Problem Solving Matters

2023 Study Day 1

Student Booklet

1
Introduction
Welcome to the first study day of the Problem Solving Matters course. This course has been designed to
help you develop your problem solving and mathematical thinking skills. We hope that it will give you a
clearer understanding of the way you will have to think in order to be successful in applying for a place on a
mathematics or mathematics-related undergraduate degree course.
This first study day is about getting you started on the way to developing the skills you will need. Don’t
worry if you initially can’t solve the problems you are given or that it seems to take you longer to get through
them than some of the other students. Most of the problems use mathematics of no higher level than that of
a first year of an A level course, it is just the way that you have to think to solve them that will probably be
new to you.
Use the study days to pick up as many skills for problem solving as you can. Write down any interesting
facts, ideas and techniques that you come across. Talk to your mentor and the other students to find out
how they would approach the problems. This is your opportunity to gain experience and confidence in your
problem solving ability. You will find the day demanding and possibly exhausting but also very rewarding.
We hope that you will enjoy it!

Contents
Study focus 1: Curve Sketching and Identification
Problems from the lecture 2
Problems for group work 5
Problems for self-study 7

Study focus 2: Geometry and Coordinate Geometry

Problems from the lecture 12
Problems for Groupwork 15
Problems for Self-study 18

1
Study focus 1: Curve Sketching and Identification

Problems from the lecture

L1 The graph of the function 𝑦 = 𝑥 4 + 4𝑥 3 − 3𝑥 2 − 18𝑥 is sketched in

a) b) c) d) e)

L2 The graph of 𝑦 = 𝑥 4 − 2𝑥 3 − 3𝑥 2 + 8𝑥 − 4 is shown in fig. 1

Fig. 1

(i) Using fig. 1 as a guide, sketch the graph of 𝑦 = (𝑥 − 1)2 (𝑥 2 + 2)(𝑥 − 2) on new axes.
(ii) Sketch the graph of 𝑦 = (𝑥 2 − 1)2 (𝑥 2 + 2)(𝑥 − 2) on new axes.

L3 Sketch the graph of 𝑦 = √𝑥 + 2 − √𝑥 − 1

L4 Sketch the graph of 𝑦 2 = sin 𝑥

L5 The graph of 𝑥 3 − 𝑦 3 = 𝑥 is sketched in

a) b) c) d) e)

2
How to deal with unfriendly looking questions

U1 A sketch of the curve with equation 𝑥 2 𝑦 2 (𝑥 + 𝑦) = 1 is drawn in which of the following diagrams?

Before looking at the diagrams – Can you identify any features of the graph?

i. values that 𝑥 and 𝑦 can’t take

ii. any symmetry
iii. behaviour for large 𝑥 and 𝑦
iv. behaviour for small 𝑥 and 𝑦

Now look at the diagrams

(a) (b) (c)

(d) (e)
(Adapted from the MAT specimen paper)

3
U2 The graph of the function 𝑦 = log10(𝑥 2 − 2𝑥 + 2) is sketched in

(a) (b) (c)

(d) (e)

(MAT 2014 paper Q1B)

U3 𝑓(𝑥) = 𝑎𝑥 4 + 𝑏𝑥 3 + 𝑐𝑥 2 + 𝑑𝑥 + 𝑒 where 𝑎, 𝑏, 𝑐, 𝑑 and 𝑒 are real numbers.

Suppose 𝑓(𝑥) = 1 has 𝑝 distinct real solutions, 𝑓(𝑥) = 2 has 𝑞 distinct real solutions, 𝑓(𝑥) = 3 has 𝑟
distinct real solutions and 𝑓(𝑥) = 4 has 𝑠 distinct real solutions.

Which one of the following is not possible?

A 𝑝 = 1, 𝑞 = 2, 𝑟 = 4 and 𝑠 = 3
B 𝑝 = 1, 𝑞 = 3, 𝑟 = 2 and 𝑠 = 4
C 𝑝 = 1, 𝑞 = 4, 𝑟 = 3 and 𝑠 = 2
D 𝑝 = 2, 𝑞 = 4, 𝑟 = 3 and 𝑠 = 1
E 𝑝 = 4, 𝑞 = 3, 𝑟 = 2 and 𝑠 = 1

(TMUA 2016 paper 2 Q14)

4
Problems for Work Groups
There is a mixture of difficulties in these problems (none are “easy”). They are not arranged in order of
difficulty. Part of developing your problem solving skills will be learning how to tell how much effort and
thought a problem will require. As you attempt these problems try to identify what the problem is trying to
get you to think about. Each one has a reason for being there. Once you have solved each one think “what
did I learn from that problem?”

W1 The cubic equation 𝑥 3 + 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0, where 𝑎 and 𝑏 are integers, has three distinct positive
real roots.

i. Sketch the graph 𝑦 = 𝑥 3 + 𝑎𝑥 2 + 𝑏𝑥 + 𝑐

ii. Explain why 𝑐 < 0

W2 Sketch the graph of 𝑦 = 1 for −𝜋 < 𝑥 < 2𝜋

sin2 𝑥

Clearly mark the coordinates of any turning points.

W3 Sketch the graph of sin(𝑥 + 𝑦) = 12

W4 Sketch the graph of 𝑦 2 = 𝑥 + 𝑦

W5 Sketch the graph of 𝑦 = [𝑥] − 𝑥 2 for 0 ≤ 𝑥 < 5

Note: [𝑥] denotes the largest integer less than or equal to 𝑥.

W6 Sketch the graph of 𝑦 = (𝑥 − 1)2 (𝑥 + 1)1

Mark on any stationary points and determine their nature.

Using your initial sketch as a guide, sketch the following graphs

i. 𝑦 = (𝑥 − 1)2 (𝑥 + 1)2
ii. 𝑦 = (𝑥 − 1)1 (𝑥 + 1)2
iii. 𝑦 = (𝑥 − 1)3 (𝑥 + 1)3
Using your answers, can you sketch the four possible graphs of 𝑦 = (𝑥 − 1)𝑝 (𝑥 + 1)𝑞 where 𝑝 and 𝑞
are positive integers.

5
W7 Given that f(𝑥) = 𝑎𝑥 3 − 𝑏𝑥 2 + 𝑐𝑥 where 𝑥 ∈ ℝ and 𝑎, 𝑏 and 𝑐 are constants, find f ′ (𝑥) and f ′′ (𝑥).

Sketch the graph of 𝑦 = f(𝑥) in the case where 𝑎 = 1, 𝑏 = 0, 𝑐 = 0

Given further that 𝑎 > 0 and 𝑏, 𝑐 ≥ 0 and by considering where f(𝑥) = 0, f ′ (𝑥) = 0 and f ′′ (𝑥) = 0,
sketch the graph of 𝑦 = f(𝑥) in each of the following cases:

i. 𝑏 2 < 3𝑎𝑐
ii. 𝑏 2 = 3𝑎𝑐, 𝑏 ≠ 0, 𝑐 ≠ 0
iii. 𝑏 2 = 4𝑎𝑐, 𝑏 ≠ 0, 𝑐 ≠ 0
iv. 𝑏 2 > 4𝑎𝑐
v. 𝑐 = 0, 𝑏 ≠ 0
Write down a condition in terms of 𝑎, 𝑏 and 𝑐 for 𝑦 = f(𝑥) to have two stationary points but only one
root.

Give an example of f(𝑥) for which this is the case stating the values of 𝑎, 𝑏 and 𝑐 that have been
used.

W8 a) Sketch the graph of 𝑦 = 2[𝑥] for 0 ≤ 𝑥 ≤ 4. ([𝑥] denotes the largest integer less than or equal to
𝑥)

𝑎
Use your graph to find ∫0 2[𝑥] 𝑑𝑥 when

i. 𝑎=4
ii. 𝑎 = 2.5
10
Show that 1023 < ∫0 2𝑥 𝑑𝑥

b) Find
4
∫ 2[2𝑥] 𝑑𝑥
0

Show that
𝑛
1 𝑘𝑛
∫ 2[𝑘𝑥] 𝑑𝑥 = (2 − 1)
0 𝑘
if 𝑘 and 𝑛 are both positive integers

Find the exact value of

6.25
∫ 2[4𝑥] 𝑑𝑥
0
1
Give you answer in the form (2𝑏 − 1) where 𝑎 and 𝑏 are positive integers
𝑎

6
Problems for self-study
These questions are for you to try at home before the next Study Day. The first few have hints to help you
reconnect with the content at home.

S1 Match each of these quadratic graphs to a suitable equation.

If you are going to do this quickly, which features will you focus on?
Are there any quick tests that reduce some of the possibilities for each graph?
Are there any simple values you can substitute in to the equations to make things clear?
Can you group some of the graphs by any important features to narrow things down?
Are there any alternative forms you can write the quadratic expressions in to be able to see which
graphs match?

A: 𝑦 = 𝑥 2 − 4𝑥 + 5

B: 𝑦 = 𝑥 2 + 4𝑥 + 3

C: 𝑦 = −𝑥 2 + 4𝑥 − 5

D: 𝑦 = 𝑥 2 + 4𝑥 + 5

E: 𝑦 = 𝑥 2 − 4𝑥 + 3

F: 𝑦 = −𝑥 2 − 4𝑥 − 5

S2 You are asked to state how many solutions 𝑥 sin 𝑥 = 0 has in 0 ≤ 𝑥 ≤ 4𝜋.

There is a very quick way to do this. How does thinking about the graph of 𝑦 = sin 𝑥 help?
7
S3 You are asked the following question:

Consider the simultaneous equations

𝑦 = 3 − cos 𝑥
𝑦 =𝑎−𝑥

Where 𝑎 ∈ ℝ
Which of the following statements is true? (tick all the true answers)

1. For some value of 𝑎 there is exactly one solution in −𝜋 ≤ 𝑥 ≤ 𝜋

2. For some value of 𝑎 there is exactly one solution in −𝜋 ≤ 𝑥 ≤ 0 and exactly one
solution in 𝜋 ≤ 𝑥 ≤ 2𝜋
3. For some value of 𝑎 there are no solutions in −𝜋 ≤ 𝑥 ≤ 𝜋
4. For some value of 𝑎 there are two solutions in −𝜋 ≤ 𝑥 ≤ 𝜋
5. For some value of 𝑎 there are no solutions for 𝑥 ∈ ℝ

Before trying to answer the question sketch the graph of 𝑦 = 3 − cos 𝑥

What would the graph of 𝑦 = 𝑎 − 𝑥 look like if 𝑎 = 0, 𝑎 = −1, 𝑎 = 1 etc.?
How does changing 𝑎 change where the graph appears on the axes?
What do you know about the gradient of 𝑦 = 𝑎 − 𝑥?
What do you know about the gradient of 𝑦 = cos 𝑥 (and therefore 𝑦 = 3 − cos 𝑥)?

Try to answer the question.

S4 The graphs of two functions are shown here:

One is 𝑦 = log 𝑎 𝑥 (the solid one), the other is 𝑦 = log 𝑏 𝑥 (the dotted one)

Which of the following is true?

1. 𝑎>𝑏
2. 𝑏>𝑎
3. 𝑎≥𝑏
4. 𝑎≤𝑏

How would rewriting each one in index form help?

Could substituting a simple value for 𝑦 help?
Which one is true?

8
S5 This question comes from the 2017 TMUA paper 1.

Find the complete set of values of 𝑥, with 0 ≤ 𝑥 ≤ 𝜋, for which

(1 − 2 sin 𝑥) cos 𝑥 ≥ 0
𝜋 𝜋 5𝜋
A. 0 ≤ 𝑥 ≤ , ≤ 𝑥 ≤
6 2 6
𝜋 5𝜋
B. 0 ≤ 𝑥 ≤ 6, 6 ≤𝑥≤𝜋
𝜋 𝜋 5𝜋
C. 6
≤𝑥 ≤ 2, 6 ≤𝑥≤𝜋
𝜋 5𝜋
D. 6
≤𝑥 ≤ 6

Can you sketch the graph of 𝑦 = 1 − 2 sin 𝑥?

Where is the graph above the 𝑥 axis? Where is it below the 𝑥 axis?
Can you sketch the graph of 𝑦 = cos 𝑥?
Where is the graph above the 𝑥 axis? Where is it below the 𝑥 axis?
How can considering positive and negative numbers help you answer this problem?

S6 This question comes from the 2017 TMUA paper 1.

The graph of 𝑦 = log10 𝑥 is translated in the positive 𝑦-direction by 2 units.

This translation is equivalent to a stretch factor 𝑘 parallel to the 𝑥-axis.
What is the value of 𝑘?
A. 0.01
B. log10 2
C. 0.5
D. 2
E. log 2 10
F. 100

0
Using the rules for applying transformations, can you write the translation of 𝑦 = log10 𝑥 by ( )?
2
Can you rearrange this to log10 𝑥 = f(𝑦) where f(𝑦) is a simple function of 𝑦?
Can you rewrite this so that it is written using indices rather than logarithms?
Do any of the laws of indices allow you to write this in a more useful way?
The second transformation is a stretch parallel to the 𝑥 axis with a scale factor of 𝑘.
Using the rules for applying transformations, can you write the transformation of 𝑦 = log10 𝑥 by this
stretch?
Can you rewrite this so that it is written using indices rather than logarithms?
The two expressions should be the same. Can you find 𝑘?

9
S7 For many questions, calculus in not really required. This question from the TMUA specimen paper
shows where it can be of some use.

How many real roots does the equation 𝑥 4 − 4𝑥 3 + 4𝑥 2 − 10 = 0 have?

A 0
B 1
C 2
D 3
E 4

The equation is quartic. What is the general shape of a quartic equation?

Which way up should this shape go for this equation?
The number of real roots will be the number of times the graph crosses the 𝑥 axis.
How does knowing where the turning points are (both 𝑥 and 𝑦 coordinates) tell you how many times
the graph will cross the 𝑥 axis?

S8

S9 Which one of the following is a sketch of the graph

(𝑥 + 𝑦)(𝑥 2 − 𝑥𝑦 + 𝑦 2 ) = 1?

10
S10 Prove that the tangent line drawn to a cubic polynomial at the point where 𝑥 is the average of any
two of its roots, intersects the polynomial on the 𝑥-axis at the third root.

S11 Match each of these equations:

𝑥+1 𝑥+1 𝑥+1

𝑦= , 𝑦= , 𝑦=
𝑥2 𝑥3 (𝑥 − 1)2

to one of the graphs below:

S12 The function f(𝑥) = 𝑥 4 − 10𝑥 3 + 33𝑥 2 − 39𝑥

For what value of 𝑘 is the line 𝑦 = 𝑥 + 1 a tangent to the curve 𝑦 = f(𝑥) + 𝑘 at two distinct points?

Sketch the curve 𝑦 = f(𝑥) + 𝑘 and the line 𝑦 = 𝑥 + 1 on the same axes clearly showing the
coordinates where they touch.

S13 Prove the identity

2𝑥 2 − 2𝑦 2 − 5𝑥 + 3𝑥𝑦 + 2 ≡ (2𝑥 − 𝑦 − 1)(𝑥 + 2𝑦 − 2)

Draw a sketch showing all of the solutions to the equation

2𝑦 2 − 3𝑥𝑦 = 2𝑥 2 − 5𝑥 + 2

S14 𝑝(𝑥) is a polynomial such that the equation 𝑝(𝑥) = 0 has a repeated root at 𝑥 = 𝑎 and another root
(not repeated) at 𝑥 = −𝑎. These are the only real roots of 𝑝(𝑥) = 0.

Sketch the possible shapes of the curve 𝑦 = 𝑝(𝑥) where

a) 𝑝(𝑥) is a cubic polynomial

b) 𝑝(𝑥) is a quartic (order 4) polynomial

11
Study focus 2: Coordinate Geometry

Problems from the lecture

L1 𝑃𝑄𝑅𝑆 is a cyclic quadrilateral. Angle 𝑄𝑃̂𝑆 = 90° and sides 𝑃𝑆 and 𝑄𝑅 are both of length 2 units.
The circle passing through 𝑃, 𝑄, 𝑅 and 𝑆 has a radius of 2 units. 𝑋 is the numerical value of the area
of 𝑃𝑄𝑅𝑆 and 𝑌 is the numerical value of its perimeter. Which of the following statements are true?
𝑌 1
1. 𝑋
=1+
√3
2. 𝑋 > 𝑌
3. 𝑌 2 is rational
𝑋 3−√3
4. =
𝑌 2
5. Angle 𝑃𝑄̂ 𝑆 = 30°

L2 Find the coordinates of the points (1,3), (𝑥, 𝑦) and (sin 𝜃 , cos 𝜃) rotated
𝜋
a) 2 radians anticlockwise about (0,0)
b) 𝜃 radians anticlockwise about (0,0)

L3 The parabolas in fig. 1 have a common tangent at 𝑥 = 2.

Fig. 1
Given that one parabola has a vertex at (0,2) and the other has a vertex at (3,5), find the equation
of each curve and the equation of the common tangent.

12
L4 The diagram shows the circle 𝑥 2 + 𝑦 2 − 6𝑥 − 8𝑦 + 21 = 0. Two tangents to the circle pass through
(0,1).

5
Show that cos 𝜃 = 9.

L5 Find the coordinates of the points (1,3), (𝑋, 𝑌) and (sin 𝜃 , cos 𝜃) reflected in each of the following
straight lines
a) 𝑦 = 2𝑥
b) 𝑦 = 𝑚𝑥
c) 𝑦 = 𝑥 tan 𝜃

L6 The line segment joining the points (−2, −4) and (6, 6) is the diameter of a circle.
The circle is translated 3 units in the positive 𝑦 direction, then reflected in the line 𝑦 = 𝑥, then
enlarged by a scale factor of 3 about the centre of the resulting circle.
The equation of the final circle is
A (𝑥 − 2)2 + (𝑦 − 4)2 = 369
B (𝑥 − 2)2 + (𝑦 − 4)2 = 123
C (𝑥 − 4)2 + (𝑦 − 2)2 = 123
D (𝑥 − 4)2 + (𝑦 + 1)2 = 369
E (𝑥 − 4)2 + (𝑦 − 2)2 = 369
F (𝑥 − 4)2 + (𝑦 + 1)2 = 123

13
How to deal with unfriendly looking questions

U1 A circle 𝐴 passes through the points (−1, 0) and (1, 0). Circle 𝐴 has centre (𝑚, ℎ), and radius 𝑟.
(i) Determine 𝑚 and write 𝑟 in terms of ℎ.
(ii) Given a third point (𝑥0 , 𝑦0 ) and 𝑦0 ≠ 0 show that there is a unique circle passing through
the three points (−1, 0), (1, 0), (𝑥0 , 𝑦0 ).
For the remainder of the question we consider three circles 𝐴, 𝐵, and 𝐶, each passing through the
points (−1, 0), (1, 0). Each circle is cut into regions by the other two circles.
For a group of three such circles, we will say the lopsidedness of a circle is the fraction of the full
area of that circle taken by its largest region.
(iii) Let circle 𝐴 additionally pass through the point (1, 2), circle 𝐵 pass through (0, 1), and let
circle 𝐶 pass through the point (0, −4). What is the lopsidedness of circle 𝐴?
(iv) Let 𝑝 > 0. Now let 𝐴 pass through (1, 2𝑝), 𝐵 pass through (0, 1), and 𝐶 pass through
(−1, −2𝑝). Show that the value of 𝑝 minimising the lopsidedness of circle 𝐵 satisfies the
equation
1 𝜋
(𝑝2 + 1) tan−1 ( ) − 𝑝 = .
𝑝 6
−1 (𝑥) 𝜋 𝜋
Note that tan is sometimes written as arctan(𝑥) and is the value of 𝜃in the range − 2 < 𝜃 < 2
such that tan(𝜃) = 𝑥.
(MAT 2015 Q4)

U2 A region is defined by the inequalities 𝑥 + 𝑦 > 6 and 𝑥 − 𝑦 > −4

Consider the 3 statements
1. 𝑥 > 1
2. 𝑦 > 5
3. (𝑥 + 𝑦)(𝑥 − 𝑦) > −24
4.
Which of the above statements is/are true for every point in the region?

A none
B 1 only
C 2 only
D 3 only
E 1 and 2 only
F 1 and 3 only
G 2 and 3 only
H 1, 2 and 3

(TMUA 2016 Paper 2 Q8)

14
Problems for Work Groups

W1 The points (−2, 4) and (3, −2) are two vertices of a square. Find the equation of the line on which all
of the possible centres of the square lie.

W2 Circle 𝐶1 and circle 𝐶2 are defined by the equations

𝑥 2 + 𝑦 2 − 6𝑥 + 2𝑦 + 5 = 0 and
𝑥 2 + 𝑦 2 + 16𝑥 + 6𝑦 + 69 = 0 respectively.
Find the distance between the point 𝑃1 on circle 𝐶1 and the point 𝑃2 on circle 𝐶2 where 𝑃1 and 𝑃2 are
as close as possible.

W3

A six pointed star can be dissected as shown and reassembled to make an equilateral triangle.

Find the relationship between the edge length of the star and the side length of the equilateral
triangle.

W4

1
A straight line intersects the 𝑥 and 𝑦 axes at 𝐷 and 𝐴 respectively. It also intersects the curve 𝑦 = 𝑥
at 𝐵 and 𝐶.

Show that 𝐴𝐵 = 𝐶𝐷.

15
W5

Given the following information:

• the line through 𝐴𝐵 is parallel to the line through 𝐷𝐶
• the line through 𝐴𝐷 is parallel to the line through 𝐵𝐶
• 𝐴𝐵 is perpendicular to 𝐴𝐷
• the line through 𝐴𝐷 does not pass through the origin
• 𝐴𝐵 is 13 units long
• the diagonal BD is 13√5 units long
• all of the coordinates have integer values

Find the equations of the straight lines in the diagram.

W6

The diagram shows two circles, one with radius 𝑅 and the other with radius 𝑟 where 𝑅 > 𝑟.

An isosceles triangle is drawn around the circles as shown with the equal sides being the tangents to
both circles.

2 𝑟
Given that sin 𝜃 = 5, find the ratio 𝑅.

An infinite series of circles is drawn above the two shown in the diagram. Each circle has the equal
sides of the isosceles triangle as tangents and each circle touches the circle below.

Given that the radius 𝑅, of the largest circle is 4 units long, find the height of the triangle.

What fraction of the triangle is filled by circles? (give your answer in terms of 𝜋)

16
W7 (a) Find the distance between the parallel lines with equations 2𝑥 – 𝑦 + 4 = 0 and 2𝑥 – 𝑦 − 4 =
0.

A circle 𝐶 touches these lines. The centre of 𝐶 is the point 𝑄, and the tangents to 𝐶 from the origin 𝑂
1
meet 𝐶 at the points 𝐴 and 𝐵. Given that sin(𝐴𝑂̂𝑄) = .
5

(b) Find the coordinates of 𝑄 and the equation of the circle

W8

Let 𝑝 and 𝑞 be positive real numbers. Let 𝑃 denote the point (𝑝, 0) and 𝑄 denote the point (0, 𝑞).

(i) Show that the equation of the circle 𝐶 which passes through 𝑃, 𝑄 and the origin 𝑂 is
𝑥 2 − 𝑝𝑥 + 𝑦 2 − 𝑞𝑦 = 0.

Find the centre and area of 𝐶.

(ii) Show that

area of circle 𝐶
≥𝜋
area of triangle 𝑂𝑃𝑄

(iii) Find the angles 𝑂𝑃𝑄 and 𝑂𝑄𝑃 if

area of circle 𝐶
= 2𝜋
area of triangle 𝑂𝑃𝑄

17
Problems for self-study

S1 It is easy to forget useful skills from GCSE.

Look at this problem.

A line 𝐿, perpendicular to 𝑦 = 3𝑥 + 6 passes through the point (−1,0) as shown in the

diagram.

Find the area of the triangle enclosed by the two lines and the 𝑥 axis.

A perfectly valid way to do this would be to find the equation of the perpendicular line and then
where it crosses the original line. The question is, “is there a way of doing this with no mathematics
beyond GCSE?”
Followed by “which method is the quickest or most efficient?”

Try thinking about it like this:

• What can you say about the angles in the triangle with corners (−2,0), (0,0) and
(0,6) when compared to the angles in the shaded triangle?
• What does this mean about the two triangles?
• What is the length of the hypotenuse of the large triangle?
• What is the length of the hypotenuse of the shaded triangle?
• What is the scale factor from one to the other?
• What is the area scale factor?
• What is the area of the large triangle?
• What is the area of the shaded triangle?

It may be that you think the method using equations of lines is better, in which case stick to that but
remember that GCSE methods still exist and can be useful!

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S2 Find the image of the point (1, 5) when it is
i. Reflected in the line 𝑦 = 𝑥 + 2
ii. Rotated 90° anticlockwise about (−2, 1)

S3 The parabola 𝑦 = 𝑥 2 − 5 intercepts the circle 𝑥 2 + 𝑦 2 = 9 at the points 𝐴, 𝐵, 𝐶 and 𝐷.

Find the area of the trapezium 𝐴𝐵𝐶𝐷.

S4 Find the radius of the large circle below

Why is the radius not 3 cm?

Where is the centre of the large circle?
Draw in a radius that connects to a sensible point.
Do you know enough lengths to be able to use a GCSE method to find the radius?

S5 This problem looks like the one above but needs a different GCSE method.
Find the radius of the large circle below.

Why is the centre of the large circle not the same as the centre of one of the smaller circles?
Mark the centre of the rough circle (approximately) and join it to an obvious (hopefully) point to show
the radius.
Can you make a right-angled with the point you have just used and any other points?
Joining the point where one of the small circles touches the large circle to where the square touches
the large circle should give you the right-angled triangle you are looking for. Can you find it’s
hypotenuse?
Can you add a line from the centre so that it meets the hypotenuse you have just calculated at 90°?
Is this triangle similar to any of the other triangles you can see?
Can you find the radius of the large circle?

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S6 This is a TMUA question. Can you use one of the ideas you’ve come across so far to solve it?

A line 𝑙 has equation 𝑦 = 6 − 2𝑥

A second line is perpendicular to 𝑙 and passes through the point (−6,0)
Find the area of the region enclosed by the two lines and the 𝑥 −axis
1
A. 16 5
B. 18
3
C. 21 5
D. 27
1
E. 40 2

S7

In the diagram above, 𝐴 is the point (0, 6) and the three tangents to the circles form an equilateral
triangle. Given that this triangle has reflection symmetry in the 𝑦 axis and that the smaller circles all
have a radius of 1 unit, find the equations of all three lines and all four circles.

S8 a) Show that the line 𝑦 = 𝑚𝑥 + 𝑐 passes through the point (1, 1) if 𝑐 = 1 − 𝑚.

b) Let 𝐿 be a line with gradient 𝑚 > 0, which passes through (1, 1). Find the equation of the line
𝐿′ which is perpendicular to 𝐿, and which passes through the point (1, 𝑎), given 𝑎 ≠ 1.

c) Find the area of the triangle which has (1, 1) and (1, 𝑎) as two of its vertices and the
intersection of 𝐿 and 𝐿′ as the third vertex.

d) For what value of 𝑚 is the triangle isosceles (two sides of equal length)?

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S9

The diagram shows the parabola 𝑦 = 𝑥 2 and a circle with centre (0, 8).

The circle touches the parabola at two points 𝐴 and 𝐵.

Without using differentiation

(a) Find the radius of the circle

(b) Find the coordinates of 𝐴 and 𝐵.

(c) Show that the gradient of the tangent to the circle at either 𝐴 or 𝐵 is √30

The tangents to the circle at 𝐴 and 𝐵 meet at a point 𝐶 on the 𝑦 axis.

15√30
Find this point and show that the area of triangle 𝐴𝐵𝐶 is 2
square units.

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S10 In the diagram below are drawn the circle 𝑥 2 + (𝑦 − 1)2 = 1 and the parabola 𝑦 = − 1 𝑥 2 .
4

1 1
(i) Find the equation of the tangent to the parabola 𝑦 = − 𝑥 2 at the point (𝑡, − 𝑡 2 ).
4 4

(ii) Show that, when 𝑡 = 2√3, this tangent is also a tangent to the circle 𝑥 2 + (𝑦 − 1)2 = 1.

By symmetry the tangent to the parabola at (−2√3, −3 ) is also a tangent to the circle.
These tangents are also shown on the diagram above.

(iii) The first and second tangents meet the 𝑥-axis at 𝐴 and 𝐵 respectively; the two tangents
intersect at 𝐶. Find the angle 𝐶𝐴𝐵.

Deduce that the area of the shaded region 𝑅, bounded by the circle and the two tangents, is

𝜋
√3 − .
3

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