UNIT 1 Analysing and displaying data as ‘middle value’. These could both be 7.

5, they could be 7 and

8, or 6 and 9 – any two values that add to 15. Then you write
1.1 Mode, median and range
one less than or equal to the 2nd value, and one greater than or
1 aTeam D b Team A equal to the 3rd value.
2 a£21 000 Same: You could write all values 7.5, but you can also write
b£32 000 two values less than the median and two values greater
cThe median, as it tells us the middle salary; the range tells than the median.
us how spread out they are, but gives no indication of what Different: For an odd number of values, the median value is the
the salaries themselves are. middle data value (as in part a). For an even number, you have to
3 Any number, 150 or lower. write two numbers that have the median value as a ‘half‑way’ value.
4 a Group 1: 12 kg, Group 2: 12.45 kg, 1.2 Displaying data
Group 3: 12.4 kg, Group 4: 12.6 kg
1 a Animal Frequency
b Group 1: 3, Group 2: 4, Group 3: 4, Group 4: 3
3 1 cats 21
c Group 1: 7, Group 2: 2,
dogs 24
4 3
Group 3: 9 , Group 4: 7 rabbits 8

5 The range tells us nothing at all about the median. The median is b It is not immediately clear how many students a partial stick
likely to be near 100 g, as that is what is written on the wrappers. person represents.
6 a Sometimes true; for example, true in the data set 1, 2, 3, c
but not in the data set of Q2. Cats
b Sometimes true; for example, true in the data set 1, 2, 2, 3,
but not in the data set 1, 1, 2, 5.
c This depends very much on what ‘the middle of the data’ Dogs
means! If ‘the middle of the data’ means half-way between
the smallest and largest values, then sometimes true, as in the
answer to part a; if ‘the middle of the data’ means the median, Rabbits
then always true by definition.
d Always true: it’s either the middle value (if an odd number
of values) or between the middle two values (if an even Key represents 4 students
number of values), so it’s always between the smallest and
2 Any sort of pictogram that shows the data clearly.
the largest value. If ‘between’ is understood to mean ‘strictly
between’ (so not equal to either extreme value), then this 3 a
11
is sometimes true; for example, the data set 1, 1, 2 has the 10
median equal to the smallest value. There is the potential 9
8
Frequency

here for a discussion about the importance of precise

7
language in mathematics. 6
e Sometimes true; for example, the data set 1, 2, 2, 5 has a 5
range of 4, so half the range is 2. But the data set 11, 12, 4
12, 15 still has a range of 4, so half the range is 2, which is 3
outside the spread of data values. Critically, the range does 2
1
not tell us anything about the values of the data themselves, 0
only about how spread out they are. No Stay Play Other
f Always true: the mode is the most frequent value, so has to school up lots of
be one of the data values. late games
g Sometimes true; true for the data set 1, 2, 3 but false for the Reason
data set 1, 2, 3, 4.
b No school
h Sometimes true; true for the data set 1, 2, 3 but false for the
c The reasons given cannot be ordered.
data set 3, 4, 5. The range tells us about the spread of the
values, not the values themselves. 4 The frequencies are as follows:
7 4, 5, 5, 7 Number of robins Frequency
8 a 1, 4, 5, 6, 10, 11, 12 b 5 0 5
c 11 1 4
d The number 10 below 9 is −1, but it is impossible to have
2 7
−1 parking spaces, so for a range of 10, the missing value
must be 1 + 10 = 11. 3 3
9 The median of 10 whole numbers will either be one of these 4 1
numbers, or half-way between two of them, so will either be a
Any chart which represents this data clearly would suffice. It
whole number or end in ‘.5’.
might be appropriate to have a pictogram with robins on it to
10 a 0 b 10 show the data, or something similar.
c Answers would be the same however many
5 a Number of spots Tally Frequency
values there were.
11 a 0 b There isn't one. 11 1
c Answers would be the same however many 12 2
values there were. 13 7
12 a Five numbers, middle number = 7.5
14 2
b Four numbers, sum of middle two numbers = 15
15 1
Reflect
13 In part a, the median is the 3rd value = 7.5, so you can write 16 1
this first and write numbers around it. These could be all 7.5, 17 1
or you could write any two values less than or equal to 7.5, and
any two values greater than or equal to 7.5.
In part b, you start by writing 2nd and 3rd values that have 7.5

143
 b Number of spots on ladybird c 6–7
d The mode is a better representation because the modal class
7 does not contain the mode. It is also much lower than the mode.
5 a 30–39
6
Frequency 5
b Hashid is not necessarily right. The 30–39 class will break
into two classes: 30–34 and 35–39. These will have 8
4 students between them, so one of the classes will have at
3 least 4 students. If it breaks equally (4 and 4), then these
2 could both be modal classes. But the modal class need not
be one of them. For example, the 0–9 class could break into
1
1 student in the 0–4 class and 6 students in the 5–9 class,
0 or the 20–29 class could break into 0 and 5 students, so it is
11 12 13 14 15 16 17 possible that one of these classes is the modal class instead.
Number of spots c The modal class is a good way of giving some idea of
which class is the most common. But it can depend very
Number of spots on ladybird much on how the data is grouped, so it is not wise to use it
on its own without looking at other averages.
7 Investigation
6 a i Time (min) Frequency
6
Frequency

5 0–19 12
4 20−39 7
3 40–59 4
2 60–79 1
1 80–99 1
0 ii
11 12 13 14 15 16 17 12
Number of spots 10

Frequency
c 13 8
d George is correct. Justine chose the middle category rather
than the middle data value. 6
6 a 3 b 17
4
Reflect
7 Bar-line graphs are easiest to draw because you only draw 2
a line. Bar charts and pictograms are more colourful and
0
eye-catching, e.g. for a newsletter report. Bar-line and bar 0–19 20–39 40–59 60–79 80–99
charts may be easier to interpret than pictograms as you can
Time (min)
read the value off the scale, instead of counting symbols and
multiplying/dealing with half symbols. b i Time (min) Frequency
1.3 Grouping data 0–9 6
1 a No, it isn’t possible to work out the total number of students. 10–19 6
b The smallest possible total number of students is 22 and 20–29 5
the largest possible total number is 30.
30–39 2
2 There should be no gaps between the bars.
40–49 2
Time the students slept 50–59 2
10 60–69 0
Frequency

8 70–79 1
80–89 0
6
90–99 1
4 ii
2 8

0
Frequency

6.0–6.9 7.0–7.9 8.0–8.9 9.0–9.9 6

Hours of sleep
3 a 30–34 4
b Yes, Shailee can be correct. The median will be half-way
between the 14th and 15th values (when ordered). The
14th value is between 30 and 34 and the 15th is between 2
35 and 39, so if the two values were 33 and 35, then the
median would be 34.
0
0–9
10–19
20–29
30–39
40–49
50–59
60–69
70–79
80–89
90–99

4 a 10 pages
b Number of pages Frequency
6–7 6 Time (min)
8–9 4
c The first shows the general trend in the data better.
10–11 5 d Students’ own answers.
12–13 2
14–15 1

Answers 144
 Reflect 1.5 Line graphs and more bar charts
7 Use grouped data when the set of data is large; for example, it 1 a Wind speed in the Hebrides
would not be suitable to group data if there are only five values.
It can make sense to have different class widths if the data is
60
not evenly spread across the range; for example, you could

Wind speed (knots)

have a group of 60–99 for the investigation.
How many items of data there are, e.g. 10 groups for 10 data 50
items is pointless. How many equal class intervals there will be.
What the boundaries of the class intervals will be – e.g. if the
data is from 10 to 20 g, five class intervals are 10–12, 12.1–14, 40
etc., whereas four class intervals are 10–12.5, etc. – avoid non-
integer class boundaries.
30
1.4 Averages and comparing data
0
1 a 
Mean: 27.5 minutes Mon Tue Wed Thu Fri Sat Sun
Median: 20 minutes
Day
Modes: 18, 20 and 21 minutes
b Median, because it isn’t affected by extreme values. There b Students’ own answers. For example: ‘The wind speed is
are three modes, so it isn’t a very good average to use. likely to vary according to the seasons, and may be quite
c 100 minutes; the mean is most affected. different after a few months.’
2 a 2 b 8 2 a Saturday
2 1 b Sparrows
c i 13 and 83 c She only saw two of the different types of
3 4 birds on those days.
ii 17 and 8 7
3 a ‘Digging’
d Smallest mean is 10 divided by the number of values. b ‘There is Another Sky’
Largest mean is 10 × (number of values – 1) divided by the c The total height represents 100% of the letters in
number of values. each poem.
3 a Smallest mean: 6.4 (1, 1, 10, 10, 10) 4 a  14
b i 7 (1, 1, 10, 10, 10, 10)
ii 6.14 to 2 d.p. (1, 1, 1, 10, 10, 10, 10) 12
c For odd numbers: Subtract 1 from the number and then
divide by 2. Add this number of 1s to one more than this 10
Frequency

number of 10s. Divide by the number of numbers.

8 Year 2
For even numbers: Divide by 2. Add one less than this
number of 1s to one more than this number of 10s. 6 Year 10
4 a i 93.2 kg
ii 22.7 kg 4
iii 94.8 kg
b i  The Oxford rowers were heavier on average, 2
because their mean is greater (94.8 kg vs 92.0 kg).
0
ii The Oxford rowers were heavier on average,
Car Walk Bicycle Train Bus
because their median is greater (93.2 kg vs 91.9 kg).
Transport
iii The weights of the Oxford rowers varied more than
weights of the Cambridge rowers, because their range b Car
is greater (22.7 kg vs 19.0 kg). c Year 10 students are more independent, so they are much
c i 92.5 kg more likely to make their own way to school. This accounts
ii Reduced from 93.2 kg to 92.5 kg, because the cox is for the decrease in car travel and increase in bicycle use.
lighter than the rowers. Also, they may well come from further away, hence the
5 Probably recommend type B, because the mean number of increase in train and bus travel. This, of course, depends on
wrong presses is lower (15 vs 23) and the ranges are not very where pupils live, and will change from context to context.
different (12 vs 9). 5 20
Investigation 18
Temperature (°C)

6 a 4 16
b 5; it has increased by 1.
14
12 Midday
c 12; it has been multiplied by 3.
10
d i Divides by 2 ii Mean is 2, so correct.
8 Midnight
7 a 5 6
b 0.5 (dividing every value by 10) 4
c 0.5 (including an extra 0.5 in the list, which equals the 2
mean, does not change the mean) 0
d 3.5 (adding 3 to every value) Sun Mon Tue Wed Thu Fri Sat
e 350 (multiplying every value by 100) Day
f 349 (subtracting 1 from every value) 6 Brown Blue Other Total
Reflect
Boys 8 6 4 18
8 You could use the median or mean for the TV screen size. The
‘average American’ is probably not about any particular value or Girls 10 3 0 13
quantity, and so the phrase probably means ‘most Americans’.
We can’t sensibly use mean, median or mode to describe it.

145
 4 a The five numbers sum to 50, and the given numbers sum to
32 25, so the other two numbers must sum to 25. If you allow
any numbers, positive or negative, then there is no largest
28
possible range (for example, −1000 and 1025 would be
24 allowed for the other two numbers). However, if you restrict
Frequency

20 Boys to positive whole numbers, then 1 and 24 gives a range of

23, which is the largest possible, while 12 and 13 give a
16 Girls range of 7, which is the smallest possible.
12 b If the remaining two numbers are at most 9 and at least 16,
then the median is 9. If the two numbers are 10 and 15 or two
8
numbers between 10 and 15, then the median is 10. Therefore,
4 the median is either 9 or 10. If you allow for fractional numbers,
0 then one of the numbers could be between 9 and 10, say 9.5,
Brown Blue Other and the other would be greater than 10, so the median would
Colour of eyes be between 9 and 10. Either way, the largest possible median
is 10 and the smallest possible median is 9.
Reflect
5 The mean number of legs that people have is slightly less than
7 a 5 bars
two, as not everyone has two legs, but no one has more than
b To draw a bar chart he needs two bars for each group. He
two legs. As most people have two legs, most people have more
should put Car, Walk, Bicycle, ... along the horizontal axis
than the mean number of legs. If the median or mode was used
and then draw a bar for Year 2 and a bar for Year 10 for
instead, then most people would have the average number of legs.
each transport category.
6 a Multiple possible answers. For example: 3, 4, 5,
1 Extend 6, 6, 6, 7, 8, 9.
1 a Because she can note down the answer very quickly b Multiple possible answers. For example, the trivial set of
when it is given. data, that has only one value: 0. Also acceptable is a set of
b Clothes: groups have different sizes, making it difficult to data with three values; for example: 1, 1, 2 or 2 ,2, 4.
work out the total. 7 a Multiple possible answers. For example: 1, 2, 3, 4,
Food: no grouping, so very hard to count total. 4, 5, 5, 6, 8, 9; or 2, 3, 3, 4, 5, 7, 7, 10; or 3, 4, 4, 5, 5, 11.
Cosmetics: inconsistent strike-through, so could be b A set of data with six values, for example: 1, 4, 4, 5, 5, 9.
confusing or lead to errors.
Investigation
Toys and games: groups have different sizes, making it
8 a Yes, for example: 1, 2, 5, 6, 6
difficult to work out the total.
Mean = 4, median = 5, mode = 6
Other: horizontal strike-through might lead to confusion
b Yes, for example: 1, 2, 7, 100, 100
over where next group begins; diagonal strike-through is a
Median = 7, mean = 42, mode = 100
little clearer.
c All orders are possible.
2 a Science fiction
d Yes, for example: 1, 2, 3, 3, 4, 5, 5, 5. Examples exist
b Realistic fiction
for all orders.
c More boys like it, but there are more boys in total, so it is
Investigation
hard to compare. The percentage of girls who like humour
(12%) is greater than the percentage of boys who like 9 a 7.5 cm only
1
humour (10%), so a greater proportion of girls prefer it. b 10 cm only; in general, the median side length is always 4
d It is a misleading chart because there are different numbers of of the perimeter.
boys (40) and girls (25). It is better to give the percentage of c 1 × 30 gives 15.5 cm; 2 × 15 gives 8.5 cm; 3 × 10 gives
boys and of girls who like each type of book, so that they can 6.5 cm; 5 × 6 gives 5.5 cm.
be compared fairly. Also, it is better to use a dual bar chart as d 1 × 36 gives 18.5 cm; 2 × 18 gives 10 cm; 3 × 12 gives
this allows for easy comparison; it is not meaningful to split the 7.5 cm; 4 × 9 gives 6.5 cm; 6 × 6 gives 6 cm. The smallest is
type of book up as boys vs girls, so a compound bar chart is 6 cm, the largest is 18.5 cm. In general, if area is A, then the
inappropriate. This is what a percentage bar chart looks like: largest median is (A + 1) ÷ 2, and the smallest median is
when the side lengths are as close to each other as possible
45%
(which are the largest factor of A less than or equal to the
40% square root of A, and the smallest factor of A greater than or
35% equal to the square root of A), and the median is at least the
square root of A, equal to it only if A is a perfect square.
30%
Percentage

Boys Investigation
25%
10 a If you allow any size angles, then there is no smallest possible
20% Girls median: the two smallest angles can be as small as you like
15% (for example, both 0.1°) with the third angle being very close
10% to 180°, and then the median is 0.1°. If you restrict the angles
to whole numbers of degrees, then the smallest possible
5%
median is 1° if the angles of the triangle are 1°, 1° and 178°.
0 For the largest possible median, if you allow any size of angle,
Fantasy Humour Historical Realistic Science
there is no largest possible, but the median must be less than
fiction fiction fiction
90°. For example, you could have angles of 0.2°, 89.9° and
Favourite types of fiction
89.9°. If you restrict the angles to whole numbers of degrees,
3 The data set contains at least two 8s; the middle two numbers then you can have a median of 89°, in a triangle with angles
are 5 and 6, 4 and 7, or 3 and 8. of 1°, 89° and 90°, for example. If the median were 90° or
The range is 6, so either the largest number is 3 + 6 = 9 or the larger, then two angles would have to be 90° or larger, and
smallest number is 8 − 6 = 2. that is impossible.
So the possibilities are: b The mean is the sum of the angles divided by 3. But the
angles of a triangle always sum to 180°, so the mean
Smallest = 2, largest = 8: 2, 3, 5, 6, 8, 8; or 2, 3, 4, 7, 8, 8; or
angle is always 60°.
2, 3, 3, 8, 8, 8; or 2, 2, 3, 8, 8, 8.
Reflect
Smallest = 3, largest = 9, so the largest three must be 8, 8, 9 or
8, 9, 9. Therefore, the middle two are 3 and 8, giving: 3, 3, 3, 8, 8, 9, 11 Students’ own answers.
however this is impossible as then the mode would be 3, not 8.
So the smallest is 2, the largest is 8 and there are four possibilities.
Answers 146
 UNIT 2 Number skills 10 a, b Multiple solutions possible, e.g. 5986 5984
742 763
2.1 Mental maths or
+ 31 + 12
1 a 8000 6759 6759
b Thousand
c The digit 2 starts as two hundred and finishes 11 1839
as 200 thousand. 12 Smallest 5000, largest 5499
2 a 5 b 7 c 5 d 7 13 a Use 387 + 439 = 826, not 836 so his answer is incorrect.
3 a e.g. 1 × 24 000 = 24 000, 2 × 12 000 = 24 000, b Addition is the inverse of subtraction so addition can always
3 × 8000 = 24 000, 4 × 6000 = 24 000, 6 × 4000 = 24 000 be used to reverse a subtraction calculation.
b e.g. 1 × 100 000 = 100 000, 2 × 50 000 = 100 000, 14 Either 10 049 – 85 = 9964 or 10 049 – 964 = 9085.
4 × 25 000 = 100 000, 5 × 20 000 = 100 000, 15 523 is 23 more than 500, 489 is only 11 less than 500. This will
10 × 10 000 = 100 000 combine to give more than 1000.
4 a 12 + 8 + 3 × 2 b 8−6+4×2 16 a Inverse operations b 15 052 − 8524
5 336 17 a 40 000 + 40 000 = 80 000
6 5 × 50 with short books, or 3 × 80 with tall books. 250 short b 79 471
books or 240 tall books. A difference of 10 books. c 79 471 – 43 985 = 35 486 and 79 471 – 35 486 = 43 985
7 a B and C d 35 000 + 45 000 = 80 000
b e.g. 1 + 2 × 6 − 4 18 1599 – 902 reveals Charlie started with 697.
8 £365 697 + 63 reveals Liam started with 760.
760 – 58 reveals Anita began with 702.
9 B 29 D 41 A 42 C 66
Reflect
10 Ali: 630, Dan: 9.
19 The words in a problem won't always tell you exactly what
11 20
calculation you need to do. However, it should be possible to
12 a – b + c × work out what calculations are required from the information
13 E.g. 14 = 5 + 3 × (10 − 4) ÷ 2 given in the question.
15.5 = (5 + 3 × 10 − 4) ÷ 2
2.3 Multiplication
24 = (5 + 3) × (10 − 4) ÷ 2
33 = 5 + (3 × 10) − (4 ÷ 2) 1 Profit, £85
64 = (5 + 3) × (10 − 4 ÷ 2) 2 950
78 = (5 + 3) × 10 − 4 ÷ 2 3 3768 pairs
18 = 5 + (3 × 1 − 4) ÷ 2 4 18 × 15 + 29 × 52 + 11 × 75 = 2603
29 = 5 + 3 × (10 − 4 ÷ 2)
5 684
14 Ten million steps in two years would be five million steps in one
6 a 285 714 b 428 571 c 571 428 d 714 285
year. 5 million ÷ 10󠆿  000 = 500. There are only 365 days in a year,
7 a 253 253 b 387 would end up with 387 387
not 500, so 10 000 steps a day for two years will be less than
c 387 387
ten million steps.
8 a 2025 b 2024 c 784
15 a (1 + 2) × 3 + 4 × 5 b 1 + 2 × (3 + 4) × 5
d 783 e 1521 f 1520
c (1 + 2) × (3 + 4) × 5
g The second answer is always one smaller than the first.
16 a (3 + 4) × (5 + 2) b (4 + 5) × (2 + 3)
24 × 26 would be 624.
17 a  27 × 10 × 8 = 27 × 8 × 10 = (20 × 8 + 7 × 8) × 10
9 a Largest is 521 × 43 = 22 403
= (160 + 56) × 10 = 216 × 10 = 2160
b Smallest is 135 × 24 = 3240
b To make it clear which part has to be done first.
c i 354 × 12 ii 125 × 34
18 (1 + 2) × 3 + 4 × (5 + 6 + 7) = 81 iii 314 × 52
19 Luke would need to multiply by 10 000. Investigation
Reflect 10 a i 21 × 34, by 198
20 E.g. The digits in numbers correspond to the number of 1s, 10s ii 32 × 45, by 198
100s = 102, etc. iii 43 × 56, by 198
2.2 Addition and subtraction b The pair of numbers that are closer together is always 198
bigger than the pair that are further apart.
1 a Manchester United 70 000
c 45 × 76 and 54 × 67
Arsenal 60 000
d The same happens, but now the bigger answer is 297 bigger.
Liverpool 50 000
e Same but 396 bigger.
b Watford 400 000
f Same but 495 bigger, e.g. 12 × 76 = 912, 21 × 67 = 1407,
Stoke City 600 000
1407 − 912 = 495.
Reading 200 000
c Luis Fonsi 33 million 11 a 24 b 120 c 5040
Ed Sheeran 19 million d 40 320 e 362 880 f 9!
PSY 16 million 12 36 km
2 21 927 13 £23
3 122 14 13 436 928
4 201 Reflect
5 a 6 5 2 b 2 7 5 c 6 2 9 15 Estimating means working out 450 × 100 = 45 000, so the
+ 2 2 3 + 5 6 7 – 3 0 5 answer needs to be much larger. ‘Final digits’ means working
out 2 × 7 = 14, so the final answer needs to end with a ‘4’.
8 7 5 8 4 2 3 2 4
Estimating:
6 £41 306 Advantage: Shows if the answer is of about the right size, or
7 £143 982 that it is not.
8 21 + 98, 98 + 21, 91 + 28 or 28 + 91 Disadvantage: Doesn’t show that the answer is wrong if, e.g.
9 E.g. 193 + 827 only the final digit is incorrect.
Final digits:
Advantage: Quick way of checking that an answer is not

147
 correct (if final digit is wrong). Reflect
Disadvantage: Doesn’t tell you anything about the accuracy of 15 For example: Agree, because money calculations are based
the non-final digits. in 100s and time calculations are based in 60s.
2.4 Division 2.6 Negative numbers
1 865 × 7 1 a 6 b −6 c −6 d 6
a 6589 × 11 b 653 × 18 c 986 × 27 e −10 f −10 g −36 h −36
2 a b e.g. 2 Students’ own calculations that give an answer of −12,
50 100 30 60 e.g. 6 × −2, 10 – 22, −20 + 8, −60 ÷ 5
3 a Edinburgh 11 °C, Belfast 6 °C, Leeds 13 °C
b Edinburgh 2 °C, Belfast 7 °C, Cardiff 13 °C
25 900 36 12 480 40 c Leeds, Edinburgh, Belfast, Cardiff
d Brighton could have been −2 °C or −3 °C
4 a −24 b 24 c −16 d 16
e −70 f −70 g −246 h −246
9 18 8 16
5 a −1 °C b 6 °C
3 26 toilets if the number is rounded up. 6 a −4, −8 b 3, −15 c 19, −31
d −3, −9 e −1, −11
4 28 test tubes
7 1120 m
5 a £47.55 b 10p
8 −5
6 22, 52 or 82
9 a 1 − 432 = −431
7 55
b 432 − 1 = 431
8 65
c 31 – 24 = 7 (or 24 – 31 = –7)
9 a 146 914 ÷ 17 = 8642 b 21 625 ÷ 5 = 4325
10 −6
c 55 718 ÷ 13 = 4286 d 300 041 ÷ 7 = 42 863
11 Arthur 5 6 11 7 −7 0
10 a 165.4 cm
b Mean decreases to 165, so decreases by 0.4 cm Leah −15 −13 −3 −11 −39 −25
11 £240.38 (nearest penny)
12 28 + 72
Investigation
13 a 2 – 5 = –3
12 Remainders will always be either 1 or 5. A remainder of 2 or 4 is
b Students’ own temperature question using
not possible because this would mean the original number was
calculation from a.
even, which can’t happen with a prime number. A remainder of
3 would mean the original number could be divided by 3, which 14 a i −20 ii −95 iii −5 iv −380
can’t happen with a prime number. b iv, ii, i, iii
c e.g. 40 − 9 × 5
Reflect
Reflect
13 Always. You can use multiplication to check the answer to a
division calculation. 15 The answer is negative. You can have negative temperature, but
you can’t have a negative number of apples (unless you owe
2.5 Money and time someone some apples).
1 Hours and minutes do not use a decimal system. 60 minutes 2.7 Factors, multiples and primes
make up one hour. 1 hour 15 minutes is 1.25 hours and
1 hour 30 minutes is 1.5 hours, so the correct answer is 1 6, 18, 26, 52, 117
3 hours 45 minutes. Investigation
2 10 days and 10 hours 2 5 1 12 16 19 1 26 16
3 a £3.50; £35 6 6 13 1 20 22 27 13
b £15; £150 7 1 14 10 21 11 28 28
c 40 minutes; 6 hours and 40 minutes
8 7 15 9 22 14 29 1
d 33 minutes and 20 seconds;
5 hours, 33 minutes and 20 seconds 9 4 16 15 23 1 30 42
e c and d are harder because there are 60 seconds 10 8 17 1 24 36
in a minute and 60 minutes in an hour but money is 11 1 18 21 25 6
based on 100p in £1.
4 a Fashion Heights £8099.70; Legs 11 £7682.73; i  eficient: 5, 7, 8, 9, 10, 11, 13, 14, 15, 16, 17, 19, 21,
D
Walking Smart £6445.88 22, 23, 25, 26, 27, 29
b No. Fashion Heights paid the most but Legs 11 got the most ii Perfect: 6, 28
clicks per week. iii Abundant: 12, 18, 20, 24, 30
5 £57 3 a 6 in the middle, 12 opposite 18, and 54 opposite 60
b Worked out that the HCF of 24 and 30 is 6, then compared
6 128 packets (4 Mega + 4 Supa)
factors of the other numbers to find the pairs that also
7 67 500 have a HCF of 6.
8 Greatest cost = £4.95, so her change is 5 × 1p coins. Least 4 Two turns on the large cog and three turns on the small cog.
cost = 10p, so her change is £2, £2, 50p and two 20p coins.
5 a LCM of 4 and 5 is 20
9 Lily has £14. LCM of 4 and 6 is 12
10 8 LCM of 4 and 10 is 20
11 As an individual payment, option A is better on the eighth time LCM of 5 and 10 is 10
when it would give £1.28. As a total so far, option A would be LCM of 5 and 6 is 30
better by the tenth time when the total is £10.23. LCM of 6 and 10 is 30
12 1840 minutes or 30 hours and 40 minutes b 5 and 10 have an LCM of 10.
13 Sally has 7 × 60 = 420 minutes over two weeks. Her cousin has c 4 and 5 and 4 and 10 both have an LCM of 20.
2 × 4 × 50 = 400 minutes over two weeks. Sally has 20 minutes 6 and 5 and 6 and 10 both have an LCM of 30.
more maths every two weeks. 6 The LCM of 9 and 15 is 45.
14 13 600 7 8, between 89 and 97

Answers 148
 8 a 3, 5, 33 and 55 9 a 5700 b 9900 c 250 500 d 613 872
b 1, 3, 5, 33, 55, 165 10 4:45 pm
c 3, 5 and 11 11 30%
d 166 = 165 + 1 and 165 ÷ 11 = 15, so 166 has a remainder
12 4
of 1 when divided by 11.
13 792
Reflect
14 6 cards, from 15 to 20, totalling 105
9 a If a number is a factor of another number, then the other
number is a multiple of the factor. Investigation
b Every number has factors that are prime. 15 Yes: 12 = 3 + 3 + 3 + 3 and 3 × 3 × 3 × 3 = 81.
c A number divided by its factor will give a remainder of 0; This is the largest solution possible.
a number +1 divided by one of its factors will give a Reflect
remainder of 1; a number +2 divided by one of its factors 16 Students’ own answers.
will give a remainder of 2, etc.
2.8 Square numbers
1 a 1: 1
4: 1, 2, 4
9: 1, 3, 9
16: 1, 2, 4, 8, 16
25: 1, 5, 25
36: 1, 2, 3, 4, 6, 9, 12, 18, 36
b 4
2 a < b > c <
d > e > f >
3 √49, 32, √100, 62
4 122 ÷ 6 = 22 × 6 = √4 × 12 = 24
5 a 10
b 27.5
c 5
6 a 4
b 400
c 40 000
d Multiplying a number by 10 multiplies its square by 100.
7 Yes: the seats can be arranged in a square of 30 by 30.
8 a 49 tiles
b 36 tiles and 16 tiles
9 a 112 = 121, 1012 = 10 201, 10012 = 1 002 001
b 100 020 001
c 222 = 484, 2022 = 40 804, 20022 = 4 008 004
10 a The last two digits are always 25.
b Starting numbers are 2, 6, 12, 20. This increases by 2 more
each time (+4, +6, +8, ...), so next two numbers should
start with 30 and then 42.
c 552 = 3025 and 652 = 4225.
11 144 and 169
12 2 and 13
13 a 100, 225, 400, 625, 900 b 196, 441 and 784
c 169 and 676
Investigation
14 a 9 cm2 and 16 cm2
b 25 cm2
c She is not correct because to calculate 32 + 42 you need to
work out the powers first.
32 + 42 = 25 (3 + 4)2 = 72
= 49
d No, it is not true for any squares that are different sizes.
Reflect
15 All factors of a number come in factor pairs. However, the ‘pair’
of the square root of a square number is itself, so this ‘pair’
only contributes 1 to the number of factors. Added to the even
number of other factors, this means that the total number of
factors is odd.
2 Extend
1 −190
2 Nearer to 7 because 72 is nearer to 50 than 82.
3 2706
4 78.3 kg (to 1 d.p.)
5 Just 2 – the 1st and the 31st.
6 2 678 401
7 21 978
8 138 064

149
UNIT 3 Expressions, functions and formulae 3a − 6b; 3a because 6 – 3 = 3, − 6b because 7 – 1 = 6 but the
last b to appear has a minus in front of it.
3.1 Functions
9a + 8b; student ignored the minus signs.
1 a −2, −1, 1 b 5, −4, −13 18a − 7b; student multiplied the 3 and 6 to get 18, and the 7
2 Debbie is correct. Her function works for all three values. and 1 to get 7.
3 a +4 b ×20 3a + 6b − 6a; it is a partial simplification, but the a terms have
4 a For example, not been simplified.
1
×1 +8, ×2 + 6, ×3 +4, ×0 + 10, ×(−2) +14, × 2 +9 3 a 3z − 3z = 0 b 2x − 2x = 0
b ×3 +4; there are no other possibilities (geometrically: two c −4y + 4y = 0 d −t + t = 0
points define a line). 4 a
5a + 4b
c 22 d The function is ×(−1) +12, so
6 × (−1) + 12 = 6 3a + 2b 2a + 2b
5 a Add 2; +2 2a a + 2b a
b i Input Output
b Infinitely many
6 6 c Only possible completed pyramid is
5 5 3a + 5b
4 4
2a + 2b a + 3b
3 3
a a + 2b b
2 2
1 1 5 a
8 1 6
0 0
3 5 7
ii Input Output
4 9 2
6 6
5 5 b c+a c−a−b c+b
4 4 c−a+b c c+a−b
3 3 c−b c+a+b c−a
2 2
6 a i Yes ii Yes iii Yes
1 1 b 3 − 5 = −5 + 3, 5 − 3 = −3 + 5
0 0 c 3 × 2 − 5 × 4 = −5 × 4 + 3 × 2
iii Input Output 5 × 4 − 3 × 2 = −3 × 2 + 5 × 4
d 3a − 5b = −5b + 3a, −3a + 5b = 5b − 3a
6 6
7 a
5 5 u
4 4
3 3
2u + v 3u – 2v
2 2
1 1
0 0 u+v 3u – v 2u – 2v

c For subtraction: the diagram still has parallel lines, but

This is the only possibility.
they go down from left to right rather than up; it is the
b
reflection of the addition diagram. For multiplication and
i
division: the lines are no longer parallel – they ‘spread
out’ (for ×2) or ‘get closer together’ (for ÷2); the two
diagrams are reflections of each other (because they are
1–i 2i + 3
inverse functions).
6 It is calculating the mean of the five inputs.
7 ×0 1 – 2i 4–i 3+i
8 a 1st machine: 1, 4, 7; 2nd machine: 3, 6, 9
b Yes; the two function machines would usually give different This is the only possibility.
answers if the operations were in a different order. c e.g.
c i No. For example, + 2 + 5 = + 7 = + 5 + 2
ii No. For example, – 4 – 8 = – 12 = – 8 – 4 a+b+c a + b + 2c c
iii No. For example, − 2 + 3 = + 1 = + 3 − 2
d i No. For example, × 2 × 10 = × 20 = × 10 × 2
ii No. For example, ÷ 4 ÷ 3 = ÷ 12 = ÷ 3 ÷ 4 2b – 3a – c 3a – 4b + 4c
2
iii No. For example, × 2 ÷ 5 = × 5 = ÷ 5 × 2

Reflect
–4a + b – 2c c – a – 3b 3a – 4b + 3c
9 a Yes b ×0
3.2 Simplifying expressions 1
1 4b + c − a There are infinitely many possibilities.
2 Correct answers: 6b − 3a and −3a + 6b Investigation
Incorrect answers: 8 a Yes. Add all three boxes to get twice the total of the circles,
3a + 6b; student did 6 − 3 for the a terms, or didn’t like the idea then halve to get the total of the circles. Find the top circle
of writing −3a. by taking the circle total and subtracting the bottom box
3b; student did 3 + 7 – 6 – 1 = 3, and just put a b because that (= bottom two circles), and the other two circles likewise.
was the last thing.

Answers 150
 b The top and bottom boxes sum to the total of the four bc; these are all different. The only way of getting the
circles, as do the left and right boxes. So these two sums same coefficient of x is to have a(bx + c) and b(ax + c)
must be equal if there is to be a solution. If they are equal, (or similar), and then the constants are different.
then the top left circle can be anything and you can fill in e There are now 24 ways to place them, and you might have
the rest of the circles to make the sums work. expressions the same, for example if the numbers are 1, 2,
c Pentagon: this is like the triangle – the sum of all five boxes 3, 6, then 1(2x + 6) = 2(1x + 3).
equals twice the sum of the circles. Add two non-adjacent Reflect
boxes to find the sum of four circles, then subtract this 14 Order of terms is important in division and not in multiplication,
from the total to get the fifth circle. You can do this for as for numbers.
all five circles.
3 × 5 = 15 whether they are just numbers or coefficients of like
Hexagon: this is like the square – three alternate boxes sum
terms, i.e. same number rules apply.
to total of all six circles, as do the other three boxes. These
two sums must be equal for there to be a solution. If they Inverse of × 3z is ÷ 3z.
are equal, one circle can be anything, and then you can Multiplying a bracket is the same as for a number because you
find the rest of the circles to make the sums work. multiply each term inside by each term outside.
In general, if there are an odd number of sides, it is Different because you can multiply and divide a term like 10x
always possible, and there is just one solution found in by a letter, a number or a term involving a letter and a number.
a similar way to triangles and pentagons. If there are an Multiplying a bracket is different than for a number because you
even number of sides, then the two sets of alternating end up with two terms (if there are two terms in the bracket),
boxes have to have equal sums to give a solution, and if instead of a final number answer.
they do, you can complete one circle in any way and then
3.4 Writing expressions
fill in the rest.
1 a x+y
Reflect
b i x+y−3 ii x + y − 3
9 Order is important in subtraction, but not in addition,
2 a b+5 b 4b + 10
as for numbers.
Same number rules apply: i.e. 3 + 5 = 8 whether they are just 3 2a + 2b
numbers or coefficients of like terms. 4 4a + 10
Inverse of + 3z is − 3z and vice versa, the same as + 3 is the 5 3s cm
inverse of − 3. 6 a 70 + 60h b 40 + 2m
Different because you only get one term in the answer to a
s
number addition/subtraction, but in algebra you may get one, 7 a 3t pence b 3 pence
two, three, etc. terms, with different unknowns. 4b
c 4a d 3 e 3c + d
3.3 Simplifying expressions 2
1 7 × 635 = 7(600 + 30 + 5) f
f e+ 3
= 7 × 600 + 7 × 30 + 7 × 5
= 7a + 7b + 7c where a = 600, b = 30 and c = 5. 8 a x + 3x + 9x = 13x
2 a For example, 4 × 4y, 2 × 8y; 32y ÷ 2, 64y ÷ 4 b The longest side has length 9x. The other two sides, x and
b For example, 2 × 5b, 10b × 1; 20b ÷ 2, 50b ÷ 5 3x, only have a combined length of 4x, which is not even
c For example, 1 × 12d, 2d × 6; 60d ÷ 5, 120d ÷ 10 long enough to get between the two ends of the longest
d For example, 5 × 3x, 15x × 1; 120x ÷ 8, 15x ÷ 1 side, so it is impossible to make a triangle.
3 a Yes b No c Yes 9 a 3x + 2 b 6y + 5 c 4a d 5b + 4
d i 1 and 12, 2 and 6, 3 and 4 10 a 3a + 1 b 4
ii 1 and 12b, 2 and 6b, 3 and 4b, 4 and 3b, 11 a ×4 then +7, or ×2 then + 6x + 5, for example.
6 and 2b, 12 and b b ×3 then + 4x + 1 is the most straightforward possibility.
e 8c has more factors because it has all the number factors, Reflect
plus numbers with c, i.e. 1, 2, 4, 8, c, 2c, 4c, 8c. 12 Function machine multiplies by 3 and then adds 2.
4 a Hasn’t multiplied the 2 by 4. b 4x + 11 Expression in Q9 part a is 3x + 2, which shows that for any
5 a 12x + 20 b 18x − 19 input value x you multiply by 3 and then add 2. But 3x + 2 is
6 8(2x + 5) + 3(4x − 5) = 16x + 40 + 12x − 15 shorter. Algebra can save time and space, by avoiding writing
= 28x + 25 lots of words. Also, algebra is an international language – you
4(7x + 6) + 1 = 28x + 24 + 1 could understand 3x + 2 in a textbook in any language.
= 28x + 25 3.5. Substituting into formulae
7 10; no 1 a £36 b £50 c £64 d £113
8 First box: 6, second box: 7; no 2 a i 50 N ii 700 N iii 300 N
9 a a + b + 3 b 4(a + b + 3) c 4a + 4b + 12 b i 8N ii 112 N iii 48 N
10 a Sum = 15c, mean = 3c 3 a 150 b 320 c 160 d 105
b Sum = 12x, mean = 3x 4 a 5 °C b 15 °C c 25 °C d −5 °C
Note that the answers do not depend upon knowing the 5 a 17 b 4x − 3 c 17
value of c or x. d They are the same; they will be the same as long as the
11 a 3a b 4f (mid-way between 3f and 5f) same number is used in both.
c h 6 a 3000 b 16 c 10 000 d 6
d There is no way to know; it depends on the
7 a They equal 14, 15, 12, so the median is 2c + 8
values of a and b.
b The answer is different for different values of c. The median
12 a Four ways: is 2c + 8 when c = 3, it is 3c + 6 when c = 1, and is 4c when
1(24x + 18), 2(12x + 9), 3(8x + 6), 6(4x + 3) c = 5. (There are other values of c which also work.)
b The HCF is 6; the numbers in front of the brackets are all
8 a Bob is faster, as he runs further in the same time; speeds
the factors of 6.
are: Alice 6 m/s, Bob 7 m/s.
Investigation b Charlie has the greater speed, as he takes less time to run
13 a Six ways b No the same distance; speeds are: Charlie 8 m/s, Dave 6 m/s.
c As before, none of the expressions are the same. 9 a c increases, as you are subtracting a fixed amount from
d No: they will always all be different. If the three numbers a larger amount.
are a, b, c, then the coefficient of x will be one of ab, ac,

151
 b c decreases, as you are subtracting a larger amount from b If m and n of part a are swapped around (so m = 837,
a fixed amount. n = 5), then p will decrease. If m is 1 less than n, then
10 a r increases, as you are dividing a larger amount by the increasing m by 1 and decreasing n by 1 will leave p
same fixed amount; thinking in terms of sharing, there unchanged (as m and n are simply swapped). In general, if
are the same number of people to share between, m is less than n – 1, then p will increase; if m = n – 1, then
but more to share. p is unchanged, and if m is greater than n – 1 (equivalently
b r decreases, as you are dividing a fixed amount by a larger for whole numbers: if m is at least n), then p will decrease.
amount; again thinking in terms of sharing, there are more c In this case, you have very similar behaviour, but now the
people to share the same amount of stuff between. dividing line between p increasing and decreasing occurs
11 a 6x + 4 b 12a + 4 c Yes when m = n – 2.
Investigation 5 a, b When a > b, increasing both a and b by 1 decreases the
value of c, whereas if a < b, the value of c increases.
12 3n is larger when n is greater than 1.5, and n + 3 is larger when
If a = b, the value of c is unchanged. Thinking about
n is less than 1.5. They are equal when n = 1.5.
dividing a cakes among b people, you are adding one
Reflect extra cake and one extra person. If each person was
13 a They can take any value – i.e. can vary. getting more than one cake beforehand (so a > b), then
b i True ii True iii False this extra cake will not be enough for the new person if the
3.6. Writing formulae division is fair, so everyone will end up with less cake. On
the other hand, if each person was getting less than one
1 a 42 b 2n + 2
cake beforehand (so a < b), then the extra cake is more
2 a i 28 ii −7 iii −32 iv 5x + 3
than the extra person fairly deserves, so everyone will end
b y = 5x + 3
up with more cake. Finally, if the number of cakes is equal
3 a 301 b M = 3s + 1 to the number of people (a = b), then each person gets
4 The student has not explained the meaning of their variables. one cake. Adding one extra person and one extra cake
They should begin with ‘Let b = the number of egg boxes and does not change this.
e = the number of eggs’. The formula is also the wrong way 6 a Students’ own answers, for example 7, 8, 11.
round: it should read e = 6b, as the number of eggs is 6 times b, c e.g. 6 ways, these are:
the number of egg boxes. a = 7, b = 8, c = 11
5 P = 54C a = 7, b = 11, c = 8
6 a 7 cm a = 8, b = 7, c = 11
b Substituting x = 3 into this formula gives a = 8, b = 11, c = 7
p = 2(3 + 1) = 8, but the perimeter is 7 cm. a = 11, b = 7, c = 8
So this formula is wrong. a = 11, b = 8, c = 7
c p = 2x + 1 d In the given example, there are three different values,
7 a 33 namely 67, 85 and 95.
b The boxes read: ×4 then +5 e The largest is three different values; the smallest is two
8 Let s = side length, p = perimeter. Then p = 3s. (Units could different values.
be included, so s = the side length in cm, p = the perimeter 7 a Students’ own answers, for example 7, 8, 11.
in cm, for example.) b Up to six different values. Exact answer depends on
9 e.g. P = 4s where P = perimeter and s = side length. student’s choice of numbers in part a.
c The largest is six different values; the smallest is five
10 Let l = length, w = width, A = area, p = perimeter.
different values.
a A = lw b p = 2(l + w) or p = 2l + 2w
8 a The values are 13, 17, 23, 31, 41 which are
Investigation
all prime numbers.
11 a 10; could systematically list all handshakes, could draw a b No, for example when n = 10, it is 121 (the first
network, could say that each person shakes hands with 4 non‑prime number in the sequence), or when n = 11,
other people so 20 handshakes, but each is counted twice. it is 143 = 11 × 13.
b 15 c The values are now 19, 23, 29, 37, 47 which are all prime
n(n – 1) numbers, but it is not prime when n = 16 (289 = 17 × 17) or
c A possible formula is H = 2 .
n = 17 (323 = 17 × 19).
Each of the n people shakes hands with everyone d No, because when n = c or n = c – 1 the expression is
else (i.e. n – 1 people). This gives n(n – 1). You then divisible by c, so is not prime. This is true for all c > 1. When
need to divide by two because each handshake has c = 1, choosing n = 4 means that n2 + n + c = 21 = 3 × 7,
been counted twice. which is not prime.
Reflect Investigation
12 a Saves time
9 a ×2 then +3; +1.5 then ×2
b Saves time and is quicker to write and remember, others
b Only two pairs are needed.
can understand it without having to read lots of words.
c A general observation is that the multiplication step is
3 Extend always the same in both machines. Also, if the first machine
b
1 2a + 2b is ×a then +b, the second machine will be + a then ×a.
1 d ×0 then +5. The second machine cannot be made to
2 a × 4 then –2 b 40 give these outputs.
3 a Always true; adding on 2 always results in a larger number. e ×0 then +4. The second machine cannot be made to
b Sometimes true, e.g. true when x = 1 but false when give these outputs.
x = 0 or x = –1. General answer: true whenever x > 0, f ×0 then +3. The second machine cannot be made to
false whenever x ≤ 0. Doubling does not always make give these outputs.
numbers larger. g If the output is always a, the rule is ×0 then +a. The second
machine cannot give this output. The only exception is if the
4 a Before: p = 4185, after: p = 5016. Imagine you are offered
output is always 0, in which case the second machine can
5 lots of £837 or 6 lots of £836; the latter is more money.
be +b then ×0 for any choice of b.
Alternatively, you lose 5 by reducing 837 to 836, but then
you add on another 836, which more than compensates.
Alternatively, think about the areas of a 5 × 837 and 6 × 836
rectangle; overlap the rectangles to see what the difference is.

Answers 152
 Reflect
10 An expression is just a collection of variables combined
together in various ways. It doesn’t have an equals sign. You
can use it, for example, to give the length of the side of a
shape, or the number of sweets that someone has.
A function gives a rule for turning one number into another. You
can express it using algebra. For example, you could have a
function which tells us to multiply a number by 3 and then add
2, and express this as the rule that x gives 3x + 2.
A formula gives a rule for connecting one variable with another,
and involves an equals sign. For example, you might have a
formula for connecting a distance measured in miles with the
same distance measured in km.
Symbols have an advantage of taking less effort to write, and
also that it is much easier to manipulate symbols (for example
multiplying them together, or forming more complicated
expressions) than it is to describe the same thing in words.

153
UNIT 4 Decimals and measures 4 a 20 km b 24 km c 12 km
4.1 Decimals and rounding 5 a £200.50 b 200 500 g
c 200 500 mm d 12 030 minutes
1 a 0.72, 0.712, −0.712, −0.724, −0.73, e.g. –0.74
6 a
b 12.92, 12.9, 12.874, −12.874, −12.9, −12.92, e.g. –13
c 0.291, 0.29, 0.24, 0.203, 0.2, e.g. 0.19 0m 0.02 m 0.04 m 0.06 m 0.08 m 0.1m
d 0.491, 0.49, 0.45, 0.43, 0.405, e.g. 0.4 b
2 a i 0.311, 0.315, 0.352, 0.37, 0.376 0 mm 20 mm 40 mm 60 mm 80 mm 100 mm
ii 18.4, 18.411, 18.42, 18.429, 18.49
7 a For example: 200 ml and 250 ml can be found.
iii 0.107, 0.13, 0.17, 0.7, 0.73
b For example: 105 ml and 455 ml cannot be found, because
iv 0.502, 0.514, 0.52, 0.55, 0.562
divisions of 5 ml are too small to be measured with the
b Students’ own answers, for example:
scale on this jug.
i 0.32 ii 18.415
8 a 7.5 lb b 3.4 kg
iii 0.15 iv 0.518
Reflect
3 0.098 cm, 0.1 cm, 0.0955 cm
9 Students’ own answers, for example: Pounds and pence is
4 A and E
easiest to interpret when shown on a calculator; hours and
5 Rounding each, 5 × 12 = 60 so the answer cannot be 85.3.
minutes is hardest to interpret when shown on a calculator.
6 3 ÷ 0.5 = 6
4.4 Working with decimals mentally
7 Total is 1p more than collected. Either someone donates
an extra 1p, or one charity needs to receive 1p less 1 a 0.2905 b 290.5 c 29.05
than the other two. d Students’ own answers, for example:
0.083 × 35, 0.0083 × 350, 0.000 83 × 3500,
8 Sally is correct. Keith’s 4 coaches will only take 200 students,
8.3 × 0.35, 83 × 0.035, 830 × 0.0035
leaving 20 behind.
e 2.905 has been multiplied by 10 too many times.
9 a 18 ÷ 3 = 6 is easier to work out than 17 ÷ 3.
It should be 2905.
b i 27 ÷ 3 = 9 ii 36 ÷ 4 = 9
2 a Estimate 12 × 0.7 = £8.40
iii 60 ÷ 12 = 5 iv 75 ÷ 5 = 15
b Calculator says £8.74
10 Any three from: 20 040.5, 20 040.6, 20 040.7, 20 040.8, 20 040.9,
3 a 640, 6400, 64 000 b 6.4
20 041.0, 20 041.1, 20 041.2, 20 041.3, 20 041.4
4 a 27.72 b 2.772
11 Students’ own answers, for example: 998.78, 998.8,
998.81, 998.85, 998.87 5 a 8 b 0.8 c 0.08 d 0.008
e 0.0008 f 25 g 2.5 h 0.25
12 60 × £8.33 is £499.80. The school will be 20p short. Better to
i 0.025 j 0.0025
charge each student a little more.
3 3 3 3 9
Reflect 6 0.3 is 10 and 0.03 is 100 , so 10 × 100 = 1000, which is 0.009
13 Sometimes you will end up with fewer ‘things’ than you need if
7 a 422.62 ÷ 4.52 = 93.5 b 422.62 ÷ 93.5 = 4.52
you round down. For example, you cannot fit all the people on
the coach in Q8 if you round down. 8 a 17.3 b 173 c 0.173
d 8.6 e 86 f 0.86
4.2 Length, mass and capacity
9 3.45 ÷ 2.5, 34.5 ÷ 2.5, 3.45 ÷ 0.025
1 a 0.047 b 47
10 a 2.89 b 0.0289
c 0.047 d 4.7
11 a 12 b 1200 c 600
2 a 7000 mm b 55 000 mm
d 60 e 30 f 300
c 109 000 mm d 830 mm
12 a 0.24 × 1200 ÷ 6.4 = 45
3 a 12 m b 1.4 m c 2.75 m d 0.439 m
b 0.12 × 1200 ÷ 1.6 = 90
4 The washing-up bowl c 12 × 12 ÷ 320 = 0.45
5 a 1.19 m, 120 cm, 124 cm, 1.31 m d 0.012 × 1.2 ÷ 1.6 = 0.009
b 1.09 km, 1100 m, 1.2 km, 1300 m Reflect
c 1155 mm, 1.16 m, 1209 mm, 1.23 m
13 Students’ own answers, for example:
d 1105 mm, 111 cm, 1.13 m, 1210 mm, 1.23 m, 128 cm
Numbers that are the same as in the original calculation.
6 2760 m The new calculation is a rearrangement of the
7 0.0058 km original calculation.
8 a Any wing span between 13 cm and 14 cm. A number in the new calculation is e.g. 10 times bigger than a
b Any mass between 20 g and 22 g. number in the original calculation.
9 176 cm 4.5 Working with decimals
10 28 cm 1 a 2.8 b 6.6 c 3.66 d 91.5
11 51 cm 2 £9.61
12 2.7 mg 3 a £300 b £296.75
Investigation 4 a 12p
13 a A and D, B and C
b 1000 ÷ 100 ÷ 10; 10 ÷ 1000 × 100; 100 ÷ 1000 × 10 0 6
c i Yes, she is correct because you multiply by 10 to 5.88
change millimetres to centimetres, then multiply by 100
to change centimetres to metres. b 5 9 1
ii ÷1000 6 . 00
Reflect –5. 88
14 The metric system is described as a ‘base 10’ system because 0. 1 2
all the units are based on powers of 10.
c Anna’s method to find 12p seems easier than Ed’s method.
4.3 Scales and measures
5 12.5 seconds
1 a 10 cm b 9.5 cm c 9.7 cm 6 Median is 3.4, range is 3.41 – 3.04 = 0.37
2 a 200 ml b 175 ml c 180 ml
3 a 250 ml b 250 ml c 260 ml

Answers 154
 7 8 a 15 540 mm2 b 31 080 mm2
0.2 0.13 0.18 c 62 370 mm2 d 124 740 mm2
e 249 480 mm2
f 498 960 mm2 and 997 920 mm2
0.15 0.17 0.19
Investigation
9 a, b Students’ own answers c 4
0.16 0.21 0.14 d If the measurements are halved, then the area
is divided by 4.
8 £23.75
10 17 m2
9 2.5 × 0.4
11 350 cm2
10 15 600 g
12 Border 36 cm2, area inside is 64 cm2
11 127.5 g tuna, 82.5 g tomatoes, 0.3 g paprika
13 Perimeter should be in cm, and area in cm2
12 a i 3.824 ii 3.86 iii 4.01
Reflect
b Part ii is easiest because it has just hundredths to keep
track of and there is no carrying. 14 The same: both ways to describe and measure a shape.
c Part i has thousandths as well, and part iii needs carrying. Different: perimeter measures a length and its unit is in linear
units (cm, m, km, etc.); area measures space covered and its
13 John’s method seems quicker.
unit is in square units.
Reflect
4.8 More units of measure
14 Students’ own answers. Something like Q13, where subtracting
£2.99 is easier done mentally. 1 a 1800 g b 3 litres c 18 litres
4.6 Perimeter 2 Yes. 430 × 1500 kg = 645 000 kg = 645 tonnes;
137 × 40 = 5480 tonnes; 645 + 5480 = 6125 tonnes.
1 a 18 cm b 2000 cm c 28 cm
3 Yes. Peter’s rucksack has a capacity of 66.3 litres.
2 a Any three rectangles that have perimeters of 20.6 cm, for
4 Area is 9600 cm2 or 0.96 m2, perimeter is 400 cm or 4 m.
example: 3 cm by 7.3 cm, 6 cm by 4.3 cm, 7.5 cm by 2.8 cm.
b 5.15 cm 5 Area is 1 350 000 m2 or 1.35 km2, perimeter is 4800 m or 4.8 km.
3 a 16.5 m b 20.5 m c 5.45 m d 3.16 m Investigation
Investigation 6 From cm2 to m2 you need to divide by 1002, so divide by
10 000 not just 100.
4 11 and 1, 10 and 2, 9 and 3, 8 and 4, 7 and 5, 6 and 6
Consider each integer in turn, until values repeat. 7 a Callum needs to convert them into the same unit.
b Lucas is wrong; it would be better to convert the single miles
5 a 2a + 2b b 2a + 4b c 3a + 3b d 3a + 2b
units into metres, rather than the four metric units into miles.
6 a 14 + 4x b 54 + 4x c 3x + 21
c 600 m, 800 m, 1800 m, 3200 m, 4800 m, so the
7 a 24 b i 24 ii 24 total is 11 200 m.
c The parts added in match the parts removed.
8 2070 m or 2.07 km
8 The ds in the formula for the perimeter cancel, so the perimeter
9 Yes. 17 acres = 6.885 hectares; 6.885 × 6000 = 41 310; so a
is still 40 cm.
sale price of 40 000 euros is below the average price.
9 10 cm
10 a 2.24 cm2 b 9.204 m2 c 2.34 m2 d 0.68 m2
10 a P = 2l + 2w b P = 4l + 2w
Reflect
c P = 6l + 2w d P = 20l + 2w
11 Litres are a unit of volume whereas centimetres and feet are
Reflect
both units of length. You can compare two lengths, but you
11 You can substitute in different values for different measures on cannot compare a length to a volume.
the shape. You can use the formula to help identify patterns. Litres can be compared to cm3.
4.7 Area Extend
1 a i 34 cm and 60 cm2 1 32 cm
ii 34 cm and 70 cm2
2 3.1624
iii 34 cm and 52 cm2
3 0.6
b Meera is not correct – parts i, ii and iii had the same
perimeter but different areas. 4 No; 14 × 24 = 336 cm2, 4 × 54 = 216 cm2
2 a i 22 m and 24 m2 5 Jake cycles further. He cycles 15 + 15 = 30 miles,
ii 24.8 m and 24 m2 30 × 1.6 = 48 km; Esther cycles 36 + 10 = 46 km.
iii 28 m and 24 m2 6 24 cm
b Jack is not correct – parts i, ii, and iii had the same area 7 140
but different perimeters. 8 36 cm
3 a 10.8 m b 7.3 m2 (1 d.p.) 9 7 632 000 m2
c 3.6 m2 (1 d.p.) d 0.1 m2 (1 d.p.) 10 150 cm2
4 Students’ own answers, for example: 11 3136.32 m2
a Length = 3.5 cm, width = 1 cm, perimeter = 9 cm;
12 4.544 litres
9 is an odd number.
b Length = 4 cm, width = 3 cm, area = 12 cm2; length = 8 cm, 13 The tiles are measured in metric units. Wei needs to calculate
width = 6 cm, area = 48 cm2; 48 cm2 is not double 12 cm2. the area in metric units. 12 feet is very close to 9 tiles
c Length = 4 cm, width = 4 cm, perimeter = 16 cm, (i.e. 3.60 m) but 15 feet is 4.5 m, which needs 11.25 tiles, so Wei
area = 16 cm2; ignoring the units, perimeter = area. will need to think about the ‘bits’ of tiles he cuts off. He could
just buy 108 (so 9 by 12).
5 a Students’ own answers, showing the perimeter of
each shape is 20 m. Investigation
b Design B: area is 21 m2 14 a 64 cm2 b 625 cm2 c They are both squares.
6 a 52 cm2 d i 130 cm ii 32 cm e i 202 cm ii 40 cm
b 52 cm2 f Rectangles with largest perimeter are 1 cm wide.
c Students’ own answers. Rectangles with smallest perimeter are squares.
7 a 42 cm2 b 5.32 cm2 Reflect
c 1675 cm2 d 617.01 cm2 (2 d.p.) 15 Students’ own answers.

155
UNIT 5 Fractions and percentages Reflect
5.1 Comparing fractions 2
15 a 10; the denominator is smallest.
5 7 1 7 3
1 No, is shaded (the square at bottom left is equivalent to b
8 9 , 5 , 12, 4 ; yes.
two triangles).
5.3 Working with fractions
1
2 a 2 1 2
1 For example: 9 and 9 .
b Four more triangles so that 12 out of 16
triangles are shaded. 15 15 15
2 a 17 b 37 c 41
4 3
3 5 is larger as it covers 16 squares whereas 4 only 3 3 1
3 a James 8 , John 8 , Tim 4
covers 15 squares.
5
1 b 8
4 No, she isn’t correct, because 15 means ‘1 divided by 15’, so it
1 22 9 25
is smaller than 14 (1 divided by 14). 4 a b c
25 25 25

5 Bikram can see three pieces, and two are shaded so he 3 7

5 11 + 11
2
thinks 3 . Theo is correct because the two shaded pieces are
6
bigger than the unshaded piece. The unshaded piece will fit 6 80 better
four times into the whole, so the fraction ought to be out of 4.
7
1 3 7 a b 2
The unshaded fraction is then 4 and the shaded part 4 . 25

1
8 a 20 b 27 c 16
6 154 , 541 , 1
24 2
9 5 of 45
7 One more square needs to be coloured in.
1 1 1
10 £10
8 15, 13, 12 11 1
23 1 1 1 5
9 is closer 12 a 44 b 38 c 312 d 118
22

49 13 21
10 100 is closer
14 1
11 Any denominator between 40 and 48 is correct. 15 40 km
Investigation 16 5.1 km
12 Students’ own answers. 17 12 miles
Reflect 18 £36
1 1 19 54
13 Smaller, e.g. 10 < 8 .
20 a Two numbers smaller than 6, 6, two numbers
greater than or equal to 6.
5.2 Simplifying fractions b One number smaller than 6, two 6s, two numbers greater
9 than or equal to 6.
1 Choi has simplified the fraction, but 15 can be simplified further
3 c Three 6s, two numbers greater than or equal to 6.
to give the simplest form, which is 5 . 1 2 3
d 6, 6, 6
2 1 4 5
2 a 5 b 2 c 7 d 8 6
21 71
40 1
3 120 , which is 3 . Investigation
11 19 26
4 22 95 and 65 appear to work. There are probably more.
5

2 2 2 2
Reflect
5 a 111 b 1 13 c 1 15 d 117
1 2 3 3 2 1
23 a 5 + 5 = 5 , so 5 − 5 = 5
23
6 5 2 3 5 5 2 3
b 7 + 7 = 7 , so 7 − 7 = 7
18 4
7 15, as all the rest are equivalent to 5.
3 6 9 9 3 6
c 11 + 11 = 11, so 11 − 11 = 11
12 8
8 15 and 10 are the same – so nearest to each other. 5.4 Fractions and decimals

48 60 13
9 and 105 1 a 20 b 0.65
84

1 2 1 1 4
10 a 16 b 17 c 12 d 16 2 a 5 b 0.8

49 1 5
11 15 3 a 14 b 7

39 2
12 50 4 a 3 b 24 c 6

65 50 243 5 a 0.06 b 0.06 c 0.07 d 0.09

13 a 80 b 57 c 256 1 1 1
6 a 2 b 20 c 200
1 17 23
14 a 6 b 30 c 30 1 12 3 112 14
d 5 e 100 = 25 f 1000 = 125

Answers 156
 151 51 501 101 8403 403 66
7 a 100 or 1 100 b 200 or 2 200 c 1000 or 8 1000 12 50 = 132%

1 6 13 125%
8 a 0.085, 10 b 0.23, 25
14 1.6, 160%
17 22 15 204%
c 50, 0.39 d 200, 0.12
1
9 0.06 16 a There are 20 days, so 40 possible registers and 40
768 96 is more than 1%.
10 1000 = 125
b 97.5%.
11 0.28
17 46
7
12 24
18 £1.24
1 19 13 weeks
13 40 000
20 Brand A
14 0.125
1
17 21 a 30% b 0.1 c 2
15 32
Reflect
2 2 2 22 The first two make sense. 100% effort means ‘doing your best’,
16 a 5 b 50 c 500
and it is impossible to do more than your best.
1 1
17 0.05 is 2 divided by 10, which is 20.
5 Extend
Reflect 7 9
1 a 48 b 77
7 23 561
18 Yes. For example: 0.7 = 10, 0.23 = 100, 0.561 = 1000
2 120
5.5 Understanding percentages 3 4
39 21 1 69
1 a 50 b 100 c 100
4 300

2 620%; 6.2 × 100 = 620 5 8

3 6 133.1%
3 a 75% and 70%; 4 is larger
7 0.698% (3 d.p.)
35 1
b 45%, 70% and 55%; 50 is largest 8 28
81 9 a 44.4% (1 d.p.)
c 85%, 56%, 90% and 80%; 90 is largest
1 ·
4 a 0.2, 20% b 0.6, 60% c 1.3, 130% b i 9 ii 11.1%
d 1.08, 108% e 1.4, 140% f 0.45, 45% Investigation
5 a 50% b 50% 10 a 0.09090909..., 0.18181818..., 0.27272727...
b The repeated pairs of digits are the multiples of 9.
3
6 a 10 b 30% c 0.4 c 0.72727272...
d 1.18181818...
9
7 a 20 b 0.25
11 a Students’ own answers.
Reflect 7 4
b i 9 × 360 = 280 ii 7 × 280 = 160
8 a 82%, 88%
41 44 12 a £15, £5 b £10, £5
b For example: 50, 50
1 1 1 1
c Comparing out of 50 and out of 25 is fairly easy both c Taking 2 then 3 is the same as taking 3 then 2
ways. The equivalent fraction out of 50 seems easier. 1
If the mark was out of 45 instead, then the percentage is d 6
probably easier.
1 1 1
5.6 Percentages of amounts e 2 of 3 is 6

1 a 57.5% of students have a bicycle. 13 a 90.9 m b 82.6 m

b 33.75% of people went abroad this year. 14 60%
c 94.8% of people watch football on TV. Reflect
d 57.6% of students have a mobile phone.
145 144
2 a 70% b 15% 15 You could make them into equivalent fractions 696 and 696, or
3 £415.43 decimals 0.2083 and 0.2069, or even percentages 20.83%
5
4 a 12 cm and 20.69%. All these give the same conclusion; that 24 is
b 10% slightly larger.
c 130%
5 4.2 kg is 105%, 4.5 kg is 112.5%
6 £210
7 £12
8 £15
9 £15
10 2 m
200 4
11 a 250 =5 b 180%

157
UNIT 6 Probability Investigation
6.1 The language of probability 5 a There are 12 outcomes: 1H 2H 3H 4H 5H 6H and
1T 2T 3T 4T 5T 6T
1 a Even chance b Unlikely
2 1
c Likely d Unlikely b Heads and 5 or 6 = 12 = 6
2 a Unlikely b Likely c Impossible
3 For example: 6 a
3
b
5
c
3
a Roll a 13 b Roll an even number 4 8 8

c Roll a 2 d Roll any number from 1 to 12 4 5

7 a 9 b 9
4 Wednesday
2 1
5 For example: impossible = 0; very unlikely = 6 ; unlikely = 3 = 6 ;
1 1 2 c The probability reduces from 9 to 8 .
1 3 2 4 5
even chance = 2 = 6 ; likely = 3 = 6 ; very likely = 6 ; certain = 1. 12 2 3
8 a 9 b 30 =5 c 10
6 0% = impossible; 40% = unlikely; 50% = even chance;
Reflect
90% = very likely; 100% = certain
9 Add up the probabilities for red and green or find the
7 Although the size is different, A and R both take up the same
probability of yellow and then subtract from one.
fraction of the spinner so will have the same probability.
8 Blue is twice as likely as green or yellow because there are 6.4 Experimental probability
twice as many blue counters (6) as there are green counters or 1 November weather is not the same as August weather.
yellow counters (3 each). 2 a 0.888
9 a Unlikely b Certain b No, because you don’t know the seasonal variation.
Reflect 3 a 30
10 Isla is more precise because she gave an exact value; Lucy’s 20 2
b =3
statement of ‘likely’ means that the probability could be 30
anything between 0.5 and 1. 17
4 a i 50 or 0.34 or 34%
6.2 Calculating probability
1 a (sky, sky), (sky, beach), (beach, beach), (beach, sky) 23
ii 50 or 0.46 or 46%
1
b 4 b Some customers may have ordered two pairs of glasses
and tinted glasses. These would have been counted twice.
2 Although there are three choices the areas are clearly not
8 1
equal, so the probabilities will not be equal. 5 a i or 5 or 0.2 or 20%
40
3 The possible outcomes may not be equally likely.
15 3
4 1 2 3 4 5 6 ii or 8
0 7 7 7 7 7 7 1 40

2 1
iii 40 or 20 or 0.05 or 5%

a b c 4 1
iv 40 or 10 or 0.1 or 10%
5 a 50% b 20% c 40%
38 19
Investigation v or 20
40
6 18 red, 17 white, 10 blue and 5 pink
b About 10 times
7 a 0.5 b 0.4 c 0.6 d 0.75 c Perhaps not, because more people shop on Saturday
8 For example: than on Monday.
U d No; fewer people will enter the lift because not all
U T customers will visit the top floor.
U T 6 Carrying out more rolls is likely to give more reliable results. We
should trust Daisy’s results more than Rosie’s.
S E
E 7 A drawing pin is not easy to predict – it isn’t symmetrical like a
dice or a coin. The two outcomes may not be equally likely – he
1 6
9 a b Increases to 10 c 20 can test that by his experiment.
5
3 11
2 1 4 5 8 a i 4 ii 20
10 a 26 = 13 b 13 c 21
b Because she is likely to improve as she trains.
11 a 6 9 The matches are not just random. Next week’s game might
b 9 be against the best team, and they might have played weaker
3
c Comparing 6 with 25%, more likely to have dark hair if teams so far. His team are not guaranteed to win.
they wear glasses. Reflect
10 You should look at experimental data. You should also
1 2 6 2
12 Golf ball = 9 , tennis ball = 9 , basketball 9 (or 3 ) remember that even with two choices this does not mean they
are equally likely.
Reflect
6.5 Expected outcomes
13 Writing decimals or percentages makes sense when the
number of objects is a factor of 10 or 100 (e.g. Q9 is out of 5). 1 About 4 290 000
Fractions make sense when this is not the case (e.g. Q10 is 2 The game is likely to lose money. For every 216 players, the
choosing from 26 objects). game would take £43.20 and pay out £50 in prize money.
6.3 More probability calculations 3 20 wins expected in 100 games.
Total value of prizes = 20 × 40p = £8.
1 0.72
11 7 20 Need to take £10 + total value of prizes = £10 + £8 = £18.
2 a 29 b 29 c 29 100 people play, so each go must cost at least
7 6 £18 ÷ 100 = 18p.
3 a 8 b 8 c 1
4 6
4 2 As, 3 Bs, 3 Cs

Answers 158
 6 3
5 20 = 10 = 0.3, which is greater than 0.22, so there is evidence
to suggest that the production process might not be working
properly. However, as 0.3 is fairly close to 0.22, and the sample
is fairly small, it is possible that the machine is working properly.

6 50
7 10
8 a 20 b 10 c 30
9 a 50
b 5
1
c Yes – this is a lot fewer than the 300 × 6 = 50 times
that are expected.

10 4 out of 10 and 9 out of 20 are not surprising enough and not

1
different enough from 2 . Jenny should not conclude it is biased
based on those results. 20 out of 50 is more surprising and she
could use that as evidence.

11 Neither! He should expect 10 As and 10 Xs.

Reflect
12 No; this is a reasonable difference due to the dice landing
randomly. He is correct to expect 12 out of 24, but actually
obtaining 10 is very close and not a surprise.
6 Extend
1 Red 90°, green 120°, blue 150°
7 3 3
2 a i 20 ii 4 iii 5
b The counters with one black and one white side
are counted twice.
1 1
3 a 2 b 3

4 a 200 b 1 c No
5 a 2 b None
1
6 13

7 15
8 a 5% b 20 c 45
9 4
48
10 100

5 4 6
11 a 9 b 9 c 9

1
12 6

1
13 3

14 0.4
1
15 62

Investigation
16 Students to look into historical weather for Christmas and
Easter. Answer may depend on how late/early Easter is.
Reflect
17 We would expect 100 for each number. The number 2 looks
suspiciously low, and the 5 looks suspiciously high.

159
UNIT 7 Ratio and proportion 7 a 4:3 b 5:8 c 5:3 d 10 : 3
e 4:1 f 1:6 g 315 : 1 h 1:1
7.1 Direct proportion
8 a 5:3 b 7:5 c 16 : 9
1 £1260
9 a 10 : 5 : 1 b 0.75 litres
2 Jonathon travels 9 miles on 1 litre, Sandra only travels 8 miles
Investigation
on 1 litre. Jonathon’s car is more economical.
10 1 : 1, 1 : 2, 1 : 3, 1: 4, 1 : 5, 1 : 7, 1 : 9, 1 : 11, 1 : 14, 1 : 19, 1 : 23,
3 To make the recipe for 14 people, Sophie needs 700 g of flour,
1 : 29, 1 : 39, 1 : 59, 1 : 119
1225 ml of milk and 7 eggs.
She does not have enough milk. 11 3 : 6 : 8
4 £1.35 12 245 g
5 Large, as it is the cheapest per packet of crisps. 13 Coach is 2 staff, 48 students. Each minibus is 1 staff, 14
6 a Offer C students. Total 4 staff and 76 students which is 1 : 19 which is
b Students’ own answers, for example ‘4 for £13.80’. better than 1 : 20.
7 500 seconds 14 James has £67.50, Osaka has £30 and Karim has £15.
8 a 1200 minutes or 20 hours. 15 30 pieces, because there is 1.5 times as much butter as for
b 20 people are likely to get in each other’s way. 20 pieces but more than 1.5 times as much sugar and flour.
9 a 48 b 160 c 25 16 Chaya has 2 parts of the ratio more than Amy. 5 sweets more
1 1 would mean one part of the ratio is worth 2.5 sweets. This is not
10 a Need to be clear that 2 of a 2 is a quarter, so halving and
halving again first cuts into two halves, and then cuts a possible because Amy can’t have 7.5 sweets.
half into two halves, so making quarters. To divide by 8, 17 101 : 200
you need to do one more halving, so halve, halve again Reflect
and halve a third time. 18 Looks like the 4 part could increase by half to make 6, but this
b To divide by 16, you need to halve, halve again, halve again, would turn Amy’s part into 4.5 and Chaya’s part into 7.5 but
and then halve again (four times). these are not whole numbers.
c 29
7.4 Ratios, proportions and fractions
11 a Both are doubled.
b Both are divided by 3. 1 1:7
12 20 2 3:2
13 Her sister’s method is better. 3 7:3
Reflect 4 5:1
1 1 1 2
14 a Answers will depend on the methods that students have 5 and 2 would be 1 : 1. A 1 : 2 ratio is 3 to 3 .
2
used for each question.
b Use halving or doubling when the amount is double 6 a 12 : 8 : 5
the other amount. 12 8 1
b James 25, Jaya 25, Fernando 5
7.2 Writing ratios
1 1
1 9:7 7 Egg, 8 > 9
2 a 16 : 13 8 a No. In 2012 just under half (49.2%) of the visitors
b Team A on average scored more points per went to Chester.
match than team B. 1
b No. In 2011 about 6 of the visitors went to Whipsnade.
3 a 1:4 9 a 5:1:4
b One sheep gives 50 : 101; one duck gives 50 : 199 2
b
4 a 2:1:2 b 2:1:1 c 1:2:3 5
5 7:8:5 1
10 7
6 a 1:3:9 b 2 : 4 : 11
c 2 : 11 : 13 d 20 : 27 : 14 11 a 2:3 b 24 c 60
7 4:5:6 12 a 3:7 b 18 c 60
8 1:2:3 13 a British Museum 29 : 28, Tate Modern 489 : 530,
9 a 12 : 8 : 6 (or 6 : 4 : 3) National Gallery 265 : 271
b Same as part a b In 2011, 36% of the total visitors to the top three attractions
c 6 : 4 : 4 (or 3 : 2 : 2) went to the British Museum.
10 a 13 : 7 b 7:1 In 2012, the proportion had reduced to 34%.
c 9 : 11 d 9 : 21 : 24 : 46 14 1 : 4
Investigation 2
15 9
11 a 1 and 23, 2 and 22, 3 and 21, 4 and 20
6 and 18, 8 and 16, 12 and 12 16 3 : 2
b 1 : 23, 1 : 11, 1 : 7, 1 : 5, 1 : 3, 1 : 2, 1 : 1 17 5 : 8
Reflect Reflect
12 Tim 35 : 14, Janet 35 : 15 so her paint has slightly more white 18 A ratio compares a part with a part. A proportion compares a
and will look slightly paler. part and a whole.
7.3 Using ratios 7.5 Proportions and percentages
1 £910 1 a 30% b 40%
2 a 0.15 litres or 150 ml 2 a 73% b Stunt 1
b 0.3 litres or 300 ml 3 a Team A 50%, Team B 55%
c 0.15 + 0.3 = 0.45 b Team B
3 1.14 kg (Check: 1.14 + 0.06 = 1.2) 4 Jennie’s lemonade contains 40% lemon, Claire’s lemonade
4 a 28 g b 80 g contains 45% lemon.
5 £500 Claire’s lemonade is stronger.
6 a 2:1 b no

Answers 160
 Investigation
5 10%, 15%, 20%, 25%, 30%, 35%, 40% and 45% are all possible.

6 a 3:2 b 600 ml
c i 3.75 litres ii 150 ml
3 2 4
7 a i 5 ii 5 iii 5
b i 60% ii 40% iii 80%
c i 3:2 ii 2 : 3 iii 4 : 1
8 a 7 : 13 b 32.5 minutes
9 6:9:5
10 a Omar 90% b Zane 96% c Adele 76% d Jaya 99%
Only Zane and Jaya meet Amber’s criteria.
11 a 7 : 10 : 3 b 6
12 a Cans 135°, glass 90°, boxes 45°, newspapers 90°
b 3:2:1:2 c 8 boxes
d They recycled more boxes in August.
Reflect
13 You can use ratio to compare the quantities of two different
categories, such as the ratio of orange juice to apple juice in a
mixed-juice drink. You can use proportion to find the quantity
of one category out of the total, such as the proportion of
matches lost out of the total matches played.
7 Extend
1 5:3
2 a 18 C b 18 C c 22 C
3 7:6
Investigation
4 1 × 24 rectangle: 12 : 25
2 × 12 rectangle: 3 : 7
3 × 8 rectangle: 4 : 11
4 × 6 rectangle: 3 : 10

5 4.8 seconds
6 196 bags
7 70 g oats, 1.175 litres of milk
8 124 chickens
9 a 250 g apple, 300 g melon, 450 g pineapple
b Percentage, as 1 kg = 1000 g and 1000 = 10 × 100,
so multiply the percentages by 10 to get the mass of
each ingredient.
10 802 members
11 a 2 : 1 this year and 13 : 7 next year
b 12 : 13
12 8 : 105
13 6 : 1
14 4 : 3
Reflect
15 E.g. profit as a proportion of total income

161
UNIT 8 Lines and angles c Obtuse angles are less than 180°, so two of them together
give an angle less than 360°. Another angle is required to
8.1 Measuring and drawing angles
make up the 360° around a point.
1 Students’ own accurate drawings, for example:
8.2 Lines, angles and triangles

8° 1 a 10 cm
b Angles are 90°, 37° and 53°
2 Angle f Investigation
3 a Chocolate b Book 2 a 6.4 cm b 12.8 m
4 Not necessarily; you could get an acute angle.
3 Right-angled isosceles
5 There are four angles: DEC (122°), DCE (29°),
DEA (58°), EDA (61°). 4 Both are correct; a triangle can have two parts to its name.
6 a 6° b 11° c 17° d 22° 5 a For example:
7 Three appropriate angles, for example:
a b c

b No. 90° + 90° = 180°. But the three angles in a triangle

need to add up to 180°, and none of them can be 0°, so a
19° 50° 59° scalene triangle cannot have two right angles.
6 a For example:
8 He has read the wrong side of the angle, but 40°, 70° and 30°
do not make 180° in total. The middle angle must be correct, so P
the correct angles are 40°, 110° and 30°. R
9 Three
10 One
11 a Either obtuse and acute angle, or two right angles
b Three acute angles; one right angle and two acute angles;
one obtuse angle and two acute angles Q
c Four acute angles; one right angle and three acute angles; b For example:
one obtuse and three acute angles Z
12 a Possible X

Y
acute acute 7 a isosceles triangle
b equilateral triangle
reflex c isosceles triangle
d right-angled scalene triangle
e right-angled isosceles triangle
b Not possible
8 a ABC is 40° b GHI is 60°
c Possible
9 a Students’ own sketches, for example:
A
obtuse acute

reflex

d Possible
40°
acute B C
b Students’ own sketches, for example:
Q

60°
obtuse obtuse

e Not possible 60°

P R
13 Answers will depend on students’ handwriting, for example:
a EFHLT b AKXY c AKXY Investigation
14 a S b S c N 10 Three: 20°, 20°,140°; 40°, 40°,100°; 80°, 80°, 20°.
15 24 Reflect
16 Acute: ∠DAE, ∠AED, ∠EDA, ∠CDE, ∠ECD, ∠DAC, ∠ACD, ∠BDA, 11 a Scalene and right-angled; isosceles and right-angled
∠ABD, ∠CDB, ∠DBC b No; a triangle can only be one of scalene, isosceles
Right angle: ∠CDA, ∠BCD, ∠DAB or equilateral.
Obtuse: ∠DEC 8.3 Drawing triangles accurately
Reflect
1 a 62 mm b 57 mm c 85 mm
17 a One obtuse angle is bigger than a right angle, so impossible.
b Obtuse angles are bigger than 90°, so two of them together
give an angle greater than 180°, so impossible.

Answers 162
 2 For example: 14
37°

10 cm
6 cm
37° 5 cm
3 cm
53° 53°
4 cm 8 cm

87° 87°

3 For example: 6 cm 7 cm 7 cm 6 cm

51° 42° 42° 51°

9 cm 9 cm
Investigation
15 Isosceles: 1 cm, 1 cm, 10 cm; 2 cm, 2 cm, 8 cm; 3 cm, 3 cm,
6 cm; 2 cm, 5 cm, 5 cm
Equilateral: 4 cm, 4 cm, 4 cm
Scalene: 1 cm, 2 cm, 9 cm; 1 cm, 3 cm, 8 cm; 1 cm, 4 cm, 7 cm;
4 Regular pentagon drawn with sides of length 5 cm, for example. 1 cm, 5 cm, 6 cm; 2 cm, 3 cm, 7 cm; 2 cm, 4 cm, 6 cm
Right-angled: 3 cm, 4 cm, 5 cm
Reflect
16 Liam is correct, but Sam is not. If two triangles have the
same lengths of sides, then the angles will be the same in
the two triangles.
8.4 Calculating angles
1 The reflex can be from 181° to 268°, the obtuse from 91° to
5cm
178°, and the acute the remainder of 360°.
5 Height should be about 5.2 cm 2 30°
6 Two triangles with sides 4 cm, 4 cm, 3 cm and 4 cm, 3 cm, 3 cm 3 168°
4 A pie chart drawn showing angles of 36°, 72°, 108° and
144°, for example:
4 cm 4 cm
3 cm 3 cm

36°
3 cm 4 cm
7 Difference between longest and shortest sides is 3 cm.
8 All three sides are the same, and the three angles are the 144° 72°
same – the triangles should be reflections of each other
(or can imagine turning one over to get the other).
9 Hypotenuse should be about 7.1 cm
10 Students’ own drawings, for example: 108°

5 cm 5 cm
5 cm 4 cm 4 cm
3 cm 3 cm 3 cm
5 a = 75° (angles on a straight line add to 180°);
b = 60° (vertically opposite angles are equal);
4 cm 3 cm 4 cm 5 cm c = 120° (angles around a point add to 360° or angles on a
11 Students’ own drawings, for example: straight line add to 180°)
7 cm 7 cm 6 a = 46°, b = 116°, c = 64°
7 30°
4 cm 4 cm 8 15°
9 132°
7 cm 7 cm 10 72°
11 20°
12 Perimeter should be close to 22 cm
12 a 12° b 2° c 1°
13 Perimeter should be close to 26 cm
d 0.1°, but it would be impossible to draw an angle this small.
Perhaps 0.5° (720 angles) would be possible.
13 a 30 b 120 cm
14 a i Yes ii Yes
iii No iv No
b Angles are 30°, 60°, 60°, 60°, 60°, 90°. For example:

60°
60°
30°
60° 60°

163
Reflect the shape, whether the shape is regular, the properties of the
15 Students’ own answers. shape, the values of any other angles, whether any of those
angles are the same or equal, etc.
8.5 Angles in a triangle
1 360°
2 a = 50°, b = 20°, c = 20°, d = 50°
3 34°
4 55°
5 a = 100°, b = 48°
6 45°
7 160°
8 69° and 0°
9 67°
10 x = 70°, y = 35°, z = 105°
11 120°
Reflect
12 You could add 60° and 68° and subtract from 180° to find the
interior angle, and subtract that from 180° to find the exterior
angle. So the exterior angle will be 60° + 68°, since the two
‘subtract from 180°’ will ‘cancel’ each other.
8.6 Quadrilaterals
1 90°
2 a 70°
b 3x + 3y = 360° (angles around a point)
x = 70° so 210° + 3y = 360°, 3y = 150°, y = 50°
3 83°
4 a i 28° ii 55°
b 83°
c Easier to find the 83° in Q3
5 r = 111°, s = 109°, t = 140°, u = 121°
6 a a = 69°, b = 25°, c = 52°, d = 86°
b Angle a is the easiest to find, as you already know the other
angle in the right angle. Angle d is the hardest to find.
7 x = 135°, y = 45°
8 a p = 47°, q = 135° b Angle q
Reflect
9 The angles that are the same and the sides that are parallel.
8 Extend
1 180°
2 90°
3 24°
4 26°
5 60°
6 115°
7 140°
8 CXB is 60° so BXA is 120°. This triangle is isosceles, so both
remaining angles are 30°. This makes the angle at point B
90° due to 60° inside the equilateral triangle and 30° from the
isosceles on the right.
Investigation
9 Internal angle is 135°. Find the angle in the centre by dividing
360° by 8, and then find the angle inside each triangle at the
edge because each is isosceles, so 180° – 45° and then
divided by 2. Each is 67.5°, so the internal angle is 135°. This
can be repeated for regular polygons with different numbers of
sides by changing the number that you divide 360°
by at the start.

Reflect
10 Students’ own answers, for example, the number of sides of

Answers 164
 UNIT 9 Sequences and graphs iii 1st term = 1, term-to-term rule = add every other odd
number, starting at 5
9.1 Sequences
3 4, 8, 12. 22 won’t be in the sequence as they are all a multiple
1 a Infinite b Finite c Infinite of 4, and 22 isn’t.
d Finite (or infinite if decimal temperatures are considered)
Investigation
e Infinite f No
4 13 rabbits
2 Students’ own answers, for example,
a 1, 3, 5, 7, 9 (+2); 1, 3, 9, 27, 81 (×3) 5 Sequence is 6, 12, 18, nearest to 100 is the 17th being 102
b 1, 5, 9, 13, 17 (+4); 1, 5, 25, 125, 625 (×5) (16th is 96 which is further from 100).
c 3, 6, 12, 24, 48 (×2); 3, 6, 9, 12, 15 (+3) 6 a 34 b 56 c 90
1
d 8, 4, 0, −4, −8 (−4); 8, 4, 2, 1, 2 (÷2) d i 42 blue ii 90 white
7 Students’ own answers
3 a Sequences a, b and c
Reflect
b No; the sequence could be ascending or descending
depending on the value of the second term, for example 8 The number of sides in the shape is the first term, and the
8, 6, 4, … or 8, 10, 12, … term‑to-term rule is to add the number of sides.
In an octagon: first term = 8, term-to-term rule = +8.
4 a 16 b seventh square
5 a i £260 ii £220 9.3 Coordinates and midpoints
b If the deal continued indefinitely, the cost would 1 a y
eventually drop to £0. 5
2 1 1 1
6 a 1 3 , 2, 2 3 b 1, 4 , − 2 4
1 1 1 3 C
c 5, 6, 7 d 9, 13, 15 D B
2
e 9, 14, 24 f −4, −6, −8
g 9.5, 9.2, 8.6 h 0.8, 1.1, 1.4 1
E A
7 a d, e, h b b, f, g c 0
–5 –4 –3 –2 –1 O 1 2 3 4 5 x
8 11 –1
F H
9 11 13 24 27 30 –2
9 a 30 , 36 , 42 b 480 , 960 , 1920
–3 G
243 729 2187
c 1024 , 4096 , 16384 –4
10 a 18, 25 b 53, 60 –5
c 35.5, 42.5; term-to-term rule is ‘add 3.5’
d 4, 7.5, 11, 14.5, 18, 21.5, 25, 28.5, 32, 35.5 b Octagon
11 Only first four are positive, so more negative numbers. 2 a (8, 4), (10, 5), (12, 6)
Investigation b (0, 9), (–4, 11), (–8, 13)
12 a i 20, 10, 5, 6, 3, 4, 2, 1 c (–1, –6), (–3, –8), (–5, –10)
ii 19, 20, ... (follows above) d (5, –2), (11, –7), (17, –12)
iii 18, 9, 10, ... (as in the first one) 3 a (14, 8), (10, 12) b (0, 3), (–3, 6)
b 33 c (1, 3), (3, 1)
13 a 103 b 127 c 122 4 a i (–3, 4), (–1, 4), (1, 4), (3, 4)
ii (–2, 2), (0, 2), (2, 2), (4, 2)
14 Students’ own answers, for example ‘First term, 9. Term-to-term
b, c y
rule: double and subtract 2.’
Reflect 5
A C E G
15 All go on forever, but some go on forever towards positive 4
infinity; some towards negative infinity; some may tend to a 3
particular number, e.g. zero.
2 D
9.2 Pattern sequences B F H
1
1 a i 4, 8, 12 ii 40
b i 4, 8, 12 ii 40
–5 –4 –3 –2 –1 O 1 2 3 4 5 x
c i 5, 10, 15 ii 50 –1
d i 6, 12, 18 ii 60
–2
e i 7, 14, 21 ii 70
2 a i –3
–4
–5
ii Term number 1 2 3 4 5 d Coordinates of midpoints: (–2.5, 3), (–0.5, 3), (1.5, 3),
Number of lines 6 11 16 21 26 (3.5, 3). The midpoint is the average of the two
x-coordinates and the average of the two y-coordinates.
iii 1st term = 6, term-to-term rule = +5
b i 5 (19, 5)
6 a (2, 8) b (8, 4) c (4, 7)
d (5, 1) e (−3, −1) f (8.5, −4.5)
7 a (−1.5, 1.5) b (9, 17)
8 a (5, 5)
ii Term number 1 2 3 4 5 6 b i (5, 2) ii (7, 5) iii (8, 3.5)
Number of dots 1 6 15 28 45 66 iv (4, 3.5) v (6, 3.5)
9 Students’ own answers. For example:
a A (2, 4) b B (–4, –1) c C (1, –4)

165
 d Midpoint AB = (–1, 1.5), midpoint BC = (–1.5, –2.5), 8 a Side length of a square 1 2 3 4 5
midpoint CA = (1.5, 0)
Perimeter of a square 4 8 12 16 20
10 –4
11 –5 b Relationship between side length
12 a (9, 8) b (10, 8) c (14, 12) d (14, –4) and perimeter of a square
25
13 a Find the mean of the x-coordinates of A and C
1
( 2 of (4+8) = 6) and mean for y-coordinates
1 20
( 2 of (4+12) = 8), so X is (6, 8).
b The other diagonal in a rectangle will meet in the same
15

Perimeter
place, Y = (6, 8).
14 (–2, 2)
Reflect 10
15 Take the mean of the x-coordinates and the mean of the
y-coordinates to give you the x- and y- coordinates of the
5
(1
midpoint. 2 (3 + 5), 2 (8+16) = (4, 12)
1
)
9.4 Extending sequences 0
1 a 1, 1, 2, 3, 5, 8, 13, 21, 34, 55, 89, 144. 0 1 2 3 4 5
b 10th number is 55 and 5th is 5. 55 ÷ 5 to give 11. Side length
12th number is 144 and 6th is 8. 144 ÷ 8 to give 18. c Arithmetic
2 a £460 b £880 9 a, b y
c Third year £1720, fourth year £3400. No, this is not an
14
arithmetic sequence, as it does not go up in equal steps.
3 a 15, 12, 9, 6, 3 12
b −50, −55, −60, −65, −70 10
c 0.05, 4.05, 8.05, 12.05, 16.05
8
d 9.5, 9.7, 9.9, 10.1, 10.3
e −12, −11.7, −11.4, −11.1, −10.8 6
f i Arithmetic (increasing) ii Arithmetic (decreasing) 4
4 a 3000
2
b Arithmetic sequence, because it goes up in
equal steps of 100. 0
0 2 4 6 8 10 12 14 x
5 a i Geometric
ii First term = 5, term-to-term rule = ×5 c 2, 4, 6, 8, 10, 12, 14
iii 3125, 15 625 d Arithmetic sequences
b i Geometric 10 Because it forms a straight line.
ii First term = 128, term-to-term rule = ÷2 11 a y
iii 8, 4
c i Arithmetic 20
ii First term = 0.5, term-to-term rule = −0.2 18
D
iii –0.3, –0.5 16
d i Geometric
ii First term = 0.1, term-to-term rule = ×2 14
iii 3.2, 6.4 12
e i Geometric C
10
ii First term = 1, term-to-term rule = ÷2
1 1
8
iii 16 , 32
6
B
Investigation 4
6 a 1, 3, 5 b 1, 4, 9
2 A
c Square numbers d Neither
0
7 a Population growth 0 2 4 6 8 10 12 14 16 18 20 x
80 b Because they don’t form a straight line.
(to the nearest million)

c Without the graph – the points don’t have a constant

75
difference in their y-coordinates.
UK population

70 Reflect
65 12 Students’ own answers.
60 9.5 Straight-line graphs
55 1 a Points P, R and S b Points Q and T
50 2 y = 1 and y = –3 form the top and bottom, x = –3 and x = 2
form the left and right sides.
25
50
50

20 5
00
7

20
20
19
19

3 A, y = x B, y = 4 C, x = –2
Year D, y = – x E, y = –2 F, x = 4
b No. Students’ own explanations. For example: ‘When there 4 a c
x 0 2 4 6 x 0 5 10
are more people, there will be more births.’
c Yes. The new data shows it is not necessarily an y −3 1 5 9 y 6 1 −4
arithmetic sequence.

Answers 166
 b, d y d i y
10 12
y=6–x y = 2x – 3
8
y = 3x
6 10
y = 2x
4
2 8

–10 –8 –6 –4 –2 O 2 4 6 8 10 x
–2 6
–4
y=x
–6 4
–8
–10 2

e (3, 3)
5 90° –2 O 2 4 6 8 10 x
6 a i x = 3 ii y = –2
b No. Horizontal lines through the point have to be –2
y = y-coordinate of point and vertical lines through
the point have to be x = x-coordinate of point. ii y = 3x
7 a i 96 km ii 37.5 miles e i Graph A
b 400 km Reflect
8 a f 10 Students’ own answers, for example:
600 d = 60f Linear: y = 2x – 3; y = 6 – x
Non-linear: x = –2
9.6 Position-to-term rules
500
Distance travelled (miles)

1 a No. 35 is not a multiple of 10.

b 6th term c 11th term
400 2 a 5 b 10 c 23 d 200
3 a 7, 10, 13, 16, 19 b 7, 9, 11, 13, 15
300 c 2, 6, 10, 14, 18 d 13, 14, 15, 16, 17
e 2, 7, 12, 17, 22 f 2, 1, 0, –1, –2
g The common difference is the same as the number before
200 n in the nth term.
4 a

100

0
0 1 2 3 4 5 6 7 8 9 10 d
Fuel used (gallons)
b Multiply the number of dots in the top section by 2,
b i 2.5 gallons ii 210 miles then subtract 1.
Investigation c p = 2y − 1
9 a i x 0 1 2 3 4 5 a Position 1 2 3 4 5 6
y 0 1 2 3 4 Term 5 7 9 11 13 15

ii x 0 1 2 3 4 b i 4, 6, 8, 10, 12, 14
ii –3, –1, 1, 3, 5, 7
y 0 2 4 6 8
iii 12, 14, 16, 18, 20, 22
iii c The common difference is 2 in all of the sequences.
x 0 1 2 3 4
6 Students’ own answers, for example,
y 0 3 6 9 12
1
a 9n + 15 b n+2
b i 1 ii 2 iii 3
c i When the x-value increases by 1, the y-value 7 a Infinite b The 1st term, −17.5
increases by 4. 8 2n + 3 is larger for the first 4 terms and smaller from
ii x 0 1 2 3 4 the 5th onwards.
y 0 4 8 12 16 9 Because the first term is larger (8 compared to 5) and 5n goes
up in 5s and 3n goes up in 3s, so the 5n starts ahead and
always stays ahead.
Investigation
10 a 2n
b Term in part b is term in part a add 1.
c 2n + 1
d Term in part d is term in part a subtract 2.
e 2n – 2
f i 2n + 3 ii 2n + 10 iii 2n – 5

167
Reflect
11 The first term and term-to-term rule, the general term or the
position-to-term rule.
Extend
1 a i 5, 7 ii 2n – 1
b i 9, 27
ii 1st term = 1, term-to-term rule = ×3
2 a 21 b 14th
1 1 1
3 10 days whole paper, 9 days 2 , 8 days 4 , 7 days 8 ,
1 1
6 days 16 , 5 days 32

4 a 8, 13 b 6.75, 10.5, 14.25

c 6, 9, 12, 15
5 During the 9th day the frog would reach the surface.
5n – 2 30 – 3n
6 a 7n – 2 b 30 – 2n

2n + 6 4n + 11
c 5n + 5 d 11n + 9

7 a 1st b 7th
c 7th d 4th
8 a 6n b 5 hours c 6 hours
9 a y = 31 b x = 19
10 The lines are at right angles – they are clearly horizontal and
vertical, and all the same length.
Investigation
11 Students’ own answers, e.g.
a 203 years (less than 1g left)
b Yes; eventually the final atom will have decayed.
Reflect
12 Students’ own answers.

Answers 168
 UNIT 10 Transformations d One of the dimensions is halved, the other is the same; the
perimeters are more than half of the original perimeter; the
10.1 Congruency and enlargements
area is exactly half of the original area.
1 e For a square, there are four lines of symmetry; when cutting
down a diagonal, the resulting shape is a right-angled
triangle with no side half of the original field width or
length. But if cutting down the horizontal or vertical line
of symmetry, one side length is halved. For all lines of
symmetry, the perimeter is more than half of the original
perimeter, and the area is exactly half of the original area.
5 The student has confused the meaning of ‘line of symmetry’
with one of its properties. A line of symmetry is a straight line
which divides the shape into two parts, and when one of them
is reflected in the line, it gives the other. In the first case, the
reflection of the lower half does not give the upper half; in the
second case, the line is not straight.
2 a 2 b 3 c 1.5
d 6 a Shape Order of rotational Number of lines
Square Perimeter (cm) Area (cm2)
symmetry of symmetry
A 8 4
Equilateral
B 16 16 3 3
triangle
C 24 36
Square 4 4
e Regular
Squares Ratio of side Ratio of Ratio of 5 5
pentagon
lengths perimeters areas
Regular
A:B 1:2 1:2 1:4 6 6
hexagon
A:C 1:3 1:3 1:9
Regular
B:C 2:3 2:3 4:9 8 8
octagon
f The ratio of the side lengths and the ratio of the perimeters b The order of rotational symmetry is the same as the number
is the same as the scale factor. The ratio of the areas is the of lines of symmetry. If a polygon has n sides, then the
square of the scale factor. order of rotational symmetry is n. If n is odd, then there
3 a 1 : 400 b 160 m are n lines of symmetry, each of which joins a vertex to the
n
4 a No, they are both rectangles, but one could be midpoint of the opposite side. If n is even, there are 2 lines
n
5 cm × 10 cm and the other 5 cm × 20 cm, for example. of symmetry joining two opposite vertices and 2 lines of
b No, it might be different sides which are 5 cm long. symmetry joining midpoints of opposite sides. So in either
c No, they must now be congruent. case, the number of lines of symmetry is the same as the
5 Alison is right. Becky has calculated that the width of the order of rotation.
rectangle has increased by adding 12, so the height should too. 7 Students’ own answers, for example:
Investigation a b
6 a 3
b 18 : 12 = 3 : 2 for both triangles; they are the same.
c We can multiply or divide both sides of a ratio by the
same number without changing the ratio, so the ratio of
8 Both groups of students could be considered correct.
corresponding sides is always the same.
9 a Yes; for example:
d Yes

7 a 2.5 b 30
Reflect
8 a Corresponding angles are the same, corresponding lengths
are the same. They may be in different positions, or at
different orientations (rotated), or one might be a reflection
of the other, or some combination of these.
b Corresponding angles are the same, and the ratio of
corresponding side lengths is the same. Corresponding
lengths are (usually) different (only the same if the scale
factor is 1); they may be in different positions, or at different
orientations (rotated), or one might be a reflection of the b Order 2, for example:
other, or some combination of these.
10.2 Symmetry
1 a Kite or isosceles trapezium
b Rhombus or rectangle
c This is impossible.
d Square
2 A, C, D
3 a 3 b 4 c 1
4 a 600 m b 20 000 m2
c Horizontal line of symmetry:
i 200 m × 50 m ii 500 m
iii 10 000 m2 For order 4, there would have to be 4 copies of the part
Vertical line of symmetry: which is rotated, which means that the number of sides
i 100 m × 100 m ii 400 m would be a multiple of 4. But 6 is not a multiple of 4, so there
iii 10 000 m2 cannot be a hexagon with rotational symmetry of order 4.

169
10 a, b Yes for all three: here are some examples. The first two 2 a, b y
have exactly 3 lines of symmetry, the third has exactly 1 line of 5
symmetry, and the last one has exactly 2 lines of symmetry. x=1
4
3
2
y=1
1

–2 –1 O 1 2 3 4 x
11 a The three planes of symmetry are rectangles. –1
b a
–2
–3

3 a y
b 9 3
c
2
1

–3 –2 –1 O 1 2 3 x
–1
–2
–3
–4
x=1
–5

b y
3
d For the horizontal and vertical planes of symmetry, the
faces made are squares; for the diagonal lines of symmetry, 2
the faces made are rectangles. 1
12 a For example, a triangular prism, or a pyramid.
b For example, a hexagonal prism. –3 –2 –1 O 1 2 3 x
–1
13 An octahedron has this property.
–2
y = –2
–3
–4
–5

c y
3
2
Investigation
14 a Any multiple of 3 1
b Order 4: Any multiple of 4
Order 5: Any multiple of 5 –3 –2 –1 O 1 2 3 x
–1
Order 100: Any multiple of 100
c Any multiple of 3 –2
d Order 4: Any multiple of 4 –3
Order 5: Any multiple of 5 y=x
Order 100: Any multiple of 100 –4
Reflect –5
15 a A shape which has one line of symmetry does not need to
have rotational symmetry (e.g. a kite), but once a shape has 4 Shape B is the reflection of shape A in the line x = 0.9
more than one line of symmetry passing through a single Shape C is the reflection of shape A in the line x = 0.2
point, it will have rotational symmetry. Shape D is the reflection of shape A in the line x = –0.3
b A shape which has rotational symmetry does not need to
Shape E is the reflection of shape A in the line y = 1.1
have lines of symmetry, as shown in Q8.
Shape F is the reflection of shape A in the line y = 0.1
10.3 Reflection
Shape G is the reflection of shape A in the line y = –0.5
1 a y = –1 b x=1 c x = –1 d x=0 5 a i (−3, 4), (−4, 1), (0, 3), (−1, 0), (−2, 2)
ii The y-coordinate stays the same, the x-coordinate is
multiplied by −1.
iii The image is (−a, b).
iv Points on the reflection line x = 0 (the y-axis)
b i (3, −4), (4, −1), (0, −3), (1, 0), (2, −2)
ii The x‑coordinate stays the same, the y-coordinate is
multiplied by −1.
iii The image is (a, –b).
iv Points on the reflection line y = 0 (the x-axis)

Answers 170
 c The image of (a, b) is (2 – a, b). Investigation
d The image of (a, b) is (a, 4 – b). 6 a Centre Image of Image of Image of
e i The image is (2c – a, b).
(3, 2) (5, 2) (5, 3)
ii Points on the line of reflection
iii The image is (a, 2d – b). i (0, 0) (−3, −2) (−5, −2) (−5, −3)
iv Points on the line of reflection ii (1, 0) (−1, −2) (−3, −2) (−3, −3)
6 a Square with vertices at (−2, 1), (−2, 3), (−4, 3), (−4, 1). iii (2, 0) (1, −2) (−1, −2) (−1, −3)
b Square with vertices at (0, 1), (0, 3), (−2, 3), (−2, 1), which iv (3, 0) (3, −2) (1, −2) (1, −3)
is 2 to the right of the first reflection. v (0, 1) (−3, 0) (−5, 0) (−5, −1)
c Square 4 to the right of the first reflection, vertices at (2, 1),
vi (0, 2) (−3, 2) (−5, 2) (−5, 1)
(2, 3), (0, 3), (0, 1). Moving the image 2 units to the right.
d The same as the original square. x = 3 is a line of b They are always −2, −2, −3.
symmetry of the square. c (2a − 5, −2), (2a − 5, −3)
e c=2 d They are always −3, −5, −5.
7 a Reflections in x = 4 and y = 5 e (−5, 2b – 2), (−5, 2b – 3)
b 2 f Yes
c These are the two lines of symmetry of the rectangle. g i (2a − 3, 0), (2a − 5, 0), (2a − 5, −1)
8 a (4, 3), (1, 4), (0, 2), (1, 1) ii (2a − 3, 2), (2a − 5, 2), (2a − 5, 1)
b The coordinates are swapped; the image is (b, a). iii (2a − 3, 4), (2a − 5, 4), (2a − 5, 3)
c (−4, −3), (−1, −4), (0, −2), (−1, −1). The coordinates are iv (2a − 3, 2b − 2), (2a − 5, 2b − 2), (2a − 5, 2b − 3)
swapped and multiplied by −1; the image is (−b, −a). Reflect
9 x = 3, y = 4, y = x + 1, y = –x + 7 7 One unit upwards means the image moves two units
Investigation upwards. One unit to the right means the image moves
10 a two units to the right.
y
4 10.5 Translations and combined transformations
1 a Translation 3 left and 2 up
3
b Translation 4 left and 6 up
2 c a: 5 left + 2 right = 3 left
1 3 up + 1 down = 2 up
b: 3 left + 4 left = 7 left
–4 –3 –2 –1 O 1 2 3 4 x 4 up – 2 down = 4 up + 2 up = 6 up
–1 2 a True
–2 b False. There is no centre of rotation that takes A onto C.
c False. There is no line of reflection that takes A onto D.
–3
3 a i y
–4
4

b y=0 3
c, d Any shape which has rotational symmetry of order 2 (or a 2
multiple of 2) about the origin.
1
Reflect
11 a Vertical and horizontal lines remain vertical and horizontal 23 22 21O 1 2 3 4 x
respectively when reflected in x = c or y = c. 21
b Vertical lines become horizontal and horizontal lines 22
become vertical when reflected in y = x. ai
23
10.4 Rotation
24
1 a Rotation of 90° clockwise about (–4, 2)
b Rotation of 180° about (0.5, 2)
c Rotation of 180° about (–2.5, 1) ii Rotation of 180° about (–1, 0)
b i y
2 a Rotation of 90° anticlockwise about (4, 3)
b Rotation of 180° about (–2, 3) 4
c Rotation of 90° anticlockwise about (1, 0) 3
d Rotation of 90° anticlockwise about (–2, 0)
2
e Rotation of 90° clockwise about (2, –4)
3 a (0, 1), (–2, 1), (–2, 0) 1
b (3, 0), (3, 2), (2, 2)
c (1, –2), (1, –4), (2, –4) 23 22 21O 1 2 3 4 x
21
d 2; 2
e Rotation does not change the distance from the centre 22
bi
of rotation; think about the tracing paper approach – 23
everything remains the same distance from the fixed point.
24
4 a (0, −1), (−1.2, −0.5), (0.5, 0.7)
b (1.5, 0.5), (1, −0.7), (−0.2, 1)
c (−0.6, 0.4), (−0.1, 1.6), (1.1, −0.1) ii Translation 5 squares left and 5 squares up
5 a Rotations about the centre of the square (4, 5) by 180°, 90° Investigation
clockwise, 90° anticlockwise (and rotation by 0°). 4 a A B C D
b 4; this is the number of rotations (if we include 0°) or 1 more
Kite 1 (1, 2) (2, 4) (6, 2) (2, 0)
than the number of rotations (if we don’t) which take the
square to itself. Kite 2 (1, −2) (2, −4) (6, −2) (2, 0)
Kite 3 (−1, −2) (−2, −4) (−6, −2) (−2, 0)
Kite 4 (−1, 2) (−2, 4) (−6, 2) (−2, 0)

171
 b Reflection in the y-axis 3 a i It points from (0, 0) to (−1, 0).
c Same as rotating by 180° about (0, 0) ii It points from (0, 0) to (1, 0).
iii It points from (2, 0) to (3, 0).
5 a Rotation of 180° about the point (3, 5). iv It points from (4, 0) to (3, 0).
b Rotation of 180° about the point (a, b). b R then S then R then S
c Translation 2 right c R then S then R then S then R
d Translation 6 right d There is no point doing R then R or S then S, because the
e Translation 2b right combined effect is nothing.
f For example, a reflection in x = 0 followed by a reflection in
R then S then … R then S makes it point from (even number,
x = −1 is the same as a translation 2 left (or −2 right).
0) to (even number + 1, 0).
g Translation 2 left, which is the opposite of part c.
R then S then … R then S then R makes it point from (minus
6 a y even number, 0) to (minus (even number + 1), 0).
S then R then … S then R makes it point from (minus even
2
number, 0) to (minus (even number −1), 0).
C D S then R then … S then R then S makes it point from (even
1
number, 0) to (even number − 1, 0).
(5, 0) to (6, 0) is pointing from (odd number, 0) to (odd
O x number + 1, 0), and none of the combinations of R and S
–3 –2 –1 1 2 3
result in this. So it is impossible.
–1
B A 4 a (2a, 2b)
b i (1, 0) → (2a – 1, 2b); (2, 0) → (2a – 2, 2b);
–2 (3, 0) → (2a – 3, 2b)
ii (x, 0) → (2a – x, 2b)
c i (0, 1) → (2a, 2b – 1); (0, 2) → (2a, 2b – 2);
b y (0, 3) → (2a, 2b – 3)
ii (0, y) → (2a, 2b – y)
2
d (2a – x, 2b – y)
D C 5 Translation 3 left and 2 up
1
Investigation
6 a Students’ own answers, for example
–3 –2 –1 O 1 2 3 x y
2
–1 1
A B O
–12 –10 –8 –6 –4 –2 2 4 6 8 10 12 x
–1
–2 –2

b Students’ own answers, for example

c R y
2
d Second transformation 1

I R X Y –12 –10 –8 –6 –4 –2 O
–1
2 4 6 8 10 12 x

I I R X Y –2
transformation

R R I Y X c Students’ own answers, for example

First

y
X X Y I R 2
1
Y Y X R I –12 –10 –8 –6 –4 –2 O 2 4 6 8 10 12 x
–1
–2
e For example: every row and every column contains one
of each letter, like a Sudoku puzzle; the diagonal is all “I”;
d It has the same lines of symmetry and rotational symmetry
the X’s and Y’s “stick together” and the I’s and R’s “stick
of order 2 about the same points.
together”; any pair of the transformations gives one of the
same four transformations; the table is symmetrical along Reflect
both diagonals (it doesn’t matter which order you do these 7 Examples include tiled floors or walls, brickwork, curtain
transformations). patterns, and so on.
f Changing the order of transformations will often give a
different combined transformation.
Reflect
7 Students’ own answers, for example the object and image in
these transformations are always congruent shapes.
10 Extend
1 a Infinitely many
b x = a and y = b for every integer a and b
c Order 2
d Every point with integer coordinates
2 a i 60°
ii It must have rotational symmetry of order 3 (and
only of order 3).
b As in part a, 4 lines of symmetry would mean rotational
symmetry of order 4. This would mean that the number of
sides of the polygon would have to have a multiple of 4.
But a hexagon has 6 sides, so this is impossible.

Answers 172