Skills Builder Math

Greg Byrd, Lynn Byrd and Chris Pearce
Cambridge Checkpoint
Mathematics
Skills Builder
9
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Copyright Material - Review Only - Not for Redistribution
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Greg Byrd, Lynn Byrd and Chris Pearce
Skills Builder Workbook

Cambridge Checkpoint
Mathematics
9
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University Printing House, Cambridge CB2 8BS, United Kingdom
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Information on this title: www.cambridge.org / 9781316637401 (Paperback)
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© Cambridge University Press 2017
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no reproduction of any part may take place without the written
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permission of Cambridge University Press.
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First published 2017

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Produced for Cambridge University Press by
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Editor: Sonya Newland

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Designer: Ann Dixon

Illustrator: Ron Dixon
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Printed in Spain by GraphyCems

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A catalogue record for this publication is available from the British Library
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ISBN 978-1-316-63740-1 Paperback

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factual information given in this work is correct at the time of first printing but
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Cambridge University Press does not guarantee the accuracy of such information
thereafter.
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All Checkpoint-style questions and sample answers within this workbook are
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written by the authors.

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notice to teachers in the uk

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It is illegal to reproduce any part of this work in material form (including

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(i) where you are abiding by a licence granted to your school or institution by the
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and you have gained the written permission of Cambridge University Press;
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(iii) where you are allowed to reproduce without permission under the provisions
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example, the reproduction of short passages within certain types of educational

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anthology and reproduction for the purposes of setting examination questions.

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Contents
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Introduction
am 5 7 Fractions 47
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7.1 Writing a fraction in its simplest
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1 Integers, powers and roots 7 form 47
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7.2 Adding and subtracting fractions 49
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1.1 Directed numbers 7
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1.2 Square roots and cube roots 9 7.3 Multiplying fractions 51
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1.3 Indices 12 7.4 Dividing fractions 53
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2 Sequences and functions 13 8 Constructions and Pythagoras’
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theorem 55
2.1 Generating sequences 13
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2.2 Finding the n th term 15 8.1 Using Pythagoras’ theorem 55
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2.3 Finding the inverse of a function 17
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9 Expressions and formulae 59
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3 Place value, ordering and rounding 20 9.1 Simplifying algebraic expressions 59

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3.1 Multiplying and dividing decimals 9.2 Constructing algebraic expressions 61
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mentally 20 9.3 Substituting into expressions 63

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3.2 Multiplying and dividing by 9.4 Deriving and using formulae 65

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powers of 10 22 9.5 Factorising 67

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9.6 Adding and subtracting algebraic

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3.3 Rounding 24
fractions 69
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3.4 Order of operations 25

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10 Processing and presenting data 71

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4 Length, mass, capacity and time 27

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4.1 Solving problems involving 10.1 Calculating statistics 71

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measurements 27 10.2 Using statistics 75

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4.2 Solving problems involving average

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speed 29 11 Percentages 78
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4.3 Using compound measures 32 11.1 Using mental methods 78

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11.2 Percentage changes 81

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5 Shapes 34
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5.1 Regular polygons 34 12 Tessellations, transformations

and loci 84
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5.2 Plans and elevations 37

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12.1 Tessellating shapes 84

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6 Planning and collecting data 40 12.2 Solving transformation problems 85

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6.1 Designing data collection sheets 40 12.3 Enlarging shapes 88

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6.2 Collecting data 44

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13 Equations and inequalities 90 18 Graphs 120
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13.1 Solving linear equations 90 18.1 Gradient of a graph 120
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13.2 Trial and improvement
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14 Ratio and proportion 97 19 Interpreting and discussing
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14.1 Comparing and using ratios 97 results 127
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14.2 Solving problems 99 19.1 Interpreting and drawing frequency
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diagrams 127
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15 Area, perimeter and volume 101 19.2 Interpreting and drawing line
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15.1 Solving circle problems 101 graphs 128
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15.2 Calculating with prisms and 19.3 Interpreting and drawing scatter
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graphs 131
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cylinders 104
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19.4 Interpreting and drawing
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16 Probability 108 stem-and-leaf diagrams 134
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16.1 Calculating probabilities 108

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Glossary 136
16.2 Sample space diagrams 111
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17 Bearings and scale drawings 114

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17.1 Using bearings 114

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17.2 Making scale drawings 117

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Introduction
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Welcome to Cambridge Checkpoint Mathematics Skills Builder Workbook 9.
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The Cambridge Checkpoint Mathematics course covers the Cambridge
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Secondary 1 Mathematics curriculum framework. The course is divided
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into three stages: 7, 8 and 9.
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You can use this Skills Builder Workbook with Coursebook 9 and Practice
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Book 9. It gives you extra practice in all the topics, focusing on those that
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are the most important, to improve your understanding and confidence.
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Like the Coursebook and the Practice Book, this Workbook is divided
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into 19 units. In each unit there are exercises on each topic. There are
introductory explanations and either worked examples or guided
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questions. These explain the skills you need to master and use to solve
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more complex problems. This Workbook also gives you a chance to try
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further questions on your own. This will improve your understanding of

the units. It will also help you feel confident about working on your own
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when there is no teacher to help you. At the end of each unit is a link to
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exercises to attempt in the Coursebook.

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If you get stuck with a task:

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• Read the question again.

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• Look back at the introductory explanations and worked examples or

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guided questions.
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• Read through the matching section in the Coursebook.

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Pr Pr Pr
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Integers, powers and roots
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1.1 Directed numbers
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To subtract a negative number, you add the inverse. Look at these examples:
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3 – –2 = 3 + 2 = 5 –2 – –5 = –2 + 5 = 3 –6 – –4 = –6 + 4 = –2
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1 Fill in the missing numbers.

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a 5 – –1 = 5 + . . . . . . = . . . . . . b 2 – –4 = 2 + . . . . . . = . . . . . .
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c 8 – –1 = 8 + . . . . . . = . . . . . . d –3 – –1 = –3 + . . . . . . = . . . . . .
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e –1 – –5 = –1 + . . . . . . = . . . . . . f –7 – –5 = –7 + . . . . . . = . . . . . .
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The numbers can be decimals:

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2.5 – –1.3 = 2.5 + 1.3 = 3.8 –1.2 – –3.4 = –1.2 + 3.4 = 2.2
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+3.4
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+1.3
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0 1 2.5 3.8 5 –2 –1.2 0 2.2 4

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Fill in the missing numbers.

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a 3.5 – –1.2 = 3.5 + . . . . . . = . . . . . . b 2.2 – –3.4 = 2.2 + . . . . . . = . . . . . .

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c 2.7 – –2.2 = 2.7 + . . . . . . = . . . . . . d –4.6 – –2 = –4.6 + . . . . . . = . . . . . .

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e –2 – –3.5 = –2 + . . . . . . = . . . . . . f –6 – –2.3 = –6 + . . . . . . = . . . . . .
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Unit 1 Integers, powers and roots
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Fill in the missing outputs.
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Input
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–4 –1.5
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2.5 ......
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3.1 – –2.5 ......
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–1.6 ......
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–5.5 ......
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The rule for multiplication is:

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Same signs 3 × 4 = 12 positive answer

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–2 × –7 = 14
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Different signs 3 × –4 = –12 negative answer
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–2 × 7 = –14
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4 Complete these multiplications.

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a 3 × –4 = . . . . . . b –2 × –3 = . . . . . . c –5 × 4 = . . . . . .
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d 2.4 × –2 = . . . . . . e –3.2 × 3 = . . . . . . f –4.1 × –5 = . . . . . .

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5 Fill in the missing outputs.

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Input Output
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3 –9
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–4.2 ......
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2.5 × –3 ......
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–1.2 ......
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–6.1 ......
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Now try Exercise 1.1 on page 8 of Coursebook 9.

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1.2 Square roots and cube roots
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This number line shows the squares of whole numbers from 1 to 7.
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12 22 32 42 52 62 72
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1 4 9 16 25 36 49
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0 10 20 30 40 50
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The square of 3 is 9 32 = 9 The square root of 9 is 3 √9 = 3
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a The square of 6 is . . . . . . 62 = . . . . . . The square root of . . . . . . is 6 √. . . . . . = 6

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b The square of . . . . . . is 25 . . . . . . ² = 25 The square root of 25 is . . . . . . √25 = . . . . . .

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a √49 = . . . . . . b √4 = . . . . . . c √16 = . . . . . . d √1 = . . . . . .
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What is √30 ? Look at the number line above.

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30 is between 25 and 36. 25 is 52 and 36 is 62.

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So √30 is between 5 and 6.

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a √20 is between . . . . . . and . . . . . . b √45 is between . . . . . . and . . . . . .

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c √14 is between . . . . . . and . . . . . . d √6 is between . . . . . . and . . . . . .

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e √27 is between . . . . . . and . . . . . . f √39 is between . . . . . . and . . . . . .

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Mark 72, 82, 92 and 102 on this number line.
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50 60 70 80 90 100
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5 Mark 102, 112 and 122 on this number line.
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100 110 120 130 140 150

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This number line shows the first five cube numbers.
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13 23 33 43 53
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1 8 27 64 125
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0 20 40 60 80 100 120
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The cube of 4 is 64 43 = 64
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43 = 4 × 4 × 4.
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The cube root of 64 is 4 √64 = 4
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_ _ _ _
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3 3 3 3
a √27 = . . . . . . b √8 = . . . . . . c √125 = . . . . . . d √1 = . . . . . .
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3
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1.3 Indices
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3–1 is another way of writing the fraction _
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When you write 3–1, the
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7–1 is another way of writing the fraction _
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1 Write these numbers as fractions.
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a 2–1 . . . . . . b 6–1 . . . . . . c 8–1 . . . . . . d 10–1 . . . . . .

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Write these fractions using indices.
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a = ...... b = ...... c = ...... d = ......

5 12 9
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52 = 25
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You can write _ = 5–2

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3 Fill in the missing numbers. The first one has been done for you.
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42 = 16 so _ = 4–2 62 = 36 so _ = . . . . . .
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a b
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16 36
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c 102 = 100 so . . . . . . d 92 = 81 so . . . . . .
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e 72 = 49 so . . . . . . f 82 = 64 so . . . . . .
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Sequences and functions
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Generating sequences
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2.1
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This sequence of numbers is called a linear sequence: 2, 5, 8, 11, 14, . . .
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In a linear sequence, the terms increase or decrease by the same amount each time.
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The term-to-term rule for this sequence is ‘Add 3’. 2 + 3 = 5, 5 + 3 = 8, 8 + 3 = 11, etc.
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1 Write down the first five terms of each linear sequence. Some of them have been
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term-to-term rule: ‘Add 2’.
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a 1st term: 5 5 7 9 ...... ......
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+2 +2 +2 +2
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term-to-term rule: ‘Add 3’.

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b 1st term: 0 0 3 ...... ...... ......

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+3 +3 +3 +3
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term-to-term rule: ‘Subtract 2’.

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c 1st term: 11 11 ...... ...... ...... ......

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–2 –2 –2 –2
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term-to-term rule: ‘Subtract 20’.

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d 1st term: 210 210 ...... ...... ...... ......

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term-to-term rule: ‘Add 0.5’.

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1st term: 2
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2 ...... ...... ...... ...... ......

+0.5 +0.5 +0.5 +0.5 +0.5
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Unit 2 Sequences and functions
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This sequence of numbers is called a non-linear sequence: 2, 5, 9, 14, 20, . . .
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In a non-linear sequence, the terms increase or decrease by a different amount
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each time.
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The term-to-term rule for this sequence is
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‘Add 3, add 4, add 5, add 6, . . .’. 2 + 3 = 5, 5 + 4 = 9, 9 + 5 = 14, . . .
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2 Write down the first five terms of each non-linear sequence. Some of them have been
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started for you.

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term-to-term rule: ‘Add 1, add 2, add 3, …’ .
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a 1st term: 4 4 5 7 ...... ......
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+1 +2 +3 +4
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term-to-term rule: ‘Add 2, add 4, add 6, …’ .

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b 1st term: 5 5 7 ...... ...... ......
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+2 +4 +6 +8
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term-to-term rule: ‘Subtract 3, subtract 4, subtract 5, …’.

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c 1st term: 20 20 ...... ...... ...... ......

–3 –4 –5 –6
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Look at these sequences. Two of them are linear and two are non-linear.
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Write ‘Linear’ or ‘Non-linear’ next to each one.

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a 0, 3, 8, 15, 24 ....................... b 18, 20, 22, 24, 26 . . . . . . . . . . . . . . . . . . . . . . .

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c 30, 25, 20, 15, 10 . . . . . . . . . . . . . . . . . . . . . . . d 50, 49, 47, 44, 40 . . . . . . . . . . . . . . . . . . . . . . .

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2.2 Finding the nth term
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A linear sequence is also called an arithmetic sequence.
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You can write the position-to-term rule of an arithmetic
sequence as an expression called the nth term.
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s
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Look at this sequence: 2, 4, 6, 8, 10, . . . 1st term: 2 × 1 = 2
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Pr
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The position-to-term rule is: term = 2 × position number 2nd term: 2 × 2 = 4
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The n th term expression is: 2n (which means 2 × n) 3rd term: 2 × 3 = 6
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You can see that ‘position number’ and n are the same thing.
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position number n
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1 The n th term of a sequence is 5n. Complete the workings to find the first four terms of
am
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the sequence. The first one has been done for you.
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1st term: 5 × n = 5 × 1 = 5 2nd term: 5 × n = 5 × 2 = . . . . . .

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3rd term: 5 × n = 5 × 3 = . . . . . . 4th term: 5 × n = 5 × . . . . . . = . . . . . .

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2 The n th term of a sequence is 8n. Work out the first four terms of the sequence.
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1st term: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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2nd term: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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3rd term: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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4th term: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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The n th term of a sequence is n + 3. Complete the workings to find the first four terms
es
3
of the sequence.
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1st term: n + 3 = 1 + 3 = 4 2nd term: n + 3 = 2 + 3 = . . . . . .

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3rd term: n + 3 = . . . . . . + 3 = . . . . . . 4th term: n + 3 = . . . . . . + 3 = . . . . . .

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15
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The n th term of a sequence is n + 10. Work out the first four terms of the sequence.
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1st term: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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2nd term: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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3rd term: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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4th term: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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5 Complete the workings to find the 10th term of each of these sequences.
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a n th term = 3n 10th term = 3 × 10 = . . . . . .
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b n th term = 8n 10th term = 8 × . . . . . . = . . . . . . In each of the nth term
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id
expressions, swap n for 10.
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c n th term = n + 4 10th term = . . . . . . + . . . . . . = . . . . . .

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d n th term = n + 9 10th term = . . . . . . + . . . . . . = . . . . . .
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6 Draw a line connecting each n th term expression with the correct value for the
10th term. The first one has been done for you.
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6n 16
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n+6 20
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n+1 60
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n–5 21
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2n 11
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2n + 1 5
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16
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2.3 Finding the inverse of a function
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Here is a function machine.
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am To work out the output values:
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4+3=7
Input Output
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7 + 3 = 10
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4 ......
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+3 To work out the input value,
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7 ......
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...... 15 reverse the function machine:
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15 – 3 = 12
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When you reverse the function machine you find the inverse function.
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You can write a function and its inverse as a function machine like this:
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You can also write the function and its
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Function: x +3 x+3 inverse as an equation:

am
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Function: y = x + 3 Inverse: y = x – 3
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Or you can write it as a mapping:

Inverse: x–3 –3 x
y
Function: y → x + 3 Inverse: y → x – 3
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Work out the missing input and output numbers from these function machines.
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1
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a Input Output b Input Output

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1 ...... 30 ......
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3 +5 ...... 25 –9 ......
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...... 15 ...... 10
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c Input Output d Input Output

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4 ...... 10 ......
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6 ×2 ...... 25 ÷5 ......
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...... 20 ...... 8
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17
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2 Complete the workings to find the inverse of each of these functions.
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Use your answers to Question 1 to help you.
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a 1 +5 ...... x +5 x+5
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1 –5 6 x – ...... –5 x
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30 –9 ...... x –9 x–9
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x + ...... x
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...... +9 21 +9
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c 4 x 2x
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×2 ...... ×2
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x
...... ÷2 8 ÷2 x
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......
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x
d 10 ÷2 ...... x ÷2
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...... ×2 5 ...... x ×2
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2
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3 Find the inverse for each of these functions. Write each one as a machine,
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an equation and as a mapping. The first one has been done for you.
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a Machine Equation Mapping

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Function x +4 x+4 y=x+4 x→x+4

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y=x–4 x→x–4
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Inverse x–4 –4 x
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18
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b Machine Equation Mapping
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Function
am x +7 x+7 y = ............. x →. . . . . . . . . . .
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Inverse . . . . . . ...... x y = . . . . . . . . . . . . . . x →. . . . . . . . . . .
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c Machine Equation Mapping
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................ ................
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Function x –6 x–6
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x ................ ................
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Inverse . . . . . . ......
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d Machine Equation Mapping
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................ ................
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Function x ×9 9x
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Inverse . . . . . . ...... x ................ ................

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e Machine Equation Mapping

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Function x ÷4 ................ ................

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4
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................ ................
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Inverse . . . . . . ...... x
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3
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Place value, ordering and rounding
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3.1 Multiplying and dividing decimals mentally
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When you multiply and divide by decimals mentally, you can use jottings to help you.
s
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Here is an example of how you can work out 8 × 0.3:
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8 x 3 = 24
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8 x 0.3 = 2.4
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This method works because you

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change the 0.3 to 3 by multiplying by 10: 0.3 × 10 = 3
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Then you divide the answer of 24 by 10: 24 ÷ 10 = 2.4

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1 Fill in the missing numbers to work out these mental multiplications.

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a 4 × 0.3 4 × 3 = 12 so 4 × 0.3 = . . . . . .
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b 7 × 0.4 7 × 4 = ...... so 7 × 0.4 = . . . . . .

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c 9 × 0.1 9 × 1 = ...... so 9 × 0.1 = . . . . . .

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d 15 × 0.2 15 × 2 = . . . . . . so 15 × 0.2 = . . . . . .
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e 8 × 0.02 8 × 2 = 16 so 8 × 0.02 = . . . . . .
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5 × 0.04 5 × 4 = ...... so 5 × 0.04 = . . . . . .

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g 11 × 0.07 11 × 7 = . . . . . . so 11 × 0.07 = . . . . . .
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20
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Unit 3 Place value, ordering and rounding
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Here is an example of a method you can use to work out 12 ÷ 0.3:
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am You multiply both
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12 x 10 = 120 numbers by 10 so that
the 0.3 becomes a whole
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s
0.3 x 10 = 3 number instead of a
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decimal.
120 ÷ 3 = 40
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This method works because when you are dividing two numbers, if you multiply both
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numbers by 10, 100 or any other number, the answer to the division will remain the same.
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2 Fill in the missing numbers to work out these mental divisions.
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am
a 6 ÷ 0.3 6 × 10 = 60 0.3 × 10 = 3 60 ÷ 3 = . . . . . .
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b 8 ÷ 0.2 8 × 10 = 80 0.2 × 10 = . . . . . . 80 ÷ . . . . . . = . . . . . .
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c 9 ÷ 0.1 9 × 10 = . . . . . . 0.1 × 10 = . . . . . . ...... ÷ ...... = ......

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d 12 ÷ 0.4 12 × 10 = . . . . . . 0.4 × 10 = . . . . . . ...... ÷ ...... = ......

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e 6 ÷ 0.02 6 × 100 = 600 0.02 × 100 = 2 600 ÷ 2 = . . . . . .

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f 8 ÷ 0.04 8 × 100 = . . . . . . 0.04 × 100 = . . . . . . ...... ÷ ...... = ......

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g 16 ÷ 0.08 16 × 100 = . . . . . . 0.08 × 100 = . . . . . . ...... ÷ ...... = ......

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21
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3.2 Multiplying and dividing by powers of 10
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When you multiply and divide numbers by powers of 10, it is easiest to start by changing
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the power of 10 into a normal number.
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For example, × 103 means × 1000, because 103 means 10 x 10 x 10 = 1000.
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Pr
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1 Draw a line from each rectangular card to its matching oval card.
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C
One has been done for you.
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×100
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×1000
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1
×10 ×1
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×102 ×10000
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3
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×10 ×100
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4
×100000
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×10
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×105 ×10
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When you multiply, use this method

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Move the decimal point two
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of moving the decimal point:

op
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places to the right as 100 has 5.8.0.

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two zeros.
C
5.8 × 102 = 5.8 × 100 = 580

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2 Complete the workings for each of these multiplications.

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a 3.4 × 102 = 3.4 × . . . . . . = . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

s
es
After you have moved

the decimal point,
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Pr
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b 4.8 × 103 = 4.8 × . . . . . . = . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . remember to fill in any

spaces in the answers
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with zeros.
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c 12.5 × 101 = 12.5 × . . . . . . = . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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d 5 × 105 = 5 × . . . . . . = . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Hint: 5 = 5.0

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e 14 × 103 = 14 × . . . . . . = . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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22
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Draw a line from each rectangular card to its matching oval card.
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id
3
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am
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×10–1 ÷10000
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×10–2 ÷10
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×10–3 ÷100000
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×10–4 ÷1000
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×10–5 ÷100
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When you divide, use this method
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of moving the decimal point: Move the decimal point two
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places to the left as 100 has 0.0.5.8

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5.8 × 10 = 5.8 ÷ 100 = 0.058
–2 two zeros.
-C
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4 Complete the workings for each of these divisions.

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a 3.4 × 10–2 = 3.4 ÷ . . . . . . = . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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After you have moved

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b 8 × 10–3 = 8 ÷ . . . . . . = . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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ni
the decimal point,

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remember to fill in any

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c 15 × 10–4 = 15 ÷ . . . . . . = . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . spaces in the answers

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with zeros.
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d 12 × 10–1 = 12 ÷ . . . . . . = . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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23
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3.3 Rounding
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Use this method to round a decimal number to one decimal place (1 d.p.).
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am
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Round 5.623 to 1 d.p.
-C
Underline the digit in first place after the point: 5.623
s
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Circle the next digit: 5.623
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Pr
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The number in the circle is less than 5, so leave the underlined number as it is: 5.6
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Round 5.693 to 1 d.p.

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Underline the digit in first place after the point: 5.693
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Circle the next digit: 5.693

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The number in the circle is 5 or more, so add 1 to the underlined number: 5.7
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1 Round each of these numbers to 1 d.p.

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a 4.12 ...... b 3.85 ...... c 6.337 . . . . . .

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d 8.164 . . . . . . e 12.77 . . . . . . f 43.05 . . . . . .

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2 Round each of these numbers to 2 d.p.

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a 5.168 . . . . . . b 5.223 . . . . . .
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This time, underline the second

C
digit and put a circle round

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c 0.7769 . . . . . . d 0.0444 . . . . . .
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the third, then follow the same

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id
method as above.
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e 12.005 . . . . . . f 25.118 . . . . . .
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3 All the following numbers have been rounded to 3 d.p.

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Put a tick (✓) if they are correct and a cross (✗) if they are wrong.
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If they are wrong, write the correct rounded answer.

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a 5.6647 correct to 3 d.p. is 5.665 . . . . . . b 3.1212 correct to 3 d.p. is 3.121 ......

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c 0.0079 correct to 3 d.p. is 0.08 . . . . . . d 12.0454 correct to 3 d.p. is 12.045 . . . . . .

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24
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3.4 Order of operations
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When you carry out calculations, you must use the correct order of operations.
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am
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B I D M A S
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Brackets Indices Division Multiplication Addition Subtraction
s
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(powers)
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Pr
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Write down the operations you have to do for each calculation, then do them in the
ity
right order. For example:
C
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5+3×6 5+3×6 M comes before A in the list, so

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A M Multiply and then Add
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= 5 + 18 M: 3 x 6 = 18
R
A: 5 + 18 = 23
= 23
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1 Complete the table showing the workings for each of these calculations.
am
-R
The first one has been done for you.
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Calculation Operations Order of 1st step 2nd step

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operations
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a 20 – 4 × 3 S and M M then S 4 × 3 = 12 20 – 12 = 8
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b 8×2+4 M and A M then A

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8
3 +_
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c A and D
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2
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30
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_ –1 D and S
d
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6
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e 7 + 22 A and I
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f 2 × (9 + 11) M and B
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50 – (30 – 10) S and B

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52 – 15 I and S
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25
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C te o a !"#$%&'()*
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a 3×2+4×2 M+ ,-./ 0 3×2=6 4 × 2 = ...... 6 + ...... = ......
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M A M
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b 22 + 5 × 3 I 1234 5 6789 : 22 = . . . . . . 5 × 3 = ...... ...... + ...... = ......
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; A M
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20 2
_
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< =>?@ A BDEF G
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c –3 32 = . . . . . . 20 ÷ 2 = . . . . . . . . . . . . – . . . . . . = . . . . . .
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2
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D S H
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NJw KLy ExOPcQRS TU4 VW XagY Z[ \] ^_`bsdfghi jk

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26
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4 Length, mass, capacity and time
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Solving problems involving measurements
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4.1
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When you solve problems involving measurements, you need to be able to convert
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s
metric units.
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Complete these conversion tables.
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Length Mass Capacity

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1 km = . . . . . . m 1 kg = . . . . . . g 1 l = . . . . . . ml
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C
1 m = . . . . . . cm
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1 cm = . . . . . . mm
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2 Complete these conversions of length. Use the flow charts to help you.
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km × 1000 m × 100 cm × 10 mm
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a 5 km = . . . . . . m b 4.5 m = . . . . . . cm
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op
ni
c 3.2 cm = . . . . . . mm d 0.25 km = . . . . . . m
R
C
ge
w
ie
id
ev
br
km ÷ 1000 m ÷ 100 cm ÷ 10 mm
am
-R
e 700 cm = . . . . . . m f 450 mm = . . . . . . cm
-C
s
es
y
Pr
g 3200 m = . . . . . . km h 1250 cm = . . . . . . m
op
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
e
w
g
ie
id
ev
br
am
-R
27
-C
s
es

ity
rs
ve
Unit 4 Length, mass, capacity and time
y
op
ni
U
C
ge
w
Complete these conversions of mass. Use the flow charts to help you.
ie
id
3
ev
br
am
-R
kg × 1000 g
-C
s
es
kg ÷ 1000 g
y
Pr
op
ity
C
a 5 kg = . . . . . . g b 3.2 kg = . . . . . . g c 0.5 kg = . . . . . . g
rs
w
ie
ve
y
d 2600 g = . . . . . . kg e 250 g = . . . . . . kg f 14 000 g = . . . . . . kg
ev
op
ni
R
C
ge
w
4 Complete these conversions of capacity. Use the flow charts to help you.
ie
id
ev
br
l × 1000 ml
am
-R
-C
l ÷ 1000 ml
es
y
Pr
op
a 8 l = . . . . . . ml b 12 l = . . . . . . ml c 2.4 l = . . . . . . ml
ity
C
rs
w
d 9000 ml = . . . . . . l e 3500 ml = . . . . . . l f 750 ml = . . . . . . l

ie
ve
y
ev
op
ni
R
C
ge

ie
id
ev
br
am
-R
-C
s
es
y
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
e
w
g
ie
id
ev
br
am
-R
28
-C
s
es

ity
rs
ve
y
op
ni
U
C
Solving problems involving average speed
ge
4.2
w
ie
id
ev
When you solve problems involving average speed you must be able to convert between
br
fraction and decimal hours of time.
am
-R
-C
s
es
1 Draw lines linking the minutes to their equivalent fraction and decimal of an hour.
y
Pr
op
Minutes Fraction of an hour Decimal of an hour
ity
C
1
_
rs
w
15 0.75
2
ie
ve
y
ev
op
ni
30 _ 0.25
R
C
ge
w
45 _ 0.5
ie
id
ev
br
am
-R
2 Convert each fraction of an hour into minutes.
-C
s
es
1
_
y
a = 60 ÷ 3 = . . . . . . minutes
Pr
op
3
ity
C
1
_
b = 60 ÷ . . . . . . = . . . . . . minutes
rs
w
5
ie
ve
y
1
ev
_
op
ni
c = 60 ÷ . . . . . . = . . . . . . minutes
6
R
C
ge
1
_
w
d = 60 ÷ . . . . . . = . . . . . . minutes
10
ie
id
ev
br
2
_
e = 60 ÷ 3 = . . . . . . × 2 = . . . . . . minutes
am
-R
3
-C
f _
4
= 60 ÷ 5 = . . . . . . × . . . . . . = . . . . . . minutes
es
5
y
Pr
op
ity
C
3 Convert each number of minutes into a fraction of an hour.

rs
w
ie
ve
6 1 1
a 6 mins = _ = _ hour b 4 mins = _ = _ hour
y
Write the minutes as a

ev
60 60
op
ni
fraction over 60, then

R
simplify it by cancelling
C
common factors.
24 mins = _ = _ hour 50 mins = _ = _ hour
e
c d
g
60 60
ie
id
ev
br
am
-R
29
-C
s
es

ity
rs
ve
y
op
ni
U
C
ge
w
Always multiply the decimal of
Convert each decimal of an hour into minutes.
ie
id
4
an hour by 60 to work out the
ev
br
am number of minutes.
-R
a 0.1 = 0.1 × 60 = 6 minutes b 0.2 = 0.2 × 60 = . . . . . . minutes
-C
s
es
y
c 0.6 = . . . . . . × 60 = . . . . . . minutes d 0.9 = . . . . . . × 60 = . . . . . . minutes
Pr
op
ity
C
rs
w
ie
ve
You can calculate the average speed
y
distance
speed = __
ev
for a journey using this formula:
op
ni
time
R
C
ge
w
ie
id
Complete the working to calculate the average
ev
br
5 Write the formula first, then

speed for each of these journeys. The first one
am
-R substitute the numbers into

has been done for you. the formula.
-C
s
es
a distance = 160 km time = 2 hours

y
Pr
op
When the distance is in km and

ity
distance 160
C
speed = _ = _ = 80 km/h the time is in hours, the speed is

time 2
rs
w
in kilometres per hour (km/h).

ie
ve
y
ev
op
ni
b distance = 180 km time = 3 hours

R
C
ge
distance
speed = _ = _ = . . . . . . km/h
ie
id
time
ev
br
am
-R
-C
c distance = 450 km time = 5 hours

s
es
y
Pr
distance
op
speed = _ = _ = . . . . . . km/h
time
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
e
w
g
ie
id
ev
br
am
-R
30
-C
s
es

ity
rs
ve
y
op
ni
U
C
ge
w
Complete the working to calculate the average speed for each of these journeys.
ie
id
6
ev
br
Start by writing each time as a decimal number of hours.
am
-R
1
time = 2 _ hours = . . . . . . hours
-C
a distance = 60 km
s
2
es
y
Pr
op
distance 1
Write 2 _ as a decimal
speed = _ = _ = . . . . . . km/h 2
time
ity
C
number of hours here.
rs
w
ie
ve
1
time = 3 _ hours = . . . . . . hours
y
b distance = 286 km
ev
op
ni
4
R
C
distance
speed = _ = _ = . . . . . km/h
ge
w
time
ie
id
ev
br
3
time = 1 _ hours = . . . . . . hours
am
c distance = 112 km
-R
4
-C
distance
speed = _ = _ = . . . . . . km/h
es
time
y
Pr
op
ity
C
You calculate the distance of a journey using this formula: distance = speed × time
rs
w
ie
ve
y
ev
op
ni
7 Complete the working to calculate the distance for each of these journeys.
R
C
ge
a speed = 25 km/h time = 2 hours

ie
id
ev
br
distance = speed × time = 25 × 2 = . . . . . . km

am
-R
b speed = 70 km/h time = 4 hours

-C
s
es
distance = speed × time = . . . . . . × . . . . . . = . . . . . . km

y
Pr
op
ity
C
rs
w

ie
ve
y
ev
op
ni
R
C
e
w
g
ie
id
ev
br
am
-R
31
-C
s
es

ity
rs
ve
y
op
ni
U
C
Using compound measures
ge
4.3
w
ie
id
ev
Compound measures are measures such as kilometres per hour, cents per gram and
br
dollars per litre. They are made up of mixed units. You can use compound measures to
am
-R
compare speeds of journeys and costs of items.
-C
s
Complete the workings in the questions below.
es
y
Pr
op
ity
C
1 A small bag of 6 packets of crisps costs $7.20.
rs
w
A large bag of 10 packets of crisps costs $13.

ie
ve
y
ev
op
ni
Which bag is the best value for money?

10 for
R
C
Small bag: cost per packet = $7.20 ÷ 6 = $. . . . . . 6 for
ge
$13
w
$7.20
ie
id
Large bag: cost per packet = $13 ÷ 10 = $. . . . . .
ev
br
am
-R
The . . . . . . . . . . . . . . . . bag is the best value for money because . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
-C
s
es
.....................................................................................................
y
Pr
op
ity
C
2 A 200 ml bottle of water costs $1.40.

rs
Change the dollars

w
into cents to make the

ie
ve
A 500 ml bottle of water costs $3.25.

y
calculations easier.
ev
op
ni
Which bottle is the best value for money?

R
C
ge
Small bottle: cost per ml = 140 ÷ 200 = . . . . . . cents per ml

w
ie
id
Large bottle: cost per ml = 325 ÷ 500 = . . . . . . cents per ml

ev
br
am
-R
The . . . . . . . . . . . . . . . . bottle is the best value for money because . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

-C
s
es
.....................................................................................................
y
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
e
w
g
ie
id
ev
br
am
-R
32
-C
s
es

ity
rs
ve
y
op
ni
U
C
ge
w
A train takes 2 hours to travel 240 km.
ie
id
3
ev
br
A second train takes 3 hours to travel 345 km.
am
-R
Which train is the quickest?
-C
s
es
y
To work out which train is the quickest,
Pr
distance
First train: speed = _ = _ = . . . . . . km/h
op
you need to work out the speed of

time each one using the formula
ity
C
distance
speed = _
rs
w
time
ie
ve
y
distance
ev
Second train: speed = _= _ = . . . . . . km/h
op
ni
time
R
C
ge
w
The . . . . . . train is the quickest.
ie
id
ev
br
am
-R
-C
s
es
y
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
ge
w
ie
id
ev
br
am
-R
-C
s
es
y
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
e
w
g
ie
id
ev
br
am
-R
33
-C
s
es

ity
rs
ve
5
y
Shapes
op
ni
U
C
ge
w
ie
id
ev
br
5.1 Regular polygons
am
-R
A polygon is a shape with straight sides.
-C
s
es
All the sides of a regular polygon are equal.
y
Pr
All the angles of a regular polygon are equal.
op
ity
C
You can find the size of each angle of a regular polygon.
rs
w
This regular polygon has three sides. It is an equilateral triangle.

ie
ve
y
ev
Multiply 180 × (number of sides – 2).
op
ni
R
180 × 1 = 180
U
C
Divide by the number of sides.
ge
w
180 ÷ 3 = 60
ie
id
ev
br
Each angle is 60°.

am
-R
This regular polygon has four sides. It is a square.
-C
s
es
Multiply 180 × (number of sides – 2).

y
Pr
180 × 2 = 360
op
Divide by the number of sides.

ity
C
360 ÷ 4 = 90
rs
w
ie
ve
Each angle is 90°.

y
ev
op
ni
R
Complete this calculation.

ge
1
w
ie
id
This regular polygon has 5 sides. It is a . . . . . . . . . . . . . . . . . . . . . . . .

ev
br
Multiply 180 × (number of sides – 2): 180 × 3 = . . . . . .

am
-R
-C
Divide by the number of sides: . . . . . . ÷ 5 = . . . . . .

s
es
Each angle is . . . . . . °
y
Pr
op
ity
C
2 Complete this calculation.

rs
w
This regular polygon has . . . . . . sides. It is a . . . . . . . . . . . . . . . . . . . . . . . .

ie
ve
y
ev
op
ni
Multiply 180 × (number of sides – 2): 180 × . . . . . . = . . . . . .

R
Divide by the number of sides: . . . . . . ÷ . . . . . . = . . . . . .

e
w
g
ie
id
ev
br
am
-R
34
-C
s
es

ity
rs
ve
Unit 5 Shapes
y
op
ni
U
C
ge
w
Complete this calculation.
ie
id
3
ev
br
This regular polygon has . . . . . . sides. It is an octagon.
am
-R
-C
s
es
y
Pr
op
ity
C
rs
w
4 Complete this calculation.

ie
ve
y
ev
This regular polygon has . . . . . . sides. It is a decagon.
op
ni
R
C
ge
w
ie
id
ev
br
am
-R
-C
s
es
y
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
120°
R
60°
C
ge
The angle inside this regular triangle is 60°. This is called the interior angle.
ie
id
ev
br
The other angle marked is the exterior angle.

am
-R
The exterior angle = 180° – the interior angle = 180 – 60 = 120°.

-C
s
es
y
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
e
w
g
ie
id
ev
br
am
-R
35
-C
s
es

ity
rs
ve
Unit 5 Shapes
y
op
ni
U
C
ge
w
Write the size of the interior angle and the exterior angle on each regular polygon.
ie
id
5
ev
br
a am b
-R
-C
s
es
y
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
ge
w
c d
ie
id
ev
br
am
-R
-C
s
es
y
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
R
e
ge
w
ie
id
ev
br
am
-R
-C
s
es
y
Pr
op
ity
C
rs
w
ie
ve

y
ev
op
ni
R
C
e
w
g
ie
id
ev
br
am
-R
36
-C
s
es

ity
rs
ve
Unit 5 Shapes
y
op
ni
U
C
5.2 Plans and elevations
ge
w
ie
id
lmne are three cubes joined together.
ev
br
am
-R
C
-C
s
es
y
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
A B
R
C
ge
w
ie
id
ev
This is the view from arrow A. This is the view from arrow B
br
am
You can see three cubes. You can only see two cubes.
-R
-C
A B
es
y
Pr
op
ity
C
rs
w
ie
ve
These are called elevations.

y
ev
op
ni
This is the overhead view from arrow C.

R
C
ge
w
ie
C
id
ev
br
am
-R
-C
s
es
The overhead view is called a plan.

y
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
e
w
g
ie
id
ev
br
am
-R
37
-C
s
es

ity
rs
ve
Unit 5 Shapes
y
op
ni
U
C
ge
Each of the shapes below is made from cubes joined together.
w
ie
id
Draw two elevations (A and B) and a plan (C) for each one.
ev
br
am
-R
-C
s
1
es
C
y
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
ge
w
B
A
ie
id
ev
br
am
-R
2
-C
s
es
C
y
Pr
op
ity
C
rs
w
ie
ve
A
y
ev
op
ni
B
R
C
ge
w
ie
id
ev
br
am
-R
3
-C
C
es
y
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
A B
R
C
e
w
g
ie
id
ev
br
am
-R
38
-C
s
es

R R R
ev ev ev
ie ie ie
w w w
C C C
op op op
5
4
A
y y y
A
-C -C -C -C
am am am am C
br br br br
id id id id
C
g e ge ge ge
U U U B U
B
ni ni ni ni
ve ve ve ve
rs rs rs rs
ity ity ity ity
Pr Pr Pr
es es es es

s s s s
-R -R -R -R
ev ev ev ev
ie ie ie ie
w w w w
C C C C
op op op op
y y y y

Unit 5 Shapes
39
ity
rs
ve
6
y
Planning and collecting data
op
ni
U
C
ge
w
ie
id
Designing data collection sheets
ev
6.1
br
am
-R
A data collection sheet is a frequency table that you fill in with information.
-C
s
es
When completing a data collection sheet, you must make sure that:
y
Pr
op
• it includes all possible answers
ity
C
• it is easy to quickly total all the tallies

rs
w
ie
ve
• each answer only appears in one tally box
y
ev
op
ni
• there is a box for the total frequencies.

R
C
ge
w
ie
id
1 Hassan asks 40 students to choose their favourite Olympic sport out of athletics,
ev
br
gymnastics, cycling, swimming and badminton.

am
-R
He designs four different frequency tables.
-C
s
es
Here are the first three. Explain what is wrong with each one.
y
Pr
op
a Sport Tally Frequency

ity
C
Athletics
rs
w
ie
ve
Gymnastics
y
ev
op
ni
Cycling
R
Swimming
ge
Total
ie
id
ev
br
am
-R
What is wrong: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
-C
................................................................................................
s
es
y
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
e
w
g
ie
id
ev
br
am
-R
40
-C
s
es

ity
rs
ve
Unit 6 Planning and collecting data
y
op
ni
U
C
ge
w
b Sport Tally Frequency
ie
id
Athletics
ev
br
am
-R
Gymnastics
-C
Rowing
s
es
Swimming
y
Pr
op
Badminton
ity
C
Total
rs
w
ie
ve
What is wrong: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
y
ev
op
ni
................................................................................................
R
C
ge
w
c
ie
Sport Tally Frequency
id
ev
br
Athletics
am
-R
Gymnastics
-C
Cycling
es
y
Swimming
Pr
op
Badminton
ity
C
rs
w
What is wrong: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
ie
ve
y
................................................................................................
ev
op
ni
R
d When Hassan starts to fill in his tally chart, this is what he writes.
ge
w
ie
id
What has he done wrong so far?

ev
br
am
-R
Sport Tally Frequency

Athletics lllllllllll
-C
s
es
Gymnastics llllllllllllllll
y
Pr
op
Cycling lllll
ity
C
Swimming llllllll
rs
w
Badminton l
ie
ve
y
ev
Total
op
ni
R
What is wrong: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
e
w
g
................................................................................................
ie
id
ev
br
am
-R
41
-C
s
es

ity
rs
ve
y
op
ni
U
C
ge
w
Oditi rolls a dice 60 times and records the number she gets on each throw.
ie
id
2
ev
br
Finish the design of this data collection sheet for her.
am
-R
The numbers on
-C
Number on dice Tally
s
a dice go from 1
es
1 to 6.
y
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
ge
w
ie
id
ev
br
am
-R
-C
Dakarai asks 50 students their favourite colour out of red,

s
3
es
blue, green, yellow and orange.

y
Pr
op
Finish the design of this data collection sheet for him.

ity
C
rs
w
Colour Don’t forget the

ie
ve
‘Total’ box.
y
ev
op
ni
R
C
ge
w
ie
id
ev
br
am
-R
-C
s
es
y
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
e
w
g
ie
id
ev
br
am
-R
42
-C
s
es

ity
rs
ve
y
op
ni
U
C
ge
w
Mia does a survey on the ages of people using a gym one day.
ie
id
4
ev
br
Here are the two data collection sheets she designs.
am
-R
Design A Design B
-C
s
es
Age Tally Frequency Age Tally Frequency
y
Pr
op
(years) (years)
ity
C
0–20 0–19
rs
w
20–40 20–39
ie
ve
y
ev
40–60 40–59
op
ni
R
60+ 60+
C
ge
w
Total Total
ie
id
ev
br
Which data collection sheet do you think

am
-R
is the best one for her to use? Look at both designs to see where
you would record an age of 20.
-C
Explain your answer.

es
y
Pr
................................................................................................
op
ity
C
................................................................................................
rs
w
................................................................................................
ie
ve
y
ev
op
ni
R
C
ge

ie
id
ev
br
am
-R
-C
s
es
y
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
e
w
g
ie
id
ev
br
am
-R
43
-C
s
es

ity
rs
ve
y
op
ni
U
C
6.2 Collecting data
ge
w
ie
id
ev
When you collect data, you need to decide if your data collection sheet will record:
br
am
-R
• individual names or values (e.g. the numbers on a dice 1, 2, 3, 4, 5, 6)
-C
s
• grouped values (e.g. ages 0–19, 20–39, 40–59, 60+).
es
y
Pr
op
ity
Xavier recorded the colour of the first 20 cars that drove past his school one morning.
C
1
Here are his results:
rs
w
ie
ve
y
ev
Red Silver White Black Red White White Black Red Red
op
ni
R
Black White Red Silver Silver White Black Black Red Red
C
ge
w
ie
id
a Complete this data-collection sheet.
ev
br
am
-R
Colour Tally Frequency
-C
Red l Put a line through one

es
colour at a time and

y
Black
Pr
record a tally in the table.

op
Remember to use llll for five

Silver
ity
l
C
tally marks. The first two have

rs
w
been done for you.

White
ie
ve
y
ev
Total
op
ni
R
C
ge
b Which is the most popular colour car? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

w
ie
id
ev
br
c Make one other comment about what your data collection sheet tells you.
am
-R
................................................................................................
-C
s
es
................................................................................................
y
Pr
op
ity
C
2 Tanesha has a four-sided dice. When she rolls the dice she gets one of the four
rs
w
numbers 1, 2, 3 or 4. Tanesha rolls the dice 25 times. Here are her results:
ie
ve
y
ev
3 1 2 3 2 1 2 3 2 2
op
ni
4 4 4
R
2 1 2 3 3 2 1 1
U
4 4 4 4
C
e
w
g
ie
id
ev
br
am
-R
44
-C
s
es

ity
rs
ve
y
op
ni
U
C
ge
w
a Complete this data collection sheet.
ie
id
ev
br
am Number Tally Frequency
-R
1
-C
s
2
es
y
Pr
3
op
ity
C
rs
w
Total
ie
ve
y
ev
op
ni
b Which number was rolled most often? . . . . . . . . . . . .

R
C
ge
w
c Make one other comment about what your data collection sheet tells you.
ie
id
ev
br
................................................................................................
am
-R
................................................................................................
-C
s
es
y
Pr
op
3 A cricket player records the number of runs she scores at each match for 20 matches.
Here are her results:
ity
C
rs
w
22 75 98 55 45 84 15 70 32 57
ie
ve
42 51 29 31 62 58 105 57 88 21
y
ev
op
ni
R

ge
w
ie
id
Number of runs Tally Frequency

ev
br
0–29
am
-R
30–59
-C
60–89
es
y
Pr
90–119
op
ity
C
Total
rs
w
b Make one comment about what your data collection sheet tells you.
ie
ve
y
ev
op
ni
................................................................................................
R
................................................................................................
e
w
g
ie
id
ev
br
am
-R
45
-C
s
es

ity
rs
ve
y
op
ni
U
C
ge
w
4 Razi records the mass, in grams, of 30 apples she picks from her tree.
ie
id
Here are her results.
ev
br
am
-R
150 104 175 145 152 140 118 135 132 159
-C
175 126 165 105 146 128 138 155 125 135
s
es
148 112 145 185 150 115 142 122 130 120
y
Pr
op
ity
C

rs
w
ie
ve
This box shows that m Mass of Tally Frequency
y
ev
op
ni
represents mass in grams. apples, m (g)

R
C
100 < m 125
ge
w
125 < m 150
ie
id
ev
br
This box shows that this 150 < m 175

row is for the apples which
am
-R
have a mass greater than 175 < m 200
150 g, but less than or
-C
Total
s
equal to 175 g.
es
y
Pr
op
ity
C
b Make one comment about what your data collection sheet tells you.
rs
w
................................................................................................
ie
ve
y
ev
op
ni
................................................................................................
R
C
ge
w
ie
id
ev
br

am
-R
-C
s
es
y
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
e
w
g
ie
id
ev
br
am
-R
46
-C
s
es

ity
rs
7
ve
Fractions
y
op
ni
U
C
ge
w
ie
id
7.1 Writing a fraction in its simplest form
ev
br
am
-R
When you write a fraction in its simplest form, you need to cancel common factors.
-C
s
To help you do this, ask yourself these questions:
es
y
• Can I divide both numbers in the fraction by 2?
Pr
op
• Can I divide both numbers by 3?
ity
C
rs
•
w
Can I divide both numbers by 5 or any other number?

ie
ve
y
ev
op
ni
R
1 Complete the workings to write each fraction in its simplest form.
C
ge
w
÷2 ÷2 ÷2 ÷3 ÷2
ie
id
ev
br
8 _
_ 6 _ _ 14 _
= =_ _ _
4
am
a b = = c =
-R
20 10 18 22
-C
s
es
÷2 ÷2 ÷2 ÷3 ÷2
y
Pr
op
÷2 ÷5 ÷2 ÷2 ÷2 ÷7
ity
C
30 _ _
_ 16 _ _ _
_ 14 _
_
rs
w
d = = e = = = f =
50 24 21
ie
ve
y
ev
op
ni
÷2 ÷5 ÷2 ÷2 ÷2 ÷7
R
C
ge
w
ie
id
ev
br
am
-R
-C
s
es
y
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
e
w
g
ie
id
ev
br
am
-R
47
-C
s
es

ity
rs
ve
Unit 7 Fractions
y
op
ni
U
C
ge
w
The fractions in the rectangles have been written in their simplest forms in the ovals.
ie
id
2
Draw a line from each rectangle to the correct oval.
ev
br
am
-R
Show all your working below. All the divisions are shown in the cloud.
-C
s
16
es
7
y
20 10
Pr
op
28 6
ity
C
40 7 ÷5
rs
w
÷2 and ÷2
ie
ve
35 4 ÷3 and ÷5
y
ev
45 5
op
ni
÷2 and ÷3
÷2 and ÷2
R
C
36 3
ge
42 4
w
ie
id
45 7
ev
br
60 9
am
-R
................................................................................................
-C
s
es
................................................................................................
y
Pr
op
................................................................................................
ity
C
................................................................................................
rs
w
ie
ve
y
ev
op
ni
R

ge
w
ie
id
ev
br
am
-R
-C
s
es
y
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
e
w
g
ie
id
ev
br
am
-R
48
-C
s
es

ity
rs
ve
Unit 7 Fractions
y
op
ni
U
C
7.2 Adding and subtracting fractions
ge
w
ie
id
You can only add or subtract fractions when the denominators are the same.
ev
br
am
-R
1 Draw a line linking each calculation to its correct answer.
-C
s
es
y
Pr
1 3 3
op
+
5 5 7
ity
C
5 2 3
rs
w
–
7 7 8
ie
ve
y
ev
op
ni
2 5 3
+
R
9 9 13
C
ge
w
5 2 5
–
ie
id
8 8 7
ev
br
3 2 4
am
+
-R
6 6 9
-C
9 6 4
–
es
13 13 5
y
Pr
op
6 2 7
–
ity
C
9 9 9
rs
w
4 1 5
ie
+
ve
7 7 6
y
ev
op
ni
R
2 Complete the workings for these additions and subtractions.

C
ge
1 _1 3 1 1 3 1×3 3
ie
_ + =_+_=_ Change _ to _ like this __ = _

id
a
ev
3 9 9 9 9 3 9 3×3 9
br
am
-R
11 _
_ 1 11
b – =_–_=_
15 5 15 15 15
-C
s
es
1 _
_ 5 5
+ =_+_=_
y
c
Pr
op
6 12 12 12 12
ity
C
_
4 _2
– =_–_=_
4 2 4×3 ? 2×5 ?
d Change _ and _ like this __ = _, __ = _
rs
w
5 3 15 15 15 5 3 5 × 3 15 3 × 5 15
ie
ve
y
ev
1 _
_ 2
+ =_+_=_
op
ni
e
R
4 3 12 12 12
U
C
e
1 _
_ 5
+ =_+_=_
g
f
ie
id
8 6 24 24 24
ev
br
am
-R
49
-C
s
es

ity
rs
ve
Unit 7 Fractions
y
op
ni
U
C
ge
w
Change these improper fractions into mixed numbers. Use the diagrams to help.
ie
id
3
ev
br
am
-R
a _
4
= 1_
-C
3 3
s
es
y
Pr
9
op
b _ = 1_
5 5
ity
C
rs
w
5
ie
ve
c _ = 1_
y
ev
4 4
op
ni
R
C
11
ge
_ = 1_
w
d
6 6
ie
id
ev
br
am
-R
4 Work out these additions. Give each answer as a mixed number, using the diagrams
to help. The first one has been started for you.
-C
s
es
y
Pr
op
_
4 _3 7 7
a + = _, _ = 1 _
5 5 5 5 5
ity
C
rs
w
ie
ve
2 _
_ 8
b + = _, _ = 1 _
y
ev
9 9 9 9 9
op
ni
R
C
ge
_
4 _9 9
+ = _ + _ = _, _ = 1 _
w
c
5 10 10 10 10 10 10
ie
id
ev
br
am
-R
5 _
_ + = _ + _ = _, _ = 1 _
4
d
6 5 30 30 30 30 30
-C
s
es
y
Pr
op

ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
e
w
g
ie
id
ev
br
am
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50
-C
s
es

ity
rs
ve
Unit 7 Fractions
y
op
ni
U
C
7.3 Multiplying fractions
ge
w
ie
id
ev
It is often easier to multiply an integer by a fraction by cancelling common factors first.
br
Look at the steps in this example:
am
-R
2
-C
s
1 4 will go into 20 5 times,
es
3
_
Look at the denominator of the × 20 so rewrite 20 as 4 × 5.
y
Pr
4
op
fraction, in this case it is 4.
ity
C
3 The ÷ 4 and × 4
3
_
rs
×4×5
w
4 cancel each other out.

ie
ve
y
ev
op
ni
Work out the remaining

R
3 × 5 = 15
C
multiplication.
ge
w
ie
id
ev
br
am
Complete the working in these multiplications by cancelling common factors first.

1
-R
-C
2
_ 2
× 12 = _ × 3 × 4 = . . . . . . × . . . . . . = . . . . . .
s
a 3 is the common factor, so cross the 3s out.

es
3 3
y
Pr
op
3
_ 3
× 20 = _ × . . . . . . × . . . . . . = . . . . . . × . . . . . . = . . . . . .
ity
Rewrite 20 as 5 × 4, then
C
b
5 5 cancel the common factor.
rs
w
ie
ve
y
5
_ 5
× 18 = _ × . . . . . . × . . . . . . = . . . . . . × . . . . . . = . . . . . .
ev
c
op
ni
Rewrite 18 as 6 × ?
6 6
R
C
ge
d _
4
× 27 = _ × . . . . . . × . . . . . . = . . . . . . × . . . . . . = . . . . . .
4
Rewrite 27 as ? × ?
ie
id
9 9
ev
br
am
-R
e _
3 3
× 32 = _ × . . . . . . × . . . . . . = . . . . . . × . . . . . . = . . . . . .
-C
4 4
s
es
y
_
5
Pr
5
× 48 = _ × . . . . . . × . . . . . . = . . . . . . × . . . . . . = . . . . . .
op
f
8 8
ity
C
rs
w
g _
4 4
× 35 = _ × . . . . . . × . . . . . . = . . . . . . × . . . . . . = . . . . . .
ie
ve
7 7
y
ev
op
ni
R
C
e
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g
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id
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br
am
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51
-C
s
es

ity
rs
ve
Unit 7 Fractions
y
op
ni
U
C
ge
Sometimes you cannot divide the denominator into the integer, but you can still divide by
w
ie
a common factor. Look at this example:
id
ev
br
am 1 4 will not divide exactly
3 into 10, but 4 and 10 can
-R
_ × 10
4 both be divided by 2.
-C
s
2
es
Rewrite 4 as 2 × 2 3 One ÷ 2 and the × 2
3
y
Pr
× 2 × 5
op
and 10 as 2 × 5. 2×2 cancel each other out.
ity
C
rs
w
_ 15
3×5 _ 1
= = 7_
Work out the remaining 5 Write your answer
ie
ve
multiplication. 2 2 2
y
as a mixed number.
ev
op
ni
R
C
ge
w
2 Complete the working in these multiplications by cancelling common factors first.
ie
id
ev
br
1
_ 1 × 4 is the common factor,
a × 20 = _ × 4 × 5 = __ = _ = _
so cross them out.
am
8 4×2 2 2
-R
-C
3 3 × Rewrite 10 as 5 × 2
es
b _ × 25 = __ × . . . . . . × . . . . . . = __ = _ = _ and 25 as 5 × 5.
y
10 2 2
Pr
×
op
ity
C
3
_ 3 ×
× 14 = __ × . . . . . . × . . . . . . = __ = _ = _
rs
w
c
4
ie
ve
×
y
ev
op
ni
R
5
_ 5 ×
× 24 = __ × . . . . . . × . . . . . . = __ = _ = _
C
d
9
ge
×
w
ie
id
ev
br
am
-R

-C
s
es
y
Pr
op
ity
C
rs
w
ie
ve
y
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op
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C
e
w
g
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id
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br
am
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52
-C
s
es

ity
rs
ve
Unit 7 Fractions
y
op
ni
U
C
7.4 Dividing fractions
ge
w
ie
id
ev
When you divide by a fraction, you turn the fraction upside down and multiply instead.
br
am 2 3
-R
So the division 12 ÷ _ becomes 12 × _.
3 2
-C
s
es
y
Draw a line linking each division to its correct multiplication.
Pr
1
op
One has been done for you.
ity
C
rs
w
3 4
12 ÷ 12 ×
ie
ve
4 1
y
ev
op
ni
3 4
R
12 ÷ 12 ×
C
5 3
ge
w
1 3
ie
id
12 ÷ 12 ×
4 5
ev
br
am
5 3
-R
12 ÷ 12 ×
3 4
-C
s
es
4 5
12 ÷ 12 ×
y
3 3
Pr
op
ity
C
rs
w
2 Complete the workings for these divisions. Remember to turn them into
ie
ve
multiplications first, then cancel common factors.

y
ev
op
ni
R
2 3 3
C
a 12 ÷ _ = 12 × _ = 6 × 2 × _ = . . . . . . × . . . . . . = . . . . . . 2 is the common factor,

ge
3 2 2
w
so cross them out.

ie
id
3
ev
br
b 18 ÷ _ = 18 × _ = 6 × 3 × _ = . . . . . . × . . . . . . = . . . . . .
am
4
-R
-C
s
es
20 ÷ _ = 20 × _ = 5 × 4 × _ = . . . . . . × . . . . . . = . . . . . .
4
c
y
7
Pr
op
ity
C
rs
w
2
d 30 ÷ _ = 30 × _ = 15 × 2 × _ = . . . . . . × . . . . . . = . . . . . .
ie
ve
3
y
ev
op
ni
R
24 ÷ _ = 24 × _ =
4
e
e × 4 × _ = ...... × ...... = ......

w
g
5
ie
id
ev
br
am
-R
53
-C
s
es

ity
rs
ve
Unit 7 Fractions
y
op
ni
U
C
ge
w
Complete the workings for these divisions.
ie
id
3
ev
br
6 7 7 5×7 Rewrite 15 as 5 × 3 and 6
15 ÷ _ = 15 × _ = 5 × 3 × _ = _ = _ = _
am
-R
a as 3 × 2.
7 6 3×2 2 2 2 3 is the common factor,
-C
s
so cross them out.
es
8 9 3×9
12 ÷ _ = 12 × _ = 3 × 4 × __ = _ = _ = _
y
Pr
b
op
9 2 2
×
ity
C
rs
w
6 5 ×
ie
ve
c 20 ÷ _ = 20 × _ = 10 × 2 × __ = __ = _ = _
y
ev
5 3
op
ni
×
R
C
ge
w
10 13 ×
15 ÷ _ = 15 × _ = 3 × 5 × __ = __ = _ = _
ie
d
id
13
ev
×
br
am
-R
-C
s
es

y
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
ge
w
ie
id
ev
br
am
-R
-C
s
es
y
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
e
w
g
ie
id
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br
am
-R
54
-C
s
es

ity
rs
ve
81
y
Constructions and Pythagoras’ theorem
op
ni
U
C
ge
w
ie
id
ev
br
8.1 Using Pythagoras’ theorem
am
-R
Pythagoras’ theorem is a rule that can only be used in right-angled triangles.
-C
s
es
In a right-angled triangle, the longest side is called the hypotenuse.
y
Pr
op
The hypotenuse is always the side opposite the right angle.
ity
C
Always label the hypotenuse a, and the other two sides b and c.
rs
w
ie
ve
y
ev
op
ni
This side is the hypotenuse. Label these sides b and c.
R
It is the longest side. It doesn’t matter which
C
a b
It is opposite the right angle. one you label b and which
ge
w
Label it a. one you label c.
ie
id
ev
br
am
-R
-C
1 Label the sides of these triangles a, b and c. Always label the hypotenuse a.
es
y
Pr
op
a b
ity
C
......
rs
w
...... ...... ......

ie
ve
y
ev
op
ni
R
...... ......
C
ge
c d
ie
id
...... ......
ev
br
am
-R
-C
...... ......
s
...... ......
es
y
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
e
w
g
ie
id
ev
br
am
-R
55
-C
s
es

ity
rs
ve
Unit 8 Constructions and Pythagoras’ theorem
y
op
ni
U
C
ge
w
For each of these triangles, label the sides a, b and c. Then write down the values of
ie
id
2
a, b and c. The first one has been done for you.
ev
br
am
-R
a b
-C
c 4 cm
s
es
10cm
y
6 cm
Pr
b
op
3 cm a
ity
C
5 cm 8cm
rs
w
ie
ve
y
ev
a = 5 cm b = 3 cm c = 4 cm a = . . . . . . cm b = . . . . . . cm c = . . . . . . cm
op
ni
R
C
ge
w
c d
ie
id
20cm
ev
br
am
-R
13 cm
5 cm
-C
15 cm
s
25 cm
es
y
Pr
op
12 cm
ity
C
a = . . . . . . cm b = . . . . . . cm a = . . . . . . cm b = . . . . . . cm
rs
w
ie
ve
c = . . . . . . cm c = . . . . . . cm
y
ev
op
ni
R
The formula for Pythagoras’ theorem is a 2 = b 2 + c 2

ge
Follow these steps to use Pythagoras’ theorem:

ie
id
ev
br
Label the sides a, b and c.

am
-R
a
Write down the values of the letters you know. b
-C
s
es
Write down Pythagoras’ theorem.

y
Pr
op
Substitute the values of the letters you know.

c
ity
C
Solve the equation.

rs
w
ie
ve
y
ev
op
ni
R
C
e
w
g
ie
id
ev
br
am
-R
56
-C
s
es

ity
rs
ve
y
op
ni
U
C
ge
w
3 Complete the workings to find the length of the hypotenuse in each of these triangles.
ie
id
ev
br
a Label the sides a, b and c.
am
-R
b = 9 cm c = 12 cm
-C
s
es
a2 = b2 + c2
y
Pr
op
a 2 = 92 + 122 9 cm a . . . . . . cm
ity
C
rs
a 2 = 81 + 144
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a 2 = 225
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_ c 12 cm
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a = √225 = . . . . . . cm
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b Label the sides a, b and c.

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b = . . . . . . cm c = . . . . . . cm
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a2 = b2 + c2
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. . . . . . cm
Pr
a2 = ......2 + ......2
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6 cm
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a2 = ...... + ......
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a2 = ...... 8 cm
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a = √ . . . . . . = . . . . . . cm
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c Label the sides a, b and c.

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b = . . . . . . cm c = . . . . . . cm
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a2 = b2 + c2
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a2 = ......2 + ......2 . . . . . . cm
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4 cm
a2 = ...... + ......
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a2 = ......
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9 cm
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a = √. . . . . . = . . . . . . cm
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d Label the sides a, b and c. Use a calculator to find the
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square root. Give your answer
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am b = . . . . . . cm c = . . . . . . cm to 1 decimal place.
-R
a2 = b2 + c2
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s
7 cm
a2 = ......2 + ......2
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Pr
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a2 = ...... + ......
5 cm
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a2 = ...... . . . . . . cm
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_
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a = √. . . .34
. . = . . . . . . cm
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9
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Expressions and formulae
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Simplifying algebraic expressions
br
9.1
am
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The rules for indices with numbers can also be used for algebraic expressions.
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s
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When you multiply, you add the indices: 32 × 33 = 32+3 = 35
y
Pr
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It is the same for algebra: x 2 × x 3 = x 2+3 = x 5
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1 Draw a line joining each rectangular card to its matching
y
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3 = 31 and x = x 1.
op
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oval card. The first one has been done for you.
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32 × 34 34
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id
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33 × 33 x7
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3 × 33 36
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x4 × x3 x8
Pr
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x5 × x 36
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x3 × x5 x6
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2 Two of these statements are true and two are false. Write ‘True’ or ‘False’ next to
w
each one. If the statement is false, write the correct answer.

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a x2 × x4 = x8 . . . . . . . . . . . . . . . b x × x3 = x4 . . . . . . . . . . . . . . .
-C
c y6 × y = y7 . . . . . . . . . . . . . . . d y3 × y3 = y9 . . . . . . . . . . . . . . .
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59
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Unit 9 Expressions and formulae
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Look at this method of simplifying 5 x 2 × 4 x 3
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id
3
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br
5 x 2 × 4 x 3 = 5 × x 2 × 4 × x 3 = 5 × 4 × x 2 × x 3 = 20 × x 2+3 = 20x 5
am
-R
-C
Use the same method to simplify:
s
es
y
Pr
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a 6x 2 × 5x 3 = . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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C
rs
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b 4x 3 × 3x 5 = . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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The rule is different for when you divide.

R
C
When dividing, you subtract the indices: x 6 ÷ x 2 = x 6–2 = x 4
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4 Complete the workings.

am
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a x5 ÷ x2 = x5 – 2 = x ...... b x7 ÷ x4 = x ...... – ...... = x ......

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Pr
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c y4 ÷ y3 = y ...... – ...... = y ...... d y6 ÷ y = y ...... – ...... = y ......

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5 Circle the correct answer for each of these divisions.

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a x9 ÷ x3 = x3 x6 x 12
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b x 10 ÷ x 5 = x 15 x2 x5
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am
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c y8 ÷ y = y7 y8 y9
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s
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d y2 ÷ y2 = y4 y1 y0
y
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60
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9.2 Constructing algebraic expressions
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In algebraic expressions, you use letters to represent unknown numbers.
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am
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When you are asked to write an expression, think how you would write it with numbers first.
-C
s
es
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Add 2 to each of these numbers. Show your working. Parts a) and d) are done for you.
Pr
1
op
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a 4 4+2=6 4 + 2 can be simplified to 6.

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b 10 ...............................
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c 12 ...............................
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d x x+2 x + 2 cannot be simplified so leave it as x + 2.

am
-R
e y ...............................
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f ...............................
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z
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Pr
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2 Subtract 3 from each of these numbers. Show your working.

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a 5 ...............................
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b 8 ...............................
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c 15 ...............................
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d x ...............................
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e ...............................
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f z ...............................
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61
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Multiply each of these numbers by 5. Show your working.
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id
3
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br
am
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a 2 ...............................
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b ...............................
s
4
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c a ............................... a × 5 can be simplified to 5a.
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d ...............................
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4 Divide each of these numbers by 5. Show your working.
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a 15 ...............................
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id
b 30 ...............................
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br
a
a ÷ 5 can be simplified to _.
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c ...............................
a
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5
-C
d b ...............................
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5 I think of a number n...

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Draw a line linking each of the statements to the correct expression.

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I add 15 15n
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I subtract 15 3n + 5
C
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I multiply by 15 n + 15
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I divide by 15 5n – 3
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n
_
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I subtract the number from 15 +3

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5
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I multiply by 3 then add 5 n – 15

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n
_
I multiply by 5 then subtract 3
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15
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I divide by 5 then add 3 15 – n

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9.3 Substituting into expressions
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When you substitute numbers into an expression or formula, you must use the correct
br
order of operations:
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B I D M A S
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s
es
Brackets Indices Division Multiplication Addition Subtraction
y
(powers)
Pr
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1 Complete the workings to find the value of each expression when x = 10.
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a 2x + 3 2 × x + 3 = 2 × 10 + 3 Work out the Multiplication

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C
before the Addition.
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= ...... + 3 = ......
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id
x
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b –4 x ÷ 2 – 4 = 10 ÷ 2 – 4 Work out the Division before

2
am
-R the Subtraction.
= ...... – 4 = ......
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s
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c 4x 2 4 × x 2 = 4 × 102 Work out the Indices before

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Pr
the Multiplication.
op
= 4 × ...... = ......
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d 3(x + 2) 3 × (x + 2) = 3 × (10 + 2) Work out the Bracket before

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ve
the Multiplication.
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ev
= 3 × ...... = ......
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2 Draw a line linking each expression to

w
Remember, ab means a × b.
the correct value when a = 8 and b = 4.
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id
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am
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a+b 32
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1
es
a–b
2
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ab 12
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a
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b 20
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a 4
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2a + b 2
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63
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Complete the workings.
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Remember: + – → – and – – → +
id
3
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br
a 3 + –2 = 3 – 2 = . . . . . .
am
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-C
b 5 – – 2 = 5 + 2 = ......
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es
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Pr
c 4 × –3 = . . . . . .
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d –3 × –5 = . . . . . .
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4 Complete the workings to find the values of the expressions when x = 6 and y = –2.
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a x + y = 6 + –2 = . . . . . . – . . . . . . = . . . . . . + –2 is overall –2.
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id
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br
b x – y = 6 – –2 = . . . . . . + . . . . . . = . . . . . .
am
-R
-C
(–2)2 is –2 × –2.
s
c x 2 + y 2 = 62 + (–2)2 = . . . . . . + . . . . . . = . . . . . .
es
y
Pr
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d 3x + y = 3 × 6 + –2 = . . . . . . – . . . . . . = . . . . . .
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e x + 4y = 6 + 4 × –2 = . . . . . . – . . . . . . = . . . . . .
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f 3x + 4y = 3 × 6 + 4 × –2 = . . . . . . – . . . . . . = . . . . . .
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9.4 Deriving and using formulae
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A formula is a mathematical rule that you can use to work out the value of something.
br
am
-R
The formula for the area (A) of a rectangle is A = lw, where l is the length and w is the width.
-C
s
A is the subject of the formula as it is written on its own.
es
y
Pr
op
ity
You already know a lot of mathematical formulae. Match each rectangular card to
C
1
the correct oval card.
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w
ie
ve
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ev
Area of a
op
ni
A = bh
R
triangle
U
C
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Volume of
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id
C = πd
a cuboid
ev
br
am
-R
Area of a A = πr2
-C
parallelogram
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Pr
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Circumference V = lbh
of a circle
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Area of a 1
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A = 2 bh
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trapezium
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Area of a 1
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A = 2 (a + b)h
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circle
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am
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2 a Work out the number of hours in each of these days.

-C
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i 1 day . . . . . . ii 2 days . . . . . .
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Pr
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iii 3 days . . . . . . iv d days . . . . . .

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b The formula to work out the number of hours (H) in d days is H = 24d.
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Complete the working to find the number of hours in 10 days.

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H = 24d = 24 × d = 24 × 10 = . . . . . . Substitute d = 10 into the formula.

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65
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3 a Work out the number of days in each of these weeks.
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i 1 week . . . . . . ii 2 weeks . . . . . .
am
-R
iii 3 weeks . . . . . . iv w weeks . . . . . .
-C
s
b The formula to work out the number of days (D) in w weeks is D = . . . . . .
es
y
Pr
Use your formula to find the number of days in 8 weeks.
op
ity
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..........................................................................................
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w
a Work out the total number of days in:

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4
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i 1 week and 2 days . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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ii 3 weeks and 4 days . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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w
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id
iii w weeks and d days . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
ev
br
b The formula to work out the total number of days (T) in w weeks and d days is
am
-R
T = 7w + d.
-C
Use the formula to work out the total number of days in:
es
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i 2 weeks and 5 days . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Pr
op
ii 6 weeks and 3 days . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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You can change the subject of a formula by rearranging the formula to get a different
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ve
letter on its own.

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op
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5 Complete the working to make b the subject of these formulae. The first one has
ge
been done for you.

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ie
id
A
a A = bh A=b×h swap sides: b × h = A reverse the ×: b = _
ev
br
h
am
-R
b F = bg F=b×g swap sides: b × . . . . . . = . . . . . . reverse the ×: b = _

-C
s
es
reverse the ×: b = _
y
c T = mb T=m×b swap sides: . . . . . . × . . . . . . = . . . . . .

Pr
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d X = b + rt swap sides: b + r t = . . . . . . reverse the +: b = X – . . . . . .

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e M = b – k n swap sides: b – . . . . . . = . . . . . . reverse the –: b = . . . . . . + . . . . . .

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9.5 Factorising
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When you factorise an expression, you do the opposite to expanding a bracket.
br
am
-R
Expanding: 3(x + 8) = 3 x + 24 Factorising: 3 x + 24 = 3( x + 8)
-C
s
es
y
Expand these brackets. Use the boxes to help if you want to. The first one has been
Pr
1
op
done for you.
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C
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a 2(x + 6) × x 6 b 3(x + 5) × x 5
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ve
2x 12
y
2 3
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op
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2(x + 6) = 2x + 12 3(x + 5) = . . . . . . + . . . . . .
C
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c 5(y – 3) × y –3 d 4(y – 7) × y –7
ev
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am
5 4
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5(y – 3) = . . . . . . – . . . . . . 4(y – 7) = . . . . . . – . . . . . .
s
es
y
Pr
op
2 Factorise these expressions. Use your answers to Question 1. The first one has been
ity
C
done for you.

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w
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y
a 2 x + 12 = 2(x + 6) b 3 x + 15 = . . . . . . . . . . . .
ev
op
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c 5y – 15 = . . . . . . . . . . . . d 4y – 28 = . . . . . . . . . . . .
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id
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br
3 Complete these factorisations.

am
-R
-C
a 2 x + 8 = 2(x + . . . . . . ) 2 × x = 2 x and 2 × ? = 8
es
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Pr
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b 3 x + 9 = 3(x + . . . . . . )
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c 5y – 30 = 5(y – . . . . . . )
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ve
y
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op
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d 8y + 16 = 8(. . . . . . + . . . . . . )
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C
e
e 7y – 21 = 7(. . . . . . – . . . . . . )
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67
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Expand these brackets.
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id
4
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am
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a 3(2 x + 1) = 6 x + . . . . . . b 4(3 x + 1) = . . . . . . + . . . . . .
-C
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c 2(5y – 1) = . . . . . . – . . . . . . d 6(4y – 1) = . . . . . . – . . . . . .
y
Pr
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5 Use your answers to Question 4 to factorise these expressions.
rs
w
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ve
y
a 6x + 3 = . . . . . . b 12 x + 4 = . . . . . .
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op
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R
C
c 10y – 2 = . . . . . . d 24y – 6 = . . . . . .
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br
6 Complete these factorisations.

am
-R
-C
2 is the highest common factor of 4 and 6:

s
a 4 x + 6 = 2(2 x + . . . . . . )
es
2 × 2 x = 4 x and 2 × ? = 6
y
Pr
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b 6 x – 9 = 3(. . . . . . – . . . . . . ) 3 × ? = 6 x and 3 × ? = 9
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c 15 x + 10 = 5(. . . . . . + . . . . . . ) 5 × ? = 15 x and 5 × ? = 10
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68
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9.6 Adding and subtracting algebraic fractions
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An algebraic fraction is a fraction that contains a letter or letters.
br
1
am
2
-R
_ and _ are not algebraic fractions.
4 9
-C
s
x
_ 2y x
and _ and _y are all algebraic fractions.
es
9
y
Pr
op
You can add and subtract algebraic fractions using the same method as normal fractions.
ity
C
rs
w
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ve
1 Circle the algebraic fractions in this list.
y
ev
op
ni
y 9g
R
1 3x 7 11a 8 1
U
x
_ _ _
4 _ _ _ _ b
_ _ _ _
C
2 3 5 9 9 12 c 15 20 2d
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id
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br
2 Complete the answers to these fraction questions.

am
-R
Write each answer in its simplest form.
-C
1 _1 1 _2 2 _3
es
a _ + =_ b _ + =_ c _ + =_
y
3 3 3 5 5 7 7
Pr
op
ity
C
1 _
_ 3 4 1 _2 3 _3
+ =_=_ _ _
rs
+ =_=_ + =_=_
w
d e f
8 8 8 9 9 10 10
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ev
op
ni
R
C
ge
3 Complete the answers to these fraction questions.

w
ie
id
Write each answer in its simplest form.

ev
br
Use your answers to Question 2. The first one has been done for you.
am
-R
x _x 2x x _2x
-C
_ + =_ _ + =_
s
a b
3 3 3 5 5
es
y
Pr
op
_ 3y
2y _ y _
_ 3y 4y
c + =_ d + =_=_
ity
C
7 7 8 8 8
rs
w
ie
ve
m _
_ 2m _ _ _ 3n
3n _
+ =_=_
y
ev
e + = = f
op
ni
9 9 10 10
R
C
e
w
g
ie
id
ev
br
am
-R
69
-C
s
es

ity
rs
ve
y
op
ni
U
C
ge
w
Work out the answers to these questions by finding a common denominator.
ie
id
4
ev
br
1 _
_ 3 2 3 1 __1×2 _2
+ =_+_=_
_
am
-R
a = =
4 8 8 8 4 4×2 8
-C
s
es
1 _
_ 2 1 ?
b + =_+_=_ Change _ into _
y
Pr
3 9 3 9
op
ity
C
2 _
_ 1
– =_–_=_=_
rs
w
c
3 6
ie
ve
y
ev
op
ni
11 _
_ 1
– =_–_=_=_
R
C
12 6
ge
w
ie
id
Write down your answers to these questions. Use your answers to Question 4.
ev
br
5
am
-R
x _
_ 3x y _
_ 2y
a + =_ b + =_
-C
4 8 3 9
s
es
y
2p _
p 11b _
Pr
_ _ b
op
c – =_ d – =_
3 6 12 6
ity
C
rs
w
ie
ve
y
ev
op
ni

R
C
ge
w
ie
id
ev
br
am
-R
-C
s
es
y
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
e
w
g
ie
id
ev
br
am
-R
70
-C
s
es

ity
rs
10
ve
y
Processing and presenting data
op
ni
U
C
ge
w
ie
id
ev
br
10.1 Calculating statistics
am
-R
Here are the heights, in centimetres, of 25 plants:
-C
s
es
10 10 10 10 10 11 11 11 12 12 12 12 13
y
Pr
op
13 14 14 14 14 14 14 14 14 15 15 15
ity
C
Here are the 25 heights in a frequency table:

rs
w
ie
ve
y
ev
Height (cm) 10 11 12 13 14 15
op
ni
R
C
Frequency 5 3 4 2 8 3
ge
w
The shaded numbers show that two plants are 13 cm high.
ie
id
ev
br
To find the mean height, put the numbers in a table like this:
am
-R
-C
Height Frequency Height × Frequency

s
es
10 5 50 10 × 5 = 50
y
Pr
op
11 3 33
ity
C
12 4 48
rs
w
13 2 26
ie
ve
y
ev
14 8 112
op
ni
R
15 3 45
ge
Total 25 314 Add the numbers in the columns.

ie
id
ev
br
The mean height is 314 ÷ 25 = 12.56 cm. The mean does not have
am
-R
to be a whole number.
-C
s
es
y
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
e
w
g
ie
id
ev
br
am
-R
71
-C
s
es

ity
rs
ve
Unit 10 Processing and presenting data
y
op
ni
U
C
ge
w
Here are the masses of the hand luggage of 20 passengers on a plane.
ie
id
1
ev
br
5 6 7 8
amMass (kg) 4
-R
Frequency 1 4 5 8 2
-C
s
es
y
Put the numbers in the table below. Use it to work out the mean mass.
Pr
op
ity
C
Mass Frequency Mass × Frequency
rs
w
4
ie
ve
y
ev
op
ni
R
C
6
ge
w
7
ie
id
ev
br
am
-R
Total 20
-C
s
es
Mean mass = . . . . . . kg
y
Pr
op
ity
C
2 Here are the number of people in 50 cars.

rs
w
ie
ve
People in the car 1 2 3 4 5 6

y
ev
op
ni
Frequency 17 15 8 5 3 2
R
C
ge
Work out the mean number of people. Use the table below.
ie
id
ev
br
People Frequency
am
-R
-C
s
es
y
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
Total
R
C
e
w
g
Mean number of people = . . . . . .

ie
id
ev
br
am
-R
72
-C
s
es

ity
rs
ve
y
op
ni
U
C
ge
w
This table shows the time that 60 people spend queuing to enter an exhibition.
ie
id
3
ev
br
5 6 7 8 9 10
am
Time (minutes)
-R
Frequency 7 8 12 17 4 12
-C
s
es
y
Work out the mean waiting time. Use the table below.
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
ge
w
ie
id
ev
br
am
-R
-C
s
es
Mean waiting time = . . . . . . minutes.

y
Pr
op
ity
C
4 Here are the marks of 40 students in a test.

rs
w
ie
ve
Mark 14 15 16 17 18 19 20
y
ev
op
ni
Frequency 2 11 10 4 5 3 5
R
C
ge
Work out the mean mark. Use the table below.

ie
id
ev
br
am
-R
-C
s
es
y
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
e
w
g
ie
id
The mean mark is . . . . . .

ev
br
am
-R
73
-C
s
es

ity
rs
ve
y
op
ni
U
C
ge
Here are the heights of the plants from the first example again.
w
ie
id
ev
br
Height (cm)
am 10 11 12 13 14 15
-R
Frequency 5 3 4 2 8 3
-C
s
es
y
The mode is 14 cm because it is the most common height. 14 cm has the
Pr
op
highest frequency.
ity
C
rs
w
5 Find the mode for each of these tables from the previous questions.
ie
ve
y
ev
op
ni
a Mass (kg) 5 6 7 8
R
C
ge
Frequency 1 4 5 8 2
w
ie
id
ev
br
The mode is . . . . . . kg.

am
-R
-C
b
s
People in the car 1 2 3 4 5 6

es
17 15 8 5 3 2
y
Frequency
Pr
op
ity
C
The mode is . . . . . . people.

rs
w
ie
ve
y
ev
c 5 6 7 8 9 10
op
ni
Time (minutes)
R
Frequency 7 8 12 17 4 12
ge
w
ie
id
The mode is . . . . . . minutes.

ev
br
am
-R
d Mark 14 15 16 17 18 19 20
-C
s
es
Frequency 2 11 10 4 5 3 5
y
Pr
op
The mode is . . . . . . marks.

ity
C
rs
w
ie
ve
y
ev

op
ni
R
C
e
w
g
ie
id
ev
br
am
-R
74
-C
s
es

ity
rs
ve
y
op
ni
U
C
Using statistics
ge
10.2
w
ie
id
ev
Here are the ages of five boys: 13 14 11 14 10
br
am
To find the median, write the ages in order: 10 11 13 14 14
-R
-C
s
The median is the age in the middle. The median age of the boys is 13 years.
es
y
Pr
op
To find the mean, add the ages and divide by 5: (13 + 14 + 11 + 14 + 10) ÷ 5 = 12.4
ity
The mean age of the boys is 12.4 years.
C
rs
w
Here are the ages of eight girls 11 8 13 13 11 15 10 13

ie
ve
y
Write them in order: 8 10 11 11 13 13 13 15
ev
op
ni
R
C
The middle is half way between 11 and 13. The median age for the girls is 12 years.
ge
w
ie
id
The mean age of the girls is 11.75 years. (11 + 8 + 13 + 13 + 11 + 15 + 10 + 13) ÷ 8 = 11.75
ev
br
am
-R
-C
1 Here are the masses, in kg, of some men and women:

es
y
Pr
Men 56 62 69 58 67
op
Women 47 40 51 48 39 50 40
ity
C
rs
w
The median mass of the men is 62 kg. The mean mass of the men is 62.4 kg.
ie
ve
Fill in the averages.

y
ev
op
ni
R
a The median mass of the women is . . . . . . kg.

ge
w
ie
id
ev
br
am
b The mean mass of the women is . . . . . . kg.

-R
-C
s
es
y
Pr
op
Circle the correct words and fill in the masses.

ity
C
c The men’s median mass is greater/less than the women’s median mass by . . . . . . kg.
rs
w
ie
ve
y
ev
op
ni
R
d The men’s mean mass is greater/less than the women’s mean mass by . . . . . . kg.
C
e
w
g
ie
id
ev
br
am
-R
75
-C
s
es

ity
rs
ve
y
op
ni
U
C
ge
w
2 Here are the heights, in centimetres, of some young children:
ie
id
ev
Girls 97 93 104 92
br
Boys
am 90 102 96 92 91
-R
-C
The median height of the boys is 92 cm. The mean height of the boys is 94.2 cm.
s
es
y
Pr
op
a The median height of the girls is . . . . . . cm.
ity
C
rs
w
ie
ve
y
ev
op
ni
b The mean height of the girls is . . . . . . cm.

R
C
ge
w
ie
id
ev
br
Circle the correct words and fill in the heights.

am
-R
c The girls’ median height is greater/less than the boys’ median height by . . . . . . cm.
-C
s
es
y
Pr
op
ity
C
d The girls’ mean height is greater/less than the boys’ mean height by . . . . . . cm.
rs
w
ie
ve
y
ev
op
ni
R
C
ge
3 Here are the times, in seconds, for the runners in two races:
w
ie
id
Race 1: 45 43 59 55 48 50
ev
br
Race 2: 42 56 53 58 51 48 50 50
am
-R
The median time for race 1 is 49 seconds. The mean time for race 1 is 50 seconds.
-C

es
y
Pr
op
a Median time for race 2 is . . . . . . seconds.

ity
C
rs
w
ie
ve
y
ev
op
ni
b Mean time for race 2 is . . . . . . seconds.

R
C
e
w
g
ie
id
ev
br
am
-R
76
-C
s
es

ity
rs
ve
y
op
ni
U
C
ge
c Which race had the quicker median time? . . . . . .
w
ie
id
ev
br
am
-R
d Which race had the quicker mean time? . . . . . .
-C
s
es
y
Pr
op
ity
C
Here are the times, in minutes, some children take to get to school:
rs
4
w
ie
ve
Class X: 15 20 25 20 25 15 20 20
y
40 45
ev
op
ni
Class Y: 30 10 40 45 25 30
R
C
ge
w
The median time for class X is 20 minutes. The mean time for class X is 24.5 minutes.
ie
id
Find these average times.
ev
br
am
-R
a The median time for class Y is . . . . . . minutes.
-C
s
es
y
Pr
op
ity
C
b The mean time for class Y is . . . . . . minutes.

rs
w
ie
ve
y
ev
op
ni
R
c Write two sentences comparing the average times for class X and class Y.
C
ge
................................................................................................
ie
id
ev
br
................................................................................................
am
-R
................................................................................................
-C
................................................................................................
es
y
Pr
op
ity
C

rs
w
ie
ve
y
ev
op
ni
R
C
e
w
g
ie
id
ev
br
am
-R
77
-C
s
es

ity
rs
11
ve
y
Percentages
op
ni
U
C
ge
w
ie
id
Using mental methods
ev
br
11.1
am
-R
You can change simple percentages to fractions.
-C
s
es
y
Pr
op
1 Write these percentages as fractions. The first one has been done for you.
ity
C
1
50% = _
rs
w
a b 25% = . . . . . . c 75% = . . . . . .
2
ie
ve
y
ev
op
ni
d 10% = . . . . . . e 20% = . . . . . . f 1% = . . . . . .
R
C
ge
w
ie
id
2 Complete this diagram.
ev
br
am
-R
25% = . . . . . . 50% = 20kg
-C
s
es
y
Pr
op
75% = . . . . . . 40 kg 10% = . . . . . .
ity
C
rs
w
ie
ve
y
ev
op
ni
R
1% = . . . . . . 20% = . . . . . .
C
ge
w
ie
id
ev
br
3 Complete this diagram.

am
-R
25% = . . . . . . 50% = . . . . . .
-C
s
es
y
Pr
op
ity
C
75% = . . . . . . $120 10% = . . . . . .

rs
w
ie
ve
y
ev
op
ni
R
C
e
1% = . . . . . . 20% = . . . . . .
w
g
ie
id
ev
br
am
-R
78
-C
s
es

ity
rs
ve
Unit 11 Percentages
y
op
ni
U
C
ge
w
Complete this diagram.
ie
id
4
ev
br
am
-R
25% = . . . . . . 50% = . . . . . .
-C
s
es
y
Pr
op
75% = . . . . . . $6 10% = . . . . . .
ity
C
rs
w
ie
ve
y
ev
op
ni
1% = . . . . . . 20% = . . . . . .
R
C
ge
w
ie
id
If you can find 50%, 25% and 10%, you can use them to find other percentages.
ev
br
Suppose 100% is 60 g.
am
-R
50% of 60 g = 30 g 25% of 60 g = 15 g 10% = 6 g
-C
s
es
Then 60% = 50% + 10% = 30 g + 6 g = 36 g

y
Pr
op
and 15% = 25% – 10% = 15 g – 6 g = 9 g

ity
C
rs
w
ie
ve
Complete this table.

y
5
ev
op
ni
R
80 kg 24 m $240 $5 30 hours
ge
50% 40 kg
ie
id
10% 8 kg
ev
br
am
-R
60% 48 kg
-C
s
es

y
6
Pr
op
ity
C
20 km $44 $6 64 cm 160 kg
rs
w
25% 5 km
ie
ve
2 kg
ev
10%
op
ni
R
35% 7 kg
C
e
w
g
ie
id
ev
br
am
-R
79
-C
s
es

ity
rs
ve
Unit 11 Percentages
y
op
ni
U
C
ge
w
ie
id
7
ev
br
50% 25% 10% 75% 60% 85%
am
-R
$400 $200 $100 $40 $300 $240 $340
-C
s
es
$80
y
Pr
op
$220
ity
C
rs
w
ie

ve
8
y
ev
op
ni
50% 25% 75% 10% 65% 15%

R
65% = 75% – 10%

U
C
ge
60 kg
w
ie
id
300 cm
ev
br
420 g
am
-R
-C
s
es
y
Pr

op
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
ge
w
ie
id
ev
br
am
-R
-C
s
es
y
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
e
w
g
ie
id
ev
br
am
-R
80
-C
s
es

ity
rs
ve
Unit 11 Percentages
y
op
ni
U
C
Percentage changes
ge
11.2
w
ie
id
pqr uvxyz {| } ~omput
ev
br
e
am
-R
¡¢ £¤¥¦ § ¨©ª«
-C
¬® ¯°± ²³´µ¶ ·¸ ¹º»¼ ½ ¾¿À Á ÂÃÄÅÆ
s
es
y
Pr
op
1 ÇÈÉÊ ËÌÍÎÏÐ ÑÒÓ ÔÕÖ×eØÙÚÛ ÜÝ Þßàá âãäåæçtè éêëì íîïðñò
ity
C
Original price 10% increase New price

rs
w
ie
ve
$600 $60 $660
y
ev
op
ni
$40
R
C
$70
ge
w
$430
ie
id
ev
br
$2500
am
-R
óôõ ö÷øùúû üý þ ÿT ea y te
-C
2
s
es
y
Original height 25% increase New height

Pr
op
32 cm 8 cm
ity
C
12 cm
rs
w
ie
ve
28 cm
y
ev
op
ni
44 cm
R
124 cm
ge
w
ie
id
3 ! "#$% &' ()*+ ,-./012 3456e789: ;< =>?@ ABCDEFtG HIJK LMNOPQ
ev
br
am
-R
Original mass 10% 20% New mass

-C
12 kg RSU kg VW4 kg 14X4 kg

s
es
20 kg
y
Pr
op
15 kg
ity
C
44 kg
rs
w
YoY Z[\ ]^_` bcd fghiejklm np qrs tuvw xayz

ie
ve
y
ev
{|} ~ omput

op
ni
R
e ¡ ¢£¤¥

C
e
¦§¨ ©ª «¬® ¯ °±²³´

w
g
ie
id
µ¶· ¸¹º »¼½¾¿ ÀÁ ÂÃÄÅ Æ ÇÈÉÊ Ë Ì4ÍÎÏ

ev
br
am
-R
81
-C
s
es

ity
rs
ve
Unit 11 Percentages
y
op
ni
U
C
ge
w
Some prices are decreased by 25%. Complete this table.
ie
id
4
ev
br
Original price 25% decrease New price
am
-R
$32 $8 $24
-C
s
es
$80
y
Pr
$44
op
ity
C
$280
rs
w
$620
ie
ve
y
ev
op
ni
You can write an increase as a percentage.

R
C
A price increases from $60 to $66.
ge
w
The increase is $6.
ie
id
The increase is 10% of $60. $6 is 10% of $60.
ev
br
am
-R
-C
s
es
a A price increases from $40 to $44. The increase is $. . . . . .

y
Pr
op
The increase is . . . . . . % of $40.

ity
C
rs
w
b A price increases from $40 to $50. The increase is $. . . . . .

ie
ve
y
ev
op
ni
R
c A price increases from $40 to $60. The increase is $. . . . . .

ge
w
ie
id

ev
br
am
-R

-C
s
es
a A price increases from $80 to $120. The increase is $. . . . . .

y
Pr
op

ity
C
rs
w
b A price increases from $80 to $100. The increase is $. . . . . .

ie
ve
y
ev

op
ni
R
C
e
c A price increases from $80 to $88. The increase is $. . . . . .

w
g
ie
id

ev
br
am
-R
82
-C
s
es

ity
rs
ve
Unit 11 Percentages
y
op
ni
U
C
ge
w
ie
id
7
ev
br
am
-R
a A height increases from 120 cm to 150 cm. The increase is . . . . . . cm
-C
The increase is . . . . . . % of 120 cm.
s
es
y
Pr
op
b A height increases from 120 cm to 132 cm. The increase is . . . . . . cm
ity
C

rs
w
ie
ve
y
ev
c A height increases from 120 cm to 180 cm. The increase is . . . . . . cm
op
ni
R
C
ge
w
ie
id
ev
br

am
-R
a A price increases from $5 to $7.50. The increase is $. . . . . .
-C
s
es

y
Pr
op
ity
C
b A price increases from $5 to $5.50. The increase is $. . . . . .

rs
w

ie
ve
y
ev
op
ni
R
c A price increases from $5 to $6.25. The increase is $. . . . . .

U
C
ge

ie
id
ev
br
am
-R

-C
s
es
y
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
e
w
g
ie
id
ev
br
am
-R
83
-C
s
es

ity
rs
ve
12
y
Tessellations, transformations and loci
op
ni
U
C
ge
w
ie
id
ev
br
12.1 Tessellating shapes
am
-R
A tessellation is a pattern made of identical shapes that fit together without gaps or overlaps.
-C
s
es
y
Pr
op
1 On each of the grids below, add six more shapes to each tessellation.
ity
C
Make sure that the extra shapes you add to each pattern are identical to the other shapes.
rs
w
ie
ve
Remember, there must be no gaps between shapes. The shapes must not overlap.
y
ev
op
ni
R
C
ge
w
a b
ie
id
ev
br
am
-R
-C
s
es
y
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
c d
R
C
ge
w
ie
id
ev
br
am
-R
-C
s
es
y
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
e
w
g
ie
id

ev
br
am
-R
84
-C
s
es

ity
rs
ve
Unit 12 Tessellations, transformations and loci
y
op
ni
U
C
Solving transformation problems
ge
12.2
w
ie
id
ev
When you translate a shape on a coordinate grid, you can use a column vector to
br
describe its movement.
am
-R
()
1
The column vector 2 means ‘Move the shape 1 unit right and 2 units up’.
-C
s
es
The column vector (–1
–2) means ‘Move the shape 1 unit left and 2 units down’.
y
Pr
op
ity
C
rs ( )
w
– means move left top number + means move right

ie
ve
y
– means move down bottom number + means move up
ev
op
ni
R
C
ge
w
ie
id
ev
Draw a line linking each column vector to the correct description. The first one has
br
1
been done for you.
am
-R
(23)
-C
Move the shape 2 units left and 3 units down

es
y
Pr
(–32)
op
Move the shape 3 units right and 2 units up

ity
C
(–2–3)
rs
w
Move the shape 2 units left and 3 units up

ie
ve
y
ev
op
ni
(–32) Move the shape 2 units right and 3 units up

R
C
ge
(–23)
w
Move the shape 3 units left and 2 units up

ie
id
ev
br
(23) Move the shape 2 units right and 3 units down

am
-R
-C
s
es
2 Fill in the missing numbers and words in these statements.

y
Pr
op
()
ity
The column vector 54 means move the shape . . . . . . units right and 5 units . . . . . .
C
a
rs
w
The column vector (–16) means move the shape 1 unit . . . . . . and . . . . . . units up.
ie
ve
b
y
ev
op
ni
R
The column vector (–42) means move the shape 2 units . . . . . . and 4 units . . . . . .
C
c
e
w
g
ie
id
ev
br
am
-R
85
-C
s
es

ity
rs
ve
y
op
ni
U
C
ge
w
3 Translate the rectangles using the given column vectors.
ie
id
ev
br
am
-R
y y y
-C
s
4 4 4
es
y
3 3 3
Pr
op
2 2 2
ity
C
rs
w
1 1 1
ie
ve
y
ev
x x x
op
ni
1 2 3 4 1 2 3 4 1 2 3 4
R
C
(21) (–12) (–1
–2)
ge
a b c
w
ie
id
When you reflect a shape on a coordinate grid, you need to know the equation of the
ev
br
mirror line.
am
-R
The diagram shows the lines with equation y = 2 and x = –3.
-C
s
es
y
y
Pr
op
5
ity
C
4
rs
w
ie
ve
3
y
ev
op
ni
2 y=2
R
1
ge
All horizontal lines have the

ie
id
equation y = ‘a number’;
–5 –4 –3 –2 –1 1 2 3 4 5 x
all vertical lines have the
ev
br
–1 equation x = ‘a number’.
am
-R
–2
-C
–3
es
y
Pr
–4
op
ity
–5
C
rs
x = –3
w
ie
ve
y
ev
op
ni
4 On the diagram above, draw the lines with the following equations.
R
C
e
Make sure you write the equation of the line next to each one.
w
g
ie
id
a x=1 b x = –5 c y=4 d y = –3
ev
br
am
-R
86
-C
s
es

ity
rs
ve
y
op
ni
U
C
ge
w
Reflect each shape in the given mirror line.
ie
id
5
ev
br
am
-R
Draw the mirror line first. Reflect each shape one corner
at a time, then join the points with straight lines.
-C
s
es
y
a b
Pr
op
y y
x = –3 y=2
ity
C
4 4
rs
w
ie
ve
3 3
y
ev
op
ni
2 2
R
C
1 1
ge
w
ie
id
–5 –4 –3 –2 –1 1 2 x –1 1 2 3 x
ev
br
–1 –1
am
-R
–2 –2
-C
s
es
y
Pr
op
6 On the grid, write the equations of each of the mirror lines shown. One has been
ity
C
done for you.

rs
w
y
ie
ve
y
ev
op
ni
3
R
......
ge
2
ie
id
ev
br
1
am
-R
......
-C
s
es
–3 –2 –1 1 2 3 4 5 6 x
y
Pr
op
–1
ity
C
rs
w
–2
ie
ve
...... x = 4.5
y
ev
op
ni
R
C
e
w
g
ie
id

ev
br
am
-R
87
-C
s
es

ity
rs
ve
y
op
ni
U
C
Enlarging shapes
ge
12.3
w
ie
id
ev
An enlargement of a shape is a copy of the shape that is either bigger or smaller than
br
the original.
am
-R
You enlarge a shape using a scale factor and a centre of enlargement.
-C
s
es
y
Pr
op
1 Complete these enlargements using a scale factor of 2 and the centre of enlargement
ity
C
given. X marks the position of the centre of enlargement. One side of each triangle
rs
w
has been drawn for you.

ie
ve
y
Follow these steps:
ev
op
ni
R
Step 1: Count the number of squares from the centre of enlargement to the nearest
C
ge
corner of the triangle. Multiply this number by 2 to find the new distance from the
w
centre of enlargement. Plot this point.
ie
id
ev
br
Step 2: Count the length and height, in squares, of the triangle. Multiply both of
am
-R
these by 2 to find the new length and height. Draw the enlarged triangle from the
corner you have already plotted.
-C
s
es
y
Pr
op
y y
ity
C
6 6
rs
w
(–3, 6)
5 5
ie
ve
y
ev
op
ni
4 4
R
3 3
ge
2 2
ie
id
ev
br
1 1
(1, 1)
am
-R
1 2 3 4 5 6 x –3 –2 –1 1 2 3 4 5 x
-C
s
es
y
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
e
w
g
ie
id
ev
br
am
-R
88
-C
s
es

ity
rs
ve
y
op
ni
U
C
ge
w
Complete these enlargements using a scale factor of 3 and the centre of
ie
id
2
enlargement given.
ev
br
am
-R
X marks the position of the centre of enlargement. The dot shows the position of one
of the corners of the enlarged shape.
-C
s
es
y
a b
Pr
op
y y
ity
C
5 5
(–3, 4)
rs
w
4 4
ie
ve
y
ev
3 3
op
ni
R
C
2 2
ge
w
1 1
ie
id
ev
br
–3 –2 –1 1 2 3 4 x –4 –3 –2 –1 1 2 3 x
am
-R
–1 –1
(–3, –1)
-C
s
es
y
Pr
op
ity

C
rs
w
ie
ve
y
ev
op
ni
R
C
ge
w
ie
id
ev
br
am
-R
-C
s
es
y
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
e
w
g
ie
id
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br
am
-R
89
-C
s
es

ity
rs
ve
13
y
Equations and inequalities
op
ni
U
C
ge
w
ie
id
ev
br
13.1 Solving linear equations
am
-R
Suppose x = 6.
-C
s
es
You can use this fact to work out other expressions.
y
Pr
op
Check the following are correct:
ity
C
x + 5 = 11 x–4=2 3 x = 18 3 x means 3 × x.
rs
w
ie
ve
y
ev
op
ni
Work out a bracket first, so work out
2x – 5 = 7 4(x – 2) = 16
R
x – 2 first and then multiply by 4.
C
ge
w
ie
id
1 Find the missing values when x = 5.
ev
br
am
-R
a x + 6 = ...... b x – 4 = ...... c 3x = . . . . . .
-C
s
es
y
Pr
op
2 Complete the following.

ity
C
x=3 2x = . . . . . . 2x + 5 = . . . . . . 4x – 1 = . . . . . .
rs
w
ie
ve
y
ev
op
ni

R
x=5 3x = . . . . . . 3x – 2 = . . . . . . 3x + 8 = . . . . . .
ge
w
ie
id
ev
br

am
-R
x=4 x + 3 = ...... 2(x + 3) = . . . . . . 4(x + 3) = . . . . . .

-C
s
es
y
Pr
op

ity
C
x=8 x – 6 = ...... 4(x – 6) = . . . . . . 10(x – 6) = . . . . . .

rs
w
ie
ve
y
ev
op
ni
R
C
e
w
g
ie
id
ev
br
am
-R
90
-C
s
es

ity
rs
ve
Unit 13 Equations and inequalities
y
op
ni
U
C
ge
w
ie
id
6
ev
br
am 4(x + 2) = . . . . . .
-R
-C
s
es
4(x – 1) = . . . . . . x + 2 = ...... 2x + 5 = . . . . . .
y
Pr
op
x – 1 = ...... 2x = . . . . . .
ity
C
rs
w
x=6
ie
ve
y
ev
op
ni
4x = . . . . . . 3x = . . . . . .
R
C
4x – 10 = . . . . . . x – 4 = ...... 3x – 6 = . . . . . .
ge
w
ie
id
ev
br
5(x – 4) = . . . . . .
am
-R
-C
You can also reverse the arrows to find the value of x.

s
es
3 x + 5 = 29 3 x = 24 x=8
y
Pr
op
Subtract 5 Divide by 3
ity
C
rs
w
Check the answer: when x = 8, 3 x + 5 = 29

ie
ve
y
ev
op
ni
R
7 Complete these diagrams.

ge
w
ie
id
a 2 x + 6 = 20 2x = . . . . . . x = ......
ev
br
am
-R
b 3 x – 2 = 13 3x = . . . . . . x = ......
-C
s
es
c 5 x + 1 = 31 5x = . . . . . . x = ......
y
Pr
op
ity
C
d 2(x – 2) = 20 x – 2 = ...... x = ......

rs
w
ie
ve
e 3(x + 5) = 33 x + 5 = ...... x = ......

y
ev
op
ni
R
f 5(x – 4) = 35 x – 4 = ...... x = ......

e
w
g
ie
id
ev
br
am
-R
91
-C
s
es

ity
rs
ve
y
op
ni
U
C
ge
w
ie
id
8
ev
br
3(x – 2) = 15 x – 2 = ...... x = ...... 3x = . . . . . . 3x – 2 = . . . . . .
am
-R
-C
s
es
y
Pr
op
ity
C
4(x + 3) = . . . . . . x + 3 = ...... x = ...... 4x = . . . . . . 4x + 3 = 27
rs
w
ie
ve
y
ev
op
ni
R
C
ge
w
ie
id
ev
br
am
-R
-C
s
es
y
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
ge
w
ie
id
ev
br
am
-R
-C
s
es
y
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
e
w
g
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id
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br
am
-R
92
-C
s
es

ity
rs
ve
y
op
ni
U
C
Trial and improvement
ge
13.2
w
ie
id
ev
You need a calculator for this section.
br
am
-R
32 = 3 × 3 = 9 92 = 9 × 9 = 81
Read 32 as ‘three squared’ and
-C
92 as ‘nine squared’.
s
Here is an equation: x 2 + 2 x = 48
es
y
Pr
You can try to guess a solution:
op
ity
C
Try x = 4 Then x 2 + 2 x = 42 + 2 × 4 = 16 + 8 = 24 That is too small.
rs
w
Try x = 8 Then x 2 + 2 x = 82 + 2 × 8 = 64 + 16 = 80 That is too large.

ie
ve
y
ev
op
ni
Try x = 6 Then x 2 + 2 x = 62 + 2 × 6 = 36 + 12 = 48 That is correct.

R
C
The solution is x = 6
ge
w
ie
id
It is a good idea to put your trials in a table like this:
ev
You can use a calculator for these
br
calculations.
am
-R
x x 2 + 2x
24 too small
-C
4
s
es
8 80 too large
y
Pr
op
6 48 solution
ity
C
rs
w
The solution is x = 6.
ie
ve
y
ev
This method is called trial and improvement.

op
ni
R
C
ge
1 Solve the equation x 2 + x = 72. Put your trials in this table.

ie
id
ev
br
x x2 + x
am
-R
5 30 too small
-C
6
es
y
Pr
9
op
ity
8
C
rs
w
ie
ve
The solution is x = . . . . . .
y
ev
op
ni
R
C
e
w
g
ie
id
ev
br
am
-R
93
-C
s
es

ity
rs
ve
y
op
ni
U
C
ge
w
Solve the equation x 2 – 2 x = 24. Put your trials in this table.
ie
id
2
ev
br
x x 2 – 2x
am
-R
9 63 too large
-C
s
es
You choose the numbers to try.
y
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
ge
3 Solve the equation x 2 + 4 x = 165. Put your trials in this table.
w
ie
id
ev
x 2 + 4x
br
x
am
-R
-C
s
es
y
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
ge
4 Solve the equation x 2 – 5 x = 50. Put your trials in this table.

ie
id
ev
br
x x 2 – 5x
am
-R
-C
s
es
y
Pr
op
ity
C
rs
w
ie
ve
ev
op
ni
R
C
e
w
g
ie
id
ev
br
am
-R
94
-C
s
es

ity
rs
ve
y
op
ni
U
C
ge
Sometimes you cannot find an exact solution. Here is a table to solve the equation
w
ie
x 2 + x = 18:
id
ev
br
am x x2 + x
-R
3 12 too small
-C
s
es
4 20 too large
y
Pr
op
ity
The solution is between 3 and 4.
C
Try 3.5, which is half way between.

rs
w
ie
ve
y
ev
3.5 15.75 too small
op
ni
R
C
It is between 3.5 and 4. Choose numbers to try:
ge
w
ie
id
3.8 18.24 too large
ev
br
am
3.7 17.39 too small

-R
-C
You can stop there. The solution is between 3.7 and 3.8.
es
y
Pr
op
Use the table to try and solve the equation x 2 + x = 45 in the same way.
ity
5
C
rs
w
Start with 6 and 7 and 6.5 then decide what to try next.
ie
ve
y
ev
op
ni
x x2 + x
R
6 too small
ge
7
ie
id
ev
br
6.5
am
-R
-C
s
es
y
Pr
op
ity
C
rs
w
ie
ve
y
ev
The solution is between . . . . . and . . . . . .

op
ni
R
C
e
w
g
ie
id
ev
br
am
-R
95
-C
s
es

ity
rs
ve
y
op
ni
U
C
ge
w
UÐÑ ÒÓÔ Õable to try and solve the equation x 2 + 2 x = 31.
ie
id
6
ev
br
Start with 4 and then decide what to try next.
am
-R
x 2 + 2x
-C
s
es
4 24
y
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
ge
w
ie
id
ev
br
am
-R
The solution is between . . . . . . and . . . . . .
-C
s
es
y
Pr
op
7 Use the table to try and solve the equation x 2 – x = 88.

ity
C
x x2 – x
rs
w
ie
ve
y
ev
op
ni
R
C
ge
w
ie
id
ev
br
am
-R
-C
s
es
y
Pr
op
ity
C
The solution is between . . . . . . and . . . . . .

rs
w
ie
ve
y
ev
op
ni
R

C
e
w
g
ie
id
ev
br
am
-R
96
-C
s
es

ity
rs
14
ve
y
Ratio and proportion
op
ni
U
C
ge
w
ie
id
ev
Comparing and using ratios
br
14.1
am
-R
You can write any ratio in the form 1 : n, where n is a number.
-C
s
es
This is useful when you compare ratios. Look at this example.
y
Pr
op
ity
Harry and Misha make grey paint by mixing white and black paint.
C
rs
w
Harry mixes white to black in the ratio 2 : 8

ie
ve
y
ev
2:8
op
ni
:
R
÷2 ÷2 :
C
ge
1:4
w
ie
id
ev
br
Misha mixes white to black in the ratio 3 : 9

am
-R
3:9 :
-C
÷3 ÷3
:
es
1:3
y
Pr
op
Think of Harry mixing four tins of

Harry has the darker paint because he has four
ity
C
black with one tin of white, and

blacks for every white, while Misha only has Misha mixing three tins of black
rs
w
three blacks for every white. with one tin of white.

ie
ve
y
ev
op
ni
R
1 Harsha and Oditi make pink paint by mixing white and red paint. Harsha mixes
ge
white and red in the ratio 3 : 6. Oditi mixes white and red in the ratio 4 : 12.
w
ie
id
Complete the working to find out who has the darker paint.
ev
br
am
-R
Harsha 3:6 Oditi 4 : 12

-C
÷3 ÷3 ÷4 ÷4
s
es
1 : ...... 1 : ......
y
Pr
: :
op
ity
C
rs
w
Colour in the circles that

ie
ve
. . . . . . . . . . . . . . . . . . has the darker paint. you need for the red paint,
y
ev
to help you compare.

op
ni
R
C
e
w
g
ie
id
ev
br
am
-R
97
-C
s
es

ity
rs
ve
Unit 14 Ratio and proportion
y
op
ni
U
C
ge
w
Jake and Razi make light blue paint by mixing white and blue paint. Jake mixes
ie
id
2
white and blue in the ratio 2 : 5. Razi mixes white and blue in the ratio 4 : 13.
ev
br
am
-R
Complete the working to find out who has the darker paint.
-C
s
Jake 2:5 Razi 4 : 13
es
÷2 ÷2 ÷4 ÷4
y
Pr
op
1 : ...... 1 : ......
ity
C
: :
rs
w
ie
ve
Colour in the circles that
y
ev
you need for the blue paint,
op
ni
. . . . . . . . . . . . . . . . . . has the darker paint.
to help you compare.
R
C
ge
w
ie
id
ev
br

am
-R
-C
s
es
y
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
ge
w
ie
id
ev
br
am
-R
-C
s
es
y
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
e
w
g
ie
id
ev
br
am
-R
98
-C
s
es

ity
rs
ve
y
op
ni
U
C
Solving problems
ge
14.2
w
ie
id
ev
Two quantities are in direct proportion when their ratios stay the same as they increase
br
or decrease.
am
-R
You can use direct proportion to solve problems like the one below.
-C
s
es
y
Pr
A pack of 4 kitchen rolls costs $1.80. A pack of 6 kitchen rolls costs $2.52.
op
ity
C
Which pack is the better value for money?
rs
w
Find the cost of one

4 kitchen rolls costs $1.80, so 1 costs $1.80 ÷ 4 = $0.45 or 45 cents.
ie
ve
kitchen roll first, then
y
ev
compare prices.
op
ni
6 kitchen rolls costs $2.52, so 1 costs $2.52 ÷ 6 = $0.42 or 42 cents

R
C
ge
w
The 6-pack is better value as it costs 3 cents less per kitchen roll.
ie
id
ev
br
am
-R
1 A pack of 6 toilet rolls costs $4.02. A pack of 10 toilet rolls costs $6.80.
-C
Which pack is the better value for money?

es
Find the cost of one toilet roll

Complete the working.
y
first, then compare prices.

Pr
op
6 toilet rolls costs $4.02, so 1 costs $4.02 ÷ 6 = . . . . . . . . . .

ity
C
10 toilet rolls costs $6.80, so 1 costs $6.80 ÷ 10 = . . . . . . . . . .

rs
w
ie
ve
The . . . . . . pack is better value as it costs . . . . . . cents less per toilet roll.
y
ev
op
ni
R
C
ge
2 A 300 g bag of rice costs $3.36. A 500 g bag of rice costs $5.40.
ie
id
Which bag is the better value for money?

ev
br
The masses of the bags are

Complete the working. in multiples of 100 g, so find
am
-R
the cost of 100 g of each,

300 g costs $3.36, so 100 g costs $3.36 ÷ 3 = . . . . . . then compare.
-C
s
es
500 g costs $5.40, so 100 g costs $5.40 ÷ 5 = . . . . . .

y
Pr
op
The . . . . . . g bag is better value as it costs . . . . . . cents less per 100 g.

ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
e
w
g
ie
id
ev
br
am
-R
99
-C
s
es

ity
rs
ve
y
op
ni
U
C
ge
w
Sasha buys 5 packets of crisps for $7.25.
ie
id
3
How much do 3 packets cost?
ev
br
am
-R
Complete the working. This is called the ‘unitary method’.
You find the cost of one packet,
-C
s
1 packet costs $7.25 ÷ 5 = . . . . . . then use this answer to find the
es
cost of three packets.
y
Pr
3 packets cost . . . . . . × 3 = . . . . . .
op
ity
C
rs
w
4 Shen buys 6 tins of beans for $4.92. How much do 15 tins cost?
ie
ve
y
ev
op
Complete the working.
ni
R
C
1 tin costs $4.92 ÷ 6 = . . . . . .
ge
w
ie
15 tins cost . . . . . . × 15 = . . . . . .
id
ev
br
am
-R
-C
s
es
y

Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
ge
w
ie
id
ev
br
am
-R
-C
s
es
y
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
e
w
g
ie
id
ev
br
am
-R
100
-C
s
es

ity
rs
15
ve
y
Area, perimeter and volume
op
ni
U
C
ge
w
ie
id
Solving circle problems
ev
br
15.1
am
-R
You already know the formula for the circumference of a circle:
-C
s
es
Circumference = π × diameter or C=π×d
y
Pr
op
So far, the value you have used for π is 3.14.
ity
C
This is not very accurate. Press the ‘π’ button on your calculator and
rs
w
you will see that the value of the π button on

ie
ve
When you use the ‘π’ button on your calculator, your calculator is 3.141592654. . .
y
ev
you get a more accurate answer.
op
ni
R
C
In all the question below, use the ‘π’ button on your calculator. Round your answers to
ge
2 decimal places.
w
ie
id
ev
br
am
-R
1 Complete the workings to find the circumference of these circles.
-C
s
es
a b c
y
Pr
op
ity
C
9cm
rs
w
6cm
5 cm
ie
ve
y
ev
op
ni
R
C
ge
w
ie
id
d = 6 cm d = 5 cm d = . . . . . . cm
ev
br
C=π×d=π×6 C = π × d = π × ...... C = π × d = π × ......

am
-R
-C
= . . . . . . . . . . . . cm = . . . . . . . . . . . . cm = . . . . . . . . . . . . cm
s
es
y
Pr
op
2 Complete the working to find the circumference of this circle.

ity
C
radius, r = 4 cm
rs
w
ie
ve
diameter, d = 2 × 4 = . . . . . . . . . . . . cm
ev
Remember that the

op
ni
4 cm
diameter is twice the
R
C = π × d = π × . . . . . . . . . . . . = . . . . . . . . . . . . cm
C
radius.
e
w
g
ie
id
ev
br
am
-R
101
-C
s
es

ity
rs
ve
Unit 15 Area, perimeter and volume
y
op
ni
U
C
ge
w
Complete the workings to find the perimeter of this semicircle.
ie
id
3
ev
br
am
-R
-C
s
es
y
Pr
12 cm
op
ity
C
Perimeter of semicircle = diameter + circumference of the circle ÷ 2
rs
w
ie
ve
Find the circumference of the circle first:
y
The perimeter of the
ev
op
ni
C = π × d = π × 12 = . . . . . . . . . . . . cm semicircle is the distance

R
around the outside. This
C
1
_ is the diameter plus half
ge
of the circumference = . . . . . . . . . . . . ÷ 2 = . . . . . . . . . . . . cm
w
2 of the circumference of
ie
id
Perimeter = 12 + . . . . . . . . . . . . = . . . . . . . . . . . . cm the circle.
ev
br
am
-R
-C
Remember, the formula for the area of a circle is:

s
es
y
Area = π × radius2 or A = π × r2
Pr
op
ity
C
rs
w
4 Complete the workings to find the area of these circles.

ie
ve
y
ev
op
ni
a b c
R
C
ge
4 cm
ie
id
r 6 cm r
ev
br
1 cm
r
am
-R
-C
s
es
r = 4 cm r = 1 cm r = . . . . . . cm
y
Pr
op
A = π × r 2 = π × 42 A = π × r 2 = π × 12 A = π × r2 = π × . . . . . . 2
ity
C
= π × 16 = π × ...... = π × ......
rs
w
ie
ve
= . . . . . . . . . . . . cm2 = . . . . . . . . . . . . cm2 = . . . . . . . . . . . . cm2

ev
op
ni
R
C
e
w
g
ie
id
ev
br
am
-R
102
-C
s
es

ity
rs
ve
y
op
ni
U
C
ge
w
Complete the working to find the area of this circle.
ie
id
5
ev
br
diameter, d = 6 cm
am radius, r = 6 ÷ 2 = . . . . . . cm 6 cm
-R
A = π × r2 = π × . . . . . . 2
-C
s
es
= π × . . . . . . = . . . . . . . . . . . . cm2
y
Pr
op
ity
C
6 Complete the workings to find the area of this semicircle.

rs
w
ie
ve
Area of semicircle = area of circle ÷ 2
y
ev
op
ni
Find the area of the circle first:

R
C
5 cm
ge
A = π × r2 = π × . . . . . . 2
w
ie
id
= π × . . . . . . = . . . . . . . . . . . . cm2
ev
br
The area of a semicircle is

half of the area of a circle.
am
-R
Area of semicircle = . . . . . . ÷ 2 = . . . . . . . . . . . . cm2
-C
s
es
y
7 Complete the workings to find the area of this semicircle.

Pr
op
Radius = . . . . . . ÷ 2 = . . . . . . cm
ity
C
rs
w
Area of circle = π × r 2 = π × . . . . . . 2
ie
ve
y
ev
= π × . . . . . . = . . . . . . . . . . . . cm2
op
ni
R
Area of semicircle = . . . . . . . . . . . . ÷ 2 = . . . . . . . . . . . . cm2

ge
16 cm
ie
id
ev
br
am
-R

-C
s
es
y
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
e
w
g
ie
id
ev
br
am
-R
103
-C
s
es

ity
rs
ve
y
op
ni
U
C
Calculating with prisms and cylinders
ge
15.2
w
ie
id
ev
A prism is a 3D shape that has the same cross-section along its length.
br
am
-R
This shape is a prism. It is called a triangular prism.
-C
s
es
y
The triangle is the shape of
Pr
op
the cross-section.
ity
C
rs
w
ie
ve
y
ev
It has the shape of the same triangle along its whole length.
op
ni
R
C
This shape is NOT a prism. It has four triangular faces. It is called a triangular-based
ge
pyramid or tetrahedron.
w
ie
id
ev
br
am
-R
-C
s
es
y
Pr
op
ity
Next to each of these shapes put a tick (✓) if it is a prism. Put a cross (✗) if it is
C
1
not a prism.
rs
w
ie
ve
y
ev
a b c
op
ni
R
C
ge
w
ie
id
ev
br
am
-R
-C
s
es
d e f
y
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
e
w
g
ie
id
ev
br
am
-R
104
-C
s
es

ity
rs
ve
y
op
ni
U
C
ge
w
You work out the volume of a prism
Volume = area of cross-section × length
ie
id
using the formula:
ev
br
am
-R
-C
2 Complete the workings to find the volume of each prism.
s
es
y
Pr
a
op
ity
C
area of
rs
w
cross-section
ie
ve
= 20 cm2 length = 8 cm
y
ev
op
ni
R
C
ge
w
= 20 × 8 = . . . . . . cm3
ie
id
ev
br
b
am
-R
-C
s
es
y
area of
Pr
op
cross-section
ity
C
= 15 cm2
rs
w
length = 6cm
ie
ve
y
ev

op
ni
R
= . . . . . . × . . . . . . = . . . . . . cm3
ge
w
ie
id
c
ev
br
am
area of
-R
cross-section
-C
= 12 cm2 length = 9cm

s
es
y
Pr
op

ity
C
= . . . . . . × . . . . . . = . . . . . . cm3
rs
w
ie
ve
y
ev
op
ni
R
C
e
w
g
ie
id
ev
br
am
-R
105
-C
s
es

ity
rs
ve
y
op
ni
U
C
ge
w
d
ie
id
ev
br
am area of
-R
cross-section
= 30 cm2
-C
s
length = 12cm
es
y
Pr
op
ity
C
= . . . . . . × . . . . . . = . . . . . . cm3
rs
w
ie
ve
y
ev
op
ni
3 Complete the workings to find the volume of each prism.

R
In these prisms, you

U
C
need to work out the
ge
w
a area of the cross-
ie
section first, then work
id
out the volume.
ev
br
4 cm
am
-R
10 cm
-C
8cm
s
es
Area of cross-section = area of rectangle

y
Pr
op
= base × height = 8 × 4 = . . . . . . cm2

ity
C
rs

w
ie
ve
y
= . . . . . . × 10 = . . . . . . cm3
ev
op
ni
R
b
ge
w
ie
id
ev
br
5 cm
am
-R
7 cm
-C
6 cm
s
es
Area of cross-section = area of triangle

y
Pr
op
1 1
= _ × base × height = _ × 6 × 5 = . . . . . . cm2
ity
C
2 2
rs
w

ie
ve
y
ev
= . . . . . . × 7 = . . . . . . cm3
op
ni
R
C
e
w
g
ie
id
ev
br
am
-R
106
-C
s
es

ity
rs
ve
y
op
ni
U
C
ge
w
c Use the ‘π’ button on your calculator.
ie
id
Round your answer to 2 decimal places.
ev
br
am
-R
4 cm
-C
s
es
11cm
y
Pr
op
Area of cross-section = area of circle
ity
C
= π × r2 = π × . . . . . . 2
rs
w
ie
ve
= π × . . . . . . = . . . . . . . . . . . . . . . . cm2
y
ev
op
ni
R
C
ge
w
= . . . . . . . . . . . . . . . . × 11 = . . . . . . . . . . . . . . . . cm3
ie
id
ev
br
am
-R
-C
s
es
y
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
ge
w
ie
id
ev
br
am
-R
-C
s
es
y
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
e
w
g
ie
id
ev
br
am
-R
107
-C
s
es

ity
rs
ve
16
y
Probability
op
ni
U
C
ge
w
ie
id
ev
Calculating probabilities
br
16.1
am
-R
A probability is a number between 0 and 1. You can write it as a fraction, a decimal or
-C
s
a percentage.
es
y
Pr
There are seven days in a week. The probability that a birthday is on a Saturday or
op
2
a Sunday this year is _ or 0.29 to 2 d.p. On a calculator 2 ÷ 7 = 0.285714. . . or 29%
ity
C
rs
w
(0.29 = 29%).
ie
ve
y
ev
op
ni
R
Write these probabilities as decimals and percentages.
C
1
ge
w
2
_ 3
_ 9
_ 2
_ 3
_ _7
ie
id
Fraction
7 5 11 15
ev
10 3
br
am
-R
Decimal (2 d.p.) 0.29
-C
s
es
Percentage 29%
y
Pr
op
ity
C
rs
w
2 Here ten cards.

ie
ve
M M
y
ev
U U
op
ni
S S S S
R
S
C
M
ge
w
ie
id
ev
br
am
-R
One card is chosen at random.

-C
s
es
a Find the probability that it is:

y
Pr
op
i S ...... ii U . . . . . . iii M . . . . . .
ity
C
rs
w
b Show that the three probabilities add up to 1.

ie
ve
y
ev
op
ni
................................................................................................
R
C
e
w
g
ie
id
ev
br
am
-R
108
-C
s
es

ity
rs
ve
Unit 16 Probability
y
op
ni
U
C
ge
w
In a class there are 7 boys and 13 girls. A student is chosen at random.
ie
id
3
ev
br
am
-R
a Find the probability the student is:
-C
a boy . . . . . . ii a girl . . . . . .
s
i
es
y
Pr
op
b Show that the two probabilities add up to 1.
ity
C
................................................................................................
rs
w
ie
ve
y
ev
The probability that it will rain today is 65%.
op
ni
R
C
The probability it will NOT rain is 100% – 65% = 35%.
ge
w
This is because the probabilities must add up to 100%.
ie
id
ev
br
am
-R
4 a The probability the sun will shine today is 10%.
-C
The probability the sun will NOT shine today is . . . . . .

es
y
Pr
op
b The probability the sun will shine tomorrow is 45%.

ity
C
rs
The probability the sun will NOT shine tomorrow is . . . . . .

w
ie
ve
y
ev
op
ni
R
5 a The probability Anders will pass his driving test is 0.8.

C
ge
The probability Anders will fail his driving test is . . . . . .

ie
id
ev
br
b The probability Sasha will pass his driving test is 0.95.

am
-R
The probability Sasha will fail his driving test is . . . . . .

-C
s
es
y
Pr
op
6 A plane can land early, on time or late. Fill in the missing probability.
ity
C
rs
early on time late

w
Arrive
ie
ve
Probability 10% 65%

y
ev
op
ni
R
C
e
w
g
ie
id
ev
br
am
-R
109
-C
s
es

ity
rs
ve
Unit 16 Probability
y
op
ni
U
C
ge
w
Jasmine takes a music examination. Four grades are possible: Fail, Pass, Merit or
ie
id
7
Distinction. Fill in the missing probability.
ev
br
am
-R
Grade Fail Pass Merit Distinction
-C
s
Probability 45% 30% 10%
es
y
Pr
op
ity
C
8 There are four colours on a spinner. Each has a different probability. Fill in the
rs
missing probability.
w
ie
ve
y
ev
Colour red green blue yellow
op
ni
R
0.13 0.46 0.22
C
Probability
ge
w
ie
id
ev
br
am

-R
-C
s
es
y
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
ge
w
ie
id
ev
br
am
-R
-C
s
es
y
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
e
w
g
ie
id
ev
br
am
-R
110
-C
s
es

ity
rs
ve
Unit 16 Probability
y
op
ni
U
C
Sample space diagrams
ge
16.2
w
ie
id
Here are two spinners.
ev
br
am 1 2 1
-R
2
4 3 3
-C
s
es
y
Pr
One has four equal sections. The other has three
op
equal sections. 3
ity
C
rs
w
You can show all the possible outcomes on a 2

ie
ve
sample space diagram.
y
ev
op
ni
Each cross is an outcome. There 12 outcomes. 1

R
C
ge
The outcomes with a total of 5 are marked.
w
ie
3 1
id
The probability of a total of 5 is _ = _.

1 2 3 4
ev
br
12 4
am
-R
-C
1 For the two spinners above, find the probability of:

s
es
y
a a total of 6 ...... b a total of 4 ......

Pr
op
ity
C
c a total of 7 ...... d a total of 2 ......

rs
w
ie
ve
y
ev
op
ni
2 Here are two spinners.

R
2 1
C
1
ge
3
w
ie
5
id
4 2
ev
br
am
-R
a Draw a sample space diagram for these spinners.

-C
s
es
y
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
e
w
g
ie
id
ev
br
am
-R
111
-C
s
es

ity
rs
ve
Unit 16 Probability
y
op
ni
U
C
ge
w
b What is the largest possible total? . . . . . .
ie
id
ev
br
c Find the probability of a total of:
am
-R
-C
s
i 6 ...... ii 4 . . . . . . iii 2 . . . . . .
es
y
Pr
op
ity
C
rs
w
1 1
ie
ve
2 2
y
ev
op
ni
3 3
R
C
ge
w
ie
id
ev
br
am
-R
-C
s
es
y
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
ge
b What is the largest possible total? . . . . . .

ie
id
ev
br
am
c Find the probability of a total of:

-R
-C
i 5 ...... ii 4 . . . . . . iii 3 . . . . . .
es
y
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
e
w
g
ie
id
ev
br
am
-R
112
-C
s
es

ity
rs
ve
Unit 16 Probability
y
op
ni
U
C
ge
w
ie
id
4
ev
br
2 1 2
am 1
-R
3
5 4 3
-C
s
es
y
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
ge
w
ie
id
ev
br
am
-R
-C
s
es
y
Pr
op
b Find the probability of a total of:

ity
C
i 8 ...... ii 6 . . . . . . iii 4 . . . . . .
rs
w
ie
ve
y
ev
op
ni
R

ge
w
ie
id
ev
br
am
-R
-C
s
es
y
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
e
w
g
ie
id
ev
br
am
-R
113
-C
s
es

ity
rs
ve
17
y
Bearings and scale drawings
op
ni
U
C
ge
w
ie
id
ev
Using bearings
br
17.1
am
-R
A bearing is an angle measured from north in a clockwise direction. It gives the direction
-C
s
of one object from another.
es
y
Pr
A bearing can have any value from 0° to 360°. It is always written with three figures.
op
ity
C
Look at this diagram.
rs
w
ie
ve
y
Imagine you must walk Imagine you must walk
ev
op
ni
from A to B. N from B to A.
R
C
ge
At A you must face north, At B you must face north,
w
then turn in a clockwise then turn in a clockwise
ie
id
direction to face B. direction to face A.
ev
N
br
B
am
-R
You have turned through You have turned through
an angle of 70°. 250° an angle of 250°.
-C
70°
s
es
So to get from A to B you So to get from B to A you

y
A
Pr
would walk on a bearing would walk on a bearing

op
of 070°. of 250°.
ity
C
rs
w
ie
ve
y
ev
op
ni
1 Draw a line linking each diagram to the bearing you would need to walk on to get
R
from A to B.
ge
w
ie
id
N N N N
ev
br
am
B
-R
35°
-C
80° 60° B 75°

s
B B
es
y
A A A A
Pr
op
ity
C
rs
w
ie
ve
060° 075° 080° 035°

y
ev
op
ni
R
C
e
w
g
ie
id
ev
br
am
-R
114
-C
s
es

ity
rs
ve
Unit 17 Bearings and scale drawings
y
op
ni
U
C
ge
w
2 For each of these diagrams write down the bearing you would need to walk on to get
ie
id
from C to D.
ev
br
a
am b c d
-R
N N N N
-C
s
es
y
Pr
op
ity
140° 160° 115° 132°
C
C C C C
rs
w
ie
ve
y
D
ev
op
ni
D D
R
C
D
ge
w
ie
id
Bearing . . . . . . Bearing . . . . . . Bearing . . . . . . Bearing . . . . . .
ev
br
am
-R
3 Draw a line linking each diagram to the bearing you would need to walk on to get
-C
from A to B.
es
y
Pr
op
N N N N
ity
C
rs
w
ie
ve
y
ev
A A
op
ni
240° A 190° A
261°
R
B
C
236°
ge
B B
ie
id
ev
br
B
am
-R
-C
s
es
190° 236° 240° 261°

y
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
e
w
g
ie
id
ev
br
am
-R
115
-C
s
es

ity
rs
ve
y
op
ni
U
C
ge
w
4 For each of these diagrams write down the bearing you would need to walk on to get
ie
id
from C to D.
ev
br
am
-R
a b c d
N N N N
-C
s
D D
es
y
Pr
op
ity
C
C 300° C 325° C 294° C 308°

rs
w
ie
ve
y
ev
op
ni
Bearing . . . . . . Bearing . . . . . . Bearing . . . . . . Bearing . . . . . .

R
C
ge
w
ie
id
5 Use a protractor to measure each of the angles shown.
ev
br
Write down the bearing you would need to walk on to get from X to Y.
am
-R
a b c
-C
s
es
N N N
y
Pr
Y
op
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
ge
w
ie
id
X X
ev
X
br
am
-R
-C
s
es
y
Pr
op
ity
C
rs
w
Y Y
ie
ve
y
ev
op
ni
Bearing . . . . . . Bearing . . . . . . Bearing . . . . . .

R
C
e
w
g
ie
id

ev
br
am
-R
116
-C
s
es

ity
rs
ve
y
op
ni
U
C
Making scale drawings
ge
17.2
w
ie
id
ev
When making a scale drawing, always measure the lengths and angles accurately.
br
am
-R
You will need to use the scale to convert distances on the ground to distances on the map.
-C
s
Look at the following example:
es
y
Pr
op
A map has a scale of 1 cm represents 2 km.
ity
C
rs
w
How far on the ground is 3 cm on the map?

ie
ve
Map to ground:
y
ev
3 cm on the map would measure 3 × 2 = 6 km on the ground. MULTIPLY by scale.
op
ni
R
C
ge
How far on the map is 10 km on the ground?
w
Ground to map:
ie
DIVIDE by scale.
id
10 km on the ground would measure 10 ÷ 2 = 5 cm on the map.
ev
br
am
-R
-C
1 A map has a scale of 1 cm represents 5 km. Draw lines linking each grey map distance
s
es
with its correct white ground distance. The first one has been done for you.
y
Pr
op
ity
C
2 cm 60 km
rs
w
ie
ve
8 cm 100 km
y
ev
op
ni
R
12 cm 10 km
ge
w
ie
id
9 cm 25 km
ev
br
am
-R
20cm 45 km
-C
s
es
y
5 cm 40 km
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
e
w
g
ie
id
ev
br
am
-R
117
-C
s
es

ity
rs
ve
y
op
ni
U
C
ge
w
A map has a scale of 1 cm represents 12 km.
ie
id
2
ev
br
am
-R
a How far on the ground are these distances on the map?
-C
2 cm ...................................................................................
s
i
es
y
ii 5 cm ...................................................................................
Pr
op
iii 10 cm ...................................................................................
ity
C
rs
w
ie
ve
b How far on the map are these distances on the ground?
y
ev
op
ni
i 36 km . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
R
C
ge
ii 48 km . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
w
ie
id
iii 96 km . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
ev
br
am
-R
-C
3 A map has a scale of 1 cm represents 8 km.

s
es
y
Pr
op
a How far on the ground is 4.5 cm on the map? 4.5 × 8 = . . . . . . km

ity
C
b How far on the map is 18 km on the ground? 18 ÷ 8 = . . . . . . cm

rs
w
ie
ve
y
ev
op
ni
4 Follow the steps to draw a scale drawing for each of these journeys.
R
Use a scale of 1 cm represents 10 km.

ge
w
ie
id
ev
br
a A ship leaves harbour and sails 60 km on a bearing of 120°. N

am
-R
Step 1: Put the centre of your protractor on the

dot for the harbour, and line up 0° with the north
-C
arrow. Make a mark at 120°.

es
y
Pr
op
Step 2: Work out the distance the ship sails using

the scale. 60 km ÷ 10 = . . . . . . cm
ity
C
rs
w
Step 3: Join the dot for the harbour with your

ie
ve
mark for 120° with a straight line that is exactly

y
Harbour
ev
op
ni
6 cm long.
R
C
e
w
g
ie
id
ev
br
am
-R
118
-C
s
es

ity
rs
ve
y
op
ni
U
C
ge
w
b A ship leaves an island and sails 85 km on a bearing of 035°. N
ie
id
ev
br
Step 1: Put the centre of your protractor on the dot
am
for the island, and line up 0° with the north arrow.
-R
Make a mark at 35°.
-C
s
es
Step 2: Work out the distance the ship sails using
y
the scale. 85 km ÷ 10 = . . . . . . cm
Pr
op
ity
Step 3: Join the dot for the harbour with your mark
C
for 35° with a straight line that is exactly . . . . . . cm Island

rs
w
long.
ie
ve
y
ev
op
ni
R
C
ge
w
ie
id
5 Maha leaves her house and walks on a footpath for
ev
br
8 km on a bearing of 095°.
am
-R
Draw a scale drawing of her journey using a scale
-C
of 1 cm represents 2 km.
s
es
y
Pr
op
ity
C
rs
w
N
ie
ve
y
ev
op
ni
R
C
ge
w
ie
id
ev
br
am
-R
-C
House
es
y
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
e
w
g
ie
id

ev
br
am
-R
119
-C
s
es

ity
rs
ve
18
y
Graphs
op
ni
U
C
ge
w
ie
id
Gradient of a graph
ev
br
18.1
am
-R
The gradient measures the
-C
s
steepness of this line.
es
y
Use the triangle. 3 height
Pr
op
ity
C
height 3
Gradient = __ = _ 5
rs
w
width 5 width
ie
ve
y
ev
op
ni
R
C
ge
w
ie
Find the gradients of these lines.
id
ev
br
am
-R
a b
-C
s
es
y
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
ge
w
ie
id
Gradient = . . . . . . Gradient = . . . . . .
ev
br
c d
am
-R
-C
s
es
y
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
e
w
g
ie
id
ev
br
am
-R
120
-C
s
es

ity
rs
ve
Unit 18 Graphs
y
op
ni
U
C
ge
w
e
ie
id
ev
br
am
-R
-C
s
es
y
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
If a line slopes down from left to right, it has a negative gradient.

R
C
ge
w
ie
id
ev
br
am
-R
–3
-C
s
es
y
Pr
op
ity
C
–3 –1
The gradient of this line is _ = _
rs
w
6 2
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ve
y
ev
op
ni
R
2 Find the gradients of these lines.

C
ge
w
ie
id
a b
ev
br
am
-R
-C
s
es
y
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
R
e
w
g
ie
id
ev
br
am
-R
121
-C
s
es

ity
rs
ve
Unit 18 Graphs
y
op
ni
U
C
ge
w
c d
ie
id
ev
br
am
-R
-C
s
es
y
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
Ö×adient = . . . . . . Gradient = . . . . . .
R
C
ge
w
ie
id
3 y a On this grid, plot the points (2, 2)
ev
br
8 and (8, 5) and join them up.

am
-R
7
b Find the gradient of the line. . . . . . .
-C
6
s
es
5
y
Pr
op
4
ity
C
3
rs
w
2
ie
ve
1
y
ev
op
ni
0
0 1 2 3 4 5 6 7 8 x
R
C
ge
w
ie
id
4 y a On this grid, plot the points (3, 7)

ev
br
8 and (6, 1) and join them up.

am
-R
7
b Find the gradient of the line . . . . . .
-C
6
s
es
5
y
Pr
op
4
ity
C
3
rs
w
2
ie
ve
1
y
ev
op
ni
0
0 1 2 3 4 5 6 7 8 x
R
C
e
w
g
ie
id
ev
br
am
-R
122
-C
s
es

ity
rs
ve
Unit 18 Graphs
y
op
ni
U
C
ge
w
y
ie
id
5
ev
br
8
am
-R
7
6
-C
s
5
es
y
Pr
op
ity
C
rs
w
1
ie
ve
y
ev
op
ni
0 1 2 3 4 5 6 7 8 x
R
C
ge
w
a On this grid, plot the points (3, 0) and (5, 8) and join them up.
ie
id
Find the gradient of the line. . . . . . .
ev
b
br
am
-R
-C
6 y
es
8
y
Pr
op
7
ity
C
6
rs
w
5
ie
ve
4
y
ev
op
ni
3
R
2
ge
1
ie
id
0
0 1 2 3 4 5 6 7 8 x
ev
br
am
-R
a On this grid, plot the points (1, 6) and (7, 4) and join them up.
-C
s
es
b Find the gradient of the line . . . . . .

y
Pr
op
ity
C
rs
w

ie
ve
y
ev
op
ni
R
C
e
w
g
ie
id
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br
am
-R
123
-C
s
es

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rs
ve
Unit 18 Graphs
y
op
ni
U
C
The graph of y = mx + c
ge
18.2
w
ie
id
ØÙ m and c are numbers, then the graph of y = mx + c is a straight line.
ev
br
am
-R
-C
s
1 a Complete this table.
es
y
Pr
op
x 0 1 2 4 5
ity
C
y=x+3 3 5
rs
w
ie
ve
b You have the coordinates of five points.
y
ev
op
ni
R
Plot them on this grid and join them with a straight line.
C
ge
w
y
ie
id
ev
br
7
am
-R
6
-C
5
es
4
y
Pr
op
3
ity
C
2
rs
w
1
ie
ve
0
y
ev
0 1 2 3 4 5 6 7 8 x
op
ni
R
C
ge
c Label your line with the equation y = x + 3.

w
ie
id
ev
br
d Find the gradient of the line . . . . . .

am
-R
-C
e Complete this table.

s
es
y
x 2 3 5 7 8
Pr
op
y=x–2 0 3
ity
C
rs
w
ie
ve
f Plot the points from this table on the grid above. Join them with a straight line.
y
ev
Label the line with the equation y = x – 2.

op
ni
R
C
e
g Find the gradient of this second line.

w
g
ie
id
.........................................................................................
ev
br
am
-R
124
-C
s
es

ity
rs
ve
Unit 18 Graphs
y
op
ni
U
C
ge
w
a Complete this table.
ie
id
2
ev
br
x 0 1 2 3
am 4
-R
y = 2x 2 6
-C
s
es
y
Pr
op
b Plot the points on this grid and join them with a straight line.
ity
C
y
rs
w
8
ie
ve
y
ev
op
ni
6
R
C
5
ge
w
4
ie
id
ev
br
3
am
2
-R
1
-C
0
es
0 1 2 3 4 5 6 7 8 x
y
Pr
op
ity
C
c Label your line with the equation y = 2 x.

rs
w
ie
ve
d Find the gradient of the line. . . . . . .

y
ev
op
ni
R

ge
w
ie
id
x 3 4 5 6
ev
br
y = 2x – 5 1 5
am
-R
-C
es
Label the line with the equation y = 2 x – 5.

y
Pr
op
ity
C
g Find the gradient of this second line. . . . . . .

rs
w
ie
ve
y
ev
op
ni
R
C
e
w
g
ie
id
ev
br
am
-R
125
-C
s
es

ity
rs
ve
Unit 18 Graphs
y
op
ni
U
C
ge
w
a Complete this table.
ie
id
3
ev
br
am x 0 2 6 8
-R
4
1
y = _x
-C
s
2
es
y
Pr
op
b Plot the points on this grid and join them with a straight line.
ity
C
rs
w
y
ie
ve
8
y
ev
op
ni
7
R
C
6
ge
w
5
ie
id
ev
br
3
am
-R
2
-C
1
es
0
y
0 1 2 3 4 5 6 7 8 x
Pr
op
ity
C
1
c Label your line with the equation y = _ x.
rs
w
2
ie
ve
y
ev
d Find the gradient of the line. . . . . . .

op
ni
R
C
ge

w
ie
id
ev
br
x 0 2 4 6 8
am
-R
1
y = _x + 4 5
2
-C
s
es
y
Pr
op
1
Label the line with the equation y = _ x + 4
ity
C
2
rs
w
ie
ve
g Find the gradient of this second line. . . . . . .

y
ev
op
ni
R
C
e
w
g

ie
id
ev
br
am
-R
126
-C
s
es

ity
rs
19
ve
y
Interpreting and discussing results
op
ni
U
C
ge
w
ie
id
ev
br
19.1 Interpreting and drawing frequency diagrams
am
-R
-C
When you draw a frequency polygon you plot the frequency against the midpoint of the
s
es
class interval. You then join the points you have plotted with straight lines.
y
Pr
op
ity
C
1 The table shows the time it takes for 45 students to complete a puzzle.
rs
w
ie
ve
Time, t (seconds) Frequency Midpoint
y
ev
op
ni
The midpoint is
0<t 10 1 5
R
the number that is
C
ge
10 < t 20 6 15 half way between
w
the lower and
ie
id
20 < t 30 8 25 upper values of
ev
br
the class.
am
30 < t 11
40
-R
Half way between
-C
40 < t 50 14
s
0 and 10 is 5.
es
50 < t 60 5
y
Pr
op
ity
C
a Complete the midpoint column in the table.

rs
w
ie
ve
y
b Complete the frequency polygon for this data.
ev
op
ni
R
The first point is plotted at midpoint 5 and frequency 1, the second point is plotted at
C
ge
midpoint 15 and frequency 6, etc.

w
ie
id
Time taken for students to complete puzzle

ev
br
15
am
-R
-C
Frequency
10
es
y
Pr
op
5
ity
C
rs
w
0
0 10 20 30 40 50 60
ie
ve
y
ev
Time in seconds
op
ni
R
C
e
w
g
ie
id

ev
br
am
-R
127
-C
s
es

ity
rs
ve
Unit 19 Interpreting and discussing results
y
op
ni
U
C
Interpreting and drawing line graphs
ge
19.2
w
ie
id
Ú line graph ÛÜÝws you how data changes over a period of time.
ev
br
am
-R
You draw a line graph by plotting the points you are given. You then join the points using
straight lines.
-C
s
es
y
Pr
op
1 The table shows the average monthly temperature (°C) in Rio de Janeiro, Brazil.
ity
C
rs
w
Month Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec
ie
ve
y
Temperature
ev
26 27 26 25 23 22 21 22 22 23 24 25
op
ni
(°C)
R
C
ge
w
a Complete the line graph below. The first three points have been plotted for you.
ie
id
ev
br
Average monthly temperature in Rio de Janeiro

am
30
-R
-C
s
es
Temperature (°C)
y
Pr
op
25
ity
C
rs
w
ie
ve
y
ev
op
ni
R
20
ge
Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec
w
ie
Month
id
ev
br
am
b Use your line graph to answer these questions:

-R
-C
i Which month has the highest average temperature? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

s
es
ii Which month has the lowest average temperature? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

y
Pr
op
iii Which of these statements correctly describes the trend in the data? . . . . . .
ity
C
rs
w
A At the start of the year the temperature in Rio de Janeiro is just over 25°C.
ie
ve
It then gets warmer in the months of May, June and July and then starts to
y
ev
get colder again from August onwards.

op
ni
R
B At the start of the year the temperature in Rio de Janeiro is just over 25°C. It
e
then gets colder in the months of May, June and July and then starts to get
g
ie
id
warmer again from August onwards.

ev
br
am
-R
128
-C
s
es

ity
rs
ve
y
op
ni
U
C
ge
w
Þßà áable shows the average number of days it rains per month in Rio de Janeiro.
ie
id
2
ev
br
am
Month
-R
Number of
-C
13 11 12 10 10 7 7 7 11 13 13 14
s
days it rains
es
y
Pr
op
a Complete the line graph below. The first three points have been plotted for you.
ity
C
rs
w
Average number of days it rains per month in

ie
ve
Rio de Janeiro
y
ev
op
ni
Number of days it rains
16
R
C
14
ge
w
12
ie
id
ev
br
10
am
-R
8
-C
6
es
y
Pr
Month
op
ity
C
Which month has the most days of rain on average? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

rs
b
w
i
ie
ve
y
ii Describe the trend in the data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
ev
op
ni
R
............................................................................................
C
ge
............................................................................................
ie
id
ev
br
............................................................................................
am
-R
-C
s
es
y
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
e
w
g
ie
id
ev
br
am
-R
129
-C
s
es

ity
rs
ve
y
op
ni
U
C
ge
w
The table shows the number of tourists visiting Rio de Janeiro each year from 2009
ie
id
3
to 2015.
ev
br
am
-R
Year 2009 2010 2011 2012 2013 2014 2015
-C
s
Number of tourists
es
4.8 5.2 5.4 5.7 5.7 5.9 5.8
(millions)
y
Pr
op
ity
C
a Complete the line graph below. The first two points have been plotted for you.
rs
w
ie
ve
Number of tourists visiting Rio de Janeiro
y
ev
op
ni
6
Number of tourists (millions)
R
C
ge
w
5.5
ie
id
ev
br
5
am
-R
-C
4.5
es
y
Pr
op
4
2009 2010 2011 2012 2013 2014 2015
ity
C
Year
rs
w
ie
ve
y
ev
op
ni
b Describe the trend in the data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

R
................................................................................................
ge
w
ie
id
................................................................................................
ev
br
................................................................................................
am
-R
-C
s
es
y
Pr

op
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
e
w
g
ie
id
ev
br
am
-R
130
-C
s
es

ity
rs
ve
y
op
ni
U
C
Interpreting and drawing scatter graphs
ge
19.3
w
ie
id
ev
A scatter graph is a way of comparing two sets of data.
br
am
-R
-C
s
1 The table shows the French and Spanish test results of 15 students. Each test was
es
marked out of 20.
y
Pr
op
French
ity
C
3 11 18 19 5 20 14 8 9 7 5 16 10 9 16
result
rs
w
ie
ve
Spanish
5 10 18 20 6 18 16 9 11 6 5 15 11 7 16
y
ev
result
op
ni
R
C
The first four results have been plotted on the scatter graph below.
ge
w
ie
id
French and Spanish test results
ev
br
20
am
-R
-C
15
es
Spanish result
y
Pr
op
10
ity
C
rs
w
ie
ve
5
y
ev
op
ni
R
0
ge
0 5 10 15 20
ie
id
French result
ev
br
This is the point with a French result of This is the point with a French result of
am
-R
3 and a Spanish result of 5. 11 and a Spanish result of 10.

-C
s
es
y
a Plot the remaining points from the table on the scatter graph. Mark each point with
Pr
op
a cross. Check you have plotted all the points by counting them. There should be 15
ity
C
altogether.
rs
w
ie
ve
b Which of these statements correctly describes the data on the scatter graph? . . . . . .
y
ev
op
ni
R
A The better students do in the French test, the better they do in the Spanish
C
test. Also, the worse students do in the French test, the worse they do in the
e
w
g
Spanish test.
ie
id
ev
br
am
-R
131
-C
s
es

ity
rs
ve
y
op
ni
U
C
ge
B The better students do in the French test, the worse they do in the Spanish
w
ie
test. Also, the worse students do in the French test, the better they do in the
id
ev
br
Spanish test.
am
-R
This scatter graph is showing a positive correlation. This happens when as one
-C
s
value increases, so does the other. In this case, as the French results increase, so do
es
the Spanish results.
y
Pr
op
ity
C
2 This table shows the Art and Science test results of 15 students. Each test was
rs
w
marked out of 20.

ie
ve
y
ev
Art
op
ni
3 10 15 8 10 13 4 16 12 8 17 11 5 20 7
R
result
C
ge
Science
w
19 11 7 11 10 9 17 5 10 14 2 9 15 4 13
ie
result
id
ev
br
The first three results have been plotted on the scatter graph below.
am
-R
-C
This is the point with an Art result of

es
3 and a Science result of 19

y
Pr
op
Art and Science test results

ity
C
20
rs
w
ie
ve
y
ev
op
ni
15
R
C
Science result
ge
10
ie
id
ev
br
am
-R
5
-C
s
es
y
0
Pr
op
0 5 10 15 20
ity
C
Art result
rs
w
This is the point with an Art result of

ie
ve
15 and a Science result of 7

y
ev
op
ni
R
C
e
w
g
ie
id
ev
br
am
-R
132
-C
s
es

ity
rs
ve
y
op
ni
U
C
ge
w
a Plot the remaining points from the table on the scatter graph. Mark each point with
ie
id
a cross.
ev
br
am
Check you have plotted all the points by counting them. There should be 15 altogether.
-R
-C
b Which of these statements correctly describes the data on the scatter graph? . . . . . .
s
es
A The better students do in the Art test, the better they do in the Science test.
y
Pr
op
Also, the worse students do in the Art test, the worse they do in the Science test.
ity
C
B The better students do in the Art test, the worse they do in the Science test.
rs
w
Also, the worse students do in the Art test, the better they do in the Science test.
ie
ve
y
ev
op
ni
R
This scatter graph is showing a negative correlation. This happens when as one
C
value increases, the other decreases. In this case, as the Art results increase, the
ge
w
Science results decrease.
ie
id
ev
br
am
-R
-C

es
y
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
ge
w
ie
id
ev
br
am
-R
-C
s
es
y
Pr
op
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
e
w
g
ie
id
ev
br
am
-R
133
-C
s
es

ity
rs
ve
y
op
ni
U
C
Interpreting and drawing stem-and-leaf diagrams
ge
19.4
w
ie
id
ev
A stem-and-leaf diagram is a way of showing data in order of size.
br
am
-R
-C
s
1 This table shows the results of a Spanish test taken by the students in class 9R.
es
y
Pr
op
Spanish test results for class 9R
ity
C
15 14 26 16 5 22 25 10 18 21
rs
w
22 27 7 23 9 17 20 19 9 24
ie
ve
y
ev
op
ni
a Complete the unordered stem-and-leaf diagram below.

R
C
ge
The first six entries from the table have been
w
written on the diagram. Cross out the entries
ie
id
ev
from the table as you write them on the diagram.
br
am
-R
-C
Key: 0 | 5 means 5
s
es
y
0 5 The lowest result is 5 and the highest is 27.

Pr
op
So, the stem must have:

1 5 4 6 0 for the results that are below 10
ity
C
1 for the results that are between 10 and 19

rs
w
2 6 2 2 for the results that are between 20 and 29.

ie
ve
y
ev
op
ni
b Rewrite the stem-and-leaf diagram above as an

R
ordered stem-and-leaf diagram below.

ge
w
ie
id
ev
br
Key: 0 | 5 means 5
am
-R
You must now write the

0 5 7 leaves in order of size in
-C
each row of the diagram.

s
es
1 0 4
y
Pr
op
2 0
ity
C
rs
w
ie
ve
y
ev
op
ni
R
C
e
w
g
ie
id
ev
br
am
-R
134
-C
s
es

ity
rs
ve
y
op
ni
U
C
ge
This table shows the results of the Spanish test taken by the students in class 9T.
w
2
ie
id
ev
br
am Spanish test results for class 9T
-R
18 12 21 6 8 28 4 11 14 21
-C
20 6 17 13 19 28 21 10 12 22
s
es
y
Pr
op
Complete the unordered and ordered stem-and-leaf diagrams below.
ity
C
Unordered:
rs
w
Key: 0 | 6 means 6
ie
ve
y
ev
op
ni
0 6
R
C
1 8 2
ge
w
2 1
ie
id
ev
br
Ordered:
am
-R
Key: 0 | 4 means 4
-C
0 4 6
es
y
1
Pr
op
2
ity
C
rs
w
ie
ve
y
ev
3 Combine the two ordered stem-and-leaf diagrams from Questions 1 and 2 to form a
op
ni
back-to-back stem-and-leaf diagram. The first row has been done for you.
R
C
ge
Spanish test results for class 9R Spanish test results for class 9T
ie
id
9 7 5 0 4 6 6 8
ev
br
1
am
-R
2
-C
s
es
Key for class 9R: 5 | 0 means 5 Key for class 9T: 0 | 4 means 4
y
Pr
op
ity
C
For class 9R copy the leaves For class 9T copy the leaves
rs
w
from Q1b, but write them in from Q2 ordered stem-and-

ie
ve
reverse order. leaf diagram.

y
ev
op
ni
R
C
e
w
g
ie
id

ev
br
am
-R
135
-C
s
es

ity
rs
ve
y
op
ni
Glossary
C
ge
w
ie
id
ev
br
am
-R
arithmetic sequence see linear sequence midpoint the centre point of a line segment
-C
average speed the total distance travelled
s
nth term the general term of a sequence;
es
divided by the total time taken to travel that using algebra to write the position-to-term rule,
y
Pr
distance
op
where n represents the position number of the

bearing an angle, measured clockwise from
ity
term
C
north
rs
w
order of operations the specific order in which

ie
column vector two numbers, placed vertically,

ve
the operations must be done, when carrying
y
ev
that describe a translation of a point or shape;
op
ni
out calculations involving more than one

the top number gives the number of grid points
R
operation
C
to move the object along the horizontal axis,
ge
w
the bottom number gives the number of grid plan a view of an object from overhead
ie
id
points to move the object up or down the Pythagoras’ theorem an equation relating
ev
br
vertical axis the lengths of the sides of a right-angled

am
-R
cross-section the face formed by slicing triangle: the sum of the squares of the two short
through a solid shape
-C
sides of the triangle is equal to the square of the

s
es
elevation a view of an object from the front or longest side (or hypotenuse)
y
the side
Pr
op
regular polygon a polygon in which all the

exterior angle an angle formed outside
ity
C
sides are the same length and all the angles are
a triangle, or other polygon, between an
rs
the same size

w
extended side and the side next to it

ie
ve
sample space diagram a diagram that shows

y
factorise write a number or algebraic
ev
op
ni
expression as a product of factors all the possible outcomes of an event

R
frequency polygon a chart, made up scatter graph a graph showing linked values
ge
of straight line segments, that illustrates of two variables that may or may not be
ie
id
frequency related, where the data values are plotted as

ev
br
gradient (of a line) the gain in height divided coordinate points

am
-R
by the horizontal distance travelled simplest form a fraction in which both the
-C
index a number used to show a power; in 34, 4 numerator and denominator have been divided
s
es
is the index by their highest common factor

y
Pr
op
interior angle the angle between two adjacent term-to-term rule a rule to find the next term
sides of a polygon that lies inside the polygon
ity
C
of a sequence, given the previous term

inverse function the function that has the
rs
w
tessellation a pattern, usually on a flat

opposite effect; the inverse of the function
ie
ve
surface, made up of identically shaped pieces

y
ev
‘multiply by 2 then add 3’ is ‘subtract 3 then

op
ni
divide by 2’ that fit together without overlapping or leaving

R
spaces between them

linear sequence a sequence of numbers in
e
w
g
which the difference between consecutive terms trial and improvement a method of solving a
ie
id
is the same problem by making repeated guesses

ev
br
am
-R
136
-C
s
es

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Greg Byrd, Lynn Byrd and Chris Pearce

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Skills Builder Workbook

4843/24, 2nd Floor, Ansari Road, Daryaganj, Delhi – 110002, India

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accurate or appropriate. Information regarding prices, travel timetables, and other

written by the authors.

notice to teachers in the uk

It is illegal to reproduce any part of this work in material form (including

example, the reproduction of short passages within certain types of educational

anthology and reproduction for the purposes of setting examination questions.

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1.1 Directed numbers 7

1.2 Square roots and cube roots 9 7.3 Multiplying fractions 51

1.3 Indices 12 7.4 Dividing fractions 53

9 Expressions and formulae 59

3 Place value, ordering and rounding 20 9.1 Simplifying algebraic expressions 59

mentally 20 9.3 Substituting into expressions 63

3.2 Multiplying and dividing by 9.4 Deriving and using formulae 65

powers of 10 22 9.5 Factorising 67

9.6 Adding and subtracting algebraic

3.4 Order of operations 25

10 Processing and presenting data 71

4 Length, mass, capacity and time 27

4.1 Solving problems involving 10.1 Calculating statistics 71

measurements 27 10.2 Using statistics 75

4.2 Solving problems involving average

4.3 Using compound measures 32 11.1 Using mental methods 78

11.2 Percentage changes 81

5.1 Regular polygons 34 12 Tessellations, transformations

5.2 Plans and elevations 37

12.1 Tessellating shapes 84

6 Planning and collecting data 40 12.2 Solving transformation problems 85

6.1 Designing data collection sheets 40 12.3 Enlarging shapes 88

6.2 Collecting data 44

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14 Ratio and proportion 97 19 Interpreting and discussing

14.2 Solving problems 99 19.1 Interpreting and drawing frequency

19.4 Interpreting and drawing

16 Probability 108 stem-and-leaf diagrams 134

16.1 Calculating probabilities 108

17 Bearings and scale drawings 114

17.1 Using bearings 114

17.2 Making scale drawings 117

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The Cambridge Checkpoint Mathematics course covers the Cambridge

Secondary 1 Mathematics curriculum framework. The course is divided

into three stages: 7, 8 and 9.

further questions on your own. This will improve your understanding of

exercises to attempt in the Coursebook.

If you get stuck with a task: