Collecting like terms

1) Use shapes to identify terms from the same families.

Remember to include the sign when drawing shapes!

2) Add/subtract within families

Example:
2 2
Simplify 2x ­ 2y + 3xy ­ 6x + 5y ­ 4xy

1
Index Laws: Algebraic

Example 1:
2 3 4
Simplify 2x y x 4x y

Example 2:
Simplify 10x3y8 ÷ 2x5y2

Example 3:
4 3
Simplify (2x y)

2
Expanding single brackets
1) Use grid to multiply terms
Example 1: Example 2:
Simplify 3x(x + 2) Simplify 5(x + 3) ­ 2(x ­ 4)
x +3 x ­4
x +2
5 ­2
3x

3
Expanding double brackets
1) Use grid to multiply terms
2) Collect like terms
Example:
Simplify (3x + 2)(x ­ 4)

3x +2
x
­4

4
Expanding triple brackets
1) Expand first two brackets (using grid)
2) Use grid to multiply answer with third bracket
Example:

Expand and simplify

x +5
2
2x 2x +10x 2x2 + 9x ­ 5
­1 ­x ­5

2x2 +9x ­5

2x
3
+9x
2
­5x 2x3 + 9x2 ­ 6x2 ­ 5x ­ 27x + 15
x
2 2x3 + 3x2 ­ 32x + 15
­3 ­6x ­27x +15

NOTE: Watch out for signs especially ­ x ­ = +

5
Factorising: linear expressions
1) Factor out: HCF (number) and Lowest Power (letter)
2) Fill in brackets: how much extra do you need
Example:
• HCF of 25 and 30 is 5
Factorise 25x2y + 30x5y3 • Lowest power of x2 and x5 is x2
5x2y(5 + 6x3y2) • Lowest power of y and y3 is y

Example (taking out a common linear factor):

Factorise and simplify

10(x + 1) 3 ­ 1(x + 1) • HCF of 30 and 10 is 10

• Lowest power of
10(x + 1) 3 ­ x ­ 1
(x+1) and (x+1)2 is (x+1)
10(x + 1) 2 ­ x

6
Factorising: quadratic expressions a = 1
1) a x c
ax2 + bx + c
2) List factors of ac
+c ­c
3) Select pair which add/subtract to give b
+ + + ­
4) Fill in grid ­ ­ ­ +
5) Factorise outside grid
6) Brackets
Example 1: a x c = 1 x ­12
Factorise x2 + 4x ­ 12 = ­12 c is negative so signs are
1 12 different...
x ­2
2 6 +2­6=­4
x x 2 ­2x 3 4
­2+6=+4

+6 +6x ­12
ANSWER: (x ­ 2)(x + 6)

Example 2: axc=1x6
Factorise x2 ­ 5x + 6 =6 c is postive so both signs
1 6 are the same...
x ­2
2 3 +2+3=+5
x x2 ­2x
­2­3=­5

­3 ­3x +6
ANSWER: (x ­ 2)(x ­ 3)

7
Factorising: quadratic expressions a > 1
1) a x c
ax2 + bx + c
2) List factors of ac
+c ­c
3) Select pair which add/subtract to give b + + + ­
4) Fill in grid ­ ­ ­ +
5) Factorise outside grid
6) Brackets
Example 1:
a x c = 2 x ­15
Factorise 2x2 ­ 7x ­ 15 = ­ 30 c is negative so signs are
3 1 30 different...
2x
2 15 ­ 3 + 10 = 7
x 2x 2 3x 3 10
5 6 + 3 ­ 10 = ­ 7

­5 ­10x ­15
ANSWER: (2x + 3)(x ­ 5)

Example 2:
a x c = 12 x ­3
Factorise 12x + 5x ­ 3
2 = ­ 36 c is negative so signs are
­1 1 36 different...
3x
2 18 ­ 4 + 9 = +5
4x 12x 2 ­4x 3 12
4 9 + 4 ­ 9 = ­5

+9x ­3 6 6
+3
ANSWER: (2x + 3)(x ­ 5)

Need to take the HCF out as factor.

In this case 4x is the HCF of 12x2 ­ 4x

8
Factorising: DOTS
a2 ­ b2 = (a + b)(a ­ b)

Example 1:
Factorise x2 ­ 9

(x + 3)(x ­ 3)

Example 2:
Factorise 81x2 ­ y2
(9x + y)(9x ­ y)

Example 3: 1. Take out HCF

Factorise fully 75x2 ­ 27 2. DOTS
3(25x2 ­ 9)
3(5x + 3)(5x ­ 3)

9
Algebraic fractions: Simplifying
1) Factorise
2) Cancel

Example 1: Example 2:
Simplify: Simplify:

Example 3: Example 4:
Simplify: Simplify:
DOTS

10
Algebraic fractions: multiplying/dividing
1) Factorise numerators and denominators as much as possible
2) For divide: KEEP ­ CHANGE (to x) ­ FLIP
3) Cancel common factors in numerator & denominator

Example 1:
Simplify

Example 2:
Show that simplifies to where a, b, c and d
are integers. DOTS
Grid
Factorise
everything:

Keep­Change (to x)­Flip:

11
Algebraic fractions: Addition/subtraction
1) Cross multiply (including denominators!)
2) Write as one fraction
3) Expand and simplify
Example:
Simplify
careful!
­2 x +3 = ­6

12
Algebraic fractions: Addition/subtraction
1) Make lowest common denominator: include each term and/or
bracket with its lowest power
2) Multiply numerators
3) Expand and simplify where necessary
Lowest Common Denominator Example:
Express as a single fraction in its simplest form.

xx x (x + 3)

Lowest Common Denominator: x(x + 3)2

13
Solving Equations: Linear
1) Kill, kill
2) Get x's on one side and numbers on the other
* x's on both sides: Kill smallest x first *
Example 1: Example 2:
Solve 2x ‐ 4 = 6 Solve 5x ‐ 6 = 2x + 9

14
Solving Equations: Linear with fractions
1) Kill anything not trapped by fraction line
2) Kill fractions by multiplying
Example 1: Example 2:
Solve x ‐ 2 = 5 kill the ­2 first as Solve x + 2 = 3 kill the 4 first as
3 its not trapped 4 everything is trapped
by the fraction by the fraction
line line

Example 3:
cross multiply to kill
Solve x ‐ 2 = x + 3 both 4 and 5
4 5 (DO NOT MULTIPLY
DENOMINATORS)

15
Solving Equations: Quadratics by
factorising
1) Rearrange = 0

2) Factorise

3) Put each bracket = 0 and solve

Example 1: Example 2:
Solve x2 ‐ 2x ‐ 3 = 0 Solve x2 + 5x = 0

Example 3: Example 4:
4 = x
Solve 4x + 2 = x2 + 3x Solve x + 8 x+3
kill LHS to
keep x2
positive

16
Solving Equations: algebraic fractions
1) Cross multiply (including denominators)
2) Write as one fraction
3) Kill denominator by multiplying
4) Expand and simplify
5) Solve
Example 1: Example 2:
Solve Solve
careful!
­4 x ­8 = +32

17
Solving Equations: quadratic formula
To solve quadratic equations of the form ax2 + bx + c = 0 use the
formula:
sub a, b and c into:

*On calculator: enter with a "+" first then use left button to go back and change to "­"*

Example (calculator): Example (non­calculator):

Solve 2x2 ‐ 3x ‐ 10 = 0 Solve x2 ‐ 6x ‐ 8 = 0

Write your answers to 3sf. Write your answer in the form

where a and b are integers.

18
Completing the square: a = 1
2 2
1) ( x ± ) ­ ( ) For quadratics of the form x2 + bx + c
2) Half coefficient of x
3) Subtract square
4) Bring number down
5) Simplify
Example:
Express x2 ­ 6x + 11 in the form (x + a)2 + b
(x )2 ­ ( )2 + 11
(x ­ 3)2 ­ (­3)2 + 11
(x ­ 3)2 ­ 9 + 11
(x ­ 3)2 + 2
Answer: (x ­ 3)2 + 2
where a = ­3 and b = 2
Extension:
State the turning point of y = x2 ­ 6x + 11
Just simply remember (­p, q)! y = (x ­ 3)2 + 2
p q
Turning Point: (3, 2)
Where (­p, q) comes from:
1) x value: what makes bracket equal zero? y = (x ­ 3)2 + 2 If p = ­3
x=3
2) y value: when bracket is zero then ­p =
y = (0) + 2
2
3
y=2

19
Completing the square: a > 1
1) Take out factor of first two terms [ ]
2) ( x ± )2 ­ ( )2 For quadratics of the form ax2 + bx + c
3) Half coefficient of x
(when there is a coefficient of x2)
4) Subtract square
5) Bring number down
6) Multiply out
7) Simplify
Example:
Express 2x2 + 20x ­ 7 in the form a(x + b)2 + c
2[x2 + 10x] ­ 7
2[(x )2 ­ ( )2 ] ­ 7
2[(x + 5)2 ­ (5)2 ] ­ 7
2[(x + 5)2 ­ 25] ­ 7
2(x + 5)2 ­ 50 ­ 7
Answer: 2(x + 5)2 ­ 57
2(x + 5)2 ­ 57 where a=2, b=5, c=­57

Extension:
State the turning point of y = 2x2 + 20x ­ 7
Just simply remember (­p, q)! y = 2(x + 5)2 ­ 57
p q
Turning Point: (­5, ­57)

20
Linear inequalities
1) Kill, kill (same as solving equations)
2) If you x/÷ by a negative number then flip inequality sign
3) On number line: for < or >, for ≤ or ≥
Example 1:
Solve the inequality and represent your solution on a number line
5x + 7 > ‐x + 19

Example 2:
Solve the inequality and represent your solution on a number line

12 ‐ 3x ≥ 27
divided by a negative number so flip inequality sign

Example 3:
whole
List the integers thatnumbers
satisfy the inequality

‐4 < 2n ≤ 5

21
Quadratic inequalities
1) Rearrange to get all terms to one side (squared must be positive)
2) Factorise to find critical values
quadratic < 0 quadratic > 0
3) Sketch graph
4) Write inequality
a b a b
Example 1:
a<x<b x < a or x > b
Solve x ­ 5x < 24
2

x2 ­ 5x ­ 24 < 0
Critical values: x2 ­ 5x ­ 24 = 0
­3 8
(x + 3)(x ­ 8) = 0
x = ­ 3, x = 8 Answer: ­ 3 < x < 8
Example 2:
Solve x2 ­ 5x > 24

x2 ­ 5x ­ 24 > 0
Critical values: x2 ­ 5x ­ 24 = 0
­3 8
(x + 3)(x ­ 8) = 0
x = ­ 3, x = 8 Answer: x < ­ 3, x > 8

22
Index laws: Numerical

1. Write as fraction
power 2. Flip
root

Example 1:
Evaluate 3­2

Example 2: Sometimes you may need to solve

Evaluate equations which involve indices.
In this case, make the BASE numbers the
same ...
Example 3:
Solve

change to base 2

equate powers

23
Ratio: using a ratio table
Example 1: Using a basic ratio table

Ali and Beth share £280 in the ratio 2:5.

Work out how much each person gets.

Example 2: Using a ratio table with MORE and LESS

Kim, Laura and Molly share £385

The ratio of the amount of money Kim gets to the amount

of

money Molly gets is 2:5

Kim gets £105 less than Molly gets.

How much does Laura get?

24
Ratio: using a ratio table
Example 3: Using a ratio table to ADD an amount
Riza has 35 red and yellow counters in a bag in the ratio 1:6.
She puts some more red counters into the bag.
The ratio of the number of red counters to the number of yellow
counters is now 1:2.
How many red counters does Riza put into the bag?

25
Ratio: using fractions
Example 1: Using more than one ratio to find a fraction or percentage
On a school trip the ratio of the number of teachers to the number of
students is 1:15

The ratio of the number of male students to the number of female students

is 7:5

Work out what percentage of all the people on the trip are female students.
Give
answer correct to nearest whole number. represent ratios
as fractions and use
tree!

Example 2: Using a diagram and fractions to find missing value

The points A, B, C and D lie in order on a straight line.
Steps
AB : BD = 2:5 and AC : CD = 4:7
1. draw diagram
Find AB : BC : CD 2. label with fractions
3. find common denominator
4. find missing section
5. simplify ratio

26
Ratio: using ALGEBRAIC fractions
a = c
If a : b = c : d then rewrite as b
d
then cross multiply and solve
Example 1: Solving algebraic ratios
Solve the following x­2:x+2=x­3:x+4

Example 2: Solving algebraic ratios

and where c and d are positive integers.
Given that c:d = 1:9 find in its simplest form the ratio a:b

27
Ratio: using ALGEBRAIC fractions
Example 3: Solving equations for changing ratios Steps
The ratio of the number of men to the number of 1. original ratio with x
women in an office is 2:3. 2. expression for change
Four women leave the office. 3. = new ratio
The ratio of the number of men to the number of 4. rewrite as fractions
women in the office is now 4:5. 5. cross multiply and solve
Work out the number of men in the office.

28
Ratio: combining ratios
Example 1:
Given that m:n = 4:6 and p:n = 5:10
Find the ratio m:n:p. Give your answer in its simplest form.

Find common
multiple for the
matching part
of the ratios

Example 2:
There are 4 times as many blue pens as red pens
and 5 times as many red pens as green pens in a box.
There are 78 pens in the box.
Find the number of pens for each colour.

29
TAGGED / SAMPLING
1) Let x = total number of ...
2) Use similar fractions to form an equation total sample

3) Solve to find x
Example 1: 'Tagged' questions
Sarah wants to find out how many ducks there are in
a park.
One day she puts a tag on each of the 30 ducks.
The next day she catches 20 ducks.
8 of these ducks have tags on them.
Work out an estimate for the number of ducks in the
park.
total sample
30(20) = 8(x)
30 = 8
x 600 = 8x
20
x = 75
Example 2: Stratified sample (where the sample is representative
of the population)

Total
950

total sample 220(40) = 950(x)

220 = x 8800 = 950x
950 40 x = 9.2631...
9 dark chocolates are required for the sample
Example 3: Stratified sample (where the sample is representative
of the population)

Hannah is planning a day trip for 195 students.

She asks a sample of 30 students where they want to go
Each student chooses one place.
The table shows information about her results

(i) Work out how many of the 195 students you think will want to go to the
Theme Park.
Total Sample 30(x) = 10(195)
x 10 30x = 1950
=
195 30 x = 1950
30
x = 65

30
Exchange rates
1) Draw a proportion table and add exchange rate on top row

2) Add amount to change under correct currency

3) x/÷ as necessary
Example:
Harry finds out the price of a CD box set in three different countries.
The price is £98 in the UK, $134.99 in the USA, 139.99 Euros in Germany.
convert to £ convert to £
The exchange rates are:
£1 = $1.43 1 Euro = £0.73
Harry wants to pay the cheapest price.
always convert to the
From which country should he buy the CD box set?
currency that features in
both exchange rates

UK: £98

USA: £94.40

Germany: £102.19

Therefore he should buy in USA.

31
Direct and inverse proportion
Two quantities are in proportion if the ratio between the
two quantities is constant.
1) Replace ∝ with = k • Direct Proportion:
2) Sub in pair y∝x
y = kx
3) Find k
• Inverse Proportion:
4) Write general equation y ∝ 1/x
Example: y = k/x
y is proportional to the square of x.
When x = 3, y = 45
a) Find a formula for y in terms of x

b) Find y when x =
4

32
Direct and inverse proportion (TABLE)
You can find a constant of proportionality if given a table of values for
two quantities.
1) Rearrange equation to make k subject
2) Add additional rows to table
3) Find k values ­ if the same then it is a proportional relationship
Example:
Identify which of the following statements match to the tables of
values below:
y x y x2
y=kxx y = k x x2
k=y÷x k = y ÷ x2

x2 25 36
x 5 6
y 400 576
k 400÷5=80 576÷6=96
k 400÷25=16 576÷36=16 y x2

(where constant of
x2 4 9 proportionality is 16)
x 2 3
y 24 36
k 24÷2=12 36÷3=12 y x

k 24÷4=6 36÷9=4 (where constant of

proportionality is 12)

33
Machine days (proportion) U
7 machines in a factory can produce 105 units in 5 days. D
M If the machines all work at the same rate, how many machines
are needed to produce 156 units in 4 days?
M
D 1. Which factors affect the
U number of units?
machines & days
Solve for K Find missing factor 2. U = K MD
3. Substitute
4. M x D
5. Solve for K
6. Rewrite equation
7. Substitute
8. Solve for missing factor

34
Sequences: Linear
Linear sequences are expressed in the form __ n + __

1st difference term before

1st term
Example:
a) Find the nth term rule for the following sequence:
+5 8 11 14 17 20

­3 +3 +3 +3 +3 Answer: 3n + 5

b) Find the 10th term of the sequence

Let n = 10
3(10) + 5 = 35
To find if a term is in a
c) Is 48 a term in the sequence? sequence ...

3n + 5 = 48 1) make term = nth term rule

3n = 43 2) solve to find n

n = 14.333 ... 3) ­ YES if n is an integer

Therefore 48 is not a term in the sequence. ­ NO if n is not an integer

35
Sequences: quadratic
1) Find 1st and 2nd differences
2) a = 2nd difference ÷ 2
3) Draw table
4) Find nth term for linear sequence (where necessary)

Example:

Find the nth term rule for the following sequence:

4 13 26 43
+9 +13 +17

+4 +4 a=4÷2=2

Answer:

36
Simultaneous equations: linear
1) If necessary, multiply one or more equation to get x terms (or first
letter) the same
2) Subtract the equations
3) Solve to find y
4) Sub answer back in to find x
Example 1:
Solve the following pair of simultaneous equations:

touching signs!

Example 2:
Solve the following pair of simultaneous equations:
eqn. (1)

eqn. (2)

4x ­ 3y = 5
To find x:
4x + 4y = ­ 2 eqn. (2) x 4
4x ­ 3(­ 1) = 5 sub into eqn. (1)
­ 7y = 7
4x + 3 = 5
y = ­1
4x =2
x = 0.5

37
Simultaneous equations: quadratic
1) Make x or y the subject of the linear equation
2) Sub in to quadratic equation
3) Rearrange to make it equal zero
4) Factorise and solve
5) Find corresponding values
Example:
Solve the following pair of simultaneous equations:
x2 + y2 = 13

x-y=1
Make x the subject of the
linear equation (easier to
make x the subject here as y
is negative)

Sub linear equation into

quadratic

Rearrange to = 0

Factorise and solve

Sub back into linear equation

to find corresponding x values

38
Rearranging formula: subject appears
once
1) Story of x
2) Inverse operations
3) Kill in reverse order
Example 1: Example 2:
Make x the subject of: Make x the subject of:
x
y= x‐4 y= +7
5 3

Example 3: Example 4:

Make x the subject of: Make x the subject of:

y = (x ‐ 4)2 y = 2x3 ‐ 8

39
Rearranging formula: subject appears
twice
1) Multiply
2) Expand
3) Rearrange (get every term with subject on LHS and every term
without subject on RHS)
4) Factorise
5) Divide
Example:
Make m the subject of:

kill 5f from LHS as it doesn't contain the subject (m)

so we don't want it on LHS

kill -3m from RHS as it contains the subject (m) so we

want in on LHS

40
Functions
Instead of writing an equation as y = ... we can write it as
f(x) = ... or f : x ...
This means that our INPUT is x and we SUBSTITUTE it in to the
function f to find our OUTPUT y (or f(x))

Example 1: Example 2:
If f(x) = 2x2 + 3x, find f(‐4). If f(x) = 2x + 3, solve f(x) = 6.

replace every x put the function

in the function equal to 6 and then
with ­4 solve the equation

41
Composite functions
If f(x) and g(x) are functions then gf(x) is a COMPOSITE FUNCTION.

This means substitute f(x) into the function g

Remember: always work out from the bracket!

1) Copy composite fg(x)

2) Bring down inside NOTE: g2(x) is the
3) Bring down outside same as gg(x)

4) Expand and simplify f( )=

If f(x) = 3x ‐ 2 and g(x) = x2 + 1

Example 1: Calculate: fg(x) Example 2: Calculate: gf(x)

sub g(x) into f(x)

sub f(x) into g(x)

42
Inverse functions
An inverse function reverses the effect of a function.
The inverse of f(x) is written as f‐1(x).

1) Write as y =
2) Swap x and y
3) Rearrange to make y the subject
4) f‐1(x) =
Example:

If f(x) = 5x ‐ 6 find f‐1(x).

3
you need to recognise that
this means "find the inverse"

Answer:

43
Iteration
Substituting in your previous answer to get an increasingly
accurate estimate to the solution to an equation.
Example part a): For part a)
3 1) Rearrange to = 0
Show that the equation x + 2x = ­5
2) Sub in x­values
has a solution between x = ­ 2 and x = ­ 1.
f(x) = x3 + 2x + 5 3) "Change in
One is negative
f(­2) = (­2)3 + 2(­2) + 5 = ­7 and one is positive
sign solution
therefore there is between ..."
f(­1) = (­1)3 + 2(­1) + 5 = 2 a change in sign

Change in sign solution between x = ­2 and x = ­1.

Example part c):

Starting with x0 = 4, use the iteration formula xn+1=√5xn ­ 6 to find

the values of x1, x2 and x3.
1) Sub in x0
x0 = 4
2) Sub answer using ( )
x1 = √5(4) ­ 6 = 3.741657387
3) Repeat as necessary
x2 = √5(ans) ­ 6 = 3.564868431
Make sure you write out all the digits
x3 = √5(ans) ­ 6 = 3.43865412 on the calculator display unless the
question says otherwise!

NOTE: If asked to explain what the values of x1, x2 and x3

represent then write
"The equation was rearranged to give the iteration formula, and x1,
x2 and x3 are increasingly accurate estimates of the solution"

Example 2: Finding a constant

A hot air balloon is descending.
The height of the balloon n minutes after it starts to descend is hn meters.
The height of the balloon ( n+ 1) minutes after is starts to descend, hn+1 metres, is
given by
h n+1 = K x hn + 20 where K is a constant.
hn
The balloon starts to descend from a height of 1200 metres at 09 15
At 09 16 the height of the balloon is 1040 metres
Work out the height of the balloon at 09 18 h n+1

solving for k, so At 09 16, the balloon is at 1040

hn+1 = K x hn + 20 BIRDMAS hn is now 1040
(1040) = K x (1200) + 20
­20 ­20 09 16 ho = 1040
1020 = 1200 K 09 17 h1 = 0.85 x (1040) + 20
1200 1200
0.85 = K h1 = 904

hn+1 = 0.85 x hn + 20 09 18 h2 = 0.85 x (ANS) + 20

= 788.4

44
Algebraic proof
Algebraic proof requires you to form, expand, simplify
and factorise expressions

Algebraic expressions:
• An integer: n
• Two consecutive integers: n, n+1, ...
• Even number: 2n Proof: "any multiple of 2 is always even"
• A different even number: 2m
• Two consecutive even numbers: 2n, 2n+2, ...
• Odd number: 2n+1 Proof: "any multiple of 2 is always even, so even + 1 = odd"
• A different odd number: 2m+1
• Two consecutive odd numbers: 2n+1, 2n+3, ...

Example 1: Prove a multiple

Prove that (3n+1)2 ­ (3n­1)2 is a multiple of 6 for all positive integer
values of n Steps
9n2 + 6n + 1 ­ (9n2 ­ 6n + 1) 1) form your own expression?
2) expand
9n2 + 6n + 1 ­ 9n2 + 6n ­ 1
3) simplify
9n2 + 6n ­ 9n2 + 6n 4) factorise
12n = 6(2n) 5) write conclusion
a multiple of 6
(because we factorised by 6)

Example 2: Prove even

Prove that the difference between two different odd numbers is even
different odd numbers: must use different letters!
2n+1 2n + 1 ­ (2m + 1)
2m+1 2n + 1 ­ 2m ­ 1
2n ­ 2m
2(n ­ m)
any multiple of 2 is always even

45
Algebraic proof
remember difference is big ­ small
Example 3: Prove odd
Prove algebraically that the difference between the squares of any two
consecutive numbers is always an odd number
Steps
consecutive numbers:
1) form your own expression?
n 2) expand
(n + 1)2 ­ (n)2
n+1 3) simplify
n2 + 2n + 1 ­ n2
4) factorise
2n + 1 5) write conclusion
any multiple of 2 is always even, so even + 1 = odd

Example 4: Prove square number

The product of two consecutive positive integers is added to the larger of
the two integers. Prove that the result is always a square number.
product add on larger expression
consecutive positive integers:
n n(n + 1) + (n + 1)
n+1 n2 + n + n + 1 To prove the result is a square
number, factorise into the same
n2 + 2n + 1
double bracket so that it can be
(n + 1)(n + 1) written as ( )2

(n + 1)2
square number

46
Pythagoras
1) Label triangle (Hypotenuse is opposite right angle)
2) Sub into formula: H2 = A2 + B2
3) Rearrange and solve H
B
Example:
A rectangular field is 20m long and 15m wide. A
Find the diagonal length of the field.

H2 = 202 + 152
H
15m
H2 = 400 + 225
B
20m A H2 = 625
H = √625 H = 25m
Extension:
The perimeter of a triangle is 30m. It has two sides of lengths 8m
and 12m. Is it a right­angled triangle? Justify your answer.
P = 30 30 ­ 12 ­ 8 = 10 m 12² = 10² + 8²
144= 100 + 64
Hypotenuse is the 12 m 144= 164
longest side 10 m (IF TRUE!)
By Pythagoras’ Theorem; it
is not a right – angled
8m triangle

47
SOH CAH TOA
To be used with RIGHT ANGLED TRIANGLES only
H = hypotenuse (opposite right angle)
1) Label triangle (H, O, A) O = opposite (opposite labelled angle)
A = adjacent (next to labelled angle)
2) Circle what you have and what you want H
O
3) Pick and draw ratio triangle
4) Form equation and solve A

SOH CAH TOA

O A O
Sin (x) H Cos (x) H Tan (x) A

Example 1: Example 2:
Find the missing length x: Find the missing angle x:
O

O 15 H A
x 6
x 9 H
35
A
cos(x) = 6 ÷ 9
x = sin(35) x 15
x = cos­1(6 ÷ 9) 6
x x = 8.6 (1 d.p)
x = 48.2 (1 d.p) cos(x) 9
sin(35) 15

48
Exact TRIG values
Trigonometry questions could appear on the non­calculator paper.
In this instance you will need to know the following exact values:
Here is one way you can memorise
the values for sin and cos.

sin( )
To find tan... you can use cos( )

Example 1:
Find x without using a calculator
x= 3 x 7 5
H sin(60) = 2
A
O x x= 7 3x 5
2
S H
O x= 7 15
2

Example 2:
Find the exact value of 4cos(30) + 3tan(60) without using a calculator
cos(30) = 4( 32 ) + 3 ( 3 )
tan(60) =
23 + 33 =23

49
Sine rule sine sausages!
1) Circle two pairs
2) Label thing you want to find a (side) or A (angle)
sinA sinB
3) If finding angle: = a
a b
b
a b B
If finding length:sinA = sinB
A
4) Solve equation
capital letters = angles
Example 1: lower case = sides
Find the missing length in the shape below:
label missing length a
x x 5
=
sin(48) sin(30)
5 30
48 x = 5 x sin(48)
sin(30)
x = 7.43 (2 d.p)

Example 1:
Find the missing angle in the shape below:

7 28
θ

label missing angle A

HINT: if you can't straight away spot TWO PAIRS think about finding
the third (missing) angle.

50
Cosine rule cosine sausage! C a
1) Circle one pair b
2) Label thing you want to find a (side) or B
A (angle) ­ this should be included in the pair A c
2) Sub values in cosine rule:
• To find missing angle • To find missing side
(three sides given) (enclosed angle)

NOTE: b and c are the other lengths (order doesn't matter)

3) Solve
Example 1:
Find the missing side in the shape below:

12

38cm
22cm

x cm

label missing length a

Example 2:
Find the missing angle in the shape below:

25
18

x
20

label missing angle A

51
 Area of triangle
• For right­angled triangles:

• For non­right­angled triangles:

absin(C) NOTE: C is the enclosed angle

Example 1:
Find the area of the triangle:
absin(C)
55
8 cm
78
47
10 cm

this is the enclosed angle so label it C

Example 2:
Find the size of angle y:

this is the enclosed

angle so label it C

52
Arcs and sectors minor arc
minor sector
Area of a Length of an
sector: arc:
x
θ 0 x πr2 θ 0 x 2πr
360 360
major arc major sector
Example:

Find:
2900
a) the major arc length
b) the major sector area 360 ­ 70 = 290

a) L = 290 x 2π x 11 = 55.7 m
360
b) A = 290 x π x 112 = 306.2 m2
360

53
Shaded areas
1) Identify your two shapes (large and small)
2) Find the area of each
3) Subtract areas

Example:

Find the shaded area. Give your answer to 1 d.p.

­
= 41.9 cm2
75
75
O 10 cm O
B 6 cm D

75 x π x 102 = 125π 75 x π x 62 = 15π

360 6 360 2

NOTE: you could also be asked to find shaded area with a

combination of sectors, circles, triangles and squares. Use the steps
above and draw diagrams to help you.

54
3D shapes: surface area & volume

NOTE: when estimating π (3.14159....) use 3

Example:

Jan has some metal that she is going to make into solid metal
spheres.
Each sphere will have a radius of 2.15 cm.
Jan has 1490 cm2 of metal.
Work out an estimate for the number of spheres that Jan can make.
round to 1 s.f.

Surface area of sphere = 2.15 ⇒ 2

2
4πr 1490 ⇒ 1000

π⇒3

If you are filling something or splitting it divide

1000 ÷ 50 = 20
ANSWER: Jan could make 20 spheres.

55
Rates of change: volume
1) Find volume of shape to be filled
2) Convert from m3 to litres (1m3 = 1000 litres)
3) Draw ratio table to compare time with litres
Example:

The diagram shows a swimming pool in the shape of a prism.

The swimming pool is empty.
The swimming pool is filled with water at a constant rate of 50 litres
per minute,
Work out how long it will take for the swimming pool to be
completely full of water. Give your answer in hours.

Area of cross section:

1) 1 x 6 = 6 m2 9m
1
2) ½ x 9 x (1 + 2) = 13.5 m2 2
19.5 m2

Volume of prism: 19.5 x 10 = 195 m3

Convert to litres: 195 x 1000 = 195 000 litres

mins litres

1 50
÷ 50 ÷ 50
0.02 1
x195000 x195000
3900 195 000
Change to hours: 3900 ÷ 60 = 65 hours

56
Similar triangles
Two triangles are similar if all corresponding angles are equal and
corresponding sides are in the same proportion.
HINT: look out for "triangles inside triangles"
Example:
PQR and PTS are straight lines.
Angle PTQ = Angle PSR = 900
Work out the length of PT.
Divide
x
small scale factor big
12
L 4 r= /4 = 3 12

L x r=3 10 + x

Multiply

57
Similar shapes
Whenever a question involves SIMILAR SHAPES use a L.A.V
(length, area, volume) table
NOTE: you may sometimes need L.L.A.V tables if more than
one length is being compared.

Example:
HINT: find s.f. ratios as fractions
Two solid cones are mathematically similar. rather than decimals where
Cone A has a volume of 120cm3. possible.
Cone B has a volume of 960cm3.
The surface area of Cone B is 108cm2.
Work out the surface area of Cone A.

Divide
A scale factor B

Answer: 27cm2

Multiply

58
Combinations

If the order is important ­ don't divide

If the order is NOT important ­ divide by 2

Example:
There are 17 men and 26 women in a choir
The choir are singing in a concert.
a) One of the men and one of the women are going to be chosen to
make a pair to sing the first song. Work out the number of different pairs
that can be chosen.
M W Order is important as first has
17 x 26 = 442 to be man so we don't divide

b) Two of the men are going to be chosen to make a pair to sing the
second song. Work out the number of different pairs that can be chosen.

M M
17 x 16 = 272 Order is NOT important as it
doesn't say which man has to
272 ÷ 2 = 136 go first so we divide

59
Product of prime factors, HCF, LCM
Prime numbers: 2, 3, 5, 7, 11, 13, 17, ...
Example 1:
Express 2100 as a product of its prime factors in index notation.

2100

21 100

3 7 10 10

2 5 2 5

2x2x3x5x5x7
22 x 3 x 52 x 7 (index notation)

Example 2: Use a Venn diagram for big

Find the HCF and LCM of 48 and 156 numbers or more than 2
numbers!
48 156
48 156
2 24 2 78
2 2
2 12 2 39 2 13
2
3
2 6 3 13

2 3
Cross off as you go along!

LCM = 2x2x2x2x3x13 = 624 HCF = 2x2x3 = 12

60
Standard form
A x 10n
where A is between 1 and 10 and n tells you how many places to
move the decimal point. NOTE: if n is positive this represents a very
big number, if n is negative this represents a very small number.
Example:

a) Write 4.2 x 104 as an ordinary number.

4.2 0 0 0. Decimal point moves right to make a BIG number

Answer: 42000
b) Write the number 0.000354 in standard form.
0. 0 0 0 3.5 4
n is ­ 4 as number was SMALL
Answer: 3.54 x 10­4

• Multiplication/Division with Standard Form:

multiply/divide numbers and add/subtract powers of 10
• Addition/Subtraction with Standard Form:
convert values to ordinary numbers first

61
Standard form ­ calculations
Addition & Subtraction:
1) Convert to ordinary numbers
2) add/subtract
3) convert back to standard form if question asks
Example:
4 3
Calculate 4.2 x 10 + 3.75 x 10 and leave your answer in
standard form.

Multiplication & Division (shortcut using index laws):

1) x/÷ normal numbers
2) +/­ powers of 10
3) check answer is still in standard form
Example:
4 3
Calculate (4 x 10 ) x (6 x 10 ) and leave your answer in
standard form.

62
Surds: simplifying Square Numbers:

1) Look for the biggest square factor 1

2) Write square factor first 4
3) Square root 9
Example 1: 16
Simplify √20 25
36
49
64

Example 2:
Simplify √32

Example 3:
Simplify 5√72

63
Surds: Calculations Square Numbers:

Mulitplication & Division 1

1) x/÷ normal numbers and surds separately 4
2) simplify if possible 9
Example 1: 16
Simplify 4√10 x 3√5 25
36
49
64

Addition & Subtraction

1) simplify surds to get same number under √
2) add/subtract like surds
Example 1:
Simplify 2√3 + 5√3
same number under √ so can be added together

Example 2:
simplify both surds to get same number under √
Simplify 5√8 + 7√18

64
Surds: expanding Square Numbers:
√ a x √a = a 1
Example 1: 4
√5(3 + √5) 9
16
25
36
Example 2:
49
(3 + √2)(3 ‐ √2)
64

65
Surds: Expanding and simplifying
Always look for surds you can simplify before starting a
question!
Example 1:
can be written in the form a + b

Example 2:

66
Surds: rationalising the denominator
"Rationalise" means get rid of the surd from the denominator
Remember √a x √a = a
Example (1 term in denominator):
Write in its simplest form. Multiply top and bottom of
fraction by surd

Example (2 terms in denominator): Multiply top and bottom of

fraction by the conjugate:
Write in its simplest form.
If (a + √b) (a ­ √b)
swap the sign in the
denominator to get If (a ­ √b) (a + √b)
the conjugate

67
Recurring decimals
1) Let x = recurring decimal

2) Find 10x, 100x, 1000x etc.

3) Look after decimal point to spot a matching pair

4) Subtract the equations, divide and simplify

Example:

Express as a fraction in its simplest form.

x = 0.3252525 ...
1000x = 325.2525 ...

*
10x = 3.252525 ...
10x = 3.2525 ...
100x = 32.52525 ... 990x = 323
1000x = 325.25252 ...
* ANSWER: x = 323/990

68
Percentage increase/decrease

The bit in brackets is the multiplier:

­ Add for % increase
Example 1 (calculator): ­ Subtract for % decrease

Increase £55 by 3.2%

Example 2 (non­calculator):
For non­calc, find 10%, 5%, 1% and combine to
Decrease £64 by 16% find the % you need, then add or subtract it from
the total.

69
Compound percentages

Example 1:
The value of a machine when new is £8000. The value of the machine
depreciates by 10% each year. What is its value after 3 years?

Example 2 (more than one interest rate):

Sally invests £510 in a bank account with a compound interest rate of
2% for 2 years. After 2 years the interest rate increases to 5%. How
much money will she have after 5 years?

Example 3 (finding the number of years): Use trial and improvement

Tariq deposits £3000 in a bank account with a compound interest rate

of 4% per annum. He wants to leave the money in the account until
there is at least £3500. How many years does he need to leave the
money in the account?

70
Calculating percentage change

Example 1:
In a storm 144 fruit trees were left standing out of 180 fruit trees in an
orchard. What is the percentage decrease in the number of trees?

Example 2 (more than one interest rate):

Toby invests £6000 for 4 years. the investment gets compound interest
of x% per annum. At the end of 4 years the investment is worth
£6885.12. Work out the value of x to 1 decimal place.

71
Reverse percentages

Example 1:
A car depreciates in value by 30% during its first year. Its value now
is £8960. What was its original price?

Example 2 (reverse compound):

A newspaper increased its circulation by 3% each year for 2 years
and the new number sold was 58195. What was it before the
increase?

72
 Speed, distance, time
Distance
1) Draw table
Speed Time
2) Use triangle to find missing values
Example 1:
"DuSTy"
Harry travels from Appleton to Brockley at an average speed of 50 mph.
He then travels from Brockley to Cantham at an average speed of 70 mph.
Harry takes a total time of 5 hours to travel from Appleton to Cantham. The
distance from Brockley to Cantham is 210 miles.
Calculate Harry's average speed for the total distance travelled from Appleton to
Cantham. 3rd

S D T
A­ B 50 50 x 2 = 100 5­3=2 2nd
B­C 70 210 210 ÷ 70 = 3 1st
Total 310 ÷ 5= 62 100 + 210 = 310 5
th
5th 4
Harry drove at an average speed of 62 mph over the whole
journey.
Example 2: Never add or subtract the
Edith leaves her home at 10:40 am. speed column
She travels 60 miles at an average speed of 25 mph.
At what time does she finish her journey? x 60 x 60

NOTE: make sure you use the correct units! seconds minutes hours

S = 25 mph D = 60 miles T=? ÷ 60 ÷ 60

T = 60 ÷ 25 = 2.4 hours On a calculator paper hit the

comma button at this point!
Change to minutes: 2.4 x 60 = 144 mins
= 2 hrs 24 mins

10:40 12:40 13:04

Edith finishes at 13:04

2hrs 24mins

73
Mass, density, volume
1) Draw table Mass

2) Use triangle to find missing values Density Volume

Example: "MeDiVa"
Hannah mixes 150g of metal A and 150g of metal B to make 300g of
an alloy. total
Metal A has a density of 19.3g/cm3.
Never add or subtract the
Metal B has a density of 8.9g/cm . 3
density column
Work out the density of the alloy.

D M V
150 ÷ 19.3 = 1st
Metal A 19.3 150 7.77202...
150 ÷ 8.9 =
Metal B 8.9 150 16.85393....
300÷24.62595.. 7.77.. + 16.85 =
Total =12.182269503 300 24.62595... 2nd
Answer: 12.18g/ 3rd
3
cm

74
Force, pressure, area
Force

Example: Pressure Area

"FiliPA"
A box exerts a force of 140 newtons on a table.
The pressure on the table is 35 newtons/m2.
Calculate the area of the box that is in contact with the table.

F = 140 P = 35 A=?
A=F÷P
= 140 ÷ 35
= 4m2

75
AVERAGES: 'Mean' Mean
Example:
This year two classes, A and B, will be
Total
taking the
November exam.
There are 20 students in class A. Mean Number
There are 47 students in total taking the
"TiMoNe"
exam.
On the recent mock paper the mean mark
for class A was 72.
The mean mark across both classes was
68. Number
Find the mean mark for class B. Mean (in class) Total

Class A

Class B

Total

NEVER add or subtract in

the mean column

76
 Velocity­Time graphs: distance
The AREA UNDER a velocity­time graph represents the DISTANCE TRAVELLED.
1) Calculate width of strip = time ÷ no. of strips

2) Add strips of equal distance to your graph and connect the top of the strips
with a straight line
3) Find the area of each region NOTE: area of trapezium = ½(a + b)h
4) Add the areas together to find an estimate for total distance travelled

Example:
The graph shows how a car's speed in m/s varies in the first 6 seconds
after the car moves from rest.
Use 3 equal strips on the graph to estimate the distance travelled in the
first 6 seconds. Width of strips:

36
6÷3=2
32
Area 1:
0.5 x 14 x 2 = 14
3
14 Area 2:
2
0.5 x 2 x (14+32) = 46
1
Area 3:
0.5 x 2 x (32 + 36) = 68
Total distance = 14 + 46 + 68 = 128 m

If asked whether your estimate is an overestimate or underestimate ...

­ UNDERESTIMATE: because area between curve and trapeziums

is not included

­ OVERESTIMATE: because
area between curve and trapezium is

included

77
Velocity­Time graphs: acceleration
The GRADIENT of a velocity­time graph represents the ACCELERATION.
1) Draw tangent at the specified time
2) Pick two clear points on the tangent (one on either side of original
point)
3) Calculate gradient using
Example:
The graph shows how a cars speed varies in m/s in the first 6 seconds
after the car moves from rest.
Estimate the acceleration of the car at t = 4 seconds.

78
Probability Trees
Event 2 . . .
Event 1 ilit
y Option 1
bab
Pro
Probability
Option 1 Option 2
Pro
bab

y t
ility

ili
Option 3

ab
ob Option 1
y
ilit
Pr
bab
Probability Pro
Probability
Option 2 Option 2
Pro
bab
ility
Pr

Option 3
ob
ab

ity Option 1
bil
ili

ba
ty

Pro
Option 3 Probability
Option 2
Pro
bab
ility
Option 3

Option 1 AND Option 2 Option 1 OR Option 2 At least x x or more

Multiply probabilities Add probabilities At most x up to x

Example:
There are 10 pens in a box. 6 are red and the rest are blue. Amy picks
two pens from the box. NOTE: the pen has NOT been replaced!
a) Draw a tree diagram to represent this information
b) Work out the probability that Amy picks two pens of the same colour
Pick 2
P(RR) = 6/10 x 5/9 = 30/90
5/9
R
*
Pick 1

R
6/10 4/9 B P(RB) = 6/10 x 4/9 = 24/90

R P(BR) = 4/10 x 6/9 = 24/90

6/9
4/10 B

3/9 B P(BB) = 4/10 x 3/9 = 12/90

*
P(RR) or P(BB) P(RR) + P(BB)
30/90 + 12/90
42/90

79
Probability Trees: Algebraic
Sometimes it can be quicker NOT to draw the whole
tree diagram but rather consider key options.
Example 1:
There are some red counters and some white counters in a bag.
At the start 7 of the counters are red and the rest are white.
Alfie takes at random a counter from the bag, he does not replace it.
Alfie takes at random another counter from the bag.
The probability that the first counter Alfie takes is white and the second
counter Alfie takes is red is 21/80.
Work out the number of white counters in the bag at the start.

80
Probability Trees: Algebraic
Example 2: with RATIO
John has an empty box.
He puts some red counters and some blue counters into the box.
The ratio of the number of red counters to the number of blue counters is 1:4
Linda takes at random two counters from the box
The probability that she takes 2 red counters is 6/155.
How many counters did John put into the box?

81
Venn diagrams A and B

A B

A not B B not A

= Total
Nether A nor B
NOTE: always represent the middle section as x
Example:
A class of 30 students are asked whether they watched Casualty or Holby
City last week.
15 students watched Casualty. C H

13 students watched Holby city. 15 ­ x x 13 ­ x

7 students watched neither programme. 7

How many students watched both? = 30

Everything on the diagram adds up to 30 15 ­ x + x + 13 ­ x + 7 = 30

35 ­ x = 30
x=5
5 students watched both
A or B or Everything
{A ∪ B}
both shaded

{A ∩ B} A and B Double shaded

Everything not
{A'} not A
shaded

{A | B} A given B

82
Error Intervals: Truncating
Truncating a number is like cutting a number without rounding

Example 1: Truncate 3.7892 to 2 decimal places.

Answer: 3.78 (don't round!)

Example 2:
Steps
Lola truncates a number, x, to 1 d.p. 1) Make a list of possible numbers
before you decide on an error interval
The result it 6.2
2) Write in the form ... ≤ x < ...
Write down the error interval for x.
Imagine Lola has looked at her calculator and then truncated this
number, what digits might she have seen in the decimal places?
6.200000111.....
6.249863896.....
Answer: 6.2 ≤ x < 6.3
6.255555555.....
6.299998989....

83
Error intervals: Rounding
1) Find the upper and lower bound
2) Write in the form ... ≤ x < ...
Example 1:
Tim rounds a number, x, to 1 d.p.
The result it 8.4
Write down the error interval for x.

Answer: 8.35 ≤ x < 8.45

8.3 8.4 8.5
LB: 8.35 UB: 8.45

Example 2:
Louise rounds a number, m, to 2 s.f.
The result it 3500
Write down the error interval for m.

Answer: 3450 ≤ m < 3550

3400 3500 3600
LB: 3450 UB: 3550

84
Bounds: Finding UB and LB
If you see the words "correct to the nearest ..."
that means its a BOUNDS question!
Example 1:

A value is rounded to 90.1 correct to the nearest 1 d.p.

Find the lower bound and upper bound.

LB: UB:
90.05 90.15

90.0 90.1 90.2

1d.p. 1d.p. 1d.p.
below above

Example 2:

A value is rounded to 560 correct to the nearest 2 s.f.

Find the lower bound and upper bound.

LB: UB:
555 565

550 560 570

2s.f. 2s.f. 2s.f.
below above

85
Bounds: calculating

+ / - x / ÷ 2
/ ( )

overall UB
UB + UB UB - LB UB x UB UB2 UB (last)
UB LB

overall LB
LB + LB LB - UB LB x LB LB2 LB (last)
LB UB

Example 1:

The value of p is 4.3cm and the value of q is 0.4cm

Both p and q are given correct to the nearest 0.1cm

Work out the upper bound for r when

p: LB: 4.25 UB: 4.35 q: LB: 0.05 UB: 0.15

4.2 4.3 4.4 0 0.1 0.2

86
Bounds: suitable degree of accuracy
1) bounds
2) formula
3) sub in
4) calculate UBand LB
5) "UB and LB round to __ to __"
Example 1:

s = 3.47 correct to 2 decimal places

t = 8.132 correct to 3 decimal places
By considering bounds, work out the value of m to a suitable degree of accuracy.
You must show all your working and give a reason for your final answer.

87
Averages: estimating the mean
THE SUM OF THE VALUES DIVIDED BY THE FREQUENCY
Ungrouped data : Total fx ÷ total f
Grouped data: Total fm ÷ total f
Example: (where m is the midpoint)

The table shows the heights of 50 students.

midpoint (m) freq x midpoint (fm)

(110+120)÷2=115 3 x 115 = 345
125 8 x 125 = 1000
135 9 x 135 = 1215
145 23 x 145 = 3335
155 7 x 155 = 1085

Total fm = 6980
Total f = 50
Mean: 6980 ÷ 50 = 139.6 (to 1 d.p)

NOTE: Calculating the mean from a grouped frequency

table is always an estimate because we have used the
midpoint as we don't have the exact values for the data

88
Averages: estimating the median
NOTE: this kind of question may be asked in conjunction with Histograms.
1) Add cumulative frequency column
2) Find median value (n ÷ 2)
3) Find median class (where does the middle value lie?)
4) Draw diagram with frequency above and class interval below
distance into group x class width
5) LB + frequency of group

Example:

The table shows some information about the time, in minutes, taken
by a group of students to travel to college in one week.
Find an estimate for the median time.
Time (m
Frequency
minutes) c.f
0 ≤ m < 20 20 20
median: 203 ÷ 2 = 101.5th value
20 ≤ m < 30 30 50
which lies in the interval
30 ≤ m < 40 45 95 40 ≤ m < 60
40 ≤ m < 60 60 155
60 ≤ m < 100 48 203
distance into group = 101.5 ­ 95 = 6.5
distance into group x class width
95 155
LB + frequency of group
101.5

40 60 6.5
40 + 60
x 20 = 42.2 (1 dp)

NOTE: you can use this formula for the lower quartile and the upper quartile,
you will just need to use n ÷ 4 for the LQ and (n ÷ 4)x3 for the UQ

89
Frequency polygon
1) Find the midpoints
2) Plot coordinates using frequency and midpoint
3) Join points, using a ruler, starting from first coordinate and finishing at last
(do NOT draw a line connecting first and last point!)

Example:
The table shows information about the ages of 60 teachers.
Draw a frequency polygon to represent this information.

Mid­point
(20+30)÷2= 25
(30+40)÷2=35
(40+50)÷2=45
(50+60)÷2=55
(60+70)÷2=65

90
 Cumulative frequency: drawing
1) Add a cumulative frequency column to table
2) Plot points on graph, using the upper value of each class
3) Join points up to form a smooth S shape curve (the curve starts from the
lower value of the first class)
Example:
Lyndsey records the number of miles (m) she drives each day for 120
days. Some information about the results is given in the table.
Draw a cumulative frequency curve using the results.
join x axis here
c.f.
4
22
46
86
110
120

91
Cumulative frequency: estimating
To find Lower Quartile/Median/Upper Quartile:
1) Work out the following:
­ Lower Quartile: total frequency ÷ 4
­ Median: total frequency ÷ 2
­ Upper Quartile: (total frequency ÷ 4) x 3
2) Draw a line across from this value on the cumulative frequency (y­axis)
3) When you hit the curve draw a line down and read off value

Example:
The cumulative frequency graph shows information about the weight of
60 apples. Find the Inter­Quartile­Range.

LQ: 60÷4=15
M: 60÷2=30
UQ: (60÷4)x3=45
45
IQR = 133 ­ 122
= 11

15

LQ: 122 M: 128 UQ: 133

­ LESS THAN: draw a line up from x­axis to hit curve and across.
The value on the y­axis is your answer.
­ MORE THAN: draw a line up from x­axis to hit curve and across,
Answer is total frequency MINUS this value.

92
 Box plots: drawing
Median Upper
Lower
1) Find all necessary values
quartile
quartile
2) Draw axis
3) Plot graph

IQR
Minimum Maximum
Range

Example:
The table shows some information about the weights, in kg, of some
boxes:
Lower Upper
Minimum Median Range
Quartile Quartile
12 20 25 40 47
Draw a box plot to represent this information.
Range = Maximum ­ Minimum
35 = Maximum ­ 12
47 = Maximum

10 20 30 40 50

93
Box plots: comparing
You need to:
• Write 1 sentence to compare the medians
• Write 1 sentence to compare the IQR or range
• Make reference to the context or situation in the question
in order to get full marks!
Example 1:
Compare the distributions of results in a test taken by students in 7A with
the distribution of results from students in 7B

____________
Students in 7B had a higher median, so on average
context!
they______________________________________
did better in the test than students in 7A
____________
Students in 7B had a smaller range, so their data was
less spread out, therefore more consistent context!

Example 2:
Compare the distributions of the times taken to complete a puzzle by
children with the distribution of times by adults

The adults
____________ had a higher median, so on average context!
they took longer to complete the puzzle than the children
__________________________________________
____________
The children had a smaller IQR, so their data was context!
less spread out, therefore more consistent

94
 Histograms: drawing
1) Add class width and frequency density column
2) Identify a matching pair: row and bar
3) Add frequency density scale (y­axis)
4) Draw on missing bars and fill in table

NOTE: the area of a bar represents FREQUENCY

Example:

95
 Histograms: estimating
If the histogram is drawn for you but there is no scale on the Frequency
Density axis (and there is no table given) use a proportion table.
Example:
The histogram gives information about the weights of athletes.

Area Athletes

75 45 ÷ 75
÷ 75
1 0.6
x 405
x 405 405 243
300 squares

105 squares

243 athletes weigh

between 70 and 95kg.
20 squares

55 squares

96
Angle facts
Triangle ­ all angles add up to 1800
a
b a + b + c = 180
c

Parallelogram ­ opposite angles are equal

a b a = d and b = c

c
Also,
d
a + c = 180 and b + d = 180
Angles in Parallel Lines:
1) Alternate (Z) angles a

b
a=b
2) Corresponding (F) angles a

a=b
b

3) Co­interior (C) angles

a

a + b = 180 b

97
Exterior and interior angles
360
• To find an EXTERNAL angle in a regular polygon: n
EA (sides)

• To find an INTERNAL angle in a regular polygon: EA + IA = 1800

EA
Example: IA

The diagram shows a regular octagon and a regular hexagon.

Find the size of the angle marked x. Octagon
EA: 360 ÷ 8 = 45
IA: 180 ­ 45 = 135
135 120
Hexagon
EA: 360 ÷ 6 = 60
IA: 180 ­ 60 = 120

Angles around a point add up to 3600:

360 ­ (135 + 120) = 1050

• The formula for sum of interior angles:

180(n ­ 2)

98
Transformations: translations

1) Translations can be described using column vectors

2) Count how to get from one point on a shape to the corresponding
point on another shape
Example:
Describe the single transformation that maps shape A onto shape B.
NOTE: this means start at A and go to B
4 4 right
Translation vector
4 ­ 3 3 down

­3

Extension: if you are combining

translations then just add the vectors!

99
Transformations: rotations
1) Draw a North arrow on tracing paper at centre of rotation
2) Hold pencil on arrow and turn paper clockwise/anti­clockwise the
desired number of degrees (90, 180 or 270)
3) Re­draw shape in new position
Example:
Rotate triangle 900 clockwise centre (0, 0).

900

100
 Transformations: reflections
1) Draw on line of reflection
2) Count distance from each point of the shape to line of reflection
3) Count the same amount on the other side of the line of reflection

Example: Lines you should know ...

Reflect shape P in the line x = ­ 1
y=x
x=­1

y=0
3 3

y=­x
x=0

101
Transformations: enlargements
1) Draw an (x, y) table
2) Count from centre of enlargement to each point on shape
3) Multiply values in table by s.f.
4) Plot new points from centre of enlargement
Example:

On the grid, enlarge the triangle by scale factor ­ 1.5, centre (0, 2)

­6 2 x ­1.5 x ­1.5

4
­3 jumps from centre
x y

­6 4 2 ­3
­6 4 0 0
­3 2 2 ­3

102
Coordinate geometry: Basic graphs
1) x = a is a horizontal line
2) y = a is a vertical line

Example 1: Example 2:
Draw the line x = ‐1 Draw the line y = 4

103
Coordinate geometry: plotting graphs
1) Table of values (use x­values from question)
2) Sub x into equation to find y­values ­ use ( ) on calculator
3) Plot each pair as a straight line
4) Join with a ruler
Example 1:
Draw the line y = 2x + 4 for values of x from ‐2 to 3

104
Graphing linear inequalities
Approach this question one inequality at a time and do the following:

1) Rearrange each equation to the form y = mx + c

2) Use a table of values to plot each line on the graph

3) For y > or y < use

For y ≤ or ≥ use

4) For y > or y ≥ hatch above the line

5) For y < or y ≤ hatch below the line

6) The area with all hatched sides is the region you need.
Example:
On the grid below, show by shading, the region defined by the
inequalities below. Mark this region with the letter R.
x+y<6 x ≥ ­1 y>2
rearrange: shade right shade above

shade below

x + y < 6 x ≥ ­1

R
y>2

105
Coordinate geometry: y = mx + c
In the form
y = mx + c
gradient y­intercept

Example 1:
Find the gradient and y‐intercept of the line y = 2x ‐ 3

Example 2:
Find the gradient and y‐intercept of the line y = 5 ‐3x

Example 3:
Find the gradient and y‐intercept of the line 2y ‐ 3x = 6

needs to be rearranged
to make y the subject

106
Coordinate geometry: gradient
For any two points (x1, y1) and (x2, y2), which may be given or
identified from a graph of a straight line.
Gradient:

m=

Example 1:
Find the gradient of the line segment joining (2, ‐2) and (0, ‐6)

Example 2:
The line segment joining (5, ‐2) and (8, c) has a gradient of 3.
Find the value of c.

107
Coordinate geometry: Length of a line
For any two points (x1, y1) and (x2, y2), which may be given or
identified from a graph of a straight line.
Length of a line (distance between two points):
d=

Example 1:
Find the length of the line segment joining (2, ‐2) and (0, ‐6)

Example 2:
The length of the line segment joining (1, 2) and (16, p) is 17.
Find the possible values of p.

108
Coordinate geometry: Midpoint of a line
For any two points (x1, y1) and (x2, y2), which may be given or
identified from a graph of a straight line.
Midpoint of a line:

Example 1:
Find the midpoint of the line segment joining (2, ‐2) and (0, ‐6)

Example 2:
M(1, 5) is the midpoint of PQ. The coordinates of P are (‐2, 3),
find the coordinates of Q.

109
Coordinate geometry: Equation of a line

To use the formula you need...

gradient
pair of coordinates
Example 1 (given gradient and a point):
Find the equation of the line with gradient 2 that passes
through the point (4, ‐2).

Example 2 (given two points):

Find the equation of the line that passes through the points
(5, 7) and (3, ‐1). We aren't given the gradient
so use
m=

You can use either pair of

coordinates here

Example 3 (in the form ax + by + c = 0):

Find the equation of the line that passes through the points
(‐5, 3) and (7, 5). Leave your answer in the form ax + by + c = 0

always multiply by the denominator to clear the

fraction before you expand the brackets!

110
Coordinate geometry: parallel and
perpendicular lines
If m = a To use the formula you need...
Gradient of parallel line = a gradient
Gradient of perpenducular line = ­1 pair of coordinates
a
Example 1:
y = ‐5x + 3
a) Write down the equation of a line that is parallel
b) Write down the equation of a line that is perpendicular

The + c can take any value as the

question asks for the equation of
any line that is parallel or
perpendicular.
Example 2:
Find the equation of the line that is parallel to y = 2x ‐ 1 and
passes through the point (1, 8).

Use to find
the equation of a line that goes
through a specific point.

Example 3:
Find the equation of the line that is perpendicular to
x + 4y − 6 = 0 and passes through the point (1, 8).

Need to rearrange into y = mx + c

form to identify the gradient.

Perpendicular gradient is negative

reciprocal

111
Coordinate geometry: finding the
equation from the graph
1) horizontal line: x = a

2) vertical line: y = a

3) For all other lines:

­ choose two points and use the gradient formula
­ locate y­intercept
­ sub into y = mx + c
Example 1: Example 2:

112
Equation of a circle

x2 + y2 = r2 where centre is (0, 0)

circumference
ius
Rad

Diameter

113
Equation of tangent to a circle
1) Find gradient of radius from centre to Gradient:
point

2) Find perpendicular gradient (­1 ÷ ANS)

3) Sub values into

Example:
Note: centre of the circle is always (0, 0)
T is a circle with equation x2 + y2 = 9
P(5, 2) is a point on T.
Find an equation of the tangent to T at the point P.
P(5, 2)
Gradient of radius: Equation of tangent:
(0, 0)

Gradient of tangent:

114
CIRCLE THEOREMS

115
CIRCLE THEOREMS
Example 1: Find value of missing angle
F
B, C and D are points on the circumference of
a circle, centre O.
D C ABE and ADF are tangents to the circle.
Angle DAB = 30°
Angle CBE = 70°
O
Work out the size of angle ODC.
30o
A 70o Give a reason for each stage in your working.
B E

Maths Reason

< ODA = <OBA = 90 angle between radius and tangent is 90o

<DOB = 360 ­ 90 ­ 90 ­ 30 = 150 angles in a quadrilateral add up to 360o

<DCB = 150 = 75 angle at the centre is twice the angle at

2 the circumference

reflex <DOB= 360 ­ 150 = 210 angles around a point add up to 360o

<OBC= 90 ­ 70 = 20 angle between radius and tangent is 90o

<ODC= 360 ­ 75 ­ 20 ­ 210 = 55 DOBC is a quadrilateral, angles in a

quadrilateral add up to 360o

Answer = 55o

116
CIRCLE THEOREMS
Example 2: Find expression for missing angle

Maths Reason

< OAT = <OBT = 90 angle between radius and tangent is 90o

<AOB = 360 ­ 90 ­ 90 ­ 2x angles in a quadrilateral add up to 360o

= 180 ­ 2x
<ACB = 180 ­ 2x angle at the centre is twice the angle at
2 the circumference

= 90 ­ x

117
Graph Transformations
Outside Bracket ⇒ changes y ⇒ expected

Inside Bracket ⇒ changes x ⇒ opposite

f(x + a) (x ­ a, y) Special Cases(learn!):

f(x) + a (x, y + a) y = f(­x) ⇒ reflection in y­
f(ax) (x/a, y) axis
af(x) (x, ay)
y = ­ f(x) ⇒ reflection in x­
Example: axis
Sketch the graph of the following:
a) y = f(x ‐ 3) inside - changes x - opposite

b) y = 2f(x) outside - changes y - expected

c) y = ‐f(x) special case - reflection in x-axis

The shape of the graph will stay the same.

118
Trigonometric graphs

119
Types of graphs

Quadratic Cubic
2 3
y=x or y = ­ y=x or y=­
2 3
x x

Reciprocal
Exponential
x x y = a/x or y = ­ a/x
y=a or y = ­a

120
Column vectors
• Column vectors are used to describe translations
• You may need to do calculations with them too!
Example 1:

a) Write down as a + b as a column vector

­2 ­2 + 5 = 3
+ 5 =
3 ­1 3 + ­1 2

b) Write down as 2a ­ b as a column vector

2 ­23 ­ ­15 = ­46 ­­ ­15 = ­97

Example 2:
Given that , from the point P, draw the vector c
5 right and 4 down

Remember to
­4 label the direction
c too!

121
Vectors
1) Write down the route you can take e.g. AD = AB + BD
2) Use vectors to describe the journey
3) Add any new vectors to your diagram
NOTE: vectors are the same if they are parallel, equal in length and go in the
same direction (if they face the other direction add a minus in front)
Example:

OAB is a triangle.
M is the midpoint of OA.
N is the midpoint of OB.
Show that AB is parallel to MN.

To show vectors are parallel (or lie on a straight line) you must show
that one is a multiple of the other.
To find AB: To find MN:

AB = AO + OB MN = MO + ON MN = 0.5(AB)

MN = ­ 0.5m + 0.5n MN is a multiple of AB

AB = ­ m + n
parallel
MN = 0.5(­ m + n)

122
Congruent triangles
When two triangles are congruent they will have one of the
following properties:
1) Three sides are the same (SSS rule):

The three sides of the first triangle are equal to the three sides of the

second

triangle.

2) Two sides and one angle are the same (SAS rule):

Two sides of the first triangle are equal to two sides of the second

triangle and the

included angle is equal.

3) Two angles and one side are the same (ASA rule):

Two angles in the first triangle are equal to two angles in the second

triangle and

one corresponding side is equal.

4) Right­angle, hypotenuse and side are the same (RHS rule):

In two right­angled triangles, the length of the hypotenuse and one side

of one triangle, is equal to the length of the hypotenuse and

corresponding side of the other triangle

123
Bearings
N
1) Measure clockwise
2) Measure from direction of North
3) Write as a 3 digit value

NOTE: always draw a diagram!

Example 1: Measuring a bearing

A ship is on a bearing of 0500 from A.

this is where you start

Example 2: Calculating a bearing

The diagram shows the position of two airplanes, P and Q.
The bearing of Q from P is 070⁰.
Calculate the bearing of P from Q.
this is where you start
The North lines are parallel, so
use the facts you know about
angles on parallel lines
180 ­ 70 = 110
co­interior angles add up to 180

Bearing of P from Q = 360 ­ 110 = 250

angles around a point add up to 360

Answer = 250o

124
Circle theorem proofs

125
Circle theorem proofs

126
Circle theorem proofs

127
Circle theorem proofs

128
Circle theorem proofs

129
130
other useful formulae:

131
other useful formulae:

132
key notes:

133
key notes:

134
key notes:

135