GCSE Maths Revision - Grades A - C

Revision
Guides
GCSE Mathematics
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Higher Tier
Stafford Burndred
Consultant Editor: Brian Seager, Chairman of Examiners
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GCSE Mathematics
Name.................................................................................................................................... Address ................................................................................................................................ .............................................................................................................................................. .............................................................................................................................................. Date of exams: (1) .............................................................................. (2) ................................................................................ Aural ......................................................................... Coursework deadline dates: (1) .............................................................................. (2) ................................................................................ Exam board .......................................................................................................................... Syllabus number ................................................................................................................... Candidate number ............................................................................................................... Centre number .....................................................................................................................
Further copies of this publication, as well as the guides for Foundation and Intermediate tiers may be obtained from: Pearson Publishing Chesterton Mill, Frenchs Road, Cambridge CB4 3NP Tel 01223 350555 Fax 01223 356484 Email info@pearson.co.uk Web site http://www.pearson.co.uk/education/
ISBN: 1 84070 272 9 Published by Pearson Publishing 2003 Pearson Publishing
No part of this publication may be copied or reproduced, stored in a retrieval system or transmitted in any form or by any means electronic, mechanical, photocopy, recording or otherwise without the prior permission of the publisher.
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Contents
Introduction Examiners tips Number skills Calculator skills ........................................................................................... ........................................................................................... Rational and irrational numbers ......................................... Using a calculator: Brackets, memory and fractions .......... Using a calculator: Powers, roots and memory ................. Standard form .................................................................... Percentages and fractions.................................................. Calculating growth and decay rates .................................. Patterns you must recognise.............................................. Product of primes, highest common factor, lowest common multiple and reciprocals .......................... Trial and improvement ....................................................... Equations ........................................................................... Rewriting formulae ............................................................. Iteration .............................................................................. Variation Algebraic skills Direct and inverse variation ............................................... Using algebraic formulae ................................................... Rules for indices (powers) .................................................. Expansion of brackets ........................................................ Factorisation 1................................................................. Factorisation 2................................................................. Factorisation 3................................................................. Solving quadratic equations .............................................. Simultaneous equations: Solving using algebra ................ Simplifying algebraic fractions 1 ..................................... Simplifying algebraic fractions 2 ..................................... Drawing lines...................................................................... Simultaneous equations: Solving by drawing a graph ...... Solving equations using graphical methods...................... The straight line equation y = mx + c ............................... Using tangents to find gradients ....................................... Expressing general rules in symbolic form 1 .................. Expressing general rules in symbolic form 2 .................. Drawing graphs.................................................................. Sketching graphs 1.......................................................... Sketching graphs 2.......................................................... Speed, time and distance graphs ...................................... Area under a curve............................................................. vi vii 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35
Fractions, decimals and percentages Number patterns
Equations
Graphs
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Contents
Angles
Intersecting and parallel lines ............................................ Bearings ............................................................................. Similarity............................................................................. Congruent triangles 1 ..................................................... Congruent triangles 2 ..................................................... Combined and inverse transformations............................. Enlargement by a fractional scale factor............................ Enlargement by a negative scale factor............................. Compound measures......................................................... Time ................................................................................... Upper and lower bounds of numbers 1.......................... Upper and lower bounds of numbers 2.......................... Length, area and volume of shapes with curves................ Angle and tangent properties of circles 1 ...................... Angle and tangent properties of circles 2 ...................... Angle and tangent properties of circles 3 ...................... Calculating length, area and volume 1 ........................... Calculating length, area and volume 2 ........................... Calculating length, area and volume 3 ........................... Formulae for length, area and volume .............................. Ratio for length, area and volume ..................................... Pythagoras theorem .......................................................... Trigonometry: Finding an angle......................................... Trigonometry: Finding a side ............................................. Trigonometry: Solving problems........................................ Trigonometry and Pythagoras theorem for 3-D shapes.... Sine, cosine and tangent of any angle 1 ........................ Sine, cosine and tangent of any angle 2 ........................ Sine, cosine and tangent of any angle 3 ........................ Sine rule, cosine rule, area of a triangle 1 ...................... Sine rule, cosine rule, area of a triangle 2 ...................... Vectors Vectors Vectors Vectors 1.......................................................................... 2.......................................................................... 3.......................................................................... 4..........................................................................
36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71
Similarity Congruency
Transformations
Measurement
Circles
Perimeter, area and volume
Pythagoras theorem and trigonometry
Vectors
Locus
Locus (plural loci) ...............................................................
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Contents
Questionnaires
Designing questionnaires................................................... Sampling ............................................................................ Hypotheses ........................................................................ Comparing data ................................................................. Histograms ......................................................................... Grouped data..................................................................... Cumulative frequency ........................................................ Using cumulative frequency diagrams to compare distributions .................................................... Standard deviation ............................................................. The normal distribution...................................................... Line of best fit .................................................................... Estimation of probability by experiment ........................... Tree diagrams..................................................................... Conditional and independent probability ......................... Probability (and, or)............................................................ Probability (at least)............................................................ 3-D co-ordinates ................................................................ Inequalities ......................................................................... Critical path analysis .......................................................... Linear programming........................................................... Transformations (matrices) 1 ........................................... Transformations (matrices) 2 ...........................................
72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 98 111
Tables and graphs
Cumulative frequency
Standard deviation
Scatter diagrams Probability
Supplementary material
Important facts you are expected to know ............................................................................. Diagnostic tests Diagnostic tests ......................................................................... Answers......................................................................................
Index
...........................................................................................
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Introduction
The aim of this guide is to ensure you pass your exam and maybe even achieve a higher grade than you expect to. Ask your teacher to explain any points that you dont understand. You will have to work hard at your revision. Just reading this book will not be enough. You should also try to work through the tests at the back and any past papers that your teacher might set you to ensure that you get enough practice. Remember it is your guide, so you may decide to personalise it, make notes in the margin, use the checklist in the contents to assess your progress, etc. You may also find it useful to mark or highlight important sections, pages or questions you find difficult. You can then look at these sections again later. The guide is divided into over 75 short topics to make it easy to revise. Try to set aside time every week to do some revision at home. The guide is pocket-sized to make it easy to carry. Use it wherever you have time to spare, eg registration, break, etc. Using the guide It may help you to place a blank piece of paper over the answers. Then read the notes and try the questions. Do your working out and answers on the blank piece of paper. Dont just read the answers. Compare your answers with the worked answer. If your answer is wrong read the page again and then mark or make a note of the question or page. You will need to try the question again at a later date. If you need to look up a topic to revise, try using the contents pages, or even better, the index at the back of the book. The diagnostic tests Diagnostic tests and answers are provided at the back of the book. You should use these to identify your weaknesses.
The author has been teaching at this level for over 20 years and is an experienced examiner.
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Examiners tips
Success in exams depends in no small part on how you approach the actual papers on the day. The following suggestions are designed to improve your exam technique. Read carefully the instructions on the paper. If you only have to answer some of the questions, read the questions and choose which to do. If the instructions say Answer all the questions, work steadily through the paper, leaving out any questions you cannot do. Return to these later. Read each question carefully to be sure what it is you are required to do. If your examination includes an oral test, be sure to follow the instructions and listen carefully. For some parts you must write down only the answer no working! Set out all your work carefully and neatly and make your method clear. If the examiners can see what you have done, they will be able to give marks for the correct method even if you have the answer wrong. If you have to write an explanation as your answer, try to keep it short. There will be a list of formulae at the front of the question paper. Make sure you know what is on it, and what is not you will have to remember those! Check your answers, especially numerical ones. Look to see if your answers are sensible. Make sure you know how to use your calculator. They dont all work in the same way. Use the instruction book for your calculator when you are learning but dont take it into the exam. When doing a calculation, keep all the figures shown on your calculator until the end. Only round off the final answer. Sometimes, in a later part of a question, you need to calculate using an earlier answer. Use all the figures in the calculator display. If you use a rounded answer it could cause an error. Make sure you take all the equipment you may need to the exam: pens, pencils, rubber, ruler, compasses, angle measurer and calculator make sure that the battery is working. When you have completed the exam, check to see that you have not missed out any questions, especially on the back page.
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Examiners tips
Exam questions often use these words: Show your working You must show your working. If you give a correct answer without working you will receive no marks. Do not use a calculator You must show enough working to convince the examiner that you have not used a calculator. (But you should still check your answer with a calculator.) Check using an approximation or Estimate or Give an approximate answer You must show your method and working. Compare If you are asked to compare two sets of data you must refer to both sets of data and not just one set. Avoiding panic If you have done your revision you have no need to panic. If you find the examination difficult, so will everyone else. This means that the pass mark will be lower. If you cannot do a question, move on and dont worry about it. Often the answer will come to you a few minutes later. If panic occurs, try to find a question you can do. Success will help to calm your nerves.
The consultant editor is at the very hub of setting and marking GCSE Mathematics, being Chairman of Examiners after many years as a Chief Examiner.
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Number skills
We use numbers every day of our lives. You need to be confident in the basic number skills.
Rational and irrational numbers

You are expected to know the difference between a rational and an irrational number. A rational number is any number that can be written as a fraction. Rational numbers include 5, -7, 3 , 5628, 81, 3 125, 73, 5217 7 81 = 9 Irrational numbers include: Most square roots, eg
3 3
125 = 5
An irrational number is any number that cannot be written as a fraction. 7, 8, (not 9 because 9 is a square number).
Most cube roots, eg 18, 3 20 (not 3 64 because 64 is a cube number). 6 because it cancels to give 6 Almost anything involving , eg , 7 , but not 2 7 7 Note: (2 + 3)2 = (2 + 3) (2 + 3) =4+2 3+2 3+3 =7+4 3 Note: Expansion of brackets is explained on page 16.
3x
3=3
Recurring decimals are rational: Write the following recurring numbers as fractions:
7 9 67 067 = 0676767 = 99 427 0427 = 0427427 = 999 07 = 0777777 = 1 recurring number therefore 9 2 recurring numbers therefore 99 3 recurring numbers therefore 999 Note: 007 = 7 90
Questions
1 In each question state whether the number is rational or irrational. If the number a is rational write the number in the form b . a 7 b e h 7 4 7 0287 7+ 7 c f 7x 067 7
d 04 g 5 2
Answers
1 a e 2 Irrational 287 999 b f
5 x
a is rational. Find a possible value of a.
1 4 67 100
c g
7 Irrational
d h
4 9 Irrational
a = 5 or a = N x 5 where N is a square number eg 16 x 5 = 80 (because 5 x 80 = 20) (Other answers a = 20, 45, 80, 125...)
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Calculator skills
Your calculator can be your best friend or your worst enemy. Spend some time learning to use it. You must buy a calculator with a fraction key a bc . You will be shown how to use a calculator but if the keys shown do not work ask your teacher for help.
Using a calculator: Brackets, memory and fractions

Most calculators automatically use algebraic logic and can work out the answers. Your task is to use the correct keys. You need to know how to use brackets Method A and how to use the memory Method B.
Use of brackets
3(6+8) this means 3x(6+8) Answer 42 (85)x3 Answer 9 Calculator keys: (85)3 this means
Calculator keys:
Questions involving division

Method A: Using brackets 386 423 725 x 368 Place brackets at the start and end of the top line Place brackets at the start and end of the bottom line (386 423) (725 x 368)
Calculator keys:
Answer 0013868065 Method B: Using the memory First work out the answer to the bottom line (remember to press =). Place this number in memory. Work out the answer to the top line. Divide by memory recall. Calculator keys: (look at your calculator instruction booklet if you do not know how to use the memory) your memory key could say
Answer -0013868065
Fractions abc
4 35
key Calculator keys:

4 a bc 5 x 2 a bc 1 a bc 4 =
1 24
a bc
Answer = 8 20
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Calculator skills
Using a calculator: Powers, roots and memory

Learn to use your calculator to do all of these calculations.
Use of power and root keys

Square key Power key
2
This is used to square a number, eg 8 = 64 or
This is used to calculate powers, eg 2
Calculator keys: Square root Cube root Root key

3
Answer 0125 36 = 6
3
This is used to calculate the square root of a number, eg This is used to calculate the cube root of a number, eg or
1 y
125 = 5
5
This is used to calculate the root of a number, eg
32 = 2
Calculator keys:
1 y
Answer 2
Use of memory
Most calculators use: to put into memory. is used to recall what is in memory.
If you need to use a number more than once it may help reduce the calculation by saving the number in memory. But remember: When you put a number into memory, you will lose the previous number in memory.
Questions
1 3 4 5 6
Answers
1 2 3 4 5 Calculator keys Calculator keys Calculator keys Calculator keys First put 2.974 into memory. Calculator keys Answer 120.24 6 7 Calculator keys Calculator keys
2 2
Calculate 82 + 52
What is the value of 45?
A square has an area of 81 cm2. What is the length of each side? A cube has a volume of 64 cm3. What is the length of each side? y = 3x3 + 4x2 + 2x. Calculate the value of y when x = 2974 Calculate
4
16
Calculate 42
Answer 89 Answer 1024 Answer 9 cm
1
3
Answer 4 cm Calculator keys

y
9
2
1 4
6 x
y
x 2
1 y
4
+
= =
Answer 2 Answer 00625
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Calculator skills
Standard form
Standard form is used to write very large and very small numbers.
536 x 10
Means move the decimal point 4 places to the right
53600 831 x 10
3
53 600
In standard form a number is written in the form: a x 10n Where a is a number between 1 and 10 and n is an appropriate power of 10
Using a calculator with numbers in standard form

Use the EXP or EE key
Means move the decimal point 3 places to the left
000831
= 000831
Example 382 x 104 x 426 x 106 Calculator keys:
Questions
1 2 3 4 5
Answers
1 3
3 4
8 2
2 6
EXP EXP
4 6
x =
Write 8.4 x 103 as an ordinary number. Write 324 x 102 as an ordinary number. Write 3820 in standard form. Write 000236 in standard form. 73 x 108 64 x 107
The calculator display shows 162732 11 This means 162732 x 1011
8400 = 8400
00324
= 00324
Note: In standard form the decimal point is always after the first whole number.
3820
The decimal point has moved 3 places to the left.
We write the number in standard form as 382 x 103 4
0 0 0 2 3 6 The decimal point has moved 3 places to the right.

We write the number in standard form as 236 x 103
EXP
EXP
Answer 1140625 x 1015
Common error: Do not put
into your calculator. EXP does this. Another common error is to write 114062515. This will lose marks. You must write 1140625 x 1015
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Fractions, decimals and percentages

This section is a lot easier than you think. A variety of methods, including calculator methods are shown.
Percentages and fractions

You have to be able to work out percentages. Shops often have sales with 20% off. If you cannot do percentages you cannot work out the sale price. To To To To To To find 6%, multiply by 006 calculate a 6% increase, multiply by 106 (ie 1 + 006) calculate a 12% decrease, multiply by 088 (ie 1 012) calculate 2/3, multiply by 2/3 calculate a 2/3 increase, multiply by 12/3 (ie 1 + 2/3) calculate a 2/3 decrease, multiply by 1/3 (ie 1 2/3)
Examples
1 A man earns 12 000 per annum. He receives a 4% increase each year. How much does he earn after five years? Method: 12 000 x 104 x 104 x 104 x 104 x 104 = 14 59983 A shortcut is: 12 000 x 1045 = 14 599.83 2 A television costs 200 + 175% VAT. What is the total cost? 200 x 1175 = 235
This is a common examination question: A television costs 235 including 175% VAT. Calculate the cost before VAT was added. 235 is 1175%. We need to find 100%. It is example 2 reversed. 235 1175 = 200
Questions
1 2
Answers
1 15 000 x 091 x 091 x 091 = 11 304
A car is bought for 15 000. It depreciates by 9% each year. How much is it worth after three years? (Give your answer to the nearest .) Decrease 48 by 1/3 3 Find 8% of 20
to find the value after one year
to find the value after two years
to find the value after three years 15 000 x (091)3
The calculation can be shortened Calculator keys: 2 3

1
0
1
0
1
Decrease by /3 means multiply by (1 /3) = /3 Find 8% means multiply by 008
48 x /3 = 32
008 x 20 = 16
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Fractions, decimals and percentages
Calculating growth and decay rates

Some amounts increase by a fixed amount over a fixed period of time. This fixed amount is the growth rate, eg a population may increase by 5% each year. Some amounts decrease by a fixed amount each year. This is called the decay rate, eg radioactive material may decay by 3% each year. Important: If you are going forward in time multiply, it you are going back in time divide
Example
A mans salary increased by 6% per year. In 1985 he earned 12 000. In which year did his salary first exceed 18 000?
Method
A 6% increase means multiply by 106 (ie 1 + 006) 12 000 x 1.06
salary in 1986
1.06
salary in 1987
etc
this will work but it will take a long time. A quicker way is trial and improvement. 12 000 x 1.06n try n = 10 try n = 8 try n = 6 try n = 7 Answer = 1992
number of years
12 000 x 10610 = 21 490 too high 12 000 x 1068 = 19 126 too high 12 000 x 1066 = 17 022 too low 12 000 x 1067 = 18 044 first year salary exceeded 18000
Question
1 An island had 15 000 seals in 1980. The seal population is decreasing by 2% each year: a b c
Answers
1 a b c 15 000 x 0.986 = 13 288 (Note: Going forward in time multiply) in 21 years Use trial and improvement (see example) 15000 x 0.9821 = 9814 15 000 0.9810 = 18 358 (Note: Going back in time divide) Answer = Year 2001
What was the population in 1986? When will the population fall below 10 000? What was the population in 1970?
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Number patterns
In this section you will find some patterns which may help you with your coursework projects. Learn the number patterns, eg square numbers.
Patterns you must recognise

These number patterns often appear in coursework and on examination papers. Life is much easier if you recognise them immediately. Learn these number patterns. They will help you to stay one step ahead of the examiner.
Square numbers
(eg 6 x 6 = 36, therefore 36 is a square number) Note: 6 is the square root of 36
etc
1,
4,
9,
16,
25,
36,
49,
64,
81,
100
Cube numbers
(eg 5 x 5 x 5 = 125, therefore 125 is a cube number) Note: 5 is the cube root of 125
etc
1,
8,
27,
64,
125,
216,
343,
512,
729,
1000
Triangle numbers
etc
1,
(1)
3,
(1+2)
6,
10,
15,
etc
21,
28,
36,
45,
55
(1+2+3) (1+2+3+4)
Fibonacci sequence
(Add the two previous terms in the sequence). 1, 1, 2,
(1+1=2)
3,
(1+2=3)
5,
(2+3=5)
8,
(3+5=8)
13,
(5+8=13)
21,
etc
34,
55
Information you should know

Multiples: The multiples of 3 are 3, 6, 9, 12, 15 Any number in the 3 times table is a multiple of 3, eg 36, 42, 300. Factors: The factors of 12 are 1, 2, 3, 4, 6, 12 Any number which divides exactly into 12 is a factor of 12. Prime numbers: Prime numbers have exactly two factors. The prime numbers are 2, 3, 5, 7, 11, 13, 17, 19 Note: 1 is not a prime number because it has only one factor.
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Number patterns
Product of primes, highest common factor, lowest common multiple and reciprocals
There are many ways of calculating the highest common factor (HCF) and lowest common multiple (LCM). If you have your own method and it works stick with it. If not use the methods below:
Reciprocals
A number multiplied by its reciprocal equals 1. The reciprocal of 2/3 is 3/2 (ie 2/3 x 3/2 = 1) To find a reciprocal turn the number upside down, eg reciprocal of 3/4 is 4/3 Reciprocal of 4 is 1/4 (Note: 4 means 4/1)
Questions
1 2 3
Answers
1 (Remember prime numbers are 2, 3, 5, 7, 11, 13) Keep dividing 1176 by the prime numbers, starting with 2, then 3, then 5, etc. 2 11 7 6 2 588 2 294 3 147 7 49 7 7 1 Note: Keep dividing by prime numbers until you get to 1
Note: The use of the dot is a quicker method of indicating multiply
Write 1176 as a product of primes. Find the HCF and LCM of 1176 and 420. What is the reciprocal of 5?
(2 will not go into 147, so try 3) (3 will not go into 49, so try 5) (5 will not go into 49, so try 7)
The prime factors of 1176 are 2 x 2 x 2 x 3 x 7 x 7 = 23 x 3 x 72 = 23.3.72 2 Write 1176 as a product of primes (see above) 2 x 2 x 2 x 3 x 7 x 7 then write 420 as a product of primes 2 x 2 x 3 x 5 x 7 HCF
(factors in both)
2 2 2 2
x x x x
2 2 2 2 x 2 x 2
x x x x
3 3 3 3 x x 5 5
x x x x
7 7 7 7 x 7 x 7
= 84
1176 = 420 = LCM

(maximum number of factors)
= 5880
/5
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Equations
A variety of techniques are shown.
Trial and improvement

This used to be called trial and error. But mathematicians do not like errors so they changed the name to improvement. Make sure you remember the four columns. WARNING: This topic can be a time-waster in the examination. If you are short of time this is a question to leave and go back to at the end. Advice: Always write the question with the letters on one side, numbers on the other side, eg if the question states solve x3 = 2x2 + 25 by trial and improvement rewrite the question as x3 - 2x2 = 25 then proceed as shown in the answer below.
Trial and improvement

You should draw four columns as shown below. In the first column write down your guess. In the second column work out the answer using your guess.
If your answer is too big write your guess in the too big column. If your answer is too small write your guess in the too small column.
Guess x Answer Too big Too small
Question
x3 + 2x = 161 Find the value of x correct to one decimal place using trial and improvement methods.
Answer
You must show your working. For example, start by guessing 5. You may have used different guesses in your calculations. Guess x 5 is too small. Guess higher. 5 is too small. 6 is too big. Guess between 5 and 6. 5 is too small. 55 is too big. Guess between 5 and 55. 53 is too small. 55 is too big. Guess between 53 and 55. The answer to one decimal place is either 53 or 54. To find out which try the number in the middle of 53 and 54, ie 535. 5 6 55 53 54 535 Answer x2 + 2x 52 + 2 x 5 = 35 62 + 2 x 6 = 48 552 + 2 x 55 = 4125 532 + 2 x 53 = 3869 54 + 2 x 54 = 3996 5352 + 2 x 535 = 393225
2
Too big
Too small 5
6 55 53 54 535
535 is too big so 53 is nearer Answer = 53
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Equations
Equations
Look at this: therefore This is how it works in equations: therefore 16 = 4 16 = 42 A=6 A=6
2
and
42 = 16 4 = 16 C2 = 80 C = 80 C = 894 (approx) (or 894)
and
A = 36
Note:
All numbers have two square roots. One is positive and one is negative, ie 25 is +5 or 5
The following questions show several useful techniques. For each question find the value of y correct to three significant figures where appropriate.
Questions
1 4
Answers
1
y2 = 10 5(y + 3) = 3(4y 2)
2 5
y = 30 6y 4(2y 3) = 10
3 6
5
y3=8
/y
+2=6
y2 = 10 y = 10 y = 316 (or -316)
y = 30 y = 302 y = 900
y3 =8 y =8+3 y = 11 y = 112 y = 121
5(y + 3) = 3(4y 2) 5y + 15 = 12y 6 5y 12y = 6 15 -7y = -21 y = -21/-7 y =3
6y 4(2y 3) = 10 6y 8y + 12 = 10 6y 8y = 10 12 -2y = -2 y = -2/-2 y =1
/y
+2=6
5 5 /y /y
=62 =4 =y
5 = 4y
5 /4
125 = y
10
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Equations
Rewriting formulae
I have shown questions you may be given and the techniques for solving them. Look at this: therefore This is how it works in formulae: therefore 16 = 4 16 = 42 C=D C = D2 42 = 16 4 = 16 E2 = H E= H
and
and
The following questions show several useful techniques. In each question make A the subject.
Questions
1 4 7 A=B C=B+A C= 2 5 8 A2 = B C=BA AB + C = D 3 6 9 3C A = B C= 3B = A B Y 7 2A
Answers
1
B A Y7 10 3B = 2A
A=B A = B2 2
1 11 V = 3
A2 = B A= B
r2h Make r the subject

3 3C A = B A= A= A C= B A =C B A = BC 3B = Y 7 2A 3B + 7 = Y 2A A(3B + 7) = Y 2 Y A= 2(3B + 7) B 3C B 3C
2
C=B+A B+A=C A=CB
C=BA C+A=B A=BC
C=
B A
AB + C = D AB = D C A=DC B 1 3 r 2h
AC = B A= B C Y7 2A
10
3B =
11
V= 3V =
r 2h
3AB = Y 7 2 Y7 A= 2(3B) Y7 A= 6B
3V = r2 h 3V r= h
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Equations
Iteration
Iteration is a process of repeating a sequence of instructions to produce a better and better approximation to the correct answer. A converging sequence gets closer and closer to a solution. A diverging sequence does not.
Solving quadratic equations by iterative methods Example 1

Find the iterative formulae to solve x2 + 2x 8 = 0 Note: Factorisation is explained on page 17.
Method: Put x terms to the left of equals; numbers to the right of equals. Factorise Either x= 8 x+2 or x(x + 2) = 8 8 x+2= x 8 x= x 2 or xn+1 = 8 2 xn
8 These give the iterative formulae xn+1 = x + 2 n
Example 2
Use the iterative formula xn+1 = Start with x1 = 1 x2 = 2667 x3 = 1714 8 to solve x2 + 2x 8 = 0 xn + 2 8 1+2 8 2667 + 2 = 2667 = 1714
xn+1 = xn+1 =
and continue... Eventually we find the solution is x = 2
Questions
1 2 Produce two iterative formulae for x2 + 4x 12 = 0 8 2 with a starting value of x1 = -3 Use the formula xn+1 = xn to find a solution to x2 + 2x 8 = 0 correct to 2 decimal places.
Answers
1 x2 + 4x = 12 x(x + 4) = 12 12 xn+1 = xn + 4 x + 4 = 12 x xn+1 = 12 4 xn 2 You should obtain these values: x2 = 4666... or x3 = 3714... x4 = 4153... Eventually we find the answer. Answer x = -400
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Variation
This page shows a useful mathematical technique.
Direct and inverse variation

These statements all mean the same: a b a is proportional to b a varies as b a varies directly as b Direct variation a a a b b2 b
3
1 b
means a is inversely proportional to b
Inverse variation a = kb a = kb2 a = kb

3
this means this means this means
a a a
1 b 1 b2 1 b3
this means this means this means
a= a= a=
k b k b2 k b3
These are the k equations for direct variation
These are the k equations for inverse variation
Example
y is proportional to x2. y = 75 when x = 5. Find the value of: a y when x = 7 b x when y = 192
Method
First write out the equation and find the value of k y = kx2 75 = k x 52 75 = k 25 k= 3
Write out the k equation y = kx2 y = 3 x 72 y = 147
Write out the k equation y = kx2 192 = 3 x2 192 = x2 3 64 = x2 64 = x
Question
Answer
First write out the equation and find the value of k k y= 2 x k 8= 2 5 8 x 25 = k k = 200 Easingwold School Write out the k equation k x2 200 y= 2 2 y= y = 50
x= 8
y is inversely proportional to x2. y = 8 when x = 5. Find the value of y when x = 2.
13
Algebraic skills
People tend not to like algebra. It is difficult to understand and even more difficult to explain. I have tried to make it as simple as I can.
Using algebraic formulae

Example
Find D given D= a = 32 b = 54 c = -21
3a 2c a+c
Method
First write the question replacing the letters with numbers. D= 3 x 32 2 x -21 32 + -21 Look at Using a calculator (page 2).
Work out everything in the brackets. Remember to put brackets at the start and end of each line. (3 x 32 2 x -21) (32 + -21) Calculator keys:
( (
3 3
3 2
2 2
2 1
x
+
2 )
Now press
= and finally
Answer 354
Note: If you are finding a square root the last two keys will be
Question
Calculate the value of r given v = 90, h = 6 and v = 1/3
Answer
First rewrite the formula making r the subject (see Question 11 on page 11) r= 3v h r= 3 x 90 x6
r2h
Calculator keys:
=
Answer 378 (approx)
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Easingwold School
Algebraic skills
Rules for indices (powers)

a3 x a4 = (a x a x a) x (a x a x a x a) = a7. Here are some rules to help you.
Indices (powers)
a3 x a4 = a7 a8 a6 = a2 (a ) = a
4 53 15 6 10
If it is multiplication add the powers: 3 + 4 = 7 If it is division subtract the powers: 8 6 = 2 Multiply the powers: 5 x 3 = 15 Multiply the whole numbers and add the powers Divide the whole numbers and subtract the powers 1 y3 5a2 means 5 x a x a (5a)2 means 5a x 5a = 25a2
5
5a x 3a = 15a
8a3 2a8 = 4a5 Note: y3 =
y=y
1/ 5
Questions
Simplify: 1 4 y3 x y5 y
1/2
2
2/5
y4 y5 y
1 /3
3 6
y y
1/3 2/5
xy
2/5 3/8
xy
1 /2
Evaluate: 7 9
Answers
1 4 7 y3 + 5 = y8 y(
1/2 + 2/5
82 5
0
128
1
10 6
2 5
y4 5 = y9 y(
1/3 1/2
3 6 Calculator keys:
1/3 + 2/5
=y
11/15
) = y9/10
) = y 1 / 6 8
y(
2/5 3/8
) = y1/40
Calculator keys:
2
INV
1 y
7
x
An alternative solution is: 8

2
1 1 = 2 = 8 64
You may need Answer = 2 10
SHIFT
could be
2ND
Answer = 0015625 9 At GCSE you can assume any number to the power of 0 is 1 5 =1 -3 = 1
0 0
Any number to the power of 1 is itself 61 = 6 -3 = -3

1
81 = 8 0561 = 056
7 =1 027 =1
0
Easingwold School
15
Algebraic skills
Expansion of brackets
Expansion of brackets
Example: 5y3(3y4 + 2ay) this means 5y3 x 3y4 + 5y3 x 2ay = 15y7 + 10ay4
Questions
1 3 5 7 9 3a5 x 2a4 = 3a2cy3 x 4ac5y5 = 5(2a 3) 4y6(2y3 + 4y2) 4a3b2cd2(3ab4 6ac3d) 2 4 6 8 5a6 x 2a = 12a3cd8 3ac3d2 = 3a(5 6a) -3(a3 +2y2)
Expand the following:
10 (3a + 2)(5a 3) 12 (4y 3)(7y + 6)
11 (6a 7)(4a 3) 13 (6a 4)2

Answers
1 3 6a9 12a c y
3 6 2
2
3 6 or 12a2 c y
10a7 (Note: 2a means 2a1) 4a2c2d6

2 6 d or 4a 2 c
5 8
5(2a 3) 10a 15 -3(a3 +2y2) -3a 6y

3 2
6 9
3a(5 6a) 15a 18a2 4a3b2cd2(3ab4 6ac3d) 12a4b6cd2 24a4b2c4d3
4y6(2y3 + 4y2) 8y9 + 16y8
10 (3a + 2)(5a 3) 3a(5a 3) + 2(5a 3) 15a2 9a + 10a 6 15a2 + a 6
11
(6a 7)(4a 3) 6a(4a 3) 7(4a 3) 24a2 18a 28a + 21 24a2 46a + 21 Note: -7 x -3 = 21
12 (4y 3)(7y + 6) 4y(7y + 6) 3(7y + 6) 28y2 + 24y 21y 18 28y2 +3y 18 Note: -3 x 6 = -18
13 (6a 4)2 This means: (6a 4)(6a 4) 6a(6a 4) 4(6a 4) 36a2 24a 24a + 16 36a2 48a +16
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Easingwold School
Algebraic skills
Factorisation 1
You must complete Expansion of brackets before factorisation. Factorisation is the reverse operation to expansion of brackets.
Example
Expand 4(2a + 1) 8a + 4 Factorise 8a + 4 4(2a + 1)
Factorising means finding common factors 6a + 15 3 is a factor of 6 and 15 3(2a + 5)
Questions
Factorise: 1 3
Answers
1 6 is the highest number that goes into 30 and 12 (ie the highest factor) c is the highest power of c that goes into c2 and c 6c (5c 2) 2 c2 is the highest power of c that goes into c2 and c5 20 c5 d4 d is the highest power of d that goes into d and d4 5 is the highest factor of 15 and 20
30c2 12c 6a2bc3 + 4a4b2d
15c2d + 20c5d4
c2
15 c2 d
d Answer 5c2d (3 + 4c3d3) 3
2 is the highest number that goes into 6 and 4 a2 is the highest power of a that goes into a2 and a4 b is the highest power of b that goes into b and b2 2a2b(3c3 + 2a2bd)
Easingwold School
17
Algebraic skills
Factorisation 2
This page shows the rules when two sets of brackets are required.
Rules for the factorisation of more difficult questions

Look at the last sign. If the last sign is + (positive) then the signs in the brackets will both be the same as the previous sign. If the last sign is (negative) then the signs in the brackets will be different, ie one will be + and the other will be . For example:
Previous sign Last sign
1 2 3 4
Factorise x2 + 5x + 6 Factorise x2 5x + 6 Factorise x + 5x 6 Factorise x2 5x 6

2
(x + 3)(x + 2) (x 3)(x 2) (x + 6)(x 1) (x 6)(x + 1)
Example
Factorise a2 7a + 10. Last sign is +, therefore the signs in the brackets will both be the same as the previous sign, ie (negative).
Multiply these to produce the first term, ie a2
)(
Multiply these to produce the last term, ie 10
The first term: a2 is produced by multiplying the first term in each bracket. The only possibility is a x a. The last term: 10 is produced by multiplying the last term in each bracket. Possibilities are 1 x 10, 2 x 5, 5 x 2, 10 x 1. The middle term: 7a is produced by adding the last term in each bracket, ie -1 + -10 = -11 -2 + -5 = -7 -5 + -2 = -7 -10 + -1 = -11 this works this works Note: You can check the answer by expanding the brackets (see page 16, Question 10). Expanding (a 2)(a 5) gives the expression in the question, ie a2 7a + 10.
Solution: (a 2)(a 5) or (a 5)(a 2)
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Easingwold School
Algebraic skills
Factorisation 3
a2 - b2 factorises as (a + b)(a - b)
Example
Factorise x2 36 Answer = (x + 6)(x 6) Note: 6 is the square root of 36
Questions
1 2
Answers
1
Factorise y2 2y 8 Solve y2 2y 8 = 0 by factorisation

Last sign is negative.
y2 2y 8 Therefore the signs in the brackets are different. y x y = y2
(y +
+1 +2 +4 +8
)(y
8 4 2 1
Middle term (ie 2y) + 1 8 = -7 + 2 4 = -2 +42=2 +81=7 Correct solution
Answer (y + 2)(y 4)
First factorise (see above) (y + 2)(y 4) = 0 If two numbers are multiplied together to make 0, one of the numbers must be 0. Example: 7 x ? = 0 This number must be 0. Remember: (y + 2)(y 4) means (y + 2) x (y 4) If (y + 2) x (y 4) = 0 then either y + 2 = 0 y = -2 or y4=0 y=4
Easingwold School
19
Algebraic skills
Solving quadratic equations

If a question states: Solve x2 + 7x +10 = 0 it may factorise (see page 18). But: If it says Find x to any number of decimal places or significant figures, or If there is a number in front of x2, eg 4x2 + 7x +10 = 0, you must use the formula. This formula will be given on your exam paper. For ax2 + bx +c = 0 x= -b b2 4ac 2a
Example
Solve 2x2 12 = 7x First check you have x2 then x then number = If not, rearrange the equation: 2x2
This is a a=2
7x
This is b b = -7
12
This is c c = -12
Using the formula: x= -b -7 7 7 4 b2 4ac 2a (-7)2 (4 x 2 x 12) 2x2 49 +96 4 145
x=
Questions
1 2 Solve 8x + 32x + 15 = 0 Solve y2 = 5y + 3 correct to 3 significant figures x=
2
x=
x=
7 + 120415 7 120415 or x = 4 4 or x = -126
x = 476
Answers
1 a=8 b = 32 c = 15 2
First rearrange the equation: y2 then y then number = y2 a=1 x= x= x= -5 5 5 2 x= 5y b = -5 3 c = -3 Note: y2 = 1y2 = 0 0
x= x= x= x=
-32 -32
322 (4 x 8 x 15) 2x8 1024 480 16
-32 544 16 -32 233238 16 -32 233238 x= 16 x = -346
(-5)2 (4 x 1 x -3) 2x1
25 + 12 2 x= 37
5 60827 2
-32 + 233238 or x= 16 x = -0542 or
5 + 60827 5 60827 or x = 2 2 x = 554 or x = -0541
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Easingwold School
Algebraic skills
Simultaneous equations: Solving using algebra

I know there are quicker ways but here is a method for solving all simultaneous equations. I do not believe in lots of complicated rules and methods. This method will work every time in the same way.
Question
Solve the simultaneous equations: 4x 5y = 2 3x 2y = 5
Answer
Make the numbers in front of the x the same. Multiply the top line by 3 4 x 5y = 2 3 x 2y = 5 multiply by 3 multiply by 4 12x 15y = 6 12x 8y = 20 -7y = -14 -15y -8y = -7y y= -14 -7 6 20 = -14
Subtract
Multiply the bottom line by 4
y=2 Substitute y = 2 into one of the original equations 4x 5y = 2 4x 5 x 2 = 2 4x 10 = 2 4x = 2 + 10 4x = 12 x = 12 4 x=3 Answer: x = 3, y = 2 Now check by substituting x = 3 and y = 2 in the other original equation 3x 2y = 5 3x32x2=5 94=5 Sometimes the question is shown like this: Solve the simultaneous equations 5x = 13 2y and 3y = 15 3x First write each question like this: x terms 5x 3x Now proceed as above. + + y terms 2y 3y = = = number 13 15 This is just a check. If you are short of time in an exam you can miss it out.
Easingwold School
21
Algebraic skills
Simplifying algebraic fractions 1

You must look at indices (powers, page 15) and factorising (pages 17 to 19) before attempting these questions.
Simplifying
If you are asked to simplify you may need one of the methods shown in indices (powers), factorising or a method shown here.
Example 1
6y 8 9y 12
Simplify
6y 8 9y 12 2(3y 4) 3(3y 4)
Cancel (3y 4)
Factorise
2 3
Example 2
Simplify
x2 x 6 x + 2x 15
2
x2 x 6 x + 2x 15
2
Factorise
(x + 2)(x 3) (x + 5)(x 3)
Cancel (x 3)
(x + 2) (x + 5)
Example 3 Multiplication
Simplify
6a2b x 4b5 5ab2 9a 24a2b6 45a2b2

Cancel (see above)
6a2b x 4b5 5ab2 9a
multiply top and bottom lines
8b4 15
Example 4 Division
2 Simplify 6a b 9a5 5ab2 4b
6a2b 9a 5ab2 4b5
change sign to x
turn the fraction after the sign upside down
6a2b x 4b5 5ab2 9a
Now proceed in the same way as multiplication (example 3)
Multiplication and division are very similar
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Easingwold School
Algebraic skills
Simplifying algebraic fractions 2

Example 5 Addition
Simplify 5y y3 + 6 4 5y y3 + 6 4 4 (5y) + 6(y 3) 6 x 4
multiply
Example 6 Subtraction
Simplify 5y y3 6 4 5y y3 6 4 4 (5y) 6(y 3) 6 x 4
multiply
20y + 6y 18 24 26y 18 24 2(13y 9) 24

Cancel 2 24
20y 6y + 18 24 14y + 18 24 13y 9 12 2(7y + 9) 24
Common error: Many candidates put 18. This is wrong. -6 x -3 = +18
Cancel 2 24
7y + 9 12
Addition and subtraction are very similar
Questions Simplify:
1 10x 15 8x 12 2 8a3b 12a2 4 7ab 14ab 3 3a (4a + 5) 5 8
Answers
1 10x 15 8x 12 5(2x 3) 4(2x 3) 5 4
Factorise
8a3b 12a2 7ab4 14ab 112a4b2 84a3b4
Change to x Turn fraction after sign upside down
8a3b 14ab x 7ab4 12a2
Multiply top and bottom lines
112a4b2 84a3b4
Cancel
4a 3b2
Common error: Many candidates put +25. This is wrong. 5 x +5 = 25
(4a + 5) 3a 8 5
8(3a) 5(4a + 5) 5 x 8
24a 20a 25 40
4a 25 40
Easingwold School
23
Graphs
A big section with lots in it.
Drawing lines
Algebra and graphs are closely connected. You must be able to illustrate algebraic information in graphical form.
Graphical representation
This is the y axis and the line x=0 4 3 2 1 This is the x axis and the line y=0
y= x
You must be able to draw the lines y = x and y = -x
y=2
-5
-4
-3
-2
-1 -1
x = -5
-2 -3 -4
-x
-x
Question
Complete this table of values and draw the graph of y = -x2 + 4 Note: Sometimes the question states draw the function f(x) = -x2 + 4 x y
Answer
If the question asks for the function f(x) = -x2 + 4 the table and graph will be the same with f(x) instead of y. When x = -3 y = -(-3)2 + 4 = -5
x y 4x 3 2 x
-3
-2
-1
x y
-3 -5
-2 0
-1 3
0 4
1 3
2 0
3 -5
3 x 2 1
1 1 1 2 3 4 x 5 x x 2 3 x
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Easingwold School
Graphs
Simultaneous equations: Solving by drawing a graph

We solved simultaneous equations by calculation on page 21. Now we see how to solve them by graphical methods.
Question
Solve the following pair of simultaneous equations by drawing a graph. y 2x = 1
Answer
First draw y 2x = 1 Choose three simple values of x: eg When x = 0 y 2x = 1 y2x0 =1 y0 =1 y =1 (0,1) Now draw 2y x = 8 Choose three simple values of x: When x = 0 2y x = 8 2y 0 = 8 2y = 8 y = 8/2 y =4 (0,4) Plot the values on a graph. Where the lines cross draw dotted lines. The solution is x = 2, y = 5. 7 6 5 x 4 x 3 2 1 x x 1 2 3 4 5 6 7 x When x = 1 2y x = 8 2y 1 = 8 2y = 8 + 1 2y = 9 y = 9/2 y = 45 (1,45) y When x = 3 2y x = 8 2y 3 = 8 2y = 8 + 3 2y = 11 y =
11
and
2y x = 8
When x = 1 y 2x = 1 y2x1 =1 y2 =1 y =1+2 y =3 (1,3)
When x = 3 y 2x = 1 y2x3 =1 y6 =1 y =1+6 y =7 (3,7)
/2
y = 55 (3,55)
2x =
1
x
2y x= 8
y
x
Easingwold School
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Graphs
Solving equations using graphical methods

Equations can be solved in a variety of ways. One important method is by drawing a graph. y
8
Example
Solve x2 + 2x = x + 3 This is very similar to solving simultaneous equations by drawing a graph (page 25). First draw y = x2 +2x. Then draw y = x + 3. The answer is where the two lines cross. Just read the x values.
-4 -3 -2 -1
7 6 5 4 3 2 1
0 -1
x x2 + 2x x+3
-4 8 -1
-3 3 0
-2 0 1
-1 -1 2
0 0 3
1 3 4
2 8 5
x = -23
solutions
x = 13
Questions
1 2 3 4 Solve x2 +2x = 0 Solve x2 + 2x = 5 Use graphical methods to solve x2 + 3x = x + 4 (use values of x between -4 and +2) Draw y = 2x for 0 x 3 Use your graph to solve 2x = 5
Answers
1 x2 + 2x is drawn above. Draw the line y = 0 (ie the x axis). The solution is where this line crosses y = x2 +2x, ie x = -2 and x = 0 2 x2 + 2x is drawn above. Draw the line y = 5 (ie horizontal line at y = 5). Where the line crosses y = x2 + 2x is the solution, ie x = 145 and 345 (approx). 3 Draw graphs as shown in the example, ie draw y = x2 + 3x and y = x + 4. Answers x = -32 and 12 (approx.) 4
4 3 2 1 y 8 7 6 5
x y
Method 2x
0 1
05 14
1 2
15 28
2 4
25 57
3 8
0 x 05 1 15 2 25 3 Answer x = 23
20 = 1; 205 = 14; etc
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Easingwold School
Graphs
The straight line equation y = mx + c

We can find the equation of a straight line by calculating the gradient and where the line crosses the y-axis. You must learn y = mx + c.
This is the gradient This is where the line crosses the y axis
y = mx + c
m= distance up distance across If m is negative it is distance down distance across
Examples
1 y= 3 x+ 1
4 3 2 1 0 1 2 3 4
3x+
m
3 up
y=
c = +1 means that the line crosses the y axis at +1 m=3=

3 1
1 along 1 2 3 along 2 down 3 4 5
3 up the y axis 1 along the x axis
2 y = -2 3 m
x -1
c
y=
2 3 x
c = -1 means that the line crosses the y axis at -1

1
m=-
2 3
2 down the y axis 3 along the x axis
Question
What is the equation of the line which passes through the points (1,2) and (3,1)?
Answer
3 2 Mark the points (1,2) and (3,1). Draw a straight line through the points. 1 0 The equation of the line is y = mx + c m = -1/2 c = 25 y = - /2 x + 25
1
Note:
2 along 1 down
If the line slopes up, the gradient (m) is positive. If the line slopes down, the gradient (m) is negative.
The line slopes down The gradient is ve
Easingwold School
27
Graphs
Using tangents to find gradients

We can use tangents in a variety of situations, eg if we have a graph plotting time against distance, the gradient at any point will give the speed at that time (see The straight line equation y = mx + c, page 27).
Example Find the gradient of the curve at x = 25

60 50 40 30 20 10 0 0 10 20 30 40 50
Place a ruler so that it touches but does not cut the curve. Draw a tangent. This is a tangent. The tangent touches but does not cut the curve.
60 50 40 30 20 10 0 0 10 20 30 40 50 x y
28
Gradient =
-50 28 11
= -1 14 50 Watch out for different scales on the x axis and y axis
If the graphs shows time against distance, the gradient will be speed. If the graphs shows time against speed, the gradient will be acceleration.
Questions
Draw the graph y = -x2 + 2 for values -3 < x < 3 Find the gradient at:
Answers
1 2 2 -1 Easingwold School
x = -1
x = 05
28
Graphs
Expressing general rules in symbolic form 1

Sometimes you will be given a table of values and asked to find the rule that connects the information. This table shows the price of electricity: Number of units used Price () a b 50 9 100 13 150 17 200 21
Find a formula connecting price (P) and number of units (N) used Use your formula to find the price when 4750 units are used y
20 18 16 14
Straight line equation y = mx + c
Price ()
12 10 8 6 4 2 0 0 50 100
Gradient
Where the line crosses the y axis
100
8 =008 100
y = 008x + 5
m = gradient =
150
200
Units used a b y = 008x + 5 therefore P = (008N + 5)
P = (008N + 5) = (008 x 4750 + 5) = 385
Easingwold School
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Graphs
Expressing general rules in symbolic form 2

Questions
1 This table shows the price of hiring a car: Distance (km) Price () a b 2 10 23 20 26 30 29 40 32
Find a formula connecting price (P) and distance (D) Calculate the cost for a distance of 120 km
Two variables x and y are connected by the equation y = ax2 + b. Here are some values of x and y: x y 2 4 4 10 5 145 Find the value of a and b
Answers
1 2 a P = (03D + 20) b P = (03 x 120 + 20) = 56
If we plot a graph of y against x we will get a curve. To find the connection we must have a straight line. Therefore we plot a graph of y against x2 (Note: the question told us y was connected to x2) y 16 14 12 10 y = mx + c 8
x2 y 4 4 16 10 25 145
6
6 4
Where the line crosses the y axis
12
2 0 0 2 4 6 8 10 12 14 16 m = gradient =
6 = 12
1 2 x2
18
20
22
24
This gives y =
1 x + 2 but we plotted y against x2 not x 2 1 Therefore the equation of the line is y = x2 + 2. 2 1 b=2 The question states y = ax2 + b. a = 2
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Easingwold School
Graphs
Drawing graphs
No shortcuts here. You simply have to memorise what the graphs look like.
Graphs
You should recognise these graphs. Linear graphs such as y = 3x + 6, y = -1/2 x + 2, etc y=x y = -x
goes up +ve
goes down -ve
Quadratic graphs such as y = 2x2 + 3x 6, y = -3x2 + x + 4, etc y = x2 y = -x2
right way up so +ve
upside down so -ve
Cubic graphs such as y = x3 + 2x2 + x 1, y = -3x3 + x2 4, etc y = x3 y = -x3
goes up +ve
goes down -ve
Reciprocal graphs such as y = 3/2x , y = y = 1/x
/x , etc
y = -1/x
Easingwold School
31
Graphs
Sketching graphs 1
It is useful to be able to look at a function and recognise its general appearance and characteristics without plotting exact points. f(x) is a function of x eg f(x) = 2x 1, f(x) = 4x2 2, f(x) = cos x We draw the function f(x) = 2x 1 in the same way as y = 2x 1. The exam question usually has a function drawn and you have to draw the new function. Here are the rules. It is a good idea to learn them. Suppose f(x) is drawn on the exam paper, the question will ask you to draw one of these: y = f(x) + a eg y = f(x) + 2 means move f(x) 2 units up
[ie add 2 to every y co-ordinate, so (4,6) becomes (4,8)] See Figure 1
y = f(x) a
eg y = f(x) 2 means move f(x) 2 units down

[ie subtract 2 from every y co-ordinate, so (4,6) becomes (4,4)] See Figure 1
y = f(x a)
eg y = f(x 2) means move f(x) 2 units right

[ie add 2 to every x co-ordinate, so (4,6) becomes (6,6)] See Figure 1
y = f(x + a) eg y = f(x + 2) means move f(x) 2 units left

[ie subtract 2 from every x co-ordinate, so (4,6) becomes (2,6)] See Figure1
These do the opposite of what you would expect
y = f(ax)
eg y = f(2x) means divide every x co-ordinate by 2

[so (4,3) becomes (2,3)]. See Figure 2
Note: y = f(x/2) means y = f(1/2 x). Therefore divide every x co-ordinate by 1/2, eg (4,6) becomes (8,6) y = af(x) eg y = 2f(x) means multiply every y co-ordinate by 2
[so (4,3) becomes (4,6)]. See Figure 3
Note: y = -f(x) means y = -1f(x). Therefore multiply every y co-ordinate by -1, eg (4,6) becomes (4,-6.)
f(x) + a a f(x) f(x +a) a a a f(x a)
Figure 1
f(x) a
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Easingwold School
Graphs
Sketching graphs 2
4 3 2 1 4 3
y = 2f(x) y = f(x)
y = f(2x)
y = f(x)
2 1
Figure 2
Figure 3
Questions
1 This is a graph of y = f(x) a Draw the graph of y = f(x) + 1 b Draw the graph of y = f(x 1)
-3 -2 -1
0 -1
This is a graph of y = sin(x) a b Draw the graph of y = 2sin(x) Draw the graph of y = sin(2x)
-1 0 90 180 270 360
-2
Answers
1 y = f(x) + 1 y = f(x 1) move graph 1 up move graph 1 right
2
y = 2sin(x)
multiply every y co-ordinate by 2
y = sin(2x) divide every x co-ordinate by 2 y = 2sin(x)
y = f(x) + 1
y = f(x 1)
-1 -2 -1 0 -1 1 2 3
90
180
270
360
-1
y = sin(2x)
-2
Easingwold School
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Graphs
Speed, time and distance graphs

You will be asked to read information from graphs. This graph shows the journey made by a car. What is the speed at 0900? Note: The question may use the word velocity instead of speed. Note: The gradient gives the speed or velocity Answer: Speed = 40 km/h
Distance 100 80 60 40 20 Time 0800 0900 1000 40
Make this line exactly one hour. Form a right-angled triangle (dotted lines). The height of the triangle will be the speed in kilometres per hour.
Questions
Salisbury 60 50
Distance in kilometres
40 30 20 10
Dorchester 0 0900
1000
Ca r
Bu s
This graph shows the journeys made by a car and a bus. Both vehicles travelled from Dorchester to Salisbury.
1100 1200 1300 1400
Time
1 2 3 4 5 6
Answers
1 2 5
a Between which times did the bus travel fastest? b How did you decide? Describe what happened at 1140. How many times did the car pass the bus? How long did the car stop for? What was the speed of the bus on the first part of its journey? What was the speed of the car at 1230?
a 11:20 and 12:10 The bus passed the car 20 km/h
b The steeper the graph, the faster the bus 3 6 twice 30 km/h 4 50 minutes
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Easingwold School
Graphs
Area under a curve

Example
This graph shows the speed of a plane in the first 8 seconds.
Speed m/s 80 70 60 50 40 30 20 10 0 0 1 2 3 4 5 6 Time in seconds 7 8
Estimate the total distance travelled by dividing the area under the curve into four trapezia. Is the actual distance travelled more or less than your estimate? Explain why.
Method
The area under the curve represents the distance travelled. a b The total distance is
Speed m/s 80 70 60 50 40 30 20 10 0 0 1 2
Area = /2 x b x h 1 = /2 x 40 x 2 = 40 m
Area = /2 x (a +b) x h 1 = /2 x (40 + 60) x 2 = 100 m
Area = /2 x (a +b) x h 1 = /2 x (60 + 70) x 2 = 130 m
40 m + 100 m + 130 m + 145 m = 415 m The total area of the trapezia is less than the area under the curve. Therefore the estimate of 415 m is slightly less than the actual distance travelled.
Question
This curve shows the speed of a motor cycle during a period of 12 seconds. Estimate the total distance travelled by using three trapezia.
30 25 Speed m/s 20 15 10 5 0 0 2 4
3 4 5 6 Time in seconds
6 Time in seconds
Area = /2 x (a +b) x h 1 = /2 x (70 + 75) x 2 = 145 m
10
12
30 25 Speed m/s 20 15 10 5 0 0
Area = /2 x (a +b) x h 1 = /2 x (5 + 20) x 4 = 50 m = /2 x (a +b) x h 1 = /2 x (20 + 30) x 4 = 100 m

1 1
Area = /2 x (a +b) x h 1 = /2 x (30 + 25) x 4 = 110 m

1
Answer
The total distance is 50 m + 100 m + 110 m = 260 m
6 Time in seconds
10
12
Easingwold School
35
Angles
You will need to use this information later when you work with circles.
Intersecting and parallel lines

You need to know the following information about angles. You often need to extend lines to make Z shapes. If you are used to seeing parallel lines going across the page and a question has the lines going down the page it can sometimes help to turn the paper around.
Intersecting lines
a b d c a + b = 180 b + c = 180 c + d = 180 d + a = 180 Angles on a straight line add up to 180 a=c b=d Vertically opposite angles are equal Angles at the corners of Z shapes are called alternate angles. These angles are called corresponding angles.
Parallel lines
Look for shapes. Angles at corners of shapes are equal.
or
or
Questions
40 c a b d g e f 50
Find the missing angles:
Find x:
110
3 Find y:
y 20
Answers
1 2 3 a = 140, b = 40, c = 140, d = 40, e = 140, f = 40, g = 140. It often helps to extend the parallel lines to produce Z shapes. Try adding an extra parallel line
50 50 20 20 70 110 70 x = 70
y = 70
Easingwold School
36
Angles
Bearings
Bearings are measured clockwise from North. They are easier to measure with a circular protractor (diameter 10 cm). North will usually be shown as vertically up the page. Ensure the 0 on the protractor is on the North line. REMEMBER if the question states measure the bearing of C from D you put your protractor on D. Put your protractor on the from part of the question.
Questions
1 2 What is the bearing of A from B? What is the bearing of B from A?
(North) N
Note: If you know the bearing from A to B, then the bearing from B to A will be 180 more or 180 less, eg: 037 + 180 = 217 217 180 = 037
Answers
1 Bearings are always measured clockwise from North. Place your protractor on B. Measure the angle between north and AB. The angle is 37. Bearings are always written as three figures. Answer = 037 N A
N 2 Place your protractor on A. Measure the angle. The angle is 217. Answer 217
Easingwold School
37
Similarity
This usually appears on the exam paper. Just recognise the shapes, put them the same way round, then find the scale factor (ie the relationship between the sizes of the shapes).
Similarity
An easy method is shown below. Two triangles are similar if the angles of one triangle are equal to the angles of the other triangle, eg:
110 30 40
110 30 40
A 5 cm D 6 cm E C
A
Question
Find the length of AB and AE.
6 cm 9 cm
B
Answer
DE is parallel to BC. Therefore ADE is similar to ABC. 1 2 Draw the two triangles separately. Identify the big triangle and the small triangle. 3
5 cm
small
D 6 cm B E
6 cm
big
9 cm C
Find two sides with lengths given which are in the same position on each triangle. In this example DE and BC. DE = 6 cm, BC = 9 cm
The scale factor (SF) from small to big is 9 6 ie eg AD (small triangle) x SF 5 cm x

9 6 9 6
To convert any length on the small triangle to a length on the large triangle, multiply by SF 9/6. = AB
big . small
= 75 cm
6 ie small . 9 big
The scale factor from big to small is eg AC (large triangle) x SF 6 cm x

6 9 6 9
To convert any length on the large triangle to a length on the small triangle, multiply by SF 6/9. = AE = 4 cm
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Easingwold School
Congruency
If two shapes are congruent they are identical. The angles of one shape are equal to the angles of the other shape and the sides of one shape are equal to the sides of the other shape.
Congruent triangles 1
You must be able to identify congruent triangles. Congruent means exactly the same shape and size When you test for congruency you may have to turn one of the triangles or flip one over.
A B
Turn this triangle so that it is the same way as triangle A
If two triangles obey any of the following tests they are congruent.
Tests for congruent triangles (A=Angle, S=Side, R=Right angle, H=Hypotenuse.)

Memorise: SSS SAS AAS RHS
A common error is to think AAA is a test for congruency. It is NOT. But it is a test for similarity (see page 38). SSS
3m 6m 8m 8m 6m
3m
SAS
7m 35 10 m
7m 35 10 m
AAS
10 cm 110 30 30
110
10 cm
RHS
10 m 6m 6m 10 m
Easingwold School
39
Congruency
Congruent triangles 2
Questions
Decide which of the following triangles are congruent. If they are congruent give a reason, eg SAS. 1
70 70 60 10 50 60 50 5m 110
2
5m 110 10
12 m
4
8m 8m 12 m 50 60
8m 60
10 m
50
8m
10 m
5
100 50 12 cm 30 12 cm 100
Answers
1 2 3 4 5 Not congruent (AAA is not a test for congruency) Congruent AAS Congruent SSS Not congruent. In one triangle 8 is opposite 60, in the other it is opposite 50. This is one of the examiners favourites. At first glance it appears the triangles are not congruent.
100 50 12 cm 30 30 12 cm 100 50
Advice: Wherever you have a triangle with two angles always add the third angle to the diagram Congruent ASA or AAS
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Easingwold School
Transformations
There are four types of transformation (you may be asked to describe a transformation). 1 2 3 Translation Reflection Rotation 4 means 4 right, 2 down -2 you must state where the mirror line is describe using a vector eg state: a b c a b centre of rotation angle of rotation clockwise or anticlockwise scale factor centre of enlargement
Enlargement
state:
Combined and inverse transformations

Combined transformations
This means two or more transformations, eg a shape could be enlarged and then reflected.
Inverse transformations
The exam question will tell you how to move shape A to shape B. The inverse operation is moving shape B back to shape A, ie the opposite. 1 Translation: A shape R is translated by the vector The inverse to take R back to R is 2 3 -a . -b a b to produce R.
Reflection: A shape R is reflected in the line y = x to produce R. The inverse to take R back to R is reflection in the line y = x Rotation: A shape R is rotated through an angle of 90 clockwise, centre of rotation the point (5, 2) to produce R. The inverse to take R back to R is rotation through an angle of 90 anticlockwise, centre of rotation the point (5, 2). Enlargement: A shape R is enlarged by a scale factor of 3/4, centre of enlargement the point (5, 1) to produce R. The inverse to take R back to R is enlarge by a scale factor of 4/3, centre of enlargement the point (5, 1) -3 5 to produce shape D.
Questions
1 A shape C is translated by the vector
Describe the transformation to return shape D to C. 2 A shape T is rotated through an angle of 270 anticlockwise, centre of rotation the point (1, 4) to produce T. Describe the transformation to return T to T.
Answers
1 2 Translation by the vector
3 -5
Rotation through an angle of 270 clockwise (or 90 anticlockwise), centre of rotation the point (1,4).
Easingwold School
41
Transformations
Enlargement by a fractional scale factor

Note: Enlargement by a scale factor less than 1 makes the shape smaller.
Question
Enlarge the triangle by a scale factor of 2/3. Centre of enlargement is the point (1,1). 6 5 4 3 2 1 0
Answer
6 5 4 3 2 1 0 x 1 2 3 6 9 4 5 6 7 8 9 10 11 12 13 14 A B 2 3 C A B C
10
11
12
13
14
Count the distance from the centre of enlargement to each point. scale factor Point A 9 along Point B 12 along Point C 12 along 4.5 up 2 = 3 8 along 3 up x 3 up x 2 = 3 2 up 6 along 2 up 8 along 3 up Point C Point B Point A
2 = 3
Note: Always count from the centre of enlargement. A common error is to count from the origin, ie the point (0, 0).
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Easingwold School
Transformations
Enlargement by a negative scale factor

Note: The method is almost identical to enlargement by a fractional scale factor (see page 42).
Question
A triangle has co-ordinates A (8, 4), B (11, 6), C (11, 4). Enlarge the triangle by a scale factor of -3, centre of enlargement the point (5, 2). Label the enlargement ABC. What are the co-ordinates of the new triangle?
Answer
B
Centre of enlargement
A 2 up
9 left
3 right
-12
-10
-8
-6
-4
-2 -2
10
6 down
C'
A'
-4
-6
-8
B'
-10
Count the distance from the centre of enlargement to each point.
multiply by scale factor Point A

3 right 2 up
9 left 6 down 18 left
-3 -3 -3
Point B
6 right
4 up
12 down 18 left
3 right becomes 9 left, 2 up becomes 6 down, ie multiply by 3 and the - sign moves in the opposite direction (right becomes left, up becomes down)
Point C
6 right
2 up
6 down
A common error is to count from the origin (0, 0). Remember: Always count from the centre of enlargement
Easingwold School
43
Measurement
Quite a lot to memorise if you dont already know it. Most of this section is everyday Maths. Nothing difficult.
Compound measures
Speed and density are compound measures because we give the speed in m/s or km/h, ie two units. If mass is given in kg and volume in m3, the density will be given in kg/m3. The following formulae must be memorised:
You may have used these formulae in Science. Distance Mass Suppose you want to know what speed equals. Cover up speed. This shows:
Distance Time
Speed
Time
Density x Volume
Speed = Time =
Distance Time Distance Speed
Density = Volume =
Mass Volume Mass Density
Therefore Speed =
Distance Time
Distance = Speed x Time
Mass = Density x Volume
You will use this method in trigonometry (that is sin, cos, tan) on page 59.
Questions
1 2 3
Answers
1 Decide if you require the answer in kilometres per hour or kilometres per minute. If you choose kilometres per hour change 8 hours 10 minutes into hours. 10 minutes is
10
A car takes 8 hours 10 minutes to travel 343 kilometres. Calculate the average speed. A man walks at a speed of 24 metres in 10 seconds. Calculate his speed in kilometres per hour. Mass is given in g, volume is given in cm3. What units are used for density?
/60 of an hour.
Therefore 8 hours 10 minutes = 810/60 hours. Speed = Distance = 343 = 42 kilometres per hour. Time 2 (multiply by 6) (multiply by 60) (divide by 1000) 3 g/cm3 Easingwold School 810/60 144 metres in 1 minute 8640 metres in 60 minutes (ie 1 hour) 8.64 kilometres in 1 hour The speed is 8.64 kilometres per hour. 24 metres in 10 seconds
44
Measurement
Time
Your examination paper may contain a time question. We use time frequently so it should be easy. WARNING: At least half of the examination candidates will get the question wrong. Treat the question with respect. Remember there are 60 minutes in an hour NOT 10 or 100; lots of candidates will make this mistake. A common error is to think 35 hours equals 3 hours 50 minutes. It does not. It equals 3 hours 30 minutes. Your calculator will change hours (as a decimal) into hours, minutes and seconds. (Note: You can only use this method if your calculator has these keys.) Find the
D M S
key or
or
These are very useful keys. Put 35 into your calculator and press the DM S left key on your calculator (ie shift or INV or key or you may have to press the top followed by or ).
2nd
You should get 3300000 or 3300 this means 3 hours 30 minutes.
Questions
1 A train leaves London at 07:42 and arrives in Glasgow at 13:16. How long does the journey take? A car travels 378 km at 679 km/h. How long does the journey take? Give your answer to the nearest second. You must know: 60 seconds 60 minutes 24 hours 365 days = = = = 1 1 1 1 minute hour day year
Answers
1 If you have 5 hours 34 minutes, stick with your own method. If you obtained the answer 5 hours 74 minutes or 6 hours 14 minutes you have fallen straight into the trap and must study the solution carefully. Hours First find the time to the next whole hour. Now the hours Now the minutes 2 Time = Distance (see page 44). Speed 07:42 to 08:00 08:00 to 13:00 13:00 to 13:16 5 hours 5 16 34 minutes Minutes 18
378 = 5567010309 Note: This does not mean 5 hours 56 minutes or 5 hours 57 minutes. 679 Use the DM S or key to change your answer = 5 hours 34 minutes 1 second.
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Measurement
Upper and lower bounds of numbers 1

Some numbers can be written exactly, eg 3 girls (you cannot have 372 girls). Some numbers, particularly measures, have a degree of accuracy, eg a height may be given as 172 cm, correct to the nearest centimetre. This means that the height is 172 cm 05 cm, ie between 1715 cm and 1725 cm. Finding the upper and lower bounds of numbers means calculating the maximum and minimum possible values. You need to know how to do easy questions first.
Example
572 is correct to two decimal places. Find: a the maximum possible value b the minimum possible value
Method 572 is correct to two decimal places, ie correct to 001. The error can be half of this, ie 0005 a maximum = 572 + 0005 = 5725 b minimum = 572 0005 = 5715
Question
A, B, C and D are measured correct to one decimal place: A 53, B 42, C 38, D 17. Calculate the upper and lower bounds for (A + B) C D
Answer
First find the maximum and minimum values of A, B, C and D A = 53 535 (max) 525 (min) B = 42 425 (max) 415 (min) C = 38 385 (max) 375 (min) D = 17 175 (max) 165 (min)
There are several complicated rules for finding minimum and maximum values. When you add or multiply it is obvious. Addition to find max to find min to find max to find min maximum + maximum minimum + minimum maximum x maximum minimum x minimum
Multiplication
Be careful if you are using negative numbers.
When you subtract or divide strange things happen. Subtraction to find max to find min to find max to find min maximum minimum minimum maximum maximum minimum minimum maximum
Division
Be careful if you are using negative numbers.
You can either learn these rules or work it out in the exam.
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Easingwold School
Measurement
Upper and lower bounds of numbers 2

If you work it out just remember: addition and multiplication are obvious (unless there are negative numbers) with subtraction and division strange things happen
Advice: Work out each part separately. First A + B obvious maximum of A + B = maximum + maximum = 535 + 425 = 96 C Now strange things happen D minimum of A + B = minimum + minimum = 525 + 415 = 94
Either use the rules or work it out. If you work it out, there are four possibilities. The best way is to try out all four but it is usually min/max or max/min. max max max min min max min min 385 175 385 165 375 175 375 165
= 22 = 23333... = 2142857.. = 2272727..
no use maximum minimum no use
Now
(A + B)
96 (max) 94 (min)
C D
2333333.. (max) 2142857.. (min)
(A + B) C D
subtraction strange things happen
There are four possibilities try each: max max max min min max min min 96 2333333 = 7266667 96 2142857 = 7457143 94 2333333 = 7066667 94 2142857 = 7257143 maximum minimum
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Circles
You are advised to memorise the formulae for circles.
Length, area and volume of shapes with curves

To find the area of the sector First find the area of the circle y Then x area 360 To find the length of the arc First find the circumference of the circle y Then x circumference 360
major arc
Remember: All you have to do is multiply by angle at the centre of the circle 360 You will be asked to use these formulae. They will be given on the exam paper (no need to memorise them). The following questions show you what you are expected to do.
y sector arc
m i n o r a rc
Surface area of a sphere: 4 r2 Volume of a sphere: Volume of a cone: Curved surface area of a cone:
4/ 1/ 3 3
r3 r2h
r h
slant height
x base radius x slant height
Questions
1 Find a b the area of the sector OAB the length of the arc AB
8 cm O 40 B O 60 5 cm C D A
2 3 4
Answers
1
Find the shaded area. Note: The shaded area is a segment. The volume of a sphere is 80 cm2. Find the radius. Find the total surface area of a cylinder, radius 4 cm, height 6 cm.
a Area of a circle = Area of sector = r2 =
40/ 360
x 82 = 201 cm2 x 201 = 223 cm2
b Circumference of a circle = 2 r = 2 x Length of arc =

40/ 360
x 8 = 503 cm
x 503 = 559 cm
First, find the area of sector OCD. Area of circle = r2 = x 52 = 785398 cm2
60/ 360
Second, find the area of triangle OCD. (OC and OD are radii therefore OC = OD = 5 cm) Area of a triangle = 1/2 ab sin c =
1/ 2x
area of sector OCD =
x 785398
= 13.089969 cm2
5 x 5 x sin60
= 10825318 cm2 Third, area of sector area of triangle = shaded area = 13.089969 10.825318 = 2.26 cm2 3 Volume of a sphere =
4/ 4/ 3
r3
3
Area of the curved sector is: 2 rh = 2 x 2x r2 = 2 x x 4 x 6 = 150.796 cm2 x 42 = 100.531 cm2 plus area of the circles: total area = 1508 +1005 = 251 cm2
80 = 3 r 80 = r3 4 1909859 = r3
3 /3
1909859 = r = 267 cm Easingwold School
48
Circles
Angle and tangent properties of circles 1

We have three rules for circles and three rules for tangents. You must memorise them.
Angle rule 1
The angle at the centre of a circle is twice the angle at the circumference. This can appear on the examination paper in different ways (O is the centre). Actually they are all the same, they just look different.
semi-circle x O 2x 180 same O 2x 2x x O x
Angle rule 2
Look at the equal angles.
x x
Angle rule 3
Cyclic quadrilateral A 4-sided shape inside a circle. All 4 vertices lie on the a circumference of the circle Remember: Opposite angles add up to 180, ie a + c = b + d = 180
b
x y
x y
Radius
This is an examiners favourite which is often missed by candidates. O is the centre OA is a radius OB is a radius Therefore OA = OB, ie OAB is an isosceles triangle and angle A = angle B
B
O A
You also need to know the obvious 1 2 3 4 Angles in a triangle add up to 180 Angles on a straight line add up to 180 Angles at a point add up to 360 Parallel lines mean Z shapes (see page 36)
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Circles

A tangent is a line which just touches but does not cut a circle.
Tangent rule 1
tangent
Tangent rule 2
A T
A tangent makes an angle of 90 with the radius.
If AT and BT are both tangents to this circle then AT = BT
If we combine rules 1 and 2:

A
Tangent rule 3
angle BTD = angle TCD angle ATC = angle TDC
C D T
A T
Triangles ATO and BTO are congruent.
This one doesnt come up very often, but if it does most candidates will miss it.
Thats it for circles. It must be one of these rules (but dont forget the obvious). The easiest way to work out the size of angles is to: 1 2 Draw a large diagram. Forget what the question asks you to find. Instead fill in all the angles you can work out easily. If you are certain, fill in the angle on your diagram in pen. If you are not certain use pencil. Do not forget the obvious. Turn your diagram around. Things can look different from other directions. Look for the three rules for circles. If there are tangents look for the three rules of tangents. If this does not help it must be something obvious.
3 4 5
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Easingwold School
Circles

Questions
C
O is the centre of each circle.
B
x 70
O
x 30
A A D
A B
4 5
O x
x
C O
x 100
10
O
z
B
40
Answers
1 To find x 2 To find x This is an example of angle rule 1. It is easier to see if you turn the question upside down. Answer x = 60 To find y This is an example of angle rule 2. Answer y = 30 4 To find x
A 3
E This may be easier if you turn the question (90 anticlockwise) and imagine a complete circle.
Triangle ATO is congruent to triangle BTO. Therefore angle TOA = angle TOB = 70. Angle TBO = 90 (see tangent rule 1). Now use the obvious, ie angles in a triangle = 180 Answer x = 20 5 This is an example of angle rule 1
To find x This is an example of angle rule 3. ABCD is a cyclic quadrilateral. Answer x = 80 To find y OA is a radius It is easy to OC is a radius miss this Therefore triangle OAC is isosceles Angle ACO is 80 Answer y = 20 To find z Either Angle ACB = 90 (angle rule 1) Therefore z = 10 or Angle AOC is twice ABC (angle rule 1) Angle AOC = 20 therefore angle ABC = 10 Answer z = 10
This may be easier if you turn it upside down. Use angle rule 1 Answer x = 80 To find y OB is a radius It is easy to OC is a radius miss this Therefore triangle OBC is isosceles Angle OBC = angle OCB Answer y = 50 To find z This is an example of tangent rule 3. Answer z = 60 Easingwold School
2x
2x + x = 360 (angles at a point = 360) 3x = 360 x = 120
51

Fairly straightforward. They give you the formulae on the exam paper so that makes it easier.
Calculating length, area and volume 1

You need to understand length, area, volume, perimeter and know the units each is measured in. You must know what is meant by cross-section, prism, parallelogram, trapezium, and how to use the formulae. (These formulae will be given on the examination paper.) Remember: Perimeter is the distance around a shape. Area is measured in units2, eg mm2, cm2, m2 Volume is measured in units3, eg mm3, cm3, m3 You are expected to know how to use these formulae: Area of a triangle = 1/2 x base x perpendicular height (P.H.) Area of a parallelogram = base x perpendicular height Area of a trapezium = 1/2 (a + b) x perpendicular height Volume of a cuboid = length x width x height
P.H.
Base a P.H. b
Questions
1 Find a the perimeter; and b the area of this shape.
8 cm 3 cm
Find the area.
Find the area.

5m
6 cm 7 cm
7m
12 m
Find the area.
12 cm 8 cm 20 cm
Find the volume.

3m 4m 5m b 3 5 8 cm x 3 cm = 24 cm2 12 m x 5 m = 60 m2 (Note: 7m is not used) 5 m x 4 m x 3 m = 60 m3
Answers
1 2 4 a 8 cm + 3 cm + 8 cm + 3 cm = 22 cm
1
/2 x 7 cm x 6 cm = 21 cm
1 1
Area = /2 x (12 cm + 20 cm) x 8 cm = /2 x 32 cm x 8 cm
= 128 cm2 (Common error: 128 cm2 does not equal 128 m2 see page 56)
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Easingwold School

Prism
Any solid shape with uniform cross-section, ie same shape at each end.
Cross-section
This is the shape that goes all through a prism, ie the shaded parts in these shapes.
Example
Find the volume of this prism:
Volume = crosssectional area x length First find the crosssectional area
3 cm 5 cm
1.5 m
Area of a triangle = 1/2 base x height = 1/2 x 5 x 3 = 75 cm2 Note: The length is 15 m. This must be changed into centimetres, ie 150 cm. Volume = 75 cm2 x 150 cm = 1125 cm3
Question
Find the area and perimeter of this shape:
10 cm
4 cm 6 cm
Answer
The formula to find the area of a trapezium is 1/2 (a+b) x perpendicular height. Area = =
1 1
/2 (4 + 10) x 6 /2 (14) x 6
a P.H.
= 7x6 = 42 cm
2
To find the perimeter we must use Pythagoras theorem to find the missing side (see Pythagoras theorem, page 57). x2 = 62 + 62 x2 = 36 + 36 x2 = 72 x = 72 x = 8.49 cm Perimeter = 4 + 6 + 10 + 8.49 = 28.49 cm 6 cm 6 cm
Easingwold School
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Questions
1 a Find the area. b Find the perimeter.
8m
5m 2m 1m 3m
This is a diagram of a garden with a lawn and a path around the edge. The path is 2 m wide.
Path
Find the area of the path.
Lawn
10 m
16 m
Find the volume of this cuboid.

4 cm 3 cm 6 cm
Answers
1 a Split the shape into three parts. Area = 32 m2 b 8m+5m+3m+2m + 4 m + 2 m + 1 m + 5 m = 30 m 5m 1 m x 5 m = 5 m2 4mx3m = 12 m2 4m 2m 2m 3m = 160 m2 = 72 m2 = 88 m2 5mx3m = 15 m2 8m
5m
1m 2 Find the area of the large rectangle = 10 x 16 Find the area of the small rectangle = 6 x 12 Take away 3
Note: It is 6 x 12 A common error is 8 x 14. Remember 2 m wide at both ends
Be careful with this. Note the units. Either change everything to metres or everything to centimetres. Answer 168 000 cm3 or 0168m3
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Easingwold School
Formulae for length, area and volume

You need to recognise formulae. Which ones are 1-D (length), 2-D (area) and 3-D (volume)? Length has 1 dimension Area has 2 dimensions Volume has 3 dimensions Length x length = area Length x length x length = volume Length x area = volume Length + length = length Area + area = area Volume + volume = volume Different dimensions cannot be added. For example: Length cannot be added to area Volume cannot be added to area Length cannot be added to volume Numbers, eg 3, 7, have no effect on the dimensions. They are just numbers. For example: r = radius r is a length 2r is a length r2 is an area r2 is an area Note: Perimeter, radius and diameter are all lengths
1-D
2-D
3-D
Questions
a, b, c and d are lengths. State whether each formula gives a length, area, volume or none of these. bcd 1 3ab 2 3a 4 ab + d 3 ab2 + 3cd2
Answers
1 length x length = area Answer area 2 bcd length x length x length volume = = 3a length length Answer area ab + d length x length + length area + length area cannot be added to length Answer none of these
ab2 + 3cd2 length x length x length + length x length x length volume + volume Answer volume
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Ratio for length, area and volume

Look at this
1m 1m 100 cm
A
Area 1 m2
B
100 cm
Area 10 000 cm2
The two squares are identical. The area of A is 1 m2. The area of B is 10 000 cm2. Let us see why this happens Ratio of sides (length) Ratio of areas Ratio of volumes
Note: Common error, 1 m2 does not equal 100 cm2. Be very careful when converting units of area and volume.
x side 2 cm
y side 3 cm
x:y x2 : y2 x3 : y3
ie 2 : 3 ie 22 : 32 ie 23 : 33
4:9 8 : 27
Note: If you are given the area ratio you can find the length ratio by taking the square root.
If you are given the volume ratio you can find the length ratio by taking the cube root.
Example
A map is drawn to a scale of 4 cm represents 10 km. The area of a lake on the map is 20 cm2. What is the area of the real lake? Length ratio is Area ratio is 4 cm : 10 km (4 cm)2 : (10 km)2 16 cm2 : 100 km2 1 cm2 : 6.25 km2 20 cm2 : 125 km2
(divide by 16 to find 1 cm3)
Answer 125 km2
or you could use the scale factor method ie 20 x (10/4)2 = 125 km2
Questions
1 Cube A has a side of 3 cm. Cube B has a side of 5 cm. a b c 2 What is the ratio of their lengths? What is the ratio of their areas? What is the ratio of their volumes?
3 cm
5 cm
A map is drawn to a scale of 2 cm represents 5 km. A forest has an area of 60 km2. What is the area of the forest on the map?
Answers
1 2 a 3:5 b 32 : 52 9 : 25 4 cm2 : 25 km2 016 cm2 : 1 km2 9.6 cm2 : 60 km2 Answer 9.6 cm2 Easingwold School c 33 : 53 27 : 125 Length ratio 2 cm : 5 km Area ratio (2 cm)2 : (5 km)2 Therefore
56

Fairly straightforward. They give you the formulae on the exam paper so that makes it easier.
Pythagoras theorem
When you know the lengths of two sides of a right-angled triangle you can use Pythagoras theorem to find the third side. Pythagoras theorem: a2 + b2 = c2 (where c is the longest side) Note: The longest side is always opposite the right angle.
c a
Examples
Find x
x 5 cm 12 cm
52 + 122 25 + 144 169 169 13 cm
= = = = =
x2 x2 x2 x x
Find y
10 cm
8 cm
y2 + 82 y2 y2 y2 y y
= = = = = =
102 102 82 100 64 36 36 6 cm
To find the long side
To find either short side

n Lo gs ide
Short side
Square both numbers Square both numbers Add them together Subtract the smaller from the larger Take square root of result Take square root of result
Short side
Questions
1 Find x 2 Find the height of this isosceles triangle:
12 m
7m
10 cm
10 cm
Answers
1 To find a short side: Square both numbers Subtract 122 72 144 49 2
8 cm An isosceles triangle can be split into two rightangled triangles. h2 + 42 = 102 h2 = 102 42 h2 = 100 16 h2 = 84 h = 84 h = 9.165 cm 4 cm 10 cm h
(Note: Big number small number. If you do it the wrong way you will get error when you press Square root Answer x = 95 975 m )
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Trigonometry: Finding an angle

This is finding sides and angles. Remember the rules shown. If you are finding an angle you press the TOP LEFT key on your calculator (ie shift INV or 2nd F . If you are finding a side you do not press the TOP LEFT key on your calculator. Information similar to this will be given on your examination paper. Note: This only works for right-angled triangles.
x Adjacent
OPP HYP ADJ COS = HYP OPP TAN = ADJ SIN =
Hy po te nu se
To find an angle
x 3
Method 1 Label the triangle Hypotenuse = the longest side, opposite the right angle Opposite = opposite the angle being used Adjacent = next to the angle being used Cross out the side not being used. In this question HYP. Look at the formulae in the box at the top. Which uses OPP and ADJ?
TAN = 5 OPP = 3 ADJ
HY
2
ADJ
5 OPP
3 4
Calculator keys
Opposite
INV
TAN
INV
TAN
TAN
-1
Do not forget to press equals
Top left key on most calculators; it will show Shift, Inv or 2nd Function
The answer displayed should be 59.0362... 59.0 If it is not displayed, press =
Question
Find x
8 x 3
Answer
HY P
OPP
COS =
ADJ 3 = HYP 8 68.0
x 3
ADJ
= 67.975687...
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Easingwold School
Trigonometry: Finding a side

We have used this method before (see page 44).
SIN = OPP HYP COS = ADJ HYP TAN = OPP ADJ
OPP SIN X HYP
Cover up what you want and the formula will appear, eg cover up OPP
OPP SIN X HYP
OPP = SIN x HYP
ADJ COS X HYP
or cover up HYP
OPP SIN X HYP
OPP TAN X ADJ
HYP = OPP SIN
To find a side
10 m
28
Method 1
x
Label the triangle Hypotenuse = the longest side, opposite the right angle Opposite = opposite the angle being used Adjacent = next to the angle being used You need the side you are finding (x). You need the side you know (10 m). Cross out the side not being used. In this question ADJ. Look at the formulae above. Which uses OPP and HYP? We need OPP, cover up OPP to find the formula:
OPP SIN X HYP
2
HY 10 m
28
x OPP
3 4
ADJ
OPP = SIN x HYP OPP = SIN28 x 10
Calculator keys
SIN
=
469 m
This should give you an answer 46947..
Note: If this does not work ask your teacher to show you how to work your calculator.
Question
Answer
OPP COS = ADJ HYP x 40 8m ADJ HYP = ADJ COS 8 HYP = cos 40
ADJ COS X HYP
Cover up HYP to find the formula
P HY
40
8m
Find x
Calculator keys:
cos
Answer x = 104 m
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Trigonometry: Solving problems

Some questions will involve bearings. These are explained on page 37. This diagram shows a man at the top of a cliff looking down at a boat.
30 CLIFF
This is the angle of depression (looking down) This is the angle of elevation (looking up)
30 SEA Note: The angle of depression from the top of the cliff is equal to the angle of elevation from the boat. (Remember Z angles from page 36.) Angles of depression and angles of elevation are measured from the horizontal.
Answering questions
1 2 3 4 Read the question carefully. It may help to visualise what is required. You can use objects such as pencils, rubbers, rulers to make a model of what is required. Draw a diagram. Remember you need a right-angled triangle. Read the question again. Check that your diagram is correct.
Question
Sarah is flying a kite. The string is 80 m long and the angle of elevation is 32. How high is the kite?
Answer
Draw a diagram.
P HY 80 m
? OPP
OPP SIN x HYP
Cover up OPP
OPP = SIN x HYP = SIN32 x 80 = 424 m
32 ADJ
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Trigonometry and Pythagoras theorem for 3-D shapes

When you are working with 3-D shapes it helps to visualise the question. If it is a cuboid, your classroom is probably a cuboid so you can visualise the situation. It may help to imagine the shape on your desk, using pencils for flagsticks, or the edge of your desk to the floor for a cliff with a ship at sea, etc. Make sure you understand the question before you start. The best way to explain is to do some questions.
Questions
This diagram shows a horizontal rectangular playground ABCD. At one corner there is a vertical flagstick. C 1 The angle of elevation of the top of the 2 A bird is sitting on the ground at C. Calculate: a b
Answers
The question states rectangular playground ABCD this means the angles are all right angles, even though they dont look 90. Build a model. Use your desk for the playground, place a ruler or pencil in the far right corner, that is the flagstick. It is much easier to do 3-D questions if we have a 3-D model. 1 This is ordinary trigonometry. Draw a diagram to help opp = tan x adj = 100 x tan18 = 32.49196962 AF = 32.5 m opp tan adj Always write the whole number down before you shorten it to 3 significant figures
D 18 100 m adj
F D
100 m 70 m
B flagstick F from the ground at D is 18. Find the height of the flagstick. the angle of elevation from the bird to the top of the flagstick F
the distance the bird must fly (in a straight line) to reach the top of the flagstick F.
F opp ? A
Remember to put the whole answer into your calculator memory. You may need to use it again (do not work with the shortened answer 325). 2 a Look at your model (desk and ruler). Find the right-angled triangle you need. First you need to calculate AC. This is ordinary Pythagoras theorem Use the triangle ABC. To find a long side:
Square both short sides Add Square root C long A 70 m short B
AC = =
1002 + 702 14900
AC = 12206555
100 m short
Now we know AC we can use triangle ACF. b
hyp C ? 12206555
F 32491969 opp adj A
tan =
opp 32491969 = = 02661845 adj 12206555

INV
SHIFT
Remember: To find an angle, last three or calculator keys: or

F 32491969 short A
TAN
2ND
1490562 Answer = 149
Use Pythagoras theorem. To find a long side:

Square both sides Add Square root C long
CF = =
122065552 + 324919692 1595572
= 1263159 = 126 m
12206555 short
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Sine, cosine and tangent of any angle 1

You must memorise these graphs. In an emergency you can draw them by using your calculator, eg for sin find values at 45 intervals, ie 0, 45, 90 , 360
1
You can remember these important facts by looking at the graphs.
Sine
+ve for 0 to 180 -ve for 180 to 360 1
45
90
135
180
225
270
315
360 0 45 90 135 180 225 270 315 360
-1 -1
Cosine
+ve for 0 to 90 and 270 to 360 -ve for 90 to 270
Tangent
+ve for 0 to 90 and 180 to 270 -ve for 90 to 180 and 270 to 360 0
Look at the symmetry of all three graphs. The graphs continue the same symmetrical patterns for negative angles and angles greater than 360. Notice there are no values for tangents at 90, 270, 450, etc.
45
90
135
180
225
270
315
360
Sine
You can use the graphs to find angles. Suppose you are given the question sin x = 04. Find values of x between 0 and 360. Method: Draw a horizontal line at 04. This gives approximate values x = 25 and x= 155
04
45
90
135
180
225
270
315
360
-1
Note: You would use the same method if you were given the graph of y = 2cosx and asked 2cosx = 04. Find the value of x. Note: By extending the graphs above you can find values above 360 and negative values.
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Questions
1 2 3 4 Cos 20 = 09396926. Find the angles between 0 and 360 where cos x = -09396926 Tan 130 = -1.1917535. Find four angles where tan x = 11917535 Sin x = -04694715. Find two values of x between 0 and 360 Draw the graph of y = 2cos x 1 for 0 x 360 using 30 intervals and hence find values of x for which 2cos x 1 = -15
Answers
1 If you have one value for an angle, eg cos 20 = 0.9396926. You can find the friends of 20 like this. Between 0 - 90 90 - 180 180 - 270 270 - 360 Method 20 180 20 180 + 20 360 20 Angle 20 160 200 340
The cos of all of these angles will be 0.9396926 but two will be +ve and two will be ve
Either use the cosine graph you have memorised or check using your calculator, cos 20 cos 160 cos 200 cos 340 0.9396926 (+ve) -0.9396926 (ve) -0.9396926 (ve) 0.9396926 (+ve) Answer 160 and 200 0 - 90 90 - 180 180 - 270 270 - 360 angle 180 angle 180 + angle 360 angle
It is always
You are given friend 2 (90 - 180). Friend 2 is 180 ? = 130. So friend 1 = 50 Between 0 - 90 90 - 180 180 - 270 270 - 360 Method must be given as 180 + 50 360 50 Angle = 50 = 130 = 230 = 310
1.1917535 -1.1917535 1.1917535 -1.1917535
Use the tangent graph you have memorised or your calculator to find which are +ve and which are ve.
Answer is 50 and 230. To find other values, keep adding or subtracting 360, eg 50 360 = 310, 230 + 360 = 590.
INV
Put 0.469471562 into your calculator then press Between 0 - 90 90 - 180 180 - 270 270 - 360 Angle = 28 180 28 = 152 180 + 28 = 208 360 28 = 332 Method
SHIFT
SIN
2ND
This will give 28. (If the calculator gives a ve value, the 0 - 90 value will be the same angle but positive, ie 28.)
0.4694715 0.4694715 -0.4694715 -0.4694715
Use the sine graph you have memorised or your calculator to find which are ve.
Answer = x = 208 or 332
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Answers (continued)
4 You need a table of values. If you need a very accurate graph you should use 10 intervals. If not, intervals of 30 will be satisfactory. The question will normally indicate the level of accuracy. x y = 2cosx - 1
0 1 30 073 60 0 90 -1 120 -2 150 -273 180 -3 210 -273
COS
240 -2
270 -1
300 0
330 073
360 1
Example: calculator keys for 150: Draw the graph 1
Answer: 273
0 30 -1 60 90 120 150 180 210 240 270 300 330 360
-2
-3
Answer x = 105 and 255 approx.
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Sine rule, cosine rule, area of a triangle 1

Important: If the triangle has a right-angle use ordinary trigonometry (see pages 58-60). If the triangle does not have a right-angle use sine or cosine rule.
Remember if you are given two angles you can easily find the third because angles in a triangle add up to 180. (This is obvious but many candidates forget this 80 in the exam.)
35
Remember to label your triangle ABC when you use the sine or cosine rule. It does not matter where you put A, B and C C but, side a must be opposite angle A, side b must be opposite angle B, a and side c must be b opposite angle C. B A c
These formulae will be given on the exam paper. Sine rule a b c = = sinA sinB sinC Use any pair eg b c = sinB sinC Cosine rule cosA = b2 + c2 a2 2bc
Use this to find an angle Use this to find a side
a2 = b2 + c2 2bc cosA
Advice: if you are finding an angle it helps to write the formula upside down: sinB sinC = b c Use sine rule To find a side: You need one side and two angles To find an angle: You need one angle and two sides, ie two sides and two angles including the one you are finding.
Use cosine rule To find a side: You need two sides and the angle opposite the side you are trying to find To find an angle: You need three sides. You will be given this formula: Area of a triangle = 1/2 ab sin C Example
7 cm 130
Area = 1/2 ab sin C = 1/2 x a x b x sin C 5 cm = 1/2 x 7 x 5 x sin 130 =134 cm2 3
x 12 m 40 18 m
Questions Find x
1
x 50 8 cm 70 x 70 7 cm 6 cm 6 cm
7 cm
9 cm 30 12 cm
4 5
Find the area of this triangle

15 cm 130 17 cm
100
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Sine rule, cosine rule, area of a triangle 2

Answers
1 We are finding a side. We know one side and two angles. This suggests sine rule. Get into the habit of always labelling what we are finding, ie side a or angle A. a b = sinA sinB a=
8 cm b 70 c A
We are finding an angle. We know three sides. This suggests cosine rule. Label the triangle.
A c 6 cm B x 7 cm b C
C a x 50
b sinA sinB 8 x sin70 sin50
9 cm
a=
cosA =
b2 + c2 a2 72 + 62 92 = 2bc 2x7x6
= 0047619
a = x = 981 cm
A = x = 873
We are finding an angle. We know two sides and one angle. This suggests sine rule. Label the triangle.
A c x b 12 m C a 40 18 m B
We are finding a side. We know two sides and the angle opposite the side we are finding. This suggests cosine rule. Label the triangle.
A c 7 cm 70 b 6 cm
sinA sinB = a b sin A = sin A = a sinB b 18 x sin40 12 A = x = 746
a2 = b2 + c2 2bc cosA a2 = 62 + 72 2 x 6 x 7 cos70 a2 = 563 a = 563 a = x = 750 cm
At first glance we have insufficient information. But, remember if we know two angles we can easily find the third angle. The missing angle is 50.
B
Label the triangle.

C 15 cm b A 130 17 cm a B c
a c = sinA sinC a= c sinA sinC

C
30 12 cm c 50
100 b
Area
= = =
1/ 2 1/ 2 1/ 2
ab sin C x a x b x sin C x 17 x 15 x sin 130
12 x sin50 a= sin100 a = x = 933 cm
= 977 cm2
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Vectors
A vector is a quantity which has size and direction (ie a length in a direction).
Vectors 1
A vector can be written 2 3 3 -5 2 3 or a or AB
4 3 2 1
Let vector a =
This means 2 along and 3 up. The two vectors shown are both equal to vector a vector 4c = 12 -20 3 -5 and vector c = -3 5
add top line add bottom line
a a
If vector c =
vector a + vector c =
2 3
5 -2
Speed is distance travelled in a given time. It is not a vector. Velocity is distance in a specified direction travelled in a given time. It is a vector. Although technically incorrect you can assume speed and velocity mean the same thing in a GCSE Maths question. If you have a question with forces or speed or velocity you must draw a triangle.
These are the forces or speeds or velocities that produce the actual or resultant force or velocity. Note: We add them together (arrows in the same direction) to produce the actual or resultant force or speed or velocity. This is the resultant force or speed and the direction, ie what actually happens. If it is a plane or ship this is the actual direction and speed or velocity.
Remember: If we are trying to find the result, arrows go in the same direction. If we know the actual or resultant force or velocity and another force or velocity, we join the arrows tip to tip.
Example 1
A plane is heading south at 200 km/h
The wind is blowing east at 50 km/h
What is the actual direction and speed of the plane? We are finding the actual direction and speed. Vectors go in the same direction. It will give the same answer if we do this: Note: The arrows point 50 km/h in the same direction. or 200 km/h 200 km/h or this These would be wrong.
50 km/h
We now use Pythagoras theorem and trigonometry (pages 57-60) and Bearings (page 37).
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Vectors
Vectors 2
Example 2
A plane flies from Acton Airport to Bourne Airport. Bourne Airport is 600 km due south of Acton Airport. The journey takes three hours. There is a wind blowing east at 50 km/h. Find the direction in which the plane must fly and the airspeed (ie speed in still air). Method: 600 km in 3 hours is an actual speed of 200 km/h. We have an actual speed so vectors are joined tip to tip. We now use Pythagoras theorem and trigonometry. Answer: Direction 194, airspeed 206 km/h.
This is the airspeed and direction in which the plane must fly.
200 km/h
50 km/h
Example 3
It works exactly the same if we have forces. Two forces are pulling the object, calculate the resultant force and direction.
5N
10 N
10 N
5N Method: Draw a triangle. We want the resultant force resultant force so add the arrows in the same direction. Use Pythagoras theorem and trigonometry. Answer: Direction 117, resultant force 112 N.
Note: If velocities or forces are not at right angles proceed in the same way. But you will have to use sine rules or cosine rules instead of Pythagoras theorem and trigonometry (see sine rules, cosine rules, pages 65 and 66).
Questions
Write the following vectors in the form x y 1 a d 2 a 3c b e BC = b b ac c f c 3a + 2b
4 3 2 1 0 b
AB = a
2
B
D is the midpoint of AB E is the midpoint of BC F is the midpoint of AC a Write the following in terms of a and b i AC ii v BD DE iii BE
A D
iv DC b
68
Prove that DE is parallel to AC

Easingwold School
Vectors
Vectors 3
Questions (continued)
3 A ship can sail at 30 km/h in still water. The ship heads due north. The water current is flowing at 10 km/h due east. a b 4 What is the actual velocity of the ship? What direction does the ship sail in?
B N current 4 m/s A 200 m
A boat needs to sail due north from A to B. The current is flowing due east at 4 m/s. The boat sails at 10 m/s. a b What direction must the boat head? How long does the journey take?
Answers
1 a 4 1 4 1 -1 5 = 2 -1 b 2 -1 3x 4 1 +2x 2 -1 c -1 2 4 12 + -2 3 = 16 1 d 3x -1 2 = -3 6
Remember: All you have to do is use known routes a i We know AB and BC. Find a way from A to C along known routes: A to B then B to C AC = AB + BC AC = a + b ii AB = a therefore BA = a (opposite direction) B to D is half of B to A therefore BD = iv
1/ 2a
Note: When you find an answer, ie BE = 1/2 b in part iii, this becomes a known route. This is used in part iv.
iii
BE is half of BC BC = b therefore BE = 1/2 b
Find a way from D to C along known routes: D to B then B to C DC = DB + BC DC =

1/ 2a
Find a way from D to E along known routes: D to B then B to E DE = DB + BE DE = 1/2 a + 1/2 b
+ b DE = 1/2 a + 1/2 b 2 DE = 2( 1/2 a + 1/2 b ) = a + b
AC = a + b
Therefore DE is parallel to AC
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Vectors
Vectors 4
Answers (continued)
3 Very important: We are finding the actual velocity. Arrows go in the same direction. This is a common error. These are wrong: 30 km/h or
10 km/h 10 km/h 10 km/h 30 km/h
Draw the vector for the ship. Then add the vector for the current.
30 km/h
Now complete the triangle.
If you do not have right angles, you will have to use the sine rule or cosine rule (see pages 65 and 66).
Use Pythagoras theorem to find the speed. Speed = = = 30 + 10 1000

2 2
b
10
900 + 100
30
opp tan x = adj 10 tan x = 30 x = 184 Bearing = 0184
10
30
= 316 km/h
Think carefully. You need a diagram.
4 m/s
Note: You are finding the actual velocity so arrows go in the same direction.
10 m/s
Actual direction
Boat must head in this direction (its actual direction will be north).
10 m/s
Use trigonometry opp sin x = hyp 4 sin x = 10 x = 236 Note: This is north ie bearing = 360 x Bearing = 3364
4
First use Pythagoras theorem to find how far the boat travels in one second
4
10
Speed = x
10
102 42 100 16 84
= =
= 91651514 m/s distance = time speed 200 = 218 seconds 91651514
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Locus
A couple of ruler and pair of compasses constructions. Thats it. Very easy once you know how.
Locus (plural loci)

This is a mathematical name to describe the set of points which satisfy conditions. You will need to use a pair of compasses. Do NOT rub out your construction lines.
Questions
1 Draw the locus of a point which is always 075 cm from the line AB. A 2 B
A
Draw the locus of a point which is always an equal distance from two points P and Q which are 4 cm apart. Draw the locus of a point which is always an equal distance from the lines BA and BC.
B C
Answers
1 You must use a pair of compasses to draw the semi-circles at each end.
1 3
This is the locus of the point which is always an equal distance from P and Q P Q
3
1
A
3
This is the locus of the point which is always an equal distance from BA and BC
B
4 2
C Method a Join P and Q. b Place a pair of compasses on P. c Open the compasses over halfway towards Q. d Draw an arc above and below the line (1 and 2). e Keep the compasses the same distance apart. f Place the pair of compasses on Q. g Draw an arc above and below the line (3 and 4). h Join the intersections of both arcs. This is the locus.
Method a Open a pair of compasses. Keep them the same distance apart. b Place the pair of compasses on B. c Draw an arc on AB (1). d Draw an arc on BC (2). e Place the pair of compasses at 1 where the arc crosses the line AB. f Draw an arc (3). g Place the pair of compasses at 2 where the arc crosses the line BC. h Draw an arc (4). i Join B to the intersection of arcs 3 and 4.
Advice: Make sure you have a tight pair of compasses drawing an arc is impossible if your compass slips.
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Questionnaires
This may be useful for your coursework. It is quite easy. Just use your common sense.
Designing questionnaires
Questionnaires are used to obtain information. You may need to design a questionnaire as part of your coursework. 1 Design your questions to obtain information you can present and analyse in a variety of ways. A variety of different ways to present your data is given on pages 75-79 and 82. Make your questions easy to understand. Do not ask embarrassing questions, eg How many boyfriends do you have? Provide a choice of answer, eg Do you do a lot of homework?, will produce answers such as yes, sometimes, only in Maths. These responses are difficult to present and analyse. A better question would be: How much time did you spend doing homework last night? Tick the box nearest to the amount of time. 0 hours 1 hours 2 hours 3 hours
2 3 4
Types of question
Your questionnaire should contain one or two questions of each of the following types: 1 Questions with yes/no responses, eg Do you own a bicycle? Yes No
Try to avoid questions to which everyone will answer yes or everyone will answer no. Your results can be shown as a percentage, in a bar graph, pictogram, pie chart, etc. 2 Questions with numerical answers, eg How many televisions do you have in your house? Your results can be presented in graphs, tables, etc. You can calculate the mean, median and mode of the data. 3 Questions you can compare, eg What was your percentage mark in the English exam? and What was your percentage mark in the Maths exam? These questions will allow you to draw a scatter diagram to test a hypothesis such as Pupils who obtain high marks in English also obtain high marks in Maths.
How many people to ask

Twenty is a good number. Each person represents 5% of the total and each person can be represented by 18 on a pie chart. Forty is a good number. Each person represents 25% of the total and each person can be represented by 9 on a pie chart.
How many questions to ask

A maximum of ten.
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Questionnaires
Sampling
Census: Data is collected from everything. Random sampling: Data is chosen at random. Systematic: Select a sample, eg every tenth person in a queue, every hundredth person on a list.
Stratified random sampling

Example A sixth form has 200 students: 60 study A-Levels 90 study GNVQ 50 study BTEC
A survey of 20 students is taken. Use stratified random sampling to decide how many students from each course should be sampled. Method We are sampling 20 out of 200. Therefore multiply. by 60 x 90 x 50 x
20 20 20 20
/200.
/200 = 6 A-Level students should be randomly selected /200 = 9 GNVQ students should be randomly selected /200 = 5 BTEC students should be randomly selected
Question
500 people watch a film: 160 are men, 120 are women, 180 are boys, 40 are girls. A survey of 25 people is taken. Use stratified random sampling to decide how many men, women, boys and girls should be surveyed.
Answer
Men Women Boys Girls 160 x 120 x 180 x 40 x
25 25 25
/500 = 8 /500 = 6 /500 = 9 /500 = 2
25
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Questionnaires
Hypotheses
A hypothesis is an idea. Hypotheses can be tested in a variety of ways, eg observation, experiment, questionnaire.
Task
Choose a hypothesis. Decide how to test it. Collect data. Present the data in a variety of ways (see pages 75-79 and 82). Analyse the data. Draw conclusions. Was the hypothesis correct?
What to do
1 Think of a hypothesis. A hypothesis is a statement or observation which may be true, eg More men than women drive cars, A drawing-pin lands point upwards more than point downwards, Girls favourite television channel is BBC1. Decide how to test your hypothesis. How will you collect your data? The above hypotheses could be tested in these ways: More men than women drive cars (observation). A drawing-pin lands point upwards more than point downwards (experiment). Girls favourite television channel is BBC1 (questionnaire). 3 How will you analyse and present your data? The following should be included: Tables eg percentages Graphs pictograms, bar charts, line graphs Pie charts including your calculations Frequency polygons Averages mean, median, mode Range Scatter diagrams positive correlation, negative correlation, line of best fit Cumulative frequency upper quartile, lower quartile, inter-quartile range Bias are the results honest? For example, a coin could be weighted to give more heads than tails. If a teacher conducts a survey How many hours of homework did you do last night?, some pupils might lie. If you can use a computer you could include spreadsheets, etc. Remember to make your graphs neat; try to use colour. Do not produce dozens of one type of graph. It is far better to draw three or four pie charts than 20 pie charts. Remember to state your hypothesis at the start. Remember to analyse your findings. Draw conclusions from your results. Justify your conclusions is your hypothesis proved? If your hypothesis does not allow you to analyse and present your data in a variety of ways it is far wiser to choose a different hypothesis immediately. Do not waste time on a hypothesis which will not allow you to demonstrate your mathematical ability.
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Tables and graphs

Again much of this is common sense. You need to be able to read information from tables and graphs in everyday life.
Comparing data
Sometimes you will be asked to compare two sets of data. If you are comparing you must write about the similarities and differences of BOTH sets of data. A frequency polygon is a graph produced by joining up points with straight lines.
Questions
The heights of 20 boys and 20 girls aged 16 are shown in this table:
Height (cm) 140 149 150 159 160 169 170 179 180 189 190 199 Number of boys 1 6 8 4 1 Number of girls 1 3 8 6 2
1 2
Answers
1
Present the data in a frequency polygon. Compare the distributions and comment on your findings.
8 7 6 Frequency 5 4 3 2 1 0 144.5 is the mid-point for the class interval 140 149 144.5 Height in centimetres
Girls Boys
150
154.5
160
164.5
170
174.5
180
184.5
190
194.5
200
The frequency polygon shows that boys aged 16 are generally taller than girls of the same age.
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Tables and graphs
Histograms
Note: In a bar graph the frequency is the height of each bar. In a histogram the frequency is the area of each bar.
Questions
1 This table shows the ages of people in a room. Draw a histogram to show this information. Age 0 x < 10 10 x < 30 30 x < 60 60 x < 80 2 Frequency 4 6 6 8
This histogram shows the height of people in a room: a b c d How many people were between 140 cm and 150 cm? How many people were between 150 cm and 180 cm? How many people were between 180 cm and 200 cm? How many people were in the room?
Frequency density 03 02 01 0 140 150 160 170 180 190 200 Centimetres
Answers
1 First calculate the frequency density (frequency density = frequency age range) Age 0 x < 10 10 x < 30 30 x < 60 60 x < 80 Frequency 4 6 6 8 Frequency density 4 10 = 04 6 20 = 03 6 30 = 02 8 20 = 04
0 4 Frequency density 0 3 0 2 01 0 0 10 20 30 40 50 Age 60 70 80
We find the number of people by calculating the area of each bar. a b c d Area is 10 x 0.1 = 1 person Area is 30 x 0.3 = 9 people Area is 20 x 0.2 = 4 people 1+9+4 = 14 people
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Tables and graphs
Grouped data
Information is often grouped. We can estimate the median, mean and range.
Questions
This table shows the number of cars using a car park over a period of 100 days: Number of cars Frequency 1 2 3
Answers
1 2 The modal class is the class with the highest number. In this question it is 200 299 cars. There are 100 days. The median is the middle day when arranged in order of size. The question asks for an estimate, therefore we can assume that the median is the 50th day. 5 + 18 = 23. Therefore there are 23 days with less than 200 cars. 5 + 18 + 30 = 53. Therefore there are 53 days with less than 300 cars. The 50th day is towards the high end of the 200 299 class. A good estimate of the median would be about 290 cars. 3 The mean is found by first multiplying the mid-value of each class by the frequency. The question asks for an estimate, therefore we can use 50, 150, 250, 350 and 450 as the midvalues. (5 x 50) + (18 x 150) + (30 x 250) + (27 x 350) + (20 x 450) 100 = 250 + 2700 + 7500 + 9450 + 9000 100 = 28900 100 The mean number of cars is about 289.
0 99 5
100 199 18
200 299 30
300 399 27
400 500 20
What is the modal class? Estimate the median. Estimate the mean.
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Cumulative frequency is very likely to appear on your exam paper. Just learn the rules.
We can use cumulative frequency curves to compare data.
Questions
This table shows the marks of pupils in an exam: 1 2 3 4 5 6 7
Answers
1 The range is 65 6 = 59 Mark 6-15 16-25 26-35 36-45 46-55 56-65 80 Cumulative frequency 70 60 50 40 30 20 10 0 5 10 Marks 15 20 25 30 35 40 45 50 55 60 65 5 lower quartile is 31 3 median is 39 4 upper quartile is 47 lower quartile median upper quartile 6 Interquartile range = upper quartile lower quartile = 47 - 31 = 16 7 This shows 67 pupils But there are 67 pupils with less than 50 marks There is a total of 80 pupils so 13 A grades were awarded Frequency 3 10 14 28 20 5 2 Cumulative Frequency 3 3+10 = 13 3+10+14 = 27 3+10+14+28 = 55 3+10+14+28+20 = 75 3+10+14+28+20+5 = 80 Note: Points are plotted at the maximum value of the class interval, eg the 4655 interval is plotted at (55,75) not (50,75). First complete a cumulative frequency column
Mark 6-15 16-25 26-35 36-45 46-55 56-65
Frequency 3 10 14 28 20 5
What is the range of the marks? Draw a cumulative frequency diagram. What is the median mark? What is the upper quartile? What is the lower quartile? What is the interquartile range?
Pupils need 50 or over for an A grade. How many A grades were awarded?
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Using cumulative frequency diagrams to compare distributions

Question
Two different makes of light bulbs were compared. The cumulative frequency diagrams show the number of hours the bulbs lasted. Type A
300 250 Cumulative frequency 200 150 100 50 0 median Cumulative frequency 200
Type B
upper quartile 150
upper quartile
100
median
lower quartile
50
lower quartile
500 1000 1500 2000 2500 3000 Hours 0 0 500 1000 1500 2000 2500 3000 Hours
Use the median and interquartile range to compare the two distributions.
Answer
Different numbers of bulbs were used in the tests but the median and interquartile range allow comparison between the two types of bulb. The interquartile range measures the range of the middle half of the distribution. The median of bulb A is about 1800 hours. The median of bulb B is about 2200 hours. This implies that bulb B is better because the median bulb lasts 400 hours longer. The interquartile range of bulb A is about (2200 1250) 950 hours. The interquartile range of bulb B is about (2400 2000) 400 hours. The middle half of bulb B is bunched together, ie steeper curve. The middle half of bulb A is more spread out. The information suggests that bulbs of type B are more consistent and have a longer lifetime.
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Standard deviation
If your teacher has shown you how to use your calculator to find standard deviation you are advised to ignore this page. A formula will be given on your exam paper. I am going to show you how to use this one: x2 x 2 Standard deviation (SD) =
n n
Ask your teacher if this formula is given on your exam paper. If not you will have to learn it.
Standard deviation
Example Find the standard deviation of these numbers 12, 5, 7, 10, 6.
1 2 3 4 5 6 7 8 9 x2 x2 n x2 n x2 n x n x n
2
n x x n x n
Count how many numbers we have Add the numbers ( means add) Divide by n
(all we have done so far is find the mean!)
2
5 40 8 64
12 + 5 + 7 + 10 + 6 = 40 = 5 82 =
Square the mean Put 64 into your calculator memory Add the numbers squared Divide by n Subtract the mean squared
(this number is in calculator memory)
2
122 + 52 + 72 + 102 + 62 = 354 5 =
354 708 68
708 64 =
Square root
68 = 260768
Question Find the standard deviation of these numbers 5, 7, 3, 10, 4, 6, 12, 4.

Answer
1 2 3 4 5 6 7 8 9 x2 x 2 n x2 n x2 n x n x n
2
n x x n x n
Count how many numbers we have Add the numbers ( means add) Divide by n
(all we have done so far is find the mean!)
2
8 5 + 7 + 3 + 10 + 4 + 6 + 12 + 4 = 51 = 8 51 6375
Square the mean Put 406406 into your calculator memory Add the numbers squared Divide by n Subtract the mean squared
(this number is in calculator memory)
2
63752 = 406406
52 + 72 + 32 + 102 + 42 + 62 + 122 + 42 = 395 = 8
395 49375
49375 406406 = 873437 873437 = 2955
Square root
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Easingwold School
Standard deviation
The normal distribution

This is a distribution which has the majority of values in the centre and very few at each end. This graph has a normal distribution. SD = standard deviation
34 % 25 % 135 % mean 1 SD mean
34 % 135 % mean + 1 SD 25 %
mean 2 SD
mean + 2 SD
68% of the data is within 1 standard deviation (1 SD) of the mean. 95% of the data is within 2 standard deviations (2 SD) of the mean. 5% of the data is more than 2 standard deviation (2 SD) from the mean.
Questions
1 Bags of sweets contain a mean of 450 g and are normally distributed with a standard deviation of 4 g. a b c 2 What are the weights between which the central 68% should lie? What percentage of bags should contain less than 442 g? 5000 bags of sweets are provided. How many bags are over 458 g?
This data shows the heights of two groups of men from different parts of the world:
Group A Mean height Standard deviation 172 m 01 m Group B 175 m 007 m
Comment upon these two sets of data.

Answers
1 a 68% is within 1 SD, ie 4 g either side of the mean, so the central 68% lies between 446 g and 454 g. 2 standard deviations below the mean. c 2 458 g is 8 g above the mean, ie 2 standard deviations above the mean 25% of 5000 is 125 bags. Group B 68% have heights between 168 m and 182 m 95% have heights between 161 m and 189 m b 442 g is 8 g below the mean, ie 2 standard deviations below the mean. 25% of the data is more than
Group A 68% have heights between 162 m and 182 m 95% have heights between 152 m and 192 m
The data shows that Group B has a smaller standard deviation, therefore the data has a tighter distribution, whereas the data in Group A has a higher standard deviation and is more spread out. There are more shorter people in Group A than Group B. Easingwold School
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Scatter diagrams
These are used to find connections between two sets of data.
Line of best fit

Scatter diagrams are used to find relationships (or correlation) between two sets of data.
Time spent at work x x x x x x x x x x x x x x x x x House number x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x
Height
Mass
Time spent at home
Classroom number
This diagram shows a positive correlation
This diagram shows a negative correlation
This diagram shows no correlation
A line of best fit is drawn by looking at the crosses on a scatter diagram and then drawing a line. Normally there would be a similar number of crosses above the line as below the line.
Questions
1 Draw a line of best fit on this scatter diagram. This scatter diagram shows the masses of 16 pupils against their ages.
80 x 70 x Mass (kg) 60 x 50 x 40 30 x x x x x x x x x x x x
10
11
12
13
14
15
Age (years)
2
Answers
1 2
Use your line of best fit to estimate the mass of a 13 year old pupil.
The line should be drawn so that there are a similar number of crosses above the line as below the line. Method: Draw a line from 13 years to the line of best fit. Read the mass. The answer should be about 60 kg.
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Probability
You need to understand when to multiply probabilities, when to add probabilities and tree diagrams.
Estimation of probability by experiment

We can carry out an experiment to help us to estimate probability, eg we could throw a thousand drawing-pins and count how many times they landed point up. This would allow us to use the probability to estimate how many would land point up if a million drawing-pins were thrown. The more times an experiment is carried out, the more likely the data obtained is accurate.
Example
A six-sided die is thrown. Here are the results:
Side of die John Andrea 1 2 46 2 7 51 3 3 53 4 8 47 5 4 46 6 6 57
John threw the die 30 times. Andrea threw the die 300 times. Andrea is more likely to obtain the better estimate because she has thrown the die more times than John.
Questions
A die is thrown 600 times. These results are obtained.
1 102 2 112 3 181 4 31 5 82 6 92
1 2 3 4
Do the results indicate the die is biased? Justify your answer. Use the data to work out the probability of the die landing on: a 1, b 3, c 4, d 6 If the die were fair how many times would you expect it to land on each number if it were thrown 600 times?
Answers
1 2 3 4 The die seems to be biased. More 3s were obtained than would be expected by chance. Fewer 4s were obtained than would be expected by chance. a c
1 102 31
/600 =
51
/300 =
17
/100
b d
181 92
/600
23
/600
/600 =
/150
We would expect the die to land on each number a similar amount of times. The chance of each number is /6. Therefore we would expect each number to occur about 100 times.
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Probability
Tree diagrams
Tree diagrams can be used to help you work out the probability of events. Remember: Branches must add up to 1, ie:
0.8
?
0.5
0.1
?
This must be 0.2 because 0.8 + 0.2 = 1
This must be 0.4 because 0.5 + 0.1 + 0.4 = 1
Questions
A car driver passes through two sets of traffic lights on his way to work. The lights can either be red or green. The probability of red at the first lights is 06. The probability of red at the second lights is 03. Draw a tree diagram to show this and hence calculate the probability that: 1 2 3 4
Answers
This problem is independent probability. The colour of the second traffic lights is not affected by the colour of the first set. Remember: Total probability equals 1, ie first lights: Probability of red 06 First traffic lights R
0.7
Both lights are red. Both lights are green. One set of lights is red and one is green. At least one set of lights is red.
+ +
Probability of green 04
= =
1 1
Second traffic lights

0.3
0.6 x 0.3 = 0.18
0.6
G R
0.6 x 0.7 = 0.42 0.4 x 0.3 = 0.12
0.4
0.3
G
0.7
0.4 x 0.7 = 0.28
1 3 4
018
028 042 + 012 = 054 018 + 042 + 012 = 072
Red and green or green and red Red and red or red and green or green and red Alternative method
The question states at least. Look at page 87 Probability (at least). Total probability 1 1 what we do not want green and green 028 = = = what we do want what we do want 072
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Probability
Conditional and independent probability

Conditional probability implies that a probability is conditional upon what has happened previously (question 1 below). Independent probability implies that the probability of one event does not depend upon the outcome of another event (question 2 below).
Questions
1 The probability of a person passing maths is 07. The probability of a person who has passed Maths, passing Science is 08. The probability of a person who has failed Maths, passing Science is 04. Draw a tree diagram to show this and hence answer the following questions. a b c 2 a b
Answers
1
What is the probability of a person passing Maths and Science? What is the probability of a person failing Maths and Science? What is the probability of a person passing one subject and failing the other? He shakes a 4 and tosses a tail? He shakes an even number and tosses a tail?
A man shakes a 6-sided die and tosses a coin. What is the probability that:
Maths
Science
08
pass fail pass fail
(07 x 08) (07 x 02) (03 x 04) (03 x 06)
056 014 012 018
07 03
pass fail
02 04 06
a b c
056 018 Pass Maths 07 and x fail Science 02 or + and x and x fail Maths 03 and pass Science. x 04 = 026
a b
Probability of shaking a 4
1
tossing a tail
1
/6 /2
/2 /2
= =
/12 /4
Probability of shaking an even number

1
tossing a tail
1 1
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Probability
Probability (and, or)

This method can be used with conditional or independent events. AND means MULTIPLY OR means ADD
Example
A bag contains three red sweets, four blue sweets and five white sweets. A boy is blindfolded. What is the probability he chooses a blue sweet, eats it, then chooses a red sweet?
R B W W R W B W B B R W
Method
This question is conditional probability. Note how the number of sweets changes when the second sweet is chosen. Try to rephrase the question using the key words:
BLUE SWEET RED SWEET AND OR
The boy needs

There are four blue sweets in the bag There are 12 sweets in the bag
BLUE SWEET
AND
RED SWEET
4 12 4 12 x
3 11 = 1 11
There are three red sweets in the bag Remember, a blue sweet has been removed so there are only 11 sweets left in the bag
3 11
Questions
1 2
Answers
1 Key words
RED SWEET RED SWEET AND AND OR Rephrase the question using the key words. RED SWEET
What is the probability of choosing two red sweets? What is the probability of choosing a red sweet and a white sweet in any order?
3 12 2 Key words
RED SWEET RED SWEET AND
2 11
1 22
OR
WHITE SWEET OR
AND
Rephrase the question using the key words.

AND RED SWEET
WHITE SWEET
WHITE SWEET
3 12
5 11
5 12
3 11
5 22
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Probability
Probability (at least)

This page shows you a shortcut. This is used when a question asks for the probability of at least or the probability of not getting.
Questions
Three coins are tossed. What is the probability of: 1 2
Answers
1 We need:
TAIL AND TAIL OR TAIL AND HEAD AND TAIL OR TAIL AND TAIL AND HEAD
Exactly one head? At least one head?
HEAD AND
( 12
2
1 2
1 2
( 12
1 2
1 2)
( 12
1 2
1 3 = 2) 8
(Or you could use a tree diagram, see page 84.) Remember, the total probability for all of the possible ways three coins can land is 1. We could say:
HEAD
AND
HEAD
AND
HEAD
OR
HEAD
AND
HEAD
AND
TAIL
OR
...
This will work but it takes a long time! Think carefully Sometimes it is quicker to work out the probability of what we do not want. What dont we want? We dont want three tails. Any other outcome will contain at least one head. The probability of three tails is:
TAIL AND TAIL AND TAIL
1 2
1 2
1 2
1 8
Total probability Probability of three tails = Probability of at least one head 1 1 8 = 7 8
Note: When a question states at least always consider the short cut Total probability what we do not want = what we do want
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This section contains material that is on most Higher Tier exam papers. Ask your teacher if it will be on your exam paper.
3-D co-ordinates
You are used to using 2-D co-ordinates eg (3, 7) means 3 along the x-axis and 7 along the y-axis. 3-D co-ordinates are the same, but we are locating points in space. The easiest way to understand 3-D co-ordinates such as (3, 7, 2) is to think 3 along the x-axis, 7 along the y-axis and 2 up. Two dimensional co-ordinates are (x, y) Three dimensional co-ordinates are (x, y, z) z y x and y are normal co-ordinates z is vertical (ie going up) x
Questions
A box is 8 cm long, 6 cm wide and 4 cm high. The co-ordinate of the bottom left corner is (0, 0, 0) Give the co-ordinates of: 1 B 3 D
Answers
1 To reach B we go: 0 along the x-axis 0 along the y-axis 4 along the z-axis 2 To reach C we go: 8 along the x-axis 6 along the y-axis 4 along the z-axis 3 To reach D we go: 8 along the x-axis 6 along the y-axis 0 along the z-axis 4 4 along the x-axis 3 along the y-axis 2 along the z-axis (4, 3, 2) (8, 6, 0) (8, 6, 4) (0, 0, 4)
C B
4 cm
D C The centre of the box (0, 0, 0)

6 cm 8 cm
2 4
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Inequalities
Equations have a definite solution, inequalities have a range of solutions. Apart from this they are very similar. > < means greater than means less than means greater than or equal to means less than or equal to Note: The symbol always points to the smaller number
Questions
1 Solve these inequalities: a 5x > 20 d 3 2x + 1 < 13 2
Always read the question carefully. Sometimes it asks you to shade the wanted region, sometimes the unwanted region. Sometimes it asks you to describe the shaded region, sometimes the unshaded region. c 2x > 8
b x 7 < 10 e x2 16
Draw and indicate the following regions by shading: a x>4 b y2
Answers
1 Inequalities are very similar to equations: a 5x > 20 x>
20
x 7 < 10 x < 10 + 7 x < 17
2 x > 8 x < 8/2 x < 4
/5
x>4
Note: When we have a negative multiplication or division the inequality sign reverses. This causes many difficulties. If you are not certain which way the inequality sign should point, try a check. The solution shows x is less than 4. Choose a value less than 4, eg 5: Is it true that ie 2x > 8? 2 x 5 > 8 10 > 8 d Solve as an equation. Subtract 1 from everything: Divide everything by 2: 2a 5 4 3 2 1 1 1 2 1 2 3 4 x=4 5 6 x -2 -1 3 2 1 Yes, it is true. So x < 4 is correct. 2x + 1 < 13 2x x b 3 2 1 -1 -2 -3 -4 Note: We use a solid line when it is or 1 2 3 4 5 x The shaded region is y2 < 12 <6 3 1 2x + 1 1 < 13 1
e Remember, if x2 = 16 then x can equal 4 or 4, ie 4 x 4 = 16, 4 x 4 = 16. Therefore x 4, x 4 y The shaded region is x > 4 y y=2
Note: We use a dotted line when it is < or > Easingwold School
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Critical path analysis

When completing a job, several tasks may need to be carried out. Some tasks may have to be done before others can be started, eg if you were building a shed you would have to lay the foundations before you could erect the shed. You would have to erect the shed before you could build cupboards in the shed. The critical route is the route that takes the longest time.
Questions
This is a network. Each letter represents a job to be completed. The number shows the time, in hours, required to complete each job. A 3 B 7 D 4 1 2 3 4 What is the critical path? What is the minimum time for the whole job? Draw a priority table for the network. The whole job must be completed by 2300. What is the latest possible time job D can start? 2 3 5 F C E 6 G
Answers
1 Follow each possible route to find the longest: ACEG ACFG BCEG BCFG BDFG 2 3 Job A B C D E F G 4 21 hours 18 hours 22 hours 19 hours 14 hours this is the longest time, therefore the critical path is BCEG
The minimum time is 22 hours These jobs must be done first AB B ABC ABCD ABCDEF
D + F + G = 2 + 3 + 5 = 10 hours. The latest time job D can start is 1300.
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Linear programming
Question
A man must spend a minimum of 1000 on chairs at 20 each and tables at 40 each. He must buy a maximum of 40 items of furniture. At least half of the items of furniture must be chairs. a b Write three inequalities. Draw a linear programming graph and shade the region which satisfies the inequalities (put tables on the horizontal axis, chairs on the vertical axis).
Answer
C represents chairs, T represents tables Inequality 1: 40T + 20C 1000 Plotting this on the graph Let T = 0 then C 50 Let C = 0 then T 25 Inequality 3: T C Plotting this on the graph Let T = 0 then C 0 - plot the point (0, 0) Let C = 0 then T 0 - plot the point (0, 0) Problem: These are the same points. Choose another value for T: Let T = 30 then C 30 C 50 plot the point (30, 30) plot the point (0, 50) plot the point (25, 0) Inequality 2: T + C 40 Plotting this on the graph Let T = 0 then C 40 Let C = 0 then T 40 plot the point (0, 40) plot the point (40, 0)
0T
45 40 35 30 Chairs 25 20 15
T +
10 5 0 0 5 10 15 20 25 Tables Easingwold School
T C = 40
+2 0C 00 =1 0
T 30 35 40 45 50
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Transformations (matrices) 1
Rotation matrices
What the matrix does 0 -1 1 0 0 1 -1 0 -1 0 0 -1 Rotation 90 anticlockwise (270 clockwise) Rotation 270 anticlockwise (90 clockwise) Rotation 180 anticlockwise (180 clockwise) a 0 0 a
Enlargement matrices
What the matrix does Enlargement by a scale factor of a
For example: 3 0 0 3 Enlargement by a scale factor of 3
Reflection matrices
What the matrix does 1 0 0 -1 -1 0 0 1 -1 0 0 -1 0 1 1 0 Reflection in the x-axis
Reflection in the y-axis
Reflection in the x-axis followed by a reflection in the y-axis
Reflection in the line y = x
0 -1 -1 0
Reflection in the line y = x
Multiplying matrices
Memorise this: Example a c b d Row x Column e g
c o l u m n 1
f h
c o l u m n 2
ae + bg ce + dg
af + bh cf + dh
Look how it works: row 1 row 2 = row 1 x column 1 row 2 x column 1 row 1 x column 2 row 2 x column 2
Look: When you multiply row 2 by column 1, you write the answer in row 2, column 1
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Transformations (matrices) 2
Questions
1 The triangle T with coordinates A(5, 1), B(6, 3), C(2, 7) is transformed by the matrix 0 -1 -1 0 a b 2 to produce T'
What are the coordinates of T'? Describe the transformation
The triangle R with coordinates A(3, 1), B(5, 1), C(5, 6) is rotated 90 anticlockwise to produce R'. What are the coordinates of R'?
Answers
1 a 0 -1 -1 0 5 1 6 3 2 7 0 x 5 + -1 x 1 -1 x 5 + 0 x 1 0 x 6 + -1 x 3 -1 x 6 + 0 x 3 0 x 2 + -1 x 7 -1 x 2 + 0 x 7 -1 -3 -7 -5 -6 -2
Always put the transformation matrix first
Matrix for triangle T
Coordinates of T' are A'(-1, -5), B'(-3, -6), C'(-7, -2) b 2 Reflection in the line y = x (see information on page 92) 0 -1 1 0 0 -1 1 0
is the matrix to produce a rotation of 90 anticlockwise (see page 92) 3 1 5 1 5 6 0 x 3 + -1 x 1 1x3+0x1 0 x 5 + -1 x 1 1x5+0x1 0 x 5 + -1 x 6 1x5+0x6 -1 -1 -6 3 5 5
Always put the transformation matrix first
Matrix for triangle R
Coordinates of R' are A'(-1, 3), B'(-1, 5), C'(-6, 5)
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Important facts you are expected to know

Key words
Sum means add Product means multiply
Units of measure
Length 10 millimetres (mm) = 1 centimetre (cm) 100 centimetres (cm) = 1 metre (m) 1000 metres (m) = 1 kilometre (km) Mass 1000 grams (g) = 1 kilogram (kg) 1000 kilograms (kg) = 1 tonne (t) Capacity 1000 cubic centimetres (cc) = 1 litre (l) 1000 millilitres (ml) = 1 litre (l) 100 centilitres (cl) = 1 litre (l) 10 millilitres (ml) = 1 centilitre (cl)
Significant figures
Rounding to one significant figure (1 sig. fig.) 3725 2863 4213 4000 30 400
Round to one figure, then add noughts to the decimal point. Do not add noughts after the decimal point.
Note: 421.3 does not become 400.0 0038 004 Significant numbers are counted 0724 07 from the first nonzero figure. 00306 003
Continuous and discrete data

Discrete data is data which can only have certain values, eg the number of people in a room can only have whole number values. You cannot have 3.2 people in a room. Continuous data is data which can have any value, eg distance between two places, height of a person. The height of a person can be measured to any degree of accuracy. A person could be 1.783642 m tall.
Formulae
You must memorise these formulae: Circumference of a circle = Area of a circle = Volume of a cylinder = Total surface area of a cylinder = 2r = d r2 r2h 2rh + 2r2
Common error: Many errors are made by using the diameter instead of the radius.
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Important facts
Special triangles
You also need to know the special names of these two triangles: Equilateral An equilateral triangle has three axes of symmetry. If you fold on any axis of symmetry you produce two identical right-angled triangles. Isosceles Two sides equal. Two angles equal. An isosceles triangle has one axis of symmetry. If you fold on the axis of symmetry you produce two identical right-angled triangles.
Quadrilaterals
A quadrilateral is a four-sided shape. The angles add up to 360. You are expected to know the following information about quadrilaterals. Parallelogram Rhombus
This is a parallelogram with four equal sides. Diagonals bisect each other. Rotational symmetry order 2. Opposite sides are parallel and the same length. Opposite angles are equal. Diagonals bisect each other. Rotational symmetry order 2.
Rectangle
Square
A parallelogram with all angles equal (ie 90). Rotational symmetry order 2.
A rectangle with all sides equal length. Rotational symmetry order 4.
Trapezium
Kite
A quadrilateral with one pair of parallel sides. No rotational symmetry.
Two pairs of equal length sides adjacent to each other. Diagonals cross at right-angles. One diagonal bisects the other. No rotational symmetry.
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Important facts
Regular polygons
A polygon is a shape made from straight lines. A regular polygon has all of its sides the same length and all of its angles the same size.
E I E E I I
I = Interior angles E = Exterior angles The sum of the exterior angles of a polygon is 360 Interior angle + exterior angle = 180
I E
I E
Averages mean and range

The mean is the most useful average because it uses all of the data. The mean is sometimes called the arithmetic mean. The range is the difference between the largest and smallest numbers. Example a Find the mean of: 16, 18, 11, 19, 17 b Find the range
Method a Add the numbers, then divide by how many numbers there are. 16 + 18 + 11 + 19 + 17 81 = = 162 5 5 b The range is 19 11 = 8
Averages median and mode

The median is the middle number when the numbers are placed in order. The mode is the most common number. Examples 1 Find the median and mode of these numbers: 2, 3, 5, 3, 2, 4, 2 2 Find the median of these numbers: 7, 3, 10, 2 Method 1 First place the numbers in order of size
3 is the middle number, therefore the median is 3 2 2 2 3 3 4 5
There are more 2s than any other number, therefore the mode is 2
Place the numbers in order

2 3 7 10 3+7 2 = 10 = 5 2 The median is 5
The median is between 3 and 7
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Important facts
Number patterns
Examination questions often give you a pattern of numbers and ask you to describe the pattern. Example 1 2 Describe how to find each term in the pattern 5, 8, 11, 14, 17 What is the tenth term?
Method Term 1st 5 3 2nd 8 3 3rd 11 3 4th 14 3 5th 17
Find the difference
The difference is 3. This is what you multiply by: 1st term is 2nd term is 3rd term is 3 x1=3 3 x2=6 3 x3=9 What do you have to do to find the answer? Add 2 3+2=5 6+2=8 9 + 2 = 11
The rule is multiply the term by 3, then add 2. (In algebraic terms this is 3n + 2.) The tenth term is 3 x 10 + 2 = 32
Easingwold School
97
Diagnostic tests
These tests will help you check how good you are at questions on each topic. If you have difficulty, revise the topic again. 1 Rational and irrational numbers State whether each number is rational or irrational. If the number is rational write the number in the form a/b. 1 3 5 2 0217 25 0481 6 2 7 4 5 3 Mr Williams earned 180 per week in 1990. He received a 4% rise each year for five years. Calculate his wage in 1995. Miss Soames bought a car for 10 000. The car depreciated by 10% each year. How much was it worth after four years?
Using a calculator: Brackets, memory and fractions 1 641(372 8532) 2 687 (936 x 34) 842 x 0164
Calculating growth and decay rates The value of an antique vase increases by 4% each year. Its value in 1990 was 2704. a b Calculate its value in 1996 to the nearest pound. Calculate its value in 1988.
Using a calculator: Powers, roots and memory 1 A cube has a volume of 216 cm3. What is the length of each side? 2 3 What is the value of 54? Calculate the value of: a 24013/4 b
5
Patterns you must recognise 1 What are the special names given to these numbers? a 1, 4, 9, 16, 25, 36... b 1, 8, 27, 64, 125, 216... c 1, 3, 6, 10, 15, 21... 2 3 List the factors of 30. Complete the next three prime numbers: 2, 3, 5, 7...
243
Standard form 1 Write 632 x 104 as an ordinary number. 2 3 4 Write 273 000 in standard form. Write 00072 in standard form. 842 x 10
6
34 x 10
Percentages and fractions 1 A cinema holds 3200 people. Safety regulations require the capacity to be reduced by 3/8. What is the capacity after the reduction? 2 Mrs Saunders earned 240 per week. She received a 6% increase. What was her wage after the increase?
Product of primes, highest common factor, lowest common multiple and reciprocals 1 Write 1960 as a product of primes. 2 3 Find the HCF and LCM of 36 and 90. Find the reciprocal of -8.
98
Easingwold School
Diagnostic tests
9 Trial and improvement Find the value of x correct to one decimal place using trial and improvement. You must show all of your working. x3 + x = 108 10 Equations Solve these equations. Give the answer correct to three significant figures where appropriate. 1 2 3 4 y2 = 10 y = 17
5
14 Using algebraic formulae a = 1/5, b = 23, c = -37, d = -4/5 Find the value of: 1 2 3 4 6(4a - 3d) a2 + b2 -3c 3a2 + b2 c2 d v = r2h a Calculate v when r = 3, h = 4 b Calculate h when r = 10, v = 400 c Calculate r when h = 5, v = 300 15 Rules for indices (powers) Simplify: 1 2 3 y y
1/4 1/3
/y = 8
3(y + 6) 2(4y 1) = 8
11 Rewriting formulae Make y the subject: 1 2 3 y = 4c y2 = 25x2

A
xy
1/3 1/2
/y = B
12 Iteration 1 Produce two iterative formulae for x2 + 7x + 13 = 0 2 The iterative formula 15 + 2 xn+1 = xn can be used to solve the equation x2 2x 15 = 0. Use the iterative formula to find a solution to the equation. Start with x1=7. 13 Direct and inverse variation a is proportional to c3 a = 50 when c = 2 1 2 Find a when c = 10 Find c when a = 400
Evaluate 1 4
-2
16 Expansion of brackets Simplify: 1 2 3 4 5 6 a5 x a3 4a4 x 3a 8a6 2a-4 5a(4a2x 3ac) 2a2c3(3ad2 + 4a2c) (2a 4)(3a 5)
Expand:
17-19 Factorisation Factorise: 1 2 3 4 12a2 4ac 15a2c2d + 25a3c a2 7a + 10 Solve a2 7a + 10 = 0

99
Easingwold School
Diagnostic tests
20 Solving quadratic equations 1 Solve y2 = 3y + 5. Give your answer correst to 3 significant figures. 21 Simultaneous equations: Solving using algebra Solve the simultaneous equations 3a 2y = 16 and 5a 3y = 26 22-23 Simplifying algebraic fractions 1 2 Simplify Simplify 15x + 20 6x + 8 4ac5 8a3c2 2 9a2c 3ad 25 Simultaneous equations: Solving by drawing a graph 1 Solve the pair of simultaneous equations by drawing a graph. 2y x = 6
y 8 7 6 5 4 3 2 1 x 1 4 3 2 1 -5 -4 -3 -2 -1 0 -1 -2 -3 -4 1 2 3 4 5 2 3 4 5 6 7 8
y + 2x = 8
24 Drawing lines
26 Solving equations using graphical methods Use graphical methods to solve x2 5x + 6 = 0. Plot your graph for -1 x 4
12 10 8 6 4 2 -2 -1 0 -2 -4 1 2 3 4 5
Draw and label the following lines 1 3 5 y=0 y=4 y=x 2 4 6 x=0 x = 3 y = -x
27 The straight line equation y = mx + c What is the equation of the line which passes through the points (2,0) and (6,6)?
100
Easingwold School
Diagnostic tests
28 Using tangents to find gradients Draw a graph of y = x2 for 3 x 3. Find the gradient at: a x = -2 c x=2
9 8 7 6 5 4 3 2 1 -3 -2 -1 0 -1 1 2 3
Use your formula to find the cost for 180 minutes.
b x=1
31 Drawing graphs Label the following graphs. Choose from: y = 2x2 + 2 y = -3x2 + 2 y = 2x + 2 y = -2x + 2 y = 1/x y = -1/x y = x3 y = -x3 c b a
29-30 Expressing general rules in symbolic form This table shows the labour costs of having a cooker repaired. It consists of a fixed rate call-out charge plus a charge per half hour.
Time (min) Cost () 30 20 60 28 90 120 44
32-33 Sketching graphs This is the graph of y = f(x). Sketch the graphs of: a y = f(x + 2) b y = f(x) + 2
4 3 2 1 -5 -4 -3 -2 -1 0 -1 -2 -3 -4 1 2 3 4 5
Draw a graph to show this information (time on the horizontal axis, cost on the vertical axis). What is the fixed rate call-out charge? Find a formula connecting the labour cost (C) in pounds and the time (T) in hours. Use your graph to estimate the cost for 90 minutes and hence complete the table.
2 3
Easingwold School
101
Diagnostic tests
34 Speed, time and distance graphs This graph shows the journey made by a car from Poole to Basingstoke: 1 2 3 What time did the car arrive in Basingstoke? What was the speed of the car on the first part of its journey? The car stayed in Basingstoke for half an hour and then returned to Poole at the speed of 40 km/h. a Complete the graph b What time did the car arrive back in Poole?
d Basingstoke 100 Distance in kilometres 80 60 40 20 0 1100 g e f
36 Intersecting and parallel lines Look at the diagram below. 1 2 Find the size of the missing angles. What are the special mathematical names for: a angles c and d? b angles a and d?
a c
b 70
Poole
1200
1300
1400 Time
1500
1600
1700
37 Bearings In the diagram below, A, B and C are three ships. 1 What is the bearing of A from B? 2 What is the bearing of B from A? 3 What is the bearing of B from C?
35 Area under a curve 1 Draw the graph of y = 1/2 x2 + 2x for 0 x 6. Estimate the area under the curve by using three trapezia.
y 30 25
C
20 15 10 5 x
Easingwold School
102
Diagnostic tests
38 Similarity AC = 10 cm AD = 6 cm
A 6 cm 10 cm D B 9 cm E C
2 BC = 12 cm DE = 9 cm
A shape H is reflected in the line x = 3 to produce H. Describe the transformation to return H to H.
42-43 Enlargement by a fractional scale factor and a negative scale factor 1 Enlarge the triangle A by a scale factor of 1/2. Centre of enlargement is the point (7,3). 2 Enlarge the triangle A by a scale factor of 2, centre of enlargement is the point (1, 0).
12 cm
Find the length of: 1 2 3 AE AB BD

4 3 2 1 0 -1 -2 80 70 -3 -4 -5 -6
39-40 Congruent triangles Look at these pairs of triangles. Are they congruent? If so give a reason. 1
70 8 cm
80
8c
6 cm
10
cm
10
44 Compound measures 1 A car travels 324 kilometres in 3 hours 52 minutes. Calculate the speed in kilometres per hour. 2 A car travels at 25 metres per second. What is this speed in kilometres per hour?
41 Combined and inverse transformations 1 A shape X is translated by the 3 to produce X. 7 Describe the transformation to vector return X to X.
cm
6 cm
Easingwold School
103
Diagnostic tests
45 Time 1 A ferry leaves Poole at 21:47 on Wednesday and arrives in Cherbourg at 06:18 on Thursday. How long did the journey take? 2 A car travels 321 kilometres at an average speed of 57 km/h. How long does the journey take? Give your answer to: a the nearest minute b the nearest second. 46-47 Upper and lower bounds of numbers 1 324 is correct to two decimal places. What is: a the maximum possible value? b the minimum possible value? 2 All numbers are correct to one decimal place, find: a the maximum possible value b the minimum possible value of 36 + 17 29 13 48 Length, area and volume of shapes with curves
A
49-51 Angle and tangent properties of circles

a d
30
O 150 c 40
Find a, b, c, d 52 Calculating length, area and volume 1 1 Calculate the area:
7 cm 5 cm
8 cm
Calculate the area:

10 cm 6 cm
8 cm
7
50
cm
16 cm
B
1 2 3
Find the length of the minor arc AB Find the length of the major arc AB Find the area of the sector OAB
The volume of a cuboid is 144 cm3. The length is 8 cm, the width is 6 cm. Calculate the height.
104
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Diagnostic tests
53 Calculating length, area and volume 2 Find the volume of these shapes. 56 Ratio for length, area and volume 1 The ratio of the volume of cube A to cube B is 512 : 343. What is the ratio of the side of cube A to cube B? 2
3 cm
Convert 03 m2 into cm2
8 cm 5 cm
57 Pythagoras theorem 1 Find x

x
6 cm
8 cm
4 cm 12 cm
0.8 m
10 cm
2
(Not to scale)
Find y
y
54 Calculating length, area and volume 3 Find: 1 2 the area and the perimeter of this shape.
20 cm 6 cm 3 cm 7 cm 6 cm 5 cm 8 cm
11 cm
6 cm
58 Trigonometry: Finding an angle

x
11 cm
55 Formulae for length, area and volume a, b, c and d are lengths. State whether each formula gives a length, area, volume or none of these: 1 3 4 4r abc + d abc d2 5 a2bc d 2 3ab
8 cm
Easingwold School
105
Diagnostic tests
59 Trigonometry: Finding a side 1 Find x 65-66 Sine rule, cosine rule, area of a triangle 1 Find x
10 m x
x
8m
38 12 m 55 y 7m
80
a Find y
65
8m y
6m
Find y
b Find the area 67-70 Vectors

5 4 3 2 1 0 0 1 2 3 4 5 6 a
60 Trigonometry: Solving problems A ship sails 300 km on a bearing of 078. 1 2 How far north has the ship sailed? How far east has the ship sailed?
61 Trigonometry and Pythagoras theorem for 3-D shapes 1 Find the distance from B to H 2 Find the angle BHF
B
1 2
C
Write the vector a in the form Write the vector -3a in the form x y Vector a + vector b = Find vector b. 5 4
x y
A 6 cm
F D
3
G 10 cm
E 8 cm H
62-64 Sine, cosine and tangent of any angle Cosx = -07313537. Find the values of x between 0 and 360
106
Easingwold School
Diagnostic tests
71 Locus 1 Two points, A and B are 5 cm apart. Draw the locus of the point which is always an equal distance from A and B. 72 Designing questionnaires 1 State one advantage and one disadvantage of asking this question:
Which is your favourite subject?
State one advantage and one disadvantage of asking this question:

Place a tick by your favourite subject from this list Maths English French History Science
This is a plan of a building. The building has a force-field which reaches 20 m from the building. The scale is 1 cm represent 20 m. Use a dotted line to show the edge of the force field. Part of the force field is drawn for you Force field
73 Sampling Criticise this sampling technique: A school had 30 teachers, 400 boys and 300 girls. A survey was conducted to find the most popular school meal. Five teachers, five boys and five girls were interviewed. 74 Hypotheses 1 Kim tests the hypothesis Boys watch more television than girls by conducting a survey. She could present the results in a bar chart. Write down four other ways in which she could present the data. 2 How would you test these hypotheses? Choose from experiment, observation or questionnaire: a Boys favourite colour is blue. b A certain die is biased. c Red is the most common colour for cars.
Building
Easingwold School
107
Diagnostic tests
75 Comparing data Draw a frequency polygon to illustrate the following data. Compare the distributions and comment on your findings. This table shows the rainfall in two towns. (Rainfall is in millimetres.)
Month April May June July August September Hilton 20 18 16 15 15 16 Deepdale 12 15 25 32 26 18
78 Cumulative frequency This table shows the heights of 80 boys aged 15 at Upton School:
Height (cm) 150 to 160 160 to 170 170 to 180 180 to 190 190 to 200 Frequency 5 8 26 37 4
1 2 3 4 5 6
76 Histograms This histogram shows the ages of people in a theatre:

5 Frequency density 4 3 2 1 0 0 10 20 30 40 Ages 50 60 70 80
What is the range of the heights? Draw a cumulative frequency diagram. What is the median height? What is the upper quartile? What is the lower quartile? What is the interquartile range?
79 Using cumulative frequency diagrams to compare distributions This table shows the heights of 100 boys aged 15 at Downland School:
Height (cm) 150 to 160 160 to 170 170 to 180 180 to 190 190 to 200 Frequency 17 21 23 18 21
1 2 3
How many people are aged 0-20? How many people are aged 20-30? How many people are aged over 30?
77 Grouped data This table shows the marks obtained by 200 students in an examination:
Mark Frequency
0-20 0 21-40 68 41-60 36 61-80 81-100 54 42
Draw a cumulative frequency diagram to show this information. Use the median and interquartile range to compare the boys at Downland School with the boys at Upton School in the previous question. 80 Standard deviation Find the standard deviation of these numbers: 7, 8, 14, 15, 20
1 2 3
What is the modal class? Estimate the median. Estimate the mean.
108
Easingwold School
Diagnostic tests
81 The normal distribution A factory produces planks of wood. The planks are normally distributed with a mean length of 85 cm and a standard deviation of 005 cm. 1 2 What are the lengths between which the central 68% should lie? If a plank of wood is more than two standard deciations below the mean it is rejected. What is the rejection length? 83 Estimation of probability by experiment Sarah and Jane tried an experiment. They each dropped drawing-pins from a height of 2 m. This table shows how they landed:
Point up Sarah Jane 6 40 Point down 4 60
1 2
Which results are likely to be most reliable and why? Using Janes results estimate the number of point up you would expect if the experiment was carried out 10 000 times.
82 Line of best fit This scatter diagram shows the height and mass of eight girls aged 15:
70
60 Mass (kg)
50
84 Tree diagrams John has a 03 chance of passing History and a 04 chance of passing Geography. Draw a tree diagram to show this and hence calculate: 1 2
140 150 160 170 Height (cm) 180 190
40
His probability of passing both subjects. His probability of passing exactly one subject. His probability of failing both subjects.
30
1 2 3
Describe the relationship shown by this graph. Draw a line of best fit. Use your line of best fit to estimate the mass of another 15 year old girl who is 170 cm tall.
Easingwold School
109
Diagnostic tests
85 Conditional and independent probability The probability of Monday being dry is 06. If Monday is dry the probability of Tuesday being dry is 08. If Monday is wet the probability of Tuesday being dry is 04. 1 2 3 4 Show this in a tree diagram What is the probability of both days being dry? What is the probability of both days being wet? What is the probability of exactly one dry day?
A
88 3-D co-ordinates A cuboid has the following co-ordinates:
B (5,4,2)
D C (5,4,0)
(2,0,0)
(5,0,0)
What are the co-ordinates of A, B, C and D? 89 Inequalities Solve these inequalities: 1 2 3 4 5

4 3 2 1
86-87 Probability 1 A bag contains four red discs, four blue discs and two yellow discs. A girl is blindfolded and selects a disc. Discs are not replaced. What is the probability of selecting: a A red disc? b A yellow disc? c A red or a yellow disc? d Two red discs? e One red disc and one yellow disc in any order? 2 Four coins are tossed. What is the probability of at least one head?
6x < 24 x 3 > -5 -3x -12 14 3x 1 < 23 Describe the shaded region.
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Easingwold School
Answers
Answers to diagnostic tests

1
1 3 5 Rational Rational
217
11
/999
5
2 4
Irrational Irrational
1 2 3
y = (4c)2 or y = 16c2 y = 5x y = A/B -13 xn + 7 -13 7 xn
Rational 5 or /1
481
/1000
2
1 -3084492 2 -18071085
12
1 2 xn+1 = x=5 and xn+1 =
3
1 3 6 cm a 343 2 b 625 3
13
1 6250 4 [note: k = 625] 2
4
1 3 0000632 72 x 10
-3
2 4
273 x 105 2476 x 10-4
14
1 3 192 037336 2 4 069295 a b c 113 127 437
or 00002476
5
1 3 2000 219 2 4 25440 6561 (Note: 2544 is wrong)
15
1 3
6
1 a 3421 b 2500
/12
/6
16
7
1 a b c 2 3 Square numbers Cube numbers Triangle numbers
16
1 3 5 a8 4a10 6a3c3d2 + 8a4c4 2 4 6 12a5 20a3x - 15a2c 6a2 22a + 20
1, 2, 3, 5, 6, 10, 15, 30 11, 13, 17
17-19
1 3 4a(3a- c) (a 5)(a 2) 2 4 5a2c(3cd + 5a) a = 5, 2
8
1 2 3 2 x 2 x 2 x 5 x 7 x 7 or 23.5.72 HCF 18 LCM 180 -1/8 or -0125
20
Using the formula gives y = 419 or y = -119
21
a = 4, y = -2
9
1 47
22-23
1 2 4 289 24 5(3x + 4) 2(3x + 4) = 5 2 2 6a3 c2d2
10
1 3 316 0625
Easingwold School
111
Answers
24
x=0 5 4 3 2 1 -5 -4 -3 -2 -1 -1 -2 -3 x = -3 -4 -5 y = -x 1 2 3 4 5 y=0 y=x y=4
28
(You should have similar, but not exact answers) 1 a c -4 4 b 2
29-30
1 2 4 Assume your graph is correct if your answers are correct 12 36 3 5 C = 12 +16T 60
31
a c y = 2x + 2 y = -x
3
y = -3x2 + 2
25
y 8
32-33
y+
7 6
5 4 3 2 1
2y
=6
y = f(x) + 2
4 3 2 1
2x = 8
0
1 2 3 Ti 4 5
y = f(x + 2)
-5
-4
-3
-2
-1
0 -1 -2 -3 -4
x
6
x = 2, y = 4
26
12 10 8 6 4 2 -2 -1 0 -2
34
1 2 3 1315 27 km/h (approx) (see diagram) a
Basingstoke 100 Distance in kilometres

80 60 40 20 0 1100 1200 1300 1400 Time 1500 1600 1700 27 km/h
Poole
x = 2 or x = 3 b 16:15
27
y = 3/2 x 3
35
71
112
Easingwold School
Answers
36
1 a = 70 b = 110 c = 110 d = 70 e = 110 f = 70 g = 110 2a Alternate b Corresponding
52
1 3 20 cm2 3 cm 2 78 cm2
53
1 2 60 cm3 2880 cm3 or 000288 m3
54 37
1 3 286 056 2 106 1 2 111 cm2 62 cm
55 38
1 3 75 cm 2 cm 2 8 cm 1 3 5 Length None of these Volume 2 4 Area Length
39-40
1 2 Not congruent Congruent RHS
56
1 8:7 2 3000 cm2
57 41
1 2 Translation by the vector Reflection in the line x = 3 -3 -7 1 128 cm 2 9.22 cm
58
467
42-43
1 2 (4, 2), (5, 3), (6, 2) (1, -2), (5, -6), (9, -2)
59
1 938 m 2 122 m
44
1 8379 km/h 2 90 km/h
60
1 624 km 2 293 km
45
1 2 8 hours 31 minutes a b 5 hours 38 minutes 5 hours 37 minutes 54 seconds
61
1 141 cm 2 251
62-64
137 and 223
46-47
1 2 a a 3245 36 b b 3235 30588
65-66
1 2 520 a 771 m b 218 m2
48
1 3 611 cm 214 cm
2
67-70
2 379 cm 1 3 30 105 b d 40 15 3 -1 2 5 2 -9 3
49-51
a c
Easingwold School
113
Answers
71
1
75
Hilton has a similar amount of rainfall each month, the rainfall varies in Deepdale with more rain in the middle months of June, July and August. Deepdale has more rainfall than Hilton.
76
1 3 20 130 2 40
77
1 3 21-40 57 (approx) 2 58 (approx)
78
1 2
80 70
50
72
60
It is an open-ended question. Pupils can state their favourite subject (advantage). There may be a large number of different responses. These may be difficult to analyse and record (disadvantage). It is a closed question. The subject chosen is only the favourite from the list, so it may not be the pupils favourite (disadvantage). There are only five possible responses. This will make it easy to analyse and record the results (advantage).
50 40 30 20 10 0 150 160 170 Height 180 190 200
3 5
181 (approx) 173 (approx)
4 6
186 (approx) 13 (approx)
73
1 2 The sample is not large enough. This is not a representative sample (eg there are more boys than teachers, the sample must reflect this). A representative sample could be 3 teachers, 40 boys, 30 girls.
79
Downland Median = 175 (approx), upper quartile = 188 (approx), lower quartile = 164 (approx), interquartile range = 24 (approx) The median shows the middle boy at Upton School is 6 cm taller. The interquartile range at Downland School is 24, at Upland 13. This shows the boys at Upland School vary less in height than the boys at Downland School (ie they are more closely grouped at Upland School).
74
1 2 Table, pie chart, frequency polygon, pictogram a b c Questionnaire Experiment Observation
114
Easingwold School
Answers
80
479
88
A = (2,0,2), B = (2,4,2), C = (5,0,2), D = (2,4,0)
81
1 2 8495 cm and 8505 cm Below 849 cm
89
1 3 5 1 2 3 Positive corellation, or the taller the heavier Line from about (140, 45) to (190, 70) 60 kg (approx) x<4 x4 x 2, y < 4, y > x 2 4 x > -2 5x<8
82
83
1 2 Janes results, because she carried out the experiment more times 4000
84
History 0.4 P 0.3 0.6 F Geography P
0.7 F
0.4
0.6
1 3
012 042
046
85
Monday 0.8 D 0.6 0.2 W Tuesday D
0.4 W
0.4
0.6
2 3 4
06 x 08 = 048 04 x 06 = 024 06 x 02 + 04 x 04 = 028
86-87
1 a b c d e 2
15 4 2 6 2 8
/10 = 2/5 /10 = 1/5 /10 = 3/5 /15 /45
/16
Easingwold School
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Index
Aa
Acceleration ....................................................28 Accuracy of measurement ........................46, 47 Algebra ......................................................14-23 Algebraic fractions....................................22, 23 Algebraic skills ...........................................14-23 Alternate angles..............................................36 And/or (probability) ........................................86 Angle (trigonometry).......................................58 Angle of depression .......................................60 Angle of elevation ....................................60, 61 Angles .................................36-40, 49-51, 57-66 Angles in a circle .......................................49-51 Arc...................................................................48 Area ...................................35, 48, 52-56, 65, 94 Area, length, volume ..........................48, 52-55 Area, length, volume ratio ..............................56 Area of a cross-section ...................................53 Area of a sector ..............................................48 Area of a trapezium ..................................52, 53 Area of a triangle (1/2 ab sin c)..................48, 65 Area under a curve (graph) .............................35 At least (probability)........................................87 Averages .........................................................96
3
y x .....................................3 x
x
1 y
..............................3, 15 ..............................3, 15 .........................3, 14, 57 .....................................3
a bc .....................................2 + .........................3, 14, 15

EXP
D M S
EE
.............................4
DMS
MR
...........45 .............58-64
SIN M
COS TAN
.........................2, 3
Capacity ..........................................................94 cc.....................................................................94 Census ............................................................73 Centilitre .........................................................94 Centimetre ......................................................94 Centre of enlargement ..............................41-43 Chance (probability) ..................................83-87 Circles ..................................................48-51, 94 Circumference...........................................48, 94 Class interval ...................................................75 Combined transformations .............................41 Comparing data........................................75, 78 Comparing distributions .................................79 Compasses......................................................71 Compound measures......................................44 Conditional probability..............................85-87 Cone ...............................................................48 Congruence ..................................39, 40, 50, 51 Congruent triangles......................39, 40, 50, 51 Constructions ..................................................71 Continuous data .............................................94 Converging/diverging sequences...................12 Conversion (metric units) ..........................56, 94
Bb
Bar graph ........................................................76 Bearings ..............................................37, 67, 70 Best fit.............................................................82 Bias .................................................................83 Bounds (upper and lower) ........................46, 47 Brackets ..........................................2, 14, 16, 18
Cc
Calculator keys
% (
.................................5, 6
)
Co-ordinates (3-D) ..........................................88 Correlation ......................................................82 Corresponding angles ....................................36 Cosine (cos) ...............................................58-66
....................2, 14
x 2 .....................................3 x
y
...........................3, 5, 15
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Easingwold School
Index
Cosine curve (graph)..................................62-64 Cosine rule................................................65, 66 Critical path analysis .......................................90 Cross-section ..................................................53 Cube numbers ..................................................7 Cube root .................................................1, 3, 7 Cubic centimetre ............................................94 Cubic graphs...................................................31 Cubic numbers..................................................7 Cuboid ......................................................52, 54 Cumulative frequency...............................78, 79 Cyclic quadrilaterals..................................49, 51 Cylinder...........................................................94
Expansion of brackets.....................................16 Expressing general rules...........................29, 30 Exterior angle..................................................96
Ff
Factorisation ..............................................17-19 Factors ....................................................7, 8, 17 Fibonacci sequence ..........................................7 Forces ........................................................67-70 Formulae ....................11, 14, 20, 29, 44, 55, 58 Fractional scale factor .....................................42 Fractions ...........................................2, 5, 22, 23 Frequency ..................................................75-79 Frequency density...........................................76 Frequency polygon.........................................75 Functions ............................................24, 32, 33 F(x) ......................................................24, 32, 33
Dd
Data...................................72-75, 77, 81, 82, 94 Decay and growth rates....................................6 Decimal places ......................................4, 9, 94 Density, mass, volume ....................................44 Depreciation .....................................................5 Depression (angle of)......................................60 Diameter ...................................................55, 94 Direct variation/proportion .............................13 Discrete data...................................................94 Distance, speed, time .28, 34, 35, 44, 45, 67-70 Diverging/converging sequences ...................12 Drawing graphs .............................24, 25, 31-33
Gg
Gradient.....................................................27-30 Gram ...............................................................94 Graphs.................................24-35, 62-64, 75-77 Graphs of sin, cos, tan...............................62-64 Grouped data .................................................77 Growth and decay rates ...................................6
Hh
HCF (highest common factor)...........................8 Histograms......................................................76 Hypotenuse ...............................................58-60 Hypotheses .....................................................74
Ee
Elevation (angle of) ...................................60, 61 Enlargement ..............................................41-43 Enlargement matrices .....................................92 Equation of a straight line ..................27, 29, 30 Equations .....................................................9-12 Equations (graphical methods) .................25, 26 Equations (quadratic)....................12, 19, 20, 26 Equations (simultaneous) ..........................21, 25 Equations (trial and improvement) ...................9 Equilateral triangle..........................................95 Estimation of probability.................................83
Ii
Independent events...................................84-87 Indices ...............................................3, 8, 15-19 Inequalities .............................................. 89, 91 Interior angle ..................................................96 Interquartile range ....................................78, 79 Intersecting lines.............................................36 Inverse transformations...................................41 Inverse variation/proportion ...........................13
Easingwold School
117
Index
Irrational numbers.............................................1 Isosceles triangle ..........................49, 51, 57, 95 Iteration...........................................................12
Modal class .....................................................77 Mode ........................................................77, 96 Multiples .......................................................7, 8 Multipling matrices ...................................92, 93
Kk
k equations....................................................13 Kilogram..........................................................94 Kilometre ........................................................94 Kite..................................................................95
Nn
Negative correlation .......................................82 Negative scale factor ......................................43 Normal distribution.........................................81 Number patterns ........................................7, 97
Ll
LCM (lowest common multiple)........................8 Length.............................................................94 Length, area, volume...........................48, 52-55 Length, area, volume, ratio.............................56 Line of best fit.................................................82 Linear graphs ..................................................31 Linear programming .......................................91 Litre .................................................................94 Locus (loci) ......................................................71 Lower and upper bounds (limits)..............46, 47 Lower quartile ...........................................78, 79
Oo
Or/and (probability) ........................................86 Origin........................................................42, 43
Pp
Parallel lines ....................................................36 Parallelogram ............................................52, 95 Patterns.......................................................7, 97 Percentage increase/decrease..........................5 Percentages ..................................................5, 6 Perimeter ...................................................52-56 Perpendicular bisector ....................................71 Pi ()................................................1, 48, 55, 94 Polygon.....................................................75, 96 Positive correlation .........................................82 Powers ...............................................3, 8, 15-19 Prime factor.......................................................8 Prime number ...............................................7, 8 Prism ...............................................................53 Probability..................................................83-87 Product............................................................94 Product of primes .............................................8 Proportional to................................................13 Pythagoras theorem .....................53, 57-68, 70
Mm
Make x the subject .........................................11 Mass ................................................................94 Mass, density, volume.....................................44 Matrices (transformations) ........................92, 93 Maximum and minimum values................46, 47 Mean.............................................77, 80, 81, 96 Measurement.............................................44-47 Measures.........................................................94 Measures (compound) ....................................44 Median.......................................................77-79 Memory (calculator) ......................................2, 3 Metre ..............................................................94 Metric units .........................................52, 56, 94 Millilitre ...........................................................94 Millimetre ........................................................94 Minimum and maximum values................46, 47
Qq
Quadratic equations .....................12, 19, 20, 26 Quadratic formulae.........................................20 Quadratic graphs ............................................31
118
Easingwold School
Index
Quadrilaterals .....................................49, 51, 95 Quartiles ...................................................78, 79 Questionnaires...........................................72-74
Simultaneous equations ...........................21, 25 Sine (sin).....................................................58-66 Sine curve (graph)................................33, 62-64 Sine rule ....................................................65, 66 Sketching graphs............................31-33, 62-64 Slope...............................................................27 Solving equations................9, 10, 12, 13, 19-21 Solving equations (using graphs) ..............24-26 Solving quadratics ....................................20, 26 Speed, time, distance .28, 34, 35, 44, 45, 67-70 Sphere.............................................................48 Square...................................................3, 10, 95 Square number .................................................7 Square root.........................................1, 3, 7, 10 Standard deviation....................................80, 81 Standard form ...................................................4 Straight line equation .........................27, 29, 30 Stratified random sampling ............................73 Sum .................................................................94 Surface area ....................................................48 Symmetry ........................................................95 Systematic sampling .......................................73
Rr
Radius ............................................48-51, 55, 94 Random sampling ...........................................73 Range...................................................76-78, 96 Ratio (length, area, volume)............................56 Rational numbers ..............................................1 Reciprocal .........................................................8 Reciprocal graphs ...........................................31 Rectangle ........................................................95 Recurring decimals ...........................................1 Reflection ........................................................41 Reflection matrices ...................................92, 93 Regions .....................................................89, 91 Regular polygons ............................................96 Rewriting formulae..........................................11 Rhombus .........................................................95 Right-angled triangles ....................57-61, 67-70 Roots...................................................1, 3, 7, 10 Rotation ..........................................................41 Rotation matrices......................................92, 93 Rounding ............................................46, 47, 94
Tt
Tables.........................................................75-77 Tangent (tan)..............................................58-66 Tangent curve (graph)................................62-64 Tangent of a curve..............................28, 50, 51 Tangent properties of circles .....................49-51 Three-dimensional (3-D) .....................55, 61, 88 Time, speed, distance ............28, 34, 35, 44, 45 Tonne ..............................................................94 Transformation of formulae ............................11 Transformations .........................................41-43 Transformations (matrices) ........................92, 93 Translation.......................................................41 Trapezium .................................................52, 95 Trapezium rule (area under a curve) ...............35 Travel graphs ............................................34, 35
Ss
Sampling .........................................................73 Scale................................................................56 Scale factor....................................38, 41-43, 56 Scatter diagrams .............................................82 Sector..............................................................48 Segment..........................................................48 Sequences.........................................................7 Shading region .........................................89, 91 Significant figures ...........................................94 Similar shapes .................................................38 Similar triangles ..............................................38 Similarity..........................................................38 Simplifying algebraic fractions..................22, 23
Easingwold School
119
Index
Tree diagrams ...........................................84, 85 Trial and improvement..................................6, 9 Triangle (area of).....................48, 52, 53, 65, 66 Triangle (congruent)......................39, 40, 50, 51 Triangle numbers ..............................................7 Triangles (equilateral) ......................................95 Triangles (isosceles) ......................49, 51, 57, 95 Triangles (similar).............................................38 Trigonometry .............................................57-66
......................................................1, 48, 55, 94 % ...................................................................5, 6 .....................................................................80

1
/2 ab sin c.................................................48, 65 ................................................................13
Uu
Uniform cross-section .....................................53 Upper and lower bounds..........................46, 47 Upper quartile...........................................78, 79
Vv
Variation ..........................................................13 Vectors .................................................41, 67-70 Velocity ......................................................67-70 Volume...........................................44, 48, 52-56 Volume, area, length ...........................48, 52-55 Volume, area, length ratio ..............................56 Volume (cylinder) ............................................94 Volume, density, mass.....................................44
Xx
x axis ...............................................................24
Yy
y axis ...............................................................24 y = mx + c ..........................................27, 29, 30
Zz
Z shapes..........................................................36
123
1-D ..................................................................55 2-D ..................................................................55 2r, r2, r2h..............................................48, 94 3-D co-ordinates .............................................88 3-D shapes................................................55, 61 120
Easingwold School

GCSE Maths Revision - Grades A - C

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ISBN: 1 84070 272 9 Published by Pearson Publishing 2003 Pearson Publishing

Fractions, decimals and percentages Number patterns

Perimeter, area and volume

Pythagoras theorem and trigonometry

Locus (plural loci) ...............................................................

Tables and graphs

Scatter diagrams Probability

Rational and irrational numbers

a is rational. Find a possible value of a.

Using a calculator: Brackets, memory and fractions

Questions involving division

key Calculator keys:

Using a calculator: Powers, roots and memory

Use of power and root keys

This is used to square a number, eg 8 = 64 or

This is used to calculate powers, eg 2

Calculator keys: Square root Cube root Root key

This is used to calculate the root of a number, eg

What is the value of 45?

Answer 89 Answer 1024 Answer 9 cm

Answer 4 cm Calculator keys

Answer 2 Answer 00625

Means move the decimal point 4 places to the right

Using a calculator with numbers in standard form

Means move the decimal point 3 places to the left

Example 382 x 104 x 426 x 106 Calculator keys:

The calculator display shows 162732 11 This means 162732 x 1011

The decimal point has moved 3 places to the left.

We write the number in standard form as 382 x 103 4

0 0 0 2 3 6 The decimal point has moved 3 places to the right.

Answer 1140625 x 1015

Common error: Do not put

Fractions, decimals and percentages

Percentages and fractions

to find the value after one year

to find the value after two years

to find the value after three years 15 000 x (091)3

The calculation can be shortened Calculator keys: 2 3

Decrease by /3 means multiply by (1 /3) = /3 Find 8% means multiply by 008

Fractions, decimals and percentages

Calculating growth and decay rates

Patterns you must recognise

Information you should know

1176 = 420 = LCM

Trial and improvement

Trial and improvement

535 is too big so 53 is nearer Answer = 53

42 = 16 4 = 16 C2 = 80 C = 80 C = 894 (approx) (or 894)

y2 = 10 y = 10 y = 316 (or -316)

y3 =8 y =8+3 y = 11 y = 112 y = 121

5(y + 3) = 3(4y 2) 5y + 15 = 12y 6 5y 12y = 6 15 -7y = -21 y = -21/-7 y =3

6y 4(2y 3) = 10 6y 8y + 12 = 10 6y 8y = 10 12 -2y = -2 y = -2/-2 y =1

r2h Make r the subject

C=B+A B+A=C A=CB

C=BA C+A=B A=BC

Solving quadratic equations by iterative methods Example 1

8 These give the iterative formulae xn+1 = x + 2 n

and continue... Eventually we find the solution is x = 2