CAMBRIDGE LOWER SECONDARY MATHEMATICS 9: TEACHER’S RESOURCE

Learner’s Book
answers
Unit 1 Getting started
1 a 144 b 9 8 a The square root of any integer between
c 125 d 4 16 and 25 is a possible answer.
b The square root of any integer between
2 a 512 b 128 144 and 169 is a possible answer.
3 a 157 b 153 9 a 14
4 a 4 and 3000 and 225 b 6
b All of them. 10 a i 1 ii 2 iii 3
5 10 6
b ( 5 + 1) × ( 5 − 1) = 4, and so on

Exercise 1.1 c ( N + 1) × ( N − 1) = N − 1
d Learner’s own answer.
1 a integer 3 b irrational
11 a No. It is not a repeating pattern.
c irrational d integer 7
b Learner’s own answer.
e irrational
5 Reflection:
2 a 1, 7 , −38 and − 2.25 are rational.
12
a i true   ii true  iii false
b 200 is the only irrational number. b No. It might be a repeating pattern or it
3 a integer b surd c surd might not.
d integer e integer f surd
Exercise 1.2
4 a irrational because 2 is irrational
1 a 3 × 105 b 3.2 × 105
b rational because it is equal to 4 = 2
c 3.28 × 105 d 3.2871 × 105
c irrational because 3 4 is irrational
2 a 6.3 × 107 b 4.88 × 108
d rational because it is equal to 3 8 = 2
c 3.04 × 106 d 5.2 × 1011
5 a Learner’s own answer. For example:
2 and − 2 . 3 a 5400 b 1 410 000

b Learner’s own answer. For example: c 23 370 000 000 d 87 250 000
2 and 2 − 2 4 Mercury 5.79 × 107 km; Mars 2.279 × 108;
6 a i 4 ii 6 Uranus 2.87 × 109

iii 10 iv 6 5 a Russia b Indonesia

b They are all positive integers. c The largest country is approximately 9
times larger than the smallest country.
c Learner’s own answer.
d Learner’s own answer. 6 a 7 × 10−6 b 8.12 × 10−4
c 6.691 × 10−5 d 2.05 × 10−7
7 a 7² = 49 and 8² = 64
b 4³ = 64 and 5³ = 125

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 CAMBRIDGE LOWER SECONDARY MATHEMATICS 9: TEACHER’S RESOURCE

7 a 0.0015 b 0.000 012 34 1 1

7 a 36 b c 1 d
36 216
c 0.000 000 079 d 0.000 900 3
1
8 a b
1   c
    1 d 1
8 a 30 b 9.11 × 10−25 kg 81 225 400
1 1
9 a z b y 9 a i 2 ii 4 iii 9
4 9

10 a 65 is not between 1 and 10. b i x=5 ii x = 10

b 6.5 × 105 10 a i 3 5
ii 39
c 4.83 × 107 iii 310 iv 36
11 a 1.5 × 10−2 b i 3 ii 3−1 iii 32
b 2.73 × 10−3 iv 3−2 v 3−3
c 5 × 10−8 c Learner’s own answers.
d Learner’s own answers.
12 a 6.1 × 106
b 6.17 × 105 11 a b 52
56   c 5−2 d  5−6
c 1.75 × 105 12 a 6−1 b 73
13 a 7.6 × 10−6 c 11−10 d 4−4
b 8.02 × 10−5 13 a x=4 b x=6
c 1.6 × 10 −7 c x = −2 d x=5
14 a i 7 × 106 ii 3.4 × 107 14 a i 22 ii 43
iii 4.1 × 10−4 iv 1.37 × 10−3 iii 51 or 5 iv 23
b To multiply a number in standard form by b Learner’s own answers.
10, you add 1 to the index. c Learner’s own answers.
c To multiply a number in standard form
15 a 6−3 b 9−1
by 1000, you add 3 to the index. To divide
a number in standard form by 1000, you c 15−4 d 10−5
subtract 3 from the index.
16 a 25 b 87
Reflection: You can compare them easily. You c 5−6 d 122
can write the number without using a lot of zeros.
You can enter them in a calculator. 17 a 26 b 2−6 c 36
d 3−6 e 93 f 9−3
Exercise 1.3
1 a 1
b
1
c
1 Check your progress
4 8 81
1 1 1 1 a rational b irrational
d    e f
    
216 10 000 32 c rational d irrational
2 3 , 2 and 4 are equal, 5 , 6
−3 −4 −2 −1 0
e rational
3 a 2−1 b 2−2 c 26 2 a rational because it is equal to 25 = 5
d 2 −6
e 2 0
f 2 −3
b irrational because it is 3 + 7 and 7 is
4 a 102 b 103 c 100 a surd

d 10−1 e 10−3 f 10−6 3 n=3

5 a 64−1 b 8−2 4 a 8.6 × 1010 b 6.45 × 10−6

c 4−3 d 2−6 5 C, D, A, B
6 a 3 or 9 or 81
−4 −2 −1
6 a
1
b
1
c
1
49 81 128
b The three ways in part a.

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 CAMBRIDGE LOWER SECONDARY MATHEMATICS 9: TEACHER’S RESOURCE

7 a 53 b 50 c 5−2 4 a Learner’s own answers.

8 a 65 b 12−5 For example: Part a is incorrect as −32
should be written as (−3)2, which is 9 and
c 4−6 d 152 not −9; part b is incorrect as (−2)3 is −8
and not 8.
Unit 2 Getting started
b Learner’s own answer.
x
1 +7
3 5 a 
x = 1 and y = 14, x = 2 and y = 11, x = 3 and
12
5 y=6
2 a 32 × 34 = 36 b = 53
59 b Learner’s own answer. For example:
c (7 ) = 710
2 5
x = −4 and y = −1, x = −5 and y = −10,
x = −6 and y = −21
3 a x2 + 2x b 12y2 − 21yw
c Learner’s own answer. For example:
4 a 4(x + 3) b 2x(2x + 7) x = −1 and y = 14, x = −2 and y = 11,
x = −3 and y = 6 or x = 4 and y = −1,
17
5 a or 1 5 b 6
or 11 x = 5 and y = −10, x = 6 and y = −21
12 12 5 5
6 a 4( m + 2 p ) = 4( 2 + 2 × −4 )
F
6 a F = 25 b a= = 4( 2 − 8)
m
c a=6 = 4 × −6
= −24
Exercise 2.1 b p3 − 3mp = ( −4 )3 − 3 × 2 × −4
1 a x − 2y = 3 − 2 × 5 = −64 + 24
= 3 − 10 = −40
= −7  p
5 5
 −4 
 m  + ( p ) =   + ( −4 )
3 3
c
2
b x3 + xy = 33 + 3 × 5
= 27 + 15 = ( −2 )5 − 64
= 42 = −32 − 64
= −96
10 x 10 × 3
= (5 ) −
2
c y2 − 7 a 21 b 36 c 16
y 5
30 d 64 e 68 f −18
= 25 −
5 g 14 h −25 i −7
= 25 − 6 j 82
= 19
Activity 2.1
2 a 9 b 4 c 9
Learner’s own answer.
d 8 e 8 f 30
g 5 h 47 i −30 8 Learner’s own counter-examples.
j −4 a For example: When x = 2,
3x2 = 3 × 22 = 3 × 4 = 12, and
3 a Learner’s own answers. For example: (3x)2 = (3 × 2)2 = 62 = 36, and 12 ≠ 36
i a = 3, b = 10, c = 12, d = 2 b For example: When y = 2, (−y)4 = (−2)4 = 16
ii a = −3, b = −10, c = −12, d = −2 and −y4 = −24 = −16, and 16 ≠ −16
iii a = 3, b = 4, c = −36, d = 3 c For example: When x = 3 and y = 4,
2(x + y) = 2(3 + 4) = 2 × 7 = 14 and
b Learner’s own answers.
2x + y = 2 × 3 + 4 = 10, and 14 ≠ 10
c Learner’s own answers.
9 a 26
b 49

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 CAMBRIDGE LOWER SECONDARY MATHEMATICS 9: TEACHER’S RESOURCE

2
10 5a 2 − 9( b − a ) + 5
+ 7ab = 5 × ( −2 )2 − 9( −1 − −2 ) + c Length of rectangle = x + 5 = 3 + 5 = 8
b
Width of rectangle = 2x = 2 × 3 = 6
2
5
+ 7 × −2 × −1 Perimeter = 2 × length + 2 × width =
( −1)
2 × 8 + 2 × 6 = 28
2
= 5 × 4 − 9 ×1+ + 14 Area = length × width = 8 × 6 = 48
−1
= 20 − 9 − 2 + 14 d Perimeter = 6x + 10 = 6 × 3 + 10 = 28
= 23 Area = 2x2 + 10x = 2 × 32 + 10 × 3 =
18 + 30 = 48
−5a 9 −5 × −2
− 6a3 − ( ab )4 + 2 3
= − 6( −2 )3 − e Learner’s own answer.
b b −a −1
9 5 a i P = 2x + 10
( −2 × −1)4 + 2 3
( −1) − ( −2 ) ii A = 3x + 6
10 9 iii When x = 4, P = 18 and A = 18
= − 6 × −8 − ( 2 )4 +
−1 1+ 8
b i P = 2y − 4
9
= −10 + 48 − 16 + ii A = 4y − 24
9
= 22 + 1 iii When y = 10, P = 16 and A = 16
= 23 c i P = 4n + 8
ii A = n2 + 4n
Reflection: Learner’s own answers.
iii When n = 6, P = 32 and A = 60
Exercise 2.2 d i P = 2p2 + 8p
ii A = 4p3
1 a n+5 b 5n − 5
iii When p = 2, P = 24 and A = 32
n
c +5 d 5(n + 5)
5 6 a i 2 red + 2 yellow = 4 green;
n −5
both = 8x + 4
e f 5−n
5 ii 3 red + 3 yellow = 6 green;
2 a 7x b 20 − x both = 12x + 6

x iii 4 red + 4 yellow = 8 green;

c 2x + 9 d −4 both = 16x + 8
6
100 b n red + n yellow = 2n green (or similar
e x2 f explanation given in words)
x
g 5(x − 7) h x c i 6 red + 2 yellow = 12 blue;
3 both = 12x + 12
i x3 j x
ii 9 red + 3 yellow = 18 blue;
k (3x)2 + 7 or 9x2 + 7
both = 18x + 18
l (2x)3 − 100 or 8x3 − 100
iii 12 red + 4 yellow = 24 blue;
3 a i 2x + 2y ii xy both = 24x + 24
b i 6x + 2y ii 3xy d 3n red + n yellow = 6n blue (or similar
explanation given in words)
c i 6x + 4y ii 6xy
e Learner’s own answer.
d i 4x ii x2
e i 8x ii 4x2 7 a (3w)2 = 36, 2v(3v − 2w) = 30, 5w(w + v) = 50
f i 2x2 + 4x ii 2x3 b 116
c (3w)2 + 2v(3v – 2w) + 5w(w + v) =
4 a Perimeter = 2(x + 5) + 2(2x) =
9w2 + 6v2 − 4vw + 5w2 + 5vw =
2x + 10 + 4x = 6x + 10
14w2 + vw + 6v2
b Learner’s own answer.
d 116

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 CAMBRIDGE LOWER SECONDARY MATHEMATICS 9: TEACHER’S RESOURCE

8 a 3a2 − 7b = 61, 8b – 3a = 31, a2 + 6b = 37, 2 a m14 b n12 c p7

4(a + 3b) = 4 d q5 e r3 f t5
b 133 g x21 h y10 i z12
c 3a − 7b + 8b − 3a + a + 6b + 4(a + 3b) =
2 2
j 5t7 k 5g2 l −h9
4a2 + 7b − 3a + 4a + 12b = 4a2 + a + 19b
d 133 3 a Sofia is correct. x2 ÷ x2 = x2−2 = x0 = 1

e 11 b Learner’s own answer.

f Not valid because although the perimeter c x2 ÷ x2 = 1

is positive, three of the side lengths are d All the answers are 1. Learner’s own
negative, which is not possible. explanations. For example:
9 a 2(3x2 + 4) + 2(5 − x2) or When simplified, all the expressions have
3x2 + 4 + 3x2 + 4 + 5 − x2 + 5 − x2 an index of 0, and anything to the power
of 0 = 1.
b 2(3x2 + 4)  + 2(5 − x2) =
6x2 + 8 + 10 − 2x2 = 4x2 + 18 = 2(2x2 + 9) or Any expression divided by itself, always
gives an answer of 1.
or 3x2 + 4 + 3x2 + 4 + 5 − x2 + 5 − x2 =
4x2 + 18 = 2(2x2 + 9) 4 a 6x5 b 12y9 c 30z7
c Arun is correct. Learner’s own d 4m7 e 4n13 f 8p3
explanation.
5 a Learner’s own answer.
For example: The variable x only appears
b Learner’s own answer.
in the expression for the perimeter when
it is squared. When you square 2 and −2 c Learner’s own answer.
you get the same answer. Sasha’s method would be easiest to use to
or: 2(2(−2)2 + 9) = 2(2 × 4 + 9) = simplify these expressions:
2(8 + 9) = 34 2
4x5 ÷ 6x3 = 3 4 x3 = 2x ,
5 2

6x 3
and 2(2(2)2 + 9) = 2(2 × 4 + 9) =
2(8 + 9) = 34 3
12 y7 3y
12y7 ÷ 8y6 = 2
= and
8 y6 2
10 a Side length = 25 = 5 cm,
Perimeter = 4 × 5 = 20 cm 6 z9 z5
6z9 ÷ 36z4 = 6 = .
b Side length = 49 = 7 cm, 36 z 4 6
Perimeter = 4 × 7 = 28 cm 6 a 3q4 b 3r4 c 3t6
c Perimeter = 4 × x or 4 x d 2u5 e 2v4 f 5w
11 a Volume = x 3
7 a D 1 x3 b A 2 y6
2 5
b Side length = 3 y 5
c C k d B 31
3 3
Exercise 2.3 8 a Arun is correct. Learner’s own
1 a x ×x = x
4 5 4+5
b y ×y = y
2 4 2+ 4 explanation. For example:

=x 9
= y6 (3x2)3 = 33 × (x2)3 = 27 × x6 = 27x6
or (3x2)3 = 3x2 × 3x2 × 3x2 =
c u8 ÷ u 6 = u8− 6 d w 5 ÷ w = w 5 −1 3 × 3 × 3 × x2 × x2 × x2 = 27 × x6 = 27x6
= u2 = w4 or (3x2)3 means everything inside the
bracket must be cubed. That means the 3
e (g ) 3 2
= g 3× 2 f (h )
5 12
= h5 ×12 must be cubed as well as the x2.
= g6 = h60 b i 16x10 ii 125y12
g 5m3 + 3m3 = 8m3 h 8n2 − n2 = 7n2 iii 16z28

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 CAMBRIDGE LOWER SECONDARY MATHEMATICS 9: TEACHER’S RESOURCE

Activity 2.3 4 a y2 + 6y + 8 b z2 + 14z + 48

a Learner’s own spider diagram. c m2 + m − 12 d a2 − 7a − 18

b There are many possible expressions. e p2 − 11p + 30 f n2 − 30n + 200

For example: 5 a The plus at the end would change
3x × 12x
2 10 to a minus and the 9 changes to a 1.
x2 + 1x − 20
4x8 × 9x4
b The plus at the end would change to
36x14 ÷ x2 a minus and the 9 changes to a −1.
72x20 ÷ 2x8 x2 − 1x − 20
c The plus in the middle would change to a
(6x6)2
minus. x2 − 9x + 20
36(x3)4
d i (x + A)(x + B) = x2 + Cx + D
c Learner’s own answers. ii (x + A)(x − B) = x2 + Cx − D
1 iii (x − A)(x + B) = x2 − Cx − D
9 a q−3 = b r−2 = 12
q3 r
iv (x − A)(x − B) = x2 − Cx + D
c t
−5
= 15 d v−1
=1 6 a C w2 + 12w + 27 b A x2 + 2x − 35
t v

A and iii, B and iv, C and i, D and vii,

10 a  c B y2 − 2y − 48 d A z2 − 9z  + 20
E and vi, F and v. 7 a (x + 2)2 = (x + 2)(x + 2)
b Learner’s own answer. Any expression = x2 + 2x + 2x + 4
1
that simplifies to give . = x2 + 4x + 4
6 y7
5 y2 b (x − 3)2 = (x − 3)(x − 3)
For example:
30 y9
= x2 − 3x − 3x + 9
Reflection: Learner’s own answers.
= x2 − 6x + 9
Exercise 2.4 8 a i y2 + 10y + 25
ii z2 + 2z + 1
1 a (x + 4)(x + 1) = x + 1x + 4x + 4
2
iii m2 + 16m + 64
= x + 5x + 4
2
iv a2 − 4a + 4
b (x − 3)(x + 6) = x2 + 6x − 3x − 18 v p2 − 8p + 16
= x2 + 3x − 18 vi n2 − 18n + 81
b (x + a)2 = x2 + 2ax + a2
c (x + 2)(x − 8) = x2 − 8x + 2x − 16
9 a (x + 3)(x − 3) = x2 + 3x − 3x − 9 = x2 − 9
= x 2 − 6x − 16
b i x2 − 4
d (x − 4)(x − 1) = x2 − x − 4x + 4 ii x2 − 25
= x2 − 5x + 4 iii x2 – 49
2 a x2 + 10x + 21 b x2 + 11x + 10 c There is no term in x, and the number
term is a square number.
c x2 + 2x − 15 d x2 + 4x − 32
d x2 − 100
e x2 − 9x + 14 f x2 − 14x + 24
e x2 − a2
3 a Learner’s own answers and explanations.
b Learner’s own answers and explanations. Activity 2.4
c Learner’s own answer. a ① 33 × 29 = 957, ② 28 × 34 = 952,
③ 957 − 952 = 5

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 CAMBRIDGE LOWER SECONDARY MATHEMATICS 9: TEACHER’S RESOURCE

b ① 16 × 12 = 192, ② 11 × 17 = 187, 1 2
+
3
= + =
2 5
5 a
③ 192 − 187 = 5 2 6 6 6 6

c The answer is always 5. 1+ 2 3 1

b = =1
2 2 2
d n n+1 5 1
c ≠1
6 2
n+5 n+6
d She cannot cancel the 3 with the 6,
because the expression is 3x + y, all
e ① (n + 5)(n + 1) = n2 + 6n + 5,
divided by 6, not just 3x divided by 6.
② n(n + 6) = n2 + 6n, x y 3x y 3x + y
+ = + =
③ n + 6n + 5 − (n + 6n) =
2 2 2 6 6 6 6
n2 + 6n + 5 − n2 − 6n = 5 e Learner’s own answer.
The answer is always 5. f i correct
Learner’s own answer. ii incorrect. Learners should show that
4x − y
Exercise 2.5 the correct answer is
10
iii correct
2x 4x
1 a b iv incorrect. Learners should show that
5 7
9x − 8
8 the correct answer is
c d x 20
x
a+b 5a + 9b
2x 4 6 a i ii
e f 5 12
5 x
2a + 9 ab + 12
iii iv
2 y 3y 4 y 3y 7y 15 4b
2 a + = + =
5 10 10 10 10 3ab + 40 8ab + 27
v vi
10b 18b
2 1 10 1 9
b − = − =
5 y 25 y 25 y 25 y 25 y b Learner’s own checks.
3y 3y
c
4
d
8
Activity 2.5
11 3y
Learner’s own answers.
e 9y
f
14 6×3+ 2 18 + 2 20
7 a = = = 10
2 2 2
a a 5a 2 a b b 3b 4b
3 a + = + b + = + b 3 × 3 + 1 = 9 + 1 = 10
2 5 10 10 4 3 12 12
5a + 2 a 3b + 4b
= = c 10 = 10
10 12
7a 7b d Learner’s own explanation. For example:
= =
10 12 He factorises the bracket to give
2 × bracket, which is then divided by 2.
5 2 25 14 5d 3d 25d 18d
c + = + d − = − The × 2 and ÷ 2 cancel each other out,
7c 5c 35c 35c 6 5 30 30
25 + 14 25d − 18d leaving just the bracket.
= =
35c 30 e When x = 3, 6 × 3 + 1 = 18 + 1 = 19, 19 ≠ 10,
39 7d
= = so the answer is wrong.
35c 30
Learner’s own explanation. For example:
7e 2e 21e 16e 9 3 18 15 The expression shows that 6x + 2 must all
e − = − f − = −
8 3 24 24 10 f 4f 20 f 20 f be divided by 2.
21e − 16e 18 − 15
= =
24 20 f Arun has only divided the 2 in the
=
5e 3 numerator by 2, and not the 6x by 2 as well.
24 =
20 f f Learner’s own answer.
4 a A, D, F b B, C, E
8 a 2x + 1 b x+2
x
c G; the answer is c 2x − 3 d 2x − 5
3

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 CAMBRIDGE LOWER SECONDARY MATHEMATICS 9: TEACHER’S RESOURCE

9
6 x − 4 20 x + 25 2(3x − 2 ) 5( 4 x + 5 )
+ = + = 4 a Ben’s age is x + 2, Alice’s age is x − 6
2 5 2 5
b T = 3x − 4 c T = 53
3x − 2 + 4x + 5 = 7x + 3
T +4
d x= e x = 22
10 a 2(x + 3) = 2 × x + 2 × 3 = 2x + 6 3

b Learner’s own choice and explanation. 5 a v = 87 b v = 125

c i 2(x + 3) or 2x + 6 c u = 27 d u = 46
ii 2(x + 2) or 2x + 4 e t = 10 f a=2
iii 4(x − 3) or 4x – 12 6 a 20% b 60%
iv 3(1 − 3x) or 3 − 9x c 125%
Reflection: Learner’s own answers. 7 a 65 kg b 49.1 kg (1 d.p.)
c 95.9 kg (1 d.p.) d 57.3 kg (1 d.p.)
Exercise 2.6
y−z
1 a S = 60M b S = 900 8 a i B x=
2

S 2( y + 3h )
c M= d M = 22.5 ii C x=
60 5

2 a i F = 60 ii F = −78 iii A x = 7k(y − 6)

F iv C x = 3ny + m
b m = , m = 12
a w−y
v A x=
F 7
c a= , a = −1.75
m b Learner’s own answer.
3 a m−9
9 a t= b t = 5(k + m)
7
3D Shape Number Number Number 9q + w
of faces of of c t = pv − h d t=
5
vertices edges
10 a A = a2 + bc
Cube 6 8 12
b A = 49.5
Cuboid 6 8 12
c A = a2 + bc, A − bc = a2, a = A − bc
Triangular
5 6 9 d a=8
prism
A
Triangular- 11 a 78.5 cm b r=
π
based 4 4 6
c 6.25 cm
pyramid
Square-based 12 a l = 3V b 2 cm
5 5 8
pyramid 13 Sasha is correct as 30 °C = 86 °F and
86 °F > 82 °F (or 82 °F = 27.8 °C and
b E = F + V − 2, or any equivalent version
27.8 °C < 30 °C).
c V=E−F+2
14 a She is not underweight as her BMI is
i V=6 ii V=7
20.05, which is greater than 18.5.
d c i is a pentagonal-based pyramid and
b 3.7 kg
c ii is a hexagonal-based pyramid
e F = E − V + 2, F = 0, it is not possible Check your progress
to have a shape with five edges and
seven vertices. 1 a 39 b 161
f Learner’s own answer. c 12
2 perimeter = 16x + 8,
area = 5x(3x + 4) = 15x2 + 20x

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 CAMBRIDGE LOWER SECONDARY MATHEMATICS 9: TEACHER’S RESOURCE

3 a x5 b q6 c h10 c 320 ÷ 101 = 320 ÷ 10 = 32

d 15m9 e 2u2 f 3p2 d 320 ÷ 100 = 320 ÷ 1 = 320
4 a x2 + 7x + 10 b x2 + x − 12 6 a 2.7 b 0.45
c x − 3x − 54
2
d x – 14x + 40
2
c 0.36 d 0.017
e x − 64
2
f x − 12x + 36
2
e 0.08 f 0.0248
2x 2y g 9 h 0.0025
5 a b
3 15
7 a Learner’s own answer.
12 x − y
c d 3x − 5 b i 6.8 ÷ 10−3 = 6800
20
x−y 2
6 a x = 31 b z= , z=6 ii 0.07 ÷ 10−4 = 700
5
c y = ± x − 5z , y = ±6 c Learner’s own answer.
d Learner’s own answer. For example: An
Unit 3 Getting started alternative method is to realise that ÷ by
10−x and × by 10x are the same. So, in this
1 a 8 b 32.5 c 6 d 0.85 case 2.6 ÷ 10−2 = 2.6 × 102
e 90 f 625 g 700 h 32 e Learner’s own answer.

2 B 8 a 3.2 ÷ 103 = 3.2 ÷ 1000 = 0.0032

3 a 15.4 b 640 b 3.2 ÷ 102 = 3.2 ÷ 100 = 0.032

c 3.2 ÷ 101 = 3.2 ÷ 10 = 0.32
4 a $345 b $240
d 3.2 ÷ 100 = 3.2 ÷ 1 = 3.2
5 63.6 cm (3 s.f.)
2
e 3.2 ÷ 10−1 = 3.2 × 10 = 32

Exercise 3.1 f 3.2 ÷ 10−2 = 3.2 × 100 = 320

g 3.2 ÷ 10−3 = 3.2 × 1000 = 3200
1 a, D and ii; b, A and v; c, E and iv; d, C and i;
e, B and iii h 3.2 ÷ 10−4 = 3.2 × 10 000 = 32 000

2 a 3.2 × 103 = 3.2 × 1000 = 3200 9 a Yes. Learner’s own explanation.

b 3.2 × 102 = 3.2 × 100 = 320 b i greater ii the same

c 3.2 × 101 = 3.2 × 10 = 32 iii smaller

d 3.2 × 100 = 3.2 × 1 = 3.2 10 a 2.5 b 47 600

e 3.2 × 10−1 = 3.2 ÷ 10 = 0.32 c 70 d 8.5
f 3.2 × 10−2 = 3.2 ÷ 100 = 0.032 11 Do not tell anyone the secret!
g 3.2 × 10−3 = 3.2 ÷ 1000 = 0.0032 12 a i 400 ii 40
h 3.2 × 10−4 = 3.2 ÷ 10 000 = 0.000 32 iii 4 iv 0.4
3 a Yes. Learner’s own explanation. v 0.04 vi 0.004
b i smaller ii the same b Smaller
iii greater c Smaller
4 a 1300 b 7800 c 240 d i 0.12 ii 1.2
d 85 500 e 65 f 8000 iii 12 iv 120
g 17 h 0.8 i 0.085 v 1200 vi 12 000
j 0.45 k 0.032 l 1.25 e Larger

5 a 320 ÷ 103 = 320 ÷ 1000 = 0.32 f Larger

b 320 ÷ 102 = 320 ÷ 100 = 3.2 g Learner’s own answer.

9 Cambridge Lower Secondary Mathematics 9 – Byrd, Byrd & Pearce © Cambridge University Press 2021
 CAMBRIDGE LOWER SECONDARY MATHEMATICS 9: TEACHER’S RESOURCE

13 a c i 60 ii 30 iii 20
iv 15 v 12 vi 10
0.8 × 101 8 ÷ 100 d i Smaller ii Larger
e Learner’s own answer.
80 × 10–1 =8 0.08 ÷ 10–2
8 a False b True
c False d True
0.008 × 103 800 ÷ 102
9 He has made a mistake. The denominator is
0.12, not 1.2; he wrote the answer with only
b
one decimal place. Answer = 50.
32 ÷ 102 0.32 × 100 10 a 200 b 120
c 300 d 40
3.2 ÷ 101 = 0.32 320 ÷ 103 A and iv, B and v, C and vi, D and vii,
11 a 
E and iii, F and i
32 × 10–2 3.2 × 10–1 b Learner’s own answer. Any question that
gives an answer of 0.024. For example:
0.03 × 400 × 0.002
Activity 3.1
c Learner’s own answer.
Learner’s own answers.
12 Learner’s own answers and discussions.
Reflection: Learner’s own answers.
For example: 28 × 0.057 = 1.596,
Exercise 3.2 2.8 × 0.57 = 1.596, 28 × 5.7 = 159.6,
2.8 × 5.7 = 15.96
1 a 1.6 b −5.6 c −5.4
15.96 ÷ 0.57 = 28, 159.6 ÷ 0.57 = 280,
d 6 e 0.3 f −0.66 15.96 ÷ 28 = 0.57, 15.96 ÷ 280 = 0.057
g 3.6 h −0.44
13 a 123 × 57 = 7011
2 a 0.08 × 0.2 8 × 2 = 16 b i 701.1   ii 701.1   iii 70.11
8 × 0.2 = 1.6 0.08 × 0.2 = 0.016 iv 7.011 v 7.011   vi 0.070 11
b 0.4 × 0.007 4 × 7 = 28
14 a Learner’s own answer.
4 × 0.007 = 0.028 0.4 × 0.007 = 0.0028
b Learner’s own answer.
3 C, D, I, K (0.015); A, F, H, J (0.15); c i Estimate: 4 × 30 = 120
B, G, L (1.5); E (15) Accurate: 119.625
4 a 20 b −50 ii Estimate: 10 ÷ 0.2 = 50
c −30 d 600 Accurate: 62
60 × 4
e 40 f −400 iii Estimate: = 24 000
0.01
g 200 h −300 Accurate: 19 200
5 a 0.81 × 100 = 81 =9
0.09 × 100 9
15 a 0.2 ÷ 0.4 = 0.5 m

6.4 × 1000 6400 b 0.45 m

b 0.004 × 1000
= 4
= 1600
c Learner’s own answer.
6 a D b B c C d D
Exercise 3.3
7 a i 0.8 ii 2.4 iii 4
1 a 200 × 1.1 = $220 220 × 1.15 = $253
iv 5.6 v 7.2 vi 8.8
b 200 × 0.9 = $180 180 × 0.85 = $153
b i Larger ii Smaller
c 200 × 1.2 = $240 240 × 0.95 = $228

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 CAMBRIDGE LOWER SECONDARY MATHEMATICS 9: TEACHER’S RESOURCE

2 a Learner’s choice of who they think is c The population after 10 years.

correct, with reason. d Five years. 10 000 × 0.94 = 6561,
b Sofia is correct. 10 000 × 0.95 = 5904.9
Learner’s explanation. For example: 10% e 10 000 × 0.9n
of $800 is $80, so the value goes up to $880.
10% of $880 is $88, so the value goes down
Activity 3.3
to $792. The 10% decrease is greater than Learner’s own answers.
the 10% increase. It is not the same value.
c The coin is now worth less than $800. Exercise 3.4
Learner’s explanation. For example: The 1 a i 25, 26, 27, 28, 29, 30, 31, 32, 33, 34
10% decrease will be $80, but the 10% ii 25
increase will be less than $80 as it is 10%
of a smaller amount than $800. iii 34
$800 − $80 = $720, $720 + $72 = $792. b i 85, 86, 87, 88, 89, 90, 91, 92, 93, 94
d Learner’s own answer. ii 85
iii 94
3 a i 57.6 ii 57.6
c i 265, 266, 267, 268, 269, 270, 271, 272,
b =
273, 274
c i = ii =
ii 265
4 a–e Learner’s own answers. iii 274
5 a i 195 ii 64.4 d i 845, 846, 847, 848, 849, 850, 851, 852,
b i 630    ii  108.864 853, 854
ii 845
6 a 1.1235 b $67.41
iii 854
7 a i 72   ii 52.8
2 a 11.5, 11.6, 11.7, 11.8, 11.9, 12.0, 12.1,
b i 285 ii 48.412
12.2, 12.3, 12.4
8 a b
0.7216     $4618.24 b 11.5
9 A and iii, B and iv, C and i, E and ii,
a  c 12.4
F and v
3 a i 54.5, 54.6, 54.7, 54.8, 54.9, 55.0, 55.1,
b D and 0.81 55.2, 55.3, 55.4
10 a Zara is correct. 1.04 × 1.04 ii 54.5
is the same as (1.04)2, so iii 55.4
5000 × 1.04 × 1.04 = 5000 × (1.04)2
b 42 × 1.3 = 54.6 = $55
b 5000 × (1.04)3
4 a–c Learner’s own answers.
c 5000 × (1.04)4
d 8. The power on the 1.04 is the number of 5 a–c Learner’s own answers and discussions.
years. 6 a 3.5 ⩽ x < 4.5
e i 5000 × (1.04)12 b 11.5 ⩽ x < 12.5
ii 5000 × (1.04)20 c 355.5 ⩽ x < 356.5
iii 5000 × (1.04)n d 669.5 ⩽ x < 670.5
f 15 years
7 a 15 ⩽ x < 25 b 335 ⩽ x < 345
11 a i 10 000 × 0.9 c 4745 ⩽ x < 4755 d 6295 ⩽ x < 6305
ii 10 000 × 0.92
8 a 250 ⩽ x < 350 b 1850 ⩽ x < 1950
iii 10 000 × 0.93
c 4650 ⩽ x < 4750 d 7950 ⩽ x < 8050
b The population after 5 years.

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 CAMBRIDGE LOWER SECONDARY MATHEMATICS 9: TEACHER’S RESOURCE

9 Learner’s own answers and discussions. Exercise 4.1

a i 0.5 ii 5 iii 50
1 a 8 x = −30 + 14 b 15 − 10 x = 9
b The lower and upper bounds of a
8 x = −16 −10 x = 9 − 15
rounded number will always be +/− half
of the degree of accuracy. −16 −10 x = −6
x=
8 −6 3
10 a i 1555 cm ii 1565 cm x = −2 x= =
−10 5
b 1555 cm ⩽ x < 1565 cm
2y
c = 11 + 5 d 6 y + 3 y = 22 − 7
11 a i 171.5 cm ii 172.5 cm 3
9 y = 15
b 171.5 cm ⩽ x < 172.5 cm 2y
= 16 15
12 A, i and e; B, i and f; C, ii and b; D, iii and a;
3 y=
2 y = 16 × 3 9
E, ii and c; F, iii and d 5
2 y = 48 y=
3
Check your progress y=
48
= 24 2
2 y =1
1 a 74 500 b 12 3

c 0.046 d 59 2 a x = −11 b x = −3
e 0.0728 f 5 c y=4 d y=8
g 37 h 18 e a = −6 f a = −1
2 a −1.6 b 3.6 g x=2 h z=4
c −0.0028 d 600 3 a, b x = 15
e 300 f 9 c Learner’s own answers.
g 7.5 h 0.11 4 Learner’s own answers and explanations. For
3 $265.20 example:
a Substitute x = 26 back into the original
4 a i 20 000 × 1.08 equation and check that left hand
ii 20 000 × (1.08)2 side = right hand side.
iii 20 000 × (1.08)3 b When he expanded the bracket on the left-
b The value of the painting after 5 years. hand side he didn’t multiply the 8 by 2.

c The value of the painting after 20 years. When he brought the −3x to the left-hand
side he forgot to make it +3x.
d 6 years. 20 000 × (1.08)5 = 29 386.561 54,
20 000 × (1.08)6 = 31 737.486 46 When he brought +8 to the right-hand
side he forgot to make it −8.
e 20 000 × (1.08)n
c 2 x + 16 = 18 − 3 x
5 a i 7150 m2 ii 7250 m2 5 x + 16 = 18
b 7150 m2 ⩽ x < 7250 m2 5x = 2
2
Unit 4 Getting started x=
5
= 0.4

1 a x=5 b x=9 Check: When x = 0.4,

c y = 25 d y = 25 2(0.4 + 8) = 2 × 8.4 = 16.8 and
3(6 − 0.4) = 3 × 5.6 = 16.8
2 a 5 b 7 c 5, 6, 7
d Learner’s own answer.
3 a 2x > 10 b 4x < 36
5 a, b x = 13
c y + 5 ⩾ 13 d y − 5 ⩽ −11
c Learner’s own answers.

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 CAMBRIDGE LOWER SECONDARY MATHEMATICS 9: TEACHER’S RESOURCE

6 a
42
=7 b
12
= 15 Activity 4.1
c d
42 = 7c
i, ii and iii Learner’s answers and discussions.
12 = 15d
42 a 10x − 8 = 5x + 12, x = 4
=c 12
=d
7
b 12(x − 5) = 4(x + 1), x = 8
c=6 15

d=
12
=
4 c 5x − 4 = 2x + 20, x = 8
15 5 75
d 5= , x=8
x+7
21
c =7 126
e+2 e 9 = , x=7
2x
21 = 7(e + 2)
270
21 14 a 54 =
= e+2 x−4
7 b x=9
3= e+2
c 54 °, 54 °, 72 °
3− 2 = e
e =1 15 a Learner’s own problem. For example:
3 i A quadrilateral has sides of length
7 a a = 27 b b=7 c c = 3   d d = 11 x cm, 2(x + 1) cm, 3(x + 2) cm, and
4(x + 3) cm. The perimeter is 80 cm.
8 a, b, c and e Learner’s own answers and
Work out the value of x.
explanations.
1 3 1 ii The two shorter sides of a rectangle
d i x =14   ii x =6 iii x=− have side lengths of 6(3a − 4) and
4 5 5
3(4a − 3). Work out the value of a.
9 a i A + 10 ii A−6
iii There are x sweets in bag A. There are
b A + 10 = 2(A − 6) five fewer sweets in bag B than bag A.
c A = 22 The sweets in bag B are shared between
180 people. Each person gets 15 sweets.
10 a 2(x + 3) + 7x − 5 + 5(7 − x) = 48 OR How many sweets are in bag A?
4x + 36 = 48
b i x=6
b x=3
ii a = 2.5
c 12 cm, 16 cm, 20 cm
iii x = 17
11 a 9a = 4a + 20
b a=4 Exercise 4.2
c Triangle sides 12 cm, rectangle sides 7 cm 1 1 Work out x. 5 x − 3 = 2 x + 15
and 11 cm
5 x − 2 x = 15 + 3
12 a B and D 3 x = 18
1
b A x= ; B x = 15; C x = 8640; 18
15 x= =6
3
1
D x = 15; E x= 2 Work out y. y = 5x − 3
15
There are 15 sectors in the pie chart. = 5×6−3
13 a 85
=5 b
152
=8 = 30 − 3
y y+2
= 27
85 85
c = 5 → y = = 17 and 3 Check values are correct. y = 2x + 15
y 5
152 152 = 2 × 6 + 15
= 8→ = y + 2 → 19 = y + 2 → y = 17
y+2 8 = 12 + 15
d Learner’s own answer. = 27
4 Write the answers: x = 6 and y = 27
2 x = 5, y = 9

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 CAMBRIDGE LOWER SECONDARY MATHEMATICS 9: TEACHER’S RESOURCE

3 x = 4, y = 13 11 a
4 x = 7, y = −5 1 Add the two 2 Substitute x = 18
equations. into first equation
5 a y = 3x + 1 x 0 3 6 2x +   y = 50 2 × 18 + y = 50
y 1 10 19 + x − y =   4    y = 50 − 36

y=x+9 x 0 3 6 3x + 0y = 54   = 14
y 9 12 15 54 3 Check in second
3x = 54, x = = 18
3 equation
b y 18 − 14 = 4
20
y = 3x + 1 4 x = 18 and y = 14
18
16 b
y=x+9
14
1 Subtract the two 2 Substitute y = 9
12 equations. into first equation
10 x + 4y = 41 x + 4 × 9 = 41
8
− x + 2y = 23   x = 41 − 36
6
0x + 2y = 18 =5
4
2 18 3 Check in second
2y = 18, y = =9
2 equation
0 x
0 1 2 3 4 5 6 5 + 2 × 9 = 23
c (4, 13) 4 x = 5 and y = 9
d The coordinates give the solution of the c
equations; x = 4 and y = 13
e Learner’s own answer. For example: The 1 Subtract the two 2 Substitute y = 4
solution of simultaneous equations is the equations. into first equation
point of intersection of the straight-line 3x + 2y = 38 3x + 2 × 4 = 38
graphs. − 3x −   y = 26 3x = 38 − 8
6 a i x = 2, y = 6 0x + 3y = 12 30
3x = 30, x = = 10
ii x = 2, y = 6 3

b x = 2, y = 6 12 3 Check in second
3y = 12, y = =4
3 equation
c Learner’s own answers and explanations.
3 × 10 − 4 = 26
7 a i x = 2, y = 7
4 x = 10 and y = 4
ii x = 6, y = 2
b Learner’s own answers. 12 a Learner’s own answer.
8 a i x = 9, y = 4 b i x = 2, y = 3 i You can add or subtract. If you add,
you eliminate the ys, if you subtract
ii x = 10, y = 8 ii x = 4, y = 8 you eliminate the xs.
9 a x = 5, y = 2    b x = 16, y = 3 ii Subtract to eliminate the xs.
c x = 7, y = 4 d x = 3, y = 6 iii Add to eliminate the ys.
10 Sofia is correct, x = −3 and y = 6. Zara got the iv Subtract to eliminate the ys.
signs round the wrong way. b Learner’s own answer.

14 Cambridge Lower Secondary Mathematics 9 – Byrd, Byrd & Pearce © Cambridge University Press 2021
 CAMBRIDGE LOWER SECONDARY MATHEMATICS 9: TEACHER’S RESOURCE

c Learner’s own answer. For example: 5 a

Subtract to eliminate one of the letters 0 1 2 3 4
when the coefficients of that letter are the
same number and both positive or both b
negative. Add to eliminate one of the –1 0 1 2 3 4 5
letters when the coefficients of that letter c
are the same number and one positive and
one negative. –5 –4 –3 –2 –1 0
d i x = 9, y = 6 ii x = −3, y = 2 d
iii x = 8, y = 3 iv x = 9, y = 5 –4 –3 –2 –1 0

6 a x<3
Activity 4.2
b, c Learner’s own answers.
All answers should be x = 6, y = 18
7 a He has multiplied out the bracket
13 a x = 9, y = 4 b x = 5, y = −2
incorrectly.
c x = 2, y = 4 d x = 7, y = 1
3(x + 2) ⩽ 2x − 5
14 a x = 2, y = 2 3x + 6 ⩽ 2x − 5
b 3 × 2 + 2 = 6 + 2 = 8 and  3x − 2x ⩽ −5 − 6
4 × 2 + 2 × 2 = 8 + 4 = 12
x ⩽ −11
Reflection: Learner’s own answers.
b i x = −12

Exercise 4.3 3(−12 + 2) ⩽ 2 × −12 − 5

−30 ⩽ −29
1 a x⩽2 b x > −2
True
c x ⩾ 10 d x < −20
ii x = −11
e −2 ⩽ x < 2 f −10 < x ⩽ 15
3(−11 + 2) ⩽ 2 × −11 − 5
2 a
−27 ⩽ −27
0 1 2 3 4
True
b
iii x = −10
–5 –4 –3 –2 –1 0
3(−10 + 2) ⩽ 2 × −10 − 5
c
−24 ⩽ −25
–2 –1 0 1
False
d
For x ⩽ −11 the substitutions give values
–20 –15 –10 –5 0 that are true and when x > −11 it gives a
e false value.
8 a 4 ( 2 y + 3) − 5 y < 18 − y
–1 0 1 2 3 4 5 6 7 8 9
8 y + 12 − 5 y < 18 − y
f 8 y − 5 y + y < 18 − 12
4y < 6
–4 –3 –2 –1 0 1 2 3 4 5 6 y < 1.5
3 a 7 b −4 b i y=1
c −2, −1, 0 or 1 4(2 × 1 + 3) − 5 × 1 < 18 − 1
4 a x>2 b x⩽4 15 < 17
c x < −3 d x ⩾ −3 True

15 Cambridge Lower Secondary Mathematics 9 – Byrd, Byrd & Pearce © Cambridge University Press 2021
 CAMBRIDGE LOWER SECONDARY MATHEMATICS 9: TEACHER’S RESOURCE

ii y = 1.5 c When x = 5, 3 × 5 − 7 < 4 × 5 − 11 8 < 9

4(2 × 1.5 + 3) − 5 × 1.5 < 18 − 1.5 True

16.5 < 16.5 When x = 4, 3 × 4 − 7 < 4 × 4 − 11 5 < 5

False
False
14 a 2<x⩽5
iii y = 2
4(2 × 2 + 3) − 5 × 2 < 18 − 2
18 < 16 0 1 2 3 4 5 6

False b 5 ⩽ y ⩽ 20

9 a a < 3.5 b b ⩾ 11
0 5 10 15 20 25 30
c c⩽6 d d > −27
c 3<n<9
Learner’s checks for each solution.
10 a 5n + 5 ⩽ 30 b n⩽5 2 3 4 5 6 7 8 9 10 11
c 5, 12 and 13 d −3 < m < 6
11 a Learner’s own answer. For example: To
make the x positive, Sergey adds x to both –4 –3 –2 –1 0 1 2 3 4 5 6 7 8
sides and subtracts six from both sides.
He then rewrites the final inequality with Check your progress
the x on the left and so he has to change
the < to >. To make the x positive, Natalia 1 a x = −4 b a = −2.5 c x = 2.4
divides both sides by −1, but this has the d y=9 e m = 16 f n = 10
effect of changing the < to >.
Learner’s own checks for each solution.
b Learner’s own answers.
2 x = 5, y = 19
c Learner’s own answer. For example:
2(x − 8) ⩾ 4x − 26 3 x = 19, y = 7

  2x − 16 ⩾ 4x − 26 4 a a<2 b b⩾5

 2x − 4x ⩾ −26 + 16 c c > −1 d d ⩾ −5
− 2x ⩾ −10 Learner’s own checks for each solution.
10 ⩾ 2x 5 a −1 < x ⩽ 2
5⩾x
  x ⩽ 5 –2 –1 0 1 2 3 4
12 a x > −4 or −4 < x b −4 < n < 1
b x ⩾ 5 or 5 ⩽ x
c x  > 6 or 6 < x –5 –4 –3 –2 –1 0 1 2
d x ⩽ −13 or −13 ⩾ x
e x  < 4 or 4 > x
Unit 5 Getting started
f x ⩾ −2 or −2 ⩽ x 1 140 °

13 a 3x − 7 < 4x − 11 b For example: 2 62 °

3 x − 7 < 4 x − 11 3 a a and d OR b and e OR c and f
−7 + 11 < 4 x − 3 x
b c and d
4< x
c a and c OR d and f
x>4

16 Cambridge Lower Secondary Mathematics 9 – Byrd, Byrd & Pearce © Cambridge University Press 2021
 CAMBRIDGE LOWER SECONDARY MATHEMATICS 9: TEACHER’S RESOURCE

4 The angle next to a = c (alternate angles); 8 a Six triangles; 6 × 180 ° = 1080 °

the third angle at the same point is b b Eight triangles; 8 × 180 ° = 1440 °
(corresponding angles); the 3 angles on a line
have a sum of 180 °. 9 a
5 a Learner’s own diagram. Polygon Number Sum of
b Each angle should be 37.5 °. of sides interior angles
c Learner’s own check. triangle 3 180 °
quadrilateral 4 360 °
Exercise 5.1 pentagon 5 540 °
1 60 °, 25 °, 95 ° hexagon 6 720 °
octagon 8 1080 °
2 a x = 36, y = 50 b 122 °
decagon 10 1440 °
c A + B + C + D = 116 ° + 72 °
+ 122 ° + 50 ° = 360 °
b The sum of the angles = (n − 2) × 180 °
3 a = 40 °, b = 30 °, c = 70 °, d = 120 ° c 7 × 180 ° = 1260 °; correct because there are
4 75 seven triangles.

5 a Trapezium. One pair of parallel sides. 10 a 100 ° b 135 °

b A = 60 °, B = 120 °, C = 135 °, D = 45 ° 11 144 °

6 C = 40 °, B = D = 100 °, A = 120 ° 12 a, b There are two ways:

7 a 54 ° (angle of isosceles triangle AOB)

b 36 ° (angle BOC is 108 ° and triangle OBC
is isosceles)
c 90 ° = 54 ° + 36 °
8 x = 65 ° (angles on a straight line);
y = 45 ° = 115 ° (corresponding angles) − 70 ° The second way could be drawn in a
(alternate angles) reflected form.
9 105 ° c There is no other way. Either the two
squares are adjacent or they have one
Reflection: Learner’s own answer triangle between them on one side and
two triangles between them on the
10 a 45 ° + 51 ° = 96 °
other side. This way will look different
b A + B + C + D = 96 ° + 65 ° + 127 ° + 72 ° = 360 ° if it is reflected, but it is still the same
arrangement.
Exercise 5.2
13 a Learner’s own diagram of a regular
1 110 ° arrangement of triangles.

2 40 ° b Learner’s own diagram of a regular

arrangement of hexagons.
3 136 °
c Because 108 ° is not a factor of 360 °.
4 a 103 ° b 128 ° d Learner’s tessellations based on the two
5 a 88 ° b 128 ° drawings in Question 12.
e Learner’s own diagram: two octagons
6 a, b Learner’s own diagram of a hexagon split (135 ° angle) and one square (90 °) at every
into four triangles. point.
c 4 × 180 ° = 720 ° d 120 ° f Learner’s own answer.
7 a 109 ° b 100

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 CAMBRIDGE LOWER SECONDARY MATHEMATICS 9: TEACHER’S RESOURCE

Reflection: In this case, subtract the 360 ° at the Reflection: Yes they do. Check with some values
centre. 5 × 180 − 360 = 540 gives the same answer. for n. It is easier to see if you write (n − 2) × 180 ÷ n
as (180n − 360) ÷ n
Exercise 5.3
Exercise 5.4
1 a–c Learner’s own diagram and explanation.
The explanation is the same as for a pentagon. The answers to all the questions in this exercise are
Walking round the hexagon you turn through diagrams. Each question asks the learner to check
each angle in turn and the total is 360 °. their accuracy either by measuring themselves or
by asking a partner to measure.
2 a = 99 °; b = 112 °; c = 125 °
Question 12 asks learners to think about
3 a Yes, vertically opposite angles. whether there are different ways to complete the
construction. They should be able to decide which
b Yes. They are not all on the same side, but
method is easier or more likely to give an accurate
the vertically opposite angles will be the
drawing.
same as you walk round the quadrilateral.
4 a 120 ° b 90 ° c 72 ° Exercise 5.5
5 a 360 ° b 360 ÷ 8 = 45 ° 1 a 10 cm b 13 cm c 17 cm
6 a 2 a 4.3 cm b 12.1 cm c 14.2 cm
Regular polygon Sides Exterior 3 a 12 cm b 4.8 m c 75 mm
angle
4 a 6.6 cm b 5.0 cm c 13.5 m
Equilateral triangle 3 120 °
Square 4 90 ° 5 a 2 b 3 c 4 =2
Regular pentagon 5 72 ° d Learner’s own diagram. A continuation of
Regular hexagon 6 60 ° the spiral pattern.

Regular octagon 8 45 ° e The 3rd hypotenuse is 2, the 8th hypotenuse

is 3 and the 15th hypotenuse is 4.
Regular decagon 10 36 °
6 a 392 + 70 2 = 80 cm to the nearest cm.
b The exterior angle = 360 ÷ n degrees
c i 30 ° ii 18 ° b 1052 + 582 = 120 cm to the nearest cm.

7 a 9 b 140 ° 7 3.50 2 − 0.912 = 3.38 m to the nearest cm.

8 a i 150 ° ii 160 ° iii 170 ° 8 a Learner’s drawing.

b i 12 ii 18 iii 36 b 5.12 + 6.82 = 8.52, so it is a right-angled
triangle.
9 15 sides
c 5.12 + 6.82 = 72.25 = 8.52. The triangle
10 a 8 b 12 c 20 d 24 satisfies Pythagoras’ theorem, and so is
right-angled.
11 a 360 − 2 × 135 = 90
b Learner’s own diagram. 9 Either 152 + 20 2 = 25 cm or
20 2 − 152 = 13.2 cm to 1 d.p.
12 (360 − 60) ÷ 2 = 150 ° is the interior angle. The
exterior angle is 180 − 150 = 30 °. The number 10 a 90 + 40 = 130 m
of sides is 360 ÷ 30 = 12.
b 130 − (90 2 + 40 2 ) = 31.5 m to 1 d.p.
13 Interior angle 168 ° means exterior angle 12 °
and 360 ÷ 12 = 30 so it has 30 sides. Interior 11 a Square perimeter = 4 × 25 = 100 mm,
angle 170 ° means exterior angle 10 ° and rectangle perimeter = (2 × 20) + (2 × 30) =
360 ÷ 10 = 36 so it has 36 sides. But interior 40 + 60 = 100 mm
angle 169 ° means exterior angle 11 ° and 11 is b Diagonal of square = 35.4 mm; diagonal
not a factor of 360 so that is not possible. of rectangle = 36.1 mm

18 Cambridge Lower Secondary Mathematics 9 – Byrd, Byrd & Pearce © Cambridge University Press 2021
 CAMBRIDGE LOWER SECONDARY MATHEMATICS 9: TEACHER’S RESOURCE

c Learner’s diagram and value. 3 A number is assigned to each person. 50

d The values so far support Sofia’s numbers between 1 and 632 are generated.
conjecture and any further values should Any number that is a repeat is ignored.
too. The square has the minimum diagonal
for a given perimeter. All the examples Exercise 6.1
here are for a perimeter of 100 mm, but it These are suggested answers but there are many
is true for any given perimeter. other possibilities. It is not possible to give a
12 There are two possible answers. Either the two complete list of answers.
shorter sides are 1 and 4 OR the hypotenuse is 1 Learner’s own answers.
9 and one of the other sides is 8.
a For example: Can boys estimate more
13 a 7.52 + 5.52 = 86.5 and so length of accurately than girls? Can learners
diagonal = 86.5 . estimate acute angles more accurately
b x2 + 5.52 = x2 + 30.25 and so length of than obtuse angles? Can learners
accurately estimate how long one
diagonal = x 2 + 30.25 .
minute is?
c d = x 2 + y2 b For example: Girls can estimate the length
of a short line more accurately than boys.
14 a i 7 +7 =
2 2
98
Older learners can estimate an obtuse
ii 98 = 49 × 2 = 72 × 2 = 7 2 angle more accurately than younger
learners. Learners tend to underestimate
b x2 + x2 = 2x 2 = x 2 one minute of time.
c Learner’s own answers. This will depend
Check your progress on the predictions. For example: Methods
1 a = 65. The reason could use corresponding could take names from a hat or use
angles and the exterior angle of a triangle. random numbers. The method could
take learners from different groups in the
2 116 ° (x = 106) school.
3 10 sides d Learner’s own answer and explanation.

4 a Learner’s own diagram. e Learner’s own answer.

b Each side should be 8.5 cm. f Learner’s own generalisation, depending

on their data.
5 35 m or 35.3 m or 35.36 m are possible answers.
2 Learner’s own answers.
6 x = 10 and y = 24 a For example: Are lessons too long? Are
there too many lessons in a day? Should
Unit 6 Getting started school start earlier in the day?
In many questions these are suggested answers and b For example: Learners want longer
there are many other possibilities. It is not possible lessons. Learners want fewer lessons in a
to give a complete list of answers. day. Learners would prefer to start school
one hour later.
1 Learner’s own answers.
c Learner’s own answers. This will depend
a For example: length or width.
on the predictions. For example: The
b For example: number of doors or method could take learners from different
passenger seats. groups in the school.
c For example: colour or manufacturer. d Learner’s own answer and explanation.
2 Learner’s own answer. For example: Using e Learner’s own answer.
random numbers of position on the register. f Learner’s own generalisation, depending
It could include a specific number from each on their data.
year group.

19 Cambridge Lower Secondary Mathematics 9 – Byrd, Byrd & Pearce © Cambridge University Press 2021