IGCSE Cambridge Textbook Answer Key
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askprachiagarwalIGCSE Cambridge Textbook Answer Key
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askprachiagarwalCAMBRIDGE IGCSE™ INTERNATIONAL MATHEMATICS: COURSEBOOK
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Chapter 1
Getting started Group Number of different Numbers
factors
1 a 11, 12, 13, 14, 15, 16, 17, 18, 19
I Number(s) with exactly 1
b 26, 27, 28, 29, 30
one factor
1
2 a 0.125 b __ c 25 II Number(s) with exactly 2, 3, 5, 7,
2
two different factors 11, 13
3 a 1, 2, 3, 4, 6, 12
b 1, 2, 3, 5, 6, 10, 15, 30 Investigation 1
c 1, 2, 3, 6, 7, 14, 21, 42
1 2, 3, 5, 7, 11, 13, 17, 19, 23, 29, 31, 37, 41, 43,
4 a 3, 6, 9, 12, 15 b 5, 10, 15, 20, 25 47, 53, 59, 61, 67, 71, 73, 79, 83, 89, 97
c 11, 22, 33, 44, 55 2 25
3 1
Discussion 1
4 24
a True b False c True d True e True f True
Number Factors Working Exercise 1.1
1 1 1=1×1 1 a Five hundred and forty thousand and
2 1, 2 2=1×2 eighteen
3 1, 3 3=1×3 b Nine million, three hundred and forty-two
4 1, 2, 4 4=1×4 c Forty-one million, twenty thousand,
=2×2 six hundred and seventy-nine
5 1, 5 5=1×5 d Three billion, eight hundred and fifty-three
6 1, 2, 3, 6 6=1×6 e Nine billion, two hundred and thirty-one
=2×3 thousand and thirty-eight
7 1, 7 7=1×7 f Sixty thousand, five hundred and eight-two
8 1, 2, 4, 8 8=1×8 g Six billion, five hundred million,
=2×4 four hundred and fifty-three thousand,
six hundred and eighty-four
9 1, 3, 9 9=1×9
=3×3 2 a 2 618 422 b 5 000 000 461
10 1, 2, 5, 10 10 = 1 × 10 c 704 037 d 18 153 006
=2×5
3 2, 3, 5, 7, 11, 13, 17, 19, 23, 29, 31, 37, 41, 43,
11 1, 11 11 = 1 × 11 47, 53, 59, 61, 67, 71, 73, 79, 83, 89, 97
12 1, 2, 3, 4, 6, 12 12 = 1 × 12
4 a Prime b Composite
= 2 × 6
= 3 × 4 c Composite d Prime
13 1, 13 13 = 1 × 13 e Prime
14 1, 2, 7, 14 14 = 1 × 14 5 24
=2×7
6 90
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Investigation 2
1 Triangle
2
Pattern 5 Pattern 6
3 Pattern, Number of dots along Total number of Observation about the n(n + 1)
n one side of the shape dots in the shape total number of dots
1 1 1 1 1 × 2 = 2
2 2 3 1+2 2 × 3 = 6
3 3 6 1+2+3 3 × 4 =12
4 4 10 1+2+3+4 4 × 5 =20
5 5 15 1+2+3+4+5 5 × 6 =30
6 6 21 1+2+3+4+5+6 6 × 7 =42
4 a 10 b 55 c 10(10 + 1) = 110
110 ÷ 2 = 55
5 Number of dots is half the value in the final column.
6 A triangle with a base of length 31 has 496 dots
496 × 2 = 992, 992 = 31 × 32
Exercise 1.2
1 a 4 3 b 7 6 c 2 3 × 3 4 d 5 2 × 7 3 × 11 2
e 2 3 × 3 3 × 5 2 × 13 2
__
π
2 a 36 and 81 b 43 c 27 d √ 5 , __ e 36
3 ___
3 a −5 b 25 c 17 and 37 d 125 e √ 11
1 1 5
4 a __ b ___ c 4 d __
5 20 2
Discussion 2
Students' own answers.
Exercise 1.3
1 a 2 3× 3 × 5 b 2 2 × 3 2× 7 c 2 3 × 3 × 5 2 d 2 3× 7 × 13 e 2 2 × 3 2× 5 × 11
2 a b 1925
c 378
156
2 5 3
78 385 126
13 11 6 21
6 35
2 3 5 7 2 3 3 7
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3 x = 5, y = 3 6 a HCF = 15; LCM = 900
4 x = 4, y = 3, z = 1 b HCF = 12; LCM = 3696
c HCF = 70; LCM = 1050
5 p = 2, q = 11
7 12:00
6 a 1 b 23
8 a 2×7
7 a 1 b 107
b 2 2 × 3 × 5 2 × 7 3
Investigation 3 c 2×7
d 2 3 × 3 3 × 5 2 × 7 3
1 a A factor is a number or expression that
divides into another number or expression
with no remainder. Exercise 1.5
b 1, 2, 3, 4, 6, 8, 12, 24 1 a 64 b 121
c 8 c 10 d 15
2 24 = 23 × 3 so total number of factors = e 216 f 81
(3 + 1)(1 + 1) = 8 g 343 h 64
3 There are 12 factors of 60. i 5 j 5
k 10 l 10
4 Students' own answers.
m 1 n 25
5 Each factor of 24 can be represented as a
o 36
factor of the prime factorisation, namely 2 0 ,
2 0 × 3, 2 1 , 2 1 × 3, 2 2 , 2 2 × 3, 2 3 , 2 3× 3 and 2 a 14 b 16
so the number of factors is the same as the c 18 d 24
number of combinations of indices.
e 36 f 4
6 229 320 = 23 × 32 × 5 × 72 × 13 so number of g 2 h 9
factors is (3 + 1)(2 + 1)(1 + 1)(2 + 1)(1 + 1)
= 144 3 a 6 b 8
c 9 d 12
Exercise 1.4 e 15 f 3
1 a 12 b 25 g 1
c 24 d 36 4 a 2 2 × 13 × 19 3
e 15 f 48 b 2 3 × 3 2× 11
g 64 h 42 c 5 4 × 11 5 × 13 3
2 a 120 b 224 5 a 2 3 × 5 × 11 2
c 108 d 455 b 2 2 × 3 4× 7
e 420 f 792 c 3 3 × 11 4 × 17 5
g 2592 h 432
6 a 3 3
3 a HCF = × 3; LCM= × ×
2 2 2 3 3 3 5 2× 11
b 64
b HCF = 2 2 × 5 × 11 2;
LCM = 2 4 × 3 3 × 5 2 × 7 3 × 11 4 c 162
c HCF = 2 2 × 5 3; 7 784
LCM = 2 3 × 3 4 × 5 3 × 7 × 11 2× 13
8 3 6 × 5 6
d HCF = 2 3 × 3 2× 7 × 19; __ 11
LCM = 2 5 × 3 4 × 5 2 × 7 2 × 19 3 9 ( √ 2 )
4 a 504 = 2 3 × 3 2× 7 10 a h=7 b k = 49
b i 24 ii 2520
5 9 gift bags
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Exercise 1.6 Past paper questions
1 a 24 b 7 1 a 1280[1]
c 570 d 50 b Fifteen thousand, five hundred
and three [1]
2 a 3450 b 4480
c 900 d 1040 2 a 5200 [1] b 0.003[1]
3 a 1300 b 3300 3 a 25.0 [1] b 25.0[1]
c 79 000 d 5100 c 30 [1] d 25.047[1]
4 a 101.0 b 0.20 4 a 261 000 [1] b 26.7[1]
c 5.00 d 0.002 5 a 60003[1]
5 a 44.3067 cm b 44.31 cm b 27[1]
6 a 3m b 2.8 m c 2.77 m c 1, 2, 5, 10 [2]
d i 965.4[1]
7 a 9 b 5
ii 965[1]
8 13
iii 970[1]
Exercise 1.7 6 9 is a natural number, −2 is an integer,
1 are rational numbers
0.24 or − __ [3]
1 a 4 b 5 c 3 3
d 3 e 2 f 1 7 a 27 [1] b 21[1]
g 4 h 3 i 6 8 12[1]
j 1 9 36[1]
2 a 30 b 400 c 0.5 10 a 2 3 × 3 2× 5 [2]
d 1000 e 1 f 0.0001 b 180[1]
3 a 57 b 11 c 0.43 c 50[1]
d 400 e 2200 f 0.0070 11 27 or 64 [1]
4 a 423 b 0.982 12 3[1]
c 0.781 d 12 300
2 , 2
13 __ [1]
e 250 000 m f 100 000 kg 3
5 a 2.813 b 0.01235 14 3 × 5 = 15 [2]
c 120 600 ml d 7.000
e 434 900 apples f 100 000
6 a 3 420 000 b 3 418 727 c 3 000 000
7 a 40 b 2 c 8
8 a 5.7 m2 b $27.20 c 1.20 m2
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Chapter 2
Getting started
1 1 3 5 $3.80
1 a __ b __ c __
4 3 5
6 a 11.208 b 2.4
2 2
a __ b __ 4
3 5 7 a $3.50 b $39.25
1 2 1 3 5 8 $23.60
c __ __ __ __ __
3 5 2 4 6
3 a 0.3 b ____
7
c 0.4 Investigation 2
100
The following heights can be made, all in cm:
Discussion 1 4.5 6.8 10.25 (using 1 brick)
9 11.3 13.6 14.75 17.05
Multiplying or dividing both numbers by the
20.5 (using 2 bricks)
same quantity before dividing will not change
the answer; dividing $20 between 4 people gives 13.5 15.8 19.25 18.1 20.4
them $5 each, as does sharing $200 between 21.55 25 23.85 27.3
40 people, or $10 between 2 people. It keeps the 30.75 (using 3 bricks)
same proportion. But adding the same number
20
to each will change the answer; e.g. $ ___ = $5, Exercise 2.2
4
(20 + 4) 2 = __ 16
but $ _______ = $3. 1 a __ 4 4 = ___
b __
(4 + 4) 3 6 5 20
4 = ___ 8
c __ 12 d ___ = __ 2
Discussion 2 7 21 12 3
18 3
1 centimetre square has dimensions of e ___ = __
30 5
10 mm × 10 mm, so 100 mm squared make
1 cm squared. 7 4 2
2 a ___ b __ c __
A cubic meter has dimensions of 10 7 3
100 cm × 100 cm × 100 cm or 1 000 000 cm cubed. 3 7
d __ e ___
4 10
Investigation 1 3
7
a __
15
b ___
29
c ___
3 4 7
All the recurring decimals have the same repeating 20 100
___
d ____
e
sequence of digits; 1, 4, 2, 8, 5, 7, 1, 4, 2, 8, 5, 7.
3 3
3 7 3
Exercise 2.1 4 a 1 __ b 1 __ c 4 __
4 8 5
1 a 4.98 5.08 5.2 5.6 4 7
d 4 ___ e 6 __
b 0.028 0.03 0.14 0.6 11 8
c 0.98 2.98 3 3.8 1 2 1
5 a 2 __ b 4 __ c 3 __
2 1 s
James is correct. Millie added two ____ 2 3 3
3
100 d 2 2
__ e __
2
1 s.
instead of two ____ 3 8
10
1 , __ 5 2
3 a 17.12 b 32.1 c 6.4 6 a __ 2 b __ , __
4 5 8 3
d 6.28 e 5.54 f 14.72 2 , __
1 5 3 5
c __ d __ , __ , __
g 88.44 h 0.168 i 31 7 3 8 4 6
4 , ___ 3 1 __
j 72 k 545 l 0.84 e ___ , __ , 2
15 10 3 5
4 a $26.40 b $169 c 27 weeks
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3 1 1 , __3 1 ___ 3 1 ___ 3
Investigation 3 d __ + __
= 1 ___ = 1 , __ × __
− __ = ,
5 2 10 5 2 10 5 2 10
Marion is correct. 3 1 1
__ ÷ __ = 1 __
Proving that the statement is always true relies on 5 2 5
algebraic manipulation. In order of size from smallest to largest:
3 1 ___ 3 1 ___ 3 3 __
= 1 , __ + 1 = 1 ___
1 ,
a c __
Assume __ , __ − __ × __
= , __
b d 5 2 10 5 2 10 5 2 10
a + c __ a 3 1 1
Then students must show that _____ . , __
÷ __ = 1 __
b+d b 5 2 5
a + c __ a
or _____
− . 0
b+d b 2 13 1
6 a 4 __ b 1 ___ c 1 __
a + c __
_____ b(a + c) − a(b + d ) ________________
a _________________ ab + bc − ab − ad 3 20 2
− = = 3 3 1
b+d b b (b + d ) b2 + bd d __ e 1 __ f __
5 4 3
bc − ad
= _______
2 , which is . 0 if bc − ad . 0 3 39 1
b + bd g __ h ___
i 1 __
5 40 3
a c 39 2 1
But __ , __ , or ad , bc, so bc − ad . 0 j ___ k 4 __ l 2 __
b d 40 3 2
A similar proof can be used to show that 1 3 13
m 2 __ n 1 __ o 1 ___
a + c __
_____ c 2 4 20
, 1 1 1
b+d d p __ q 1 __ r 1 __
3 3 2
Exercise 2.3 The pairs with the same answers are: a and k;
b and o; c and r; d and g; e and n; f and p;
13 1 17
1 a ___ b 4 __ c ___ h and j; and q; l and m
20 3 24
7 5 2 7 1 metres
14 __
d 2 ___ e ___
1 f __ 4
18 12 5
2 1 8 1
1 __
g 3 __ h 15 i 1 __ 2
3 4
4
__ 3 17
j 1 k __ l 1 ___
5 4 20 Investigation 4
m 1 1 × __
__ 2 = __
1
7 2 3 3
2 ___
3
20 1 × __
__ 2 × __
= __ 1
3 10 glasses 2 3 4 4
1 2 3 4
__ × __ × __ × __ = __ 1
4 1
__ 1
__ 1
__ 2 3 4 5 5
2 3 6 3 … n_____ − 1 __
Generally, __ 1 × __ 2 × __ × × n = 1n
19 7 2 3 4
1
___ ___ ___
10 60 12 Students should be encouraged to explain
2 21 7 1 3 n−2 n−1
__
___
= ___
__
1 × __
this result; __ 2 × __
× … _____ × _____
5 60 20 4 2 3 4 n−1 n
1 × 2 × 3 × … (n − 2)× (n − 1)
5 a Students’ estimate = ___________________________
, which can be
2 × 3 × 4 × ( n − 1) × n
b Students’ estimate simplified by dividing numerator and denominator
c Students’ own answer by the common factor of 2 × 3 × … × (n − 1).
Exercise 2.4
1 a 0.75 b 75%
2 12
a ___ b 48%
25
6
3 a 0.24 b ___
25
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4 Fraction Decimal Percentage Investigation 6
2
__
0.4 40% The four numbers are −2, −1, 3 and 4.
5
___
17
0.85 85% Discussion 3
20
3 Ed has calculated (half of eight) plus twelve, but
__
0.6 60% Oliver has calculated half of (eight plus twelve).
5
1
__
0.125 12.5% Exercise 2.6
8
___ 11
0.44 44% 1 a 2
0.6 , __
25 3
___ 7 b 1.2 × 0.4 , 1.2 − 0.4
0.35 35%
20 c 8 − −3 . 4 × −3
1
__
0.16̇ 16.6̇ % 2 a 13 b 25 c 0
6
d 29 e −11 f 1
3 g 5 h 11 i 1
5 72% = 0.72, __
a = 0.75, 77.5% = 0.775,
4
7 9 3 a (4 + 3) × 2 = 14
0.85 = 0.85, __ = 0.875, ___ = 0.9
8 10 b 6 + 2 × (5 − 1) = 14
b David is incorrect. As fractions they are c 24 + 8 ÷ (4 − 2) = 28
7 17 ___ 18 9 31 __ 3 d (3 − 1) × 6 + 4 = 16
__ , ___
, , ___ , ___
, .
8 20 25 10 40 4
e 5 − 2 × (3 + 2) = −5
To put them in order, he would then
have to change them to a common f 4 × (6 − 3) ÷ 2 = 6
denominator of 200. g 3 × (5 − 2) + 7 = 16
h 18 ÷ (6 − 4) × 2 = 18
Investigation 5 i (9 − 3) × (4 + 1) = 30
19
Fractions that have terminating decimals as 4 a 12 b 2 c ___
equivalents are those whose denominators have no 24
13 5
prime factors other than 2 and 5. d ___ e __ f 1
__
24 6 6
1 13
Exercise 2.5 g 1 __ h 1.63 i 2 ___
2 16
1 a False b True c False 5 Jerome did not multiply first.
d True e False Francois added before subtracting but addition
2 a 4 °C b −5 °C and subtraction should be done from left to right.
3 a 2 b 1 c −48 The correct answer is 0.2.
d 4 e −14 f 15 Past paper questions
g 20 h 6 i 4 1 , 17%
1 0.16, __ [1]
j 0 6
4 4 and −6 2 a i −7.4 [1] ii −7.1 [1]
3
5 a Top row: 6, −2, 4; 2nd row: 4, 2; 3rd row: 6 3 a i 11
___ [1] ii __ [1]
15 8
b Top row: 4, −8, 6, 8; 2nd row: −4, −2, 14;
3
3rd row: −6, 12; 4th row: 6 iii 11 or 2 __
___ [1]
4 4
6 a Top row: 6, −2, 4; 2nd row: −12, −8;
3rd row: 96 4 a 3 × (6 + 5) − 4 = 29 [1]
b Top row: 3, −2, −4; 2nd row: −6, 8; b 2.55 [2]
3rd row: −48
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Chapter 3
Getting started Investigation 1
1 a $12.50 b $2.50 The person with the greater starting share will
always have their share decreased.
c $0.08
The person with the smallest starting share will
9 7 always have their share increased.
2 a ___ , 0.45 b ___ , 0.7
20 10
Given a ratio a : b : c, the person with share a will
1 , 0.04
c ___ 1 , 0.125
d __ have an increased share if 3a , a + b + c.
25 8
3 a 20% b 87.5% c 55% Discussion 1
4 a 3 weeks = 21 days Amaya will probably work at different speeds
b 1 hours = 210 minutes
3 __ during the day. It is very unlikely that she will
2 produce exactly the same number of ball bearings
c 84 hours = 3 __1 days every hour.
2
3
d 2 __ minutes = 165 seconds Exercise 3.2
4
e 2 days = 2880 minutes = 172 800 seconds 1 a 120 minutes
b 195 minutes
Exercise 3.1 1 ) minutes
c 1.5 (or 1 __
2
1 a 1:3 b 3:5 c 5:6 3
d 2.75 (or 2 __ ) minutes
d 4:3 e 2:5:3 4
2 8 litres 2 30 days
3 $165 3 a 70 km/h
b 12 km/litre
4 a 6:8:1
c 3 hours 30 minutes
b 320 g potato and 40 g butter
d 14 litres
5 $360
4 16 litres/min
6 a 9 : 10 b 125
5 $418
7 4:3
6 a 5102.50 HKD b 120 USD
8 48 customers (21 adults and 27 children)
7 1 km/litre
3 __
9 a 248 m b 60 cm 3
10 1 : 60 000 8 a $434 b 245 kg
11 a
1350 g butternut squash, 937.5 g sweet 9 a 2 km b 15 minutes
peppers, 1500 g cannellini beans, 1500 g c 9.6 km/h
chickpeas, 1500 g tomatoes, 281.25 g pine
nuts, 3.75 onions 10 a 48 km/h b 24 litres
b Cannellini beans: Shop B is better value 11 Mary runs 8.7 m/s, Suzie runs 9.4 m/s,
($2.33/kg, Shop A’s price is $2.40/kg) Jasmine runs 9.6 m/s, so Jasmine is fastest.
Chickpeas: Shop B is better value
12 a 710 g b 1780 g
($3.54/kg, Shop A’s price is $3.63/kg)
c 8.3 g/cm3
13 a 8.34 a.m.
b 22 km in 64 minutes
c 20.625 km/h
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14 a 10:36 b 42 km Exercise 3.4
15 a 3 hours 25 minutes 1 $414
b 14 hours 40 minutes
2 10%
c 21 hours 25 minutes
3 $5525
d 11 hours 35 minutes
e 4 hours 10 minutes 4 35%
f 18 hours 50 minutes 5 $28.35
6 a 4%
Discussion 2 b 2020. In 2021, they sold 96% of the
The ratio of their speeds is 6:14, so Clara will quantity at 104% of the price.
6 0.96 × 1.04 = 0.9984, so the money taken
travel ___
of the distance, which is 2.4 km.
20 was 99.84% of that taken in 2020.
7 a 20% b 120 c 25%
Exercise 3.3
8 They are each worth $384
1 $96
9 $11.60
2 40%
10 $65
3 13 rotten apples
4 a 25% b 20% c 50% Exercise 3.5
5 a 60% b 85% c 2 %
16 __ 1 20%
3
6 30% chocolate ice creams, 46% vanilla ice 2 $271
creams and 24% mint ice creams 3 Shop A is selling the item for $675.
7 Alice 87.5%, grade A; Brian 65%, grade C; Shop B sells the item for $666. Shop C sells
Cathy 56%, grade C; David 45%, grade D; the item for $664. Shop C is cheapest.
Erica 47.5%, grade D; Fergus 42.5%, grade D. 4 12%
8 20% of 140 = 56% of 50 = 28; 60% of 5 $98.50
50 = 12.5% of 240 = 30; 20% of 165 = 11% of
300 = 33; 4% of 450 = 15% of 120 = 18; 6 $441.60
21% of 40 = 8% of 105 = 8.4; 14% of 7 a TV $760, phone $420, lamp $115,
150 = 35% of 60 = 21 laptop $485
9 a Type A 1.8%, Type B 1.56%, Type C 1.6% b TV $608, phone $336, lamp $92,
b 1.7% laptop $388
c 6.25%
10 Several possible solutions, for example,
10% of 150 = 15; 20% of 125 = 25; 50% of 8 a $31.35 b $43
80 = 40; 75% of 60 = 45
9 $2100
Discussion 3 10 He paid $200 for one item and $300 for the
other item. He made a $20 loss on $500 or a
Town won, as their percentage increased. 4% loss.
If City have now played n matches then
0.75n = 0.8(n − 1), which gives n = 16. Discussion 5
He bought the first item for $80, so his loss was $16.
Discussion 4
His profit on the second item must be $21 which is
The percentages are not equal as they are 20% of the cost price. So the cost price is $105.
calcuated on the original fish stocks, which are
different.
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Exercise 3.6 Exercise 3.7
1 $604.80 1 2988 (remembering it is 5 years from the start
of 2016 to the end of 2020)
2 $2778.30
2 3513 litres
3 3.5%
3 5035
4 Compound interest is cheaper; $1948.67
interest against $2040 simple interest. 4 $10 292.17
5 $5000 5 a 8% b 47 460
6 $11 014.64 6 157375
7 4 years 7 10 295
8 a Bank A ($3450, Bank B $3443.19) 8 a $50 000 b $49 505.93
b Bank B ($3605.02, Bank A $3600) 9 a 241 b 7 years
c Bank B ($3774.46, Bank A $3750)
10 a 4 years b 7 years
9 a $7750 (as it amounts to $10 075)
b $7500 (amounting to $10 036.69) or Discussion 7
$7750 (10 371.25)
Half the pond was covered after 29 months.
Working back, the amount covered was:
Investigation 2
28 months 0.25 covered, 27 months 0.125
The easiest way to find covered, 26 months 0.0625 covered, 25 months
a solution is to use a 0.03125 covered, 24 months 0.015625, 23 months
spreadsheet. 0.0078125. So 1% was covered somewhere between
After 41 years there is 24 and 25 months.
$34.69 left.
After 42 years, there is Past paper questions
$36.08 after interest,
1 a 5.22 kg [2] b 30% [3] c $1.20 [2]
so he cannot
withdraw $1000. 2 a i 08:55 [1] ii 70 km/h [2]
b i 3 [2] ii 39 [2]
Discussion 6 3 a i 28 800 [2]
The antique increases by 5% every year so, as the ii 19 147 or 19 100 [3]
value gets larger, so does the 5% increase. The
iii 31 250 [3]
motorbike decreases in value every year, so the 5%
decrease is smaller every year. b 2005 [4]
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Chapter 4
Getting started 2 Possible answers include:
a AD and JN
1 Students’ own drawings. Lengths should
be accurate. b CF and FE
c angle IHK and angle HKL
2 a 147 b 59 c 78 d 87 d angle GCF and angle LQP
3 a 60 e angle JKR and angle SRK
b 40 : 60 : 80 f angle QLM and angle KLG
c 150° g FP bisects LN
3 a 130° b 50° c 50°
Exercise 4.1 d 130° e 130° f 50°
1 a 68° b 129° c 155°
2 Several possible answers for each part, e.g.: Exercise 4.4
a where line segments meet at F 1 to 3 Students’ own diagrams. Check that the
b all angles at F bearing is drawn correctly.
c angle to the left of diagonal and top line 4 a 235° b 282°
at B c 077° d 110°
d angle to the right of diagonal and top line 5 a 032° b 125°
at B
c 242° d 315°
3 a 44° b 66° c 129° d 264° 6 a 061° b 159° c 309°
4 Students’ own drawings. Angles must be d 339° e 241° f 129°
drawn accurately.
7 a 039° b 068°
5 A iii Obtuse angle, B iv Right angle, c 219° d 248°
C i Acute angle, D ii Reflex angle
8a West
Exercise 4.2 b i 331° ii 250°
iii 053° iv 135°
1 a 113° b 53° c 62° d 35°
e 54° f 90° g 45° h 23° 9 a 323° b 063°
c 143° d 243°
2 a 74° b 51° c 101° d 36°
Investigation 1
Exercise 4.3
Walk 200 m on a bearing of 198° from my home
1 a x = 33°, y = 147° to the Green Grocery Store.
b x = z = 103°, y = 77° Walk 610 m on a bearing of 320° from the Green
c x = y =130°, z = 50° Grocery Store to Lynn’s Laundry.
d y = 57°, z = 123° Walk 530 m on a bearing of 121° from Lynn’s
e x = 127°, y = 69° Laundry to my home.
f x = 87°
g x = 38°
Past paper questions
h x = 101°, y = 259°, z = 281° 1 a 105° + 30° + 40° = 175°, the angles
do not sum to 180° [1]
b 30°, vertically opposite [2]
2 x = 80°, y = 30° [2]
3 218°[1]
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Chapter 5
Getting started e
1 a Corresponding angles Polygon n, Least Sum of the
number number of interior angles
b Alternate angles
of sides triangles
c Co-interior angles formed
d Adjacent angles on a straight line Triangle 3 1 1 × 180° = 180°
2 a x = y = 117° Quadrilateral 4 2 2 × 180° = 360°
b x = 49°, y = 131° Pentagon 5 3 3 × 180° = 540°
c x = 129°, y = 51° Hexagon 6 4 4 × 180° = 720°
Heptagon 7 5 5 × 180° = 900°
Exercise 5.1 Octagon 8 6 6 × 180° = 1080°
1 a Equilateral b Isosceles Nonagon 9 7 7 × 180° = 1260°
c Isosceles d Scalene Decagon 10 8 8 × 180° = 1440°
2 a Right-angled triangle
f Least number of triangles formed for n sides
b Obtuse-angled triangle is n − 2
c Acute-angled triangle g ( n − 2)× 180°
d Acute-angled triangle
3 a 61° b 52° c 49° d 54° Exercise 5.3
4 a 77° b 64° c 59° d 34° 1 a 900° b 1440° c 1620° d 2880°
5 a x = 64°, y = 51° b x = 39°, y = 76° 2 a 51.4° b 36° c 30° d 12°
c x = 59°, y = 29.5° d x = 28°, y = 62° 3 a 135° b 140° c 156° d 162°
4 a i 108° ii 36° iii 72°
Exercise 5.2 b CG // DF, ∠GCD + ∠CDF = 180°;
1 a Kite b Square internal angles
c Parallelogram d Rhombus 5 12 sides
e Rectangle f Trapezium
6 9
2 a 45°
7 2520°
b 63°
8 x = 120° y = 135° z = 105°
c x = 36°, y = 114°
d x = 50°, y = 115° 9 a 12° b 30 c 162°
e x = 29°, y = 107° 10 a 75° b 117° c 120° d 142°
f x = 46°, y = 88°, z = 64° 11 a 34° b 60° c 20° d 121°
g x = 41°, y = 98°
12 18
h x = 28°, y = 100°, z = 72°
13 14
Investigation 1
Past paper questions
a 180° b 360°
1 a Isosceles triangle [1]
c 540° d 4 and 720°
b x = 33°, y = 114°, z = 134°,
m = 33°, t = 101° [5]
2 30[2]
3 105°[4]
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Chapter 6
Getting started
1 a 2 5 b 3 3 × 5 2 c 7 3
2 a 2 3 b 3 × 7 2 c 3 5
3
3 a 10 __ b 5 c 7
4
d 35 e −48 f −4
g 16 h −64
Investigation 1
Product Expanded form Answer
1 3 2 × 3 3 (3 × 3)× (3 × 3 × 3) 3 5
2 5 4 × 5 2 (5 × 5 × 5 × 5)× ( 5 × 5) 5 6
3 2 3 × 2 4 × 2 2 (2 × 2 × 2)× ( 2 × 2 × 2 × 2)× (2 × 2) 2 9
4 a 4× a 5 (a × a × a × a)× (a × a × a × a × a) a 9
a n× a m= a n+m, no
Division Expanded form written in fractions Answer
1 3 × ⟋
⟋ 3 × ⟋
3 × 3 × 3 × 3 × 3 _________________ 3 × 3 × 3 _____
3×3
3 5 ÷ 3 3 _______________
=
= 32
3×3×3 3 × ⟋
⟋ 3 × ⟋
3 1
5 × ⟋
⟋ 5 × ⟋
5 × ⟋
5 × 5 × 5 × 5 × 5 × 5 × 5 _________________________ 5 × ⟋
5 × ⟋
5 × 5 __
2 5 7 ÷ 5 6 ______________________
=
= 5 5
5×5×5×5×5×5 5 × ⟋
⟋ 5 × ⟋
5 × ⟋
5 × ⟋
5 × ⟋
5 1
a × ⟋
⟋ a × ⟋ a × ⟋ a × ⟋ a × a × a × a × a ____________
3 a 9÷ a 5 a × a × a
× a × a × a × a × a × a ________________________________
___________________________
= a × a ×
=
a×a
a4
a×a×a×a×a a × ⟋
⟋ a × ⟋ a × ⟋ a × ⟋
a 1
a n÷ a m= a n−m, the rule does not apply if the numbers have a different base.
Investigation 2
Bracket Expanded form using the rule an × am = an+m Answer
1 ( 3 2) 4 3 2 × 3 2 × 3 2 × 3 2 = 3 2+2+2+2 3 8
2 (5 4) 3 5 4 × 5 4 × 5 4 = 5 4+4+4 5 12
3 (2 5) 4 2 5 × 2 5 × 2 5 × 2 5 = 2 5+5+5+5 2 20
4 ( a 3) 5 a 3× a 3× a 3× a 3× a 3= a 3+3+3+3+3 a
15
(a n) m= a n×m
Expanded form written in fractions Applying the rule an ÷ am = an−m Answer
⟋ 7 × ⟋
_____________ 7 × ⟋ 7 × ⟋
7
7 4 ÷ 7 4 7 4−4 1
⟋ 7 × ⟋ 7 × ⟋
7 × ⟋ 7
⟋
a × ⟋
a × ⟋
a × ⟋
_________________________ a × ⟋
a × ⟋
a × ⟋
a
a 7÷ a 7 a 7−7 1
⟋
a × ⟋
a × ⟋
a × ⟋
a × ⟋
a × ⟋
a × ⟋
a
a 0= 1
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Expanded form written in fractions Applying the rule an ÷ am = an−m Answer
⟋
2 × ⟋
2 × ⟋
____________________ 2 × ⟋
2 × ⟋
2
2 5 ÷ 2 6
2 5−6 2 −1
⟋
2 × ⟋
2 × ⟋
2 × ⟋
2 × ⟋
2 × 2
⟋
4 × ⟋
________________ 4 × ⟋ 4
4 3 ÷ 4 5
4 3−5 4 −2
⟋ 4 × ⟋ 4 × ⟋ 4 × 4 × 4
a′ × ⟋
a × ⟋
a × ⟋
________________________ a
a 4÷ a 7
a 4−7 a −3
⟋
a × ⟋
a × ⟋
a × ⟋
a × a × a × a
1n
a −n = __
a
Exercise 6.1
1 a
2 11 b 3 13 c 7 9 d 5 9
e
11 15 f 2 4 g 7 6 h 13 7
i
3 6 j 17 15 k 10 8 l 5 18
2 a 1 b 1 c 1 1
d __
3
1
e ____ 1
f ___ g 1
1 __ h 1
1 ___
125 81 9 56
1
i __ j 16 1
__
k 1
l ___
5 8 10
3 a 256 b 1 1
c ___
25
1
d ___ e 16 f 25
81
g 6 h 7 1
i __
4
Investigation 3
1
__
a n Multiplying to get a Taking n root on both sides
1 1 1
a 2 a 2 × a 2
__ __ __
1 Consider =a Take the square root on both sides:
_______
√a 2 × a 2 =
1
__ 1
__
_____
Since √ a × a = a
___________
LHS = √
1 1__ 1 __ __
a 2 × a 2 = a 2 , hence
1 __
a 2 = √ a
__
1 1 1 1
Consider a 3 a 3 × a 3 × a 3 = a
__ __ __ __
2 Take the cube root on both sides:
___________
√
3 1 1 1
__ __ __
a 3 × a 3 × a 3 =
3 ________
Since √a × a × a = a=
___________
LHS = √
1
a 3 × a 3 × a 3 = a 3 , hence
1 3 1 1 __
__ __ __
1 3 __
a 3 = √ a
__
(Continued)
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1
__
a n Multiplying to get a Taking n root on both sides
1 1 1 1 1
Consider a 4 a 4 × a 4 × a 4 × a 4 = a
__ __ __ __ __
3 Taking the fourth root on both sides:
________________
√a
4 1
__ 1
__ 1
__ 1
__
__
4 × a 4 × a 4 × a 4 = √ a
4 ___________
Since √ a
× a × a × a = a
________________
LHS = √a
4 1 1 1 1 1
__ __ __ __ __
4 × a 4 × a 4 × a 4 = a 4 , hence
1
__ 4 __
a 4 = √ a
1 1 1 1 1 1
Consider a 5 a 5 × a 5 × a 5 × a 5 × a 5 = a
__ __ __ __ __ __
4 Taking the fifth root on both sides:
____________________
√
5 1
__ 1
__ 1
__ 1
__ 1
__
__
a 5 × a 5 × a 5 × a 5 × a 5 = √ a
5 _______________
Since √ a
× a × a × a × a = a
____________________
LHS = √
1 5 1 1 1 1 1
__ __ __ __ __ __
a 5 × a 5 × a 5 × a 5 × a 5 = a 5 , hence
1
__ 5 __
a 5 = √ a
1 1 1 1
Consider a n a n × a n × ... × a n = a
__ __ __ __
5
Taking the nth root on both sides:
_______________
√
n times 1 1 1 __
__ __ __
n
n × a n × ... × a n = √a
a
n times
_______________
Since
n
√
a × a × ... × a × a
n times
=a
_______________
√
1
__ 1
__ 1
__
a n × a n × ... × a n
n 1
LHS = = a n , hence
__
n times
1
__ n __
a n = √ a
a n = √ a , then ( a n ) =
m
1 __ n __ __ 1
___
m n __
a n = (√ a ) m = √ a m
__ n
Exercise 6.2 Exercise 6.3
1 a 8 b 2 c 27 d 25 1 a 700 000 b 13 000 000
e 343 f 8 g 12 h 2 c 5800 d 8 940 000 000
2 a 11 b 5 c 2 d 3 e 0.04 f 0.000 61
1 g 0.000 001 05 h 0.000 000 000 955
e 2 f 6 g 64 h __
2 i 0.000 000 006 13
2 a 2.3 × 10 2 b 1.4 × 10 5
c 3.51 × 10 7 d 4.69 × 10 11
e 1.2 × 10 −2 f 5.06 × 10 −3
g 3.7 × 10 −6 h 9 × 10 −10
i 1.1 × 10 −15
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3 a 5.54 × 10 5 b 7.014 × 10 −8
c 2.19 × 10 6 d 5.78 × 10 −12
e 1.2 × 10 16 f 3.6 × 10 −4
g 5 × 10 3 h 3 × 10 −9
i 6.76 × 10 −12 j 6.859 × 10 33
4 2.94 × 10 5litres
5 8.25 × 10 9kg
6 1.99 × 10 −23kg
Exercise 6.4
1 a 6.53 × 10 4 b 3.57 × 10 17
c 2.58 × 10 −4 d 4.093 × 10 −8
e 1.1 × 10 7 f 3.15 × 10 10
g 2.01 × 10 −3 h 2.8 × 10 −9
2 a 8.2 × 10 7 b 1.05 × 10 18
c 2.8 × 10 −27 d 8.8 × 10 6
e 5 × 10 10 f 5 × 10 −2
g 3 × 10 24 h 4 × 10 −36
Investigation 4
1 Product Rewrite in expanded form Like terms grouped and express in index notation
(2 × 3) 2 ( 2 × 3)× ( 2 × 3) 2 × 2 × 3 × 3 = 2 2 × 3 2
(5 × 6) 3 (5 × 6)× ( 5 × 6)× ( 5 × 6) 5 × 5 × 5 × 6 × 6 × 6 = 5 3 × 6 3
( a × b) 4 (a × b) × (a × b) × (a × b) × (a × b) a × a × a × a × b × b × b × b = a 4× b 4
( ab) 5 (ab) × (ab) × (ab) × (ab) × (ab) ab × ab × ab × ab × ab = a 5 b 5
(ab)n = anbn
2 Product Rewrite in expanded form Express in index notation
(__
)
2
3 __ 3 3 3 × 3 3 2
× __
_____ = __2
4 4 4 4 × 4 4
(__
)
3
5 __ 5 5 5 5 × 5 × 5 __ 5 3
× __ × __ ________
=
6 6 6 6 6×6×6 6 3
( b)
a 4
__ a a __ a a a × a × a × a a 4
__ × __
× × __
_____________
= ___
b b b b b×b×b×b b 4
( b)
a 6 __ a a __ a a __ a a a × a × a × a × a × a a6
__ × __
× × __
× × __
____________________
= ___
b b b b b b b × b × b × b × b × b b6
(b)
a n an
__
= __
n
b
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Exercise 6.5 Exercise_ 6.8 _
__ _ _
1 a 3 √ 2 b 3 √ 3 c 5 √ 2 3 √ 2 5 √ 11
1 a ____ b _____
_ _ _ 2_ 11
d 6 √ 2 e 4 √ 7 f 9 √ 3 2 √ 2 _
_ _ __ c ____ √3
d
g 10 √ 7 h 30 √ 5 i 77 √ 3 3 _
_
3 + √ 5
e − 1 + √ 2 f − ______
2_
Exercise 6.6 − 10 + 5 √ 7
_
4 + √ 6
_ _ _ g __________
h ______
1 a 7 √ 5 b 17 √ 2 c 27 √ 11 3_ 2 _
_ _ _
d 5 √ 7 e 11 √ 3 f 15 √ 2 3 + 4 √ 2 10 + 15 √ 2
_ _ _
i ________
j − __________
_ 23 _ _ 14 _
g 9 √ 2 h 9 √ 3 i 8 √ 5
_ _ 5 + √ 2
√ − √ 6 + 2 √ 3
j 15 √ 2 k 27 √ 2 l
_
11 √ 5 k ________
l __________
3 3 _
__ _ _
2 a 2 √ 3 b 5 √ 5 c − 3 √ 13
_
21 − 11 √ 5
_ _ _
m − 2 − 3 √ 2 n __________
41
d − 10 √ 11 e 9 √ 7 f 13 √ 5
_ _ _ 1 √_
__
3 _
3 + __ √ 5
g 15 √ 3 h − 3 √ 7 i 2 √ 2 2
_ _ _ 2 2
j 2 √ 7 k 5 √ 6 l − 7 √ 3 __
_ _ 3 √ 6
m − 7 √ 2 n − √ 5 _
4 13 + 12 √ 2
_ _ _
Exercise 6.7 5 a i √ 2 − √
_
1 = √ 2 − 1
_
_
1 a 11 √ 35
b ii √ 3 − √
2
_ _ _ _
c 4 √ 3 d 24 iii √ 4 − √
3 = 2 − √ 3
_ _ _ _ __
e 6 √ 42 √ 7 + √
f 14 √ n + 1 − √
b n
_ _
g 12 √ 5 − 40 h 30 + 21 √ 6 c 9
_ _
i 3 + 2 √ 2 j 28 + 6 √ 3
k 14 + 6 √ 5
_
l
_
21 + 6 √ 6 Past paper questions
_ _
m 9 − 4 √ 5 n 33 − 8 √ 2 1 a 1 [1] b 4 [1]
_ _
o 49 − 20 √ 6 p 30 − 12 √ 6 2 1.2 × 10 −7 [2]
q 4 r −2 3 a 8 [1] b t = 2p + 3 [1]
s −14 t 2 _
_ _ √
5 − 1
u 3 + √ 3 v 23 + 13 √ 5 4 ______
[3]
2
2 a 2 b 3 c 4
_ _
d 4 √7
e f 2 √ 3
_ _
√6
g h 4 √ 6
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Chapter 7
Getting started 6 2cd
1 a 8 cm b 26 cm 7 2ab + 7bc − cd
2 a 12 b 25 c 3 d 60 8 − 3ab
3 a i 5 years old 9 − 3p 2− 2p
ii 10 years old 10 3x 5− 7x 3+ 2
iii (7 + n)years old 11 h 3+ h 2+ 3h + 4
b i ( x − 2)years old
12 x 2 y + 5x y 2
ii ( x + 3)years old
13 7a 2b − 3ab
iii ( x + n)years old
14 20z 2+ 21k 2+ 8
Exercise 7.1 15 7x 2y 2− 2x 2y + 2xy 2
1 a x+3 b x−9 16 4x 5
c 4x d 1 w
__ 17 11x+1
2
e 3x − 4y f 10x − 7 18 x 4+ 3
2 a
x 2 b x(x + 1)
Exercise 7.4
c 2x(2x + 2)
1 8x + 12
3 a $30 b $10n
2 6x 2− 15x
4 a 80 b 20x
3 14x 2+ 10xy
5 a 5x b 6y c 5x + 6y
4 −3xy − y 2
6 2p + 3q
5 45ax − 15ay
7 z−x−y
6 14 + 3x
Exercise 7.2 7 −5x + 20
1 a 17 b −1 c 1
3 __ 8 3x 2− 4x
2
9 5ab + 14a + b
2 a 7 b 27 c 14
10 2p − 5
3 a 3 b 14 c 10
11 x 2+ 4x + 3
4 a − 10 b 2
− 3 __ c 36 d −5
3 12 y 2+ 9y + 20
5 37.8 13 x 2+ 4x − 12
6 22.3 14 x 2+ 3x − 10
15 x 2− 5x + 6
Exercise 7.3
1 3a − 6b Investigation 1
2 7x − 2y a (a + b) 2= a 2+ 2ab + b 2
3 5a − 3b − 6c b (a − b) 2= a 2− 2ab + b 2
4 9w + 5u + 3 c (a + b)(a − b)= a 2− b 2
5 12jk − gh
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Exercise 7.5 Exercise 7.6
1 x 2+ 8x + 16 1 a 4x(3x + 2) b 7y(5y + 3x)
2 4x 2+ 4xy + y 2 c − 5b(4ab + 3) d 6y 2(3b − 2a)
e 7z(6z − 7x) f 3y(3y − 2x + 9)
3 9x 2− 30x + 25
g 2w(6w − 2x − 3z)
4 16a 2− 24ab + 9b 2
2 a (m + n)(3 + x) b (6 + y)(x + z)
5 4y 2− 9z 2
c (r − 2t)(s + t) d (a − 4c)(b + c)
6 16 p 2 x 2− 25q 2 y 2 e (n − 2r)(m − 3r) f (x − y)(2a − b)
7 3x 2+ 7xy + 2y 2 g (s + 2 t 2)(m − n)
8 − 5x 2+ 16xy − 3y 2 3 a ( 12x + 1)( 12x − 1)
( 4 a + 5)( 4 a − 5)
9 8x 3− 2x 3
__ 3
__
b
10 5x 2+ 26x + 58 c ( x − 4y)( x + 4y)
11 3x 2+ 14x + 15 d 2(2a + b)(2a − b)
12 3g 2− 26g + 35 e 2m(3m − 2n)(3m + 2n)
f ( mn + 3p)( mn − 3p)
13 2x 3− 3x 2− 17x − 12
g (3xy + 2w)(3xy − 2w)
14 2x 3+ 3x 2− 8x + 3
h 4(a 2+ 2b)( a 2− 2b)
15 6x 3+ 17x 2− 59x + 30
4 a (x + 1) 2 b (x + 5) 2
c 4 (y − 1) 2 d (3x − 2) 2
e x (x − 3) 2 f (a + 4b) 2
g 9 (2w − z) 2
Investigation 2
1 Factors of the form ( x + p)(x + q)
(x + p)(x + q) Are the signs of p pq p+q Expansion of (x + p)(x + q)
and q the same? to x2 + bx + c
(x + 2)(x + 3) same 2 × 3 = 6 2 + 3 = 5 2+ 5x + 6
x
(x + 2)(x − 3) different 2 × ( − 3)= −6 2 + ( − 3) = −1 x2 − x − 6
(x − 2)(x + 3) different (−2) ×3 = −6 (−2) + 3 = 1 x2 + x − 6
(x − 2)(x − 3) same (−2) × (−3) = 6 (−2) + (−3) = −5 x2 − 5x + 6
a pq = c
b p+q=b
c 1
d Both positive gives a positive coefficient,
both negative gives a negative coefficient
and if they are different the largest
number determines the sign of the
coefficient of x.
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2 Factors of the form ( sx + p)(tx + q)
(sx + p)(tx + q) Expansion of st pq stpqPossible Sum of the
(sx + p)(tx + q) factors of factors circled
to ax2 + bx + c stpq in red
(3x + 2)(2x + 5) 6x 2+ 19x + 10 3×2=6 2 × 5 = 10 60 6 × 10 19
(−6) × ( − 10)
( − 4)× (−15)
4 × 15
(3x + 2)(2x − 5) 6x 2− 11x − 10 3×2=6 2 × ( − 5)= −10 −60
( − 6)× 10 −11
6 × ( − 10)
( − 4)× 15
4 × (− 15)
(3x − 2)(2x + 5) 6x 2+ 11x − 10 3×2=6 (−2) × 5 = −10 −60 ( − 6)× 10 11
6 × ( − 10)
(− 4)× 15
4 × ( − 15)
2
(3x − 2)(2x − 5) 6x − 19x + 10 3×2=6 (−2) × ( − 5)= 10 60 6 × 10 −19
(−6) × ( − 10)
(− 4)× (−15)
4 × 15
a st = a
b pq = c
c Factors of the product stpq can be used to find the coefficient of x in ax 2 + bx + c
d Students’ own examples.
Exercise 7.7
1 a (x − 6)(x − 1) 3 a (x + y)(x + 6y)
b
( y + 1)( y − 8) b
(x − 3y)(x + 5y)
c ( p + 3)(p + 7) c (3a + 7b)(a − 2b)
d
(w − 5)(w − 7) d
(7b − a)(5b + a)
e (8 − x)(x + 4) e 2(2x + y)(x + 2y)
f x(x − 4)(x + 3) f 4(2x − 5y)(x + 3y)
g y( y − 5)(y − 1)
h − w(w + 7)(w − 2) Exercise 7.8
1 2x 5
2 a
(2x + 5)(x + 1) 1 a ___ b ___
c ___
3x 5 6y
b
(y − 3)(3y + 8)
1
d __ e __
x
c (2p + 1)(3p − 5) x 4
d
(3w + 2)(4w + 7) 1 2 1
2 a __ b __ c ___
e x(2x + 3)(x + 2) 4 5 3x
3x
___ y
___
f x(3x − 4)(2x − 1) d e
4 4x
g − y(2y − 1)(y + 7)
h − w(3w + 7)(w + 1)
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11x + 3 2x + 9
3 a _______ b ______
Exercise 7.11
12 15
10x + 11 15x +1 1 a − 3, 4 b − 12, 1
c ________ d _______
21 8
c 1
− 1, __ d 1
__
, 7
7x − 3 − 16x − 62 2 3
e ______ f __________
12 35 e − 4, __ 1 f − 5, __ 1
3x + 1 2x + 23 2 3
g _____________
h _____________
( x − 1)( x + 3) ( x − 2)( x + 7) __5 3
g 2, 4 h , − __
x 2+ 3x − 10
_____________ _____________ − x 2 + x − 8 4 2
i
j
( x − 1)( x − 3) ( x + 2)( x − 5)
2 x 2− 6x + 8 − 6x + 15 Exercise 7.12
k _____________
l _____________
( x − 1)( x − 3) ( x + 1)( x − 6) 13 4
1 a ___ b − __ c −2
20 x 2 35 8 5
4 a _____ b ___
d 7 e − 5, 2 f 2, 4
21 12
27 x 2
_____ 2 y 2
____ 1 1 , 2 1
c d g 0, −2 __ h − __ i − 2, 1 __
32 3 2 2 2
3 x 2 16 y 3
e ____ f _____
28y 21 Exercise 7.13
5 y 2 40 x 2
g ____ h _____ 1
__ __3
8 9 a 2 1 a 6 b c −1 d
4 2
3 x+2 20b 12
5 a __ b _____
2 a 6a 6 b 9 b 20a −2 b 12 or ______
5 x a 2
1 x−y c 4a 4 d 6b 19 e 16 f 1
c _____ d _____
x+3 x+y 49
x+1 x − 3y g 16x 20 h ___
e _____ f ______
2 x 12
x+2 z
3 a x = −2 b x=0 c x=3
Exercise 7.9 d x = −3 e x=2
7
1 a x=7 b x=3 c x = 22 4 a x=1 b x = −5 c x = − __
2
25
d x=9 e x = −13 f x = ___
d x = − 10 e x=1 f x=5
12
15 2 g x=4 h x=1
g x = − ___ h x = −1 i y = __
2 9 12 17 14
5 a 6a 3 b 5
___
b 4 a 3 b 3
__
___
c 64a
− ___
3
Exercise 7.10 17
5
2 b 2
___
4t 4 b
2
1 a Ali is ( x − 6)years old; Sara is ( x − 13) d ___ e _____
f ___
a
15 25 s 6
years old. 9q 6 8 9h 8
b Paul – 21 years old; Ali – 15 years old; g ____4 h ___
i ______
4 p p 9 4 f 6 g 4
Sara – 8 years old.
2x
_____
15
j 24x y 3 k
2 a John – x; Sam – 5x 3y 5
b John – 8 marbles; Sam – 40 marbles
Past paper questions
3 a (3x + 4) b 29 and 91
1 k 3− 6k 2 [2]
4 x = 16
2 i C = 3 + 1.5n [2]
5 10 cm
ii $25.50 [2]
6 33, 34, 35 iii 23 km [2]
7 55, 57, 59 5
3 x = __
[3]
8 19 2
9 20
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Exercise 8.2
Chapter 8
1 x = 5, y = 2
Getting started 2 x = 3, y = 2
___ − 12
1 2 × √ 25 = 10
a b ____
= − 6 3 x = 1, y = 5
2
4 x = 5, y = 4
c 5 2+ 3 = 28
5 x = 6, y = 4
2 $28
11
6 x = 4, y = ___
3
Exercise 8.1 7 x = 2, y = 3
7
__ C
__
1 a x = b x = 8 x = 3, y = 3
3 A
(T + Q) 9 x = 1, y = 4
c x = _______
d x=T−B
9
10 x = 4, y = 2
e x=N−D f x = P + Q − N 2
11 x = 6, y = 1
g x=E+K+A h x=A−F 1
12 x = 1, y = __
b _____
2
i x = ______
j x = √ Y + 6
(a − c) 3 1
13 x = __ , y = __
4 2
2 a a = DC b a = BT + A
1
( BD + B) 14 x = 2 __ , y = 4
c a = Dg + RT d a = _________
2
Z 1
15 x = 5, y = __
a=( m )+ B
(hn + f ) PT
e a = _______
e f ___ 3
1
r pq 16 x = __ , y = 4
g a = __
h a = ___ 5
A M 1
__ ______ 17 x = __ , y = 1
2
3 a x = √ B b x = √ B − A
_____ ______ 18 x = 5, y = 2
c x = √ b − a d x = √ C − m
___ _____ 19 x = 1, y = 4
e x = √ __
n
m f √ m+t
x = _____
a
20 x = 6, y = 3
_____
√
m _______
g x = _____
h x = √ a(c − b) 21 White = 2 g, brown = 3.5 g
a+b
b bd 22 20 tickets
i x = ____
t − c j x = _____
1−c
23 Mouse is 3, owner is 10
k x = v 2 l x = (as) 3
24 15 × $1, 5 × $5
m x = ( a )
2
bc
___
n x= (bn) 3 25 Dad is 36, son is 9
26 a 2m = 5n, m − n = 2.55
Investigation 1
b m = $4.25, n = $1.70
(v − u) ____ ____
a = ______
t − 3 + √ 241
__________ − 31 + √ 241
___________
27 a x = , y = and
(v − u )2 2 4 4
________ ____ ____
a = − 3 − √ 241
__________ − 31 − √ 241
___________
2s x = , y =
(2(s − ut)) 4 4
____ ____
a = _________
4 √ 151 2 √ 151 ___ 26
t2 b x = __ − _____
, y = ______
− and
3 3 9 9
____ ____
4 √
151 26 √
2 151
x = __ + _____
, y = − ___ − ______
3 3 9 9
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___
1
__ √
41
____
___
c x = − − , y = − 9 − √ 41 and b y
2 2 60
___
√
____41 __ 1 ___
x = − , y = √ 41 − 9 40
2 2
___ ___
√ √ 20
14
____ 14 __
____ 5
d x = − 1 + , y = − . and
2 2 4
___ ___ −60 −40 −20 O 20 40 60 x
√
14 √
14 __ 5
x = − 1 − ____ , y = − ____ − −20
2 2 4
−40
Exercise 8.3 −60
1 a c y
60
0.4 0.6 0.8 1.0
40
b
20
−4 −3 −2
c −60 −40 −20 O 20 40 60 x
−20
1.0 1.5 2.0
−40
d
−60
6 7 8 9 10
2 a y.x
e b y + x , 10
−1 0 1 2 3 4 5 6
c y , x, x , 8, y . − 2
f d x . 0, y . x − 1, y + x , 6
−3.0 −2.8 −2.6 −2.4 −2.2 −2.0
3 Students’ own answers.
g Examples:
−2 −1 0 a (1,2) b (1,4)
h c (4,2) d (2,3)
2.0 2.5 3.0 3.5 4.0 4.5 5.0
Exercise 8.5
2 a x . −2
1 a S is proportional to R
b −4 < x , 1
b X is proportional to s squared
c x<3
c y is proportional to the square root of x
d −3 < x < − 1
d Q is proportional to 3 times a cubed
e −3 , x , 4
e s is inversely proportional to t squared
3 a, b, c, g f t is inversely proportional to the square
root of q
Exercise 8.4 2 a S = kR b x = k s 2
__
1 a y
c y = k√ x d Q = 3ka3
60
k k__
40 e s = __2 f t = ___
t √ q
20
3 a Direct, 18 days
−60 −40 −20 O 20 40 x b Inverse, 5.33 miles
−20
5 6
4 a __ b __
−40 2 5
−60 5 a A = 75 b r=4
6 a e=9 b y = 142
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7 a a = 20 2 a [A](1, 1) [2]
63 [B](3, 5)
b x = ___
20 b 4.47 or 4.472 ... [2]
8 a V = 25 m3
c (2, 3) [1]
b P = 125 N/m2
d 2 [1]
9 6.67 kg/cm2 e y = 2x + 3 [1]
3 [x =] 2
Past paper questions [ y =] −1 [4]
1 a i 30 [1]
ii 270 [1]
b 160 [2]
c −30 [2]
F − 30 __
or F −15
d ______ [2]
2 2
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Chapter 9
Getting started
2 16 1
1 a 2 __ b ___
x 2 = 6 __
c
3 25 4
5
__
x = ±
2
2 x = 62°, y = 68°
Investigation 1
Polygon n, number of sides Number of lines of Order of rotational Smallest angle of
symmetry symmetry rotational symmetry
Triangle 3 3 3 120°
Quadrilateral 4 4 4 90°
Pentagon 5 5 5 72°
Hexagon 6 6 6 60°
Heptagon 7 7 7 51.4°
Octagon 8 8 8 45°
Nonagon 9 9 9 40°
Decagon 10 10 10 36°
Number of lines of symmetry = order of rotational symmetry for a regular polygon.
Exercise 9.1 3 a
1 Number of lines of Order of rotational or
symmetry symmetry
a 1 1
0 2 b
b
c 3 3
d 2 2
e 0 2
f 0 2 4 ABCD is a rhombus
g 0 1 5 PQRS is a kite
h 8 8 6 a
i 4 4
or
2 a Students’ own diagrams. Should shade
two opposite triangles.
b Students’ own diagrams. Should shade
three alternate triangles. b
c Students’ own diagrams. Should shade all
six triangles.
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7 a 5 x = 6.25 cm
6 9.33 cm
7 18 cm
8 height = 50 cm, circumference = 16.8 cm
b Investigation 2
height of triangle ABC __ 1
a ____________________
=
height of triangle PQR 2
base of triangle ABC __
___________________ 1
=
base of triangle PQR 2
area of triangle ABC __
__________________ 1
=
8 a area of triangle PQR 4
b i 14 : 21 = 2 : 3 ii 4 : 9
or c Students’ own conjectures leading to
conclusion in part e.
d Students’ own answers.
Area of figure B ( length of B )
2
Area of figure A
_______________ length of A
__________
e =
b
Investigation 3
a 25 : 10 = 5 : 2
b 625 : 100 = 25 : 4
c Students' own conjectures leading to
conclusion in part e.
Exercise 9.2 d Students’ own answers.
Volume of solid B ( length of B )
3
1 a DE = LM = 3 cm Volume of solid A
________________ length of A
e
= __________
b EF = MN = 6 cm
c FG = NO = 5.5 cm Exercise 9.4
d GH = OP = 2.5 cm
1 a 20 cm2 b 216 cm2 c 171.5 cm2
e DH = LP = 2 cm
2 a 7 cm b 2.24 cm c 18 cm
f angle EFG = angle MNO = 80°
3 a 128 cm3 b 81 cm3 c 992 cm3
2 u = 4 cm, k = 5.4 cm, z = 6 cm, y = 100°, x = 60°
4 a 6 cm b 4.8 cm c 10.25 cm
3 a 5 cm b 9 cm c 78° d 222°
5 a 480 cm3 b 76.8 cm3 c 172.8 cm3
4 a 68° b 4 cm c 7 cm d 2 cm
6 a 3.8 cm b 20 m2
Exercise 9.3 7 2 h
a __ b 4 : 25 c 25 litres
5
1 a w = 34.6°, x = 55.4°, y = 6 cm, z = 10.5 cm 8 a 7.5 cm b 80 cm3
b x = 8.75 cm, y = 4.8 cm
9 a 10.5 cm b 20 cm c 125 : 343
c x = 128.5°, y = 34.5°, z = 20.1 cm, t = 4.8 cm
2 a w = 58°, x = 105°, y = 12 cm, z = 10.8 cm Past paper questions
b x = 105.7°, y = 4.5 cm, z = 5.3 cm 1 0, 2 [2]
c w = 27.4°, x = 219.2°, y = 17.7 cm, z = 14.7 cm 2 a 32 cm [2]
3 x = 26 cm b 57.6 cm [3]
4 x = 5 cm, y = 7.65 cm 3 8 : 19 [3]
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Chapter 10
Getting started
1 a 64 b 41 c 64 d 9 e 3
2 B
Investigation 1
1 Triangle Length of Length of Area of the Area of the Area of the
side a side b square formed square formed square formed
by side a by side b by side c
1 1 1 1 1 2
2 2 2 4 4 8
2 Area of c = area of a + area of b
3 Triangle Length of Length of Area of the Area of the Area of the
side a side b square formed square formed square formed
by side a by side b by side c
1 1 1 1 1 2
2 2 2 4 4 8
3 3 3 9 9 18
4 4 4 16 16 32
5 5 5 25 25 50
6 6 6 36 36 72
4 a 2+ b 2= c 2
5 Several possible answers, e.g. try to find a contradictory example where the equation fails or see if the
equation holds for irrational lengths of sides, unequal lengths of sides etc.
Exercise 10.1
1 a 25 b 16 c 35 d 1.7
2 a a = 8, b = 10 b c = 7.50 c d = 8.93, e = 12.7
d f = 2.24, g = 2.69 e h = 43.8 f i = 55.7
3 Triangle C is a right-angled triangle.
Exercise 10.2
1 2.75 m
2 27.7 inches
3 9.43 m
4 21.2 cm
5 3.45 m
6 a 53.9 m b 40 m c 897.5 m2
7 Students’ own diagrams. Check that B is on the intersection of two grid lines and is 5 units from A
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8 Students’ own diagrams. Check that Q is ___ on Exercise 10.3
the intersection of two grid lines and is √ 13
units from P 1 a 17.5 cm b 27.1 cm
c 20.9 m d 34.9 m
9 x = 7, y = 13 or x = 12, y = 8
e 13.4 cm f 54.7 cm
10 a 13 m b 3.31 m
2 a 16.9 cm b 11.0 cm
11 28.8 km
c 37.3 cm d 38.7 cm
12 a x = 20 cm
3 16 cm
b No, the diagonal of the schoolbag is only
29 cm which is less than 30 cm 4 11.6 m
13 a x = 9 cm b 84 cm2
Past paper questions
Investigation 2 1 10 cm [2]
1 a 5 cm 2 10 cm [2]
b 90° 3 4 cm [3]
c A 4 a 21.5 cm [2]
b 8.94 cm [2]
12
H 5 F
d A right-angled triangle
e 13 cm
_______
2 a √ a 2+ b 2
b P
W U
a2 + b2
___________
c √ a 2+ b 2+ c 2
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Chapter 11
Getting started c Vertices: (3, 3) (3, −5) (−5, -5) (−5, 3)
d (3, −1) (−1, −5) (−5, −1) (−1, 3)
1 a Students’ graphs
e (−1, −1)
b 3
c 6
Exercise 11.2
2 a Amir, because there are two pairs of equal
1 a 4.47 b 14.6 c 6.71
length sides, in a rhombus all sides are
equal length. d 8.94 e 11.2 f 5.66
b 3 g 8.94 h 10 i 14.4
c 9 j 9.90 k 5.66 l 2
3 a 53 b 15 c 8
Exercise 11.3
Exercise 11.1 1 a 5 and (5, 10.5) b 13 and (1.5, 1)
y c 10 and (1, −8) d 10 and (2, 5)
1 a i 6
e 17 and (6, 10.5) f 25 and (−1.5, 1)
5 ___
4 2 All sides are of length √ 10 so it is a rhombus.
3 It is also a square.
2 3 Equidistant: 5 units. Centre at D radius = 5.
1 ___
4 AB = CD √ ( )
___ = 50 7.071 and BC =
−6 −5 −4 −3 −2 −1 O 1 2 3 4 5 6x √ (
AD = 90 9.489 .)
−1
−2
Opposite sides equal, so a parallelogram.
−3
−4 Exercise 11.4
−5 1
1 a __ b 4 c −1
−6 4
ii Rectangle d −6 e 2 f −1
1 3
b i (4 __ , 5) 2 a __ b −3 c −1.6
2 4
ii (− __1 , 5) d 0.75 e 1.25 f −1
2
iii (1, 5) 3 Students’ own answers.
c (−4, 1)
y
Investigation 1
2 a
4 All lines of the form x = k are vertical and parallel
3 to the y-axis.
2 All lines of the form y = k are horizontal and
1 parallel to the x-axis.
The line y = x is diagonal with a positive gradient
−6 −5 −4 −3 −2 −1 O 1 2 3 4x
−1 of 1.
−2 The line y = −x is diagonal with the gradient −1.
−3
−4
−5
−6
b square
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Investigation 2 Exercise 11.6
y
Gradient y-intercept Equation of line 1 12
b
3 (0, 2) y = 2 + 3x 11 a
2 (0, 2) y = 2 + 2x 10
1 (0, 2) y = 2 + x 9
8
0 (0, 2) y = 2
7
−1 (0, 2) y = 2 − x
6
−2 (0, 2) y = 2 − 2x
5
c
m = gradient 4
3
y-intercept Gradient Equation of line
2
(0, 3) 4 y = 4x + 3
1
(0, 5) 0.5 y = 0.5x + 5
−5 −4 −3 −2 −1 O 1 2 3 4 5x
(0, −1) 1 y = x − 1 −1
−2
(0, −2) −3 y = − 3x − 2
−3
d
(0, 4) −2 y = − 2x + 4 −4
(0, 8) −0.5 y = − 0.5x + 8 −5
−6
c = y-coordinate of intercept m = gradient
2 y
12
b c a
Exercise 11.5 11
1 y = 4 + 4x y = 4 + 2x y = 4 + 0.5x 10
y=4−x y = 4 − 3x d 9
8
2 y = 3 + 2x y = 1 + 2x y = − 2 + 2x
y = − 4 + 2x y = 6 + 4x y = 2 + 4x 7
y = 4x y = − 6 + 4x 6 f
5
3 y = 6 − x y=2−x y = −2 − x
y = −4 − x y = 6 − 2x y = − 2x 4
y = − 2 − 2x y = − 4 − 2x 3
2
4 In decreasing order of y-intercepts:
1 e
y = 8 − 0.5x y = 6 + 0.5x y=4+x
y = 1 − 4x y = − 2 + 2x y = −3 − x −5 −4 −3 −2 −1 O 1 2 3 4 5x
−1
5 a Yes b No c No d No
−2
6 a No b Yes c No d Yes −3
e No: 2y = 10 therefore y = 5 −4
7 a Gradient 3, y-intercept −2 −5
−6
b Gradient −3, y-intercept 2
c 1 , y-intercept −4
Gradient __ Exercise 11.7
2
d Gradient − __ 1 , y-intercept 11 1 a Students’ own answers.
4 b Students’ own answers.
e Gradient −1, y-intercept 8
2 a 1 x + 8 __
y = __ 1 b y = 3x − 11
f Gradient 1, y-intercept −8 2 2
g Gradient −1, y-intercept −8 c y = 2x − 4 d y = 2x − 2
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__ __ ___ __
e y = 2x + 3 f y=x+4 2 a AB = √ 8 = 2 √ 2 , BC = √ 18 = 3 √ 2
g y = 23 − 2x h 1 x
y = 1 __ b m( AB)= 1, m(BC)= − 1
2 c m(AB) × m(BC)= − 1, therefore
i 1 x
y = 13 − __ j y = 21 − x perpendicular
2 ___
k y=8−x l y=4 d Length of AC = √ 26
e y = x + 5 f y = 3 − x
Exercise 11.8 g (− 1, 4) h Rectangle
1 a 4 b 4 3 a Gradient of AB = 3
c c=3 d y = 4x + 3 b CD: y = 3x + 4
2 1 x − 1 __
y = __ 1 c Gradient of AD = − 1
2 2
d BC: y = 8 − x
3 y = 5 − __ 1 x
2 e C(1, 7)
___
4 Parallel f Distance AC = √ 26
5 (4, 13) g Midpoint, M(1.5, 4.5)
6 Parallel h Equation of BD y = __ 1 x + 4
3
7 (− 3, −7) x
i The equation of the line BD is y = __ + 4
3
8 (2.5, 12) Substituting the values of point
9 (2, 13) M(1.5, 4.5) satisfies this equation.
4 a AB = 5
Investigation 3 b Gradient AD = gradient BC = − 2
___ ___
1 a AB = √ 50 , BC = √ 10
c 1 . Therefore perpendicular.
Gradient CD = __
b Students’ checks 2
c AB = AD and BC = CD, so kite d Area ABCD = 15
1
2 a Students’ graphs b __
2 Past paper questions
c Students’ graphs d −2 3 9
1 y = __
x − __
[4]
e −1 4 2
2 a (0, 2) [1]
Exercise 11.9 b y [2]
20
1 a Students’ graphs b Students’ graphs
3
2 a y = −x + 6 b y = 7 − __
x
2
c 4 x − 2
y = __ d y = 5 − 2x
3
5 1 x − 6
e y = __
x + 3 f y = − __
2 2
−3 O 5x
−3
Exercise 11.10
c −1 or 3 [2]
1 a y = 19 − x b y=x+3
3 a i (2, 4) [1] ii (−1, 1) [1]
31 1 9
c y = ___
− __ x d 1 x+ __
y = __ b i Plot at (2, −2) [1] ii (2, −2) [1]
4 2 2 2
1 c One horizontal line of symmetry only
e 11
y = x − ___
__ f y = − 2x − 4
3 3 1 x + 5 [2] ii − __
1
d i [ y =] − __ [1]
5 35 23
2 x + ___ 2 2
g y = − x + ___
__ h y = − __
2 4 5 5 e y=x−4 [2]
i y=7 j x=7
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Chapter 12
Getting started e i 30 cm2 ii 30 cm
f i 12 000 cm2 ii 400 cm
1a 210 × 297 mm
b i 1014 mm ii 101.4 cm 2 a 34.56 cm2 b 50.4 cm2 c 21 cm2
iii 1.014 m d 210 cm2 e 60 cm2 f 54 cm2
c 99 : 70 3 a 18 cm b 16 cm c 5.6 cm
2 a i 8 cm ii 29 cm 4 a 30.8 cm b 13.9 m c 346 mm
iii 10 cm d 24 cm e 30 cm f 35 cm
b i 40 cm ii 70 cm 5 a 150 cm2 b 42 cm2 c 9000 cm2
iii 36 cm d 60 cm2 e 84 cm2 f 210 cm2
3 a 19 b 7.6
100 Exercise 12.3
c ____ or 4.55 (2 dp) d 35
7π 1 a 86.4 cm2 b 74.5 cm2
Exercise 12.1 c 73.1 cm2 d x 2+ 8x + 12
1 a 1000 b 5000 2 a 28.6 cm b 28.0 cm
c 2 000 000 000 c 4x + 20 d 6x + 12
2 a 10 000 b 40 000 3 a 34.8 cm2 b 51.0 cm2
c 40 c 63.4 cm2 d x 2+ 13x + 40
3 a 1 000 000 000 b 3 000 000 000 4 a 34.5 cm b 26.9 cm
c 3
Exercise 12.4
4 a 5 b 3 000 000
1 a 22.0 cm b 37.7 cm c 48.4 m
c 500 000
d 147 mm e 74.8 cm
5 a 0.5 b 2 000 000
2 a 8.6π cm b 21.6π cm c 34.6π m
c 4
d 27.2π mm e 59.6π cm
6 a 1 000 000 b 700
3 a 4.01 cm b 9.45 cm
c 200 000
c 13.9 cm d 25.0 m
7 a 5240 ml b 10 050 ml 18.8 353.44
4 a π cm
i ____ π cm
ii _______ 2
8 a 4.251 litres b 12.45 litres
26.8 718.24
b π cm
i ____ π cm
ii _______ 2
9 a 1800 g b 1500 cm3
c 1.2 g d 0.833 cm3 47.4 2246.76
c π cm
i ____ π cm
ii ________ 2
10 a 0.36 kg b 0.075 m 69.3 4802.49
d π m
i ____ π cm
ii ________ 2
c 93.75 m
5 a 204 cm
11 a 1.1 kg b 900 000 litres
b i 19 ii 97
c 990 000 kg d 990 metric
tonnes 6 a 157 cm
b i 25 ii 127
Exercise 12.2
7 a 2.22 m b 0.71 m c 0.35 m
1 a i 26 cm2 ii 21 cm
8 7.86 m
b i 35 200 cm2 ii 860 cm
c i 51 cm2 ii 29 cm 9 a 50.3 cm b 88.0 cm c 60.9 cm
d i 26.46 cm2 ii 25.2 cm d 80.4 m e 103 m
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10 a 7π cm b 22π cm c 17.4π cm 8 a 3 b 27 discs
d 8.6π mm e 21.8π m c 592 cm2 d 30.4%
11 a 377 cm2 b 81.7 cm2 e 24 × 72 cm f 21.5%
12 a 5.05 cm b 7.00 cm c 8.37 cm 9 a i 8π ii 9π cm
d 3.55 cm e 1.95____cm b i 8π ii 8π cm
____ ____
√201
13 a ____
π b √ 201
2 ____
π c √201
____
2π π Exercise 12.7
1 a 912 cm2 b 528 cm2
Exercise 12.5 c 638 cm2 d 898 cm2
1 a i 10.125π ii 4.5π + 9 e 3560 cm2
b i 9π ii 3π + 12 2 a 2667.168π cm3 b 33.6π cm3
2 a i 61.1 cm2 ii 32.9 cm c 450π cm3 d 160π cm3
b i 11.1 cm2 ii 13.7 cm e 720π cm3
c i 14.3 cm2 ii 15.1 cm
3 a 8750 cm3 b 13 400 cm3
d i 28.2 cm2 ii 16.2 cm
c 5480 cm3 d 5640 cm3
e i 58.5 cm2 ii 30.7 cm
f i 70.5 cm2 ii 35.7 cm 4 Volume Length Width Height
23 cm3 1.92 cm 3 cm 4 cm
Exercise 12.6 90 cm3 10 cm 12 cm 0.75 cm
1 a 84.5 cm2 b 43.5 cm 970 cm3 18 cm 9.29 cm 5.8 cm
2 litres 34.5 cm 13.5 cm 4.3 cm
2 a 105.5 cm2 b 46.1 cm c 45.8 cm2
3 a 39.32 cm b 60.3 cm2 5 Volume Base Height Length
4 a 120 cm2 b 49.92 60 cm3 8 cm 6 cm 2.5 cm
200 cm3 5 cm 2.5 cm 32 cm
5 a i Circumference = 6.28 m
ii Half the circumference = 3.14 m 6 Volume Radius Diameter Length
iii Length of 3 lines = 6 m 72 cm3 4 cm 8 cm 1.43 cm
iv Perimeter = 9.14 m 500 cm3 7 cm 14 cm 3.25 cm
b 0.86 m2 85 cm3 1.44 cm 2.89 cm 13 cm
c Perimeter = π + 6 m, area = 4 − π m2 4 litres 4.77 cm 9.54 cm 56 cm
6 a i 12 + 6π cm ii 30.8 cm
b i 16 + 4π cm ii 28.6 cm Exercise 12.8
c i 180 + 80π m ii 431 m 1 a 800 cm2 b 464 cm2
d i 39 +12.5π cm ii 78.3 cm c 474 cm2 d 684 cm2
e i 4 + 6π cm ii 22.8 cm e 1698 cm2 f 4440 cm2
f i 18+3π cm ii 27.4 cm g 2094 cm2 h 1792.2 cm2
g i 50 + 10π cm ii 81.4 cm 2 a i 72π (226) cm3 ii 207 cm2
h i 48 + 6π cm ii 66.8 cm b i 768π (2410) cm3 ii 1005 cm2
7 a 18π cm2 b 16π cm2 c 2873(2260) cm3
i _____ ii 960 cm2
4π
c 7200 + 1600π m2
3 a 4 b semi-circle
d 175 + 312.5π cm2
c i 2200 cm3 ii 1030 cm2
e 20π cm2 f 36 + 9π
g 300 − 50π h 96 + 36π 4 a 8170 cm3 b 2480 cm2
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5 a i 251 cm3 ii 191 cm2 Exercise 12.11
b i 173 cm3 ii 244 cm2
1 a i 36π cm3 ii 36π cm2
c i 565 cm3 ii 444 cm2
b i 972π cm 3 ii 324π cm2
c i 288π cm3 ii 144π cm2
Exercise 12.9
d Divide volumes from each part i by 36π
1 a 900 cm3 b 112 cm3 c 226.8 cm3
e Divide areas from each part ii by 36π
2 a 770 cm3 b 1430 cm3
2 546 cm2
c 641 cm3 d 933 cm3
3 2128 cm3
3 a 12 cm b 6.5 cm
4 a 354 cm3 b 644 cm3
4 a 32.49 cm2 b 15 cm
5 a 337 cm2 b 541 cm2
5 40.96 cm2
6 462 cm2
6 6 cm
7 51322 cm3
7 9.5 cm
8 1051 cm3
Exercise 12.10 9 a i 1530 cm3 ii 568 cm3
b 1140 cm2
1 a 221.25 cm2 b 423.2 cm2
10 a 1047 cm3 b 1260 cm2
2 a i 512 cm2 ii 576 cm3
b i 720 cm2 ii 564 cm3 11 a 16 800 cm3 b 2510 cm2
c i 960 cm2 ii 864 cm3 c 4190 cm3 d 1570 cm2
e 2200 cm2
3 a i 200π ii 628.3 cm2
b i 90π ii 282.7 cm2 12 3 cm
c i 224π ii 703.7 cm2
d i 216π ii 678.6 cm2
Exercise 12.12
1 a 14 850 cm3 b 24 227.2 cm3
4 a 1560π b 7488π
c 4712.4 cm3 d 3219.4 cm3
5 a 840π
2 a 386 cm3 b 169.9 cm2
b i 600π ii 2700π
3 a 101.4 cm3 b 113.9 cm2
6 a 44.0 cm b 44.3 cm c 773.8 cm2
4 a 392.2 cm3 b 354.3 cm2
7 a 199π cm2 b 39.8 cm
c 39.5 cm d 1033.7 cm3 5 a 3170.3 cm3 b 1124.33 cm2
8 a 134 m3 b 2m 6 a 66 040 275 mm3 b 1 177 075 mm2
c 1m 1
d ___ 7 a i 14 486.2 m3 ii 4055.8 m2
64 b i 11 044.4 m3 ii 3622.4 m2
Investigation 1
The volume can be found by calculating the volume
Past paper questions
of the entire solid and subtracting the smaller solid 1 490 [3]
that has been ‘removed’ when creating the frustum.
2 39 [3]
Similarly, the surface area would be found by
subtracting the surface area of the smaller solid 3 a 12 [3]
from the larger solid, then adding the surface area b 3.53 or 3.528 to 3.529 ... [2]
of the plane created by the cut.
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Chapter 13
Getting started
1
y = −x 6
y = 2x + 1
5
y=5
4
3
2
y=x
x = −2 1
−7 −6 −5 −4 −3 −2 −1 O 1 2 3 4 5 6 7 8 9
−1
−2
−3
−4
−5 y = −2x − 1
−6 y = −6
−7
x
2 Any three lines of the form y = __
+ n Exercise 13.2
2
x 4 ___ ___
3 y = − __ − __
5
__ √
13
____ √
13
____ 5
3 3 a x = − − x = − __
2 2 2 2
4 a 3(x + 2) b 4(3 + x) __ __
b x = −3 − √ 3 , x = √ 3 − 3
c 4(4x + 3y)
___ ___
11 √
97 11 √
97
c x = − − x = − ___
___ ____
____
Exercise 13.1 2 2 2 2
___ ___
1 a x = 0, x = −2 b x = 1, x = −1 3
__ √
23
____ √
23
____ 3
d x = − − x = − __
c x = −2, x = −3 d x = −4, x = 3 2 2 2 2
____ ____
e x = −1, x = −4 f x = −3, x = −6 1
__ √
109
_____ 1
__ √
109
_____
e x = − x = +
g x = 2, x = 3 h x = −2, x = 7 6 6 6 6
____ ____
i x = −1, x = 3 j x = 2, x = −7 3
___ √
149
_____ 3
___ √
149
_____
f x = − x = +
−3 −1 10 10 10 10
k x = ___ , x = 6 l x = ___
, x = 1 ____ ____
2 3 5
___ √
601
_____ 5
___ √
601
_____
g x = − x = +
1 −1 − 4 24 24 24 24
m x = __
, x = ___ n x = ___ , x = 3 ____ ____
2 2 3 √ √
3 177 3 177
4 h x = ___
+ _____
x = ___
− _____
o x = __
p x = 1, x = 4 14 14 14 14
3
q x = 1, x = 6 r x = −1, x = 5 Exercise 13.3
−2 1 a (3, −4) b (2, 2)
s x = ___ , x = 4
3 c (− 1, 0) d (6, −44)
a (__
2 2 )
3 − 15
2 , ____
b (− 1, − 2)
c (2, 7) d (0.75, − 11.125)
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3 a x = −5.00, x = −0.50 Past paper questions
b x = −1.67, x = 4.00 1 a y [3]
20
c x = − 3.16, x = 0.16
10
d y = −1.00, y = 1.67
e x = −0.67, x = 0.50 O x
−2 1 1 2 3 4 5
f x = −3.00, x = 0.80 −10
g x = 0.28, x = 0.72 −20
h x = 5.00, x = −1.50
b (0, 8) [1]
c (−1, 0), (2, 0), (4, 0) [2]
Exercise 13.4
d (0.214, 8.21) or
1 a x = 0, x = __ 4 (0.2137 ..., 8.208 to 8.209) [2]
3
7 e 1 [1]
b x = 0, x = __
2 2 a 2p2 − 5pq − 7q2 [2]
c x = −6, x = 0 b (1 − a)(2 − t) [2]
___ ___
1 ____
__ √ 33 1 √____
__ 33
d x = + , x = − 3 a y
2 6___ 2 6
___
1 ____
__ √
33 1 ____
__ √
33 (3, 8)
e x = − , x = +
8 8 8 8
f −
___ 2
x = , x = 1 x
5 __ __ 1 5
2 √___ 7 √
___
7 2
g x = − − , x = − __
__
3 3 3 3 [2]
−3
___
h x = , x = 1
2 b (1, 0)
2 a x = 0.73279 b x = 0.30706 (5, 0) [2]
c x = 2.6897 d x = 0.71109 c (3, 8) [1]
e x = −0.35230, x = 0.41707, x = 2.2686 d i Students’ correct straight line that
f x = 2.5261 g x = 0.43601 passes through (0, −2) and (2, 0). [2]
h x = 0.28538 ii 4.64 or 4.637 ...
0.863 or 0.8625 ... [2]
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Chapter 14
Getting started c The function multiplies the input by three,
then subtracts ten.
1 a y = 45 b y=5 d The function squares the input then
c y = 51 d y = 33 adds nine.
2 a x 0 1 2 3 e The function squares the input, multiplies
this square by two, then subtracts the
y −5 −2 1 4 original input multiplied by four, then
(x, y) (0, –5) (1, –2) (2, 1) (3, 4) adds three.
x
b&c y 2 a f (x) = 12x − 4 b f (x) = __ + 7
5 5
y = 3x − 5 x 2
4 c f (x) = ___
d f (x) = 8x2 − 5x
2
3
3 c, d and f
2
1 4a f (x) = 21x + 30
b i $240 ii $1227
−5 −4 −3 −2 −1 O 1 2 3 4 5x iii $2739
−1
−2 5a f (x) = 13x + 58
−3 b i 383 g
−4 ii 1124 g or 1.124 kg
−5 iii 103.5 g
3 a Solution depends on students’ choices for
x, for example: Exercise 14.2
x –1 0 1 2 3 1 Output 9, 11, 13, 15
y 3 2 1 0 –1 2 a The function multiplies the input, x, by
(x, y) (–1, 3) (0, 2) (1, 1) (2, 0) (3, –1) three (other solutions are possible, for
example ‘The function multiplies the
Solution for b and c depends on students’ input by four, then subtracts the input
choices for x, for example: number.’)
y b f(x)= 3x
5
y=2−x 3 −11, −6, −1, 4
4
3 4 a 10 b f (x) = 2x
2 5 h (x) = 10x + 1
1
6 12, 6, 4, 3, 2.4, 2
−5 −4 −3 −2 −1 O 1 2 3 4 5x 7 g (x) = 8, 3, 0, −1, 0, 3
−1
−2 8 y = −4, −3, 0, 5, 12, 21
−3 9 More than one solution as students can
−4 choose their own values for x, for example:
−5
x −2 −1 0 1 2 3
x2 4 1 0 1 4 9
Exercise 14.1 7x −14 −7 0 7 14 21
1 a The function multiplies the input, x, +10 +10 +10 +10 +10 +10 +10
by eight. f (x) 0 4 10 18 28 40
b The function divides the input by ten.
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10 More than one solution as students can b, c Solution for b and c depends on
choose their own values for x, for example: students’ choices for x, for example:
a y
x −1 0 1 2 5
x2 1 0 1 4 4
x −1 0 1 2 3
f(x) = x − 2
−1 −1 −1 −1 −1 2
f (x) −1 −1 1 5 1
b x −1 0 1 2 −5 −4 −3 −2 −1 O 1 2 3 4 5x
−1
x2 1 0 1 4 −2
4x −4 0 4 8 −3
−7 −7 −7 −7 −7 −4
f (x) −10 −7 −2 5 −5
c x −1 0 1 2 2 a Solution depends on students’ choices for
x, for example:
−x2 −1 0 −1 −4
2x −2 0 2 4 x −1 0 1 2 3
+2 +2 +2 +2 +2 f (x) 3 2 1 0 −1
f (x) −1 2 3 2 b, c y
5
d x −1 0 1 2 4
−x2 −1 0 −1 −4 3
−x 1 0 −1 −2 2
f(x) = 2 − x
+5 +5 +5 +5 +5 1
f (x) 5 5 3 −1
−5 −4 −3 −2 −1 O 1 2 3 4 5x
−1
Investigation 1 −2
−3
The outcomes are all odd.
−4
More than one solution, for example
f (x) = x2. Any number multiplied by itself has a −5
non–negative product. 3 a x −2 −1 0 1 2
x2 4 1 0 1 4
Exercise 14.3
²x −4 −2 0 2 4
1 a Solution depends on students’ choices for −4 −4 −4 −4 −4 −4
x, for example:
f (x) −4 −5 −4 −1 4
x −1 0 1 2 3 b f(x)
5
f (x) 3 2 1 0 −1
4
(x, f (x)) (−1, 3) (0, 2) (1, 1) (2, 0) (3, −1)
3
2
1
f(x) = x2 + 2x + 4
−5 −4 −3 −2 −1 O 1 2 3 4 5x
−1
−2
−3
−4
−5
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Exercise 14.4 Exercise 14.5
1 a i The vertex (maximum) is when x = 1 1 a i x≠0
and f (x) = 2 or at (1, 2). ii x ≠ 8
ii The zeros are at (−0.414, 0) and iii x ≠ 6 and x ≠ −6
(2.414, 0). b Cannot divide by 0.
b i The vertex (minimum) is when x = 1 2 a x>0 b x>5
and f (x) = −7 or at (1, −7).
c x.3
ii The zeros are at (−1.646, 0) and
(3.646, 0). 3 a f (x) > 0 b g (x) ≠ 0
2 c 2 < h (x) < 5 d −10 < k (x) < 65
x f (x)
−2.5 25 Exercise 14.6
−1.5 12.75 x+4
1 a f−1 (x) = _____
b g−1 (x) = 3x − 2
−1.5 4 3
_____
−0.5 −1.25 c h−1 (x) = √ x − 8 d k−1 (x) = 5 − x
0.5 −3 x + 10 8−x
2 a f−1 (x) = ______
b g−1 (x) = _____
0.5 −1.25 7 2
3−x
1.5 4 c h−1 (x) = _____
x
3 The intersections are at (−0.22, −1.78) and 3 a x = 4, f (x) = 11
(2.22, −4.22). x+1
b i f (x) = 4x − 1 ii f−1 (x) = _____
4 a Local maximum at (−1, 2.5). 4
b Local minimum at (1, −1.5). Exercise 14.7
c Zeros at (−1.81, 0), (0.168, 0) and (1.64, 0). 1 a i fg (x) = 2 (x2 − 3) + 1
ii fg (5) = 43
Discussion 1 b i gf (x) = (2x + 1)2 − 3
Students’ own answers ii gf (5) = 118
2 a 48 b 3
Investigation 2 1 or 0.25
c __ d 18.75
Students’ own answers. 4
e 1.16 f 3.43 (to 2 dp)
5 a C and H b A and D
3
3 a 1 b ___ c 9
6 a B and F b E and G 25
1
d __ e 2
__ f 1
− __
7 a Function Vertical axis Gradient 8 3 2
intercept
f (x) = x + 1 y=1 1 Past paper questions
f (x) = 2x + 1 y=1 2 1 −4 < f (x) < 9 [2]
f (x) = 3x + 2 y=2 3
2 a [3]
f (x) = 3x − 1 y = −1 3
f (x) = −2x + 3 y=3 −2
f (x) = −3x − 2 y = −2 −3
b The graph intercepts the vertical axis
at (0, b).
c The gradient is a.
8 a E b D c A b 0, 3 [1]
d C e F f B c (0, 0) or (2, −4) [2]
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y+1 __
+1, then ÷2 or _____
3
3 a i or x = 2y − 1 b i √ x [1]
2
x+1 ii
_____
[2]
2
ii
Intersecting y = x3 between x = 0.5
and 1.5 and close to y = x. [2]
Reasonable sketch to be close to
(−1, 0), (0, 0.5) and (1, 1). [1]
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Chapter 15
Getting started Exercise 15.4
1 a 13 cm b 5.84 cm c 9.54 cm 1 51.4 cm2
2 a 040° b 090° c 115° 2 a 31.0° b 329.0°
d 270° e 295° f 220° 3 a 9.68 cm
3 a 16.1 b 1.8 b 29.0°, 75.5° and 75.5°
c 20 d 23.04 4 a i 26.0 km ii 23.4 km
b i 88.6 km ii 179.3 km
Exercise 15.1
5 a 86.5 km b 28.9°
BC PQ
1 a tan θ= ___
b tan θ= ____
AB QR 6 a 22.4 cm b 23.2 cm
c tan θ= XY
____ 7 33.7 m
YZ
2 a 1.60 b 4.10 Exercise 15.5
c 0.0143 d 0.266
1 24.9 m
3 a 3.24 cm b 8.90 cm c 4.85 cm
2 30.4 m
4 a 4.80 cm b 7.46 cm c 6.53 cm
3 46.4 m
5 3.06 m
4 337 m
6 2.82 m
5 6.8°
Exercise 15.2 6 a 5.45 cm b 50.0°
1 a 86.7° b 19.3° 7 a 5 cm b 43.3 cm2
c 80.2° d 69.0° 8 6.06 cm2
2 a 38.3° b 27.9° c 58.0° 9 14.4 m
d 55.5° e 54.2° 10 29.7 m
3 a 6.71 m b 48.2° 11 a 224 m b 195 m
4 75.8°
Exercise 15.6
Exercise 15.3 1 a 26 cm b 22.6° c 40 cm
1 a 0.819 b 0.5 c 0.259 d 41.2 cm e 14.0° f 14.0°
d 0 e 0.707 f 0.707 g 3840 cm3
g 1 h 0.866 2 a 30 cm b 26.0 cm c 16.6 cm
2 a 6.34 cm b 4.68 cm c 6.06 cm d 47.9° e 42.1° f 2487cm3
d 3.73 cm e 8.51 cm f 25.3 cm 3 a 13 cm b 15 cm c 15.8 cm
g 9.77 cm h 13.3 cm i 13.4 cm d 34.7° e 34.7° f 36.9°
3 a 43.5° b 50.9° c 34.0° g 18.4°
d 45.3° e 35.7° f 47.3° 4 a 75 cm b 85 cm c 16.3°
g 59.3° h 52.1° i 55.0° d 27.7° e 14.3° f 28.7°
4 a 5.50 cm b 23.2° c 36.9° 5 a 60 cm b 25 cm c 30.8 cm
d 51.3 cm e 16.3° f 13.1°
g 21.3°
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__
6 a 18.75 cm b 24 cm c 60.9 cm 4 a = 8, b = 8, area = 32 √ 3 + 64 cm2
__ __
d 30.5 cm e 12.9° f 16.3° 5 a Perimeter = 18 + 6 √ 3 + 6 √ 2 cm
__ __
g 20.5° Area = 18 + 18 √ 3 or 18(1 + √ 3 ) cm2
__
b Perimeter =__25 + 5 √ 3 cm
Exercise 15.7 75 √ 5
Area = _____ cm2
2
1 a 170° b 155° __
√
___3 1 __
c 138° d 73° 6 a
b __ c √ 3
2 __ 2
2 a 350° b 335° √
3 1
d −___ e −__
c 318° d 253° 2 2
3 a 190° b 205° Exercise 15.10
c 222° d 287° 1 a 45° and 135° b 225° and 315°
4 a 195° and 345° b 193° and 347° c 30° and 330° d 150° and 210°
c 142° and 218° d 30° and 330° 2 a 248° and 300° b 60° and 300°
c 150° and 330° d 60° and 240°
Exercise 15.8 e 45° and 315° f 135° and 225°
1 48.2 and 311.8
2 153.4 and 333.4 Exercise 15.11
3 194.5 and 345.5 1 a 120 cm2 b 105 cm2 c 611 cm2
d 86.1 cm2 e 17.6 cm2 f 97.0 cm2
4 36.9 and 143.1
2 a 38.5° b 77.6° c 38.9°
5 45 and 225
3 a 41.8° and 138.2° b 60.2° and
6 90 119.8°
7 60 and 300 4 a 49.1 cm2 b 53.0 cm2
8 126.9 and 233.1 5 842 cm3
9 36.9 and 216.9
10 210 and 330 Exercise 15.12
11 60 and 120 degrees 1 a 29.8° b 12.3 cm c 31.5 cm
d 60.0° e 35.4° f 26.0 cm
12 30 and 150 degrees
2 a 7.62 cm b 32.9° c 7.09 cm
13 30 and 210 degrees
3 a 48.5° and 131.5° b 60.8° and
14 45 and 135 degrees
119.2°
c 59.4° and 120.6°
Exercise
__
15.9 __ 4 a 49.0° b 16.9 cm
√
3
___ √
6 3
1 a b ___ c __ 5 78.9 m
4 2 2
1__ __
2 a i ___ ii 1 √3
iii Exercise 15.13
√
3
1__ __ 1 a 14.4 cm b 29.7 cm c 25.5 cm
b i ___ ii 1 √3
iii
√
3
__ __ 2 a 60.8° b 53.1° c 43.6°
3 a 4 √ 3 b 5 √ 2
__ 3 6.07 cm
14 √ 3 14
c _____
or ___
__ 4 a 95.7° b 17.4 cm2
3 √
3
5 a 8.07 cm b 16.5 cm
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Exercise 15.14 Past paper questions
1 75.5°, 57. 9° and 46.6° 1 a 3.72 or 3.717 to 3.718 [2]
2 a 18.3 cm b 43.2° c 31.8° b 28.1 or 28.06 to 28.15 [2]
d 48.7 cm e 140 cm2 2 a 38.3 or 38.29 to 38.30 [4]
3 a 142 km b 072.2° b 32.4 or 32.42 to 32.43 [2]
4 a 47.647 km b 249.9° 3 a 0.5 × 8.6 × 9.3 × sin A = 23.5 [2]
______________________________
√
b [x =] 8.62
+ 9.32 − 2 × 8.6 × 9.3 × cos 36
5 a 30.0 km b 145.6° c 325.6°
5.57 or 5.569 to 5.571 ... [3]
6 a 88.7° b 5.72 cm
c 78.8 or 78.9 or 79.[0]
7 96.8 cm2 or 78.77 to 78.98 ... [3]
8 a 129.1° b 40.3 cm2
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Chapter 16
Getting Started Investigation 3
Angle ACB is always a right angle.
1 a 45° b 58° c 61°
____
2 a 10 b √ 800 Exercise 16.3
1 a 25° b 68° c 103°
Exercise 16.1
d 45° e 28° f 32°
a Chord b Diameter
c Semicircle d Minor segment Investigation 4
e Major segment f Minor arc Students’ own angles leading to the conclusion
g Major arc h Tangent that the angle at the centre of a circle is always
i Secant j Minor sector twice the size of the angle at the circumference
k Major sector subtended by the same arc.
Investigation 1 Investigation 5
Students’ own angles leading to the conclusion
Part 1: ADB is a right angle
that angles in the same segment of a circle
Part 2: GH = FH and EHG is a right angle subtended by the same arc are always equal.
Investigation 2 Exercise 16.4
A tangent to a circle is perpendicular to the radius 1 a 51° b 22° c 108°
drawn at the point of contact. d 55° e 280° f 176°
g 96° h 28°
Discussion 1
2 a x = 30°
AP = PB because you get two congruent triangles,
b x = y = 13°
triangle AOP ≡ triangle BOP.
c x = y = 34°
Exercise 16.2 d x = y = 18°, z = 36°
e x = 31°
1 a 8 cm b 24 cm
f x = 47°, y = 81°
c 44.9 cm d 78.4 cm
g x = 26°
2 a 5.74 cm b 15.9 cm
h x = 24°, y = 68°
c 38.4 cm d 6.24 m
3 a 8.49 cm b 35 cm Exercise 16.5
c 53 cm d 14.2 cm 1 a x = 95°, y = 80°
4 1.64 cm b 99°
5 a 24 cm b 168 cm2 c x = 30°, y = 63°
d x = 38°, y = 61°
6 4 cm
e x = 69°, y = 111°, z = 50°
7 a 10 − r b 5.45 cm
f x = 49°, y = 103°, z = 54°
8 9 cm
2 a 73° b 88°
9 14.2 cm
3 a 100° b 89°
4 a 29° b 71° c 109°
5 a 81° b 62° c 19°
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Exercise 16.6 3 ia DE [1] ii OD, OB or OE [1]
iii DB [1] iv AC [1]
1 a x = 77° b x = 65°
b i 90° [1] ii 59° [1]
c x = 38°, y = 44°
iii 118° [2] iv 28° [2]
d x = 27°, y = 36°
4 a 35° [1] b 130° [1]
2 a 62° b 34°
5 a 70° [1] b 70° [1] c 30° [1]
3 a 57° b 33° c 24°
6 a 76° [1]
4 a 26° b 64°
b i 25° [1] ii 80° [1]
c 13° d 38°
7 a
The angle between radius and tangent
5a 90°
is 90°. [1]
b i 124° ii 28°
b i 134 [2] ii 23 [2]
iii 62° iv 118°
iii 67 [2] iv 113 [2]
c isosceles
c 44° [3]
Past paper questions 8 a 90 [1] b 94 [2] c 22 [2]
d 112 [2] e 34 [2] f 16 [2]
1 EF
9 u = 70, v = 30, w = 80, x = 20, y = 50, z = 60
2 a [1] [6]
b [1]
c 130° [3]
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Chapter 17
Getting started 2 a x=1
b x = −0.5
1 a y=3 b y=−2
c y= 2
c x=2 d x = −4
3 y
2 x=0 11
C99
3 DE = 15, EF = 12.5, FD = 17.5 10
9
4 6.66
8
A99 7
Exercise 17.1
6
1 a D b A c B d A 5
(2 ) ( − 3) (0 )
B99
2 a 2 b 2 c 4 4
3
( − 2) ( 0 ) (− 3)
d 2 e −4 f −2
2
B B9
(− 2) (3 )
−2 2 1
g h
−6 −5 −4 −3 −2 −1 O 1 2 3 4 5 6 7x
A −1 A9
3 y
9 −2
8 −3
7 −4
R C C9
6 −5
5
T 4 a P9(1, −1), Q9(2, −4), R9(5, −4)
4
b The x-coordinates of each vertex are the
3
S P same, but the y-coordinate of the image
2 is the negative of the y-coordinate of
1
Q
the object.
c P 0(−1, 1), Q 0(−2, 4), R 0(−5, 4)
−5 −4 −3 −2 −1 O 1 2 3 4 5 6 7 8x
−1 d Students’ own diagrams to check part c.
−2
5 y x=4
4 A9(2, −4), B9(3, −1) and C9(6, −3) 8
X9 X
7
Exercise 17.2 6
Y9
5 Y
1 y
5 4 W W9
x=2
4 3
3 2
A A9 Z Z9
2
1
1
0
0 1 2 3 4 5 6 7 8 9x
−6 −5 −4 −3 −2 −1 O 1 2 3 4 5 6 7 8 9 10 x
−1
y = −1
−2
6 a A9(1, 2), B9(1, 6), C9(4, 5), D9(5, 3)
−3 b A0(−1, −2), B 0(−1, −6), C 0(−4, −5),
A99 −4 D 0(−5, −3)
−5 c A09(−2, −1), B 09(−6, −1), C 09(−5, −4),
−6 D 09(−3, −5)
−7
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7 y c y
6 6
B9 A
4 5
2 4
A9 3
8 6 4 2 O 2 4 6 8x
−2 2
C B
−4 C9 1
−6
−6 −5 −4 −3 −2 −1 O 1 2 3 4 5 6x
−1
8 a y=−x b y=x−4
c y=−x+2 d y = 2x d y
4
e y = − 2x − 1 f 1 x
y = __ D A
3
2 A9 B9
2
Investigation 1 C 1 B
Each point no matter where in the shape will be
−4 −3 −2 −1 O 1 2 3 4x
rotated by the same amount and direction (ie 90° −1
clockwise) −2 D9 C9
Students should be able to see that they have −3
a series of 90° angles about the centre of
enlargement. 2 a Rotation 180° about centre of
rotation (1, 3.5)
b Rotation 90° anticlockwise about centre
Exercise 17.3 of rotation (2, 1)
1 a y c Rotation 90° clockwise about centre of
5
A B rotation (0, 0)
4
d Rotation 180° about centre of
3
F E rotation (3, 3)
2
D C
1
3 a y
6
B9 C
5
−5 −4 −3 −2 −1 O 1 2 3 4 5x
−1 C9 4
C9 D9
−2 3
E9 F9
−3 2 B
−4 1
B9 A9 A9 A
−5
−4 −3 −2 −1 O 1 2 3 4 5 6x
b y −1
6
A B b y
5 6
4 C
5
3 4 A9
2 3
1 C9
C 2 B
A9
D C9
1 A
−1 O 1 2 3 4 5 6x
−1
B9
−2 −1 O 1 2 3 4 5 6 7 8 9x
−1
−3 B9
−4
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c y 2 y
6 5
C
5 4 B9
4 3
B
3 2
B9 A9 A E C C9
2 B 1
1 A C9
−5 −4 −3 −2 −1 O 1 2 3 4 5x
−1
−1 O 1 2 3 4 5 6 7 8 9x D
−1 −2
−2 A9 −3
−3 −4
D9
−5
d y
8 3 A9(−3, 2), B9( 3, 0), C9(5, 2), D9(1, 4)
A9
7
4 DEF is an enlargement of scale factor 2.5 and
6 centre of enlargement (1, 0)
C
5 GHI is an enlargement of scale factor 3 and
4 C9 centre of enlargement (4, 2)
3 B9 JKL is an enlargement of scale factor 1.5 and
2 B centre of enlargement (−1, 2)
1 A MNO is an enlargement of scale factor 3.5
and centre of enlargement (4, 0)
−1 O 1 2 3 4 5 6x
−1 1
5 Enlargement of scale factor __
, and centre of
2
4 a Rotation of 90° anticlockwise about the enlargement (10, 6)
point (1, 1) 6 2 and centre of
Enlargement of scale factor __
b Rotation of 90° clockwise about the enlargement (−5, −1) 5
point (3, 2)
7 y
c Rotation of 90° clockwise about the 7
point (2, 5) E
6
d Rotation of 180° anticlockwise or D9 C9
5
clockwise about the point (4, 2) 4 B9
D C
3 A9
Exercise 17.4 2
1 a–b 1
y B
9 −5 −4 −3 −2 −1 O 1 2 3 4 5 6 7 8 9x
G9 −1
8
−2
7
C9 A −3
6
G −4
5
E9 4 F9
A9(4, 3), B9(7, 4), C9(6, 5), D9(4, 5)
3 E
F B9 8 a An enlargement of scale factor −1 with a
C A9 centre of enlargement (−1, 2).
2 H
1 A B b An enlargement of scale factor −2 with a
D centre of enlargement (0, 3).
−2 −1 O 1 2 3 4 5 6 7 8 9 10 11 12 x c An enlargement of scale factor −1.5 with
−1
a centre of enlargement (5, 3).
d An enlargement of scale factor −2.5 with
a centre of enlargement (3, 3).
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9 a y
6
D
5
B
B9 4
3 A C
E
2
C9 1
A9 B
−10 −9 −8 −7 −6 −5 −4 −3 −2 −1 O 1 2 3 4 5 6 7 8 9x
−1
−2
D9 −3
−4
b y
7
D
6
5
B9
4 C
3 A
E
2
1
B
A9
−4 −3 −2 −1 O 1 2 3 4 5 6 7 8x
−1
C9 −2
−3
−4
−5
−6 D9
−7
Exercise 17.5 7 Rotation 180° about (1, 2)
8 a Enlargement of scale factor 2.5 about
1 a A9(−1, 8), B9(2, 8), C9(2, 4) point (−5, 0)
b A0(−1, −4), B 0(2, −4), C 0(2, −8) b A0(0, −1.5), B 0(−4.5, −3), C 0(−7.5, 1.5),
(4 )
D 0(−3, 1.5)
2 a
1
b A0(−2, −6), B 0(−1, −6), C 0(−2, −2) Investigation 2
3 a Rotation 90° anticlockwise about 1 a i A translation of (−
1 )
0
point (−3, 2)
b A0(−3, 2), B 0(−2, −2), C 0(2, −3), D 0(2, 3) ii A translation of ( 2 )
−
1
A translation of ( )
4 a Reflection in y = −2 −a
iii
−b
b Rotation 90° anticlockwise about
point (1, 1) b
i An enlargement of scale factor 2,
centre (0, 0)
5 a Scale factor of 2, centre (−2, −1) 1 ,
ii An enlargement of scale factor − __
b A0(−4, −2), B 0(2, 1), C 0(−1, 10), D 0(−10, 4) centre (1, 2) 3
6 a A9(1, 4), B9(4, 5), C9(0, 1) iii 1 ,
An enlargement of scale factor __
P
b A0(−1, −4), B 0(−4, −5), C 0(0, −1) centre ( x, y)
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c
i An anticlockwise rotation of 120°, 2 a−c y
centre (2, 0) or a clockwise rotation of 6
240°, centre (2, 0) 5
Q
ii A rotation of 180°, centre (0, 0) 4
A
d i A reflection in the x-axis 3
ii A reflection in the line y = −x 2
D
1 B C
2 a The reverse transformation is the same as R
the original transformation. −6 −5 −4 −3 −2 −1 O 1 2 3 4x
−1
b Yes, this is true for any reflection.
−2
P
Exercise 17.6 −3
−4
1 a−c y
6 d i R → ABC rotation 180° about D
5 ii Q → ABC rotation 90° clockwise
4 about D
Q
3 P → ABC rotation 90° anticlockwise
iii
A
2 about D
D
P
1 B C iv R → P rotation 90° anticlockwise
about D
−6 −5 −4 −3 −2 −1 O 1 2 3 4x
−1
R
−2
−3
−4
d i R → Q rotation 180° about D
ii ABC → Q rotation 90° anticlockwise
about D
P → R rotation 90° anticlockwise
iii
about D
iv R → ABC rotation 90° anticlockwise
about D
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3 a−h y
10
9
8
C B
7
6
5
4
3
2
H A
1
−10 −9 −8 −7 −6 −5 −4 −3 −2 −1 O 1 2 3 4 5 6 7 8 9 10 x
−1
E
−2
−3
F
−4
−5
−6
−7
G D
−8
−9
−10
1 B → D and D → B reflection in x-axis (self-inverse).
2 F → D and D → F reflection in y = −x (self-inverse).
3 G → A and A → G reflection in y = −x (self-inverse).
4 F → C and C → F reflection in y = x (self-inverse).
5 E → A and A → E rotation of 180° centre (0, 0) (self-inverse).
6 H → B clockwise rotation of 90° centre (0, 0) and B → H anticlockwise rotation of 90°
centre (0, 0).
4 Reflection in the y-axis
5 Reflection in the y-axis
6 Reflection in the y-axis
7 Reflection in the x-axis
8 Reflection in the x-axis
9 Reflection in the y-axis
10 Rotation 180° centre (0, 0)
Investigation 3
a (4 )
3
b No, the vector is the same whatever the coordinates.
c You can find the x-value of the vector that translates A to C by adding the x-values of the translations
A to B and B to C, and you can find the y-value by adding the y-values of the translations A to B
and B to C.
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Exercise 17.7 Exercise 17.9
_ _ _ _
1 a 2a b −a c 3a 1 √ 10
√ 5 √ 13
√ 29
(7 )and 7
d −2a e −3a
2
0
2 a O b V c A
3 a W b B c I 3 (0 )and 6
6
( − 2)and 13
4 a a b b 3 √
_ _ _ _
4 a b No, √ 13 ≠ √ 5 + √ 10
_ _ _
5 No, √ 2 ≠ √ 5 + √ 13
Exercise 17.10
1 1 b
a __ 1 a
b __ c b + __ 1 a
2 2 2
1 a − b
d __ 1 b − a
e __ 1
f __ (a − b)
2 2 2
3
2 a −a + b b −b + a c __ b
c c d d 4
3
__ 3 3
d − a e (−a + b) f − __ b + a
__
4 4 4
3 a i m ii −n
iii −2n iv 2n − m
v __ 1 (m − n) 1 n − m
vi __
(−
12) (9 )
6
5 a b 2 2
4 ⟶ ⟶ ⟶
b KH = KO + OH
1 1
(− 3 ) ( 2 )
⟶ ⟶
c __1 d __
3 KO = m − n, OH = m + n,
⟶
so KH = 2(m − n)
→
Exercise 17.8 JI = m − n
⟶ →
1 a 3a + b b 2a + 2b KH is a multiple of JI therefore JI is
c 3b − 2a d 2a − 4b parallel to KH.
e 2b − 3a
Past paper questions
2 a R b C c S
1 a Correct image with vertices (1, −1),
3 a H b S c C (1, 3), (3, 1) and (3, −1) [2]
4 a ( 3) (−
b 4) c (− 8 ) b Correct square with vertices (−4, −2),
−2 5 1 (−4, −1), (−3, −1), (−3, −2) [2]
(3 ) (4 ) ( )
d 1 e 1 f 7
(−10
24)
0 2 a [1]
(− − 5) ( −10)
g h 0
16 b 13 [2]
(4 ) (5 ) (3 )
2 6 3 a i −6a + 6c [1] 2 (−6a + 6c)[1]
ii __
5 a b c 3
5
iii −4a [2]
(4 ) ( − 3) ( 1 )
d 1 e 6 f −1
b Both multiples of a [1]
( 4 ) ( − 7) (− 1)
g − 3.5 h −6 i − c Angle OAX = angle BDX
2 Angle OXA = angle BXD [2]
d i −6a + 2c [2] 1
ii __ (−12a + 4c) [2]
5
e 9:4 [2]
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Chapter 18
Getting started 6 a U = {1, 2, 3, 4, 5, 6, 7, 8}
b U = {1, 2, 3, 4}
1 a 1, 2, 3, 4, 6, 8, 12, 24
c U = {9, 16, 25}
b 1, 2, 3, 4, 6, 9, 12, 18, 36
c 1, 2, 3, 4, 6, 12 7 a G = {(1,5), (2, 8), (3, 11), (4, 14), (5, 17),
(6, 20)}
2 a 23 × 5 b 8
b H = {(−2, −2), (−1, −1), (0, 2), (1, 5),
3 a 9, 25, 36 b 3, 6, 10 (2, 8), (3, 11), (4, 14), (5, 17), (6, 20)}
c I = {(−6, −15), (−5, −13), (−4, −11),
Investigation 1 (−3, −9), (−2, −7), (−1, −5), (0, −3),
(1, −1)}
Objects in the kitchen could be classified according
to their use, for example, the set of cutlery, the set d J = {(1, −5), (2, −8), (3, −11), (4, −14),
of bowls etc. (5, −17), (6, −20)}
In a shopping centre different shops could be 8 a a [ A, a [ P
described as sets, for example, the set of phone b 6 [ D, 6 [ F
shops or shoe shops etc.
c 5 [ C, 5 [ T
d 10 [ F, 10 Ó D or 15 [ F, 15 Ó D
Exercise 18.1
e 6 [ F, 6 Ó T
1 A = {x | 2 , x , 7, x is an integer} f 10 [ Q, 10 Ó S or 15 [ Q, 15 Ó S
A = {x | 2 , x < 6, x is an integer}
A = {x | 3 < x < 6, x is an integer} 9 a U = {the letters in the (English) alphabet}
2 B = {x | 0 , x , 10, x is a multiple of 2}, b U = { (odd)(positive) integers (less
B = {x | 2 < x < 8, x is an even integer} than 10)}
c U = { (even)(positive) integers (less
3 a A = {a, b, c, d, e} than 10)}
b B = {scalene, isoceles, equilateral, right}
d U = {the letters in the (English) alphabet}
c C = {1, 3, 5, 7, 9}
e U = { integers (greater than 100)(and less
d D = {2, 4, 6, 8} than 200)}
e E = {M, I, S, P} f U = {the letters in the (English) alphabet}
f F = {6, 10, 15} g U = {(positive) integers}
g G = {121, 144, 169, 196} h U = { the letters (or consonants) in the
4 a Letters in the word ‘maths’ (English) alphabet}
b For example, the first 5 triangle numbers i U = {(positive) integers}
or the triangle numbers less than 21 j U = {(positive) integers}
c The last 3 letters of the English alphabet
d Factors of 12
e Positive multiples of 5 less than 31
5 n(A) = 5 n(P) = 5
n(B) = 4 n(Q) = 5
n(C ) = 5 n(R) = 3
n(D) = 4 n(S ) = 6
n(E ) = 4 n(T ) = 6
n(F ) = 3
n(G ) = 4
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Exercise 18.2
1 a U b U c U
M P V
4 8 2 3 a e
16 5 1 4 b c
1 2 7 6 d f
8
d U e U
R T
1
square 36 4 9
rectangles
16
25 49
2 a M' = {1, 2} Investigation 3
b P' = {1, 4, 6, 8}
(A ∩ B)'
c R' = {b, c, d, f }
U
d T ' = {4, 9, 16, 25, 49}
Investigation 2
1 ⌀' = U ( universal set containing all the
elements).
2 A' = {odd integers}; complement of A' is A
3 (A')' = A, (U')' = U, (⌀')' = ⌀
(A ∪ B)'
Exercise 18.3 U
1 a 0 b ⌀ c ∞
2 a 6 b 0 c 6
d 8 e 200
3 a True b True c False
d True e True f False
4 a False b False c False
A ∩ B'
d True e False f True
U
g True h False
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A ∪ B' 6 a A ∪ B = {a b c f p q x y}
U (A ∪ B)' = {m n}
A' ∪ B ={a b c m n p q}
A ∪ B' = { f m n p q x y}
b A ∪ B = {1 2 3 4 5 7 9}
(A ∪ B)' = {6 8}
A' ∪ B = {3 4 6 7 8 9 }
A ∪ B' = {1 2 5 6 8 9}
c A ∪ B = {9 10 12 14 16 17}
(A ∪ B)' = {11 13 15}
A∩B A' ∪ B = {9 10 11 13 14 15 16 17}
A ∪ B' = {9 11 12 13 15 16}
U
7 A ∪ B = {1 2 3 4 6 8}
(A ∪ B)' = {5 7}
A ∪ B' = {1 2 3 5 6 7}
8 A ∪ B = {1 3 5 6 7 9}
A' ∪ B = {1 2 3 4 8 9}
A ∪ B' = {2 4 5 6 7
9 (A ∪ B)' = {3 4}
A' ∪ B = {3 4 5 6}
A∪B A ∪ B' = {3 4 6 7 8 9}
U
10 (A ∪ B)' = {5}
A' ∪ B = {4 5 6 8 10}
A ∪ B' = {5 6 7 8 9 10}
Exercise 18.4
1 A = {1 2 4 5 10 20}, B = {1 2 3 5 6 10 15 30},
A ∩ B = {1 2 5 10}, A ∩ B' = {4 20},
A' ∩ B = {3 6 15 30}
2 A = {1 2 3 4 5 6 7 8 9}, B = {1 3 5 15},
A ∩ B = {1 3 5}, A ∩ B' = {2 4 6 7 8 9},
A' ∩ B = {15}
3 a
A = {6 7 8 9 10}, B = {3 6 9 12 15},
A ∩ B = {6 9}, A ∩ B' = {7 8 10},
A' ∩ B = {3 12 15}
b False
4 A = {1 2 3 4}, B = {5 6 7},
A ∩ B = ⌀, A ∩ B' = {1 2 3 4},
A ∩ B' = {5 6 7 8}
True
5 True
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11 a A B AøB
A B A B A B
U U U
AùB A ù B9 A9 ù B
A B A B A B
U U U
(A ù B)9 (A ø B)9 A ø B9
A B A B A B
U U U
A9 ø B A9 ù B9 A9 ø B9
A B A B A B
U U U
b Yes, A9 ù B9 = (A ø B)9
c Yes, A9 ø B9 = (A ù B)9
d A B AøB
A A A
B B
U U U
AùB A ù B9 A9 ù B
A A A
B B B
U U U
(A ù B)9 (A ø B)9 A ø B9
A A A
B B B
U U U
A9 ø B A9 ø B9 A9 ù B9
A A A
B B B
U U U
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e A B AøB
A A B A A B A A B
U U U
AùB A ù B9 A9 ù B
A A B A A B A A B
U U U
(A ù B)9 (A ø B)9 A ø B9
A A B A A B A A B
U U U
A9 ø B A9 ø B9 A9 ù B9
A A B A A B A A
U U U
Investigation 4
One solution would be:
Universal set = {positive whole numbers less
than 20}
Set A = {multiples of 2}
Set B = {multiples of 3}
Set C = {multiples of 12}
U
A B
2 6 3
18
4 8 C 9
10 14 12 15
16
1 5 7 11 13 17 19
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Exercise 18.5
A B AøB
ai ii iii
B B B
A A A
C C C
U U U
AøC BøC AùB
bi ii iii
B B B
A A A
C C C
U U U
AùC AùC9 AùB9
ci ii iii
B B B
A A A
C C
U U U
AøB9 A9øB
di ii iii
B B B
A A A
C C C
U U U
AùBùC AùBùC9 AùB9ùC
ei ii iii
B B B
A A A
C C C
U U U
A9ù(BøC) (AøB)ùC (AùB9)øC
fi ii iii
B B B
A A A
C C C
U U U
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(A ù B) ø C (A ù B) ø C9 (A ù (B ø C)
gi ii iii
A B A B A B
C C C
U U U
(A ø B ø C)9 (A ù B ù C)9 A9ù B9ù C
hi ii iii
A B A B A B
C C C
U U U
A ù B9 ù C9 A ø B9 ø C9 A9 ù B9 ù C9
ii ii iii
A B A B A B
C C C
U U U
A9 ø B9 ø C9 A ù (B ø C) A ø (B ù C)
ji ii iii
A B A B A B
C C C
U U U
(A ø B) ù C (A ù B) ø C (A ù B) ø C9
ki ii iii
A B A B A B
C C C
U U U
(A ø B) ù C9 A9 ø B9 A9 ù B9
li ii iii
A B A B A B
C C C
U U U
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Exercise 18.6 3 a
1 a {10}
b {1, 2, 3, 4, 5, 6, 8, 10, 12, 14, 15}
c {5, 10, 15}
2 a {3, 5, 11, 13}
b {2, 7}
c {2, 7, 9, 14} [1]
3 a {24} b
b {20, 21, 24, 27, 30} A
c {25, 30}
4 a {9}
b {3, 4, 6, 8, 9, 10, 12}
c {3, 9}
Past paper questions
[1]
1 a 4 [1] b 3 [1]
7 9 c
c i ___ [1] ii ___ [1]
20 20
A
d U
B C
[1]
[1]
2 a 2, 6 [1] b 1, 4 [1]
c 2, 3, 4, 5, 6 [1] d 5 [1]
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Chapter 19
Getting started Discussion 2
1 a 6 letters b 23 students Core answer: Zoe’s statement is correct because
c 6 students Class 1 children attained more merits, so their
teacher is better.
2 a Approximately 25%
Extended answer: You need more information, for
b Approximately __ 1 example although Class 2 children attained fewer
3
c 2 people merits, they may have started at a lower level or
had less time to prepare for the examination. Class
d Students’ own answers. For example,
2’s teacher could be better if the children made
greengrocer, farmer, dessert chef; to help
more progress.
them know which fruits to stock, plant or
create recipes with that will be popular.
Exercise 19.2
Exercise 19.1 1 a The range is 11, the mode is 25 °C and
27 °C, the median is 25 °C, the mean is
1 a Discrete b Continuous
24.64 °C (to 2 dp).
c Continuous d Discrete
b The range is 8, the mode is −5 °C, the
e Continuous median is −3.5 °C, the mean is −3.43 °C
2 a Discrete (to 2 dp).
c The range is 5.7, there is no mode, the
b Number of siblings Tally Frequency median is 7 °C, the mean is 6.98 °C
0 ||| 3 (to 2 dp).
1 | | | | | | | 8 d The range is 18, the mode is 18 °C and
| | | | | | 34 °C, the median is 25 °C, the mean is
2 7
25.14 °C (to 2 dp).
3 | | | | 5
4 || 2 Discussion 3
5 | 1
a A mean, B mode, C median
3 a 28 b 18 c 65 b Student discussion. Discussion could include
that the mode in 1b is less representative of
Discussion 1 the data as most of the values in the set are
higher, the mode is of little use in 1c as there
Gus could argue that more people in total prefer
is no mode. The median and mean do not
the cinema so they should go there and more
represent the data well in 1d as they are not
people in total prefer Thursday so they should go
data values, or close to an actual data value.
on Thursday. Fay could argue that more people
prefer Thursday so they should go on Thursday,
and out of the people who prefer Thursday more Investigation 1
people prefer bowling so they should go bowling. e.g. The numbers 1, 2, 2, 2, 3 have a mean, median,
The student should choose which argument is mode and range of 2.
more persuasive to them and give a reason.
4 a Pass Merit Total Exercise 19.3
Class 1 | | (2) | | | | | (6) 8 1 a $220 b $100
Class 2 | | | | (5) | | | (3) 8 c Q1 $85, Q3 $140 d $55
Total 7 9 16
b 8
c 2
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2 a Shortest height (cm) Tallest height (cm) Median (cm) Interquartile range
Seed A 31 52 46 12
Seed B 15 65 38 32
b Students’ responses using the information 5 a 14 b Estimate between 45 and 47
in the table. For example, although Seed c 20 d Estimate between 115 and 118
B produces some of the tallest plants
the higher interquartile range shows that 6 a Northern Bank b 0.45%
Seed B’s growth is less consistent. I would c 0.1
recommend Seed A as the shortest plant
is still 16 cm taller than the shortest plant Discussion 6
from Seed B and the heights are more
consistent for Seed A. Discussions could include changes in weather, for
example temperature getting warmer over the five days.
3 b i 62 ii 216 Includes that weather and temperature data could be
iii 3.48 (to 2 dp) iv 3 useful. Alternatively, students might consider the ages
v 2 vi 4 of customers on different days or other factors that
would influence the choice of hot or cold drink.
4 a 21 to 30 b 23.75 badges
5 a 33.4 b 48.45 Discussion 7
Gus is correct, the sum of the interest rates for
Exercise 19.4 each bank would not be meaningful and would be
1 a 48 b 2 represented in the bars.
c 9:30 to 10:00 d 4 7 a Composite bar chart, including key,
e 92 vehicles entered between 08:30 and 09:00. matching table in question. For example
86 vehicles entered between 09:30 and 10:00. Bar chart showing the votes received in elections
This might seem to indicate that the car
120
park was busier during 08:30 to 09:00. It
100
would be useful to know how many vehicles
Number of votes
were already in the car park before 08:30 80
Dana
and before 09:30, then you would know 60
Alex
how many vehicles there were in total in the 40
car parks at these times and draw a more 20
accurate conclusion about which time
0
was busier. 1 2 3 4
Year
2 a Pictogram with key, matching the table in
the question. b i Alex ii 99
3 a Pie chart drawn with sections drawn iii Three-quarters iv Year 4
and labelled: Food and drink 122°,
8 a 6.7 g b 13.7 g c 12.55 g
Entertainment 109°, Gifts 71°, Tour 58°.
b i True 9 a Key: 22 | 1 means 221 g
ii False stem leaf
iii Need more information 18 139
iv True 19 38
v Need more information. 20 058
c You need to know how much Kay spent in 21 003677
total, or how much each degree on the pie
22 1344479
chart represents to be able to compare the
two pie charts. 23 556
24 01148
4 a Tigers, chart A b Bears, chart B
25 4
c 1 goal more, chart A
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b The range is 73 g. 13 a Club 1
c The mode is 224 g. 10
d The median is 222 g. 8
Frequency
6
10 a Frequency diagram of spelling test scores
10 4
8 2
Frequency
6 0
1.5 1.65 1.8 1.95 2.1 2.25
4
Distance jumped (m)
2
Club 2
0
1−4 5−8 9−12 13−16 17−20 10
Score 8
Frequency
6
b 13−16 marks c 7 d 0
4
11 a Frequency diagram of students’ heights
2
15
0
1.5 1.65 1.8 1.95 2.1 2.25
10
Frequency
Distance jumped (m)
b Students’ own answers.
5
Investigation 2
0
130 140 150 160 170 180 190 Students will investigate their own statistical
Height (cm) question using the statistical tools they have learnt
b 160 < h , 170 cm and practised in this chapter.
c You need more information. As the data
is grouped you do not know the maximum Past paper questions
and minimum values for the heights of 1 a 4 [1] b 3 [3]
the students. Also the highest group goes
up to ,190 cm, which is less than 190 cm. 2 a i 7 [1]
d 162.25 cm ii 5 [1]
iii 8 [1]
12 a Score Frequency
iv 6.81 or 6.812 or 6.813 [2]
1−10 1
b You do not actually know the biggest and
11−20 3 the smallest.
21−30 8
3 100
31−40 7 Biology
80
Chemistry
Percentage
41−50 7 60
Physics
b Science test scores 40
10 20
8 0
Frequency
H J K
6
[1]
Class
4
2
0
1−10 11−20 21−30 31−40 41−50
Score
c Students’ own answers.
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Exercise 20.2
Chapter 20
1 a Negative correlation
Getting started b Positive correlation
c Positive correlation
1 a 170 cm b Eli c Dev
d Zero correlation
d 41 e 158 cm f 2
e Zero correlation
2 a 1901 b 2590.85 (to 2 dp) f Negative correlation
c 2878 d 1951.5
2 a
e 3089 f 1137.5 Head circumference and distance
travelled to school
Exercise 20.1
Distance travelled
4
to school (km)
1 a No written response necessary. 3
b i 16 people 2
ii 9 1
iii 9 0
53 54 55 56 57 58 59
2 a A scatter diagram of the years Head circumference (cm)
in a team and goals scored
10 b Zero correlation
3 a 12 °C
8 b 17
Number of goals scored
c 9 bags
6
d Positive correlation
e 6 bags
4
f 21.5 °C
2
4 a 20 °C
b 13 hot water bottles
0 c 6 hot water bottles
0 1 2 3 4
d Negative correlation
Number of years in the team
e Mean hot water bottles 5.7 (to 1 dp),
b 2 c 5 Mean temperature 11.5 °C (to 1 dp)
3 a Heights and ages of children f Assessed by partner
y
150 g Approximately 7 hot water bottles.
140 5 a y
Puppy age and mass
130 5
Height (cm)
120 4.5
Puppy mass (kg)
110 4
100 3.5
90 3
80 2.5
4 6 8 10 x
2 x
Age (years) 6 7 8 9 10 11 12 13
Puppy age (weeks)
b 5 years old c 9 children
b The mean age is 10.1 weeks, the mean
mass is 3.57 kg.
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c y
Puppy age and mass 7 a Solution on calculator:
5
4.5
Puppy mass (kg)
4
3.5
3
2.5
2 x b There is a positive correlation between
6 7 8 9 10 11 12 13 the number of days since planting and the
Puppy age (weeks) number of flowers.
Accept lines in a similar place and of c Prediction is 65 days = 10.134 flowers.
a similar gradient. Lines should have
approximately an equal number of points
plotted above and below.
d Approximately 3.15 kg (depending on line
of best fit drawn), accept between 3 kg
and 3.3 kg.
6 a Age and running time for 100 m
y 8 a Solution on calculator:
24
22
20
Time (seconds)
18
16
14
12 b There is a negative correlation between
10 numbers of hours of exercise and resting
8 x heart rate.
10 11 12 13 14 15 16
c Prediction is 4 hours = 68.906 beats per
Age (years)
minute
b The mean age is 12.6 years, the mean time
is 15.84 seconds.
c Age and running time for 100 m
y
24
22
20
Time (seconds)
18
16 Exercise 20.3
14 1 a Number of Number of Cumulative
12
goals scored matches frequency
10 in the match
8 x 0 3 3
10 11 12 13 14 15 16
Age (years) 1 5 8
Accept lines in a similar place and of 2 6 14
a similar gradient. Lines should have 3 8 22
approximately an equal number of points 4 7 29
plotted above and below.
5 1 30
d Approximately 13.75 seconds. Allow 13.5
b 29
to 14 seconds.
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2 a Age Number of children Cumulative frequency
1 to 3 3 3
4 to 6 5 8
7 to 9 7 15
10 to 12 6 21
13 to 15 5 26
b 5 c 15
3 Students choose how to group the masses in
the table, for example:
Mass of parcel m (kg) Number of parcels Cumulative frequency
0<m,1 2 2
1<m,2 5 7
2<m,3 4 11
3<m,4 5 16
4<m,5 4 20
4 a Time taken to solve a puzzle
35
100%
30
25 UQ
Cumulative frequency
20
Median
15
10
LQ
0
0 2 4 6 8 10 12 14
Time (minutes)
b The interquartile range is 3.7.
5 a Mass of pumpkin m (kg) Number of pumpkins Cumulative frequency
0,m<5 9 9
5 , m < 10 16 25
10 , m < 15 12 37
15 , m < 20 8 45
20 , m < 25 2 47
25 , m < 30 1 48
b 48 pumpkins
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c 2 a i Points correctly plotted at (7.3, 40),
(7.4, 28), (7.5, 20) and (8, 6) [2]
ii negative[1]
b i 8 hours [1]
ii 18.3 or 18.33 [1]
c i y = 97 − 9.84x[2]
d 9.5 kg ii 21.2 to 21.3 [1]
e 8.8 kg
3 a 2 , w < 2.5 [1]
b 8, 23, 55, 78, 94, [100] [2]
Past paper questions
c Correct cumulative frequency passing
1 a i Correct curve passing through through (1.5, 8), (2, 23), (2.5, 55), (3, 78),
(2500,100), (3000,180), (4000,200) [3] (3.5, 94), (4, 100)[3]
ii 600 to 700 [2] d i 2.4[1]
iii 5 to 15 [2] ii [0].9[2]
iii 11 to 15 integer [2]
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Chapter 21
Getting started b i 0.314 ii 0.321
c i Franco-Malay School
1 Fraction 1
__ 1
__ 1
___ 9
___ 1
__ ii Franco-Malay School
5 4 20 10 8
10 a 22.1% b 20%
Decimal 0.2 0.25 0.05 0.9 0.125
c i 8.2% ii 1.6% iii 3.3%
Percentage 20% 25% 5% 90% 12.5%
11 a 1
i __ 1
ii __
1 5 16 6 3
2 a ___ b __ c ___
10 7 35 b i A 6 is not rolled
5
d __ e 0.35 f 0.06 ii A square number is not rolled
8
g 0.87 h 0.65 5 2
c i __ ii __
6 3
Exercise 21.1 d
3 __
or 1
__
6 2
5 6
1 a ___ b ___
11 11 Exercise 21.2
c 1
a b c 1 a 93 b 186
0 1 2 43.5, so 43 or 44 as a half prize is not possible.
1 7 2 3 a 116.7. Students may round this up to 117.
2 a __ b __ c __
3 9 3 b The exact number of rolls must be a
d 4
__ whole number.
9
a d c b 4 a 143.3 b 0
c 35.8 d 215
0 1
3 5
3 a __
8
b __
8
Exercise 21.3
4 = __ 6 3
c Red d Black 1 a ___ 1 b ___ = __
16 4 16 8
1
a __ 1
b __ 4 = __
4
6 3 c ___ 1 4 = __
d ___ 1
16 4 16 4
1
c __ 1
d __ 4 = __ 6
2 2 2 a ___ 1 b ___ = __ 1
24 6 24 4
1 3 3
5 a __ b __ c __ 6
c ___ = __ 1 4 = __
d ___ 1
8 8 8 24 4 24 6
d 1
__ e 1
__ 12 = __
e ___ 1
4 2 24 2
6 0.2 2 = __
3 a ___ 1 2 = __
b ___ 1
12 6 12 6
2
a __ 1
b __ 2
c __ 3
7
5 5 5 c ___ = __ 1 1
d ___
12 4 12
d 1
__ e 2
__ 8
e ___ = __ 2
5 5 12 3
8 a i 350 ii 400 iii 750 5 9
4 a ___ = __ 1 b ___
8 7 19 20 4 20
b i ___ ii ___ iii ___
15 25 75 6 3 3
c = ___
___ ___
d
68 7 1 20 10 20
iv ___ v ___ vi ___
75 15 25 17
___
e
9 a i 0.250 ii 0.253 20
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4 9 3 18 9 22 = ___
5 a ___ b ___ = __
8 a ___ = ___
b ___ 11
15 15 5 34 17 34 17
5 28 14 10 5
1
c ___ = __ 4
d ___ c ___ = ___
d ___ = ___
15 3 15 34 17 34 17
11 12 = ___ 6
e ___ e ___
15 34 17
6 7 9
6 a ___ = __ 1 4 = __
b ___ 1 9 a ___ b ___
36 6 36 9 25 25
4 = __ 9 6 19
c ___ 1 d ___ = __ 1 c ___ d ___
36 9 36 4 25 25
27 3
e ___ = __ Exercise 21.5
36 4
4 = ___
2 2 = __
7 a 0 b ___ 1 a i __ 1 4 = __
ii __ 2
30 15 6 3 6 3
4 = ___ 6
c ___ 2 d ___ = __ 1 b 1
30 15 30 5 3 B
24 = __
e ___ 4 1 B
30 5
3 2 W
8 a 14 b 3 c 12 3
9 a 10 b 38 c 24 d 52 1
3 B
2
Exercise 21.4 3 W
16 8 20 2 2
1 a ___ = ___
b ___ = __
W
3
30 15 30 3
8 4 5 3 1
4
c ___ = ___ 4 = ___
d ___ 2 c i __ ii __ iii __ = __
30 15 30 15 9 9 9 3
8 10 8 2 a 1 1 1 1
2 a ___ b ___ c ___ 2
G (G, G) × =
3 2 6
17 17 17
2
d ___ e 1 1 G
17 3
1 1 1 1
20 5 2 R (G, R) × =
3 a 28 b ___ = __
3 2
2 1
6
1
28 7 1
G (R, G) × =
2 3 2 3
10 5 17
c ___ = ___
d ___ 2
28 14 28 3 R
4 a 12 12 = __
b ___ 4 1 2 1 1
R (R, R) × =
27 9 2 3 2 3
3
1
c ___ = __ 4
d ___ b 1
i __
3 1
ii __ = __
5
iii __
27 9 27 6 6 2 6
23 11
e ___ f ___ 3 a 4
Red Red, Red
27 27 10
7 2 7
5 a ___ b ___ c ___ 4 Red
29 29 29 10
6
2 9 20 Not Red Red, Not red
d ___ e ___ f ___ 10
29 29 29 4
Red Not red, Red
6 11 24 10
6 a ___ b ___ c ___ 6
25 25 25 10 Not Red
18 12
d ___ e ___ 6
25 25 10 Not red Not red, Not red
6 18 2
7 a ___ = __ 2 b ___ = __
12 = __
c ___ 4 16 48
27 9 27 3 27 9 b 4
i ____ = ___ 12
ii ____ = ___
100 25 100 25
3 6
d ___ = __ 1 e ___ = __ 2 64 16 40
27 9 27 9 iii ____ = ___
iv ____ = __ 2
100 25 100 5
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1 2 27 2 11
4 a i ___ ii __ b i ___ ii ___ iii ___
10 5 40 40 40
48
____ 183
b c i ii ____
First exam Second exam Outcome Probability
200 200
3 1
4 11 a ___ = 0.15 b __
Pass Pass, Pass 20 5
5
12 a Sat Sun
9 Pass
10 0.7 Rain
1
5 Fail Pass, Fail Rain
0.9
4 0.3 Not Rain
Pass Fail, Pass
1 5
0.6 Rain
10 Fail 0.1
Not Rain
1 0.4 Not Rain
5 Fail Fail, Fail
b i 0.04 ii 0.33 iii 0.96
72 18 28 7
ci ____ = ___ ii ____ = ___
100 25 100 25 13 a A B
26 ___
____ 13 40 2
i ii = iv ____ = __ 1 Stop
100 50 100 5 3 (+4 minutes)
60 60 85
5 a ____ b ____ c ____ 2 Stop
121 121 121 7 (+2 minutes)
2
12 21 3 Dont stop
6 a ___ b ___
25 25 1 Stop
23 6 5 3 (+4 minutes)
7 a ___ b ___ 7
50 50 Dont stop
42 70 90 2
8 a ____ b ____ c ____ 3 Dont stop
132 132 132
10
9 a b Incorrect: P(30 minutes) = ___
which is
3 21
9
Red Red, Red 1
less than __
2
4 Red 2 9
10 c i ___ ii ___
6 21 21
9 Not Red Red, Not red
14 a Day 1 Day 7
4
Red Not red, Red
9 4
6 Rain
5
10 Not Red
3 Rain
5
9 Not red Not red, Not red 5 1
5 No rain
12 48
i ___
b ii ___
90 90 7 Rain
60 36 2 10
___
iii ___
iv
90 90 5 No rain
10 a First match Second match 3
10 No rain
9 12 22 19
Win
10 b i ___ ii ___ iii ___
25 25 25
3 Win
15 0.96
4
1
10 Not Win
4
Win
5
1
4 Not Win
1
5 Not Win
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Past paper questions
1 a 0.3
0.8
0.05 and 0.95 [3]
b i 0.155 [3] ii 31 [3]
2 a 9
10
) 57 ) 1
10
1
20
2
7
19
[3]
20
2 or 0.0143
b ____ [2]
140
3 a 0.326, 0.256, 0.418 [2]
b 0.582 [2]
c 10 [2]
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Chapter 22
Getting started Exercise 22.1
1 Square Cube % 1 a 200, 100, 50, 25, 12.5
numbers numbers b −8, −11, −14, −17, −20
256 8 c 1.5, 2, 2.5, 3, 3.5 or 1.5, 1, 0.5, 0, −0.5
4 1 27
9 2 a Add four to the previous term; 21, 25, 29
16 64 125
900 216 b Add 10 to the previous term; 62, 72, 82
25 729
c Double the previous term; 32, 64, 128
49 81 1000
d Increase the numerator by 1 and the
28 42 5 6 ___ 7
denominator by 2; ___ , ___
,
10 12 14
2 a Answers will vary, but should mention e Write the next square number or square
that the pattern is a set of rectangles that the term position number; 36, 49, 64
is made longer each time, by adding one f Divide the previous term by 3; 27, 9, 3
yellow block to the middle of the top row
and a pink block to the bottom row. g Divide the previous term by 10; 0.415,
0.0415, 0.00415
b pink tiles = number of yellow tiles + [4]
h Multiply the position number by the
c Pink = 15 + 4 = 19 previous term; 720, 5040, 40 320
3 a 11, 13, 15 (odd numbers/plus 2) 3 a 19 (difference of −5)
b 48, 96, 192 (double previous term) b 7 (difference of 6)
c 62.5, 31.25, 15.625 (halve previous term/ c 20 (difference of 4)
divide by 2)
d 1 of the previous one)
0.03 (each term is ___
d 1 , 9 (add 1 __
6, 7 __ 1 ) 10
2 2
e 9, 19 (terms go up in increasing multiples
e −1, −3, −5 (subtract 2)
of 5: +5, +10, +15 and so on)
f 1296, 7776, 46 656 (powers of 6)
f 1 of the previous
0.1, 0.01 (each term is ___
4 a n = term number term) 10
b 1, 4, 9, …
4 Answers will vary. For example:
c 6400
a Start at 102 and add 2 to get the next
d No, not a square number term.
____
e 29th (√ 841 = 29) b Multiply the term number by −3.
c Start at 49 and subtract 2.
Discussion 1
a 12, 21, 30, 39, 48 Investigation 1
1 Answers may vary. For example:
b B, the axes are labelled correctly and the
height starts at a level above 0 (12 cm) and a x = 5 will result in 95, 90, 85, 80 … and
then goes up in a linear fashion. will meet the condition, x = −5 would
also work and would result in 95, 100,
c Ideas could include: in a table, on the
105, 110 …
coordinate plane or as a series of diagrams.
1 or x = __
b x = __ 4 would work, as would
d The starting height of 12 cm (the first
3 3
term) and the growth of 9 cm per week (the any value with a third.
difference between terms after the first term).
c In order for the second term to be greater
e The height is three more than nine times the than the first term, x could be any negative
number of weeks. value, such as −3; 95 − ( − 3)= 98
f 9 (10) + 3 = 93 cm
2 Students’ own work.
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Discussion 2 4 a 3 n 2
b n 2− 1
1 a The terms are 10, 12, 14, 16, 18 … for
both sequences. c n 2 − n
b It relates the value of the term to its d n 3− 2
position in the sequence and not to the n 3
___
e
previous term. 2
c 2(n + 4) Discussion 3
You can find the first difference between 35 and 24
Investigation 2 (11). Then by working back from the common 2nd
1 a n 1 2 3 4 5 difference, you can find all the first differences and
subtract them to find the missing terms. 3, 8 and
Term 2 16 54 128 250
15. The nth term is ( n + 1) 2 − 1.
n3 1 8 27 64 125
b 2n3 Investigation 3
2 There is a common third difference, so the 1 a a+b+c+d
sequence is cubic. b 7a + 3b + c
n 1 2 3 4 5 c 12a + 2b
Term 9 16 35 72 133 d 6a
n3 1 8 27 64 125 2 First term a + b + c + d = –2 0 10 34 78
Each term is 8 more than n3, so the rule for the
nth term is n 3+ 8. 1st difference 7a + 3b + c = 2 10 24 44
2nd difference 12a + 2b =
Exercise 22.2 8 14 20
1 a 3n − 1; 30th term = 89 3rd difference 6a = 6 6
b 5n − 1; 30th term = 149
3 6a = 6
c 5n − 2; 30th term = 148
12a + 2b = 8
d 4n − 7; 30th term = 113 7a + 3b + c = 2
e 11n + 1; 30th term = 331 a + b + c + d = −2
f 11 − 2n; 30th term = −49 4 a = 1, b = − 2, c = 1, d = − 2
2 a 7, 9, 11, 13, 15; 25th term = 55 Tn = n 3− 2 n 2 + n − 2
b 2, 5, 8, 11, 14; 25th term = 74
c 11, 15, 19, 23, 27; 25th term = 107 Exercise 22.3
d −5, −4, −3, −2, −1; 25th term = 19 1 a There is a common second difference of 4,
e 2, 9, 28, 65, 126; 25th term = 15 626 so the sequence is quadratic.
1 , __ b Tn = 2 n 2− 4n − 2
f 1, __ 1 , __
1 , __
1 ; 25th term = 0.04 or ___
1
2 3 4 5 25 c T20 = 718
g 3, 8, 15, 24, 35; 25th term = 675
2 a n = 3 n 2− 2
T
h 3, 7, 13, 21, 31; 25th term = 651
b Tn = n 2+ 2n − 4
3 a 4n − 2 c Tn = n 2− 6n + 8
b 126
3 a n = 2 n 3+ 5n − 3
T
c 50 = 4n − 2, so n = 13 and 50 is in the
b Tn = 4 n 3− 5 n 2+ 2
sequence.
c Tn = n 3− 2 n 2+ 4n − 2
d 105 = 4n − 2 results in n = 26.75 and this
position is not possible, so the number
cannot be in the sequence.
73 Cambridge IGCSE™ International Mathematics © Cambridge University Press & Assessment 2023
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Investigation 4 Past paper questions
1 This is growing pattern in which the number 1 −1 and 11 [2]
of new leaves in each shape is double the
2 a −5, −9 b 32, 64
number of leaves added to the previous shape.
19 − 4n [3] 2n − 1 [3]
2 Students should draw a pattern with 32 new
c 54, 70
leaves in the next branches.
n2 + 3n [3]
3 T n = 2 n
3 a 7n [1] b 13 − 3n [2]
c 2n + 2 [2] d n2 + n [2]
Exercise 22.4
1 a n = 2 n−1
T
b T n = 2000 × 0.5 n−1
c T n = 20000 × 0.8 n−1
2 a n = 100 × 1.5 n−1
T
b Calculated values have decimal places,
and you cannot get fractions of insects,
so the sequence is not going to be
mathematically exact.
3 a Temperature at any time is 5 × 3 n−1
b Between 5.8 and 5.9 minutes. Students will
find that 5 minutes is too little but that 6
minutes is too much time, so they can use
trial and error to find the solution.
4 a Term 1 2 3 4 5 n
Sequence A 5 8 11 14 17 3n + 2
Sequence B −2 −8 −18 −32 −50 − 2 n 2
b 7, 16, 29, 46, 67
c 3n + 2 − (−2 n 2 ) = 2 n 2+ 3n + 2
74 Cambridge IGCSE™ International Mathematics © Cambridge University Press & Assessment 2023
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Chapter 23
Getting started c i 3.2 ii −π
1 a Quadratic b Reciprocal d i π ii 10π
c Linear d Cubic e i 1 ii 2
2 a i 42 ii 3 iii 1
− __ 5 a x −3 −2 −1 0 1 2
3
f(x) 0.125 0.25 0.5 1 2 4
b i −13 < f (x) < 12
b, c, d y
ii −18 < f (x) < 7 5
c h−1 (x) = 3x − 2 4
d −24 3
d h(x) = 2−x b f(x) = 2x
2
Investigation 1 1
Students identify features of the graphs such as: −3 −2 −1 O 1 2 3x
• For sine and cosine graphs as the difference −1
c g(x) = −2x
between a an 0 increases the height of the wave −2
increases (amplitude). As b increases the length −3
of each wave of the function decreases (period).
e Some possible answers are: f (x) and
• For tangent graphs when a . 0 the curve bends h (x) go through the point (0, 1). All the
from left to right, when a , 0 the curve bends functions produce a curved line. For f (x)
from right to left. and h (x) all the y values are positive, the
y values for g (x) are all negative. g (x) is a
Exercise 23.1 reflection of f (x) over y = 0.
1 a A and E b D and F f 1x or 2−x
k (x) = __
2
c B and C 1 or −0.2x or −5−x
g t (x) = − __
2 a 5x
h v (x) = −3−x
Exercise 23.2
1 a f (x) = −4x2 − 8x + 2
b f (x) = 3x2 − 6x − 3
b Approximately 2 c f (x) = x2 + 2x − 8
c Approximately 1.1 to 1.3 (or similar range) d f (x) = −2x2 + 10x − 9
d Amplitude = 2 e 1 x2 + 3x − 2
f (x) = __
e Period = 1.26 2
f f (x) = − __ 1 x2 + x + 2 or
3 a The amplitude is approximately 1.5 4
b The period is between 1.0 and 1.1 f (x) = − 1 (x − 2)2 + 3
__
c Answer depends on values chosen by the 4
student, for example: f (x) = 1.5 sin (2πx) 2 a i f (x) = 2 (x + 2.5) (x − 2) or
or f (x) = 1.5 sin (5.71x) f (x) = 2x2 + x − 10
d Students’ own comparison and ii f (x) = 0.25 (x − 1) (x − 5) or
adjustment of function and graphs. f (x) = 0.25x2 − 1.5x + 1.25
π iii
4 a i 5 ii __ f (x) = 2(x + 0.5) (x − 3) or
2 f (x) = 2x2 − 5x − 3
2π
___
b i 8 ii iv f (x) = −3 (x + 0.33) (x − 2) or
7
f (x) = −3x2 + 5x + 2
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b Students’ own check of answers on 4 a $8000 b 0.75%
graphic display calculator. c $9571.31 d 10 years
5 a $5050.00 b 9 years
Investigation 2
6 6 years
The statement is true.
7 a 182 g b 25 years
Exercise 23.3 8 a f(x) = log3 (x)
1 a f (1000) = 4.99998. The function has a b g (x) = log2 (x − 4)
horizontal asymptote at y = 5 c h (x) = log0.5 (x + 1)
b f (1000) = −2.99999... The function has a d k (x) = log (x + 1.5)
horizontal asymptote at y = −3 e m (x) = log0.2 (x − 2)
c h (1000) = 1.50375... The function has a f n (x) = log7 (x + 2.25)
horizontal asymptote at y = 1.5
2 a f(x)
5
Exercise 23.5
4 1 a Translation (
− 1)
3 −5
2 b Translation (
0)
6.5
Translation (
1 )
1
c
0
−1 O 1 2 3 4x
−1 d Translation (
− 4)
−7
b 1
f(x) = 0.5 or f(x) = __
2 2 a g (x) = 3x2 − 3
3 a g(x) b g(x) = 3
4 b g (x) = −2x3 + 2
3
2 c g (x) = _____
+ 5
x+2
−4 −2 O 2x d g (x) = −(x − 2)2 + 1
−2
e g (x) = 8x+3 + 4
−4
f 2 − 2
g (x) = _____
−6 x+1
−8
4 a f(x) = 0 b x=4 Past paper questions
5 a g(x) = 3 b x = 2 and x = −2 1 a y
6 x = −270°, x = −90°, x = 90°, x = 270° 4
Exercise 23.4 2
1 a log3 9 = 2 b log3 81 = 4
c log4 0.25 = −1 d 1
log9 3 = __ −4 −2 O 2 4 x
2
2 a 42 = 16 b 53 = 125
−2
c _1
36 2= 6
d 103 = 1000
3 a f−1 (x) = log3 (x) −4
b f−1 (x) = log2 (x) − 1 [2]
c f−1 (x) = 5x b −2, 2 [2]
d f−1 (x) = 10x + 2 c −1.24 or −1.236…
3.24 or 3.236… [2]
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3 __
d i y 2 a i √ x [1]
ii
4
−4 −2 O 2 4 x
−2
−4 Intersecting y = x3 between x = 0.5
and 1.5 and close to y = x [2]
[2] iii Reflection
y = x [2]
ii Translation ( 2 )
− [2]
0
77 Cambridge IGCSE™ International Mathematics © Cambridge University Press & Assessment 2023
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Chapter 24
Getting started Exercise 24.1
1 a 0 195 390 585 1 Students can use any model they develop,
A
including graphs and formulae. Some students
might do systematic calculations or use
Z numerical tables to find a solution.
0 234 468 702
Using a formula you would get Syd = 45 + 30h
Z
b Values for __
give a constant ratio of 1.2, and Reza = 60 + 28h.
A
so Zara’s upload speed is 20% faster than a Syd will be cheaper for less than 7.5 hours.
Abi’s. b The charge will be the same for 7.5 hours.
c 1 min 42.6 seconds 2 a A possible model is:
d 234 MB
40 000
2 a B and F are not possible. B shows the kite
at a height before at any time has passed,
30 000
so there is no launch, and F shows an
Volume (litres)
increase in height with no time passing.
20 000
b C, it is a linear function with a gradient line of best
of 1 fit extrapolated
c Own opinions, could be A, C, D or E in 10 000
different conditions
d Possible graph could be: 0
0 1 2 3 4 5 6 7 8
y T (weeks)
This model has line of best fit
V = 40 000 − 5000T
Height (h)
b Around 3 weeks
c Natural events are not entirely predictable,
so time may show that the model is not
Time (t) x very accurate, for example it could rain in
Week 6, or evaporation and usage could
slow, changing the data and thus the
Discussion 1 trend.
Students should talk about the fact that problem- 3 a x cannot exceed 20 cm because that is half
solving and classroom tasks are generally linked the width and you would then not have
to the concepts that they are learning and they are corner pieces.
expected to apply their skills to solve the problem.
Modelling requires them to think about a situation
from the real world and to decide or choose how
to represent the situation using maths so they can
find the solution.
An investigation is a sustained exploration of a
mathematical situation, whereas modelling is a
different kind of task where the mathematics is
not given (and may not be clear) and the solutions
often have limitations due to the messiness of
real-life conditions.
78 Cambridge IGCSE™ International Mathematics © Cambridge University Press & Assessment 2023
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b Different models are possible. Students d Working out distances between points in
could use a table to relate values of a room (2D diagrams are easier to read and
x to volume, they could also plot the you can use trigonometry to solve problems).
information to get part of a cubic curve. e Spread of a disease/predict how many
For example: goals a basketball player might score (the
V computer can do the mathematics quickly
8600 for large amounts of data).
8500 f Finding the radius of a cylinder with
8400 a fixed volume and different heights
8300 (volume uses cubed units, so it can be
modelled using cubic functions).
Exercise 24.2
1 a H
H C H
0 H
0 7 8 20
b The ‘position’ tells you how many carbon
atoms are in each molecule and that
allows you to work out the number of
The maximum volume (V = 8450.2 cm3) hydrogen atoms.
is achieved when x is between 7 and 8 cm c C = 8, H = 18
(7.8 cm). d 2n + 2
c By iteration or using a formula, such as:
V = x (60 − 2x) (40 − 2x) and substituting 2 a
Using formulae such as arn−1 and
values of x. a (rn − 1)
Sn = ________
r−1
Discussion 2 b 10 × 214 = $163 840
Students will produce different answers. These are 10 (2 − 1)
21
__________
c = $10 485 754
examples and suggestions only. 2−1
1 a Graph/table of values
b Simultaneous equations/graphs
Exercise 24.3
c Scale diagram, physical models 1 a You don’t want a wire between two points
across the space in the room.
d Table of values, exponential graph,
spreadsheet b One way is to use Pythagoras:
e Scale diagram, formulae, spreadsheet 1m
f Trigonometric functions or graphs 1m
Light 3m
2 a Working out bearing and distance 3m
problems (you can measure angles and use
10 m
a scale that makes it easy to calculate). 6m
Dimmer
Floor
b Currency conversions or distance and 5m swtch
time problems (line graphs are easy to 8m
plot, you can interpolate to find values 1m
that are not given). 1m
c Rate at which metal melts in a furnace
(tables are useful for comparing values
over time or linking two variables).
8m
Shortest distance across the floor is 10 m.
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c Students may draw a diagram that shows
the ceiling and use the same method:
1m Back wall
1m 1m
Light 3m
3m 10.2956 m ≈ 10.3 m
5m
Ceiling Dimmer
5m Left wall swtch Right wall
9m
1m
1m
3m
Front wall
8m
This distance is approximately 10.3 m. d The length of the roads doesn’t vary
much for different positions, but given
2 a It is possible for the roads to be straight,
that 1 m of road adds $2400 to the cost,
there are no obstacles in the way and that
it is important to find the shortest route.
the ground is level (uneven ground would
However, this may not be possible in the
mean a longer road over the same direct
real world as the roads might have to
distance.
deviate around obstacles or rise and fall to
b Students’ own ideas and opinions. match the underlying terrain.
c Students will work this out in different
ways and should show how they work. Discussion 3
For example, they could make a function
using Pythagoras’ theorem linking the Students should realise that xy = 80 for this data
distance from each town to the metro stop (although some values are rounded and do not
(for example, give exactly 80) and that it could be modelled as
______ _____________ 80
f(x) = ( √ x 2+ 9 )+ ( √ (
12 − x) 2+ 36 ) half of y = ____
x , for example:
and use a graphics calculator to graph this y
for a suitable window and then find the 80
minimum that way). 70
F 60
50
D NOT TO
6 40
SCALE
3
30
x 12 − x 20
12 10
The shortest possible total length of 0 x
the two roads is 15 km. This is possible 0 10 20 30 40 50 60 70 80
1 of the way
when the metro stop is built __
3
along the 12 km stretch (at the 4 km mark
counting from due south of Dhahab).
F
D 10 NOT TO
6
SCALE
3 5
4 8
12
80 Cambridge IGCSE™ International Mathematics © Cambridge University Press & Assessment 2023
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Discussion 4 4 a Students could use a graphical model of
the data in the table, where x is the time
This discussion should allow students to see and y is the volume of water flowing
that they can use coordinate geometry to out. The graph would look like a linear
model situations and that this provides an function but students need to investigate
elegant solution. For example, constructing the this further. They can fit data to the
perpendicular bisector of the distance DF gives model by substituting coordinates such
two congruent triangles, and thus the roads will be as (0, 472) and estimates such as (15, 303)
equal in length at that point. into y = abx (exponential), y = ax2 + q
y
(quadratic) as well as y = ax + q to show
that the linear model fits the data best.
F b Repeating the process in a students should
see that y = 4x2 + 100 best defines the
relationship.
6
D c Students evaluate their own models, but
they should note that the model is not
3 ideal as there is not any firm data to
support in-between values.
0 x
0 12 5 This is an open-ended model with no fixed
Metro stop solutions. One way of simulating this for
n = 6 involves using different coloured
Exercise 24.4 counters and random draws from a container.
Start with five yellow and one red counter.
1 a V = 1500 − 50t The yellow are the uninfected people, the red
b 30 hours is the affected person. Shake the container and
draw two counters. If they are both yellow,
2 a Form an equation, rearrange the equation
replace them and try again. When you draw
and solve for x = 10
one red and one yellow, exchange the red for
( 2)
x
A = x 10 − __ a green (immune) and replace the yellow with
1 (x2 − 20x + 100 − 100) a red (infected), record one infection and
= − __ continue the process. If the next draw is both
2
yellow or green and yellow, replace them and
= − 1 (x − 10)2 + 50
__
try again. For each yellow and red, replace
2
where x = 10, A = 50 m2 with green and red and record an infection.
When you draw red and green, the spread is
b The area is unlikely to be exactly 50 m2 as stopped (due to immunity).
the riverbank is not a straight line.
For larger populations, students can use
3 a A = 6xh + 2x2 (Equation 1) random number tables to extend the concept.
But we know A = (48x − 4x2)(Equation 2) When they investigate the impact of different
So, 6xh + 2x2 = 48x − 4x2 numbers of immune people, they can use
6xh = 48x − 6x2 (divide each term by 6x) green counters as a proportion of n to
h=8−x simulate the spread.
b V = 16x2 − 2x3
81 Cambridge IGCSE™ International Mathematics © Cambridge University Press & Assessment 2023
CAMBRIDGE IGCSE™ INTERNATIONAL MATHEMATICS: COURSEBOOK
Past paper questions
400
1 a ____
x [1]
400
_____ 400
b − ____
x = 10 [4]
x−2
400x − 400 (x − 2) = 10x (x − 2)
−400x = 800 or 400x − 800 and
10x2 − 20x
c 22 minutes 13 seconds [4]
2 a 90 [2]
b 11 [2]
c 82.5 [2]
3 a 4.24 or 4.241 to 4.242 [2]
b 5.5[0] or 5.497 to 5.498 [2]
c 59.4 or 59.43 to 59.44 [2]
82 Cambridge IGCSE™ International Mathematics © Cambridge University Press & Assessment 2023
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