CAMBRIDGE IGCSE™ MATHEMATICS: CORE & EXTENDED COURSEBOOK

Answers
The questions and example answers that appear in this resource were written by the author. In examination, the way marks would
be awarded to answers like these may be different.

Chapter 1
Getting started Exercise 1.1
1 a Student answers will vary based on what 1 a {3, 4, 6, 11, 16, 19, 25}
they already know and feel confident b {4, 6, 16}
doing.
c {3, 11, 19, 25}
b Some students will select the things they
d {−4, −1, 0, 3, 4, 6, 11, 16, 19, 25}
are less confident in, but other may select
things they enjoy doing or are good at. e {−4, −1}
Encourage them to say why they have f ​​{__
​  1 ​}​​
made each selection. 2
g {4, 16, 25}
2 a There are many possible answers for each
value. For example, (a) could be 92 or h {3, 11, 19}
9(2 + 7) or 8 × 10 + 1. Let students use i ​​ 1 ​​, 0.75, 6}
{−4, −1, 0, __
calculators to check that each other’s clues 2
work. 2 a {109, 111, 113, 115}
b Various, e.g. {2010, 2012, 2014, 2016} or
b Twenty-one thousand, eight hundred and
{2020, 2022, 2024, 2026} etc.
thirty-seven
c {995, 997, 999, 1001, 1003, 1005}
3 a 93
d {1, 4, 9, 16, 25}
b 122
e Various, e.g. {0.49, 048, 0.47, 0.46, 0.45}
c 75 or {0.4, 0.3, 0.2, 0.1}
d ​​​(__
​  1 ​)​​​ ​
2
3 7 __ 13 7
3 f Various, e.g. __ ​​  1 ​​, __ ​​   ​​, ​​  2 ​​, ___
​​   ​​, ___ ​​  11 ​​, ___
​​   ​​, ​​ ___ ​​
3 5 12 3 20 20 10
e ​​​(__​  4 ​)​​​ ​
0
3 a Even
3
b Even
_1
f ​​9​​ ​ 2 ​​ c Odd
g 14 000 010 019 d Odd
4 a Any real-world measurement problems e Even
involve a level of approximation, as do f Even
problems where you have to work out if
you have enough money, or have catered 4 a A perfect number is one where the sum of
enough food, estimated times of arrivals, its factors, including 1, but excluding the
estimates for building materials and costs number itself, is that number. 6 is perfect
of doing different jobs. number because 1 + 2 + 3 = 6.
b Encourage students to share ideas and b A palindromic number is a ‘symmetrical’
discuss their own methods of deciding. number like 16461 that remains the same
when its digits are reversed.
c Answers will vary, but could include that
estimating allows you find errors and c A narcissistic number is one that is the
judge the size an answer should be, avoid sum of its own digits each raised to the
mistakes due to button push or place power of the number of digits,
value errors. e.g. 371 = 33 + 73 + 13.

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Exercise 1.2 c 75, 150, 225, 300, 375, 450, 525, 600, 675,
750
1 a 19 , 45
d 114, 228, 342, 456, 570, 684, 798, 912,
b 12 + 18 = 30 1026, 1140
c ​ ​  1 ​​
0.5 = __ e 299, 598, 897, 1196, 1495, 1794, 2093,
2 2392, 2691, 2990
d 0.8 ≠ 8.0
f 350, 700, 1050, 1400, 1750, 2100, 2450,
e −34 , 2 × −16
___ 2800, 3150, 3500
∴ x = √​ 72 ​​
f ​
g 1012, 2024, 3036, 4048, 5060, 6072, 7084,
g x < − 45 8096, 9108, 10 120
h p is approximately equal to 3.14 h 9123, 18 246, 27 369, 36 492, 45 615,
i 5.1 . 5.01 54 738, 63 861, 72 984, 82 107, 91 230
j 3+4≠3×4 3 a 32, 36, 40, 44, 48, 52
k 12 − (−12) .12 b 50, 100, 150, 200, 250, 300, 350
l (−12) + (−24) , 0 c 4100, 4200, 4300, 4400, 4500, 4600, 4700,
m 12x is approximately equal to −40 4800, 4900
2 a False 4 576, 396, 792, 1164
b True 5 816 and 1116
c True
d True Exercise 1.4
e True 1 a 10
f True b 40
g False c 12
h True d 9
i True e 385
j True f 66
k False
2 No – the common multiples are infinite.
l False
m True Exercise 1.5
n False
1 a F4 = 1, 2, 4
3 Students’ own discussions. b F5 = 1, 5
c F8 = 1, 2, 4, 8
Exercise 1.3 d F11 = 1, 11
1 a 2, 4, 6, 8, 10 e F18 = 1, 2, 3, 6, 9, 18
b 3, 6, 9, 12, 15 f F12 = 1, 2, 3, 4, 6, 12
c 5, 10, 15, 20, 25 g F35 = 1, 5, 7, 35
d 8, 16, 24, 32, 40 h F40 = 1, 2, 4, 5, 8 , 10, 20, 40
e 9, 18, 27, 36, 45 i F57 = 1, 3, 19, 57
f 10, 20, 30, 40, 50 j F90 = 1, 2, 3, 5, 6, 9, 10, 15, 18, 30, 45, 90
g 12, 24, 36, 48, 60 k F100 = 1, 2, 4, 5, 10, 20, 25, 50, 100
h 100, 200, 300, 400, 500 l F132 = 1, 2, 3, 4, 6, 11, 12, 22, 33, 44, 66, 132
2 a 29, 58, 87, 116, 145, 174, 203, 232, 261, m F160 = 1, 2, 4, 5, 8, 10, 16, 20, 32, 40, 80, 160
290 n F153 = 1, 3, 9, 17, 51, 153
b 44, 88, 132, 176, 220, 264, 308, 352, 396, o F360 = 1, 2, 3, 4, 5, 6, 8, 9, 10, 12, 15, 18, 20,
440 24, 30, 36, 40, 45, 60, 72, 90, 120, 180, 360

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2 a 4 conjecture is much more difficult to prove

b 45 and that the method used to prove the
weak conjecture won’t work for the strong
c 14
one.
d 22
2 a The prime number theorem shows that
e 8
prime numbers become less common as
3 a false they get bigger using the rate at which
b true prime numbers occur.
c true b Yes. Euclid (325–265BCE) proved there
are infinitely many prime numbers. This
d true
proof is known as Euclid’s theorem.
e true
3 If you write prime backwards you get emirp.
f true
An emirp is a prime number that when you
g true write it backwards gives you a different prime.
h false For example, 17 and 71. The first few emirps
are: 13, 17, 31, 37, 71, 73, 79, 97, 107, 113,
4 The smallest factor is 1 and the largest factor
149, 157.
is the number itself.
Exercise 1.7
Exercise 1.6
1 2
1 a 3 2 14
b 8
3 a 6, 8, 9, 10, 12, 14, 15, 16, 18, 20, 21, 22,
c 5 24, 25, 26, 27, 28
d 14
b 6 = 3 + 3, 8 = 3 + 5,
e 4
9 = 2 + 7, 10 = 5 + 5,
f 2
12 = 5 + 7, 14 = 3 + 11,
g 22
15 = 2 + 13, 16 = 5 + 11,
h 6
18 = 5 + 13, 20 = 3 + 17,
2 a Any two from: 4, 6, 10, 14 21 = 2 + 19, 22 = 5 + 17,
b 12 and 18 are the only possible two, less 24 = 5 + 19 or 17 + 7, 25 = 2 + 23,
than 20 26 = 3 + 23 or 13 + 13, 27 = not possible,
28 = 5 + 23
3 1 because each prime number has only 1 and
itself as factors. 4 3 and 5, 5 and 7, 11 and 13, 17 and 19, 29 and
31, 41 and 43, 59 and 61, 71 and 73
4 18 m
5 149 is prime. Determined _by trial division by
5 20 students
all integers from 2 to √​ 149 ​​
6 150 bracelets

Why do mathematicians find prime numbers Exercise 1.8

exciting? 1 a 30 = 2 × 3 × 5
1 a Every even integer greater than 2 can be b 24 = 2 × 2 × 2 × 3
written as the sum of two prime numbers. c 100 = 2 × 2 × 5 × 5
b The weak conjecture is that every odd d 225 = 3 × 3 × 5 × 5
integer greater than 5 can be written as e 360 = 2 × 2 × 2 × 3 × 3 × 5
the sum of three odd prime numbers.
f 504 = 2 × 2 × 2 × 3 × 3 × 7
Harald Helfgott’s proof uses complicated
mathematics to prove that this is correct. g 650 = 2 × 5 × 5 × 13
His proof is largely accepted by the h 1125 = 3 × 3 × 5 × 5 × 5
mathematics community but they also i 756 = 2 × 2 × 3 × 3 × 3 × 7
acknowledge (as does he) that the strong j 9240 = 2 × 2 × 2 × 3 × 5 × 7 × 11

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Exercise 1.9 Exercise 1.11

1 a 12 1 a 2<8
b 24 b 4<9
c 18 c 12 > 3
d 26 d 6 > −4
e 25 e −7 < 4
f 22 f −2 < 4
g 78 g −2 > −11
h 5 h −12 > −20
2 a 540 i −8 < 0
b 216 j −2 < 2
c 360 k −12 < −4
d 240 l −32 < −3
e 360 m 0 > −3
f 2850 n −3 < 11
g 270 o 12 > −89
h 360 p −3 < 0
3 a HCF = 36 2 a −12, −8, −1, 7, 10
LCM = 216 b −10, −8, −4, −3, 4, 9
b HCF = 25
c −12, −11, −7, −5, 0, 7
LCM = 200
d −94, −90, −83, −50, 0
c HCF = 5
3 a −4
LCM = 2280
d HCF = 12 b 10
LCM = 420 c −14
d −3
4 120 listeners
e −2.7
5 36 minutes f 5
6 a 8 g −6
b 16 h −6
c 2n i −27
j −4
Exercise 1.10 k −4
1 a +$100 l −5
b −25 km 4 a 1 °C
c −10 marks b 1 °C
d +2 kg c −3 °C
e −1.5 kg d 12 °C
f 8000 m e −3 °C
g −10 °C
5 $28.50
h −24 m
i −$2000 6 a −$420
j +$250 b $920
k −2 h c −$220
l +400 m 7 −11 m

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8 −8°C 3 a  
x=5
9 a 8 p.m. b x=2
b 12 p.m. c x = 11
c 10 p.m. d x=9
d 1 a.m. e x = 18
10 a 17.1 litres per day f x = 20
b 578 litres g x = 20
h x = 15
Exercise 1.12 i x=1
1 a 9 j x = 81
b 49 k x=1
c 121 l x = 6561
d 144 m x=8
e 10 000 n x=1
f 196 o x=4
g 1 4 a 3
h 27 b 8
i 64 c 1
j 1000 d 2
2 a 441 e 10
b 361 f 0
c 1024 g 9
d 4624 h 20
e 216 i 36
f 729 j 42
g 1 000 000 k 2
h 5832 l 1
i 27 000 m −3
j 8 000 000 n 4
o 10
p −6
q 8
r 9
s −12
t 18

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⏟ ⏟ ⏟
5 a 324 = ​2 × 2​ × ​3 × 3​ × ​3 × 3​
____
​​√​   
   ​ ​  =​  2​  ​  ​  ​ ×​  ​ 3​ 
324 ​ ​  ​ ×​   ​
3​ ​
_
​√ 324 ​ = 18 ​ ​ ​ ​
b 225
____
= 3×3 × 5×5
​​​√  
   ​  ​  =​  3​  ​  ​  ​ ×​   ​
225 ​ 5​ ​
_
√
​ 225 ​ = 15 ​ ​

⏟ ⏟ ⏟
c 784 = ​2 × 2​ × ​2 × 2​ × ​7 × 7​
_
​​√​   
​  ​ ​ =​  2​  ​  ​  ​ ×​  ​ 2​ 
   
784 ​  ​ ×​   ​​
7​ ​
_
​√ 784 ​ = 28 ​ ​ ​ ​

⏟ ⏟ ⏟
d 2025 = ​3 × 3​ × ​3 × 3​ × ​5 × 5​
_
​​√​   ​  ​​  =​  3​  ​  ​  ​ ×​  ​ 3​ 
    
2025 ​  ​ ×​   ​​
5​ ​
_
​√ 2025 ​ = 45 ​ ​ ​ ​

⏟ ⏟ ⏟
e 19 600 = ​2 × 2​ × ​2 × 2​ × ​5 × 5​ × 7 × 7
_
​​√​    
     ​  ​ ​ =​  2​  ​  ​  ​ ×​  ​ 2​ 
19 600 ​  ​ ×​  ​ 5​  ​  ​ ×​   ​​
7​ ​
_
​√ 19 600 ​ = 140 ​ ​ ​ ​ ​ ​

_______ ⏟ ⏟ ⏟ ⏟ ⏟
f
   250 000 = 2​ × 2​ × ​2 × 2​ × ​5 × 5​  × 5​ × 5​ × ​5 × 5​
√ 250 000 ​​= 2   ×   2    × 5    ×   5    × 5
​​
_______
​​√ 250 000 ​​ = 500

6 a
  27 = ​3 × 3 × 3​
_ ⏟ 3
​√ 27 ​ = 3

b 729 = ​3 × 3 × 3​ × ​3 × 3 × 3​
_ ⏟ ⏟
​​ ​   
3
√ 729 ​ =​  ​ 
    3​  ​  ×​  ​  3 ​​
​ ​
3
_
​√ 729 ​ = 9 ​ ​

c 2197 = 
​13 × 13 × 13​
3
_
√ 2179 ​ = 13
​

d 1000 = ​2 × 2 × 2​ × ​5 × 5 × 5​
_ ⏟ ⏟
​​ ​   
3
√ 1000​  ​ ​ =​ 
    2​  ​  ​  ×​  ​  ​ ​
5 ​
3
_
​√ 1000 ​ = 10 ​ ​

e 15 625 = ​5 × 5 × 5​ × ​5 × 5 × 5​
_ ⏟ ⏟
​ ​   
3
√ 15 625 ​ =​  ​ 
    5​  ​  ​  ×​  ​  5 ​
​ ​
3
_
​√ 15 625 ​ = 25 ​ ​

f 32 768 = ​2 × 2 × 2​ × ​2 × 2 × 2​ × ​2 × 2 × 2​ × ​2 × 2 × 2​ × ​2 × 2 × 2​
_
⏟ ⏟ ⏟ ⏟ ⏟
3
√ 32 768 ​ =
​ 2 × 2   × 2 × 2 ×   2
3
_
√ 32 768 ​ = 32
​

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7 a 25 d 26 × 52
b 49 e 214
c 64 f 28 × 34
d 32 g 310
e 7 h 58
f 5 4 25 = 52
g 14 36 = 22 × 32
h 10 64 = 26
i 8 The index is always even.
j 4
k 10 Exercise 1.14
l 10 1 a True
m 6 b False: 36
n 6 c True
o 3 d False: 86
3
p ​​ __ ​​ e True
2
f True
8 a 10 cm
g True
b 27 cm
h False: 105
c 41 mm
i False: 5−8
d 40 cm
j False: −28
9 a 31 k True
b 17 l False: −1
c 65
2 a 107
d 17
b 35
e 68
c 25
f 24
d 10−3
g 730
e 10
h 82
f 120
i 33
g 3−7
j 129
h 4−7
i 312
Exercise 1.13
j 5−4
1 a 128
k 4−6
b 486
l 40
c 85
5
d 96 3 a ​​ __ ​​ or 0.833
6
e 320 1  ​​ or 0.0278
b ​​ ___
f 512 36
2 a 24 × 34 is greater by 1040 1 ​​ or 0.5
c ​​ __
4
____ 2
b ​​√ 625 ​​ × 36 is greater by 2877
1  ​​ or 0.0833
d ​​ ___
3 a 26 12
b 35
c 24 × 52

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​​  1 ​​
__ _1
4 a 2 a ​​5​​  ​ 2 ​​​
3 _1
b ​​8​​  ​ 3 ​​​
b ​​  1 ​​
__
_1
4 c ​​13​​  ​ 3 ​​​
c ​​  1 ​​
__ _1
d ​​11​​  ​ 4 ​​​
2 _2
e ​​9​​  ​ 3 ​​​
d ​​  1  ​​
___
_4
16 f ​​6​​  ​ 3 ​​​
e ​​  1  ​​ 32​​  4 ​​
_3
___ g
16
2(​ ​12​​  ​ 5 ​​)​​
_7
h ​
5 a 4−1
b 5−1 3 a 5
b 3
c 7−1
c 4
d 9−1
d 8
e 10 000−1
e 36
f 256−1
f 0.5
g 49−1
g 6.78
h 18−1
h 0.0016
6 a 5.0625
i 0.5
b 1000
j 16
c 2.25
k 36
d 0.015 625
l 64
e 36 _ 3
c = 70 × (​​ ​√ m )​ ​​​  ​
4
f 8 4 a
g 13 b 251.40 calories
h 17 c 41 622.25 calories

7 a 31
Exercise 1.16
b 32
1 a (4 + 7) × 3
c 36
= 11 × 3
d 3−3
= 33
e 3−1
b (20 − 4) ÷ 4
f 30
= 16 ÷ 4
g 3−5
= 4
h −(32)
c 50 ÷ (20 + 5)
Exercise 1.15 = 50 ÷ 25
___ = 2
1 a ​​√ 25 ​​
3
__ d 6 × (2 + 9)
b ​​√ 3 ​​
___ = 6 × 11
c ​​√ 40 ​​ = 66
_
d ​​√ 6​​ e (4 + 7) × 4
_
8
e ​​√ 3​​ = 11 × 4
_ 3 = 44
f ​​​(​√ 2​)​​​  ​​
4

_ 2 f (100 − 40) × 3
g ​​​(​√ 12 ​)​​​  ​​
3
= 60 × 3
_ 2
h ​​​(​√ 5​)​​​  ​​ = 180
9

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g 16 + (25 ÷ 5) f
6 × 2 ÷ (3 + 3)
= 16 + 5 = 12 ÷ 6
= 21 = 2
h 19 − (12 + 2) 15 − 5
g ​ ______​
= 19 − 14 2×5
= 5 10
= ​​ ___ ​​
i 40 ÷ (12 − 4) 10
= 1
= 40 ÷ 8
= 5 h (17 + 1) ÷ 9 + 2
j 100 ÷ (4 + 16) = 18 ÷ 9 + 2
= 100 ÷ 20 =2+2
= 5 = 4
k 121 ÷ (33 ÷ 3) 16 − 4
i ​ ______​
= 121 ÷ 11 4−1
= 11 ​​  12 ​​
= ___
3
l 15 × (15 − 15) = 4
= 15 × 0
j 17 + 3 × 21
= 0
= 63 + 17
2 a 108
b 72 = 80
c 3 k 48 − (2 + 3) × 2
d 10 = 48 − 5 × 2
e 32 = 48 − 10
f 9 = 38
g 5 l 12 × 4 − 4 × 8
h 1 = 48 − 32
i 140 = 16
3 a 5 × 10 + 3 m 15 + 30 ÷ 3 + 6
= 50 + 3 = 15 + 10 + 6
= 53 = 31
b 5 × (10 + 3) n 20 − 6 ÷ 3 + 3
= 5 × 13 = 20 − 2 + 3
= 65 = 21
c 2 + 10 × 3 o 10 − 4 × 2 ÷ 2
= 2 + 30 = 10 − 4 ÷ 1
= 32 = 10 − 4
d (2 + 10) × 3 = 6
= 12 × 3 4 a 7
= 36 b 7
e 23 + 7 × 2 c 3
= 23 + 14 d 0
= 37 e 3
f 10

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5 a 13 Exercise 1.17
b 8
1 a −10
c 58
b 8.86
d 192
c 13
e 12 000
d 29
f 1660
e −22
g 260
f 8.75
h 868
g 20
6 a 18 h 0
b 3 i 4
c 3 j 70
d 8 k 12
e 4 l 20
f 9 m 8
7 a
False n 15
b
True o 20
c
False 2 a Correct
d
True b Incorrect = 608
8 a
3 × (4 + 6) = 30 c Correct
b
(25 − 15) × 9 = 90 d Correct
c
(40 − 10) × 3 = 90 e Incorrect = 368
d
(14 − 9) × 2 = 10 f Incorrect = 10
e
(12 + 3) ÷ 5 = 3 3 a 12 ÷ (28 − 24) = 3
f
(19 − 9) × 15 = 150 b 84 − 10 × 8 = 4
g
(10 + 10) ÷ (6 − 2) = 5 c 3 + 7(0.7 + 1.3) = 17
h
(3 + 8) × (15 − 9) = 66 d 23 × 11 − 22 × 11 = 11
i
(9 − 4) × (7 + 2) = 45 e 40 ÷ 5 ÷ (7 − 5) = 4
j
(10 − 4) × 5 = 30 f 9 + 15 ÷ (3 + 2) = 12
k
6 ÷ (3 + 3) × 5 = 5 4 a 0.5
l
BODMAS means that brackets are not b 2
needed.
c 0.183
m (1 + 4) × (20 ÷ 5) = 20
d 0.5
n (8 + 5 − 3) × 2 = 20
o 36 ÷ (3 × 3 − 3) = 6 e ​  1 ​is approximately equal to 0.333 (​ 3 s.f.)​
__
3
p 3 × (4 − 2) ÷ 6 = 1 f 1
q (40 ÷ 4) + 1 = 11 g 2
r BODMAS means that brackets are not 2 ​​is approximately equal to 0.667 (3 s.f.)
needed. h ​​ __
3
9 a 2 − 10 ÷ 5 = 0
5 Correct to 3 significant figures
b 13 − 18 ÷ 9 = 11
a 0.0112
c 8 ÷ (16 − 14) − 3 = 1
b 0.0950
d (9 + 5) − (6 − 4) = 12
c −0.317
or (9 + 5) − (12 − 4) = 6

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6 Correct to 3 significant figures c i 65 240

a 89.4 ii 65 200
b 20.8 iii 70 000
c 7.52 d i 320.6
d 19.6 ii 321
e 2.94 iii 300
f 1.45 e i 25.72
g 0.25 ii 25.7
h 2.16 iii 30
7 a 1 f i 0.0007650
b 0.5 ii 0.000765
c −26.94 iii 0.0008
d 0.28 g i 1.009
e 14.5 ii 1.01
f 6.54 iii 1
g 1728.69 h i 7.349
h −1999 ii 7.35
i 0.339 iii 7
You may find that your calculator gives an exact i i 0.009980
answer rather than a decimal. This may include a ii 0.00998
root or a fraction. Check your calculator manual
to find out how to change this to a decimal. iii 0.01
j i 0.02814
Exercise 1.18 ii 0.0281
iii 0.03
1 a 3.19
b 0.06 k i 31.01
c 38.35 ii 31.0
d 2.15 iii 30
e 1.00 l i 0.006474
ii 0.00647
2 a 500
iii 0.006
b 53 400
c 3000 5 a 2.556
d 0 b 2.56
e 10 100 c 2.6
3 a 630 000 d 2.56
b 100 000 e 2.6
c 10 000 f 3
d 10 000
e 160 000 Exercise 1.19
49
4 a i 4512 1 a ​​ ___​​= 4.9, which is close to 5, so not sensible
10
ii 4510 b 4 × 3 × 9 = 108, so not sensible
iii 5000
c 5 × 8 = 40, so not sensible
b i 12 310
ii 12 300 d 50 × 8 = 400, so sensible
iii 10 000 e 3 × 300 = 900, so not sensible

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_
f 6 × ​​√ 20 ​​=_
6 × 4.5 (approximate
_ root Making decisions about accuracy
between √​​ 16 ​​ and √​​ 25 ​​) = 27, so sensible 1 a Whole numbers
23.6
2 ​ 24 ​= 4​
a ​​ _____​is approximately equal to ___ b 2 d.p.
6.3 6 c Millions
4
b ​​ ________ ​  4 ​ is
​is approximately equal to _____ d 4 d.p.
0.09 × 4 0.36
e 3 s.f.
approximately equal to 11​
2 a Zaf changed decimals to fractions to
7 × 0.5 3.5 easily divide by 2. Marwan cancelled
c ​​ _______​is approximately equal to ​ ____​ is
9 9 before rounding to have fewer numbers to
approximately equal to 0.39​ deal with.
b Once you have rounded, you are
5×6 30
d ​​ _______​is approximately equal to ____
​  ​ is calculating exact values, so even if 2 and 3
2.5 + 1 3.5 are rounded values, 2 + 3 is equal to 5, not
approximately equal to 8.6​ approximately equal to 5.
_
​√ 49 ​ 7 3 Possible examples:
e ​​ _______​is approximately equal to ____
​  ​ is
2.5 + 4 6.5 a Overestimate the cost of buying several
approximately equal to 1​ items to make sure you definitely have
enough money
f (0.5 + 2)(6.5 − 2) is approximately equal
b Underestimate the size of a doorway to
to (2.5)(4.5) is approximately equal to 11.3
make sure you have enough room to move
24 + 20 furniture though it.
​ 44 ​= 4​
g ​​ _______​is approximately equal to ___
5+6 11
110 − 45 65
h ​​ ________​is approximately equal to ___
​  ​= 13​
Practice questions
19 − 14 5
_ 1 49 − 30 = 19
i ​​3​​  2​× ​√ 49 ​is approximately equal to
2 9 and −4 or −9 and 4
9 × 7 = 63​
_
3 15
j ​​√_224 × 45 ​is approximately equal to ​
√ 10 080 ​is approximately equal to 100​ 4 216 216
_ _
k ​​√ 9 ​× √​ 100 ​is approximately equal to 3 × 5 735
10 = 30​ 736
l 43 × 24 is approximately equal to 737
64 × 16 = 1024 738
3 Answers given to 1 d.p. 739
a 3.7 741
b 12.7 742
c 0.4 743
d 8.0 744
e 1.0 6 1080 = 23 × 33 × 5
f 10.8 1080 is not a cube number. Not all the factors
g 4.2 are powers with indices that are multiples of 3.
h 11.7 7 a 33 and 61
i 44.4 b 26 and 45
j 100.5
8 a 32
k 30.4
b 340
l 898.2
c 25

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d 33 2 Product = −36, which is negative ​⇒​ one

e 9 number is positive and the other is negative.
f −48 Factor pairs of 36: 1 × 36
2 × 18
9 a 5 × 7 − 3 × 8 = 11 3 × 12
b (5 − 32) × 6 + 8 ÷ (−2) = −28 4×9
6×6
10 (7 + 14) ÷ (4 − 1) × 2 = 14
You can make a difference of 13 with either
11 1.16 9 and −4 or −9 and 4.
12 a −4 3 The number if one fifteenth of its own square.
b 0.276 to 3 s.f. ​⇒​The number must be multiplied by 15 to
13 D, C, B, A square it.
___ ​⇒​The number is 15.
14 a ​​√ 338 ​​
17 4 2 × 2 × 2 × 3 × 3 × 3 × 7 × 11 × 13
b ​​ ___​
2 = 216 216
c 5 5 Look at 154.4574 on a number line and you
216 will see that the number 154.45ABC must lie
d ​​ ____​​
125 between 154.45735 and 154.45744. (154.45745
3
__ rounds up to 154.45735.)
e ​​  ​​
2
154.4573 154.4574 154.4575
15 a 60 = 22 × 3 × 5
36 = 22 × 32 154.45735 154.45745

b LCM = 22 × 32 × 5 So, A must be 7. The possibilities are:

= 180 A B C
c 28 August 2023
7 3 5
16 BAD 7 3 6
7 3 7
Practice questions worked 7 3 8
solutions 7 3 9
1 The prime numbers smaller than 20 are: 7 4 1
2, 3, 5, 7, 11, 13, 17, 19
7 4 2
Sum of the three largest prime numbers
smaller than 20 7 4 3
= 13 + 17 + 19 7 4 4
= 49
6 1080
Product of the three smallest prime numbers
=2×3×5 540 2
= 30
270 2
Difference = 49 − 30
= 19 135 2

27 5

9 3

3 3

1080 = 23 × 33 × 5
The power of 5 is not a multiple of 3 so 1080
is not a cube number.

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_2
7 a
2013 = 3 × 11 × 61 b ​(​3​​  −2​ + ​2​​  −3​)​ × 21​​6​​  ​ 3​​​
= 33 × 61
( ​3​​  ​ ​2​​  ​)
_ 2
​  12 ​ + __
​  13 ​ ​ × (​​ ​√ 216 ​)​​​  ​
3
= ​ __
33 + 61 = 94 so the numbers are 33 and 61.

(​  9 ​ + ​  8 ​)​ × ​6​​  ​

b
1170 = 2 × 3 × 3 × 5 × 13 = ​ 1 __
__ 1 2
= (3 × 3 × 5) × (2 × 13)
= 45 × 26 17
___ 17
= ​   ​× 36 = ___ ​   ​
45 − 26 = 19 so the numbers are 45 and 26. 72 2
_

​​​(​​(​√ 2 ​ )​​​  ​+ 23)​​​  ​​

​  1 ​
8 a 12 + 20 = 32 _ 2 2
c
_
b 4 × 85 = 340
= ​​ √ (​ 2 + 23)​ ​​
c 11 × 2 + (15 − 6) − 6 _
√ 25 ​​
= ​​
= 22 + 9 − 6
= 25 = 5
___ 3

​   ​)​​​  ​ = ​​(​ ___ √

​   ​ ​)​​​  ​​
_

​​​(___
​  3 ​
d −15 − (−48) 36 2 36
d
= −15 + 48 25 25
= 33
= ​​​(__
​   ​)​​​  ​​
3
6
e −3 × (−11) + (−24)
5
= 33 − 24
216
=9 = ​​ ____ ​​
125
f (−4)3 + 16
− ​ _14 ​
​​​(___
​   ​)​​​  ​ = ____
= −64 + 16 16 1  ​​
e ​  ___
√ 81
= −48 81 16
4 ___
​ ​   ​ ​
9 a 5+7−3−8=1
b (5 − 32) × 6 + 8 ÷ (−2) = ​​ ____ 1  ​​
= −4 × 6 + (−4) ​(__ ​   ​)​
2
= −24 − 4 3
= −28 3
= ​​ __ ​​
10 (7 + 14) ÷ (4 − 1) × 2 = 14 2
15 a 60 = 2 × 2 × 3 × 5
11 1.16 (to 3 s.f.)
36 = 2 × 2 × 3 × 3
12 a is approximately equal to b 2 × 2 × 3 × 3 × 5 = 180
5 −__​5​​  2​ ______
5 − 25 20 c 180 days after 1 March 2023 is 28 August
​​ ______  ​​ = ​   ​ = − ​​ ___ ​​ = − 4
√
​ 25 ​ 5 5 2023.
b Calculator answer = −4.276 348 739 …
16 7500
Difference = 0.276 348 739 …
= 0.276 (to 3 s.f.) 1500 5

13 A = 4 × (4 + 16) = 4 × 20 = 80 300 5

64 60 5
B = ___
​​   ​+ 4 = 4 + 4 = 8​
16
12 5
16 − 4
C = ______
​​   ​= 3​ 4 3
4
D= 16 − 16 × 4 + 1 2 2
= 16 − 64 + 1
= −47 7500 = 22 × 31 × 54
=BAD
The order is D, C, B, A.
_ _ _ _
14 a √​​ 98 ​+ √​ 72 ​= ​√ 49_
× 2 ​+_ √​ 36 × 2 ​​
= ​7​ 2 ​_+ 6​√ 2 ​​
√
= ​13​√ 2 ​​

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Chapter 2
Getting started f 12xy
1 a C g 5ab
b A h yz2
c A 6
i ​​ __
x ​​
2 Possible answers are: 4x 2x
j ​​ ___​ = ___
​  y ​
a a0 2y
​a​​ m​ x+3
b ​​ ___n ​​ k ​​ _____​ ​
​a​​ ​ 4
​m​​ 3​
c am × an l ​​ ___2 ​ = m​
​m​​ ​
d (am)n
m 4x + 5y
3 Example 1: n 7a − 2b
a Sign error o 2x(x − 4)
b 3x − x + 2 3​(x + 1)​
p ​​ ________​ ​
Example 2: 2x
a Multiplied both numerator and 2​(x + 4)​
q ​​ ________​ ​
denominator by 3 instead of just the 3
numerator. ( ​  ​)​​
3 3 4x 2
​​ 3 = __
​  ​ and not __ r ​​ ___​ = __
​  ​​
1 3 6x 3
3x + 12 2 a m + 13
b ​​ _______​​
5 b m+5
Example 3: c 25 − m
a Cancelled part of a term, but both x and d m3
2 need to be divided by 2. m
e ​​ __​ + 3​
x+2 3
b ​​ _____​
​cannot be simplified further,
2 f 4m − 2m = 2m
x
but can be written as ​​ __​ + 1​.
2 3 a x+3
4 a There are different options, But in b x−6
general, if you let one number be x, the c 10x
consecutive number is x + 1. The sum of d −8 + x
the numbers is x + x + 1 = 2x + 1. Any
e x + x2
multiple of 2 is even, so if you add 1, it
will be odd. f x + 2x = 3x
b Using the same argument 2x
g ​​ _____​​
x + x + 1 + x + 2 = 3x + 3. x+4
3x can be odd or even (depending on the 4 a $(x − 10)
value of x) so the answer can be either x
b ​ $ __
​  ​​
odd or even. 4
c $15
Exercise 2.1 5 a m + 10 years
1 a 6xy b m − 10 years
b 7ab m
c ​​ __​​ years
c xyz 2
d 2y2
e 4ab

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p
6 $   ​ __​​
a ​ ii y = 12
3
p __ p 3p iii y = 16
$ ​  ​, $ ​  ​ and $ ___
b ​ __ ​  ​
5 5 5 iv y = 40
v y = 200
Exercise 2.2 b i y=1
1 a 9 ii y = 10
b 30 iii y = 13
c 10 iv y = 31
d 27 v y = 151
e 18 c i y = 100
f 7 ii y = 97
g 16 iii y = 96
h 36 iv y = 90
i 4 v y = 50
j 6 d i y=0
k 6 ii y = 1.5
l 30 iii y=2
m 5 iv y=5
n 2 v y = 25
1 ​​
o ​​ __ e i y=0
2 ii y=9
2 a 30 iii y = 16
b 45 iv y = 100
c 16 v y = 2500
d 5 f i undefined
e 13 ii y = 33.3 (3 s.f.)
f 16 iii y = 25
g 31 iv y = 10
h 450 v y=2
i 24 g i y=4
j 8 ii y = 10
k 24 iii y = 12
l 5 iv y = 24
26 v y = 104
m ​​ ___​
3 h i y = −6
n 10 ii y=0
o 4 iii y=2
p 3 iv y = 14
q 6 v y = 94
r 225 i i y=0
s 12 ii y = 81
t −10 iii y = 192
u 129 600 iv y = 3000
3 a i y=0 v y = 375 000

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4a $(3x + 2y) l 13xyz

b i $18 m 2x2
ii $100 n 5y2
iii $350 o −y2
5 a P = 42 cm p 12ab2
b P = 8m q 5x2y
c P = 60 cm r 2xy2
d P = 20 cm 3 a 5x + y
6 a i 43 b 4x + 2y
ii 53 c 7x
iii 71 d 4 + 4x
iv 151 e 6xy − 2y
b They’re all prime numbers. f −x2 + 2x
c When n = p, n2 + n + p becomes n(n + 2); g −x + 4y
in other words, it has factors n and n + 2, h 3x + 3y
so is not prime. i 8x + 6y
What is the point of algebra? j 8x − 2y
Students’ own work. There are many accessible k 14x2 − 4x
examples that students could use, for example, l 10x2
conversion formulae, using algebra to find break m 12xy − 2x
even points (finance and economics), calculating
n 8xy − 2xz
doses of medicine based on person’s mass or other
factors, working out trajectories in sports (such o −x2 − 2y2
as basketball or snooker), using BMI and other p 8x2 y − 2xy
factors to work out health and fitness and so on. q 6xy − x
r 6xy − 2
Exercise 2.3
4 a 2y − 8
1 a 6x, 4x, x b 4x2 − 5x
3
b −3y, __
​​  ​ y​, −5y c 7x + 4y
4
d y2 + 5y − 7
c ab, −4ba
e x2 − 5x + 3
d −2x, 3x
f x2 + 5x − 7
e 5a, 6a and 5ab, ab
g 3xyz − 3xy + 2xz
f −1xy, −yx
h 8xy − 10
2 a 8y i −3x2 + 6x − 4
b 7x 5 a P = 8x
c 13x b P = 4x + 14
d 22x c P = 6x + 3
e 5x d P = 5x + 4
f 0 e P = 12y − 6
g −x f P = 8y2 + 2y + 14
h −3y g P = 12y − 4
i 4x h P = 18x − 1
j 7xy
k 4pq

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Magic squares
1 No, the sum of numbers in a 3 × 3 magic
square is always 3 times the centre number. x x−1 x+1
In this case, that would be 12a + 15y for each
row, column and diagonal and they do not all
sum to that.
x+1 x x−1
2 For example:

a−c a+b+c a−b x−1 x+1 x

a−b+c a a+b−c
x+1 x−1 x

a+b a−b−c a+c

x−1 x x+1

3 a
x−1 x+1 x x x+1 x−1

b Yes. Student’s own magic squares or

x+1 x x−1 explanation.

Exercise 2.4
x x−1 x+1 1 a 12x
b 8y
c 12m
d 6xy
x x+1 x−1 e 8xy
f 27xy
g 24yz
h 12xy
x−1 x x+1
i 8x2y2
j 8x2y
k 27xy2
x+1 x−1 x l 24xy2
m 8a2b
n 12ab2c
o 12a2bc
p 16a2b2c
q 24abc
r 72x2y2

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2 a 24x i 7y
b 30x2y 9y
j ​​ ___​
c 12x2y2 4
d x3yz k 4xy
e 48x 4y
l ​​ ___
x​
f 24x3y
ab
g 4x2y2 5 a ​​ ___​
6
h 12a2bc ​___
a​​ 2​
b ​​  ​​
i 60xy 12
j 8xy 5 ​a​​ 2​b
c ​​ ______​ ​
6
k 9x3y
10a
l 8x3y3 d ​​ ____​
3b
m 42x2y2z2 3ab
e ​​ ____​ ​
n 56x3y2 8
25 ​a​​ 2​
o 36x2y2z f ​​ _____​ ​
4
p 18x4y4
g 2
q 54x4y
​a​​ 2​
r 6x3y3 h ​​ ___​
3
3 a 5r i 2ab
b 4r
8a
c 3r j ​​ ___​
3
d 6s 1
__
k ​​  ​​
e 7r 4
f 2s l a2
s
g ​​ __​​
4 Exercise 2.5
1 ​​
h ​​ ___ 1 a 2x + 12
4s
t b 3x + 6
i ​​ __​​
2 c 8x + 12
j 6s d 10x − 60
1 ​​
k ​​ __ e 4x − 8
4
f 6x − 9
1 ​​
l ​​ __
9 g 5a + 20
h 24 + 6a
4 a 4x
i 9a + 18
b 6y
j 14c − 14d
4x
c ​​ ___
y​ k 6c − 4d
d 8 l 4c + 16d
7 ​x​​ 2​ m 10x − 10y
e ​​ ____  ​​
​y​​ 2​ n 18x − 12y
f 3x o 12y − 6x
x p 4s − 16t2
g ​​ __​​
3
q 9t2 − 9s
1 ​​
h ​​ ___
4y r 28t + 7t2

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2 a 2x2 + 2xy p 6x2 + 12x − 9

b 3xy − 3y2 q −y2 + 6y
c 2x2 + 4xy r 6x − 6
d 12x2 − 8xy 2 a 6x + 154
e x2y − xy2 b 4x + 2
f 12xy + 6y c 7x + 26
g 18ab − 8ab2 d 92
h 6a2 − 4a2b e 2x2 + 16
i 12a2 − 12a3 f 6p2 + 10px
j 36a − 8ab g 24pq + 4p
k 10b − 5ab h 2xy + 4x
l 12a − 3ab i −3x − 18xy
m 2x2y2 − 4x3y j 21x − 12y − 2xy
n 12xy2 − 8x2y2 k 22x2 − 7x3
o 3x2y2 + 3xy3 l x2 − xy + 6x − 3y
p 2x3y + x2y2 m 16s − 3st − 8
q 81x2 − 18x3 n 2x2
r 12xy2 − 4x2y2 o 4x2 + 8xy
3 a A = x2 + 7x p 2x2 − 3x + 15
b A = 2x3 − 2x q 9k − 17
c A = 4x2 − 4x r 7xy + 9x

Maths jokes
Exercise 2.7
Student’s own discussions, but could include puns,
play on words, misinterpretation of concepts. 1 a −30p − 60
b −15x − 21
You could extend this by asking students to
develop their own funny maths memes to share c −20y − 1
with the class. d −3q + 36
e −24t + 84
Exercise 2.6 f −12z + 6
1 a 10 + 5x g −6x − 15y
b 7y − 6 h −24p − 30q
c 4x − 8 i −27h + 54k
d 6x − 6 j −10h − 10k + 16j
e 2t2 + 8t − 5 k −8a + 12b + 24c − 16d
f 4x + 1 l −6x2 − 36y2 + 12y3
g 3x 2 a −5x − 8
h 8x + 6 b −5x + 12
i 6x + 9 c 10x − 38
j 3h + 2 d −13f
k 8d + 6 e −36g + 37
l 3y + xy − 4 f 12y − 20
m 2x2 + 8x − 4 g −26x2 − 76x
n −4y2 + 4xy + 8y h −x2 + 77x
o 10s − 12s2 i −9x2 + 30x

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j 24q k 3
k −42pq + 84p l 3b
l −48m + 48n 1 ​​
m ​​ ___
3 a 12x − 6 3x
n 4ab
b 13x − 6
o 1
c −2x + 17
d x + 13 3 a a4
e 23 − 7x b v6
f 10x − 8 c f   12
g 7x − 5 d y6
h x2 − 5x + 8 e 32x10
i 3x2 − 7x + 2 f 9c4d  4
j 2x2 + 3x + 6 g 1
k 2x − 18 h 125x6
l 6x2 + 6x − 6 i a6b6
j x10y20
Exercise 2.8 k x3y12
1 a x8 l 16g2h4
b a10 m 81x8
c y2 n x4y24
d x13 o 1
e y9 4 a 12x6
f y7 b 24x3y
g y6 c 4k4
h t5 ​x​​ 2​
d ​​ ___​
i 6x7 4
j 9y6 e 44x3a4b2
k 2m4 f 4x3 + 28x
l 6s7 g 4x3 − x5
m 15x3 h x2
7
n 8x7 i ​​ ___4 ​​
​x​​ ​
o 8z7
j 2x2
p 4x7
​a​​ 12​
k ​​ ___  ​​
2 a x2 ​b​​ 6​
b g9 ​x​​ 4​​y​​ 8​
  l ​​ _____​ ​
c y 16
d k2 m 1
e s4 n 8x5
f x2 o 2xy3
g 3x2
h 3p3
i 4y
x
j ​​ __​​
2

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Exercise 2.9 g x=2

h x=4
1 a true
b false
Exercise 2.10
c false
_2
d false 1 a ​​x​​  ​ 3 ​​
_7
1  ​​ b ​​x​​  ​ 6 ​​
2 a ​​ ___
​x​​ 2​ 1  ​​
1  ​​ c ​​ ___
b ​​ ___ ​y​​ 3​
​y​​ 3​
​x​​ 3​
1  ​​ d ​​ ___
y​
c ​​ _____
​x​​ 2​​y​​ 2​ 4
__
2  ​​ e ​​a​​ ​ 7​​
d ​​ ___
​x​​ 2​
7​b​​ 2​
12 ​​ f ​​ ____​​
e ​​ ___ 4
​x​​ 3​
2
g ​​ ___2 ​​
7
f ​​ ___3 ​​ ​x​​ ​
​y​​ ​
3
8x h ​​ ___​​
g ​​ ___3 ​​ 4k
​y​​ ​
_7
i ​
3​x​​  ​ 4 ​​
h ​​  12
_____  ​​
​x​​ 3​​y​​ 4​ 1  ​​
j ​​ ____ _3
3 a b 4​x​​  ​ 2 ​​
6 s
b ​​ ___6 ​​ k ​​ __​​
​x​​ ​ 4
_3
1  ​​ 3​x​​  ​ 4 ​​
c ​​ ____ l ​​ ____  ​ ​
3​s​​ 4​ 2
1  ​​ x
d ​​ ___ m ​​ __​​
​h​​ 11​ 8
e ​​ ____ 1  ​​ 1  ​​
8​x​​ 6​ n ​​ ____ _3
4​x​​  ​ 2 ​​
f ​​ ___1  ​​
13
_
​c​​ 6​ o ​​x​​  ​ 12 ​​
g x _1
​x​​  ​ 6 ​​
p ​​ ____7 ​​
1  ​​ ​y​​  ​ 6 ​​
h ​​ ___
​x​​ 5​ 2 a x=6
​a​​ 7​
i ​​ ___5 ​​ 1​
​b​​ ​ x = ​ __
b ​
2
​___
x​​ 10​
j ​​  12 ​​ c x = 16 807
​y​​ ​
2y11 d x = 257
k ​​ ____ ​​ e x=4
x4
l 1 f x=4
12​n​​ 15​ g x=6
m ​​ _____  ​​
m3 h x=5
4 a x=4 i x=2
b x=5 j x = −4
c x=2 1 ​​
x = ​ __
k ​
d x = −3 6
e x=3 3
x = ​ __​​
l ​
f x=3 4

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Practice questions 11 a x3
4  ​​
b ​​ ___
1 a n + 12
​x​​ 2​
b 2n − 4 1 1
c ​​ ________  ​ = ___________________
​     ​​
c (nx)2 (​​ 2x − 2)​​​ 3​ 8​x​​ 3​ − 24​x​​ 2​ + 24x − 8
d (n2)3 or (n3)2 or n6 12 a 3
2 a Any of 2n, 4n, 6n,… b 3
b 2n is always even because it is a multiple c 3
of 2. Every even number is ‘next to’ an
13 18
odd number and 2n + 1 is ‘next to’ 2n.
c p = 2n + 3 14 a 15x
d 2n + 1 + 2n + 3 = 4n + 4 = even + even = b 9y3
even c 4x
3 a p + 2q + r 15 a −3
b 8q, 3r + 4q b −3
c Top brick = 2h + 2j + 2k = even + even + 1
c ​ __
​  ​​
even = even 3
4 a 15xy + x d ​ ​  1 ​​
− __
b 5xy + 3y 3
16 a pq
5 a a2b pq
b 2x6 b ​​ ___​
4
c 6x4y2 c p3
d 1
17 a 4
e 4x5y3
15
f 15x2 b ​​ ___​
8
g x3
h ​​  16  ​​
16x−10 or ___
Practice questions worked
​x​​ 10​ solutions
27​x​​ 3​
i ​​ _____3 ​​ 1 a n + 12
64​y​​ ​
b 2n − 4
​x​​ 19​
j ​​ _____  ​​ c (nx)3
3​y​​ 12​
d (n2)3
7​p​​ 6​
k ​​ _____  ​​ 2 a
2n (or 2n + any even number)
6​q​​ 20​
6 0 b
2n is always even and 2n + 1 is one more
than an even number. Whole numbers
7 a 10 alternate
b 10 odd  even  odd  even …
c 10 so 2n + 1 must be odd.
8 7.35 c p+2=  2n + 1 + 2
= 2n + 3
9 a 8x − 4 d (2n + 1) + (2n + 3)
b x2 + 37xy = 4n + 4
10 a m2 − n2 = 2(2n + 2), which is a multiple of 2 and
b 0 hence even.

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4 ​x​​  ​ ​y​​  ​ __
12 −3
3 a p+q+q+r j ________
​​   ​ = ​  1 ​ ​x​​  12 − −​(7)​​ ​y​​  −3 − 9​​
= p + 2q + r 3 12 ​x​​  −7​ ​y​​  9​
b 1 ​  x ​​​19​    y​​​​​  −12​​
​= ​ __
8q 3
3r + 6q 2q − 3r ​x​​  19​
_____
= ​​  12 ​​
3​y​​  ​
3r + 4q 2q − 3r
7​​ ​ ​14​​​​ ​p​​  5​ ​q​​  −4​ ​​1​  ​5​​​​  p​q​​  −7​

c k ​​ _________  ​ × ​  ________  ​​

2h + 2j + 2k 6​ ​​ ​30​​​​ ​p​​  ​ ​q​​  ​
4 4 ​1​​  ​2​​​​ ​p​​  −4​ ​q​​  5​
7
2h + j j + 2k ​= ​ __ ​   ​p​​  5 + 1 − 4 − ​(−4)​​ ​q​​  −4 − 4 − 7 − 5​​
6
2h j 2k
7
​= __ ​   ​   ​p​​  10​ ​q​​  −20​​
6
Top brick = 2h + 2j + 2k
7​p​​  10​
= three even numbers added ​= ​ _____  ​​
together 6​q​​  20​
= even number 6 7x3y2 × (2x)3 − (4x3y)2 − 4xy2 × 10x5
4 a 9xy + 3x + 6xy − 2x = 7x3y2 × 8x3 − 16x6y2 − 40x6y2
= 3x − 2x + 9xy + 6xy = 56x6y2 − 16x6y2 − 40x6y2
= x + 15xy =0
b 6xy − xy + 3y 7 x + 5 − (x − 5)
= 5xy + 3y =x+5−x+5
​​a​​  ​3​​​​  2​ ​​b​​  ​4​​​​  1​ 2 = 10 for all values of x.
5 a ​​ ______  ​= ​a​​  ​b​
1​​ ​ ​a1​​​​​​​​ b
​  ​​​​​  3​​ So, a 10   b 10   c 10
b 2(x3)2 = 2x6
8 ​  1 ​(​ u + v)​t​
​s = __
c 3x × 2x3y2 2

2(5 2)
= (3 × 2) × x × x3 × y2 1 ​​ ​ __ 2 ​ + __9
= 6x4y2 = ​ __ ​   ​ ​× 3

= ​ __ ​​(______
10 )
d (4ax2)0 = 1 3 4 + 45
​   ​​× 3
e 4x2y × x3y2 2
= 4x2 × x3 × y × y2 3 × 49
= 4x5y3 = ​ ______  ​
20
f 3x−4 × 5x6 147
= 3 × 5 × x−4 × x6 = ____
​   ​
20
= 15 × x−4 + 6
= 15x2 9 a 5(x − 2) + 3(x + 2)
= 5x − 10 + 3x + 6
3 ​x​​  5​ 6 ​x​​  −6​
g ​​ ____4 ​ ÷ ​  ______  ​​ = 8x − 4
7 ​x​​  ​ 14 ​x​​  −4​
b 5x(x + 7y) − 2x(2x − y)
1​​ ​  ​3​​​​ ​x​​  5​
​​2​  ​14​​​​ ​x​​  −4​
​= ​  _____4 ​ × ​  _______  ​​ = 5x2 + 35xy − 4x2 + 2xy
​1​​  ​7​​​​ ​x​​  ​ ​2​​  ​6​​​​ ​x​​  −6​ = x2 + 37xy
​
= ​x​​  5 − 4 − 4 − ​(−6)​​ 10 a m(m − n) − n(n − m)
​
=x
​ ​​  3​ = m2 − mn − n2 + mn
= m2 − n2
h (4x−5)2 = 42(x−5)2
= 16x−10 b x(  y − z) + y(z − x) + z(x − y)
​ ​ z​− ​yz​​
= ​xy​−​xz​+ y​ z​−​xy​+ x
(4y )
3 ​(3x)​​  3​
3x
​   ​ ​​ ​ ​ = _____
i ​​ ___ ​​   ​​ =0
​(4y)​​  3​
27​x​​  3​
​= ​ _____3 ​​
64​y​​  ​

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15 a ​​​(__
​  1 ​)​​​  ​= 8​
x
11 a x5 × x−2 = x5 − 2 = x3
2
4​​ ​  ​8​​​​ ​​​x​​  2​​​​  1​
b ​​ _____ ​  4  ​​
 ​ = ___ ​​​(​2​​  −1)​ ​​​  x​ = ​2​​  3​​
​1​​  ​2​​​​ ​​​x​​  4​​​​  2​ ​x​​  2​
​​2​​  −x​ = ​2​​  3​​
c (​​ 2x − 2)​​​  −3​ = _________
​  1  ​
​​(2x − 2)​​​  3​ ​ − x = 3​
1 So, x = −3
= _________
​   ​
​2​​  3(​​ x − 1)​ ​​3​​  x​ = ___
b ​  1  ​ = ​3​​  −3​​
​  1  ​ = __
________ 1  ​ 27 ​3​​  3​
= ​ 
8​(x − 1)​ ​
x = − 3​

12 a 4x = 43 ​⇒​x = 3 c 125x = 5
​​(​5​​  3​)​​​  x​= 5
b
3x − 5 = 22
​5​​  3x​ = ​5​​  1​
3x = 27
3x = 1
= 33
x = 3 So, x = ​ __ 1 ​
3
4 × 6  p = 864
c 1
6  p = 216 d ​125​​  x​ = __ ​   ​
5
= 63 ( 3 )
​​ ​5​​  ​ ​​​  ​= 5−1
x
p = 3
​​5​​  3x​ = ​5​​  −1​​
13 ab− + ca ba ​ 3x = − 1​
= 32 − (−1)3 + 23
​ 1 ​​
x = − ​ __
= 9 − (−1) + 8
3
= 17 + 1
16 a 2x + y = 2x2y
= 18
= pq
_1 _1
14 a 3​​x​​  ​ 2​​​ × 5​​x​​  ​ 2​​​ pq
_1 _1
​2​​  x​ ​2 ​​​  y​ = ___
b ​​2​​  x + y − 2​ = ​  _____ ​   ​​
= 15​​x​​  ​ 2​  + ​ 2​​​ ​2​​  ​
2 4
= 15x c 23x = (2x)3 = p3
( _1
)
b ​​​ 81​y​​  6​ ​​​  ​ 2​​​ = 8​​1​​  2​​ ​​​( )
_
_
​  1 ​ _1
​y​​  6​ ​​​  ​ 2​​​ 17 a n−1 = 2−2
= ​√ 81 ​​y​​  3​ n−1 = (22)−1
= 9​y​​  3​ n = 22 = 4
_1 _1 _1 _ 3
c ​​​(64​x​​  3​)​​​  ​ 3​​​ = 6​​4​​  ​ 3​​​ ​​​(​x​​  3​)​​​  ​ 3​​​ b ​​4​​  n​ = (​​ ​√ 32 ​)​​​  ​​
4

3
_
= ​√ 64 ​​x​​  1​ ​​
n _1 3
(​2​​  2)​ ​​​  ​ = [​​ (​​ ​2​​  5)​ ​​​  ​  4 ]​​​​​  ​
= 4x _5
​2​​  2n​ = ​​2​​  ​ 4​​​×3
15
2n = ___
​ ​   ​​
4
15
n = ___
So ​ ​   ​​
8

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Chapter 3
Diagrams provided as answers are NOT TO Exercise 3.1
SCALE and are to demonstrate construction lines
or principles only. 1 i ii iii
a acute Answers will vary 40º
Getting started b acute 70º
Each student will produce a different spider c obtuse 130º
diagram depending on their prior knowledge.
d acute 30º
The information shown might include facts about
angles in triangles and quadrilaterals, names and e obtuse 170º
properties of special triangles and quadrilaterals, f right 90º
how to measure lines and angles, and so on.
g acute 70º
You can ask students to complete their own and
then to compare with others and add any points h acute 60º
they have missed out (but know). You could also i obtuse 140º
use the student contributions to develop a class
spider diagram, which will give you some idea of 2 290°
what students already know so that you can focus 3 a This protractor is able to measure angles
the work on the new concepts in this chapter. from 0° to 360°.
Shapes and solids b Student’s own answer. Something like:
Answer suggestions: ensure that the 0°/360° marking of the
protractor is aligned with one of the arms of
1 Students can show each other where they have the angle you are measuring, and the vertex
found the different elements. It is possible to of the angle is aligned with the centre of the
find them all. protractor. Whether you use the inner or
2 Answers will vary, but students should be outer scale will be determined by which arm
able to find rectangles, trapezia and general you aligned with 0. Use the scale that gives
quadrilaterals, pentagons, hexagons and some an angle <180°.
triangles inside the building, formed by the c You would use the scale that gives you an
structures. angle >180°.
3 a (Hexagonal) prism
b Yes, if the base is a hexagon, the prism Exercise 3.2
has six rectangular faces. 1 a A
4 a It speeds up the process and allows
different members of the team to put
pieces together on one model to check for
80°
overlaps/errors and gives a view of the
finished process. Building information B C
modelling (BIM) allows them to strip the
model down to beams and walls so that b P
they can decide where to install or place
infrastructural elements.
b Computer models can be moved, changed 30°
and rescaled as needed digitally. It is Q R
easy to share and collaborate ideas and
different members of the team can work c X
on the design at the same time.
135°

Y Z

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d E 4 60° and 120°

5 53°, 127° and 53°.

90°
Exercise 3.4
F G 1 a a = 112° (alternate angles equal)
e K b = 112° (vertically opposite angles equal)
b x = 105° (alternate angles equal)
y = 30° (sum of triangle)
L M z = 45° (alternate angles equal)
210° c c = 40° (vertically opposite angles equal)
b = 72° (corresponding angles equal)
f 355°
J
a = 68° (angles on a line)
K L
5° d = 68° (vertically opposite angles equal)
e = 40° (alternate angles equal)
Exercise 3.3 d a = 39° (corresponding angles equal)
b = 102° (angle sum of triangle)
1 a
EBF and FBC; or ABD and DBE
e x = 70° (angle on a line)
b
ABE and EBC; or DBA and CBG; or
DBC and ABG y = 70° (corresponding angles equal)
c ABD and DBC; or ABE and EBC; z = 85° (corresponding angles equal
or ABF and FBC; (180 − 95 = 85°, angles on a line, z is
or ABG and CBG; corresponding angle equal to 85°)
or DBE and EBG; f x = 45° (alternate angles equal)
or DBF and FBG; y = 60° (alternate angles equal)
or DBC and CBG;
g x = 82° (co-interior angles
or DBA and ABG;
supplementary)
or ABG and GBC
y = 60° (corresponding angles equal)
d DBE, EBF, FBC and CBG
or DBA and ABG z = 82° (angles on a line)
or DBF, FBC and CBG h x = 42 (alternate angles equal)
or DBF and FBG y = 138° (angles on a line)
or DBC and CBG
z = 65° (alternate angles equal)
(and combinations of these)
i a = 40° (alternate angles equal)
e FBC
b = 140° (angles on a line)
f EBA
d = 75° (angles on a line)
2 a x = 68°
c = 75° (corresponding angles equal)
b x = 40°
e = 105° (corresponding angles equal)
c x = 65°; y = 115°
2 a AB ∥ DC (alternate angles equal)
d x = 59°; y = 57°
b AB ∦ DC (co-interior angles not
e x = 16°; y = 82°; z = 16°
supplementary)
f x = 47°; y = 43°; z = 133°
c AB ∥ DC (co-interior angles
g x = 57° supplementary)
h x = 71°
i x = 38°
3 a 30°
b 15°
c 30°

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General results c angle ACE = 53° (angles on straight line)

1 a y x = 53° (alt angles equal)
b 180 − x OR
c y is equal to z. angle CDE = 59° (alt angles equal)
d x and z are equal. 180° = 68° + 59° + x (angle sum of Δ)
2 a Angle ABF is equal to angle CDF x = 180° − 127°
(corresponding angles since lines AB and x = 53°
CE are parallel). Angle CDF is equal to d 180° = 58° + angle ACB + angle CBA
angle CEG (corresponding angles since (angle sum of triangle)
lines BF and EG are parallel). So angle
angle ACB = angle CBA (isosceles Δ)
ABC = angle CEG, so x = y.
⇒ 180° = 58° + 2y
b Angle AFE is equal to angle HFB
(vertically opposite angles). Angle BFH 2y = 122°
is equal to angle DGH (corresponding y = 61°
angles since lines AB and CD are parallel). x = 180° − 61°
So angle AFE = angle DGH, so x = y.
(exterior angles of a triangle equal to sum
of opposite interior angles)
Exercise 3.5 x = 119°
1a x = 54° (angle sum of triangle) e angle AMN = 180° − (35° + 60°)
b x = 66° (base angle isosceles ∆) (angle sum of Δ)
c x = 115° (angle sum of triangle) angle AMN = 85°
y = 65° (exterior angle of triangle equal x = 85°
to sum of the opposite interior angles OR
(corresponding angles equal)
angles on a line)
f angle ACB = 360° − 295°
z = 25° (angle sum of triangle)
(angles around a point)
2 x = 60° (exterior angle of ∆ equal to
a
angle ACB = 65°
sum of opposite interior angles),
so x + x = 120°, x = 60° angle ABC = 65° (isosceles Δ)
b 4x = 86° + (180° − 2x) x = 180° − (2 × 65°) (angle sum of Δ)
(exterior angle equals sum of opposite x = 50°
interior angles, and angle on straight line)
6x = 266 Exercise 3.6
x = 44.3° 1 a Rhombus, kite or square
3 a angle BAC = 180° − 95° b Square
(angles on a straight line) = 85° 2 a
angle QRS = 112° (vertically opposite
angle ACB = 180° − 105° angles equal)
(angles on a straight line) = 75° x = 112° (opposite angles in
parallelogram)
180° = x + 75° + 85°
b x = 62° (isosceles ∆)
(angle sum of triangle)
c 360° = 110° + 110° + 2x
x = 180° − 160°
(angle sum of quadrilateral)
x = 20°
140° = 2x
b angle CAB = 56°
(vertically opposite angles equal) x = 70°
180° = 56° + 68° + x
(angle sum of triangle)
x = 180° − 124°
x = 56°

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d angle MLQ = 180° − 110° Exercise 3.7

(angles on a straight line)
angle LMN = 180° − 98° 1 Number
of sides 5 6 7 8
(angles on a straight line)
360° = 70° + 82° + 92° + x Angle
sum 540° 720° 900° 1080°
(angle sum of quadrilateral)
x = 116°
Number
e 360° = 3x + 4x + 2x + x 9 10 12 20
of sides
(angle sum of quadrilateral)
Angle
360° = 10x 1260° 1440° 1800° 3240°
sum
x = 36°
f 360° = (180° − x) + 50° + 110° + 90° 2 a 108°
(angles on a straight line, and angle sum b 120°
of quadrilateral) c 135°
360° = (180° − x) + 250° d 144°
110° = 180° − x e 150°
x = 70° f 165.6°
3 a 180° = 70° + 2y (angle sum of a ∆, 3 a 2340°
isosceles ∆ to give 2y)
b 360°
110° = 2y
c 156°
y = 55°
d 24°
∴ angle PRQ = 55°
angle MRS = 180° − (55° + 55°) 4 24 sides
(angles on a straight line, and isosceles 5 a x = 135°
triangle) b x = 110°
x = 70° c x = 72°
b angle MNP = 98°
(opposite angles in parallelogram) Exercise 3.8
angle RNM = 180° − 98° 1 a Diameter
(angles on a straight line) b Major arc
= 82° c Radius
180° = 2x + 82° (angle sum of a d Minor sector
triangle, and isosceles triangle)
e Chord
2x = 98°
f Major segment
x = 49°
2 a
c angle QRP = 55°
(angle sum of a triangle, and isosceles
triangle)
angle QRP = x
(alternate angles equal) b
x = 55°

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c b

d
y 5 cm 5 cm

M
N
F 4 cm E
3 a Radius
b Diameter
c Minor arc
d DO, FO or EO c G
e Major arc
f Sector
4 cm 8 cm
I
Exercise 3.9 5 cm
25°

NOT TO SCALE H

1 a
A 6 cm B 3 a
A
b
C 75 mm D
7.2 cm 6.9 cm

c
E 5.5 cm F B 8.5 cm C

b
2 a Z
A
2.4 cm 1.7 cm 86 mm 66 mm

C Y 120 mm X
B 3.2 cm

c
D

E 6.5 cm F

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d 5 720°
P
6 Let angle MQN = x
Then angle PMQ = x (isosceles triangle)
6.5 cm 6.5 cm So angle MPQ = 180° − 2x (angles in a
triangle add up to 180 degrees)
Therefore angle MPN = 180° − (180° − 2x) = 2x
Q R
(angles on a straight line)
4 cm
So angle PMN = 2x (isosceles triangle)
and angle NMQ = x + 2x = 3x
4a Accurate drawing
7 a 360°
b i 5.5 cm
b 24° if a regular polygon
ii 4.2 cm
c 156°
Practice questions 8 a
Exterior angle of triangle is equal to
the sum of two opposite interior angles
1 NOT TO SCALE x x
​​ __​ + __
​  ​ = x​.
C P 2 2
125° b Opposite angles of parallelogram equal,
75°
and vertically opposite angles equal.
A B
9 NOT TO SCALE
6.5 cm

2a x = 99° (co-interior angles supplementary) Q

b x = 65° (corresponding angles equal)
c x = 75° (angle sum of isosceles ∆) 4.5 cm 5 cm

d x = 112° (opposite angles of || gram)

P 7 cm R
e x = 110°
If y = angle AEC
⇒ 360° = 90° + 110° + 90° + y 10 b They all intersect at the same point.
y = 70° d The circle will always pass through all
three vertices if drawn correctly.
∴ angle AEC = 70°
angle ADE = 70° (isosceles triangle) 11 32
x = 180° − 70° (angles on a line) 12 a 108°
x = 110° b 36°
f x = 72.5° 13 18
Let y stand for base angles of isosceles ∆.
14 a Angle UVP = x (alternate angles are equal)
2y + 35° = 180° (base angles isosceles ∆
Angle WVQ = c (alternate angles are
and angle sum of ∆)
equal)
y = 72.5°
b Angle UVP + angle PVQ + angle WVQ =
⇒ angle QRP = 72.5° 180° (angles on a straight line sum to 180°)
angle NRQ = 35° (alternate angles equal) Therefore a + b + c = 180°, so the interior
180° = x + 72.5° + 35° angles of a triangle sum to 180°
x = 72.5° c Angle RQV = 180° − c
3 a Angles in a triangle add up to 180°. d a + b = 180° − c = angle RQV
x + y + 90° = 180°, so x + y = 90° Therefore the exterior angle of a triangle
b y = 53° is equal to the sum of the two interior
opposite angles.
4 a = 70°, b = 110°, c = 100°

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Practice questions worked f

Angle PRQ = angle RPQ (base angles of
an isosceles triangle are equal)
solutions
2 × angle RPQ + 35° = 180° (angles in a
1 a triangle add up to 180°)
180° − 35°
A B Angle RPQ = __________
​​   ​​
2
145°
= ____​​   ​​ = 72.5°
2
b C D x = angle RPQ = 72.5° (alternate angles
are equal)
3 a
x + y + 90° = 180° (angles in a triangle
add up to 180°)
75° 125° So x + y = 90°
A B b 37 + y = 90°
2 a
Angle CFG corresponds to angle AEF y = 90° − 37°
so angle CFG = 81° = 53°
x + angle CFG = 180° because the angles 4 a + 110° = 180°
on a straight line add up to 180°. a = 70°
x + 81° = 180° ​⇒​ x = 99°
a + b = 180°
b x + 65° because angle NSR corresponds b = 180° − 70°
to angle QTS.
= 110°
c Angle ABC = x because base angles of an
isosceles triangle are equal c + 100° + 100° + 60° = 360°
c = 100°
x + x + 30° = 180° because the sum of the
interior angles of a triangle is 180° 360°
5 Exterior angle = ____
​​   ​​ = 60°
2x = 150° 6
  x = 75° Interior angle = 180° − 60° = 120°
d Angle PNM = 180° − 112° Sum of interior angles = 120° × 6 = 720°
= 78° (supplementary angles)
6 M
Angle PNM + x = 180° (supplementary
angles) x
x = 180° − 78°
= 112°
e Angle AEC + 90° + 90° + 110° = 360°
(angles sum in a quadrilateral = 360°)
x
Angle AEC = 360° − 290° Q
N P
= 70°
Let angle MQN = x
Angle ADE = 70° (base angles of an
isosceles triangle are equal) Triangle MPQ is isosceles ​⇒​ angle PMQ = x
(base angles are equal)
x = 180° − 70° = 110° (angles on a
straight line add to 180°) Angle MPQ = 180° − 2x (angles in a triangle
add up to 180°)
Therefore, angle MPN = 180° − (180° − 2x) = 2x
(angles on a straight line add up to 180°)
Angle PMN = 2x (base angles of an isosceles
triangle are equal)
So, angle NMQ = 2x + x = 3x = 3 × angle MQN

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360°
7 a 360° (true for all polygons) 12 aExterior angle ​​ ____
 ​​ = 72°
5
360°
b ​​ ____ ​​ = 24° x = interior angle = 180° − 72° = 108°
15
b Triangle ABC is isosceles
c 180° − 24° = 156°
 ​⇒​ x + 2y = 180°
8 a
Angles in a triangle add to 180° 108° + 2y = 180°
(2 2)
x x
Angle BAC = 180° − ​​ __
​   ​ + __
​   ​ ​​ 2y = 72°
y = 36°
= 180° − x
Angles on a straight line add up to 180° 360°
13 3x = ​​ ____ ​​ = 36°
10
so, angle CAD + (180° − x) = 180°
x = 12°
Therefore, angle CAD = y = x
5
Therefore, exterior angle of B = __
​​   ​​× 12° = 20°
b
Angle PSN = x (opposite angles in a 3
parallelogram are equal) 360°
​​ ____ ​​= 18 sides
y is vertically opposite angle PSN so y = x 20°

9 Check by measurement. 14 a Angle UVP is alternate with angle VPQ = a

so, angle UVP = a
10 a Check by measurement.
Similarly, WVQ = c
b They all intersect at the same point.
b Angles on a straight line add up to 180°
c Check by drawing. so, angle UVP + angle PVQ + angle WVQ
d The point of intersection is always the = 180°
centre of the circle passing through all ​ ⇒​ a + b + c = 180°
three points.
c angle RQV = 180° − c
11 If n = number of sides, then d a + b + c = 180°
the total interior angle is 180°(n − 2) = 5400
so, 180° − c = a + b
n − 2 = 30
Therefore, exterior angle RQV = sum of
n = 32
two opposite interior angles
So, the number of sides is 32

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Chapter 4
Getting started
1 Answers could include: observations, experiments and measurements, research using secondary
sources, questionnaires and sampling.
2 Some possible answers are:

Pictogram Bar chart Pie chart Line graph

a Number of medals that Total medal count Proportion of total Number of medals
each country won for some countries medals awarded each country won
to each continent over a period of time
b Use the key and number Read frequency Use size of sector Read frequency
of circles to find number of from vertical axis to compare from vertical axis
medals and country name countries and use slope of
from horizontal line to see if the
axis number increases
or decreases for
different times (given
on horizontal axis)
c Mostly for effect/ To compare data To compare data To show trends or
decorative sets sets patterns
Used for discrete data in Used for discrete Used for discrete Data that changes
categories data in categories data in categories over time; best for
continuous data
(although this data is
discrete)
d Use of different symbols Scale and/or axis % might not sum Vertical scale can be
or different sized symbols manipulation can to 100, circles manipulated, may
can make data difficult be misleading, with different sizes not start at 0 and
to compare/interpret for example, can give different can jump in different
(size and surface area of not starting at impressions, total sized steps, labelling
symbols can be used to 0, reducing or numbers may not might not be clear
mislead, especially with increasing intervals be given
circular symbols
Using 3D bars
can also make the
categories look
different

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Exercise 4.1
1 a, b Students’ answers will vary, below are possible answers.

Categorical data Numerical data

Hair colour Number of people in household
Eye colour Hours spent doing homework
Favourite subject Hours spent watching TV
Mode of transport to school
Number of books
read in a month

Brand of toothpaste used Shoe size

Make of cell phone Test scores

2 a Continuous e i Use existing data

b Discrete ii Secondary
c Continuous iii Numerical
d Continuous iv Discrete
e Discrete f i Experiment
f Continuous ii Primary
g Continuous iii Numerical
h Discrete iv Discrete
i Continuous g i Survey
j Discrete ii Primary
k Discrete iii Numerical
l Discrete iv Continuous
3 a i Experiment h i Use existing data
ii Primary ii Secondary
iii Numerical iii Categorical
iv Discrete iv Discrete
b i Survey i i Use existing data
ii Primary ii Secondary
iii Categorical iii Numerical
iv Discrete iv Discrete
c i Use existing data j i Survey
ii Secondary ii Primary
iii Numerical iii Numerical
iv Continuous iv Discrete
d i Survey
ii Primary
iii Categorical
iv Discrete

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Exercise 4.2
1 Score Tally Total
1 ​​| | | |​  | | |​ 8
2 ​​| | | |​ ​| | | |​ | | ​ 12
3 ​​| | | |​  | |​ 7
4 ​​| | | |​  | | |​ 8
5 ​​| | | |​  | | |​ 8
6 ​​| | | |​  | |​ 7
50
2 Students’ own answers.
3 a 7
b 2 and 12
c It is impossible to score 1 with two dice.
d There are three ways of getting each of
these scores.

Exercise 4.3
1 a Number of coins 0 1 2 3 4 5 6 7 8
Frequency 6 2 6 4 4 2 4 1 1
b 8
c 2
d None or two coins
e 30: add column and total the frequencies.

2 a Amount ($) 0−9.99 10−19.99 20−29.99 30−39.99 40−49.99 50−59.99

Frequency 7 9 5 2 1 1
b 16
c 1
d $10 – $19.99

3 Call length Frequency

0−59 s 0
1 min−1 min 59 s 4
2 min−2 min 59 s 3
3 min−3 min 59 s 6
4 min−4 min 59 s 4
5 min−5 min 59 s 3

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Exercise 4.4 Exercise 4.5

1 4 5899 1 a 15
5 33455566689 b 33
c Mostly right-handed
6 00378
d 90
Key 2 Student’s own answers.
Key 4|5 represents 45 kg
3 a Checks Does not
on check on
2 a Branch A Branch B
phone phone
5 11
Checks on
12 5 3
computer
42 13 Does not check
3 1
990 14 2 on computer
52 15 9
b Most people surveyed check their email
9864 16 059 on their phone (8 out of 12), of these five
9952 17 7 of them check both. Only three people
don’t check email on their phones and
988600 18 056778888
only one person does not check email on a
980 19 0011368 phone or a computer.
100 20 000145
Exercise 4.6
Key
Branch A 5 | 11 represents 115 pairs 1 a i 3695 miles
ii 8252 miles
Branch B 14 | 2 represents 142 pairs
iii 4586 miles
b Branch B: 205 pairs b Istanbul to Montreal
c Branch B, as the data are clustered round c 21 128 miles
the bottom of the diagram where the d 4 hours
higher values are located.
e Blanks match a city to itself so there is no
3 26 a flight distance.
b
12 cm
c
57 cm Exercise 4.7
6 d 1 a 250 000
i eMore data clustered round top of
b 500 000
diagram; possibly need to add 0 as a
stem. c 125 000
ii Data clustered round bottom of the d 375 000
diagram, possibly need to add more
stems (i.e. higher than 5).
4 a 7
b 101 beats per minute
c 142 beats per minute
d Exercise raised the heart rate of everyone
in the group. Data moved down the stems
after exercise, indicating higher values for
all people.

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2 Answers may vary depending on the scale

students choose. For example:

France

Spain

USA

China

Italy

represents 25 000 000 arrivals

3a Reel deal
b Fish tales
c Golden rod – 210 fish;
Shark bait – 420 fish;
Fish tales – 140 fish;
Reel deal – 490 fish;
Bite-me – 175 fish
d 1435 fish

Exercise 4.8
1 a Favourite take-away food
90
80
70
60
No. of people

50
40
30
20
10
0
Burgers Noodles Fried chicken Hot chips Other

b African countries with the highest HIV/AIDS

infection rates (2015)
30
% of adults (15–49)

25
20
infected

15
10
5
0
Mozambique
South Africa
Zimbabwe
Eswatini

Botswana

Namibia
Lesotho

Zambia

Malawi

Equatorial
Guinea

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2 a Temperature (ºC) 32−34 35−37 38−40 41−43

Frequency 4 5 6 5

b Average summer temperature in 20 Middle East cities

41–43
Temperature (°C)

38–40

35–37

32–34

0 1 2 3 4 5 6 7
Frequency

3 a Local and international visitors on a

Caribbean island
45 000
40 000
35 000
No. of visitors

30 000
25 000
Regional visitors
20 000
International visitors
15 000
10 000
5000
0
Jan Feb Mar Apr May Jun
Month

b Local and international visitors on a

Caribbean island
55 000
50 000
45 000
40 000
35 000
No. of visitors

30 000
Regional visitors
25 000
International visitors
20 000
15 000
10 000
5000
0
Jan Feb Mar Apr May Jun
Month

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Exercise 4.9 match they are even happier because their

team won; after that, the level of happiness
1 Students’ use of online support drops slowly, but remains high.
3 Students draw their own graph to show their
Never used happiness levels over a school day. If they
Used in the past seem willing, they can share these with their
Uses at present
groups, but do not force them to do this.

2 Home language of people passing Exercise 4.10

through an international airport
1 a i approximately 33 °C
English
Spanish
ii approximately 65 °C
Chinese b It heats about 14 degrees in 30 seconds, so
Italian assuming a 1 degree heating in 2 seconds,
French it will reach 100 degrees in approximately
German 188 seconds.
Japanese
2 a 2 °C
3 Land used on a farm to grow vegetables b Between 07:00 and 09:00
3 a 62.5 bpm
Squashes
Pumpkins b At 6.30 a.m., as her pulse rate started
Cabbages steadily increasing after a short rest.
Sweet potatoes
c 150 bpm at 6.50 a.m.

1 ​​ d It dropped fairly steadily, returning to the

4a ​​ __ starting rate after about 10 minutes.
4
b ≈11%
c 0.25 Practice questions
d i 225 1 a Primary data – it is data collected she
ii 100 collected herself by counting.
iii 200 b Discrete data – the data can only take
certain values.
iv 150
Graphs can tell a story c No. of broken Tally Frequency
biscuits
1 Students’ own discussions. Should indicate
that change in the graph is in response to 0 ​​| | | |​  ​| | | |​  | | ​ 12
events and that lines sloping up indicate noise 1 ​​| | | |​  ​| | | |​ ​ 10
levels increasing, while lines sloping down
indicate noise levels dropping. 2 ​​| | | |​ ​| | | |​ | ​ 11

2 Students’ own discussions. For example, the 3 ​​| | | |​  | ​ 6

spectators get happier as the game starts, then 4 | 1
their team scores a goal and the happiness
40
level goes up quickly and stays high, then the
other team scores a goal and the level drops
quickly, staying low. The other team scores
a second goal and the happiness level drops
really low and stays low until their team scores
a goal, then it increases to about the same
level as at the start of the match. It stays at
that level until their team scores a third goal
and then it goes up quickly. At the end of the

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1 ​​
d ​​ __
d Number of broken biscuits
4
12
e 28 (to nearest whole number)
10
f 83 (to the nearest whole number)
Frequency

8
6 5 a Pictogram
4 b Each stick person represents 1 billion
2 people.
0 1 ​​billion = 500 million
0 1 2 3 4 c ​​ __
No. broken biscuits 2
d 200 years
2a Heathrow
b 15 397 e 2012
c Gatwick 24 000 f ​​ 1 ​​of a stick person.
9 full stick people and __
5
Heathrow 40 000
6 a
London City   6 000
Luton 11 000 Football Tennis Bowling Total
Stansted 15 000 Packthorpe 14 5 16 35
d Gatwick Rainbridge 21 13 11 45
Heathrow Total 35 18 27 80
London city

Luton
b
45
Stansted

Key: 35
= 10 000 flights Football
Frequency

Tennis
3 a 4980 Bowling
b District C – it has the highest percentage
of laptops.
c % of people in four districts who own a laptop
and a mobile phone
100
90
80 Packthorpe Rainbridge
70
Percentage (%)

60
50 Practice questions worked
40
30
solutions
20
10
1 a
The data is collected directly through an
0 experiment, so it is PRIMARY data.
A B C D
District b The data can only be numbers of biscuits
Own a laptop ​⇒​it can only take whole number values
Own a mobile phone
​⇒​ it is discrete data.
4 a Sport played by students.
b Five
c Baseball

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c No. of broken Tally Frequency 4 a Discrete

biscuits b 5
0 ​​| | | |​  ​| | | |​  | | ​ 12 c Baseball
1 ​​| | | |​  ​| | | |​ ​ 10 1 ​​× 200 = 50
d ​​ __
2 ​​| | | |​ ​| | | |​  | ​ 11 4
e 28
3 ​​| | | |​  | ​ 6
f 83
4 | 1
5 a Pictogram
d b 1 full symbol represents 1 billion people
12 c 1 billion
d 1930 − 1650 = 280 years
Frequency

e In 2012
f 9 whole symbols and __​​ 1 ​​ of another
5
6 a
0 1 2 3 4

Football

Bowling
Number of broken biscuits

Tennis

Total
2 a Heathrow
b 15 397
c 24 000, 40 000, 6000, 11 000, 15 000 Packthorpe 14 5 16 35
d Rainbridge 21 13 11 45
Airport Total 35 18 27 80
Gatwick
b
40
Heathrow
Football
London City Tennis
Bowling
Luton

Stansted
Packthorpe Rainbridge

Means 4000 Means 1000

Past paper questions
1 60 = 2 × 2 × 3 × 5
3 a 0.83 × 6000 = 4980 people
90 = 2 × 3 × 3 × 5
b District C because a large proportion of
So 3 × 5 = 15
people own laptops.
40 × 3 ______ 40 × 3
c 2 ​≃ _______
​   ​ = ​   ​ = 30​
20 − ​4​​ 2​ 4
100
3 a Pentagon
360°
= Mobile phone b exterior angle = ____
​​   ​​ = 20°
%

= Laptop 18
∴ interior angle = 180° − 20° = 160°

A B C D
District

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1  ​ = ​2​​  −5​​ 180° − 38°

4 a ​​  ___ 7 Angle ACB = __________
​​  ​ = 71°
​2​​  5​ 2
b i 318 − t = 36 Angle ACD = 180° − 71° = 109°
18 − t = 6 8 4p7q−1
t = 12
9 a i 17 × 4 = 68
ii 8 × 6 × w10 × w5 = 48w15
ii 61, 67, 71, 73
5 a = 59⁰ (vertically opposite) b i 67
b = 37⁰ (corresponding) ii 64
c = 180⁰ − 59⁰ − 37⁰ = 84⁰ (angle sum in a iii 65
triangle)
iv 72
6 c ​​  1 ​​
__
Netball 7
d 3.722
e 8=2×2×2 14 = 2 × 7
Football LCM = 2 × 2 × 2 × 7 = 56
f i 12 °C
ii 17 °C
Hockey 4 _ 3
10 a ​(  ​√ 81 ​  )​​  ​​y​​  16 × ​ 4​​ = ​3​​  3​ ​y​​  12​= 27​y​​  12​
_3

b ​2​​  3​ = ​(​2​​  2​)​​ p​

Tennis ⇒ ​2​​  3​ = ​2​​  2p​
2p = 3
3
  p = __ ​   ​
Key: represents 4 people 2

43 Cambridge IGCSE™ Mathematics – Morrison, Hamshaw © Cambridge University Press & Assessment 2023