UNIT 1 9 a Sensible solutions e.g.

1.1 Number problems and reasoning i 12 × 7 − 16 = 68

1 a Red spot, Red stripe, Green spot, Green stripe, ii 3 × (12 − 3)2 = 243
Blue spot, Blue stripe 302
iii = 45
b Students’ own answers 18.5 + 1.5
e.g. Start with a colour and list all the possible 15 − 3 12
patterns with that colour, then move to the next iv = = 3.5
(3 − 2)2 1
colour.
b i 70.3 ii 264.3
c 8
iii 49.5 iv 2.07
d 3 coloured T-shirts and 2 patterns:
10 52
6 combinations
11 144 × 6 = 864 cm2
4 Coloured T-shirts and 2 patterns:
8 combinations 12 44 cm
n coloured T-shirts and m patterns: 13 a Accept sensible solutions, e.g.
nm combinations i 36 × £1= £36 ii 280 × £1 = £280
e 24 iii 260 × £1= £260
2 a 26, 10 and 10 b 2600 b i £39.24 ii £305.20 iii £297.57
c 100 14 a 10 + 20 + 20 + 10 + 20 + 20 +20 + 20 + 30 + 20
3 a ABCD, ABDC, ACBD, ACDB, ADBC, ADCB 190
= 190; = 19
BACD, BADC, BCAD, BCDA, BDAC, BDCA 10
CABD, CADB, CBAD, CBDA, CDAB, CDBA b 19.3
DABC, DACB, DBAC, DBCA, DCAB, DCBA
b i 120 ii 3 628 899 iii 479 001 600 1.3 HCF and LCM
4 a i 100 000 ii 11 881 376 iii 4 569 760 1 a

b i 30 240 ii 7 893 600 iii 3 588 000

1.2 Place value and estimating

1 a 672 b 672
c 672 d 672
2 a 399.06 b 0.039 906 c 0.003 990 6
d 5.4 e 54 f 0.54
3 a Students, own answers, for example:
9.2 × 18.14, 4.6 × 36.28, 36.8 × 4.535
b 166.888 ÷ 9.07
c 166.888÷184 or 1668.88 ÷ 18.4 b 54 = 2 × 3 × 3 × 3 = 2 × 33
d The LHS of the equation has been multiplied by 2 24 = 23 × 3
100, therefore the correct answer will be 3 a 2 × 32 × 5 b 2 × 32 × 5 c 2 × 52
166.888 × 100 = 16688.8
4 a 5×7 b 22 × 5 c 3 × 11
4 a 3 and 4
d 2 ×34 e 23 ×7 f 22 × 52
b 3.2, 3.3, 3.5, 3.6 (accept sensible answers)
5 m = 2, n = 3, p = 5
c 3.2, 3.3, 3.5, 3.6
6 a HCF = 4, LCM = 60
5 The correct answers are given here. 1 out in either
b HCF = 5, LCM = 120
direction is acceptable.
c HCF = 6, LCM = 72
a 2.4 b 5.5 c 5.4
d HCF = 1, LCM = 84
d 6.3 e 7.8 f 8.4
e HCF = 6, LCM = 210
6 a Answers between 0.07 mm and 0.09 mm
f HCF = 3, LCM = 180
b 0.08 mm
7 18 seconds
7 a 81 and 100 b 84 and 94 c 84.64 and 94.09
8 24
8 a 17 b 27 c7
9 Examples include: (3, 6), (3, 9), (3, 3n) etc.
d 92 e 12 f 106
(6, 9), (6, 15), … etc.

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 Unit 1 Answers

10 a 1, 3, 5 b Factors of 15 1.5 Zero, negative and fractional indices

11 a HCF = 2 × 3 2 b LCM = 22 × 33 1 a 2 b 5 c 4 d6
12 a 2×5 ×7 2 b 23 × 53 × 72 2 a i 0.333 333… ii 0.5
13 25 × 3 iii 0.01 iv 0.25
14 a 2 3 b 52 1 1
bi ii
c 2 ×33 d 3× 52 3 2

15 a Divisible by 12 and 75 1 1
iii iv
100 4
b 945 = 33 × 5 × 7
21 = 3 × 7 therefore 945 is divisible by 27. c i 0.111… ii 0.04
c No; 52 doesn’t appear in the prime decomposition. iii 0.000 1 iv 0.0277 777 7
d Yes; 5 × 7 appears in the decomposition. 1 1
di ii
16 a 22 × 32 × 5 b 23 × 33 × 52 9 25

c i, iii, iv d i 1 1
iii iv
10000 36
1.4 Calculating with powers (indices) 3
ei4 ii
1 a 2 b −2 2
c 5 d −6 1 1 1 4 5
−1

3 a = 4 −3 , 5 = 6 −5 , 6 = 5 −6 , =   ,
2 a 13 b 4 c 4 43 6 5 5 4
d 8 e 9 f −1  1
−2

5 = 25
g −20 h 15  
3 a 21 952 b −1224 c 7.5 9
 1 1
4 a 4 b 5 b 2−9 =   and 2 = 9 −2
2 9
c 100 d 0.1 5 b
c and
5 a i 78 125 ii 78 125 3 a
iii 1 953 125 iv 1 953 125 4 a 4−3 b 7−2 c 3−3
b Adding the indices c Yes 5 a 50 b 125 c 125 ÷ 125 = 1
6 a 610 b 42 c 9−4 d 50 =1 e 20 =1 f a0 = 1
7 a n=2 b n = −2 c n = −5 1 1 1
6 a b c
8 a 23 × 24 = 27 b 56 c 37 5 9 100 000
d 26 e 93 f 109 5 2
d 4 e f
9 a i3 4 ii 3 7÷ 33 = 34 4 5
5×5×5×5×5 25 10
b 56 ÷ 52 = = 54 g h 1000 i
5×5 16 3
c 86 1
j 64 j 1 k
10 a 4 4 b 5−5 c 73 4
11 a t=3 b t=6 c t = 12 7 ai2 ii 10
12 a i Any three that sum to 15 ii 5 1
iii 12 iv
b i Any two greater than 20 whose difference is 5 2
(first larger) 1
b a 2 is the same as the square root of a.
ii 10 and 5.
c i2 ii 4
13 a 311 b 913
1
c 313 d 75 iii iv −2
3
1
 1 5 1
14 a 27 b   d a 3 is the same as the cube root of a.
2
1
15 a 53 × 53 × 53 × 53 × 53 × 53 = 518 4
e i 81 3=
= so 814 3
b 22 × 22 × 22 × 22 = 28 1
5
ii 1024 4=
= so 1024 5 4
c 94 × 94 × 94 × 94 × 94 × 94 × 94 =928
2
16 a 58 b 912 c 4−5 d 76 8 a 10 b 2 c
3
17 a 38 b 46 c 210

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 Unit 1 Answers

5 1 12 a i 5000 ii 700 000

d e −3 f −
7 3 b 7.05 × 10 5

2 1 13 a 5.01 × 103 b 3.85 × 104

g − h
3 10
c 7.75 × 10−1 d 1.199 91 × 103
1 1 7
9 a b c 14 x = −3, y = − 5, z =0
6 3 4
10 a 25 b 100 c 27 1.7 Surds
64 1 1 1 a 2.45 b 3.32
d e f
125 64 100 c 5.29 d 6.08
5 1 2 a i 3.162 277 66 ii 3.162 277 66
11 a 20 b c
8 10 000 b i 4.582 575 695 ii 4.582 575 695
12 a n=2 b n=3 c n = −3 c They are equal.
1 5 d i6 ii 6 iii 2
d n= − e n= f n=6
3 3 3 a 6 b 5
−
1
1 1
c 4 d 3
13 a 8 3
× 25 = × 5 = 2.5 8
2
2 4 a 3 2 b 5 3 c 7 2
b He has found the cube root of 8, and failed to d 10 2 e 3 5 f 2 5
1
notice the minus sign in front of the . 5 a 8 2 b 11.3
3
−
1
−
2
−
1 6 a 48 b Square the 4 and multiply by 3.
 8  3 3  8  3 9  1 2
14  27  = , = , = 4,
  2  27  4  16  7 a
5
b
17
−
3 1
−
3 2 5
 1  2  25  2 5  1  5
 10 000  = 1 000 000 ,   = ,   =8 10 6
   36  6  32  c d
8 4
1.6 Powers of 10 and standard form 8
1 pico, nano, micro, milli, centi, deci, kilo, mega, giga, Rational Irrational
tera
5 2
2 a 3 000 000 000 000 g , 0.3 , −12, 0.01 , 15 , , 3
9
9 25
b 0.000 008 m 0.7, − 100
c 3 500 000 000 kg
9 5 2
d 0.00 000 009 seconds
10 a 3 2 b 15 3
3 a 0.002 g
b 5 500 000 g c 4 5 d 2 5

c 0.000 000 000 001 2 11 5 3

4 a 7 b 7 c 7 12 a i 6 15 ii 6 70 iii 10 32 = 40 2
5 a A, D, F iv 42 22
6 a 5.4 × 105 b 0 1.903 × 106 c 2.09 × 105
2 2 3
13 a b c
d 7.54 × 10−4 e 9.015 × 10−1 f 7 × 10 −4 2 4 6
7 a 500 b 710 000 c 80 400 000
30 2 4 13
d e f
d 0.009 25 e 0.000 080 4 f 0.030 01 30 2 13
8 a i 5.906 × 1012 g 3 h 5
ii Students’ own answer
3 3 3
b i 6.9 × 10−4 14 a= = 3
3 3
ii Students’ own answer
b Students’ own answers
9 a 6 000 000 000 000 b 3 500 000
15 11 3
c 3600 d 40
1 3 9 3 6
e 40 000 000 f 100 16 a or b 12.5 c or
2 3 6 4 6 8
g 40 000 000 000 h 0.000 000 81
10 13 hours 44 minutes. 1 Problem-solving
11 1.003 × 10 24 1 30 cm, 32.5 cm, 27.5 cm

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 Unit 2 Answers

2 a 166 (actual answer 206) 10 a 98 squares b 12 : 40 = 3 : 10

b Underestimate − multipliers rounded to smaller
numbers and dividers rounded up to bigger UNIT 2
numbers making the overall estimate much
2.1 Algebraic indices
smaller.
1 a y6 b x8 c b3
3 a Answers may vary, e.g. 48 and 54
1
b 45 and 51 6
d y9 e m 2
4 a 6
2 a 15b7 b 6a 3 c 50m7
● 7 teams of 3
d 2t8 e 8s4t6 f 24a5b6
● 4 teams of 3, 1 team of 4, 1 team of 5
3 a x b a 2 c a6
● 3 teams of 3, 3 teams of 4
d y2 e r f p3
● 2 teams of 3, 3 teams of 5
4 a 6g b 3p 2
● 1 team of 3, 2 teams of 4, 2 teams of 5
c 3 x2 d 2t5
● 4 teams of 4, 1 team of 5
5 a x 10 b y9
b 2 teams of 3, 3 teams of 5
c t20 d r21
OR 1 team of 3, 2 teams of 4, 2 teams of 5
OR 4 teams of 4, 1 team of 5 r9
6 a 27t6 b 16m6 c
c £56 8
7
2(10)2 + 7(2)3 200 + 56 256
5 a 3 = 3= 3
22 4 4

300 3
≈3 = 75 ≈ 4
4
256
Some may spot = 64
4
b 4.051….. 8 a 9 x4 y6 b 8x9y15 c 625x8y4
c Rachel was wrong. Her estimate is about double d 4 x4 y2
what is should be. Own comments (if a is correct),
9 a x4 ÷ x 4 = x4 − 4 = x0
it is a very good estimate only very slightly under.
6 a 15 b i 10 ii 600 x4
x4 ÷ x 4 = =1
7 x4
Therefore x0 = 1
b x5 ÷ x 6 = x5 − 6 = x−1
x× x× x× x× x 1
x5 ÷ x 6 = =
x× x× x× x× x× x x
1
Therefore x−1 =
x
c x2 ÷ x 5 = x2 − 5 = x−3
x× x 1
x2 ÷ x 5 = = 3
x× x× x× x× x x
1
Therefore x−3 =
x3
1 1 1
10 a b c
a2 m4 c
8 a 12 000
d 1
b Volume of 1 grain in litres = 4.19 × 10−6 litres.
12 ÷ 4.19 × 10−6 = 2.86 × 106 grains take up 11 a 4xy−6 b b = −2
12 litres. 12 a y 6 b a12 c m−1
c No. Half full 1.43 × 106 grains × 11 mg d 1
= 1.57 × 107 mg = 15.8 kg 13 a a6b10 b x−9y−9
15.8 > 15
1 −1 2 n2 4a 6
9 No. 500 sheets of paper are 9 × 10−3 × 500 = 4.5 cm c m n or d
thick. 4.5 > 4
3 3m 25b12

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 Unit 2 Answers

14 a y5 b 2 x2 4 a i 2ab + 6a ii 30b + 9ab

c 3a 3 d 4x y 4
b 11ab + 30b + 6a

15
1 1 1
a a × a × a × a = a1 = a
4 4 4
1
4 5 a 7x + 3 b 8y + 6 c 23x + 9

4
d 6x + 38 e 9b + 15 f 45x + 18
a ×4 a ×4 a ×4 a =
a
6 a 2x − 8 b 11x − 15 c 2 x2 − 4 x
1
4
Therefore a 4 = a d x2 − x e 25x − 2x2 f 25x2 − 2
a 2a b b
1 1 1 1 1
b a × a × a × a × a = a1 = a
5 5 5 5 5 7
5 c 3a d 5a
a ×5 a ×5 a ×5 a ×5 a =
a
1
8 a 2(2x + 3) b 2y(x + 4) c x(7y + 2)
5
Therefore a 5 = a
d 3 a (b + 2 c ) e xy(z + 2) f a2(1 + 3a)
1 1
16 a or x −4 q −6 b 4b 4 g 5a(2b2 + c) h 2x(2xy2 + 3z2) i 4n2k(3n − 2k)
4 x4q6 4
j 3m(5tm − 4q3)
1 1 9 a 2(a + 3b)
c or x −1y −3 d 2 x3 y4
3 xy 3 3
b 2(a + 3b) [(a + 3b) − 6] = 2(a + 3b)(a + 3b − 6)

2.2 Expanding and factorising 10 a 4(a + 3)(3a + 10)

1 a 7(x + 3) b 7x + 21 c They are equal. b 6(m − 1)(m − 3)

2 a x + 1 ≡ 1 + x Identity c 2(y + 7)(y + 5)

b xy ≡ yx Identity d (x + 2y)(x + 2y − 3)

c 4 x + 1 = 5x Equation e 7(a − 2)(1 + 2a)

2x f 3(x − y)(x − y − 3)
d ≡ 0.5 x Identity
4 11 In five numbers at least one must be:
a multiple of 2: 2a
3 a
a multiple of 3: 3b
a multiple of 4: 4c
a multiple of 5: 5d
giving: 2a × 3b × 4c × 5d × y = 120abcdy
12 a 20ab − 6a2 b 6xy(2x + 3y) c 4 x2 y

2.3 Equations
1 a 4 x − 3 = 2x + 7
4 x − 3 − 2x = 2x + 7 − 2x

b 2x − 3 =7
b x=5
2 a x=2 b x=3
c x=5 d x=4
3 a i 4x − 8 ii 6x − 4 b x = −2
4 a 4x − 5 b x=4
5 a x=3 b x=4
7 1 5
6 a 3 b 6 c 3
8 2 8
c 5 2 2
d 4 e 2 f −16
7 3 3
y a
7 a 2x b c
3 4
d 5m
3x − 5
8 a =8
2
3x − 5
×2 = 8×2
2
3x − 5 = 16
b x=7

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 Unit 2 Answers

5 2.5 Linear sequences

9 a =2
x +1 1 a −3, −1, 1, 15, 195
5 b 21, 18, 15, −6, −276
× ( x + 1) =2 × ( x + 1)
x +1 c −5, −5, −5, −5, −5
5 = 2x + 2 2 a Common difference = + 0.02; 3rd term = 0.25
3 2 2
x= b Common difference = + ; 3rd term = 1
2 3 3
3x + 1 x −1 c Common difference = −13; 3rd term = 14
10 a 4
×= ×4
2 4
d Common difference = + 0.101; 3rd term = 0.303
(3x + 1) × 2 = x − 1
3 a 4 b −2
2(3x + 1) = x − 1
c −0.5 d −0.2
3
x= − 4 a 3n − 1 b 6n + 13 c −3n + 21
5
d 12n e 0.5n + 8.5
x x 5
b ×6− ×6 = ×6 5 35, 17
2 3 6
2
3x − 2x = 5 6 a n
3
x=5
2 45
3 b No; 15 = n; = n. Not a whole number.
11 a x= 1 b a = 30 c y = −2 3 2
7
7 a n = 16.2 (1 d.p.) b 16 terms
4 1
d x= e x= 3 8 a 41st term b 7th term
5 9
9 a i 8.7 lbs ii 9.2 lbs iii 9.7 lbs
12 35°
b 40 weeks (when baby is age 42 weeks)
x x
13 a and
40 5 10 38 weeks
2x 11 a 1, 4, 7, 10 b 3 c −2
b
45 12 a i 5.5, 7.5, 9.5, 11.5, 13.5
c x = 202.5 g ii 7.5, 10, 12.5, 15, 17.5
b i Common difference originally 4, now 2.
2.4 Formulae
ii Common difference originally 5, now 2.5.
1 a Formula b Equation c Identity
13 a 4 b 16 c 4
d Expression e Formula f Formula
d 3
g Expression h Identity i Formula
14 a 4 b −6
j Formula k Identity l Equation
2 a −18 b 12 2.6 Non-linear sequences
3 a − 75 b 23 1 a 8, 15, 23
4 a £13 b C = 5 + 2(p − 10) b 0, 1, 1
5 a P = 2a + 2b b i P = 22 ii a = 8 c 6, 10, 16
6 £986.91 1 1 1
2 a 1, , ,
7 a 86.3 m/s b 87.6 m/s 2 3 4

y−c E 2b b 1, 1, 1, 1
8 a x= b m= 2
c a=
m c c c 0.1, 0.01, 0.001, 0.0001

C 2A v2 − u 2 3 a 2 2 , 4, 4 2 , 8, 8 2
d r= e b= f s=
2π h 2a 1 1 1
b 3 , 1, , ,
5K 3 3 3 3
9 a 60.8 km b M= c 67.5 miles
8 4 15 days
A 5 a i 2.2 cm2 ii 2.42 cm2 b 17 days
10 a r= b 2.8 cm
4π 6 Students’ own answers, e.g. ‘Option 2 pays more
s−4 from the start, but Option 1 pays more after 14
11 a t= b t=4 years.’
6r
7 a 1, 4, 9, 16, 25, 36
12 15 °C and 26.7(3x + 1) × 2 = x − 1°C.
b i n2 + 2 ii n2 − 2 iii 2n2

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 Unit 2 Answers

8 c (x + 5)(x + 1) d (x − 3)(x + 2)
e (x + 4)(x − 2) f (x − 3)(x + 1)
g (x + 5)(x − 4) h (x + 7)(x + 2)
i (x − 6)(x + 3) j (x + 5)(x − 3)
k ( x + 10)(x − 3) l (x + 10)2
8 a x2 b (x + 2)2 c 7
9 a 27 b 80 c 30
9 6
10 a
10 a 9x2 − 100 = (3x)2 −102 = (3x −10)(3x + 10)
b 4y2− 25 = (2y)2− 52 = (2y − 5)(2y + 5)
11 a (10m − 1)(10m + 1) b (4c − 6)(4c + 6)
c (x − y)(x + y)
12 a (b −3)(b − 2) b 25r2 − 20rs + 4s2
b
2 Problem-solving
1 a 8(x + 10) = 8x + 80
b 8(x + 10) + 3(x + 10) = 11x + 110
c 11x + 110 − 4y
2 a x × x × x × y × 6 = 6x3y
11 a 3n + 2 2 b 2n − 1 2 c 5n + 7 2
3( 6 x 3 y )
12 a b = 18xy
x2
Term 1 2 3 4 5 6 7 8 9 3 Students’ own answers, e.g.
Triangular 1 3 6 10 15 21 28 36 45 2(30w) + 2(20w) + 2(30 × 20) = 6200
numbers
60w + 40w + 1200 = 6200
b 0.5n2 + 0.5n
100w = 6200 − 1200
13 a 2nd difference 4, 4, 4. So a = 4 ÷ 2 = 2
w = 5000 ÷ 100
b 2, 5, 8, 11, 14
w = 50 cm
c 3n − 1
4 a 20 b 3n + 2
d 2n 2 + 3n − 1
c Johann is not correct because:
14 a n 2 + 2n − 2 b 2n 2 + n − 5 50
52 = 3n + 2; =n
c 3n2 − 2n + 6 d 0.5n2 + n − 3 3
15 5th term = 25, 6th term = 26, 7th term = 27 50
is not an integer and so cannot be in the
3
25 × 26 × 27 = 218
sequence.
1 1 1 1 1
16 a , , , b × 5 8, 24, 72, 216, 648
2 4 8 16 2
6 a 4, 9 b 3, 5 c 2, −6
1 1 1
c × = 7 a 6 cm, 10 cm, 16 cm b 110 cm
2a 2b 2a + b
c 110 cm × 178 cm
2.7 More expanding and factorising
8 Students’ own answers, e.g. Joshua is correct
1 a x2 + 7x + 12 b x2 − 3x − 18 because 4x − 3x equals 1x = x. Also, 2 × −3 = −6
c x2 + 2 x − 8 d x2 − 8x + 12 and not +6.
2 a (x + 3)(x + 5) = x2 + 8x + 15 9 x = 3, y = 1
b (x − 5)(x − 3) = x2 − 8x + 15 10 a, b
3 a x + 2x + 1
2 b x − 2x + 1
2
Animal Distance (km) Distance (km)
in standard form
c x + 14x + 49
2 d x − 10x + 25
2

4 a (35 − 15)(35 + 15) = 20 × 50=1000 snail 0.000 54 5.4 × 10−4 km

b i 1800 ii 2 worm 0.000 012 1.2 × 10−5 km
5 a x −1
2 b x −9 2
slug 0.000 022 2.2 × 10−5 km
6 a (x − 4)(x + 4) b (y − 11)(y + 11)
ladybird 0.000 98 9.8 × 10−4 km
c (t − 8)(t + 8)
7 a (x + 2)(x + 3) b (x + 4)(x + 1) spider 0.000 11 1.1 × 10−4 km

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 Unit 3 Answers

d
UNIT 3
3.1 Statistical diagrams 1
1 a 30
b Friday
1 1
c of 60 = 10, of 120 = 10
6 12
2 a 11
b 42
c 30
d 38
e 30.3
3 The median age for Body Pump (29) was lower than
the median age for Yoga (38). 8 a A

The range of ages for Body Pump (32) was higher b Less than
than the range for Yoga (28). c Students’ own answers, e.g. ‘Set B because the
The mean age for Body Pump (31) was lower than median is greater therefore they have had longer
for Yoga (38.3) to grow.’

4 a 3.2 Time series

1 a 12 b 2 c 23
d

b The median and mean and range of weights are

greater at Farm B.
5 a 2
b 44
c 28
d 28.5 downloads
2
6 a, b

The graph shows the train is increasingly late over

7 a 200 the two-week period
b 57%
c 150 minutes

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 Unit 3 Answers

3 a 125 000 6 a
b No; Programme A’s viewing figures rose from
120 000 to 180 000 (60 000 increase) but
Programme B’s figures have fallen by 94 000
(from 254 000 to 160 000).
c Yes; the graph line for programme A shows an
increasing rate
d Programme A: 220 000; Programme B: 150 000
but accept sensible answers
4 a 12 000
b Second
c

b 1.5 seconds
c 3 cm
d 0.6 s

3.3 Scatter graphs

1 a

d The number of hits is generally increasing; it is

largest during the 2nd quarter of the year and
smallest during the 1st quarter. It also increases
during the 4th quarter of the year. b In general, patients who are taller weigh more and
5 patients who are shorter weigh less.
2 a Positive correlation, as the trees age their height
increases.
b Positive correlation, the larger the annual rainfall
the taller the tree.
c No correlation, the age of the tree has no bearing
on the annual rainfall.
3a

b The population is increasing.

c 60.8 million (or sensible suggestions)
d 64.1 − 65 million

b The older the chicken the fewer eggs they

produce each week.

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 Unit 3 Answers

4 a 3.4 Line of best fit

1 A
2 a, b

b There is no correlation between the price of the

chocolate bar and the number sold. This is
possibly because the difference in price is small.
5 a
c 70% (or sensible answer read from graph)
d 60% (or sensible answer read from graph)
3 a 165 (or sensible answer read from graph)

b The graph does not provide this evidence as there

is no correlation.
6 a Positive b Negative c No correlation
7 a

b 1000 miles (or sensible answer read from graph)

4 a i £14 (or sensible answer read from graph)
ii 6.5 °C (or sensible answer read from graph)
iii £2

b Positive
c The spring stops stretching at a constant rate (it
reaches its elastic limit).
8 a Positive − students who performed well in one test
are likely to have performed well in the other test.
b 99%
b Part iii since it is outside the data range given.
c 90 − 35 = 55%

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 Unit 3 Answers

5 a 2.5 mm and 3.5 mm i 9 (or sensible answer from graph)

b 2.5 mm. Students’ reasons, e.g. (1) The data ii 6.5 (or sensible answer from graph)
values are closer to the line of best fit; (2) Sample e The curve, the rate of growth is slowing so it
A is larger cannot be modelled using a straight line.
6 a, c 8 a

b It doesn’t seem to follow the overall pattern.

d 80 cm (or sensible answer from graph)
b As the engine size increases the distance the car
e 7.3 m (or sensible answer from graph)
can travel on 1 litre decreases.
7 a
c Approximately 10.6 km

3.5 Averages and range

1 a Mode = 47, Median = 47, Mean = 53
b Mean. This is the highest therefore they will wish
to work on a ‘worst case scenario’. They will also
want an excuse to charge more!
2 a Mean = 14.2, Mode = 12, Median = 13
b Mode. The most popular size is the one that is
most likely to be purchased.
3 a Mean = 194, Mode = 180, Median = 180
b Mean. This takes into account lower and higher
values throughout the week.
4 a Mode. Data is non-numerical
b Median. The mean would not give a whole
b i 13 (or sensible answer from graph) number and the mode is the lowest value so not
ii 6.5 (or sensible answer from graph) representative of the data set.
5 a Outlier 21 cm, Range = 18 cm
c ii
b Outlier £33, Range = £159 (£33 might be in a
d
summer month)
6 a Outlier = 2, Range = 7
Discounted outlier as very unlikely to be accurate.
b Outlier 0.2 m, Range = 1.6 m
Included outlier as a possible height of plant.

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 Unit 3 Answers

7 a b
Distance, Frequency, Midpoint, xf
D (miles) f x
0<D≤2 12 1 1 × 12 = 12
2<D≤4 11 3 3 × 11 = 33
4<D≤6 7 5 5 × 7 = 35
6<D≤8 3 7 7 × 3 = 21
8 < D ≤ 10 2 9 9 × 2 = 18

Total 35 119

Mean = 3.4 miles

b The mean will increase.
The actual increase in percentage profit is ≈30%.
8 a 2 b 21
5 (1) The blocks have different widths.
c 35 d 20 ≤ T < 40
(2) The scale on the y-axis does not start at zero.
e There are 37 data values. The median value will
6 a 40 °C b 04:20 − 04:30
37 + 1
be the th = 19th value. c 00:00 − 01:00 and 02:00 and 03:00
2
f 20 ≤ T < 40 7 a It is non-numerical data.

9 a 20 b i Pie chart ii Bar chart

b The middle term will be the 10.5th term. c 120

c 10.5 ≤ t < 11 d 10 ≤ t < 10.5 8 a The shapes of the distributions can be compared,
and individual data values are displayed.
e Group B
b
f Group A: 10.5 ≤ t < 11; Group B: 10 ≤ t < 10.5
g Group A mean = 10.525 seconds and Group B
mean = 10.275 seconds. Group B’s mean is
lower, so they have a better chance of beating
Group C.
10 a 29
b Mean = 28.25 minutes so the company should not
consider allowing employees to work from home.

3.6 Statistical diagrams 2

1
c Company A median = 39 minutes
Chicken Vegetarian Total
Company B median = 20.5 minutes
Cheese 15 8 23 9 a Frequency polygon,
Ice Cream 22 5 27 b Sensible reasons, e.g.
Total 37 13 50 The data is grouped data.
You can easily spot trends in the data.
2
Stem and leaf diagrams cannot be used with
French German Mandarin Total grouped data.
Scatter diagrams are for data pairs so cannot be
History 57 51 18 126
used.
Geography 45 12 17 74 A time series graph is not appropriate for the
Total 102 63 35 200 context.
b 17.5% c History 3 Problem-solving
3a 1 42
Men Women Total 2 a Team A range = 41 − 15 = 26 marks
More spaces 23 42 65 Team B range = 49 − 18 = 31 marks
Adequate spaces 37 18 55 b There are 12 on each team, so median score is
12 + 1
Total 60 60 120 = 6.5th value
2
No, only 54% want more spaces. Team A 6.5th value = 26.5 marks
4 a The profit axis does not start until 4 million. Team B 6.5th value = 34.5 marks

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 Unit 4 Answers

c Team B has a larger range of marks, and their b The amount of profit the company makes
median mark was higher. The shape of the increases each year.
diagram shows that more of Team B had scores c £29 000 (or sensible answer from graph)
higher than 30 than Team A. The coach should
d Answers will vary, for example, ‘Yes, the company
take Team B to the championships.
is making more and more profit each year.’
3 a Students’ own answers, e.g. a triple bar chart
7 a
where the high and low temperatures are shown
on each bar for that city/month.
b Students’ own graphs
c Chicago: range = 40 degrees
d Reasons may vary. Sidney is because its hottest
month is in January and coldest in July, whereas
the other countries are the other way round.
D 43
4 a T
= = = 0.83 hours = 52 minutes
S 50
43 b 30 < t ≤ 40
b Gayle’s average speed = = 45 mph
57 8
60 c
So Luke travelled faster. 50
c 72 km/h ≈ 45 mph. At this speed it takes 57 8 No, 500 cannot be in the sequence.
minutes 20 seconds to travel 43 miles, so Marcie The nth term is 7n − 3.
took about 20 seconds longer than Gayle. 7n − 3 = 500 does not give an integer solution
(n = 71.857…)
5 a
9 a 36 b 270 ≤ h < 300 c 180 cm
d

b Answers will vary, for example, ‘There is negative

correlation because the number of tickets sold
e Yes; The area covered that is above 240 cm is
decreases as the ticket prices increases.’
greater than the area covered below 240 cm.
c Answers will vary. For example, ‘If prices increase
10 a Paula
too much then fewer people will attend the
museum and so the museum will still not be able b Yes; there is a negative correlation which means
to cover the increase in costs. So raising the as one value increases the other decreases.
ticket price is not the best way to cover the
increase in costs.’ UNIT 4
6 a
4.1 Fractions
9
1 1 pizza left
40
1
2 a b 8
5
4 6
c d
9 5
5
3 a 4 b
3
8 6
c d
11 29

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 Unit 4 Answers

13 1 4 3
4 a 1 b 1 10 a b
20 2 7 7
29 c Carlotta gets £200, Hannah gets £150.
c 5 d 10
60 11 Finn gets 190, Rosie gets 152
13 12 1500 mm, 2100 mm
5 a b 18
32
13 a £164, £205, £82
1 9
6 a 5 b 3 b £26.30, £6.58, £19.72 or £26.30, £6.57, £19.73
16 28
c 186 mm, 279 mm, 465 mm
4 46
c 9 d d 590 kg, 147.5 kg, 147.5 kg
9 61
14 No. For 500 g scone mix, he needs 75 g butter, 50 g
x y
7 Yes, e.g. × =1 sugar and 375 g flour. He needs 5 g more sugar.
y x
15 a 16 : 9 b 333 : 44
7 5 14 5 19 3
8 = 6 + = 6 + = 6 = 7 c 48 : 245 d 1505 : 64
8 16 16 16 16 16
16
15 3 103 7
9 a or 3 b or 8 Size Blue Red White
4 4 12 12
213 3 155 11 1 litre 0.1 0.1875 0.7125
c or 6 d or 6
35 35 24 24 2.5 litre 0.25 0.46875 1.78125
10 No, it will not because the height is more than
1 7 1
4.3 Ratio and proportion
9 inches: 3 + 3 + 2 = 9
4 8 8 1 a €640 b £450
43 7 211 11 2 £122.86 or $187.97
11 a or 3 b or 5
12 12 40 40 5
3 a 1: b Bron by 6.75 miles or 10.8 km
1 41 5 8
c − d − or − 3
2 12 12 4 No. Hal’s ratio OJ : RJ is 2.333… : 1
12 £360 Lyn’s ratio OJ : RJ is 2.1 : 1
5 11 Hal’s fruit punch will taste more of orange.
13 a 2 bags b 6 or 6 hours 55 minutes
12 12 8
5 a b £380
15
4.2 Ratios
c Karen (She gets £52.50, Stuart gets £47.50)
1 a 1:6 b 1 : 0.5
6 w = b × 2.5 = 2.5b
c 1 : 12 d 1 : 0.96
b = w × 0.4 = 0.4w
1
2 a 4:1 b :1 3m 3m
4 7 a c= b 7.5 c c=
4 2
9
c 32 : 1 d :1 8 a Yes (1 hotdog costs £1.80)
10
2 1 b No (32p per apple and 33p per apple)
3 a 1: b 1:
5 5 c No (Tom runs 1 km in 4.5 minutes; Ric runs 1 km
in 4.43 minutes)
1
c 1: d 1 : 44 9 Yes, speed = 9.8 × time
9
25 10 a Yes, B is 2.5 multiplied by A
4 a : 1 or 8.3333… : 1
3 b B = 2.5A c 1 : 2.5
b 637 customers to 70 staff gives a ratio of 9.1 : 1, 11 p = 18.75, q = 10.666…, r = 101.25, s = 57.6
so the store with 70 staff has more customers per 12 £195
staff member. 13 21.32 cm3
5 Jon 14 Spain, cheaper by 0.37 euros
6 £20 400
4.4 Percentages
7 a 5 : 2 or 2.5 : 1 or 1 : 0.4
1 £518.49
b 24 kg c 187.5 kg
2 4 payments at £943.33, 2 payments at £943.34
8 a 20 : 1 b 16 cm
3 £127.40
9 216
4 a £2625 b £2756.25
5 a i £13.50 ii £450 b £26 778.13

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 Unit 5 Answers

6 a £1780 b £3590 b 36 minutes, median value 105 minutes

c £14651 d £25921 2 £7.20
7 a £180 b 4% 3 a Flag of Portugal b 6 cm
8 118.7% 4 114
9 45% 5 a £5 b £10
10 a £43.26 b 47.4% 6 18%
11 Mike’s boss 7 x=2
12 £55.65 8 Graph A; Students’ own answers, e.g. ‘A person’s
13 0.966x, × 0.966 income is likely to increase as they get older from 18
to 35.’
14 a 20.1% b £10 000
9 a No; Students’ own answers, e.g. ‘Both numbers
15 a 0.9 × 1.1 = 0.99, 1 − 0.99 = 0.01
have p and q and so they should both be in the
2
 1 − x  1 + x   1 − x  common factor.’
b Yes,    =   which is always a
 100  100   1000  b 4pq(2q2 + 3p)
value less than 1. 2
10 a b 300 hours
3
4.5 Fractions, decimals and percentages
1 a £161 b 298.1% UNIT 5
2 3 students
5.1 Angle properties of triangles and
3 10%
quadrilaterals
2 9 9
4 = 66.6…%, = 64.2…%, so is closer to 1 a 112°
3 14 14
65%. b 99°

5 Students’ own answers, e.g. c 99°

Sally made just over 1.5 times the amount in profit d 13°
for colour and highlights than for cut and blow dries 2 a Students’ diagrams
in 2013 b ∠ ABC = 105°, ∠ BCD = 75°, ∠ ADC = 105°
The ratio of profit for cut and blow dries for 2014 to c They are equal.
2013 is 4 : 3.
d Yes, it is true for all parallelograms.
Sally’s total profit increased by 33.5% in 2014
e Opposite angles are equal.
compared with 2013.
3 a 180°, because they lie on straight line.
6 £34.56
b i x, because alternate angles are equal.
1
7 1, = 0.111… ii z, because alternate angles are equal.
9
c Sum of angles in BCF = x + y + z = 180°
8 a Yes, v is always 10 times the value of t.
v 4 69°
b t= c 1 : 10
10 5 Sum of angles = a + b + d + f + e + c
2 5 5 = (a + b + c) + (d + e + f)
9 a b c
9 9 11 = 180° + 180°
3 284 19 = 360°
d e f
11 333 111 6 a y = 107°
10 a Not recurring b z = 51°
3  ) c x = 104°
b Recurring ( = 0.428571
7 d v = 120°, w = 120°
c Not recurring 7 128°
4  526 315 789 473 684 ) 8 84°
d Recurring ( = 0.210
19
9 110°
4 Problem-solving
5.2 Interior angles of a polygon
1 a 10; Students’ own answers, e.g., ‘It is not likely
1 540°
that someone could finish a half marathon in 10
minutes, so the data value for 10 is likely to be an
incorrect reading and is most likely 100 minutes.’

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 Unit 5 Answers

2 5 a 5.66 cm b 8 cm
Polygon Number Number of Sum of 6 a 80 = 4 5 b 28 = 2 7 c 48 = 4 3
of sides triangles interior
(n) formed angles 7 55

Triangle 3 1 180°
8 a 10.3 cm b 6.48 cm c 28.5 cm

Quadrilateral 4 2 360° 5.6 Trigonometry 1

Pentagon 5 3 540° 1 a Accurate drawing of triangle ABC with BC labelled
Hexagon 6 4 720° ‘hyp’, AC labelled ‘opp’ and AB labelled ‘adj’

Heptagon 7 5 900° b AC = 3.4 cm, BC = 5.2 cm

3.4 4 3.4
3 a 2520° b 157.5° c i = 0.6 ii = 0.8 iii = 0.8
5.2 5.2 4
4 a 120° b 140°
d i AC = 4.2 cm, BC = 6.5 cm
c 144° d 160°
4.2 5 4.2
5 a a = 95° b x = 54°, 2x = 108°, 4x = 216° = 0.6 , = 0.8 , = 0.8
6.5 6.5 5
6 13
ii AC = 5.9 cm, BC = 9.1 cm
7 a x = 45° b y = 67.5° c z = 67.5° 5.9 7 5.9
= 0.6 , = 0.8 , = 0.8
8 Hexagon 9.1 9.1 7
9 162° 2 a 0.42 b 0.97 c 0.78
5.3 Exterior angles of a polygon d 0.24 e 8.14 f 0.89
1 a a = 50°, b = 110°, c = 50°, d = 90°, e = 60° 3 a 6.55 cm b 3.88 cm c 13.9 cm
p = 40°, q = 70°, r = 80°, s = 50°, t = 50°, u= 70° 4 15.9 cm
b Pentagon: 360°; Hexagon: 360° 5 a 4.5 cm b 7.7 mm c 26.2 cm
c The sum of the exterior angles is 360° in both 6 13.4 cm
shapes. 7 2.3 m
2 45° 8 5.87 m
3 a = 58°, b = 87°
5.7 Trigonometry 2
4 145°, 101°, 159°, 85°, 126°, 104°
1 a 25.8° b 76.8° c 37.3°
5 130°, 80°, 60°, 90° (x = 60°)
d 48.6° e 72.1° f 54.0°
6 a 10 b 24 c 40
2 a 38.7° b 63.0° c 55.1°
7 a 3 b 15 c 36
3 22.6°
8 No, because 50 is not a factor of 360.
4 56.4°
9 x = 162°, n = 20
5 21.8°
10 8 sides
6 a 4.8 km b 55.0°
5.4 Pythagoras’ theorem 1 7 39.1°
1 a 9.4 cm b 7.6 cm c 10.2 cm 8 10.6 cm2
2 9.10 cm 9 37.6°
3 8.91 cm 10 a 1 b 2
4 10.8 m 1 1
c i ii
5 7.2 miles 2 2
6 27.3 m 1 1
11 a i ii
7 27.4 cm 2 2
8 a No, because 52 + 72 ≠ 92 b 3
b Yes, because 62 + 82 = 102 3 3
c i ii
c No, because 72 + 82 ≠ 112 2 2
1
5.5 Pythagoras’ theorem 2 iii 3 iv
3
1 8.06 cm
12 a 60° b 45° c 45°
2 2.81 m
3 1.06 m
4 7.5 cm

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 Unit 6 Answers

5 a A and C; D and E
5 Problem-solving
b A and B; C and D
1 a Students’ accurate diagrams
6 a i
x 0 −2

y 4 0

ii

b 128°
2 a 363 (by adding the people called in rounds 1 to 5:
3 + 9 + 27 + 81 + 243)
b 3n
3 a = 66°, b = 114°, c = 66°
4 Students’ own answers, e.g. ‘The gap in the bar
chart scale on the y-axis means that the majority of
the votes are not shown in the chart. It looks like
McCline has three times as many votes, but in fact,
he only has 6 more votes than Warren and so it was
b i
actually very close.’
5 a a = 120°, b = 90° b c = 150° x 0 5
c Students’ strategies will vary, e.g. y −5 0
exterior angle = 180° − 150° = 30°
360° ÷ 30° = 12
So a dodecagon (12 sides) will fit.
6 1.6 m
7 4 jugs
8 75°
9 a 7.6 cm b 90°, 58.4° and 31.6°
10 53.1°

UNIT 6
6.1 Linear graphs
ii
1 a Any line with gradient = 2
1 x 0 3
b Any line with gradient =
3 y 6 0
c Any line with gradient = −1
2 a
Equation of line Gradient y-intercept
y = 3x − 2 3 −2
y = 3x 3 0
y = 3x + 1 3 1

3 a A: y = 3x + 3 B: y = 2x + 1
C: y= −2x D: y = 2x – 1
E y = −x + 1
b C c A
d E and B e B and D
4 A: y = 2x B: y = 2x – 2
1
C: y = −x + 2 D: y = x,
2
1
E: y = − x F: y = -2x − 3
2

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 Unit 6 Answers

7 a y = 2x + 4; y = x − 5; y = −2x + 6 c
b Gradient = 2, y-intercept = 4
Gradient = 1, y-intercept = −5
Gradient = −2, y-intercept = 6
8 Line D
9 B, C and D

6.2 More linear graphs

1 a

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 Unit 6 Answers

f b i

ii

iii

2 A: y = −x + 1, B: y = x + 1, C: y = −x − 1,
D: y = 3x + 1, E: y = −x
3 a

iv

5 B, C, F
6 A linear function is a graph with a straight line.
7 a Yes b No c Yes
8 y = −2x + 13
c 9 a y = 2x − 3 b y = −x − 4
1
c y = − x + 6 d y = 4x + 3
2
10 a −2 b −2
11 a 2 b 0 = 8 + c, c = −8 c y = 2x − 8
12 a 2 x − 1 = −x – 4
b 3x = −3, x = −1
4 a i x-intercept = 7, y-intercept = 7 c y = −3
ii x-intercept = 4, y-intercept = −4 d (−1, −3)
iii x-intercept = 3, y-intercept = −6 13 (2, 8)
iv x-intercept = −3, y-intercept = 3 6.3 Graphing rates of change
1 a 4 miles b 9:40 am
c 40 minutes d 50 minutes
e 6 mph f 6

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 Unit 6 Answers

2 a 6 2.25 km/hr
7 a 2.5 miles
b First part 12.5 mph, then 0 mph, then 25 mph.
c Between 10:00 am and 10:18, the graph has
largest gradient.
d Ferry A
8 a C b i c Aiii, Bii, Ci
9

b 4.5 miles per hour

3 a
10 a 2 m/s b 11 minutes c 0.03333... m/s2
d 960 m
e He accelerated at 0.003333... m/s2 for the first
8 minutes, then travelled at a constant velocity of
1.6 m/s for the next 2 minutes. Next he
accelerated at a rate of 0.006666...m/s2 then
travelled at a constant velocity of 2 m/s for
1 minute. He then decelerated at a rate of
0.004166...m/s2 for the final 8 minutes.
b 3 km/hr
6.4 Real-life graphs
4 a 30 minutes b 60 miles
1 a £10 b £900 c 62
c
8
2 a 16km b 8.75miles c = 1.6
5
3 a 25 b £100
c y = 25x + 100 d £450
4 D and E
5 Question 2
6 a
Number of eggs 1 5 10
Sugar (grams) 60 300 600

c y = 60x d 36
7 a The temperature of the tea at the start of the
b 26.4mph (excluding the 5 minute stop) experiment.
22 mph (including 5 minute stop)
b 45°C
c 22.5mph

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 Unit 6 Answers

c No, otherwise the tea would be at freezing point.

6.5 Line segments
d No, the graph is a curve.
1 a (8, 2) b (1.5, 6.5)
8 a
c (5.5,0) d (−3.5, −2.5)
2 a (4, 2) b (2, 8)
c (−1, 3.5) d (1.5, −1.5)
1 3 9
3 a 1 b − c − d
3 2 7
4 a 5.66 b 7.07 c 10.6
5 a y = 2x + c b y = 2x − 8
6 y = 2x + 10
1 1
7 y= x+
2 2
8 y=x+6
1 1
9 a A1 : − , A2: 2, B1: 1, B2: −1, C1: − , C2: 3
b £13 2 3
c y = −2.5x + 32.5 b The product of the gradient of each pair of
d No, it is unlikely an increase in £2 will cause sales perpendicular lines is −1.
to drop to zero; it is more likely the relationship is 1
10 a − b 1 c −3
not linear. 2
9 a i £85 ii £100 1
11 a y = 2x + 5 b y=− x+ 6
b This is a flat rate charge for lease which has to be 2
paid even if the car doesn’t move.
6.6 Quadratic graphs
c This is the distance when the costs are the same
for the two lease packages 1 A, C, E, F, H

d Danny: Car A; Sally: Car C 2 a

10 a, c x −3 −2 −1 0 1 2 3

x2 9 4 1 0 1 4 9
+2 +2 +2 +2 +2 +2 +2 +2
y 11 6 3 2 3 6 11

b Positive correlation
d Approximately y = 35x
e 42–43 kg
11 a i £2250 ii £0
b The value for the 5-year old car is more reliable.
The values are both outside the range of the
original data. The relationship may not be linear,
and the data for the 7-year old car is further from
the information captured.

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 Unit 6 Answers

3 10 a
x −4 −3 −2 −1 0 1

y 12 7 4 3 4 7

b, c

4 a c x = 1.3 or x = −2.3
11 a
x −2 −1 0 1 2

y −8 −2 0 −2 −8

b 16 m
5 a They are all quadratic graphs.
b 2 and 3 have a minimum; 4 has a maximum 6.7 Cubic and reciprocal graphs
c Q2: (0, 2), Q3: (−1, 0), Q4: (0, 0) 1 A, B, C, E
d Q2: x = 0, Q3: x = −1, Q4: x = 0 2 a i 15.6 ii 1.3
6 a Quadratic b i 15.625 ii 1.25992105
b Just after take-off and just before landing (at x = 0 3 a
and at x = 5)
x −3 −2 −1 0 1 2 3
c x = 2.5 d 6.25m
y −26 −7 0 1 2 9 28
e 5 seconds f 0.3 and 4.7 seconds
7 x = 2 or x = −2
8 a x = 0 or x = 3 b x = 0 or x = −3
c x = 1 or x = 4 d x=2
9 a x = 3.6 or −0.6 b x = −4 or x = 1
c x=2 d x = 1.2 or x = 3.3
e The graphs of y = x − 3x and y = −3 do not
2

intercept.

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 Unit 6 Answers

b d

c The graph is the same shape but has been shifted

1 unit up the y-axis.
4 a
e The asymptotes are in the same position in both
2 2
graphs. y = − is a reflection of y = in the x or
x x
y-axis.
6

b The graphs are the same shape as y = x3 but

have shifted down and up the y-axis by 1 unit and
2 units respectively.
5 a
x −3 −2 −1 1 2 3

y −
2 −1 −2 2 1 2
3 3
b i 0.4 ii −0.3 iii −0.8
b
7 a C b D c E
d F e B f A
8 a x=1 b x = 1.3 c x = −1.8
9 a

x 0.5 1 2 3 4 5 6

y 12 6 3 2 1.5 1.2 1

c
x −3 −2 −1 1 2 3

y 2
−
2
1 2 −2 −1
3 3

c 1.5
10 a x = 0.7, −0.9 and −3.2 b x = 1.2

6.8 More graphs

1 a i 75 miles ii 70 miles
b Day 2, by 30 minutes
c 15 miles per hour

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 Unit 6 Answers

d 40 minutes 5 a 1
e 15 mph b Found the y-intercept
f He speeds up at 15:40. c i4 ii 32
2 1.2 seconds. d i Double ii Double iii Double
3 a, c 6 a 40°C b About 7 minutes c No
7 a £100 b £150 c £10
d 10%
e The investment stopped paying interest.
8

a, d

6 Problem-solving
1 a Lee b 1 mph
2 a Highest ≈32 °C; lowest ≈20 °C
b Highest ≈275 people; lowest ≈125 people
c The trend is going up, which shows a positive
correlation.
d The hotter the temperature, the higher the number
b Positive for both
of people who attended the outdoor pool.
c See graph above – linear correlation
3 a 800 − 2.5n
d See graph above
b 0 = 800 − 2.5n
x 3 3.1 3.2 3.3 3.4 3.5 2.5n = 800
y 10 10.61 11.24 11.89 12.56 13.25 n = 800 ÷ 2.5
n = 320
x 3.6 3.7 3.8 3.9 4 320 days to empty the vase
y 13.96 14.69 15.44 16.21 17 4 a Positive b 85 cm
e The relationship between x and y is y = x2 + 1. 5 a Jan: £140, Rowena: £105, Atiq: £175
4 a b 8 : 3 : 3 : 10
6 a y = 2x + 1
b No; both y = 8x and y = 4x pass through zero.
7 Graph B or D. Students’ own explanation, for
example, ‘The two currencies are in direct proportion
giving a straight-line graph through the origin. The
sketches don’t have scales, so either B or D could
show the conversion.’
8 a y = 22x + 7
b

b £12 000
c 75% of original value is 0.75 × 22000 = £16 500.
From graph this is 1.6 to 1.8 years

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 Unit 7 Answers

9 1.3 miles 13 UB = 14.6, LB = 14.2

10 y = −0.25x + 2 14 a Area: UB = 54.45, LB 54.35
Base: UB = 9.955, LB = 9.945
UNIT 7 b i 10.9191361…, ii 10.9502262…

7.1 Perimeter and area c 10.92 cm

1 a Area 210 m2; Perimeter 60 m 7.3 Prisms

b 55.6 cm2 c 5175 mm2 1 a Students’ sketches b 6 cm2, 1 other
2 a 26 cm2 b 24 m2 c 30 cm2, 40 cm2, 50 cm2 d 132 cm2
c 32 mm2 d 16 cm2 2 a 162.5 cm2 b 660 cm2
3 Area 52 cm2; Perimeter 36 cm 3 a Both have constant cross-sections.
4 [63.75 cm2, 11 bags] £132 b 30 cm
5 [22.75 m 2] 3 tins c Surface area of a prism = perimeter of cross-
1 section × length of shape + area of end faces
6 a 66 = (5 + 17)h
2 4 a 72 cm3 b 117 cm3
b 66 = 11h c 6 cm c 540 000 mm3 d 712.5 cm3
7 8 mm 5 a 8.3 cm b 386.3 cm2
8 a 4 cm b 21.5 mm 6 36 cm
9 20 cm2 7 a Students’ sketches
b 1 m3 = 1 000 000 cm3
7.2 Units and accuracy
c Divide by 1 000 000
1 a 1 m = 100 cm b 1 m2, 10 000 cm2
8 a 1 m3 and 1 000 000 000 mm3
c 10 000 cm2
b Multiply by 1 000 000 000
2 a Students’ sketches showing two squares with the
same area 9 a 8 200 000 cm3 b 4.8 cm3 c 1.65 m3
b 1 000 000 mm2 c Divide by 1 000 000 d 12 550 mm3 e 87.5 litres f 6050 ml
3 a 50 000 mm2 b 48 000 cm2 c 85 cm2 g 250 litres h 98 ml
d 0.001 97 m2 e 2 340 000 mm2 f 0.004 025 m2 10 141 m2
g 72.5 cm2 h 4.25 m2 11 6.4 cm

4 a 2750 cm 2
b 1.05 m 2 12 a 323 200 mm2 = 0.3232 m2 b 5 litres

c 13.8 cm2 d 750 000 mm2 13 Surface area = 5x(6x − 1) + 4x(6x − 1) + 3x(6x − 1) +
(4x × 1.5x) + (4x × 1.5x)
5 200 m
= 30x2 − 5x + 24x2 − 4x + 18x2 − 3x + 6x2 + 6x2
6 24 million
= 84x2 − 12x
7 a 475 g, 525 g b 475 ≤ mass ≤ 525
= 12x(7x − 1)
8 19.5 cm ≤ length ≤ 20.5 cm
14 UB = 1331.525938…, LB = 1301.621813...
9 a i 44.5 m ii 208.5 mm
b i 8.55 g ii 0.35 cm 7.4 Circles
10 a 24.5 kg ≤ x < 25.5 kg 1 a All are 3.14 b 3.141 592 65
b 32.75 cm ≤ x < 32.85 cm 2 a 25.1 cm b 16.3 m
c 8.35 km ≤ x ≤ 8.45 km c 147.7 mm d 27.0 cm
d 0.755 m ≤ x ≤ 0.765 m 3 a 153.9 cm2 b 271.7m2
11 a i 4.5 ii 3.5 c 19.6 m2 d 111.2 cm2
b i 2.65 ii 2.55 4 68 bags of dark grey gravel, 246 bags of pale grey
c i 12.35 ii 12.25 gravel
5 a 11.5 mm
d i 7.255 ii 7.245
b 104 mm2
e i 5500 ii 4500
6 404
f i 455 ii 445
7 a 16π cm2 and 8π cm
g i 2.805 ii 2.795
b 81π cm2 and 18π cm
12 a UB = 25.5, LB = 24.5, UB = 34.5, LB = 33.5
c 225π cm2 and 30π cm
b UB = 879.75 cm2, LB = 820.75 cm2
d 400π cm2 and 40π cm

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 Unit 7 Answers

8 a i 49π cm2 and 14π cm 3 a 300 m3 b 7.5 m

ii 150 cm2 and 44 cm 4 a 324π cm3 b 1020 cm3
b Answers in terms of π 5 a 4900π mm2 b 17 500π mm2 c 22 400π mm2
9 a 215 = πd b 68.4 cm 6 154 ml
10 3.2 m 7 156 mm2
11 a 12 cm b 348 mm (34.8 cm) 8 a 220 mm (3 s.f.)
A A b 19 400 mm2
12 a = r2 , =r
π π 9 9.5 cm
b i 6.18 cm ii 15.45 mm iii 1.46 m 10 350π
13 79% 11 a πx(x + 24) cm2 (not including top of cylinder)

7.5 Sectors of circles b 2 πx2 cm2 c πx(x + 24 + 2 x) cm2

1 a 56.5 cm2 b 78.5 cm2 12 Volume = 477 000 mm3, Surface area = 32 800 mm2

2 a i (2.5π + 5) cm ii 12.9 cm 7 Problem-solving

b i (7.5π + 15) cm ii 38.6 cm 1 a Mean = £7.70; Median = £5; Mode = £5,
3 a (2.25π + 9) m b 16.1 m Range = £22.50
4 a 8827 m2 b 388 m b Students’ own answers, e.g. ‘It tells Gillian the
5 171.7 cm2 most popular price her customers will pay for an
item. She then may want to make more items of
6 23.2 cm
this value so that more will be sold.’
7 55.7 cm
c Students’ own answers, e.g. ‘She might say that it
8 157 cm2 shows that her customers like to buy items with a
9 a Arc length = 37.9 cm, Area = 265 cm2 variety of prices. This encourages her to continue
b UB = 285.307 882…, LB = 245.721 632… with pieces at various prices.’

10 55° 2 350 m2

11 107° 3 a 550 cm b 10 500 + 2 400 = 12 900 cm2

12 15 cm c Students’ own answers, e.g. ‘I split the shape into

a parallelogram and a triangle. I found out the
25π
13 area of each and then added them together.’
54
4 First field = 217 000 m2, second field = 369 800 m2
14 18π − 36 cm2 Total area = 586 800 m2 = 58.68 ha
7.6 Cylinders and spheres 5 a 15.9 cm b 23.9 cm c 79.6 cm
1 V = πr h is area of cross-section [circle] × length of
2 6 Octagon
prism Students’ own answers, e.g. ‘The polygon has 8
2 a 509 cm3 b 768 000 mm3 c 7.07 m3 1080
sides, so it is an octagon. n − 2 = , n = 8’
3 1.77 m3 180

4 10.5 cm 7 a 20 cm × 20 cm × 20 cm

5 a 353 cm2 b 46 500 cm2 c 61.3 cm2 b Students’ own answers, e.g. 10 cm × 20 cm ×
40 cm
6 10.0 cm
c Students’ own answers, e.g. base = 20 cm,
7 8.2 cm
height = 20 cm, length = 40 cm
2048π
8 a Surface area = 256π cm2, Area = cm3 8 Working will vary, e.g.
3
Area of wall = 3.8 m × 2 m = 7.6 m2
b Surface area = 576π mm2, Area = 2304π cm3 Area of window = πr2 = π × 0.09 m2 = 0.28 m2
9 182.9 cm3 Area of two windows = 0.56 m2
10 a 8.82 cm3 b 23.4 cm2 Area of cabinet = 0.8 m × 1.2 m = 0.96 m2
11 1527 Area to be painted = 7.6 − 0.56 − 0.96 = 6.08 m2
50 m2 ÷ 6.08 = 8.22
12 11.27 cm
So, 8 complete cabin walls can be painted.
13 UB = 7.15214806 cm, LB = 4.682575185 cm
9 a 11.0 m b 24.74 m2
7.7 Pyramids and cones 10 Craig’s tower = 715 cm2
1 a 35 cm2 b 189 cm2 Philip’s tower = 561 cm2
Craig’s tower has a larger surface area.
2 75 cm3

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 Unit 8 Answers

8.2 Reflection and rotation

UNIT 8
1 a–d See below e Reflection in the line x = +3
8.1 3D solids
1 a

c
2

2 a b c

3 Students’ own drawings

4 a 54 cm2 3 a Reflection in x-axis

b b Reflection in x = 1
c Reflection in y = −x
d Reflection in x = 4
4 a Reflection in x = 5
b Reflection in y = x
5 a–d See below e Reflection in the y-axis
c 36cm2
d

Surface area = 39.73 cm2

5

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 Unit 8 Answers

6
8.3 Enlargement
1 a

2 a 4 b Students’ own drawings c (−6, 6)

d Enlargement scale factor 4, centre (−6, 6)
3 a 6 cm2 b 24 cm2 c 54 cm2 d 96 cm2
e
7 A: Rotation 180° about (1,2)
B: Rotation 180° about (−3, 2) Shape Scale Area of enlarged shape
C: Rotation 90° anticlockwise about (5, −2) factor Area of shape A
(or 270° clockwise)
B 2 4
D: Rotation 90° clockwise about (−5, 3)
(or 270° anticlockwise) C 3 9

8 a–c D 4 16

4 a

5 a

d Rotation through 180° about (0,0)

9 Always true
10 Rotation through 180° about (0, 1)

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 Unit 8 Answers

c  a
3   since the sum of the movement in the x and y
 −b 
direction would be 0.
 −2 
4 a, b See below c  
 −4 

1
d Yes since both dimensions are of the size.
3
1
6 a Enlargement scale factor about (−4, 6)
3
1
b Enlargement scale factor about (−2, −6)
2
7

 1  4
5 a   b  
 4  −6 
6 a, b

7 a–c See below d Reflection in y = 1

8 Enlargement scale factor −2 about (0, 1)
9 No, when the enlargement has a negative scale
factor it does change the orientation.
10 Enlargement scale factor −3 about the point (−4, 5)

8.4 Translations and combinations of

transformations
1

 −1
8 a–c See below d Translation through  
6

 −6  0 8
2 a   b   c  
 2  −6  7
5  −5 
d   e  
0 0

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 Unit 8 Answers

9 a Rotation 180° about (2, 1) 8 a

b Reflection in the line y = 2
c Rotation 180° about (2, 3)
d Rotation 90° anticlockwise about (0, 0)
e Rotation 180° about (−1, 2)
 −2 
10 a Translation by  
 −4 
b
b 220°
9 a

b 2.75 km c 200°
c Reflection in line x = 2 10 285°
11 No, under enlargement the area changes. 11 a 305° b 142°
12
8.5 Bearings and scale drawings
1 a 1 cm : 4 km b i 6 km ii 7 km
c 3 minutes
2 a 12.5 km b 25 km
c 7.5 km d 1.25 km
3 a 60 cm b 10 cm c 26 cm
4 a 350 m b 15 cm
5 a i 37.5 km
ii 25 km
b St Peter’s Port or St. Aubin
6 a Accurate scale drawing, with AB = 12 cm
b AC = 4.7 km, BC = 3.7 km
7 8.6 Constructions 1
1 Accurate drawing of triangle PQR with PR = 5 cm,
QR = 8 cm and PQ = 11 cm
2 a Accurate drawing of triangle PQR with PQ = 4 cm,
QR = 7 cm and PR = 5 cm
b Accurate drawing of triangle PQR with PQ = 9 cm,
QR = 6 cm and PR = 4 cm
c Accurate drawing of triangle PQR with
PQ = 9.5 cm, QR = 6.5 cm and PR = 4.5 cm
3 Accurate drawing of an equilateral triangle with
sides 7.5 cm
4 The sum of the two shorter sides is less than the
length of the longer side.
5 Accurate drawing of triangle with sides of length
7 cm, 5 cm and 4 cm (for real-life sides of 7 m, 4 m
and 5 m respectively.)

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 Unit 8 Answers

6 Accurate drawing of triangle with sides of length 7 a Accurate construction of triangle

7.5 cm, 7.5 cm and 5 cm (for real-life sides of 15 m, b Accurate construction of line perpendicular to PR
15 m and 10 m respectively.) that passes through Q.
7 c 12.1 cm
8 Accurate scale drawing
9 Students’ own drawings
10 a–d

8 a, b Perpendicular bisector of line segment PQ of

length 10 cm drawn accurately.
c PR is the same distance as QR
9 a Accurate drawing of schools A and B, 8 cm apart.
b Perpendicular bisector of AB accurately
constructed. The bisector shows the possible
locations of the pelican crossing
10 a, b, c Perpendicular from point L to the line MN e Equilateral triangle
accurately constructed. 11 Construction of regular hexagon in a circle with
11 a radius 6 cm

8.8 Loci
1

b 12 m (1.2 cm on the map)

c 12 seconds

8.7 Constructions 2
1 Angles accurately drawn and bisected 3
2 a Accurate construction of 90° angle.
b Accurate construction of 135° angle.
3 a Accurate construction of 22.5° angle.
b Accurate construction of 112.5° angle.
4 Accurate construction of 210° angle. 4 a Accurate drawing of points A and B 8 cm apart

5 a Accurate scale drawing with sides 10 cm and b Perpendicular bisector of AB drawn accurately
7.5 cm. c Points marked on perpendicular bisector 5 cm
b Accurate drawing of diagonal line. from A and B, and 7 cm from A and B

c 570 m2 d They are both on the perpendicular bisector.

6 a Accurate scale drawing

b 2.3 cm c 33.3%

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 Unit 8 Answers

5 10

11

7 a–d

12 a

b 126 000 m2

8 Problem-solving
1 Plan Front Side

2 Reflection; reflection; rotation

3 a 1260° b 140° c 70°, 140°, 210°
4 £570
5 a Pete is correct as 1 km = 100 000 cm so 9 cm on
the map would equal 9 km.
b 12 cm c 1 : 1 000 000

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 Unit 9 Answers

 −11 c 2(3x + 1)(x − 2) d (5x − 2)(x + 3)

6 a Translated by column vector  
 −1  e (3x + 4)(x − 2)
b Rotated 90° clockwise with centre (1, 7) 5 a x = 3, x = −5 b y = −3.5, y = 7
c Reflection in line y = x, then translated by column 5 5 7 10
c t= ,t= dd= − ,d=
 −5  4 2 3 3
vector   (or other correct answer)
 −8  1 4
6 a x= − , x = −3 b x= − , x = −1
7 2 3
7 3 5
cx= , x = −3 d x= ,x=
4 2 2
7 a 4x2 + 24x − 45 = 0 b x = 1.5 inches
5 3
8 x= ,x=
3 2

 −6   −3  7 9 a x = −4 + 11 , x = −4 − 11
8 a   b   c  
 −2  8 3 5 17 5 17
b x= − + ,x= − −
d E has coordinates at (0, −9), (0, −5) and (3, −7) 2 2 2 2

9 4 c x = −2 + 7 , x = −2 − 7
10 d x = −3 + 13 , x = −3 − 13
5 11 5 11
e x= − + ,x= − −
2 2 2 2
10 a x = 1.16, x = −5.16
b x = 1.39, x = −2.89
c x = 2.69, x = −1.36
d x = 0.67, x = −2.67
8
11 a, b x = , x = −1
3
12 x = 0.86, x = −3.86

9.3 Completing the square

1 x2 + 6 x + 9
2 a (x + 3)2 + 1 b (x + 3)2 − 2 c (x + 3)2 − 10
3 a (x + 2)2 b (x + 5)2
c (x + 8)2 d (x + 10)2
4 a (x + 2)2 + 3 b (x + 5)2 − 5 c (x + 7)2 − 49
UNIT 9 d (x + 4)2 +4 e (x − 3)2 +1
2
9.1 Solving quadratic equations 1 5 x + 6x + 6 = 0
1 a x=±3 b x=±5 c x=±6 (x + 3)2 − 9 + 6 = 0
2 a x = −3, x = −7 b x = −6, x = 3 (x + 3)2 = 3
c x = 2, x = 6 d x = 5, x = −4 (x + 3) = ± 3
3 a x = 0, x = 3 b x=±6 c z = ± 10 x = −3 − 3 or x = −3 + 3
4 a x = −2, x = 4
6 a x = −2 + 2 , x = −2 − 2
b (x + 2)(x − 4) = 0 so x = −2 or x = 4
b x = −5 + 7 , x = −5 − 7
5 a x = −3, x = −4 b x = −1, x = 2
c x = −1 + 5 , x = −1 − 5
c x = 2, x = 5 d x = 0, x = 8
2 2
7 2x + 8x + 35 = 2(x + 4x) + 35
6 Students’ own answers, e.g. x2 + 3x − 10
= 2[(x + 2)2 − 4] + 35
9.2 Solving quadratic equations 2
= 2(x + 2)2 − 8 + 35
1 x2 + 3x − 28 = 0, x = 4
= 2(x + 2)2 + 27
2 8 cm × 8 cm
8 a 3(x + 1)2 − 8 b 4(x − 2)2 − 5
3 2x2 + 5x − 7 = (2x + 7)(x − 1) 2
c 2(x + 3) − 25 d 3(x − 3)2 − 17
4 a 3(x + 3)(x + 1) b (2x + 1)(x + 3)

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 Unit 9 Answers

9 a x = −2 + 11 , x = −2 − 11 4 Sandwich = £1.50, banana = £0.50

b x=4+ 6,x=4− 6 5 Adult = £9.80, child = £7.20

10 3x2 + 12x − 18 = 0 6 Pen = £0.24, pencil = £0.99

7 x = −2, y = 1.5
3(x2 + 4x − 6) = 0
8 Small crate = 20 kg, large crate = 60 kg
x2 + 4 x − 6 = 0
9 £18
(x + 2)2 − 22 − 6 = 0
10 a 3x − 2y = 1
(x + 2)2 − 10 = 0
x − 2y = -9
(x + 2)2 = 10
b x = 5, y = 7 c 16 cm by 9 cm
(x + 2) = ± 10
x = −2 + 10 , x = −2 − 10 9.6 Solving linear and quadratic simultaneous
equations
x = 1.16 or x = −5.16
1 a x = 4, y = 4 or x = −5, y = −5
11 a x = 0.32, x = −6.32
b x = −2, y = −7 or x = 3, y = −2
b x = 8.27, x = −0.27
c x = −0.5, y = 8 or x = −3, y = 13
c x = 2.91, x = −0.91
5
d x = 0.55, x = −4.55 d x = −1, y = −1 or x = − , y = −3
3
e x = 0.33, x = −5.33
e x = −0.94, y = −3.89 or x = 2.54, y = 3.09
12 x = −0.28, x = −5.72
2 a x = −0.32, y = 4.37 or x = 6.32, y = 17.63
9.4 Solving simple simultaneous equations b x = −4.57, y = 6.71 or x = 1.90, y = 2.40
1 a x = 3, y = 4 b x = 3, y = −2 c x = 5, y = 3  2 4
3  − ,  and (1, 0)
d x = 2, y = 6 e x = 5, y = 4 f x = 3, y = 5  3 3
g x = 1, y = 4 h x = 4, y = 8 4 a x = −1, y = 6 or x = 2, y = 3
2 a £12 b £16 1 19
b x = 4, y = 15 or x = − ,y=
3 £1.50 3 3

4 a x = 3, y = 4 b x = 2, y = 5 c x = 4, y = 2 c x = 2, y = −4 or x = 4, y = −10
5 x = 3, y = 4 d x = −2, y = −8 or x = 3, y = 17
6 a e x = 5, y = 3 or x = −2, y = −4
f x = 2, y = 7 or x = −3, y = −3
5 a y = 4x − 2
b 2x2 − x = 15
c x = 3, y = 10
6 (2, 2) and (−4, −16)
7 P = (−1, 1), Q = (4, 11)
Length of PQ = 125 = 11.2

b y=2 8 a x2 + y2 = 9

7 a x = 3, y = 2 b x = 4, y = 1 b (0.64, 2.93) and (−1.24, −2.73)

c x = −2, y = 2 d x = −3, y = 1 9 a x = 2.32, y = 4.32 or x = −4.32, y = −2.32

8 x = −2, y = 3 b x = 3.57, y = 4.15 or x = −1.17, y = −5.35

x = 0, y = 0 c x = 5.46, y = −5.93 or x = −1.46, y = 7.93

10 x = 18, y = 11 9.7 Solving linear inequalities

11 a £30 b £130 1 a Any four integers greater than 2
12 x = 9, y = 14 so perimeter = 46 cm b Any four integers less than 1

9.5 More simultaneous equations c Any four integers greater than 3

1 a 7 = 2m + c b 11 = 3m + c d Any four integers greater than −1

c m = 4, c = −1 d y = 4x − 1 e Any four of −3, −2, −1, 0, 1, 2, 3, 4, 5

2 y = −2x + 5 f Any four of −4, −3, −2, −1

3 a x = 3, y = 4 b x = 1, y = 4 c x = 3, y = −2 g Any four of −2, −1, 0, 1, 2, 3

d x = 4, y = 2 e x = −3, y = 5

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 Unit 10 Answers

2 a x≤3 b x≥0 c x < −1 8 4

d x > −2 e 0<x≤3 f −2 ≤ x < 3 9 a {x : x < 2} b {x : x ≥ 4}
3 a −2, −1, 0, 1, 2, 3, 4 b −3 < x ≤ 1 c {x : x > −1} d {x : x < 3}
4 a 10 a −1 < x ≤ 5 b −2 ≤ x < 3
c −2 < x < 4 d −4 ≤ x < 1
11 a No b No
b c The inequality sign changes direction.
12 a 4, 5, 6 b −2, −1, 0, 1, 2, 3
c −3, −2, −1, 0, 1, 2
c d −1, 0, 1, 2, 3, 4
13 a {x : x ≤ 2}
b {x : x > 2}
d
c {x : −1 ≤ x < 3}
d {x : −6 ≤ x < 1}

5 a The set of all x values such that x is greater than 4. 9 Problem-solving

b The set of all x values such that x is less than or 1 Students’ accurate scale drawing of triangle.
equal to 2. 2 a −2, −1, 0, 1, 2, 3, 4
c The set of all x values such that x is less than 0. b −3 < x ≤ 4
d The set of all x values such that x is greater 3 a The surface area of the box = 336 cm2 so Marcia
than 0. does have enough glitter.
e The set of all x values such that x is greater than b The length of the hypotenuse of the triangle.
or equal to −3. c 288 cm3
6 a 4 a 74.5 cm ≤ x < 75.5 cm
b 75.5 − 74.5 = 1 cm gap
c The possible values would be 74.95 ≤ x < 75.05
b and so the biggest possible gap would be 0.1 cm,
which is much smaller and so the shelves would
fit better.
c 5 A bag of apples is 3 lb.
6 a −1, 0, 1, 2, 3
b 1, 2, 3
d 7 x = 0.58 and x = −2.58 (2 d.p.)
8 The shed = 2 m × 2 m
9 x = 6, y = −24 and x = −1, y = 11
e 10 a x2 + y2 = 34 b (0, 0)
3 4
c y = 3x + 4 d (−3, −5) and  , 5 
5 5
7 a {x : x < 5}
UNIT 10
10.1 Combined events
b {x : x ≥ 2}
1 19
1 a 20 b c
20 20
2 2 1
c {x : x > 1} 2 a 10 b c d
5 5 10
3 a 1H, 2H, 3H, 4H, 5H, 6H, 1T, 2T, 3T, 4T, 5T, 6T
b 12
d {x : x ≤ 4}
1 1
c i ii
12 4

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 Unit 10 Answers

4 a 2 5 2
2 a b c
Dice
3 6 3
2 15
1 2 3 4 5 6 3 a b
13 52
1 1 2 3 4 5 6
4 48%
Spinner

2 2 4 6 8 10 12
6
3 3 6 9 12 15 18 5
10
4 4 8 12 16 20 24
6 a 0.2 b 0.75
1 5 1 1 3
b i ii iii 7 a b
8 24 24 4 4
5 a 5 21
8 a b
+ 1 2 3 4 5 6 26 26

1 2 3 4 5 6 7 9 0.63

2 3 4 5 6 7 8 10 0.35

3
7
4 5 6 7 8 9 11
11
4 5 6 7 8 9 10
12 P(B) = 0.43
5 6 7 8 9 10 11
13 P(not C) = 0.49
6 7 8 9 10 11 12

b (1, 6), (2, 5), (3, 4), (4, 3), (5, 2), (6, 1) 10.3 Experimental probability
15 1 a 100
c
36 52 13 48 12
b i or ii or
100 25 100 25
6 a
c 24
Spinner 1
2 The Assistant director. The more repetitions the
+ 1 3 5
close the results will be to the actual probability.
2 3 5 7
1
Spinner 2

3 a b 20
4 5 7 9 10
6 7 9 11 1
4 a b 60
8 9 11 13 4

b 12 5 72
1 11 6 a
c i ii 1 iii
6 12 Colour Frequency Relative frequency
d 7 or 9 Red 35 7
7 a 20

Bag A Blue 14 7
50
Green Green Red Blue
Yellow 33 33
Red RG RG RR RB
100
Red RG RG RR RB
Bag B

Green 18 9
Red RG RG RR RB 50
Blue BG BG BR BB 7
b
4 12 20
b i0 ii iii
16 16 c 140
1 d No, the probability of picking a red or a yellow is
8
6 higher than the probability of picking a blue or a
2 green, which suggests there are more red and
9
5 yellow counters.
7 Yes, the frequencies are quite close to one another,
10.2 Mutually exclusive events you would expect some variation.
1 A and C 8 5 times

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 Unit 10 Answers

9 No, he will not be guaranteed to win because each 4 9 12 16

b i ii iii iv
time he plays the game there is a chance to lose. 25 25 25 25
10 a 25 b 50 9 a
11 No. 0.47 × 150 = 70.5 so you would expect to get
approximately 70 dogs.

10.4 Independent events and tree diagrams

1

23 27 14 7 41
b i ii iii or iv
2 a 50 50 50 25 50
10 a

b 0.1
3 a

1 2
b i ii
50 25
11 a

22
b
45
4 0.15
5 a 0.21 b 0.21 c 0.09
25 441 105
6 a b c
676 676 676
30 15 105
d or e
676 338 676 5
b
1 9
7
8
12 a
8 a

b 0.676 c 0.072 d 72

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 Unit 10 Answers

2 a P = {3, 6, 9, 12, 15}

10.5 Conditional probability
b Q = {4, 8, 12}
1 a Independent b Independent c Dependent
c ξ = {1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15}
d Independent e Dependent
d P
23 27 8 7
2 a b c d e Q = {multiples of 4 < 16}
80 80 23 16
3 a ξ = {positive numbers < 16}
3 a P  Q = {3, 4, 6, 8, 9, 12, 15}
b P ∩ Q = {12}
c P' = {1, 2, 4, 5, 7,8, 10, 11 , 13, 14}
d Q' = {1, 2, 3, 5, 6, 7, 9, 10, 11, 13, 14, 15}
e P' ∩ Q= {4, 8}
f Q' ∩ P = {3, 6, 9, 15}
1 1 1
4 a b c
4 3 12
1 3 2
d e f
2 4 3
5 12 6 5 1 1
b i ii or iii g h
22 22 11 22 6 2
4 33% 5 a
5 0.39
6 a

4 1
b i P(S) = ii P(F ∩ S) =
5 2
3
iii P(F  S) = 1 iv P(F' ∩ S) =
10
6 a

41 13
b c
100 41
7 a 48
19
b 1 11
66 b i P(H) = ii P(F ∩ T | F) =
3 38
66 33
7 or 5
182 91 iii P(T ∩ H | H) =
16
6 1
8 or 8 a 4
132 22
b 29
1 8
9 a b 4
21 21 c i P(V ∩ P ∩ F) = ii P(V ∩ F) =
29
10.6 Venn diagrams and set notation 4
1 a A = {1, 4, 9} 29
B = {1, 3, 5, 7, 9} 2
iii P(V ∩ P | P) =
b i False ii True iii False 5

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 Unit 10 Answers

9 a 3 a and c

33 22
b or 33% or 0.33 c
100 65

10 Problem-solving
1 a
Dice 1

1 2 3 4 5 6
b 2.5 and 3
1 1, 1 1, 2 1, 3 1, 4 1, 5 1, 6
4 P (landing on 1) = 30%
2 2, 1 2, 2 2, 3 2, 4 2, 5 2, 6 P (landing on 2) = 10%
3 3, 1 3, 2 3, 3 3, 4 3, 5 3, 6 P (landing on 3) = 15%
Dice 2

P (landing on 4) = 15%
4 4, 1 4, 2 4, 3 4, 4 4, 5 4, 6
P (landing on 5) = 10 %
5 5, 1 5, 2 5, 3 5, 4 5, 5 5, 6
P (landing on 6) = 20 %
6 6, 1 6, 2 6, 3 6, 4 6, 5 6, 6 5 a Blake could spin the spinner a large number of
times and then compare the theoretical probability
1
P(6,6) = with the experimental probability.
36
b Students’ own answers, e.g. If the spinner is fair
1 1 1
b i P(4,4) = ii P(5,5) =
36 36 5
the theoretical probability is or 0.2 for each
2 1 number. The experimental probability results
iii P(3,2 or 2,3) = =
36 18 should show something similar. These are:
c No. Students’ explanations will vary. For example, 21 9
1: = 0.21 2: = 0.18
1 100 50
‘There is only a chance of rolling two sixes,
36 9 19
3: = 0.225 4: = 0.19
which a very low chance. However, it is no harder 40 100
to roll two sixes than it is to roll two fours.’ 39
5: = 0.195
2 200
All these are close to 0.2, which shows a fair
Clean pile
spinner.
Blue Red Black Green Green 6 One apple and berry smoothie costs £3.20.
One carton of orange juice costs £2.80.
Blue Red Black Green Green
Blue 7 Surface area (including base) = 1.08π m2
Blue Blue Blue Blue Blue
Volume = 0.288π m3
Blue Red Black Green Green
White 8 a
White White White White White

Blue Red Black Green Green

Drier

White
White White White White White

Blue Red Black Green Green

Red
Red Red Red Red Red

Blue Red Black Green Green

Black
Black Black Black Black Black

3
P(Pair) =
25 10 1 8 4
b or c =
30 3 22 11

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 Unit 11 Answers

9 11 £331.84
12 a £1695.70
b The mobile phone bill increased by £4.50 and the
broadband connection bill increased by £4.40.
The mobile phone bill increased by 10p more than
the broadband connection bill.
13 £80 459.91
14 3 years
15 a 5 hours b 6.09 million
16 65.8 million
17 120

11.2 Compound measures

1 a £438.45 b 3.5 hours
2 a i 200 litres ii 700 litres
b 3.75 days
3 a 7.2 miles per litre b 38.2 litres (3 s.f.)
4 a 7.5 km/h b 0.97 km/h
c 36.5 km/h d 243.6 km/h
25 5 a 10 800 m/h b 54 000 m/h
b
38
c 360 000 m/h d 1800 m/h
10 a
6
Metres per second Kilometres per hour
10 36
25 90
35 126
50 180

7 100 m/s
8 65.1 m/s or 234.4 km/h
18b
2 7 1 9 a km/h or 3.6b km/h
b i ii iii 5
11 11 4
5c c
c P(M2 U M3) | (M2 ∩ M3)' b m/s or m/s
18 3.6
6 2
P= or 10 50 km/h
9 3
11 40.5 km
UNIT 11 12 3.125 m/s
13 27 m/s
11.1 Growth and decay
14 0.6 m/s2
1 a 0.75 b £6000 c 0.82
15 0 m/s
d £4920 e 0.615
2 a 1.21 b 0.512 11.3 More compound measures
3 £28 505.25 1 7.75 g/cm3
4 No, Billy is not correct. 0.9 × 1.15 = 1.035, which is 2 0.69 g/cm3
the same as an increase of 3.5% not an increase of 3 70 200 g or 70.2 kg
5%. 4 45 000 000 cm3 or 45 m3
5 a 1.2075 b 0.9506 c 0.9984 5 8 000 000 g/m3
6 £150 057.60 6 19 320 kg/m3
7 £10 608 7 1000y kg/m3
8 £5273.65 8 Dead Sea
9 a £11 686.76 b £1186.76 9 8.48 g/cm3
10 a Same b 100 ÷ 100 = 1

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 Unit 12 Answers

10 25 N/m2 12 a
11 18 N p 1 2 5 10
12 q 12.5 6.25 2.5 1.25
Force Area Pressure
b
40 N 3.2 m2 12.5 N/m2
105.6 N 6.4 m2 16.5 N/m2
2000 N 8 m2 250 N/m2

13 0.0849 N/m2
14 17.5 N
15 a 705.6 N
b 294 000 N/m2
c 2.02 N/cm2
d The pressure on the floor is greater when Claire is
sitting on the table. c 0.25, yes d 250, yes
16 a 0.25 N/cm2 b 10 000x N/cm2 13 a 0.5 kg b 3.375 minutes

11.4 Ratio and proportion 11 Problem-solving

5 3 1 More than half. Students’ own explanation, e.g.
1 a b c 10 : 1
2 7 Number of litres per minute = 0.42 × 60 = 25.2
2 a 1 : 2.2 Number of litres after 10 minutes = 10 × 25.5 = 252
252 is more than half of 500.
b Students’ graphs
2 a £112.75
c Yes, it’s a straight-line graph that passes through
(0, 0). b 4 children
d 2.2 e p = 2.2k 3 Possible answers are −6 < n < 3; −6 < n ≤ 2;
−5 ≤ n ≤ 2; −5 ≤ n < 3
3 a Yes, s plotted against t gives a straight-line graph
through (0, 0). 3
4 a 10 miles
20
b s = 7.5t c 11.25 km
13
4 a Yes. Students’ own explanation, e.g. ‘Plotting the b miles
values gives a straight-line graph passing through 20
(0, 0)’ 5 £787.50
2 6 0.65 × 0.85 = 0.5525
b D = 1.5P or P = D
3 7 1123.2 g
c $855 8 27 workers
5 1 hour 20 minutes 9 a £9300
6 a 12 hours b No. Students’ own explanation, e.g.
b 4.8 hours or 4 hours 48 minutes The percentage increase would have been
c 2 × 12 = 5 × 4.8 = 24 applied to a greater amount of money, so the total
amount would also have been increased by more
number of women × number of hours = a constant
than £500. In this case the total amount would
7 A = 18, B = 4, C = 2.88, D = 50 have increased by £530.45.
8 a Inverse 10 1.33
b Direct
c Neither UNIT 12
d Direct 12.1 Congruence
e Inverse 1 a 35° b 14 cm
9 0.5 m 2 a ASA b RHS
10 7.5 × 10−4m3 c SSS d SAS
7 3 a Not congruent
11 a v=
u
b Not congruent
b 0.05
4 GHI. All the sides and angles are equal.

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 Unit 12 Answers

5 Yes congruent, SSS (using Pythagoras to find the d The triangles are congruent so DE= BE and
missing sides) AE = AC. Therefore E is the midpoint of BD and
6 No. All the triangles with a 5 cm hypotenuse will be AC.
congruent, and all the triangles where 5 cm is not the 10 Suitable proof, e.g. Triangles KLP, KNP, NMP an
hypotenuse will be congruent. LMP are all congruent, so KP = PM = LN = PN
7 a 112° Angles at point E are equal and sum to 360°, so
∠ KPL = ∠ KPN = ∠ NPM = ∠ MPL = 90°
b ∠ ADC = ∠ ABC, AB = DC, BC = AD. Two sides
Therefore KM and LN are perpendicular bisectors.
and the included angle are equal (SAS) therefore
the triangles are congruent. 11 Suitable proof, e.g. AD = DC, AB = BC, BD is
common. Therefore the triangles are congruent
8 a ∠ CBA b ∠ CAB
(SSS)
c ∠ BCA d 6 cm
12.3 Similarity
12.2 Geometric proof and congruence
1 a AB and DF, AC and DE, EF and BC
1 a Suitable proof, e.g. AD = DB, AC = BC, CD is
2
common. Therefore the triangles are congruent 2
3
(SSS).
1 1
b ∠ CBD 3 a i AB ii BC b c
4 4
2 a Suitable proof, e.g. AD = AB, DC = BC, AC is
common. Therefore the triangles are congruent d Corresponding sides are all in the same ratio and
(SSS). corresponding angles are equal.
1 7
b i ∠ ABC = 95° (1st edition asks for angle ABD; 4 a b
this will be corrected in subsequent editions.) 2 10

ii 74° c No, the ratios of corresponding sides are not the

same.
3 Suitable proof, e.g. PX = QX; SX = TX;
∠ QXT = ∠ PXS (vertically opposite). Therefore the 5 a Similar b Not similar c Not similar
triangles are congruent (SAS). 6 ∠ DAB = ∠ HEF, ∠ CBA = ∠ GFE,
4 Suitable proof, e.g. PR = RT; QR = RS; ∠ EHG = 360 − (180 + 133) = 47° = ∠ ADC
∠ PRQ = ∠ SRT (vertically opposite). Therefore the ∠ DCB= 360 − (180 + 47) = 133° = ∠ HGF
triangles are congruent (SAS). All the angles are the same, and corresponding
sides are in the same ratio, therefore they are
5 a Suitable proof, e.g. FG = GH = hypotenuse,
similar.
GE is common, ∠ FEG = ∠ HEG = 90°.
Therefore the triangles are congruent (RHS). 7 11.2 cm
8 24 m2
b 35
9 12 m
6 Suitable proof, e.g. DC = AB, BC = AD, AC is
common. The triangles are congruent (SSS) and 10 a The angles are all equal (one right-angled, one of
therefore have equal areas. 60° and one of 30°)

7 a Suitable proof, e.g. PQ = SR, ∠ QPT = ∠ TRS b 1 cm

(alternate), ∠ TQP = ∠ TSR (alternate). c The angles are all equal (one right-angled, one of
Therefore the triangles are congruent (ASA) 60° and one of 30°)
b Triangles PQT and SRT are congruent (part a) 1
d
Triangles PTS and QTR are congruent (PS = QR, 2
∠ SPT = ∠ QRT (alternate), ∠ PST = ∠ RQT e cosine
(alternate), therefore ASA)
11 1.5 cm
The triangles are congruent so QT = TS and
TR = PT. Therefore T is the midpoint of PR and 12 a 3 cm b 11.25 m
QS. 13 a Yes, corresponding sides are all in the same ratio:
8 a Suitable proof, e.g. ∠ AKD = ∠ BJC = 90°, 3.2 22.4
=
AD = BC = hypotenuse, AK = BJ. Therefore the 4.5 31.5
triangles are congruent (RHS) b No, corresponding sides are not in the same ratio:
9 a, b 8.4 4.2
≠
2.8 1.2
14 a Yes, one is an enlargement of the other.
b Yes
15 a 6.75 cm b 10.5 cm
c ABE and CDE, ADE and BCE

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 Unit 13 Answers

12 Yes, the radius is the only dimension that affects the

12.4 More similarity
size of a sphere.
1 ∠ ABC = ∠ CED (alternate), ∠ CAB = ∠ CDE
(alternate), ∠ ABC = ∠ CED (vertically opposite). 12 Problem-solving
Therefore all corresponding angles are equal and 1 Yes. Students’ own explanations, e.g. Using
the triangles are similar. Pythagoras, both triangles have sides 27, 36 and 45,
2 a ∠ PQR = ∠ RST (alternate), ∠ QPR = ∠ RTS so both triangles have a right angle, the hypotenuse
(alternate), <PRQ = <SRT (vertically opposite). and equal length sides (RHS).
Therefore all corresponding angles are equal and 20 1 80 79 6320 316
the triangles are similar. 2 a or b P= × = =
100 5 100 99 9900 495
b 4 cm 19
c P=
3 a ∠ KFJ = ∠ HFG (common), ∠ FHG = ∠ FKJ 95
(corresponding), ∠ HGF = ∠ KJF (corresponding).
3 The path will be 35 m so there will not be enough
Therefore all corresponding angles are equal and
tarmac.
the triangles are similar.
4 a 2.3 m b 15 cm c 0.75 m
b 3 cm c 16 cm
5 6.8 m
4 a 65° and 72°
6 a y = −3 or y = −8 b t = 4 or t = −3
b All corresponding angles are equal so the
c b = −2 or b = −4
triangles are similar.
c 21 cm d 7 cm e 6.65 cm 7 1944 cm3

5 93 m 8 a £1200 b £9600

6 Perimeter = 40.5 cm, Area = 121.5 cm2 9 a Equilateral; all three sides are the same length.

7 787.5 cm2 b Students’ own answers, for example: O is the

midpoint of XY, so OX and OY are equal and OZ
8 Perimeter = 210 cm, Area = 2800 cm2
is common to both OXZ and OYZ. XZ = YZ. So,
9 a 10.5 cm b 2.12 cm triangles OXZ and OYZ are congruent (SSS).
10 10.5 cm 10 Students’ own answers, for example: All sides of a
11 a 48 cm 2 b 3 cm2 square are equal, so WX = YZ and XY = WZ. WY is
12 a 20.25 b 4.5 common to both triangles. So, triangle WXY and
triangle WYZ are congruent (SSS).
c 27 inches by 18 inches
13 10.3 cm UNIT 13
12.5 Similarity in 3D solids 13.1 Accuracy
1 1 a i 3.75 cm ii 4.55 cm
Linear scale Volume Volume Volume scale b 5.90 cm
factor of A of B factor
c i 3.65 cm ii 4.45 cm
3 2 54 27
d 5.76 cm
k 6 6k3 k3
2 a 72.446° and 71.253°
2 48 cm3 b The upper bound for cos x gives the lower bound
3 675 cm3 for x, and vice versa.
4 192 cm3 3 Upper bound: 43.521°
5 12 cm Lower bound: 43.344°
6 a 16 cm b 7 cm 4 Upper bound: 44.805°
7 a 216 (= 63) b 6 c 36 d 396 cm2 Lower bound: 43.009°
8 337.5 cm2 5 Upper bound: 6.697 cm
9 8800 cm 2
Lower bound: 6.547 cm
846 6 Upper bound: 65.405 m
10 Linear scale factor of enlargement = =3
94 Lower bound: 56.232 m
Volume scale factor = 33 = 27 7 Upper bound: 7.88 m/s
1296 Lower bound: 7.74 m/s
Volume of B = = 48 cm3
27
11 a 783 cm3 b 91 cm2

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 Unit 13 Answers

4 a As θ increases from 90° to 180°, cos θ decreases

13.2 Graph of the sine function
from 0 to −1.
1 Accept answers in the ranges given.
b As θ increases from 180° to 270°, cos θ increases
a 0.34 to 0.38 b 0.86 to 0.90 from −1 to 0.
c −0.7 to −0.72 d −0.45 to −0.5 c As θ increases from 270° to 360°, cos θ increases
2 a 1 b −1 c 0°, 180° from 0 to 1.
3 120° 5 a i0 ii −0.5
4 a As θ increases from 90° to 180°, sin θ decreases b Line of symmetry x = 180°.
from 1 to 0. c i cos 0° = cos 360°
b As θ increases from 180° to 270°, sin θ decrease ii cos 30° = cos 330°
from 0 to −1.
iii cos 150° = cos 210°
c As θ increases from 270° to 360°, sin θ increase
6 a
from −1 to 0.
5 a i 0.5 ii 0.26°
b Line of symmetry x = 90°
c 120°
d i sin 30° = sin 150°
ii sin 75° = sin 105°
iii sin 0° = sin 180°
e x = 46° to 50°, x = 130° to 134°
6 Rotational symmetry order 2 about (180, 0).
b i 0.5 ii −0.5
7 a
1 1
c i ii
2 2
7 a 135°, 225°, 495°, 585°
b 150°, 210°, 510°, 570°
8 A (0, 1), B (180, −1), C (−90, 0), D (−180, −1)
9 a 54.5°
b 54.5o, 305.5o, 414.5o, 665.5o
10 127.9°, 232.1°, 487.9°, 592.1°

3 13.4 The tangent function

b i 0.5 ii
2 1 a 0.6 b 0.6
1 1 c −0.4 d 1.2
c i ii
2 2 2 210°
d The graph repeats so sin 405° is the same as sin 3 a 225° b 315°
45°. The graph is symmetrical, between x = 360° 4 a As θ decreases from 180° to 90°, tan θ decreases
and x = 540°, so sin 495° = sin 405° from 0 to −infinity.
8 a Any 4 correct values, e.g. 225°, 315°, 585°, 675° b As θ increases from 180° to 270°, tan θ increases
b Any 4 correct values, e.g. 240°, 300°, 600°, 660° from 0 to infinity.
9 A (90, 1), B (180, 0), C (−90, −1), D (−180, 0) c As θ decreases from 360° to 270°, tan θ
10 17.5°, 162.5°, 377.5°, 522.5° decreases from 0 to −infinity.
11 54.3°, 125.7°, 414.3°, 485.7° 5 a Every 180°
b i 2.5 to 3.5 ii −0.4 to −0.8
13.3 Graph of the cosine function
c Rotational symmetry order 2 about (180, 0)
1 Accept answers in the ranges given.
d i tan 45° = tan 225°
a 0.88 to 0.92 b −0.78 to −0.82
ii tan 80° = tan 260°
c −0.95 to −0.99 d 0.62 to 0.66
iii tan 135° = tan 315°
2 330°
3 a 300° b 120°

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 Unit 13 Answers

6 a
13.6 The cosine rule and 2D trigonometric
problems
1 a 4.32 cm b 5.72 cm
c 26.9 mm d 10.3 m
2 a 52.6° b 110.6°
c 92.3° d 72.7°
3 86.9°
4 a 8.04 cm b 82.0° c 104 cm2
5 55.1°
b i −1 ii 3 6 a 52.7 km b 76.9°
1 1 7 a a =38.9° b b =15.1°
c i ii −
3 3 c c = 22.8 cm d d =46.7°
d Students’ own answers. 8 88.5 cm2
7 a 30°, 210°, 390°, 570°
13.7 Solving problems in 3D
b 150°, 330°, 510°, 690°
1 a i 17 cm ii 19.2 cm
8 a 66.0°
iii 12.0 cm iv 19.2 cm
b 66.0°, 246.0°, 426.0°
b 27.9° c 27.9° d 62.1°
9 41.2°, 221.2°, 401.2°, 581.2°
2 18.1°
10 a
3 a 16.8 cm b 9.23 cm c 98.3°
4 a i 21.2 cm ii 10.6 cm iii 14.5 cm
b 54° c 27°
5 a 9.90 cm b 75.3 cm2
6 44°

13.8 Transforming trigonometric graphs 1

1 a
x cos x −cos x
b 60°, 240°, 420° A −180° −1 1
B −120° −0.5 0.5
13.5 Calculating areas and the sine rule
C −90° 0 0
1 a h = a sin θ
1 D −60° 0.5 −0.5
b A= ab sin θ
2 E 60° 0.5 −0.5
2 a 23.8 cm2 b 7.12 cm2 F 90° 0 0
3 11 cm G 120° −0.5 0.5
4 a 26.2 cm 2 b 30.7 cm2 c 4.5 cm2 H 180° −1 1
5 54.8 cm 2
b
6 a 106.3° b 101 cm2
7 815 m2
8 a 8.41 cm b 23.8 cm
c 13.1 mm d 18.0 m
9 a 42.8° b 24.3°
c 78.7° d 53.3°
10 a 15.2 cm
b 68.0°
11 79.5° or 100.5° c Reflection in the x-axis.
12 68.7° or 111.3°

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 Unit 13 Answers

2 a 5 a
x cos x −cos x cos(−x)
A −180° −1 1 −1
B −120° −0.5 0.5 −0.5
C −90° 0 0 0
D −60° 0.5 −0.5 0.5
E 60° 0.5 −0.5 0.5
F 90° 0 0 0
G 120° −0.5 0.5 −0.5 b
H 180° −1 1 −1

6 The graph y = sin x has rotational symmetry order 2

about the origin.
7 a Reflection in the y-axis.
c It is the same as the graph of y = cos x.
b
3

8 a Reflection in the x-axis.

b

4 a Reflection in the x-axis.

b

9 a Rotation 180° about the origin.

b

c Rotation 180° about the origin.

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 Unit 13 Answers

10 A (90, 0), B (180, 1), C (360, 1) 3 a

13.9 Transforming trigonometric graphs 2 x 0 30 60 90

1 a Students’ copy of the graph of y = cos x sin(x + 60°) sin 60° sin 90° sin 120° sin 150°
3 =1 3 = 0.5
b = =
2 2
x cos x cos x + 1
b
A −180° −1 0
B −120° −0.5 0.5
C −90° 0 1
D −60° 0.5 1.5
E 60° 0.5 1.5
F 90° 0 1
G 120° −0.5 0.5
H 180° −1 0
 −60 
c c Translation  
 0 
 −30 
4 a Translation  
 0 
 −50 
b Translation  
 0 
 60 
c Translation  
0
 −60 
5 a Translation  
0  0 
d Translation  
 1  −20 
b Translation  
e  0 

x cos x cos x − 1  30 
c Translation  
A −180° −1 −2 0

B −120° −0.5 −1.5 6 a C [y = cos(x − 45°)]

C −90° 0 −1 b B [y = sin(x − 45°)]

D −60° 0.5 −0.5 c A [y = tan(x + 30°)]

E 60° 0.5 −0.5 7 a, c

F 90° 0 −1
G 120° −0.5 −1.5
H 180° −1 −2

b
x 0 30° 60° 90° 120°

cos x 1 3 0.5 0 −0.5

0
g Translation   h y = cos × − 1 2
 −1
2 cos x 2 3 1 0 −1
2 a y = cos × + 0.5 b y = tan × + 1
c y = sin × − 1

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 Unit 13 Answers

8 a 10 a

11 a A (180, −1), B (270, 0)

b y = 3 sin(2x) − 1 (a = 3, b = 2, c = −1)
9 a, c
13 Problem-solving
9 5 14 7
1 a + = or
46 46 46 23
20 5 25
b + =
46 46 46
9 12 5 26 13
c + + = or
46 46 46 46 23
5 41
d 1− =
46 46
b
2 You can’t tell. Students’ explanations e.g. ‘You can’t
x 0° 30° 60° 90° 120° tell if the corresponding sides are the same length.’
cos(2x) 0 0.5 −0.5 −1 −0.5 3 £370.17
60
4 a × π × 42 = 8.38 m2
360
b 6.93 m2
c No. Area to be covered = 8.38 − 6.93 = 1.45 m2
5 x = 25.5°; y = 180 − 123 − 25.5 = 31.5°
6 DG2 = 662 + 422 =
6120

AG = 6120 + 482 =
91.8 cm

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 Unit 14 Answers

7 a y = x2 − 2 b y = cos x c y = x3 + x
14.2 Cumulative frequency
8 a Upper bound = 100.5 ÷ cos(62.5) = 217.65 ft
1
Lower bound = 99.5 ÷ cos(61.5) = 208.53 ft
Age, y (years) Cumulative frequency
b 217.65 − 208.53 = 9.12 ft
20 < y ≤ 30 6
9 Q = 61° (cosine rule), so bearing of Q to R 146°.
20 < y ≤ 40 24
10 a 105.7°
20 < y ≤ 50 46
b 50.5 m2
20 < y ≤ 60 80
c Height triangle AOB = 7.42 − 5.92 = 4.46654…
20 < y ≤ 70 90
Area of segment = 50.5327… − area of AOB
2
= 50.5327… − (5.9 × 4.46654…)
= 24.2 m2 Height, h (cm) Cumulative frequency

0.5 < h ≤ 0.7 2

UNIT 14
0.5 < h ≤ 0.9 7
14.1 Sampling
0.5 < h ≤ 1.1 25
1 a No since they are already choosing to go the
cinema so are likely to watch the latest releases. 0.5 < h ≤ 1.3 37
b It is a better sample but will not include anyone 0.5 < h ≤ 1.5 46
who is ex-directory.
0.5 < h ≤ 1.7 50
2 a Biased, those who already use the supermarket
are likely to be pleased with the range on offer. 3 a See graph b 3.95 kg c 1.8 kg
b Unbiased, every voter has an equal chance of
being chosen.
c Biased, those choosing the lunchtime club are
likely to like science.
d Unbiased, as long as they choose the towns so
that they are spread throughout the country.
3 a Students’ own answers.
b No, you cannot get the numbers starting or ending
with 7, 8 or 9.
4 Give each of the one hundred students a number
from 1 to 100. Generate the random numbers.
Ignore any repeats.
5 a 50
b Number the patients 1 to 500. Generate 50
random numbers between 1 and 500.
c i 8.6% ii 11.9%
6 a 120 + 140 + 90 + 110 + 40 = 500
4 a See graph b 1.1 cm
10% of 500 = 50
b French 12 German 14 Spanish 9
Mandarin 11 Latin 4
c 12 + 14 + 9 + 11 + 4 = 50
7 a So that a proportional number of women and men
are surveyed.
b 87 women and 63 men
c 58 women, 42 men.
8 Bronze = 45, Silver = 98, Gold = 57
1
9 a
25
b 1250
10 5

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 Unit 14 Answers

5 a b

b 27 to 28 minutes
c 22 to 23 minutes
d 32 to 33 minutes c 171 cm
e 10 to 11 minutes d 55 students
6 a
14.3 Box plots
1

2 a Median = 15
b UQ = 17, LQ = 12
c

b Median = 1010 to 1020 g

LQ = 990 g, UQ = 1060 g
c Approximately 85 cakes
d 90 cakes are estimated to weigh less than 1090 g.
7 a
3 a 18 minutes
Height, x (cm) Cumulative frequency b 37 minutes
140 < x ≤ 150 4 c LQ = 23.5 minutes; UQ = 41 minutes
140 < x ≤ 160 9 d 17.5
140 < x ≤ 170 25 e
140 < x ≤ 180 52
140 < x ≤ 190 57
140 < x ≤ 200 60

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 Unit 14 Answers

4 a Test A
14.4 Drawing histograms
b Test A:IQR = 7; Test B: IQR = 12
1 a, b
c Test A: range = 20; Test B: range = 30
Age, a Frequency Class Frequency
5 a (years) width density

0 < a ≤ 10 3 10 0.3
10 < a ≤ 20 14 10 1.4
20 < a ≤ 40 17 20 0.85
40 < a ≤ 60 19 20 0.95
60 < a ≤ 80 7 20 0.35

b Block B has a slightly larger range − the ages of

the inhabitants are more spread out.
Block B has a much smaller IQR − the ages of
50% of the inhabitants are between 37 and 42.
Block B has a higher median age (37) than Block
A (29).
6 a Type A: Median = 8 hours, LQ = 7 hours,
UQ = 9.5hours
Type B: Median = 6.8 hours, LQ = 5.7 hours,
UQ = 8 hours
b
3

c Type B is more likely to last longer (median is

higher). However, its range is also larger so the
length of time it lasts is more variable.
7 a 170 g
b
4 a 67.8%
b

c Group A tomatoes are likely to the larger (median

is higher). The range is larger for Group A (33)
than Group B (30). The IQR is also larger for
Group A (10) than for Group B (8). This shows
that the weights of the tomatoes in Group A
varied more than the weights of the tomatoes in
Group B.

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 Unit 14 Answers

2 a Back Health: 54; Joints Ease: 39

14.5 Interpreting histograms
b Back Health: IQR = 21; Joints Ease: IQR = 32
1 a 2 b 17 c 40
c On average, Joints Ease treats younger patients
2 a 27 b 59 c 87
than Back Health as the median is lower. Joints
3 a Ease treat a wider range of ages as the IQR is
Distance, d (miles) Frequency higher.

0<d≤5 140 3 a 37.8 minutes

5 < d ≤ 10 190 b 31minutess

c Range = 103 minutes, IQR = 17 minutes
10 < d ≤ 20 210
4 a Median and IQR since they are not affected by
20 < d ≤ 35 120
outliers.
35 < d ≤ 50 30
b Males: Median = 40, IQR = 9
b Females: Median = 48, IQR = 9
Comparing the medians shows that generally the
males were faster than females. The IQRs were
the same.
5 a

4 a
Time, t (seconds) Frequency

10 < t ≤ 10.5 14 b Accept sensible estimates from the graph

10.5 < t ≤ 11 18 Median = 22 to 27 miles
IQR = 13 to 17 miles
11 < t ≤ 12 22
c Comparing the medians shows that on average
12 < t ≤ 14 6
employees travel a longer distance to Gatwick
b 11.1seconds c 17 than to Heathrow. Comparing the IQRs shows
5 17.5 miles that Gatwick employees have a greater spread of
distances.
6 a 25 b 49 c 3.6
6 Comparing the medians shows that on average
d
Slimmers’ Hut members (median = 89) weigh less
Weight, w (kg) Frequency than Weight Loss World members (median = 96).
2.8 < w ≤ 3.0 5 Comparing the ranges (both 34) showed that the two
clubs have a similar spread of weights.
3.0 < w ≤ 3.5 15 (Where are no outliers, then either range or IQR can
3.5 < w ≤ 4.0 25 be used to compare the spread of the data.)
4.0 < w ≤ 4.2 4 7 Nursery A: Median = 2.4, IQR = 1.7–1.9

e 3.5 kg f 29 Nursery B: Median = 3.4, IQR = 1.7–1.9

7 a 52 Comparing the medians shows that on average

children are older at Nursery B. Comparing the IQRs
b 170 to 180 cm
shows that the two nurseries have a similar spread
c 38 of ages.

14.6 Comparing and describing populations 8 For the primary school, median = 17–19,
IQR = 11–13
1 For Train A the range is 5 and the median is 6.
For Train B the range is 8 and the median is 3. Generally people drive more slowly near the primary
Train A is more consistently late but how late train B school as the median is lower. People also drive at a
is varies more widely. more consistent speed as the IQR is lower.

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 Unit 15 Answers

14 Problem-solving UNIT 15
1 Students’ own answers, for example: The median 15.1 Solving simultaneous equations
age of people who shop at Shop A (40) is higher graphically
than the median age of people who shop at Shop B 1 aiC ii B iii A
(26) so generally the shoppers at Shop A are older.
b i x = 1, y = 3 ii x = 3. y = 1 iii x = 0, y = 2
The IQR for Shop A (19) was higher than the IQR for
Shop B (13) showing the ages of people who shop at 2 a x = 0.25, y = 0
Shop B are more consistent. b x = 10, y = 0.4
2 a 547 mph c x = 7, y = 1.5
b About 7 hours d x = −3.8, y = −0.2
3 a Students’ own answers e x = −y – 4
b No, with explanation, e.g.: Judy isn’t surveying So 3(−y − 4) − 2y = −11, −1 = 5y, y = −0.2
enough employees. A sample of at least 10% is x = 0.2 − 4 = −3.8
considered a good-sized sample. 10% of the 250 3 3r + 5b = 9.75 and r + b = 2.75
employees is 25. a £2
4 30 cm b 75p
5 40–44 students 4 a Fones4U: y = 0.3x MobilesRUs: y = 0.06x + 24
6 a 36 cm b 100 minutes
b Chilli plants watered with the water and fertiliser 5
mixture are taller on average because they have
a higher median. Chilli plants watered only with
water have a more uniform size because their
IQR is smaller.
7 a

x = 1.3, y = −0.7 or x = −2.3, y = −4.3

b Students’ own answers, for example: The
additional sunflowers have a range of heights, 6 ai
some of which are less than 5 ft and some of
which are greater. The minimum value would
decrease to the height of the smallest sunflower.
It’s likely that the maximum value would stay the
same as the additional sunflowers have
decreased the lower quartile and are likely to be
smaller. The upper quartile and the median would
probably decrease.
8 No. Mark has used the positions of the LQ and the
UQ instead of their values.
IQR = 12th term – 4th term = 46 − 33 = 13
9 a 88
x = 1, y = −1 or x = −0.3, y = −2.8
b 15
ii x = 1, y = −1 or x = −0.33, y = −2.78
c Students’ own answers, for example: The
company wants to sell the product to a wide b Algebraic method
range of people, so it needs to know what
different age groups want from it.
10 x = 48.6°, 131.4°, 408.6° and 491.4°

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 Unit 15 Answers

7 a, b iv

c x = − 6, y =0 or x = 0, y = 6
8 x = 3.9, y = 0.9 or x = −0.9, y = −3.9

15.2 Representing inequalities graphically

1 ai y>2 ii x ≥ −2 iii −1 < y ≤ 3 The region between y = −1 and y = 1 is excluded
b i because it is not applicable to both inequalities.
vi

ii
vii

iii
2 a, b, d (below) c Yes

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 Unit 15 Answers

3 a 4

b
5 (1, 3), (2, 3), (2, 4), (3, 3), (3, 4), (4, 3)
6 a i y = 3, x = 5, x + y = 4
ii y ≤ 3, x ≤ 5, x + y ≥ 4
b i y = 3, y = 2x − 2, y + x = −2
ii y ≤ 3, y ≥ 2x − 2, y + x ≥ −2
1
c i y = −x, x =− 3, y = − x −2
2
1
ii y ≤ −x, x ≥ 3, y ≥ − x −2
2
7 4 points (0, 0) (0, 1) (0, 2) (0, 3)
(In the 1st edition ‘y + 2x < 4’ is wrongly shown as
‘> 4’; this will be corrected in subsequent editions.)
c 8 a, b, c

9 a x < −1, x > 2 b x < −1, x > 2

d 10 a

b {x: x < −3} U {x: x > 2}

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 Unit 15 Answers

11 {x: −3 ≤ x ≤ 1} 3 a i x = −4 or x =2 ii x = 1 or x =6
b i y = −8 ii y = 6
4 a iii b iv c ii d i
5 a Minimum (2, 3) b Maximum (−1, −4)
c Minimum (6, −17) d Minimum (−4, 8)
e Minimum (3, 6) f Maximum (−0.25, 5.25)
6 a (x − 5)(x + 7) b (5,0) and (−7,0)
12 a b {x: −4 ≤ x ≤ 3} c (0, −35) d (x + 1)2 – 36
e (−1, −36) f Minimum
g

13 a {x: x < −4} U {x: x > 1}

7 a

7
b {x: x ≤ −2} U {x: x ≥ }
3

c {x: −5 < x < 5}

15.3 Graphs of quadratic functions

1 a (2,0) and (4,0) b (0,8)
c Minimum d (3, −1)
2 a
d

b (−7,0) and (3,0) c (0,−21)

d Minimum e (−2, −25)

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 Unit 15 Answers

8 a x = 1 or x = 5 b 3 a Students’ own graphs

i x = −4.4 and x = 1.4
ii x = −0.6 and x = 4.6
iii x = −1.5 and x = 0.9
iv x = −3.3 and x = 0.8
b i x = −4.37 and x = 1.37
ii x = −0.646 and x = 4.65
iii x = −1.53 and x = 0.869
9 a (2, −7) b (2 − 7 , 0) and (2 + 7 , 0) iv x = −3.27 and x = 0.766
10 a x = 3 and x = −1 b x = 1 and x = −7 4 a

c x=2± 3 x −1 0 1 2 3 4 5

11 a x = 1 and x = −7 b x=3± 7 y −14 −3 4 7 6 1 −8

19 b
c x = −4 ±
3
12 Any three sensible reasons, e.g.
The graph should cross at (0, 36) instead of (0,−36).
The roots of −3x2 + 12x + 36 = 0 are −2 and 6, not
−6 and 2.
The turning point of y = −3x2 + 12x + 36 is a
maximum instead of a minimum.
The coordinates of the turning point of
y = −3x2 + 12x + 36 is (2, 48) instead of (−2, −48).
13 y = −x2 + 8x – 10

15.4 Solving quadratic equations graphically

1 a iv x = 0.4 and x = 4.5
b i x = −0.8 and x = 1.8
c ii x = −3.3 and x = 0.3
d iii x = −0.5 and x = 2.1 c x = 0.4 and x = 4.2

2 a d −2(x − 2.25)2 + 7.125

5 a i (−1.5, 1.75)
x −2 −1 0 1 2 3
ii (0,4)
y −6 −7 −4 3 14 29
iii
b

b i (−2.5, 1.25)
ii (0,−5)
iii

c x = −3.1 and x = 0.6

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 Unit 15 Answers

c i (1.25, −2.875) ii (0,−6) c

iii

6 a iii b v c vi d iv e i f ii
7 a 3 b 1 c 3 d 2 e 1 f 3
6 The maximum is at (−4, 1) therefore the graph has
8 a
no roots.
7 a 2 roots b 2 roots
c 2 roots d 1 repeated root
e 0 roots f 2 roots
g 0 roots h 1 repeated root
9 ± 101
8 a
2
b x2 + 3 x + 8 =
0 b

( x + 1.5 )2 − 2.25 + 8 =
0

( x + 1.5 )2 =
−5.75
There are no real roots of −5.75 because it is a
negative number.
OR The graph has a minimum at ( −1.5, 5.75 ) so
the whole graph is above the y-axis. c
9 a y = x2 – 9 b y = x2 − 8x + 12
c y = x2 − 6 x + 9
10 a 7.65331 b 3.64575 c 2.56155
11 a x = 1 or x = −3 b

c x < −3 and x > 1 d −3 < x < 1

12 a x < −4 and x > 1 b −5 < x < 3
c −4 < x <−2 d x < −7 and x > −5
e x < 2 and x > 3 f 1<x<6

15.5 Graphs of cubic functions

1 x3 + 3 x2 + 5 x + 3
2 4, 3, 2, 5, 6
e
3 a x3 + 3 x2 + 3 x + 1 b x3 + 6x2 + 11x + 6
c x3 + 8x2 + 20x + 16 d x3 − x2 − 22x + 40
e x3 − 2x2 − 19x + 20 f x3 − 9x2 + 18x
g x3 + 2 x2 − 4 x – 8 h x3 − 9x2 + 27x − 27
4 a x = −5, x = −1 and x = 3
b (0, 15)
5 a x =−4, x =−2 and x = 6 b (0, −48)

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 Unit 16 Answers

9 6 a
x −2 −1 0 1 2 3 4

y 8 3 0 −1 0 3 8

b Students’ own graphs

c x = 3 and x = −1
7 a 255 mm b 15 mm (nearest mm)
8 Completing the square gives (n − 3)2 + 5, so the
minimum value is 5.
9 Graph X, cubic graph, y = x3 + 3x2 −6x − 8
Graph Y, quadratic graph; y = x2 + x − 5
Graph Z, linear graphs, x + y = 5 (line B);
10 a = −1, b = 6, c = 0 y = 2x + 2 (line A); 8 = 4y + x (line C)
11 a = 0, b = −13, c = 12 10 x = −2, y = −5; x = − 6, y = −21
12 3.1958
13 −2.20440 UNIT 16
15 Problem-solving 16.1 Radii and chords
1 a 1 a 66° b 70° c 145°
2 ∠ CBQ = 40°, since angles in a triangle sum to 180°
∠ QCB = 40°, so BCQ is isosceles with QC = QB,
and Q could be the centre if QC and QB are radii.
3 ∠ AOC = ∠ DOB (vertically opposite angles)
AO = OB and OC = OD since they are all radii.
Therefore the triangles are congruent (SAS)
4 a 5 cm (The perpendicular from the centre of a circle
to a chord bisects the chord.)
b 13 cm
5 16 cm
6 18 cm
7 a 90° b 45° c 90°
b 118°
d All of them
2 x ≥ −3, y ≤ 4, y ≥ 2x
3 C, E 16.2 Tangents
4 1 50°
2 a a = 65° (The two angles at the base of the triangle
are equal since it is an isosceles triangle. The
angle between the tangent and a radius is 90°.)
b b = 60° (Angle between a tangent and a radius is
90°. Angles in a quadrilateral sum to 360°.)
c c= 60° (Angle between a tangent and a radius is
90°. Angles in a quadrilateral sum to 360°.
Vertically opposite angles are equal.)
d d = 108° (Angle between a tangent and a radius
is 90°. The two angles at the base of the triangle
are equal since it is an isosceles triangle.)
e e = 90° (Angle between a tangent and a radius is
90°. Angles in a quadrilateral sum to 360°.)
f f = 75° (Tangents drawn to a circle from a point
5 a x2 + 4 x + 4 outside the circle are equal in length, so triangle is
b x = 20, so dimensions of the sink are isosceles.)
22 inches × 21 inches g = 15° (Angle between a tangent and a radius is
90°.)

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 Unit 16 Answers

3 68° 7 ∠ AOC = 360 − y (Angles round a point)

4 ∠ OAT = ∠ OBT = 90° (Angle between a tangent 1
∠ ABC = (360 − y) (The angle at the centre of a
and a radius is 90°.) 2
AT = BT (Tangents drawn to a circle from a point circle is twice the angle at the circumference when
outside the circle are equal in length.) both are subtended by the same arc.)
OA = OB = radius 1
∠ ABC = 180 − y
So the triangles are congruent. (SSS or RHS) 2
5 26 cm (Angle between the tangent and a radius is 16.4 Angles in circles 2
90°.)
1 a a = b = c = 40°
16.3 Angles in a circle 1 b a = b = x, c = 2 x
1 a a = 70° (The angle at the centre of a circle is twice 1 1 1
2 a i x ii x iii x
the angle at the circumference when both are 2 2 2
subtended by the same arc.)
b They are all equal.
b b = 56° (The angle at the centre of a circle is twice
3 a a = 35° (Angles subtended by the same arc are
the angle at the circumference when both are
equal.)
subtended by the same arc.)
b = 180 − (90 + 35) = 55° (The angle in a
c c = 260° (Angles around a point sum to 360°.) semicircle is a right angle. Angles in a triangle
d = 130° (The angle at the centre of a circle is sum to 180°.)
twice the angle at the circumference when both
b c = 64° (Angles subtended by the same arc are
are subtended by the same arc.)
equal.)
2 The angle at the centre of a circle is twice the angle d = 180 − (90 + 64) = 26° (The angle in a
at the circumference when both are subtended by semicircle is a right angle. Angles in a triangle
the same arc. AB is the diameter therefore the angle sum to 180°.)
at the centre is 180° and the angle at the
c e = f = 56° (The angle at the centre of a circle is
circumference (C) is 90°, and ABC is a right-angled
twice the angle at the circumference when both
triangle.
are subtended by the same arc.)
3 a a = 90° (Angle in a semicircle is a right angle.)
d g = h = 92.5° (Angles round a point sum to 360°.
b = 35° (Angles in a triangle sum to 180°.) The angle at the centre of a circle is twice the
b b = 180 − (2 × 50) = 80° (Angle in a semicircle is a angle at the circumference when both are
right angle. The triangle is isosceles since two of subtended by the same arc.)
the sides are the radius. Angles in a triangle sum 4 a a = 60°, b = 240°, c = 120°
to 180°.)
b a = 105°, b = 150°, c = 75°
c 5c = 90°, c = 18°, 4c = 72° (Angle in a semicircle
1 1
is a right angle. Angles in a triangle sum to 180°.) 5 a i 360° − x ii 180° − x iii x
2 2
d d = 110° (The angle at the centre of a circle is
b 80°.
twice the angle at the circumference when both
are subtended by the same arc.) 6 a a = 70° (Angles on a straight line sum to 180°.)
b = 110° (Opposite angles in a cyclic quadrilateral
e e = 150° (The angle at the centre of a circle is
sum to 180°.)
twice the angle at the circumference when both
c = 100° (Opposite angles in a cyclic quadrilateral
are subtended by the same arc.)
sum to 180°.)
f f = 130° (Angles at a point sum to 360°. The
b a = 86° (Angles on a straight line sum to 180°.)
angle at the centre of a circle is twice the angle at
b = 48° (Angles on a straight line sum to 180°.)
the circumference when both are subtended by
c = 132° (Opposite angle in a cyclic quadrilateral
the same arc.)
sum to 180°.
4 The angle at the centre of a circle is twice the angle d = 94° Opposite angle in a cyclic quadrilateral
at the circumference when both are subtended by sum to 180°.)
200
the same arc. = 100° 7 a c = 180 – b b a = 180 − b c Yes
2
8 a a = 37° (Angles subtended by the same arc are
5 a a = 27°
equal.)
b a = 54°, b = 30° d = 42 ° (Angles subtended by the same arc are
6 The angle at the centre of a circle is twice the angle equal.)
at the circumference when both are subtended by c = 180 − (37 + 42) = 101° (Angles in a triangle
the same arc. 20 × 2 = 40° sum to 180°.)
b = 101 ° (Vertically opposite angels are equal.)

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 Unit 16 Answers

b a = 75° (Angles on a straight line sum to 180°.) 12 ∠ MON = 2x (Angle at the circumference is twice
b = 105° (Opposite angle in a cyclic quadrilateral the angle at the centre.)
sum to 180°.) 1
∠ OMN = (180 − 2x) = 90 − x (Angles in a triangle
c = 108 ° (Opposite angle in a cyclic quadrilateral 2
sum to 180°.) sum to 180 ° and the base angles in an isosceles
c a = 90° (The angle in a semicircle is a right angle.) triangle are equal.)
b = 90° (The angle in a semicircle is a right angle. y = 90 − ∠ OMN = = 90 − (90 −x) = x (The angle
e = 55° (Angles in a triangle sum to 180°.) between the tangent and a radius is 90°.)
c = 90 – 35 = 55° (The angle in a semicircle is a
16.5 Applying circle theorems
right angle.)
d = 90 – 55 = 35° (The angle in a semicircle is a 1 a h = 93°(Angles in a triangle sum to 180°)
right angle.) j = 55°(Angles subtended by the same arc are
equal.)
d a = 37° (Angles subtended by the same arc are
g = 32°(Angles subtended by the same arc are
equal.)
equal.)
b = 48° (Angles subtended by the same arc are
i = 93° (Vertically opposite angles are equal.)
equal.)
c = 95° (Angles in a triangle sum to 180°.) b ∠ BCD = 140° (Opposite angles in a cyclic
d = 95° (Vertically opposite angles are equal.) quadrilateral sum to 180°.)
e = 85° (Angles on a straight line.) k = (180 – 140) ÷ 2 = 20° (The two angles at the
f = 85° (Angles on a straight line.) base of the triangle are equal since it is an
g = 28° (Angles subtended by the same arc are isosceles triangle.)
equal.) c i = 49° (The two angles at the base of the triangle
h = 67° (Angles in a triangle sum to 180° or using are equal since it is an isosceles triangle.
opposite angles in a cyclic quadrilateral.) Alternate angles are equal.)
i = 67° (Angles in a triangle sum to 180° or using 2 a a = 38° (Angle between the tangent and the chord
opposite angles in a cyclic quadrilateral.) is equal to the angle in the alternate segment.)
9 Angle OAT = 90° because the angle between the b b = 35 ° (The angle between the tangent and the
radius and the tangent is 90° chord is equal to the angle in the alternate
Angle OAB = 90° − 36° = 54° segment.)
OA = OB because they are radii of the same c = 93° (Angles in a triangle sum to 180° or the
circle. angle between the tangent and the chord is equal
to the angle in the alternate segment.)
Angle OAB = angle OBA because the base angles
d = 93° (Angles on a straight line sum to 180°.)
of an isosceles triangle are equal.
c e = 62° (The angle between the tangent and the
Angle AOB = 180° − (2 × 54°) = 72° because angles
chord is equal to the angle in the alternate
in a triangle add up to 180°
segment.)
Angle ACB = 72°÷ 2 = 54° because the angle at the g = 79° (The angle between the tangent and the
circumference is half the angle at the centre. chord is equal to the angle in the alternate
10 Angle OAT = 90° because the angle between the segment.)
radius and the tangent is 90° f = 39° (Angles on a straight line sum to 180°.)
Angle OAB = 90° − 50° = 40° 3 a ∠ TAB = 58 ° (Angles in a triangle sum to 180°
OA = OB because they are radii of the same circle. and tangents drawn to a circle from a point
outside the circle are equal in length.)
Angle OAB = angle OBA because the base angles of
a = 58° (The angle between the tangent and the
an isosceles triangle are equal.
chord is equal to the angle in the alternate
Angle AOB = 180° − (2 × 40°) = 100° because segment.)
angles in a triangle add up to 180°
b b = 55° (The angle in a semicircle is a right angle.
Angle ACB = 100°÷ 2 = 50° because the angle at the Angles in a triangle sum to 180°. The angle
circumference is half the angle at the centre. between the tangent and the chord is equal to the
11 ∠ AOB = 2x (Angle at the circumference is twice the angle in the alternate segment.)
angle at the centre.) c c = 66 ° (Alternate angles are equal.)
1 d = 66° (The angle between the tangent and the
∠ OAB = (180 – 2x) = 90 – x (The base angles in
2 chord is equal to the angle in the alternate
an isosceles triangle are equal.) segment.)
∠ BAT = 90 − (90 − x) = x = ∠ ACB (Angle between e = 48° (Angles in a triangle sum to 180°.)
a tangent and a radius is 90°.)
4 a 28° (Angle between the tangent and a radius is
90°.)

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 Unit 17 Answers

b 160° (Angle between the tangent and a radius is 6 a Students’ explanations may vary, e.g.
90° and angles in a quadrilateral sum to 360°.) ∠ GHO = x
c 124° (Angles in a triangle sum to 180° and the ∠ HGO = x (Isosceles triangle)
base angles in an isosceles triangle are equal.) ∠ HOG = 180 – 2x (Angles in a triangle)
d 76° (Angles round a point sum to 360°.) ∠ FGH = 90° (Angle in semicircle)
∠ FGO = ∠ GFO = 90 – x (Isosceles triangle)
e 52° (Angles in a triangle sum to 180° and the base
∠ GOF = 180 – (180 – 2x) = 2x
angles in an isosceles triangle are equal.)
b ∠ GFO = 49°, ∠ HGO = 41°
5 ∠ DOB = 114° (Angle between the tangent and a
7 a = 180 − 108 = 72° (Angles on a straight line)
radius is 90° and angles in a quadrilateral sum to
b = 180 − 72 = 108° (Opposite angles in a cyclic
360°.)
quadrilateral)
Reflex ∠ DOB = 246° (Angles round a point sum to
c = 180 – 87 = 93° (Opposite angles in a cyclic
360°)
quadrilateral)
∠ OBC = 20° (Angle between the tangent and a
radius is 90°.) 8 a £0.55 b £0.65

∠ DCB = 57° (Angle at the circumference is twice 9 a

the angle at the centre.) Length, l Frequency Class Frequency
∠ ODC = 37° (Angles in a quadrilateral sum to (mm) width density
360°.) 8 < l ≤ 10 7 2 3.5
3 1 10 < l ≤ 12
6 y = x − 12 or 4y = 3x − 50 10 2 5
4 2
12 < l ≤ 14 14 2 7
3 1
7 y = x + 6 or 4y = 3x + 25 14 < l ≤ 16 9 2 4.5
4 4
3 3 b
8 y= x + 18 or 4y = 3x + 75
4 4
5 1
9 y= − x − 28 or 12y = −5x − 338
12 6

16 Problem-solving
1 a £2
b No, she would need £259
2 a b GH = 3.47 m

Students’ own answers, e.g. The frequency

3 ∠ BOD = ∠ AOE = 98° (Vertically opposite angles) density tells me the height of each bar. It is
∠ CBO = ∠ CDO = 90° (Angle between the tangent particularly useful to use frequency densities
and a radius is 90°.) when the classes are not equal widths.
x = 360 – (90 + 90 + 98) = 82° (Angles in a 10 x = 360 – (90 + 90 + 132) = 48° (Angle between the
quadrilateral sum to 360°.) tangent and a radius is 90°. Angles in a quadrilateral
4 ∠ OAB = ∠ OBA = 35° (Base angles of an sum to 360°.)
isosceles triangle are equal.) y = 90 − 58 = 32° (Angle between the tangent and a
∠ AOB = 110° (Angles in a triangle sum to 180°.) radius is 90°.)
∠ COB = 180 – 110 = 70° (Angles on a straight z = 360 – (228 + 32 + 66) = 34° (Angles at a point
line.) sum to 360°. Angles in a quadrilateral sum to 360°.
∠ OBC = 90° (Angle between the tangent and a Angle at the circumference is twice the angle at the
radius is 90°.) centre.)
x = 180 – 90 – 70 = 20° (Angles in a triangle sum to
180°.) UNIT 17
5 ∠ CBO = ∠ CDO = 90° (Angle between the tangent
and a radius is 90°.) 17.1 Rearranging formulae
∠ BOD = 112° (Angle at the circumference is twice E
the angle at the centre.) 1 c=
m
g = 360 – (112 + 90 + 90) = 68° (Angles in a
quadrilateral sum to 360°.) 2 a P2 − b
=

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 Unit 17 Answers

yA2 t2 b
3 a x= b x= 11 a=
16 K 2 b +1
uv
aT 2 R 12 f =
c x= d=x −y u+v
2 2
6V 2V 17.3 Simplifying algebraic fractions
4 a d =3 b x=3
π 3 1 1 1
1 a b c
b 5 x+5
p3 1
c x= d p= x+4 x x+6
6 t3 d e f
x−8 x+2 x
A
5 x= 2 a x(x + 4) b x
2+ p
4
T − pr 3 a x–5 b 3x c
6 q= 3x
p−s
4 a No, (x − 3) is not a factor of x2 − 3.
c+7 c+7
7 a a= b b= b The fraction cannot be simplified because the
3b 3a
numerator and denominator do not have any
8 a It has x on both sides. common factors.
b He should factorise so that there is only one x in 4 x+4
5 a b
the formula. x+6 3
L+5 x+3 x−5 x−4
c x= 6 a b c
4+ y x −1 x+6 x+4
1 x+6
9 x= 7
2−m x−6
5c 2x − 5 2x − 3 4x − 1
10 y= 8 a b c
1+ c 3x + 1 x+4 4x + 1
3x + 5
17.2 Algebraic fractions 9
x−6
a2 2cd 12
1 a b c −( 4 + x )
10 15 11k 2 10 a −(x − 4) b i −1 ii
x+3
5 x2 y 3 y3 9 x3 −(5 + x) 3( x + 3) 4x
2 a b 3
c 5
11 a b c
3 2x 25 y x x−3 4x − 1
2 ( x 2 − 3 x − 10)( x 2 − 2 x − 3)(12 x 2 + 20 x)
3 a b x2 y3 12
3 (3 x 2 − 4 x − 15)(9 x − 45)( x 2 + 3 x + 2)
2 3x ( x + 2)( x − 5)( x + 1)( x − 3)4 x(3 x + 5) 4x
c d = =
3x 2 y 3 x+5 (3 x + 5)( x − 3)9( x − 5)( x + 2)( x + 1) 9
7y 13 y 32 y
4 a b c 17.4 More algebraic fractions
9 15 21
x+3 3
5 a 6x b 6x 1 a (x + 5)(x − 2) b c
x+6 20
c 30x d 21x
6 4( x + 5) ( x + 6)( x − 1)
2 3 5 d e f
6 a , b 5 x−2 x+5
6x 6x 6x
x−4
9 2 11 2 a (x + 4)(x − 4) b (x + 4)(x + 3) c
7 a b c 2( x + 3)
14x 15x 30x
( x + 4)( x + 2) 5( x − 3)
2( x + 5) 2 x + 10 3 a b
8 a = ( x − 3)( x + 6) ( x + 5)( x − 2)
2×3 6
3( x − 7) 3 x − 21 5 x − 11 4 a x(x + 1) b (x + 1)(x + 4) c (x + 5)(x + 7)
b = c
3×2 6 6 d (x + 2)(x − 2) e (2x + 1)(2x − 2)
8 x + 17 4 x − 32 17 x − 2 2x + 5 7x + 6
9 a b c 5 a b
15 21 10 ( x + 1)( x + 4) ( x + 2)( x − 2)
22 x + 3 4 x − 12 3
10 c d
14 ( x + 3)( x − 1) (2 x + 2)(2 x + 5)

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 Unit 17 Answers

19 − 4 x 1 1 3 1
6 10 a − + 5 b + 2 c 4−2 3
( x − 3)( x + 4) 4 4 7 7
7 a i 3(x + 2) ii 5(x + 2) 5 5 3 4 19 9
d − + 7 e + 3 f + 5
8 6 6 13 13 44 44
b 15(x + 2) c
15( x + 2) 11 a x =−2 ± 7 b x =−3 ± 6 c x= 5 ± 20
x+6 17.6 Solving algebraic fraction equations
8 a (x + 5)(x − 5) b
( x − 5)( x + 5)
1 1 9
1 a x= b x= c x=
−x 1 2 3 5
9 a b
(2 x + 3)( x + 1) 3( x + 1) 3
2 a x = −2, x = 3 b x = −4, x =
3 2x + 7 2
c d
( x − 4)( x + 5) (6 − x)(6 + x) 4 5
c x = −1, x = − d x = −3, x =
3 2
x2 + 7 x + 3
10 1
9 x( x + 1) 3 x= − or x = 4
2
1 1
11 2
+ 2 x
x + 9 x + 20 4 x + 16 4 a + 1
=
x + 4 2x − 1
1 1
= + 2(2 x − 1) + x( x + 4) = ( x + 4)(2 x − 1)
( x + 5)( x + 4) 4( x + 4)
x2 + 8 x − 2 = 2 x2 + 7 x − 4
4 x+5
= +
4( x + 5)( x + 4) 4( x + 5)( x + 4) 0 = x2 − x − 2
x+9 b x = 2 or x = −1
=
4( x + 5)( x + 4) 11 5
5 a x = −1 or x = b x = 1 or x = −
2 9
so A = 4
2
c x = 0 or x = 11 d x= or x = 1
17.5 Surds 3
1 a i 2 3 ii 5 3 b 23 3 e x = 5 or x = −5
2 a 20 5 b 9 6 c 14 2 6 a x = 4.46 or x = −2.46
3 a 3 ( 5 + 3) (
b 2 2+ 3 ) b x = 0.69 or x = −2.19
c x = 2.35 or x = −3.69
c 5 (3 − 2 ) d 3( 7− 6 ) d x = −2.26 or x = −3.54

4 a 3 +3 b 8+5 2 c 5+2 3 7 x= 5 + 22 or x= 5 − 22

d 7−4 3 e 22 + 8 6 f 32 − 10 7 17.7 Functions

5 11 − 6 2 z
1 a L = 8y b T= c A = y2 − 4 y + 4
6 a i 25 − 3 3 ii 13 + 4 3 10
2 a 6 b −4
b i Rational (22) ii Irrational ( 4 + 8 3 )
1
4 3 +3 5 2 −2 c 24 d −
7 a b 3
3 2
3 a He didn’t use the correct priority of operations.
6 +3 6 5 −5
c d b 48
3 5
4 a 64 b 16
8 4+3 3
c 1 d 36
9 a 9 b Rational
5 a 5 b 10
c It will be rational if it is of the form
c 80 d 100
( a + b )( a − b ) as the square roots will cancel e 608 f 64
and it will be a whole number. 2 7
6 a a=5 b a= c a= −
d i Irrational ( 12 − 2 3 ) ii Irrational ( 28 + 10 3 ) 3 3
iii Rational (22) 7 a a=4 b a=0
5− 3 c a= 5 d a=2 3
e
22 8 a a = 0 or a = 2 b a = −1 or a = −3
c a = 4 or a = −2 d a = 1 or a = −5

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 Unit 17 Answers

9 a 3x + 5 b 3x − 6 c 9x + 6 9 2(x – a) = x + 8
d 15x + 10 e 9x + 2 f 18x + 2 2x – 2a = x + 8
So x = 2a + 8
10 a 2x − 10
2 b 8x − 32
2

2a is even and the sum of two even numbers is

c 18x2 – 8 d 2 x2 − 8
even, so × must be even.
11 a 14 b 77
2 2 2 1
c 7 d 124 10 a i ii iii =
15 35 8 4
12 a 1 − 2x b 14 − 2x c 4x2 + 16x + 13 2
b
d 2 x2 − 2 e x2 − 10x + 22 f 8 − x2 99
x+5 2
13 a x→ b x → 4( x − 3) c It will be 2 divided by 100 × 102,
2 10200
x x−2 2
c x→ −5 d x→ d i
4 5 x( x + 2)
x x
14 a −2 b +2 ii This shows that the difference between two
3 3 fractions with 1 on the numerators and n and
2x 3 n + 2 on the denominators will be 2 divided by
c d
3 2 the denominators multiplied together.
1 1 1 1
17.8 Proof 11 − = −
x2 + 4 x x2 − 2 x x( x + 4) x( x − 2)
1 a (x + 2)2 – 4x = x2 + 4x + 4 − 4x
x−2 x+4
= x2 + 4 = −
x( x + 4)( x − 2) x( x + 4)( x − 2)
b x2 – 7x + 25 = x2 – 10x + 25 + 3x
−6
= (x + 5)2 + 3x =
x( x + 4)( x − 2)
c (x + 4)2 – 4 = x2 + 8x + 16 −4
= x2 + 8x + 12 12 n2 − n = n(n − 1)
= (x + 6)(x + 2) When n is odd, odd × even = even
d 16 –(x −1)2 = 16 – (x2 −2x + 1) When n is even, even × odd = even
= 15 + 2x – x2 13 a n(n + 1)(n + 2) = n3 + 3n2 + 2n
= (5 – x)(3 + x) b If n is even, then n + 1 is odd and n + 2 is even:
2 a (x − 2)(x + 2) = x2 + 2x − 2x – 4 even × odd × even = even
= x2 − 4 If n is odd, then n + 1 is even and n + 2 is odd:
b i 2496 ii 89 996 odd × even × even = even
3 a x2 + 10x + 21 b x2 + 3 x + 2 14 (2n + 1)2 – (2n – 1)2 = (4n2 + 4n + 1) – (4n2 – 4n + 1)
c (x + 10x + 21) − (x + 3x + 2) = 7x + 19
2 2 = 8n
= 4 × 2n
4 Area of large rectangle: x(5x − 4) = 5x2 − 4x
where 2n is the integer between 2n − 1 and 2n + 1.
Area of small rectangle: 2x × 3 = 6x
Total area: 5x2 − 4x − 6x = 40 17 Problem-solving
So 5x − 10x − 40 = 0
2 1 a T = 4 + 0.3x b 2.8 miles

5 a 2 2 £14 911.56 more

3 a The subject, d, is on both sides of the equation.
( 21 ) =
2 1 1
b Students’ own answers, e.g. < .
4 2 2
b d=
c Students’ own answers, e.g. 1 × 1 = 1 < 2 = 1 + 1 b−9
d Students’ own answers, e.g. 32 + 42 = 9 + 16 = 25 4 x = 68°, y = 68°, z =107°
5 10 cm
6 (2n + 1) + (2m + 1) = 2n + 2m + 2 = 2(n + m + 1) x +1
6
which is a multiple of 2 and therefore even. x+2
7 a The next odd number is 2 more than 2n − 1. 7 a She is not correct. The terms cannot be added
2n − 1 + 2 = 2n + 1 and subtracted as they are because they are not
b (2n – 1) × (2n + 1) = 4n2 + 2n – 2n – 1 = 4n2 – 1 like terms.
4n2 is a multiple of 4, so 4n2 − 1 is 1 less than a
b 2 5 +6 5 −4 3 =8 5 −4 3
multiple of 4.
8 a 5 x2 − 5 x + 3
8 (2n + 1) × 2m = 4mn + 2m = 2(2mn + m)
This is a multiple of 2 and therefore even. b x = 8 (from solving 5x2 − 5x + 3 = 283)

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 Unit 18 Answers

9 (n + 2)2 − n2 = n2 + 4n + 4 − n2 = 4(n + 1) 0 0 

b i   ii  
which is a multiple of 4. 3  −3 
10 9+3 5 They are the inverse of one another.
c i They are equal. ii They are equal.
UNIT 18
3 Parallelogram
18.1 Vectors and vector notation 2 
4 a (8, 7) b   c 8.60
1  −2 
5

 −1  −4   −5 
2 a   b   c  
3  −2   1
3 c and f
4 7.28
5 a 13 b 5 c 2
d 85 e 15
6 a 65 units 6
b Length of AC = 65 units therefore the triangle is
isosceles.
9
7 a  
 −5 
b 106
8 (5, −5)
  4 2× 4  8 
18.2 Vector arithmetic 7 a 2AB =×2  =  = 
 6   2 × 6   12 
1 a
 12   −16   2
b i   ii   iii  
 18   −24  3
5
8  
5
9 a
3
b  
1 
c Parallelogram
d They are equal.
2 a  4 3  7
b  + =  
 3   −1  2 
3   −5 
10 a   b  
 −1 6 
 1  1
11 a i   ii  
 1  1
1  1 
b i   ii  
 −4   −4 

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 Unit 18 Answers

1    1
12   13 a BC = −a + b b BM =− a
 10  2
 1  1
 −2  1   −3  c CN = − b d MN = (b −a)
13 a   b   c   2 2
 −5  3 3 
3 3 
18.4 Parallel vectors and collinear points
d   e  
7  −2   −1 
1  
 −4 
18.3 More vector arithmetic
1 
0 2  
1 a   5
1 
0 
3  
 −3 
3  −3  5
4 a   b   c  
6  −6  1 
2 
d  
 −5 
  −5   1  5 − 1  4 
b DB = −   + −   =  =  5 −b − a
 −4   3   4 − 3   1
1  7
6 a   and  
2 a 29 b 8 2 3 5
c 117 d 5 6  36 
  b i   ii  
3 a AC = a + b b AD = a + b + c 2  12 
 1 c The lines are parallel.
4 a OM = b
2
 −6   −1
7 a   b (1, 14) c  
 −6  3  −2  8 
b i   ii  
 −2  1 
    −1   −6 
8 a   b   c (7, −30)
5 a CB = 2b b MA = −b − a c AB = a + 2b  −4   −24 
 
6 a KJ is parallel to and has equal length to LM .  −4 
  9  
b i LK = b ii LJ = a + b 2 
  
7 a i AC = a + b ii CA = −b − a 10 a AB = b. They are parallel.
 1  1
b DT = (p + q) b BC = −2a − b. They are not parallel.
2 2

8 a AB = a − b c Trapezium
b Midpoint of BC.  2 4 
  11 a i   ii  
9 a FE is parallel to and the same length as AB . 7  14 
  
b i GF = m ii AH = p iii HG = n b They are collinear.

c i AD = k + m + n   4   8 
 12 PQ =   ; QR =  
ii AE = k + m + n + p 5
   10 
  
d HE = k + m + n 2 PQ = QR so P, Q and R are collinear.
  1
10 a DC = q b DM = q 18.5 Solving geometric problems
2
1 1
 1  1 1 a i a ii b
c AM = −p + q d BM = −p − q 2 2
2 2
   1 1
11 a AB , EF , GH iii a iv − b
2 2
b i 7p −13q ii 4.5a − 4b 
b AC = a + b
 1  1
12 a AM = b b BM = −a + b  1 1
2 2 c MN = a + b
2 2
 1
c CM = −a − b d They are parallel.
2

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 Unit 19 Answers

 2  3 2 3 a Opposite sides in a parallelogram are equal.

2 a AX = (−a + b) b OX = a + b 
5 5 5 b YW = a + b
  1  1
3 a CD = −a b CM = − a c AM = a + b c D is the midpoint of ZW.
2 2    
4 CD, NP, AB, XY
  1
4 a XY = 3a + b b OZ = 3a + 3 b 8  16 
3 5 c =   or multiples such as  
    1 2
5 a i OA = 4a ii OB = 4b iii AB = −4a + 4b
  −2   −4   −6 
b AX = − 6a − 2b d = e =   or multiples such as   ,   ,
 7  14   21 
c DC = 4b
 6 a
BY = −4a + 4b
  
CY =CB + BY =4a + (−4a + 4b) = 4b
DC and CY are parallel with a point in common
(C) so lie on a straight line.
  1
6 a i AB = −a + b ii AE = b
3
 1  1
iii OE = a + b iv OF = b + a 0  3   −3   0 
3 3 b   c  + =  
3  4   −1   3 
 2
b EF = (a − b) 7 a = 1, b = 3, c = −1, d = −3
3
  2  1
AB = −1(a − b) 1
8 a   b MN = c − a
 2   4 2 2
EF = − AB
3 9 a 3b − 2a b a
 1 1  1 1
7 a i AM = b+ c ii AQ = b + c c 1.5b d 3b
2 2 3 3
10 a 2a b 3b c 3b − 2a
 2 1
iii BQ = − b + c d b−a e 1.5b f a + 0.5b
3 3

b CN = −c + b
1 UNIT 19
2
   1 1 1
19.1 Direct proportion
c CQ= CA + AQ = −c + b + c = (b − 2c)
3 3 3 1 a, b
   1 1 1
= QA + AN = −( b + c) + b
QN
3 3 2
1
= (b − 2c)
6
CQ and QN are parallel and have a point in
common, therefore they are collinear.
  4
8 a NM = −3a + 4b b OT = 4a + b
3

c OV = 12a + 4b
 1
d OV = 12a + 4b = 12(a + b)
3
 4 1
OT = 4a + b = 4(a + b)
3 3
OV and OT are parallel and have a point in c i D = 1.5S (or sensible answer from graph)
common (O), therefore they are collinear. ii D = 1.7S (or sensible answer from graph)
  6   8   −2  d Website B as you get more cents per dollar.
e QR = 6a − 4b =   −   =  
 30   28   2  2 a y = 5x b 100 c 0.5
So length = 2 2
2.83
2 +2 = 23 x
3 a y= b 184 c 21
3
18 Problem-solving
4 a 3 b 8.5 c 2
23 y + 26
1 x
24 5 a y= b 18
20
2 A = 56°, B = E = 34°, C = D = 28°

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 Unit 19 Answers

9.9
19.2 More direct proportion 6 a l=
w
1 a F = 4d b 50 N c 16.25 m
b
2 a A1 values = 6.5 × A2 values
2 Length, l (cm) Width, w (cm)
b 6.5 c A2 = A1
13 0.3 33
d i 32.5 cm 2 ii 25 cm2 0.5 19.8
3 a d = 10.5t b 84 km c 0.73 hours 0.9 11
d i It is trebled. ii It is divided by 3. 2 4.95
4 a 3 3.3
6 1.65
15 0.66

b C = 45T c 23 hours
2 2
5 a y∝x b y = kx c 4
d 400 e 5

6 a y = 0.2 x
3
b 1.6 c 50 7 p = 6, q = 8
8 a, b
7 a y=5 x b 40 c 121
8 750
9 a d = 4.9t2 b 490 m c 15 s
d The distance moved is multiplied by 4.
10 a V = 4.188r3 b 33 504 cm3
11 a y=4 x b ±36
2
12 a∝b

19.3 Inverse proportion 6

c t= d 0.4 hours
36 n
1 a y= b 3 c 18
x 9 30
12 162
2 a s= b 0.24 hours c 8 km/h 10 a y= b 20.25 c 6
t x3
d The average speed halves. 10
11 a y= b 2.5 c 25
750 x
3 a V=
t 9540
12 a D= b 42.4 cm
b No; the balloon pops when V = 25 000 cm3 r2
4 a Graph showing inverse proportion x
c 12.6 cm d
3

1.0584 × 1017
13 a F= 2
b 4N
d

19.4 Exponential functions

1 a 3 b 4 c 6
2 a

b 12 c It is always 12. x −4 −3 −2 −1 0 1 2 3 4

5 C y 0.01 0.04 0.11 0.33 1.00 3.00 9.00 27.0 81.0

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 Unit 19 Answers

b 5
7 a p = 15 000, q = (or 1.34)
14
b £6286
c 25.2%
8 a
t 0 1 2 3 4 5

v (in £ 2.4 2.76 3.17 3.65 4.20 4.83

millions)

c i 15.5 ii 3.1
3 a, b

b i £3.4 million ii 1.6 years

9 a V = 8000 × 1.05t
b
t 1 2 3 4 5 6 7 8

V 8400 8820 9261 9724 10 210 10 721 11 257 11 820

c (0, 1)
4 a
x −3 −2 −1 0 1 2 3

y 64.00 16.00 4.00 1.00 0.25 0.06 0.02

c 4.6 years

19.5 Non-linear graphs

1 a The rate increases at first and then decreases.
b D
2 a 45 °C
c i 0.1 ii −1.2
b The rate at which water cools decreases as time
5 a
increases.
c Around 18 °C
d Around 3.2 °C per minute
e Yes; the water cools by 18 °C in the first 5 minutes
and by 6 °C between 20 and 25 minutes.
f The average rate of cooling in the first 15 minutes
is 2.9 °C per minute. This is faster than the rate of
cooling at exactly 15 minutes ≈2 °C per minute.
3 a ≈120 m/s
b Exponential growth b 240 m/s
c Sensible answer from graph, e.g. c No, the plane will have a finite maximum velocity.
104 years (2005 − 1901)
6 k = 2.4, a = 5

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 Unit 19 Answers

4 a See graph b −2.4 m/s2 c ≈−3.8 m/s2 b i (0, 3) ii (1, 0)

0  1
c i Translation   ii Translation  
3 0
2 a, b, c, d

d Deceleration increases as time increases.

1
e (12 + 7.6) × 3 = 29.4 m
2
5 a, b, c See graph d 15

0 0 5

3 a   b   c  
3  −5  0
 −4  5
d   e  
0 3
4 g(x) = f(x − 4) + 3
5

6 a Dawn is leading the race throughout. Dawn

started the race fast and then slowed down.
She finished in 35 minutes. Aarti started slowly,
but then speeded up, but not enough to catch
Dawn. Aarti finished in 40 minutes.
b Dawn covered the first 10 km of the race in about
15 minutes. She covered the second 10 km of the
race in about 20 minutes, so she slowed down in
the second half of the race.
c Estimating from the graph: Dawn ≈ 36 km/h;
Aarti ≈ 24 km/h. Difference 12 km/h 6 a
7 a ≈2.7 ms−2 b ≈60 m c T ≈ 5 seconds

19.6 Translating graphs of functions

1 a

b i (0, −1) ii (−2, 0)

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 Unit 19 Answers

7 a, b 2 a

b Caz is wrong. The graph of y = −f(x) is a reflection

of the graph of y = f(x) in the line y = 0.
The graphs of y = f(x) is a reflection of the graph
c y = 7 − 4x of y = f(−x) in the line x = 0.
8 a 3 a (3, 4) b (−3, −4) c (−3, 4)
4 a

b x = −1, y = −2 0
b Translation  
19.7 Reflecting and stretching graphs of  2
functions 5 a
1 a
x −4 −3 −2 −1 0 1 2 3 4
x −2 −1 0 1 2
f(x) −14 −7 −2 1 2 1 −2 −7 −14
f(x) 9 7 5 3 1
3f(x) −42 −21 −6 3 6 3 −6 −21 −42
−f(x) −9 −7 −5 −3 −1
f(3x) −142 −79 −34 −7 2 −7 −34 −79 −142
f(−x) 1 3 5 7 9
b
b

c Reflection in the line y = 0

d Reflection in the line x = 0

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 Unit 19 Answers

6 10 a

(In the 1st edition ‘y = f( 21 x)’ is wrongly shown as

‘y = 1 x’; this will be corrected in subsequent

2
editions.)
b (6, 2)

7 a c (1.5, 2)
d x = 2x = 1 x = 0 hence stretching horizontally
2
does not affect the point where the graphs
intersect the y-axis.

19 Problem-solving
1 PO = 1.8 inches
2 Students drawings will vary, but they should all
feature a wider base than neck and equal width
neck.
3 a Students’ own answers. For example, if n = 3 then
n2 + 3 = 12 which can be divided by 2.
b If n is an even number then n2 + 3 can never be
divided by 2 since even × even = even, and
even + 3 = odd
8 4 a w = 0.14m b 32 c £8.40
5 Upper bound = 83.281°, Lower bound = 83.255°
6 a Marcia is correct; The exponential function is
positive and so the graph would show an
exponential growth.
b 7776
7 1.08
72 1
8 a y= 2
b 2
x
  4    6    −2 
9 MP =   , MN =   , NP =  
 −4   −6  2
 −1
The vectors are all multiples of   therefore they
1
 
9 a D are parallel. MP and MN have point M in common.
 
b C NP and MN have point N in common. Parallel
c B vectors with a common point are collinear.
1
d A 10 y = 2 f(x)

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