blue 4 31 598
6 Ford Green 3 37 685
7 Vauxhall Red 3 21 640
8 Nissan White 2 28 763
9 Ford White 3 30 498
10 Vauxhall White 5 9 865
11 Nissan Red 3 7 520
12 Vauxhall Grey 5 16 482

(a) (i) Draw up separate frequency tables for make, colour and number of doors.
(ii) Draw up a grouped frequency table for mileage.
Use class intervals of 5000 miles,
starting at 0
m  5000, 5000
m  10 000, …
(b) (i) Which make of car is the most popular?
(ii) How many Ford cars are white?
(iii) How many cars have a mileage of 30 000 or more?
(iv) How many cars have exactly 3 doors?

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6 (a) By using copies of the data collection card for cars or by using a copy of the 20
34
data collection sheet, record information about the cars in your school car park.
(b) Draw up frequency tables for make, colour and number of doors and a
grouped frequency table for mileage.

Collection and Organisation of Data

(c) (i) Which make of car is the most popular?
(ii) Which colour of car is the most popular?
(iii) How many cars have a mileage of 30 000 or more?
(iv) How many cars have exactly 3 doors?
7 Use data collection cards to collect information about students in your class.
Include gender, height, shoe size and pulse rate.
(a) What is the smallest shoe size for students in your class?
(b) What is the gender of the student with the highest pulse rate?
(c) What is the difference between the highest pulse rate and the lowest pulse rate?
(d) What is the height of the tallest student?
(e) What differences are there in the data collected for male and female students?
8 (a) Design a data collection card to collect information on the leisure time activities
of students.
(b) Draw up frequency or grouped frequency tables for the data.
(c) Which leisure time activity is the most popular?
(d) What differences are there in the leisure time activities of male and female students?

Questionnaires
Questionnaires are frequently used to collect data.
In business they are used to get information about products or services and in politics they are
frequently used to test opinion on a range of issues and personalities.
When constructing questions for a questionnaire you should:
(1) use simple language, so that everyone can understand the question;
(2) ask short questions which can be answered precisely, with a “yes” or “no” answer, a number,
or a response from a choice of answers;
(3) provide tick boxes, so that questions can be answered easily;
(4) avoid open-ended questions, like: “What do you think of education?”
which might produce long rambling answers which would be difficult to collate or process;
(5) avoid leading questions, like: “Don’t you agree that there is too much bad language on
television?” and ask instead:
“Do you think that there is too much bad language on television?” Yes No
(6) ask questions in a logical order.

Multiple-response questions
In many instances a choice of responses should be provided.
Instead of asking, “How old are you?” which does not indicate the degree of accuracy required and
many people might consider personal, we could ask instead:
Which is your age group?
under 18 18 to 40 41 to 65 over 65
Notice there are no gaps and only one response applies to each person.
Sometimes we invite multiple responses by asking questions, such as:
Which of these soaps do you watch?
Coronation Street EastEnders Emmerdale Hollyoaks
Tick as many as you wish.
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Exercise 34.4
1 John wants to find out what students think about the library service at his college.
Part of the questionnaire he has written is shown.

Q1. What is your name? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Q2. How many times a week do you go to the library?
Often Sometimes Never

(a) Why should Q1 not be asked?

(b) What is wrong with the choices offered in Q2.
2 A questionnaire contained the following question:
Don’t you agree that reading a newspaper is better
for a child’s eduction that watching TV?
Give a reason why this question is not suitable for the questionnaire.
3 Susan wants to find out what people think about the Health Service.
Part of the questionnaire she has written is shown.

Q4. What is your date of birth?

Q5. Don’t you agree that waiting lists for operations are too long?
Q6. How many times did you visit your doctor last year?
less than 5 5 - 10 10 or more

(a) Why should Q4 not be asked?

(b) Give a reason why Q5 is unsuitable.
(c) (i) Explain why Q6 is unsuitable in its present form.
(ii) Rewrite the question so that it could be included in the questionnaire.
4 In preparing the questions for a questionnaire on radio listening habits the following questions
were rejected.
(a) When do you listen to the radio?
(b) What do you like about radio programmes?
(c) Don’t you agree that the radio gives the best news reports?
Explain why each question is unsuitable and rewrite the question so that it could be included
in the questionnaire.
5 In preparing questions for a survey on the use of a library the following questions
were considered.
Explain why each question in its present form is unsuitable and rewrite the question.
(a) How old are you?
(b) How many times have you used the library?
(c) Which books do you read?
(d) How could the library be improved?
6 A mobile phone company wants to carry out a survey.
It wants to find out the distribution of the age and sex of customers and the frequency with
which they use the phone.
The company intends to use a questionnaire.
Write three questions and responses that will enable the company to carry out the survey.
7 A school is to conduct a homework survey. Suggest five questions which could be included.
8 A survey of reading habits is to be conducted. Suggest five questions which could be included.
9 A survey of eating habits is to be conducted. Suggest five questions which could be included.

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Hypothesis
20
34
A hypothesis is a statement that may or may not be true.
To test a hypothesis we can construct a questionnaire, carry out a survey and analyse the results.

Collection and Organisation of Data

A questionnaire to test the hypothesis,
“People think it is better to give than to receive,”
could include questions like these.

1. Gender: male female

2. Age (years): 11 - 16 17 - 21 22 - 59 60 & over
3. Do you think it is better to give than to receive?
Yes No
4. To which of the following have you given in the last year?
School Charities Church
Hospital Special appeals Homeless
Other (please list)

Suggest another question which could be included.

Sampling
When information is required about a small group of people it is possible to survey everyone.
When information is required about a large group of people it is not always possible to survey everyone
and only a sample may be asked.
The sample chosen should be large enough to make the results meaningful and representative of the
whole group or the results may be biased.
For example, to test the hypothesis,
“Girls are more intelligent than boys,”
you would need to ask equal numbers of boys and girls from various age groups.

Exercise 34.5
1 George is investigating the cost of return journeys by train.
He plans to ask ten passengers who are waiting at a station at midday the cost of their
return journeys.
Give two reasons why his sample may not be representative of all passengers.
2 Judy is investigating shopping habits.
She plans to interview 50 women at her local supermarket on a Tuesday morning.
Give three reasons why her sample may not be representative of all shoppers.
3 To investigate the hypothesis:
“Children watch more television than adults.”
Harry asked 5 boys in his class and 5 teachers how much television they watched last night.
Give three reasons why his sample is unsuitable.
4 Sam is investigating the hypothesis:
“Men watch more football than women.”
Describe a suitable sample you could use to test this hypothesis.

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5 Design a questionnaire to test the hypothesis:

“People think that everyone should take part in sport.”
Describe the sample you could use to test this hypothesis.
6 Design a questionnaire to test the hypothesis:
“People think that animals should not be used to test drugs.”
Describe the sample you could use to test this hypothesis.
7 Design a questionnaire to test the hypothesis:
“Children have too much homework.”
Describe the sample you could use to test this hypothesis.
8 Explain how you could test the hypothesis:
“Boys are better at estimating than girls.”
9 State one advantage and one disadvantage of a postal survey.

Two-way tables
We have already seen that the results of a survey can be recorded on data collection sheets and
then collated using frequency or grouped frequency tables. We can also illustrate data using
two-way tables.
A two-way table is used to illustrate the data for two different features (variables) in a survey.

The two-way table shows the results of a survey.

Wear Glasses
(a) How many boys wear glasses?
(b) How many children wear glasses? Yes No
(c) How many children were surveyed? Boys 4 14
(d) Do the results prove or disprove the hypothesis:
Girls 3 9
“More boys wear glasses than girls” ?
(a) 4 (b) 4  3  7 (c) 4  3  14  9  30
4
(d) Disprove. Boys: 18  100  22% Girls: 132  100  25%

Exercise 34.6
1 A group of 25 students were each asked how many brothers and sisters they had.
The table shows the results.
Number of sisters
0 1 2 3
0 5 1 2 0
Number of 1 4 3 2 1
brothers 2 2 3 1 0
3 0 1 0 0
(a) How many students have no brothers or sisters?
(b) How many students have one sister?
(c) How many students have one brother and one sister?
(d) How many students have more brothers than sisters?
(e) How many students have the same number of brothers as sisters?

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2 A tennis club has 37 members. 20

34
15 of the members are under 16 years old.
9 of the members are boys under 16 years old.

Collection and Organisation of Data

12 of the members are girls, 16 years old or over.
(a) Copy and complete the two-way table.
Under 16 years old 16 years old or over Totals
Girls 12
Boys 9
Totals 15 37
(b) How many members of the tennis club are boys, 16 years old or over?
3 Meera read a newspaper report which stated:
There is no connection between the number of bedrooms
and the number of children in a house.
Design a two-way table to record the number of bedrooms and the number of children in a
sample of houses.
4 The two-way table shows information about the ages of people in a retirement home.
Age (years)
60 - 64 65 - 69 70 - 74 75 - 79 80 and over
Men 0 2 5 8 1
Women 2 5 6 5 6
(a) How many men are aged 75 - 79?
(b) How many men are included?
(c) How many people are aged 75 or more?
(d) How many people are included?
(e) What percentage of these people are aged 75 or more?
5 The two-way table shows information about a class of pupils.
Can swim Cannot swim
Boys 14 6
Girls 8 2
(a) How many boys can swim?
(b) How many boys are in the class?
(c) What percentage of the boys can swim?
(d) What percentage of the girls can swim?
(e) Do the results prove or disprove the hypothesis:
“More boys can swim than girls” ?
Explain your answer.
6 The two-way table shows the results of a survey to test the hypothesis:
“More girls are left-handed than boys.”

Left-handed
Yes No
Boys 3 18
Girls 2 12
Do the results prove or disprove the hypothesis? Explain your answer.

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7 The two-way table shows the results of a spelling test.

Number of spellings correct
1 to 5 6 to 10 11 to 15 16 to 20
Male 1 3 6 5
Female 0 5 6 9
(a) How many females took the test?
(b) How many females got less than 11 spellings correct?
(c) John says, “Males are better at spelling because fewer males got less than
11 spellings correct.”
Is he right?
Give a reason for your answer.
8 The two-way table shows the number of boys and girls in families taking part in a survey.
3 1 2
Number 2 1 2 3
of girls 1 5 9 1 1
0 3 2
0 1 2 3 4
Number of boys
(a) (i) How many families have two children?
(ii) Does the data support the hypothesis:
“More families have less than 2 children than more than 2 children”?
Explain your answer.
(b) (i) How many girls are included in the survey?
(ii) Does the data support the hypothesis:
“More boys are born than girls” ?
Explain your answer.
9 The two-way table shows the age and gender of people taking part in a survey.
Age (years)
Under 18 18 - 25 26 - 40 41 - 64 65 and over
Female 0 2 7 9 7
Male 0 4 17 19 10
Give two reasons why the data collected may not be representative of the whole population.
10 In a survey, 100 people were asked: “Would you like to be taller?”

58 of the people asked were men.

65 of the people asked said, “Yes.”
24 of the women asked said, “No.”

(a) Construct a two-way table to show the results of the survey.

(b) A newspaper headline stated:
Over 80% of men would like to be taller.
Do the results of the survey support this headline?
Give a reason for your answer.

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20
34
l Primary data is data collected by an individual or organisation to use for a particular purpose.
Primary data is obtained from experiments, investigations, surveys and by using questionnaires.
l Secondary data is data which is already available or has been collected by someone else for a

Collection and Organisation of Data

different purpose. Sources of secondary data include the Annual Abstract of Statistics, Social
Trends and the Internet.
l Qualitative data – Data which can only be described in words.
l Quantitative data – Data that has a numerical value.
Quantitative data is either discrete or continuous.
Discrete data can only take certain values.
Continuous data has no exact value and is measurable.
l Data Collection Sheets – Used to record data during a survey.
l Tally – A way of recording each item of data on a data collection sheet.
A group of five is recorded as .
l Frequency Table – A way of collating the information recorded on a data collection sheet.
l Grouped Frequency Table – Used for continuous data or for discrete data when a lot of data
has to be recorded.
l Database – A collection of data.
l Class Interval – The width of the groups used in a grouped frequency distribution.
l Questionnaire – A set of questions used to collect data for a survey.
Questionnaires should:
(1) use simple language,
(2) ask short questions which can be answered precisely,
(3) provide tick boxes,
(4) avoid open-ended questions,
(5) avoid leading questions,
(6) ask questions in a logical order.
l Hypothesis – A hypothesis is a statement which may or may not be true.
l When information is required about a large group of people it is not always possible to survey
everyone and only a sample may be asked.
The sample chosen should be large enough to make the results meaningful and representative of
the whole group (population) or the results may be biased.
l Two-way Tables – A way of illustrating two features of a survey.

Review Exercise 34
1 This table shows the marks for five pupils.
Name Maths English Science
Senga 24 26 28
Omar 25 30 26
Samantha 28 15 20
Ihab 15 28 30
Morag 30 23 30
(a) Write down the name of the pupil who has the highest Maths mark.
(b) Write down the name of the pupil who has the lowest English mark.
(c) Write down the name of the pupil who has two marks of 30. Edexcel

2 Karl’s and Eleanor’s school is near a busy main road.

They decide to carry out a survey of the different types of vehicles that travel on the main road.
Design a suitable data sheet so that they can collect their data easily. Edexcel

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3 A gym club has 69 members. 38 of these members are boys.

There are 19 members who are girls under 15 years old
There are 23 members who are boys 15 years old or over.
(a) Copy and complete the two-way table.
Under 15 years old 15 years old or over Totals
Boys 23 38
Girls 19
Totals 69
(b) Work out how many members of the gym club are girls 15 years old or over. Edexcel
4 The eye colour of a group of 12 students is shown.
blue brown green blue brown brown
brown blue brown green brown blue
(a) Copy and complete the frequency table.
Eye colour Tally Frequency
blue
brown
green
(b) Which eye colour is the most frequent?
5 In a factory there are 79 male and 74 female managers.
Managers can be either junior or senior.
There are 28 male senior managers.
There is a total of 93 junior managers.
(a) Construct a two-way table to show the number of male and female managers in junior
and senior management.
Male Female
Junior management
Senior management
(b) Comment on the proportion of women in junior and senior management. Edexcel

6 Fred is conducting a survey into television viewing habits.

One of the questions in his survey is:
“How much television do you watch?”
His friend Sheila tells him that it is not a very good question.
Write down two ways in which Fred could improve his question. Edexcel
7 The table shows the age and gender of people taking part in a survey to test the hypothesis:
“Children have too much homework.”
Age (years)
Under 11 11 - 16 17 - 25 26 - 50 Over 50
Male 0 4 6 5 5
Female 0 0 0 0 0
Give three reasons why this is not a suitable sample.
8 Terry is carrying out a survey on the shopping habits of people at a superstore. He says,
“People who travel further to the store will come less often and spend more money per visit.”
Write three questions which would help him test his statement.

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9 A set of 25 times in seconds is recorded. 20

34
12.9 10.0 4.2 16.0 5.6 18.1 8.3 14.0 11.5
21.7 22.2 6.0 13.6 3.1 11.5 10.8 15.7 3.7
9.4 8.0 6.4 17.0 7.3 12.8 13.5

Collection and Organisation of Data

(a) Copy and complete the frequency table below, using intervals of 5 seconds.
Time (t seconds) Tally Frequency
0
t 5

(b) Write down the modal class interval. Edexcel

10 Alfie is writing a questionnaire to survey opinion on whether nightclubs should be allowed to
stay open all night.
(a) Which one of the following points is important when he is writing his questionnaire?
P Write questions for people who go to nightclubs only.
Q Write questions that do not require long answers.
R Write as many questions as he can think of.
(b) Which one of the following points is important when he is deciding which people to ask?
X Ask older people only.
Y Ask people outside a nightclub.
Z Ask some men and some women.
(c) Alfie wants to know the age distribution of respondents.
He considers the following questions.
A What is your age?
B Are you older than: 25 45 65?
(i) Give a reason why Question A is unsuitable.
(ii) Give a reason why Question B is unsuitable.
11 The two-way table shows the results of a survey to test the hypothesis:
“A higher proportion of detached houses than semi-detached houses have garages.”
Garage No garage
Semi-detached houses 27 9
Detached houses 16 4
Do the results prove or disprove the hypothesis? Explain your answer.
12 A travel agent says, “More women prefer holidays abroad than men”.
The table shows the results of a survey to test this statement.
Men Women
Prefer holidays abroad 18 21
Prefer holidays in the UK 6 7
Do these results support the statement made by the travel agent? Explain your answer.
13 Sylvia asks a number of women how many boys and girls they each have.
Her findings are shown in the table.
4 1
Number of boys

(a) How many women have 2 girls and 1 boy? 3 2 1

(b) How many women have 3 children altogether?
(c) How many women were included in Sylvia’s survey? 2 3 1
(d) How many children did these women have altogether? 1 1 3 2 1
0 5 2 1 1
0 1 2 3 4
Number of girls

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Pictograms and
CHAPTER
35 Bar Charts
Most people find numerical data easier to understand if it is presented in a pictorial or diagrammatical
form. For this reason television reports, newspapers and advertisements frequently use graphs and
diagrams to present data.

Pictograms
A pictogram uses symbols to represent information.
Each symbol can represent one or more items of data.

The table shows the number of drinks sold by a cafe in one day.

Coffee . . . . . 120
Tea . . . . . . . 105
Milk Shake . 20
Lemonade . . 17

To draw a pictogram of this information we can use one cup symbol to represent 10 drinks.

Drinks sold by a cafe in one day Half a cup

represents
Coffee 5 drinks

Tea

Milk shake = 10 drinks 7

10 of a cup
represents
Lemonade
7 drinks

Explain why some pictograms are difficult to read accurately.

Exercise 35.1
1 The pictogram shows the number of first class and second class stamps sold by a post office
in one hour.

Number of stamps sold

= 10 stamps

First Class

Second Class

(a) How many first class stamps were sold?

(b) Estimate how many second class stamps were sold.

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2 The pictogram shows the results of a survey of how students travel to college. 20
35
(a) Fifteen students cycle to college.
How many students walk?
(b) How many students were included in the survey?

Pictograms and Bar Charts

How students travel to college

Bus

Cycle

Walk

Car

3 One hundred boys were asked which sport they preferred.

The table shows the results.
Sport Football Cricket Rugby Hockey Basketball
Number of boys 45 3 15 10 27
Draw a pictogram to represent this information.

Use ⫽ 5 boys.

4 The pictogram shows the colour of cars in a car park survey.

Colour of Car
= 2 cars

Blue Grey Black Red White

(a) How many cars were blue?

(b) How many cars were black?
(c) Which colour is the most popular?
(d) How many cars were included in the survey?
5 Fifty students were asked which european country they would visit next year.
The table shows the results.
Country France Germany Spain Italy
Number of students 23 15 7 5
Draw a pictogram to represent this information.

Use ⫽ 5 students.

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Bar charts
Bar charts are a simple but effective way of displaying data.
Bars can be drawn either horizontally or vertically.

The table shows how a group of boys travelled to school one day.
Method of travel Bus Cycle Car Walk
Number of boys 2 7 1 5

(a) Draw a bar chart to show this information.

(b) Which method of travel is the mode?

(a)
How boys travel to school Notice that:
7
Bars are the same width.
Number 6
of 5 There are gaps between the bars because data
boys 4 that can be counted is discrete.
3
2 The height of each bar gives the frequency.
1
0
Bus Cycle Car Walk The tallest bar represents the most frequent
Method of travel variable (category).

(b) The most frequently occurring variable is called the mode or modal category.
Cycle is the modal category for these boys.

Bar-line graphs
Instead of drawing bars to show frequency we could draw vertical lines.
Such graphs are called bar-line graphs.
The lines can be drawn either horizontally or vertically.

The graph shows the number of goals scored by a football team in 10 matches.
Goals scored by a football team
5
Frequency

4
3 The frequency
2 represents the number
1 of matches played.
0
0 1 2 3 4 5
Goals scored

(a) In how many matches was only one goal scored?

(b) What is the difference between the largest number of goals scored in a match and the smallest
number of goals scored?

(a) 5
(b) The difference between the largest and smallest variable is called the range.
The range for the number of goals scored is 4 ⫺ 1 ⫽ 3.

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Exercise 35.2
20
35
1 The hair colour of all the students in a class is recorded.
The bar graph shows the results.

Pictograms and Bar Charts

Hair colour of students
9
8
7
Number
of 6
students 5
4
3
2
1
0
Black Blonde Brown Red
Colour of hair

(a) How many students have black hair?

(b) Which hair colour is the mode?
(c) How many students are in the class?
(d) How many more students have brown hair than black hair?
2 The bar-line graph shows the sales of pairs of shoes by a shoe shop on one day.

Sales of shoes
7
6
Number 5
of
4
sales
3
2
1
0
6 6 21 7 721 8 8 21 9 9 21 10 1021 11 1121
Shoe size

(a) Which shoe size is the mode?

(b) What is the range in the sizes of shoes sold?
(c) How many pairs of shoes were sold?
3 The result of throwing a dice 30 times is shown.

1 3 5 1 5
(a) Copy and complete the frequency table for these scores. 2 5 2 1 2
6 6 3 3 6
Score Tally Frequency 2 3 2 6 4
1 4 3 3 4 6
3 5 1 4 5
2
3

(b) Draw a bar chart to show the data.

(c) Which score is the mode?

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4 Some students were asked how many books they had carried to school that day.
Their replies were:

1 2 3 3 4 3 4 2 3 2
3 3 2 1 5 1 5 2 4 3

(a) Draw a bar-line graph to show these data.

(b) How many students carried less than 3 books?
(c) What is the range in the number of books carried by these students?

5 The bar chart shows the time Jim spent watching television each day last week.

Time spent by Jim watching television

Sun

Mon

Tue

Wed

Thu

Fri

Sat

0 1 2 3 4 5 6 7 8 9 10
Hours

(a) On which day did Jim watch the most television?

(b) How many hours did Jim spend watching television on Tuesday?
(c) How many hours did Jim spend watching television last week?
(d) On which day did Jim spend a third of the day watching television?
(e) What fraction of the day did Jim spend watching television on Wednesday?
(f) What is the range of the number of hours per day Jim spent watching television?

6 The bar-line graph illustrates the number of goals scored per match by a hockey team.
Goals scored by a hockey team
5
4
3
Frequency
2
1
0
0 1 2 3 4 5 6
Goals scored

(a) How many matches have the team played?

(b) Which number of goals scored is the mode?
(c) What is the range of the number of goals scored?
(d) In what percentage of matches were no goals scored?

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7 The table shows the amount of pocket money given each week to a number of girls. 20
35
Amount (£) 1 2 3 4 5 6 7 8 9 10
Number of girls 0 0 1 5 10 4 0 3 0 7

Pictograms and Bar Charts

(a) Draw a bar-line graph of the data.
(b) What is the modal amount of pocket money?
(c) What is the range of the amount of pocket money given each week?
(d) What percentage of the girls got less than £5?

8 A group of senior citizens were asked how many children were in their families.
The table shows the results.

Number of children 1 2 3 4 5 6 7
Number of families 3 6 11 8 4 1 2
(a) Draw a bar chart of this information.
(b) How many families had more than 4 children per family?
(c) What is the modal number of children per family?
(d) What is the range in the number of children per family?

9 The bar chart shows the day of birth for a group of children.

Day of birth for a group of children

8
7
Frequency
6
5
4
3
2
1
0
Sun Mon Tue Wed Thu Fri Sat
Day of Birth

(a) How many children are in the group?

(b) How many more children were born on a Monday than on a Sunday?
(c) Which day of birth is the mode?

The table shows the day of birth for the girls.

Day of birth Sun Mon Tue Wed Thu Fri Sat

Number of girls 1 5 2 3 3 1 4
(d) Draw up a table to show the day of birth for the boys.

10 Record the day of birth for all the students in your class.
Draw a bar chart of the data.
Compare your data with the data given in question 9.

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Comparing data
Bar charts can also be used to compare data.
The table shows how a class of children travelled to school one day.
Method of travel Bus Cycle Car Walk
Boys 2 7 1 5
Girls 3 1 5 6
To make it easier to compare the information given for boys and girls we can draw both bars on the
same diagram, as shown.

How children travel to school

7 Boys
Number 6
of 5 Girls
children 4
3
2
1
0
Bus Cycle Car Walk
Method of travel

Seven boys cycle to school.

How many girls cycle to school?
There are 15 girls in the class and 6 walk to school.
6
The percentage of girls who walk to school is ᎏᎏ
15 ⫻ 100 ⫽ 40%.
What percentage of boys walk to school?
Compare and comment on the method of travel of these boys and girls.

Exercise 35.3
1 The bar chart shows information about the sales of fresh and frozen poultry at a butcher’s
one Saturday.

Sales of Poultry
10
9 Fresh
8
Frequency Frozen
7
6
5
4
3
2
1
0
Chicken Turkey Duck

(a) How many frozen chickens were sold?

(b) How many fresh turkeys were sold?
(c) How many ducks were sold altogether?
(d) What fraction of the turkeys sold were frozen?
(e) What percentage of the ducks sold were fresh?

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2 The bar chart shows the reason given by students for being absent from school one day. 20
35

Pictograms and Bar Charts

Reason for absence
13 Girls
12
Boys
11
Number
of 10
students 9
8
7
6
5
4
3
2
1
0
Cough Cold Flu Dentist

(a) How many girls were absent with flu?

(b) How many boys were absent with a cough?
(c) Which reason for absence was the mode?
(d) Compare and comment on the reasons for absence given by girls and boys.

3 The bar chart shows the marks scored by four different boys in both a numeracy test and
an IQ test.

Test Results
Numeracy
30
IQ
Mark

20

10

0
Brett Colin Dexter Trent

(a) Which boy scored the lowest IQ mark?

(b) Which boy scored the highest mark in numeracy?
(c) What is the range in the IQ marks?
(d) What is the range in the numeracy marks?
(e) The marks are added together to give each boy a total score.
(i) Which boy had the highest score?
(ii) Which boy had the lowest score?

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4 A group of children were asked how many hours they had spent watching television on a
particular Sunday.
The bar chart shows the results.

Time spent watching television

Girls

5 Boys
Frequency
4

0
4 5 6 7 8 9 10
Time (hours)

(a) What was the modal time for the girls?

(b) What was the range in time for the boys?
(c) How many boys watched television for more than 8 hours?
(d) (i) How many girls were included in the survey?
(ii) What percentage of the girls watched television for 6 hours?
(e) Compare and comment on the time spent watching television for these boys and girls.

5 The bar chart shows the results of a survey of the shoe sizes of pupils in a Year 9 class.

Shoe sizes of pupils in Year 9

8

7 Boys
Number
of 6 Girls
pupils
5

0
3 4 5 6 7 8 9
Shoe size

(a) Which size of shoe is the mode for the girls?

(b) Which size of shoe is the mode for the boys?
(c) How many pupils have shoe size 6?
(d) What percentage of boys have shoe size 8 or 9?
(e) What percentage of girls have shoe size 3 or 4?
(f) What is the range of shoe size for girls?
(g) What is the range of shoe size for boys?
(h) Compare and comment on the shoe sizes of boys and girls.

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20
35
l Pictogram. Symbols are used to represent information.
Each symbol can represent one or more items of data. E.g. ⫽ 5 people
l Bar chart. Used for data which can be counted.

Pictograms and Bar Charts

Often used to compare quantities of data in a distribution.
Bars can be drawn horizontally or vertically.
Bars are the same width and there are gaps between bars.
The length of each bar represents frequency.
The longest bar represents the mode.
The difference between the largest and smallest variable is called the range.
l Bar-line graph. Instead of drawing bars, horizontal or vertical lines are drawn to show frequency.

Review Exercise 35
1

2000

2005

= 10 ships

The diagram shows how many ships were in Mathsland’s navy in 2000 and 2005.
Use the diagram to answer these questions.
(a) How many ships were there in Mathsland’s navy in 2000?
(b) How many ships were there in Mathsland’s navy in 2005? Edexcel

2 Hours spent watching television

5
Number
of 4
hours 3
2
1
0
Mon Tue Wed Thu Fri Sat Sun
Day

The bar chart shows the number of hours Jason spent watching television in one week.
(a) Write down the day on which he watched most television.
(b) Work out the total number of hours he spent watching television during the week.
Edexcel
3 A farmer has 40 hens. The table shows the number of eggs laid by the hens last week.
Number of eggs 0 1 2 3 4 5
Frequency 2 8 9 11 6 4
(a) Draw a bar chart to show this information.
(b) Work out the number of hens which laid 3 eggs or more.
(c) Write down the mode. Edexcel

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4 Some families on holiday at a seaside resort were questioned about their holiday
accommodation.
Bed & Self-
Type of accommodation Hotel Breakfast catering Caravan Camping Other
Number of families 9 17 11 8 2 3
(a) Draw a bar chart to show this information.
(b) What type of accommodation is the mode?
(c) How many families were questioned?
(d) What percentage of these families had Bed & Breakfast?
5 Six students each sat a history test and a geography test.
The marks of five of the students, in each of the tests, were used to draw the bar chart.

20
History
18
Mark
16
Geography
14
12
10
8
6
4
2
0
Ali Ben Cathy Dennis Erika Fahad

(a) How many marks did Ali get in his history test?
(b) How many marks did Dennis get in his geography test?
(c) One student got a lower mark in the history test than in the geography test.
Write down the name of this student.
Copy the bar chart. Fahad got 16 marks in the history test and 11 marks in the geography test.
(d) Use this information to complete the bar chart. Edexcel
6 The frequency diagram shows the distribution of marks for a class of 30 pupils in a mental
arithmetic test.

Boys Girls
6
Frequency
5
4
3
2
1
0
4 5 6 7 8 9 10
Mark

(a) What is the ratio of boys to girls in the class?

(b) The test is marked out of 10.
What percentage of the class scored full marks?
(c) By comparing the mode and range for the girls with the mode and range for the boys,
comment on the marks scored.

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CHAPTER
36 Averages and Range

Activity
Some friends went on a school trip.
They each brought different amounts of spending money, as follows:
Penny £25 Keith £35 Nishpal £40 Jayne £20 Stephen £50 Ben £60
Charlotte £35 Suzie £50 Dan £55 Vicki £35 Jack £55
Ben brought the most and Jayne the least.
What was the difference in the amounts of spending money Ben and Jayne brought?
Which was the most common amount of money?
Who brought the middle amount of money?
How much was this?
If the friends shared out their money equally, how much would each person get?

Range
The difference between the highest and lowest amounts is called the range.
Range
highest amount  lowest amount

Types of average
The most common amount is called the mode.
When the amounts are arranged in order of size, the middle one is called the median.
If the money is shared out equally, the amount each person gets is called the mean.

The price, in pence, of a can of cola in eight different shops is shown.

35, 39, 39, 32, 37, 35, 35, 40.
Find (a) the mode, (b) the median, (c) the mean price.
(a) The mode is the most common value.
The most common price is 35.
The mode is 35 pence.
We sometimes say the modal price is 35p.

(b) The median is found by arranging the values in order of size and taking the middle value.
Arrange the prices in order of size.
32, 35, 35, 35, 37, 39, 39, 40.
35 37 Where there are an even number
The middle price is  2
36 of values the median is the
The median is 36 pence. average of the middle two.

(c) The mean is found by finding the total of all the values and dividing the total by the number
of values.
Add the prices.
35  39  39  32  37  35  35  40
292
292
The mean
 8
36.5


The mean is 36.5 pence.

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Exercise 36.1
Questions 1 to 6. Do not use a calculator. Show your working clearly.

1 Tony recorded the number of birthday cards sold each day.

3 4 8 1 4
(a) Work out the range of the number of cards sold each day.
(b) Write down the mode.
(c) Find the median number of cards sold each day.
2 Four students had the following number of books in their bags.
3 4 1 4
(a) What is the range of the number of books?
(b) What is the mean number of books?
3 Claire recorded the number of e-mail messages she received each day.
2 1 7 4 1
(a) Write down the mode.
(b) Find the median number of messages received each day.
(c) Calculate the mean number of messages received each day.
4 A postman delivers letters to a block of flats.
There are 8 flats in the block.
The number of letters he delivers to each flat is shown below.
1 3 4 4 2 2 6 2
(a) What is the range of the number of letters delivered?
(b) Write down the mode.
(c) Calculate the mean number of letters delivered to each flat.
5 The price, in pence, of a bar of chocolate in four different shops is shown.
20 17 22 25
Find the median of these prices.
6 Gail noted the number of stamps on 6 parcels delivered to her office.
3 2 4 5 7 3
(a) Write down the mode.
(b) Find the range of the number of stamps on a parcel.
(c) Find the median number of stamps on a parcel.
(d) Calculate the mean number of stamps on a parcel.

Questions 7 to 14. You may use a calculator.

7 Here is a list of the weights of some people, in kilograms.

68 74 63 81 76
(a) What is the range of the weights of the five people?
(b) Find the median weight.
(c) Calculate the mean weight.
8 Sanjay played a computer game 8 times and recorded his scores.
140 135 125 125 130 135 140 135
(a) Which score is the mode?
(b) Calculate the median of his scores.
(c) Find the mean score. Give your answer to the nearest whole number.
9 Seven people have an average of 9 computer games each.
How many computer games do they have altogether?

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10 Frank counted the number of books on different shelves in a library. 20

36
He recorded the following numbers.
38 40 26 49 37 43
(a) Find the median number of books on a shelf.

Averages and Range

(b) What is the range of the number of books on a shelf?
(c) Calculate the mean number of books on a shelf.
Give your answer correct to one decimal place.
11 The mean of six numbers is 5.
Five of the numbers are 2, 3, 7, 8 and 6.
What is the other number?
12 The mean of seven numbers is 6.
Six of the numbers are 2, 5, 7, 3, 7 and 10.
What is the other number?
13 The mean length of 8 rods is 75 cm.
An extra rod is added.
The total length of the 9 rods is 729 cm.
What is the length of the extra rod?
14 A group of 2 boys and 3 girls take a test.
The mean mark for the boys is 14.5.
The mean mark for the girls is 16.
Calculate the mean mark for the whole group.

Using the range and mean to compare data

In statistics we frequently need to compare two sets of data.
A simple comparison can be made by using the range to compare spread and the mean to
compare average.

141

The weights of a sample of Cherry tomatoes have a range of 30 g and a mean of 45 g.

The weights of a sample of Moneymaker tomatoes have a range of 90 g and a mean of 105 g.
Compare and comment on the weights of Cherry and Moneymaker tomatoes.
Range: Cherry tomatoes 30 g, Moneymaker tomatoes 90 g.
The smaller range for Cherry tomatoes shows they are more consistent in weight.
Mean: Cherry tomatoes 45 g, Moneymaker tomatoes 105 g.
The smaller mean for Cherry tomatoes shows they have a lower average weight.
Comment: The average weight of Cherry tomatoes is lower but they are more consistent in weight.

Exercise 36.2
1 The weights, in grams, of a sample of 10 economy potatoes are shown.
70 76 83 86 95 98 113 117 122 130
(a) (i) What is the range of these weights?
(ii) Calculate the mean of these weights.
For a sample of 10 premium potatoes the range of their weights is 240 grams and the mean of
their weights is 250 grams.
(b) Compare and comment on the weights of economy and premium potatoes.

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2 The lateness of 12 buses is recorded.

The results, in minutes, are shown.
5 6 7 8 8 10 10 10 11 12 13 14
(a) (i) What is the range of lateness for these buses?
(ii) Calculate the mean lateness for these buses.
The lateness of 12 trains is also recorded.
The range in lateness for these trains is 14 minutes and the mean lateness is 5 minutes.
(b) Compare and comment on the lateness for these buses and trains.
3 The numbers of words typed per minute by a group of students are shown.
45 51 58 59 63 87 64 59 58 63 53
(a) (i) What is the range of their typing speeds?
(ii) Calculate the mean typing speed for these students.
For another group of students the mean of their typing speeds is 42 words per minute and the
range is 67.
(b) Comment on the typing speeds of these two groups of students.
4 The numbers of goals scored in matches played by some first division football teams are shown.
1 5 0 2 2 3 0 4 2 0 1
(a) (i) What is the range of the number of goals scored?
(ii) Calculate the mean number of goals scored.
The numbers of goals scored in matches played by some third division football teams are shown.
3 2 4 1 1 3 2 1 7
(b) Compare the numbers of goals scored by these first and third division football teams.
5 The times, in minutes, taken by 8 boys to swim 50 metres are shown.
1.8 2.0 1.7 2.2 2.1 1.9 1.8 2.1
(a) (i) What is the range of these times?
(ii) Calculate the mean time.
The times, in minutes, taken by 8 girls to swim 50 m are shown.
2.1 1.9 1.8 2.3 1.6 2.0 2.6 1.9
(b) Comment on the times taken by these boys and girls to swim 50 m.
6 The table shows the percentage silver content of twenty ancient coins.

Percentage silver content

Roman coins 5.6 6.7 6.6 7.2 6.3
Chinese coins 6.8 6.7 6.2 5.4 7.3
Egyptian coins 5.1 7.0 5.8 6.9 7.6
Greek coins 5.6 7.2 6.6 6.8 5.7

(a) For each type of coin:

(i) calculate the range of the percentage silver content,
(ii) calculate the mean of the percentage silver content.
(b) Comment on your answers to (a).
7 Pupils in Year 7 are arranged in nine classes.
The class sizes are:
30 27 28 29 27 29 29 28 28
(a) Calculate the mean class size.
(b) The range of the class sizes for Year 11 is 12.
What does this tell you about the class sizes in Year 11 compared with those in Year 7?

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Frequency distributions
20
36
After data is collected it is often presented using a frequency distribution table.
Johti measured the lengths of some twigs. He recorded the following results.
2 3 2 6 3 6 2 3 5 4 3

Averages and Range

2 2 3 5 6 2 6 5 6 2
Johti then presented his results, as shown in this frequency distribution table.
Length (cm) 2 3 4 5 6
Number of twigs (frequency) 7 5 1 3 5
Using the frequency distribution table we can find the mode, median, mean and range of the lengths
of the twigs that Johti measured.
To find the mode:
The mode is the length with the greatest frequency.
There were 7 twigs of length 2 cm.
This is more than any other length of twigs.
The mode of the lengths is 2 cm.
To find the median:
The median is the middle length when all the lengths are arranged in order of size.
We could list the 21 twigs in order of length and split them up like this:
10 shortest twigs middle twig 10 longest twigs
This shows that the median length is the length of the 11th twig.
From the table we can see that:
the first 7 twigs are each 2 cm long,
and the next 5 twigs are each 3 cm long.
So, the 11th twig is 3 cm long.
The median length is 3 cm.
To find the mean:
Total of all lengths
Mean

Number of lengths
The best way to do this is to extend the frequency distribution table.
Length (cm) Number of twigs Number of twigs  Length
x (frequency) f fx
2 7 14
3 5 15
4 1 4
5 3 15
6 5 30
Totals f
21 fx
78

Total of all lengths fx

Mean


Number of lengths f
Mean
7281
3.714…  is the Greek letter ‘sigma’.
Mean length
3.7 cm, correct to 1 decimal place. f means the sum of frequencies.
To find the range: fx means the sum of the values of fx.
Range
longest length  shortest length fx
Mean


6  2
4 cm f
The range of the lengths is 4 cm.
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Exercise 36.3 Do not use a calculator for questions 1 and 2.

1 A milkman delivers bottles of milk to 30 houses in a street.
The number of bottles of milk he delivers to each house is shown below.
1 4 2 1 2 1 2 1 1 2
2 2 1 3 1 2 1 2 2 1
3 2 3 1 3 1 4 3 1 4
(a) Copy and complete this frequency distribution table.
Number of bottles 1 2 3 4
Number of houses
(b) What is the mode of the number of bottles delivered?
(c) What is the median number of bottles delivered?
(d) Calculate the mean number of bottles of milk delivered to each house.
2 Mark asked some students, “How many keys do you have on your key ring?”
The data collection sheet shows the responses he recorded.
Number of keys Tally
2
3
4
5
6
(a) Use Mark’s data to make a frequency distribution table.
(b) How many students did Mark ask?
(c) Write down the mode of the number of keys on a key ring.
(d) Find the median number of keys.
(e) Calculate the mean number of keys on a key ring.
3 Pat recorded the weekly earnings of a group of students. Her results were as follows:
£25 £40 £30 £45 £25 £25 £30 £35 £45 £25
£35 £30 £35 £25 £35 £30 £35 £25 £45
(a) Show the data in a frequency distribution table.
(b) Find the range of the weekly earnings.
(c) What is the modal weekly earnings?
(d) How many people were in the group?
(e) What is the median weekly earnings?
(f) Calculate the total weekly earnings of the group.
(g) Calculate the mean weekly earnings. Give your answer to the nearest penny.
4 Find the mode, median and mean for the following data.
(a) Number of letters delivered 1 2 3 4 5 6
Number of days taken to deliver 6 9 6 6 2 1

(b) Number of books read last month 0 1 2 3 4 5

Number of students 1 4 10 4 1 1

(c) Number of days absent in a year 0 1 2 3 4 5 6 7 8 9 10 11

Number of students 56 0 0 4 14 10 24 11 21 15 8 2

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Finding averages from diagrams

20
36

Averages and Range

Find the range, mode, median and mean of the ages for the data shown in the bar chart.

50
The range is the difference between
Number
40 the highest and lowest ages.
of 30 Range
17 - 14
students
3 years
20

10
The most common age is shown by
the tallest bar.
0 So, the modal age is 17 years.
14 15 16 17
Age in years

Use a table to find the median and the mean.

Age (years) Frequency Frequency  Age
x f fx
14 30 420
15 40 600
16 36 576
17 41 697
Totals f
147 fx
2293

1
147  Total of all ages fx
The middle student is given by:  2
74 Mean

Number of students


f
The 74th student in the list has the median age.
The first 70 students are aged 14 or 15 years. 2293
Mean
147
15.598…

The 74th student has age 16 years.
Median age is 16 years. Mean age is 15.6 years, correct to 1 d.p.

Exercise 36.4 Try to do questions 1 and 4 without using a calculator.

1 Hilary observed customers using the express checkout at a supermarket.

3
Number
of 2
customers
1

0
1 2 3 4 5 6 7
Number of items bought

(a) Find the range of the number of items bought.

(b) What is the mode of the number of items bought?
(c) Work out the median number of items bought.
(d) Calculate the mean number of items bought.

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2 During one week, the following numbers of various sizes of a particular style of shoe were sold.
Number of shoes sold
4
Frequency
3

0
3 4 5 6 7 8 9
Shoe size

(a) Find the range of the shoe sizes sold.

(b) Which size is the median?
(c) Which size is the mode?
(d) Calculate the mean size.
Comment on your answer.
3 (a) Find the range and mode of these prices.
(b) Calculate the median and mean price of a bottle of milk.

Price of a bottle of milk in different shops

7
6
5
Frequency
4
3
2
1
0
31 32 33 34 35 36 37
Price (pence)

4 A group of students took part in a quiz on the Highway Code.

The bar chart shows their scores.

10

9
Score

7
0 1 2 3 4 5 6 7 8 9 10 11 12
Number of students

(a) Which score is the mode?

(b) What is the median score?
(c) How many students took part in the quiz?
(d) Calculate the mean score.

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Grouped frequency distributions

20
36
When there is a lot of data, or the data is continuous, grouped frequency distributions are used.
Calculating the mean
For a grouped frequency distribution the true value of the mean cannot be found as the actual values of

Averages and Range

the data are not known.
To estimate the mean, we assume that all the values in each class are equal to the midpoint of the class.
 (frequency  midpoint) fx
Estimated mean

Total frequency


f
Modal class
For a grouped frequency distribution with equal class width intervals, the modal class is the class
(or group) with the highest frequency.

The table shows the masses of a group of children. Mass (m kg) Frequency
(a) Calculate an estimate of the mean mass.
(b) Find the modal class. 40  m  50 3
50  m  60 10
60  m  70 6
70  m  80 12

(a) Midpoint Frequency Frequency  Midpoint

Mass (m kg) x f fx
40  m  50 45 3 135 Midpoint of the class
50  m  60 55 10 550 40  m  50
is given by:
60  m  70 65 6 390
40 50
70  m  80 75 12 900 
2
920
45
Totals f
31 fx
1975
fx1975
Estimate of mean

31
63.709…

f
Estimate of mean mass
63.7 kg, correct to 3 sig. figs.
(b) The modal class is 70 kg  m  80 kg

Exercise 36.5
1 Give the modal class and calculate an estimate 0 - means 0 or more but less than 10.
of the mean for each of the following.
(a) Salary (s) Number of (b)
Time spent
(£000’s) employees watching TV Number of
10 s  20 79 per week (hours) students
20 s  30 32 0- 2
30 s  40 14 10 - 8
40 s  50 0 20 - 5
50 s  60 2 30 - 14
40 - 50 7

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2 The table shows the distribution of the weights of some turkeys.

Weight (w kg) 2w4 4w6 6w8 8  w  10
Frequency 7 9 5 3
Calculate an estimate of the mean weight of these turkeys.
Give your answer correct to one decimal place.
3 The table shows the distribution of the prices of houses for sale in a particular neighbourhood.
Price (p £000’s) 60  p  80 80  p  100 100  p  120 120  p  140
Number of houses 3 7 4 1
Calculate an estimate of the mean price of these houses.
Give your answer to an appropriate degree of accuracy.
4 The table shows the distribution of the heights of trees in a wood.
Height in metres (to nearest 0.1 m) 3.0 - 3.4 3.5 - 3.9 4.0 - 4.4 4.5 - 4.9 5.0 - 5.4
Number of trees 12 10 23 18 13
Calculate an estimate of the mean height.
5 The table shows the distribution of marks in a test.
Mark 0 - 19 20 - 29 30 - 34 35 - 39 40 - 50
Number of students 12 23 25 14 3
Calculate an estimate of the mean mark.
Notice that the class intervals are not all equal.

Comparing distributions
The table shows the marks gained in a test.
Compare the marks obtained by the boys and the girls.
Mark (out of 10) 7 8 9 10
Number of boys 2 5 3 0
Number of girls 4 0 2 1
To compare the marks we can use the range and the mean.
Boys: Range
9  7
2
Girls: Range
10  7
3
The girls had the higher range of marks.
2  7  5  8  3  9  0  10
Boys: Mean
 10
8110
8.1
4  7  0  8  2  9  1  10
Girls: Mean
 7
576
8
The boys had the higher mean mark.

Overall the boys did better as:

the girls’ marks were more spread out with a lower average mark,
the boys’ marks were closer together with a higher average mark.

To compare the overall standard, the median could be used instead of the mean.

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Exercise 36.6
20
36
1 Use the mean and the range to compare the number of goals scored per match by these teams.
Jays Wasps

Averages and Range

Number of goals scored Number of Number of goals scored Number of
per hockey match matches per hockey match matches
0 3 0 0
1 5 1 2
2 2 2 3
3 2 3 1
4 1 4 2
5 2 5 0

2 Use the mean and the range to compare the number of visits to the cinema by these women
and men.
Number of visits to the cinema last month 0 1 2 3 4 5 6 More than 6
Number of women 8 9 7 3 2 1 1 0
Number of men 0 12 7 1 0 0 0 0
3 Use the mean and the range to compare the number of Valentine cards received by these
boys and girls.
Number of Valentine cards 0 1 2 3 4 5 6
Number of boys 3 4 2 2 1 2 1
Number of girls 0 3 7 3 2 0 0
4 Deepak thought that the girls in his class wore smaller shoes than the boys on average,
but that the boys’ shoe sizes were less varied than the girls’.
He did a survey to test his ideas. The table shows his results. Was he correct?
Shoe size 412 5 512 6 612 7 712 8 812 9 912
Number of boys 1 0 5 4 4 2 1 0 1 0 0
Number of girls 0 2 0 2 3 0 2 0 3 1 1
5 (a) Find the modal class for the ages of customers in each of these two restaurants.
(b) Which restaurant attracts more younger people?
(c) Why is it only possible to find an approximate value for the age range of customers?
Age (years) MacQuick Pizza Pit
0-9 8 2
10 - 19 9 4
20 - 29 10 12
30 - 39 7 15
40 - 49 1 5
50 - 59 1 3
60 - 69 3 3
70 - 79 1 2
80 - 89 0 1

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6 The graphs show the monthly sales of bicycles before and after a marketing campaign.
Calculate the medians and the ranges.
Use your results to compare ‘Before’ with ‘After’.

Before After
10 10

8 8
Number of days

Number of days
6 6

4 4

2 2

0 0
0 1 2 3 4 5 0 1 2 3 4 5
Number of bikes sold Number of bikes sold

Which is the best average to use?

Many questions in mathematics have definite answers. This one does not.
Sometimes the mean is best, sometimes the median and sometimes the mode.
It all depends on the situation and what you want to use the average for.

A youth club leader gets a discount on cans of drinks if she buys all one size.
She took a vote on which size people wanted.
The results were as follows:
Size of can (ml) 100 200 330 500 Mode
330 ml
Median
200 ml
Number of votes 9 12 19 1 Mean
245.6 ml, correct to one decimal place.
Which size should she buy?
The mean is no use at all because she can’t buy cans of size 245.6 ml.
Even if the answer is rounded to the nearest whole number (246 ml), it’s still no use.
The median is possible because there is an actual 200 ml can.
However, only 12 out of 41 people want this size.
In this case the mode is the best average to use, as it is the most popular size.

Exercise 36.7
In questions 1 to 3 find all the averages possible. State which is the most sensible and why.
1 On a bus: 23 people are wearing trainers,
10 people are wearing boots,
8 people are wearing lace-up shoes.
2 20 people complete a simple jigsaw. Their times, in seconds, are recorded.
5, 6, 8, 8, 9, 10, 11, 11, 12, 12,
12, 15, 15, 15, 15, 18, 19, 20, 22, 200.
3 Here are the marks obtained by a group of 11 students in a mock exam.
The exam was marked out of 100.
5, 6, 81, 81, 82, 83, 84, 85, 86, 87, 88.

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4 The times for two swimmers to complete each of ten 25 m lengths are shown below. 20
36
Swimmer A 30.1 30.1 30.1 30.6 30.7 31.1 31.1 31.5 31.7 31.8
Swimmer B 29.6 29.7 29.7 29.9 30.0 30.0 30.1 30.1 30.1 44.6

Averages and Range

Which is the better swimmer?
Explain why.
5 The table shows the number of runs scored by two batsmen in several innings.
Batsman A 0 0 10 12 20 22 50 51 81 104
Batsman B 0 24 25 27 28 30 33 34 44 45 46 96
Which is the better batsman?
Explain why.
6 A teacher sets a test.
He wants to choose a minimum mark for a distinction so that 50% of his students get
this result.
Should he use the modal mark, the median mark or the mean mark?
Give a reason for your answer.
7 The cost of Bed and Breakfast at 10 different hotels is given.
£39.50 £55 £60 £50 £49 £42 £95 £59 £39.50 £45
(a) Wyn says, “The average cost of Bed and Breakfast is £39.50.”
Which average is he using?
Give a reason why this is not a sensible average to use for this data.
(b) Which of the mode, median and mean best describes the average cost of
Bed and Breakfast?
Give a reason for your answer.

l There are three types of average: the mode, the median and the mean.
The mode is the most common value.
The median is the middle value (or the mean of the two middle values) when the values are
arranged in order of size.
Total of all values
Mean

Number of values
l The range is a measure of spread.
Range
highest value  lowest value
l To find the mean of a frequency distribution use:
Total of all values fx
Mean


Number of values f
l To find the mean of a grouped frequency distribution, first find the value of the midpoint of
each class.
Total of all values fx
Then use: Estimated mean


Number of values f
l Choosing the best average to use:
When the most popular value is wanted use the mode.
When half of the values have to be above the average use the median.
When a typical value is wanted use either the mode or the median.
When all the actual values have to be taken into account use the mean.
When the average should not be distorted by a few very small or very large values do not use
the mean.

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Review Exercise 36
1 Here are the number of goals scored by a school football team in their matches this term.
3, 2, 0, 1, 2, 0, 3, 4, 3, 2
(a) Work out the mean number of goals.
(b) Work out the range of the number of goals scored. Edexcel

2 Here are the test marks of 6 girls and 4 boys.

Girls: 5 3 10 2 7 3
Boys: 2 5 9 3
(a) Write down the mode of the 10 marks.
(b) Work out the median mark of the boys.
(c) Work out the range of the girls’ marks.
(d) Work out the mean mark of all 10 students. Edexcel

3 The list below gives the ages, in years, of the Mathematics teachers in a school.
34, 25, 37, 33, 26
(a) Work out (i) the mean age, (ii) the range.
In the same school, there are six English teachers.
The range of their ages is 20 years.
(b) What do the ranges tell you about the ages of the Mathematics teachers and the
English teachers? Edexcel
4 Some students took a mental arithmetic test.
Information about their marks is shown in the frequency table.
Mark 4 5 6 7 8 9 10
Frequency 2 1 2 4 7 10 3
(a) Work out how many students took the test.
(b) Write down the modal mark.
24 students had a higher mark than Caroline.
(c) Work out Caroline’s mark.
(d) Find the median mark.
(e) Work out the range of the marks. Edexcel

5 Mrs Chowdery gives her class a maths test.

Here are the test marks for the girls.
7, 5, 8, 5, 2, 8, 7, 4, 7, 10, 3, 7, 4, 3, 6
(a) Work out the mode.
(b) Work out the median.
The median mark for the boys was 7 and the range of the marks of the boys was 4.
The range of the girls’ marks was 8.
(c) By comparing the results explain whether the boys or the girls did better in the test.
Edexcel
6 The number of words in each sentence of a newspaper story were counted.
The frequency table shows the results.
Number of words 6 to 10 11 to 15 16 to 20 21 to 25 26 to 30
Frequency 5 12 7 5 3
(a) Which is the modal class interval?
(b) In which class interval is the median?
(c) Calculate an estimate of the mean number of words in a sentence.

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7 Ros asks a group of students, 20

36
“How many children are there in your family?”
The graph shows the results of her survey.

Averages and Range

11
10
Frequency
9
8
7
6
5
4
3
2
1
0
1 2 3 4 5
Number of children in the family

(a) How many students are in the group?

(b) What is the range in the number of children in the family for these students?
(c) What is the most common number of children in the family for these students?
(d) Calculate the mean number of children in the family for these students.
Give your answer to one decimal place.
(e) A national survey of 5000 families found the mean number of children per family
was 1.6 and the range in the number of children per family was 11.
Give a reason why the results obtained by Ros are different.

8 The temperatures at midnight in January 2006 in Shiverton were measured and recorded.
The results were used to construct the frequency table.
Temperature in °C 0 1 2 3 4 5 6 7 8
Number of nights 4 5 5 3 3 7 3 0 1
(a) Work out the range of the temperatures.
(b) Work out the mean temperature.
Give your answer correct to one decimal place. Edexcel

9 A class took a test.

The mean mark of the 20 boys in the class was 17.4.

The mean mark of the 10 girls in the class was 13.8.

(a) Calculate the mean mark for the whole class.

5 pupils in another class took the test.

Their marks, written in order, were 1, 2, 3, 4 and x.

The mean of these 5 marks is equal to twice the median of these 5 marks.

(b) Calculate the value of x. Edexcel

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10 Phillip and Elizabeth collected information about the heights and weights of their friends.
They calculated the mean, median and mode of their results.
Phillip’s friends Elizabeth’s friends
Height 180 cm Height 175 cm
Mean
Weight 50 kg Weight 45 kg
Height 175 cm Height 175 cm
Median
Weight 45 kg Weight 50 kg
Height 177 cm Height 172 cm
Mode
Weight 40 kg Weight 50 kg
Philip says that most of his friends do not weigh as much as most of Elizabeth’s friends.
(a) Explain why this may not be true.
Elizabeth says that all Phillip’s friends are taller than her friends.
(b) Explain why this may not be true. Edexcel

11 The graph shows the results of a survey of the number of faults in cars before and after
servicing.

Before
6
Frequency
5
After
4
3
2
1
0
0 1 2 3 4 5
Number of faults

(a) A mechanic says, “The survey shows all cars have fewer faults after servicing.”
Is this true?
Explain your answer.
(b) A customer says, “The survey shows the average number of faults in cars before and
after servicing is the same.”
Which average is being used?
(c) A report on the survey says, “The average number of faults per car before servicing is 2.”
Which average is being used?
Use the same average to find the average number of faults per car after servicing.

12 The table gives information about the weights of a sample of 20 packets of prepacked cheese.
Use the table to calculate an estimate of the mean weight of a packet of prepacked cheese.
Weight (g grams) Frequency
150  g  200 3
200  g  250 5
250  g  300 4
300  g  350 6
350  g  400 2

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Pie Charts and

CHAPTER
37 Stem and Leaf Diagrams
Pie charts
Bar charts are useful for comparing the various types of data (categories) with each other.
To compare each category with all the data collected we use a pie chart.
A pie chart is a circle which is divided up into sectors.
The whole circle represents the total frequency and each sector represents the frequency of one part
(category) of the data.

Drawing pie charts

The table shows the ways in which some children like to eat eggs.
Method of cooking Poached Boiled Scrambled Fried
Number of children 5 8 6 11
To show this information in a pie chart we must find the angles of the sectors which represent each
category. First calculate the angle which represents each child.
30 children are represented by 360°.
1 child is represented by 360°
30  12°.
Sector angle  Number of children in category  12°
Method of cooking Poached Boiled Scrambled Fried Total
Number of children 5 8 6 11 30
Sector angle 60° 96° 72° 132° 360°

Using a table allows you to keep

your work tidy and to make checks.

The whole circle represents the total

frequency of 30.
Each sector represents the frequency
of one category (method of cooking).

Exercise 37.1
1 The table shows information about the trees in a wood.
Type of tree Ash Beech Maple
Number of trees 20 25 15
Draw a pie chart for this data.

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2 The colour of eyes of 90 people were recorded. The table shows the results.
Colour of eyes Brown Blue Green Other
Number of people 40 25 15 10
Draw a pie chart for this data.
3 The table shows information about the cars owned by a company.
Make of car Ford Saab Vauxhall BMW
Frequency 10 9 15 6
Draw a pie chart for this data.
4 The breakfast cereal preferred by some adults is shown.
Breakfast cereal Corn flakes Muesli Porridge Bran flakes
Number of adults 25 20 12 15
Show the information in a pie chart.
5 The table shows the sales of ice-cream cornets at a kiosk one day.
Ice-cream cornet Vanilla Strawberry 99
Frequency 94 37 49
Draw a pie chart for this data.
6 The table shows the results of a survey to find the most popular takeaway food.
Fish & Chicken & Chinese
Type of takeaway chips chips meal Pizza
Number of people 165 204 78 93
Draw a pie chart for this data.

Interpreting pie charts

Pie charts are useful for showing and comparing proportions of data.
However, they do not show frequencies.
Such information can be found by interpreting the pie chart.
To interpret a pie chart we need to know:
l the sector angles (which can be measured from an accurately drawn pie chart), and
l the total frequency represented by the pie chart, or
the frequency represented by one of the sectors.

The pie chart shows the makes of 120 cars. Ford

(a) Which make of car is the mode?
(b) How many of the cars are Ford? Vauxhall
Nissan

(a) The sector representing Vauxhall is the largest. Peugeot

Therefore, Vauxhall is the mode.
(b) The angle of the sector representing Ford is 72°. Honda
72
The number of Ford cars   360  120  24.


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Exercise 37.2
20
37
1 The pie chart shows the type of holiday chosen by 36 people.
(a) How many people chose a camping holiday? Self-catering

Pie Charts and Stem and Leaf Diagrams

(b) How many people chose a self-catering holiday?
Hotel
(c) What type of holiday is the mode?

Camping

2 The pie chart shows the resorts chosen in Italy by 60 skiers.

(a) How many skiers chose Sauze d’Oulx? Tonale
Sauze d’Oulx
(b) How many skiers chose Foppollo?
(c) Which resort is the mode?

Cervinia
Foppollo

3 The pie chart shows the holiday destinations of 180 people.

(a) Which holiday destination is the mode? Germany
France
(b) How many people went to Italy?
(c) How many people went to Germany?
(d) How many people went to Austria?
Austria
Italy

4 The pie chart shows the membership of an

international committee.
The USA has 7 committee members. EU
USA
(a) How many committee members has the EU?
(b) How many committee members has Canada?
(c) How many committee members are there altogether? Canada

Russia

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5 The pie chart shows the five types of fruit tree sold by a
garden centre. Pear
21 apple trees were sold. Apple

(a) How many plum trees were sold?

(b) How many fruit trees were sold altogether?
Cherry

Plum
Damson

6 The pie chart shows the departure airports of some travellers. Stansted
(a) Which airport is the mode?
(b) 360 travellers departed from Gatwick.
How many travellers departed from Heathrow? Heathrow
(c) How many travellers are there altogether? Gatwick

7 The pie chart illustrates the results of a survey of the Blonde

colour of hair of 48 boys.
(a) Which colour of hair is the mode? ger
Gin
(b) How many boys have brown hair? Brown
(c) What percentage of the boys have black hair? Black

8 The pie chart shows the different types of tree in a forest. Ash
There are 54 oak trees and these are represented by a Oak
sector with an angle of 27°.
Silver
(a) The pine trees are represented by an angle of 144°. Birch
How many pine trees are there?
Pine
(b) There are 348 silver birch trees.
Calculate the angle of the sector representing
silver birch trees.
Not to scale

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Stem and leaf diagrams

20
37
Data can also be represented using a stem and leaf diagram.

Pie Charts and Stem and Leaf Diagrams

The times, in seconds, taken by 20 students to complete a puzzle are shown.
15 9 23 32 17 12 27 19 26 15
20 11 24 31 10 17 15 28 33 18
Construct a stem and leaf diagram to represent this information.
A stem and leaf diagram is made by splitting each number into two parts.
As the data uses ‘tens’ and ‘units’, the stem will represent the ‘tens’ and the leaf will represent
the ‘units’.
To draw the stem and leaf diagram begin by drawing a vertical line.
The digits to the left of the line make the stem.
The digits to the right of the line are the leaves. The first number is 15.
Next to the stem of 1 record 5.
9 is recorded as 0 9 0 9
1 5 7 2 9 5 1 0 7 5 8
2 3 7 6 0 4 8
3 2 1 3
Once the data has been recorded, it is usual to redraw the diagram so that the leaves are in
numerical order.

1 5 means 15 seconds Stem and leaf diagrams are

0 9 often drawn without column
1 0 1 2 5 5 5 7 7 8 9 headings in which case a
2 0 3 4 6 7 8 key is necessary.
e.g. 1 5 means 15 seconds
3 1 2 3

Exercise 37.3
1 The amount of petrol, in litres, bought by 20 motorists is shown.
16 23 27 10 35 42 26 25 24 17
23 41 33 35 25 19 16 31 12 29
Construct a stem and leaf diagram to represent this information.
2 The times, in seconds, taken to answer 24 telephone calls are shown.
3.2 5.6 2.4 3.5 4.3 3.6 2.8 5.8 3.3 2.6 3.2 2.8
5.6 3.5 4.2 1.5 2.7 2.5 3.7 3.1 2.9 4.2 2.4 3.0
Copy and complete the stem and leaf diagram to represent this information.

3 2 means 3.2 seconds

1
2
For this data
3 2 the stem represents ‘units’,
4 the leaf represents ‘tenths’.
5

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3 The number of press-ups completed by 18 students in one minute is shown.

21 36 41 25 18 32 40 36 22
9 16 24 33 36 27 32 20 28
Draw a stem and leaf diagram to represent this information.
4 The heights, in centimetres, of the heels on 20 different pairs of shoes are shown.
2.7 3.4 2.0 6.0 4.5 3.6 3.1 2.4 4.2 1.8
3.5 2.5 2.6 2.1 4.0 3.5 4.2 2.6 3.9 5.4
Construct a stem and leaf diagram to represent this information.
5 David did a survey to find the cost, in pence, of a loaf of bread.
The stem and leaf diagram shows the results of his survey.
2 7 means 27 pence
2 7 9
3 1 1 2 9 9 9
4 2 5 9
5 0
(a) How many loaves of bread are included in the survey?
(b) What is the range of the prices?
(c) Which price is the mode?

Back to back stem and leaf diagrams

Back to back stem and leaf diagrams can be used to compare two sets of data.

The results for examinations in Mathematics and English for a group of students are shown.
The marks are given as percentages.
Mathematics: 91 27 55 69 83 25 45 53 67 71
30 52 45 59 86 73 65 47 54 38
English: 45 40 48 65 75 55 36 85 76 69
64 58 47 64 67 72 83 74 62 51
(a) Construct a back to back stem and leaf diagram for this data.
(b) Compare and comment on the results in Mathematics and English.

(a) Mathematics English 3 6 means 36%

7 5 2
8 0 3 6
7 5 5 4 0 5 7 8
9 5 4 3 2 5 1 5 8 For Mathematics:
9 7 5 6 2 4 4 5 7 9 5 2 means 25%
3 1 7 2 4 5 6
6 3 8 3 5
1 9
(b) The range of marks in Mathematics is larger than in English.
The modal group in English is 60 to 69, in Mathematics it is 50 to 59.

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Exercise 37.4
20
37
1 The stem and leaf diagram shows the distribution of marks for a test marked out of 50.
Boys Girls 1 7 means 17 marks

Pie Charts and Stem and Leaf Diagrams

0 9
6 2 1 0 1 2 7
7 6 4 3 2 1 3 5 5 6 7 8
9 5 3 2 0 3 2 5 9
5 1 4 1
0 5
(a) What is the lowest mark for the girls?
(b) What is the highest mark for the boys?
(c) How many of these boys and girls scored more than 25 marks?
(d) Compare and comment on the marks for boys and girls.
2 The time taken to complete a computer game is recorded to the nearest tenth of a minute.
The times for a group of 20 adults and 20 children are shown.
Adults Children
7.9 8.2 7.3 9.2 6.4 6.4 5.4 4.9 6.6 7.1
6.5 6.1 8.2 7.8 7.0 5.1 6.5 6.3 7.4 6.5
9.4 8.0 7.3 5.4 7.7 8.2 7.7 5.9 6.8 7.6
10.1 5.9 6.7 7.3 6.0 5.3 6.2 8.0 4.7 7.9
(a) Construct a back to back stem and leaf diagram for this data.
(b) Compare and comment on the times for adults and children.

l Pie chart. Used for data which can be counted.

Often used to compare proportions of data, usually with the total.
The whole circle represents all the data.
The size of each sector represents the frequency of data in that sector.
The largest sector represents the mode.
l Stem and leaf diagrams. Used to represent data in its original form.
Data is split into two parts. The part with the higher place value is the stem,
e.g. 15 stem 1 leaf 5.
The data is shown in numerical order on the diagram.
e.g. 2 3 5 9 represents 23, 25, 29. A key is given to show the value of the data.
e.g. 3 4 means 34 cm or 3 4 means 3.4 cm, etc.
Back to back stem and leaf diagrams can be used to compare two sets of data.

Review Exercise 37
1 30 people used a Sports Centre one evening.
The table shows the activities in which they took part.
Activity Gym Swimming Squash Aerobics
Number of people 12 3 6 9
Draw a pie chart for this information. Edexcel

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2 Shirin recorded the number of students late for school each day for 21 days.
The stem and leaf diagram shows this information.
1 4 means 14 students late
1 4 5 7 8 8 9
2 2 2 5 6 6 7 7 9 9 9
3 0 1 3 4 6
(a) Find the median number of students late for school.
(b) Work out the range of the number of students late for school. Edexcel

3 720 students were asked how they travelled to school.

The pie chart shows the results of this survey. Walk
Work out how many of the students travelled to
school by bus. Cycle
32°
48°
56° Train
20°
Car
Bus
Edexcel
Estima
4 The pie chart shows the types of potato sold by
Maris
Piper a farmer.
(a) Which type of potato is the mode?
King
Edward The farmer sold 24 tonnes of Estima potatoes.
(b) How many tonnes of King Edward’s did he sell?

Majestic

5 The weights in grams of 20 cherry tomatoes are shown.

5.4 4.6 6.7 3.9 4.2 5.0 6.3 5.4 4.8 3.5
4.6 5.6 5.8 6.0 2.8 4.4 4.7 5.6 5.1 4.8
(a) Draw a stem and leaf diagram to represent this information.
(b) What is the range in the weights of the tomatoes?

6 A butcher keeps a record of the fresh and frozen poultry he sells each day.
Of the poultry sold one Saturday he finds:
7 1
 were chickens,  were turkeys and the rest were ducks.
12 3
(a) Draw a pie chart to represent this information.
(b) He sold 21 chickens.
How much poultry did he sell altogether?
y
(c) The bar chart shows the frozen poultry he sold. 15

Frequency 10
Copy and complete the table to show
5
the fresh poultry he sold.
Poultry Chicken Turkey Duck 0
Chicken Turkey Duck
Number sold Poultry

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Time Series and

CHAPTER
38 Frequency Diagrams
Time series
The money spent on shopping each day, the gas used each quarter and the rainfall each month are all
examples of time series. A time series is a set of readings taken at time intervals.
A time series is often used to monitor progress and to show the trend (increases and decreases) so that
future performance can be predicted. The type of graph used in this situation is called a line graph.

The table shows the temperature of a patient taken every half-hour.

Time 0930 1000 1030 1100 1130 1200
Temperature °C 36.9 37.1 37.6 37.2 36.5 37.0
Draw a line graph to illustrate the data.
To draw a line graph of this information, the given values are
plotted and then joined to show the trend.
Temperature of patient
38
+

Temp
°C
Only the plotted points
+
+

37
+

show known values.

+

Lines are drawn to show

+

36 the trend.

0930 1000 1030 1100 1130 1200

Time

What is the highest temperature recorded?

Explain why the graph can only be used to give an estimate of the patient’s temperature at 1115.

Exercise 38.1
1 The midday temperature at a seaside resort was recorded each day for one week.
The line graph shows the results.

20
+
+
+

15
+

Temp
+

°C
+

10

0
Sun Mon Tue Wed Thu Fri Sat

(a) What was the midday temperature on Thursday?

(b) Explain why you cannot use this line graph to estimate the temperature at midnight
on Monday.

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2 The number of cars sold by a car dealer is recorded each month.

The line graph shows the results for the first six months of a year.

10

+
9
8

+
Number
of cars 7

+
sold 6
5

+
4
3

+
2

+
1
0
January February March April May June

(a) How many cars were sold in February?

(b) In which months were more than 5 cars sold?
(c) Explain why you cannot estimate how many cars were sold halfway through April.
3 Each year, on his birthday, a teenager records his height.
The table shows the results.
Age (yrs) 13 14 15 16 17 18 19
Height (cm) 145 151 157 165 174 179 180
(a) Draw a line graph to represent this information.
(b) Use your graph to estimate:
(i) the height of the teenager when he was 14
12
years of age,
(ii) the age of the teenager when he reached 160 cm in height.
4 Joan is a member of Weight Watchers.
She records her weight at the beginning of each week.
The line graph shows a record of her weight for six weeks.

84
83
+

82
+

Weight
81
+

(kg)
80
79
+

78
+

77

1 2 3 4 5 6 7
Week

(a) What was Joan’s weight at the beginning of Week 2?

(b) What was Joan’s weight at the end of Week 2?
(c) How much weight did Joan lose in 6 weeks?
(d) In which week did Joan’s weight first fall below 80 kg?

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5 The table shows the amount of money in Jayne’s savings account at the end of each month, 20
38
for six months.
Month January February March April May June

Time Series and Frequency Diagrams

Amount (£) 106 131 155 95 119 132
(a) Draw a line graph to represent this information.
(b) Use your graph to estimate the amount in her account in the middle of February.
(c) Explain what happened to the account between March and April.

Frequency diagrams
We use bar charts when data can be counted and there are only a few different items of data.
If there is a lot of data, or the data is continuous, we draw a histogram or frequency polygon.

Histograms
Histograms with equal
Histograms are used to present information contained in grouped frequency class width intervals
distributions. In this section we will only be drawing histograms for look like bar charts
grouped frequency distributions that have equal class width intervals. with no gaps.

1 A supermarket opens at 0800.

The frequency diagram shows the distribution of the times employees arrive for work.
(a) How many employees arrive before 0730?
(b) How many employees arrive between 0730 and 0800?
(c) How many employees arrive after 0800?
(d) What is the modal class?

8 Individual bars are not labelled

because the horizontal axis
Frequency
7 represents a continuous scale.
6

0
0720 0730 0740 0750 0800 0810 0820
Time
(a) 3 employees arrive before 0730.
(b) Between 0730 and 0740, 4 employees arrive.
Between 0740 and 0750, 8 employees arrive.
Between 0750 and 0800, 5 employees arrive.
Employees arriving between 0730 and 0800  4  8  5  17.
(c) 3 employees arrive after 0800.
(d) The modal class is the time interval with the highest frequency.
The class interval 0740 to 0750 has the highest frequency.
The modal class is therefore, “0740 and less than 0750”.

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2 The frequency distribution of the heights of some boys is shown.

Height (h cm) 130  h  140 140  h  150 150  h  160 160  h  170 170  h  180
Frequency 1 7 12 9 3
Draw a histogram to illustrate the data.
Histogram to show heights of boys
12
10
Frequency
8
6
4
2
0
130 140 150 160 170 180
Height (cm)

Exercise 38.2
1 The frequency diagram shows information about the weights of 100 people.

40

Frequency

30

20

10

0
40 50 60 70 80 90
Weight (kg)
10 people weigh 80 kg or more.
(a) How many people weigh between 60 kg and 70 kg?
(b) How many people weigh less than 60 kg?
(c) How many people weigh 70 kg or more?
(d) Harry is included in the survey. He weighs 80 kg.
In which class interval has his weight been recorded?
2 The distances, in metres, recorded in a long jump competition are shown.
5.46 5.80 5.97 5.43 6.72 5.93 6.26 6.64 5.13 6.05 6.36 6.88
6.11 5.50 6.38 5.71 6.55 6.10 5.84 5.49 6.20 5.67 6.34 6.00
(a) Copy and complete the following frequency distribution table.
Distance (m metres) 5.00  m  5.50 5.50  m  6.00 6.00  m  6.50 6.50  m  7.00
Frequency
(b) Draw a histogram to illustrate the data.
(c) Which is the modal class?

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3 Here are the mileages of cars in a roadside survey. 20

38
5442 2345 18561 16080 12500 10000 35001 34056 5156 37584
21243 36573 25057 18656 15209 29067 39893 6368 15987 24891
9999 3089 16724 25598 37151 436 4080 39949 27950 6543

Time Series and Frequency Diagrams

(a) Copy and complete the frequency distribution table for these results.
Distance (m miles) Tally Frequency
0  m  10 000
10 000  m  20 000
20 000  m  30 000
30 000  m  40 000
(b) How many cars are included in the survey?
(c) Draw a frequency diagram to illustrate the data.
(d) Which is the modal class?
4 Aimee does a survey of the distances people travel to work.
The frequency diagram shows the results.

30
Frequency

20

10

0
0 1 2 3 4 5 6 7 8 9 10 11
Distance (km)
(a) Which is the modal class?
(b) How many people travel between 4 km and 5 km?
(c) How many people travel less than 2 km?
(d) How many people travel more than 10 km?
(e) How many people were included in the survey?
5 The frequency diagram illustrates the cost of holidays sold by a travel agent.

60
Frequency
50

40

30

20

10

0
0 100 200 300 400 500 600 700 800 900 1000
Cost (£)
(a) How many holidays cost less than £100?
(b) How many holidays cost £400 or more?
(c) Which is the modal class?
(d) How many holidays were sold?

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6 The table shows the distribution of the ages of people in a nursing home.
Age (years) Number of people
60 and less than 70 3
70 and less than 80 13
80 and less than 90 7
90 and less than 100 6
Draw a histogram to show this information.
7 The table shows the grouped frequency distribution of the marks of 200 students.
Mark (%) 1 - 10 11 - 20 21 - 30 31 - 40 41 - 50 51 - 60 61 - 70 71 - 80 81 - 90 91 - 100
Number of
0 2 16 24 44 50 35 20 8 1
Students
Draw a frequency diagram to show these results.
8 A frequency distribution of the heights of some girls is shown.
Height (h cm) Frequency
130  h  140 3
140  h  150 5
150  h  160 12
160  h  170 4
170  h  180 1
Draw a histogram to illustrate the data.

Frequency polygons
Frequency polygons are often used instead of histograms when we need to compare two, or more,
groups of data.
To draw a frequency polygon:
l plot the frequencies at the midpoint of each class interval,
l join successive points with straight lines.
To compare data, frequency polygons for different groups of data can be drawn on the same diagram.
In the last section we drew a histogram to illustrate the frequency distribution of the heights of some
boys. The same data can be illustrated using a frequency polygon.
Height (h cm) 130  h  140 140  h  150 150  h  160 160  h  170 170  h  180
Frequency 1 7 12 9 3

Frequency polygon to show heights of boys

12
+

10
Frequency
+

8
+

6
4
+

2
+

0
130 140 150 160 170 180 190
Height (cm)

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20
38
The frequency polygon shows the distribution of the distances travelled to work by the employees
at a supermarket.

Time Series and Frequency Diagrams

15
Frequency

+
10 When drawing frequency
polygons, frequencies are
plotted at the midpoints of
5 + the class intervals.

+
+

+
0

+
+

0 1 2 3 4 5 6 7
Distance (km)

(a) How many employees travel between 2 km and 3 km to work?

(b) How many employees travel more than 4 km to work?

(a) The frequency for the midpoint of the class interval 2 km to 3 km is 5.

So, 5 employees travel between 2 km and 3 km to work.
(b) The frequency for the midpoint of the class interval 4 km to 5 km is 4.
The frequency for the midpoint of the class interval 5 km to 6 km is 1.
So, a total of 5 employees travel more than 4 km to work.
Can you work out how many people are employed at the supermarket?

Exercise 38.3
1 The frequency polygon illustrates the time taken by 12 students to complete a puzzle.

6
Frequency
5

0
0 10 20 30 40 50
Time (seconds)

Copy and complete the table for the data.

Time (seconds) Frequency

10 and less than 20
20 and less than 30
30 and less than 40

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2 The frequency polygon shows the distribution of the ages of pupils who attend a village school.

30
Frequency

20

10

0
3 4 5 6 7 8 9
Age (years)

(a) How many pupils are between 5 and 6 years of age?

(b) How many pupils are under 4 years of age?
(c) How many pupils are over 7 years of age?
(d) How many pupils attend the school?
3 Here are the marks of pupils for a test in French.
44 23 36 60 50 45 35 56 41 37
31 57 43 29 67 45 34 54 29 25
46 52 27 36 39 45 41 54 49 37
(a) Copy and complete the frequency distribution table for these results.
Mark Tally Frequency
20 and less than 30
30 and less than 40
40 and less than 50
50 and less than 60
60 and less than 70
(b) Which is the modal class?
(c) How many pupils scored less than 50?
(d) Draw a frequency polygon to illustrate the data.
4 The table shows the distances travelled to school by 100 children.
Distance (k km) 0k2 2k4 4k6 6k8 8  k  10
Frequency 27 35 22 10 6
(a) How many children travelled 6 km or more to school?
(b) Which is the modal class?
(c) Draw a frequency polygon to illustrate the data.
5 The numbers of fish caught by 50 anglers last month are shown.
Number of fish 1 to 10 11 to 20 21 to 30 31 to 40 41 to 50
Frequency 15 23 7 3 2
(a) Draw a frequency polygon for this information.
(b) How many anglers caught 20 fish or less?

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6 The table shows the results of students in tests in English and Mathematics. 20
38
Marks English Mathematics
0 and less than 10 0 1

Time Series and Frequency Diagrams

10 and less than 20 4 4
20 and less than 30 9 9
30 and less than 40 12 7
40 and less than 50 0 4
(a) Draw a frequency polygon for the English marks.
(b) On the same diagram draw a frequency polygon for the Mathematics marks.
(c) Compare and comment on the marks of the students in these two tests.
7 The table shows the results for competitors in the 2005 and 2006 Schools’ Javelin
Championship.
Only the best distance thrown by each competitor is shown.
Distance thrown Number of competitors Number of competitors
(m metres) 2005 2006
10  m  20 0 1
20  m  30 3 4
30  m  40 14 19
40  m  50 21 13
50  m  60 7 11
60  m  70 0 2
(a) On the same diagram draw a frequency polygon for the 2005 results and then a
frequency polygon for the 2006 results.
(b) Compare and comment on the results.

Misleading graphs
Television programmes, newspapers and advertisements frequently use graphs and diagrams to present
information.
Many of the graphs and diagrams they use are well presented and give a fair interpretation of the facts,
others are deliberately drawn to mislead.
Look at the graph below.
Why is it misleading?

Profits Soar
Profits (£)
20 300

20 200

20 100

20 000
2001 2002

You should notice that the vertical scale does not begin at zero.
The actual increase in profits is only £200 but the graph makes it appear much more.
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Exercise 38.4 Sales

1 The following graph is misleading.

Explain why.

2 This graph is drawn to compare the money raised for charity by two schools.
500 School A has raised £400.
£
400 School B has raised £500.
Why is the graph misleading?
300
200
100
0
A B
School
80
Price
3 (pence)
This graph shows how the price of a litre of petrol
has increased.
Why is the graph misleading?

70
2002 2003 Year

4 PASS WITH US
Our learners only need an average of 8 lessons before they can take the driving test.
Give a reason why this advertisement may be misleading.
5 This diagram is used to compare the average price of a house in two different years.
Why is the diagram misleading?

Big growth in house prices

£1
65
£15 00
00
00 0
2003 2005

6 The graph shows the number of “Home” supporters and the number of “Away” supporters at
a football match. Why is the graph misleading?

Home

Away

17 000 18 000 18 500

Number of supporters

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7 Kite sales take off

20
38
120
Number of
kites sold
Why is this diagram misleading?

Time Series and Frequency Diagrams

(1000’s)
100
80

1980 1990 2000

Year

8 The graph shows the votes cast for a political party Votes
cast
in five elections.
Why is the graph misleading?

1990 1992 1995 1996 2000Year

l A time series is a set of readings taken at time intervals.

l A line graph is used to show a time series. Only the plotted points represent actual values.
Points are joined by lines to show the trend.
l Histogram. Used to illustrate grouped frequency distributions.
The horizontal axis is a continuous scale.
l Frequency polygon. Used to illustrate grouped frequency distributions.
Often used to compare two or more distributions on the same diagram.
Frequencies are plotted at the midpoints of the class intervals and joined with straight lines.
The horizontal axis is a continuous scale.
l Misleading graphs. Graphs may be misleading if:
the scales are not labelled, the scales are not uniform, the frequency does not begin at zero.

Review Exercise 38
1 The graph shows the percentage of homes with a computer.

43
+

Percentage
of
homes
+

42
+

41
+
+

40
End of End of End of End of End of End of
1997 1998 1999 2000 2001 2002
(a) What percentage of homes had a computer by the end of 2001?
(b) 43.4% of homes had a computer by the end of 2002.
Mark this point on a copy of the graph.
(c) The graph shows that the percentage of homes with a computer increased every year.
Which year had the greatest increase?
Explain how the graph tells you this.

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2 Jim bought his house in 1990.

The table shows the value of Jim’s house on January 1st at 5-yearly intervals.
Year 1990 1995 2000 2005
Value of house (£) 95 000 68 000 84 000 136 000
(a) Draw a line graph to show this information.
(b) Estimate the value of Jim’s house on July 1st, 2003.
(c) Jim uses the graph to estimate the value of his house on January 1st, 2010.
Give a reason why his estimate may not be very accurate.

3
Fly with Us
See how our passenger numbers have taken off.

14
Number
of
passengers
(000’s) 13

12
1995 1997 2000 2005
Year

Write down two ways in which the graph is misleading.

4 Harry does a survey of the times taken by students to complete a project.

The frequency diagram shows the results.

30
Frequency

20

10

0
0 1 2 3 4 5 6 7 8 9 10 11 12
Time (hours)

(a) Which is the modal class?

(b) How many students took between 5 and 6 hours to complete their project?
(c) How many students took more than 10 hours to complete their project?

5 The grouped frequency table shows the results of a survey of the number of fish caught by
some anglers last month.
Number of fish ( f ) 0f4 4f8 8  f  12 12  f  16 16  f  20
Frequency 15 24 36 10 5
(a) How many anglers caught less than 8 fish?
(b) Which is the modal class?
(c) Draw a frequency diagram to illustrate the data.

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6 The following is a record of the heights, in centimetres, of 40 guinea pigs. 20

38
21 22 11 16 22 13 11 25 9 17
21 24 27 25 12 14 8 12 6 17
23 7 12 26 14 8 12 26 17 19

Time Series and Frequency Diagrams

23 29 21 19 26 26 18 21 13 9
(a) Copy and complete the frequency table, using intervals of 5 cm.
Height (h cm) Tally Frequency
5  h  10
10  h  15

(b) Draw a frequency diagram for this information.

(c) How many guinea pigs were under 15 cm in height?
(d) Write down the modal class interval of the heights. Edexcel

7 As part of his Geography fieldwork, Tony took measurements of the steepness of slopes.
The steepness was measured as the angle the slope made with the horizontal.
Tony’s results are shown below.
15°, 16°, 9°, 21°, 32°, 37°, 25°, 36°, 40°, 8°,
13°, 21°, 32°, 29°, 32°, 7°, 4°, 18°, 17°, 32°,
Tony decided to group the data into 4 equal class intervals on an observation sheet.
(a) Copy and complete the observation sheet below, using 4 equal class intervals.
Class interval
Tally Frequency
(Steepness°)
1 - 10

(b) Use the completed observation sheet to draw a frequency diagram of the data. Edexcel

8 Mrs Mathers marks the French essays of a large number of boys and girls.
The table shows the distribution of marks given.
Marks 1 to 5 6 to 10 11 to 15 16 to 20 21 to 25
Frequency 2 18 46 35 6
The frequency polygon shows the distribution of marks for the boys.

30
Frequency

20

10

0 5 10 15 20 25
Copy the graph. Mark
(a) On the same axes draw a frequency polygon for the girls.
(b) Use the frequency polygons to compare the distribution of marks given to boys and girls.

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CHAPTER
39 Scatter Graphs
When we investigate statistical information we often find there are connections between sets of data,
for example height and weight.
In general taller people weigh more than shorter people.
To see if there is a connection between two sets of data we can plot a scatter graph.
The scatter graph below shows information about the heights and weights of ten boys.

150
Height

+
(cm)
+
140
+

Each cross plotted on the

+
+

graph represents the weight

+

130 and height of one boy.

+
+ +
+

120
35 40 45
Weight (kg)

The diagram shows that taller boys generally weigh more than shorter boys.

Exercise 39.1
1 The scatter graph shows the shoe sizes and heights of a group of girls.

170
+
+

Height
(cm)
+

+
+
+

160
+
+
+

+
+

150

140
2 3 4 5 6 7
Shoe size

(a) How many girls wear size 6ᎏ12ᎏ shoes?

(b) How tall is the girl with the largest shoe size?
(c) Does the shortest girl wear the smallest shoes?
(d) What do you notice about the shoe sizes of taller girls compared to shorter girls?

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2 The scatter graph shows the marks obtained by a group of students in a test in English and a 20
39
test in French.

Scatter Graphs . . . Scatter Graphs . . .

100

+
80

+
French

+
marks

+
60

+
+ +

+
40

+
+
+

20
0 20 40 60 80 100
English marks

(a) Janice got the top mark in English.

What mark did she get in French?
(b) The results of one student look out of place.
(i) What marks did the student get in English and in French?
(ii) Give a possible reason why this student has different results from the rest of
the group.

3 The scatter graph shows the pulse rates of a group of women after doing aerobics for one
minute and their weight.
+

110
+

Pulse
+

rate
+
+

100
+
+

+
+
+
+

90
+
+
+

80
40 50 60
Weight (kg)

(a) How many of these women weigh less than 50 kg?

(b) What is the weight of the woman with the lowest pulse rate?
(c) What do you notice about the pulse rates of heavier women compared to lighter women?

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4 The scatter graph shows the age and mileage of a number of cars.

50 000

+
+
40 000

+
Mileage

30 000

+ +
20 000

+
10 000
+

0
0 1 2 3 4 5 6
Age (years)

(a) One of these cars is 4 years old.

What is the mileage of this car?
(b) Describe the relationship shown by the scatter graph.
(c) The age and mileage of one of these cars looks out of place.
(i) What is the age and mileage of this car?
(ii) Give a possible reason why the results for this car are different from the rest of
the group.
5 The scatter graph shows the number of books read by some children and the reading ages of
these children.

11
+

+
+

10
+

Reading
+

age
+

(years)
+

+
+

9
+

+
+
+
+

8
+
+
+

7
0 20 40 60 80 100 120 140 160
Number of books read

(a) How many children have read more than 100 books?
(b) One of these children has read 50 books.
What is the reading age of this child?
(c) Describe the relationship shown by the scatter graph.

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Correlation
20
39
The relationship between two sets of data is called correlation.
In general the scatter graph of the heights and weights shows that as height increases, weight increases.
This type of relationship shows there is a positive correlation between height and weight.

Scatter Graphs . . . Scatter Graphs . . .

But if as the value of one variable increases the value of the other variable decreases, then there is a
negative correlation between the variables.
When no linear relationship exists between two variables there is zero correlation. This does not
necessarily imply “no relationship”, but merely “no linear relationship”.
The following graphs show types of correlation.
+ + +

+
+ + +
+
+
+ +

+ +
+
+++
+

+
+ +

+
+

+
+ ++ +

+ + +
+

+
+

+ + +
++

+
+
+ +

++

+ + +
+
+ ++ +

++
+

++ +

+
+ + +

+
+

+
++

++
+
+
Positive Strong positive Zero Negative
correlation correlation correlation correlation

As points get closer to a straight line the stronger the correlation.

Perfect correlation is when all the points lie on a straight line.

Exercise 39.2
1 (a) Which of these graphs shows the strongest positive correlation?
(b) Which of these graphs shows perfect negative correlation?
(c) Which of these graphs shows the weakest correlation?
+ +

+
+ +

+ + +

+
+ +

+
+
++ +

+
+

+ + +
+

+ +
+ +
+
+ + +

+ +

+
+

+ +
+

+ +
+

+
+ +

+
+

+
+

+
+

A B C D

2 Describe the type of correlation you would expect between:

(a) the age of a car and its secondhand selling price,
(b) the heights of children and their ages,
(c) the shoe sizes of children and the distance they travel to school,
(d) the number of cars on the road and the number of road accidents,
(e) the engine size of a car and the number of kilometres it can travel on one litre of fuel.
3 The table shows the distance travelled and time taken by motorists on different journeys.
Distance travelled (km) 30 45 48 80 90 100 125
Time taken (hours) 0.6 0.9 1.2 1.2 1.3 2.0 1.5
(a) Draw a scatter graph for the data.
(b) What do you notice about distance travelled and time taken?
(c) Give one reason why the distance travelled and the time taken are not perfectly correlated.

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4 Tyres were collected from a number of different cars.

The table shows the distance travelled and depth of tread for each tyre.
Distance travelled (1000 km) 4 5 9 10 12 15 18 25 30
Depth of tread (mm) 9.2 8.4 7.6 8 6.5 7.4 7 6.2 5
(a) Draw a scatter graph for the data.
(b) What do you notice about the distance travelled and the depth of tread?
(c) Explain how you can tell that the relationship is quite strong.
5 Some students took a mathematics test and a test in Spanish.
The table shows their results.
Mark in mathematics test 10 15 18 20 26 30 34 36 46 51
Mark in Spanish test 15 50 30 12 40 19 28 48 21 42
(a) Plot a scatter graph of this information.
(b) Describe the correlation between the marks in the mathematics test and the marks in the
Spanish test.

Line of best fit

We have seen that scatter graphs can be used to illustrate two sets of data and, from the distribution
of points plotted, an indication of the relationship which exists between the data can be seen.
The scatter graph of heights and weights has been redrawn below and a line of best fit has been drawn,
by eye, to show the relationship between height and weight.

150
Height
+

(cm)
+

140
+
+
+

130
+
+ +
+

120
35 40 45
Weight (kg)

Lines of best fit:

l The slope of the line shows the trend of the points.
l A line is only drawn if the correlation (positive or negative) is strong.
l The line does not have to go through the origin of the graph.

Where there is a relationship between the two sets of data the line of best fit can be used to estimate
other values.
A boy is 132 cm tall.
Using the line of best fit an estimate of his weight is 40 kg.
In a similar way we can use the line to estimate the height of a boy when we know his weight.
A boy weighs 43 kg. Estimate his height.
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Exercise 39.3
20
39
1 The table shows the ages and weights of ten babies.
Age (weeks) 2 4 9 7 13 5 6 1 10 12

Scatter Graphs . . . Scatter Graphs . . .

Weight (kg) 3.5 3.3 4.2 4.7 5 3.8 4 3 5 5.5
(a) Use this information to draw a scatter graph.
(b) What type of correlation is shown on the scatter graph?
(c) Draw a line of best fit.
(d) Mrs Wilson’s baby is 11 weeks old.
Use the graph to estimate the weight of her baby.

2 The table shows the temperature of water as it cools in a freezer.

Time (minutes) 5 10 15 20 25 30
Temperature (°C) 36 29 25 20 15 8
(a) Use this information to draw a scatter graph.
(b) What type of correlation is shown?
(c) Draw a line of best fit.
(d) Use the graph to estimate the time when the temperature of the water reaches 0°C.

3 The table shows the weights and fitness factors for a number of women.
The higher the fitness factor the fitter a person is.
Weight (kg) 45 48 50 54 56 60 64 72 99 112
Fitness Factor 41 48 40 40 35 40 34 30 17 15
(a) Use this information to draw a scatter graph.
(b) What type of correlation is shown on the scatter graph?
(c) Draw a line of best fit.
(d) Use the graph to estimate:
(i) the fitness factor for a woman whose weight is 80 kg,
(ii) the weight of a woman whose fitness factor is 22.

4 The following table gives the marks obtained by some candidates taking examinations in
French and German.
Mark in French 53 35 39 53 50 59 36 43
Mark in German 64 32 44 70 56 68 40 48
(a) (i) Use this information to draw a scatter graph.
(ii) Draw the line of best fit by eye.
(b) Use the graph to estimate:
(i) the mark in German for a candidate who got 70 in French,
(ii) the mark in French for a candidate who got 58 in German.
(c) Which of the two estimates in (b) is likely to be more reliable?
Give a reason for your answer.

5 The table shows the times taken by some boys to run 200 metres and their inside-leg
measurements.
Time (seconds) 31 33 34 38 38 38 42 43 45 47
Inside-leg (cm) 69 65 72 63 69 75 70 65 74 69
(a) Plot a scatter graph of these data.
(b) Explain why a line of best fit for these data would not be useful in estimating the time
for a different boy to run 200 metres by taking his inside-leg measurement.

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l A scatter graph can be used to show the relationship between two sets of data.
l The relationship between two sets of data is referred to as correlation.
l You should be able to recognise positive and
negative correlation.

+ ++

+
l When there is a relationship between two sets of data

+ + +
+ +

+ +
+ +
a line of best fit can be drawn on the scatter graph.

+
+ + +

+
+ + +
The correlation is stronger as points get closer to a

++ +
+
+ +
+ +
straight line.

+
+ +

++
l Perfect correlation is when all the points lie on a
Positive Negative
straight line. correlation correlation
l The line of best fit can be used to estimate the value
from one set of the data when the corresponding value of the other set is known.

Review Exercise 39
1 A park has an outdoor swimming pool.
The scatter graph shows the maximum temperature and the number of people who used the
pool on ten Saturdays in the summer.

3000

+
Number
+
+

of 2500
+

people
2000
+

1500
+

1000
+
+

500
+

0
10 15 20 25 30 35
Maximum temperature in °C

(a) How many people used the pool when the maximum temperature was 19°C?
(b) Describe the correlation between the maximum temperature and the number of people
who used the pool.
The weather forecast for another Saturday gives a maximum temperature of 27°C.
(c) Estimate the number of people who will use the pool.
2 The data from a survey of cars was used to plot several scatter graphs.

A Age of car
against
+ +
+ + +

height of car
+

++ + +
++ + + +

+
+
+ + +

+
+
+ ++

+
++ +

+ ++ + +
+ +
+ + +

B Age of car
+ + +

+ + +
+
++ + ++
+

against
+ ++

+ ++ +
+
++ +

mileage
+
+
+ +++
+

+ + +

C Age of car
+

against
1 2 3 value of car

Match each scatter graph to the correct description.

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3 A B C D E F 20
39

+ + + + + + ++

++
++

+ +
+
+

+
+ ++ +
+ ++

+ ++ +

+
+
+
+ +
++

+ +
++
+ +

++

+
+++

Scatter Graphs . . . Scatter Graphs . . .

+ +

+
+
+

+ +

+
++

+
+
Sketches of six scatter graphs A to F are shown.
(a) Which scatter graphs show
(i) positive correlation,
(ii) negative correlation,
(iii) no correlation?
The table gives information on underground railway (‘tube’) systems in 7 cities.
Passenger journeys per year
City Kilometres of route (x) (millions) (y)
London 395 780
New York 390 1060
Paris 200 1190
Tokyo 155 1930
San Francisco 115 70
Washington DC 125 140
Kyoto 10 45
(b) Plot a scatter graph to show this information.
Los Angeles hopes to open an underground railway.
There will be 28 km of route.
(c) Can you use your scatter graph to estimate the number of passenger journeys per year?
Explain your answer. Edexcel

4 The table shows the number of units of electricity used in heating a house on ten different
days and the average temperature for each day.
Average temperature (°C) 6 2 0 6 3 5 10 8 9 12
Units of electricity used 28 38 41 34 31 31 22 25 23 22
(a) Draw a scatter graph to show the information in the table.
(b) Describe the correlation between the number of units of electricity used and the average
temperature.
(c) Draw a line of best fit on your scatter graph.
(d) Use your line of best fit to estimate
(i) the average temperature if 35 units of electricity are used,
(ii) the units of electricity used if the average temperature is 7°C. Edexcel

5 The table gives information about the age and value of a number of cars of the same type.

Age (years) 1 4ᎏ12ᎏ 6 3 5 2 4

Value (£) 8200 4900 3800 6200 4500 7600 5200
(a) Use the information to draw a scatter graph.
(b) What type of correlation is there between the age and value of these cars?
(c) Draw a line of best fit.
(d) Jo has a car of this type which is 7 years old and is in average condition.
Use the graph to estimate its value.

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CHAPTER
40 Probability

What is probability?

Probability, or chance, involves describing how likely something is to happen.

For example: How likely is it to rain tomorrow?
We often make forecasts, or judgements, about how likely In any situation, the possible
things are to happen. things that can happen are
When trying to forecast tomorrow’s weather the following called outcomes.
outcomes are possible: An outcome of particular
sun, cloud, wind, rain, snow, … interest is called an event.
We are interested in the particular event, rain tomorrow.
The chance of an event happening can be described using these words:
Impossible Unlikely Evens Likely Certain
Use one of the words in the box to describe the chance of rain tomorrow.

Describe the chance of each of the following events happening as:

Impossible Unlikely Evens Likely Certain
(a) The next person who enters your classroom has green hair.
(b) The next person who enters the classroom is male.
(c) A number less than 5 is scored when a normal dice is rolled.
(a) Very few people have green hair.
So, the chance of the event happening is nearly impossible.
(b) Nearly impossible in an all girls school.
Nearly certain in an all boys school.
The probability is close to evens in a mixed school.
(c) The outcomes in the event ‘less than 5’ are 1, 2, 3 and 4.
The outcomes not in the event ‘less than 5’ are 5 and 6.
There are more outcomes in the event than not in the event.
So, the chance of the event happening is likely.

Exercise 40.1
1 Describe each of the following events as:
Impossible Evens Certain
(a) Christmas Day will be on 25th December next year.
(b) You will be 5 centimetres shorter on your next birthday.
(c) The next coin you drop will land ‘tails’ up.
(d) A fairy lives at the bottom of your garden.
(e) The next baby to be born will be a girl.

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2 Describe each of the following events as: 20

40
Unlikely Likely
(a) A 6 is scored at least 500 times when a normal dice is rolled 600 times.
(b) A 6 is scored at least 80 times when a normal dice is rolled 600 times.

Probability . . . Probability . . .
(c) It will rain on three days running in April.
(d) It will rain on three days running in August.
(e) A coin is tossed five times and lands heads up on each occasion.
(f) A coin is tossed five times and lands heads up at least once.
3 Describe each of the following events as:
Impossible Unlikely Evens Likely Certain
(a) Somewhere in the world it is raining today.
(b) You roll a normal dice and get a 7.
(c) You roll a normal dice and get an odd number.
(d) A coin is tossed and it lands heads.
(e) An apple will grow on a banana tree.
(f) You win the next time you enter the lottery.

Probability and the probability scale

Estimates of probabilities can be shown on a probability scale. The scale goes from 0 to 1.
A probability of 0 means that an event is impossible.
A probability of 1 means that an event is certain.
Probabilities are written as a fraction, a decimal or a percentage.
Less likely More likely

Impossible Certain

0 1 1
2
Describe the likelihood that an event will occur if it has a probability of
12
.

Estimate the probability of each of the following events happening.

Show your estimate on a probability scale.
1 It will snow in London next July.
This is possible but very unlikely. 1
0 1
So, the probability is very close to 0. 2

2 You will eat some vegetables today.

This is very likely. 1
0 1
So, the probability is close to 1. 2

3 A coin lands heads when it is tossed.

There is one outcome in the event (Heads)
0 1 1
and one outcome not in the event (Tails). 2
So, there is an even chance that the coin lands heads.
So, probability 
12
.
4 The next person to enter a shop will be left-handed.
There are a lot less left-handed people than
right-handed people.
The probability is between 0 and
14
. 0 1
2
1

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Exercise 40.2
1 Look at the events A, B, C, D and E listed below.
A The next person you see will be less than 10 cm tall.
B 1, 2 or 3 is scored when an ordinary dice is rolled.
C A day of the week ends with the letter Y.
D It will snow on Christmas Day in London.
E The school bus will be late tomorrow.
(a) Which event has a probability of 0?
(b) Which event has a probability of 1?
(c) Which event has a probability of
12
?
2 The probability scale shows the probabilities of events P, Q, R, S and T.
P Q R S T

Which of the five events 0 1

2
1
(a) is certain to happen,
(b) is impossible,
(c) has an evens chance of happening,
(d) is more likely to happen than to not happen, but is not certain to happen?
3 The probabilities of five events have been marked on a probability scale.

0 1 1
2
Copy the probability scale.
Event V A coin lands ‘heads’ up.
Event W A person is over 3 metres tall.
Event X Picking a yellow sweet from a bag containing 7 yellow and 3 red sweets.
Event Y Rolling an ordinary dice and getting a score less than 7.
Event Z There is a 35% chance that it will rain tomorrow.
Label the arrows on your diagram to show which event they represent.

Calculating probabilities using equally likely outcomes

Probabilities can be calculated where all outcomes are equally likely.

The probability of an event X happening is given by:

Number of outcomes in the event
Probability (X) 




Total number of possible outcomes

Remember
Probabilities have values which lie between 0 and 1.
You must write probabilities as a fraction, a decimal or a percentage.

Random and Fair

In many probability questions words such as ‘random’ and ‘fair’ are used.
These are ways of saying that all outcomes are equally likely.
For example:
A card is taken at random from a pack of cards.
This means that each card has an equal chance of being taken.
A fair dice is rolled.
This means that the outcomes 1, 2, 3, 4, 5 and 6 are equally likely.
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20
40
1 A fair dice is rolled. What is the probability of getting:
(a) a 6,

Probability . . . Probability . . .
(b) an odd number,
(c) a 2 or a 3?

Total number of possible outcomes is 6. (1, 2, 3, 4, 5 and 6)

The dice is fair, so each of these outcomes is equally likely.
(a) 1 of the possible outcomes is a 6. P(6) 
16

(b) 3 of the possible outcomes are odd numbers. P(an odd number) 
36

12

(c) 2 of the possible outcomes are 2 or 3. P(2 or 3) 
26

13

2 This table shows how 100 counters are coloured red or blue and numbered 1 or 2.
Red Blue
1 23 19
2 32 26
The 100 counters are put in a bag and a counter is taken from the bag at random.
(a) Calculate the probability that the counter is red.
(b) Calculate the probability that the counter is blue and numbered 1.

Total number of possible outcomes  100.

55 11
(a) Red counters  23  32  55 P(red) 

100  20




This could be written as 0.55 or 55%.
19
(b) There are 19 counters that are blue and numbered 1. P(blue and 1) 


100
This could be written as 0.19 or 19%.

Exercise 40.3
1 A fair dice is rolled. What is the probability of getting:
(a) a two, (b) an even number,
(c) a number less than five, (d) a 3 or a 6?
2 A bag contains a red counter, a blue counter and a green counter.
A counter is taken from the bag at random. What is the probability of taking:
(a) a red counter,
(b) a red or a green counter,
(c) a counter that is not blue?
3 A bag contains 3 red sweets and 7 black sweets.
A sweet is taken from the bag at random. What is the probability of taking:
(a) a red sweet, (b) a black sweet?
4 You toss a fair coin. What is the probability of getting:
(a) a head, (b) a tail?
5 The letters of the word T R I G O N O M E T R Y are written on separate cards.
The cards are shuffled and dealt, face down, onto a table.
A card is selected at random. What is the probability that the card shows:
(a) the letter Y, (b) the letter R?
Write your answers in their simplest form.

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6 This fair spinner is used in a game.

In the game a player spins the arrow. Lose a Lose 5
What is the probability that the player: turn points
(a) loses a turn,
(b) has an extra go,
(c) wins 5 points or loses 5 points? Have an
Win 5
extra
go points

Go back
to start

7 The eleven letters of the word M I S S I S S I P P I are written on separate tiles.

The tiles are placed in a bag and mixed up. One tile is selected at random.
What is the probability that the tile selected shows:
(a) the letter M, (b) the letter I, (c) the letter P?
8 A card is taken at random from a full pack of 52 playing cards with no jokers.
What is the probability that the card:
(a) is red, (b) is a heart, (c) is the ace of hearts?
9 A bag contains 4 red counters, 3 white counters and 3 blue counters.
A counter is taken from the bag at random.
What is the probability that the counter is:
(a) red, (b) white or blue, (c) red, white or blue, (d) green?
10 In a hat there are twelve numbered discs.
43 44 45 46
Nina takes a disc from the hat at random.
What is the probability that Nina takes a disc: 47 48 49 50
(a) with at least one 4 on it,
(b) that has not got a 4 on it, 51 52 53 54
(c) that has a 3 or a 4 on it?
11 This table shows how fifty counters are numbered either 1 or 2 and coloured red or blue.
One of the counters is chosen at random.
What is the probability that the counter is:
(a) a 1, (b) blue, (c) blue and a 1? Red Blue
A blue counter is chosen at random. 1 12 8
(d) What is the probability that it is a 1? 2 8 22
A counter numbered 1 is chosen at random.
(e) What is the probability that it is blue?
12 Tim plays a friend at Noughts and Crosses.
He says: “I can win, draw or lose, so the probability that I will win must be
13
.”
Explain why Tim is wrong.
13 The table shows the number of boys and girls in a class of 30 pupils who wear glasses.
A pupil from the class is picked at random.
(a) What is the probability that it is a boy? Boy Girl
(b) What is the probability that it is a girl Wears glasses 3 1
who does not wear glasses?
Does not wear glasses 11 15
A girl from the class is picked at random.
(c) What is the probability that she wears glasses?
A pupil who wears glasses is picked at random.
(d) What is the probability that it is a boy?

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14 The table shows the way that 120 pupils from Year 7 travel to Linfield School. 20
40
A pupil from Year 7 is chosen at random. Walk Bus Car Bike
What is the probability that the pupil:
(a) walks to school, Boys 23 15 12 20

Probability . . . Probability . . .
(b) is a girl who travels by car, Girls 17 20 8 5
(c) is a boy who does not travel by bus?
A girl from Year 7 is chosen at random.
What is the probability that:
(d) she walks to school,
(e) she does not travel by car?
A Year 7 pupil who travels by bike is chosen at random.
(f) What is the probability that the pupil is a boy?

Estimating probabilities using relative frequency

In question 12 in Exercise 40.3, probabilities cannot be calculated using equally likely outcomes.
In such situations probabilities can be estimated using the idea of relative frequency.
It is not always necessary to perform an experiment or make observations.
Sometimes the information required can be found in past records.

The relative frequency of an event is given by:

Number of times the event happens in an experiment (or in a survey)
Relative frequency 








Total number of trials in the experiment (or observations in the survey)

1 Jamie does the following experiment with a bag containing 2 red and 8 blue counters.
Take a counter from the bag at random.
Record the colour then put the counter back in the bag. Repeat this for 100 trials.
Jamie calculates the relative frequency of getting a red counter every 10 trials and shows his
results on a graph. Draw a graph showing the results that Jamie might get.
This is the sort of graph that Jamie might get.

The dotted line shows the

0.4
calculated probability.
0.3 P(Red) 
12
0  0.2
R(Red)
0.2 As the number of trials
increases, relative frequency
0.1
gives a better estimate of
0 calculated probability.
0 20 40 60 80 100
Number of trials
Try Jamie’s experiment yourself and see what sort of results you get.
2 In an experiment a drawing pin is dropped for 100 trials.
The drawing pin lands “point up” 37 times.
What is the relative frequency of the drawing pin
landing “point up”? Relative frequency gives a better
estimate of probability the larger
37
Relative frequency 

 0.37
100 the number of trials.

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Exercise 40.4
1 50 cars are observed passing the school gate. 14 red cars are observed.
What is the relative frequency of a red car passing the school gate?
2 In an experiment a gardener planted 40 daffodil bulbs of which 36 grew to produce flowers.
Use these results to find the relative frequency that a daffodil bulb will produce a flower.
3 The results from 40 spins of a numbered spinner are:
2 1 4 3 2 1 3 4 5 2
1 2 2 3 2 1 2 4 5 2
1 5 3 4 2 3 3 3 2 4
2 3 4 2 1 5 3 3 5 3
Use these results to estimate the probability of getting a 2 with the next spin.
4 A counter is taken from a bag at random.
Its colour is recorded and the counter is then put back in the bag.
This is repeated 300 times.
The number of red counters taken from the bag after every 100 trials is shown in the table.
Number of trials Number of red counters
100 52
200 102
300 141
(a) Calculate the relative frequency after each 100 trials.
(b) Estimate the probability of taking a red counter from the bag.
5 Gemma keeps a record of her chess games with Helen.
Out of the first 10 games, Gemma wins 6. Out of the first 30 games Gemma wins 21.
Based on these results, estimate the probability that Gemma will win her next game of chess
with Helen.
6 Rachel selects 40 holiday brochures at random.
The probability of a brochure being for a holiday in Italy is found to be 0.2.
How many brochures did Rachel select for holidays in Italy?
7 A counter was taken from a bag of counters and replaced.
The relative frequency of getting a red counter was found to be 0.3.
There are 60 counters in the bag.
Estimate the number of red counters.
8 500 tickets are sold for a prize draw.
Greg buys some tickets.
The probability that Greg wins first prize is
21
0 .
How many tickets did he buy?
9 A bypass is to be built to avoid a town.
There are three possible routes that the road can take.
A survey was carried out in the town.
Route A B C
Relative frequency 0.4 0.5 0.1
30 people opted for Route C.
(a) How many people were surveyed altogether?
(b) How many people opted for Route A?
(c) How many people opted for Route B?

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Mutually exclusive events

20
40
Events which cannot happen at the same time are called mutually exclusive events.
For example, the event ‘Heads’ cannot occur at the same time as the event ‘Tails’.

Probability . . . Probability . . .
When A and B are events which cannot happen at the same time:
P(A or B)  P(A)  P(B)

The probability of an event not happening

The events A and not A cannot happen at the same time.
Because the events A and not A are certain to happen:
P(not A)  1  P(A)

1 A bag contains 3 red (R) counters, 2 blue (B) counters and 5 green (G) counters.
A counter is taken from the bag at random.
What is the probability that the counter is:
(a) red, (b) green, (c) red or green?
Find the total number of counters in the bag.
5  2  3  10
Total number of possible outcomes  10.
(a) There are 3 red counters. P(R) 
13
0
(b) There are 5 green counters. P(G) 
15
0 
12

(c) Events R and G cannot happen at the same time.
P(R or G)  P(R)  P(G) 
13
0 
15
0 
18
0 
45

2 A bag contains 10 counters. 3 of the counters are red (R).
A counter is taken from the bag at random.
What is the probability that the counter is:
(a) red, (b) not red?
Total number of possible outcomes  10.
(a) There are 3 red counters. P(R) 
13
0
(b) P(not R)  1  P(R)  1 
13
0 
17
0

Exercise 40.5
1 A fish is taken at random from a tank.
The probability that the fish is black is
25
.
What is the probability that the fish is not black?
2 Tina has a bag of beads.
She takes a bead from the bag at random.
The probability that the bead is white is 0.6.
What is the probability that the bead is not white?
3 The probability of a switch working is 0.96.
What is the probability of a switch not working?

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4 Six out of every 100 men are taller than 1.85 m.

A man is picked at random.
What is the probability that he is not taller than 1.85 m?
5 A bag contains red, white and blue balls.
A ball is taken from the bag at random.
The probability of taking a red ball is 0.4.
The probability of taking a white ball is 0.35.
What is the probability of taking a white ball or a blue ball?
6 Tom and Sam buy some tickets in a raffle.
The probability that Tom wins 1st prize is 0.03.
The probability that Sam wins 1st prize is 0.01.
(a) What is the probability that Tom or Sam win 1st prize?
(b) What is the probability that Tom does not win 1st prize?
7 A spinner can land on red, white or blue.
The probability of the spinner landing on red is 0.2.
The probability of the spinner landing on red or on blue is 0.7.
The spinner is spun once.
What is the probability that the spinner lands:
(a) on blue,
(b) on white?
8 A bag contains red, green, blue, yellow and white counters.
The table shows the probabilities of obtaining each colour when a counter is taken from the
bag at random.
Red Green Blue Yellow White
30% 25% 20% 20% 10%

(a) (i) How can you tell that there is a mistake in the table?
(ii) The probability of getting a white counter is wrong.
What should it be?
A counter is taken from the bag at random.
(b) (i) What is the probability that it is either green or blue?
(ii) What is the probability that it is red, green or blue?
(iii) What is the probability that it is not yellow?
9 Some red, white and blue cubes are numbered 1 or 2.
The table shows the probabilities of obtaining each colour and number when a cube is taken
at random.
Red White Blue
1 0.1 0.3 0
2 0.3 0.1 0.2
A cube is taken at random.
(a) What is the probability of taking a red cube?
(b) What is the probability of taking a cube numbered 2?
(c) State whether or not the following pairs of events are mutually exclusive.
Give a reason for each answer.
(i) Taking a cube numbered 1 and taking a blue cube.
(ii) Taking a cube numbered 2 and taking a blue cube.
(d) (i) What is the probability of taking a cube which is blue or numbered 1?
(ii) What is the probability of taking a cube which is blue or numbered 2?
(iii) What is the probability of taking a cube which is numbered 2 or red?

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Combining two events

20
40

Probability . . . Probability . . .
1 A fair coin is thrown twice.
Identify all of the possible outcomes and Use a p Met
write down their probabilities. ossibili hod 2
ty spac
e diagr
am.
1
Method stematically.
es sy
outcom d throw
List the w 2n )
1st thro ) Head (H
Head ) ( H Tail ( T )
)
Head (H Head (H
Tail ( T ) Tail ( T )
Tail (T)

When a fair coin is tossed twice, there are four possible outcomes.
Because the coin is fair all the possible outcomes are equally likely.
Because all the outcomes are equally likely their probabilities can be worked out.
P(H and H)  P(H and T)  P(T and H)  P(T and T) 
14

2 A fair dice is rolled twice.
Use a possibility space diagram to show all the possible outcomes.
What is the probability of getting a ‘double six’?
What is the probability of getting any ‘double’?
What is the probability that exactly one ‘six’ is obtained?
The dice is fair, so there are 36 equally likely outcomes.

6 1and6 2and6 3and6 4and6 5and6 6and6 P(double 6)

There is one outcome in the event (6 and 6).
5 1and5 2and5 3and5 4and5 5and5 6and5 P(double 6) 
31
6
4 1and4 2and4 3and4 4and4 5and4 6and4 P(any double)
2nd
roll The 6 outcomes in the event are shaded blue.
3 1and3 2and3 3and3 4and3 5and3 6and3
P(any double) 
36
6 
16

2 1and2 2and2 3and2 4and2 5and2 6and2 P(exactly one six)
The 10 outcomes in the event are shaded grey.
1 1and1 2and1 3and1 4and1 5and1 6and1
P(exactly one six) 
13
06 
15
8
1 2 3 4 5 6
1st roll

Exercise 40.6
1 A red car (R), a blue car (B) and a green car (G) are parked on a narrow drive,
one behind the other.
(a) List all the possible orders in which the three cars could be parked.
The cars are parked on the drive at random.
(b) What is the probability that the blue car is the first on the drive?

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2 Two fair dice are rolled and the numbers obtained are added.
(a) Draw a possibility space diagram to show all of the possible outcomes.
(b) Use your diagram to work out:
(i) the probability of obtaining a total of 10,
(ii) the probability of obtaining a total greater than 10,
(iii) the probability of obtaining a total less than 10.
(c) Explain why the probabilities you worked out in (b) should add up to 1.
3 A fair coin is tossed and a fair dice is rolled.
Copy and complete the table to show all the possible outcomes.
Dice
1 2 3 4 5 6
H H2
Coin
T
What is the probability of obtaining:
(a) a head and a 5,
(b) a tail and an even number,
(c) a tail and a 6,
(d) a tail and an odd number,
(e) a head and a number more than 4,
(f) an odd number?
4 Sanjay has to travel to school in two stages.
Stage 1: he can go by bus or train or he can get a lift.
Stage 2: he can go by bus or he can walk.
(a) List all the different ways that Sanjay can travel to school.
Sanjay decides the way that he travels on each stage at random.
(b) What is the probability that he goes by bus in both stages?
5 The diagram shows a fair spinner.
It is divided into four equal sections, numbered, as shown.
The spinner is spun twice and the numbers the arrow lands on each
time are added to obtain a score.
(a) Copy and complete this table to show all the possible scores.
2nd spin
1 2 3 4
1 2 3
1st 2 3
spin 3
4
(b) Calculate the probability of getting a score of:
(i) 2, (ii) 3, (iii) 6.
6 Students at a college must choose to study two subjects from the list:
Maths English Science Art
(a) Write down all the possible pairs of subjects that the students can choose.
David chooses both subjects at random.
(b) What is the probability that one of the subjects he chooses is Maths?
James chooses Maths and one other subject at random.
(c) What is the probability that he chooses Maths and Science?

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7 Bag A contains 2 red balls and 1 white ball. 20

40
Bag B contains 2 white balls and 1 red ball.
A ball is drawn at random from each bag.
(a) Copy and complete the table to show all possible pairs of colours.

Probability . . . Probability . . .
Bag A
R R W
W RW
Bag B W
R

(b) Explain why the probability of each outcome is
19
.

(c) Calculate the probability that the two balls are the same colour.
8 The diagram shows two sets of cards A and B.

One card is taken at random from set A.

One card is taken at random from set B.
(a) List all the possible outcomes.
The two numbers are added together.
(b) (i) What is the probability of getting a total of 5?
(ii) What is the probability of getting a total that is not 5?
All the cards are put together and one of them is taken at random.
(c) What is the probability that it is labelled A or 2?
9 A spinner has an equal probability of landing on red, green, blue, yellow or white.
The spinner is spun twice.
(a) List all the possible outcomes.
(b) (i) What is the probability that, on both spins, the spinner lands on white?
(ii) What is the probability that, on both spins, the spinner lands on white at least once?
(iii) What is the probability that, on both spins, the spinner lands on the same colour?
10 The diagram shows two fair spinners.
Each spinner is divided into equal sections and numbered, as shown.
Each spinner is spun and the numbers that each arrow lands on are added together.

(a) Draw a possibility space diagram to show all the possible outcomes.
(b) Calculate the probability of getting a total of 2.
(c) Calculate the probability of getting a total of 6.

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l You need to know the meaning of these terms: impossible, unlikely, evens, likely, certain.
l Probability describes how likely or unlikely it is that an event will occur.
Probabilities can be shown on a probability scale.
Probability must be written as a fraction, a decimal or a percentage.
Less likely More likely

Impossible Certain

0 1 1
2

l How to work out probabilities using equally likely outcomes.

The probability of an event X happening is given by:
Number of outcomes in the event
Probability (X) 




Total number of possible outcomes
l How to estimate probabilities using relative frequency.
The relative frequency of an event is given by:
Number of times the event happens in an experiment (or in a survey)
Relative frequency 








Total number of trials in the experiment (or observations in the survey)
l How to use probabilities to estimate the number of times an event occurs in an experiment or
observation.
Estimate  total number of trials (or observations)  probability of event
l Mutually exclusive events cannot occur at the same time.
When A and B are mutually exclusive events:
P(A or B)  P(A)  P(B)
l A general rule for working out the probability of an event, A, not happening is:
P(not A)  1  P(A)
l How to find all the possible outcomes when two events are combined.
By listing the outcomes systematically.
By using a possibility space diagram.

Review Exercise 40
1 M M
To play a game you spin the pointer. I I T
O
You win the prize on which the pointer stops. N
P

N F
E

T T F
Richard has one spin.
T T N

E
E
M

(a) Which prize is Richard most likely to win?

I

I
N N

N N FO
T T F

(b) Explain your answer to part (a).

E
M

M
I

E
Copy the probability line below.
E

E
T T F
N N FO
T

I I T
M M
0 1 1
2
Donna has one spin.
(c) On your line mark with a P the probability that Donna will win a pen.
(d) On your line mark with a W the probability that Donna will win a watch. Edexcel
2 In a fish tank there are four white fish and one black fish.
One fish is to be taken out at random.
Write down the probability that the fish taken from the tank will be:
(a) black,
(b) white. Edexcel

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3 Copy the probability line below and mark the following probabilities. 20
40
(a) It will snow in London in June. Use the letter S.
(b) The sun will rise tomorrow. Use the letter R.
(c) A fair coin when tossed will come down heads. Use the letter H.

Probability . . . Probability . . .
1
0 2 1 Edexcel

4 A box contains only blue pencils and red pencils. 6 of the pencils are blue and 5 are red.
A pencil is to be taken at random from the box.
Write down the probability that
(a) a blue pencil will be taken,
(b) a blue pencil will not be taken. Edexcel

5 A game is played with two spinners. They are spun at the same time.
The result shown in the diagram is Blue 3.
(a) List all the possible results when the
spinners are spun.
Spinner A is a fair spinner.
(b) What is the probability of not getting
green with spinner A?
Spinner B is weighted (biased).
The probability of getting a 3 is 0.2 and the probability of getting a 1 is 0.3.
(c) What is the probability of getting a 2 with spinner B? Edexcel

6 A game is played with two fair spinners. 1

In each turn of the game both spinners are spun
2

and the numbers are added to get a score.

2
1
3 3

(a) Copy and complete the table to show each possible score.
1 2 3 4
1
2
3
(b) What is the probability of:
(i) scoring 6,
(ii) not scoring 6?
(c) To start the game a player needs to score either 2 or 5.
What is the probability that the game starts on the first throw?
7 Martin bought a packet of mixed flower seeds.
The seeds produce flowers that are Red or Blue or White or Yellow.
The probability of a flower seed producing a flower of a particular colour is:
Colour Red Blue White Yellow
Probability 0.6 0.15 0.15
(a) Write down the most common colour of a flower.
Martin chooses a flower seed at random from the packet.
(b) (i) Work out the probability that the flower produced will be White.
(ii) Write down the probability that the flower produced will be Orange. Edexcel

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8 A machine makes compact discs.

The probability that a perfect compact disc will be made by this machine is 0.85.
Work out the probability that a compact disc made by this machine will not be perfect.
Edexcel

9 A fair dice has the numbers 1 to 6 on it.

(a) When the dice is rolled, what is the
probability that a 4 will be scored?

A fair spinner has the numbers 1, 2 and 3 on it.

(b) When the spinner is spun, what is the probability that a 3 will be scored?
In a game, the dice is rolled and the spinner is spun.
The two scores are added.
(c) Copy and complete the table to show all the possible totals.
Dice
Spinner 1 2 3 4 5 6
1
2
3
(d) What is the probability that a total of 4 will be scored?
A fair spinner with the numbers 1, 2, 3 and 4 on it is used in the game instead of the
3-sided spinner.
(e) Will there be an increase or decrease in the probability that a total of 4 will be scored?
Explain your answer. Edexcel
10 Patrick has 20 marbles in a bag.
8 of the marbles are red. 7 of the marbles are blue. The rest of the marbles are yellow.
(a) He takes one marble out of the bag at random.
(i) What is the probability that it is blue?
(ii) What is the probability that it is red or blue?
(iii) What is the probability that it is not blue?
Give your answers as fractions in their simplest form.
(b) He takes two marbles out of the bag at random.
List all the possible colour combinations. Edexcel

11 Georgina is watching a football match. She says, “The probability that the team I support will
win is
13
because there are only three possible results: win, lose or draw.”
Explain why her statement may be wrong.
12 The Orange Party, the Yellow Party and the Purple Party stand in a school election.
The table shows the voting intentions of a sample of students before the election.
Voting intentions
Orange Party Yellow Party Purple Party
Boys 4 5 6
Girls 5 7 3
(a) A student in the sample is chosen at random.
What is the probability that the person chosen intends to vote for the Orange Party?
(b) A girl in the sample is chosen at random.
What is the probability that she intends to vote for the Purple Party?
(c) There are 960 students in the school. Use the results of the sample to estimate the
number of students in the school who intend to vote for the Yellow Party.

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Section Handling Data

Review
Non-calculator Paper
Do not use a calculator for this exercise.
1 Angela asked 20 people in which country they spent their last holiday.
Here are their answers.
France Spain Italy England England
Spain England France Spain Spain
Italy France England Spain France
Spain Italy Spain France Italy
Design and complete a suitable data collection sheet that Angela could have used to show
this information. Edexcel

2 Here is a 6-sided spinner.

It has 3 sections.
Each section is a different colour.
The spinner will land on one of the colours.
On which colour is the spinner most likely to land? Edexcel

3 100 Year 10 students each study one modern foreign language.

The table shows some information about these students.
German Spanish Italian Total
Male 25 40
Female 13
Total 30 23 100
(a) Copy and complete the table.
(b) Work out the number of these students who do not study German. Edexcel

4 Zaheda conducted a probability experiment using a packet of 20 sweets.

She counted the number of sweets of each colour.
Her results are shown in the table.
Red Green Orange
12 3 5
(a) Draw a pictogram to represent this information.
Use the symbol to represent 2 sweets.
(b) Copy the line below and mark with an X the probability that Zaheda takes an
orange sweet. 1
0 2 1

(c) Write down the probability

(i) that Zaheda will take a green sweet from the packet,
(ii) that the sweet Zaheda takes will not be red. Edexcel

5 Kevin buys one raffle ticket.

A total of 350 raffle tickets are sold.
One of these tickets will win the raffle. Each ticket has an equal chance of winning the raffle.
Write down the probability that Kevin’s ticket will win the raffle. Edexcel

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6 (a) The graph shows the results of a survey of the times people had to wait at airports for
their flights.

40
Number
of
people
30

20

10

0
0 1 2 3 4 5 6
Waiting time (hours)

(i) How many people had to wait more than 4 hours?

(ii) How many people had to wait between 2 and 3 hours?
(b) The pie chart shows the departure airports of these people.
(i) Which airport is the mode?
(ii) 60 people departed from Heathrow. Stansted
How many people departed from Gatwick?
(c) How many people were included in the survey?
Heathrow

Gatwick

7 The table shows Mae’s five test marks.

English French History Mathematics Science
44 60 72 67 32
(a) Find her median mark.
(b) Work out the range of her marks.
(c) Work out her mean mark. Edexcel

8 A fair six-sided dice and a fair coin are thrown together.

(a) List all the possible outcomes.
(b) What is the probability of getting a tail and a six?
9 Jo measures the lengths, in centimetres, of a sample of runner beans.
The stem and leaf diagram shows the results. 1 3 means 13 cm
(a) What is the length of the longest runner bean?
1 3 5 7 9
(b) How many runner beans are included in the sample?
(c) What is the range of their lengths? 2 0 3 4 6 7 7 7 8
(d) Which length is the median? 3 0 1 1

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10 Ben has some coloured cubes in a bag. 20

SR
The table shows the number of cubes of each colour.
Red Blue Yellow Brown

Section Review: Non-calculator Paper

7 4 8 6
Ben is going to take one cube at random from the bag.
Write down the probability that Ben
(a) will take a yellow cube,
(b) will not take a brown cube. Edexcel

11 Laurie is designing a survey to find out about people who use a superstore near her home.
One of the things Laurie wants to find out is how far people have travelled to get to
the superstore.
(a) Decide which question below is best to ask.
Give two reasons for your decision.
[A] How far have you travelled to get here today?
[B] Where do you live?
[C] Do you live far from here?
[D] Please show me on this map where you have travelled from.
Laurie decides to do her survey one Friday evening outside the superstore.
(b) Give one reason why this would give a biased sample. Edexcel

12 The table shows the ages and weights of chickens.

Age (days) 10 20 40 50 70 80 100
Weight (g) 100 300 1000 1300 2000 2000 2400
(a) Use this information to draw a scatter graph.
(b) Describe the correlation between the age and weight of these chickens.
(c) Draw a line of best fit.
(d) Explain how you know the relationship is quite strong.
13 20 students scored goals for the school hockey team last month.
The table gives information about the number of goals they scored.
Goals scored Number of students
1 9
2 3
3 5
4 3
Work out the mean number of goals scored. Edexcel

14 A spinner is labelled, as shown.

The results of the first 30 spins are given below.

1 2 3 3 5 1 3 2 2 4
5 3 2 1 2 5 2 4 1 5
1 5 2 2 4 2 5 4 2 3

(a) What is the relative frequency of getting the number 1?

(b) Is the spinner fair?
Give a reason for your answer.

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15 A group of students were each asked how many books they had read last month.
The frequency diagram shows the results.

Males
8
7
Females
6
Frequency

5
4
3
2
1
0
0 1 2 3 4 5 6 7
Number of books read

(a) How many students were included?

(b) What is the range in the number of books read by females?
(c) Calculate the mean number of books read by females.
(d) Compare and comment on the number of books read by males and the number of books
read by females.
16 The table shows information about a group of children.
Can swim Cannot swim
Boys 16 4
Girls 19 6
(a) One of these children is chosen at random.
What is the probability that the child can swim?
(b) A girl in the group is chosen at random.
What is the probability that she cannot swim?
(c) Tony says, “These results show a higher proportion of girls can swim.”
Is he correct?
Give reasons for your answer.
17 The table shows the times taken by members of the Run For Fun Club to complete a marathon.
Time (t hours) 2⭐t⬍4 4⭐t⬍6 6⭐t⬍8 8 ⭐ t ⬍ 10
Frequency 9 15 18 3
(a) Which class interval contains the median time?
(b) Draw a frequency polygon to show the data.
18 The grouped frequency table shows information about the weights, in kilograms, of
20 students, chosen at random from Year 11.
Weight (w kg) Frequency
50 ⭐ w ⬍ 60 7
60 ⭐ w ⬍ 70 8
70 ⭐ w ⬍ 80 3
80 ⭐ w ⬍ 90 2
There are 300 students in Year 11.
Work out an estimate for the number of students in Year 11 whose weight is between
50 kg and 60 kg. Edexcel

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Section Handling Data

Review
Calculator Paper
You may use a calculator for this exercise.
1 The pictograms show the numbers of portions of food sold at two fish and chip shops
one evening.

The Pleasant Plaice The Kettle O’Fish

Type of food Portions Type of food Portions

Cod Cod

Plaice Plaice

Chicken Chicken

Sausages Sausages

Spring rolls Spring rolls

Key: 10 portions 5 portions

(a) How many portions of plaice were sold at The Pleasant Plaice?
(b) How many portions of cod were sold at The Kettle O’Fish?
(c) What was the total number of portions of food sold at The Pleasant Plaice?
(d) For what type of food was there the greatest difference between the numbers of portions
sold in the two shops? Edexcel

2 A group of students were asked which sport they did most.

The bar chart shows the results.

7
6
Frequency
5
4
3
2
1
0
Swimming Tennis Football Running
Sport

(a) How many students said, “swimming”?

(b) How many students were asked?
(c) Which sport is the mode?
3 Edwina had 5 boxes of matches.
She counted the number of matches in each box.
Here are the numbers:
28 30 31 28 27
(a) Work out the mean number of matches per box.
(b) Work out the range of Edwina’s numbers. Edexcel

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4 50 people were asked if they liked tea.

30 of the people asked were adults.
12 adults did not like tea.
5 children liked tea.
Use this information to complete the two-way table.
Adults Children Total
Liked tea
Did not like tea
Total

5 Some students each chose one colour from:

Black, Purple, Red, White. Black
The pie chart shows information about their choices. Purple
White

One of these students is to be selected at random.

(a) Copy the probability line below. Red
1 1 3
0 4 2 4 1
(i) mark with the letter R the probability that the student chose Red,
(ii) mark with the letter B the probability that the student chose Black.
Emma marked with the letter G the probability that the student chose Green.
X
0
G 1
4
1 3
4 1
2

(b) Explain why Emma is wrong. Edexcel

6 The marks, out of 100, obtained by 30 pupils in a mathematics test were:

51 53 54 90 91 49 64 63 62 39 77 45 62 66 51
36 28 47 82 47 76 64 66 56 48 54 63 72 53 39
(a) Copy and complete the frequency table, using class intervals 0 - 9, 10 - 19, 20 - 29, etc.
Class interval Tally Frequency
0-9 0
10 - 19 0
20 - 29

Find the frequency in each class interval.

(b) Draw a bar chart for this frequency table.
Last time this class had a test, nobody scored more than 65 marks.
The median mark was in the 30s.
The mode was in the 20s.
(c) Explain briefly how the results of this test differ from the results of the last test. Edexcel

7 A group of students was given a choice of four games to play.

The table shows the numbers choosing each game.
Game Badminton Basketball Squash Volleyball
Number of students 8 15 6 16
Draw a pie chart to show this information.

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8 Andy did a survey of the number of cups of coffee some pupils in his school had 20
SR
drunk yesterday.
The frequency table shows his results.

Section Review: Calculator Paper

Number of cups of coffee 2 3 4 5 6
Frequency 1 3 5 8 5
(a) Work out the number of pupils that Andy asked.
Andy thinks that the average number of drinks pupils in his survey had drunk is 7.
(b) Explain why Andy is wrong. Edexcel

9 Here are the times, in minutes, of some telephone calls.

3 8 13 10 6 35 18 27 22 13
18 20 30 23 38 16 4 18 14 8
(a) Draw a stem and leaf diagram to show these times.
(b) What is the range of these times?
10 Georgina picks one letter from Box X and then one number from Box Y.

Box X P Q R Box Y 1 3 5

List all the pairs she could pick.

11 Four scatter graphs are shown.

A B C D
(a) Which graph shows negative correlation?
(b) Which graph shows no correlation?
(c) Which graph could show the relationship between the engine size of cars and their
top speeds?
12 A bag contains counters which are red, white, blue or black.
A counter is taken from the bag at random.
The table shows the probability of getting a red, a white or a blue counter.
Colour of counters red white blue black
Number of counters 0.3 0.35 0.2
(a) What is the probability of getting:
(i) a black counter, (ii) a red or a white counter?
(b) The bag contains 12 red counters.
How many counters are in the bag altogether?
13 A shop employs 8 men and 2 women.
The mean weekly wage of the 10 employees is £396.
The mean weekly wage of the 8 men is £400.
Calculate the mean weekly wage of the 2 women. Edexcel

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14 A garage keeps records of the costs of repairs to its Cost (£ C ) Frequency

customers’ cars.
The table gives information about the costs of all 0 ⬍ C ⭐ 50 4
repairs which were less than £250 in one week. 50 ⬍ C ⭐ 100 8
(a) Find the class interval in which the median lies. 100 ⬍ C ⭐ 150 7
150 ⬍ C ⭐ 200 10
200 ⬍ C ⭐ 250 11
There was only one further repair that week, not included in the table.
That repair cost £1000.
Dave says, “The class interval in which the median lies will change.”
(b) Is Dave correct? Explain your answer. Edexcel

15 The manager of a school canteen has made some changes.

She wants to find out what students think of these changes.
She uses this question on a questionnaire.
“What do you think of the changes in the canteen?”
Excellent Very good Good
(a) Write down what is wrong about this question.
This is another question on the questionnaire.
“How much money do you normally spend in the canteen?”
A lot Not much
(b) Write down one thing that is wrong with this question. Edexcel

16 The table shows the number of pages and the weight, in grams, for each of 10 books.
Number of pages 80 130 100 140 115 90 160 140 105 150
Weight (g) 160 270 180 290 230 180 320 270 210 300
(a) Draw a scatter graph to show the information in the table.
(b) For these books, describe the relationship between the number of pages and the weight
of the book.
(c) Draw a line of best fit on the diagram.
(d) Use your line of best fit to estimate:
(i) the number of pages in a book of weight 280 g,
(ii) the weight of a book with 120 pages. Edexcel

17 Charles found out the length of reign of each of 41 kings.

He used the information to complete the frequency table.
Length of reign
(L years) Number of kings
0 ⬍ L ⭐ 10 14
10 ⬍ L ⭐ 20 13
20 ⬍ L ⭐ 30 8
30 ⬍ L ⭐ 40 4
40 ⬍ L ⭐ 50 2
(a) Write down the class interval that contains the median.
(b) Calculate an estimate for the mean length of reign. Edexcel

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Exam
Practice Non-calculator Paper
Do not use a calculator for this exercise.
614 23
1 (a) Put the numbers in the cloud into order. 234 56
Start with the smallest number. 7
(b) Write the number 469 in words 93
469
Edexcel
2 (a) Write the number two thousand one hundred and thirty-nine in figures.
(b) Write 573 to the nearest 10.
(c) Work out. (i) 1542
468 (ii) 500  149 (iii) 23.6  10 (iv) 14  5

3 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23
(a) From the list above, write down a number which can be divided exactly by 5.
(b) From the list above, write down the number which can be divided exactly by 5 and 2.
Edexcel
4 (a) The number 8432 is multiplied by 100. What is the value of 3 in the answer?
(b) The number 8432 is divided by 10. What is the value of 4 in the answer?
5 Copy and draw in all the lines of symmetry on each of the following flags.

Edexcel

6 Dave buys these items.

BRE (a) How much does he have to pay altogether?
JAM AD BUTT
ER (b) He pays with a £5 note.
How much change is he given?
75 pence 49 pence 62 pence

7 The lines in the diagram are straight. y

Copy the diagram.
(a) Mark with arrows (), a pair of parallel lines.
(b) Mark with the letter R, a right angle.
(c) What type of angle is shown by the letter x
(i) x, (ii) y? Edexcel

8 The pictogram shows the number of videos borrowed from a shop on Monday and Tuesday.

Key: represents 10 videos

Monday

Tuesday

Wednesday

(a) Write down the number of videos borrowed on (i) Monday, (ii) Tuesday.
On Wednesday, 40 videos were borrowed. On Thursday, 15 videos were borrowed.
(b) Copy and complete the pictogram to show this information. Edexcel

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9 These patterns show the first three terms in a sequence.

(a) Draw the next pattern in the sequence. Pattern 1 Pattern 2 Pattern 3
(b) Copy and complete the table.
(c) How many squares will be in Pattern 5? Pattern number 1 2 3 4
(d) Explain why a pattern in this sequence Number of squares 1 3 5
cannot have 20 squares.
Y
10 Triangle XYZ is shown.
(a) Measure the length of XZ.
(b) Measure the size of angle X.

X Z

11 (a) What fraction of the shape is shaded?

(b) What percentage of the shape is shaded?
(c) Copy the shape and shade in more squares
so that 45 of the shape will be shaded. Edexcel
12 What number must be put in the box to make each of these statements true?
(a)  3  15 (b) 3
 11 (c) 37 (d) 3   5
13 A shaded shape is shown on the grid of centimetre squares.
Mirror line

(a) Work out the perimeter of the shaded shape.

(b) Work out the area of the shaded shape.
Copy the diagram.
(c) Reflect the shaded shape in the mirror line.
Not full size Edexcel
14 1
(a) Write 
2 as a percentage.
2
(b) Write as a decimal.

5
(c) Put these fractions in order, smallest first. 1 2 3 2
2 3 4 5
(d) Work out 34 of 36.
(e) What fraction of this rectangle is shaded?
Give your answer in its simplest form.
15 The table shows the temperature in each of 4 cities on 1st January.
City Cairo Copenhagen Manchester Moscow
Temperature 15°C 1°C 3°C 14°C
(a) Write down the name of the city which had the lowest temperature.
(b) Work out the difference in temperature between Copenhagen and Cairo.
On 2nd January, the temperature in Moscow had increased by 4°C.
(c) Work out the new temperature in Moscow. Edexcel
16 (a) What is the next number in this sequence?
Explain how you found your answer. 1, 5, 9, 13, …
(b) Is 100 in the sequence? Give a reason for your answer.
17 (a) Simplify b  b  b.
(b) Drinks cost 35 pence each. How much will d drinks cost?
(c) What is the value of ab  2c when a  4, b  5 and c  6?

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18 (a) The diagram shows four discs with numbers on. 20

EP
The number shown here is 1743. 1 7 4 3
Using all these four discs only, write down
(i) the largest number you could make,

Exam Practice: Non-calculator Paper

(ii) the smallest number you could make,
(iii) the missing numbers in this problem. = 2×

(b) Here is another disc. ?

The number on this disc is doubled. Then 3 is added. The answer is then 15.
What is the number on this disc? Edexcel
19 Kath said, “My new baby weighs 4.5 milligrams.”
(a) Which part of her statement is wrong?
(b) What should she have said? Edexcel
20 Work out. (a) 16  27 (b) 32.4  14.9 (c) 23.6  8 (d) 4  0.4
(a) (b)
21 Work out the size of the angles marked with letters. (a) (b)
a
Give a reason for each of your answers.
25° b
22 (a) 37°
What is the square of 9?
(b) What is the square of 49?
(c) What is the reciprocal of 5?
23 Chippy the carpenter marks a 3 metre length of wood into three pieces.
One piece is 1.40 metres long. Another piece is 84 centimetres long.
How long is the third piece of wood? Edexcel
24 (a) Solve the equations. (i) x  3  7 (ii) 6x  42 (iii) 2x  6
(b) Multiply out. (i) 2(a  3) (ii) y(y
1)
25 If m  3 and n  5, find the value of: (a) 2m  n n(m
9)
(b) n 2 (c) 
3
26 A bag contains 20 beads. There are 7 red beads in the bag and the rest are blue or white.
A bead is taken from the bag at random.
(a) What is the probability it is red?
(b) What is the probability it is not red?
27 59
.6
20.2  4.9 .
Joyce wants to calculate 
By writing each of the numbers in Joyce’s calculation to the nearest whole number estimate
the answer.
28 Jane makes chocolates. Each box she puts them in has
Volume  1000 cm3 Length  20 cm Width  10 cm
s
Chocolate
(a) Work out the height of a box.
Jane makes 350 chocolates. Each box will hold 18 chocolates.
(b) Work out
(i) how many boxes Jane can fill completely,
(ii) how many chocolates will be left over. Edexcel

29 Jim says, “I’ve driven 240 kilometres today.”

(a) Estimate the distance he has driven in miles if one kilometre is approximately
five eighths of a mile.
(b) Jim took 5 hours to drive 240 kilometres. Calculate his average speed in km/h.
30 Work out the value of: (a) 42 (b) 23 (c) 33  102 Edexcel

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31 Work out. (a) 5  2 (b) 4


34 (c) 2
 4 (d) 2
  34
6 3 5 5 5
32 Here are the weights, in kilograms, of 15 parcels.

1.1 1.7 2.0 1.0 1.1 0.5 3.3 2.0 1.5 2.6 3.5 2.1 0.7 1.2 0.6
Draw a stem and leaf diagram to show this information. Edexcel
33 In the diagram, PQR is an isosceles triangle. Q
The lines PQ and RS are parallel.
(a) Work out the size of angle x. S
(b) (i) What is the size of angle y?
(ii) Give a reason for your answer. 63° x
P y R
34 (a) What is the value of 2x 2 when x  3?
(b) Simplify 3t  t  3.
(c) Solve (i) 2(x  3)  8, (ii) 3t
1  7  t.
y
35 (a) Describe fully the single transformation
4
which maps Shape P onto Shape Q.
Q 3 (b) Describe fully the single transformation
2 P which maps Shape P onto Shape R.
R
1 (c) Copy Shape P onto squared paper.
Enlarge Shape P by a scale factor of 3.
-3 -2 -1 0 1 2 3 4 x
36 Factorise. (a) 4c
12a (b) x 2
6x Edexcel
37 A crowd of 8000 people watch a football match.
(a) 55% of the crowd support the home team. How many people support the home team?
(b) 2400 people in the crowd are children. What percentage of the crowd is children?

38

200
Distance
in miles
from 150
Manchester

100

50

0
10am 11am 12noon 1pm 2pm 3pm 4pm 5pm 6pm 7pm 8pm

The graph represents part of Mrs Hinton’s journey from Manchester to London.
Mrs Hinton stopped for a rest at a service station.
(a) (i) Write down the time at which she stopped. (ii) For how long did she stop?
For part of her journey Mrs Hinton had to slow down because of a traffic queue.
(b) For how many miles did she travel at a slower speed?
Mrs Hinton spent an hour at a meeting in London.
She then returned home to Manchester, travelling at a steady speed of 50 miles per hour.
(c) Copy and complete the graph of her journey. Edexcel

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39 A circle has a radius of 4.87 cm. 20

EP
Use approximation to estimate the area of the circle in terms of .
40 The first term of a sequence is 7.

Exam Practice: Non-calculator Paper

The rule for the sequence is: Add 5 to the previous term.
(a) Write down the second term and the third term of the sequence.
(b) Work out the 10th term of the sequence.
(c) Write down an expression, in terms of n, for the n th term of the sequence. Edexcel
41 Express 96 as a product of its prime factors. Edexcel
42 A and B are two fair spinners.
Jane spins the two spinners together once.
(a) Copy and complete the table below to show
all the possible results and the total scores.
Spinner A Spinner B Total score A B

(b) Use your table to find the probability that Jane will get a total score of 7.
Tom spins the two spinners together 60 times.
(c) Work out the number of times you would expect Tom to get a total score of 7. Edexcel
43 (a) Find the highest common factor of 18 and 24.
(b) Find the lowest common multiple of 18 and 24. Edexcel

44 (a) 3.08   693.89

Work out an estimate for  0.47 .
The length of a rod is 98 cm, correct to the nearest centimetre.
(b) (i) Write down the maximum length that the rod could be.
(ii) Write down the minimum length that the rod could be. Edexcel
45 A box contains 24 pens and some pencils. The ratio of pens to pencils in the box is 4 : 5.
30% of the pencils need sharpening. How many pencils need sharpening?
46 Simplify. (a) p 2  p 7 (b) x 8  x 3 Edexcel
B
47 The diagram shows a sketch of triangle ABC. 5 cm
(a) Show that ABC is a right-angled triangle. 12 cm
(b) Calculate the area of triangle ABC. A
13 cm
48 (a) List the values of n, where n is a whole number,
such that 3 2n
1 7. C
(b) Multiply out and simplify. 3(2x  5)  4(x  2)
49 The diagram shows the positions of shapes T, M and N. y
5
(a) Describe fully the single transformation which
maps T onto M. 4
(b) Describe fully the single transformation which 3 T
maps T onto N. M 2 N
(c) M is mapped onto P by an enlargement, 1
scale factor 2, centre (5, 1).
Draw a diagram to show the positions of M and P. -5 -4 -3 -2 -1 0 1 2 3 4 5 x
50 (a) Draw the graph of y  6  x 2 for values of x from 3 to 3.
(b) Use your graph to solve the equation 6  x 2  0.

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Exam
Practice Calculator Paper
You may use a calculator for this exercise.
1 A number of people were asked where they had stayed on holiday.
The pictogram shows some of the results.

Hotel

Campsite

(a) 30 people said they had stayed at a hotel.

What does represent?
(b) Estimate how many people stayed at a campsite.
(c) 60 people were asked altogether.
The other people stayed at a bed and breakfast.
Draw a pictogram for those staying at a bed and breakfast.
2 Write these five numbers in order of size.
2.5 0.5 0.52 2.2 0.25
Start with the smallest number. Edexcel

3 The results from 40 spins of a numbered spinner are:

2 1 4 3 2 1 3 4 5 2
1 2 2 3 2 1 2 4 5 2
1 5 3 4 2 3 3 3 2 4
2 3 4 2 1 5 3 3 5 3
(a) Copy and complete the frequency table for these results.
Result Tally Frequency
1
2

(b) Draw a bar chart to show the results.

(c) Which result is the mode? Q

4 The diagram shows a quadrilateral PQRS. 90°

P
(a) Which line is perpendicular to PQ ? 100°
(b) Find by measuring the size of angle PSR and angle QRS.
(c) Which angle is an acute angle?
(d) Measure the length of SR.
S R
5 A theatre has 42 rows of seats. Each row has 28 seats.
Everyone has to pay £9.75 to go to the theatre.
(a) Calculate the amount of money taken when every seat is filled.
(b) Give your answer to part (a) to the nearest thousand pounds.

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6 Ivan builds fences in different lengths using pieces of wood. 20

EP

Exam Practice: Calculator Paper

Fence length 1 Fence length 2 Fence length 3
(a) Sketch fence length 5.
Ivan counted how many pieces of wood he needed to make each fence length.
He then drew the table below.
Fence length 1 2 3 4 5 6
Number of pieces 4 7 10
(b) Complete the table to show how many pieces of wood he would use for
fence lengths 4, 5, and 6.
(c) Explain how you would work out the number of pieces needed for fence length 25.
Edexcel

7 (a) Which of these shapes is a rhombus? P Q R S

(b) A B C D Which two of these shapes are congruent?

8 Kim thinks of a number. She doubles it and adds 3. The answer is 17. What is her number?
9 °C
–10 –5 0 5 10

(a) Write down the temperature shown on the thermometer.

At 6 am, the temperature in Fred’s garden was
3°C.
By noon, the temperature had risen by 12°C.
(b) Work out the temperature at noon.
By midnight, the temperature in Fred’s garden had fallen to
7°C.
(c) Work out the fall in temperature from noon to midnight. Edexcel

10 (a) A fence is 2.3 metres high. What is the height of the fence in centimetres?
(b) A cycle race is 26 miles. How many kilometres is this?
(c) A rule for changing litres into gallons is:
Divide by 4.5
A lorry’s fuel tank holds 180 litres when it is full.
Use this rule to work out how many gallons the lorry’s fuel tank holds.
11 The diagram shows the positions of points A, B and C. y
A
(a) What are the coordinates of A? 4
(b) (i) Copy the diagram and mark the position of D 3
so that ABCD is a rectangle. 2
B
(ii) What are the coordinates of D? 1

-2 -1 0 1 2 3 4 x
-1 C

12 Anton pays £1.25 for a cucumber and a lettuce.

The cucumber costs 7p more than the lettuce.
How much does the cucumber cost?

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13 Here are four road signs.

A B C D
Two of these road signs have one line of symmetry.
(a) Write down the letters of each of these two road signs.
Only one of these four road signs has rotational symmetry.
(b) (i) Write down the letter of this road sign.
(ii) Write down its order of rotational symmetry. Edexcel

14 Tanya picks strawberries to earn some money.

She puts the strawberries in baskets.
This formula can be used to work out her pay.
Pay ⴝ £15 per day ⴙ £2 for each full basket
Tanya worked all day on Monday.
She filled 12 baskets with strawberries.
Work out Tanya’s pay on Monday. Edexcel

15 (a) Simplify t  2t  3t.

(b) Solve the equations (i) 2w  6, (ii) x  3  5.
(c) What number must go in the box to make this statement true?  3  2  17
16 A school buys a trampoline.
The school is given a discount of 18 of the price.
(a) Write 18 as (i) a decimal, (ii) a percentage.
The price of the trampoline is £3218.
(b) Work out the amount the school actually has to pay. Edexcel

17 Here is a list of eight numbers.

5 6 12 20 25 26 28 33
(a) From the list, write down
(i) a square number,
(ii) a number that is a multiple of 7,
(iii) two numbers that are factors of 40,
(iv) two numbers with a sum of 59.
(b) Tony says that “6 is a cube number because 23  6.”
Tony is wrong. Explain why. Edexcel

18 Work out the value of 6
2  (5
1). Edexcel

19 The cost of 4 kg of apples is £3.84.

The total cost of 3 kg of apples and 2.5 kg of pears is £5.58.
Work out the cost of 1 kg of pears. Edexcel

20 (a) Copy and complete this table of values for y  x  2.

x
3
2
1 0 1 2 3
y 1 3 4
(b) Plot the points given by the values in your table. Join the points.
(c) Work out the value of x when y  2.5 Edexcel

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21 There are 27 wall tiles in a pack. Only full packs of tiles are sold. 20
EP
Barry needs 200 tiles.
(a) How many full packs of tiles must he buy?

Exam Practice: Calculator Paper

Each tile is a rectangle 20 cm by 15 cm.
(b) Work out the area of one tile.
Navdeep wants to tile a wall.
The wall is a rectangle 3 metres by 2.4 metres.
(c) Work out the number of tiles she needs to cover the wall completely. Edexcel

22 Work out 兹4
苶6苶
2.52
Write down all the figures on your calculator display. Edexcel

23 A shop sells doughnuts and muffins.

Doughnuts cost d pence each. Muffins cost m pence each.
Daniel buys 4 doughnuts and 3 muffins. The total cost is C pence.
Write down a formula for C, in terms of d and m. Edexcel

24 A caretaker is paid at a basic rate of £7.76 per hour for 36 hours a week.
Overtime is paid at one and a half times the basic rate.
One week the caretaker works 42 hours.
How much is the caretaker paid that week?
25 The diagram shows a rectangle. y
49°
Work out the size of angles x and y.
17°
x
26 30 girls and 20 boys applied to go on a skiing course.
3
of the girls and 170 of the boys went on the course.

5
What percentage of the 50 students who applied went on the course?
27 A shop sells flour in two sizes.
Size 1: weight 500 g, cost 39 pence.
Which size gives better value for money?
Size 2: weight 800 g, cost 59 pence.
You must show all your working.
28 Anil counted the number of letters in each of 30 sentences in a newspaper.
Anil showed his results in a stem and leaf diagram.
4 1 means 41 letters
0 8 8 9
1 1 2 3 4 4 8 9
2 0 3 5 5 7 7 8
3 2 2 3 3 6 6 8 8
4 1 2 3 3 5
(a) How many sentences have 36 letters?
(b) Work out the range.
(c) Work out the median. Edexcel

29 Change 2.5 m2 to cm2. Edexcel

30 The point A has coordinates (
4, 1).

The point B has coordinates (7, y).
The point (x, 3) is the midpoint of the line segment AB.
Find the value of x and the value of y. Edexcel

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31 Aisha is carrying out a survey into radio listening habits.

One of the questions she writes is,
“How often do you listen to the radio?”
A friend tells her that this question is unsuitable.
Write down two ways in which this question could be improved.
32 In the diagram, lines PQ and RS are parallel. Q S
They are crossed by two other straight lines.
y
Find the size of the angle marked y. 130°
110°
P R
33 A candle weighs x grams.
(a) Write an expression, in terms of x, for the weight of 20 candles.
(b) A box of 20 candles weighs 3800 g. The box weighs 200 g.
By forming an equation, find the value of x.
34 Here is a scatter graph. One axis is labelled “Height”.
(a) For this graph, state the type of correlation.

+ +
+
+ +
(b) From the list below, choose the most appropriate

++
+ + +
+ ++
label for the other axis.

+
+ +
length of hair number of sisters

+
length of legs GCSE French marks

+
Height Edexcel
35 A garden is a rectangle measuring 26 m by 11.5 m.
Grass covers 67% of the area of the garden.
Calculate the area of grass. Give your answer to a suitable degree of accuracy.
36 Y is 50 m from X on a bearing of 080°.
Z is 70 m from Y on a bearing of 110°.
(a) Make a scale drawing to show the positions of X, Y and Z. Use a scale of 1 cm to 10 m.
(b) Find by measurement the distance and bearing of X from Z.
37 Simon puts some red, green, blue and white beads in a bag.
He then calculates the probability of getting each colour when a bead is taken from the bag at
random. The table shows his results.
Colour Red Green Blue White
Probability 0.1 0.2 0.35 0.25
Explain how you know that Simon has made a mistake.
38 (a) Calculate 兹8苶  3.62
Give your answer correct to 2 decimal places.
(b) Work out (i) 83, (ii) 2.5  105.
1
(c) Find the value of x  y when x  5 and y  0.5.
3

39 (a) Solve (i) 5x  7  2, (ii) 3x
9  7
2x.

(b) Factorise (i) 3a
6b, (ii) a 2
10a.
(c) Simplify 5x
2(x  3).
40 A model is made of an aeroplane.
The length of the model is 18 centimetres.
The length of the real aeroplane is 45 metres.
Work out the ratio of the length of the model to the length of the real aeroplane.
Write your answer in the form 1 : n. Edexcel

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B D
41 PACQ is a straight line. 20
EP
AB and CD are parallel.
Angle PAB  (2x)°.
2x°
Angle QCD  (x  15)°. (x + 15)°

Exam Practice: Calculator Paper

Work out the value of x. P A C Q Edexcel

42 The first five terms of an arithmetic sequence are: 2, 5, 8, 11, 14

Write down, in terms of n, an expression for the n th term of this sequence. Edexcel

43 (a) Work out the perimeter of the semi-circle.

(b) Work out the area of the semi-circle.

10 cm Edexcel
44 Bronwen owns a pet shop.
The table gives information about the weights of hamsters in Bronwen’s shop.
Weight of hamsters (w grams) 28  w  30 30  w  32 32  w  34 34  w  36
Numbers of hamsters 9 5 4 2
Calculate an estimate for the mean weight of the hamsters in Bronwen’s shop. Edexcel

45 The equation x 3
2x  67 has a solution between 4 and 5.

Use a trial and improvement method to find this solution.
Give your answer correct to one decimal place. You must show all your working. Edexcel

46 (a) Solve 8
3x  2(x  5).

(b) Solve the inequality 3m
5  7.
(c) Write down all the solutions of the inequality
6  3n  5 where n is an integer.
(d) Multiply out and simplify (y
3)( y  2).

47 10 cm E 70 cm In triangle ABE, AB  26 cm,

A D AE  10 cm and angle AEB  90°.
(a) Calculate the length of BE.
26 cm (b) Calculate the area of the trapezium ABCD.
Not drawn
accurately B 60 cm C

m
ABCD is the cross-section of a trough used in a 0c
20
village competition.
The trough is a prism of length 200 cm. 80 cm
A
(c) Calculate the volume of the trough. D
Not drawn
accurately
B 60 cm C Edexcel

48 In 2004, a charity sold 21 million lottery tickets at 25p each.

4
80% of the money was kept by the charity.
(a) Calculate the amount of money kept by the charity.
In 2005, the price of a lottery ticket fell by 20%. Sales of lottery tickets increased by 20%.
80% of the money was kept by the charity.
(b) Calculate the percentage change in the amount of money kept by the charity. Edexcel

49 a, b and c represent lengths. Which of these formulae represents a volume?

4(a  b  c), 2(ab  bc  ac), abc
Explain your answer.

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Answers
3. (a) 546 (b) 607 (c) 1010
CHAPTER 1 (d) 70 200 (e) 1 200 052
4. (a) 2 000 000 (b) 10 000 000
(c) 500 000 (d) 1 500 000
Exercise 1.1 Page 1 5. The attendance at a football match was 48 000.
1. 6, 12, 110 The pitch measured 119 yards by 62 yards.
2. (b) 54
50  4 After 25 minutes the centre forward (who cost

5  10  4 £15 000 000) scored from 18 yards.
(c) 456
400  50  6 6. (a) 7030 (b) 463 (c) 11 000

4  100  5  10  6
(d) 1872
1000  800  70  2 Exercise 1.3 Page 3

1  1000  8  100  7  10  2
1. (a) 28 (b) 33
3. (a) 50, 3 (b) 300, 40, 1 (c) 600, 70, 3
(d) 1000, 800, 90, 7 (e) 1000, 50, 2 2. (a) 29 (b) 43 (c) 43 (d) 53
4. (a) 30 (b) 3 000 000 (c) 600 3. (a) 12 (b) 15 (c) 27 (d) 56
(d) 2000 (e) 4000 (f) 6 (e) 35 (f ) 74 (g) 70 (h) 112
5. (a) 1 in 512 (b) 7 in 745 (c) 5 in 599 4. (a) 91 (b) 4 (c) 55 (d) 63
(e) 38 (f ) 17 (g) 76 (h) 23
6. (a) 97, 23, 203 (b) 302 (c) 23
5. 112 miles 8. £222
7. (a) 39, 74, 168, 421
(b) 544, 545, 554, 555 6. (a) 89p (b) 81p 9. 256
(c) 3801, 3842, 3874, 4765, 5814 7. £306 10. 92  73  5
170
8. (a) 429, 425, 399, 103, 84 11. (a) 788 (b) 83 (c) 174
(b) 349, 324, 239, 234 (d) 952 (e) 2002 (f) 12 203
(c) 9951, 9653, 9646, 9434 (g) 201 (h) 1541
9. Even number. It ends with 0. 12. 40 710 14. 1378 16. £670
10. 732, 723, 372, 327, 273, 237 13. 1030 grams 15. 81 030 17. 520 km
Two are even numbers, 732 and 372.
11. 3458 3485 3548 3584 3845 3854 Exercise 1.4 Page 6
4358 4385 4538 4583 4835 4853 1. (a) 33 (b) 27
5348 5384 5438 5483 5834 5843 2. (a) 32 (b) 27 (c) 18 (d) 26
8345 8354 8435 8453 8534 8543 3. (a) 5 (b) 92 (c) 43 (d) 68
12. (a) 754 Put digits in order, largest to smallest. (e) 76 (f ) 17 (g) 59 (h) 21
(b) 457 Put digits in order, smallest to largest. 4. 31 runs
13. (a) 6512 (b) 1265 5. £87
6. (a) 4 (b) 16 (c) 17 (d) 50
Exercise 1.2 Page 2 (e) 49 (f ) 90 (g) 105 (h) 150
1. (a) Seventeen (i) 301 (j) 4
(b) Eighty-eight 7. £26
(c) One hundred and eighty-seven 8. £815
(d) Two thousand and forty-five 9. (a) 354 (b) 428 (c) 1284 (d) 158
(e) Five thousand six hundred and twelve (e) 2224 (f ) 469 (g) 6268 (h) 3277
(f) Seven thousand eight hundred and two 10. 48
(g) Eight thousand eight hundred and 11. 89
eighty-eight 12. 384
(h) Ninety-two thousand 13. (a) 17p (b) 6p
(i) One hundred and thirty-two thousand 14. (a) Tomato 39, Oxtail 18, Chicken 55
and forty-five (b) 112
(j) One million five hundred thousand
15. Car C. A: 8479 B: 11643 C: 13859
2. (a) (i) 1 (ii) 10 (iii) 100
(iv) 1000 (v) 10 000 Exercise 1.5 Page 7
(b) Previous number multiplied by ten,
nought added. 1. 40 3. 48 5. 144
(c) 100 000, one hundred thousand, 2. 28 4. 72 6. £5.52
1 000 000, one million 7. (a) 60p (b) £1.14 (c) £1.60
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8. (a) 84 (b) 85 (c) 252 2. 216 5. £966 8. £1536

(d) 549 (e) 2112 (f ) 15 895 3. 255 6. 1316 9. £5191
(g) 24 072 (h) 42 084 4. £9 7. £1392 10. £43 848
9. (a) 68 (b) 275 (c) 666 (d) 46
10. 29 Exercise 1.10 Page 13
1. (a) 43 (b) 32 (c) 27 (d) 32
Exercise 1.6 Page 9 (e) 48 (f ) 41 (g) 21 (h) 29
1. (a) 1320 (b) 12 300 2. (a) 16 remainder 10 (b) 25 remainder 7
(c) 47 000 (d) 38 400 (c) 17 remainder 35 (d) 13 remainder 13
2. (a) 2310 (b) 514 (c) 100 3. 14 pints, 10p change
3. (a) £1200 (b) £5900 (c) £71 000 4. (a) 41 (b) 16
4. (a) 240 (b) £4.90 5. (a) 20 (b) 35, 10p change
5. 150 euros (c) 11, 5p change
6. (a) £120 (b) £700 (c) £8200 6. 23
7. (a) 210 chairs (b) 140 tables
8. (a) 300 seconds (b) 540 seconds Exercise 1.11 Page 14
9. 300 1. 2
10. £750 12. 1600 kg 2. (a) 37 (b) 3 (c) 9 (d) 58
11. 560 grams 13. £1450 (e) 6 (f ) 30 (g) 5 (h) 19
14. (a) 7140 (b) 18 960 (c) 21 480 (i) 14 (j) 20 (k) 24 (l) 4
(d) 13 000 (e) 13 020 (f ) 21 510 (m) 0 (n) 5 (o) 6
15. (a) E.g. To multiply by 200, multiply by 2 3. (6  3)  5
and then by 100. 4. (a) (7  2)  3
15
(b) E.g. To multiply by 2000, multiply by 2 (b) (3  5)  2
4
and then by 1000. (c) (4  1)  (7  2)
25
(c) (i) 13 400 (ii) 105 000 5. (a) 5  6  7
37
(iii) 69 600 (iv) 1 435 000 (b) 5  6  7
47
16. 10 000 17. 60 000 staples (c) 15  8  9
87
(d) 15  8  9
129
Exercise 1.7 Page 10 (e) 15  8  9
111
(f ) 15  5  3
6
1. 49p 3. £14 5. 15 packets
(g) 5  24  6
1
2. 6 4. 12p 6. 15 (h) 19  19  7
8
7. (a) 17 (b) 157 (i) 4  4  7  2
30
(c) 136 (d) 75 remainder 5 6. Many answers, for example:
(e) 393 remainder 2 (f) 206 6321
1 6321
2
(g) 1098 (h) 20 140 6321
3 6321
4
8. (a) 13 (b) 4 pence 6321
5 6321
6
6321
7 6321
8
Exercise 1.8 Page 11 6321
9 6  3  2  1
10
1. (a) 456 (b) 465 (c) 64 (d) 654
2. 6 Exercise 1.12 Page 15
3. (a) 100 (b) 702 000 (c) 10 1. 148 cm 6. 75 g
4. 12 6. 16 classes 8. 7 2. 79 kg 7. 35 cm
5. 7 7. 25 9. £35 3. 30 g 8. 155 cm
10. (a) 253 (b) 79 (c) 537 4. (a) 89p (b) 24p 9. 15 g
(d) 126 (e) 45 (f ) 613 5. 25 10. (a) 36 (b) 43
11. (a) E.g. To divide by 200, divide by 100 and
then by 2. Review Exercise 1 Page 16
(b) (i) 26 (ii) 412
1. (a) 8, 20 (b) 3
12. 20 minutes
2. 8172, 8463, 8516, 8586, 8611, 8850
3. 5 hundreds, 500
Exercise 1.9 Page 12 4. (a) Eight hundred and seventy thousand
1. (a) 204 (b) 345 (c) 1344 three hundred and two
(d) 2432 (e) 4862 (f ) 38 772 (b) 3 027 409
477
40f-ans.qxd 3/31/06 2:02 AM Page 478

5. (a) 67 6. (a) Tony (b) Mike

(b) (i) 83 (ii) 45 (iii) 71 7. (a) 0.9 kg (b) 2.1 kg
(c) (i) 500 (ii) 25 8. (a) 0.07 (b) 0.6
6. (a) Three thousand (b) 7 000 000 9. 93.07
7. (a) 66  20
86 10. 47.5074
86  20
106 11. (a) 3.001, 3.01, 3.1, 3.15, 3.2
(b) True, because 5  20
100 (b) 3.567, 3.576, 3.657, 3.675
and 100  ? is greater than 100. (c) 0.1, 0.15, 0.45, 0.5, 0.55
8. (a) 108 (b) 491 (c) 2059 (d) 587 12. (a) 9.87, 9.78, 8.97, 8.79
9. 298 miles (b) 1.5, 0.15, 0.015, 0.00015
10. (a) (i) 1459 (ii) 9541 (c) 2.701, 2.7, 2.67, 2.599
(b) 9  5
1 4
(c) 0 Exercise 2.2 Page 22
11. (a) 97, 404 (b) 114, 306 1. (a) 18.8 (b) 6.4 (c) 18.3
(c) 92, 209 (d) 33.1 (e) 8.86 (f) 13.1
12. (a) 234 (b) 26 (c) 6462 (d) 241 (g) 12.38 (h) 17.49 (i) 12.449
13. (a) 73 500 (b) 6420 (c) 3020 (d) 462 (j) 26.02 (k) 32.36 (l) 18.163
14. (a) 166 (b) 4 2. 7.15 metres
15. (a) 50 (b) 14 (c) 10 (d) 50 3. 36.1 litres
16. No. 84  16  5
84  80
164 4. (a) 3.2, 4.1 (b) 1.6, 0.8 (c) 4.1, 0.8
17. 7 5. (a) 6.84 (b) 3.07 (c) 86.33
18. 184 cm (d) 15.781 (e) 16.033 (f) 24.88
19. 120 6. 39.99 seconds
20. (a) 25 7. 4.35 kg
(b) (i) 2  3  (4  5)
29 8. (a) Team A 148.93 s
(ii) (2  3)  (4  5)
45 Team B 149.53 s
21. £2175 Team C 149.08 s
22. 14 664 (b) Team A, Team C, Team B
23. 14
24. £16 297
Exercise 2.3 Page 23
25. (a) 163 (b) £3 200 000 1. (a) (i) 4.4 (ii) 6.23 (iii) 4.6
26. £17 (iv) 14.8 (v) 4.96 (vi) 20.8
27. 136 (vii) 11.08 (viii) 24.68
28. (a) 1375 kg (b) 65 2. (a) 2.14 (b) 5.22 (c) 5.003
(d) 1.24 (e) 8.28 (f) 6.273
(g) 9.04 (h) 1.896
CHAPTER 2 3. (a) (i) £3.30 (ii) £1.70
(b) (i) £11.24 (ii) £3.76
Exercise 2.1 Page 20 (c) (i) 83p (ii) £9.17
(d) (i) £16.24 (ii) £33.76
1. (a) 4.7
4  0.7 4. 4.88 m
(b) 5.55
5  0.5  0.05
5. 1.55 m
(c) 7.62
7  0.6  0.02
(d) 37.928
30  7  0.9  0.02  0.008 6. 0.719 seconds
(e) 7.541
7  0.5  0.04  0.001
2. (a) 0.7 (b) 0.02 (c) 0.4
Exercise 2.4 Page 24
(d) 0.009 (e) 80 1. 1.3 5. 11 9. 1.7
3. (a) 1.68 (b) 1.09 2. 10.9 6. 17.78 10. 0.32
4. (a) A 3.2, B 3.5, C 3.9 3. 1.65 7. 1.2 11. 9.44
(b) D 5.6, E 6.3 4. 0.9 8. 0.6 12. 3.2
(c) F 7.2, G 7.6
(d) H 10.5, I 11 Exercise 2.5 Page 25
(e) J 0.52, K 0.54, L 0.59
1. (a) 250.6 (b) 2506 (c) 25 060
(f) M 0.751, N 0.755, P 0.757
(d) 9.3 (e) 93 (f) 930
5. B A C
(g) 0.623 (h) 6.23 (i) 62.3
8 9 10
(j) 94.51 (k) 945.1 (l) 9451
478
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2. (a) 3.77 (b) 0.377 (c) 0.0377

(d) 0.027 (e) 0.0027 (f ) 0.00027
Exercise 2.8 Page 30
1 1 3 1
(g) 18.902 (h) 1.8902 (i) 0.18902 1. (a) 
4 (b) 
2 (c) 
4 (d) 
10
(j) 0.9 (k) 0.09 (l) 0.009 7 2 1 1
3. (a) (i) 0.64 (ii) 6.4 (iii) 64 2. (a) 
10 (b) 
5 (c) 
100 (d) 
5
(b) (i) 0.64 (ii) 0.064 (iii) 0.0064 (e) 1
 (f ) 3
 (g) 13
 (h) 
7
20 20 25 100
4. (a) £2.50 (b) £25 (c) £250 1 13 3 19
5. (a) 5.04 km (b) 50.4 km (c) 504 km (i) 
8 (j) 
20 (k) 
5 (l) 
20
6. (a) £7.95 (b) £0.12 (c) 86.9p
3. (a) 1170 (b) 2130 (c) 125 (d) 314
7. 12.3  1000 and 12.3  0.001
12.3  100 and 12.3  0.01 (e) 445 (f ) 12110 (g) 1634 (h) 5210
12.3  0.1 and 12.3  10 2 1 5
12.3  0.01 and 12.3  100 4. (a) 
3 (b) 
9 (c) 
9
12.3  10 and 12.3  0.1
12.3  0.001 and 12.3  1000 Review Exercise 2 Page 31
1. Natasha £1.60, Kelly £2.05
Exercise 2.6 Page 27 2. 0.5, 0.55, 0.7, 0.8, 0.85
1. (a) 1.2 (b) 8.5 (c) 12.8 (d) 3.6 3. 9

20
(e) 13 (f) 17.6 (g) 10.8 (h) 30.1
(i) 28.8 (j) 34.8 4. (a) 12.41 (b) 4.33 (c) 4.33  5.67
10
2. £7.60 5. (a) 14.4 (b) 4.2 (c) 1.3 (d) 20
3. (a) £8.05 (b) £1.95 6. 4.2 kg
4. (a) £14.95 (b) £5.05 7. 40 s
5. (a) £12.25 (b) £34.93 (c) £22.69 8. 2.37 m
6. (a) 0.42 (b) 0.06 (c) 8.75 9. £4.37
(d) 16.53 (e) 19.44 (f ) 1.025 10. (a) 4130 (b) 0.24 (c) 3.83
(g) 3.888 (h) 9.38 (i) 3.78 11. (a) £247.50 (b) £12.99
(j) 0.0432 (k) 0.028 (l) 0.0014 12. 12
7. (a) (i) 3 (ii) 1.5 (iii) 0.24 (iv) 15 13. (a) 119.31 (b) 119 310 (c) 1.23
(b) Each answer is less than the original 14. (a) £46.62 (b) 70p
number. 15. 400.50 dollars 17. 18.8125
8. (a) 21p (b) £1.84 (c) 78p 16. 20.8 18. 3.378 (3 d.p.)
9. (a) £20.93 (b) £60.75
(c) £209.82 (d) £122.24 CHAPTER 3
10. (a) (i) £5.32 (ii) £7.68
(iii) £3.60 (iv) £2.79
(b) £1.38 Exercise 3.1 Page 33
1. (a) 50 (b) 50 (c) 70
Exercise 2.7 Page 28 2. (a) 4870 (b) 4900 (c) 5000
1. (a) 0.3 (b) 1.5 (c) 1.7 3. (a) 360 (b) 400
(d) 3.2 (e) 4.4 4. (a) 7480 (b) 7500 (c) 7000
2. (a) 1.75 (b) 1.6 (c) 0.15 5.
Nearest Nearest Nearest
(d) 2.6 (e) 1.75 Number 10 100 1000
3. (a) 5 (b) 12 (c) 350
4. (a) 4 (b) 15 (c) 15 7613 7610 7600 8000
(d) 4 (e) 50 977 980 1000 1000
5. (a) 1.7 (b) 17 (c) 1.7
61 115 61 120 61 100 61 000
6. (a) 12.3 (b) 2.92 (c) 6.05 (d) 1430
(e) 0.05 (f) 12.5 (g) 6.54 (h) 37.5 9714 9710 9700 10 000
7. (a) 37 (b) 5.6 (c) 43.75 623 620 600 1000
(d) 46.9 (e) 1.062
9949 9950 9900 10 000
8. (a) (i) 10 (ii) 6 (iii) 0.3
(b) Each answer is greater than the 5762 5760 5800 6000
original number. 7509 7510 7500 8000
9. 47p 11. 11p 13. 90.8p 15. 67
10. £1.35 12. 9p 14. 120 16. 45 7499 7500 7500 7000
479
40f-ans.qxd 3/31/06 2:02 AM Page 480

6. (a) 3456 (b) 3500 4. Number sig. fig. Answer

7. Nearest 1000.
8. (a) 19 000 (nearest thousand) 0.000567 2 0.00057
(b) 260 (nearest ten) 0.093748 2 0.094
(c) £50 (nearest pound)
0.093748 3 0.0937
(d) 24 100 (nearest hundred)
(e) 309 000 km2 (nearest thousand km2) 0.093748 4 0.09375
(f) 190 km (nearest ten kilometres) 0.010245 2 0.010
9. (a) 745, 746, 747, 748, 749
(b) 750, 751, 752, 753, 754 0.02994 2 0.030
(c) Any number from 8450 to 8499 5. 490
(d) Any number from 8500 to 8549 6. (a) (i) 80 000 (ii) 80 (iii) 1000
10. (a) 35 (b) 44 (iv) 0.007 (v) 0.002
11. (a) 1950 (b) 2049 (b) (i) 83 000 (ii) 83 (iii) 1000
12. 42 500 (iv) 0.0073 (v) 0.0019
13. Smallest: 135, greatest: 144 (c) (i) 82 700 (ii) 82.7 (iii) 1000
14. 2749 (iv) 0.00728 (v) 0.00190
7. 472 m2 (3 s.f.)
Exercise 3.2 Page 34 8. (a) 157 cm2 (3 s.f.)
1. 4 4. 5 7. 29 (b) 6100 m2 (2 s.f.)
(c) 1.23 m (nearest cm)
2. 5 5. 9 8. 16 10. 7
(d) 15.9 m2 (round up 1 d.p.)
3. 10 6. 24 9. 5 11. 5
Exercise 3.5 Page 39
Exercise 3.3 Page 35
1. £50  £90  £60  £100
£300
1. (a) 3.962 (b) 3.96 (c) 4.0 2. £8000  £1000
£9000
2. (a) 567.65 (b) 567.7 (c) 568 3. (a) (i) 40  20
800
3. 4.86 (ii) 100  20
2000
4. 68.8 kg (iii) 800  50
40 000
5. Missing entries are: (iv) 900  60
54 000
0.96, 0.97, 15.281, 0.06, 4.99, 5.00 (b) (i) 80  20
4
6. (a) (i) 46.1 (ii) 59.7 (ii) 600  30
20
(iii) 569.4 (iv) 17.1 (v) 0.7 (iii) 900  60
15
(b) (i) 46.14 (ii) 59.70 (iv) 4000  80
50
(iii) 569.43 (iv) 17.06 (v) 0.66 4. 40  50p
£20
(c) (i) 46.145 (ii) 59.697 5. 20  30
600
(iii) 569.434 (iv) 17.059 (v) 0.662 6. 600  30
20
7. (a) 40.9 litres, nearest tenth of a litre 7. 15 000  1000
15 km/l
(b) £2.37, nearest penny 8. (a) 30 is bigger than 29 and 50 is bigger
(c) 35.7 cm, nearest millimetre than 48.
(d) £1.33, nearest penny So, 30  50 is bigger than 29  48.
(e) £14.26, nearest penny (b) 200  10
20, 14, estimate is bigger
Exercise 3.4 Page 37 Exercise 3.6 Page 40
1. (a) 20 (b) 500 (c) 400 (d) 2000 (e) 20 1. (a) 5 (b) 2 (c) 2
2. Number sig. fig. Answer (d) 3 (e) 2 (f) 5
2. 40  50
2000
456 000 2 460 000
3. (a) 200  300 (b) 60 000 (c) 956
454 000 2 450 000 4. (a) 30  40
1200, 1312
7 981 234 3 7 980 000 (b) 10  70
700, 792
(c) 60  30
1800, 1972
7 981 234 2 8 000 000 (d) 70  50
3500, 3240
1290 2 1300 (e) 4  2
8, 7.56
(f ) 9  3
27, 27.59
19 602 1 20 000
(g) 50  4
200, 202.02
3. (a) 0.08 (b) 0.09 (c) 0.009 (d) 0.01 (h) 100  3
300, 299.86
480
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5. (a) 600  20
30, 33 14. Weight of apples should be given to nearest

(b) 600  20
30, 29 gram.
(c) 300  20
15, 16 15. Smallest: 85, largest: 94
(d) 800  40
20, 24 16. (a) 25.57 (b) 25.6 (c) 30
(e) 10  5
2, 2.2 500  100
(f) 20  4
5, 4.8 17.  30
20 Answer is wrong.
(g) 30  3
10, 9.5 18. (a) 30  40  10
£12 000
(h) 200  5
40, 39.9 (b) Too large. All values rounded up.
50 200 19. 24.5 cm
6. (a)  20
500, 461.3…
20. (a) 17.5 m
600 (b) 17.5 m  length of bus  18.5 m
10  30
2, 1.6695…
(b)  
21. 49.72
20 
60
40  4
120, 108
(c)  6  200
22.  0.5
2400
60
90  9  50
56, 54.48…
(d)  23. (a) 203.056 cm3
(b) 203 cm3,
7. (a) 10  4  5
8, 8.45625
measurements only accurate to 1 d.p.
(b) (10  50)  6
10, 9.774…
(c) 400  0.3  6
20, 18.709… 24. (a) 19 m2
(d) (80  5)  (2  10)
20, 20.456… (b) Round up to the nearest square metre for
enough carpet to cover whole floor.
Exercise 3.7 25. (a) 100.5 mm (b) 101.5 mm
Page 42
1. 167.5 cm CHAPTER 4
2. 49.5 kg
3. 8.5 m  height of building  9.5 m
4. 99.5 m
Exercise 4.1 Page 46
5. Minimum weight: 835 g 1. (a) Warmer (b) Colder
Maximum weight: 845 g (c) Warmer (d) Colder
6. 287.5 g 2. (a) Less (b) More
7. 11.55 seconds (c) Less (d) More
8. 9.35 kg 3. (a) Colombo (b) Moscow
9. Least length: 2.65 m, greatest length: 2.75 m (c) ⴚ22°C, ⴚ17°C, ⴚ7°C, 0°C, 3°C, 15°C,
10. 94 ml 21°C.
11. Minimum weight: 0.75 kg 4. (a) 28°C, 13°C, 3°C, 19°C, 23°C.
Maximum weight: 0.85 kg (b) 11°C, 9°C, 7°C, 0°C, 10°C, 12°C.
12. 217.5 l  capacity of tank  222.5 l (c) 29°C, 15°C, 2°C, 18°C, 27°C.
(d) 20°C, 15°C, 5°C, 0°C, 10°C, 20°C.
5. (a) 78, 39, 16, 9, 11, 31, 51.
Review Exercise 3 Page 43 (b) 5, 3, 2, 1, 0, 1, 2, 4, 5.
1. (a) 8480 (b) 8500 (c) 8000 (c) 103, 63, 19, 3, 5, 52, 99, 104.
2. (a) 3 967 000 (b) 4 000 000 (d) 50, 30, 20, 0, 10, 30, 40.
3. (a) £879 (b) £900 (e) 30, 15, 10, 0, 8, 17, 27.
4. (a) 5500 (b) (i) 40 000 (ii) 10 000
5. No. Second most significant figure (4) is less Exercise 4.2 Page 47
than 5, so, round down, i.e. £9000 1. (a) 1 (b) 2 (c) 2
6. 7 (d) 4 (e) 3
7. 39 3. (a) 3 (b) 2 (c) 3
8. (a) 70 (b) 100 (c) 800 (d) 2 (e) 3 (f) 4
(d) 700 (e) 80 (f ) 1000 (g) 7 (h) 12 (i) 10
9. (a) 20  70 (b) 1400 (c) 118 (j) 7 (k) 21 (l) 1
10. (a) 600  300 (b) 180 000 (c) 5016 4. (a) 9 (b) 1 (c) 12
11. 2000  50
40 (d) 10 (e) 30 (f) 15
12. (a) 700  40  400
1060 (b) 1043 5. £75 (£75 overdrawn)
13. (a) 17.8 is less than 18 and 0.97 is less 6. 11°C
than 1, so, answer must be less than 18. 7. 5°C
40 60 8. 17 cm
(b)  300 9. 8 kg
481
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10. (a) 80 m (b) 200 m (c) 60 m

(d) 60 m (e) 120 m (f ) 70 m CHAPTER 5
(g) 300 m (h) 50 m (i) 130 m
(j) 240 m (k) 250 m
Exercise 5.1 Page 53
1 5 7
Exercise 4.3 Page 48 1. W: 
3 X: 
6 Y: 
15 Z: 265
1. (a) 2 (b) 1 (c) 9 (d) 8 3. (a) 4
 (b) 2 1


9 8 4
(e) 4 (f) 5 (g) 7 (h) 7
8
(i) 1 (j) 15 (k) 3 (l) 6 (c) 
16
12 (d) 3


18
1
6
2. (a) 13 (b) 6 (c) 7 (d) 7 1 1 1
(e) 5 (f) 12 (g) 1 (h) 13 4. (a) 
3 (b) 
3 (c) 
3
1 1
(i) 11 (j) 11 (k) 9 (l) 0 (d) 
3 (e) 
2
3. (a) 5 (b) 3 (c) 3
5. (a) P (b) P (c) R
(d) 7 (e) 6 (f) 1
(d) R (e) Q (f ) S
4. (a) 6 (b) 8 (c) 28
1 1
(d) 0 (e) 35 (f) 19 6. (a) (ii) 
6 (b) (ii) 
12
5. (a) 10°C (b) 10°C (c) 5°C (d) 37°C
6. 15°C Exercise 5.2 Page 56
7. 22°C 1. E.g. 40
,
20
,
4

4
 is the simplest form.
50 25 5 5
8. 2°C 15 30 45 10 20
2. E.g. ,
24
,
48
,
72 …, ,
16
,
32 …
Exercise 4.4 Page 50 Simplest form 5

8
1. (a) 35 (b) 35 (c) 35 5. (a) 1 (b) 2 (c) 8
(d) 10 (e) 10 (f ) 10 2 3 4
(g) 1 (h) 24 (i) 24 6. (a) E.g. 


6 9 12
(j) 45 (k) 64 (l) 42 (b) E.g. 4 6



8
18 27 36
(m) 42 (n) 80 (o) 80
10 15 20
(p) 32 (c) E.g. 


16 24 32
2. (a) 20 (b) 60 (c) 30 (d) E.g. 8 12



16
10 15 20
(d) 60 (e) 60 (f ) 100 6 9 12
(e) E.g. 


3. (a) 4 (b) 4 (c) 5 20 30 40
(d) 5 (e) 5 (f ) 5 (f ) E.g. 14 21



28
24 36 48
(g) 6 (h) 6 (i) 4
(j) 8 (k) 6 (l) 5 7. (a) 2 (b) 3 (c) 3
4. (a) Ahmed 26, Bridget 21, Chris 21, 8. (a) 6 (b) 8 (c) 12
Dileep 19, Evan 3 9. 7
 ,
5
,
3

16 8 4
(b) Ahmed, Bridget, Evan, Dileep, Chris
7 2 3 8
10.  ,
10
,
3
,
5

15
Review Exercise 4 Page 51 4
11. 
5
1. ⴚ20, ⴚ5, 0, 15, 25.
3 4 2 2
2. (a) (i) 7°C (ii) 10°C 12. (a) 
4 (b) 
5 (c) 
3 (d) 
9
(b) (i) 6°C (ii) 8°C 2 2 6 4
(e) 
3 (f ) 
5 (g) 
25 (h) 
5
(c) 7°C
4
3. (a) 18 (b) 4 (c) 4 13. (a) 
20
15 (b) 3
12
1


4 (c) 8

12
23
4. 4191 m 24
(d) 
60
25 (e) 60
105
4

 
7
5. (a) 6°C (b) 9 degrees (c) 2°C
4
6. £33.55 (£33.55 overdrawn) 14. 
32
18
7. (a) (i) 1 (ii) 6 (iii) 5 30
(b) (i) 6 (ii) 2 15. 
50
35
8. (a) 21°C (b) 24.8°F 48
16. (a) 
60
45 (b) 12

60
15
9. (a) 20
(b) Naomi 7 1
17. (a) 
10 (b) 
5
Tim: 10  2  10  (1)
10
1
Naomi: 8  2  5  (1)
11 18. (a) 
6 (b) 24
482
40f-ans.qxd 3/31/06 2:02 AM Page 483

Exercise 5.3 Page 58 Exercise 5.6 Page 63

1. (a) 1130 (b) 112 (c) 218 (d) 334 (e) 435 1. (a) 1

10 (b) 1

6 (c) 1

20 (d) 2

5 (e) 3

10
(f) 467 (g) 312 (h) 323 (i) 179 (f ) 3

8 (g) 1

3 (h) 1

10 (i) 1

8 (j) 3

7
27 8 35 63 41 2 1 1 2
2. (a) 
10 (b) 
5 (c) 
6 (d) 
20 (e) 
9
2. (a) 2 (b) 
5 (c) 
2 (d) 
2 (e) 
5
(f) 53

7 (g) 13

4 (h) 14

3 (i) 19

8
(f ) 112 (g) 2

3 (h) 258 (i) 313 (j) 6
5 9 4
3. (a) 3 (b) 4 (c) 3 (d) 8 (e) 8 3. (a) 
6 (b) 
16 (c) 
5 (d) 113 (e) 2

3
(f) 9 (g) 12 (h) 20 (i) 40 (j) 12
(f ) 112 (g) 2

3 (h) 116 (i) 112 (j) 145
4. (a) 6 (b) 24 1 4 1
4. (a) 
15 (b) 
5 (c) 
5 (d) 223 (e) 4

5
5. 56 8. £7.70 1
5. 20 7. 
9
6. 28 9. £148.40 1
5 6. 
10 8. (a) 100 (b) 25
7. £5 10. (a) 9 (b) 10 (c) 
24
Exercise 5.7 Page 65
Exercise 5.4 Page 60 1. 0.5, 12; 0.2, 15; 0.75, 34; 0.7, 170; 0.01, 1
100
3 7 7 8 9
1. (a) 
8 (b) 
12 (c) 
10 (d) 
15 (e) 
14 3 3 8 7 9
2. (a) 
25 (b) 
5 (c) 
25 (d) 
40 (e) 
20
1 1 3 2 5
2. (a) 
8 (b) 
12 (c) 
10 (d) 
15 (e) 
14 13 11 101 7 111
(f ) 
20 (g) 
50 (h) 
500 (i) 
25 (j) 
200
3. (a) 114 (b) 112 (c) 11210 (d) 1281 (e) 1254 (k) 5
 (l) 21

8 25
1 8 5 1 1 3. (a) (i) 0.25 (ii) 0.5 (iii) 0.75
4. (a) 
8 (b) 
15 (c) 
8 (d) 
15 (e) 
3
(b) (i) 0.1 (ii) 0.3 (iii) 0.7
5. (a) 414 (b) 356 (c) 438 (d) 51270 (e) 61330 (c) (i) 0.4 (ii) 0.6 (iii) 0.8
4. (a) (i) 0.15 (ii) 0.35 (iii) 0.95
6. (a) 1110 (b) 5

12 (c) 138 (d) 3130 (e) 214 (b) (i) 0.16 (ii) 0.36 (iii) 0.92
1 (c) (i) 0.07 (ii) 0.23 (iii) 0.53
7. (a) 
20 (b) 1230 (c) 5

24 (d) 5290 (e) 1116
5. (a) 0.125 (b) 0.625 (c) 0.225 (d) 0.725
8. (a) 5
 (b) 1
 11. (a) 1
 (b) Billy
. .. .. .
6. (a) 0.7 (b) 0.36 (c) 0.135 (d) 0.16
6 6 4
. . .
9. 11

20 12. 7

60
7. (a) 0.6 .. (b) 0.4 (c) . 0.83
(d) 0.72 (e) 0.26
5 11 3
10. (a) 
12 (b) 
12 13. 
10 8. (a) 0.33 (b) 0.17 (c) 0.43
(d) 0.45 (e) 0.78
Exercise 5.5 Page 61
Review Exercise 5 Page 66
1. (a) 312 (b) 223 (c) 145 (d) 614 (e) 667 4
1. (a) 
13 (b) Shade any 8 squares
(f) 6 (g) 6 (h) 9 (i) 412 (j) 1012 8
12
2. 
20
1 1 1 5 1
2. (a) 
6 (b) 
20 (c) 
10 (d) 
21 (e) 
6 3. a
4, b
12
3 1 1 1 1 1 7
(f) 
8 (g) 
10 (h) 
3 (i) 
16 (j) 
20
4. (a) 3 (b) 
3 (c) 
15
3 5
1 3 1 1 3 5. E.g. , 
3. (a) 
2 (b) 
10 (c) 
3 (d) 
3 (e) 
16
8 16
7
2 1 1 3 7 6. (a) 64 (b) 
16
(f) 
7 (g) 
2 (h) 
4 (i) 
10 (j) 
15
7. 15
4. (a) 16 (b) 514 (c) 1

12 (d) 1

12 (e) 1

6 8. (a) 31112 (b) 11

40 (c) 3

7 (d) 5

6

5. (a) 118 (b) 2 (c) 334 (d) 31270 (e) 478 9. £25.80
1
1 1 10. 
4
6. 100 g 9. (a) 
8 (b) 
8 1
11. 
10
7. 112 kg 10. (a) 4

15 (b) 2

5 12. 7

10
4 3
8. 3 11. (a) 
15 (b) 15 13. 
20
483
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7. (a) (i) 1, 2, 3, 6 (ii) 1, 2, 5, 10

CHAPTER 6 (iii) 1, 2, 7, 14 (iv) 1, 2, 13, 26
(v) 1, 5, 11, 55 (vi) 1, 2, 19, 38
(b) 15, 21, 22, 33, 35, …
Exercise 6.1 Page 67 8. 6, 36
1. (a) 10, 20, 30, 40, 50 9. (a) 1, 5 (b) 1, 2, 4 (c) 1, 2
(b) 3, 6, 9, 12, 15 (d) 1, 2, 3, 4, 6, 12
(c) 7, 14, 21, 28, 35 (e) 1, 2, 3, 6
(d) 6, 12, 18, 24, 30 10. (a) 5 (b) 27 (c) 3, 5
(e) 9, 18, 27, 36, 45 11. (a) 4 (6, 12, 18, 36)
(f) 20, 40, 60, 80, 100 (b) 8 (5, 10, 15, 20, 30, 40, 60, 120)
2. (a) 20 (b) 42 (c) 6 (2, 4, 10, 20, 50, 100)
(c) third (d) seventh (d) 8 (4, 8, 12, 16, 24, 32, 48, 96)
(e) 10 (f ) 9 12. (i) 2, 3, 5, 7, 11, 13, 17, 19, 23, 29, 31, 37,
3. (a) second (b) second 41, 43, 47
(c) fifth (d) eighth Each number has 2 factors.
(e) third Prime numbers.
4. (a) 35 (b) 48
5. (a) (i) Answers are even numbers. Exercise 6.3 Page 70
(ii) Answers are even numbers. 1. (a) 5
55
2
(iii) Answers are even numbers. (b) 23
2  2  2
(iv) Answers are odd numbers. (c) 83
8  8  8
(b) (i) (ii) 2. (a) 43 (b) 82 (c) 106
 2 3 6 7 9  O E 3. Index
2 E E E E E O O E Expression form Value
3 E O E O O E E E 10  10  10  10  10 105 100 000
6 E E E E E (a) 10  10  10  10 10 4
10 000
7 E O E O O (b) 10  10  10 103 1000
9 E O E O O (c) 10  10 10 2
100
(c) Only O  O gives an odd number. (d) 10 10 1
10
4. (a) 27 (b) 36 (c) 64
Exercise 6.2 Page 69 (d) 144 (e) 125 (f ) 1 000 000
1. (a) 1, 2, 3, 4, 6, 12 5. (a) 2 3
2 2
(b) 2  33  5
(b) 12  8
1.5 (c) 2  3  52 (d) 23  3  52
To be a factor, 8 would need to divide (e) 33  53
into 12 a whole number of times.
2. (a) 1  18, 2  9, 3  6 Exercise 6.4 Page 71
(b) 1, 2, 3, 6, 9, 18 1. (a) 2, 3 (b) 2, 5 (c) 2, 7
3. (a) 1  20, 2  10, 4  5 (d) 3, 5 (e) 2, 3, 11 (f) 2, 3
(b) 1, 2, 4, 5, 10, 20 2. (a) 22  3 (b) 22  5 (c) 22  7
4. (a) 1, 2, 4, 8, 16 (d) 32  5 (e) 2  3  11 (f) 22  33
(b) 1, 2, 4, 7, 14, 28 3. 27
(c) 1, 2, 3, 4, 6, 9, 12, 18, 36 4. 23  53
(d) 1, 3, 5, 9, 15, 45
5. (a) 25 000 (b) 23  56
(e) 1, 2, 3, 4, 6, 8, 12, 16, 24, 48
(f) 1, 2, 5, 10, 25, 50 Exercise 6.5
(g) 1, 2, 3, 4, 5, 6, 10, 12, 15, 20, 30, 60
Page 72
(h) 1, 2, 4, 5, 8, 10, 16, 20, 40, 80 1. (a) 24 (b) 160 (c) 20 (d) 90
5. (a) (i) 1, 2 (ii) 1, 3 (iii) 1, 5 (e) 90 (f ) 24 (g) 40 (h) 630
(iv) 1, 7 (v) 1, 11 (vi) 1, 13 2. (a) 6 (b) 8 (c) 2 (d) 4
(b) 17, 19, 23, 29, 31, … (e) 11 (f ) 4 (g) 3 (h) 15
6. (a) (i) 1, 2, 4, (ii) 1, 3, 9 3. (a) 23  3 (b) 2  33 (c) 6 (d) 216
(iii) 1, 5, 25 (iv) 1, 7, 49 4. (a) 3 (b) 2  34 (c) 54 (d) 324
(b) 121, 169, 289, 361, … 5. 9.18 am
484
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4. (a) 36 (b) 102 (c) 45

Exercise 6.6 Page 74 (d) 53 (e) 23 (f) 50
1
1. (a) 49 (a) 125 (c) 0.5 (g) 76 (h) 34
2. (a) 1, 4, 9, 16, 25, 36, 49, 64, 81, 5. (a) 105 (b) 104
100, 121, 144, 169, 196, 225, (c) 106 (d) 105
256, 289, 324, 361, 400
(c) 212
400  41
441 Exercise 6.9 Page 78
3. 1, 8, 27, 64, 125, 216, 343, 512, 1. (a) 600 000 (b) 2000
729, 1000 (c) 50 000 000 (d) 900 000 000
4. 64 (e) 3 700 000 000 (f) 28
5. No. 22
4, 32
9 and 52
25 (g) 99 000 000 000 (h) 71 000
22  32
4  9
13 2. (a) 4500 (b) 78 000 000
6. (a) (i) 9 (ii) 8 (iii) 16 (iv) 125 (c) 530 000 (d) 32 500
(b) The result of squaring a negative number
is a positive number. 3. (a) (i) 6 13 (ii) 60 000 000 000 000
The result of cubing a negative number (b) (i) 9.6 12 (ii) 9 600 000 000 000
is a negative number.
7. (a) (i) 169 (ii) 289 (iii) 6.25 (c) (i) 1.05 13 (ii) 10 500 000 000 000
(iv) 0.64 (v) 94.09 (d) (i) 1.3 14 (ii) 130 000 000 000 000
(b) (i) 216 (ii) 3375 (iii) 13.824
(iv) 0.343 (v) 175.616 (e) (i) 2.4 14 (ii) 240 000 000 000 000
8. (a) (i) 0.5 (ii) 0.2 (iii) 0.1
(iv) 2 (v) 10 (vi) 5 (f ) (i) 2.5 12 (ii) 2 500 000 000 000
(b) (i) 0.25 (ii) 0.05 (iii) 0.04
(iv) 4 (v) 2.5 (vi) 6.25 Exercise 6.10 Page 78
9. E.g. 5  15
1 1. (a) 0.35
(b) 0.0005
10. (a) 27 000 (b) 800 (c) 2.98 (c) 0.000 072
(d) 10.648 (e) 70.56 (f ) 31.25 (d) 0.0061
(g) 25.215 (h) 1.28 (e) 0.000 000 000 117
(f ) 0.000 000 813 5
Exercise 6.7 Page 75 (g) 0.064 62
1. (a) 6 (b) 2 (h) 0.000 000 004 001
2. (a) 5 (b) 10 (c) 8 (d) 7 2. (a) 0.0034 (b) 0.000 056 5
3. (a) 5 (b) 5 (c) 0.000 72 (d) 0.913
4. Yes. 72
49 and 82
64 3. (a) (i) 6 10 (ii) 0.000 000 000 6
55 is between 49 and 64.
(b) (i) 1.5 08 (ii) 0.000 000 015
So, 兹5 苶5苶 lies between 7 and 8.
5. 9.8 (c) (i) 3 11 (ii) 0.000 000 000 03
6. (a) 2.3 (b) 17.3 (c) 4.0 (d) (i) 4.6 10 (ii) 0.000 000 000 46
7. (a) (i) 4.5 (ii) 10.4 (iii) 2.8
(e) (i) 4.24 09 (ii) 0.000 000 004 24
8. 1.9 m
9. 7.4 m (f ) (i) 9.6 11 (ii) 0.000 000 000 096

Exercise 6.8 Page 77 Review Exercise 6 Page 80

1. (a) 27
(b) 49
(c) 6 3
1. (a) 1, 2, 3, 4, 6, 12
(d) 87 (e) 95 (f ) 28 (b) 1, 2, 3, 6
(g) 512 (h) 33 2. E.g. 7, 14, 21
2. (a) 23 (b) 42 (c) 6 3. 1, 2, 4, 8
(d) 8 (e) 36 (f ) 21
2 4. (a) 19 has only two factors, 1 and 19.
(g) 52 (h) 113 15 has more than two factors, 1, 3, 5
3. (a) 87 (b) 29 (c) 75 and 15.
(d) 50
1 (e) 41
4 (f ) 69 (b) 23
(g) 104 (h) 312 5. (a) 16 (b) 4 (c) 7, 13
485
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6. (a) multiple (b) square (c) factor

Exercise 7.2 Page 84
7. (a) (i) 68, 390, 764, 9010
(ii) 85, 105, 390, 9010 1. Entries are: 30%, 40%, 12%, 35%
(iii) 390, 9010 2. Entries are: 70%, 45%, 5%, 120%
(b) (i) even (ii) end in 5 or 0 (iii) end in 0 3. 3313 %
(c) end in 0
4. (a) 34% (b) 48% (c) 15% (d) 80%
8. No. 4 cubed
4  4  4
64
(e) 27% (f) 65% (g) 6623 % (h) 2229 %
9. (a) 36 (b) 27
5. (a) 15% (b) 32% (c) 12.5%
10. (a) 8 (b) 4 (d) 7% (e) 112% (f) 1.5%
11. (a) 3 (b) 10 000 2 1
6. (a) 5, 2, 0.55, 60%
12. (a) 125 (b) 6 (c) 72
13. E.g. 2, 3, 4, 5: 2  3  4  5
14 (b) 0.42, 43%, 1215 , 290
57 23
14 is not a multiple of 4. (c) 28%, 0.2805, 
200 , 80
 
14. (a) 106 (b) 0.25 (c) 34 500 000 000 7. 80%
15. 兹1 苶0苶0苶
10 and 兹9苶0苶 is less than 兹1 苶0苶0苶 8. (a) 90% (b) 85% (c) 88% (d) 80%
16. 兹4 苶0苶0苶. 兹4苶0苶0苶
20, 2
32
5 9. B
17. 12 10. Team A
18. (a) (i) 22  3  5 (ii) 25  3 Exercise 7.3 Page 85
(b) 12
(c) 480 1. (a) 60% (b) 70% (c) 21%
19. 90 seconds 2. (a) 10% (b) 60% (c) 15%
20. (a) 23  3  5 (b) 600 3. 32%
21. (a) n
3, p
37 (b) 111 4. 30%
22. (a) 39 000 000 000 (b) 0.000 067 5. (a) 40% (b) 60%
23. (a) 511 (b) 54 (c) 54 6. 12.5%
24. 0.01024 7. 37.5%
25. (a) 2.4 (b) 14.65 8. 3%
26. 7.1 9. (a) 3313 % (b) 1212 % (c) 5612 %
27. 5.8 10. 9.5%
28. (a) 3.375 (b) 0.167 11. 25%
29. 4.8 Exercise 7.4 Page 86
30. (a) 36 (b) 0.028
31. 46.8 1. (a) 50 (b) 40 (c) 140 (d) 60
(e) 19.5 (f ) 17 (g) 60 (h) 64
32. (a) 4 (b) 0.95
2. (a) £16 (b) £15 (c) £66
(d) £52.50 (e) 24 kg (f) 280 m
CHAPTER 7 (g) £11.25 (h) 12p
3. (a) (i) 60 (ii) 105 (b) 45%
Exercise 7.1 Page 83 4. £20
1. (a) 35% (b) 54% 5. 270
(c) 24% (d) 16% 6. £42
(e) 84% (f ) 42% 7. £2.70
(g) 5% (h) 46% 8. £10.50
2. (a) (i) 40 (ii) 40% 9. (a) 660 (b) 198
(b) (i) 60, 60% (ii) 70, 70% 10. 24 g
(iii) 45, 45% (iv) 24, 24%
(v) 46, 46% (vi) 68, 68% Exercise 7.5 Page 87
3. (a) Missing entries are: 15, 1 1 3
, , ,
4 2 4
4

5 1. (a) £480 (b) £420 (c) £2800
(b) Missing entries are: (d) £1080 (e) £3450 (f) £1260
0.2, 0.25, 0.5, 0.75, 0.8 (g) £80 (h) £13 (i) £16.50
4. (a) 230 (b) 210 (c) 9
 (j) £57.50
50
2. (a) £420 (b) £600 (c) £2000
(d) 1235 (e) 23

100 (f ) 1

8 (d) £150 (e) £10 200 (f) £4550
5. (a) 0.15 (b) 0.05 (c) 0.47 (g) £510 (h) £5.50 (i) £33.60
(d) 0.72 (e) 0.875 (f ) 1.5 (j) £40.95
486
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3. 40p per minute 8. £4706 19. 62.5%

4. £215 9. £5622.50 20. £8.82
5. 759 g 10. £14 560 21. 25%
6. £18.45 11. £10 530 22. (a) 159 cm (b) 10%
7. £244.64 12. £492 23. 42p
24. 65
Exercise 7.6 Page 88 25. (a) £17.50 (b) 11%
1. 30% 26. 20% off  30% of remaining 80%
2. 40p per pint
20  24
44%
3. 87.7p per litre 27. 35%
4. 8313 %
5. (a) 36.3% (b) 23.7% (c) 37.8% CHAPTER 8
6. 17.3%
7. £109 520 Exercise 8.1 Page 94
1. (a) 1030 (b) 2230 (c) 0145
Exercise 7.7 Page 89 (d) 1345 (e) 2350
1. 20% 2. (a) 2.15 pm (b) 5.25 am (c) 11.20 pm
2. 6% (d) 10.05 am (e) 5.05 pm
3. 20% 3. (a) 7 am (b) 0700
4. 1212 % 4. (a) Start 9 am, Finish 3.30 pm
5. 28% (b) Start 0900, Finish 1530
6. (a) 1212 % (b) 12% (c) 6 hours 30 minutes
Rent went up by a greater percentage. 5. (a) Start 11.54 am, Finish 1.35 pm
7. Becky Sam’s increase
32% (b) 1 hour 41 minutes
Becky’s increase
40% 6. (a) 1230, 1255, 1320, 1325
8. 30.8% (b) 25 minutes
9. Car A 13.8% Car B 18.2% 7. (a) 2.28 pm (b) 48 minutes
10. 5.9% decrease 8. (a) 1.15 pm (b) 2 hours 50 minutes
11. 8% increase 9. (a) 1325 (b) 4 hours 15 minutes
12. 19% 10. (a) 1.30 pm (b) 1330
11. (a) 1343 (b) 1.43 pm
Review Exercise 7 Page 90 12. (a) 1441 (b) 2.41 pm
1. (a) 25% (b) 170 (c) 0.4 Exercise 8.2 Page 95
2. (a) 70% (b) Shade any 3 rectangles.
1. (a) (i) 35 minutes (ii) 2.50 pm
3. 40% (b) (i) 24 minutes (ii) 3.08 pm
4. 3, 0.6, 6
5 10 2. (a) 49 minutes (b) 1 hour 35 minutes
5. (a) 50% (b) 25% (c) 1.42 pm (d) 0815
6. (a) 47% (b) 35% 3. (a) (i) 5 minutes (ii) 1.03 pm
7. 75p (b) 1233
8. 39%, 25, 0.41, 2510 4. (a) 36 minutes (b) 1503 (c) 1713
9. 10% of £20 à £2 5. (a) (i) 4.03 pm (ii) 25 minutes
50% of £10 à £5 (b) 1540
25% of £40 à £10 6. (a) (i) 1520 (ii) 1610 (b) 1650
10. (a) 40% (b) 130 (c) 0.06
11. (a) 4 (b) 45% Exercise 8.3 Page 97
12. £2400 1. £15.99 9. £5.60
13. (a) 18 (b) 20% 2. 29p 10. (a) £47 (b) 10 days
14. £32.50 3. 90p 11. (a) £24 (b) 8 days
15. (a) 210 (b) 65% 4. 86p 12. (a) £39 (b) 120 miles
16. 90% 5. 96p 13. £26
17. 180 6. 85p 14. £638
18. (a) 656 (b) No. 25% of 800
200 7. £1.60 15. £165
(c) 360 (d) 22% 8. 90p 16. £40.50
487
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5. £91.20
Exercise 8.4 Page 99 6. (a) £1087.37 (b) £835.05
1. (a) 4p (b) 4p 7. (a) 492 euros (b) £79.33
2. Small: 5.2 g per penny. Large: 5.1 g per penny. 8. (a) £50.85 (b) 231 miles
Small tin is better buy. 9. (a) 8 days (b) £75.20
3. Small: 8.7 g per penny. Large: 8.5 g per penny. 10. £77
Small pot is better buy. 11. 400 g: 0.54 g per penny
4. 700 g 125 g: 0.51 g per penny
5. Large: 2.3 g per penny. Small: 2.2 g per penny. 400 g jar is better value
Large pot is better buy. 12. Calculators are Us: £8.81
6. 1 kg Top Calculators: £8.75
7. Medium Difference 6 pence
8. 1.5 litre bottle 13. 514 dollars
9. Small: 0.882 ml per penny.
Medium: 0.862 ml per penny.
Large: 0.878 ml per penny. CHAPTER 9
Small size is better value for money.
10. (a) Daisy’s £448, Alfie’s £438 Exercise 9.1 Page 104
(b) Alfie’s
1. £130 7. £120
Exercise 8.5 Page 100 2. £7.50 8. £9.60 13. £10.20
3. 38 hours 9. £6.60 14. £24 000
1. £6 4. £10.80 10. £694.40 15. £34 200
2. (a) £3.50 (b) £73.50 5. £23 11. £416.50 16. £1750
3. (a) £59.50 (b) £399.50 6. £26.35 12. £347.47 17. £15 000
4. (a) £15.75 (b) £105.75
5. (a) £8.97 (b) £188.50 Exercise 9.2 Page 106
6. £291.40
1. £7785 5. £3947.90
7. £170.37
2. £8783 6. £107.16
8. £216.20
9. £77.55 3. (a) £1185 (b) £118.50 7. £38.71
10. £27 025 4. (a) £1703 (b) £170.30 8. £11 911.20
(c) £14.19 9. £704.60
11. £428.87
12. £92.82 Exercise 9.3 Page 107
Exercise 8.6 Page 101 1. (a) £300 (b) £25
2. £187.28
1. (a) 310 euros (b) 34 600 yen
(c) 126 liri (d) 2496 krone 3. £83.28
(e) 460 francs (f) 284 dollars 4. £101.71
2. (a) £39.13 (b) £28.90 5. 678
(c) £48.39 (d) £18.03 6. 7108
(e) £24.65 7. £971.65
3. (a) 38.75 euros (b) £15 8. £198
4. (a) 276 francs (b) £10.65 9. £67.28
5. (a) £387.10 (b) 46.5 euros 10. (a) £231 (b) £210 000
6. (a) £240.38 (b) 561.6 krone (c) £120 (d) £221
7. (a) 710 dollars (b) £18.13 11. £537.40
8. £131.92 12. £12 400
9. France: £5806.45, Japan: £5780.35 13. (a) £8.59 (b) £1892.80
Cheaper in Japan by £26.10
Exercise 9.4 Page 109
Review Exercise 8 Page 102 1. £10
1. 187 minutes 2. (a) £30 (b) £15
2. (a) 1215 (b) 5.42 pm 3. £2
3. 19p 4. £225
4. 68 pence 5. £48
488
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6. 4:1 3:2
Review Exercise 9 Page 109
1. £16 7. £401.94 (a) 32, 8 24, 16
2. £198 8. £2156.40 (b) 16, 4 12, 8
3. (a) £1289 (b) £128.90 9. 4 hours
4. £42.25 10. (a) £468 (c) 64 kg, 16 kg 48 kg, 32 kg
5. £324 (b) £39 (d) 160 g, 40 g 120 g, 80 g
6. (a) 8 hours (b) £360 11. £5.76 (e) £960, £240 £720, £480
7. (a) £14, £21 (b) £32, £24
CHAPTER 10 (c) £3.50, £2 (d) £1.80, £3
8. 45
Exercise 10.1 Page 111 9. £192
10. 2 033 000
1. (a) 2 GLUMS (b) 5 : 2
2. (a) 3 SMILERS (b) 3 : 1 11. 14
3. (a) 3 GLUMS (b) 5 : 3 12. 80%
4. 7:3 13. 58
5. (a) 8 SMILERS and 2 GLUMS 14. 60%
(b) 3 SMILERS and 9 GLUMS 15. 48%
6. (a) 75 (b) 12 (c) (i) 56 (ii) 140 16. 170 000 km2
7. (a) 16 (b) 9 (c) (i) 84 (ii) 112 17. (a) Jenny 50, Tim 30 (b) 10
8. (a) 14 SMILERS and 6 GLUMS 18. (a) 5 : 2 (b) 6 (c) 55
(b) 9 SMILERS and 6 GLUMS (d) 32 is not a multiple of 5  2
7
9. (a) (i) 15 (ii) 45 (iii) 1 : 4 (b) 3 : 1 19. 8 cm, 12 cm, 18 cm
10. (a) (i) 30% (ii) 70% (b) 3 : 2 20. 200 kg
21. 40°, 60°, 80°
11. 25 22. 45%
12. 75% 23. (a) 1212 %, 3712 %, 50% (b) 13 (c) 3

5
Exercise 10.2 Page 114 Exercise 10.4 Page 117
1. (a) E.g. 12 : 2, 18 : 3, 24 : 4 1. (a) 16p (b) £1.28
(b) E.g. 14 : 4, 21 : 6, 28 : 8 2. (a) £7 (b) £70
(c) E.g. 6 : 10, 9 : 15, 12 : 20 3. (a) 30p (b) £2.40
2. (a) 1 : 2 (b) 1 : 3 (c) 3 : 4 (d) 2 : 5 4. (a) £6.50 (b) £130
(e) 3 : 4 (f) 2 : 5 (g) 3 : 7 (h) 9 : 4 5. £2.85
(i) 4 : 9 (j) 7 : 3 6. £201.60
3. (a) 12 (b) 28 (c) 100 (d) 20 7. £61
4. 198 cm 8. £2.85
5. 400 g
9. £16.20
6. 64
10. (a) 50 g (b) 720 g
7. 18 years old
8. 2 : 3 11. £89.28
9. 5 : 2 12. £32.41
10. 1 : 250 13. (a) £3.08 (b) 12 minutes
11. 1 : 1500 14. (a) 180 g (b) 637.5 ml (c) 210 g
12. (a) 4 : 1 (b) 2 : 25 (c) 11 : 2 (d) 5 : 2 15. (a) 12 minutes (b) 16 miles
(e) 4 : 1 (f) 40 : 17 (g) 9 : 20 (h) 25 : 1 16. (a) 12 m2 (b) 12 litres
(i) 1 : 15 (j) 2 : 1 17. (a) £260 (b) 32
1
13. 40 : 9 15. 2 : 3 18. 172 minutes
14. 1 : 3 16. 1 : 2 17. 3 : 2 19. (a) 168.75 g (b) 36 (c) 540 ml
20. £8.35
Exercise 10.3 Page 115
1. (a) 6, 3 (b) 15, 5 (c) 7, 28 (d) 90, 10 Review Exercise 10 Page 118
2. 8 1. 1:3
3. 18 2. 3:4
4. Sunny £36, Chandni £12 3. 9
5. £28 4. 12
489
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5. 8 5. 7200 g
6. 200 g flour, 25 g sugar 6. 2000 cm3
7. 7000 kg 7. 0.8 g/cm3
8. (a) 180 g flour, 120 g sugar, 120 g margarine, 8. 9360 g
160 g dried fruit, 2 eggs 9. 118.3 people/km2
(b) 45 10. (a) 30 530 km2 (b) 104.2 people/km2
9. Tracey £4000, Wayne £3200 (c) 57 400 000
10. 1 : 500
11. £4.80 Review Exercise 11 Page 124
12. £1.94 1. 94 km/h
13. 306 075
14. £48 2. 112 hours
15. 112.5 litres 3. 240 miles
16. £621 4. 14 km
5. 80 km/h
CHAPTER 11 6. 3 miles
7. 27 miles per hour
8. 40 miles per hour
Exercise 11.1 Page 121 9. 34 km/h
1. 8 miles per hour 10. 2 hours 40 minutes
2. 7 km/h 11. 1315
3. 25 metres per minute 12. 8 km/h
4. (a) 20 km/h (b) 50 km/h (c) 4 km/h 13. 36 minutes
5. 10 km/h 14. 0925
6. 8 km 15. (a) 50 mph (b) 55 mph
7. 30 miles 16. 24 km/h
8. 3 km 17. (a) 9.4339622… m/s (b) 9.4 m/s
9. (a) 150 km (b) 86 km (c) 40 km 18. (a) 8960 kg/m3 (b) 35 650 kg
10. 1
 hour 19. 0.026 people per square kilometre
2
11. 20 seconds
112 hours Number Section
12. Review

13. (a) 3 hours (b) 2 hours (c) 312 hours

14. 1
24 hours Non-calculator Paper Page 126
15. 6 km 1. 7, 23, 36, 39, 46, 49.
16. 114 hours 2. (a) (i) 52 406 (ii) 52 000
17. (a) 212 hours (b) 114 hours (b) (i) Ten thousand two hundred and
ninety-two
18. (a) 60 km/h (b) 1 hour (ii) 10 300
19. 11.20 am 3. (a) (i) 87 (ii) 56 (iii) 61
(b) (i) 7000 (ii) 9.5 (iii) 8
Exercise 11.2 Page 122 4. (a) 2.25 pm (b) 32 minutes
1. (a) 300 km (b) 5 hours (c) 60 km/h 5. 6
2. 5 m/s 6. (a) 300 miles (b) 286 miles
3. 10 km/h 7. (a) 801 (b) 183 (c) 4 (d) 5
4. 10.30 am 8. 511
5. 11.09 am 9. £19.50
6. (a) 13.8 km/h (b) 1.10 pm 10. (a) 3, 1, 0.9, 2, 2.5 (b) 1.4
7. (a) 8 hours (b) 111 km/h 11. (a) £2.58 (b) £2.42
8. (a) 4.81 m/s (b) 17.3 km/h 12. (a) 280
25 (b) 60%
9. 150 m 13. £40
10. 300 000 000 m/s 14. (a) 11 degrees Celsius (b) 2°C
15. (a) 70 (b) 70  4
280
Exercise 11.3 Page 123 16. (a) 550 (b) 29
1. 8 g/cm3
17. (a) 6000 (b) (i) 2 (ii) 2, 5 (iii) 9
2. 9 g/cm3 (iv) 8 (v) 25 698
3. 2.5 g/cm3 18. (a) £5.55 (b) 4.45
4. 28.6 g/cm3 19. (a) £45 (b) 0.125
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20. (a) 0.058, 0.06, 0.26, 0.3

(b) 130 Number Section
Review

(c) (i) 0.04 (ii) 5.8

21. (a) 5 (b) 12 (c) 6 Calculator Paper Page 131
1 1. (a) 55 081
22. 12
 
(b) twelve thousand three hundred and forty
23. (a) (i) 49 (ii) 9 (iii) 125
(c) 17
(b) 2, 4, 6
2. £7.70
24. 14 pence
3. 14
25. £48
4. (a) 4°C (b) 11°C
26. (a) 60  30 (b) 1800 (c) 88
5. (a) 21 minutes (b) 6.06 pm
27. £6318
6. £27.90
28. (a) 125 (b) 350
7. (a) 87 (b) 86.7
29. £60
30. 2500 8. 180, 6623 %
31. £123.50 9. £573.32
32. Azia. 10. (a) 250 000 (b) 7 million
5  3  (6  4)
5  3  2
5  6
11 11. (a) 1123 (b) 1125
33. (a) 122.74 (b) 32.3 (c) 11 951 (c) 43 minutes (d) 24 minutes
34. (a) £1.92 (b) £1.80 12. (a) 240 euros (b) £9.38
35. (a) 18 13. 605
(b) 52 is smaller. 33
27, 52
25 14. (a) £2.76 (b) 64p
36. 76p (c) £34.27 (d) 35p
(e) 42p per kilogram
37. (a) £5 (b) 12
15. (a) 1.6 (b) 35%, 0.4, 37, 175
38. (a) 100 000 (b) 7 (c) 8 16. 11.20 am
(d) 0.09 (e) 0.45
17. £5.62
39. £4.20
18. 80 kg, nearest kilogram
40. (a) 1,1, 2, 1, 2, 3 19. 39p
4 3 5 2 3 4
(b) E.g. 34 20. (a) 1728 (b) 0.143
21. 3 : 4
(c) (i) 1175 (ii) 30 (iii) 1

10 (iv) 8

15 22. (a) £8.60
41. Minimum: 395, maximum 404 (b) 250 g pot.
42. (a) 94 (b) 650 000 145 g pot: 3.71 g/p, 250 g pot: 3.79 g/p
43. £306 23. (a) £9.40 (b) 75 (c) 37.5%
44. (a) 12
0.5 (b) 06.6
60
2
24. £1660
25. (a) 17.9867
45. 15
(b) (1.6  3.8  2.4)  4.2
46. (a) £3 (b) 5%
26. (a) flour 345 g, butter 225 g, sugar 150 g,
47. 7 g/cm3 eggs 3.
48. (a) 12 g (b) 280 g (b) 177°C (c) 130
49. Andi is correct. 27. £107.50
Increase of 10%
110% of original speed 28. (a) 6 hours (b) £255.84

1.1  original speed 29. (a) 45% (b) 54%
Decrease of 10%
90%  1.1
0.99

99% of original speed 30. £71.55
50. 84 km/h 31. 2 is a prime number and 22  3
7
32. 805 euros
51. (a) 15 (b) 450
33. (a) 1.962631… (b) 1.96
52. A: False. The prime numbers will be factors
of the product. 34. 95.8%
B: True. Even number  Odd number 35. 7.8

Odd number  Even number 36. 10.648

Odd number. 202
400
37. (a) 39.520… (b)  7  3
10
40

53. £9720 38. 31.6%
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39. 18 6. (a) 4x  2 (b) 4a  6b

1 (c) 3x (d) 6y  9
40. 
4
41. 100 km/h 7. (a) 2xy (b) 2pq
42. 4.7 (c) 3ab (d) 2x 2
43. Yes. Increase
38p  32p
6p (e) 9y 2 (f) 4a 2
% increase
362  100
18.75% ⬄ 19% (g) 2d 2  3g 2 (h) 5t 2  t
44. 51.8 cm3 (i) 6m  m 2 (j) 2p 2  p

CHAPTER 12 Exercise 12.3 Page 139

1. (a) 3a (b) 7b (c) 8c
Exercise 12.1 Page 136 (d) 9d (e) 4e (f) 8f
1. n4 10. 6k (g) 6p (h) 15q (i) r2
2. n3 (j) g2 (k) 2g 2 (l) 6g 2
11. 5b pence (m) 4t 2 (n) 12t 2 (o) 15u 2
3. 3n
4. m6 12. 3c pence (p) 15m 2 (q) 9d 2 (r) 15x 2
(s) 12y 2 (t) 16k 2
5. m  12
6. 8m 13. a5 pence 2. (a) 3y (b) 5y (c) 2y
(d) 6y (e) t 2 (f) 2t 2
7. p1
14. 3g6 (g) 10t 2 (h) 10t 2
8. p5
9. 25p 15. (a) 2t (b) 10t 3. (a) 5a (b) 4b (c) 12
(d) 20 (e) 2y (f) 8
Exercise 12.2 Page 138 (g) 2 (h) 18 (i) 3p
(j) 3 (k) 9 (l) 6
1. (a) 2y (b) 3c (c) 5x
(m) 4 (n) 5 (o) 4
(d) 7p (e) 2t (f ) 3d
(g) 3n (h) 5y (i) 10g (p) 9
(j) 8m (k) 13z (l) 2r 4. (a) 2y (b) 3y (c) m
(m) 5t (n) 4y (o) 3j (d) m (e) 3a (f) 5d
(p) 4c (q) 7x (r) w (g) 3g (h) k
(s) 0 (t) 5y (u) 5x 5. (a) ab (b) xy (c) y2
(v) 14a (w) 6b (x) 2m (d) 2pq (e) 2a 2 (f) 3xy
2. (a) 4x (b) 6a (g) 6ab (h) 12gh (i) 6d 2
(c) 9y (d) 6u (j) 3g 2 (k) 5ab (l) 6gh
3. (a) Can be simplified, 2v. (m) abc (n) m3 (o) 2d 3
(b) Cannot be simplified, different terms. (p) 3g 3 (q) 6x 3 (r) 10m 2 n
(c) Can be simplified to 3v  4. (s) 3abc (t) 18pqr
(d) Cannot be simplified, different terms. 6. (a) a2 (b) 4x 2
4. (a) 8x  y (b) w  2v (c) 6g 2 (d) 10y 2
(c) 2a  2b (d) 5x  3y
(e) 3  7u (f) p  4q Exercise 12.4 Page 140
(g) 3d  7c (h) 2y  1
(i) ab (j) 4m  n 1. (a) y3
(b) t5
(c) a 6
(k) 9c  d (l) x  y (d) g 10 (e) x 11 (f) m 7
(m) 6p (n) 5  5k (g) k5 (h) h8
(o) a3 2. (a) y2 (b) a (c) 1
5. (a) 8a  3b (b) 3p  3q (d) t4 (e) g1 (f) h2
(c) 3m  2n (d) x  2y (g) x3 (h) m1
(e) 2x  3y (f) d  3 3. (a) a 3b (b) m 4n 2 (c) 2y 3
(g) 3b  2a (h) 7 (d) 6d 5 (e) a 5b 2 (f) 6b 2
(i) a  2b (j) 2f (g) 5 (h) 4a 4
(k) v  4w (l) 2  5t 4. (a) t (b) g1 (c) m 2
(m) 4q  4p (n) 1  7k (d) y (e) y2 (f) m1
(o) c  d  11 (g) 2t 2 (h) 3g 3
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Exercise 12.5 Page 141 Exercise 12.6 Page 143

1. (a) 2x  10 (b) 3a  18 1. x  7x  12
2
13. x  5x  6
2

(c) 4y  12 (d) 4a  2 2. x 2  6x  5 14. x 2  5x  4

(e) 6y  4 (f) 3a  3b 3. x 2  3x  10 15. x 2  5x  14
2. (a) 3x  6 (b) 2y  10 4. x2  x  2 16. x 2  2x  3
(c) 4x  2 (d) 3p  3q 5. x 2  8x  12 17. x 2  4x  5
3. 2(q  2) and 2q  4 2(q  1) and 2q  2 6. x 2  3x  2 18. x 2  3x  10
2(q  1) and 4q  2 2(2  q) and 4  2q 7. x 2  5x  6 19. x2  9
4. (a) a 2  a (b) 2d  d 2 8. x2  x  6 20. x 2  25
(c) 2x 2  x 9. x 2  5x  6 21. x 2  49
5. (a) 2x  8 (b) 3t  6 10. x 2  6x  16 22. x 2  100
(c) 20  4a (d) 15  6d
11. x 2  3x  10 23. x 2  6x  9
(e) 6b  12c (f) 6m  15n
12. x 2  2x  3 24. x 2  6x  9
(g) x 2  3x (h) t 2  3t
(i) 2g 2  3g (j) 2m  3m 2 Exercise 12.7 Page 144
(k) 3t 2  5t (l) m 2  mn
1. (a) 2(x  y) (b) 3(a  2b)
6. (a) 2x  5 (b) 3a  11 (c) 2(3m  4n) (d) x(x  2)
(c) 6w  17 (d) 10  2p (e) a(b  1) (f) x(2  y)
(e) 3q (f) 7  3t (g) 2(b  2a) (h) x(2x  3)
(g) 5z  8 (h) 8t  15 (i) g(1  g)
(i) 2c  6 (j) 5a  9
2. (a) 2(a  b) (b) 5(x  y)
(k) 3y  10 (l) 2x  6
(c) 3(d  2e) (d) 2(2m  n)
(m) 8a  23 (n) 10x  12
(e) 3(2a  3b) (f) 2(3a  4b)
(o) 2p  11 (p) 5a  2b
(g) 4(2t  3) (h) 5(a  2)
(q) 3x  y (r) 2p  5q
(i) 2(2d  1) (j) 3(1  3g)
(s) 5x  x 2 (t) a 2  2a
(k) 5(1  4m) (l) 4(k  1)
(u) 2y
3. (a) x(y  z) (b) g(f  h)
7. (a) 5x  8 (b) 5a  13
(c) b(a  2) (d) q(3  p)
(c) 9y  23 (d) 9a  5
(e) a(1  b) (f) g(h  1)
(e) 26t  30 (f) 5z  13
(g) a(a  3) (h) t(5  t)
(g) 12q  16 (h) 11x  3
(i) d(1  d) (j) m(m  1)
(i) 20e  16 (j) 12d  6
(k) r(5r  3) (l) x(3x  2)
(k) 3m 2  3m (l) 4a 2  a
8. (a) 3x  6 (b) 3x  6 Review Exercise 12 Page 144
(c) 2y  10 (d) 6  2x 1. 6t pence
(e) 15  3y (f) 4  4a 2. (a) 4m (b) 8p  5q
(g) 3  2a (h) 2d  6 3. (a) 2x cm (b) (x  3) cm
(i) 2b  6 (j) 6p  9 (c) (4x  3) cm
(k) m6 (l) 5d  1 4. (a) 5n pence (b) (n  15) pence
(m) a 2  2a (n) d  d2 5. (a) x  y (b) £5(x  y)
(o) 2x 2 (p) 6g 2  9g 6. (a) (i) 4e (ii) 5pq
(q) 7t 2  6t (r) 8m  2m 2 (b) 14x  7
9. (a) 3a  1 (b) y5 7. (18n  5g) pence
(c) 5m  1 (d) 3x  4 8. (a) (i) 4q (ii) c3 (iii) 12xy
(e) 1d (f) t  10 (b) 15h  10
(g) 4m  9 (h) x  18 9. (a) (x  5) years old
(i) 23  6a (b) 2(x  5) years old
493
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10. (a) (i) 6xy (ii) 3x  4y 3. (a) x
14 (b) t
28

(b) 15x  35 (c) f
18 (d) y
19
11. (a) (i) y 2  4y (ii) 7y  4 (e) b
7 (f ) x
29
(b) (i) 3(2a  b) (ii) t (t  3) (g) m
4 (h) k
5
12. (a) 4a (b) 2a  2b (i) y
7
(c) 8a  1 (d) 7a  17 4. (a) c
4 (b) a
4
13. (a) 3n  5 (b) a  7 (c) x(2x  y) (c) f
3 (d) p
3
14. (a) 6a 3 (b) 24a 2b (c) 2a 2b (e) h
5 (f ) u
2
15. (a) a9 (b) b 3 (c) c 4 (g) d
30 (h) e
14
16. (a) 3(2x  5) (b) y(y  7) (i) f
20
17. (a) 2x 2  x (b) 1  3x 5. (a) p
4 (b) t
3
18. (a) x 8
(b) y 4 (c) w 2 (c) h
7 (d) b
2
19. (a) x x2
2
(b) a b5 2 (e) d
10 (f ) x
6
(g) c
5 (h) n
3
(i) x
2
CHAPTER 13
6. (a) a
12 (b) x
4
Exercise 13.1 Page 146 (c) a
27 (d) x
2
(e) b
6 (f ) x
4
1. (a) 3 (b) 4 (c) 9 (d) 16
(g) k
2 (h) b
3
2. (a) x
4 (b) a
3
(i) c
2 (j) c
7
(c) y
8 (d) t
6
(k) y
4 (l) x
6
(e) h
22 (f) d
1
(g) z
30 (h) p
0 7. (a) a
3 (b) x
9
(i) c
99 (c) a
0 (d) p
1
3. (a) 5 (b) 5 (c) 18 (d) 21 (e) y
5 (f ) p
4
(g) x
9 (h) k
4
4. (a) a
4 (b) e
6
(i) m
3
(c) p
4 (d) y
12
(e) d
10 (f) t
9 Exercise 13.4 Page 150
(g) m
28 (h) x
100
1
5. (a) 1 (b) 4 (c) 4 1. (a) k

2 (b) a
3
(d) 2 (e) 3 (f) 5 (c) d
4 (d) n
12

Exercise 13.2 Page 147 (e) t
5 (f ) n
1

1. 3 3. 5 5. 11 7. 4 9. 4 (g) m
112 (h) x
213
2. 14 4. 6 6. 5 8. 3 10. 7 (i) y
12
11. (a) 2 (b) 2(x  3)
2x  6 2. (a) x
2 (b) y
3
12. (a) 9 (b) 3(x  2)
3x  6
(c) t
2 (d) a
2
13. (a) 6 (b) 2x  3
(e) d
3 (f ) g
3
Exercise 13.3 Page 149 1
(g) t

2 (h) x
712
1. (a) y
3 (b) x
6
(c) a
10 (d) e
15 (i) d
125 (j) a
112
(e) d
11 (f) c
20 (k) g
15 (l) b
412
(g) x
2 (h) y
19
3. (a) x
2 (b) n
12
(i) m
7
2. (a) q
7 (b) m
10 (c) x
1 (d) y
3
(c) n
16 (d) p
18 (e) x
1 (f ) x
3
(e) x
31 (f) y
17
(g) x
112 (h) x
4
(g) a
2 (h) k
4
(i) h
12 (i) x
112
494
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Review Exercise 13 Page 151 Exercise 14.3 Page 153

1. (a) 4 (b) 3 (c) 6 (d) 18 1. (a) x
5 (b) q
2
2. 12 (c) t
3 (d) e
3
3. (a) a
10 (b) a
5 (c) a
7 (e) g
4 (f ) y
1
(g) x
2 (h) k
1
4. 11
(i) a
4 (j) p
6
5. (a) 3 (b) 23 (k) m
2 (l) d
5
(c) Answer should always be a (m) y
5 (n) u
3
whole number. (o) q
0
6. (a) x
3 (b) y
212 2. (a) d
8 (b) q
3
7. (a) 7 (b) 4n  5
19 (c) c
2 (d) t
3
8. (a) x
20 (b) x
4 (c) n
2 (e) w
2 (f ) e
3
9. (a) y
2 (b) t
3 (g) g
5 (h) z
4
(c) g
12 (d) x
35 (i) m
6 (j) a
5
(k) x
4 (l) y
3
10. (a) a
5 (b) b
3 (c) c
2
3. (a) m
4 (b) t
2
11. x
12
(c) p
2 (d) x
312
12. (a) x
4 (b) y
12
(e) a
12 (f ) b
45
13. (a) x
45 (b) y
12
(g) y
45 (h) d
34
CHAPTER 14 (i) f
312
4. (a) x
4 (b) a
123
Exercise 14.1 Page 152 (c) m
12 (d) a
5
1. a
3 6. k
15 11. g
112 (e) y
512 (f ) n
112
2. x
2 7. x
3 12. p
412 (g) d
412 (h) k
11
3. m
3 8. w
12 13. n
5 (i) t
4 (j) q
2
4. y
12 9. n
45 14. y
112 (k) x
23 (l) a
212
5. y
5 10. m
2 15. d
212
Exercise 14.4 Page 154
Exercise 14.2 Page 153 1. (a) 12x (b) x
15
1. (a) x
3 (b) a
2 2. (a) 6k kg (b) 212 kg
(c) t
2 (d) y
0 3. (a) 2x pence (b) 64 pence
(e) e
5 (f) x
2 4. (a) (3y  15) cm (b) y
8
2. (a) p
5 (b) c
6 5. (a) 6a  3 (b) 7
(c) x
3 (d) y
9 6. (a) (n  7) years old
(e) g
11 (f) q
8 (b) Dominic is 25 years old.
3. (a) a
4 (b) b
6 Marcie is 18 years old.
(c) c
1 (d) d
9 7. (a) (4y  2) cm (b) 19 cm
(e) e
5 (f) f
4 8. (a) (i) £(p  4) (ii) £(p  3)
4. (a) w
2 (b) s
3 (iii) £(3p  1)
(c) x
2 (d) g
3 (b) Aimee £12, Grace £8, Lydia £5
(e) q
4 (f) t
3 9. (a) (x  10) pence (b) (3x  20) pence
(g) w
4 (h) x
3 (c) 15 pence
(i) y
5
Exercise 14.5 Page 156
5. (a) p
1 (b) d
2
(c) g
2 (d) x
812 1. x
3.8
2. (a) w
4.2 (b) x
2.3
(e) y
25 (f) t
12
3. x
3.2
(g) t
134 (h) a
212 4. x
9.4
(i) m
235 5. x
4.7 cm
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4. b3
Review Exercise 14 Page 157
5. (h  12) cm
1. (a) y
4 (b) y
3 (c) y
1
6. (a) 2d (b) 2d  5
2. (a) m
7 (b) t
5
7. (a) P
y  5 (b) P
y  2
3. (a) a
2 (b) b
4 (c) c
5
(c) P
2y
4. (a) a
5 (b) x
0.8 (c) x
0.5
5. (a) x
4 (b) y
3 8. Ben: A
d  2 Charlotte: A
2d
d
6. (a) x
5 (b) x
1 Erica: A
2
7. (a) p
9 (b) q
812 (c) r
7 9. (a) P
4g (b) P
4y  4
8. (a) q
2 (b) t
112 (c) P
3x  1 (d) P
2a  2b
9. x
912 10. C
25d
10. (a) 34 years old (b) 19 years old 11. (a) £44 (b) £80 (c) C
12x  8
11. (a) (5x  24) cm (b) x
5 12. (a) 115 (b) 175 (c) 45
1 (d) n n1 n2
12. t
43  
13. (a) (i) (x  7) pence (ii) (3x  7) pence n  11
(b) x
30, cake costs 37p n  21
14. 212 litres
(e) Sn
5n  35
15. x
2.8
Exercise 15.4 Page 161
CHAPTER 15
1. £48 7. (a) M
7 (b) n
412
2. 17 points 8. (a) H
2.5 (b) g
6
Exercise 15.1 Page 158
3. £190 9. 33
1. (a) 5 (b) 2 (c) 12 (d) 9
4. 26 cm 10. 96 m
2. (a) 10 (b) 2 (c) 10 (d) 25
5. T
97 11. 86°F
3. (a) 8 (b) 0 (c) 12 (d) 32
6. X
8 12. 138 minutes
4. (a) 24 (b) 3 (c) 2
(d) 18 (e) 18 Exercise 15.5 Page 162
5. (a) 15 (b) 0 (c) 2 1. (a) F
35 (b) F
75
(d) 50 (e) 15 (c) F
15
6. (a) 27 (b) 3 (c) 212 2. (a) V
26 (b) V
2
(d) 90 (e) 54 (c) V
16
Exercise 15.2 Page 159 3. (a) P
3 (b) P
9
(c) P
12
1. (a) 1 (b) 4 (c) 12 (d) 3
4. (a) C
104 (b) C
32
2. (a) 0 (b) 8 (c) 10 (d) 16
(c) C
24
3. (a) 8 (b) 8 (c) 12 (d) 2
5. (a) S
40 (b) S
2
4. (a) 12 (b) 9 (c) 2 (c) S
6
(d) 18 (e) 6
6. (a) T
35 (b) T
2
5. (a) 5 (b) 20 (c) 2 (c) T
18
(d) 50 (e) 45
7. (a) K
11 (b) K
13
6. (a) 3 (b) 21 (c) 212
8. (a) L
2 (b) L
11
(d) 90 (e) 54
9. (a) S
9 (b) S
9
Exercise 15.3 Page 160 (c) S
100
1. (a) 5y pence (b) (y  8) pence 10. (a) R
15 (b) R
3
2. 12e 11. K
36
3. (a) (a  1) years old (b) (a  4) years old 12. (a) S
18 (b) S
18
(c) (a  n) years old (c) S
200
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13. (a) S
36 (b) S
36

Review Exercise 15 Page 166
(c) S
400
1. 16
14. T
39
2. (a) 7 (b) 1 (c) 12
15. (a) A
8 (b) A
27 3. V
17
(c) A
64 4. 4
16. (a) S
16 (b) S
54 5. S
14
(c) S
128 6. P
7.5
17. 25°C 19. F
4100 7. 108
18. 240 volts 20. F
144 8. 6
9. P
60
Exercise 15.6 Page 164 10. (a) £42 (b) 4 hours
11. C
4w
1. (a) £13 (b) C
2k  3
12. C
20  4n
(c) 2 km 13. (a) £74 (b) 6 drawers
2. (a) 140 minutes (b) C
40k  20 14. (a) y
3k  1 (b) k
5
(c) 2 kg 15. (a) £90 (b) C
15d  45
3. (a) F
42 (b) F
2C  30 16. (a) T
hx  20 (b) £6
(c) C
14 17. (a) £17 (b) C
0.15n  5
4. (a) 410 (b) b
3n  50 (c) 480
(c) 140 18. (a) T
7 (b) y
9.5
a  4
19. c
3
5. (a) £51 (b) T
15d  6
(c) 6 days
CHAPTER 16
6. (a) £295 (b) C
45n  70
(c) 9 days
Exercise 16.1 Page 168
Exercise 15.7 Page 165 1. (a) 17, 21, 25 (b) 14, 16, 18
1. (a) m
a  5 (b) m
a  x (c) 16, 13, 10 (d) 28, 33, 38
(c) m
a  2 (d) m
a  b (e) 48, 96, 192 (f) 112, 134, 2
1
y y (g) 2, 1, 2 (h) 0.9, 1.0, 1.1
2. (a) x
4 (b) x
a (i) 2, 0, 2 (j) 5, 2.5, 1.25
(c) x
2y (d) x
ay (k) 21, 28, 36 (l) 29, 47, 76
5y 2. (a) 8, 14 (b) 10, 22
(e) x
3 (c) 8, 32 (d) 16, 2
tq (e) 16, 36 (f) 8, 21
3. (a) p
12 y 3 (b) p
5 (g) 2, 20, 26
m 2 qr 3. (a) Add 7; 37, 44
(c) p
3
 (d) p
4
(b) Add 2; 13, 15
C 35 (c) Add 4; 21, 25
4. n
 24 (d) Subtract 5; 11, 6
5. R
VI (e) Divide by 2; 2, 1
(f ) Multiply by 3; 81, 243
6. (a) d
P4 (b) d
0.7 cm (g) Subtract 2; 10, 12
(h) Subtract 3; 5, 8
7. (a) l
A
b
 (b) l
6 cm 4. (a) 28
8. (a) (i) D
ST (ii) D
96 km (b) Keep on adding 3 to the last term until
you get to the 10th term, 28.
(b) (i) T
D
S
 (ii) T
2.5 hours 5. (a) David multiplies the last term by 2,
42
8
9. (a) b
12 P  l (b) b
4.2 cm
Tony adds the next counting number,
yc 43
7
10. (a) x
m (b) x
0.5
(b) 512 (c) 46
v u 6. No.
11. (a) t
 a (b) t
2
To find the next number, add 6 to the last term.
12. (a) b
2hA (b) b
6.4 All numbers in the sequence will be odd.
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5. (a) 11 (b) Pattern 7 (c) m
2p  1

Exercise
16.2 16.2 Page 170
6. (a) (i) 18 (ii) 82
1. (a) 1, 5, 9, 13, 17 (b) Pattern 7
(b) 1, 2, 4, 8, 16 (c) Matches in length of pattern and number
(c) 40, 35, 30, 25, 20 of verticals both increase by 2 every time.
(d) 4, 5, 7, 11, 19 (d) 4n  2
(e) 47, 23, 11, 5, 2 7. (a) (i) 51 (ii) 100
(f) 2, 6, 4, 5, 4.5 (b) (i) x  1 (ii) 2x
2. (a) 2, 4, 8 (b) 6, 12, 24 8. (a) 22 cm2 (b) 42 cm2
(c) 2, 4, 8 (c) 4n  2 cm2 (d) 9
3. (a) 4, 10, 22 (b) 8, 18, 38 9. (a) 27 (b) T
5n  2
(c) 4, 6, 10 (c) 52 (d) 15
4. (a) (i) 21 (ii) 3 (b) 37
Review Exercise 16 Page 177
5. (a) (i) 36 (ii) 123 (b) 10
1. (a)
6. (a) 37, 60 (b) 1, 4
7. 6, 27 Pattern 4

8. (a) 49, 97 (b) 1537

Exercise 16.3 Page 172 (b) Missing entries are: 22, 26

(c) 46
1. (a) 3 (b) 3 (c) 6 (d) 8
2. (a) (i) 16 (ii) 32 (iii) 6
(e) 2 (f) 4
(b) (ii) Double the last number.
2. (a) 3n (b) 8n (c) 12n (d) 2n (iii) Subtract 4 from the last number.
3. (a) 3 (c) 3n  1 (d) 25 3. (a) 26, 37 (b) 13, 19 (c) 21, 28
4. (a) 2 (c) 2n  7 (d) 47 4. (a) 35, 42 (b) Add 7
5. (a) 4 (c) 24  4n 5. (a) 9 (b) 12 (c) 10
6. (a) 3n  2 (b) 22  3n (c) 4n  1 6. (a) 14, 7, 12
(d) 4n (e) 2n  1 (f) 4n  3 (b) Repeats 6, 3, 8, 4, 2, 1
(g) 8  2n (h) 3n  2 (i) 5n  2 7. (a)
(j) 45  5n (k) n  1 (l) 2n  3
Shape 4
7. 1st term is: 1  1  3
4
(b) Missing entry is: 14 (c) 185
2nd term is: 2  2  3
7
3rd term is: 3  3  3
12 8. Barry: Double the last number.
Kath: Add the next counting number to the
Exercise 16.4 Page 175 last number.
9. (a) 8, 13 (b) Add the next odd number.
1.
10. (a) 7 (b) 5, 13
11. (a) 13 (b) 3 (c) 3n  1
Pattern 4 12. 5n  1
13. (a) 2n  1 (b) 201
2. (a)
14. (a) (i) 2, 1 (ii) Subtract 3 from last term.
(b) 20  3n
(c) 130
Pattern 5
(b) Entries are: 2, 4, 6, 8, 10, 12 CHAPTER 17
(c) 27 is an odd number (d) 2p (e) 24
3. (a)
Exercise 17.1 Page 179
1. (a) A (1, 3), B (2, 1)
(b) 4 Pattern 4
2. P (2, 3), Q (3, 2), R (3, 1)
(c) Entries are: 5, 9, 13, 17, 21 3. (b) (2, 4)
(d) 4n  1 (e) 81 4. (b) (1, 1)
4. (a) (i) 15 (ii) 30 (iii) 300 (b) 3n 5. (c) D (1, 2)
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7. (a) y
x  2 (b) y
2x  2
Exercise 17.2 Page 181 (c) y
2x  2
1. (1) x
1 2. y
8. (c) 1 (d) (0, 4) (e) y
x  4
3
(2) x
3 2
y=2
9. (c) y
2x  1
(3) y
4 1
10. (a) Line slopes up from left to right.
(4) y
1 -3 -2 -1 0
-1
1 2 3 x
(b) Line slopes down from left to right.
y = --1
(5) y
x -2 (c) Line is horizontal.

x = --2

x=3
-3
11. y
3x
3. (a) 12. (a) £25 (b) £15 per hour
x 0 1 2 3 (c) y
15x  25 (d) £145
(i) y 2 3 4 5 13. (a) £3 (b) £2
(ii) y 0 2 4 6 (c) f
2d  3 (d) £13
14. (a) 8 mm (b) 0.06
(iii) y 0 1 2 3
(c) l
0.06w  8 (d) 26 mm
(iv) y 2 1 0 1
(b) (i) (ii) Exercise 17.4 Page 186
y y
7 7 1. (a) (0, 7) (c) y
6 6
(b) (7, 0) 7
5 5 6
4 4 5
3 3 4
2 2 3
1 1 2
0 1 2 3 x 0 1 2 3 x 1
0
(iii) y
(iv) y
0 1 2 3 4 5 6 7 x

1 2
2. (a)
y
1
0
-1
1 2 3 x 5
0 1 2 3 x
-2 -1 4
-3 -2 3
-4
2
4. x 0 1 2 3 4 1
(a) y 1 0 1 2 3 0
0 1 2 3 4 5 x
(b) y 1 3 5 7 9 (b) Parallel lines, same gradient.
5. (b) (0, 2) 3. (a) (0, 6) (c) y
6. (a) x 1 1 3 (b) (2, 0) 7

(c) (1.5, 0) 6

y 5 1 3 5
4
7. (a) Missing entries are: 6, 4, 3 3

(b) (i) y
2.5 (ii) y
4.5 2

1
8. (b) (i) y
5 (ii) x
0.5 0
0 1 2 3 4 5 x
9. (b) x
0.5
4. (a) (b)
10. (b) (i) y
5 (ii) x
2.5 (iii) x
1.5 y y
5 5
4 4
Exercise 17.3 Page 183 3 3
2 2
1. (b) Same slope, parallel. 1 1
y-intercept is different. 0 0
0 1 2 3 4 5 6 x 0 1 2 3 4 x
2. (a) gradient 3, y-intercept 1
3. y
3x, y
3x  2 (c) y
5
4. gradients: 4, 3, 2, 2, 12, 2 4

y-intercepts: 3, 5, 3, 4, 3, 0 3
2
5. (a) y
5x  4 (b) y
 12 x  6 1

6. (1) C (2) D (3) B (4) A -4 -3 -2 -1 0 1 2 3 4 x

499
40f-ans.qxd 3/31/06 2:02 AM Page 500

5. (a) (0, 5) (c) y 9. (a) x 3 2 1 0 1 2

5
(b) (3, 0) 4
y 3 1 1 3 5 7
3
2 (b) y
7
1
6
(c) (i) y
6

+3
0
0 1 2 3 4 x 5 (ii) x
1.75

2x
y=
6. (a) y (b) y
4
3
5 1
4 2
0 1 2 3 4 5 6 x
3 -1 1
2 -2 -3 -2 -1 0 1 2 3 x
1 -3 -1
0 -4 -2
0 1 2 3 4 5 6 x -3
(c) y
5 10. (a) x 2 1 0 1 2 3
4
3
2
5 3 1y 1 3 5
1 (c) (i) y
3.8 (ii) x
2.4
0
0 1 2 3 4 5 6 x 11. (b) (2, 4)
y
12. x 2 0 2 4
Exercise 17.5 Page 187 3
2 2y
+x
1. (a) y 3 2 1 0 1 =4
x 1 2 3
-2 -1 0 1 2 3 4 x
y
x2 3 4 5 13. (a) 200
Charge (b) 10 days
y
5x 4 3 2 (£)

100 (c) Scaffold Ltd, £50

(c) (1.5, 3.5) (d) x
1.5
(c) x
2.5
0
2. (b) (2.5, 8.5) 0 10
Days
20 30

3. (b) x
0.5
4. x
1 CHAPTER 18
5. (b) y
9 (c) x
3
Exercise 18.1 Page 190
Review Exercise 17 Page 188 1. (a) 4 inches (b) 25 centimetres
1. (a) P (2, 3) (b) Q (4, 1) (c) 40 centimetres
2. (a) A (0, 2) (b) D (2, 0) 2. (a) 12.80 dollars (b) £6.25
3. (a) 5.6 km (b) 3.1 miles
3. (a) M (1, 1) (b) N (3, 1)
4. (a) 8.8 pounds (b) 6.8 kg
4. (a) (1) y
2 (2) x
4 (3) y
x 5. (a) 10°C (b) 167°F
(b) (4, 2)
5. (b) R (1, 1) Exercise 18.2 Page 192
6. A: R, B: Q, C: S, D: P 1. (a) 1005 (b) 24 miles (c) 3
7. (a) y x=3
2. (a) 1042 (b) 28 km
4 y=4 (c) (i) 1115 (ii) 8 km
3
3. (a) 125 km (b) 1 hour
2
1
(c) Faster going to Leeds - graph steeper.
0
5 x
4. (a) 50 km/h (b) 20 m/s (c) 9 miles/hour
0 1 2 3 4
5. (a) 0930 (b) 2 hours (c) 30 miles/hour
(b) (3, 4) 6. 18 km/h
8. (a) Missing entries are: 1, 0, 1 7. (a) 10 km/h (b) 6.7 km/h (c) 8 km/h
(b) y
1
8. (a) 80
Distance
60
(b) 1130
-2 -1 0 1 2 3 4 x (kilometres)
-1
3

40
x–

-2
y=

-3 20
-4
0
-5 0930 1030 1130
Time

500
40f-ans.qxd 3/31/06 2:02 AM Page 501

9. (a) 9 miles/hour 6. (a) 60

(b) (i) 20 Distance
50
Distance (miles)
(miles) 15 40
10 30
5 20
0 10
1300 1330 1400 1430 1500
(ii) 1415 Time 0
0900 0930 1000 1030
10. (a) (b) (i) 20
Time

Distance (b) 40 miles/hour

from 15
York
(miles) 10
CHAPTER 19
5

0
1030 1045 1100 1115 1130 Exercise 19.1 Page 200
(b) (ii) 1110 Time
1. (a) True (b) True (c) True
Exercise 18.3 Page 195 (d) False (e) True (f) False
(g) False (h) True
1. (a) 80
(b) 40 2. (a) E.g. 5, 4, 3, …
(c) 1200, 1400 (b) E.g. 2, 1, 0 …
(d) 1315 and 1400 (c) E.g. 5, 4, 3, …
(e) 140 (d) E.g. 7, 6, 5, …
(e) E.g. 11, 12, 13, …
2. (a) 4 kg (b) 6.5 cm
(f ) 1
3. (a) Brian (b) Afzal (g) 5
(c) 600 m (d) Afzal (h) One of: 6, 5, 4, 3, 2
4. (a) £140 (b) 35 km (c) £60
3. (a) 2, 3, 4
5. (a) 25 m (b) 1, 0, 1, 2, 3
(b) 100 m (c) 4, 3, 2, 1
(c) 2 minutes 20 seconds (d) 1, 0, 1, 2
Review Exercise 18 Page 197 4. (a) x 2
(b) x1
1. (a) (i) £5 (ii) 20 dollars (c) 1  x  5
(b) £10
16 dollars (d) 6  x  2
£300
30  16
480 dollars (e) 2  x  1
2. (b) 72 hectares (f ) x  5 and x 8
3. (a) £70 (b) £40 (c) £30 5. (a)
4. (a) 2 hours -5 -4 -3 -2 -1 0 1 2 3 4 5

(b) 15 miles/hour (b)

-5 -4 -3 -2 -1 0 1 2 3 4 5
(c) (c)
-5 -4 -3 -2 -1 0 1 2 3 4 5
30
Distance (d)
-5 -4 -3 -2 -1 0 1 2 3 4 5
in 20
miles (e)
-5 -4 -3 -2 -1 0 1 2 3 4 5
10
(f)
-5 -4 -3 -2 -1 0 1 2 3 4 5
0
0 1 2 3 4 5 (g)
-5 -4 -3 -2 -1 0 1 2 3 4 5
Time in hours
(h)
5. (a) (i) 1300 (ii) 20 km/h -5 -4 -3 -2 -1 0 1 2 3 4 5

(b) 30
Distance
from
home
Exercise 19.2 Page 201
(kilometres) 20
1. (a) n 2 (b) x  2
10
(c) a4 (d) a4
0
(e) d3 (f) t  3
g 2
1200 1300 1400 1500 1600
Time (g) (h) y 0
501
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2. (a) a4 (b) x 2 5. (b) y
7.25

(c) y  3 (d) c 5 (c) x
1.7 and x
1.7
(e) d  3 (f) b 1 (d) (0, 1)
(g) b1 (h) c3 6. (a) x 3 2 1 0 1 2 3
(i) d 4 (j) f  2
y 3 2 5 6 5 2 3
(k) g  12 (l) h2
(m) x  3 (n) j 212 (c) (2.4, 0), (2.4, 0)
(d) (0, 6)
(o) k 4 (p) m  125
7. (a) x 0 1 2 3 4 5 6
Exercise 19.3 Page 202 y 0 2 6 12 20 30 42
1. (a) 1x5 (b) 1  x  9 (c) x
4.5
(c) 7  x  4 9. (a) x 2 1 0 1 2 3
2. (a) 1x3 (b) 2  x  4
y 8 4 2 2 4 8
(c) 2  x  1 (d) 3  x  412
(e) 13  x  4 (f) 2  x  5 10. x 5 4 3 2 1 0 1 2
3. (a) 6, 7, 8 (b) 2, 1, 0, 1, 2, 3, 4 y 8 2 2 4 4 2 2 8
(c) 0, 1, 2 (d) 4, 5, 6, 7
(e) 5 (f ) 2, 3
Exercise 20.2 Page 205
Review Exercise 19 Page 202 1. x
0 or x
6
1. (a) 2. x
3.6 or x
0.6
-3 -2 -1 0 1 2 3

(b) 3. (a) Missing entries are: 1, 4, 7, 7, 1, 8

1 2 3 4 5 6 7
(c) x
2.8
(c) 4. (b) x
1 or x
0 (c) (0.5, 0.25)
4 5 6 7 8 9 10

(d) 5. (a) Entries are: 9, 4, 1, 0, 1, 4

-4 -3 -2 -1 0 1 2 3 4 5 6
(c) x
1
2. (a) x  3 (b) x 5
6. (b) x
3 or 1
(c) x 4 (d) x  3
7. (b) x
3.2 (c) (0, 10)
3. (a) x  2.5 (b) x 2
8. (b) x
1.6
4. x 2
9. (a) Entries are: 3, 7, 13, 15, 13, 7, 3
5. (a) 1, 0, 1 (c) x
2.7
(b) (i) n  83 (ii) 2
10. (a) x
3.2 (b) x
2.2
6. 1  x  2 (c) x
1 or x
2 (d) x
2.4
-3 -2 -1 0 1 2 3

7. (a) 1, 0, 1, 2, 3, 4 11. (a) Missing entries are: 4, 4, 2

(b) 3, 2, 1, 0, 1 (c) x
0.4 or x
2.4
(c) 1, 2 12. x
5 or x
1
8. 6  x  9
Review Exercise 20 Page 207
CHAPTER 20
1. (a) x
0 or x
4
(b) (2, 4)
Exercise 20.1 Page 204
2. (a) Missing entries are: 4, 4, 4, 1
1. (a) x 3 2 1 0 1 2 3 (c) x
2
y 8 3 0 1 0 3 8 3. (a) Missing entries are: 5, 1
2. (a) (c) 1.25
x 3 2 1 0 1 2 3
4. (a) Missing entries are: 1, 1, 1, 5
y 7 2 1 2 1 2 7 (c) x
0.6 or 1.6
(c) y
0.25 (d) (1.4, 0), (1.4, 0) 5. (b) x
4.2 or x
1.2
3. (b) y
1.75 6. (a) Missing entries are: 2, 8, 18
4. Graphs have same shape, different positions. (c) x
2.2
502
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32. (a) Missing entries are: 7, 4, 2, 5

Algebra Section
Review (b) y
8

x–1
7
Non-calculator Paper Page 208 6

y=3
5
1. (a) (i) 39 (b) 4

(ii) 1 3
2
1
2. (a) 16 (b) 10
-2 -1 0 2 3 x
3. (a) 13, 17 (b) 37 -1
1

(c) No. Not an odd number. -2

4. (a) (i) (ii) -3

-4
-5
Pattern 4 Pattern 5
-6
(b) Missing entries are: 14, 17, 20, 23 -7
(c) Multiply the Pattern number by 3
then add 2. 3  12  2
38 (c) (i) x
1.5 (ii) y
5.5
5. (a) 12t pence (b) 1 33. (a) x(x  3) (b) k3 (c) 23  6x
6. (a) 24, 30 (b) Add 6 to last number. 34. (a) x  4 (b) x1
7. (a) (i) 2y (ii) 3e  2f (iii) 3p 2 35. (a) p
3 (b) r
11
(b) 14 36. N
5r  3g
8. (b) M (1, 1) 37. (b) (i) y
5.8 (ii) x
1.9
9. (a) x
5 (b) x
2 (c) x
3 yc
38. (a) y
7 (b) x
m
10. 7
11. (a) x
12 (b) x
10 39. (a) Missing entries are: 3, 24
12. (a) £7y (b) £21y (c) x
3.6 cm
13. £330 40. (a) x
313 (b) (i) 0, 1, 2 (ii) x 1

5
14. (a) 11, 19 (b) 1, 5 41. 2, 7
15. (a) 3x pence (b) (x  7) pence
16. (a) 6m  2n Algebra Section
Review
(b) (i) t
15 (ii) p
3
17. (a) 30 points (b) 65 points Calculator Paper Page 212
18. (a) 4 (b) 14
19. (a) (i) 2.5 miles (ii) 6.4 kilometres 1. (a) P (1, 2)
(b) 5 miles
8 km, 20  8 km
160 km 2. (a)
20. (a) (i) 4c (ii) p 4 (iii) 8g (iv) 10pr
(b) 10y  15 (c) 7x  1 (b) Black tiles 1 2 3 4 5 6
21. (a) (i) Missing entries are: 1, 5, 7, 9
(c) (1, 1) White tiles 0 1 2 3 4 5
22. (a) 5t pence (b) (t  10) pence Total tiles 1 3 5 7 9 11
(c) 2t pence
(c) (i) Odd numbers for total tiles.
23. (a) 24 (b) 1 (c) 5 Numbers of black and white tiles
24. (a) x
5 (b) v
24 (c) 6 increase by 1 each time.
25. (a) x
5 (b) y
5 White tiles one less than black tiles.
(c) z
14 (ii) 20 black  19 white
39 tiles
26. (a) Bryani. 4  32
4  9
36 (b) 64 3. £4.05
27. (a) 1000 (b) 5 km 4. (a) 17, 20 (b) Add 3 to the last number.
(c) 30 minutes (d) 20 km/h 5. Input 7 8
28. (a) 7 (b) x
312
(c) 7n  21 (d) t(t  5) Output 21 24
29. (a) x
5 (b) y
4 6. (a) (i) x
6 (ii) x
10
(c) p
315 (b) 11g (c) 0.5
30. (a) £19 (b) 12 hooks 7. (a) 14 (b) Subtract 4 from last number.
31. (a) 2x pence (b) 3(x  5) pence 8. V
10
(c) 16 pence 9. P
27.4 cm
503
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10. (a) Missing entries are: 10, 13, 16

(b) 3 CHAPTER 21
(c) 298. Three times pattern number minus 2.
11. (a) Odd number (b) Even number
(c) Could be even or odd.
Exercise 21.1 Page 216
12. (a) 90 minutes (b) 1830 1. 118°. Obtuse angles are greater than 90° but
13. (a) (i) 4a (ii) 5a  b (iii) 3a 2 less than 180°.
(b) x
6 (c) d
29 2. (a) 180° (b) 90° (c) 270°
14. (a) 8 euros (b) £75 (d) 90° (e) 120° (f) 6°
15. 15x  10 (g) 42° (h) 720° (i) 540°
16. 35. Take away the next counting number. 3. (a) 45° (b) 315°
17. (a) x
4 (b) y
7 4. (a) 45° (b) 360°
18. A and Q, B and P, C and S, D and R 5. Acute: A, G Obtuse: B, C, F, H
19. (a) (i) 40 miles. Reflex: D, I Right: E
(ii) The cyclist was not moving.
(iii) 10 miles per hour. Exercise 21.2 Page 217
(b) 212 hours. 1. (a) 39° (b) 118° (c) 42°
20. (a) 3 (b) 5 3. (a) 217° (b) 234°
21. x
1.4
22. (a) w
12 (b) x
7 (c) y
3.5
Exercise 21.3 Page 219
23. (a) y 1. (a) p
65° (b) p
73° (c) p
36°
4 y=x 2. (a) q
35° (b) q
144° (c) q
62°
3 3. (a) x
110° (b) x
135° (c) x
30°
2 4. (a) y
120° (b) y
150° (c) y
165°
1 y=3–x 5. (a) a
35° (b) b
26° (c) c
105°
6. (a) a
30° (b) b
150°
0 1 2 3 4 x
(c) c
42° (d) d
20°
(b) Where graphs cross.
(e) e
126° (f) f
203°
24. (a) 12(x  4) eggs (b) (18x  48) eggs (g) g
133°, h
47°
25. (a) (5a  3) cm (b) 5a  3
23, a
4 (h) i
112°
26. (a) (i) x
5 (ii) y
4 (i) j
127°, k
53°, l
37°
(iii) p
3.2 (iv) x
4.5 (j) m
96°
(b) x  2.5 (k) n
47°, p
43°
27. (a) 3(2p  1) (b) p(p  2) 7. (a) x
45° (b) x
30° (c) x
60°
28. (a) 28°C (b) 39 000 feet (d) x
36° (e) x
40° (f) x
80°
29. x
2.6 (g) x
20° (h) x
30°
30. 7n  5
31. (a) x 3 (b) 3, 2 Exercise 21.4 Page 223
32. (a) Missing entries are: 3, 6, 6 1. (a) a
65° (b) b
115°
(c) x
2.6 (c) c
105° (d) d
100°
33. (a) x
8 (b) y
6.5 (c) p
58 2. (a) a
130°, b
130°
34. (a) £(16x  16) (b) c
60°, d
120°
(b) (i) 16x  16
72 (c) e
40°, f
40°
(ii) Cup £3.50, mug £5.50 (d) g
65°, h
65°
35. (a) 4n  5 3. (a) a
63° (b) b
68°, c
112°
(b) If number in both sequences, then (c) d
87° (d) e
124°
8n  16
4n  5. This gives n
334, (e) f
65° (f ) g
54°
which is not a whole number. (g) h
113° (h) i
124°
y  10 4. (a) a
125°, b
125°
36. x
5
(b) c
62°, d
118°, e
62°
37. (a) (i) 4(2y  1) (ii) x(x 2  5) (c) f
74°, g
106°
(b) (i) m 5 (ii) n3 (iii) x 5 y 2 (d) h
52°, i
128°
(c) (i) t
9 (ii) x
8 5. (a) m
84°, n
116°
38. (a) x 2  5x  6 (b) x
5 (b) p
56°, q
116°
39. (b) (i) 4.25 (ii) x
1.6 and 2.6 (c) r
61°
40. x
4.3 (d) s
270°
504
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Exercise 21.5 Page 224 Exercise 22.2 Page 230

1. (a) ⬔BAC (b) ⬔RQS (c) ⬔XZY 1. x  45°
80° (ext. ⬔ of a )
2. a
⬔QPS, b
⬔PQS, c
⬔RQS, x
80°  45°
35°
d
⬔QRS, e
⬔QSR, f
⬔PSQ 2. (a) a
120° (b) b
110°
3. (a) 93° (b) 108° (c) 52° (c) c
50° (d) d
80°
(d) 110° (e) 65° (f ) 295° (e) e
88° (f ) f
55°
(g) 283° (h) 326° 3. (a) a
32°, b
148°
4. (a) (i) 43° (ii) supplementary angles (b) c
63° (c) d
52°, e
64°
(b) (i) 125° (ii) vertically opposite angles 4. Exterior angles of triangle are:
(c) (i) 63° (ii) corresponding angles 180°  27°
153°, 180°  85°
95° and
5. (a) 132° (b) 126° (c) 141° 180°  68°
112°
(d) 85° (e) 65° 153°, 95° and 112° are all obtuse angles.
(f) ⬔QSP
105°, ⬔STU
105°
6. (a) ⬔AOB
153°, ⬔COD
37° Exercise 22.3 Page 232
(b) ⬔QTU
48°, ⬔QTS
132° 1. (a) PQT (b) Q R
(c) reflex ⬔TUV
280° QRT b S

Review Exercise 21 RST c

Page 226 a
P T
1. (a) (i) d (ii) a, c (iii) b (iv) e, f
2. (a) Isosceles (b) Equilateral (c) BCE
(b) a
106°, b
90°, c
111°,
d
53°, e
307°, f
254° 3. (b) (i) Acute-angled, scalene
(ii) Right-angled, scalene
2. (a) (b) P
(iii) Acute-angled, isosceles
X (iv) Obtuse-angled, isosceles
4. AC
BC ⬔BAC
⬔ABC
5. (6, 2), (6, 8)
Y
6. (a) a
60° (b) a
85°
Q (c) a
75° (d) a
50°
3. (a) a
57°, supplementary angles 7. a
40°, b
120°, c
62°, d
128°,
(b) b
97°, angles at a point
360° e
18°, f
144°, g
85°, h
116°,
(c) x  5x
180° (supplementary angles) i
26.5°, j
153.5°
6x
180° 8. (a) Equilateral (b) 60° (c) 78°
x
30° 9. (a) Isosceles (b) 74° (c) 46°
4. (a) (i) x
59° 10. (a) ⬔BCD
120°
(ii) vertically opposite angles (b) ⬔PRQ
80°, ⬔QRS
160°
(b) (i) y
121° (c) ⬔MNX
50°
(ii) allied angles
5. (a) Corresponding angles Exercise 22.4 Page 235
(b) r
80° 5. (b) 9.3 cm (c) 39°
(c) (i) x
80° (ii) alternate angles 6. (b) 5.9 cm (c) 34°
6. (a) ⬔AOB
78° (b) ⬔AOD
75°
7. (a) a
51° (b) b
51° (c) c
129° Exercise 22.5 Page 237
8. x
30°
1. 12 cm
9. (a) p
135° (b) q
45° (c) r
55°
2. (a) 13 cm (b) 13.3 cm (c) 19.9 cm
3. PQR
33 cm, QRS
32 cm,
CHAPTER 22 RST
35 cm. RST has greatest perimeter
4. (a) a
7 cm (b) b
3.8 cm (c) c
3 cm
Exercise 22.1 Page 229 5. (a) 4.5 cm2 (b) 10 cm2 (c) 6 cm2
1. (a) Yes (b) Yes (c) No 6. (a) 9 cm2 (b) 6 cm 2
(c) 3.6 cm2
(d) No (e) Yes (f ) No 7. (a) 7.2 cm2
(b) 4.16 cm2 (c) 11.52 cm2
2. (a) Yes, obtuse-angled (b) No 8. (a) 3.8 cm2 (b) 8 cm 2
(c) 3.24 cm2
(c) Yes, acute-angled (d) Yes, right-angled 9. (a) h
6 cm (b) h
12 cm (c) h
4 cm
(e) Yes, obtuse-angled (f) No 10. (a) a
8 cm (b) b
4 cm (c) c
16 cm
3. (a) a
70° (b) b
37° 11. 67.5 cm2
(c) c
114° (d) d
43° 12. 60 cm
505
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Review Exercise 22 Page 240 Exercise 23.4 Page 246

1. (b) (i) Isosceles (ii) 8 cm 2
1. A, D (SSS)
(c) Point S on line y
5. 2. A, D (ASA)
2. (a) x
70° (b) y
110° 3. (a) Yes, ASA (b) No
3. (a) ⬔DCA
53° (c) Yes, SAS (d) Yes, SSS
(b) ⬔BAC
50° (e) No (f ) Yes, RHS
⬔ABC
⬔BCA ( ABC is isosceles) 4. (a) No (b) No
⬔BAC
180°  (2  65°) (c) Yes, RHS (d) No
4. (b) (i) ⬔BAC
50° (ii) acute angle (e) Yes, ASA (f ) Yes, ASA
5. (a) 28 cm2 (b) 7 cm2 (c) 21 cm2 5. A and H, ASA B and F, SSS
6. 9.6 cm 2 D and G, RHS E and I, SAS
7. (b) 16 cm2
8. (a) 45 cm (b) 75 cm2 (c) 10 cm Review Exercise 23 Page 248
1.
CHAPTER 23 A B

Exercise 23.1 Page 242

3. (a) 5 (b) 2 (c) 0 2. (a) Y (b) Z
4. 1, 1, 1, 2, 0 3.
5. (a) 2 (b) 3 (c) 4
(d) 2 (e) 6 (f) 8
6. 1, 1, 3
7. (a) A B C

4. (a) 16 (b) 2
5. (a) Y (b) Z (c) X
6. (a) (b)
(b) A: 3, B: 4, C: 2
8. (a) MY (b) NZ (c) NXZ (d) JP
9. (a) 1 10. (a) 1 7. (a) 4 (b) 2
(b) (i) (ii) (b) (i) 8. (a) E.g. (b) E.g.

X
9. A and B, D and H
10. (a) CDE (b) CEF (c) CDEF
(ii) 3
11. (a) (i) 0 (ii) 2 (b) (i) 1 (ii) 1
(c) (i) 2 (ii) 2 (d) (i) 0 (ii) 4 CHAPTER 24
(e) (i) 1 (ii) 1
Exercise 24.1 Page 251
Exercise 23.2 Page 244 1. (b) (i) Isosceles trapezium
1. 9 (ii) Parallelogram (iii) Rhombus
2. (a) 4 (b) 4 (c) 2 (d) Infinite (iv) Kite (v) Square
3. (a) 2 (b) 2 (c) 4 2. M (1, 4) 4. C (5, 4) 6. A (1, 3)
4. (a) 4 (b) 1, 4 3. S (3, 1) 5. Y (6, 4) 7. L (2, 3)
5. (a) 4 (b) 4 8. (3, 1), (3, 5)
9. (a) a
90° (b) a
35°
Exercise 23.3 Page 245 (c) a
140° (d) a
114°
1. A, O; F, L; C, G; H, J; D, P 10. (a) a
90°, b
53°, c
37°
2. D, E (b) d
42°, e
48°
3. (a) CED (b) CBFE (c) f
27°, g
117°
4. (a) AXZ and ZYC, BXZ and ZYB (d) h
16°, i
99°, j
65°
506
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11. (a) a
36°, b
144° 7. (a) 1

(b) c
124°, d
56° (b) (i) a
110°,
(c) e
130°, f
23°, g
23° opposite angles of line of symmetry
(d) h
42°, i
84° (ii) b
100°
12. (a) a
110°, b
100° (b) c
95° 8. (a) Trapezium 10. (a) 2
(c) d
46° (d) e
96° (b) ⬔PSR
62° (b)
13. a
115°, b
44° 9. 10 m2
14. ⬔WXY
72°, ⬔XYZ
108° 11. 1 cm by 28 cm, 2 cm by 14 cm, 4 cm by 7 cm
15. (a) a
62° (b) b
54°, c
36° 12. 25 cm2
(c) d
62° (d) e
116°, f
86° 13. (a) 6 cm (b) 30 cm
(e) g
124° (f) h
75° 15. (a) 14.4 m2 (b) 7.4 m2
(g) i
38°, j
42° 16. 10.5 cm2
(h) k
55°, l
45° 17. 20 cm
18. (a) 2x 2 cm2 (b) 42 cm
Exercise 24.2 Page 254
1. A B C D E F G H I
CHAPTER 25

1 0 1 4 2 2 0 0 1
Exercise 25.1 Page 264
1 1 1 4 2 2 1 2 1
1. (a) triangle (b) quadrilateral
2. (a) 4 (b) 2 (c) 1 (c) pentagon (d) hexagon
3. (a) 2 (b) 2 (c) 1 2. (a) x  130°
180° (supp. ⬔’s)
4. (b) 2 (c) 2 x
180°  130°
50°
(b) y  130°  70°  100°
360°
Exercise 24.3 Page 257 (sum of ⬔’s in a quad. = 360°)
y
360°  300°
60°
1. (a) (i) 12 cm (ii) 8 cm 2
3. (a) a
63° (b) b
55°, c
62°
(b) (i) 14 cm (ii) 12 cm2
(c) d
95°, e
76°
(c) (i) 16 cm (ii) 15 cm2
4. (a) a
48° (b) b
60°
2. (a) (i) 8 cm (ii) 4 cm2 (c) c
103° (d) d
100°
(b) (i) 12 cm (ii) 9 cm2 5. (a) a
120° (b) b
62°
(c) (i) 16 cm (ii) 16 cm2 (c) c
76° (d) d
120°, e
50°
3. (a) B and C (b) B and D 6. (a) 540° (b) 720°
4. A 8 cm2 B 12 cm2 C 12 cm2 (c) 900° (d) 1080°
D 9 cm 2
E 8 cm 2
F 12 cm2 7. (a) a
60° (b) b
120°
5. (a) 8 cm (b) 8 cm (c) c
130°
(c) 11.2 cm (d) 5.6 cm 8. (a) a
199° (b) b
240°, c
120°
6. (a) 6 cm2 (b) 5.4 cm2 (c) d
225°, e
85°
(c) 11.5 cm2 (d) 7.92 cm2
7. (a) 49 cm 2
(b) 5.76 cm2 Exercise 25.2 Page 267
(c) 18.49 cm 2
(d) 3.24 cm2 1. (a) (i) 120° (ii) 90° (iii) 60° (iv) 45°
8. (a) 30 cm 2
(b) 10 cm2 (c) 13.5 cm2 (b) (i) 60° (ii) 90° (iii) 120° (iv) 135°
9. (a) 20 cm2 (b) 7.5 cm2 (c) 5.75 cm2 2. 20
10. (a) b
4 cm (b) b
3 cm (c) b
2 cm 3. (a) 40 (b) 15 (c) 9 (d) 6
11. (a) 3 cm (b) 6 cm (c) 8 cm 4. 8
12. 14 m2
14. 4 cm 5. (a) 5 (b) 20 (c) 40 (d) 4
13. 84 cm2 15. 20 cm2 16. 4 cm 6. (a) 72° (b) 108° (c) 540°
7. (a) a
90°, b
60°, c
210°
Review Exercise 24 Page 260 (b) d
90°, e
120°, f
150°
(c) g
90°, h
135°, i
135°
1. (a) D (b) Kite (c) 2 (d) A (e) 4
(d) j
105° (e) k
162° (f ) l
192°
2. (a) (i) 12 cm (ii) Q and S (g) m
132° (h) n
96°
(b) (i) 12 cm2 (ii) P and S 8. (a) a
90°, b
150°
3. (a) Parallelogram (b) Acute angle (b) c
126°, d
156°, e
66°
4. (b) S (2, 0) (c) f
102°
5. a
35°. Sum of angles is 360°. 9. (a) a
60° (b) b
135°, c
45°
6. a
30°, b
60°, c
42°, d
78° (c) d
36°, e
72°
507
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Exercise 25.3 Page 268 Exercise 26.2 Page 275

5. (b) (ii) 6 (c) 6 1. (a) 070° (b) 180° (c) 090°
6. (a) (i) 5 (ii) 5 2. (a) 065° (b) 140° (c) 249°
(b) (i) 7 (ii) 7 (d) 228° (e) 300° (f) 090°
(c) (i) 10 (ii) 10 3. (b) (i) 230° (ii) 305° (iii) 015°
(iv) 080° (v) 125° (vi) 355°
Review Exercise 25 Page 270 4. North

1. (a) 6 (b) (i) ⬔AOB
60° P

100°

(ii) Equilateral triangle R

2. (a) 5 (b) (i) x
72° (ii) y
54°

(c) E.g. 060°
Q

5. (a) 180° (b) 070° (c) 250°

(d) 043° (e) 223°
6. (a) 315° (b) 135° (c) 285°
(d) At any vertex, sum of angles cannot (d) 105° (e) 230° (f) 050°
equal 360°. 7. North Q

4. x
130° North

5. ⬔AED
108° (int. ⬔ of a pentagon) P

070°

⬔CAE
108°  36°
72°

⬔CAE  ⬔AED
180° (allied angles) 320°
R

So, AC is parallel to ED.

6. ⬔DFE
36° Exercise 26.3 Page 277
360°
Ext. ⬔ of a pentagon
 5
72°

⬔DEF
⬔EDF
72° 1. 16.8 km
So, ⬔DFE
180°  (2  72°)
36° 2. 3.2 cm
7. (a) Square: line 4, rotation 4. 3. 1900 metres
Equilateral triangle: line 3, rotation 3. 4. (a) (i) 128° (ii) 308°
Pentagon: line 5, rotation 5. (b) (i) 4.7 cm (ii) 47 km
(b) x
102° 5. (a) 240 m (b) 063°
x
360°  (108°  60°  90°)
102° 6. (a) 48 km
8. a
74° (b)
9. (a) Hexagon (b) x
60° (c) 720° North

10. (a) Equilateral. Three sides equal.

(b) x
40°
11. (a) 135° (b) 12 sides
12. (a) q
12° (b) 30 sides Baytor

13. (a) Kite (b) Pentagon Lighthouse

(c) ⬔AED
54° (d) ⬔AEI
36° North

CHAPTER 26
Peak
Ship

Exercise 26.1 Page 272

1. (a) (i) Bike Hire Centre (ii) Bikers’ Cafe 7. 4.6 cm
(iii) Bikers’ Rest (iv) High Peak
8. (a) 2.5 cm (b) 25 m
(b) (i) Highlands (ii) North-East
(iii) Country Garden 9. (a) 7 m (b) 30 cm
2. (a) South (b) East 10. (a) 13.5 km (b) 072° (c) 252°
(c) West (d) South-West 11. (a) 065° (b) 282° (c) 1800 m
3. (a) 45° (b) 135° (c) 90° (d) 90° (e) 180° 12. 70 cm
4. (a) South (b) North 13. 19.8 km
5. (a) North-West (b) North-East 14. (a) 8 km (b) 114° (c) 294°
6. Missing entries are: South-East, South-East, 15. (a) 6300 km (b) 248°
South, North-West 16. (a) 50 km (b) 347° (c) 167°
508
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Review Exercise 26 Page 281 Review Exercise 27 Page 290

1. (a) Kendal (b) Taunton 1. (a) 78.5 cm 2
5. 750 cm
2. (a) (b) (b) 25.1 cm 6. (a) 188.5 m (b) 530
A (c) North-West 2. 94 cm 7. (a) 8.2 m (b) 1.1 litres
North
3. (a) 283 m 8. (a) 16 cm2 (b) 51.4 cm
(b) 6360 m2 9. 218 cm2
B 4. 80 m 10. 35.2 m
3. 14.6 km
4. 257° CHAPTER 28
5. (a) x
133° (b) 047°
(c) (i) 295° (ii) 227° Exercise 28.1 Page 293
6. (a) 230° (b) 140° 1. (a) M 17 cm2 A 12 cm2 T 9 cm2
(c) (i) 3.7 cm (ii) 740 m H 12 cm2 S 12 cm2
7. (b) 245° (c) (i) 64 km (ii) 197° (b) M (c) T (d) A and H
2. (a) 25 cm2 (b) 4 cm 2
(c) 21 cm2
CHAPTER 27 3. (a) 14 cm2 (b) 14 cm 2
(c) 20 cm2
4. (a) 24 cm2 (b) 41 cm 2
(c) 30 cm2
Exercise 27.1 Page 284 5. (a) 129 m2 (b) 105 cm 2
(c) 0.383 m2
6. 372 m2
1. (a) 12 cm (b) 24 cm (c) 39 cm 7. (a) 58 cm2 (b) 13.7 cm2
2. (a) 15 cm (b) 30 cm (c) 38.4 cm
3. (a) 1p: 2 cm, 2p: 2.6 cm Exercise 28.2 Page 296
(b) 1p: 6 cm, 2p: 7.8 cm
4. (a) 37.7 cm (b) 22.0 cm (c) 47.1 cm 3. (a) 4 (b) 2 faces overlap
5. (a) 28.3 cm (b) 35.2 cm (c) 100.5 cm 9. (a) Cube, 6, 8, 12 (b) Cuboid, 6, 8, 12
(c) Pyramid, 5, 5, 8
6. 28 cm 10. 57.5 m
(d) Triangular prism, 5, 6, 9
7. 75.4 cm 11. 5.03 m 14. 30 mm
10. (a) 8 (b) 5 (c) 12 (d) 120 cm
8. 81.7 cm 12. 31.4 m 15. 60 cm
9. 40.8 cm 13. 3.8 cm 16. 67 m Exercise 28.3 Page 298
Exercise 27.2 Page 287 1. (a) (b) (c)
1. (a) 75 cm 2
(b) 147 cm 2
(c) 243 cm 2

2. (a) 27 cm 2
(b) 75 cm2 (c) 192 cm2
3. (a) 50 cm 2
(b) 133 cm2 (c) 452 cm2 2. (a)
4. (a) 32.2 cm (b) 45.4 cm2
2
(c) 530.9 cm2
5. 22 167 cm2
6. 16 286 mm2 9. 0.79 m2
7. 491 cm2 10. 50.3 cm2 12. 7.14 m plan elevation A elevation B elevation C

8. 1.13 m2
11. 4.0 cm 13. 1.3 cm (b)

Exercise 27.3 Page 289

1. (a) 56.5 cm 8. (a) 27 m elevation A
plan
(b) 254.5 cm2 (b) 56.7 m2
2. (a) 26 cm 9. 31 cm
(b) 55.4 cm2 10. (a) 207 cm
elevation B elevation C
3. (a) 56.5 cm (b) 4
(b) 11.3 m 11. 24.5 (c)
4. 22.0 cm2 12. (a) 37.7 m
5. Circle: 50.3 cm2 (b) 17
Semi-circle: 47.5 cm2 13. 18.8 cm plan elevation A

The circle is bigger. 14. 18.2 cm2

6. (a) 225 cm2 15. 38.6 cm
(b) 30 cm 16. 326 cm2
7. 21.5 cm2 17. 40.1 cm elevation B elevation C
509
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3.
Review Exercise 28 Page 305
1. 5 faces, 9 edges, 6 vertices
2. (a) (i) cuboid (ii) cylinder (iii) cone
(b) square based pyramid
plan elevation A 3. (a)
4. (a) (b) (b) 52 cm2

5. (a) (b) 4. (a) (b) E.g.

Area
(centimetre Perimeter
Shape squares) (centimetres)
Not full size
G 6 cm2 14 cm
Exercise 28.4 Page 300
H 8 cm2 14 cm
1. (b) 52 cm 2
(c) 52 cm 2

2. (a) 6 cm3 (b) 18 cm3 (c) 36 cm3 I 7 cm2 14 cm

3. (a) (i) 8 (ii) 27 5. C
(iii) 64 (iv) 125 6. (a) 24 m (b) 22 m2
(b) (i) 24 cm2 (ii) 54 cm2 7. (a) (b)
(iii) 96 cm2 (iv) 150 cm2
4. (a) 27 cm , 54 cm
3 2
(b) 30 cm3, 62 cm2
(c) 140 cm , 166 cm
3 2

5. (a) 4 cm3, 18 cm2 (b) 5 cm3, 20 cm2 plan elevation A

(c) 8 cm , 28 cm
3 2
(d) 7 cm3, 24 cm2 8. (a) (i) 12 cm3 12. (a) 30 cm3
(e) 14 cm , 42 cm
3 2
(f) 10 cm3, 32 cm2 (ii) 40 cm 2
(b)
6. (a) 150 cm , 190 cm
3 2 (b) 15 cm3
3 cm

(b) 51.8 cm3, 89.3 cm2 9. 54

(c) 19 440 cm3, 4644 cm2 10. 1500 cm2
(d) 96.8 cm3, 132 cm2
5 cm
11. 372 m2 2 cm

(e) 916 cm3, 612 cm2 13. (a) 75 cm2 (b) 225 cm3 Not full size

7. 10 cm 9. 1155 cm2 14. (a) Cube. Cuboid: 120 cm3 Cube: 125 cm3
8. 4.5 cm 10. 343 cm3 (b) Cube. Cuboid: 148 cm2 Cube: 150 cm2
15. 4 cm
Exercise 28.5 Page 302 16. 78.3 cm3
1. (a) 40 cm3 (b) 140 cm3 (c) 96 cm3 17. Yes. A holds 300 cm3. B holds 308.7 cm3
2. (a) 11 cm , 15.4 cm
2 3
18. Cuboid: 1048.6 cm3 Cylinder: 823.5 cm3
(b) 6 cm2, 15 cm3 19. 1040 cm3
(c) 314 cm2, 6280 cm3
20. 392 cm2
(d) 3.14 cm2, 15.7 cm3
3. (a) 10 cm3 (b) 56 cm3 (c) 330 cm3 CHAPTER 29
(d) 113 cm 3
(e) 393 cm 3
(f ) 120 cm3
(g) 848 cm 3
(h) 18 cm3

4. P. P = 64 cm3, Q = 63 cm3. Exercise 29.1 Page 310

5. No.  5  5  10
250 cm3 4. 5.
 10  10  5
500 cm3
X

A B

Exercise 28.6 Page 304 Y

1. (a) 339 cm (b) 61.3 cm

2
(c) 90.9 cm
2 2 6.
3. (a) 1260 cm2 (b) 6280 cm2
4. 274 cm2
5. (a) 14 100 cm2 (b) 18 800 cm2
6. 4 cm
510
40f-ans.qxd 3/31/06 2:02 AM Page 511

3. y y
Exercise 29.2 Page 312 (a) 3 (b)
2
5. Perpendicular bisectors pass through the 2
1
centre of the circle. 1
x
7. 8. x 0 1 2 3 4
-2 -1 0 1 2 3 -1
y -2
4 y x=3
(c) 3 (d) 3

2 y=2 2
9. 12. 1
1

x x
0 1 2 3 4 5 0
-1 1 2 4 5
y y
(d) Yes (f)
4
(e) 1 3
y=x

Review Exercise 29 Page 317 0 1 2 3

x 2
4
1. 4. A y = –1 1
-2 x
X
0 1 2 3 4
X
-3
T
y y=x
Y
B C 4.
4
2. (d) (b) (c)
3
A B
5. (a) (b) 2
P Q (e)
1

3. x
-5 -4 -3 -2 -1 1 2 3 4 5 6
F -1
-2
S
-3
(a)
(c) 375 m R -4
5. (a) (2, 1) (b) (2, 1) (c) (0, 1)
(d) (2, 3) (e) (1, 2)
CHAPTER 30 6. (a) (3, 4) (b) (3, 4) (c) (5, 4)
(d) (5, 4) (e) (4, 3)
Exercise 30.1 Page 319 Exercise 30.2 Page 321
1. (a) A
b) (b) (c) A
1. (a) (b)
A B

B
B X
(a)
2. (a) (b)(b)
X

A B (c) (d)
A B

A
(c) X X
(c) (d) B

(d)
(e) (f)
B
B A
(e) (f) A

(e) (f) X
X

A
B
511
40f-ans.qxd 3/31/06 2:02 AM Page 512

2. (a) y 4. (a) Reflection in y axis

2 (b) Rotation, 90° clockwise, about (0, 0)
1 (c) Translation, 5 units left and 5 units up
(d) Reflection in y
x
0 x
Translation 冢 7
1 2 3
5. (a) 4 冣
-1

-2
(b) Reflection in y
x
-3 (c) Rotation, 90° anticlockwise, about (1, 0)
y
6. (a) Reflection in x
1
(b) (b) Rotation, 90° clockwise, about (1, 2)
2

1 (c) Translation 冢 51 冣

-4 -3 -2 -1 0
-1
1 2 3 4 x
Exercise 30.5 Page 327
-2 1. (c) Translation 80 冢 冣
(c) y 2. (c) Rotation, 90° anticlockwise, about (5, 5)
1 3. (d) Rotation, 90° anticlockwise, about (0, 0)
4. (c) Rotation, 180°, about (1, 1)
5. (c) Translation 冢 43 冣
-4 -3 -2 -1 0 1 2 3 4 x
-1

-2

-3 Review Exercise 30 Page 328

-4 1. (a) Translation (b) Rotation
2. 3. y x=2
4. (a) (4, 3) (b) (4, 3) (c) (3, 4) 3
R
(d) (6, 1) (e) (0, 1) (f ) (3, 2) 2
1

5 6 7 x
Exercise 30.3 Page 323 -1 0 1 2 3 4

1. 2. 4. (a) (b) A
y
5. y
3
y 2
(a) 6 Q P Q
1
5(c)
(c)
4 (a) -3 -2 -1 0 1 2 3 x
O R x -1
3
-2
2 B
-3
1
6. 2
y
P
(b) -1 0 1
-1(d)
2 3 4
(b) 5 6
x
1 7. Translation, 3 units
(d) -2 left and 1 unit up.
-2 -1 0 2 3 4 x y = –1
-1
1
8. (a) (i) B (ii) C
-2
(iii) A
-3
3. (a) (5, 5) (b) (1, 6) (c) (4, 1) (d) (1, 1) -4
(b) Reflection in
4. T (7, 2) -5 x
3
2 1 3 3
5. (a) 冢 冣
1 (b) 冢 冣
2 (c) 冢 冣 1 (d) 冢 冣 2 9. (a) Rotation, (b) 4
y

3 180° about (0, 0) 3

6. (b) 冢 冣
2
P
2 1 A

1
-4 -3 -2 -1 0
1 2 3 4 x

Exercise 30.4 Page 325 10. (a) (b) y

5
1. (a) Translation (b) Reflection 4

(c) Rotation P 3 R

2. (a) Rotation, 12 turn about O 2

1
(b) Translation, 4 units right and
3 units down -5 -4 -3 -2 -1 0
-1
1 2 3 4 5 x

3. (a) Reflection in x axis -2

(b) Rotation, 90° anticlockwise, about (0, 0) Q -3

-4
(c) Translation, 3 units right and 2 units up -5
(d) Rotation, 180°, about (0, 0)
(e) Reflection in x
7 (c) Reflection in the x axis
512
40f-ans.qxd 3/31/06 2:02 AM Page 513

11. (a) Reflection in y
x 5. (a) ⬔ABC
77°, ⬔PRQ
35°

(b) (i) y
2 (ii) Translation 冢 32 冣 Both triangles have same angles.
1
(b) AB
1.8 cm
-5 C 10
-2 -1
-1
1
1 2 3 4 x
6. 30 cm
7. (a) x
1.5 cm, y
2.4 cm, a
70°
-2
-3
A
-4
-5
(b) x
5 cm, y
1.5 cm, a
53°
(c) x
30 cm, y
17.5 cm, z
10 cm
12. 9
y
8. 15cm 10. 18° 12. x
16,
8
7 Q3
(d) Rotation, 9. 2.8 cm 11. 5 cm y
48
6 90° anticlockwise,
about (1, 3) Review Exercise 31
5
4
Q2
Page 339
3
2
1 Q
1. 2. Enlarged shape:
-2 -10
1 2 3 4 5 6 7 8 9 x
(3, 3), (9, 3), (12, 6)
3. Enlargement,
-1
Q1
-2

scale factor 2,
centre (0, 0)
CHAPTER 31 4. (a) Enlargement, scale factor 2, centre (0, 4)
(b) Enlargement, scale factor 12, centre (0, 4)
Exercise 31.1 Page 331 5. Enlargement, scale factor 13, centre (5, 0)
2. (a) 2 (b) 3 (c) 212 (d) 112 6. (a) (i) w
8 cm (ii) x
45° (iii) y
4 cm
(b) 160 cm2
Exercise 31.2 Page 332 7. (a) BC
10 cm (b) EF
4.8 cm
3. (a) Enlarged shape: (4, 2), (6, 2), (2, 6)
(b) Enlarged shape: (3, 3), (9, 0), (9, 9) CHAPTER 32
5. (a) (6, 8) (b) (9, 12) (c) (6, 6)
(d) (3, 10) (e) (5, 5)
Exercise 32.1 Page 342
Exercise 31.3 Page 334 1. (a) 10 cm (b) 25 cm (c) 26 cm
1. Scale factor 3, centre (0, 3) 2. (a) 7.8 cm (b) 12.8 cm (c) 10.3 cm
2. (a) Scale factor 3, centre (0, 0) 3. (a) 兹5 苶2苶cm (b) 兹2 苶0苶cm
(b) Scale factor 3, centre (5, 0) 4. (a) 5 (b) 9.22 (c) 13
(c) Scale factor 2.5, centre (0, 5) (d) 8.06 (e) 7.21
3. Enlargement, scale factor 3, centre (0, 4) 5. (a) R (9, 7) (b) X (2, 3)
4. Enlargement, scale factor 2, centre (1, 2) (c) Y (4, 2) (d) 2.24

Exercise 31.4 Page 335 Exercise 32.2 Page 343

1. (a) Enlarged shape: (2, 2), (4, 1), (3, 4) 1. (a) 8 cm (b) 6 cm (c) 2 cm
(b) Enlarged shape: (1, 1), (2, 0), (3, 2) 2. (a) 6.9 cm (b) 10.9 cm (c) 9.5 cm
3. 339 m
2. (a) Scale factor 13, centre (5, 7) 4. 36 cm2
(b) Scale factor 13, centre (1, 7) 5. 3.6 cm
(c) Scale factor 25, centre (5, 5)
Exercise 32.3 Page 345
(d) Scale factor 12, centre (5, 2) 1. (a) 2.9 cm 3. 10 cm 8. 74.3 cm
(e) Scale factor 13, centre (0, 7) (b) 5.7 cm 4. 8.5 cm 9. 13 cm
(f) Scale factor 23, centre (1, 1) (c) 2.1 cm 5. 10.6 cm 10. 24 cm
(d) 2.0 cm 6. 15 cm 11. (a) 11.4 cm
3. Enlargement, scale factor 12, centre (0, 0) 2. 17 cm 7. 6.9 cm (b) 43.5 cm2
Exercise 31.5 Page 337 Review Exercise 32 Page 346
1. (a) Corresponding lengths not in same ratio. 1. 10 km 7. 252
242  72,
(b) P and R 2. AC
13.6 cm so, PQR is right-
2. (a) Two circles (d) Two squares 3. PR
3.6 cm angled at R.
3. a
4 cm, b
24 cm 4. 28.3 cm 8. MN
7.2 units
4. (a) Scale factor
32
1.5 (b) x
1.8 cm 5. 361 m 9. CD
5.7 cm
(c) a
120° 6. CD
13.7 cm 10. 14.1 km
513
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Exercise 33.2 Page 352

CHAPTER 33
4. 250 g
5. 30 cm
Exercise 33.1 Page 349 6. 200 ml
1. (a) 60 mm (b) 320 mm (c) 6320 mm 8. (a) kilometres (b) metres
(d) 86 mm (e) 8 mm (f) 0.8 mm (c) centimetres (d) millimetres
2. (a) 9 cm (b) 21 cm (c) 350 cm (e) kilograms (f) grams
(d) 7.35 cm (e) 0.2 cm (f) 0.35 cm (g) litres (h) millilitres
3. (a) 2 m (b) 3.2 m (c) 45.5 m 9. 6.4 m, nearest 0.1 m
(d) 0.66 m (e) 0.08 m (f) 0.098 m 10. (a) 12 m, nearest metre,
4. (a) 600 cm (b) 5600 cm (c) 760 cm 5.9 m, nearest 100 cm
(d) 2350 cm (e) 90 cm (f) 7 cm 5 l, nearest litre
5. (a) 4 km (b) 35 km 500 m2, nearest 50 m2
(c) 6.5 km (d) 0.455 km (b) 1200 cm, nearest 100 cm
(e) 0.075 km (f ) 0.007 km 5900 mm, nearest 100 mm
6. (a) 6000 m (b) 32 000 m 5000 ml, nearest 1000 ml
(c) 650 000 m (d) 3310 m 500 000 000 mm2, nearest 50 000 000 mm2
(e) 350 m (f ) 85 m
7. (a) 20 000 cm 2
(b) 100 000 cm2 Exercise 33.3 Page 354
(c) 5000 cm 2
1. (a) 5 cm (b) 61 cm
8. (a) 3 000 000 cm3 (b) 20 000 000 cm3 2. (a) 78 inches (b) 8 inches
(c) 400 000 cm 3
3. 5 feet 5 inches
9. (a) 2000 g (b) 45 000 g 4. (a) 8 km (b) 72 km
(c) 7500 g (d) 42 500 g 5. (a) 5 miles (b) 25 miles
(e) 600 g (f ) 25 g 6. 416 km
10. (a) 3 kg (b) 32 kg 7. (a) 55 pounds (b) 2200 pounds
(c) 9.3 kg (d) 0.22 kg 8. (a) 45 kg (b) 43 kg
(e) 0.083 kg (f ) 0.006 kg 9. 7 stones 8 pounds
11. (a) 320 000 ml
320l 10. (a) 3 litres (b) 11 litres
(b) 0.32 t
320 kg
320 000 g 11. (a) 33 pounds (b) 35 pints
(c) 3200 g
3.2 kg
0.0032 t (c) 200 inches (d) 150 mm
(d) 320 mm
32 cm
0.32 m (e) 20 inches (f) 180 cm
(e) 32 000 cm
320 m
0.32 km 12. 22 pounds
(f) 3.2 km
3200 m
320 000 cm 13. 170 cm
12. (a) 6000 kg (b) 8 kg 14. 62.7 kg
(c) 0.8 kg (d) 650 kg 15. (a) 600 m (b) 4.8 km (c) 5 feet
13. (a) 4000 m (b) 8 m (d) 2.75 pounds (e) 45.7 litres
(c) 0.086 m (d) 40 m 16. 1500 cm2
14. (a) 2000 ml (b) 500 ml 17. 100 magazines
(c) 850 ml (d) 30 ml 18. No. 10 kg is about 22 pounds.
15. 2000 m and 2 km 19. No. 6 miles is about 9.6 km.
16. 8 kg and 8000 g 20. 12 stones or 76.4 kg
17. 0.5 km 21. 136 g or 4.8 oz
18. 0.3 t 22. 42.5 square feet
19. (a) 3.123 m (b) 450 cm (c) 3240 km 23. (a) 48 km/h (b) 80 km/h (c) 108 km/h
(d) 1 000 000 g (e) 0.4 l 24. (a) 37.5 miles per hour
20. 0.5 m2 is larger than 500 cm2. (b) 90 miles per hour
0.5 m2
5000 cm2 25. 27 metres per second
21. 800 000 cm3 is larger than 0.08 m3. 26. (a) 12.8 km/litre (b) 30 miles per gallon
0.08 m3
80 000 cm3 27. 3.35 kg, nearest 10 g
22. 1.98 l 28. 6.8 m3, l d.p.
23. 20
24. 50 g Exercise 33.4 Page 355
25. 60 1. (a) X: 8.5 cm Y: 3.2 cm
26. 50 ml (b) X: 85 mm Y: 32 mm
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2. (a) A: 8.5 cm B: 4.5 cm C: 0.5 cm 15. 48 km/h 18. (a) 9.5 cm

(b) A: 72 mm B: 47 mm C: 88mm 16. No. (b) 10.5 cm
(c) A: 6.6 inches B: 7.8 inches C: 8.7 inches Francis
9.6 km/h 19. 135 tonnes
3. (a) (i) A: 1.7 kg B: 2.6 kg C: 0.45 kg Alistair
10.8 km/h 20. 76.85 kg
(ii) A: 46.6 g B: 45.8 g C: 46.25 g 17. (a) (i) length 21. 0.1 seconds
(iii) A: 52.4 kg B: 51.6 kg C: 53.3 kg (ii) volume 22. 12 ac, a(b  c), a 2
(iv) A: 300 ml B: 650 ml C: 450 ml (iii) area 23. (d) c
A  ab
(v) A: 45 ml B: 29 ml C: 12 ml (b) 8 000 000 cm3 24. n
2
(b) (i) 2.15 kg (ii) 0.8 kg (iii) 1.7 kg
(iv) 350 ml (v) 33 ml
4. A: 9°C, B:  8°C, C: 18°C Shape, Space and Measures Section
Review

5. (a) 9 gallons (b) 40.5 litres

6. (a) A: 23 mph, B: 48 mph, C: 70 mph Non-calculator Paper Page 362
(b) A: 37 km/h, B: 77 km/h, C: 112 km/h
1. (a) AB and DC (b) AD (c) 56° (d) 5.2 cm
Exercise 33.5 Page 357 2. A
3. (a) 11 cm2
1. 263.5 m (b) 18 cm
2. 31.5 g  weight of necklace  32.5 g 4. (a) radius
3. Minimum 1.55 m, maximum 1.65 m (b) segment
4. 4.75 km B
5. 645 g  weight of block  655 g
5. (a) 14 cm (b) 30 cm3
3
(c) Q
6. 12.625 seconds
6. 25
Exercise 33.6 Page 358 7. A and D
8. (a) 2 (b) 3 (c) 8
1. (a) area (b) length (c) length 9. (a) E.g. d  e, e  f, f  g, d  g
(d) length (e) volume (f ) area (b) d and f or e and g
(g) volume (h) area 10. (a) x
100°, 50°  x  30°
180°
2. (a) perimeter (b) area (c) volume (b) obtuse
(d) none (e) area (f) perimeter 11.
(g) perimeter (h) none (i) volume 12. (b) 55°
(j) volume (k) none (l) area 13. square, rhombus
3. (a) (i) 2 (x  y) (ii) (x 2  y 2), xy 14. (a) 480 cm3 (b) 240
4. 12 pqs, volume
15. (a) Reflection in the y axis
2( p  q  r  32s ), edge length (b) Rotation, 90° clockwise, about (0, 0)
s(p  q  r)  pq, surface area (c) y
5. (a) correct (b) correct (c) correct 4
3
(d) wrong (e) correct (f ) wrong 2
1 P

Review Exercise 33 Page 360 0 1 2 3 4 5 6 x

1. (a) 1°C (b) 65 km/h (c) 4.4 kg 16. (a) (i) 60° (ii) Three equal angles.
2. (a) (i) kilometre (ii) gram (b) (i) x
130°
(b) (i) 24 cm (ii) 3800 ml (ii) ⬔SRQ
⬔SQR
50°
3. Missing entries are: kilograms, litres, inches x
180°  ⬔SQR
130°
4. 1.5 kg (c) y
64°
5. (a) 20 feet (b) 6 m 17. (a)
6. 200 (b) Scale factor 4.
7. 8 full glasses
8. (a) 2650 m (b) 175 miles
9. Taller: Ben by about 10 cm 18. 8 cm
Heavier: Sam by about 1 kg
19. (a) (b)
10. (a) 22.5 litres (b) 5 gallons Side Elevation
11. 25 000 cm 2

12. (a) 0.04 m2 (b) 400 cm2

13. 165.5 cm  Jean’s height  166.5 cm
14. 1.3 litres 20. 102 cm2
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21. 1 800 000 cm3 22. (a) (b) B

22. (a) Enlargement, scale factor 12, centre (1, 1)

(b) (c) y
4
D A
3
A
2
1
B
-5 -4 -3 -2 -1 0
-1
1 2 3 4 x 23. (a) Reflection in y
x C
C
-2 (b) Rotation, 90° anticlockwise, about (1, 0)
24. (a) 503 cm3
23. 081° 24. 25. 42 cm3 (b) Maximum length
兹1 苶0苶2苶
苶苶82苶
12.8 cm
Alton 25. 24 cm2
Bere Cole
Depot
CHAPTER 34
Shape, Space and Measures Section
Review

Exercise 34.1 Page 370

Calculator Paper Page 366 1. qualitative 6. quantitative,
1. (a) Swan Bay (b) North-West 2. quantitative, continuous
(c) 6.5 km (d) 20 km2 continuous 7. quantitative,
2. (a) kilometre (b) tonne 3. quantitative, discrete
(c) metre (d) square metre discrete 8. qualitative
3. (a) 8 (b) 5 4. qualitative 9. quantitative,
(c) (i) cube (ii) cylinder 5. quantitative, discrete
(iii) square-based pyramid discrete 10. quantitative,
4. (a) (i) 4 (ii) 2 (b) continuous

Exercise 34.2 Page 372

5. a
153°, b
52°, c
65° 1. (a) 15 (b) 21 (c) 4
6. (a) (b) 10y 2. (a) 8 (b) 45
9 (c) Yes. 26 like football, which is more
8 than half of the 45 people asked.
7
C 3. (a) Number on dice Tally
6
5
4
1
3
A B 2
2
1 3
0
0 1 2 3 4 5 6 7 8 9 10 x 4
(c) isosceles, acute-angled, congruent
5
7. 85 miles
8. (a) A (b) 15 cm3 6
9. (a) e
50°, f
50°, g
130° (b) 4
(b) h
50°
10. (a) 187.5 cm (b) 172 pounds 4. (a) Colour of car Frequency
11. a
38°  67°
105° Black 1
12. 32.3 cm2
13. (a) 42.5 km (b) 100° Blue 9
14. 12 cm2 Green 4
15. (a) x
123°, x  57°
180°
(b) (i) Trapezium (ii) y
60° Grey 2
16. y
Red 11
2
3
18. 3 km
(b)
1
19. (a) 37.7 cm Silver 4
-4 -3 -2 -1 0
-1
1 2 3
(a)
4 x (b) 200 cm2 White 9
-2
20. 9 sides
21. 31 Total 40
17. (a) 12 000 cm2
(b) 1.2 m2 (b) red (c) 8 more
516
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5. (a) Day Frequency 5. (a) (i) Make Frequency

Monday 8 Ford 4
Tuesday 7 Nissan 3
Wednesday 6 Vauxhall 5
Thursday 7 Total 12
Friday 7 Colour Frequency
Saturday 3 Blue 2
Sunday 5 Green 1
Total 43 Grey 2
(b) 43 (c) Monday (d) 8 Red 3
6. (a) Age White 4
(years) Tally Frequency Total 12
0- 9 4 Number of doors Frequency
10 - 19 7 2 2
20 - 29 11 3 5
30 - 39 10 4 2
40 - 49 4 5 3
50 - 59 4 Total 12
(b) 10 years (c) 10 (d) 11 (e) 8 (ii) Mileage (m) Frequency
7. (a) Height h cm Frequency 0  m  5000 0
145  h  150 2 5000  m  10 000 2
150  h  155 2 10 000  m  15 000 0
155  h  160 7 15 000  m  20 000 2
160  h  165 9 20 000  m  25 000 1
165  h  170 6 25 000  m  30 000 2
170  h  175 8 30 000  m  35 000 4
175  h  180 2 35 000  m  40 000 1
Total 36 Total 12
(b) 5 cm (c) 7 (d) 11 (e) 32 (b) (i) Vauxhall (ii) 2 (iii) 5 (iv) 5
Exercise 34.3 Page 375 Exercise 34.4 Page 378
1. (a) Francis 1. (a) Replies should be anonymous
(b) Louisa (b) Not specific
(c) Alistair 2. Leading
2. (a) 2 (b) 2 (c) Fay 3. (a) Too personal (b) Leading
3. (a) Val d’Isere (b) Cervinia (c) (i) Groups overlap
(c) Cervinia (d) 136 cm (ii) less than 5 5 to 9 10 or more
(e) Soldeu 4. (a) Too open (b) Too open (c) Leading
4. (a) Wendy 5. (a) Too personal (b) Too open
(b) Female (c) Too open (d) Too open
(c) Tony and Mark 180 cm,
Peter and Jane 168 cm Exercise 34.5 Page 379
(d) 5 1. Small sample. One data collection time.
(e) Mary, Jim, Wendy, Beryl 2. Women only. One location.
(f) 20 beats per minute One data collection time.
517
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3. Small sample. Boys only. Adults all teachers. 3. (a)

4. Equal numbers of men and women from Under 15 years old
various age groups, chosen at different 15 years old or over Totals
locations, at different times.
9. Advantage: confidential, wider circulation, etc. Boys 15 23 38
Disadvantage: slow, non-response, etc. Girls 19 12 31
Exercise 34.6 Page 380 Totals 34 35 69
1. (a) 5 (b) 8 (c) 3 (d) 10 (e) 9 (b) 12
2. (a) 4. (a) Eye colour Tally Frequency
Under 16 years old
16 years old or over Totals blue 4
Girls 6 12 18 brown 6
Boys 9 10 19 green 2
Totals 15 22 37 (b) brown
(b) 10 5. (a) Male Female
3. For example: Number of children Junior management 51 42
0 1 2 3 4 5 6 Senior management 28 32
1 (b) A higher proportion of female managers
Number 2 are in senior management, than for male
of managers.
bedrooms 3
6. How many hours of television do you watch
4 each week?
4. (a) 8 (b) 16 (c) 20 (d) 40 (e) 50% Less than 20 20 to 30 More than 30
5. (a) 14 (b) 20 (c) 70% (d) 80% How many days a week do you watch TV?
(e) Disprove. 80% is greater than 70%. Every day 4 to 6 1 to 3 0
6. Disprove. 7. E.g. Only males asked. No-one under 11.
Boys 231
17, Girls 124
17, same proportion. Mainly adults surveyed.
8. How far do you travel to the superstore?
7. (a) 20 (b) 5
(c) No. Smaller proportion of females got Less than 5 km 5 km to 10 km
less than 11 spellings correct. More than 10 km
Males: 145
26.7%, Females: 250
25% How often do you come to the superstore
8. (a) (i) 10 (ii) No. Less 8, More 12 each week? 1 2 3 More than 3
(b) (i) 37 (ii) No. Girls 37, Boys 37, same How much, on average, do you spend per visit?
9. E.g. Fewer females than males. Less than £20 £20 to £50
No-one under 18. £50 or more
10. (a) Yes No 9. (a) Time (t seconds) Tally Frequency
Men 47 11 0t 5 3
Women 18 24 5  t  10 7
47 10  t  15 9
(b) Yes. Taller: 
58  100
81%
15  t  20 4
Review Exercise 34 Page 383
20  t  25 2
1. (a) Morag (b) Samantha (c) Morag
2. For example: (b) 10  t  15
10. (a) Q (b) Z
Type of vehicle Tally Frequency (c) (i) Too open
Car (ii) Could tick more than one box
Lorry 11. Prove. Semi-detached 75%, Detached 80%.
12. Do not support.
Bus Women 75% Men 75% Same proportion
13. (a) 2 (b) 5 (c) 24 (d) 49
518
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CHAPTER 35 CHAPTER 36

Exercise 35.1 Page 386 Exercise 36.1 Page 398

1. (a) 70 (b) 103 1. (a) 7 (b) 4 (c) 4
2. (a) 39 (b) 84 2. (a) 3 (b) 3
4. (a) 9 (b) 6 (c) White (d) 37 3. (a) 1 (b) 2 (c) 3
4. (a) 5 (b) 2 (c) 3
Exercise 35.2 Page 389 5. 21p
6. (a) 3 (b) 5 (c) 3.5 (d) 4
1. (a) 7 (b) Brown (c) 22 (d) 2 7. (a) 18 kg (b) 74 kg (c) 72.4 kg
2. (a) 8 (b) 4 (c) 22 8. (a) 135 (b) 135 (c) 133
3. (a) Score 1 2 3 4 5 6 Total 9. 63 12. 8
Frequency 4 5 7 4 5 5 30 10. (a) 39 (b) 23 (c) 38.8 13. 129 cm
11. 4 14. 15.4
(c) 3
4. (b) 8 (c) 4 Exercise 36.2 Page 399
5. (a) Saturday (b) 5 hours (c) 41 hours 1. (a) (i) 60 g (ii) 99 g
(d) Sunday (e) 14 (f ) 6 hours (b) Premium more widely spread and heavier.
6. (a) 15 (b) 1 (c) 5 (d) 20% 2. (a) (i) 9 minutes (ii) 9.5 minutes
7. (b) £5 (c) £7 (d) 20% (b) Buses are more variable, but less late on
8. (b) 7 (c) 3 (d) 6 average.
9. (a) 38 (b) 6 (c) Monday 3. (a) (i) 42 words per minute
(d) Day of birth S M T W (ii) 60 words per minute
T F S
(b) Second group equal on average, but a
Number 1 3 4 4 1 5 1 little more varied.
of boys 4. (a) (i) 5 (ii) 1.8
(b) Third division - more goals on average
Exercise 35.3 Page 392 and more spread.
5. (a) (i) 0.5 minutes (ii) 1.95 minutes
1. (a) 10 (b) 3 (c) 4 (d) 170 (e) 75% (b) Girls a little slower on average and more
2. (a) 12 (b) 6 (c) Flu varied.
3. (a) Brett (b) Trent 6. (a) (i) Roman 1.6%, Chinese 1.9%,
(c) 5 marks (d) 13 marks Egyptian 2.5%, Greek 1.6%
(e) (i) Trent (ii) Dexter (ii) Roman 6.48%, Chinese 6.48%,
4. (a) 7 hours (b) 5 hours Egyptian 6.48%, Greek 6.38%
(c) 3 (d) (i) 20 (ii) 20% (b) Mean silver content is very similar for
(e) E.g. Boys have higher mode and all coins. Egyptian coins have largest
larger range. variation in silver content.
5. (a) 5 (b) 7 (c) 7 (d) 3313 % 7. (a) 28.3 (b) Much bigger variation in the
(e) 35% (f) 4 (g) 5 sizes of classes in Year 11.
(h) Boys have higher mode and larger range.
Exercise 36.3 Page 402
Review Exercise 35 Page 395 1. (a) Entries are: 12, 10, 5, 3
1. (a) 50 (b) 35 (b) 1 (c) 2 (d) 1.97
2. (a) Saturday (b) 17 hours 2. (a) Number of keys 2 3 4 5 6
3. (b) 21 (c) 3 eggs Frequency 2 3 8 5 2
4. (b) Bed & Breakfast
(c) 50 (d) 34% (b) 20 (c) 4 (d) 4 (e) 4.1
5. (a) 12 marks (b) 7 marks 3. (a) Wage (£) 25 30 35 40 45
(c) Cathy Frequency 6 4 5 1 3
6. (a) 12 : 18
2 : 3 (b) 27%
(c) Boys: mode 8, range 3. (b) £20 (c) £25 (d) 19
Girls: mode 10, range 6. (e) £30 (f ) £620 (g) £32.63
Boys have a lower modal mark but a 4. (a) 2, 2.5, 2.7 (b) 2, 2, 2.1
smaller range of marks than the girls. (c) 0, 5, 4.5
519
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7. (a) Mode.
Exercise 36.4 Page 403 Represents the lowest cost for these data.
1. (a) 5 (b) 4 (c) 5 (d) 5 (b) Median.
2. (a) 6 (b) 5 (c) 4 Mean affected by one much higher cost.
(d) 5.38. No shoe of this size. Mode is equal to the lowest cost.
3. (a) Range 6p, mode 35p
(b) Median 34p, mean 34.1p Review Exercise 36 Page 410
4. (a) 9 (b) 9 (c) 30 (d) 8.5
1. (a) 2 (b) 4
2. (a) 3 (b) 4 (c) 8 (d) 4.9
Exercise 36.5 Page 405 3. (a) (i) 31 years old (ii) 12 years
1. (a) £10 000  s  £20 000, £20 350 (b) Larger spread of ages for English
(b) 30 - 40 hours, 29.4 hours teachers.
2. 5.3 kg 3. £94 000 4. 4.3 m 5. 27.7 4. (a) 29 (b) 9 (c) 6 (d) 8 (e) 6
5. (a) 7 (b) 6
Exercise 36.6 Page 407 (c) Boys better.
1. Jays: mean 1.9, range 5 Higher median and smaller range.
Wasps: mean 2.4, range 3 6. (a) 11 to 15 (b) 11 to 15 (c) 16.3
Wasps scored more on average and had 7. (a) 25 (b) 4 (c) 2 (d) 2.2
less spread. (e) Ros had a much smaller sample and there
2. Women: mean 1.6, range 6 were no very large families in her survey.
Men: mean 1.5, range 2 8. (a) 8°C (b) 3.1°C
Women made more visits to the cinema, 9. (a) 16.2 (b) x
20
though the number of visits is more spread. 10. (a) Mean weight of Phillip’s friends is
3. Boys: mean 2.27, range 6 greater than Elizabeth’s friends.
Girls: mean 2.27, range 3 (b) Both groups of friends have the same
Larger variation in the number of cards median height.
received by boys. 11. (a) No. Only 2 of the 4 cars that had one
Average for boys and girls is the same. fault before servicing now have no faults.
4. Average: Boys 6.2, Girls 7.2 (b) Mode.
Range: Boys 4, Girls 412 (c) Mean. After servicing mean
1.2 (1 d.p.)
No. Girls’ average greater than boys’. 12. 272.5 g
Correct about variation.
5. (a) MacQuick 20 - 29, Pizza Pit 30 - 39 CHAPTER 37
(b) MacQuick - mean 26 years
(Pizza Pit 36.5 years) Exercise 37.1 Page 413
(c) Exact ages not known.
6. Before: median 3, range 4 1. Tree Ash Beech Maple
After: median 3, range 5
Angle 120° 150° 90°
Would have been better to calculate the means.
Before 2.2. After 3.0 2. Colour Brown Blue Green Other
Exercise 36.7 Page 408 Angle 160° 100° 60° 40°
1. Mode trainers. Cannot calculate others. 3. Car Ford Saab Vauxhall BMW
2. Mode 15s, median 12s, mean 22.15s
Median most sensible, not affected by 200 as Angle 90° 81° 135° 54°
is mean, mode not much use. 4.
3. Mode 81, median 83, mean 69.8 Corn Bran
Median most sensible, not affected by 5 and 6 Cereal flakes Muesli Porridge flakes
as is mean, mode not much use. Angle 125° 100° 60° 75°
4. Swimmer A. Mean is lower (A 30.88s,
5. Ice cream Vanilla Strawberry 99
B 31.38s). Range less (A 1.7s, B 15s)
Median is higher (A 30.9s, B 30.0s) Angle 188° 74° 98°
5. Batsman B. Higher median (B 31.5, A 21)
Higher mean (B 36, A 35) 6. Fish & Chicken Chinese
6. He should use the median mark. The median Takeaway Chips & Chips Meal Pizza
mark is the middle mark, so, half of the
Angle 110° 136° 52° 62°
students will get the median mark or higher.
520
40f-ans.qxd 3/31/06 2:02 AM Page 521

Exercise 37.2 Page 415 Review Exercise 37 Page 419

1. (a) 12 (b) 8 (c) Hotel 1. Activity Gym Swimming Squash Aerobics
2. (a) 20 (b) 15 (c) Sauze d’Oulx
3. (a) France (b) 45 (c) 55 (d) 20 Angle 144° 36° 72° 108°
4. (a) 5 (b) 2 (c) 18 2. (a) 26 (b) 22
5. (a) 14 (b) 72 3. 112
6. (a) Heathrow (b) 540 (c) 1080 4. (a) Maris Piper (b) 36 tonnes
7. (a) Brown (b) 26 (c) 25% 5. (a) 5 4 means 5.4 grams
8. (a) 288 (b) 174° 2 8
3 5 9
Exercise 37.3 Page 417 4 2 4 6 6 7 8 8
1. 1 0 means 10 litres 5 0 1 4 4 6 6 8
1 0 2 6 6 7 9 6 0 3 7
2 3 3 4 5 5 6 7 9 (b) 3.9 grams
3 1 3 5 5 6. (a) Poultry Chicken Turkey Duck
4 1 2
Angle 210° 120° 30°
2. 3 2 means 3.2 seconds
1 5 (b) 36
2 4 4 5 6 7 8 8 9 (c) Poultry Chicken Turkey Duck
3 0 1 2 2 3 5 5 6 7
4 2 2 3 Number sold 9 5 2
5 6 6 8
3. 1 6 means 16 press-ups CHAPTER 38
0 9
1 6 8 Exercise 38.1 Page 421
2 0 1 2 4 5 7 8
3 2 2 3 6 6 6 1. (a) 15°C
4 0 1 (b) Temperature variations during each day
are not known. Line only indicates trend
4. 2 7 means 2.7 cm in midday temperatures.
1 8 2. (a) 8 (b) Jan, Feb, June
2 0 1 4 5 6 6 7 (c) No information given about when cars
3 1 4 5 5 6 9 are sold during the month.
4 0 2 2 5 3. (b) (i) 154 cm (ii) 15 years 4 months
5 4 4. (a) 82 kg (b) 82 kg
6 0 (c) 5 kg (d) Week 4
5. (a) 12 (b) 23 pence (c) 39 pence 5. (b) £118 - £119 (c) Money was withdrawn

Exercise 37.4 Page 419 Exercise 38.2 Page 424

1. (a) 9 (b) 50 (c) 17 1. (a) 36 (b) 24 (c) 40 (d) 80 - 90 kg
(d) Highest mark scored by a boy. 2. (a) Entries are: 4, 7, 9, 4
Lowest mark scored by a girl. (c) 6.00 and less than 6.50
Boys have a greater range of marks. 3. (a) Distance (m miles) Frequency
2. (a) Adults Children 4 7 means 4.7 mins
0  m  10 000 9
4 79
94 5 1349 10 000  m  20 000 8
75410 6 2345568 20 000  m  30 000 6
9873330 7 14679
220 8 02 30 000  m  40 000 7
42 9 (b) 30 (d) 0  m  10 000
1 10 4. (a) 3 but less than 4 (b) 31
(b) Adults have larger range. (c) 15 (d) 4 (e) 190
Fastest time recorded by child, 5. (a) 14 (b) 70
slowest time recorded by adult. (c) £300 and less than £400 (d) 210
521
40f-ans.qxd 3/31/06 2:02 AM Page 522

6. (a)
Exercise 38.3 Page 427
Height (h cm) Tally Frequency
1. Time (seconds) Frequency
5  h  10 6
10 and less than 20 4
10  h  15 10
20 and less than 30 6
15  h  20 7
30 and less than 40 2
20  h  25 9
2. (a) 26 (b) 0 25  h  30 8
(c) 27 (d) 95
3. (a) (c) 16 (d) 10  h  15
Mark Frequency 7. (a) Class interval
20 and less than 30 5 (Steepness°) Tally Frequency
30 and less than 40 8 1 - 10 4
40 and less than 50 9 11 - 20 5
50 and less than 60 6 21 - 30 4
60 and less than 70 2 31 - 40 7
(b) 40 and less than 50
8. (a) Girls:
(c) 22
4. (a) 16 (b) 2  k  4 Marks 1 - 5 6 - 10 11 - 15 16 - 20 21 - 25
5. (b) 38 Frequency 0 8 19 23 4
6. (c) English results have smaller range.
(b) Girls have a smaller range of marks.
English modal class is higher.
Boys have a lower modal class.
7. (b) 2006 results have a larger range.
2005 results have higher modal class.
CHAPTER 39
Exercise 38.4 Page 430
1. Axes not labelled. Exercise 39.1 Page 434
2. Bars not equal width. 1. (a) 2 (b) 164 cm (c) No
3. Vertical axis does not begin at zero. (d) Taller girls usually have larger shoe sizes
4. Pass rate not given. than shorter girls.
Advert implies you “pass” after 8 lessons. 2. (a) 72
5. 10% increase in price, disproportionate (b) (i) English 46, French 88
increase in diagram size. (ii) French could be her first language.
6. Horizontal axis does not begin at zero and is 3. (a) 4 (b) 43 kg (c) Tend to be higher
not a uniform scale. 4. (a) 39 000 miles
7. Vertical scale not uniform. (b) Older cars tend to have higher mileages.
Size of diagrams disproportionate to increase (c) (i) 2 years, 40 000 miles (ii) Hire car
in sales. 5. (a) 6
8. Horizontal scale not uniform. (b) 8.2 years
Vertical scale not calibrated. (c) Children who read more tend to have a
higher reading age.
Review Exercise 38 Page 431
1. (a) 42.9% Exercise 39.2 Page 437
(c) 1999 - steepest gradient 1. (a) B (b) C (c) D
2. (b) £110 000 2. (a) Negative (b) Positive
(c) Prices of houses rise and fall. (c) No correlation (d) Positive
Future prices unpredictable. (e) Negative
3. Vertical scale does not begin at zero. 3. (b) Positive correlation
Horizontal scale is not uniform. (c) Different conditions, types of road, etc.
4. (a) 7 hours but less than 8 hours 4. (b) Negative correlation
(b) 22 (c) Points are close to a straight line.
(c) 6 5. (b) Scatter of points suggests that there is no
5. (a) 39 (b) 8  f  12 correlation.
522
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1 1 1
8. (a)  (b)  (c) 
Exercise 39.3 Page 439 2
2
4
3
52

1. (b) Positive correlation (d) 4.8 to 4.9 kg 9. (a) 

5 (b) 
5 (c) 1 (d) 0
2 1 3
2. (b) Negative correlation (d) 38 minutes 10. (a) 
3 (b) 
3 (c) 
4
3. (b) Negative correlation 2
(d) (i) 27 to 28 (ii) 91 to 92 kg 11. (a) (b) 35 (c) 245 (d)

5
4

15 (e) 2

5
4. (b) (i) 88 - 89 (ii) 49 - 50 12. The events are not equally likely.
(c) (ii), as estimated value is within the 13. (a) 175 (b) 12 (c) 116 (d) 3

4
range of known values. 1 1 11 17
5. (b) Scatter of points suggests correlation is 14. (a) 
3 (b) 
15 (c) 
24 (d) 
50
21 4
close to zero. (e) 
25 (f ) 
5

Review Exercise 39 Page 440 Exercise 40.4 Page 448

1. (a) 750 people 1. 7

25
(b) Positive correlation. 9
When the temperature is higher, more 2. 
10
people tend to use the pool. 3. 3

10
(c) 1800 to 1900 people. 52 102 141
100
0.52
4. (a) 
0.51
0.47
  
2. 1 B, 2 C, 3 A 200 300
3. (a) (i) B, D (ii) C, E (iii) A, F (b) 0.47
(c) No. Points scattered, no linear correlation. 5. 21

170
4. (b) Negative correlation. 30
As the average temperature increases, 6. 8
fewer units of electricity tend to be used. 7. 18
(d) (i) 2.5°C (ii) 28 units 8. 25
5. (b) Negative correlation (d) £2600 - £3000 9. (a) 300 (b) 120 (c) 150

Exercise 40.5 Page 449

CHAPTER 40
1. 35 5. 0.6
2. 0.4 6. (a) 0.04 (b) 0.97
Exercise 40.1 Page 442
3. 0.04 7. (a) 0.5 (b) 0.3
1. (a) Certain (b) Impossible (c) Evens
(d) Impossible (e) Evens 4. 4570
2. (a) Unlikely (b) Likely (c) Likely 8. (a) (i) The probabilities add to 105%
(d) Unlikely (e) Unlikely (f) Likely (ii)5%
3. (a) Certain (b) Impossible (c) Evens (b) (i) 45% (ii) 75% (iii) 80%
(d) Evens (e) Impossible (f) Unlikely 9. (a) 0.4 (b) 0.6
(c) (i) Mutually exclusive - there are no
Exercise 40.2 Page 444 blue cubes numbered 1
1. (a) A (b) C (c) B (ii) Not mutually exclusive -
2. (a) T (b) P (c) R (d) S probability
0.2
3. W Z V X Y (d) (i) 0.6 (ii) 0.6 (iii) 0.7
Exercise 40.6 Page 451
0 1
2
1 1. (a) RBG, RGB, GBR, GRB, BGR, BRG
(b) 13
Exercise 40.3 Page 445 2. (a) 2nd dice
1 1 2 1 1
1. (a) 
6 (b) 
2 (c) 
3 (d) 
3 1 2 3 4 5 6 (b) (i) 12
1 2 2 1
2. (a) 
3 (b) 
3 (c) 
3 1 2 3 4 5 6 7 (ii) 
12
3 7 5
3. (a) 
10 (b) 
10
2 3 4 5 6 7 8 (iii) 
6
1 1
4. (a) 
2 (b) 
2 1st 3 4 5 6 7 8 9
dice 4 5 6 7 8 9 10 (c) They cover
1 1
5. (a) 
12 (b) 
6 all possible
6. (a) 1
 (b) 1
 (c) 2
 5 6 7 8 9 10 11 scores.
5 5 5
7. (a) 1
 (b) 4
 (c) 2
 6 7 8 9 10 11 12
11 11 11
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3. Dice
Review Exercise 40 Page 454
1 2 3 4 5 6
1. (a) Mint (b) More mint than other prizes.
H H1 H2 H3 H4 H5 H6 (c) (d) W P
Coin
T T1 T2 T3 T4 T5 T6 1
0 1
2
1 1 1 1 1 1
(a) 
12 (b) 
4 (c) 
12 (d) 
4 (e) 
6 (f ) 
2 2. (a) 1
 (b) 4

5 5
4. (a) Stage 1: Bus, Bus, Train, Train, Lift, Lift 3. S H R
Stage 2: Bus, Walk, Bus, Walk, Bus, Walk
(b) 16
1
 0 2 1

2nd spin 6 5
5. (a) 4. (a) 
11 (b) 
11
1 2 3 4 5. (a) Red 1, Green 1, Blue 1, (b) 2
 (c) 0.5
3
1 2 3 4 5 Red 2, Green 2, Blue 2,
Red 3, Green 3, Blue 3.
1st 2 3 4 5 6
6. (a) 1 2 3 4
spin 3 4 5 6 7
1 2 3 4 5
4 5 6 7 8
2 3 4 5 6
(b) (i) 116 (ii) 18 (iii) 136
3 4 5 6 7
6. (a) Maths, English Maths, Science
2
Maths, Art English, Science (b) (i) 
12
16 (ii) 10

12
56 (c) 4

12
13
English, Art Science, Art 7. (a) Red (b) (i) 0.1 (ii) 0
3 1
(b) 6
2 (c) 13 8. 0.15
7. (a) Bag A 9. (a) 16 (b) 1

3
R R W (c)
Dice
W RW RW WW Spinner 1 2 3 4 5 6
Bag
B W RW RW WW 1 2 3 4 5 6 7
R RR RR WR 2 3 4 5 6 7 8
4
(c) 
9 3 4 5 6 7 8 9
8. (a) A 1 1 2 2 3 3 3 1
(d) 

18 6
B 2 3 2 3 2 3 (e) Decrease. There will be more possible
(b) (i) 2

1
 (ii) 4

2
 (c) 4
 outcomes, 24, but still only 3 ways of
6 3 6 3 5 getting a total of 4.
9. (a) W RW GW BW YW WW 10. (a) (i) 270 (ii) 34 (iii) 1230
Y RY GY BY YY WY (b) Red, Blue. Blue, Yellow. Red, Yellow.
2nd Blue, Blue. Red, Red. Yellow, Yellow.
spin B RB GB BB YB WB
11. The events are not equally likely.
G RG GG BG YG WG 9
12. (a) 
30
130 (b) 3

15
15 (c) 384
R RR GR BR YR WR
R G B Y W Handling Data Section
Review

1st spin
1 9 5
(b) (i) 
25 (ii) 
25 (iii) 
25
15 Non-calculator Paper Page 457
10. (a) 1. Country Tally Frequency
1 2 3 4 5 6
1 2 3 4 5 6 7 England 4
2 3 4 5 6 7 8 France 5
3 4 5 6 7 8 9 Italy 4
1 1 Spain 7
(b) 
18 (c) 
6
524
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2. Red 5. (a) (i) (ii) B R

X X
3. (a) 1 1 3
German Spanish Italian Total 0 4 2 4 1
(b) Green was not a choice, so,
Male 25 5 10 40 probability zero.
Female 22 25 13 60 6. (a) Class interval Tally Frequency
Total 47 30 23 100 0- 9 0
(b) 53
10 - 19 0
4. (b) 0
1
2 1
20 - 29 1
X
3 8 30 - 39 3
(c) (i) 
20 (ii) 
20
25
1 40 - 49 5
5.  
350
6. (a) (i) 16 (ii) 38 50 - 59 7
(b) (i) Heathrow (ii) 40 60 - 69 8
(c) 120 70 - 79 3
7. (a) 60 (b) 40 (c) 55
8. (a) 1H, 2H, 3H, 4H, 5H, 6H, 1T, 2T, 3T, 4T, 80 - 89 1
5T, 6T. 90 - 99 2
1
(b) 
12 (c) Median mark is in the 50s, the modal
9. (a) 31 cm (b) 15 (c) 18 cm (d) 26 cm class is 60 - 69. Results have improved.
10. (a) 285 (b) 1295 7. Game Angle
11. (a) D. Exact location known. Badminton 64°
Distances can be calculated later.
Basketball 120°
(b) Mainly after work shoppers.
12. (b) Positive correlation. Squash 48°
(d) Plotted points close to line of best fit. Volleyball 128°
13. 2.1
8. (a) 22 pupils
14. (a) 16
(b) Nobody drank more than 6 cups of coffee.
(b) Probably not, as 2 occurs twice as many 9. (a)
times as any other number. 1 3 means 13 minutes
15. (a) 35 (b) 3 (c) 5.1 0 3 4 6 8 8
(d) Males have greater range, 6 compared 1 0 3 3 4 6 8 8 8
with 3. Females have greater average, 2 0 2 3 7
5.1 compared with 3.6. 3 0 5 8
(b) 35
16. (a) 3455
79 (b) 265
10. P1, Q1, R1, P3, Q3, R3, P5, Q5, R5
(c) Can swim: girls 0.76, boys 0.8.
11. (a) B (b) C (c) D
Not true. 0.8 0.76
12. (a) (i) 0.15 (ii) 0.65 (b) 40
17. (a) 4  t  6
13. £380
18. 105 students
14. (a) 150  C  200
(b) No. The value of the middle value cost
Handling Data Section
Review
of repair is still within the same
class interval.
Calculator Paper Page 461 15. (a) Some students may dislike changes.
1. (a) 20 (b) 45 (c) 95 (d) Cod Choices for: Poor Very poor …,
2. (a) 6 (b) 21 (c) Football etc., should be given.
3. (a) 28.8 (b) 4 (b) Too subjective. A choice of different
4. amounts should be given.
Adults Children Total E.g. Under £2 £2 to £5 …, etc.
Liked tea 18 5 23 16. (b) Positive correlation. Books with more
Did not like tea 12 15 27 pages tend to weigh more.
(d) (i) 140 pages (ii) 240 g
Total 30 20 50 17. (a) 10  L  20 (b) 17 years
525
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22. (a) 81 (b) 7 (c) 0.2

Exam Practice Exam
Practice 23. 76 cm
24. (a) (i) x
10 (ii) x
7 (iii) x
12
Non-calculator Paper Page 465 (b) (i) 2a  6 (ii) y 2  y
25. (a) 11 (b) 25 (c) 10
1. (a) 7, 23, 56, 93, 234, 469, 614 7 13
(b) Four hundred and sixty-nine 26. (a) 20 (b) 
20
2. (a) 2139 (b) 570 60
20  5
4
27. 
(c) (i) 2010 (ii) 351 (iii) 2.36 (iv) 70
28. (a) 5 cm (b) (i) 19 (ii) 8
3. (a) 15, 20 (b) 20
29. (a) 150 miles (b) 48 km/h
4. (a) 3 thousands, 3000 (b) 4 tens, 40
30. (a) 16 (b) 8 (c) 2700
5.
31. (a) 16 (b) 11210 (c) 110 (d) 130
32. 1 1 means 1.1 kg
0 5 6 7
6. (a) £1.86 (b) £3.14 1 0 1 1 2 5 7
7. (a) (b) R y
2 0 0 1 6
(c) (i) acute 3 3 5
(ii) reflex 33. (a) x
54°
R x
(b) (i) y
63° (ii) alternate angles
8. (a) (i) 30 (ii) 25 34. (a) 18 (b) 2t  3
(b) Wednesday (c) (i) x
7 (ii) t
112
Thursday
35. (a) Translation, 4 units left and 1 unit up.
(b) Rotation, through 90° anticlockwise,
9. (a) about (0, 0).
Pattern 4
36. (a) 4(c  3a) (b) x(x  6)
(b) Pattern number 1 2 3 4 37. (a) 4400 (b) 30%
Number of squares 1 3 5 7 38. (a) (i) 11.40 am (ii) 20 minutes
(b) 1212 miles (c)
(c) 9 (d) All patterns have an odd 200

number of squares. Distance

in miles
from 150

10. (a) XZ
5.5 cm (b) angle X
45°

Manchester

100

3
11. (a) 
10 (b) 30% Arrival time
7.35 pm
50

(c) Shade any 5 more squares 0

10am 11am 12noon 1pm 2pm 3pm 4pm 5pm 6pm 7pm 8pm

12. (a) 5 (b) 8 (c) 10 (d) 8 39. 5  5 
25 cm2

13. (a) 14 cm (c) Mirror line
40. (a) 12, 17 (b) 52 (c) 5n  2
(b) 6 cm2 41. 2 3
5

42. (a) A B Total A B Total

Not full size

1 5 6 3 5 8
14. (a) 50% (b) 0.4 (c) 25, 12, 23, 34 1 6 7 3 6 9
2
(d) 27 (e) 3 1 7 8 3 7 10
15. (a) Moscow (b) 16°C (c) 10°C 2 5 7 4 5 9
16. (a) 17. Add 4 to the last number. 2 6 8 4 6 10
(b) No. All terms in the sequence are 2 7 9 4 7 11
odd numbers.
(b) 122
16 (c) 10
17. (a) b 3
(b) 35d pence (c) 8
18. (a) (i) 7431 (ii) 1347 43. (a) 6 (b) 72
(iii) 3 700
44. (a) 0.5
4200
3 4 = 2× 1 7 
(b) 6 (b) (i) 98.5 cm (ii) 97.5 cm
19. (a) Units (b) 4.5 kilograms 45. 9
20. (a) 432 (b) 17.5 (c) 2.95 (d) 1.6 46. (a) p9 (b) x 5
21. (a) a
155°, supplementary angles 47. (a) 13
12  52
2 2

(b) b
53°, sum of angles in a triangle is So, ABC is right-angled at B

180°. (b) 30 cm2
526
40f-ans.qxd 3/31/06 2:02 AM Page 527

48. (a) 2, 3 (b) 2x  7 20. (a) x 3 2 1 0 1 2 3

49. (a) Rotation, 90° anticlockwise, centre (0, 0).
(b) Reflection in y
x. y 1 0 1 2 3 4 5
(c) y (b) y
5
5
4 4 (c) x
0.5

2
x+
3 T 3

y=
P
2 2
M N
1 1

-3 -2 -1 0 1 2 3 x
-5 -4 -3 -2 -1 0 1 2 3 4 5 x -1
50. (b) x
2.4
21. (a) 8 (b) 300 cm2 (c) 240
Exam Practice Exam
Practice 22. 0.532329…
23. C
4d  3m
Calculator Paper 24. £349.20
Page 470
25. x
41°, y
58°
1. (a) 5 people (b) 13 people 26. 64%
Bed and Breakfast
27. Size 1: 12.8 grams/penny
(c)
17 people Size 2: 13.6 grams/penny
2. 0.25, 0.5, 0.52, 2.2, 2.5 Size 2 gives more grams per penny.
3. (a) 28. (a) 2 (b) 37 (c) 27
Result Tally Frequency
29. 25 000 cm2
1 6 30. x
5.5, y
5
2 12 31. How many hours a week do you listen to
the radio?
3 11
Less than 10 hours 10 to 20 hours
4 6 More than 20 hours
5 5 On how many days each week do you listen
(c) 2 to the radio?
4. (a) QR Every day 1 to 3 days
(b) ⬔PSR
100°, ⬔QRS
70° 4 to 6 days 0 days
(c) ⬔QRS 32. y
60°
(d) 3.3 cm 33. (a) 20x grams (b) 180 grams
5. (a) £11 466 (b) £11 000 34. (a) Positive correlation
6. (a) (b) Length of legs
35. 200 m2
36. (b) 116 m, 276°
Fence length 5
37. Sum of probabilities should equal 1.
(b) Fence length 1 2 3 4 5 6 0.1  0.2  0.35  0.25
0.9
Number of pieces 4 7 10 13 16 19 38. (a) 36.66
(b) (i) 512 (ii) 250 000
(c) Multiply the fence length by 3, (c) 0.325
then add 1. 3  25  1
76 39. (a) (i) x
1 (ii) x
3.2
7. (a) R (b) A and C (b) (i) 3(a  2b) (ii) a(a  10)
8. 7 (c) 3x  6
9. (a) 8°C (b) 9°C (c) 16 degrees 40. 1 : 250
10. (a) 230 cm (b) 41.6 km (c) 40 gallons 41. x
55°
11. (a) A (1, 4) (b) (ii) D (2, 1) 42. 3n  1
12. 66 pence 43. (a) 25.7 cm (b) 39.3 cm2
13. (a) B, D (b) (i) A (ii) 3 44. 30.9 grams
14. £39 45. x
4.2
15. (a) 6t (b) (i) w
3 (ii) x
2 (c) 5 46. (a) x
25 (b) m 4
16. (a) (i) 0.125 (ii) 12.5% (b) £2815.75 (c) 1, 0, 1 (d) y 2  y  6
17. (a) (i) 25 (ii) 28 (iii) 5, 20 (iv) 26, 33 47. (a) 24 cm (b) 1680 cm2
(b) 23
2  2  2
8 (c) 336 000 cm 3

18. 2 48. (a) £450 000 (b) 4% less

19. £1.08 per kg 49. abc. Only formula with dimension 3.
527
40g-ind.qxd 2/26/06 6:52 PM Page 528

Index
12-hour clock . . . . . . . . . . . . . . . 93 changing decimals to percentages . 83 degree of accuracy . . . . . . . . . . . . 37
24-hour clock . . . . . . . . . . . . . . . 93 changing fractions to decimals . . . 64 degrees . . . . . . . . . . . . . . . . . . . 216
3-dimensional shapes . . . . 244, 294, changing fractions to percentages . 83 denominator . . . . . . . . . . . . . . 29, 52
295, 301 changing percentages to decimals . 82 density . . . . . . . . . . . . . . . . . . . . 123
3-figure bearings . . . . . . . . 272, 274 changing percentages to fractions . 82 descending order . . . . . . . . . . . . . . 1
changing the subject of a diameter . . . . . . . . . . . . . . . . . . 283
a formula . . . . . . . . . . . . . . . . . 165 dimensions . . . . . . . . . . . . . . . . 357
changing units . . . . . . . . . . 349, 353 direct proportion . . . . . . . . . . . . 116
accuracy . . . . . . . . . . . . . 37, 41, 357 checking answers . . . . . . . . 5, 10, 38 direction . . . . . . . . . . . . . . . . . . 272
accurate drawing . . . . 234, 311, 314 chord . . . . . . . . . . . . . . . . . . . . . 283 discrete data . . . . . . . . . . . . . . . . 370
acute angle . . . . . . . . . . . . . . . . 216 circle . . . . . . . . . . . . . 283, 292, 312 discrete measures . . . . . . . . . . . . 370
acute-angled triangle . . . . . . . . . 228 circumference . . . . . . . . . . . . . . 283 distance-time graphs . . . . . . . . . 191
adding algebraic terms . . . . . . . . 137 circumference of a circle . . 283, 284, dividing algebraic
addition . . . . . . . . 3, 22, 48, 59, 137 288 expressions . . . . . . . . . . . 139, 140
addition of decimals . . . . . . . . . . 22 circumscribed circle of a dividing by 10, 100, 1000, … . . . 11
addition of fractions . . . . . . . . . . . 59 triangle . . . . . . . . . . . . . . . . . 312 dividing by multiples of 10 . . . . . 11
addition of negative numbers . . . . 48 class intervals . . . . . . . . . . . . . . 371 dividing decimals . . . . . . . . . . 25, 28
algebra . . . . . . . . 136, 158, 168, 199 classes . . . . . . . . . . . . . . . . . . . . 371 dividing decimals by
algebraic expressions . 136, 137, 139, collecting data . . 371, 374, 377, 379 powers of 10 . . . . . . . . . . . . . . 25
140, 159 combinations of shapes . . . . . . . 292 division . . . . . . . . 10, 13, 25, 28, 49,
allied angles . . . . . . . . . . . . . . . . 222 combinations of transformations . 326 62, 76, 139
alternate angles . . . . . . . . . . . . . 222 commission . . . . . . . . . . . . . . . . 104 division of fractions . . . . . . . . . . . 62
angle bisector . . . . . . . . . . . . . . . 311 common difference . . . . . . . . . . 171 division of negative numbers . . . . 49
angles . . . . . . . . 216, 218, 222, 224, common factors . . . . . . . 68, 72, 143 double inequalities . . . . . . . . . . . 201
229, 263, 272 common multiples . . . . . . . . . . . . 71 drawing angles . . . . . . . . . . 217, 274
angles at a point . . . . . . . . . . . . . 218 comparing data . . . . . . 392, 399, 406 drawing solid shapes . . . . . . . . . 295
approximation . . . . . . 32, 34, 35, 36 comparing distributions . . . 392, 406 drawing triangles . . . . . . . . . . . . 234
arc . . . . . . . . . . . . . . . . . . . . . . . 283 comparing fractions . . . . . . . . . . . 84
area . . . . . . . . . . 236, 255, 256, 286, compass points . . . . . . . . . . . . . 272
292, 349, 357 e
compasses . . . . . . . . . 234, 311, 314
area of a circle . . . . . . . . . . 286, 288 complementary angles . . . . . . . . 218 edges . . . . . . . . . . . . . . . . . . . . . 295
area of a triangle . . . . . . . . . . . . 236 compound measures . . . . . . . . . . 123 elevations . . . . . . . . . . . . . . . . . 297
ascending order . . . . . . . . . . . . . . . 1 compound shapes . . . . . . . . . . . . 292 enlargement . . . . 318, 331, 335, 339
average speed . . . . . . . . . . . 120, 122 cone . . . . . . . . . . . . . . . . . . . . . . 294 enlarging shapes . . . . . 331, 332, 335
averages . . . . . . . . . . 397, 399, 401, congruent shapes . . . . . . . . . . . . 245
403, 405, 408 equally likely outcomes . . . 444, 451
congruent triangles . . . . . . . . . . 246 equation of a straight line . . . . . . 183
axes of symmetry . . . . . . . . . . . . 244
constructions . . . . . . . 234, 311, 314 equations . . . . . . 146, 147, 148, 150,
context . . . . . . . . . . . . . . . . . . . 3, 15 152, 154, 187, 205
b continuous data . . . . . . . . . 370, 423 equidistant . . . . . . . . . . . . . . . . . 311
back bearings . . . . . . . . . . . . . . . 274 continuous measures . . . . . . 41, 370 equilateral triangle . . . . . . . 231, 266
back to back stem and leaf conversion graphs . . . . . . . . . . . 190 equivalent fractions . . . . . . . . . . . 54
diagrams . . . . . . . . . . . . . . . . 418 converting units of equivalent ratios . . . . . . . . . . . . . 113
balance method . . . . . . . . . . . . . 148 measurement . . . . . . . . . 349, 353 estimate of mean . . . . . . . . . . . . 405
bar charts . . . . . . . . . . . . . . 388, 423 coordinates . . . . . . . . . . . . . . . . 179 estimating probability . . . . . . . . 447
bar-line graphs . . . . . . . . . . . . . . 388 correlation . . . . . . . . . . . . . . . . . 437 estimating quantities . . . . . . . . . 351
basic hourly rate of pay . . . . . . . 104 corresponding angles . . . . . . . . . 222 estimation . . . . . . . . . . . . . . . . . . 38
bearings . . . . . . . . . . . . . . . 272, 276 cube . . . . . . . . . . . . . . . . . 295, 299 even numbers . . . . . . . . . . . . . 1, 67
‘best buy’ . . . . . . . . . . . . . . . . . . 98 cube number . . . . . . . . . . . . . . . . 73 events . . . . . . . . . . . . . . . . . . . . 442
biased results . . . . . . . . . . . . . . . 379 cube root . . . . . . . . . . . . . . . . . . . 75 exchange rates . . . . . . . . . . . . . . 101
bisector of an angle . . . . . . . . . . 311 cuboid . . . . . . . . . . . . . . . . 294, 299 expanding brackets . . . 140, 142, 152
brackets . . . . . . . . . . . 140, 142, 152 cylinder . . . . . . . . . . . 294, 302, 303 expressions . . . . 136, 137, 154, 159
exterior angle of a triangle . . . . . 229
c d exterior angles . . . . . . 229, 263, 264
exterior angles of a
calculator . . . . 39, 63, 73, 75, 77, 78 data . . . . . . . . . . . . . . . . . . . . . . 370 regular polygon . . . . . . . . . . . 266
cancelling fractions . . . . . . . . . . . 55 data collection cards . . . . . . . . . 374
capacity . . . . . . . . . . . 348, 351, 353 data collection sheets . . . . . . . . . 371 f
centre of enlargement . . . . . 332, 333 databases . . . . . . . . . . . . . . . . . . 374
centre of rotation . . . . . . . . 320, 324 decimal places . . . . . . . . . . . . . . . 35 faces . . . . . . . . . . . . . . . . . . . . . 295
chance . . . . . . . . . . . . . . . . . . . . 442 decimal point . . . . . . . . . . . . . . . . 19 factor tree . . . . . . . . . . . . . . . . . . 71
changing decimals to fractions . 29, 64 decimals . . . . . 19, 23, 29, 30, 64, 82 factorising . . . . . . . . . . . . . . . . . 143
528
40g-ind.qxd 2/26/06 6:52 PM Page 529

factors . . . . . . . . . . . 68, 70, 72, 140 negative numbers . . . . . . . . . . . . . 45

fair . . . . . . . . . . . . . . . . . . . . . . . 444 l nets . . . . . . . . . . . . . . . . . . . . . . 295
foreign currency . . . . . . . . . . . . 101 n th term of a sequence . . . . 171, 174
large numbers . . . . . . . . . . . . . . . 77
forming equations . . . . . . . . . . . 154 number line . . . . . . . . . . . 3, 45, 199
least common multiple . . . . . . . . . 71
formulae . . . 158, 159, 163, 165, 357 number patterns . . . . . . . . . . . . . 174
length . . . . . . . . . 348, 351, 353, 357
fractional scale factors . . . . . . . . 335 number sequences . . . . . . . 171, 174
less than or equal to, ⭐ . . . . . . . 199
fractions . . . . . . . 29, 52, 54, 55, 57, numbers . . . . . . 1, 19, 45, 67, 77, 78
63, 64, 82, 84 less than, ⬍ . . . . . . . . . . . . . . . . 199
numerator . . . . . . . . . . . . . . . 29, 52
frequency . . . . . . . . . . . . . . 371, 388 line graphs . . . . . . . . . . . . . . . . . 421
frequency distribution . . . . 371, 401 line of best fit . . . . . . . . . . . . . . 438
line of symmetry . . . . . . . . . . . . 241 o
frequency distribution
tables . . . . . . . . . . . 371, 392, 401 line segments . . . . . . . . . . . . . . . 221
obtuse angle . . . . . . . . . . . . . . . . 216
frequency polygons . . . . . . 423, 426 linear function . . . . . . . . . . . . . . 180
obtuse-angled triangle . . . . . . . . 228
frequency tables . . . . . . . . . 371, 392 linear sequence . . . . . . . . . . . . . 171
octagon . . . . . . . . . . . . . . . . . . . 263
function . . . . . . . . . . . . . . . . . . . 180 listing outcomes . . . . . . . . . . . . . 451
odd numbers . . . . . . . . . . . . . . 1, 67
loci . . . . . . . . . . . . . . . . . . . . . . 309
opposite operations . . 5, 10, 49, 147
locus . . . . . . . . . . . . . . . . . 309, 316
g long division . . . . . . . . . . . . . . . . 13
order of operations . . . . . . . . . 14, 39
order of rotational symmetry . . . 241
gradient . . . . . . . . . . . . . . . . . . . 182 long multiplication . . . . . . . . . . . . 12
ordering decimals . . . . . . . . . . . . 20
graphical solution of ordering numbers . . . . . . . . . . . 1, 45
equations . . . . . . . . . . . . 187, 205 m outcomes . . . . . . . . . . . . . . . . . . 442
graphs . . . . . . . . 180, 182, 186, 187, overtime rate of pay . . . . . . . . . . 104
190, 194, 203, 205 making 3-dimensional shapes . . 295
greater than or equal to, ⭓ . . . . . 199 maps . . . . . . . . . . . . . . . . . . . . . 272
mass . . . . . . . . . . 123, 348, 351, 353 p
greater than, ⬎ . . . . . . . . . . . . . 199
grouped data . . . . . . . . 371, 405, 423 maximum value . . . . . . . . . . . . . 203
mean . . . . . . 397, 399, 401, 405, 408 ␲ . . . . . . . . . . . . . . . . . . . . . . . . 283
grouped frequency parabola . . . . . . . . . . . . . . . . . . . 203
distributions . . . . . . 371, 405, 423 measuring angles . . . . . . . . 217, 274
measurement . 41, 348, 351, 353, 357 parallel lines . . . . . . . . . . . 221, 222
groups . . . . . . . . . . . . . . . . 371, 405 parallelogram . . . . . . . 250, 253, 256
median . . . . . . . . . . . . 397, 401, 408
mental calculations . . . . . . . . . 3, 24 pay . . . . . . . . . . . . . . . . . . . . . . 104
h metric units of pentagon . . . . . . . . . . . . . . . . . . 263
measurement . . . . . . . . . 348, 351 per cent . . . . . . . . . . . . . . . . . . . . 82
heptagon . . . . . . . . . . . . . . . . . . 263 percentage change . . . . . . . . . . . . 87
hexagon . . . . . . . . . . . . . . . . . . . 263 midpoint of a class . . . . . . . . . . . 405
minimum value . . . . . . . . . . . . . 203 percentage decrease . . . . . . . . 88, 90
highest common factor . . . . . . . . 72 percentage increase . . . . . . . . 88, 90
histograms . . . . . . . . . . . . . . . . . 423 mirror line . . . . . . . . . . . . . . . . . 318
misleading graphs . . . . . . . . . . . 429 percentages . . . . . 82, 85, 86, 87, 88,
hourly rate of pay . . . . . . . . . . . 104 100, 104, 106, 109
household bills . . . . . . . . . . . . . . 107 mixed numbers . . . . . . . . . . . . . . 57
modal category . . . . . . . . . . . . . 388 perfect correlation . . . . . . . . . . . 437
hypotenuse . . . . . . . . . 246, 341, 342 perimeter . . . . . . . . . . 236, 255, 357
hypothesis . . . . . . . . . . . . . . . . . 379 modal class . . . . . . . . . . . . . . . . 405
mode . . . . . . . . . 388, 397, 401, 408 perpendicular bisector of
a chord . . . . . . . . . . . . . . . . . . 312
money . . . . . . . 23, 97, 98, 100, 101,
i 104, 106, 107, 109 perpendicular bisector of a line . 311
multiple-response questions . . . . 377 perpendicular from a point
image . . . . . . . . . . . . . . . . . . . . 318 on a line . . . . . . . . . . . . . . . . . 314
multiples . . . . . . . . . . . . . . . . 67, 71
imperial units of measurement . . 353 perpendicular from a point
multiplication . . . . . . . 7, 12, 25, 26,
improper fractions . . . . . . . . . . . . 57 to a line . . . . . . . . . . . . . . . . . 314
49, 76, 139
income tax . . . . . . . . . . . . . . . . . 106 perpendicular height . . . . . . . . . 237
multiplication of fractions . . . . . . 61
index form . . . . . . . . . . . . . . . . . . 70 perpendicular lines . . . . . . . . . . . 221
multiplication of
indices . . . . . . . . . . . . . . . . . . . . . 76 negative numbers . . . . . . . . . . . 49 pictograms . . . . . . . . . . . . . . . . . 386
inequalities . . . . . . . . . . . . . 199, 201 multiplying pie charts . . . . . . . . . . . . . . 413, 414
inscribed circle of a triangle . . . . 312 algebraic expressions . . . 139, 140 place value . . . . . . . . . . . . . . . 1, 19
inscribed regular polygons . . . . . 269 multiplying by 10, 100, 1000, … . . 8 planes of symmetry . . . . . . . . . . 244
integers . . . . . . . . . . . . . . . . . . . . 45 multiplying by multiples of 10 . . . . 8 plans . . . . . . . . . . . . . . . . . . . . . 297
intercept . . . . . . . . . . . . . . . . . . 182 multiplying decimals . . . . . . . 25, 26 polygon . . . . . . . . . . . . . . . . . . . 263
interest . . . . . . . . . . . . . . . . . . . . 109 multiplying decimals by population density . . . . . . . . . . . 123
interior angles of a polygon . . . . 263 powers of 10 . . . . . . . . . . . . . . 25 positive correlation . . . . . . . . . . 437
inverse operations . . . 5, 10, 49, 147 multiplication tables . . . . . . . . 7, 67 possibility space diagram . . . . . . 451
isometric drawings . . . . . . . . . . . 295 mutually exclusive events . . . . . 449 power form . . . . . . . . . . . . . . . . . 70
isosceles trapezium . . . . . . 250, 253 powers . . . . . . . . . . . 70, 73, 76, 140
isosceles triangle . . . . . . . . . . . . 231 n primary data . . . . . . . . . . . . . . . 370
prime factors . . . . . . . . . . . . . . . . 70
k naming angles . . . . . . . . . . . . . . 224 prime numbers . . . . . . . . . . . . . . . 68
naming triangles . . . . . . . . . . . . 231 prism . . . . . . . . . . . . . . . . . 301, 302
kite . . . . . . . . . . . . . . . . . . 250, 253 negative correlation . . . . . . . . . . 437 probability . . 442, 443, 444, 447, 449
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probability experiments . . . . . . . 447 short division . . . . . . . . . . . . . . . . 10 tessellations . . . . . . . . . . . . . . . . 268

probability scale . . . . . . . . . . . . 443 short multiplication . . . . . . . . . . . . 7 Theorem of Pythagoras . . . 341, 342,
product . . . . . . . . . . . . . . . . . 26, 68 significant figures . . . . . . . . . . . . 36 343, 344
product of prime factors . . . . . . . . 70 similar figures . . . . . . . . . . . . . . 336 three-dimensional
proportion . . . . . . . . . . . . . . . . . 116 Simple Interest . . . . . . . . . . . . . . 109 shapes . . . . . . . 244, 294, 295, 301
protractor . . . . . . . . . . . . . . 217, 234 simplifying expressions . . . 137, 139 three-figure bearings . . . . . 272, 274
pyramid . . . . . . . . . . . . . . . . . . . 294 simplifying fractions . . . . . . . 55, 83 time . . . . . . . . . . . . . . . . . . . . 93, 95
Pythagoras’ Theorem . . . . 341, 342, simplifying ratios . . . . . . . . . . . . 113 time series . . . . . . . . . . . . . . . . . 421
343, 344 sketch diagrams . . . . . . . . . 231, 250 timetables . . . . . . . . . . . . . . . . . . 95
slope . . . . . . . . . . . . . . . . . . . . . 183 ‘top heavy’ fractions . . . . . . . . . . 57
q small numbers . . . . . . . . . . . . . . . 78 transformations . . . . . 318, 320, 322,
solid shapes . . . . . . . . . . . . 294, 295 324, 326
quadratic equations . . . . . . . . . . 205 solving equations . . . . 146, 147, 148, translation . . . . . . . . . 318, 322, 324
quadratic function . . . . . . . . . . . 203 150, 154, 156, 187 transversal . . . . . . . . . . . . . . . . . 221
quadrilateral . . . . . . . . . . . . 250, 263 solving equations by trapezium . . . . . . . . . . . . . . 250, 256
qualitative data . . . . . . . . . . . . . 370 working backwards . . . . . . . . 147 trend . . . . . . . . . . . . . . . . . . . . . 421
quantitative data . . . . . . . . . . . . 370 solving equations trial and improvement . . . . . 75, 156
questionnaires . . . . . . . . . . . . . . 377 graphically . . . . . . . . . . . 187, 205 trials . . . . . . . . . . . . . . . . . . . . . 447
solving equations: triangle . . . . . . . 228, 231, 234, 236,
by inspection . . . . . . . . . . . . . 146 246, 263, 292, 341
r
solving equations: triangular numbers . . . . . . . . . . . 174
radius . . . . . . . . . . . . . . . . . . . . 283 using the balance method . . . . 148 two-dimensional drawing of
random events . . . . . . . . . . . . . . 444 solving inequalities . . . . . . . . . . 201 3-dimensional shapes . . . . . . . 295
range . . . . . . . . . . . . . 397, 399, 401 solving quadratic equations . . . . 205 two-way tables . . . . . . . . . . . . . . 380
ratio . . . . . . . . . . . . . . 111, 113, 115 speed . . . . . . . . . . . . . 120, 122, 191 types of triangle . . . . . . . . . 228, 231
reading numbers . . . . . . . . . . . . . . 2 sphere . . . . . . . . . . . . . . . . . . . . 294
reading scales . . . . . . . . . . . 20, 355 spread . . . . . . . . . . . . . . . . . . . . 399 u
rearranging formulae . . . . . . . . . 165 square . 250, 253, 255, 256, 266, 292
reciprocals . . . . . . . . . . . . . . . . . . 73 square numbers . . . . . . . . . . 73, 174 unitary method of sharing . . . . . 116
rectangle . . . 250, 253, 255, 256, 292 square roots . . . . . . . . . . . . . . . . . 75 units of measurement . . . . . 348, 351
recurring decimals . . . . . . . . . 30, 64 standard index form . . . . . . . . 77, 78 using a calculator . . . . . . 39, 63, 73,
statistical bias . . . . . . . . . . . . . . 379 75, 77, 78
reflection . . . . . . . . . . . . . . 318, 324
statistical diagrams . . 386, 388, 413, using formulae . . . . . . . . . . 161, 162
reflex angle . . . . . . . . . . . . . . . . 216
regular polygon . . . . . . . . . 266, 269 417, 421, 423, 426, 429, 434
regular tessellations . . . . . . . . . . 268 stem and leaf diagrams . . . . . . . 417 v
relative frequency . . . . . . . . . . . 447 straight line graph . . . . . . . 180, 182
subject of a formula . . . . . . . . . . 165 variables (statistical) . . . . . . . . . 370
removing brackets: VAT . . . . . . . . . . . . . . . . . . . . . . 100
by expanding . . 140, 142, 143, 152 substituting . . . . . 158, 161, 162, 186
subtracting algebraic terms . . . . 137 vector . . . . . . . . . . . . . . . . . . . . 322
removing brackets:
subtraction . . . 5, 23, 46, 48, 59, 137 vertex . . . . . . . . . . . . . . . . . . . . 295
diagram method . . . . . . . 140, 143
subtraction of decimals . . . . . . . . 23 vertically opposite angles . . . . . . 218
rhombus . . . . . . . . . . . . . . . 250, 253
subtraction of fractions . . . . . . . . 59 vertices . . . . . . . . . . . . . . . . . . . 295
right angle . . . . . . . . . . . . . . . . . 216
subtraction of negative numbers . 48 volume . . . . . . . 123, 299, 302, 305,
right-angled triangle . . . . . . 228, 341
sum of angles in a triangle . . . . . 228 348, 349, 353, 357
rotation . . . . . . . . . . . . 318, 320, 324
rotational symmetry . . . . . . . . . . 241 sum of the angles of
rounding . . . . . . . . . . . 32, 34, 35, 36 a quadrilateral . . . . . . . . . . . . 251 w
rules of indices . . . . . . . . . . . 76, 140 sum of the exterior angles
of a polygon . . . . . . . . . . . . . . 264 wages . . . . . . . . . . . . . . . . . . . . 104
sum of the interior angles whole numbers . . . . . . . . . . . . 1, 73
s of a polygon . . . . . . . . . . . . . . 263 working in context . . . . . . . . . . 3, 15
supplementary angles . . . . . . . . . 218 writing equations . . . . . . . . . . . . 154
sample . . . . . . . . . . . . . . . . . . . . 379 writing numbers . . . . . . . . . . . . . . 2
savings . . . . . . . . . . . . . . . . . . . 109 surface area . . . . . . . . 299, 303, 305
scale drawing . . . . . . . . . . . . . . . 277 symmetrical . . . . . . . . . . . . . . . . 241
symmetry . . . . . . . . . . 241, 244, 253 x
scale factor . 331, 333, 335, 336, 339
scalene triangle . . . . . . . . . . . . . 231 x coordinate . . . . . . . . . . . . . . . . 179
scales on maps and plans . . 272, 277 t
scatter graphs . . . . . . . . . . . 434, 438 y
secondary data . . . . . . . . . . . . . . 370 table of values . . . . . . . . . . 180, 203
sector . . . . . . . . . . . . . . . . . . . . . 283 tally marks . . . . . . . . . . . . . . . . . 371 y ⫽ mx ⫹ c . . . . . . . . . . . . . . . . 183
segment . . . . . . . . . . . . . . . . . . . 283 tangent . . . . . . . . . . . . . . . . . . . . 283 y coordinate . . . . . . . . . . . . . . . . 179
sequences of numbers . . . . 168, 169, tax . . . . . . . . . . . . . . . . . . . . . . . 106
171, 174 temperature . . . . . . . . . . . . . . . . . 45 z
shapes . 228, 245, 250, 263, 283, 292 terms . . . . . . . . . . . . . . . . . . . . . 137
sharing in a given ratio . . . . . . . 115 terms of a sequence . . . . . . 168, 171 zero correlation . . . . . . . . . . . . . 437
530