CAMBRIDGE LOWER SECONDARY MATHEMATICS 8: TEACHER’S RESOURCE

Workbook answers
Exercise 1.1 7 a 70 = 2 × 5 × 7

1 a b 702  22  52  72
250
c 703  23  53  73
8 a i 32 ii 22 × 32
2 125
iii 34 iv 24 × 32
v 32 × 52 vi 26 × 32
5 25
vii 54 viii 74
b There is an even number of each prime
5 5 factor.
c Using the result of part b, it is the square
b No. The 125 can only become 5 × 25 of 22 × 3 × 5 × 7.
and 25 as a factor of primes must be 5 ×
5. 9 a 32 × 7 = 63

c b 3 × 5 = 15
250
c 22 × 3 = 12
10 a 360 b 300 c 1800
25 10
11 a 3
104 = 2 × 13

5 5 2 5 b 130 = 2 × 5 × 13
c 26
d 250 = 2 × 53
d 520
2 a & b Many trees are possible but all end
12 a 135 = 33 × 5
with 2, 2, 3, 5, 5.
b 180 = 22 × 32 × 5
c 300  22  3  52
c 45
3 a i 2×3 ii 2×3×5
d 540
iii 2 × 3 × 5 × 7
13 a 343 = 73
b 2 × 3 × 5 × 7 × 11 = 2310; multiply the
last number by the next prime b 546 = 2 × 3 × 7 ×
13
4 a 42
c 7
b 1764
d 26 754
c 74 088
14 630
5 a Many trees are possible
15 a 24 b 1848
b 8712  23  32  112
16 a 48 = 24 × 3 and 25 = 52; there are no
6 a 96 = 25 × 3 common prime factors, therefore the
b 97 is a prime number LCM is 1.

c 98 = 2 × 72 b 1200

d 99 = 32 × 11 17 18 and 24

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Exercise 1.2 Exercise 1.3

1 −1 × −4 = 4; −3 × −4 = 12; −5 × −4 = 20 1 a 196 b 196 c 400 d 900
2 a −40 b 40 c 99 d 120 2 a 64 b −216 c −1000 d 0
3 A, B, D, F in one group and C, E in the other 3 a impossible b −4
4 × 2 −4 −9 c −5 d −9
−6 −12 24 54 4 a x = 5 or −5 b x = 15 or −15
5 10 −20 −45
c x = 9 or −9 d no solution
−8 −16 32 72
5 a x=6 b x= −6
5 a 35 b −5 c 35 d 5
c x = −10 d x = −20
6 a 24 b −66 c 81 d 16
2 2 2
6 a x= 23 or −23 b no solution
7 6  8  10  36  64 100  0
c x = 23 d x = −23
8 a
96 7 a true b false c true

–12 –8 d true e true

8 a
–6 2 –4 x −3 −2 −1 0 1 2
3 –2 –1 4 x²  x 6 2 0 0 2 6
x³  x −30 −10 −2 0 2 10
b If 3 and −2 are swapped and −1 and 4
are swapped, then the top number will be
3456. b i x = −2 or 1

9 a 1 × −6 or −1 × 6 or 2 × −3 or −2 × 3 ii x=1

b 1 × 6 or −1 × −6 or 2 × 3 or −2 × −3 9 a Yes. If x = 5 then
x3  x  53  5  125  5  120
10 a 63  9  7 or 63  7  9
b No. If x = −5 then
b 84  12  7 or 84  7  12
x3  x  125  5  120
11 a −6 b 5 c −9 d 13
10 a 64 = 26
e −12
   
2 3
b 26  23  82 and 22  43
12 a −3 b 2 c −8 d −4
c 729 = 36
13
   
2 3
270 d 36  33  272 and 32  93
15 18 e 1 is both a square number and a cube
number. So is 46 = 4096 or 56 = 15
–5 –3 –6 625; other answers are possible.
–5 1 –3 2 11 x6 = 64
So (x3)2 = 64
14 a −6 b 12 c −12 d 8
15 a 32 b −40 c −4 d −5 So x3 = 8 or −8

16 a True. −3 × (−6 × −4) = −3 × 24 = −72 If x3 = 8 then x = 2

and If x3 = −8 then x = −2
(−3 × −6) × −4 = 18 × −4 = −72
There are two possible answers, x = 2 or −2
b False. −24 ÷ (−4 ÷ −2) = −24 ÷ 2 = −12
and
(−24 ÷ −4) ÷ −2 = 6 ÷ −2 = −3
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Exercise 1.4 3 a 4 sweets: 4 ÷ 2 = 2

1 a 33 b 74 c 126 d 155 b 10 sweets: 10  2  5
2 a 66 b 107 c 39 d 147 c 12 sweets: 12  2  6
x
3 a 0 1 2 3
2 + 2 + 2 + 2 = 1 + 2 + 4 + 8 = 15 = d x sweets: x  2 
2
16 − 1 = 24 − 1 y
e y sweets: y ÷2 =
b 26 − 1 2
s
0 1 2 3 f s sweets: s  2 
c No. 3 + 3 + 3 + 3 = 1 + 3 + 9 + 27 = 40 2
and 34 − 1 = 81 − 1 = 80 so they are 4 a c−2 b c+2
not equal. c
c d 2c
4 a 56 b 156 c 79 d 320 2

5 a 22 b 26 c 36 5 A and v, B and i, C and vi, D and ii, E and

iv, F and iii
6 a 58 b 512 c 516 n
6 a 7n + 4 b 8
7 a 43 b 72 6

c 153 d 150 or 1 c n4 d n4

5 5
8 a 82 b 54 c 28 d 33 7 a Equivalent to
7x
are: A, E, F, G, J
e 120 or 1 8

9 a 63 x7
Equivalent to are: D, I
b 64
c 68
d 66
8

10 a 27 b 33
Equivalent to x  7 are: C, H
c 4
2 or 4 2
d 0
3 or 1 8

b x7
11 a 53 b 56 c 512 B 8 x
8 The answer to a is incorrect. It should be 7
12 a 12 8
b 12 12
c 12 2
5
13 No, Marcus is not correct. The answer to b is correct
x 1 3x 3

24 = 2 × 2 × 2 × 2 = 16 and 42 = 4 × 4 = 16 so 9 a  5 or x  5  2 or x  2
these ii 5 5
4 4
i
x 1 5x 5
are equal. iii 1 or 1 x iv 11  or 
However 34 = 3 × 3 × 3 × 3 = 81 11 x
and 2 2 6
6
43 = 4 × 4 × 4 = 64 and these are not equal.
b i half of x subtract 9

Exercise 2.1 ii two-thirds of x add 10

1 A and ii, B and vi, C and v, D and iii, E and iv, iii 25 subtract two-ninths of x
F and i iv 12 add seven-tenths of x
2 a 3 books: 3 × 2 = 6 10 a perimeter = 16w + 2v + 6
b 5 books: 5 × 2 = 10 cm area = 8vw + 24w cm2

c 8 books: 8 × 2 = 16 b perimeter =18x  5

y cm
4
d x books: x × 2 = 45
area = xy cm2
2x 5 3 8
11 a b
e y books: y × 2 =
2y
2 2
f b books: b × 2 = 2b
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12 a $p + 3l + 2r
c Ax=y−w d C x = ry
r
b $3 p  or $3 p  1 yt
e Cx 2
r
4 4 13 x − 5 has a value of −9. All the others have a
r 1 value of 9.
c $ or $ r
5 5 14 a x = 0, 1 b x=4
3r 3l 3 3
d $  or $ r  c x=0 d x=0
l
5 4 5 4
D4
y y 15 a D = 19 b p
13 a 8  b 4 
4  c p=8
w
 
3 8 16 a s = 75 b s = 100
3 
 3y   3y
c 8 4 d 4 
3
   
4 8

Exercise 2.2 Exercise 2.3

1 A and iii, B and vi, C and i, D and ii, E and 1 a 4 × 18
iv, F and v
× 10 8
2 a 7 b 1 c 9
4 40 32
3 a 13 b 17 c 72
4 × 18 = 40 + 32 = 72
d 8 e 20
b 3 × 21
4 a 10 b 2 c −9
× 20 1
d −7 e −2 f 7
3 60 3
g 25 h −22 i −22 3 × 21 = 60 + 3 = 63
j 30 k −5 l 12 2 a 6 × 58 = 6 × (50 + 8)
5 a 27 b −16
× 50 8
6 a 10 b −6 c 25 6 300 48
d −11 e 48 f 501 6 × 58 = 300 + 48 = 348
g 8 h 640 i 6 b 6 × 58 = 6 × (60 − 2)
j 100 k 38 l 10 × 60 –2
7 a i number of seconds = 6 360 –12
60 × number of minutes 6 × 58 = 360 + −12 = 348
ii S = 60M 3 a 3(x + 5)
b 1800 seconds
× x 5
8 d = 70 3 3x 15
9 a She has added 6 and 12 instead of 3(x + 5) = 3x + 15
multiplying.
b 2(x + 9)
b V = 24
× x 9
10 A = 24
2 2x 18
11 Neither, their volumes are the same. Pyramid
2(x + 9) = 2x + 18
A: V = 32 cm3, pyramid B: V = 32 cm3
y
12 a Bx=y+8 b Bx
k
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c 5(y − 1) 8 a 14a + 114 b 38b + 92

× y –1 c 70c + 128 d 48d + 7

5 5y –5 e −20e − 33 f 108f + 33g
5(y − 1) = 5y − 9 a a2  a b b2  5b
5
c 3c2  6c d 4e2  9e
d 4(y − 8)
× y –8 e 3i2  7ix f 3aj  7 j 2
4 4y –32
g 3k2 – 6kx h 3m2  9mx
4(y − 8) = 4y − 32
i 9r2 – 3rx – 9r j 6a  4a2  2ab
4 a 3(2x + 1) k 3xz  3xy  3x2
× 2x 1 10 Equivalent to 40y  48y2 are: A, C, E, H
3 6x 3
Equivalent to 20y2  24y3 are: B, D, F, G
3(2x + 1) = 6x + 3
11 a 8x + 4 cm2 b 6y2 – 4y cm2
b 5(4x + 9)
12 a 2a2  7a b 5b2  8b
× 4x 9
c 8c2  10c d 2d 2 – d
5 20x 45
e 9e − e2 f 39 fg – 27 f 2
5(4x + 9) = 20x + 45
13 a Q1. The expansion 3a + 15 − 9a − 15
c 2(3y − 7)
is correct, but he has not collected like
× 3y –7 terms correctly.
2 6y –14 Q2. The expansion 4pq + pr + 2qr −
4pq is correct, but he has not collected
2(3y − 7) = 6y − 14
like terms correctly.
d 5(8y − 5)
Q3. The expansion 5b2  15ab  4a2 
× 8y –5 6ab is correct, but he has not collected
5 40y –25 like terms correctly.

5(8y − 5) = 40y − 25 b Q1. −6a, Q2. pr +

2qr, Q3. 4a2  5b2 
5 a 6a + 36 b 5b + 35 21ab
c 7c − 56 d 6d − 54 14 Area  3x 3x  4  2x 2x – 1
e 40 + 5e f 49 +7f  9x2  12x  4x2  2x
g 36 − 6g h 35 − 5h  13x2  10x
6 a 56i + 63 b 48 + 42j 15 a 4(3x + 7) = 12x + 28

c 30k − 35 d 56 − 63l b 3x 2x – 1  6x2 – 3x

e 54a + 48m f 35b + 30n c 6(5x − 3) = 30x − 18

g 49c − 56x h 54px + 48y d 5x 9 – x  45x – 5x2

7 No, 4a − 28 is not the same as 28 − e 2(2x + 4) + 3(4x − 8) = 16x − 16

4a f x 4x  1 – 2xx – 5  2x2  11x
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Exercise 2.4 8 A and iii, B and iv, C and ii, D and i

1 a × x 6 9 a m(7m + 1) b 5a(a − 3)
2 2x 12 c t(t + 9) d 4h(2 − h)
2(x + 6) = 2x + 12 e 3y(1 + 4y) f 4y(3 − 4y)
b × x 5 g 8e(2e + 1) h 3(5e + 2i)
3 3x 15
10 a 14cd − 7c = 7c(2d − 1)
3(x + 5) = 3x + 15
b 12a + 8ab = 4a(3 + 2b)
c × y –3
c 21g + 15gh = 3g(7 + 5h)
5 5y –15
d 30w − 15tw = 15w(2 − t)
5(y − 3) = 5y − 15
11 a 2a + 4h + 8 = 2(a + 2h + 4)
d × y –7
4 4y –28 b 5b − 25 + 5j = 5(b − 5 + j)

4(y − 7) = 4y − 28 c 12tu + 16u − 20 = 4(3tu + 4u − 5)

2 a 2x + 12 = 2(x + 6) d 3e2  4e  ef  e(3e  4  f )

b 3x + 15 = 3(x + 5) e 7k  k2  ak  k (7  k  a)

c 5y − 15 = 5(y − 3) f 6n2  9n  3mn  3n (2n  3  m)

d 4y − 28 = 4(y − 7) 12 a Top left: 4x(6 + 8x)

Top right: 2(12x  16x2 )
3 a 2x + 8 = 2(x + 4) b 3x + 9 = 3(x +
3) Bottom left: x(24 + 32x)
Bottom right: 8x(3 + 4x)
c 5y − 25 = 5(y − 5) d 7y − 14 = 7(y −
2) b Bottom right: 8x(3 + 4x)

4 a 3(2x + 1) = 6x + 3 13 a 7x + 7 b 7(x + 1)

b 4(3x + 1) = 12x + 4 14 Correct solution:

5(3x  2)  5(2  x)  15x 10 10  5x
c 2(5y − 1) = 10y − 2
 10x  20
d 6(4y − 1) = 24y − 6  10(x  2)
5 a 6x + 3 = 3(2x + 1)
She has made a mistake on the first line of the
b 12x + 4 = 4(3x + 1) expansion. Her last term is + 5x and it should
be − 5x.
c 10y − 2 = 2(5y − 1)
She has done:
d 24y − 6 = 6(4y − 1)
5(3x  2)  5(2  x)  15x 10 10  5x
6 a 4x + 6 = 2(2x + 3)  20x  20
b 6x − 15 = 3(2x − 5)  20(x 1)

c 35y + 10 = 5(7y + 2) 15 2a(3a  4)  4(a2  4)  6a(a  8)  8(a2  5a  2)

d 28y − 63 = 7(4y − 9) 16 a length = 2b − 5
7 a 5(z + 3) b 2(y − 7) b perimeter = 16b − 10
c 4(5x + 1) d 3(3w − 1)
e 2(3v + 4) f 7(2a − 3)
g 6(2 − b) h 7(2 + 3d)

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Exercise 2.5
4 x +2 ×4 40
1 a expression b formula
c expression d equation 8 –2 10 ÷4 40
a
2 x ×2 2x
+1 11 y +3 ×6 30

5 ÷2 10
–1 11 2 –3 5 ÷6 30
x=5
x = 8, y = 2
x
b ×5 –2 18 5 a 3x + 5 = 17

x ×3 +5 17
4 ÷5 20 +2 18

x=4 x=4 ÷3 –5 17

12

c x +4 ×3 b 5x + 2 = 27

21
x ×5 +2 27
3 – 7 ÷3
4 21

x=3 x=5 ÷5 25 –2 27

d x ÷4
c 2x − 4 = 12
–1 5

24 ×4
x ×2 –4 12
6 +1
5

x= x=8 ÷2 +4 12
24 16

x
3 x ×3 6 a  1  20
+2 26
2
x
 1 1  20 1
8 ÷3 24 –2 26 2
x
 19
2
y ÷2 +5 15 x  19  2
x  38
20 ×2 10 –5 15 x
b 29
3
x = 8, y = x
2292
20 3
x
 11
3
x  11 3
 x  33

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x
c  8  16 c x is greater than or equal to 0 and
4
x
less than or equal to 5
 8  8  16  8
4 d y is greater than or equal to 50 and less
x than 100
 24
4 5 A and iii, B and iv, C and ii, D and i
x  24  4
6 a
x  96
4 5 6 7 8 9 10
7 a a = 8 cm b b = 50 cm
c c = 6 cm d d = 8 cm b
11 12 13 14 15 16 17
8 a x = 5 cm b x = 4 cm
c
c x = 3 cm
−7 −6 −5 −4 −3 −2 −1
9 a c = 2 cm, d = 50 cm
d
b e = 7 cm, f = 50 cm
−2 −1 0 1 2 3 4 5
c i = 5 cm, j = 4 cm
x 7 a 25 ⩽ x ⩽ 28 b 30  x  34
10 a  9  5, x = 28
2
c −15 < x ⩽ −10 d −3 ⩽ x < 1
b 4x 1  3x  6, x = 7
8 a x > 4 is equivalent to 2x > 8
c 8(x  2)  16(x  5), x = 8
b x < 9 is equivalent to 7x < 63
11 a 4(2y + 7) = 52 or 8y + 28 = 52
c y ⩾ 1 is equivalent to y + 9 ⩾ 10
b y=3
d y ⩽ 1 is equivalent to y − 5 ⩽ −4
c 4(2y + 7) = 4(2 × 3 + 7) = 52
9 i smallest integer is −2 and not −3
12 y = 104
ii largest integer is 2 not 3
13 a x = 14
iii x could be −2, −1, 0, 1, 2
b i x = −30 ii x=5
10 a i 33 ii 37
14 a y = 40 b z = 14
iii 33, 34, 35, 36, 37
c n=2 d m = 12
b i 25 ii 27
15
B O B S L E I G H iii 25, 26, 27
8 11 8 3 7 4 5 2 9
c i 40 ii 43
Exercise 2.6 iii 40, 41, 42, 43
1 a True b False d i −12 ii −9
c True d False iii −12, −11, −10, −9
2 A and iii, B and i, C and iv, D and ii 11 a T b T c F d F
3 a 8 ⩽ x < 12 b 1 y  7 12 a i smallest integer is 6 not 5
c 0⩽m⩽5 d 0<n⩽ ii largest integer is 8 not 9
5
iii n could be 6, 7, 8
4 a x is greater than 7 and less than or
equal to 15 b A i 7 ii 10 iii 7, 8, 9, 10

b y is greater than 10 and less than 20 B i −7 ii −4 iii −7, −6, −5, −4

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13 answers are in rows 11 a 0.1 b 0.1 c 0.01 d 0.1

Smallest Largest List of e 0.01 f 0.01

Inequality integer integer integers 12 D is the odd one out as it equals 9600.
A, B and C all equal 0.96
1.9 ⩽ x ⩽
2 5 2, 3, 4, 5
5.5 13 a 0.12 m2 b $1.95
1, 2, 3, 4, 2A
0.2 < x < 6.1 1 6 14 a b
5, 6 h b 23.2 m
−0.5 < x ⩽ 0, 1, 2, 15 2.34
0 4
4.9 3, 4
16 a 0.1 0.1  1 which is not bigger than 1
2.95 ⩽ x < 3, 4, 5,
3 7 b learners’ examples; any number
7.85 6, 7
smaller than 1.00

14 a Exercise 3.2
0 1 2 3 4
1 a 200 b 5000
b
c 20 000 d 200 000
10 11 12 13 14
2 a 210 b 4800
15 a 22.5 ⩽ y ⩽ 25.75 b 0.75 < y < 3.25
c 24 000 d 190 000
16 a i 12 < y < 18 ii 18 > y > 12
3
000 a 4730 b 66 500 c 2 360
b i 0⩽y⩽4 ii 4⩾y⩾0
4 a 0.02 b 0.006
c i 7 < x ⩽ 25 ii 25 ⩾ x > 7
c 0.000 04 d 0.7
d i 10 ⩽ x < 38 ii 38 > x ⩾ 10
5 a 0.023 b 0.0057
Exercise 3.1 c 0.000 038 d 0.69

1 a 2 b 7 c 8 d 7.5 6 a C 500 b B9
2 a 3 b 5 c 8 d 6.5 c A6 d C 0.004
000
3 a 12 b 1.2 c 120 d 0.12 7 a 360 b 0.36 c 3600
d 4 a 40 b 70 c 200 d 250 0.0036 e 36 f 3.6
8 a
5 a 200 b 500 c 3000 d 1200 Part a: he has forgotten to add the extra
zeros. Part b: he has rounded to 3
6 a 160 b 1.6 c 16 d 1600 d.p. not 3 s.f.
7 a 3.3 b 99.9 c 3 b Part a: 2 370 000 Part b: 0.002 06
d 0.87 e 0.77 f 0.7 9 a 2000 b 760 c 5.37
g 7 h 0.07 d 0.08 e 0.20 f 6.04
8 a 50 b 56 c 556 g 1000 h 0.90 i 20.0
d 5.5 e 500 f 560 10 a D 600 b A 15 c C 0.0789
g 5560 h 55 d D 0.007 778 e A 0.040
9 a 2.7 b 0.279 c 2 d 270 11 a 762.204 903
10 a ÷ b × c ÷ d × b i 800 ii 760 iii 762
e ÷ f × iv 762.2 v 762.20 vi 762.205

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12 2700 km 5 a 3.5 g > 380 mg

13 a 500 b 530 c 530 b 0.4 t < 845 kg
d 530.4 e 530.40 f 530.404 c 2.5 cm < 48 mm
14 0.0259 g d 950 g > 0.08 kg
15 200 000 e 2500 m > 1.9 km
16 1 100 000 (2 s.f.) f 250 cm < 6.5 m
17 0.053 (2 s.f.) 6 a 45.399, 45.454, 45.545, 45.933
18 a i 120 ii 119 b 5.009, 5.044, 5.077, 5.183
b i 400 ii 401 c 31.14, 31.148, 31.41, 31.425
c i 12 000 ii 12 600 d 7.02, 7.052, 7.2, 7.502
d i 80 ii 83.6 7 a 205.5 cm ≠ 255 mm b 0.125 g = 125 mg
c 500 g ≠ 0.05 kg d 10.5 t ≠ 1050 kg
e i 1000 ii 962
e 0.22 kg = 220 g f 1.75 km ≠ 175 m
f i 3 ii 2.89
8 a 9.1 > 9.03
g i 25 ii 18.6
b 56.4 > 56.35
h i 4 ii 5.19
c 0.66 > 0.606
i i 20 ii 17.2
d 3.505 < 3.7
Exercise 4.1 e 0.77 t < 806 kg

1 51, 08, 21, 17 f 7800 m > 0.8 km

08, 17, 21, 51 g 3.5 kg > 375 g

5.08, 5.17, 5.21, 5.51 h 156.3 cm > 1234 mm

2 a 29 16 95 91 9 a 0.2 cm, 7 mm, 27 mm, 4.3 cm

16 29 91 95 b 19.5 mm, 29 cm, 34.5 cm, 500 mm

4.16 4.29 4.91 4.95 c 2000 g, 3 kg, 5550 g, 75.75 kg

b 94 49 95 47 d 0.9 kg, 1.75 kg, 1800 g, 1975 g

47 49 94 95 e 100 mg, 0.125 g, 150 mg, 0.2 g

8.47 8.49 8.94 8.95 f 0.05 km, 999 m, 2750 m, 25 km

c 19 15 13 01 10 a −2.3 > −2.4 b −7.23 > −7.29

01 13 15 19 c −0.15 < −0.08 d −11.02 > −11.5
0.01 0.13 0.15 0.19 11 a −8.8, −8.34, −8.28, −8.06
3 a 7.27 > 7.23 b 9.71 < 9.83 b −1.78, −1.5, −1.425, −1.03
c 20.17 > 20.09 d 3.9 > 3.65 12 a 32 km as it is a lot more than the other
numbers.
4 a −5.2 > −5.7 b −6.5 < −6.2
b Sarina is wrong. Longest distance = 4 km,
c −7.2 > −7.5 d −8.8 > −8.9 shortest distance = 0.5 km
0.5 × 10 = 5 km which is > 4 km, not < 4 km

10 Cambridge Lower Secondary Mathematics 8 – Byrd, Byrd & Pearce © Cambridge University Press
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 CAMBRIDGE LOWER SECONDARY MATHEMATICS 8: TEACHER’S RESOURCE

c Sarina runs in the 250 m park as her 9 a i 3×3=9

distances are all multiples of 250 m.
0.3 × 3 = 0.9
Frank runs in the 400 m park as his distances are all
multiples of 400 m. 0.3 × 0.3 = 0.09

13 a A −6.9, B −6.84, C −6.95 0.3 × 0.03 = 0.009

b C −6.95, A −6.9, B −6.84 0.3 × 0.003 = 0.0009

14 −1.43, −1.42, −1.41, −1.40, −1.39 ii 4 × 7 = 28

15 a F = −37.48 when C = −38.6 0.4 × 7 = 2.8

b −38.6 °F is colder, because 0.4 × 0.7 = 0.28

−38.6 °C = −37.48 °F which is warmer 0.4 × 0.07 = 0.028
than −38.6 °F
0.4 × 0.007 = 0.0028
Exercise 4.2
b i 0.005 ii 0.24 iii 0.024
1 a × 0.4 is the same as ÷10 and × 4
OR × 4 and ÷10 iv 0.0016 v 0.048 vi 0.006

b × 0.6 is the same as ÷10 and × 6 10 a Equal to 0.0012 are: A, G, H

OR × 6 and ÷10
Equal to 0.016 are: B, E, I
2 a 30  10  3 and 3 × 2 = 6 Equal to 0.0018 are: C, D, J
b 40  10  4 and −4 × 2 = −8 F is left over. 0.05 × 0.4 = 0.02
c 12 × 2 = 24 and 24  10  2.4 b Learners’ answers. Any calculation that
−8 × 2 = −16 and 16  10  gives an answer of 0.02, e.g. 0.2 × 0.1
d
1.6 11 a 13 104
3 a 30  10  3 and 3 × 3 = 9
b i 1310.4 ii 1310.4
b 50  10  5 and −5 × 3 = −15
iii 131.04 iv 13.104
c 15 × 3 = 45 and 45  10  4.5
v 13.104 vi 0.131 04
d −9 × 3 = −27 and 27  10 
12 a Estimate: 7 × 8 = 56, Accurate: 59.76
2.7
4 a 500  100  5 and 5 × 2 = 10 b Estimate: 0.2 × 5 = 1, Accurate: 1.08

b 600  100  6 and −6 × 2 = c Estimate: 0.9 × 6 = 5.4, Accurate: 5.5245

−12
d Estimate: 0.6 × 0.7 = 0.42,
c 25 × 2 = 50 and 50  100  0.5 Accurate: 0.452 62
d −4 × 2 = −8 and 8  100  13 a Estimate = 0.2 × 7 = 1.4, so 1.587
0.08 could be correct
5 a 500  100  5 and 5 × 3 = 15
b Estimate: 80 × 0.003 = 0.24 so
b 700  100  7 and −7 × 3 = 0.0246 is incorrect
−21
c Estimate: 0.08 × 0.005 = 0.0004, so
c 12 × 3 = 36 and 36 ÷ 100 = 0.36 0.0039
d −3 × 3 = −9 and 9  100 = is incorrect
−0.09 14 a Estimate: 30 × 2 = 60 ml

6 a −0.9 b 1.5 c −6 d 4.2 b 75 ml

e −7.2 15 a Estimate: 33 × 0.03 = 0.99 litres

7 a −0.24 b −2.4 b 0.975 litres

c −0.024 d −24
8 E −13.5, D −13, C −12.9, B −12.6, A −12.48
11 Cambridge Lower Secondary Mathematics 8 – Byrd, Byrd & Pearce © Cambridge University Press
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16 a i F = 5 when C = −15 f i Estimate: 4000  0.8  5000

ii F = −4 when C = −20 ii Accurate: −4760
b Marcus is not correct. When C = −17, 9 a
F = 1.4. The closest to zero is when 1 2 3 4 5 6 7 8 9
C = −18 and F = −0.4 because −0.4 13 26 39 52 65 78 91 104 117
is closer to zero than 1.4
b 58.1 c 60 × 13 = 780
Exercise 4.3 10 a
1 2 3 4 5 6 7 8 9
1.6 1.6  10 16 19 38 57 76 95 114 133 152 171
1 a 1.6  0.4  ,  4
0.4 0.4  4
4.5 10 45 b $24.80
b 4.5  0.9   5
4.5  c $25 × 2 = $50
9
, 10
0.9 0.9 
10
24 24  10 240
c 24  0.3  ,   11 a i 654 ii 32
80
0.3 0.3  10 3
21 21  10 210
d 21 0.7  ,   30 iii 6540 iv 320
0.7 0.7  10 7
b learners’ answers
2 A and iii, B and i, C and v, D and ii, E and
iv c i 654 ii 65.4

3 a 2  0.4 20
 2 2  5 iii 6.54 iv 0.654
10,
0.4 0.4  10 4 d learners’ answers
b 3  0.5 30
3 3  6 12 a 4.2 (1 d.p.) b 59.18 (2 d.p.)
 10,
0.5 0.5  10 5
6 6  10 60
c 6  0.2  ,   c −3043.889 (3 d.p.)
30 13 a learners’ own proof, e.g. 0.5 × 5.2 × 3.64 =
0.2 0.2  10 2
4 4  10 40
d 4  0.8  ,   5 2.6 × 3.64 = 9.464 m2 and 9.464 m2 ≠ 8.84 m2
0.8 0.8  10 8
b height = 3.4 m
4 a She has not multiplied the 40 by 10 14 2.4 m
b 80 15 a No. Learners’ explanations, e.g.
5 C is the odd one out as the answer is 110. 7.2 × 0.8 = 5.76 and 5.76 ≠ 8.64
All the others have an answer of 120. b term-to-term rule is: multiply by 1.2,
6 a 2.6 b 16.4 c −1230 d −270 1st term = 6, 4th term = 10.368;
learners’ explanations
7 $4.30
8 a i Estimate: 51 0.3  170
Exercise 4.4
1 a (0.2 + 0.1) × 0.4 b (0.9 − 0.7) × 0.3
ii Accurate: 165
= 0.3 × 0.4 = 0.2 × 0.3
b i Estimate: 900  0.4  2250
= 0.12 = 0.06
ii Accurate: −2340
c (0.4 + 0.5) × 0.6 d (0.8 − 0.6) × 0.8
c i Estimate: 30  0.5  60
= 0.9 × 0.6 = 0.2 × 0.8
ii Accurate: 63 = 0.54 = 0.16
d i Estimate: 360  0.6  600 2 a 60 × 0.9 b 42 × 0.9
ii Accurate: −585 = 60 × (1 − 0.1) = 42 × (1 − 0.1)
e i Estimate: 56  0.7  80 = 60 × 1 − 60 × 0.1 = 42 × 1 − 42 × 0.1
= 60 − 6 = 42 − 4.2
ii Accurate: 84.2
= 54 = 37.8
12 Cambridge Lower Secondary Mathematics 8 – Byrd, Byrd & Pearce © Cambridge University Press
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c 18 × 0.9 d 24 × 0.9
Exercise 5.1
= 18 × (1 − 0.1) = 24 × (1 − 0.1)
= 18 × 1 − 18 × 0.1 = 24 × 1 − 24 × 1 a + b = 180°, angles on a straight line,
0.1 so a = 180 − b; b + c = 180°, angles on
a straight line, so c = 180 − b; hence a and
= 18 − 1.8 = 24 − 2.4 c are equal.
= 16.2 = 21.6
3 a 57 b 241 c 24 d 3.9
b e 48 f 35 g 24 h 12 c
a
4 a 16 × 0.35 b 12 × 0.45
= 16 × 0.5 × 0.7 = 12 × 0.5 × 0.9
= 8 × 0.7 = 6 × 0.9 2 a They are vertically opposite angles
= 8  7  10 = 6  9  10
b
= 56 ÷ 10 = 54 ÷ 10
= 5.6 = 5.4
x
c 18 × 0.15 d 26 × 0.35
= 18 × 0.5 × 0.3 = 26 × 0.5 × 0.7
= 9 × 0.3 = 13 × 0.7
= 9 × 3 ÷ 10 = 13 × 7 ÷ 10
= 27 ÷ 10 = 91 ÷ 10
c
= 2.7 = 9.1
5 a 0.24 b 0.56
c 0.66 d 0.48 y
6 a 14.4 b 32.4 c 4.68

7 7.83 m2
8 a 475.2 b 47.52
c 11.88 d 1.188
9 3.96 m 3 a = 75°, vertically opposite angles; b =
75°, corresponding to the given angle; c =
10 29.7 m 105°, angles on a straight line; d = 105°,
11 a 265 b 1268 alternate angle to c

c 6.4 d 25.26 4 a g and i b c and e

e 135 f 12 5 a i BEF ii DEB

iii EBC
12 a 10.5 b 43.4
b No. Alternate angles must be between the
13 a S = 14 b a = 7.2
parallel lines AC and DF. Sofia’s angles
14 a 39.6 m b 98.01 m2 are not.

15 a F = 11.7 b m = 52 6 Lines l and n are parallel because

corresponding angles (80° and 100°) are
16 a 56 b 27.3 equal. These angles are not the same for line m
17 a = 425, b = 51, c = 840, d = 378, e = so that is not parallel to the other two.
26.25
13 Cambridge Lower Secondary Mathematics 8 – Byrd, Byrd & Pearce © Cambridge University Press
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7 a = 118 − 74 = 44°, exterior angle; 11 Angle WXV = angle Y, corresponding angles;

so x = 44°, vertically opposite angle angle VXZ = angle Z, alternate angles;
WXV + VXZ + ZXY = 180°, angles on a
straight line; hence X + Y + Z = 180°.
x
y 12 alternate angles; alternate angles; angles on a
straight line
a b
13 a x = y, alternate angles;
A
w x
B
118° 74°
D
y z
b = 74°, alternate angle;
C
y = 180 − 44 − 74 = 62°, angles on a
straight line w = z, alternate angles;
8 s = 120°, vertically opposite angles; hence x + w = y + z or A =
C
b Draw diagonal BD and prove B = D
using similar arguments to those in part
a.
t s
120°
Exercise 5.2
Example explanations are given for some of
the proofs in this exercise. There may be other
acceptable proofs.
1 120°
s = t, corresponding angles;
2 Each one is 165°
hence t = 120°; other explanations are possible
3 x = 75° and y = 40°
9 Yes. The angle vertically opposite 50° is
also 50°. That angle and the 75° add up to 4 a = 110° and b = 70°
125° and that makes an angle alternate to
5 Divide the shape into two triangles. Show the
the
angles of the two triangles are the same as the
125° marked. Other explanations are possible.
four angles of the quadrilateral.
10 a = c, corresponding angles; 6 a = c + d, exterior angle; e = g + h, exterior
angle; a + e + f + b = 360°, angles at a
point; hence c + d + g + h + f + b = 360°
a and these are the angles of PQRS.
7 a The six angles of the two triangles add up
to 2 × 180 = 360°. The four angles A, B,
b C and D must be less than this.
c b The 120° angle is the exterior
angle of both triangles. A and D
add up to 120° and so do B and C.
b + c = 180°, angles on a straight line; Hence A + B + C + D = 240°.
hence a + b = 180°
14 Cambridge Lower Secondary Mathematics 8 – Byrd, Byrd & Pearce © Cambridge University Press
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8 x = a + c, exterior angle; 6 a i construction ii 10.8 cm

x b a y
b i construction ii 6.7 cm
7 a construction
c b BD = 19.0  0.1cm
z
8 a construction
b angle opposite 10.5 should measure 90°

y = b + c, exterior angle; 9 a, b and c construction and check

z = b + a, exterior angle; 10 a and b construction

x+y+z=a+c+b+c+b+ c 4.4 cm
a = 2(a + b + c) = 2 × 180 =
11 a and b construction c 8.9 cm
360°
d construction e 10.6 cm
9 a = 110 − 40 = 70°, exterior angle of a
triangle;
b = 110 − 55 = 55°, exterior angle; Exercise 6.1
c = 110 − 70 = 40°, exterior angle Some questions have several possible answers.
Examples are given.
10 a 115°
1 a gender, date of birth, address
b
b age in years, test marks
c height, mass
x w y
2 a answers will probably include the amount
External angle x = 90° + w so w = x − 90° of homework done on different nights, the
w + y = 180° because they are angles on a subjects and the age or year of the learner
straight line, so x − 90° + y = 180° b answers should include a range of ages
Hence x + y = 270° and both boys and girls if you are in a
mixed school
11 a 75°, 65° and 40°
3 a gender is categorical, length and mass are
b Either: 100° + 120° + 130° = 350° and continuous
this
should be 360° b questions could be about gender
differences or about the relationship
or the angle sum is 80° + 60° + 50° = between length and mass
190° and this should be 180°
c put names in a hat or take all the
babies born on a particular day or in
Exercise 5.3 a particular week
For the constructions, accept answers for lengths
4 a categorical data: reasons for choice and
within 0.2 cm and answers for angles within 2°, to
why they are staying
allow for slight drawing errors.
discrete data: the number of nights’ stay
1 a construction b 7.4 cm
b For the categorical data use a
2 a construction b 7.0 cm
questionnaire. This should have categories
3 a construction b 49° to tick rather than open-ended
questions. The numerical data can come
c 9.2 cm from the questionnaire or from hotel
4 a construction b 13.0 cm records.

5 a construction b 97°
15 Cambridge Lower Secondary Mathematics 8 – Byrd, Byrd & Pearce © Cambridge University Press
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 CAMBRIDGE LOWER SECONDARY MATHEMATICS 8: TEACHER’S RESOURCE

5 Possible answers: a long time to do. 3 is quick but

a How many portions of vegetables a child will only choose students studying
eats in a day. The age and gender of particular subjects.
the child. 2 a It is quick and easy to do.
b Interview or give a questionnaire to a
b The sample will not represent the range
sample of children. Equal numbers of
of people who use the bus during the day.
boys and girls. Children of different
It only covers one day and that might not
ages. If there are boys and girls in your
be typical.
school you could collect data from them.
6 a You need the time taken to complete c Ask small groups of people at different
a puzzle for boys and girls of the two times and on different days.
different ages. d It will take a lot more of Zara’s time and
b Give the same puzzle to a sample of so it will be more expensive.
children. If the puzzle is not the same for 3 a Yes. Learners’ reasons, e.g.
everyone the times cannot be compared.
Record the time taken to complete the • The morning has a mode of 1 to
puzzle. The sample should include equal 1.5 hours and the afternoon has a
numbers of boys and girls and equal mode of 0.5 to 1 hours.
numbers of children of both ages. • In the morning, 65% of the cars
park for more than 1 hour; in the
7 Possible answers:
afternoon, only 35% of the cars
a Common words in one language and their park for more than 1 hour.
translations in at least one other language;
b Learners’ suggestions, e.g. sample on
or some words and their translations
other days of the week, in case
chosen at random from a dictionary.
Tuesdays are not typical.
b, c and d learners’ own answers
4 a People in the coffee shop at that time may
8 a The number of words in a sample of not be typical.
sentences from a book for children and
b Choose people at different times during
the same for a book for adults. You could
the day. In this way you can get a range
choose more than one book for each.
of people: people going to work, people
b, c and d learners’ own answers going shopping during the day, people on
their lunch break, people going home in
9 Possible factors that could make a difference the early evening, etc.
are age, gender, ethnicity. The sample
chosen should take account of these factors 5 a Because the amount of traffic will be
so that you can see if the results are different different at different times and this
for different groups. You need to have a will affect speed.
large enough sample to be confident about b The two time periods are both during
your answers. rush hour so they do not represent the
whole day.
Exercise 6.2
c Survey the cars at more time
Some questions have several possible periods, throughout the day. Survey
answers. Examples are given. more than one day.
1 a 1. The first 40 names on a list of students. 6 a No. Learners’ reasons, e.g.
2. Take 40 names out of a hat.
• The shapes of the two distributions
3. All the students (up to 40) in one or
are approximately the same.
two lectures.
• Hotel A has 45 out of 80 scores
b 1 is quick but if you do it again you that are 4 or 5; hotel B has 19 out
will get the same people. 2 will give a of 36. The fraction is just over
representative sample but it will take half in both cases.

16 Cambridge Lower Secondary Mathematics 8 – Byrd, Byrd & Pearce © Cambridge University Press
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 CAMBRIDGE LOWER SECONDARY MATHEMATICS 8: TEACHER’S RESOURCE

b Learners’ suggestions, e.g. Use a bigger 4 a terminating, with learners’ explanations

sample size for hotel B or any other 4 3 3
suitable comment about sample b 7= = 0.8, = = 0.15,
0.875, 5 10 0.3, 20
sizes.
8
7 a You need to get details of each person 8
= 0.32
replying so you can make sure you have 25
a representative sample.
c 3 8 4 7
b It is easy to do: you just need a phone and 3 , 10 , 25, 5 , 8
20
you do not need to travel. 5 a recurring, with learners’ explanations
c A lot of people do not answer calls . .
5 1 . 4 ..
b
5 
from unknown numbers, or may be 0.5,  0.3,  0.416,  0.36,
9 3 12 11
unwilling to take part in the survey, so 8 .
it could take a long time to get enough  0.5 3
representative replies. This will make 15
the survey expensive. 1 4 5 8 5
c 3 , 11 , 12 , 15 , 9
8 learners’ activity
6 Marcus is incorrect.
Exercise 7.1 3 1
learners’ explanations, e.g.   0.5
6 2
1 .
1 1
 0.5 terminating, = 0.3 recurring, which is a terminating decimal
2
1 31 .
= 0.25 terminating, = 0.2 terminating, 7 a 0.8 b 0.85
4 5 .
1 . 1 . . c 0.26 d 0.675
 0.16 recurring, = 0.142857 recurring, . . . .
6 7 8 a 0.857 142 b 0.846 153
1
= 0.125 terminating, 1 . . .
8 = 0.1 recurring, c 0.238 095
9
1
= 0.1 terminating 9 i is correct
10
ii is incorrect: there should be a dot over the 7
2 a 2
= 0.4 terminating ..
5 as well as the 2, i.e. 0.72
2 .
b 
3 0.6 recurring iii is incorrect: she has written the numbers in
.
c 3
= 0.75 the wrong order; the correct answer is 0.61
terminating
4 iv is incorrect: the second dot should be over
. .
d 3
= 0.6 terminating the 5, not the 1, i.e. 0.128 205
5
.
e 5
 0.83 recurring 10 learners’ explanations, e.g. She is wrong.
6 It is a recurring decimal but the calculator
2 . . has rounded up the final digit on the screen.
f  0.285714 recurring 7 .
7  0.7
9
g 3
= 0.375 terminating 5 . .
8 11  0.185
4 . 27
h  0.4 recurring 4 18
9 12 0.5, 7
, 55%, 0.56, , 58.2%, 0.6,

i 7
= 0.7 terminating 13
7 27
10
13 a 1.6. b 3.25
2 .. .
j  0.18 recurring c 3.2 d 4.375
11
1
2 3 14 a i 3 hours
3 , ii 3.5 hours
4 3 7 2
, 9 , 5 , 10
11 8
17 Cambridge Lower Secondary Mathematics 8 – Byrd, Byrd & Pearce © Cambridge University Press
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 CAMBRIDGE LOWER SECONDARY MATHEMATICS 8: TEACHER’S RESOURCE

b i 2 3 hours ii 2.75 hours

4 2 7
7 a < b 15 19
<
1 . 9 9 8 8
c i 1 hours ii 1.16 hours
6 7 7 d 4 4
c 11 > 13 5 < 3
1 .
d i 4 hours ii 4.3 hours 14 22 1 1
3 8  , , 4 , 4
3 5 3 5
e i 9 1 hours ii 9.2 hours
5 9 Ben, 74%
5 .
f i 11 10 Dolphins club, 70%
12 hours ii 11.416 hours 107 7 61 49
11  , 8 ,  ,
15 learners’ explanations, e.g. Arun is 12 8 7 6
wron.g
and his teacher is correct. The 6 in 0.006 has 12 On the second day, 88%
a recurring dot, so it is 0.0066666 . . . not
0.006 which is what Arun has used. When 13 Drug A 8 32 13 26
you double 0.006 you get 0.012, but when 14 a Yes.    and    . Halfway
you
double 0.0066666 . . . you do get 0.013333 . .
9 36 18 36
.
29
Exercise 7.2 between 26 and 32 is 29, so  is exactly
13 2 36
1 a =3 32 23
40 1 halfway between  and  .
4 8 b 9 ≠ 43 36 36
9
c  = 3 47 19
1 d 4 ≠  b 1
1
6 2 5 10 24
7 3
2 a <3 13 1 Exercise 7.3
2 4 b 3 > 46
2 1
2 83 22 2 1 a 4 3 1 14 10 2 14 10 4
c 8 5 > 10 d 3 < 75 3 3 3  3 3  3 3
5 1 8 5
3 a  > 1 b  > 2 3 4 1
4 2 3 6 3  13
27 4 17 3 2 7
c  < 5 d  < 2 b 3 1 1 29 16 2 29 16 13
5 15 6 4 9 9 9  9 9  9  9
5
4 a 2 23 3 13 4
8 b  10 9  19
1 2
23 c 7 5 1 36 27 2 36 27 9
c  5 5 5  5 5  5  5
3

5 a i  17  2.4285 . . . 3 9 4
5  15
7
3 6
ii  22
 2.4444 . . . d 5 2 1 38 20 2 38 20 18
7 7 7  7 7  7  7
9

iii  27  2.4545 . . . 3 18 4
7 27
11

27 22 17 2 7 5 8
b  , , 2 a 1 b 1 c 1 d 2
11 9 7 5 11 7 9

6 a When you compare two fractions with 1

3 a 4 2 9 18 11 7
3 111  2  
the same denominator, the larger the 2 4 2 4 4 4
4
numerator the larger the fraction. 7 3
3 1
4 4
b When you compare two fractions with
the same numerator, the larger the
denominator the smaller the fraction.
18 Cambridge Lower Secondary Mathematics 8 – Byrd, Byrd & Pearce © Cambridge University Press
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1
b 3 
1 25 5 25 10 15 13 a B is taller [A is 6 5
m, B is 6 23 m]
1 1  2  
8 4 8 8 8 8 12 24
4

15 7 13
3 8  18 b 24 m
3
c 5 2 2
3 28 23 56 23 33 14 a 6 m2 b 6 m2
1  2  
5 10 5 10 10 10 10 21

33 3 3 1 1
3 3 15 Any two counter-examples, e.g. 1  1  3
10 10 4 2 4
1
d 61  2 and 1 + 1 + 1 = 3 and 3 1  3
19 38 13 25
13
1  2  
3 6 3 6 6 6 4
6
25 1 8 7 2 2
3 4 e.g. 2  5 8 and 2 + 5 + 1 = 8 and 8 8
6 6 9 9 3 3

4 a 4 16 a learners’ choices of fractions to add –

11 13
b 2 16 all possible results in table below:
12 5
1 d 2
c 1 6
2 1
1 B2 C2
5 A2 1 3 + 17
2 36 3 18
17
49
1
5 24
11
4
3
17 5 7 67
A gives the different answer 2 36 6 12 6 12 7 72

6 a i 2 km ii 2 1 km 17 5 1 29
8 3 18 6 12 8 18 9 72
3
b i 20 km ii 19 km
8
5 1 7 1 41
7 m 49 6 12 8 18 9 72
8
1 9 33 39
33 39 165 78 87 11 67 29 41
8 8 3 1      5 24 7 72 9 72 9 72
2
4 10 4 10 4 10 20 20 20
87 7 11 1 41
3  4
9 20 20 7 b 5 4 9 . It’s the two numbers with
9 a 3 b 1 24 9 72

10 the greatest whole number parts.

18
11
c 2 12 37 c learners’ choices of fractions to subtract –
d 4 40 all possible results in table below:
10 a i 8m ii 8 3
m
20
1 – 17
2 36 3 18
17
49
1
5 24
11
b 2 m
10
3 7 1 17 17 23 71
11 No, the range is 187 – 95 =92 2 36 1 36 1 36 2 72
4 10 20
27 16 1
12 a She has worked out 3 − 1 = 2 and  17 17 37
3 18 1 36 6 1 72
16 27 36 36
instead of  1
1 23 25
36 36 49 1 36 6 1 72
25
b 1 36
11 71 37 25
5 24 2 72 1 72 1 72
19 Cambridge Lower Secondary Mathematics 8 – Byrd, Byrd & Pearce © Cambridge University Press
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 CAMBRIDGE LOWER SECONDARY MATHEMATICS 8: TEACHER’S RESOURCE

1 17 1 1 17
d 4 3  .4 is just over 4 and 3 5 a
1
3 737 7
1

is
9 18 6 9 18 2 2
just under 4 so these two numbers are the 7
 21
closest together. The difference is 1. 2
6 1
 21 3
2
Exercise 7.4 1
 24
2
1 a 2162616 1 1
2 2 b 4 949 9
 12  3
4 4
 15 9
 36 
b 318381 4
8
4 4 1
 36  2
 24  2 4
 26 1
 38
1 1 4
c 5 3  9  5  9 3  9 2 2
c 6 565 5
 45  3 3 3
 48 10
 30 
d 4 1 15  4 15  1 3
15
5 5 1
 30  3
 60  3 3
1
 63  33
3
2 a 12 × 2 = 24 m 2
3 3
b 27 m2 d 4 848 8
5 5
24
3 a 3 2 12  3 12  2  32 
12
3 3 5
 36  8 4
 32  4
 44 5

b 238283 4
8  36
4 4 5
 16  6 3 1
6 Area = 7 × 7 + 7 ×11 = 49 + 77 +5
 22 4 4
1
c 3 10  3 10  10
2 2 = 131 cm 2

5 5 4
 30  4 3 3
OR Area = 7 × (7 +11 ) = 7 ×18
 34 4 4

d 1 5 18  118  5 18

= 126 +5 1 =1311 cm2
6 6 4 4
 18  15 7 a No, 4
5
rounds to 5, so estimate is 15 m2
 33 8
7
4 a Estimate: 20 × 4 = 80 b 13 m2
8
b i Archie could be correct as 80 is c Yes, it will cost her 14 × 15 = $210 which
close to 77 is more than $200.
ii He is correct. 21 ×3 2 = 77
3
20 Cambridge Lower Secondary Mathematics 8 – Byrd, Byrd & Pearce © Cambridge University Press
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 CAMBRIDGE LOWER SECONDARY MATHEMATICS 8: TEACHER’S RESOURCE

2 2 2
8 4  21 is greater because 3  25  91 7 a 13
1
b 9
1
c 15
3

and
5 3 3 3 3 4
2 2 1 5
4  21  92 d 19 e 7
5 5 5 7
1 2 5 4 5
9 B 12  3  38 , C 5  7  38 , A 8  4  8 a 14 b 31
2
38
5 5 7 7 6 3 3
10 a i 3 × 12 = 36 ii 31 1
1 4
2 c 12 d 8
2 7
b i 7 × 10 = 70 ii 67 1 1
2 9 22 m
2
c i 3 × 15 = 45 ii 46 1 1
4 10 a s =7 1 b t = 49
5 2
11 3 hours 45 minutes 6 1
9 11 B gives the greater answer. A 25   29
12 a 2 × (10 − 6) = 8 m2 b 6 m2 3 2 7 6
B
20 25   66
5 1 3 1 4 8 3
13 a 9  8  79 , 6 11  70 , 12  7 
1 12 A gives the smaller answer.
87
6 2 4 15 5 13 12 13 5
2 A 32   36 , B 35   40
1 7
b 79 c 16 15 13 15 13
2 10 1
13 a 5
14 a 240 cm3 6

b He is correct. b add 13 (or add 26 )

3 2 2
Volume =3 12  4  45  4  210 cm3
4 3 3 1 1 5
c 6 ,6 ,6
3 2 3
OR Volume =3 12  4  3  56  210 6 2 6
cm3
4 3 4 1
d 8
15 a x = 12 b y= 6
13 14 a
x 0 2 4 6 8
Exercise 7.5
y 0 1 3 1 6
12 42

b Plotting the points from the table and

1 a i 2 ii 4 3
drawing the line y x from x = 0
iii 6 iv 8  4

b i 10 ii 12 to x = 8
9 °
iii 14 iv 16 15 a y = 84° b y = 48 or 48.9°
10
2 a i 3 ii 6
c If x = 65°, x ÷ 5 = 78° and
iii 9 iv 12 6
2 1° 1 1°
x   15  112 78  112  190
b i 15 ii 18 .
3 2 2 2
iii 21 iv 24 this is > 180° in a triangle, so is
not possible.
3 a i 4 ii 8
b i 12 ii 16 Exercise 7.6
a 3 iii 28 iv 40 1 4
10 b 9
5 a 22 b 100 c 108
4 a 5 b 18 c 16
 7 1
c 8 d 3

21 Cambridge Lower Secondary Mathematics 8 – Byrd, Byrd & Pearce © Cambridge University Press
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 CAMBRIDGE LOWER SECONDARY MATHEMATICS 8: TEACHER’S RESOURCE

1 1 1 1
2 a b 11 a He has calculated 14  not 14 ÷
6 8 5 5

5 1 b 70
c 9 d 2
7
12 a 6 b 9 c 2
d 0
3 a 10 3
10 b 21  1 1   5 3 1
13 A    
  8 8
c d 3 6
11 23 
 1  38  2 3 
12 30
B 3 2    12
5 7
   
4 a b 4 4 7 14 
14 15

11 7 B ÷ A =12  1 
c 35 d 30 96
8
Sofia is correct.
4
1 2 1
5 15 14 d  5 [a  , b  27, c  13 ]
3 5
6 a b 4 3 2
4
8 Exercise 8.1
9
c 7 1 a pentagon, 5 sides
10 d 9
5 b hexagon, 6 sides
e 8
6 f 15 c octagon, 8 sides
5
g 5
9 h d decagon, 10 sides
8
i 3
2 a All sides are the same length.
3
20 j 10
b AB is parallel to DC and AD is parallel
4 to BC.
k 2
9 l 15
9 c All the angles are 90°.
7 a 11
20 b 24 3 a Opposite sides are the same length.
14 b EH is parallel to FG and EF is parallel
c 45
17
d 36 to HG.
21
e 22
35 c All the angles are 90°.
f 36
3 4 a IJ is the same length as IL and JK is the
g 10
7 same length as LK.
h 20
i b None of the sides are parallel.
11 7
21 j 20 c Angle ILK is equal to angle IJK but angle
13 LIJ is not equal to angle LKJ.
k 55
31
l 63
8 19 5 a Opposite sides are the same length.
56 b NO is parallel to MP and PO is parallel
9 a i 8 ii 15 to MN.
iii 14 iv 28 c Angle PMN is equal to angle NOP and
angle MNO is equal to angle MPO.
v 20 vi 25
b learners’ checks 6 a All sides are the same length.

c learners’ answers b Opposite sides are parallel.

10 24 m c Angle TQR is equal to angle TSR
and angle QTS is equal to angle
QRS.
22 Cambridge Lower Secondary Mathematics 8 – Byrd, Byrd & Pearce © Cambridge University Press
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 CAMBRIDGE LOWER SECONDARY MATHEMATICS 8: TEACHER’S RESOURCE

7 a F b T
3 a d  9 cm b d  12 cm
c F d T C  πd C  πd
e T f F π 9  π 12
 28.27 cm  37.70 cm
8 A and ii, B and iv, C and i, D and iii
4 a C  πd b C  πd
9 No. At the moment she could be describing a
rectangle or a parallelogram. She needs to add  3.14 10  3.14  2
the information that all the angles are 90º.  31.4 cm  6.28 cm
10 A and iii, B and i, C and ii 5 a 50.27 cm b 29.85 m

11 No. At the moment, he could be describing a c 62.83 cm d 17.59 m

normal trapezium or an isosceles trapezium. 6 a 11.1 cm b 2.8 m
He needs to say that the shape has two pairs
of equal angles. 7 a 3.66 cm b 2.83 m

8 18 mm
9 12 a J b N c L C  10.45 m = 1045 cm
d I e H f M C
r 
1045
 166.3169 ...cm
2π
g K 2π
= 166 cm (nearest cm)
13 a T b T
c F d F 10 61.70 cm

e F f T 11 Marcus is incorrect.

14 a (2, 2), (6, 2), (6, 8), (2, 8) Perimeter of semicircle =

πd π 8
b (2, 2), (0, 4), (2, 6), (4, 4) d  8  20.57
cm
2 2
c (2, 2), (6, 2), (8, 4), (4, 4); other
Perimeter of three-quarter circle =
combinations are possible 3π d 3π 6
rr  3  3  20.14 cm
d (4, 4), (6, 8), (4, 9), (2, 8); other 4 4
combinations are possible Perimeter of the semicircle is greater than (not
e (2, 6), (6, 8), (4, 9), (2, 8); other less than) the permieter of the three-quarter
combinations are possible circle because 20.57 cm > 20.14 cm.
12 a 49.19 cm b 40.27 cm
Exercise 8.2
13 a 400 m b 46.56 m
1 a d  4 cm b d  5 cm
c 461 m
C  πd C  πd
 3.14  4  3.14  5 Exercise 8.3
 12.6 cm  15.7 cm
1 a Faces = 7, Vertices = 10, Edges = 15
2 a d  8cm b d  6 cm
b E = 7 + 10 − 2 = 15
C  πd C  πd
 3.142  8  3.142  6 c Edges = 18
 25.14 cm  18.85 cm d Vertices = 11
2 a 30  6  5 cm 24  6  4 cm 12  6  2 cm
b A and ii, B and iii, C and i
23 Cambridge Lower Secondary Mathematics 8 – Byrd, Byrd & Pearce © Cambridge University Press
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 CAMBRIDGE LOWER SECONDARY MATHEMATICS 8: TEACHER’S RESOURCE

3 a 8  2  4 cm 6 Plan view, front and side elevations are

Learners’ scale drawings should be the shown on centimetre squared paper.
following squares with dimensions shown. Plan view Front elevation Side elevation

Top view: Square of side length 4 cm

Front view: Square of side length 4 cm
Side view: Square of side length 4 cm
b 623 7 Plan view, front and side elevations are
cm shown on centimetre squared paper.
10  2  5 cm Front Side
Plan view elevation elevation
12  2  6 cm
Learners’ scale drawings
should be the following
rectangles with dimensions
shown.
The dimensions are given as width
by height. 8 Plan view, front and side elevations are
Top view: Rectangle 6 cm by 5 shown on centimetre squared paper.
cm
Front view: Rectangle 6 cm by 3 Front Side
Plan view elevation elevation
cm Side view: Rectangle 5 cm by 3
cm
c 8  2  4 cm

11 2  5.5 cm
16  2  8 cm
9 Plan view, front and side elevations are
Learners’ scale drawings should be the shown on centimetre squared paper.
following shapes with dimensions
shown.
The dimensions for the rectangles are Plan view Front elevation Side elevation
given as width by height.
a
Top view: Circle radius 4 cm
Front view: Rectangle 8 cm by 5.5
cm Side view: Rectangle 8 cm by b
5.5 cm
4 a B b A
c
c B d C
5 Plan view, front and side elevations are
shown on centimetre squared paper.
d
Plan view

Front elevation Side elevation

24 Cambridge Lower Secondary Mathematics 8 – Byrd, Byrd & Pearce © Cambridge University Press
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 CAMBRIDGE LOWER SECONDARY MATHEMATICS 8: TEACHER’S RESOURCE

10 Plan view is incorrect. It should be d 9.4 − 0.4 = 9, 9 − 0.4 = 8.6, 8.6 − 0.4 = 8.2
Plan view
The term-to-term rule is: subtract 0.4
The next two terms are: 8.2 − 0.4 = 7.8
7.8 − 0.4 = 7.4
2 A and iii, B and i, C and ii, D and iv
1
3 a i add
1 1
ii 2 ,2
She has the front elevation and the side 4 4 2
elevation the wrong way round. 1
b i add 11 ii 15, 16
11 Plan view, front and side elevations are shown 2 2

on centimetre squared paper. c i add 0.2 ii 4, 4.2

d i subtract 1 ii 8,7
1
2 Plan view Front elevation Side elevation 2
e i subtract 2
ii 13 2 , 13
5 5
f i subtract 0.25 ii 16, 15.75
1
4 a 2, 2.8, 3.6 b 3, 6 , 10
2
4 3
12 Plan view, front and side elevations are c 10, 8.8, 7.6 d 30, 27 , 25
5 5
shown on centimetre squared paper.
e 0.3, 0.6, 1.2 f 18, 9, 4.5
Plan view Front elevation Side elevation
5 a add 11
3
1
b 2, 3 1 , 4 2, 6, 7 1 , 8 2, 10, 11
3 3 3 3 3
6 a 6, 7 1 , 2, 3 , 4, 12, 13 1
8 9 10
5 5 5 5 5
1
b 2, 5 , 8 , 11 , 15, 18 , 211
1 3 1
4 2 4 4 2
3, 1, 1, 3
c 20 20 20 20, 19 , 19 1 , 19 1

4 2 4 4 2 4

Exercise 9.1 40, 39 4, 1 5 2 6 3

d 39 , 38 , 38 , 37 , 37
7 7 7 7 7 7
1 1 1 1 1 1
1 a 8   8 , 8   9, 9   9 e 7, 8.4, 9.8, 11.2, 12.6, 14, 15.4
2 2 2 2 2 2
The term-to-term rule is: add 1
f 20.4, 19.7, 19, 18.3, 17.6, 16.9
2
1 1
The next two terms are: 9   7 a 15.3
b No, after 40 4 is 51. Increasing by 10 1
10
1 1 2 2
10   10 5 5
2 2 each time after 51 will not give 100.
b 8 + 0.3 = 8.3, 8.3 + 0.3 = 8.6, 8.6 + 0.3 =
8.9 c No, the only fractions in this sequence involve

The
1 and 2, and not 1
The term-to-term rule
next two terms is:8.9
are: add+ 0.3
0.3 = 9.2 3 3 2
9.2 + 0.3 = 9.5 8 a 2, 5, 14 b 10, 12, 16
c 1 1 1 2, 2 1 1
5   5, 5   4 4  4 c 6, 10, 12
3 3 3 3 3 3 3 1
The term-to-term rule is: subtract 9 a A
3
The next two terms are: 4 1 − 1 = 4 b 6th term which is 730
3 3
4 − 1 =3 2 10 a 5, 2, −4 b 12, 15, 21
3 3 c −8, −2, 1
25 Cambridge Lower Secondary Mathematics 8 – Byrd, Byrd & Pearce © Cambridge University Press
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 CAMBRIDGE LOWER SECONDARY MATHEMATICS 8: TEACHER’S RESOURCE

11 Sequence is: 22, 8, 1, 2 1 3 a 8, 12, 16, . . .

2

12 a 6, 4, 3, 2.5, 2.25, 2.125, 2.0625, 2.03125, b add 4

2.015625, 2.0078125 c
b They never go to 2 or below.
c ‘The terms in this sequence are all
greater than 2’. d Position-to-term rule is: term = 4
× position number + 4
You always divide a number greater than
2 by 2, which gives you a number greater position number 1 2 3 4
than 1, then you add on 1, which takes
you back over 2. term 8 12 16 20

13 a She has divided the 10th term by 2 to 4 × position number 4 8 12 16

get the 5th term. She should have
4 × position number + 8 12 16 20
subtracted
4
5
2 five times from the 10th term.
8 4 a 7, 10, 13, . . .
b 1 b add 3
11 4
c
14 57
15 a add 4.2 b 46.2 c 9.6

Exercise 9.2 d Position-to-term rule is: term = 3

× position number + 4
1 a 3, 5, 7, . . . b add 2
c position number 1 2 3 4
term 7 10 13 16
d Position-to-term rule is: term = 2 3 × position number 3 6 9 12
× position number + 1
3 × position number + 4 7 10 13 16
position number 1 2 3 4 5 a 2, 6, 10, . . .
term 3 5 7 9 b add 4
2 × position number 2 4 6 8 c

2 × position number + 1 3 5 7 9

2 a 5, 8, 11, . . . b add 3 d Position-to-term rule is: term = 4

c × position number − 2

position number 1 2 3 4
d Position-to-term rule is: term = 3 × term 2 6 10 14
position number + 2
4 × position number 4 8 12 16
position number 1 2 3 4 4 × position number − 2 6 10 14
term 5 8 11 14 2
6 a 2, 5, 8, . . . b add 3
3 × position number 3 6 9 12
c
3 × position number + 5 8 11 14
2
26 Cambridge Lower Secondary Mathematics 8 – Byrd, Byrd & Pearce © Cambridge University Press
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 CAMBRIDGE LOWER SECONDARY MATHEMATICS 8: TEACHER’S RESOURCE

d Position-to-term rule is: term = 3

× position number − 1 Exercise 9.3
position number 1 2 3 4 1 a 1st term = 4 × 1 = 4 2nd term = 4 × 2 = 8
3rd term= 4 × 3 = 12 4th term = 4 × 4 = 16
term 2 5 8 11
b 1st term = 1 + 12 = 13 2nd term = 2 + 12 = 14
3 × position number 3 6 9 12 3rd term = 3 + 12 = 15 4th term = 4 + 12 = 16
3 × position number − 2 5 8 11 c 1st term = 2 × 1 − 1 = 1
1 2nd term = 2 × 2 − 1 = 3
7 Sami is incorrect. 3rd term = 2 × 3 − 1 = 5
4th term = 2 × 4 − 1 = 7
The sequence of numbers is 5, 7, 9, . . . so
the term-to-term rule is ‘add 2’. d 1st term = 3× 1 + 2 = 5
2nd term = 3 × 2 + 2 = 8
This means that the position-to-term rule 3rd term = 3 × 3 + 2 = 11
starts with: term = 2 × position number . . . , 4th term = 3 × 4 + 2 = 14
so we know Sami’s rule is incorrect as it
starts with: term = 5 × position number . . . 2 a 8, 16, 24, . . . , 80 b 2, 7, 12, . . . , 47

The correct position-to-term rule is: c 4, 5, 6, . . . , 13 d −6, −5, −4, . . . , 3

term = 2 × position number + 3 e 10, 12, 14, . . . , 28 f 1, 4, 7, . . . , 28
8 a term = 5 × position number + 2 g 7, 13, 19, . . . , 61 h 1, 6, 11, . . . , 46
b term = 15 × position number − 5 3 A has the smaller value [A is 2 × 8 + 14 = 30
9 a He has the 5 × position number correct, and B is 7 × 5 − 4 = 31]
but the + 3 is incorrect as the pattern is 1 1 1 1 1
taking two hexagons away, not adding 4 133 ,  2  3  4, 334
2 2 2 2 2
an extra three.
and 1
435
b term = 5 × position number − 2 2
a 1 1
10 73 5 4, 4 , 5, . . . , 7
2 2
Sequence is 1, 4, 7, . . . so position-to-term b 1 1
3 , 7 , 11 , . . . , 31
1 1
rule is term = 3 × position number − 2 2 2 2 2

In pattern 25 there are 3 × 25 − 2 = 73 c 7.75, 13.75, 19.75, . . . , 49.75

rhombuses. d 2.1, 4.6, 7.1, . . . , 19.6
11 a 4, 7, 10, . . . b learners’ drawings 6 a A 11, 15, 19, 23 B 14, 13, 12, 11
1 1 3
12 a term = 7 × position number − C 10 , 10 , 10 D 19 2 , 191 , 19, 18 2
, 11 3 3 3
6 You know the 2nd term is 8,
4 2 4
so
b A and C
? × 2 − 6 = 8. Solving this equation
gives c B and D
? × 2 = 8 + 6 = 14, so ? = 14 ÷ 2 = 7
b 64
d B and D are increasing because n
13 28 cm is multiplied by a positive number.
Sequence of areas is 14, 22, 30, . . . A and C are decreasing because n is
multiplied by a negative number.
Term-to-term rule is ‘add 8’ so position-to-
term rule is term = 8 × position number + 6 7 The sequence 20, 23, 26, 29, 32, . . .
is increasing but the nth term
Area of 8th rectangle is 8 × 8 + 6 = 70
expression
Length of 8th rectangle = 70 ÷ 2.5 = 28 cm 23 − 3n is for a decreasing sequence because n
is multiplied by a negative number.
8 a Yes, when n = 15, 4 × 15 + 1 = 61
b No, when n = 17, 3n − 5 = 46, when n
= 18, 3n − 5 = 49, so 48 is not in the
sequence.
27 Cambridge Lower Secondary Mathematics 8 – Byrd, Byrd & Pearce © Cambridge University Press
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 CAMBRIDGE LOWER SECONDARY MATHEMATICS 8: TEACHER’S RESOURCE

9 nth term is 3n + 5 ii
x 0 1 2 3 4 5 6 7 8 9 1011121314151617181920
position number (n) 1 2 3 4
term 8 11 14 17 y 0 1 2 3 4 5 6 7 8 9 1011121314151617181920

3×n 3 6 9 12 iii y = 3x
3×n+5 8 11 14 17 c i
x 4 6 8 14
10 a 2n + 1 b 3n + 7
c 4n − 3 d 5n − 1 y 1 2 1
1 12 32
11 a 2, 7, 12, 17, . . . b 5n − 3
ii x 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
c 147
12 a 5n − 20 2n 
2 y 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
b 5 x
iii y 
c 5n − 1.7 4

13 She is correct. The nth term expression 2 a i

is 6n − 20. When n = 50, 6 × 50 − 20 = 300 x 2 3 4 42
1
− 20
= 280 y 3 5 7 8

14 a 8 − n b 10 − 3n c 14 − ii y = 2x − 1
7n
b i
15 a −12 b −50 c −126 x 3 6 8 11

16 It’s the 15th term when A > B y 1 4 5 1

22 62
The nth term expression for A is 2 1 n 15
2
14th term = 20 15th term = 22.5
The nth term expression for B is 80 − x
4.25n ii y 1
2
14th term = 20.5 15th term = 16.25
c i x 7 9 13 23
Exercise 9.4 y 1 3 4 1
22 62
1 a i
x 0 2 3 52
1
x34
ii y
y 4 6 7 92
1
d i
ii 0 x 1 8 11 13 1
62 2
1 2 3 4 5 6 7 8 9 10
x y 6 12 24 34
y
0 1 2 3 4 5 6 7 8 9 10 ii y = 4(x − 5)

iii y = x + 4 3 a
x 2 52
1 8 16
b i
x 1 3 4 6
12
y 14 17 2
1 20 28
y 42
1 9 12 18
b x 1 3 4 7
y 5 15 20 35
28 Cambridge Lower Secondary Mathematics 8 – Byrd, Byrd & Pearce © Cambridge University Press
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 CAMBRIDGE LOWER SECONDARY MATHEMATICS 8: TEACHER’S RESOURCE

c c
x 5 12 17 30
x −– 1 7 y
y 3 62
1 9 15 1
2

4 a i
x ++ 1 70 y
x 10 15 4
1 18 20
1
3

1 equation: y = x − 17
y 1 64
1 9 113
inverse function equation: x = y + 17
ii d
x 12 30 39 72
x ÷9 y
y 2 5 62
1 12

iii
x 20 30 40 100
x ×9 y
y 0 2 4 16

x
iv equation: y = 9
x 2 1
22 4 1
72
inverse function equation: x = 9y
y 20 21 24 31 e

x −1 ×12 y
b i y=x−
9
x
ii y
6
x
iii y  4 x +1 ÷12 y
5
iv y = 2(x + 8)
5 a equation: y = 12(x − 1)
y
x +11 y inverse function equation: x = +1
12
f
x ÷3 −10 y

x −11 y

equation: y = x + 11 x ×3 +10 y
inverse function equation: x = y − 11
b x
equation: y =3 − 10
x ×4 y
inverse function equation: x = 3(y + 10)
6 A and ii, B and v, C and i, D and vi, E and
iii, F and iv
x ÷4 y
x4
7 a i y
2
equation: y = 4x ii x  2y  4
y
inverse function equation: x = 4

29 Cambridge Lower Secondary Mathematics 8 – Byrd, Byrd & Pearce © Cambridge University Press
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 CAMBRIDGE LOWER SECONDARY MATHEMATICS 8: TEACHER’S RESOURCE

b 6 a 5632 b 2432 c 512

x −6 −3 20 31
7 a 62.5% b 160%
y −5 3 81
1 2 13 2 8 a 38.5% b 260%

8 a i y  6x  8 9 $92
ii y86 10
x
b Original New Absolute Percentage
x −5 1 1 1 value value change change
2 2 22 62
600 700 100 16.7% increase
y −22 −7 23 47 75 40 35 46.7% decrease
36 100 64 178% increase
9 a i
x 43 12 31 72.1% decrease
– 4 y
250 175 75 30% decrease
ii 90 234 144 160% increase
x
÷4 y
11 a The missing numbers are 840, 756, 378
b i yx4
b 37% decrease
ii
x
y 4 12 a 10.4% and 11.6%
10 Using Arun’s formula: when x = −2,
1 1 b $100
y  3  2  2  3 . This is correct in
the c 20.8%
2 2
table. 13 a i $30 ii 12.2%
1 1
When x = 4, y  3  4  2  14 . This
is
2 2
incorrect in the table, so Arun is wrong. b i $30 ii 71.4%
Using Sofia’s formula: when x = −2, c $60
1 1 1
y  2  2 1  3 . This is correct 14 a 2694
in
2 2 2
the table. When x = 4, y  2 1  4 11  b 116% or 115.9% to 1 d.p.
1
11 .
2 2 2
This is correct in the table. When x = 7, c approximately 10 838
1 1
y  2  7 1  19. This is correct in the 15 No: 1970 to 1990 is 44.0% increase; 1990 to
table,
2 2
so Sofia is correct. 2010 is 30.6% increase
11 y = 5x − 4 and learners’ explanations 16 a $80 + $80 × 50% = $80 + $40 = $120;
$80 + $80 × 25% = $100 and then
12 y = 8x − 20 and learners’ methods
$100 + $100 × 20% = $120
Exercise 10.1 b $80 − $80 × 50% = $40; $80 − $80 × 25% =
$60 and $60 − $60 × 20% = $48; they
1 a 36 kg b 156 kg c 192 kg are not the same

2 a $28 b $12 c $68 Exercise 10.2

3 a 220 km b 250 km c 350 km 1 a 1.05 b 1.95
4 a 7.5 hours b 12 hours c 3 hours c 2.32 d 3
5 a 322 b 518 c 658 2 a 0.86 b 0.33 c 0.03
30 Cambridge Lower Secondary Mathematics 8 – Byrd, Byrd & Pearce © Cambridge University Press
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 CAMBRIDGE LOWER SECONDARY MATHEMATICS 8: TEACHER’S RESOURCE

3 a $96 b 152 kg 5 a 15 m b 2m c 3m
c 448 cm d 1200 mg 6 a i 24 ii 18 iii 14
4 a 350 b 325 c 175 b 12
5 a 60% increase b 8% increase 7 a 45 b 69 c m  2w  5
c 300% increase d 40% decrease 8 a 9
e 1% decrease f 93% decrease b The girl is 6 years less than 3 times
the boy’s age (or an equivalent
6 a 384 b 240
statement).
c A decrease of 37.5% reverses the effect 9 a 30 cm b p  2x  18 c a  2x  20
of a 60% increase
10 all of them
7 a 162.5% b 62.5%
11 learners’ own answers
8 a 72(.1)% b 28% or 27.9%
12 a 7 days is $45 and 14 days is $80
9 a 250% b 150% and 2 × $45 = $90
10 320 × 1.1 = 352 and then 352 × 1.5 = 528; b $5
320 × 1.65 = 528 and this is the same answer.
11 The numbers clockwise from 120 are 300, Exercise 11.2
240, 96, 25% 1 a x −2 −1 0 1 2 3 4 5
12 a 175% increase y −6 −4 −2 0 2 4 6 8
b the largest is 1960 to 1970 = 30.7%
b graph plotted from table
c the smallest is 2000 to 2010 = 14.2%
2 a x −3 −2 −1 0 1 2 3
d learners’ own choices of
multiplier, with justification y −5 −2 1 4 7 10 13

13 a 25%, 20%, 16.7% b 8.3%, 9.1%, 10%

b graph plotted from table
c 972 and 1749.6 3 a x −2 −1 0 1 2 3 4 5 6
14 first year $40 000 × 0.8 = $32 000; second year y 7 6 5 4 3 2 1 0 −1
$32 000 × 0.8 = $25 600; third year
$25600  0.8  $20 480; fourth year b graph plotted from table
$20 480  0.8  $16384. This is a drop in value
of $23 616; 23 616 100  59.04% which is 4 a 11
40 000
b
approximately 60% x −3 −2 −1 0 1 2 3
y −13 −9 −5 −1 3 7 11
Exercise 11.1
c graph plotted from table
1 a i $25 ii $40
5 a 6 − 2 × −2 = 6 − −4 = 10
b h  5n  10
b
x −2 −1 0 1 2 3 4
2 a $44 b y = 8t + 4
y 10 8 6 4 2 0 −2
3 a i $2315 ii $4565
b r  750m  65 c graph plotted from table

4 a i 25 ii 19 d A (−4, 14), D (10, −14) and E (−10, 26)

b L  37  6t

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 CAMBRIDGE LOWER SECONDARY MATHEMATICS 8: TEACHER’S RESOURCE

6 a 12 a
x −2 −1 0 1 2 3 4 m 0 1 2 3 4 5 6
y −20 −5 10 25 40 55 70 T 70 64 58 52 46 40 34

b graph plotted from b graph plotted from table

table
c at (0, 10) c It is a straight line sloping downwards
7 a d After 2.5 minutes
x −20 −10 0 10 20 30 40 13 a graph plotted through points (1, 14),
60 − x 80 70 60 50 40 30 20 (2, 18), (3, 22), (4, 26), (5, 30), (6, 34),
(7, 38)
b graph plotted from table
b There is a fixed charge of $10.
c at (0, 60)
c There is a charge per day of $4.
d at (60, 0)
8 a x −2 −1 0 1 2 3 4
Exercise 11.3
5x + 20 10 15 20 25 30 35 40 1 a x −4 −3 −2 −1 0 1 2 3 4
x + 2 −2 −1 0 1 2 3 4 5 6
b graph plotted from table
c b and c graph plotted from table, with
x −2 −1 0 1 2 3 4
addition of y  x line, on same axes
30 − 5x 40 35 30 25 20 15 10
d the gradient of each line is 1
d graph plotted from table on same axes as 2 a x −4 −3 −2 −1 0 1 2 3 4
graph for d, intersection at (1, 25)
2x − 1 −9 −7 −5 −3 −1 1 3 5 7
e at (1, 25)
9 a (5, 115) b and c graph plotted from table,
with addition of y  2x line, on
b (8, 190) same axes
c (−2, −60) d the gradient of each line is 2
d (1, 15) e −1 and 0
e (4, 90) 3 a
10 a p  4x  6 x −4 −3 −2 −1 0 1 2 3 4
b 5x −20 −15 −10 −5 0 5 10 15 20
x 1 2 3 4 5 6 7
p 10 14 18 22 26 30 34 5x + 10 −10 −5 0 5 10 15 20 25 30

c graph plotted from table b graphs plotted from table, on same axes

d 3.5 cm c the gradient of each line is 5

11 a y  30t  50 d 0 and 10
b 4 a
t 1 2 3 4 5 x −3 −2 −1 0 1 2 3
y 80 110 140 170 200 x+3 0 1 2 3 4 5 6

b
c graph plotted from table x −3 −2 −1 0 1 2 3
2x + 3 −3 −1 1 3 5 7 9
d 4.5 hours

32 Cambridge Lower Secondary Mathematics 8 – Byrd, Byrd & Pearce © Cambridge University Press
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 CAMBRIDGE LOWER SECONDARY MATHEMATICS 8: TEACHER’S RESOURCE

c graphs plotted from tables in a and b, on

b and c
same axes
d 1 and 2
y
e the y-intercept of each line is 3 50 y = 10x + 20
5 a 40
y = 3x
y y = 2x
6 30 y = 5x + 20
4 y x
= 20

2
10

0
x
–4 –2 2 4 –2 1 2 3 x
–1 0
–2
d gradients are 10 and 5; intercepts are
both 20
–4
9 a A is y  x  6, B is y  2x  6,
C is y  x  6, D is y  2x  6
–6
b A at (−6, 0), B at (−3, 0) , C at (6, 0) and
D at (3, 0)
b gradient of y = x is 1; gradient of y =
2x is 2; gradient of y = 3x is 3 10 a x 0 1 2 3 4 5 6
6 a 18 − 3x 18 15 12 9 6 3 0
x −2 −1 0 1 2 3 4
−x + 7 9 8 7 6 5 4 3
b graph plotted from table
b
x −2 −1 0 1 2 3 4 c the tank is empty
−x + 2 4 3 2 1 0 −1 −2
d there was initially 18 litres in the tank
c graphs plotted from tables in a and b, on e the gradient is −3 which shows that 3
same axes litres flows out every hour
d both are −1 e 7 and 2 11 a line B
f at (7, 0) and (2, 0) b A is y  10x  30 and C is y  10x  10
7 a −5 b (0, 10) c y  10x 10
c (2, 0) d y  5x 12 a a possible table:
8 a x −2 −1 0 1 2 3 n 1 2 3 4 5 6 7 8
10x + 20 0 10 20 30 40 50 c 150 250 350 450 550 650 750 850

b graph plotted from learners’ own tables

c the gradient is 100 because the cost
of each night is $100

Exercise 11.4
1 a 0.5 km b 20 minutes
c 1 km

33 Cambridge Lower Secondary Mathematics 8 – Byrd, Byrd & Pearce © Cambridge University Press
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 CAMBRIDGE LOWER SECONDARY MATHEMATICS 8: TEACHER’S RESOURCE

d They meet when they have walked 2

d y  3x  26
km, 40 minutes after Zara started.
e after 8 weeks
2 a bucket 1 has 5 litres and bucket 2 has
1 litre 9 a 13 °C
b bucket 1 has 6 litres and bucket 2 b 10 °C, 15 °C, 4 °C
has 4 litres
10 a A is $260 and B is $220
c 1 d 3
b the line meets the y-axis at 180; the
e after 2 minutes charge increases by $20 per day so the
gradient
3 a 30 minutes b 5 km
is 20
c 09:20
c y  30x  100
d Sofia. Valid reasons are Sofia’s graph is
steeper, or Sofia only took 20 minutes Exercise 12.1
but Zara took 30 minutes.
1 a 1:3 b 1:9
4 a 40 litres b 8 litres
c 1:8 d 1:4
c 25 litres
e 1:3 f 5:1
d Hours 0 1 2 3 4
g 10 : 1 h 9:1
Litres 25 23 21 19 17
i 70 : 1 j 4:1
e 2 litres 2 a 3:4 b 2:3
5 a plumber B c 4:5 d 3:5
b A $20 and B $10 e 5:7 f 4:3
c Hours 0 1 2 3 4 5 g 3:2 h 9:8
Cost 20 25 30 35 40 45
i 4:3 j 5:3
d $5 e $8 3 a 1:5:6 b 2:3:4
6 a 40 seconds b 50 m c 4:3:5
c 30 m 4 a 5:6:2 b 4:1:8
d Arun and Marcus meet after 50 seconds c 12 : 3 : 5
when they are 250 m from Arun’s
starting point. 5 a She has split the ratio (of 3 numbers)
into two ratios (of two numbers) and
7 a $390 simplified them separately instead of
simplifying the one ratio (of 3 numbers).
b when there are more than 40 people
b 3 : 10 : 5
c People 0 10 20 30 40 50
6 a 1:4 b 40 : 3
Cost ($) 300 330 360 390 420 450
c 21 : 10 d 4:1
d i $300 ii $3
e 10 : 7 f 7:2
e i $100 ii $8
7 Arun is wrong. The ratio of walnuts to dates is
8 a X 10 cm and Y 26 cm 600 : 1000 = 3 : 5
b both lines are straight 8 a 20 : 40 : 3 b 20 : 11 : 4
c X 5 cm and Y 3 cm c 90 : 3 : 1 d 9 : 3 : 40
e 2 : 30 : 1 f 60 : 11 : 50

34 Cambridge Lower Secondary Mathematics 8 – Byrd, Byrd & Pearce © Cambridge University Press
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 CAMBRIDGE LOWER SECONDARY MATHEMATICS 8: TEACHER’S RESOURCE

9 They are both wrong. The ratio of butter to

sugar to flour is 9 : 11 : 22 Exercise 12.2
10 a one mug [one cup holds 225 ml, one 1 Total number of parts: 4 + 1 + 3 =
mug holds 250 ml]
8 Value of one part: $72 ÷ 8 = 9
b one bag of red rice [bag red rice 320 g,
Ali gets: 4 × 9 = $36
bag brown rice 305 g]
Bob gets: 1 × 9 = $9
c Jules can text more quickly [Jules 1
word in 3 seconds, Sion 1 word in 3.5 Carl gets: 3 × 9 = $27
seconds]
2 a $10 : $30 : $50
11 a 1:5 b 1:2
b $60 : $80 : $100
c 1:4 d 1:5
c $300 : $500 : $200
e 2:1 f 7:5
d $125 : $50 : $175
g 5 : 12 h 3:2
3 a, b i G : H : I = $20 : $40 : $50
i 1 : 6 : 20 Check: 20 + 40 + 50 = $110
12 a learners’ answers ii G : H : I = $30 : $60 : $75
Check: 30 + 60 + 75 =
Example: Route 3 takes less time than
$165
route 2, but the number in the ratio
is higher. iii G : H : I = $64 : $128 :
$160 Check: 64 + 128 + 160
b 55 mins is not 0.55 hours and 1 hour
= $352
10 mins is not 1.1 hours.
4 a i 60 ii 48
c 11 : 18 : 14
iii 132
13 a i 1:2 ii 0.5 : 1
b 60 + 48 + 132 = 240
b i 1:4 ii 0.25 : 1
5 40º : 60º : 80º
c i 1:5 ii 0.2 : 1
6 a i 35 ii 7
d i 1:8 ii 0.125 : 1
iii 14
14 learners’ answers.
b i 24 ii 6
Examples:
iii 12
a
7 Zara $125, Sofia $300, Arun $100
Length Length Ratio of Ratio of
and Marcus $225
of side of lengths lengths
diagonal side : side : 8 6 + 8 + 11 + 13 = 38, 4750 ÷ 38 = 125
diagonal diagonal in
the form 13 × 125 = $1625
1:n 9 22 oranges
3 cm 4.2 3 : 4.2 1 : 1.4
10 Tatiana pays $10 000, Lucia pays $70 000
4 cm 5.7 4 : 5.7 1 : 1.4 and Gianna pays $40 000.
5 cm 7.1 5 : 7.1 1 : 1.4
Ratio T : L : G = 1 : 7 : 4, 1 + 7 + 4 = 12,
b They are the same. 1 : 1.4 $210 000 ÷ 12 = $17 500 per part
c 8 × 1.4 = 11.2 cm Gianna receives 4 × $17 500 = $70 000
d 14 ÷ 1.4 = 10 cm Profit for Gianna = $70 000 − $40 000 =
$30 000
Gianna is correct.
35 Cambridge Lower Secondary Mathematics 8 – Byrd, Byrd & Pearce © Cambridge University Press
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 CAMBRIDGE LOWER SECONDARY MATHEMATICS 8: TEACHER’S RESOURCE

11 a X : Z : M = $1100 : $825 : $1375 c total number of parts 1 + 9 = 10

b $375 i fraction that are onions = 1

10
c Zane, he lost $225 [Xiu lost $300 and
Mike lost $375] ii fraction that are potatoes = 9

10
12 2 + 3 + 7 = 12, 24 ÷ 12 = 2
4 a Orange sunset: total number of parts =
number of 50 cent coins 2 × 2 = 4 3+2=5 fraction orange = 3
value = 4 × 50 cent = $2 5

number of 25 cent coins 3 × 2 = 6 Orange flame: total number of parts =

value = 6 × 25 cent = $1.50 5+3=8 fraction orange = 5
8
number of 10 cent coins 7 × 2 =
14 value = 14 × 10 cent = $1.40 b Orange sunset: fraction orange =
Total value = 2 + 1.5 + 1.40 = 3 38 24
$4.90  
5 58 40
13 accept equivalent values Orange flame: fraction orange =
5 55 25
8 Size of tin Blue Yellow Green  8 5 40

1 litre 400 ml 550 ml 50 ml c Orange flame

1.5 litres 600 ml 825 ml 75 ml d Orange flame as it has a greater fraction

that is orange and a smaller fraction that
2.5 litres 1l 1.375 l 125 ml is white compared to orange sunset.

14 Salim is wrong, the largest angle is 120º 5 a total number of parts = 5 + 4 =

more than the smallest angle, not 110º.
9 fraction boys = 5
9
Angles are 30º, 120º, 150º, 60º
Largest − smallest = 150º − 30º = 120º b boys in the club = fraction boys × 45 =
5
 45  25
Exercise 12.3 9

1 Arshan 1 : 2 and Oditi 1 : 3 Oditi has the 6 a fruit drink total number of parts =
darker paint. A: 7
fraction pear juice =
9
2 Jake 1 : 5 and Razi 1 : 3 Jake has 2+7=9 total number of parts =
the darker paint. 13
fruit drink fraction pear juice =
B: 5 + 13 = 18
3 a total number of parts 2+3=5
2 fraction pear juice =
18
i fraction that are brazil nuts =
5
b fruit drink A: 13
ii fraction that are almonds = 3
7 72 14
fraction pear juice =
5 9  92  18
18

fruit drink B:
c A
b total number of parts 5+4=9 d A as it has the greater fraction that
is pear juice.
i fraction that are tennis balls = 5
3
9 7 a b 12
ii fraction that are footballs = 4
10
8 D 72, as it’s the only number divisible by 8.
9
9 39
10 a 3:1 b 4:5
c 7:3
36 Cambridge Lower Secondary Mathematics 8 – Byrd, Byrd & Pearce © Cambridge University Press
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 CAMBRIDGE LOWER SECONDARY MATHEMATICS 8: TEACHER’S RESOURCE

3 5 1 1
11 a Banana yellow white, Mellow yellow 4 a b
8 12 2 4
white

b Banana yellow 3  9 5 a
G RG YG GG

Second spin
8 white, Mellow
24 Y RY YY GY
yellow 5 10 RR YR GR
12  white R
24

Mellow yellow is lighter as it has a R Y G

greater fraction of white paint. First spin
7 10 1
12 a Gavin, is pineapple juice. Matt, is b c
9 2
13 9 9
pineapple juice.
d 59
7 91 49 e
b Gavin,  is pineapple juice. Matt,
9 117 1 2 3 4 5 6 7
6 a
90 H 1H 2H 3H 4H 5H 6H 7H
10 is pineapple juice.
13  1T 2T 3T 4T 5T 6T 7T
117
T
Gavin’s has the higher proportion 1 3 6
b c d
or 3
of pineapple juice as the fraction of 14 14 14 7
pineapple juice is greater. 7 a 567, 576, 657, 675, 756, 765
13 Li. Example solution: 4 2 2 1
b i  ii 
Li has 32 magazines and 12 puzzle books 6 3 6 3
which is equivalent to 48 magazines and 18 4 2
iii 
puzzle books. 6 3
8 a
Su has 45 magazines and 18 puzzle books. 3 4 5 6 7
Li has the greater proportion of magazines 2 3 4 5 6
because 48 > 45 magazines for the same 1 2 3 4 5
number of puzzle books.
1 2 3 4
14 ‘Clothes 2 Keep’. Example solution:
‘Clothes 4 U’ has 24 coats and 60 jumpers b i 2 1 ii 3 1
for sale, which is equivalent to 40 coats and 12  6 12  4
100 jumpers.
iii 6 1 iv 6 1
12  2 12  2
‘Clothes 2 Keep’ has 40 coats and 95 jumpers
for sale. 9 a
6 6 12 18 24 30 36
‘Clothes 2 Keep’ has the greater proportion of 5 5 10 15 20 25 30
coats because 95 < 100 jumpers for the 4 4 8 12 16 20 24
same number of coats. 3 3 6 9 12 15 18
2
15 a b 600 kg 2 2 4 6 8 10 12
7
16 8 women 1 1 2 3 4 5 6
1 2 3 4 5 6
Exercise 13.1
4 1
1 a 0.85 b 0.6 b 6 or 12; both have probability of 
36 9
2 a 95% b 85% c 11
d 9 1
36 
36 4
c 20%
3 7
3 a b
4 8
37 Cambridge Lower Secondary Mathematics 8 – Byrd, Byrd & Pearce © Cambridge University Press
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 CAMBRIDGE LOWER SECONDARY MATHEMATICS 8: TEACHER’S RESOURCE

10 Here is a table of outcomes.

1 1
b i ii
9 9
6 5 4 3 2 1 0
iii
8 iv 5
5 4 3 2 1 0 1 9 9
4 3 2 1 0 1 2
13 There are 6 × 8 = 48 outcomes, as shown on
3 2 1 0 1 2 3 this diagram.
2 1 0 1 2 3 4
S + + + + + + + +
1 0 1 2 3 4 5
1 2 3 4 5 6 Q + + + + + + + +
U + + + + + + + +
Here are the probabilities.
A + + + + + + + +
Difference 0 1 2
R + + + + + + + +
6 1 10 5 8 2
Probability 36  6 36  18 36  9 E + + + + + + + +
Difference 3 4 5
T R I A N G L E
6 1 4 1 2 1
Probability 36  6 36  9 36  18
Two letters the same can happen in 3 ways,
3 1
AA, RR or EE so the probability is 
11 a 34, 35, 36; 43, 45, 46; 53, 54, 56; 63, 64, 65 48 16

b
6
12 
1
2
Exercise 13.2
c 345, 346, 354, 356, 364, 365; 435, 436, 453, 1 a orange 0.425, pink 0.35, white 0.225
456, 463, 465; 534, 536, 543, 546, 563, 564;
634, 635, 643, 645, 653, 654 b orange 0.5, pink 0.333, white 0.167

d 1 2 a 0.15 b 0.125 c 0.1875

6 18 3
  d The theoretical probability is 0.167 and
24 24 4
the last experimental probability is closest
e There are 24. They are all the 3-digit to this.
numbers with the fourth digit added as a
final digit. e 20 throws = 0.35; 40 throws = 0.5;
80 throws = 0.475; the experimental
f probability for 40 throws is closest to 0.5
23
24
12 a First Second Outcome 3 a yellow = 0.2; blue = 0.233; green 0.367;
spin spin red = 0.2
R RR b The theoretical probability for each
colour is 0.25; the value for green seems
R G RG large but this is because the sample size
is quite small. The values for yellow,
B RB blue and red are all quite similar.

R GR 4 a i 0.2075 ii 0.6275
iii 0.3525
G G GG
b i 0.2 ii 0.6
B GB iii 0.4
R BR
c The experimental probabilities are quite
B G BG
close to the theoretical probabilities so
we can assume that the spinner is fair.
B BB
38 Cambridge Lower Secondary Mathematics 8 – Byrd, Byrd & Pearce © Cambridge University Press
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 CAMBRIDGE LOWER SECONDARY MATHEMATICS 8: TEACHER’S RESOURCE

5 a and b probabilities in a table 7 a 110° b 045° c 155°

Heads 0 1 2 3 d 275° e 330°

Experimental 0.118 0.360 0.384 0.138 8 a Ai 036° Aii 216°
Theoretical 0.125 0.375 0.375 0.125 Bi 124° Bii 304°
c The probabilities are very similar. Ci 073° Cii 253°
d b Answer to ii = answer to i + 180°
Heads 0 1 2 3
c Di 083° Dii 263°
Experimental 0.128 0.376 0.364 0.132
Theoretical 0.125 0.375 0.375 0.125 Ei 137° Eii 317°

e yes Fi 022° Fii 202°

6 a green 0.3025; gold 0.5775; black 0.12 9 a Ai 238° Aii 058°

b a sensible conjecture would be 3 Bi 288° Bii 108°

green faces, 6 gold faces and 1 black Ci 261° Cii 081°
face
b Answer to ii = answer to i 180°
c based on 1000 throws, green −
0.293; gold 0.603; black 0.104 c Di 232° Dii 052°
d no; the theoretical probabilities for 1000 Ei 336° Eii 156°
throws are even closer to 0.3, 0.6 and
0.1, which suggests 3 green faces, 6 gold Fi 198° Fii 018°
faces and 1 black face 10 a 050° b 230°
7 Learners’ own work. The more throws are c Explanations showing the calculation of angles
made, the more evidence there is to support a as shown.
conclusion. In part a theoretical probabilities
are 0.5; in part b probabilities for 0, 1 or 2 180 − N
heads can be compared. 70° (Alternate angles)
70
= 110°
Exercise 14.1 N
N B
1 A and iii, B and iv, C and i, D and v, E and 360 − 70
ii 120° = 290°
2 a 115° b 240° c 060° 50°
d 325° e 132° A 50° C
3 a 025° b 155° c 200° (Alternate
angles) 120 − 50 = 70°
4 Learners’ accurate diagrams to show these d Marcus is incorrect. The bearing of B
bearings of Y from X. from C is 110 + 180 = 290°.
a 065° b 105°
e No, it is not possible to work out the
c 230° d 350° bearing of C from A.

5 Ivan is incorrect; learners’ explanations Learners’ explanations. Example: You

don’t know the distances from A to B and
Example: The bearing of B from A is 208°. B to C.
He has given the angle from North measured
anticlockwise not clockwise. 11 a 090°

6 a 057° b 237° b i 150° ii 210° iii 270°

iv 330° v 030°

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c Learners’ working. Example: ABCD

c    12 13
 7  5 3  10    1
is an isosceles trapezium with  2 , 2   2 , 2   6, 6 2
ABC = BCD =120 
 1  4 4  15  5 19  1 1
d ,  ,  2 ,9
360 − 2 × 120 = 120 and 120 ÷ 2 =      
 2 2  2 2   2 2 
60°,
so CDA = BAD = 60 6 a i (−1, 0) ii (−2, 5)
So bearing to get from A to D is
iii (5, 5)
90 + 60 = 150°.
b learners’ diagrams and checks
d Zara is correct.
7 a (7, 7) b (1, −5) c (1, 1)
Learners’ working. Example: ABE is a
right angled triangle. BAE = 90 8 Sasha is incorrect. Learners’ explanations.
AFE is an isosceles triangle. Example: She has added the x-coordinate of
180 120
AEF =  30 one point to the y-coordinate of the other
2 point.
Also FEB = 60 (isosceles trapezium
Correct answer should be:
as in part c). AEB = 60  30 = 30, 3  5 2
so bearing is 030º x-coordinate:  1
2 2
8  2
Exercise 14.2 y-coordinate: 
6
3
2 2
1 a A is (−2, 3) B is (4, 3) The midpoint
Midpoint is at (1, 3)
of AB is (1, 3)
9 a (0.5, −0.5)
b C is (4, −2) D is (4, −6) The midpoint  4  3 1  0
,
of CD is (4, −4) b The midpoint is   =
2 2 
c E is (0, −5) F is (−6, −5) The midpoint (0.5, −0.5) which is the midpoint of AC.
of 10 a (3.0, 4.3)
EF is (−3, −5)
b (−0.7, 2.4)
2 a B (2, 5) b C (8, 16)
11 (−2.5, −3.5) Learners’ explanations.
c A (5, 1) d C (6, 15) Example: Found the midpoint of AC as this is
3 Sofia is incorrect, the midpoint is at (3.5, the diagonal and the centre of a square is at
3) not (3, 3) the midpoint of the diagonals.

Learners should have drawn a coordinate grid 12 Q (10, 5)

to help explain their answers.
4 a P is (1, 5) Q is (5, 1) The midpoint  16  0 0  8
13 C is the midpoint of AB = ,  8, 4
 
2 2 
of PQ is (3, 3) 08 8  4
D is the midpoint of BC =  ,  4, 6
b R is (5, −2) S is (1, −6) TheRS
midpoint  8 24 4 2 6
of is E is the midpoint of CD = ,  6, 5
 
2 2
(3, −4)
14 Any three pairs of possible coordinates for G
c T is (−6, −4) U is (−2, −2) The and H, so that the midpoint is at (3, 2).
midpoint
Examples: (0, 0) and (6, 4), (1, 1) and (5, 3),
of TU
(2, 0) and (4, 4)
is (−4,
−3)
Exercise 14.3
d V is (−6, 4) W is (−2, 2) The midpoint
of VW is 1 A and iv, B and vi, C and i, D and v, E and iii,
(−4, 3) F and ii  4
2 a The column vector means move
5  1  7 4  6
, 2  2 2 ,  
8 10
a  2
 4, 5
 18  8 0  8  26 8
b ,  

2 


   13, 5 
2 2 
the shape 4 units right and 5 units up.
2
, 4
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 1
b The column vector means move
 3  7
  7 a   b  
 6   4  8 
the shape 1 unit left and 6 units up.
 2
 1  m
c d  
c The column vector   means    n 
9 
 4 
move
the shape 2 units right and 4 units down.  6  3
8 a b
3 a b   
  3 
y y   3
2 
d
 9
4 4 c   
1  5 

 
3 3
9 a H′ (−4, 4), I′ (−3, 4) and J′ (−1, 2)
2 2
1 1 b
y
0 1 2 3 4x 0 1 2 3 4x 5

c H9 4
I9 3
y 2
J9
4 G9 1
3
2 –5 – 4 –3 –2 –10 1 2 3 4 5 x
1 –1 H I
–2
0 1 2 3 4x
–3 G J
4 –4
y
3 c learners’ checks
c 2
10 a Aki is not correct; learners’ explanations
1
a Example: Coordinates
6 of P′ are
– 4 –3 –2 –1 0 A 2 3 4 x (1, 1)   1  6, 1   4  5,  3
1
–1  
d –2 b  4 
not (5, −5)
–3
b Q′ (6, −1), R′ (9, −1) and S′ (8, −3)
5 Adah is incorrect. Learners’ explanations. c
Example: She has
 3 translated
 2 shape B using the
column vector not . 4y

6 a, b  
  Q
  3 R
2 3 
2

y P 1 S
6
54 –2 –1
–1
0 1 2 3 4 5Q96 7 8 9 xR9
(b) C (a) 1 –2
3
(–2 ) –3 P9 S9
2
1 ( )
–12 –
4
C9
0 1 2 3 4 5 6 7 x 11 a
3
 
1 

c learners’ explanations Example: Change the signs on the numbers in

the original column vector.
 b S′ (5, −1), T′ (1, −1) and U′ (1, 3)

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c b
y y
4 6
3 U9 R9
5
U 2 R
1 4
3
–3 –2 –1 0 x 2
–1 T91 2 3 4 5S96 1

12 a, –2
T S 0
b –3
0 1 2 3 4 5 6 x
x=3
y
4 3 a
3 y
A
2 6
C 5
1
– 4 –3 –2 –10 4
x
–1B 1 2 3 4 3 y=3
–2
2
 4 1
c Add them together and you get the x
 
 1  0 1 2 3 4 5 6 7
answer
 2  2 
4  
  
   b
   y
4  3 1 
  5
d  ii   6
6 2 
 5


5

ac 4
e  b  d 
3
2
Exercise 14.4 1

1 A is y = 5, B is y = 3, C is y = 1, D is x 0 1 2 3 4 5 6 7 x
= 2, x=3
E is x = 5
c
2 a
y
y
6
6
5
5
4
4
3 y=3
3
2
2
1
1
0
0 1 2 3 4 5 6 x
0 1 2 4 5 6 7 x
3 x=
4
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4 a 6
y y
6 5
5 4
3
4 d
2
3 1
2 b
1 –5 – 4 –3 –2 – 1 2 3 4 5 6 7 x
1 0
0 1 2 3 4 5 6 7 x –1
–2
x= –3
B –4 a c
4
b –5
y –6
6
5
4 y=4 7 a y
3 6
2 5
1 4
3
0 1 2 3 5 6 7 x
4 2
c
1
y
6 0 1 2 3 4 5 6 7 x
5 x=
4 4
3 y=3 b
2 y
6
1
5
0 1 2 3 4 5 6 7 x 4
3 y=3
5 a learners’ explanations 2
Example: She has A′ in the correct 1
position, but she has copied the shape and
not reflected it. 0 1 2 3 4 5 6 7 x
b
y c learners’ explanations
5 Example: Reflect one vertex at a time in
4 the mirror line.
3
A A9
2
1

–6 –5 – 4 –3 –2 –1 0 1 2 3 4 x

x = –2
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8
y
b Object E (−3, 3) F (−5, 1) G (−3, 1)
5 y=x Image E (−3, 3) F’ (−1, 5) G’ (−1, 3)
4
A9 c learners’ explanations
3
B9 2 A Example: The x and y coordinates are swapped over
1 and the signs are changed.
–50 – 4 –3 –2 – d learners’ rule
1 1 2 3 4 5 x
–1 Example: For each coordinate (a, b) on the object, the
C
–2 B corresponding coordinate on the image is (−b, −a).
–3
12 a P (3, −5), Q (1, −2), R (0, −3) and S (1, −5).
C9– 4
–5 b P′ (5, −3), Q′ (2, −1), R′ (3, 0) and
S′ (5, −1).

9 a Object (A) (3, 3) (3, 2) (5, 2) (5, 3)

Image (A′) (3, 3) (2, 3) (2, 5) (3, 5) c,
d y = –x y
b learners’ explanations 3
2
Example: The x and y coordinates are 1
swapped over. R9
c learners’ rule –3 –2 –1 0 1Q92 3 4 5 x
–1
S9
Example: For each coordinate (a, b) on Q
–2
the object, the corresponding coordinate –3 R
P9
on the image is (b, a). –4
–5
10 a A (2, 6), B (7, 6), C (6, 3) and D (0, 2) S P
b A′ (6, 2), B′ (6, 7), C′ (3, 6) and D′ (2, 0)

c, d 13 a iii x = 4 b i x = −1

y y=x c i y = 2.5 d iii y = 0

7 B9 e ii x = −0.5
A B
6 C9
5
4
3 C

2 A
1 D
D9
0 9
11 a 0 1 2

3 4 5 6 7 x
y
y = –x F9
5
E9 4
E 3
G9
2
1
F G
–5 – 4 –3 –2 –1 0 1 2 x
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14 Arun is incorrect; learners’ explanations. b

y
Example: He needs 0to translate
 1 shape G using 65
the column vector not for the image to
   
5   5
4
be in the same position as shape A.
3
2
y 1
6 0
x
B 5 0 1 2 3 4 5 6
4 C
3
3 a y
2 D 6
A 5
1
–6 –5 – 4 –3 –2 – 4
–1 1 2 3 4 5 6 x
10 3
2
–2
1
G F – 0
3
–4 0 1 3 4 5 6x
E 2
–5
b
–6
y
6
5
Exercise 14.5 4
1 a 3
y 2
6 1
5
4 0
3 0 1 3 4 5 6x
2
2
1 4 a
0 y
0 1 3 4 5 6x 6
2 5
b 4
y 3
6 2
5 1
4 0 3 4 5 6 7x
3 0 1
2 2
1 b
0 3 4 5 6 x y
0 1 6
2 5
2 a 4
y 3
6 2
5 1 3 4 5 6 7x
4 0
3 0 1
2 2
1
0
0 1 2 3 4 5 6x
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c
10 a–c
y
6
5 y
8
4
7
3
6
2
5 B
1 4
0
0 1 2 3 C
3 4 5 6 7 x 2 D
5 1 A
y 0
d 0 1 2
4 5 6 7 8 9 10 11 12 13 x
3
6
5 a d Rotation 180°, centre (4, 2)
4 b e Reflection in line x = 4
3 C
11 a
2
1
c 6y
0 x 5
0 1 2 3 4 5 6 7 B
4
6 a Learners’ explanations. Example: He has 3
rotated it about the centre (2, 3) not (3, 2).
2
b 1 A
y 0
x
6 0 1 2 3 4 5 6
5 b Transformation 1: rotation of 180° about
4 centre (3, 3); Transformation 2:
3 reflection in the line y  3
2 12 a–c
1
0
0 1 2 3 4 5 6 x
y
6
7 a Rotation 180º, centre (4, 2)
5
b Rotation 180º, centre (−1, 2) F 4
8 a vi b iii c ii 3
2
d i e iv f v
1
9 a Rotation 90° clockwise, centre
(−5, −1) –6 –5 –4 –3 –2 –1 1 2 3 4 5 6 x
0
b Rotation 180°, centre (1, −2) –1 E
–2

c Rotation 90° anticlockwise, centre (5, −3) C –3

–4 D
d Rotation 180°, centre (4.5, −1) x = 21 –5
e Rotation 180°, centre (3, 2)
d Reflection in the line y  0.5

e Rotation 180°, centre (−1, 0.5)

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Exercise 14.6 c
C
1 a
2 × 2 = 4 squares
C
2 squares

d C

b
C
1 square
1×2=2

3 scale factor 2
c 2
C
1 1 2

2 a C
scale factor 3

b C

scale factor 4

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scale factor 2
5 a
y
6
5
4
3
2
1
0
0 1 2 3 4 5 6 7 x

scale factor 3 b (3, 0), (3, 6), (7, 2)

c There is not an invariant point on
the object and image.
Learners’ explanations. Example: The
centre of enlargement is outside the shape,
so there are no points that are in the same
place on the object and the image.
6 a
y
6
5
scale factor 2 4
3
2
1
0
0 1 2 3 4 5 6 7 x
b (0, 5), (4, 1), (8, 1), (4, 5)
c There is an invariant point on the
object and image, at (2, 5).
Learners’ explanations. Example: The
4 a Learners’ explanations. Example: The top centre of enlargement (2, 5) is on the
and bottom sides of the trapezium have edge of the shape, so the centre of
not been enlarged by a scale factor of enlargement is in the same place on the
three. object and
b the image.
7 A scale factor 2, centre (1, 12), B scale factor 3,
centre (23, 14), C scale factor 3, centre (24, 3),
D scale factor 3, centre (7.5, 10)
8 a scale factor 2
b Sofia is correct. Learners’ explanations.
Example: I tried both centres of
enlargement and Sofia’s worked but
Zara’s didn’t.
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9 a Yes, scale factor 3.

11 a 111 km or 11.2 km
5
y
5 b 333 km or 33.6 km
5
4 2
c 62 km or 62.4 km
P 5
3 Q 1 1
2 12 a 12 miles b 21 miles
1 2 4
0
0 1 2 c 393 miles
3 4 5 6 7 8 9 10 11 x 8
13 Johannes is incorrect. He should get about
b (2, 2) $11 000 for his car, not $10 500.

Exercise 045 605 − 008 935 = 36 670 miles

15.1
1 36 670 ÷ 5 × 8 = 58 672 km
Number of 58 672 × 0.05 = $2933.6
5 10 15 20 25 30 35 40
miles
13 995 − 2933.6 = $11 061.40
Number of
8 16 24 32 40 48 56 64 14 688 km
kilometres
2 a T b F c F 15 a i 15 ii 20
d T e F b i 24 ii 32

3 Sofia is incorrect. Her mother has to travel c missing numbers are: 750, 750, 1500
further as 18 miles is further than 18 km.
d 1000
4 a 16 km 16 ÷ 8 = 2 2 × 5 = 10 miles
e i 450 ii 300
b 48 km 48 ÷ 8 = 6 6 × 5 = 30 miles
f 1 hour : 5 km 1 hour : 600 m
c 72 km 72 ÷ 8 = 9 9 × 5 = 45 miles
60 minutes : 5 km 60 minutes : 600 m
5 a 15 miles 15 ÷ 5 = 3 3 × 8 = 24 km
12 minutes : 1 km 1 minute : 10 m
b 25 miles 25 ÷ 5 = 5 5 × 8 = 40 km
g i 5 hours 33 minutes
c 40 miles 40 ÷ 5 = 8 8 × 8 = 64 km
ii 6 hours 54 minutes
6 a 55 miles b 45 miles
c 75 miles d 125 miles Exercise 15.2
7 a 48 km b 480 km 1 a Area = base × height = 4 × 2 = 8 cm2
c 72 km d 7200 km b Area = base × height = 2 × 3 = 6 cm2
8 128 km is further (75 miles = 120 km) c Area = base × height = 3 × 3 = 9 cm2
9 296 km is further (296 km = 185 miles) 2 a 160 mm2 b 45 m2
10 a 104 km = 65 miles 3 a b c
b 95 miles = 152 km Step 1: 5 + 7 = 12 8 + 12 = 20
4 + 6 = 10
c 190 miles = 304 km (or 168 miles = 105 Step 2: 12 ÷ 2 = 6 20 ÷ 2 = 10
km) 10 ÷ 2 = 5
d 105 km = 168 miles (or 304 km = 190 Step 3: 6 × 6 = 36 10 × 9 = 90
miles) 5 × 3 = 15 cm2 cm2
cm2
4 a 42 m2 b 60 cm2
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5 a learners’ explanations 2 a 800 cm3 b 90 m3

Example: Jen has used mixed units.
3 learners’ explanations
The length is in cm and the height is in
mm. She needs to have both dimensions in Example: When Anil has worked out the
the same units. area of the cross-section he hasn’t used the
perpendicular height of the triangle. He has
b 9.6 cm2 or 960 mm2 used the length of the 9 cm side instead of
6 a 24 m2 b 115 mm2 the perpendicular height of 8 cm.

c 52.5 cm2 Correct answer is 1200 cm3

7 a 72 cm2 b 73.16 cm2 4 a Joe

1

8 a, b A = v (6 × Area of cross-section = bh

4) 2

B = ii 1
 85
(
1 × 10 × 3) 2
 20 m2
2
C = iv (5 × 4)
Volume = area of cross-section × length
D = i (21 × (4 + 6) × 3)
= 20 × 6
c card iii
= 120 m3
9 155 mm or 15.5 cm
Alice
10 a 119 cm2 b 57.5 m2 Volume = area of cross section  length
11 6.3 cm or 63 mm =1bhl
2
12 Kai is incorrect. The shaded area is 885 1856
cm2 not 875 cm2. 2
 120 m3
Area of rectangle = 30 × 40 = 1200 cm2
b learners’ answers
Area of trapezium = 1 14  28 15  315
2
5 Base Height Length Volume
cm2 Shaded area = 1200 − 315 = 885 cm2
1 5
13 a m2 b m2 19 a 6 cm 10 cm 20 mm 60 cm3
6 14
c 60 m2
b 0.5 cm 12 mm 6 mm 180 mm3
14 a 5120 square kilometres
c 1.5 m 6m 80 cm 3.6 m3
b 2000 square miles
d 40 mm 4 cm 400 mm 320 cm3
15 $300
6 a 500 cm3 b 9600 mm3
Exercise 15.3
7 V = 72 cm3, A = 18 cm2, l = 4
1
1 a Area of cross-section=  bh
2 cm V = 84 cm3, A = 12 cm2, l =
  3  4  6cm
1 2

2 7 cm V = 90 cm3, A = 15 cm2, l
Volume = area of cross-section × = 6 cm V = 108 cm3, A = 9
length
=6×8 cm2, l = 12 cm
= 48 cm3 8 25 mm2
b Area of cross-section = 1 9 a 32 cm2
b
h b Any two numbers that multiply to give 64.
2
 1  5  6  15m2
2 Examples:
Volume = area of cross-section × base = 8 cm and height = 8 cm
length
= 15 × 9 base = 16 cm and height = 4 cm
= 135 m3
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learners’ explanations
2 a learners’ explanations
Example: I divided the volume by the Example: He has worked out the volume
length to give me an area of the triangle
1
not the surface area.
of 32 cm2.  b  h  32, so b  h  64,
so I b 840 cm2
2
can choose any two numbers that multiply 3 a
to give 64. 15 cm

10 7 mm i
cm cm24
9 cm
11 a 336 m 3 20 cm
15
b any two examples such that
1
 b  h  l  336 m3
2 ii 1296
Examples: 1 b = 16 m, h = 6 m, l = 7 m cm2
5 cm
2 b = 8 m, h = 6 m, l = 14 m b i 5 cm
12 cm
12 Hari is incorrect.
The mass of the ramp is 1680 kg which is
less than 1700 kg, not more than 1700 kg. 13 cm
1
Volume of ramp =  5  0.2 1.4  0.7 m3
2 10 cm
Mass of ramp = 0.7 × 2400 = 1680 kg
ii 360 cm2
Exercise 15.4
c i
1 a Area A = 10 × 9 = 90 cm2
12
Area B = 12 × 9 = 108 cm2
m
Area C = Area A = 90
12 m
cm2 Area2D = 1 × 12 × 8
= 48 cm2
Area E = Area D = 48 cm2
Total area = 90 + 108 + 90 + 48 + 48 =
11 m
384 cm2
b Area A = 5 × 6 = 30
ii 408 m2
cm2 Area B = 4 × 6 =
d i
24 cm2
8 cm
Area C = 3 × 6 = 18 cm2
Area D = 21 × 4 × 3 = 6 cm2
Area E = Area D = 6 cm2
7 cm
Total area = 30 + 24 + 18 + 6 + 6 = 84 7 cm
cm2
c Area A = 8 × 8 = 64 cm2
Area B = 1 × 8 × 10 = 40 cm2
8 cm 8 cm
2
Area of all four triangles = 4 × 40 = 160
ii 112 cm2
cm Total area = 64 + 160 = 224 cm
2 2
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 CAMBRIDGE LOWER SECONDARY MATHEMATICS 8: TEACHER’S RESOURCE

4 Yes. Mia is correct.

3 a Number of breakfasts sold each day in a
Surface area of the triangular prism = 2 × 1 × cafe during one month
2
8 × 3 + 8 × 2.75 + 2 × 5 × 2.75 = 73.5 cm2 12
10
Surface area of the cube = 6 × 3.5 × 3.5 =
8

Frequency
73.5 cm2 6
1 
5 Surface area of pyramid =  7  9  4  126 m3
  4
2 

Surface area of cuboid = 2 × (3 × 4) + 2 × 2

(3 × 2.5) + 2 × (4 × 2.5) = 59 m3 0
0–9 10–19 20–29 30–39 40–49
2 × Surface area of cuboid = 2 × 59 = 118 m3 Number of breakfasts
126 m3 > 118 m3 so the surface area of the b 3
triangular-based pyramid is more than double
the surface area of the cuboid. c 23; added up the frequencies for
20−29, 30−39 and 40−49
6 Razi is correct; the triangular prism has the
smaller surface area. d 27
Surface area of prism ≈ 2 × (21 × 90 × 80) e There is not a month that has 27 days.
+ (90 × 8) + (80 × 8) + (100 × 8) = 9360 cm2 f The manager is not correct; learners’
Surface area of cube ≈ 6 × 40 × 40 = 9600 cm 2 explanations

7 a Surface area = 22x2 cm2 Example: You can only tell that the
greatest number of breakfasts sold was
b 748 cm2 between 40 and 49. You cannot tell the
exact value.
8 height = 16 mm
4 a learners’ explanations
Exercise 16.1 Example: A time, in minutes, that is
1 a 12 greater than zero minutes, but less than or
equal to 5 minutes.
b i 5
b learners’ explanations
ii 2
Example: Someone might take 4.5
c 3 minutes or 9 minutes 15 seconds, and so if
you used the classes 0−4, 5−9, etc. you
d 30
wouldn’t be able to record their time.
2 Number of bicycles sold in one month
c 10 < t ⩽ 15
10
9 d Time taken to complete a puzzle
8
7 12
Frequency

6
5 10
Frequency

4 8
3
2 6
1 4
0
0–4 5–9 10–14 15–19 20–24 2
Number of bicycles sold 0
0 5 10 15 20 25
Time (minutes)

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 CAMBRIDGE LOWER SECONDARY MATHEMATICS 8: TEACHER’S RESOURCE

5 a Mass of adults 8 a Height of sunRowers

10
8 12
Frequency

6 10

Frequency
8
4
6
2
4
0
60 70 80 90 100 2
Mass (kg) 0
1.0 1.2 1.4 1.6 1.8 2.0
b Zara is incorrect. Learners’ explanations. Height of sunRowers, h (m)
Example: You can only tell that the
heaviest adult weighed more than 85 kg b 17
less than or equal to 90 kg. You c No. It could not be exactly 1 m as ‘1.0 <’ means
cannot tell the exact value. that the height must be greater than 1.0 m.
c 5 d Not really. It could be 2 m, but you can’t
6 a tell from grouped data information; the
Length, l mm Frequency tallest sunflower could be anywhere
0⩽l<5 2 from just above 1.8 m to 2 m.
5 ⩽ l < 10 4 e 28
10 ⩽ l < 15 5 9 a learners’ own frequency tables with
15 ⩽ l < 20 7 their chosen class intervals
20 ⩽ l < 25 2 Example:
b Lengths of beetles
7 Time, t seconds Frequency
6
0<h ⩽5 2
Frequency

5
4
3 5 < h ⩽ 10 10
2 10 < h ⩽ 15 18
1
0 15 < h ⩽ 20 7
0 5 10 15 20 25 30
Length (mm) 20 < h ⩽ 25 3
b learners’ own frequency
c 14; learners’ explanations
Example: Added up the frequencies for diagrams Example:
the last three groups as these all have a Happy holiday
length greater than or equal to 10 mm. 18
7 16
Height, h cm Frequency
14
0 < h ⩽ 10 3 12
Frequency

10 < h ⩽ 20 6 10
20 < h ⩽ 30 4 8
6
30 < h ⩽ 40 2
4
2
0
0 5 10 15 20 25
Time (seconds)

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 CAMBRIDGE LOWER SECONDARY MATHEMATICS 8: TEACHER’S RESOURCE

Exercise 16.2 5 a Average price of books sold from Brendan's Books

1 a i 5 million ii 6.5 million 12.50
11.50
b 2007 c 2006 and 2007

Price ($)
10.50
d 2010 and 2011 e 2008 to 2009 9.50
f There was a large increase in production 8.50
from 2006 to 2007, then a small but 7.50
fairly steady increase in production from 6.50
2007 to 2010; from 2010 to 2011 there 1998 2002 2006 2010 2014 2018
was no increase in production. Year

2 a i 65 ii 0 b 2014 and 2018

b February c $9.50
c November and December d From 1998 to 2010 there was a decline
d Ski rental starts off high for the first three in the average price of books sold. After
months of the year (65, 70 and 65), then 2010 the average price started to increase
goes down to zero over the next three gradually, with a sharp increase from 2014
months. Kelly does not rent out any to 2018.
skis from June to September, but rentals 6 a i Overall Freetown’s points total
improve from October increasing rapidly increased, showing that they
to reach 55 in December. were improving year on year.
3 a $4700 ii Overall Newtown’s points total
decreased, showing that they
b i 2008 and 2009
were getting worse year on year.
ii 2018 and 2019
b learners’ answers and explanations
iii 2013 and 2014 Example: No, they need to improve by
another 5 points, which is more than they
c The overall trend is up. Although she has have been improving for the last few
had years when her investment has gone years.
down, overall her investment is
increasing in value. c learners’ answers and explanations
Example: Yes, they only need to go
down another 2 points, which is quite
likely
4 a Number of skateboards sold by a shop over one looking at the last few years’ scores.
year
Number of skateboards

7 a Number of visitors to a theme park

30
Number of visitors (1000s)

25 500
sold

20
400
15
10 300
5
0
Jan FebMarAprMay Jun Jul Aug Sep Oct Nov 200
Dec
100
Month

b i November and December

0
Autumn
Winter
Spring
Summer
Autumn
Winter
Spring
Summer
Autumn Spring
Winter Summer
ii August and September
c From January to July, sales of skateboards
increase. From July to November the sales 2018 2019 2020 2021
then decrease each month, before a final Year and season
increase in sales in December.
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 CAMBRIDGE LOWER SECONDARY MATHEMATICS 8: TEACHER’S RESOURCE

b Learners’ description. Example: a Mean monthly temperature in Kangerlussuaq

9
The number of visitors increases from
and Port Stanley
Spring to Summer and then from Summer
to Autumn. The number then decreases 12 Port Stanley
from Autumn to Winter and from Winter 8
to the following Spring.

Temperature (°C)
4
c Yes. Learners’ explanation. Example: 0
In 2019 and 2020 the numbers increase J F M A M J J A S O N D
from Spring to Summer to Autumn, then −4 Months
decrease from Autumn to Winter. This −8
also happens in the parts of 2018 and −12
2021 that we have data for.
−16
Kangerlussuaq
d Learners’ description. Example: Overall −20
the number of visitors each year b i At the start and end of the year the
is decreasing. temperatures are very cold (−20 ºC
e Learners’ prediction. Example: 290 and −16 ºC). Temperatures increase
000 visitors. (accept answer in the rapidly from March to June, reaching
range 275 000 to 298 000) a maximum of 11 ºC in July, before
decreasing again.
f Learners’ explanation. Example: It is a
prediction into the future, so it may not ii At the start and end of the year, the
actually happen. temperatures are 11 ºC and 10 ºC.
The temperatures decrease gradually
8 a Visitor numbers to a riding stables per month to a minimum of 2 ºC in July before
increasing gradually again.
40
35 c learners’ work
30 Exercise 16.3
25
1 30, 38, 39, 39, 42, 44, 46, 47, 47, 48
Number of

20
2 a 16 °C, 17 °C, 18 °C, 19 °C, 20 °C,
visitors

15
22 °C, 22 °C
10
b i 22 °C ii 19 °C iii 6 °C
5
0 3 a 18, 19, 19, 20, 21, 22, 25, 26, 29, 32, 35
Mar Apr May Jun Jul Aug Sep Oct
b i 19 ii 22 iii 17
Month
4 a 19 b 23 minutes c 14
b From March to July the visitor numbers
increase, then from July to October the d i 35 minutes ii 37 minutes
numbers decrease. There is a sharp drop iii 26 minutes
in numbers from September to October.
5 a 22 b 105 minutes
c 10 d 11
e Because one film lasts exactly 2 hours.
f i 113 minutes ii 121 minutes
iii 32 minutes

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 CAMBRIDGE LOWER SECONDARY MATHEMATICS 8: TEACHER’S RESOURCE

6 a Key: 5
8 means 5.8 g 9 Emails received by employees in one day

5 8 9 9
6 0 1 2 4 4 4 9 9 30º
72º
7 1 2 3 3 5 8 0–9
72º 10–19
8 0 2 5 6 9
20–29
9 0 2 5 30–39
2
78º
b 17 c d 44% 40–49
25 108º
e i 6.4 g ii 7.2 g iii 3.7 g
7 a Key: 16
2 means 162 kg
16 2 5 6
17 0 2 3 5 5 5 6 9 Exercise 16.4
18 0 0 8 9 1 a 40º
19 0 4 8 9 120 1 40 1
b Giraffe:  Zebra: 
20 0 7 8 8 9 360 3 360 9
b 4 c 11 Elephant:
160
 Impala:
40

1
d 37.5% 4
360 360 9
24 9
1
e i 175 kg ii 180 kg iii 185 kg c Giraffe:  45 = 45 ÷ 3 = 15
3
f learners’ choices of median or mean
Zebra: 1
 45 = 45 ÷ 9 = 5
with reason 9
4
Example: The mean because it uses all the Elephant:  45 = 45 ÷ 9 × 4 = 20
values and sits nicely in the middle of the 9
data. There are no extreme values to affect Impala: 1  45 = 45 ÷ 9 = 5
the mean. 9

g Tia is incorrect. The range is 47 kg

not 45 kg because 209 − 162 = 47 kg
8 a
Least Greatest Range Median Mean Modal
distance distance distance distance distance
Right hand 3 38 35 20 22 16
Left hand 2 38 36 15 16 8

b The throws with the right hand had a

larger mean distance than the throws with
the left hand.The greatest distance thrown 2 a 90º
was the same for both hands. 130 30 1
c Four, because four students threw under b Dolphin:  Shark: 
13 360 12
10 m with their right hand and threw 28 or 90 1
360 36 Whale: 
more with their left hand. 110 11 360 4
Turtle: 
36013 36
c Dolphin:  72 = 72 ÷ 36 × 13 = 26
36
1
Shark:  72 = 72 ÷ 12 = 6
12
11
Turtle:  72 = 72 ÷ 36 × 11 = 22
36
1
Whale:  72 = 72 ÷ 4 = 18
4
56 Cambridge Lower Secondary Mathematics 8 – Byrd, Byrd & Pearce © Cambridge University Press
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 CAMBRIDGE LOWER SECONDARY MATHEMATICS 8: TEACHER’S RESOURCE

3 a greater b less d Argentina = 1.2 kW, Brazil = 27 kW

c greater d less and Chile = 3.6 kW.

4 30 1 e Marcus is correct.
a i 360  12 ii
60 1
6
360 The number in Brazil is more than 22
b i halved times the number in Argentina because
ii stayed the same 22 × 1.2 = 26.4 kW and 27 > 26.4

iii doubled The number in Chile is exactly 3 times

1 1 the number in Argentina because
c 2018: 144  12 and 2019:  72  3 × 1.2 = 3.6 kW
12
12 6
120 1 1 60 1 8 a 180 b 3600 c 2700
d 2018:  , 144  48 and 2019:  ,
360 3 3 360 6
1
 72  12 and 4 × 12 = 48 9 a 21 b 72
6
e 26
Exercise 16.5
5 a 60 b 60
1 a compound bar chart as it will show the
c 64. Women = 126, men = 62. totals for two different days
d There are more women than men in the b pie chart as it shows proportions
survey, so when they have the same
angles in the pie charts the women’s c scatter graph as it shows two sets of data
sector must represent more than the points
men’s sector.
d stem-and-leaf diagram as it will show the
6 Wiston Gym has the larger number of numbers in order
members choosing cross-trainer as their
2 Football
a Hockey
favourite equipment.
Wiston Gym 30% × 190 = 3 × 19 = 57
5
Crundale Gym 45% × 120 = 4.5 × 12 = 54
1 6
7 a Fossil fuels: Argentina =
68%, Brazil = 17%, Chile = 8
60%
4
4 × 17% = 68%, 3 × 17% = 51% and
60% > 51% 7
b learners’ statements 9

Example: Looking at the percentages

of electricity produced by
hydroelectric plants, the percentage in Tennis
Argentina is
the same as the percentage in Chile, and
the percentage in Brazil is more than
two times the percentage in Argentina b Clearly shows all the information.
and Chile.
c learners’ comments
c learners’ statements Example: 8 girls played all three sports.

Example: Looking at the percentages of

electricity produced from other
renewable sources, the percentage in
Chile is five times the percentage in
Argentina, and the percentage in Brazil
is six times the percentage in Argentina.
57 Cambridge Lower Secondary Mathematics 8 – Byrd, Byrd & Pearce © Cambridge University Press
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3 a Number of times people exercised in one 5 a Mass of eggs laid by Shania’s chickens
month
12
20
10
Number of people

18
16
14 8

Frequency
12
10 6
8
6 4
4
2 2
0 0
0–4 5–9 10–14 15–19 20+
40 50 60 70 80
Number of times Mass, m (g)
b clearly shows the frequencies
for discrete data b clearly shows frequencies using
continuous data
c learners’ comments
Example: 0–4 times was the most popular c learners’ comments, for example:
number of times that people exercised in 55 g−60 g was the most frequent mass
one month. of egg

4 a i 6 a Key: 1 1 means 11 minutes

Number of items sold in two shops on one 1 1 5 7 8 8 8 9 9
day
2 1 2 5 5 6
24
22 3 0 2 3 5 6 9
20
Number of items

18 4 0 1 2 5 8
16
14
12 b It shows all the times, as well as
10 Shop A
8 Shop B showing them in order and in their
6
4 groups.
2
0
BraceletNecklace Ring Earrings Watch c learners’ comments
Items
d i 18 minutes ii 25.5 minutes
iii 37 minutes.
ii
7 a
Number of items sold in two shops on one
day Number of hours of sleep and age of 12 patients
60
Number of items

50 Watch 10
sleep per night

40 Earrings
30 Ring
Number of hours

20 Necklace 8
10 Bracelet
0 6
Shop A Shop B
Shops 4
0 10 20 30 40 50 60 70 80
b i individual number of item sales Age (years)

ii total number of item sales b shows the two sets of data points and any
relationship between them
c i total number of item sales
c learners’ comments
ii individual number of item sales
Example: The older you get, the less
d i dual bar chart
sleep you need.
ii compound bar chart
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 CAMBRIDGE LOWER SECONDARY MATHEMATICS 8: TEACHER’S RESOURCE

d i 41 years old (nearest year) 6 a

Mean Median Mode Range
ii 7.4 hours (1 d.p.)
Pablo 70 72.5 64 11
e Yes, because it sits nicely in the middle
of the data, and all the values are used. Carlos 71 71.5 72 4
8 learners’ posters showing some or all of b i, ii learners’ choices and explanations
the information given in the tables Example: Pablo did better on average as his
mean and mode are lower. His median is
Exercise 16.6 slightly higher than Carlos’s but this doesn’t
take into account all of his scores.
1 a Mean: Catalonia 3.625, Andalucia 2
c Carlos had more consistent scores as his range is
b Catalonia scored more goals, on
lower.
average, per match.
7 a
c Range: Catalonia 4, Andalucia 6 Mean Median Mode Range
d Andalucia’s scores were more varied. March 49 42 40 35

2 a i Males: 21 g, 22 g, 23 g, 24 g, 27 g, April 46 45 – 15
27 g, 28 g, 28 g, 29 g
b i True if you use the mean, but false
Females: 18 g, 19 g, 20 g, 21 g, 22 g, if you use the median.
24 g, 30 g, 32 g
ii True as the range is greater in March
ii Median: Males 27 g, Females 21.5 g than April.
iii Range: Males 8 g, Females 14 g c You can work out the mode for March,
b The males are heavier, on average. but not for April as all the values are
different.
c The males, masses are less varied.
8 a
3 a i Boys: 0, 0, 0, 1, 1, 1, 1, 1, 2, 2, 3, 3, 4 Mean Median Mode Range

Girls: 0, 0, 0, 0, 0, 0, 0, 0, 1, 1, 2, 2, 3, Men 2010 2.27 2 1 7

3, 5 Women
2.69 2.5 3 6
2011
ii mode: Boys: 1, Girls: 0
iii range: Boys: 4, Girls: 5 b learners’ choices and explanations
b The boys missed more school days, Example: The mean is the best average
on average. to use because it uses all the scores.
c The number of school days missed by the c Example: The mean for men is 2.27 and
girls is more varied. for women is 2.69. The women’s average
4 The girls did better on average. Mean for is better but there is little difference
girls is 23. Mean for boys is 21. between the two.

5 a Spanish because the mean is greatest d The number of goals scored per match
was more varied for the men than for the
b English as it has the greatest range women. The range is greater for the men
than for the women.
c Youngest person in each class:
Japanese: 24, Spanish 32, English
19
Example: Worked out age of oldest
person − age range

59 Cambridge Lower Secondary Mathematics 8 – Byrd, Byrd & Pearce © Cambridge University Press
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 CAMBRIDGE LOWER SECONDARY MATHEMATICS 8: TEACHER’S RESOURCE

9 learners’ descriptions
Example: The average age of the men is about
9 years more than the average age of the
women (using the median and mean). The
range of the men’s ages is 48 years and of
the women’s ages is 34 years. There is more
variation in the men’s ages.
10
Mean Median Mode
Website A 3.2 3 2
Website B 3.04 4 1

learners’ choices and explanations

Example: Website A is better as it has a
higher mean and mode. Also 35% of website
B’s users said it was poor.

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