CAMBRIDGE LOWER SECONDARY MATHEMATICS 8: TEACHER’S RESOURCE

Workbook answers 7 a 70 = 2 × 5 × 7
Exercise 1.1
b 702 = 22 × 52 × 72
1 a 250
c 703 = 23 × 53 × 73
8 a i 32 ii 22 × 32
2 125
iii 34 iv 24 × 32
v 32 × 52 vi 26 × 32
5 25
vii 54 viii 74
b There is an even number of each prime
5 5 factor.
c Using the result of part b, it is the square
b No. The 125 can only become 5 × 25 and of 22 × 3 × 5 × 7.
25 as a factor of primes must be 5 × 5.
9 a 32 × 7 = 63
c 250
b 3 × 5 = 15
c 22 × 3 = 12
25 10 10 a 360 b 300 c 1800
3
11 a 104 = 2 × 13
5 5 2 5
b 130 = 2 × 5 × 13

d 250 = 2 × 53 c 26

2 a & b Many trees are possible but all end with d 520
2, 2, 3, 5, 5.
12 a 135 = 33 × 5
c 300 = 22 × 3 × 52 2 2
b 180 = 2 × 3 × 5
3 a i 2×3 ii 2×3×5
c 45
iii 2×3×5×7
d 540
b 2 × 3 × 5 × 7 × 11 = 2310; multiply the last
13 a 343 = 73
number by the next prime
b 546 = 2 × 3 × 7 × 13
4 a 42
c 7
b 1764
d 26 754
c 74 088
14 630
5 a Many trees are possible
15 a 24 b 1848
b 8712 = 23 × 32 × 112
16 a 48 = 2 × 3 and 25 = 52; there are no
4
6 a 96 = 25 × 3
common prime factors, therefore the
b 97 is a prime number LCM is 1.

c 98 = 2 × 72 b 1200

d 99 = 32 × 11 17 18 and 24

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Exercise 1.2 Exercise 1.3

1 −1 × −4 = 4; −3 × −4 = 12; −5 × −4 = 20 1 a 196 b 196 c 400 d 900
2 a −40 b 40 c 99 d 120 2 a 64 b −216 c −1000 d 0
3 A, B, D, F in one group and C, E in the other 3 a impossible b −4
4 × 2 −4 −9 c −5 d −9

−6 −12 24 54 4 a x = 5 or −5 b x = 15 or −15
5 10 −20 −45 c x = 9 or −9 d no solution
−8 −16 32 72
5 a x = 6 b x = −6
5 a 35 b −5 c 35 d 5 c x = −10 d x = −20
6 a 24 b −66 c 81 d 16 6 a x = 23 or −23 b no solution
7 ( −6)2
+ ( −8) − ( −10 ) = 36 + 64 − 100 = 0
2 2
c x = 23 d x = −23
8 a 7 a true b false c true
96
–12 –8 d true e true
8 a
–6 2 –4 x −3 −2 −1 0 1 2
3 –2 –1 4 x² + x 6 2 0 0 2 6
x³ + x −30 −10 −2 0 2 10
b If 3 and −2 are swapped and −1 and 4
are swapped, then the top number will be b i x = −2 or 1
3456.
ii x=1
9 a 1 × −6 or −1 × 6 or 2 × −3 or −2 × 3
9 a Yes. If x = 5 then
b 1 × 6 or −1 × −6 or 2 × 3 or −2 × −3
x3 − x = 53 − 5 = 125 − 5 = 120
10 a 63 ÷ −9 = −7 or 63 ÷ −7 = −9
b No. If x = −5 then
b −84 ÷ 12 = −7 or −84 ÷ −7 = 12 x3 − x = −125 − −5 = −120
11 a −6 b 5 c −9 d 13 10 a 64 = 26

( ) ( ) =4
2 3
e −12 b 2 6 = 23 = 82 and 22 3

12 a −3 b 2 c −8 d −4 c 729 = 36

( ) ( )
2 3
13 d 36 = 33 = 272 and 32 = 93
270
e 1 is both a square number and a cube
15 18 number. So is 46 = 4096 or 56 = 15 625;
–5 –3 –6 other answers are possible.

–5 1 –3 2 11 x6 = 64
So (x3)2 = 64
14 a −6 b 12 c −12 d 8
So x3 = 8 or −8
15 a 32 b −40 c −4 d −5
If x3 = 8 then x = 2
16 a True. −3 × (−6 × −4) = −3 × 24 = −72 and
If x3 = −8 then x = −2
(−3 × −6) × −4 = 18 × −4 = −72
There are two possible answers, x = 2 or −2
b False. −24 ÷ (−4 ÷ −2) = −24 ÷ 2 = −12 and
(−24 ÷ −4) ÷ −2 = 6 ÷ −2 = −3

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Exercise 1.4 3 a 4 sweets: 4 ÷ 2 = 2

1 a 33 b 74 c 126 d 155 b 10 sweets: 10 ÷ 2 = 5

2 a 66 b 107 c 39 d 147 c 12 sweets: 12 ÷ 2 = 6

x
3 a 20 + 21 + 22 + 23 = 1 + 2 + 4 + 8 = 15 = d x sweets: x ÷ 2 =
2
16 − 1 = 24 − 1 y
e y sweets: y ÷ 2 =
2
b 26 − 1
s
f s sweets: s ÷ 2 =
c No. 30 + 31 + 32 + 33 = 1 + 3 + 9 + 27 = 40 2
and 34 − 1 = 81 − 1 = 80 so they are 4 a c−2 b c+2
not equal.
c
c d 2c
4 a 56 b 156 c 79 d 320 2

5 a 22 b 26 c 36 5 A and v, B and i, C and vi, D and ii, E and iv,

F and iii
6 a 58 b 512 c 516 n
6 a 7n + 4 b −8
3 2 6
7 a 4 b 7
n+4 n−4
c 153 d 150 or 1 c d
5 5
8 a 82 b 54 c 28 d 33 7 a Equivalent to
7x
are: A, E, F, G, J
8
e 120 or 1
x+7
Equivalent to are: D, I
9 a 63 b 64 c 68 d 66 8
7
10 a 27 b 33 Equivalent to x + are: C, H
8
c 24 or 42 d 30 or 1 x−7
3 6 12
b B
11 a 5 b 5 c 5 8
x
8 12 2
8 The answer to a is incorrect. It should be +7
12 a 12 b 12 c 12 5
The answer to b is correct
13 No, Marcus is not correct.
x 1 3x 3
4 2 9 a i + 5 or x + 5 ii − 2 or x − 2
2 = 2 × 2 × 2 × 2 = 16 and 4 = 4 × 4 = 16 so these 4 4 5 5
are equal. x 1 5x 5
4 iii 1 + or 1 + x iv 11 − or 11 − x
However 3 = 3 × 3 × 3 × 3 = 81 and 2 2 6 6
43 = 4 × 4 × 4 = 64 and these are not equal. b i half of x subtract 9

Exercise 2.1 ii two-thirds of x add 10

1 A and ii, B and vi, C and v, D and iii, E and iv, iii 25 subtract two-ninths of x
F and i iv 12 add seven-tenths of x
2 a 3 books: 3 × 2 = 6 10 a perimeter = 16w + 2v + 6 cm
b 5 books: 5 × 2 = 10 area = 8vw + 24w cm2
5
c 8 books: 8 × 2 = 16 b perimeter =18x + y cm
4
d x books: x × 2 = 2x 45 2
area = xy cm
8
e y books: y × 2 = 2y 11
5 3
a− b
2 2
f b books: b × 2 = 2b

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12 a $p + 3l + 2r c A x=y − w d C x = ry
y−t
r 1 e Cx=
b $3 p + or $3 p + r 2
4 4
13 x − 5 has a value of −9. All the others have a
r 1
c $ or $ r value of 9.
5 5
3r 3l 3 3
14 a x = 0, 1 b x=4
d $ + or $ r + l
5 4 5 4 c x=0 d x=0
y  y  D−4
13 a 8  + 3 b 4  + 8 15 a D = 19 b p=   
4  3  w
c p=8
 3y   3y 
c 8  + 4 d 4  + 3 16 a s = 75 b s = 100
 4   8 

Exercise 2.3
Exercise 2.2
1 a 4 × 18
1 A and iii, B and vi, C and i, D and ii, E and iv,
F and v × 10 8

2 a 7 b 1 c 9 4 40 32

3 a 13 b 17 c 72 4 × 18 = 40 + 32 = 72

d 8 e 20 b 3 × 21

4 a 10 b 2 c −9 × 20 1
3 60 3
d −7 e −2 f 7
3 × 21 = 60 + 3 = 63
g 25 h −22 i −22
2 a 6 × 58 = 6 × (50 + 8)
j 30 k −5 l 12
5 a 27 b −16 × 50 8
6 300 48
6 a 10 b −6 c 25
6 × 58 = 300 + 48 = 348
d −11 e 48 f 501
b 6 × 58 = 6 × (60 − 2)
g 8 h 640 i 6
× 60 –2
j 100 k 38 l 10
6 360 –12
7 a i number of seconds =
60 × number of minutes 6 × 58 = 360 + −12 = 348

ii S = 60M 3 a 3(x + 5)

b 1800 seconds × x 5

8 d = 70 3 3x 15

9 a She has added 6 and 12 instead of 3(x + 5) = 3x + 15

multiplying. b 2(x + 9)
b V = 24
× x 9
10 A = 24 2 2x 18
11 Neither, their volumes are the same. Pyramid 2(x + 9) = 2x + 18
A: V = 32 cm3, pyramid B: V = 32 cm3
y
12 a B x=y+8 b Bx=
k

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c 5(y − 1) 8 a 14a + 114 b 38b + 92

× y –1 c 70c + 128 d 48d + 7

5 5y –5 e −20e − 33 f 108f + 33g
5(y − 1) = 5y − 5 9 a 2
a +a b b 2 − 5b
d 4(y − 8) c 3c 2 + 6c d 4e 2 + 9e
× y –8 e 3i 2 + 7ix f 3aj − 7 j 2
4 4y –32 g 3k 2 – 6 kx h 3m2 + 9 mx
4(y − 8) = 4y − 32
i 9r 2 – 3rx – 9r j 6a + 4a 2 + 2ab
4 a 3(2x + 1)
k −3xz − 3xy − 3x 2
× 2x 1 10 Equivalent to 40 y + 48 y2 are: A, C, E, H
3 6x 3
Equivalent to 20 y2 + 24 y3 are: B, D, F, G
3(2x + 1) = 6x + 3
8x + 4 cm2 2
11 a b 6 y 2 – 4 y cm
b 5(4x + 9)
12 a 2a 2 + 7a b 5b2 + 8b
× 4x 9
c 8c 2 + 10c d 2d 2 – d
5 20x 45
e 9e − e2 f 39 fg – 27 f 2
5(4x + 9) = 20x + 45
13 a Q1. The expansion 3a + 15 − 9a − 15
c 2(3y − 7) is correct, but he has not collected like
terms correctly.
× 3y –7
2 6y –14 Q2. The expansion 4pq + pr + 2qr − 4pq
is correct, but he has not collected like
2(3y − 7) = 6y − 14 terms correctly.
d 5(8y − 5) Q3. The expansion 5b2 + 15ab + 4a 2 + 6ab
is correct, but he has not collected like
× 8y –5 terms correctly.
5 40y –25
b Q1. −6a, Q2. pr + 2qr,
5(8y − 5) = 40y − 25 Q3. 4a 2 + 5b2 + 21ab
5 a 6a + 36 b 5b + 35 14 Area = 3x (3x + 4 ) + 2 x ( 2 x – 1)
c 7c − 56 d 6d − 54 = 9x 2 + 12 x + 4 x 2 − 2 x
e 40 + 5e f 49 +7f = 13x 2 + 10 x
15 a 4(3x + 7) = 12x + 28
g 36 − 6g h 35 − 5h
b 3x ( 2 x – 1) = 6 x 2 – 3x
6 a 56i + 63 b 48 + 42j
c 6(5x − 3) = 30x − 18
c 30k − 35 d 56 − 63l
d 5x (9 – x ) = 45x – 5x 2
e 54a + 48m f 35b + 30n
e 2(2x + 4) + 3(4x − 8) = 16x − 16
g 49c − 56x h 54px + 48y
f x ( 4 x + 1) – 2 x ( x – 5) = 2 x 2 + 11x
7 No, 4a − 28 is not the same as 28 − 4a

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Exercise 2.4 8 A and iii, B and iv, C and ii, D and i

1 a × x 6 9 a m(7m + 1) b 5a(a − 3)
2 2x 12 c t(t + 9) d 4h(2 − h)
2(x + 6) = 2x + 12 e 3y(1 + 4y) f 4y(3 − 4y)
b × x 5 g 8e(2e + 1) h 3(5e + 2i)
3 3x 15 10 a 14cd − 7c = 7c(2d − 1)
3(x + 5) = 3x + 15 b 12a + 8ab = 4a(3 + 2b)
c × y –3 c 21g + 15gh = 3g(7 + 5h)
5 5y –15
d 30w − 15tw = 15w(2 − t)
5(y − 3) = 5y − 15
11 a 2a + 4h + 8 = 2(a + 2h + 4)
d × y –7
b 5b − 25 + 5j = 5(b − 5 + j)
4 4y –28
c 12tu + 16u − 20 = 4(3tu + 4u − 5)
4(y − 7) = 4y − 28
d 3e 2 + 4e + ef = e(3e + 4 + f )
2 a 2 x + 12 = 2(x + 6)
e 7 k − k 2 − ak = k (7 − k − a )
b 3 x + 15 = 3(x + 5)
f 6 n2 − 9n + 3mn = 3n ( 2 n − 3 + m)
c 5y − 15 = 5(y − 3)
12 a Top left: 4x(6 + 8x)
d 4y − 28 = 4(y − 7) Top right: 2(12 x + 16 x 2 )
3 a 2 x + 8 = 2(x + 4) b 3 x + 9 = 3(x + 3) Bottom left: x(24 + 32x)
c 5y − 25 = 5(y − 5) d 7y − 14 = 7(y − 2) Bottom right: 8x(3 + 4x)

4 a 3(2 x + 1) = 6 x + 3 b Bottom right: 8x(3 + 4x)

b 4(3 x + 1) = 12x + 4 13 a 7x + 7 b 7(x + 1)

c 2(5y − 1) = 10y − 2 14 Correct solution:

5(3x − 2 ) − 5( 2 + x ) = 15x − 10 − 10 − 5x
d 6(4y − 1) = 24y − 6
= 10 x − 20
5 a 6 x + 3 = 3(2 x + 1) = 10( x − 2 )
b 12 x + 4 = 4(3 x + 1)
She has made a mistake on the first line of the
c 10y − 2 = 2(5y − 1) expansion. Her last term is + 5x and it should
be − 5x.
d 24y − 6 = 6(4y − 1)
She has done:
6 a 4 x + 6 = 2(2 x + 3)
5(3x − 2 ) − 5( 2 + x ) = 15x − 10 − 10 + 5x
b 6 x − 15 = 3(2 x − 5) = 20 x − 20
c 35 y + 10 = 5(7y + 2) = 20( x − 1)

d 28y − 63 = 7(4 y − 9) 15 2a(3a + 4 ) − 4( a 2 + 4 ) + 6a( a − 8) = 8( a 2 − 5a − 2 )

7 a 5(z + 3) b 2(y − 7) 16 a length = 2b − 5
c 4(5x + 1) d 3(3w − 1) b perimeter = 16b − 10
e 2(3v + 4) f 7(2a − 3)
g 6(2 − b) h 7(2 + 3d)

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Exercise 2.5 4 x +2 ×4 40
1 a expression b formula
c expression d equation 8 –2 10 ÷4 40

2 a
x ×2 2x +1 11 y +3 ×6 30

5 ÷2 10 –1 11 2 –3 5 ÷6 30
x=5
x = 8, y = 2
b 5 a 3x + 5 = 17
x ×5 –2 18

x ×3 +5 17
4 ÷5 20 +2 18

x=4 x=4 ÷3 12 –5 17

c x +4 ×3 21 b 5x + 2 = 27

x ×5 +2 27
3 –4 7 ÷3 21
x=5 ÷5 25 –2 27
x=3

d c 2x − 4 = 12
x ÷4 –1 5
x ×2 –4 12
24 ×4 6 +1 5
x=8 ÷2 16 +4 12
x = 24
x
3 x ×3 +2 26 6 a + 1 = 20
2
x
+ 1 − 1 = 20 − 1
8 ÷3 24 –2 26 2
x
= 19
2
y ÷2 +5 15 x = 19 × 2
x = 38
20 ×2 10 –5 15 b
x
−2 = 9
3
x = 8, y = 20 x
−2+2 = 9+2
3
x
= 11
3
x = 11 × 3
x = 33

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x c x is greater than or equal to 0 and less

c − 8 = 16
4 than or equal to 5
x d y is greater than or equal to 50 and less
− 8 + 8 = 16 + 8
4 than 100
x
= 24 5 A and iii, B and iv, C and ii, D and i
4
x = 24 × 4 6 a
x = 96 4 5 6 7 8 9 10
7 a a = 8 cm b b = 50 cm
b
c c = 6 cm d d = 8 cm
11 12 13 14 15 16 17
8 a x = 5 cm b x = 4 cm c
c x = 3 cm −7 −6 −5 −4 −3 −2 −1
9 a c = 2 cm, d = 50 cm d
b e = 7 cm, f = 50 cm −2 −1 0 1 2 3 4 5
c i = 5 cm, j = 4 cm 7 a 25 ⩽ x ⩽ 28 b 30 < x < 34
x
10 a − 9 = 5, x = 28 c −15 < x ⩽ −10 d −3 ⩽ x < 1
2
b 4 x − 1 = 3x + 6, x = 7 8 a x > 4 is equivalent to 2x > 8
c 8( x − 2 ) = 16( x − 5 ), x = 8 b x < 9 is equivalent to 7x < 63
11 a 4(2y + 7) = 52 or 8y + 28 = 52 c y ⩾ 1 is equivalent to y + 9 ⩾ 10
b y=3 d y ⩽ 1 is equivalent to y − 5 ⩽ −4
c 4(2y + 7) = 4(2 × 3 + 7) = 52 9 i smallest integer is −2 and not −3
12 y = 104 ii largest integer is 2 not 3
13 a x = 14 iii x could be −2, −1, 0, 1, 2
b i x = −30 ii x=5 10 a i 33 ii 37
14 a y = 40 b z = 14 iii 33, 34, 35, 36, 37
c n=2 d m = 12 b i 25 ii 27
15 B O B S L E I G H iii 25, 26, 27
8 11 8 3 7 4 5 2 9 c i 40 ii 43
iii 40, 41, 42, 43
Exercise 2.6
d i −12 ii −9
1 a True b False
iii −12, −11, −10, −9
c True d False
11 a T b T c F d F
2 A and iii, B and i, C and iv, D and ii
12 a i smallest integer is 6 not 5
3 a 8 ⩽ x < 12 b 1< y < 7
ii largest integer is 8 not 9
c 0⩽m⩽5 d 0<n⩽5
iii n could be 6, 7, 8
4 a 
x is greater than 7 and less than or equal
to 15 b A i 7 ii 10 iii 7, 8, 9, 10

b y is greater than 10 and less than 20 B i −7 ii −4 iii −7, −6, −5, −4

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13 answers are in rows 11 a 0.1 b 0.1 c 0.01 d 0.1

Smallest Largest List of e 0.01 f 0.01

Inequality integer integer integers 12 D is the odd one out as it equals 9600.
A, B and C all equal 0.96
1.9 ⩽ x ⩽
2 5 2, 3, 4, 5
5.5 13 a 0.12 m2 b $1.95

1, 2, 3, 4, 14 a b=
2A
b 23.2 m
0.2 < x < 6.1 1 6
5, 6 h

−0.5 < x ⩽ 0, 1, 2, 15 2.34

0 4
4.9 3, 4 0.1 ÷ 0.1 = 1 which is not bigger than 1
16 a 

2.95 ⩽ x < 3, 4, 5, b learners’ examples; any number smaller

3 7 than 1.00
7.85 6, 7

14 a Exercise 3.2
0 1 2 3 4
1 a 200 b 5000
b
c 20 000 d 200 000
10 11 12 13 14
2 a 210 b 4800
15 a 22.5 ⩽ y ⩽ 25.75 b 0.75 < y < 3.25
c 24 000 d 190 000
16 a i 12 < y < 18 ii 18 > y > 12
3 a 4730 b 66 500 c 2 360 000
b i 0 ⩽ y ⩽ 4 ii 4⩾y⩾0
4 a 0.02 b 0.006
c i 7 < x ⩽ 25 ii 25 ⩾ x > 7
c 0.000 04 d 0.7
d i 10 ⩽ x < 38 ii 38 > x ⩾ 10
5 a 0.023 b 0.0057
Exercise 3.1 c 0.000 038 d 0.69

1 a 2 b 7 c 8 d 7.5 6 a C 500 b B9

2 a 3 b 5 c 8 d 6.5 c A 6 000 d C 0.004

3 a 12 b 1.2 c 120 d 0.12 7 a 360 b 0.36 c 3600

4 a 40 b 70 c 200 d 250 d 0.0036 e 36 f 3.6

5 a 200 b 500 c 3000 d 1200 8 a Part a: he has forgotten to add the extra
zeros. Part b: he has rounded to 3 d.p.
6 a 160 b 1.6 c 16 d 1600 not 3 s.f.
7 a 3.3 b 99.9 c 3 b Part a: 2 370 000 Part b: 0.002 06
d 0.87 e 0.77 f 0.7 9 a 2000 b 760 c 5.37
g 7 h 0.07 d 0.08 e 0.20 f 6.04
8 a 50 b 56 c 556 g 1000 h 0.90 i 20.0
d 5.5 e 500 f 560 10 a D 600 b A 15 c C 0.0789
g 5560 h 55 d D 0.007 778 e A 0.040
9 a 2.7 b 0.279 c 2 d 270 11 a 762.204 903
10 a ÷ b × c ÷ d × b i 800 ii 760 iii 762
e ÷ f × iv 762.2 v 762.20 vi 762.205

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12 2700 km 5 a 3.5 g > 380 mg

13 a 500 b 530 c 530 b 0.4 t < 845 kg
d 530.4 e 530.40 f 530.404 c 2.5 cm < 48 mm
14 0.0259 g d 950 g > 0.08 kg
15 200 000 e 2500 m > 1.9 km
16 1 100 000 (2 s.f.) f 250 cm < 6.5 m
17 0.053 (2 s.f.) 6 a 45.399, 45.454, 45.545, 45.933
18 a i 120 ii 119 b 5.009, 5.044, 5.077, 5.183
b i 400 ii 401 c 31.14, 31.148, 31.41, 31.425
c i 12 000 ii 12 600 d 7.02, 7.052, 7.2, 7.502
d i 80 ii 83.6 7 a 205.5 cm ≠ 255 mm b 0.125 g = 125 mg
e i 1000 ii 962 c 500 g ≠ 0.05 kg d 10.5 t ≠ 1050 kg
f i 3 ii 2.89 e 0.22 kg = 220 g f 1.75 km ≠ 175 m
g i 25 ii 18.6 8 a 9.1 > 9.03
h i 4 ii 5.19 b 56.4 > 56.35
i i 20 ii 17.2 c 0.66 > 0.606
d 3.505 < 3.7
Exercise 4.1
e 0.77 t < 806 kg
1 51, 08, 21, 17
f 7800 m > 0.8 km
08, 17, 21, 51
g 3.5 kg > 375 g
5.08, 5.17, 5.21, 5.51
h 156.3 cm > 1234 mm
2 a 29 16 95 91
9 a 0.2 cm, 7 mm, 27 mm, 4.3 cm
16 29 91 95
b 19.5 mm, 29 cm, 34.5 cm, 500 mm
4.16 4.29 4.91 4.95
c 2000 g, 3 kg, 5550 g, 75.75 kg
b 94 49 95 47
d 0.9 kg, 1.75 kg, 1800 g, 1975 g
47 49 94 95
e 100 mg, 0.125 g, 150 mg, 0.2 g
8.47 8.49 8.94 8.95
f 0.05 km, 999 m, 2750 m, 25 km
c 19 15 13 01
10 a −2.3 > −2.4 b −7.23 > −7.29
01 13 15 19
c −0.15 < −0.08 d −11.02 > −11.5
0.01 0.13 0.15 0.19
11 a −8.8, −8.34, −8.28, −8.06
3 a 7.27 > 7.23 b 9.71 < 9.83
b −1.78, −1.5, −1.425, −1.03
c 20.17 > 20.09 d 3.9 > 3.65
12 a 32 km as it is a lot more than the other
4 a −5.2 > −5.7 b −6.5 < −6.2 numbers.
c −7.2 > −7.5 d −8.8 > −8.9 b Sarina is wrong. Longest distance = 4 km,
shortest distance = 0.5 km
0.5 × 10 = 5 km which is > 4 km, not < 4 km

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c Sarina runs in the 250 m park as her 9 a i 3×3=9

­distances are all multiples of 250 m.
0.3 × 3 = 0.9
Frank runs in the 400 m park as his
­distances are all multiples of 400 m. 0.3 × 0.3 = 0.09

A −6.9, B −6.84, C −6.95

13 a  0.3 × 0.03 = 0.009

b C −6.95, A −6.9, B −6.84 0.3 × 0.003 = 0.0009

14 −1.43, −1.42, −1.41, −1.40, −1.39 ii 4 × 7 = 28

15 a F = −37.48 when C = −38.6 0.4 × 7 = 2.8

b −38.6 °F is colder, because 0.4 × 0.7 = 0.28

−38.6 °C = −37.48 °F which is warmer 0.4 × 0.07 = 0.028
than −38.6 °F
0.4 × 0.007 = 0.0028
Exercise 4.2 b i 0.005 ii 0.24 iii 0.024
1 a × 0.4 is the same as ÷10 and × 4
iv 0.0016 v 0.048 vi 0.006
OR × 4 and ÷10
10 a Equal to 0.0012 are: A, G, H
b × 0.6 is the same as ÷10 and × 6
OR × 6 and ÷10 Equal to 0.016 are: B, E, I
2 a 30 ÷ 10 = 3 and 3 × 2 = 6 Equal to 0.0018 are: C, D, J
b −40 ÷ 10 = −4 and −4 × 2 = −8 F is left over. 0.05 × 0.4 = 0.02
c 12 × 2 = 24 and 24 ÷ 10 = 2.4 b Learners’ answers. Any calculation that
gives an answer of 0.02, e.g. 0.2 × 0.1
d −8 × 2 = −16 and −16 ÷ 10 = −1.6
11 a 13 104
3 a 30 ÷ 10 = 3 and 3 × 3 = 9
b i 1310.4 ii 1310.4
b −50 ÷ 10 = −5 and −5 × 3 = −15
iii 131.04 iv 13.104
c 15 × 3 = 45 and 45 ÷ 10 = 4.5
v 13.104 vi 0.131 04
d −9 × 3 = −27 and −27 ÷ 10 = −2.7
12 a Estimate: 7 × 8 = 56, Accurate: 59.76
4 a 500 ÷ 100 = 5 and 5 × 2 = 10
b Estimate: 0.2 × 5 = 1, Accurate: 1.08
b −600 ÷ 100 = −6 and −6 × 2 = −12
c Estimate: 0.9 × 6 = 5.4, Accurate: 5.5245
c 25 × 2 = 50 and 50 ÷ 100 = 0.5
d Estimate: 0.6 × 0.7 = 0.42,
d −4 × 2 = −8 and −8 ÷ 100 = −0.08
Accurate: 0.452 62
5 a 500 ÷ 100 = 5 and 5 × 3 = 15
13 a Estimate = 0.2 × 7 = 1.4, so 1.587 could
b −700 ÷ 100 = −7 and −7 × 3 = −21 be correct
c 12 × 3 = 36 and 36 ÷ 100 = 0.36 b Estimate: 80 × 0.003 = 0.24 so 0.0246
is incorrect
d −3 × 3 = −9 and −9 ÷ 100 = −0.09
c Estimate: 0.08 × 0.005 = 0.0004, so 0.0039
6 a −0.9 b 1.5 c −6 d 4.2 is incorrect
e −7.2 14 a Estimate: 30 × 2 = 60 ml
7 a −0.24 b −2.4 b 75 ml
c −0.024 d −24 15 a Estimate: 33 × 0.03 = 0.99 litres
8 E −13.5, D −13, C −12.9, B −12.6, A −12.48 b 0.975 litres

11 Cambridge Lower Secondary Mathematics 8 – Byrd, Byrd & Pearce © Cambridge University Press 2021
 CAMBRIDGE LOWER SECONDARY MATHEMATICS 8: TEACHER’S RESOURCE

16 a i F = 5 when C = −15 f i Estimate: −4000 ÷ 0.8 = −5000

ii F = −4 when C = −20 ii Accurate: −4760

b Marcus is not correct. When C = −17, 9 a

1 2 3 4 5 6 7 8 9
F = 1.4. The closest to zero is when
C = −18 and F = −0.4 because −0.4 is 13 26 39 52 65 78 91 104 117
closer to zero than 1.4
b 58.1   c 60 × 13 = 780

Exercise 4.3 10 a
1 2 3 4 5 6 7 8 9

1 a
1.6
,
1.6 × 10 16 19 38 57 76 95 114 133 152 171
1.6 ÷ 0.4 = = =4
0.4 0.4 × 10 4
4.5 4.5 × 10 45
b $24.80
b 4.5 ÷ 0.9 = , = =5
0.9 0.9 × 10 9 c $25 × 2 = $50
−24 −24 × 10 −240
c −24 ÷ 0.3 = , = = −80 11 a i 654 ii 32
0.3 0.3 × 10 3
−21 −21 × 10 −210 iii 6540 iv 320
d −21 ÷ 0.7 = , = = −30
0.7 0.7 × 10 7 b learners’ answers
2 A and iii, B and i, C and v, D and ii, E and iv c i 654 ii 65.4
2 2 × 10 20 iii 6.54 iv 0.654
3 a 2 ÷ 0.4 = , = =5
0.4 0.4 × 10 4
d learners’ answers
3 3 × 10 30
b 3 ÷ 0.5 = , = =6 12 a 4.2 (1 d.p.) b 59.18 (2 d.p.)
0.5 0.5 × 10 5
−6 −6 × 10 −60 c −3043.889 (3 d.p.)
c −6 ÷ 0.2 = , = = −30
0.2 0.2 × 10 2
13 a learners’ own proof, e.g. 0.5 × 5.2 × 3.64 =
−4 −4 × 10 −40
d −4 ÷ 0.8 = , = = −5 2.6 × 3.64 = 9.464 m2 and 9.464 m2 ≠ 8.84 m2
0.8 0.8 × 10 8
b height = 3.4 m
4 a She has not multiplied the 40 by 10
14 2.4 m
b 80
15 a No. Learners’ explanations, e.g.
5 C is the odd one out as the answer is 110. All 7.2 × 0.8 = 5.76 and 5.76 ≠ 8.64
the others have an answer of 120.
b term-to-term rule is: multiply by 1.2,
6 a 2.6  b 16.4  c −1230  
d −270 1st term = 6, 4th term = 10.368;
learners’ explanations
7 $4.30
8 a i Estimate: 51 ÷ 0.3 = 170 Exercise 4.4
ii Accurate: 165 1 a (0.2 + 0.1) × 0.4 b (0.9 − 0.7) × 0.3

b i Estimate: −900 ÷ 0.4 = −2250 = 0.3 × 0.4 = 0.2 × 0.3

= 0.12 = 0.06
ii Accurate: −2340
c (0.4 + 0.5) × 0.6 d (0.8 − 0.6) × 0.8
c i Estimate: 30 ÷ 0.5 = 60
= 0.9 × 0.6 = 0.2 × 0.8
ii Accurate: 63
= 0.54 = 0.16
d i Estimate: −360 ÷ 0.6 = −600
2 a 60 × 0.9 b 42 × 0.9
ii Accurate: −585 = 60 × (1 − 0.1) = 42 × (1 − 0.1)
e i Estimate: 56 ÷ 0.7 = 80 = 60 × 1 − 60 × 0.1 = 42 × 1 − 42 × 0.1
ii Accurate: 84.2 = 60 − 6 = 42 − 4.2
= 54 = 37.8

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 CAMBRIDGE LOWER SECONDARY MATHEMATICS 8: TEACHER’S RESOURCE

c 18 × 0.9 d 24 × 0.9 Exercise 5.1

= 18 × (1 − 0.1) = 24 × (1 − 0.1)
1 a + b = 180°, angles on a straight line, so
= 18 × 1 − 18 × 0.1 = 24 × 1 − 24 × 0.1 a = 180 − b; b + c = 180°, angles on a
= 18 − 1.8 = 24 − 2.4 straight line, so c = 180 − b; hence a and c
are equal.
= 16.2 = 21.6
3 a 57 b 241 c 24 d 3.9
e 48 f 35 g 24 h 12 b c
a
4 a 16 × 0.35 b 12 × 0.45
= 16 × 0.5 × 0.7 = 12 × 0.5 × 0.9
= 8 × 0.7 = 6 × 0.9 2 a They are vertically opposite angles
= 8 × 7 ÷ 10 = 6 × 9 ÷ 10
b
= 56 ÷ 10 = 54 ÷ 10
= 5.6 = 5.4
x
c 18 × 0.15 d 26 × 0.35
= 18 × 0.5 × 0.3 = 26 × 0.5 × 0.7
= 9 × 0.3 = 13 × 0.7
= 9 × 3 ÷ 10 = 13 × 7 ÷ 10
= 27 ÷ 10 = 91 ÷ 10
c
= 2.7 = 9.1
5 a 0.24 b 0.56
c 0.66 d 0.48 y
6 a 14.4 b 32.4 c 4.68
2
7 7.83 m
8 a 475.2 b 47.52
c 11.88 d 1.188
3 a = 75°, vertically opposite angles; b = 75°,
9 3.96 m corresponding to the given angle; c = 105°,
10 29.7 m angles on a straight line; d = 105°, alternate
angle to c
11 a 265 b 1268
4 a g and i b c and e
c 6.4 d 25.26
5 a i BEF ii DEB
e 135 f 12
iii EBC
12 a 10.5 b 43.4
b No. Alternate angles must be between the
13 a S = 14 b a = 7.2 parallel lines AC and DF. Sofia’s angles
are not.
14 a 39.6 m b 98.01 m2
6 Lines l and n are parallel because
15 a F = 11.7 b m = 52 corresponding angles (80° and 100°) are equal.
16 a 56 b 27.3 These angles are not the same for line m so
that is not parallel to the other two.
17 a = 425, b = 51, c = 840, d = 378, e = 26.25

13 Cambridge Lower Secondary Mathematics 8 – Byrd, Byrd & Pearce © Cambridge University Press 2021
 CAMBRIDGE LOWER SECONDARY MATHEMATICS 8: TEACHER’S RESOURCE

7 a = 118 − 74 = 44°, exterior angle; 11 Angle WXV = angle Y, corresponding angles;

angle VXZ = angle Z, alternate angles;
so x = 44°, vertically opposite angle WXV + VXZ + ZXY = 180°, angles on a
straight line; hence X + Y + Z = 180°.
x
y 12 alternate angles; alternate angles; angles on a
b straight line
a
13 a x = y, alternate angles;
A
w x
B
118° 74° D
y z
b = 74°, alternate angle;
C
y = 180 − 44 − 74 = 62°, angles on a
straight line w = z, alternate angles;
hence x + w = y + z or A = C
8 s = 120°, vertically opposite angles;
b Draw diagonal BD and prove B = D using
similar arguments to those in part a.

Exercise 5.2
t s Example explanations are given for some of
the proofs in this exercise. There may be other
120° acceptable proofs.
1 120°
2 Each one is 165°

s = t, corresponding angles; 3 x = 75° and y = 40°

hence t = 120°; other explanations are possible 4 a = 110° and b = 70°

9 Yes. The angle vertically opposite 50° is also 5 Divide the shape into two triangles. Show the
50°. That angle and the 75° add up to 125° angles of the two triangles are the same as the
and that makes an angle alternate to the four angles of the quadrilateral.
125° marked. Other explanations are possible. 6 a = c + d, exterior angle; e = g + h, exterior
10 a = c, corresponding angles; angle; a + e + f + b = 360°, angles at a point;
hence c + d + g + h + f + b = 360° and these are
the angles of PQRS.

a 7 a The six angles of the two triangles add up

to 2 × 180 = 360°. The four angles A, B, C
and D must be less than this.

b b The 120° angle is the exterior angle

c of both triangles. A and D add up
to 120° and so do B and C. Hence
A + B + C + D = 240°.
b + c = 180°, angles on a straight line;
hence a + b = 180°

14 Cambridge Lower Secondary Mathematics 8 – Byrd, Byrd & Pearce © Cambridge University Press 2021
 CAMBRIDGE LOWER SECONDARY MATHEMATICS 8: TEACHER’S RESOURCE

8 x = a + c, exterior angle; 6 a i construction ii 10.8 cm

x b a y b i construction ii 6.7 cm
7 a construction

c b BD = 19.0 ± 0.1 cm
z 8 a construction
b angle opposite 10.5 should measure 90°
9 a, b and c construction and check
y = b + c, exterior angle;
10 a and b construction
z = b + a, exterior angle;
c 4.4 cm
x+y+z=a+c+b+c+b+a=
2(a + b + c) = 2 × 180 = 360° 11 a and b construction c 8.9 cm
9 a = 110 − 40 = 70°, exterior angle of a triangle; d construction e 10.6 cm
b = 110 − 55 = 55°, exterior angle;
c = 110 − 70 = 40°, exterior angle Exercise 6.1
10 a 115° Some questions have several possible answers.
Examples are given.
b
1 a 
gender, date of birth, address
b age in years, test marks
x w y
c height, mass
External angle x = 90° + w so w = x − 90°
2 a 
answers will probably include the amount
w + y = 180° because they are angles on a of homework done on different nights, the
straight line, so x − 90° + y = 180° subjects and the age or year of the learner
Hence x + y = 270° b answers should include a range of ages
11 a 75°, 65° and 40° and both boys and girls if you are in a
mixed school
b Either: 100° + 120° + 130° = 350° and this
should be 360° 3 a 
gender is categorical, length and mass are
continuous
or the angle sum is 80° + 60° + 50° = 190°
and this should be 180° b questions could be about gender
differences or about the relationship
between length and mass
Exercise 5.3
For the constructions, accept answers for lengths c put names in a hat or take all the
within 0.2 cm and answers for angles within 2°, to babies born on a particular day or in a
allow for slight drawing errors. particular week

1 a construction b 7.4 cm 4 a 
categorical data: reasons for choice and
why they are staying
2 a construction b 7.0 cm
discrete data: the number of nights’ stay
3 a construction b 49°
b For the categorical data use a
c 9.2 cm questionnaire. This should have categories
to tick rather than open-ended questions.
4 a construction b 13.0 cm
The numerical data can come from the
5 a construction b 97° questionnaire or from hotel records.

15 Cambridge Lower Secondary Mathematics 8 – Byrd, Byrd & Pearce © Cambridge University Press 2021
 CAMBRIDGE LOWER SECONDARY MATHEMATICS 8: TEACHER’S RESOURCE

5 Possible answers: a long time to do. 3 is quick but

will only choose students studying
a How many portions of vegetables a child particular subjects.
eats in a day. The age and gender of
the child. 2 a 
It is quick and easy to do.
b Interview or give a questionnaire to a b The sample will not represent the range
sample of children. Equal numbers of of people who use the bus during the day.
boys and girls. Children of different ages. It only covers one day and that might not
If there are boys and girls in your school be typical.
you could collect data from them.
c Ask small groups of people at different
6 a 
You need the time taken to complete times and on different days.
a puzzle for boys and girls of the two
different ages. d It will take a lot more of Zara’s time and
so it will be more expensive.
b Give the same puzzle to a sample of
children. If the puzzle is not the same for 3 a 
Yes. Learners’ reasons, e.g.
everyone the times cannot be compared. • The morning has a mode of 1 to
Record the time taken to complete the 1.5 hours and the afternoon has a
puzzle. The sample should include equal mode of 0.5 to 1 hours.
numbers of boys and girls and equal
numbers of children of both ages. • In the morning, 65% of the cars
park for more than 1 hour; in the
7 Possible answers: afternoon, only 35% of the cars park
for more than 1 hour.
a Common words in one language and their
translations in at least one other language; b Learners’ suggestions, e.g. sample on
or some words and their translations other days of the week, in case Tuesdays
chosen at random from a dictionary. are not typical.
b, c and d learners’ own answers 4 a 
People in the coffee shop at that time may
not be typical.
8 a 
The number of words in a sample of
sentences from a book for children and b Choose people at different times during
the same for a book for adults. You could the day. In this way you can get a range
choose more than one book for each. of people: people going to work, people
going shopping during the day, people on
b, c and d learners’ own answers
their lunch break, people going home in
9 Possible factors that could make a difference the early evening, etc.
are age, gender, ethnicity. The sample chosen
5 a 
Because the amount of traffic will be
should take account of these factors so that
different at different times and this will
you can see if the results are different for
affect speed.
different groups. You need to have a large
enough sample to be confident about your b The two time periods are both during
answers. rush hour so they do not represent the
whole day.
Exercise 6.2 c Survey the cars at more time periods,
Some questions have several possible answers. throughout the day. Survey more than
Examples are given. one day.

1 a 
1. The first 40 names on a list of students. 6 a 
No. Learners’ reasons, e.g.
2. Take 40 names out of a hat. • The shapes of the two distributions
3. All the students (up to 40) in one or are approximately the same.
two lectures.
• Hotel A has 45 out of 80 scores that
b 1 is quick but if you do it again you will are 4 or 5; hotel B has 19 out of 36.
get the same people. 2 will give a The fraction is just over half in
representative sample but it will take both cases.

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 CAMBRIDGE LOWER SECONDARY MATHEMATICS 8: TEACHER’S RESOURCE

b Learners’ suggestions, e.g. Use a bigger 4 a 

terminating, with learners’ explanations
sample size for hotel B or any other 7 4 3 3
suitable comment about sample sizes. b = 0.875, = 0.8, = 0.3, = 0.15,
8 5 10 20
7 a 
You need to get details of each person 8
= 0.32
replying so you can make sure you have a 25
representative sample. 3 3 8 4 7
c , , , ,
b It is easy to do: you just need a phone and 20 10 25 5 8
you do not need to travel. 5 a 
recurring, with learners’ explanations
c A lot of people do not answer calls 5 . 1 . 5 . 4 ..
b = 0.5 , = 0.3, = 0.416 , = 0.36 ,
from unknown numbers, or may be 9 3 12 11
unwilling to take part in the survey, so 8 .
= 0.53
it could take a long time to get enough 15
representative replies. This will make the 1 4 5 8 5
survey expensive. c , , , ,
3 11 12 15 9
8 learners’ activity 6 Marcus is incorrect.
3 1
Exercise 7.1 learners’ explanations, e.g.
6
=
2
= 0.5
1 1 .
1 = 0.5 terminating, = 0.3 recurring, which is a terminating decimal
2 3 .
1 1 7 a  0. 8 b 0.85
= 0.25 terminating, = 0.2 terminating, .
4 5
1 . 1 . . c 0.26 d 0.675
= 0.16 recurring, = 0.142857 recurring, . . . .
6 7 8 a  0.857 142 b 0. 846 153
1 . 1 . .
= 0.125 terminating, = 0.1 recurring, c 0. 238095
8 9
1 9 i is correct
= 0.1 terminating
10
2 ii is incorrect: there should be a dot over the 7
2 a = 0.4 terminating ..
5 as well as the 2, i.e. 0. 72
2 .
b = 0.6 recurring iii is incorrect: she has written the numbers in
3 .
3 the wrong order; the correct answer is 0.61
c = 0.75 terminating
4 iv is incorrect: the second dot should be over
3 . .
d = 0.6 terminating the 5, not the 1, i.e. 0.128 205
5
5 . 10 learners’ explanations, e.g. She is wrong.
e = 0.83 recurring It is a recurring decimal but the calculator
6
2 . . has rounded up the final digit on the screen.
f = 0.285714 recurring 7 .
7 = 0. 7
9
3
g = 0.375 terminating 5 . .
8 11 = 0.185
. 27
4
h = 0. 4 recurring 7 4 18
9 12 0.5, , 55%, 0.56, , 58.2%, 0.6,
13 7 27
7 .
i = 0.7 terminating 13 a 
1.6 b 3.25
10
.. .
j
2
= 0.18 recurring c 3. 2 d 4.375
11
1
2 3 4 3 7 14 a i 3 hours ii 3.5 hours
3 , , , , 2
11 8 9 5 10

17 Cambridge Lower Secondary Mathematics 8 – Byrd, Byrd & Pearce © Cambridge University Press 2021