Cambridge checkpeint Lower Secondary Mathematics // TEACHER’S GUIDE Ric Pimentel Frankie Pimentel ae Basse HERES AN HACHETTE UK COMPANYIndices and standard form Student’s Book answers Exercise 1.1 (page 4) Exercise 1.2 (page 7) Ae at ed 4. a Standard form: 4.2% 108, 3.678 10? s 25 9 Not in standard form: 12 x 10, 463 x 10 aa od b i. The multiplier has to be a number ea 2 A between 1 and 10. 2a1 ba ei i 12x10? =12x104 at to 463x108 = 4.63107 2 e 10 2 2 a 70x10? b 42x10 3a3 b2 <8 © 5.6x107 12x10? ao el 3 1395x10® 2 6 4a 412x108 b 87x10° (2 sf) 1 1 1 © 27x10? d 452x107 (st) aaa bs e> 5 a 34483 b 34x10t 1 1 ee at et sg sc Distance from Earth (km) in Bad bs 4 Planet standard form 4 7 ag e2 Mercury 9.4710 1 Venus 414x107 eal b 3 e1 5, 1 1 Mars 783x107 ace es ta Jupiter 629x108 aie mil _s Saturn 128x108 ° 705 "3 ‘98 Uranus 27210? 7 Neptune 435x10? i 2 2 || 2 A 3 a? 3B | * a)? b i 16 days SS ii Approximately 18 years ; ; ; 7 1.05 x108 times 2 || 2 || say ||103] 8 a 255 b 65535 a % 1006 eer 8 Student's explanation , 9 a Student's explanation Exercise 13 (page 10) > b Student's expanation Bas pEesea 1 © 24x10" 1x10" noc 2ai 42x107 6x10" : 0.00000042 60 41 a Student's explanation a 3 b 7x2-4cm? © i 3.36x10 3.88x10 ii 0.00336 ii 0.00388SECTION 1 3. Student's explanations 4 a 80x10% b 0.00081 © 000000009 (ox10-)x(2x10 5 2 (4x10-)x(axct02) = 12x10" 2x10"? (5.2x104)-(4x10-4) =12x104 (exo) «(5x102) =12%109 b Student's explanations Workbook answers Exercise 1.1 (page 2) es a 6 125 2al bt « at 28 ‘ 6 1 1 sag ’s « 4 = 3 Pa @ 1 /| \2 Rl=al- Ral- ese 7x105m 13x102em Mass of an electron = 9.109 x 10*kg Mass of a proton = 1673x1027 kg Mass of a neutron = 1675x107” kg Exercises 1.2—1.3 (page 3) 45.7103, 4.82 x 10> 2 a 3.210% b 5.04x 10% © 73x10? d 349x104 e 2.07x10% f 444x107 3 Chennai ‘The population of Jodhpur = 1100000 The population of Chennai = 8700000 The population of Mangalore = 550000 4 a 5.8x105 b 48x10? © 114x105 5 3.64x 10" gramsPythagoras’ theorem Student’s Book answers Exercise 2.1 (page 12) Exercise 2.3 (page 15) 4. Student's practical and conclusion. The 4 m=4em sum of the squares on the two shorter 2 n=5em sides equals the square of the longest side, 3 4 s=04cm Exercise 2.2 (page 14) 5 t=21em 1 6 u=15em By 7 495cm FA 8 72m ra 9 2m = 40a 1736cm? . b 410.8cm? 7 3039m nes 8 a Band Care rightangled Pp Aand D are non-right-angled Exercise 2.4 (page 18) b_ Student's explanation using Pythagoras’ theorem aac © A=5.83cm(2dp) D=24em 2 $47600 40 39.3cm 6 Bis not right-angled, as it does not satisfy Pythagoras’ theorem pS Workbook answers Exercise 2.1-2.3 (page 5) Exercise 2.4 (page 8) 1 a 86cm —b 16.3cm 4 r=84em(1dp) 2a 15cm bb 58cm ‘0.6m t=870m(Idp) 3. No, as-3?+6?+ 7? 2 85cm 4 1265cm 5 55.3km(1dp) pSData collection and sampling Student’s Book answers Exercise 3.1 (page 22) 1-5 Students’ data collection mini projects. Workbook answers Exercise 3.1 (page 9) 4. Students’ answers may vary. Question should be more precise about either age, or more precise about ‘too often’, e.g. are adults aged between 18 and 50 buying new mobile phones too often? 2 Students’ answers may vary, e.g. surveys. 3 Students’ answers may vary, e.g. using the internet to get sales records. 4 Students’ answers may vaty, eg. @ How often do you get anew mobile phone? ¢ How many mobile phones have you had in your life? © How many mobile phones do you currently use? Students’ answers may vary. Students’ answers may vary, e.g. random, systematic: Atrial, to check that the questionnaire is easy to understand.Area and circumference of a circle Student’s Book answers Exercise 4.1 (page 24) Exercise 4.3 (page 29) 4 a 3643m b 16.34cm 4a M4cm?(to1d.p) 2 a 3079cm b 42097mm b 63cm(1dp) 3 a 314cm b 35.7em 2 a 251m? (1d.p) © 617m dd 1214mm b 215% (Idp) fe 137m f 100.7em 3 a Sdcme(Idp) 4 a 235.6cm b 424 times b 54cm? (Id.p) 5 63cm ¢ Itis the same, as the proportion of 6 3770 each square covered by a circle is unchanged. Exercise 4.2 (page 27) 4 a 268cm? 4 a 2545cm? b 25cm? b stem © 243.3mm? d 24328.5em? eeeec on @ 608cm? 06cm? 6 fing 1: 377em?, ring 2: 62.8cm2, 2 a 100.5cm? b 78.5cm? Deeg © 589cm? @ 621cm? 7 Pythagoras’ theorem is valid for semicircles @ 19cm" £ 4340n2 drawn on each side of a right-angled 3. Student's explanation showing that triangle too. 2 RD? Eee 4 Workbook answers © Exercise 4.1 (page 10) Exercise 4.2-4.3 (page 11) 4a 162mm 4a 8347cm? b 50.27cm b 181mm? 2 6743cm(2dp) 2 474m? 3 22619cm 3 a 138.86m?(2dp) b 80m © $1400Order of operations with algeb! Student’s Book answers Exercise 5.1 (page 33) 7B 4 a Mistake occurs from step il) to iv), as he 76 should have multiplied the 4 by the 3 86 before adding 16, 192 2Basitis 16+12 66 =15, ‘Therefore, i)is bigger. i)=68 ‘Therefore, neither, as both are the same. Workbook answers Exercise 5.1 (page 13) 4 a 1)6?=36 not 12. He has done 6x2 instead. 2)4+3x5 =4+15, Multiplication should be done before addition. b 27Large and small units Student’s Book answers Exercise 6.1 (page 36) 4. timm and 0.02m 2 400000nm 420mm 47cm 500000um 4m 1 goth ofa light year 3 a False b itis a measure of how far light travels in year, so itis a measure of distance. 4 a 1.42x10%km b 780x108 5 Approximately 8 minutes (8.3 to 2 sf) 6 ai 50um 0.07 4m 120m b i 5000nm ii 2x103nm 7 a 06 of alight year (equivalent to 5.7 x 10! km) b 10000 km (as compared to 9461km) 8 Object Length Hepatitis virus 45x 10m Measles virus 220nm Human egg (0.00013 ‘Amoeba 500m Sesame seed 3x10%m Grain ofrice émm 9 550000 10 1000 laps Exercise 6.2 (page 39) ta< b< <> d= e< f< 2 The flea. Student’s explanation 2500000 or 2.5 x 10° 750000 or 75 x 105 3500 0.42 0.085 0.025 b 25 4x108 1x10 b 815x108 1000 i 0.048 ci 489 is ii Skg 8 a 4ulpipette i Either pipette ii Although either can be used, the 15 ul pipette will need to be used fewer times so is more likely to be used. 9 a 1200tonnes b 91 hours, or 3 days and 19 hours. For this amount of time, these units are the easiest to understand, © 25000 Nous vee msennce o Exercise 6.3 (page 41) 1 1 pes toMB 1.2 million B 4 millionth of a TB 2 1000MB =1GB not 100MB ‘Therefore 4500 MB = 45GB 3 a 10MB b OSGB ¢ (0.0518 d 200000MB e 450MB 4 80 5 588 6 2 15868 —b 1580MB 7 721 fewer photographs 8 a Yes, as downloading all episodes uses 2142 GB of storage. b 8.06 p.m. (to the nearest minute) 9 9.00 am.on 6th JanuarySECTION 1 Workbook answers Exercise 6.1 (page 15) 30000mg 1 a 2365x10" 20009 4.4935 x 108 0.0349 9.76745 x10" 64g (or equivalent) 2.5um 31369 8.3x10-um 165 tonnes 430 um 66 minutes 7500nm 0.83nm Exercise 6.3 (page 18) 13mm 4a 20MB 7 x10 m, 0000000005 6m, 700nm, b 065GB 52m, 0.06mm, 250m © 00278 2 307 whole movies Exercise 6.2 (page 16) 3 Yes, he has used 12.75GB already, so has 41 The lorry is heavier, as the boat is 35. 3.25GB left. 2.5 GB is less than 3.25 GB. Cnn 4 12.20 p.m. on Saturday 2 a 4500kg b 200000gRecord, organise and represent data Student’s Book answers Exercise 7:1 (page 45) 41 a Student's answers b Student’s answer 2 a i Scatter graph Graph of extension against mass Extension (em) 100 200 300 400 500 600 Mas (9) Strong positive correlation ‘See graph above About 187em Extending the line of best fit assumes that the relationship remains the same for any mass, As the string is stretched to its maximum, this will not be true (it will break). Exercise 7.2 (page 53) 1a Test Yes, there is a strong positive correlation. The graph shows that the two sets of data follow a linear relationship very closely. Yes, the data does support this. A line drawn at 45° would show life ‘expectancies the same for males and females. But the points fall below this line, implying that life expectancy for males is less than for females. Species Q Species P, as its distribution is less spread out. Itis more likely (but not definite) that it is from species Q, as very few birds of species P have this mass. Brand X, as its distribution is less spread out Club B, as people doing athletics tend to be younger than people who play golf. 7 a Continuous data b From 160cm up to but not including 165m ¢ Although the frequencies are equal, the heights are not evenly distributed because the class intervals are not constant, b By looking at the diagrams, it does appear that A was harder than B as there are fewer students getting the higher results,SECTION 1 c > 2a Points against 22 1 00f/4|e6 7 e743 114/s]/3 3 4 6 b tis not possible to deduce this from the data. 3 ‘Mass of 50 babies 20: 18 16 14 pu 5 0 i 6 4 2 ° 15 20 as 30 a5 ao a so 55 eo Mass) 4 a Left: mean 63.7, median 63, mode 63, li. There is the same number of 68, 79, range 28 students in each class (21). Right: mean 73.3, median 72, mode 68, Class X: mean 360, median 36, range 35, mode 55, range 42 b The one on the right is more likely to be Class Y: mean 36.4, median 36, after exercise as there are more results mode 35 and 39, range 41 with higher beats per minute and it has The mean and the median for a higher mean, median and mode result both distributions are similar. The 5 a i Student's explanation, e.g. easy to distribution for Class X is more even. compare both distributions at the b Class Y is more likely to be set by ability, same time. as the distribution is less spread out CE7 Record, organise and represent data Workbook answers Exercise 74 (page 19) 4 a Scatter graph b 200- 190 120 70 160 150 wof-t4 130 120 + sto 100 Height cm). 20 22 24 26 28 30 32 34 26 38 40 42 44 46 48 SO S2 Sa 56 SE lumber of days of bright sunlight 200 190. 180. 1+ 170 160: 150: 40. 120 20. + 10. 100. Height fr) 20 22 24 26 28 30 32 34 36 38 40 42 44 46 48 SO 52 54 56 SE [Number of days of bright sunight d_ Students’ answers may vary. For the above graph, the answer is 168 cm. Students’ answers may vary. For the above graph, the answer is 30 days. Incorrect statement, We can only use this graph to predict the height of a sunflower which has had between 28 and 50 days of bright sunlight, Species P| Species P, as its distribution is less spread out, It is more likely that itis from species P, as very few snakes of species Q are this long. To compare data sets. Group A's plants tend to be taller than group B's. Both groups have a range of 28cm. Group A, as the plants are on average taller. ageoreSurface area and volume of eyes Student’s Book answers Exercise 8.1 (page 56) 1 a 339,3cm?(1d.p) 2827.4cm? (1d.p) 954.3cm?(1d.p) 9247278mm?(14.p) 155.0cm3 (1d.p) 224em? 1500cm? a and chave a volume greater than 100m? 393000cm? tocm 151cm (24.9) 24,.9cm (dp) 146 minutes Workbook answers Exercise 8.1 (page 22) 4 a 4712.4cm* b 212cm* 2 104mm? 3 30500m* 4 No, the volume of space left in the water tank is 24740.04cm’, The total volume of all the cubes is 25000cm?, Exercise 8.2 (page 60) 41 a Volume = 1206.4cm? Surface area = 703.7 cm? b Volume = 106.0cm? Surface area = 155.5 cm? 2 a 1885cm? b $3770 3 912cm? 4 a Abas the greater volume as (2x) h> 20th b Ahas the greater surface area as 81x? +4nxh> nx? +42xh 5 772.7cm* Exercise 8.2 (page 23) 1 230.2m? 2 912.61cm? 3 274mRational and irrational numbers Student’s Book answers Exercise 9.1 (page 63) sa Zid b ar, Vi7 ? Rational | Irrational | Neither 4 v s v a ty v 2 wl er v 0333 ou |v vio v Bai V4 2 or Vi2 or V8 \2xV8 Any combination not given in part (i) above i V2xV4xv8 ii, Any combination not given in part () above 4 a 8x5 = 40. 40 is not a square number therefore the answer is irrational V8 x v2 = V16 = 4. 16 is a square number therefore the answer of 4is rational. age Vi0 x /40 = 400 = 20 400 is a square number therefore the answer of 20 is rational. V2x./128 = /256 = 16 256 is a square number therefore the answer of 16 is rational. Vi2 x v16 = Vi82 192 is not a square number therefore an the answer is irrational. Atea = 30 therefore irrational. 36 = 6 therefore rational x 400 =1x20=10 2 therefore rational Area = x9? = 817 therefore irrational True True i False, as itis only sometimes true. ii e.g. ¥8x V8 =8 which is rational Using Pythagoras’ theorem 648? =10? 36+64=100 100 = 100 As it satisfies Pythagoras’ theorem, it must be a rightangled triangle. Ifitis a right-angled triangle, it must satisfy Pythagoras’ theorem. 1 (5) +) = (V8) Is6+8=10 As the calculation is not correct, Pythagoras’ theorem has not been satisfied, so the triangle is not right- angled.SECTION 1 Workbook answers Exercise 9.1 (page 25) 3 20 x V5=vi00 4 56-32, /25 V100 +2=5 therefore the area is a rational number. 4 Using Pythagoras’ theorem, (V5)? + (v8)? = 13 18 would be the length of the hypotenuse 2 a 80 =irrational b 64 =8 so rational eal sol ifthe triangle was right-angled. So, this triangle is not a right-angled triangle.Mutually exclusive events Student’s Book answers © Exercise 10.1 (page 68) Sa 4. Student's answer, e.g. the outcomes are mutually exclusive therefore the total of the probabilities must be 1. However, Probability 04 06 04 06 03+04+0.2+0.2=11 2 The Venn diagram with the non-overlapping circles, If circles overlap, it implies that. an event can belong to both X and Y and therefore they would not be mutually 5 Outeome | 2 3 _| Green| Rea b The four outcomes listed (two, three, green and red) are not mutually exclusive, eg. a card with a 2 can be both red and green, so it has been counted twice. exclusive 2 03 p08 7 a 015 b 06s 30 PA) 0.07 bar © i 2,3,5,7,11,13,17,19, 23, 29, 31,37 4 a x=002 3 b i 220 ii 100 Workbook answers Exercise 10.1 (page 26) 2a Pa) 4. Allthe probabilities should add to 1, as they b PG) are mutually exclusive events; however, © 96 they add to 0.9. 3 a 98/500 b 404/500 Section 1— Review © 1 3 therefore volume is B a 10.2cm(1dp) b 462.4cm?(1d.p) © 37tcm? © a Rational, as area is Sem? > b> rational, as area is 60 em? 5 Gr Pacioenetactess 40. No, because a student can be both a girl 4 142.2em(1dp) and a student who likes maths. a b Yes, because a student cannot ny simultaneously like and dislike maths G MiSeens (unless a student refers specifically to ERAS er co cenneerdtenenen liking one topic and disliking another one) b Student's example and justification. © Student's example and justificationRounding and estimating Talla) e163 Student’s Book answers Exercise 11.1 (page 75) 1a Lower limit = 4500 Upper limit Lower limit Upper limit Lower limit Upper limit = 825 Lower limit Upper limi Lower limit Upper limit Lower limit = Upper limit Lower limit Upper limit = Lower limit Upper limit Lower limit Upper limit Lower limit = 0.75 Upper limit=1.25 Yes, because the range is 25.55 a5 2555256 25.55 © 1 Student's estimate ii 582.4 d i. Student's estimate 2181 e i Student's estimate 64.69 f i. Student's estimate ii a a 120 b i. Noneleft over ii No remainder from the division 822m ai Tue ii Student's explanation i Tue ii Student's explanation False Student's explanation True ii, Student's explanation 150 (not 154) b 90cm? a i Student's estimate ii Student's improved estimate b $60.99 pS b 120+(32x10*, other solutions possible. © 37 books a x=4SECTION 2 Exercise 11.3 (page 29) 2 Sem 3 False. 35.7 was divided by 10 to give 3.57, so 0.32 would have to be multiplied by 10 to give an equivalent answer, instead it was multiplied by 100. 4a $1875 b $19.95 (2p)Further data interpretation Student’s Book answers Exercise 12.1 (page 88) 4 a Times continuous data b i Student's answer. No definitive answer to this question ii Mean=149, Median and modal group is 10 7 @ i Strong positive correlation b i Student's research paying particular ii Student's answer, e.g. no, because attention to sampling methods and cars tend to get cheaper with age avoidance of bias and sample size. (except vintage/rare cars). ii Student's scatter graph iii Student's answers, e.g. could have been different models of car, different condition and significantly different mileage. © Exercise 12.4 (page 31) 3 a Anyvalue greater than of equal to 6. 4. a Heights continuous data, as it can be ‘The next biggest frequency is 5, so it measured. must be a number greater than 5. bi Yes b Any value less than or equal to 6. This ii The mean is 42 way the total frequency would be a 2 a Relay Bis on average quicker, and their maximum of 19. The median would lie at Pasarela nctictagess the 10th value at the most, which would Rey aratenrcan ster set i ieenns still be in the correct group. have the same modal class, and the © 5, Student to show workings. class where the median lies is also the same. Exercise 12.2 (page 33) 4 a Bigger population in city A than in city B. Relay A b The area of the pie chart for city A Is Mean 9.85 more than twice the area of city B. © Although the sector is bigger for 20-39 Median | 9.7<1=99 | 97<1T=99 year olds in city B than city A, because Mode | o7 13.32 10 Bord 1 9° 5 1a or0.01 § 700 nS 151 2 7 46a i 361tbs li 140502 12a i 42yds bi 42yds 4 3 8 33 1 ii 23 stone ii 14tt ii Batt a bi 873ibs 168in 158in rt U J Workbook answers © Exercise 14.1 (page 38) Exercise 14.3 (page 40) 4. a Terminating (0.6) eee b_ Recurring (0.4) g © Recurring (0.27) bp 2 or 1322 20 "20 Exercise 14.2 (page 38) « B orta2 1 ng 2! 1 259 M40 2 8 41 furlongs 2 483 ang 593 b Horse A, as horse B ran a total of 20 20 12 furlongs compared to horse A who 27 307 ran 144 furlongs. 3 122 ana 37 DF eo 31350 ott 12,44 20°20 4a 6-(2ta12at. 4032 ea 2 CDManipulating algebraic expressions Student’s Book answers Exercise 15.1 (page 117) 6 Yes, itis. 1 a (y+2\y+3) b y45y+6 Student's explanation, e.g. area of 2 a (m+8\(m+2) bm? +10m +16 Aa x2 8x4 +4)? 1 1 Therefore, side lengths both x +4 3a Sxbe+2) b 4a Bier) txie+2) b P+SKe+ 15 Exercise 15.3 (page 121) 1 12,5, 4a 20 b 2b Sa Su smerd bw te Sese aes aa 1 1 e2 6 a F(m-2\m+2) b SmP-2 Dai 3t+x+2y bi ani+7m+n 1 1,4 ii 3x2-x ii n-m-n Toa S04 Net) b ped © i 2n42m+n ii 4n3-6m-n Exercise 15.2 (page 120) Sa . or 1 a x2+10x+24 b x2attx+24 se og, © y?-2y-3 d p?-81 2 e m-tm+28 f a?-Ba+16 4a i palp+q) bi anree( 2) g x2-4x44 oe > nT 2 a vjis correct: (x—4)(x-8) ii p*q+pa ii 6m3n b Student's explanations c (b?(3a? +b) di x(Sx+3y) Ba yr2 3ab? +b? ji 5x? +3xy b p-2 4 a i Notpossible e 15.4 (page 124) Student's explanation, e.g. no two b 2 numbers which sum to 2 and multiply Sp to give 15. © 2m a2 bi ae b3 5 a Student's expansion to show that 4p (x +a)? = x2+2ax+02 3 2x+1 b i Student's working, e.. A wiatx bi amet (140.5? =? +2x0.5x14+0.5? ¢ i Cannot be simplified 2 =1414+0,.25=2.25 ii Student's explanation ji, Student's working, e.g, mt a (3044)? =302+2%4x3044? 5 a (x+3)? or equivalent =900+240+16=1156 ‘ b oe ers to show thet . a Student's expansion to show that € Student's expansion to show that Cope benis (x+0)(x-a) = x? -a? a 4 Student's working, eg. >> (20-2)20+2) nan b tHi2 245 Manipulating algebraic expressions Workbook answers Exercises 15.1-15.2 (page 41) 1a (t+mt+y = 2 + 12+ b 2p+3)+p(p+5)=p?+7p+6 2a x247K412 b a?-a-20 © tBte12 d q?—14q+49 3 x+4 4 No, a? +5x+6 cannot be factorised to give +6 in one of the brackets. Exercise 15.3 (page 42) 1a 30% b 2c? 2a 2 br 3 a Lucia has multiplied the powers together instead of adding them. b 20 4 t5gth Exercise 15.4 (page 43) 1 a 6x by Sp5q? 2a Sxt43x 25x +15 xi x28Combined events Student’s Book answers Exercise 161 (page 128) ii 4a i Independent > Dependent Student's explanation, e.g. more likely to rain if cloudy. © i Dependent ‘Student's explanation, e.g. someone not likely to own a bird if they do not like animals. d i Independent Dependent ‘Student's explanation, e.g. weather fronts can last more than one day. f i Dependent ‘Student's explanation, e.g vaccination lowers the probability of catching that disease. The statements incorrect. Student's explanation, e.g. each roll of the dice is independent of the previous roll a. Yes, they are independent. Student's explanation. b & ati ast 2nd Fp 1 Head i 1 Head 2 1 Pua 1 Head . 3 Pai 7 Pow € 1 See dlagram above 1 4 ad 2 a. Yes, Student's explanation. bit é 2nd Fish 2 2 Rea alue Rea ec 20 = or equivalent 56 30 = or equivalent 56 No, they are dependent events. Student's explanation, ‘Student's explanation, e.g. not likely to be random as people tend to choose specifically which one they want rather than choose randomly, for example, a child may prefer red fish. As there is only one green and one yellow sweet, they cannot choose these if they have already been picked first. Kil ast sweet 2nd Sweet 2 a4 a fed Green Yellow Red Green Yelow Red Yellow Green16 Combined events r 6 ¢ © orequivatent 20 Efficient method: 1--° = 20°20 72 sere Wino foe utcome probably os Wh is Wn 1s 07s o lowe Ps Lose) =0.5 Win Pend Win)= 015 os 023 and o4 lose ne Lom) = 0. b 0.25 © Dependent. Student's explanation. L Exercise 16.1 (page xx) 1a 2 aii 2 on i 2 5 ty 2 Gd Py 5 $ toy > Eto 1 4 b or equivalent © 7 or equivalent d_ No, itis dependent as, regardless of gender, the number of people left is reduced. 2a urs 6m 0g — ormore amps 6m 08 —— ormore OF —~ Does not jump Gm sums 6m oF Doesnotjump OB or more 5m oes not jump op —~ bee b 016 © 0.008Further constructions, polygons and angles Exercise 17.1 (page 137) 1. Student's construction 2 Student's construction of triangle ABC 3 a Student's explanation, e.g. arcs need to be drawn on AB and AC the same distance from A. These are then used 4 a i Student's construction it Yes (or they should do!) b The centre of the circle used for constructing the equilateral triangle is also where the perpendicular bisectors, intersect. 5 Student's construction 6 a Students construction involving probably 90° and bisected 90” angle. b Student's construction involving probably 180° — 60° angle. 7 Student's construction to draw two further intersecting arcs. Band C are not equidistant from A, so therefore the angle is not bisected. b Student's construction Exercise 17.2 (page 141) 1 [ Number of sides | Name of polygon | Number of triangles | Total sum of interior angles (*) 3 triangle 1 180 4 quadrilateral 2 2x 180-360 5 pentagon 3 3x 180 =540 6 hexagon 4 4x 180-720 a jctagon 6 6x 180 = 1080 9 nonagon 7 7180 = 1260 10 decagon 2 8x 180-1440 2 dodecagon 10 10180 =1800 2) Number of sides 3 4 5 6 8 9 10 12 ‘Sum of the interior 180 360 540 720 1080 1260 1440 1800 angles () Size of each interior 60 90 108 120 135 140 44 150 angle (*) Sizeofeachexterior| 120 | 90 | 72 | 6 | a5 | 40 | a6 | 30 angle () 3 a 180 b 178° 6 Interior angle = 171" 4 Student's proof, e.g. 135° + 135° + 90° = 360° Number of sides = 40 5 Student's proof, e.g, 150° +90°+120"=360" 7 15°17 Further constructions, polygons and angles Exercise 17.3 (page 144) Te cee led of a parallelogram are equal Cee are possible in addition to 5 ha t08. [a 10s" internal angles of an 1 a=75'; internal angles of a quadrilateral pero OEM uaa) add up to 360" parallel sides, ee eee een Unmarked internal angles can be to 180°, calculated from the exterior angles given = 120%; internal angles of a quadrilateral {angles round a point = 360") FezOT internal angles ofa quadiateral 6 "120% supplementary a 60" angle 3 d=104"; internal angles of a pentagon add Sopa semen Atovia ar DEATTTO 4 is a parallelogram and opposite internal up to 540° angles are equal, p=120"; opposite to m (or supplementary 4 @=48"; base angles of an isosceles triangle are equal ? f= 847 Internal angles ofa biangle ade up toeither 60° orn). to 180°. 60°, p + q = 180°; angles on a straight line. 1r=60°;r=q as bottom shape is an isosceles trapezium, $=120',t=1207,s=tandq+r+s+t= aate tends aenenearntnere(are 360%; internal angles of a quadrilateral add internal opposite angles are equal. up to 360 Ce) Workbook answers g= 132"; angles e +g= 180" (angles on a straight line) h=182"; angle h=g as the shape is an isosceles trapezium. Exercise 174 (page 47) Exercise 17.3 (page 49) 1. Student's construction 1 8 a=29" 2 Student's construction b b=70" 3 a Student's construction c b Student's construction d e=42",/=132",g=6" 2a a=7" b b=70° c= 76d: Exercise 17.2 (page 48) 4 a 20sides b 162° 2. Student's proof. The top and bottom angles are 90° and the side angles will need to be 135° 3 36 5 3Further algebraic expressions and formulae Student’s Book answers 1 2 9 4 10a ax Exercise 18.1 (page 146) ai 4x48 b i 48units (4 5)lxe—1) ii 135 units? a (n+5? and n?+10n+25 b Student's explanations © 169 a cs iagaxeeay 5°55 b Student's justifications © 180 ai 4a ii a? v2a b 7tunits (1d.p) a (m+2)? b 6(m+2)? a 4p2-5, bi 251 ii 251 Answers are the same as 8? = (-8)? a b a Mistake is in the firstline, H2=x2-+ 4x2. The student has only squared the x and not the 4 as well b H=ViIx Student's proof, e.g. 5y?+5x7+ y? b 4B ap) or #22) 2 Exercise 18.2 (page 149) a p= Se 24+E-F ‘Student's sketch, e. a triangular prism b Student's explanation, e.g. E=F+V-2 and 20 #10+16-2 it Them,22cm,ttemor tem, 4m them Student's explanation 1357 cm? (4s) Vv xz i 59.7em dp) ay 56em(1dp) ba Sare b hav q =3? +6 q -E BI ” Ve" 2 daBei=25e t= day Student's explanation involving Pythagoras’ theorem x= fH? y? 48 i) a=24 b h=2em 7p ii 10cm Student's explanation Azar iv 2r ii aem(1dp) it r=9.9em (dp) 3 eat bi 64 ii 123¢m AB=2x b Student's proof i “ye ii a5cemdp) Student's proof48 Further algebraic expressions and formulae Workbook answers Exercise 18 (page 51) Exercise 18.2 (page 52) tai 4x+6 tab Sa 224 3x-18 bi 38 PS vPaatl ii 70 b=9P 2a 20+2 Student's explanation, using Pythagoras’ b 6a+4 theorem © 20?+2a y= ig? x? 3 12b+12 y=20 Student's explanation or equivalentProbability — expected and relative frequency Student's Book answers Exercise 194 (page 155) 1a Red, as the theoretical probability of red is 2 which is very close to the relative frequency of 0.62 seen on the graph. after 150 trials, 93 times b7 ¢ i Students’ answers will vary, ie. any ‘outcome that appears nine times in the table, e.g. getting a7 or a3. i Student's results ‘Student's comparison Student's construction g 3 30 ‘Student's results from ten spins Student's results from a further 80 spins Student's table of results showing the relative frequency Student's line graph of their results Student's observations Student's observation Student's answer and justification 21times ‘Student's explanation, e.g. after 50 spins, the spinner landed on 2 five times. After 60 spins, the spinner is alleged to have landed on 2a total of sixteen times, Le. ithas landed on 2 eleven ‘times in ten spins, which is not possible. Student's table of results i Student's line graph showing the relative frequency of both colours. Student's observation, e.g. the shape of the graphs mirror each other. This is because the total of the relative frequencies at each point must equal 4, so ifthe relative frequency for one colour increases, it must decrease by the same amount for the other colour.19 Probability — expected and relative frequency Workbook answers Exercise 19.1 (page 54) 4a Kwame, as he conducted the greatest number of spins. b The spinner is biased as it lands on B much more than any other letter. It does. not land on C very much compared to the other letters. For the spinner to be unbiased, you would expect the total number of spins to be divided more or less equally between each part of the spinner, 2 a Student's table of results, bi ‘Total number of spins | A 710 © 022 Student's line graph showing the relative frequency of both colours. Student's observation, e.g, the shape of the graphs mirror each other. This is because the total of the relative frequencies at each point must equal 4, so if the relative frequency for one colour increases, it must decrease by the same amount for the other colour.Further algebraic equations and inequalities Student’s Book answers Exercise 201 (page 159) 123 b4 <9 4 oe 4 a In Step 2, he forgot to multiply the 5 by (2x +1) In Step 1, the 5 is only multiplying the 2x rather than all of (2x +1) x=5 x=4 b x=9 x= e x=-5 i 8(4x-1)=72 bi ( i xed i xed 2 12cm b Som 3 Exercise 20.2 (page 163) tai x<15 3 Workbook answers Exercise 20.1 (page 56) 4 a x=5 by 2 Student 2: when they multiplied 2 by 4x +3, they only multiplied the 4x by 2 and not the 3. 3a x=9 4 a Scm b x=15 © x=35 b 54cm 16 <2x-8<20 x= 48 <1.5x+6<51 i 28-6 3 a 13,14,15,16, 1720 Further algebraic equations and inequalities Section 2 - Review 4a _No,as the upper limit for the height of the vehicle is 4.95m. bb Yes, as the upper limit for the height of the vehicle is now 4.905m, 2 2 Mean =168.2cm Median =160 = H<170em Mode = 160 = H<170cm Range = 40em b Only the mean will be affected. Student's explanation, e.g. the new median student will be between the 13th and 14th and they will stil fallin the group 160 = H < 170. The modal group will be unchanged as On the height of 172cm will only increase the frequency of the 170 = H<180 group to 7. 172 will not affect the upper and lower values for the range. BIG, 0) Itt, 0) bi 0595 ii 1-0.595= a Student's construction. b_ Student bisects one of the equilateral triangle’s angles. 8 a p?—12p +36 and (6 - p?? b 64 9 2 066 b 153 times approximately 10135 =m<155 405Linear and quadratic sequences Exercise 211 (page 169) 1 9 3,7,15,31,63 b 3,5, 11, 29,83 © 3,4,11, 16, 13451 4 3,3,3,3,3 2 324,816 7 38a 20 24570 +y2, 2, 4,16, 256 d 10 or 6, 4, 16, 64, 3136 Bait i 3,4,6,10,18 bi a=4b 279" Exercise 21.2 (page 171) tai 2 Rule for nth Sequence | rule term @ 2 2n+1 Cy 2 an-1 fe +4 Ant+2 ji, Coefficient of n is the same as the term-to-term rule, 5n-2 term-to-term rule is +5 -4n+1 term-to-term tule is 4 e 21.3 (page 176) 18, -22 term-to-term rule is —4 27,38 Difference between terms increasing by 2 each time. i 125, 216 ii Sequence of cube numbers. i 21,28 ii Difference between terms increasing by teach time. Or sequence of triangle numbers. Te 3 a 7,10, 15, 22 1,8, 27,64 a i Quadratic aece ii 2nd differences are constant (4) Linear Ast differences constant (6) i Neither (students may realise itis a cubic) ii. Neither tst or 2nd differences are constant (3rd differences are a constant 6) i Quadratic 2nd differences are constant (-2) +3 103 r-2 ii 98 +6 106 =n? 10021 Linear and quadratic sequences 5a Position 1}2][3]4 Number of blue squares | 0 | 3 | 8 | 15 b nt-1 ¢ The blue squares form an nxn square (ie. n2) with a single small square removed (i.e. -1) d white t,=14, blue ty, 6at.= b The two triangular ‘wings’ combined form an nxn square. 195, Exercise 214 (page 60) 4 2 4,7,13,25,49 b 4,6, 26, 666, 443546 © 4.6,7,75,775 2 0 0,4,8,12,16 b +,2,5,8,11 © 1,6,1,-4,-9 3a 4a+15 b a=3 © 123 Exercise 21.2 (page 61) tai Workbook answers © i 100 ii 20 7 a Student's explanation, e.g. height of cuboid is the same as the position number n, while the width is one more than the position number (ie. +1) and the depth is always 1. Therefore, number of cubes is the same as volume, Le. nx(n=1)x1 b to Exercise 21.3 (page 62) 1 a 36,49 ‘The square number sequences. b 25,32 The difference between the terms is increasing by 1 each time. © 7,13 The sequence is decreasing by 1 more than the previous two terms each time 2 -2,1,6,13,22 5 95 a) 101 No, shape 25 needs 626 cubes. 2 evece pSCompound percentages Student’s Book answers Exercise 22.1 (page 181) 10x1.048 ai x17 Student's explanation x0.38 Student's explanation a $66.50 bi $8645 Student's explanation, e.g. 13x0741 67% (2s) a 24 days b 38 days a Student's scenario Student's scenario Freda 20 years as opposed to 21 years for Zack i $560 $561.80 Compounded each month is 100000 x1,005"° = 181939.67 Compounded annually is = 17908477 Extra paid by monthly compounded payment is $2854.90 Workbook answers Exercise 22.1 (page 64) 2 2028 41a x1,06. This is 106% as a decimal. 3 After 5 years, he will have $7023.44, so can b x077. This is 77% as a decimal. afford the car and will have $23.44 left over.Scale and area factors of enlargement ‘Student’s Book answers © Exercise 23.1 (page 185) 2 320cm? do 3 30cm 4 a 2700cm® b 75cm BE BH BO :vs 6 No, itis not. Student's explanation, See ene BO BF stoesten Gecmaterente 5? =25. But 16x25=400 not 440, 8 } 8 . 8 & Workbook answers © Exercise 231 (page 65) 2 a 324em? 4 b 29.5em(1dp) ‘Area factors of 3 a 16cm enlargement b 16cm? 3 9 © 116 10 100 16 256 7 49 x xFunctions and their representation Exercise 24.1 (page 189) 221i BP&aa dia y=x? +10 ‘ Input Output 3 19 ° 10 1 4 i wot > e 4 26 b i BPN&AQM il Ny=x?-2 My=x?42 b y=3x2 iii Function machine N. Student's explanation Input Output 3a ee er y24 Functions and their representation di Sketch of y=x? y yeas ears ]e( grees )s[erreno yepe? jel s(ayex-e Jal co 3a 3tr4 32, bb Student's values for ¢ and f which fit ¢ i 220x3=660, which is greater than the total number of legs. ii 65%3=195, which leaves 437 legs which is not divisible by 4 i/o E 4 ai el+4s=148 ii $=-21+37 b Student's explanation, e.g. 18x4=72, which leaves 76 seats which is not | divisible by 8. € i Student's combination which fits the equation and where L> S eg. L=15 and S=7 ii. Student's explanation Sa 18c+t=77 b 47 ei 2 Student's explanation ii Student's explanation, e.g. if Student's explanation not an integer value. aaa a4 Student's explanation, e.g. itis squaring the whole of 5x, not just the x. b y=(8x}? or y=25x? y=2x8 b No. Students explanation, eg. because 9125 =5 not +5. Exercise 24.2 (page 192) 41a The firstis correct; the second has a mistake in the last line. b Final line should be 5x—y: Student's explanation, e.g. The equation would be written as 3x +x=77 and therefore the solution for x would not be an integer value.SECTION 3 Workbook answers Exercise 24.1 (page 67) BIDMAS: brackets come before indices. 1 y= 4x? Input Output ‘As you are squaring the number, the 27 input could be negative and you would still get a positive output. 5 Exercise 24.2 (page 68) 1 3x=ytS All the others rearrange to give equivalent equations, a 2c+4h= 486 b Eg. 41 chickens and 101 horses. Student's values should fit the equation given in part (2). If there were 150 chickens, there would be 186 legs for the horses. This number divided by 4 gives a decimal answer. There can only be a whole amount of horses. 32f +25s = 1012 b 20 Any other number of shirts would leave a decimal as the number of shorts. This is not possible. 45Coordinates and straight-line rere sal} Student’s Book answers 1 2 1 2 Exercise 25.1 (page 198) All pairs of points have M(3, 4) as their midpoint. MG, 6) Be, 3) (6,9) (16, 24) (12, 18) F-8,-12) MG, 2) (13, 7) ‘Student's explanation, e.g. x-coordinates increase by 4 and y-coordinates increase by 1. b 4140, 10) € i P (note thisis the 16th letter in the English alphabet) fi 16x 4 for the x-coordinate and 16 x1 for the y-coordinate 12.4 units (1.d.p.) (a, -2) P(6, -4) 2(22, -20) 4 aoeteonce ovee the alphabet Workbook answers Exercise 25.1 (page 70) a (4,12) b (3,7) © (10,42) A=(5,2)B=(10, 4) c_No, Student's explanation, e.g. because although an x-coordinate of 36 is possible (12 x 3 = 36) a y-coordinate of =14 is not [o-o-$]}- eae in is b B2,4),E]-, 7 2% Student's proof, e.g. by looking at gradients where gradient BC = gradient BD = gradient BE = 1 and, due to 2 ‘common points, they must lie on the same straight line (collinear). Midpoint of BE is|14, 52 white Cis(.6), ©) 72 units a H+, 7% | 4) 783 32' 16} (128' 64 3 a (6-12) b (0,-3) © (24,-39) 4 (2,10)Estimating surds Student’s Book answers Exercise 26.1 (page 202) 1st OOO Not surds: @@@@ee ee b_ The top row in part (a) are not surds, as they can all be simplified to integer values. The second row in part (a) involving x are not surds, as a surd must involve a root of an integer. 104, 11.4 and 8.8 as 9< J92< 10 14.5, 147 and 15.1.as 13< V0 < 14 Qtand2.2as1<¥4<2 62,64 and 71 as 5< ¥152 <6 Workbook answers Exercise 26.1 (page 72) 4 @ 87,103 and 79. The solution must be between 9 and 10 as V86 is between VBI and y100. b 117, 10.9 and 131. The solution must be aoc Vi44 and Vi69. between 12 and 13 as Vi50 is between ae © Student's proof, e.g. 5* = 125 and 63 =216 therefore 5 < 9200 <6 Nex <2 a. Student's proof involving Pythagoras’ theorem, ie, = V2? +7? = 193 b B ay Therefore, y = 3 ii Atintercept with x-axis, y= 0. 3x+4(0)=-2 + 3x=-2 Therefore, x = 7 © (0,1)and & °) Exercise 27.2 (page 212) 4. Student's own line graphs accompany answers to parts (a)—(j) a Gradient=1 b Gradient=2 © Gradient d Gradient=2 Gradient Gradient = 4 y 25 231) oT iB ta 1 16 17 1 3 a y=x2+2:(-3,1, C2, 6), (1,3),8,1), Gradient 2, y-intercep! 3, y-intercept 1 y-intercept Gradient |, y-intercept = 0 Gradient =1, yintercept = + 3, y-intercept=4 = y-intercept = 4 4, y-intercept = 0 1,y-intercept 3, y-intercep' =-2, intercept = 4 -3, y-intercept . yintercept=1 Gradient = 5, y-intercept=-4 -2, yintercept=4 , y-ntercept=2 3, yintercep' Gradient =1, y-intercept = 0 3, yintercep' 0, y-intercept27 Linear functions and solving simultaneous linear equations > 6 Equation in the form: Equation in the form: y=mx+e oxtby=c rarer eer Zee 2x43y=3 2 4 2, 4 3y= 2 3 1 2 xy ; - 2 4 2x-3y=3 2 a 3 4 6x-2y=1 3 Ta zai » bi ei ii Student's justification ei ii Student's justification Exercise 27.3 (page 217) tai bi y y voce? kaye? wyea (2,0) op F 7 ii Student's check fa # Student's checkSECTION 3 c > © i Nopoint of intersection as they are Ba y parallel + z y oe 7 i Tika b x=27,y=23 ro x 4a y +e? = 2 a Student's equations which intersect at 66) b Student's plot of lines from part (a) q id © Student's different equations which 2yaxE 6 intersect at (3, 6) 3 7units? b x=24,y=-18 5a y 7 \ Ay yak \ b x=45, y=15 b x=-07, 2a Exercise 27.5 (page 221) yea geervausen27 Linear functions and solving simultaneous linear equations Exercise 27.1 (page 74) b 1 2-3, y-x2=5 y 29Ty]-4l2fol2]4 poled 3f«[slel7 b : | EE a 1 9] x 3a 3l[2]=[°]:[2]/2 yi7lels[elafe[7SECTION 3 c 4a (0,-2) b (3,0) © 2(4.5) +3(-5)=9 + (15) Exercise 27.2 (page 76) 4 a Gradient = b Gradient © Gradient = d Gradient= 2 Gradient=05 y-intercept =-2 3 a Gradient=3, y-intercept=—6 © The y-intercept remains the same, but the gradient is now negative. Exercise 27.3-27.4 (page 78) 1a Ne b (2,2) a 5 Student's route, distances and bearings 6 @ Student's scale diagram should look in the same proportion as this, Check scale used is shown. Seale tem = thm Note: if the bearing of A from C is 283°, then the bearing of C from A is 103” b Student's solutions may vary slightly from these due to accuracy in construction. B from A=3.5km B from C=7.4km28 Bearings and scale drawings Workbook answers Exercise 28.1 (page 81) 1. a Student's diagram should look in the same proportion as this N b Distance = 3.1km—3.3km Bearing = 262° - 264° 2 Student's diagram should look in the same. proportion as this. N a 512km bi 310° ji 066" a Student's diagram should look in the ‘same proportion as this. N é b Team Bis closest as it is 270m away from the treasure. Team A is 320m away and Team Cis 300m away.Direct and inverse proportion Student’s Book answers Exercise 294 (page 233) 4 a i. Player A142:200, player B 81:150, player C 76:120 ii Player A: 71%, player B: 54%, player C: 63.3% b Player A $800, $1200, $2000 6:7 on 34:200=17% a b © d 5 Student's explanation, e.g. a ratiois a relative proportion not an actual value. Therefore, 4:1 could represent the numbers 20:5 while 5:1 could represent 15:3. If so, 20>15 and Gabriella’s statement would be false. 6 18 94 7a Annaas5>3 3,5 b Midway because = > 5 way becouse 3 >> © No, because the ratio indicates that she has = or of the cards 02 Therefore, there would be 90 cards in total. This would imply that Anna and Baniti would not have a whole number of cards at the end as -x90=40.5 and *x90=225 20 Ba 5:3 bi No ii, Student's explanation, e.9. if XZ:YZ=2:3 and XY:XZ=5:3, then XZ:YZ:XY is 6:9:10, which does not satisfy Pythagoras’ theorem, Exercise 29.2 (page 235) 1 akb Possibly true. Student's explanation Definitely true. Student's explanation. Possibly true. Student's explanation iv Definitely false. Student's explanation. 2 S4 left 3 60 women a6 4 a Student's explanation, e.g. —=— 18 27 Band Dare the same, 40° 5 Student's explanation, e.g. angles are 40, 60, 160 and 100, respectively. No angles have a difference of 50” 6 20r 018, 7 21:8 Exercise 29.3 (page 237) 1 50 lltres 2 $3.50 3a i £960 ii $1500 bi €275 ii £21818 © i $2840.91 ii €2200 4 Xis the better value. Student's explanation. 5 a $2618182 b Student's alternative method to working ‘out part (a). 6 $320+$72=$392 Exercise 29.4 (page 239) 4 2each 2 ai t2hours 4 hours 48 hours29 Direct and inverse proportion b i 16 people L Exercise 29.1 (page 84) 4. The following ratios are scores:misses. 2 Player A=7:3, Player B=8:7, Player C=27:11 b Player A=70%, Player B=53.3%, Player C=71.1% © Player 2 1200:1800:3000 3. a Matteo's ratio of hitting to missing is 8:1. This means that for every 1 shot he misses, 8 hit, Louis’ ratio means that for every 1 shot he misses, he only hits 7. b Although Matteo's accuracy is better, Louis could have thrown the dart more times in total therefore he would have hit the dartboard more times. li, 3 people iii 48 people 3a Speed 60 | 40 | 30 | 120] 90 | 50 | 10 (irm/hy Time 4 4 at oo 2) 3 ayy 2 b 144km/h 4 a 18hours quicker b 23 pumps (note the answer of 22.5 must be rounded up) Exercise 29.2 (page 85) 115 2 84 3 Right-angled triangle and scalene. The angles are 30°, 60° and 90° 472 56:5 Exercise 29.3-29.4 (page 86) 6 hours $768 75 days a €1785 $2470.59 £291.20 £1160.25 $4.30 3.2km RUN peang J Workbook answers CDCompound measures and graphs Student’s Book answers ta b veto a on zeteaonce Exercise 30.1 (page 243) 18:00 s0km/h tL hours 2 Between 20:00 and 20:30 25km 255km 20km i 2kmimin 2 Ji_ Yes, because itis a straight ine 8 eeentin i Approximately 11.5 km ji Approximately after 52 minutes Student's reasons, e.g. runner 2 cannot run at an exect constant speed throughout and runner 1 cannot change running speed instantaneously at SO and 65 minutes. 7.00 3km/h 6 hours 18km 8:00 km/h km Person B (person A: 3x 4=12km, person B: (4 x1) +(6 x 2)=16km) Joao is correct because the gradient of the tangent is the same as the gradient of the curve at point P. O.4km/min ii 24km/h Approximately 40 km/h Approximately after 16 minutes as this is when the graph is steepest. Exercise 30.2 (page 246) 1 ovesenn cence Company B Company A About 666 cary Car X: $4000 a year; Car Y: $1000 a year The line is steeper for car X than for car Y. About $10000 cary About 8 years 7ocm Atimes Student's interpretation, e.g. the gardener may not have closed the tap properly. Student's explanation, eg. the bath is filing at a constant rate as the water runs in from the taps. ‘At 25 minutes, as the level of the water rises suddenly then 20 minutes Student's explanation, e.g. the plug was pulled out earlier (at 40 minutes) and the water level is falling = approximately €440 = 3700 Chinese yuan30 Compound measures and graphs Workbook answers Exercise 30.1 (page 88) b Band C. Ekon does not get any further 4 a 15:00 from or closer to home, so he must be b 120Km/h standing stil ret © 144kmi/h Between 16:30 and 17:00 . © 180km. Exercise 30.2 (page 90) £ 285km 41 a Company B, it will cost her $120 rather 2 than $130 with Company A. b 6 days the line for Company A goes lower than the line for Company B. 2 a Student's explanation, e.g. the bath is being filled from a tap flowing at a constant rate. b_ One baby has been placed in the bath. © The second baby has been placed in the bath. 10 minutes © Both babies are taken out of the bath at 3 a Skin the same time. CC ) Section 3 - Review 1a 3. Bis notan enlargement of A. Student's explanation, eg. the sides have been increased in length by a scale factor of 2. For an enlargement, this would imply the area factor is x 4. However, 18 x 4=72 not 70. Seed (km) ° 830 900 930 1000 1030 11-00 Time b 4a ax+y Peston | 1 | 213 [4] 5] 6 b 3x-By=8 © 4x+9y=6 Number ae ergy fo fe]n)w2|a7fas| 5 (-23. -si) squares: 2 2 6 Student's reasoning, e.g. 93=729, 10? = 1000 therefore 9 < 9/850 <10 7 Tobe parallel, their gradients must be the same. Therefore, © m2 d Student's explanation, e.g. always a square pattern with two additonal smaller squares added on the side. e 15 white squares and 227 grey squares 2 a $24.00 3 b 42.9% (Id.p) ato Oa 2x 2x Ais parallel to 3y2x=12=0SECTION 3 8 a Student's scale diagram, e.g b AC=7.8km BC =10.4km a 9 30 minutes 450000 400000 350000 300000 250000 200000 150000 100000 0000 2000-2002 2008 2006 2008 2010 2072 2014 2016 2018 2020 2022 2024 2026 2028 Year -$4000/year $2250/year Itis the gradient of the graph. © Approximately May 2022